1. NC 6 Point Lesson Plan
Subject: 7th Grade Science Topic: Punnett Squares & Hereditary
Courtney Phillips Integrated 6 Point Lesson Plan
Goals & Objectives:
Science: 7.L.2.2 Infer patterns of heredity using information from Punnett squares and
pedigree analysis.
Social Studies: 7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g.
smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies.
Math: 7.SP.5 Understand that the probability of a chance event is a number between 0 and 1
that expresses the likelihood of the event occurring. Larger numbers indicate greater
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates
an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
Advisement Summary: Advisors will present information on the various tribes that remain in
Africa. Students will learn about characteristics that define tribes including: language,
religion, roles in the community, art, music, etc. Students will need to create defining
characteristics for their tribe, and include it on the Museum Box.
Science Activity Summary: Demonstrate how to create Punnett squares. Use Punnett squares
and probability to create a member from a tribe. Use characteristics such as eye color,
earlobes (attached/detached), complexion, sickle cell, widow’s peak, blood type, etc. This
person is then to be drawn and added as a member of each tribe. This drawing will be scanned
and uploaded to the group Museum Box.
Activity Description of Activities and Materials and Time
Setting
I. Focus and Review The teacher will display a survey 15 Minutes
on the smartboard for students to
take part in relating to their Smartboard
physical characteristics. Students
will record their responses in Computer
their notebooks. As a class,
students will compare their
survey to their peers by taking a
tally. (Note: Survey below.)
II. Statement TSW understand that their traits No time is needed.
are determined by probability and
the combining of alleles. They
will also define and understand
the following terms: Punnett
Square, genotype, phenotype,
homozygous, heterozygous, trait,
dominant and recessive.

2. III. Teacher Input TTW relate Wednesday’s 55 Minutes
introduction to Punnett Squares
IV. Guided Practice to the activity students will be Key of Alleles Poster
taking part in today. Each student (Displayed in front of
V. Independent Practice will be paired with a classmate of classroom)
the opposite sex and will be
defined as parents. First, the pair Trait Sheet for Each Student
will flip a coin to determine the
sex of their offspring. One Dice, Coin, Small
(Heads=Girl, Tails=Boy) Poster Board and Pack of
TTW provide each parent a Trait Coloring Pencils for Each
Sheet (Note: Trait Sheet example Pair of Students
below.) describing their specific
characteristics and alleles. With One Birth Certificate for
each trait, TSW construct a Each Pair of Students
Punnett Square with each
parent’s alleles to determine the
possible outcomes of their
offspring. If there are four
possible outcomes for each trait,
TSW roll a dice to land on a
number (1-4). This number
represents a possible outcome on
the Punnett Square, which is now
also their child. However, if there
are sixteen possible outcomes,
TSW roll the dice 2 times. The
first roll represents the column
their child is located. The second
roll represents the row their child
is located in. The trait assigned to
their offspring will be determined
by the number rolled.
Example—16 Outcomes: Roll
#1: 3
Roll #2: 1
X
Example—4 Outcomes: Roll
#1: 4
Child 1 Child 2
Child 3 Child 4

3. Note: The dice may land on 5 or
6. If so, reroll until the dice lands
on a number between 1 and 4.
After each couple has filled out a
Birth Certificate, (Note: Birth
Certificate below.) they will be
required to draw their child.
VI. Closure TOTD: After students have 20 Minutes
created their child, their drawing
will be presented in front of their No additional materials are
classmates. Students will be needed.
asked to describe their drawing to
their peers, sharing their outcome
from each trait.
At the end of the period, students
will turn in their drawing, birth
certificate and Punnett Squares
work.
See Below Pages
(I have created each of the documents below.)

4. “Where’d you get those genes?” Survey
1. What is your eye color? ___Blue ___Brown
___Green ___Hazel
2. Do you have freckles ___Yes ___No
3. Can you roll your tongue? ___Yes ___No
4. Do you have dimples on your cheeks? ___Yes
___No
5. Are your earlobes attached or detached?
___Attached ___Detached
6. Do you have a widow’s peak? ___Yes ___No
7. Do you have a cleft chin? ___Yes ___No
8. What color is your hair? ___Black ___Brown
___Blonde ___Red
9. What is the texture of your hair? ___Curly ___Wavy
___Straight

5. Trait Sheet Example (Mother)
Eye Color: Bb-Brown
Lips: bb-Thin
Freckles: FF-Freckles
Earlobes: Ee-Unattached
Dimples: dd-No Dimples
Skin Color: aabb-Light
Eyelash Length: ll-Short
Hairline: Ww-Widow’s Peak
Nose Shape: bb-Straight
Nose Width: BB-Broad
Hair Texture: Cc-Curly
Hair Fullness: Ff-Full
Hair Color: Dd-Dark Color
Face Shape: Rr-Round
Eyebrows: Bb-Bushy
Uni-brow: Nn-Not Present
Eye Separation: EE-Wide Separation
Eye Angle: Hh-Horizontal
Hair in Ears: hh-Present

6. Birth Certificate
Student 1 & Student 2 announce the birth of their Son/Daughter,
Student Chooses Name. This child belongs to the tribe Student
Chooses Tribe.
The Child’s Traits are Listed Below:
Eye Color:
Lips:
Freckles:
Earlobes:
Dimples:
Skin Color:
Eyelash Length:
Hairline:
Nose Shape:
Nose Width:
Hair Texture:
Hair Fullness:
Hair Color:
Face Shape:
Eyebrows:
Uni-brow:
Eye Separation:
Eye Angle:

7. Hair in Ears: