This is a collaborative effort between Mary Smith and Christine Olsen. It is a lesson for cooperative learning groups of 3 to 4 students. This lesson will take place in the classroom, the science laboratory, and the computer lab. Students will learn how to differentiate between dominant and recessive traits and genotypes. They will use this knowledge to construct a model creature, identifying its traits, and specifying which traits are dominant. Students will then predict the possible outcomes of genetic crosses between “parent” creatures.

•Colored pencils •Construction paper •Scissors •Glue •Various model materials (to be chosen and provided by students)--(may include edible objects such as candy, marshmallows, or craft products such as felt, yarn, pipe cleaners, or household products such as buttons, toothpicks, coins)

•Computers with online capabilities needed for tutorial. •Computers with spreadsheet software needed for data tables.

•Familiarity with computer usage •Familiarity with spreadsheet software •Familiarity with internet navigation •Introduction to basic genetic concepts and vocabulary •Introduction to mathematical concepts of ratio and probability

1.)Introduce basic genetics concepts and terminology, and determine that students are proficient in required mathematical and computer-related skills. Then require students to complete the Mendelian Genetics tutorial online. See attached URL.
(The Biology Project)
Mendelian Genetics tutorial

2.)Assess student understanding of genetics concepts using a teacher-created quiz generated from the tutorial problem set. This can be accomplished by randomly selecting questions from the problem set for students to respond in narrative format.

3.)Throughout this step, students will monitor their performance using the Student Checklist. (See attachment) Students will choose the type of creature to create and determine at least three traits that the creature will possess. Students will classify each trait as dominant or recessive and assign letter designations for each genotype code. Students will flip a coin to determine each letter in the parent genotype for each trait. For each genotype, the coin must be flipped twice. Heads will represent the dominant gene (capital letter) and tails will represent the recessive gene (lower-case letter). For example, if the students decide that their creature has antennae, they may designate the letter “A” for long antennae and the letter “a” for short antennae. If the coin lands on heads in the first flip and tails on the second, the parent genotype will be “Aa.” The phenotype will be “long antennae.” Using spreadsheet software, students will record this information in a data table. Data will be collected for each trait for each “parent” creature (2 parents will be created). For examples of data tables see attachment.

4.)Assess student-produced data tables for accurate entries.

5.)Students will construct a model of each of their “parent” creatures, accurately representing the data collected in Step 3.

6.)Assess models using Teacher Assessment Rubric. (See attachment)

7.)Students will produce Punnett squares for each trait, illustrating the possible outcomes of the cross between the two “parent” creatures. For each Punnett square, students will calculate the probabilities and ratios for each genotype and phenotype in the “offspring.”

8.)Assess student-produced Punnett squares and calculations for accuracy.

9.)Students will illustrate a “family portrait” that includes both “parents” and one “offspring.” They will produce a birth announcement for the “offspring.” For an example of the birth announcement, see attachment.

10.)Assess illustrations and Birth Announcement using the Teacher Assessment Rubric. (See attachment)

11.)Students will assess their collaboration skills upon completion of the project using the Student Assessment Rubric. (See attachment)

•Student Checklist for monitoring progress during activity •Student Assessment Rubric for Collaboration after completion •Teacher-created quiz derived from Mendelian Genetics tutorial problem set assessed for accuracy of responses •Student-produced data table and Punnett squares using spreadsheet software assessed for accuracy •Teacher Assessment Rubric for models and illustrations produced