Interactive Punnett Squares Final Design Project

Punnett Squares Final Design 1
Interactive Punnett Squares Final Design Project

Alahna Vondette
ETD 543
June 24, 2014

Abstract
In my two years as a 7th grade science teacher, I have noticed that the concept of
completing a Punnett square and understanding what it represents was very difficult for some of
my students to grasp. This concept would be new to them in 7th grade, but repeatedly going over
the same information with worksheets was not helping the students remember what to do. The
struggle with Punnett squares came from lack of motivation from students, completely new
information being provided, diverse background knowledge, and lack of instructional materials
in the school. The goal of my unit was to incorporate technology into the curriculum to gain
student interest, increase the use of interactive activities, and give students immediate responses
to their answers.
The unit includes a pretest with vocabulary words which is a key part in understanding
what a Punnett square represents. In the eight lessons for this unit, I would be using vocabulary
terms throughout each lesson which led students to be using the same terms. Each lesson would
add upon information from the last by using either worksheet problems or interactive activities to
entice a response from students. I would analyze these responses to use as a guide in determining
if I should cover a certain topic more in depth. My goal would be to have 80% of students pass
the final project to show mastery of the content. The materials needed in the classroom for this
unit would include a Smart board, teacher computer and projector, netbooks for each student
with internet access, and an iPad for each student (or pair of students) to complete the activity
involved with the iPad.
At the end of the unit, students would complete an exit slip that would gage student
reactions to the interactive Punnett square unit. I would verbally ask the questions and the
students would provide their responses on a sheet of paper to hand in. I would use this
information to adjust my unit as necessary to benefit the students and their interests.

Table of Contents
Project Proposal 4
Statement of Problem ... 6
Needs Analysis . 7
Objectives .10
Lesson Plans .13
Lesson 1 13
Lesson 2 15
Lesson 3 17
Lesson4 .19
Lesson 5 21
Lesson 6 22
Lesson 7 23
Lesson 8 25
Implementation .27
Evaluation .29
Appendices
Appendix A- Vocabulary Pre/Post Test 32
Appendix B- Genetics Punnett Square Handout ...33
Appendix C- Human Traits Power Point ......................................................................35
Appendix D- Human Traits Worksheet 36
Appendix E- Heredity Virtual Lab Handout .38
Appendix E- Heredity Virtual Lab Worksheet .40
Appendix F- Gene Screen Worksheet ...41
Appendix G- Bunny Squares Worksheet ......................................................................44
Appendix H- Dragon Project Worksheet ..47
Appendix I- Punnett Square Page .51
Appendix J- Punnett Square Websites ..52

Project Proposal
Explanation of Suspected Need
During my two years of teaching 7th grade science, I have noticed that students
have a very limited understanding of how traits are passed from parent to offspring.
When I teach the basics of filling in a Punnett square to show the likelihood of a parents
trait being passed to the offspring, students seem to follow how to fill in the table, but
they do not understand what it represents. Currently, I would estimate that only 50% of
my students could correctly explain what the information in a Punnett square is saying
about a certain trait. I would like to do a fun heredity project with the students before the
end of the unit, but when some students cannot determine what a Punnett square
represents they will not be able to understand the project at all. There must be other ways
of showing students how to interpret a Punnett square and understand how people receive
certain traits.
Overview of the Project
For this project, I plan to implement the following interactive activities as
practice:
o Glencoe Online Learning Center Virtual Lab- A virtual lab which illustrates the
passing of certain hereditary traits from parent to offspring. Students get to create
a fictitious animal by identifying the outcomes of certain genetic crosses in a
Punnett square.
o Bunny Punnett Squares- An interactive site that allows students to create their
own bunnies by following certain commands dealing with traits provided to fill in
the appropriate Punnett square.

o Interactive Punnett square Tutorial- This is a step-by-step guide to filling in a
Punnett square correctly using the information given about traits. It is great for
reviewing vocabulary terms as well because you only need to put the cursor over
the vocabulary word to show the definition.
o Gene Screen iPad app- This is a fun way students can learn how genetic diseases
are inherited and why some are more prevalent in certain populations.
We will start the project by going through the tutorial as a whole class by
projecting the website on the whiteboard. After the tutorial, students will complete the
Bunny Punnett Squares activity lesson individually/with partners by using the classroom
set of netbooks. All interactive lessons will be completed in class with extra time if
needed (not all students have internet access at home.) Also, I will be using my iPad in
place of the computer when using the app.
Description of Participants
All 5 of my general science classes will be involved in the implementation of this
project. Altogether I have 106 students that will participate and give feedback.
Estimate of Projected Impact
Students will be able to interpret information in a Punnett square and explain how
traits are passed from parents to offspring through the use of these fun interactive lessons.
The hope is for students to ingrain this information in their brain so they do not forget,
after one day, what the Punnett square represents.

