Emina

Sinanovic
Applying Multimodal Learning to Unit Planning Assignment
Lesson Plan 1 Lesson (4)
Year Level: 10 Topic: Punnett Squares
Overview and Purpose

Victorian Curriculum Standards

Build on their understanding of the nature of genes and the use of genetic
language to read and interpret patterns of inheritance and predict outcomes
of genetic crosses for traits common within countries of the Asia region
Cross Curriculum Priority Area or Second Capability
Cross Curriculum Priorities
Asia and Australias Involvement with Asia Students interpret, analyse and
learn about diversity among countries of the Asia region, and how genetic
variation pertains between those living by the sea and those living in land.
Punnett squares and visual aids of these regions will communicate these
demographics and allow students to determine the probability for the traits,
as influenced by the diverse environments and human interaction/activity
between them. Australia is a multicultural country, recognising these
characteristics to allow students to identify these variances possible within
their learning environment and embrace these differences between and with
their peers.
Additional Learning Area
Mathematics - Calculating probability and ratios of genotypic and phenotypic
outcomes for a specific trait
Second Capability
Critical and Creative Thinking Students consider phenomena, think critically
and evaluate ideas presented by solving genetic test cross problems. They
apply their understanding of Punnett Squares and rely on sources of
conceptual information presented in the screen cast to answer case studies
presented and explain conclusions
Information and Communication Technology Students utilize Office Mix to
listen to and watch the concept of Punnett squares and Dominance,
providing opportunity for students to have access to information both prior
to the lesson (flipped) and during the lesson (in class flip) to allow them to
interpret concepts, communicate science ideas and information enhancing
students understanding of the concept.

Biological Sciences
The transmission of heritable
characteristics from one generation to
the next involves DNA and genes
(VCSSU119)
The theory of evolution by natural
selection explains the diversity of living
things and is supported by a range of
scientific evidence (VCSSU120)
Chance
Describe the results of two- and threestep chance experiments, both with
and without replacements, assign
probabilities to outcomes and
determine probabilities of events.
Investigate the concept of
independence (VCMSP347)
Use the language of if ....then, given,
of, knowing that to investigate
conditional statements and identify
common mistakes in interpreting such
language (VCMSP348)
Questioning and predicting
Formulate questions or hypotheses
that can be investigated scientifically,
including identification of
independent, dependent and
controlled variables (VCSIS134)

Understanding Demographics of Asian Countries & Punnet Squares Flipped Lesson

TIME
Total: 50
min

Learning Objective

Introduce Punnet square as tools used to determine an individuals phenotypic expression
Differentiate between a Dominant and Recessive Allele
Define Terms Complete, Incomplete and Co- Dominance
Define Terms Homozygous and Heterozygous
Establish symbols used for the appropriate expression of Dominant and Recessive Alleles
Outline the sequential steps in completing a Punnet Square
Define the terms Parental Generation, Gametes, Offspring, F1 and F2
List and explain the stages in completing a Monohybrid cross
Reinforce the use of Q.A.F.M.A (construction and deconstruction method) in the analysis and
interpretation of each question
Comprehend and understand worded problems and their meanings
Incorporate ICT Office Mix to deliver content through a screencast
Outline the demographics of the Asia Region and it countries

Emina Sinanovic
Applying Multimodal Learning to Unit Planning Assignment
Determine how location of a country can influence ones phenotype
Outcomes
The student will be able to.
Define Recessive and Dominant Allele and Trait
Be able to complete a Punnet square using the appropriate symbols and terminology
Understand homozygous traits and heterozygous genes
Identify that Co- Dominance and Incomplete Dominance is characterised by three genotypes and
three phenotypes
Identify that traits that show 4 phenotypes reflects a trait that has multiple alleles
Identify that a Monohybrid cross is a cross between Parental generations that differ in a single
given trait. The P generation organisms may either be heterozygous or homozygous for the given
trait.
Identify the completion of a punnet square through a series of sequential steps that involves
parental generation genotypes, gametes, F1 generation genotypes and phenotypes and
percentage and ratio for a given trait
Define the term genetic variation
Differentiate between genotypic and phenotypic percentage and ratios between F1 and F2
generations
Understand the demographics of countries within the Asia Region are influenced by living by the
sea and/or in land. Countries that live by sea contribute to greater genetic variation (immigration
and emigration) compared to those that live in land.
Understand Australia is a country close to Asia Region and therefore will account for emigration
and immigration between the two regions and therefore produce phenotypic variances
Students will be able to identify each question in reference to Q.A.F.M.A. (Q).Question, (A.)
Area of Study, (F). Focus of the Question, (M).Marks allocated and (A). How will the marks be
allocated, thru the process of deconstructing and constructing the question involved.
Introduction
Opening Your Lesson
Complete class attendance
Outline how the lesson will be run and the learning intentions
Pre- Assessment
Ask what students understood from listening and watching the Flipped Resource Screencast
Punnett Square and Complete Dominance prior to the lesson for homework
Ask students to reflect on the terms highlighted in the screencast (homozygous, heterozygous,
dominant, recessive, complete dominance) in a table format
Ask students to outline the sequential steps in completing a Punnett square, drawing these on
the board as students reflect
Ask what students known about the Asia Region, What countries constitute the Asia region and
its individualities
What are the key characteristics of this region
Learner Engagement and Participation
Students will be provided two different working benches to which two different screencasts (ICT
tool) will be available.
Each screencast will be 5 Minutes long. One screencast will outline Incomplete Dominance and
the other screencast will detail Co Dominance
Students will move to each bench and watch each 5 minute screencast in the classroom with their
peers
At the end of the screencast a short quiz will be provided to assess what students understood
from the 5 minute screen cast video they watched
Body of Lesson
Activity 1: Flip The Penny: Students will be provided with two plastic coins to which letter
characters, capital and lower case are stuck on either side of the penny. Each letter represents an
allele for a specific trait. For example, Blue Eyes, dominant (B) and brown eyes, recessive (b).
Students work in pairs to determine the possible genotypic combinations possible and their
corresponding phenotypic expressions
Students must complete a Punnett square to determine the phenotypic outcome and

