BIOLOGY INCOMPLETE DOMINANCE 5E MODEL LESSON

Teacher: Expected Length of Lesson Topic: Unit:

Heather Lesson: Incomplete Genetics
Yarbrough 1 - 90 minute class Dominance

SB3. Obtain, evaluate, and communicate information to analyze how

biological traits are passed on to successive generations.
Targeted Content Standards/ b. Use mathematical models to predict and explain patterns of inheritance.
Element: (Clarification statement: Students should be able to use Punnett squares
(Include the entire standard)
(monohybrid and dihybrid crosses) and/or rules of probability, to analyze
the following inheritance patterns: dominance, codominance, incomplete
dominance.)

L9-10RST2​: Determine the central ideas or conclusions of a text; trace

the text’s explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.

L9-10RST7​: Translate quantitative or technical information expressed in

words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation)
into words.

Targeted Literacy Skills or

L9-10RST9​: Compare and contrast findings presented in a text to those
Standards: ​(include as many as your from other sources (including their own experiments), noting when the
lesson incorporates) findings support or contradict previous explanations or accounts.

L9-10WHST2​: Write informative/explanatory texts, including the

narration of historical events, scientific procedures/ experiments, or
technical processes.
d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the
discipline and context as well as to the expertise of likely readers.

L9-10WHST4​: Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose, and
audience.
Inquiry Question (or what you would What is the likelihood of inheriting a trait controlled by genes that are
like the students answer)?
(*Teachers may present the question or incompletely dominant?
require students to develop questions
and narrow down to this one).
 Genotype*
Phenotype*
Ratio*
Monohybrid cross*
Key Vocabulary:
Homozygous/pure*
Words important for understanding Heterozygous/hybrid*
content and skills (ex: Tier 2 and 3 First filial generation (F1)*
words)
Second filial generation (F2)*
Incomplete dominance

*assuming these have already been introduced in previous lessons but

they still need to know them for this lesson

Foundational:
● I can explain that traits are inherited from parents.
● I can recognize genotypes and phenotypes.
● I can define incomplete dominance.

Mastery:
● I can determine the possible genotypes of parents from their
phenotypes and can separate the parental alleles by solving
monohybrid crosses.
● I can recognize that crossing two pure parents results in an
Learning Targets intermediate mixture when incomplete dominance occurs by color
(I-Can Statements) mixing.
***At the end of the week, what will
students know and what will students be
● I can predict the probability of gene expression in successive
able to do? generations by calculating genotypic and phenotypic ratios in
Dragon Egg genetics.
● I can use mathematical models to predict and explain incomplete
dominance by applying it to a real world situation.

​Extension:
● I can compare and contrast incomplete dominance with
codominance.
● I can research which human diseases are caused by incomplete
dominant genes and explain the probability of the disease being
passed to offspring.

ENGAGE ● Put the students in flexible groups using the paint chip strategy.
Describe how the teacher will Get paint chip strips from the hardware store and cut them into 3’s
capture students’ interest. (light end, dark end, and medium). Pass them out and have
What kind of questions should the students find their match (this flexible grouping strategy directly
students ask themselves after the correlates to the concept of incomplete dominance).
engagement?
 ● Show pictures (on page 7 of this document) to students that show
an interracial family with a child, carnations (red, white, and
pink), and hair types (straight, curly, and wavy). Have them also
look at their paint chips.

● Give them time to discuss what they think all 4 items have in
common.

● On opposite walls of the room, have the 3 pictures hanging up.

Each group (made of 3 people) will divide up and each person will
go to a different picture. At these new groups, each person will
share what was discussed in their first group. They will come to a
consensus and will decide how that particular picture demonstrates
similarity with the others. Each group will then share with the
class.

● They should come to the conclusion that there’s an intermediate or

“mixture” of colors/hair texture etc.

● In groups, students will show how this mixture occurs. Set up 4

test tubes per group, 2 will have blue colored water and 2 will
have red colored water (can use blue and red food coloring in
water).

● Give students the lab sheet called “Color Mixing.” Students will
write a hypothesis as to what color they will get when they
combine:
○ blue + blue (result is blue)
EXPLORE ○ red + red (result is red)
Describe what hands-on/minds-on ○ blue + red (result is purple)
activities students will be doing.

List “big idea” conceptual questions the ● Students carry out the experiment, compare to their written
teacher will use to encourage and/or hypothesis and answer Why? (this leads to the teacher explanation
focus students’ exploration
and sample Punnett square...see below​*​)

● For the next activity, look at the following to see how to prepare
for “Dinosaur Egg Genetics” before class.
○ Get blue, yellow, green, pink, purple, and orange plastic
easter eggs.

○ Make the following matches of the top and bottom parts of

the eggs and fill them with colored beads, candy, etc
 KEY #1:
Blue - B
Yellow - Y
Green - BY
■ blue + blue = 4 blue inside
■ yellow + yellow = 4 yellow inside
■ blue + green = 2 blue, 2 green inside
■ yellow + green = 2 yellow, 2 green inside
■ blue + yellow = 4 green inside
■ green + green = 1 blue, 2 green, 1 yellow inside

KEY #2:
Pink - P,
Purple - L
Orange - PL

■ Pink + pink = 4 pink inside

■ Purple + purple = 4 purple inside
■ pink + orange = 2 pink, 2 orange inside
■ purple + orange = 2 purple, 2 orange inside
■ pink + purple = 4 orange inside
■ orange +orange = 1 pink, 2 orange, 1 purple inside

● Teacher tells the students that each half of the “dinosaur egg”
represents a parent. For example, if you have a yellow and green
egg, parent 1 is yellow and parent 2 is green. The beads or candy
inside represents the offspring.

● Use questioning to get the students to determine the genotypes for

a yellow parent (YY, they should recognize the only possibility is
a homozygous parent), a blue parent (BB, only possibility is a
homozygous parent) and for a green parent (BY since it is the
heterozygous mixture of blue and yellow) based on Key #1
provided. Repeat for the colors in Key #2.

● Students complete monohybrid Punnett squares for 8-10 Dinosaur

eggs. They will set up the genotypes on the Punnett squares, cross
them, calculate genotypes, phenotypes, phenotypic ratios, and
phenotypic percentages just the same way they did with Mendelian
Punnett squares.

● They will self-assess their calculations by looking inside the egg

and to see if their offspring phenotypes match the color and
number of beads inside. If they don’t match, the student should go
 back and re-do the Punnett square. Students should put a large
checkmark beside each Punnett square when their Punnett squares
match the contents of the egg.

● Students will look back over their Punnett squares to answer the
question: A pink dinosaur mates with a purple dinosaurs and all
the offspring in the F1 generation are orange. One of the orange
dinosaurs mates with an orange dinosaur from another valley and
in the F2 generation, they have some orange offspring but they
also have a few pink and a few purple offspring. Using what you
learned from this activity, explain how 2 orange dinosaurs could
have such a variety of offspring.

● Teacher explains this is what happens with some inherited traits

that don’t follow the normal Mendelian rules. Teacher relates this
to the experiment by telling students that blue and red are both
dominant colors so when 2 homozygous parents combine, they
make an intermediate or mixture. Since neither color is completely
dominant over each other, the colors exhibit incomplete
dominance.​*

● Teacher works through an example of a Punnett square that

crosses a homozygous blue (BB) with a homozygous red (RR) to
EXPLAIN demonstrate how purple (BR) is achieved. Introduce the term
Student explanations should precede
introduction of terms or explanations by incomplete dominance as the reason for the intermediate.
the teacher. What questions,
resources, or strategies will the teacher ● To call on students randomly to help with the Punnett square, the
use to help students connect their
exploration to the concept under teacher has placed a playing card in/under each desk. The teacher
examination? draws a card from the remaining deck and the student with a
match will answer (i.e. teacher draws a 3 red diamond so the
List higher order thinking questions
which teachers will use to solicit student with a 3 red heart answers). All students will have a set of
student​ explanations and help them to vocabulary cards and they will lift up the correct one as they are
justify their explanations. working on the Punnett square with the class (i.e. the teacher may
Describe how the teacher will
say, “this is a pure blue. What is another word for pure?” and the
clarify the content or skill. students will raise the card that says homozygous.)
○ homozygous blue X homozygous red
BB X RR
 ● Students will read the article called “The Science of How These
ELABORATE Twin Sisters Look So Different” and examine the photo included
Describe how students will develop a in the article. When the story went viral on social media,
more sophisticated understanding of thousands of people, including some of your friends, have called
the concept. this a hoax and have claimed that the photo must have been
What vocabulary will be introduced and altered.
how will it connect to students’
observations? ● Write a social media response to your friends and the thousands of
How will students make real-life
connections? others on social media to persuade them that this IS possible.
Prove it with a complete Punnett square and a persuasive written
explanation. Use at least 1 hashtag, 1 acronym, teenage lingo, and
vocabulary that are all applicable to the problem.

