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UNIT OF WORK GENETIC
(80+40min.)
1.1. Chromosomes, genes, mutations and meiosis
1.2. Meiosis and genetic variation
1.3. Homologous Chromosomes
1.4. The phases of meiosis
1.5. Down’s Syndrome
1.6. Karyotypes
(80+40 min.)
2.1. Theoretical Genetic
2.2. Genotype, phenotype and test cross
2.3. Modification of the 3:1 monohybrid ratio Punnet Square
2.4. Human inheritance investigated by pedigree chart
2.5. Sex chromosomes and gender
(80+80min)
3.1. Genetic engineering and biotechnology
3.2. The steps of genetic engineering
3.3. Issues raised by genetic engineering
3.4. DNA Profiling
3.5. Human Genome Project
3.6. The new discipline of bioinformatics
3.7. Cloning
3.8. Current uses of genetically modified organisms
3.9. Ethical issues surrounding therapeutic cloning
(80+80min.)
4.1. Genetic II- Mendel’s Law
4.2. Dihybrid crosses and gene linkage
4.3. The dihybrid test cross
4.4. Linked Genes
4.5. Polygenes and continuous variation
4.6. Polygenetic inheritance in a plant species
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Lesson planning sheet 1
Class: 11th grade MEB
11th grade IB/SL-HL
Date of lesson:
Lesson title: GENETICS ( Define
chromosomes ,genes mutations, meiosis and genetic
variation and their functions)
Number in class: 20
Attainment range of students:
Length of lesson: 80 min.
Teaching goal (conceptual
understanding and strategy)
Explain how chromosomes are paired.
Distinguish between autosomes and sex
chromosomes.
List the phases of meiosis I and meiosis II
and describe the events characteristic of
each phase.
Define nondisjunction, explain how it can
occur, and describe what can result
Describe the causes and symptoms of
Down syndrome
Explain how and why karyotyping is
performed
Behavioral (learning) objectives
Students will be able to define
chromosome, genes, mutations, meiosis
and genetic variation
that every person is unique
Students will be able to explain
how mutation may cause a gene to be
defective
phases of meiosis
separation of homologous chromosomes
Assessment strategies
Homework ( form key vocabulary and
define all unknown words and
terminology)
Questioning
Links to curriculum
11th MEB
IB Biology HL 10th or 11th
Prior teaching/learning
Cell division
Mitosis and meiosis
Common misconceptions
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Cell cycle
Students often seem confused by the difference
between a DNA molecule and a chromosome.
This is especially problematic when discussing
DNA replication.
Key vocabulary
Chromosomes
Genes
Alleles
autosomes
cell cycle
Cell division
centromeres
chiasma (plural, chiasmata)
chromatin
chromosome
crossing over
Down syndrome
Homologous chromosomes
karyotype
locus
Meiosis
Mutations
nondisjunction
sex chromosome
Homework
The phases of meioses ( Students will draw all
phases with colorful pen and get understand
process)
Write new terms on vocabulary part in their
notebook.
(I do not want to exact meaning of dictionary;
the main aim is students get familiar
terminology.)
Students with special needs and support
planned
Extension activities
Cross curricular issues
Psychology lesson ( Learning Ability- Down
Syndrome)
Resources
11th MEB Biology Text Book
IB SL-HL Biology Text Book
Campbell Biology 7th Edition
Risks and safety precautions
N/A
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IGCSE 9,10 Biology Text Book
Time Student activity Teacher activity Content notesG
ener
al a
dmin
10
Answer the question
Settle down
Prepare their materials.
Take attendance
Setting the class to settle
down
Asking daily question
Prepare a presentation
before the lesson.
First 5 or 10 minutes for
prepare the students to
attend lesson.
.
Les
son
star
ter
10 Listen to teacher
Ask and answer the
questions
Explain the lesson
Give information about
chromosomes, genes, Dna,
locus, nucleotides (distinguish
and shows which one is
bigger than other.)
Teach how students form
key words booklet.
Students usually cannot
separate which structure
bigger than other.
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Les
son
core
20
30
Listen to teacher
Take notes
Draw the phases of
meiosis on their
notebooks.
Watch animation
Take notes
Answer the questions
“The phases of meiosis”
Interphase
Prophase
Metaphase
Anaphase
(Use PPT for shows their
view during the meiosis.)
Sister chromatids,
centromeres and daughter
chromosomes are important
terms and be sure students are
able to distinguish them.
Show animation about the
phases of meiosis and explain
one more time with
animation.
Ask questions
Give time them to write and
draw
Give post test ( It is about this
lesson and main goal is
learning what they learn or
not)
Give some examples
look like fruit fly. Why
they are important in
genetic?
https://
www.youtube.com/
watch?
v=QwmpD0OB3AQ
If there is time and it
should be minimum 10
minutes, apply test about
the lesson useful.
Students study the topic
before come to lesson.
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Fina
l ple
nary
10 Listen
Asking and answering
questions
Make summary
Give homework and explain
how they will do.
Asking and answering
questions
Make a keywords
notebook.
It is very important for
this unit because they
will learn so many new
words and terminology.
Explaining task is very
important, even giving
instruction, students
cannot read them.
Lesson planning sheet 2
Class: 11th grade Date of lesson:
Lesson title: Theoretical Genetics ( Gregor Mendel,
Punnet Square
Number in class: 20
Attainment range of students:
Length of lesson: 80 min.
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Teaching goal (conceptual understanding
and strategy)
Define genotype, phenotype, allele,
dominant, recessive, codominant allele,
locus
Define homozygous, heterozygous, test
cross
Behavioral (learning) objectives
Students will be able to
define genotype, phenotype, allele,
dominant, recessive, codominant allele,
locus
distinguish homozygous, heterozygous, test
cross
use Punnet Square
investigate Gregor Mendel’s work
distinguish allele and gene.
define genotype phenotype and ratios by
completing Punnet square for different
characteristics of pea plant
Assessment strategies
Homework from last lesson ( The phases of
meiosis and key vocabulary)
Homework ( form key vocabulary and
define all unknown words and terminology)
Questioning
Links to curriculum
11th MEB
IB Biology
IGCSE 9,10 Biology
Prior teaching/learning
From 10th grade they are familiar these
terms.
Monohybrid crossing
Common misconceptions
Genes contain alleles
Alleles contain genes
Alleles and genes are the same
DNA Replication occurs in prophase
Key vocabulary
Allele
Codominant allele
Dominant allele
Genotype
Homework
Gregor Mendel life and his works.
Worksheet about Punnet square and monohybrid
ratio.
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Heterozygous
Homozygous
Locus
Inheritance
Nondisjunction
Monohybrid ratio
Phenotype
Punnett Square
Recessive allele
Test cross
Students with special needs and support
planned
Extension activities
Read an article about Mendel
Cross curricular issues
Mathematic ( Monohybrid ratio, calculation )
Resources
11th MEB Biology Text Book
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
http://learn.genetics.utah.edu/content/begin/
traits/karyotype/
Risks and safety precautions
N/A
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Time Student activity Teacher activity Content notesG
ener
al a
dmin
5 Students can look
each other works.
If some of them
did not find some
of terms, they can
learn each other
and add their
vocabulary part.
Take attendance
Setting the class to settle down.
Collect the homework and give +
or – to students.
Asking daily question for warm to
lesson.
Prepare a presentation before
the lesson.
Collect homework and check
one by one. If you give
homework and not check
them, they will not do next
time.
Doing homework is useful
for students to understand
topic.
.
Les
son
star
ter
5 Listen to teacher
Ask and answer of
questions
Ask question about previous
lesson.
Answer students’ questions
“Do you have any question about
meiosis?”
“Who want to explain genes
function?”
“Which structure is carrying
genes?”
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Les
son
core
15
10
20
10
10
Listen to teacher
Take notes
Make a Karyotype
Answer the
questions
Take notes
Listen to teacher.
During the
teachers’
explanation, they
can come to the
board and write
homozygous,
heterozygous
examples and
solve one problem
about test
crossing.
Answer the
question and
complete the
activity.
Define genetic variation and
mutation.
Down’s syndrome
Explain Down syndrome and how
is it occurs?
Trisomy 21, shows karyotyping of
Down Syndrome.
Explain what nondisjunction is.
Shows healthy human karyotypes.
Go to computer lab
(Every student makes karyotype,
if there is no internet connection
and not enough computers for all
students, this activity can change
cut and paste activity in
classroom.)
Theoretical Genetic
Define genotype, phenotype,
dominant allele, recessive allele,
codominant alleles, locus,
homozygous, heterozygous,
carrier and test cross on board and
shows some example with PPT.
Determine the genotypes and
phenotypes of the offspring of a
monohybrid cross using a Punnett
grid.
Punnet Square Activity
Give post test (It is about this
lesson and main goal is learning
what they learn from this lesson.)
Students might recall some
basic genetics, remembering
that for many traits a person
receives a separate “signal”
from mom and dad. These
separate signals for the same
trait are carried on the same
portion of homologous
chromosomes, such as the
freckle. (Teaching tips from
Campbell.)
http://
learn.genetics.utah.edu/
content/begin/traits/
karyotype/
Students should come to the
board and solve some
problems in front of the
other students. It gives
opportunity to all students be
self confidant and make
them aware of the topic and
questions.
