Biology

Heredity: Inheritance Patterns -- Sunshine Dog Show

Lesson Plan

 

new england dog show 1890

Historical Dog Show Poster, New England Kennel Club, 1890 from the Library of Congress

State Standards:

Strand 3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive, co-dominant, sex-linked, polygenic, incomplete dominance, multiple alleles).

Essential Question:

How traits passed from parent to offspring?
What is selective breeding?

Lesson Question:

How are genes from one generation past on to the next generation? Why do the puppies of a litter look so different from each other if they have the same parents?

Introduction:

Welcome to the world famous Sunshine International Puppy show. Thank you for entering the show. To participate in the show, you are asked to present one puppy from your new breed that is the produce of 4 generations of selective breeding. You new breed must have been created from two of the 256 current breeds recognized by the American Kennel Club. To enter the dog show, your kennel must create a webpage telling us about the breed's special characteristics and traits, explain and demonstrate how the traits where passed from one generation of dogs to the next using test crosses over the course of four generations. Only one puppy can be entered into our show.

Task:

Using the breed you chose or picked from the hat, you will cross your dog with another breed to create a brand new breed of dog. From that new breed, you will choose one puppy from your fourth generation of litters to enter into the Sunshine International Dog Show.

 

Dog anatomy from Wikimedia Commons

 

 

Lesson Experiences:

Day one
Elicit: 10 minutes

  1. Working In groups of 4 review the pictures given to you by your teacher. 1 picture is of a litter of puppies with different general characteristics and the remaining pictures are of 6 different adult dogs. 3 are labeled male and 3 are labeled female. You are asked to review the photos and assign one male and one female dog picture to be the parents of the litter of puppies.
  2. Please record your guess to who are the parents to the litter on the whiteboard. Once all groups have reported their guesses, all groups will be given a chance to explain their choice. Will than be given one last chance to change your answer or have it remain the same.

Engage: 20 minutes

  1. Please compose a brief statement indicating each male and which female are the parents of the litter of puppies and why your group chose those dogs. Turn statementinto teacher when completed.
  2. Working groups of two using a laptop, connect to the following link and complete the following goal: your goal is to breed certain type of border collie puppy by selecting parents with the right traits. You will match coat color, coat length, and ear type.

Dragonfly TV: Dog Breeding

3. Once all groups have successfully created the goal puppy from the website, the class will review the timing, and the different characteristics of each parent involved in the breed of the new puppies.

Explain: 10 minutes

  1. Your teacher will then review the photos of the litters and reveal the correct parents of the litter to the class.
  2. The class will develop and create a key word list and a dead word list that will remain on the whiteboard until the completion of the genetics unit.

Extend: 15 minutes

  1. Using the web 2.0 application Quizlet, please create flashcards using the key words list found on the whiteboard for homework.

Quizlet


Day two: Lesson 2

Elicit:

Discuss these questions:

  1. What is selective breeding?
  2. Can anyone name anything we use or see everyday that is a product of selective breeding?


Engage: 25 minutes

  1. View the National Geographic's Video Clip on “Breeding Designer Dogs: Labradoodles.”

National Geographic: Designer Dogs

National Geographic: Designer Dogs

2. Discuss as a class the pros and cons of selective breeding of animals.

Explore: 30 minutes

  1. Choose a breed of dog you know or choose from a hat with 30 different breeds inside. Each of you will have a different breed.
  2. Using laptops, begin researching your breed and fill in the Breed description worksheet for physical description, breed origins, and images of your breed.
  3. Once you have completed the breed worksheet, log on to class Wiki page and post your research and dog images to the site. Using a general trait template for ears, tail, coat color, hair and height given in class, develop a genotype from the phenotype of your breed. Post both the phenotype and genotype of the breed on to the Wiki page
  4. Once you have uploaded an image and description, explore the page and respond to your classmates posting on their breeds.
  5. From the Wiki page, please choose one breed you found most interesting.


Explain: 10 minutes

  1. As a class review key and dead word lists. Modified your lists as needed.
  2. You will be doing what the breeder in the video clip did with the labradoodle and create a new breed from two existing breeds by using the information you collected from your research.
  3. Is this selective breeding?
  4. From what we saw in the video, what is selective breeding? How can the process best be defined?

