Students will use a sample to make predictions about a population and add the probabilities of multiple outcomes to determine the probability of an event. Since the genes are on chromosomes it is imperative that you understand the process of meiosis. It would be best to answer all the questions before looking at the answers rather than simply memorizing the answers to these questions.
Probability Worksheet 1. Here are some ideas for using the Punnett square in your classroom. Crosses which involve two traits AaBb x AaBb are emphasized and students are taught how to use the mathematical method of solving the problems rather than the time-consuming Punnet squares.
The allele for black is B and the allele for white is W. The following problems are provided to develop your skill and test your understanding of solving problems in the patterns of inheritance. Red -Green color blindness is an X linked recessive disorder. Is that right? You stand to inherit a sizeable fortune from your crazy Uncle Irving if you can produce three daughters in your family of three children.
They will be most helpful if you solve them on your own. The heterozygous phenotype is known as erminette black and white spotted. Questions: 1. Punnett Square A: 2. File Type: gif. Pigeon Genetics - Student Worksheet 1. One such connection between another discipline is in the field of genetics.
Start studying Probability and Heredity. If out of offspring, 52 have red eyes and 48 have brown eyes. In this genetics worksheet, students review vocabulary terms associated with genes, traits, alleles, probability, meiosis, and Punnett square.
Remember to: Use proper symbols for all traits dependent on inheritance patterns Separate traits into their own Punnett Squares for probability models Practicing Probability show your work : 1. Khan Academy is a c 3 nonprofit organization. The desired trait could be cultivated knowing Rules of Addition and Multiplication, Prediciting the Outcome of a Cross, Test Cross Uncover Genotypes See online here Mendel, an Austrian monk, worked on basic concepts in genetics which were not recognized until after his death.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.
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Worksheet Students will learn about the genotypes, phenotypes, and probabilities by completing Punnett squares for different characteristics of fruit flies. B: Variation of Traits. Worksheet This is a great twist on an interesting fact that wood frogs can freeze in the winter and thaw in the spring to resume living. Students evaluate two claims and evidence statements and then write their own.
Students then share out and evaluate each others as a class. This worksheet helps students to build their claim evidence and reasoning skills. C: Ecosystem Dynamics, Functioning, and Resilience. Worksheet This is a good practice worksheet for students to practice matching monomers with their polymers.
Simple and effective. NGSS Standard. Worksheet Students will learn about the genotypes, phenotypes, and ratios by completing Punnett squares for different characteristics of pea plants. Worksheet Students match genetic drift, speciation and extinction vocabulary terms with their definitions.
C: Adaptation.As students enter the room, they take out their journals and begin responding to the prompt: What is a Punnett square? Why is it used? While the students work on their journals, I circulate through the room to read their responses.
Some of the students have difficulty recalling the purpose of a Punnett square, so they look for their flipped notes. I do not have a problem with students using their notes to complete the journal entry. Ideally, the students will remember the information and not need their notes. The students' awareness that the answer is in their notes as well as their willingness to seek out information to support their response to the prompt is also valuable.
It demonstrates that they are connecting to the meaning and purpose of note taking. Also, reexamining the notes on their own helps the students become more independent learners. Since the answer to the prompt cannot be found word-for-word in their notes, the students will still need to synthesize information. Once the students have had an opportunity to record their thoughts, I ask them to share their journal with a neighbor.
After they have shared with a neighbor, I ask them to share their responses as a small group. I then ask a representative from each group to share their answer with the class.
I do not allow the students to say "Our answer is the same as the last group. This is the set of flipped notes that students are expected to have viewed and taken notes on prior to this class period. As the students discussed their journal prompts, a majority of the information from the flipped notes was reviewed.
After examining the students' notes reviews, I was able to identify that the students had difficulty distinguishing between heterozygous and homozygous, so I spent time reviewing the difference between the two. I have found that reminding students of the meanings of the prefixes of each word helps them to identify their definitions. I spend most of this portion of the lesson demonstrating how Punnett squares are completed. I begin by showing the students a completed Punnett square, as shown on the flipped notes.
I then walk the students step by step through the process of creating a Punnet square. I draw a square on the board and divide it into sections. I explain to the students that we are working with genes that have two alleles and that one is dominant and one is recessive, so each of the four sections represents a possible genotype of the offspring.
I then write the parents' genotypes in their respective places outside the square. From there, I demonstrate various methods for how the students may fill in the squares with the potential genotypes for the offspring and review the process for determining probability. I use this worksheet because it starts with basic terminology and builds toward the creation of Punnett squares. For instance, the page begins with a review of the terms heterozygous and homozygous.
These are terms that my students struggle with initially, so the use of this worksheet helps to address those misconceptions. I review the instructions with the students and then provide them with a couple of minutes to answer the questions.
While the students are working, I circulate through the room and help students individually, as necessary.
The Punnett Square
I then review the answers with the students and we proceed to the second section. It is in this manner that we continue to move through the sections. When we get to the fourth section, the section that requires the students to draw a Punnett square, I read the question information with the students.Skip to content Skip to section navigation.