EVALUATE ● Cooperative group discussions & group consensus

How will students be evaluated ● Food coloring experiment
THROUGHOUT the lesson?
● Vocabulary card lift
How will students demonstrate that ● Self-check on “Dinosaur Egg Genetics”
they have mastered the learning ● Social media response (with rubric)
target(s)?
Pictures for Engage
 COLOR MIXING LAB 
 
DIRECTIONS: 
1) You have been give 4 test tubes, 2 are filled with blue water and 2 are filled with 
red water. Label one of your blue tubes “BL” and the other as “UE.” Label one of 
your red tubes “R” and the other as “ED.” 
 
2) Make a hypothesis on the left side of the chart below as to what color you will get 
when you mix: 
 
HYPOTHESIS  ACTUAL 

blue + blue=  blue + blue= 

red + red=  red + red= 

blue + red =  blue + red = 

 
 
3) Take your “BL” test tube and pour about half into the “UE” test tube. Record the 
color on the right side of the chart above.  
 
4) Take your “R” test tube and pour about half into the “ED” test tube. Record the 
color on the right side of the chart above. 
 
5) Take your “BL” test tube and pour the remaining liquid into the “R” test tube. 
Record the color on the right side of the chart above. 
 
6) Was your hypothesis for each color mixture correct? Provide an explanation of 
why you think you got each color result. 
  

GENOTYPE 
 
PHENOTYPE 
 
 

RATIO 
 
MONOHYBRID 
CROSS 
 
 
 

HOMOZYGOUS 
 
PURE 
 
 
HETEROZYGOUS 
 
 
 

HYBRID 
 
 
 
 

F1 
GENERATION 
 
 
 
 F2 
GENERATION 
 
 
 
 

0% CHANCE 
 
 
 
 

25% CHANCE 
50% CHANCE 
 
 
 
 

75% CHANCE 
 
 
 
 

100% CHANCE 
 The Science of How These Twin Sisters Look So Different
It's not uncommon for siblings to bear no resemblance to one another, but at first glance you may
struggle to believe that these two beautiful girls, who appear to be polar opposites of one another, are
not only sisters, but are in fact twins. Isn’t genetics fascinating?

As you can see, Ava, the girl on the right, has fair skin, bright blue eyes and blonde hair. Maria, on
the other hand, has much darker skin, deep brown eyes and bouncy, black ringlets atop her head.
Understandably, they have left a few jaws hanging when they popped out, and people rarely believe
they are twins. So, what’s the science between this pair?

The girls mother and father are both products of a biracial relationship, themselves having a black
parent and a white parent . You’ve probably worked out by now that these girls cannot be ​identical
twins​.​ Those occur when a single sperm fertilizes an egg that subsequently splits into two genetically
identical, but separate embryos. Non-identical, or fraternal, twins, on the other hand, are usually the
result of the mother releasing two eggs at the same time, both of which become fertilized by two
different sperms. Rather than being genetically identical, these share 50% of their DNA like normal
siblings do.

What happened with these girls is that, thanks to the parents carrying genes for both black and white
skin, Ava ended up inheriting the genes for white skin, whereas Maria inherited the genes for black
skin. Such dramatic genetics are unusual, but possible. Most of the time, children will inherit a "blend"
of their parents features - as was the case with their siblings. In the twins case, they each happened
to inherit incredibly different features.
 Social Media Response Rubric

Exceptional Acceptable Developing

Social Media Response contains a Response contains at Response either lacks an

couple/several acronyms least 1 acronym, 1 acronym, hashtag or
lingo and hashtags and they are hashtag, and they are teenage lingo OR they
applicable to the post. applicable to the post. are not applicable to the
Teenage lingo is evident. Teenage lingo is evident. post.

Punnett square Every part of the punnett Every part of the punnett There is a mistake in the
square is accurate. square is accurate. No punnett square which
Additional information additional information affects phenotypic
(such as offspring circled provided. results. No additional
on punnett square, information provided.
information about F2
generation)

Written Written explanation is Written explanation is Written explanation

exceptionally convincing. convincing and contains needs more supporting
explanation Persuasive words were persuasive wording. details. Punnett square
used effectively. Punnett square is may be referenced but
Explanation is supported referenced with general missing specific details.
with extra details and details but no additional Lacks persuasive
your Punnett square is details are provided. wording.
referenced with specific
details.

Vocabulary Includes all applicable Includes most important Lacks most of the
vocabulary (incomplete applicable vocabulary important applicable
dominance, intermediate, (incomplete dominance, vocabulary (incomplete
phenotype, genotype) and intermediate, genotype) dominance, intermediate)
uses them appropriately. and uses most of them and/or does not use them
Additional vocabulary appropriately. No appropriately. No
(such as % chance, F1 additional vocabulary additional vocabulary
generation, F2 used. used.
generation, mixture,
dominant) is used and
enhance the explanation.