Especially if students do not
understand topic, they can
come to board and teacher
can help him/her.
Pea Plant Punnet Square
( Attached )
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Fina
l ple
nary
5 Listen
Asking and
answering
questions
Give homework
Make summary and finish the
lesson.
Remind homework
Gregor Mendel’s work
Keyword notebook
Lesson planning sheet 3
Class: 11th grade Date of lesson:
Lesson title: Study Pattern of Inheritance Number in class: 20
Attainment range of students:
Length of lesson: 80 min.
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Teaching goal (conceptual understanding
and strategy)
Explain how the sex chromosomes
control gender by referring to the
inheritance of X and Y chromosomes
in humans.
Explain why Mendel’s decision to
work with peas was a good choice.
Define and distinguish between true-
breeding organisms, hybrids, the P
generation, the F1 generation, and
the F2 generation.
Explain how family pedigrees can help determine the inheritance of many human traits.
Behavioral (learning) objectives
Students will be able to
determine the probability of different
crosses.
predict which blood type is inherited.
understand how sex is determined and
inherited in humans and patterns of
inheritance of sex-linked genes
trace a gene as it is passed down from
generation to generation.
Assessment strategies
Homework
Questioning
Discussion
Links to curriculum
11th MEB
IB Biology
IGCSE 10 grade
Prior teaching/learning
Students know Punnet square from previous
lesson.
Students know blood cells and type names.
Common misconceptions
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Key vocabulary
Inheritance
Homozygous
Heterozygous
Allele
Patterns
Punnet square
Blood Type
Pedigree
X-Y sex chromosomes
Color Blindness
Autosomal chromosomes
Haemophilia
Homework
Reading textbook before come to school
Terminology notebook
Watch video for experiment
http://www.youtube.com/watch?v=hOpu4iN5Bh4
Students with special needs and support
planned
Extension activities
Worksheet
Textbook Questions
Cross curricular issues
Resources
11th MEB Biology Text Book
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
http://www.youtube.com/watch?
v=hOpu4iN5Bh4
Risks and safety precautions
N/A
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Time Student activity Teacher activity Content notesG
ener
al a
dmin
10 Try to find out key
word and answer
questions
Listen to teacher
Sit in a group and
answer the questions.
Take attendance
Setting the class to settle
down
Asking daily question for
warm to lesson
Check pre knowledge.
Prepare a presentation before
the lesson
They should do problems by
themselves.
They need to know or learn
monohybrid crossing.
Les
son
star
ter
10 Listen to teacher
Ask and answer of
questions.
Open text books and
solve questions about
pedigree.
Show different pedigree
Describe patterns of sex-linked inheritance, noting examples in fruit flies and humans.Verbal questions and giving
exercise on board about sex
linked.
They need to remember
meaning of fertilization,
gametes and offspring.
If they do not remember,
reminds them.
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Les
son
core
20
30
Listen to teacher
Take notes
Try to understand and
use terminology.
Solve the problems with
Punnet square and
conventional pattern.
Learning genetic
diseases.
Learning pedigree and
family relationship.
Teach key words; solve
problem, show family tree
and sex-linked diseases.
Asking questions to students
one by one.
Show some figures and give
different kind of question.
Explain why sex-linked disorders are expressed much more frequently in men than in women.Verbal questions and giving
exercise on board about sex
linked.
Students have to read
textbook before come to
school. They have to know
all terminology meaning and
what we will do in this
lesson.
Fina
l ple
nary
10 Listen
Answer the question.
Take notes
Answer of questions.
Answer the question on
board.
Summarize the lesson by
asking questions.
Give worksheet about
Pedigree as homework.
Check students’ textbooks.
Make a keywords notebook.
Homework Family Blood
Type pedigree
Lesson planning sheet 4
Class: 11th grade Date of lesson:
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Lesson title: Genetic engineering and
biotechnology
Number in class:
Attainment range of students:
Length of lesson: 80 min.
Teaching goal (conceptual understanding
and strategy)
Outline the use of polymerase chain reaction
(PCR) to copy and amplify minute quantities
of DNA.
State that gel electrophoresis of DNA is
used in DNA profiling.
Outline the steps of genetic engineering.
(Cutting DNA, Making recombinant DNA ,
Cloning, Screening )
Behavioral (learning) objectives
Students will be able to discover ethical issues
surrounding the practice of genetic engineering in
reproductive medicine.
Students will be able to understand key terms and
concepts related to the science of genetic
engineering.
