Lesson Plan

Resources → Subject Notes → Biology → Notes
Lesson Plan
Grade: Date: 25/02/2026
Subject: Biology
Lesson Topic: explain the relationship between genes, proteins and phenotype with respect to the: TYR gene, tyrosinase and albinism, HBB gene, haemoglobin and sickle cell anaemia, F8 gene, factor VIII and haemophilia, HTT gene, huntingtin and Huntington’s disease
Learning Objective/s:
  • Describe the flow of genetic information from DNA to phenotype.
  • Explain how specific mutations in TYR, HBB, F8, and HTT alter protein function.
  • Compare phenotypic consequences of loss‑of‑function and gain‑of‑function mutations.
  • Interpret case‑study data to link gene mutation to disease presentation.
  • Apply knowledge to predict phenotypic effects of novel mutations.
Materials Needed:
  • Projector or interactive whiteboard
  • PowerPoint slides with gene‑protein pathways
  • Printed case‑study worksheets
  • Diagrams of melanin synthesis, haemoglobin, coagulation cascade, and CAG repeat expansion
  • Clickers or online polling tool for formative checks
  • Markers and chart paper for group concept maps
 Introduction:
Begin with a quick poll asking students which traits they think are directly coded by genes, then reveal common misconceptions. Recall the central dogma and introduce today’s focus: linking gene mutations to real‑world disease phenotypes. By the end of the lesson, students will be able to trace a mutation from DNA through protein alteration to the observed clinical outcome.
Lesson Structure:
  1. Do‑Now (5’) – Students list examples of genetic diseases they know; share briefly (activate prior knowledge).
  2. Mini‑lecture (10’) – Review central dogma and introduce the gene‑protein‑phenotype framework with a diagram.
  3. Case‑Study Rotations (20’) – Four stations (TYR, HBB, F8, HTT); groups analyse mutation, protein effect, and phenotype, completing a worksheet.
  4. Whole‑class synthesis (10’) – Groups present key findings; teacher highlights similarities and differences across cases.
  5. Guided practice (10’) – Short set of mutation scenarios; students predict phenotypic outcomes using a template.
  6. Formative check (5’) – Exit poll or quiz question summarising the objectives.
Conclusion:
Summarise how each mutation disrupts protein function and leads to a specific disease phenotype, reinforcing the gene‑protein‑phenotype connection. Students complete an exit ticket describing one new example of a mutation and its expected phenotype. For homework, assign a brief research task to find a recent therapy targeting one of the discussed disorders.