5 Minutes

10
Minutes

5 Minutes
Activity
(1)

Emina Sinanovic
Applying Multimodal Learning to Unit Planning Assignment
demonstrate understanding of the possible trait and phenotypic feature inherited
Each pair of students will have a different pair of alleles for a different trait
Activity 2: Worksheet on Punnett Square: Once key concepts of the Flipped Resource have been
reviewed students will be provided a series of case study questions on Punnett squares that
represent the varied phenotypic characteristics of people within the Asia Region.
Each case study will ask students to complete a Punnett square to determine the probability of
inheriting that trait
Every case, with visual pictures, will be from a different country region (China, India and Burma)
and will demonstrate a different type of dominance pattern (complete, incomplete and co
dominance) that they attempt to complete and identify in class in pairs.
At the end of the case, students will be asked to reflect on why the case represents the type of
trait how does geographical location influence this? (Living by the sea versus living in land)
What allows for greater genetic variation? How does the transmission of these traits influence
Australia and why Australia specifically?
Students must work in pairs to sequentially complete the Punnett square and determine the
dominance pattern presented, outlining the phenotypic and genotypic percentage and ratios for
the given traits
Students can refer back to the three screencasts available to assist in approaching the questions
presented, calculating ratio and probability
Students can refer to online research on countries within the Asia region
Learner Engagement and Participation
Students work in pairs to answer questions
Discussion of questions amongst students and their table groups
I will continually walk around to monitor progress of students and assist in approaching
challenging questions
Post Assessment
Ability to complete questions
Ability to create dialogue amongst students on the questions presented
Ability to accurately identify parental alleles, interpret genotypic and phenotypic characteristics
and make a conclusive interpretation of results on the question presented
Ability to interpret differences in phenotype between the various countries in the Asia region and
determine how might geographical location influence these
Conclusion
Closure
Discuss activity questions
Reinforce the use of Q.A.F.M.A during this review Deconstruct and construct question method
Review each question on the board
Ask students to explain their answers
Get students to come to the board to complete/demonstrate the question
Formative Assessment: Traffic Light Assessment Students complete an exit card after questions
have been reviewed. Students have three exit cards to choose from, corresponding to their
degree of understanding of the concepts presented. Three exit cards available with three distinct
colours (green, yellow and red). The green exit card reflects what students feel most confident in,
Yes I can in all aspects of the concept. Yellow card reflects students who understand the
concept but are still unsure about a certain aspect of the topic Getting there and the Red Exit
card outlines what students have no understanding of I still need help with. Students complete
one exit card most appropriate to their understanding. All exit cards are collected with yellow and
red exit cards reviewed. Answers to unreviewed exit cards will be typed up with responses and
provided on the schools portal system.
Uncompleted questions to be assigned for homework and answers provided on the schools portal
system and to students during the proceeding class
Classroom Management Strategy
Will continually walk around to see if each student is participating to the group activity
Will select students at random to speak if not engaged during discussions
Prompting Questions
What alleles represent a dominant trait?

15
Minutes
Activity
(2)

Total 20
Minutes

15
minutes

Emina Sinanovic
Applying Multimodal Learning to Unit Planning Assignment
What alleles represent a recessive trait?
When can a recessive trait become dominant?
How do homozygous alleles differ from heterozygous alleles?
How many genotypic combinations are possible for a Dominant trait?
How many genotypic combinations are possible for a recessive trait?
What allows for greater genetic variation?
How does the transmission of these traits influence Australia and why Australia specifically?
Supporting Resources/ Materials
ICT TOOL OFFICE MIX SCREENCAST
Flipped Resource Screencast (1) Understanding Punnett Square and Complete Dominance
In class Flipped Resource Screencast (2) Understanding Co Dominance
In class Flipped Resource Screencast (3) Understanding Incomplete Dominance
Attendance Sheet
Exit Cards Traffic Light Assessment
Whiteboard marker
Punnett Square Worksheet Questions with visual aids of Asian Region countries a
Teacher guide Worksheet
Teacher Guide Worksheet with answers