1. GENETICS STEM CHALLENGE TEACHING PROBABILITY OF TRAITS BEING PASSED DOWN FROM PARENTS TO OFFSPRING

2. STANDARDS: SC.912.L.16.1 - Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. SC.912.L.16.2 - Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Sc.912.N.1.1-Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: CTE 13.0-Engineering and Problem Solving CTE 14.0-Demonstrate abilities to apply the design process. CTE 14.02-List criteria and constraints and determine how these will affect the design process.

3. 12/10/15 BELLRINGER Look at the students in the classroom and around you What are some genetic traits and features do you notice? Are there some features that are more common then others? Why do we all look different? Why do we look the way you do? Why do some of us have different eye color, hair color, height, skin tone, etc.

4. LEARNING GOAL: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.

5. PRE-ASSESSMENT LEARNING SCALE: DIRECTIONS: ANSWER THE QUESTIONS TO THE BEST OF YOUR ABILITY Level 1 1. What is the difference between a gene and an allele? 2. What is the difference between homozygous and heterozygous? 3. What is probability? How is probability calculated? Level 2 4. Explain dominant alleles vs. recessive alleles. 5. Explain the purpose and set up of a Punnett Square. 7. Explain a use of probability in the real world. Give an example. Level 3 6.. Differentiate between codominance, incomplete codominance, polygenic traits, and multiple alleles. 7. Explain how Mendel’s laws of inheritance are applied to a Punnett Square. 8. Explain how to calculate the probability of offspring obtaining certain phenotypes using a Punnett Square. Level 4 9. How can you use what you know about probability of traits to design a board game in order to create a complete organism?

6. GENETICS VOCABULARY Basic vocabulary you need to know for the board game activity… WRITE IN YOUR NOTEBOOK What do they mean? Ch 7 1.Gene 2.Heredity 3.Trait 4.Genetics 5.Phenotype

7. LESSON OBJECTIVE: Objective: Create a board game that is based on probability of specific traits being passed down from parents to offspring to create an organism. Materials: –Posterboard or cardboard or newsprint –Index cards –Tape –Markers –Pencils –Ruler –Scissors –Dice

8. GOAL OF ENGINEERING DESIGN CHALLENGE The objective of the game is to create a successful organism with the traits gained from the game. A successful organism is an individual that has at least one eye, month, arm, leg, head, and body. The engineering design challenge is going to demonstrate PHENOTYPE ( physical traits)

9. INSTRUCTIONS & GUIDELINES Board game needs to …. –Create a path for game pieces to travel. –The path must have 25 squares, each representing a body part phenotype (trait) that could be inherited –Each square should have a card attached to that square that can be flipped up to see two possible phenotype options for each body part/trait. Once you land on a square, you must flip up the card attached to the square to see the trait, and flip back after turn For each body part/trait two phenotypes must be created on written on the card for that square –Roll a dice to determine who will go first and where to go on the board as well as what phenotypic trait you inherit –An even dice roll will be one phenotype and an odd dice roll will be the other phenotype on each card After you create the game the game should be played with your group members. As the game is played each player should be recording the traits they inherit on a piece of paper. –Once the game is over each player should then create their organisms by drawing it on paper. –The drawing should then be compared to other students and analyzed to see if it meetings the overall goal.

10. LIMITATIONS/CONSTRAINTS: Must be created and tested within 2 class periods Must use only the materials available Must create a board game with at least 3 turns Must have 25 squares, and no more than 25 squares with different body part traits There must be at least 12 different body part traits on the board that make up the squares Must have 3 colors and 3 pictures Must have 2 alleles/options per square Must create your own game pieces, must have 2-4 players. The end creature must have at least one of the following structures: –eye, mouth, arm, leg, head, body

11. ENGINEERS USE THE ENGINEERING DESIGN PROCESS WHEN SOLVING A PROBLEM. YOU WILL ALSO USE THIS PROCESS AS YOU CREATE YOUR DESIGN. THE ENGINEERING PROCESS INVOLVES 5 MAIN STEPS. ASK questions that will help you achieve your goal. IMAGINE at least two possibilities for design. –What could be some solutions? –Brainstorm ideas. PLAN the design before building. –Combine ideas to come up with a final design. –Make a list of the materials needed. CREATE at least one design solution. –Follow the plan and create it. –Test it out! IMPROVE the design based on evidence around the original design criteria. –Make the design better. –Test it out! Production – Design satisfies the goal. (Production of the thing or process only occurs when the design meets the goal.)

12. ASK: What do you need to know in order to reach the goal?

13. IMAGINE: WHAT ARE SOME POSSIBLE SOLUTIONS TO THE PROBLEM? Let’s look at the goal again. Your team will need to design and create a board game that displays the probability of traits. You will have 10 minutes to imagine or brainstorm possible solutions to this problem. – What will your design look like? –How will you use the materials to create your design?

14. PLAN: YOU WILL HAVE 10 MINUTES TO COMBINE IDEAS INTO ONE DESIGN. In order for you to move on to the next step, I must approve your design. Once I have approved your design, your team may begin create a board game that displays the probability of traits

15. CREATE: BUILD YOUR TEAM’S DESIGN FOLLOWING YOUR PLAN. YOU WILL HAVE 20 MINUTES.

16. TEST: NOW IT IS TIME TO TEST YOUR DESIGNS!!

17. IMPROVE: DISCUSS WITH YOUR TEAM WAYS TO IMPROVE YOUR DESIGN. YOU WILL HAVE 10 MINUTES TO IMPROVE IT.

18. TEST: NOW IT IS TIME TO TEST YOUR IMPROVED DESIGN!

19. DISCUSSION: Did your team’s design meet the goal? Why or why not? Did your design improve? How do you know? Are there any changes you would still like to make to your design?