Home Accessible Science Activities. By Sandra Craig on Nov 04, This activity provides students with a hands-on exercise that relies on shapes rather than the ability to read letters. Color-coordination of foam pieces helps students who have color vision track what pieces go together, as well as allowing the instructor the opportunity to quickly assess student work. Students will construct and analyze Punnett squares for monohybrid genetic crosses of given scenarios.
Students will analyze the expected genotypes and phenotypes that result from each cross. Preparation: Separate geometric shapes by color and size. Store sorted shapes in zip-lock bags for now. For eye color: Select a large egg motherplace two large pink circle shapes in the egg, and close the egg. This is homozygous dominant. In another large egg place two small pink circle shapes and close the egg. This is homozygous recessive.Mendelian Genetics and Punnett Squares
Select one more large egg and place one small and one large pink circle shape into the egg, and close it. This one is heterozygous. Repeat the process using small egg father and blue circles.
The next time you do this activity, rotate the color pairs: eyes: yellow-purple; hair: orange-green; and height: pink-blue. Save other shapes for future tactile graphic projects, or share with another teacher.
For braille reading students, emboss the sheets using a braille writer and tracing wheel. Put the remaining there should be 4 of each sorted shapes in individual cups of the muffin tin. Put the pink circles on one side of the muffin tin, and on the blue circles on the other. Have the large circles to the left of the small circles.
When the students have completed the first Punnett Square for determining eye color, put the remaining circles back in their zip-lock bags and put the shapes for hair color in the muffin tins.
Containers from which to draw eggs: baskets, bowls, plastic bags Assorted self-adhesive foam geometric shapes of various sizes and colors purchased from craft store. Punnett Square worksheets in large print and braille.
Procedure Have a brief discussion with the class about heredity — how we inherit one-half of our traits from our mother and one-half from our father. Explain the purpose of the Punnett Square is to predict possible outcomes if the parents possess particular alleles. Tell the students that a large foam piece represents a dominant allele and a small one represents a recessive allele.Guess My Rule. Name: Debbie StokkeGatti. Lesson Plan : Direct Instruction.
Overview: This lesson will give the students a basic introduction to genetics. Students will learn key terms related to genetics and understand how each term plays a role in determining the genetic makeup of our living systems. In regard to content objectives, students will be able to explain the difference between a dominant and recessive gene. For higher order thinking skills, students will be able to apply the terms learned and use them to complete a punnett square using given sets of genes FF-dominant, Ff- one dominant, one recessive, and ff-both recessive.
Students will be able to determine the genetic trait outcome of different animals, plants and living things, when given information to place in a punnett square.
It is important for students to know how to determine the possible outcomes genetically when cross breeding different sets of genetic traits.
This lesson relates to the overall unit plan as it is part of the science curriculum and it will allow students to think about how changes occur from one generation to another. Materials Needed:. Computer or lap top connection with PowerPoint.
Guided practice handouts see attached B. Exit Quiz. See attached D. Board pens. Science notebooks. Time Required:. Writing- Students will be writing definitions in their science notebooks.
They will need to use proper spelling, grammar and conventions. Math- Students will use basic math knowledge to determine how many of each rabbit they will get and what amount of money they will receive for the rare white rabbits bred.
Accommodations of Diverse Learners:. Gifted students- Students who work at a faster pace will be given the option of writing a report on the use of genetic traits, in regards to the impact or benefits they have on American society. For example, cross breeding crops for better food production. ELL Students- Students who are not yet fluent in English will be able to work with a partner, or in a small group setting or with a par educator.
Students will work away from the distractions. Students will still be required to write Spelling words in their notebooks, but will have assistance with writing out the definitions. They may use visual drawings with some labeling in their notebooks, or have assistance with writing one paragraph in their notebooks.
This lesson will use a variety of different learning models, Including: writing, visual aids, group work and homework. Students will be able to:. Know the difference between Dominant and Recessive traits. Learn the relationship between Genotype and Phenotype. Understand that genes are inheritable units. Understand the purpose of a Punnett Square and how to use one to determine the.Skip to content Skip to section navigation. Home Accessible Science Activities.
By Sandra Craig on Nov 04, This activity provides students with a hands-on exercise that relies on shapes rather than the ability to read letters. Color-coordination of foam pieces helps students who have color vision track what pieces go together, as well as allowing the instructor the opportunity to quickly assess student work. Students will construct and analyze Punnett squares for monohybrid genetic crosses of given scenarios. Students will analyze the expected genotypes and phenotypes that result from each cross.
Preparation: Separate geometric shapes by color and size. Store sorted shapes in zip-lock bags for now. For eye color: Select a large egg motherplace two large pink circle shapes in the egg, and close the egg.
This is homozygous dominant. In another large egg place two small pink circle shapes and close the egg.
This is homozygous recessive. Select one more large egg and place one small and one large pink circle shape into the egg, and close it.
This one is heterozygous. Repeat the process using small egg father and blue circles. The next time you do this activity, rotate the color pairs: eyes: yellow-purple; hair: orange-green; and height: pink-blue.
Save other shapes for future tactile graphic projects, or share with another teacher. For braille reading students, emboss the sheets using a braille writer and tracing wheel.
Put the remaining there should be 4 of each sorted shapes in individual cups of the muffin tin. Put the pink circles on one side of the muffin tin, and on the blue circles on the other.