Statement of Problem
In our 7th grade heredity unit, students are required to understand how traits are passed
from parents to offspring in sexual reproduction. They need to be able to interpret the
information a Punnett square provides and also be able to correctly fill in a Punnett square. When
we first started discussing the passing of traits and Punnett squares, students seemed to catch on
well, but when I tried to continue where we left off the next day the students were lost. I thought
that if they had more practice filling in Punnett squares and learning the vocabulary that goes
along with it students would be more apt to remember the necessary information.
Using interactive activities usually seems to interest my middle school students more than
filling out worksheets which is why I thought this subject would be perfect to modify for my
project. Also, these online activities will assist students by showing if they have the correct
answer right away.

Needs Analysis
What is the need?
In my school district, there are numerous students who have very low motivation to
achieve goals especially in school. This leads to low fundamental skills for learning new material
like reading, writing, summarizing, and analyzing data/graphs. When I started to teach my unit
on heredity, the use of Punnett squares was mandatory to understand how parents passed down
traits to their offspring. With lack of motivation and low ambition to learn, my students seemed
to half-heartedly attempt to follow along when filling in a Punnett square. I also found that if I
did not cover the same information repeatedly, every day, that many students forgot what the
Punnett square represented. There are also very few manipulatives to use in the classroom for
this type of science activity which is why I wanted to find more interactive activities online.
What is the root cause?
By the time students get to my 7th grade science class, they have had very little education
dealing specifically with science concepts. Science education is not on the forefront of most
elementary teachers minds because the state and national representatives focus more on English
and math scores as the main subjects. Basically, my students have their first full-hour, every day
science class the year before they come to me. Most of them complain that they do not like
science, or they think that what I teach them has nothing to do with them or their future. I try to
instill these concepts into their brains with real world experiences, but that only goes so far. They
need to be able to see firsthand how this information can affect them and their lives, and I
believe using some of the interactive activities will help with that aspect.
The learning of Punnett squares cannot be done with hands-on activities like many other
topics in science, but rather the students have to see it being done. As their teacher, I can only
show them how to complete the table by using a whiteboard. Other sources, such as online and

interactive activities, would benefit the students greatly because they would get to observe the
table being filled in through animation or video.
What are the goals of the instruction/training?
The goals for this project are to have my 7th grade science students use interactive
activities to understand what a Punnett square represents, as well as be able to identify how this
affects their own lives. Students will be able to define all associated vocabulary words and will
be proficient, receive a 80% or higher, on the final heredity project which is their assessment for
the unit. By using online interactive activities such as a virtual lab and practice Punnett squares,
the students will be able to fill in the table and gather the correct information with immediate
results to see if they are correct or determine what they did wrong. Nowadays, students want
immediate feedback and these activities will provide that along with the knowledge they will
need to meet the standards.
What information is needed, and how is it gathered?
There are a few pieces of information I need to begin this project. First, how many
students are struggling with understanding Punnett squares and to what extent? Second, are they
receiving any help at home especially if they are already struggling? Last, do they have an
interest in the topic and/or how is it relevant to their life? I believe these components are key to
determining how I can help them the best to understand this information.
I plan to gather the answers to these questions by having the students fill out a survey to
give detailed information about their thinking process. Since the beginning of the school year, I
have noticed there is very little help for most students once they leave the school. Parental
support is one aspect I do not see good results for, and especially with the students that would
need the most help.

How will the training be structured and organized?
The project will be structured as a part of a unit on heredity where the lessons will be
virtual activities. Students will have access to all of the virtual activities during class time for
individual use and whole group work because some students do not have internet access at home.
I will organize the lessons based on which activity has the most basic information which would
be the tutorial, and then move to the other interactive activities to add to the knowledge already
gained.
How will the training be delivered?
The project will be delivered as in-class interactive activities that go along with the main
concepts we will be learning for our unit on heredity. To begin, I will use the tutorial as a whole
group discussion and interaction. For the other virtual activities, the students will work
individually and with partners to complete the required materials. Academic vocabulary is a key
focus this year, so students will take a pre vocabulary test before learning these concepts, and
then they will take a post vocabulary test after using the interactive activities to show growth.
When should the training be revised?
The project should be revised yearly after the project is completed or before the project
begins. Students can add input as to whether they felt the interactive activities helped them to
understand the concepts. Also, I would need to check to make sure the links to the sites are all
still active before beginning the project. The students post tests will also provide information for
their strengths and weaknesses after using the virtual manipulatives.

