Penny genetics activity

Below is a suggested sequence for implementing the activities contained in the unit. Please see each individual activity for implementation instructions, suggestions for adaptations and extensions, and applicable standards. Students take an inventory of their own easily observable genetic traits.

Working in small groups, they observe how their trait inventories differ from those of others. Students record their observations in a data table and make a bar graph to show the most and least common traits in the group.

Students mark their traits for tongue rolling, PTC tasting a harmless, bitter chemicaland earlobe attachment on tree leaf cut-outs. They then place their leaves on a large tree whose branches each represent a different combination of traits. When completed, the tree forms a visual representation of the frequency of trait combinations within the class. This has led to PTC being banned from many schools and districts - we believe unnecessarily.

Yes, PTC is toxic. However, PTC is so intensely bitter that tasters can detect it in miniscule quantities. A single test paper from Carolina Biological Supply contains just 0. And the amount that is licked off the paper by a test subject is much less than this. In addition, there has not been a single report of toxicity arising from PTC taste testing, which has been performed on tens of millions of individuals worldwide.

To put the toxicity of PTC into perspective, we offer this quote from Merritt et al. Teacher online :. The issue is how much PTC is on a taste paper. Texley et al. Assuming a linear dose response curve, we calculate that the mg of NaCl in a vending machine bag of potato chips is about times more toxic than the 0.

We do not believe there is any reason for teachers to be concerned about the toxicity of PTC taste papers.The Punnett square worksheet is a great teaching tool for genetics. This worksheet helps students get an idea of the different possible combinations for genetic traits and helps them calculate how likely each combination is. Here are some ideas for using the Punnett square in your classroom. The Punnett square is a diagram used to make sense out of genetics and inheritance.

The purpose of this diagram is to show the different possible combinations of alleles. This is a useful tool you can use to teach biology and probabilities regardless of the level of your students. Here are a few ideas to use the Punnett square in your classroom. You should talk about genetics and alleles before introducing the Punnett square worksheet in your classroom. Students should ideally also have a good understanding of how to calculate probabilities.

Students should be familiar with genes and understand that genes are a unit of hereditary information while an allele is a possible sequence or variant of a gene. You should also talk about observable genetic traits, also known as phenotypes. You can introduce the notion of codominant alleles with high school students.

Make sure the Punnett square activities are connected to lessons about genetics, inheritance, and alleles. You can use these activities to introduce these concepts or to help students get a more thorough understanding of genetics and probabilities. The Punnett square is a simple diagram that shows the different possible combinations. Here is an example for the offspring of two organisms with the same Aa allele combination:. Using this worksheet helps students see all the different possibilities and gives them an idea of which phenotype is more likely to occur.

You can use Legos to introduce the Punnett square to your students. This visual approach would be ideal for an activity that you will use to introduce concepts like genetics and alleles.

penny genetics activity

You need to have Legos with two different shapes to represent the dominant and recessive alleles. Use cups or other small containers to represent the animals or plants that inherit the genetic material. Start with two cups that contain a different combination of two Lego shapes to represent the parents.

Have the students fill out the worksheet with the four possible combinations of Lego shapes. The students can then place the four different combinations inside of four cups or small containers that represent the offspring.

This approach helps students understand the logic behind the Punnett square and gives them a visual reference you can use once you start talking about alleles.

Plants are a great example at the middle school level because you can easily identify a phenotype that students will understand, such as the color of a flower.

15 Genetics Activities for Kids

You can even grow flowers in the classroom to illustrate the lesson. Students can fill out a Punnett square worksheet for plant genetics.Happy DNA Day! Below are 15 activities to teach kids about DNA, genetics, and heredity. If you want to do some advance planning and have your kids take a DNA test, there are so many fun things you can do with the results. One of my favorites is the grandchild report from gene heritage. I even added photos to mine. Check it out here :.

Monster genetics instructions

Read a book about DNA and gather data from family members about inherited traits. Get the free inherited traits worksheet here. Teaching Heredity in Elementary School — idea for teaching traits with easter eggs, googly eyes, and pipe cleaners.

Introduction to Heredity and Traits at Teach. Inventory of My Traits. Family Traits Trivia. Generations of Traits with Gingerbread people and pompoms. Handy Family Tree. Are Fingerprint Patterns Inherited? The following links might be helpful resources for you. If you wait until holidays, the DNA kits usually go on sale if you buy them directly from Ancestry. Nicole Dyer is a professional genealogist, lecturer, and creator of FamilyLocket.

We are pleased to introduce our new genetic genealogy guest[ Do you have any heirloom holiday decorations? My mother, sister[ Do you have any idea of what I need and how I can get it? Thanks for your attention. Sincerely, Mark. This site uses Akismet to reduce spam. Learn how your comment data is processed. Read more about us here.

Thanks for visiting! We are thrilled to have Robin Wirthlin as our genetic genealogist. Robin has a B. Like this: Like Loading Feb 8, January 6, at PM. Sincerely, Mark Loading Leave a Reply Thanks for the note! Cancel Reply. Robin Wirthlin We are thrilled to have Robin Wirthlin as our genetic genealogist. Sign Up for Newsletter and receive free gift. My Tweets. DNA Kits.This is a modal window. Beginning of dialog window.

