Strategy ScenarioStrategy: Frame, Type Two Content: GeneticsTitle: “Genetics Made Easy”Time Required: approximately two hoursTarget Audience: advanced high school biology students; average to above average undergraduate biology studentsGoal of Activity: Students will be able to determine probability ratios of the genotypes and the phenotypes among the offspring of a cross involving one and two traitsPurpose of Script: to use a type two frame for students to compute the probability of recessive and dominant genesLearning Outcome(s), Gagne’s Taxonomy: (intellectual skills): higher order rules; problem solvingLearning Outcome(s) HEO Taxonomy: (Bloom’s taxonomy): comprehension, analysis, and synthesis of genetic probabilityLearner Characteristics: no special characteristics other than enrolled in biology class; they high school students should be above average, college students average to above averageEntry Skills: Students must have a working knowledge of algebra and previously studied cell theory/Mendel’s experimentsSetting: classroom or computer lab Media: either live instruction (with a chalkboard) or a well developed CBT that reviews celltheory, the laws of probability, genotypes and phenotypes, incomplete dominance, andPunnett’s square.Process: 1. Instructor begins with an advanced organizer bridging cell theory with the new unit’s topic, genetics 2. Instructor presents the law of probability by flipping a coin 3. Instructor gives the student the product rule of probability; works serveral examples on the chalkboard, asks students to complete several examples on scratch paper, then provides immediate feedback 4. Instructor then relates genetics and breeding to the laws of probability5. Instructor provides the following formula for probability distribution1/2R + 1/2r (for both parents) and probable combinations1/2R + 1/2rX1/2R = 1/2r1/4RR + 1/4 Rr+ 1/4 Rr + 1/4rrGenotypes:1/4RR + 1/2Rr + 1/4rrPhenotypes:3/4 round: 1/4 wrinkled6. Instructor reviews each step with students, and gives sample problem for two traits using Punnett’s square7. Instructor works sample on board, or CBT provides sample8. After review, instructor passes out blanks frame with only the traits and asks students to work on the frames independently for ten minutes at their seats 9. After ten minutes the instructor allows students to get into groups of three and compare their answers 10. After five or ten minutes, the instructor has several volunteer students work their answers on the boards 11. A question and answer sessions followsTtRr TR Tr TtRR TtRrTR TTRr TTRr TtRR TtRrTr TTRr Ttrr TtRr TtrrtR Tt RR TtRr ttRR ttRrtr TtRr Ttrr ttRr ttrrStrategy Assessment: Students will be observed using the frame two cognitive strategy whenthey encounter a genetics problemAuthor: Barry R. NowlinReferences: Oram, R. F. (1976). Living Systems Biology. 2nd ed. Columbus, Ohio: CharlesE. Merrill Publishing
View Full Document
Unlocking...