Objectives
Content Statement
After observing many students struggle with the representation of Punnett squares, I decided to
use different activities and techniques to help students understand how traits are passed from
parent to offspring. To accomplish this, my goal is to utilize interactive activities such as a
virtual lab, a Punnett square tutorial, and practice Punnett squares using bunnies with answers
readily available. These interactive lessons, along with readings and practicing on paper, will
help students receive the instruction and extra practice they need to become proficient when
tested on how to complete a Punnett square.
Draft Goals
106 7th grade students will be able to:
Apply and define the necessary vocabulary words associated with heredity
Identify what a Punnett square represents
Describe how traits are passed from parents to offspring
Demonstrate how to create their own organism using traits and Punnett squares
Process Objectives
Teacher will create and give a vocabulary pre-test to determine previous knowledge
Teacher will create lessons that include interactive manipulatives for students to use for
practice on Punnett squares
7th grade science students will be given time to use netbooks in class
7th grade science students will complete a virtual lab where they create a fictitious animal
Teacher will lead a whole group lesson, tutorial, on the Smart board
Teacher will create a lesson using the iPad app Gene Scene
7th grade science students will use basic navigation skills to find the correct websites
when completing an activity
7th grade science students will use a practice Punnett square online activity to master the
correct placement of traits
Terminal Objectives
After completing all interactive activities required, 7th grade science students will be able
to define all associated vocabulary words and will be proficient, receive a 80% or higher,
on the final heredity project which is their assessment for the unit.
Enabling Objectives
After completing the vocabulary pre-test for the unit on heredity, all 106 7th grade science
students should be able to identify the vocabulary words associated with this unit

After listening to directions and participating in class discussion, students will be able to
identify a Punnett square
After receiving basic instructions on how to fill in a Punnett square, students will be able
to arrange the parent traits accordingly
After using the Smart board to view a tutorial, students should be able to answer the
appropriate questions about what the Punnett square represents
Students will continue to practice Punnett squares using different scenarios to construct
correctly
After completing a virtual lab, students will be able to create a fictitious animal using
different traits and determining which are dominant and recessive
After completing an interactive practice activity (practice bunny squares) on the
netbooks, students will be able to distinguish which alleles in a Punnett square determine
which trait
After observing and participating in an iPad app activity, students should be able to
interpret why some genetics diseases are inherited
After completing all assignments and interactive activities, students should be able to
apply their knowledge of the vocabulary words in this unit on their vocabulary post-test
After completing Punnett squares for the heredity project, students will be able to
illustrate their baby dragon using the traits depicted from their Punnett squares
Performance Agreement
Behavior
Condition
Degree
Objective
A. 106 7th grade science students
should be able to define all
vocabulary words associated
with the unit
B. 106 7th grade science students
should be able to demonstrate
how to fill in a Punnett square
correctly and analyze what
traits the possible offspring
will have
A. Given students participate
during in class instruction and
online tutorials
B. Given students complete the
necessary interactive
activities, practice sheets, in
class discussion
A. 106 7th grade science students
should be able to fill in a
Punnett square without error
B. 106 7th grade science students
Evaluation Task
A. Taking the vocabulary post-test
B. Completing the heredity unit

project
A. Students successfully demonstrate

how to fill in a Punnett square and
can answer what it represents
project with a 80% or higher
A. Students complete all assignments

and demonstrate mastery by
leading the class

should be able to accurately
illustrate how traits are passed
from parent to offspring
project with a 80% or higher

Lesson Plans
Before the unit starts, students will already have taken a vocabulary pre-test for words in the
heredity unit. Also, students will already have completed a short survey to gather information on
what areas students need more help in.
Lesson One- Day One (classes are 50 minutes)
Materials:
Computer
Smart board
Blank paper
pencil
Genetics practice Punnett squares sheet
Procedure:
Gain attention/Direction: (3 minutes)
Tell the students we will be starting a unit on heredity. Ask if students can roll their
tongue? Ask if they have attached earlobes? Explain that these are examples of traits you
received from your parents.
Recall: (5-7 minutes)
For the warm-up, have students draw a KWL chart on the blank sheet of paper. Fill in the
columns K and W with what they know about heredity and genes and what they want to
know. Ask students to give examples. Write them out on the Smart board.
Content: (30 minutes)
Each student will need a Genetics practice sheet. Together we will read through the
information about heredity and genetics.
On the back side, students will follow along to complete the 4 Punnett squares.
Application Feedback- Level 1: (5 minutes while presenting content)
Show students how to fill in the Punnett square and discuss what it represents.
Let students practice the last 2 on their own to see if they understand.
Choose students to come up to the board to complete the 2 last Punnett squares. Correct
any misconceptions.
Closure: (5 minutes)
Ask students if they have any questions about what we discussed for the day. Explain that
we will do practice with Punnett squares so all students can master it.