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Introduction to Heredity and Traits

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Higher Education. Adult Education. Digital Resources for Students Google Apps. Internet Activities. English Language Arts. Foreign Language. Social Studies - History. History World History. For All Subject Areas. See All Resource Types. Genetics Notes: Introduction to Genetics PowerPoint is a 28 slide PowerPoint presentation designed to introduce or reinforce Mendel's experiments, alleles, and Punnett squares.Poker chips make easy substitutes.

Just use a permanent marker to write T or t on the chips. You can also color code them. I use red chips for the Tt parent and a white chip for the tt parent in part II. In this lab you will make predictions using Punnet Squares, and then use pennies or chips to simulate the crosses. The results from the punnett square can then be compared to the actual data. The trait you are looking at is the gene that codes for a short big toe in humans. T represents the dominant allele short big toet is the recessive allele, long big toe.

The photo shows a person with a short big toe. The following genotypes are possible. Fill in the phenotypes for them. Use a Punnet Square to predict the ratio of offspring in a cross where the parents are both Tt The Square is set up for you below.

Now you will determine the actual ratios by using pennies chips to represent the crosses. You have two pennies. One one side of the penny is the letter T, on the other side is the letter t. This penny represents a parent that has the genotype T t. A second penny represents the other parent.

One partner is going to play the role of female, the other will play the role of male. When the coin is flipped, you are determining what sperm or what egg is being donated to the match.

Did you get a TT, a Tt or a tt? To determine Actual Ratios, you will flip your coins times, recording in the table below how often each combination came up. Since you flipped one hundred times, your totals above represent a Percentage. Your proportions from the Punnet Square in your prediction can also represent a percentage. Would you consider the predicted values to be the same, close to the same, or not at all the same? First make your predictions by setting up a Punnet square for the parents.

This one is not set up for you. Perform the flips with your new set of parents.

Create a Monster Genetics Activity for Middle School

Record your data in the table below. Many students will realize that you only need to flip one of the coins. Why are the Predicted Ratios rarely the same as the Actual Ratios?

Because when you flip a coin, there is an element of chance, results get close to the expected values. If you used the coin toss method to determine the actual ratios, would it come out the same? Yes, because there is only one possible outcome. What do the pennies or chips represent in the simulation?

Pennies represent the gametes or alleles of the parents. When you toss the coin to see which side lands up, you are actually simulating what part of the process of sexual reproduction?

penny genetics activity

Which allele or gamete is contributing to the next generation. When you put the two coins that are flipped together, you are simulating what part of the process of sexual reproduction? When two gametes alleles combine to form a zygote with two alleles.This video clip introduces today's lesson where students are introduced to Gregor Mendel and the associated vocabulary terms that are necessary to facilitate student comprehension and appreciation of genetics.

This is a very basic lesson that will scaffold student understanding for future lessons that dive deeper into more complicated concepts of genetics. This lesson will start off with students making the connection between their prior knowledge of DNA and their new understanding of genes and the study of genetics.

The topic is purposely open-ended to encourage students to activate prior knowledge and be creative in their responses. Students will have a few minutes to respond to the topic and are encouraged to flip through their Biology textbook for inspiration. Many students will be inclined to compare and contrast the definitions of both terms, but the teacher should encourage the students dig deeper into their reflection of the prompt and identify specific examples or even draw diagrams.

Please view the Teacher Reflection regarding the implementation of the NGSS and activating prior knowledge with introduction of new curriculum. Students are encouraged to read each slide and determine which are the most important facts to record on their paper.

As a college prep course, it is crucial that students learn the skills to decipher important content versus supporting examples. Students are reminded that most of the content that is provided through the lecture notes is also reviewed in the Biology textbook. The teacher is also able to write or draw over the top of the slide annotate to bring the students' focus to a certain diagram or phrase.

The annotation of the lecture notes is a support to assist students in their attempt to identify the most important content on each slide. Not every slide is annotated and not every set of lecture notes need annotation. The students know that when the teacher annotates the slide that the content, diagram, or information being presented is important and needs to be recorded on their paper. It is the goal of the course that students progressively become more independent in identifying the most important concepts and by the end of the course, the teacher only has to verbally highlight important features because students will have already been able to identify the most important content on the slides.

Using the flip of a coin, each partner will determine their contributing parental allele for each of the listed traits.

penny genetics activity

Once each partner has determined their contributing allege for each trait, the partners will determine the genotype and the resulting phenotype of the offspring.

Students will fill out the data table on the participant handout to track the progress of the activity. Once the students have completed the data table they will create a sketch of the resulting offspring that has been creating through their "genetic" contributions of flipping the coins. Students enjoy the creative opportunity to draw their offspring. Genetics With A Smile - Student Work Samples : The students worked collaboratively to determine their own individual allele for each trait and then combined their results to get the genotype and phenotype of the offspring.

Each group's results offspring were different because the outcome of the activity was dependent on each student flipping their coin to determine if their allele for each trait would be dominant or recessive.


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