Elaborate: 5 minutes

Discuss as a group:


Extend: 30 minutes

 

pugs

Pugs being walked at the Opole Dog Show, from Wikimedia Commons


Now research the answers to these questions:

For each of these, also find out who discovered it and why.


Day 3: Lesson three

Elicit: 10 minutes:

What is Pleach?

Go to the Internet and look at different flowers, fruits, veggies, that are crossing of different types of organisms including the Pleach, plumcot, a meyer, and a tangelo. What are they?


Engage: 10 minutes:

  1. We are going to view a video clip from PBS NOVA film "Dogs and More Dogs" on how selective breeding of wolves led to different genetic traits to appear in the wolf population.
  2. How does this apply to domesticated dog breeding today?

Explore: 25 minutes

  1. Please choose a breed from the class Wiki page. If a breed is already taken, find another. Exchange your genotype and phenotype worksheets with the person the breed belongs to and he/she should exchange their breeds' genotype/phenotype worksheet as well. You will be partners for this exercise.
  2. Using a Punnett square worksheet, together with your partner produce a F1 generation of puppies from the original breeds crossed. Each generation of the crossing will produce 4 puppies. Each puppies' phenotype and genotype must be identified.
  3. You and your partner will then choose 2 puppies from the F1 generation to crossing to create the F2 generation using the F2 Punnett square worksheet.
  4. Repeat the process for the F3 and the F4 generations.
  5. Using the data you and your partner collected from the F1,F2,F3,F4 generations you will create and design a Glogster page based on your original breeds' research, phenotype, genotype, and all the genotypes and phenotypes of the F1, F2, F3 and F4 results from the crossings. You will also create a breed description that generally outlines your new breed, brief description explaining how and why the breed was created, and a name for the new breed.
  6. From the final crossing produced in the 4th generation, you and your partner will choose one puppies to be entered into the dog show.

 

dogshow ring

 

Sporting Group at Dog Show, from Wikimedia Commons

 

Conclusion:

Now, at the end of this unit on genetics, you understand how not only dogs, but plants can be crossed to produce beneficial characteristics that help humans to live longer, healthier, and happier lives.

Check out the produce department at your local grocery store. How organism can you find that have been selectively bred like you puppy for a particular trait or characteristic that makes it better than the others of its kind?

Are plants and animals the only organisms that can be selectively bred?

Assessments:

The results from all 4 generations of puppies will be showcased as well as the genotype and phenotype of the 4th generation puppy being entered into the dog show. You will create an image of the puppy entry. The final product will be assessed using the rubric below.

Categories

4

3

2

1

Phenotype and genotype description

Students were allows able to use correct vocabulary and demonstrate how genotype and phenotype was determined

Students most of time were able to use correct vocabulary terms and demonstrate how genotype and phenotype was determined

Students some of the time were able to use correct vocabulary terms and demonstrate how genotype and phenotype was determined

Students were unable to use correct vocabulary terms and demonstrate how genotype and phenotype was determined

Breed research

Student demonstrated an able to access available resources to accurately research the history of the breed using reliable resources that were properly documented

Student most of the time demonstrated an able to access available resources to accurately research the history of the breed using reliable resources that were properly documented

Student seldom demonstrated an able to access available resources to accurately research the history of the breed sometimes using reliable resources that were not properly documented

Student did not demonstrated an able to access available resources to accurately research the history of the breed. Students seldom used reliable resources that were not properly documented

Image of breeds

Students were able to location at several images of the breed that demonstrates all traits followed in the breed

Students were able to location at least one or two images of the breed that demonstrates all traits followed in the breed

Students were only able to location one image of the breed that demonstrates all traits followed in the breed

Students were able to location an image of the breed, but image did not show all traits followed in the breed

Description of new breed

Students completely accurately able to summarize, illustrate and describe the general characteristics of their new breed. Also able to define what was special about the breed.

Students were to most of time able to summarize, illustrate, and describe the general characteristics of their new breed. Also able to define what was special about the breed.

Students were able to sometimes summarize, illustrate, and describe the general characteristics of their new breed. Also able to define what was special about the breed.

Students were not able to summarize, illustrate, and describe the general characteristics of their new breed. Also not able to define what was special about the breed.

Glogster

Both Students completed all assigned task for the Glogsters

Both Students completed most of the assigned task for the Glogsters

One Student out of two completed all assigned task for the Glogsters

Neither Student completed all assigned task for the Glogsters

Resources: