Subject: Biology 2
Lesson Title: Non-Mendelian Inheritance/Incomplete Dominance
Content Standard(s): AZ Science Standards- S1CO4PO3, S4CO2PO3
NGSS- HS-LS3-3
Language Objective: Students will verbally articulate their ideas to their peers. Students will present and defend their thoughts and predictions to the class both
In written and verbal form.
Terminal Objective: Students will illustrate how non-Mendelian are represented to predict offspring ratios for traits that exhibit incomplete dominance.
Bell Work: Students will complete anticipatory set to design a way of representing a cross that exhibits Incomplete Dominance.
Blooms Level
Applying
Applying
Sub-Objective
Time
Using knowledge of
single allele traits,
students will create a
way of representing a
cross of Incomplete
Dominant alleles to
predict offspring ratios.
5 mins
Using knowledge of
single allele traits
groups will create a
way of representing a
cross of incomplete
dominant alleles to
predict offspring ratios.
10 mins
Teaching Strategy
Students will spend the first five minutes of
class developing a way to represent the
genotypes of traits that exhibit incomplete
dominance in their notebooks (incomplete
dominance bell work).
Active Student Participation/
Check for Understanding
Students will individually answer bell work questions in
notebook.
Instructor will monitor students and guide learners to start
thinking about how genotypes are represented tapping
into previous learning of single allele traits.
Students will discuss with their groups how
Students will discuss in groups and transfer their ideas
they decided to represent the genotypes of
onto the whiteboard.
the traits and whiteboard their answers to the
Instructor will monitor students and assist groups when
bell work questions.
they show difficulty in interpreting the problem. Teacher
will clarify the idea of dominance and how it is
represented (i.e. capital vs. lower case letters) to guide
learners to think of other variations to indicate that the F1
phenotype is a ‘blend’ of the parents.
Evaluating
Groups will present
and defend their ideas
for representing alleles
for traits that exhibit
codominance.
16 mins
(2 mins
per
group)
Groups will present their whiteboards
displaying their results for bell work problems.
Students should defend why they chose the
symbols they did to explain the pattern of
inheritance shown in the bell work.
Students will present their conclusions and defend their
choices of how to represent incomplete dominance.
Students and instructor may ask questions of groups to
understand reasoning.
Instructor should point out that the original P generation
phenotypes reappear in the F2 generation (part c of bell
work).
Understanding
Remembering
Students will explain
incomplete dominance
and the conventional
method of
representing traits that
exhibit incomplete
dominance.
7 mins
Students will complete
worksheet to practice
incomplete dominance.
11 mins
Students will view a clip on Educational Portal
explaining incomplete dominance and
examples of traits that express this (5 mins).
Students will copy definition and example of
complete dominance in their flipbooks they
created at the beginning of the unit (2 mins).
Students will complete worksheet and turn in
by end of period.
Students will record the definition and example of
incomplete dominance in their flipbooks.
Instructor will guide students to the clip and clarify any
misunderstanding of the definition presented.
Students will complete the worksheet.
Instructor will circulate classroom and clarify any
misunderstandings.
Closure: Instructor will ask students for thumbs up (understand how to represent incomplete dominance) or thumbs down (does not completely
understand) to gauge understanding and determine if further practice is needed.
Materials Needed: Incomplete Dominance Bellwork, student made flipbooks, Incomplete Dominance Educational Portal video
(educationalportal.org), non-Mendelian inheritance worksheet, whiteboards, expo markers
Incomplete Dominance Bell Work
Incomplete Dominance Bell Work
A cross between a snapdragon with red flowers and a
snapdragon with white flowers results in offspring that all
produce pink flowers. The color of the snapdragon flower is
determined by just two alleles.
Snapdragon flower color is an example of incomplete
dominance.
red flowers + white flowers = pink flowers
Create a Punnett Square to illustrate this cross and answer the
following questions.
a) What are the genotypes of the parent snapdragons in the
original cross?
This trait is determined by just two alleles.
Create a Punnett Square to illustrate this cross and answer the
following questions.
b) What is the genotype of the pink offspring?
c) What would be the phenotypic ratios of offspring produced
by two snapdragons with pink flowers?
a) What are the genotypes of the parent snapdragons in the
original cross?
b) What is the genotype of the pink offspring?
c) What would be the phenotypic ratios of offspring produced
by two snapdragons with pink flowers?