Dominant and recessive alleles

Biology, Genetics and evolution , Age 11-14, Age 14-16

A presentation (14 slides) and supporting lesson plan on dominant and recessive alleles. Uses mice as an example to introduce the concept of genetic dominance and explains how to represent inheritance using a Punnet square. Also outlines Mendel's pea plant experiments.


1Genes: Dominant and RecessiveList all of the variations you can see between these mice pups.Teachable.net 2009. Some rights reserved.
http://teachable.net/res.asp?r=2276 2Learning ObjectivesMust know what dominant and recessive alleles are.
Should be able to explain the expected genetic outcome offspring using a Punnet square.
Could be able to analyse the effectiveness of Mendel s experiment.3Key WordsAllele - Alternative forms of the same gene.
Dominant - An allele which overrides other alleles of a gene so that their effects are hidden.
Recessive - An allele whose effects are hidden by the presence of a dominant allele. A recessive allele must be inherited from both parents in order to show its effect in the offspring.4ActivateFur colour in mice is represented by two different genes:
B is the allele for black fur
b - is the allele for brown fur
Each mouse has two genes one from mum and one from dad.bbBb5bbBbbbBbWhen there are two alleles one usually overpowers the other. In

LESSON PLAN
DATE:
CLASS:
PERIOD:


TITLE:
Variation (3) Dominant and recessive

LEARNING OBJECTIVES:
Must know what dominant and recessive alleles are.
Should be able to explain the expected genetic outcome of F1 and F2 offspring using a Punnet square.
Could be able to analyse the effectiveness of Mendel s experiment.


NC PoS / GCSE / BTEC:
GCSE Edexcel 360 science.
B1a Topic 2 Genes
SEN/EAL/G&T:
HOMEWORK:
Complete timed exam (1 hour) on topics covered so far in this unit.

RESOURCES:
Power point slides.
Blank story board sheets.
Example exam questions for homework.
DIFFERENTIATION:
By objective using Bloom s taxonomy to inspire higher level thinking skills in more able students.
By outcome using assessment criteria for task 2 students can work towards a particular grade which is given to them at the start of the task.
ASSESSMENT:
Continuous assessment through verbal questioning no hands rule .
Peers assessment using criteria of Mendel s pea experiment storyboard.


LEARNING CONTENT:



TEACHER ACTIVITY:
PUPIL ACTIVITY:
TIMING:

CONNECT
Have starter on interactive whiteboard.
Go through learning objectives and key words.

Look at the