Define DNA profile
Students will be able to discuss “Is genetic
engineering a good or bad thing?” ( With ethical
issues )
Assessment strategies
Homework ( form key vocabulary and
define all unknown words and terminology)
Questioning
Handout: Different Perspective on Genetic
Engineering.
Links to curriculum
11th MEB
IB Biology
IGCSE 10 grade
Prior teaching/learning
10th grade
DNA structure
Common misconceptions
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Key vocabulary
Bioethics
Biotechnology
Deoxyribonucleic acid
Eugenics
Genetic code
Genetic engineering
PCR
Cloning
Homework
Reading textbook before come to school
Keyword notebook
Research biotechnology benefit and risks for
discussion.
Students with special needs and support
planned
Extension activities
Worksheet
Textbook Questions
Cross curricular issues
Resources
11th MEB Biology Text Book
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
http://www.mcw.edu/
bioethicsandmedhumanities.htm
Risks and safety precautions
N/A
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Time Student activity Teacher activity Content notesG
ener
al a
dmin
10 Try to find out key
word and answer
questions
Listen to teacher
Sit in a group and
answer the questions.
Take attendance
Setting the class to settle
down
Asking daily question for
warm to lesson
Check pre knowledge.
Explain the topic of genetic
engineering and asking
questions
Student should read textbook
before come to school.
Les
son
star
ter
10 Listen to teacher
Ask and answer of
questions.
Open text books
Discussion about the topic
and ask questions about
genetic engineering.
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Les
son
core
20
20
10
Listen to teacher
Take notes
Find the suspect from
internet site.
Discussion about
genetic engineering.
Do you worry about
eating GM (genetically
modified) food?
The steps of genetic
engineering.
1. Cutting DNA
2. Making recombinant
DNA
3. Cloning
4. Screening
State that gel electrophoresis
of DNA is used in DNA
profiling.
Shows DNA profiling game.Give information about
bioinformatics.
Outline a technique for
cloning using differentiated
animal cells
Asking questions to students
one by one.
Listen to discussion and ask
different questions.
If students have
misconception try to fix
them and teach right way.
http://
www.biotechnologyonline.gov.a
u/popups/int_dnaprofiling.html
They had to read before
come to school and this
lesson. They had to know all
terminology meaning and
what we will do in this
lesson.
They prepare some
documents for discussion.
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Fina
l ple
nary
10 Listen
Answer the question.
Take notes
Answer of questions.
Answer the question on
board.
Check textbook
questions.
Summarize the lesson by
asking questions.
Give worksheet
Check students’ textbooks.
Lesson planning sheet 5
Class: 11th grade Date of lesson:
Lesson title: The Human Genome Project
Cloning
Number in class: 20
Attainment range of students:
Length of lesson: 80 min.
Teaching goal (conceptual understanding
and strategy)
Explain Human Genome Project and goals
Outline outcomes of the sequencing of the
complete human genome.
Discuss the ethical issues of therapeutic
cloning in humans.
Behavioral (learning) objectives
Students will be able to
define DNA profile
explain cloning
understand function of gel electrophoresis
investigate cutting, copying and pasting
genes
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Assessment strategies
Homework from last lesson about discussion
Homework ( form key vocabulary and
define all unknown words and terminology)
Questioning
Handout
Links to curriculum
11th MEB
IB Biology
IGCSE 9,10 Biology
Prior teaching/learning
From previous lesson and mid school
Common misconceptions
Cloning and copying
Dolly’s cloning procedure
Key vocabulary
DNA profile
Electrophoresis
Ligase
Clone
Therapeutic cloning
PCR
Human Genome
Gene Transfer
Transgenic Plants
Homework Cloning Dolly
Read article about Human Genome Project
Students with special needs and support
planned
Extension activities
Read article about Human Genome Project
Cross curricular issues
Resources
11th MEB Biology Text Book
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
http://www.genome.gov/10001772
Risks and safety precautions
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Time Student activity Teacher activity Content notesG
ener
al a
dmin
10 Try to find out key
word and answer
questions
Take attendance
Setting the class to settle
down
Asking daily question for
warm to lesson
Prepare a presentation before
the lesson
.
Les
son
star
ter
10 Listen to teacher
Ask and answer of
questions
Check homework
Ask questions about DNA
and DNA Profile
Answer students’ questions
Try to find misconceptions.
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Les
son
core
20
30
Listen to teacher
Take notes
Discussion about
cloning human with
ethical issues.
Exploring DNA
The Human Genome Project
Outline outcomes of the
sequencing of the complete
human genome.
Discuss the ethical issues of
therapeutic cloning in
humans.
Ask questions
Give time them to write and
draw
Give post test ( It is about
this lesson and main goal is
learning what they learn or
not)
Fina
l ple
nary
10 Listen
Asking and answering
questions
Make summary
Give homework
Asking and answering
questions
Remind homework
Next week students have
exams about first 5 lessons.
Lesson planning sheet 6
Class: 11th grade Date of lesson:
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Lesson title: Genetic II- Mendel’s Law Number in class:
Attainment range of students:
Length of lesson: 80 min.
Teaching goal (conceptual understanding
and strategy)
1. Define linkage group.
2. Illustrate Mendel’s Laws: Law of
Dominance, Law of Segregation, and
Law of Independent Assortment
3. Use Punnett squares to solve basic
problems in genetics.
4. Identify and explain Mendel’s Laws
of Genetics: Law of Dominance,
Law of Segregation, and Law of
Independent Assortment
Behavioral (learning) objectives
Students will be able to
apply and define the Law of Segregation.
identify that meiosis reduces the
chromosome number by half
identify that meiosis is the process that
produces sex cells
define diploid (complete set of homologous
chromosomes) and haploid (half set of
chromosomes)
identify that meiosis is a process that
undergoes 2 divisions
apply and define genetic terminology.
Assessment strategies
Homework
Questioning
Handout
Links to curriculum
11th MEB
IB Biology
IGCSE 10 grade
Prior teaching/learning
Students should know the
characteristics of a cell.
Students should understand DNA
and the Central Dogma of Molecular
Biology (DNA – RNA – Protein)
Students should understand
chromosome structure.
Students should understand mitosis
Common misconceptions
1. Students are often confused about how the
autosomes work in DNA.
2. Students do not understand the relationship
between linage and genes or traits.
3. Students are often confused about
chromosome migration during cell
division.
4. Students often cannot tell the difference
between homologous chromosome pairs
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Students should understand the human
reproductive system and be able to
understand the question- How do we
reproduce?
and sister chromatid pairs.
5. Students do not realize each parent
contributes an equal number of
chromosomes to their offspring.
6. Students often cannot tell the difference
between Mendel’s Law of Segregation and
Mendel’s Law of Independent
Assortment.
Key vocabulary
Prophase
Metaphase
Anaphase
Telophase
Crossing Over
Gametes
Mendel’s law
Independent assortment
Gene linkage
Dihybrid crosses
Autosomes and sex chromosomes
Polygenic inheritance
Homework
Reading textbook before come to school
Keyword notebook
Example of dihybrid cross
Students with special needs and support
planned
Extension activities
Worksheet
Textbook Questions
Cross curricular issues
Resources
11th MEB Biology Text Book
IB SL-HL Biology Text Book
Campbell Biology
IGCSE 9,10 Biology Text Book
Risks and safety precautions
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Time Student activity Teacher activity Content notesG
ener
al a
dmin
10 Listen to teacher
Sit in a group and
answer the questions.
Take attendance
Setting the class to settle
down
Asking daily question for
warm to lesson
Check pre knowledge.
Show a picture of a
mother/father and child –
identify traits of the child
that are common to mother
and common to father
(cartoon picture)
Prepare a presentation before
the lesson
They should solve problems
by themselves.
They need to learn dihybrid
crossing.
Teacher can relate this to
Down Syndrome, Klinefelter
Syndrome, or Turner
Syndrome
Les
son
star
ter
10 Listen to teacher
Ask and answer of
questions.
Open text books
Discussion about the topic
and ask questions about
Pedigree and Punnet Square.
Verbal questions and giving
exercise on board about sex
linked.
They need to remember
meaning of fertilization,
gametes and offspring.
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Les
son
core
20
30
Listen to teacher
Take notes
Identify the process of
chromosome reduction
in the production of
sperm and egg cells
during meiosis
Try to understand and
use terminology.
Solve the problems with
Punnet square and
conventional pattern.
Learn genetic diseases.
Genetic variety in
gametes.
Calculate and
predict the
genotypic and
phenotypic ratio of
offspring of dihybrid
crosses involving
unlinked autosomal
genes.
Mendel’s law of
independent
assortment.
Dihybrid crosses and
gene linkage.
Autosomes and
chromosomes.
Linkage group
Linked genes
Offspring of a
dihybrid cross
Polygenic
inheritance
They had to read before
come to school and this
lesson. They had to know all
terminology meaning and
what we will do in this
lesson.
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Fina
l ple
nary
10 Listen
Answer the question.
Take notes
Answer of questions.
Answer the question on
board.
Check textbook
questions.
Summarize all lesson by
asking questions.
Give worksheet
Check students’ textbooks.
Make a keywords notebook.
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