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this activity is trying to make it as succinct and understandable as possible. The lesson
and activity will explain dominant and recessive traits and how its alleles function. The
expression of alleles into physical traits, how dominant and recessive traits work and are
expressed, and how genetics are passed down from adult to offspring are all covered
within the material we have and are expressed within the activity.
The activity is to give students a basic understanding of how heredity works and how
Dominant and Recessive traits can be applied in life. In this activity a software
application called Nearpod will be used, in which students will be given an outlined face
to draw their dominant and recessive traits. All the traits will be determined by a pre-set
list of alleles. It should be noted these aren't the actual traits, just examples for the
lesson. For the activity the students will determine eye color, hair color, hair type, hair
length, freckles or not, earlobe shape, eye size, ear size, and cleft chin or not. These
phenotypic traits will be based on the students themselves. Every possible trait will be
linked to how dominant or recessive the traits are and they will apply them to their child
accordingly. As stated before the main goal here is to give a simplistic idea of Genetics,
so all the talk about dominant genes, recessive genes, and alleles does not become non-
comprehensive material.
Once the students are presented a PowerPoint and then lectured through genetics and
traits they will be given an activity on the software application Nearpod. Nearpod is an
application where students on their laptops or phones (through the free mobile app) will be given
a code that lets the teacher present something that they have created across all the student’s
screens. The students will be presented with a blank face template on their screen which will be
the “offspring” where they then partner up in groups of two. “Parents” will place their traits and
draw a face using their own genetics (hair color, eye color, etc.). The image of the faces will be
used to show the crosses between dominant and recessive traits. Students will split into pairs and
use common human traits and cross their traits with their partner’s traits to determine what
common human trait their “child” (template of the blank face) will be. For example, if one
partner has brown hair and one has blonde the offspring will have brown hair because brown is a
dominant allele (BB) and blonde is a recessive trait (bb) resulting in the offspring being (Bb)
giving them brown hair. The same applies to eye color as well if one “parent” has brown eyes
which are dominant (BB) and the other “parent” has blue eyes which are recessive (bb) the
“offspring” will have brown eyes because dominant alleles show over recessive ones.
Student Activity Example:
Explore:
• After completing the activity, Students will collaborate with their peers and observe
other student’s traits
• Students will discuss their traits with other students.
• Students will develop their own hypothesis about the occurrence of Genetics
Explain:
• Students will be presented with a short presentation explaining genetics and how it
pertains to the world around them.
• The presentation will explain phenotypes, genotypes, inherence, and a general
overview of genetics.
Elaborate:
• Students will be given 20-30 minutes to discuss their activity with other students.
• Students will get in groups to discuss their creations with other students.
Evaluate:
• Students will be asked to answer questions regarding the lesson and activity
Bio.3.2.1
Bio.3.2.2
1. What is an Offspring ratio and why would scientists need to use them? (HOTS)
Answer: “Offspring ratios are ratios of traits that can be converted into percentages to
explain the chance of a certain outcome of dominant trait”.
2. What is an Inheritance Pattern and why would scientists need to study them in an
experiment? (HOTS)
Answer: “An Inheritance Pattern is a code of traits that are created based on the
crossed alleles of meiosis. The code is a pattern that is carried down through the family tree
of a plant or animal”.
3. What is an allele?
Answer: “An allele is a portion of a chromosome that carries a specific trait of a
parent”.
4. How do alleles affect the way animals and plants look and act?
Answer: “Alleles carry physical, as well as internal traits that are crossed over during
meiosis. This process allows animals to look similar but not the same.”
Bio.3.2.3
1. How can the environment influence different traits? (HOTS)
Answer: “Plants and animals living in different regions of the planet will develop
similar traits as a grown adult. These traits are specific to their light absorption, living
altitude, size, and many more”.
2. Why do plants and animals in certain regions of the planet have certain aspects and
abilities that other plants and animals don't? (HOTS)
Answer: “Some plants and animals that live in certain areas of the world do not
contain molecules that will not thrive in their living region. For example, A gecko may
develop large eyes in a rainforest, because of the low light their eyes receive on a daily basis”.
3. Are dominant traits specific to one type of plant or animal species? Explain. (HOTS)
Answer: “No dominant traits are developed based on their survivability in an
organism”.
K-12 STANDARDS, CURRICULUM AND INSTRUCTION. (n.d.). Retrieved April 29, 2018,
from http://www.dpi.state.nc.us/curriculum/
Mendel's First Law of Genetics (Law of Segregation). (n.d.). Retrieved April 17, 2018, from
https://www.ndsu.edu/pubweb/~mcclean/plsc431/mendel/mendel1.htm
Tools for the most important job in the world. (n.d.). Retrieved March 2, 2018, from
https://nearpod.com/