1. 9A- Inheritance and variation
Lesson 1

2. Learning Objectives
State that heredity is the process by which genetic information is transmitted from one generation to the next
Identify and give examples of inherited variation
Explain how the variation between individuals within a species can be continuous or discontinuous

3. Variations within species
Features of an organism are called characteristics
The differences between the characteristics of organisms are known as variations

4. Environmental Factors
Environmental variation is caused by the environment
Scars, tattoos, ear piercing
accents
influences inherited variations
Skin colour (tan)
Weight and height (nutrition)

5. Discontinuous variations
Limited number of possible values (bar graph)

6. Continuous variations
Any number of values between two points (line graph)
Hair colour
Height
Weight
Skin colour

7. Inherited Variations
Offspring inherit characteristics from their parents-
Continuous
hair colour
eye colour
height
Discontinuous
dimpled chins
tongue rolling
blood group

8. Task 1: Variation in my Class
Collect class data on
Tongue rolling
Shoe size
In notebooks
Make data tables to show values (numbers)
Make a line graphs to show continuous variations
Make bar graphs to show discontinuous traits
Write a conclusion that discusses the variations found in your class (4-10 sentences)
Use following slides to review how to make graphs

9. Analyzing Data. Write down 2 separate findings from the graph.
Teachers will strategically work with their students to develop a climate that is conducive to learning. It will include consideration of 3 main areas:
The physical environment
The social/emotional environment
The intellectual environment 9

10. Graphs must be accurately drawn
Graphs must be accurately drawn. Here are some examples of students graphs. What is wrong with this one?

11. What is wrong with this one?

12. What is wrong with this one?

13. What’s wrong with this graph?
 No title
What’s wrong with this graph?
 No units on axis labels
Drop height (cm)
Bounce height (cm) 80 25 90 32
100 45
110 48
120 55
 Lines of best fit
 x-axis goes 0,80,90 instead of 0,10,20
How else could you have done this?
“Beat the Teacher” exercise. Display the slide and give students a few minutes to discuss the errors in this graph.
As you review the answers, the lines/comments pop up (obviously not necessarily in the same order as the students give them).
 Graph should take up more space
 No divisions on axes

14. Graphs Checklist Remember, a graph should include: a title
labels on the x-axis and the y-axis including units
an appropriate scale on each axis
points/bars plotted correctly
a line/curve of best fit
Summary slide to accompany graphs practice.

15. Produce a graph of your own data
Collect data on tongue rolling for the class and put this information onto a bar chart.
Collect data on shoe size and put this data onto a line graph.
Shoe size
No of people
Students are participating in a task or tasks that will allow them to demonstrate their developing understanding of the content that was presented. During this time teachers and students may be involved in assessing and evaluating the outcomes of the students’ learning. Over time there should be a variety of techniques and methods used to determine the levels of achievement
Tongue roll
No of people
yes no
other 15

16. Peer mark your graph – bar chart
Do they have a title?
Do they have labels on both axes including units?
Is there an appropriate scale on the y axis?
Are the bars plotted correctly?
Are the bars touching (no spaces)?
Have they used all of the space?
1 mark
1 mark for x-axis label, 1 mark for y-axis label
Start with three marks, deduct one for each error
1 mark f
Peer assessment exercise.
Ensure that students are marking correctly – check for things they will gloss over even though they are clearly on the slide, e.g., units in labels, their idea of an appropriate line of best fit may be very different to ours!
Emphasise the point about scaling and appropriate use of numbers in scales.
If you have a high set who have all achieved well in this exercise, it may be possible to gloss over some of this lesson as a simple reminder, e.g., it may not be beneficial to have students practice drawing graphs and may be more appropriate to spend more time examining Skills B&D (Lesson 4). 9

17. Peer mark your graph – Line graph
Do they have a title?
Do they have labels on both axes including units?
Is there an appropriate scale on each axis?
Are the points plotted correctly?
Do they have a line of best fit?
Have they used all of the space?
1 mark
1 mark for x-axis label, 1 mark for y-axis label
1 mark for x-axis scale, 1 mark for y-axis scale
Start with three marks, deduct one for each error
1 mark f
Peer assessment exercise.
Ensure that students are marking correctly – check for things they will gloss over even though they are clearly on the slide, e.g., units in labels, their idea of an appropriate line of best fit may be very different to ours!
Emphasise the point about scaling and appropriate use of numbers in scales.
If you have a high set who have all achieved well in this exercise, it may be possible to gloss over some of this lesson as a simple reminder, e.g., it may not be beneficial to have students practice drawing graphs and may be more appropriate to spend more time examining Skills B&D (Lesson 4). 10

18. Task 2 Complete the worksheets in your Booklets as instructed 9Aa-4
9Ab-6
9Aa-5
9Aa-6
2.20
2.21