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Understanding How Genes are Inherited via Meiosis and Fertilization

In this minds-on analysis and discussion activity, students learn how a child inherits one copy of each gene from each parent through the processes of meiosis and fertilization.

Then, students follow the alleles of a human gene from the parents' diploid cells through haploid gametes and diploid zygote to a child’s diploid cells.

They learn how the possible outcomes of meiosis and fertilization are summarized in a Punnett square.

We recommend that this activity be followed by "Meiosis and Fertilization Produce Genetic Diversity"(https://serendipstudio.org/exchange/bioactivities/gendiversity).

A hands-on version of this activity and the recommended subsequent activity is available as “Meiosis and Fertilization – Understanding How Genes Are Inherited”.

The Student Handout is available in the first two attached files. The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity supports the Next Generation Science Standards (NGSS).

Attachment	Size
Meiosis Fertilization SHO.docx	2.31 MB
Meiosis Fertilization SHO.pdf	986.63 KB
Meiosis Fertilization TN.docx	427.96 KB
Meiosis Fertilization TN.pdf	349.06 KB

Comments

2025 Revision

Submitted by iwaldron on Fri, 10/24/2025 - 4:54am.

We have revised the questions in the Student Handout for greater clarity. Also, to emphasize the interpretation of Punnett squares, we have postponed consideration of the multiple genes that are required to demonstrate the contributions of meiosis to genetic diversity to a separate activity (How Meiosis and Fertilization Produce Genetic Diversity, https://serendipstudio.org/exchange/bioactivities/gendiversity).

Ingrid

2022 revision

Submitted by iwaldron on Thu, 09/30/2021 - 12:37pm.

The 2022 revision improved the wording of some of the questions in the Student Handout. I also added information and clarified some points in the Teacher Notes.
Ingrid

2021 revision

Submitted by iwaldron on Wed, 03/24/2021 - 7:31am.

The main revision has been a change in the symbols for the alleles of the genes on the model chromosomes to avoid confusion between lower case and capital letters (e.g., s and S).
Ingrid

Comments on activities

Submitted by Serendip Visitor (guest) on Wed, 09/30/2020 - 1:53pm.

These activities look good, but as a general rule, I avoid having 2 pairs of chromosomes since this number 2 is confusing:
each double helix has 2 strands
each chromosome can consist of 2 sisters
A pair of homologs is 2 chromosomes
If often use an odd number of pairs. This can help illustrate the point that if there are on odd number of chromosomes in a cell, meiosis 1 must have been completed.

How many pairs of chromosomes?

Submitted by iwaldron on Thu, 10/01/2020 - 11:32am.

Thank you for your comment. As always in teaching, each of us needs to balance competing priorities. In question 18 concerning independent assortment, we show two pairs of homologous chromosomes to illustrate the locations of the defined genes on two identified human chromosomes. I chose this approach because it helps students to understand the whole point of chromosomes and meiosis, and it would be unduly complicated to include a third pair of chromosomes with another gene. I recognize that other teachers will have different priorities which perhaps could be accommodated by editing the word version or Google doc of the Student Handout.

Ingrid