Lesson Two- Day Two
Materials:
Computer
Smart board
Blank paper
pencil
Tutorial notes
Procedure:
Gain attention: (2 minutes)
Tell students we will be learning more about how heredity works in living things. We
will use a tutorial to practice more Punnett squares. Give a quick preview of the tutorial
to peak students interests.
Directions/Recall: (5-7 minutes)
For the warm-up, students fill in a Punnett square using the information they learned the
day before. We will discuss what the Punnett square represents. Then the teacher will
explain that students should understand how to arrange alleles in a Punnett square
correctly by the end of the hour.
Content: (15 minutes)
We will start by viewing a tutorial together on the Smart board. When needed, the teacher
will choose students to come up to the board to answer the questions posed during the
tutorial. http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.swf
Teacher will give more explanation when necessary during the tutorial.
Students will work on some questions posed individually on a separate sheet of paper.
Application Feedback- Level 3: (15 minutes)
Continue lesson with another tutorial which will need to be read aloud.
http://www2.edc.org/weblabs/Punnett/punnettsquares.html
Students will be able to ask questions about the information presented. They will also be
answering questions posed in this tutorial as a whole while writing some answers on their
note paper.

Evaluate: (10 minutes while presenting content)
Students will complete the questions posed in the tutorial on a separate sheet of paper to
be graded based on accuracy.
Tell students that their answers are due before they leave the classroom. Have them write
any questions they still have on the paper.

Lesson Three- Day Three
Materials:
Computer
Smart board
Blank paper
pencil
Human traits PowerPoint
Human traits Punnett square worksheet
Procedure:
Gain attention/Recall: (5-7 minutes)
Show a Punnett square on the Smart board and pose the questions: What is the genotype
of the parents? What are the possible phenotypes of the offspring? Then discuss.
Directions: (2 minutes)
Tell students to get out a blank sheet of paper to take a few notes about certain traits they
have and they will be comparing that to their parents. Explain they will be viewing a
human traits PowerPoint then using that information to help them fill in a human traits
Punnett square worksheet.
Content /Application Feedback- Level 1: (20 minutes)
Start the human traits PowerPoint. There are 10 slides showing different dominant vs.
recessive human traits. Encourage each student to decide what trait they have. Students
will take notes to remember which trait is dominant and which is recessive and which
trait they actually have.
Teacher will give more explanation about certain traits when necessary.
Students will be given the human traits Punnett square worksheet to begin using the notes
they took from the PowerPoint. This will also be more practice filling in Punnett squares
while answering questions about them.
Teacher will walk around the room to answer any questions students still have remaining
about human traits and/or Punnett squares. Some students will be selected to draw their
Punnett square with answer on the board and explain to the class.

Evaluate: (2 minutes)
Students will complete the human traits Punnett square worksheet to check for
understanding.
Closure: (1 minute)
Tell students that their worksheet should be completed by the next day. Also, have
students determine what types of traits their parents have whether dominant or recessive
for homework.

Lesson Four- Day Four
Materials:
Computer
Smart board
Blank paper
pencil
Human traits PowerPoint notes
Human traits Punnett square worksheet
Heredity virtual lab information sheet
Procedure:
Gain attention/Recall: (5 minutes)
Ask students to recall which traits they had from the PowerPoint the day before and
compare them to the traits their parents have. How are they similar? How are they
different?
Tell students to get out their notes and worksheet from yesterday. Explain that we will go
over all examples and discuss how our traits compare and contrast with our parents
traits. Then we will discuss the directions for the virtual lab tomorrow.
We will finish going over each Punnett square problem to make sure students are doing it
correctly and use the fist to five strategy to see how comfortable students are feeling with
Punnett squares.
Teacher will correct errors or misconceptions when necessary.
We will have discussion about why some students may have a trait that neither parent has
and recall what some of the vocabulary words mean.
Application Feedback- Level 3: (12-15 minutes)
Read through the information sheet for the virtual lab the following day. Show students a
preview of what they will be doing for their virtual lab.
Evaluate/Closure: (2 minutes)
Students will complete an exit slip. They will respond with: the two main things they
learned for the day and one question they still have about heredity.

Lesson Five- Day Five
Materials:
Computer
Smart board
Blank paper
pencil
Netbooks
Heredity virtual lab information sheet
Heredity virtual lab worksheet
Procedure:
Tell students to get out their direction/information sheet from yesterday for their virtual
lab. Go over the directions again while showing an example of what the students
fictitious animal could look like.
Tell students to choose a partner and sit by them to work on the virtual lab together. Have
a student pass out the virtual lab worksheets. Assign each pair a netbook to work with.
Use the Smart board to show students where to go online. Then give a rundown on the
procedure.
Teacher will assist the lower students with getting to the correct site and getting started.
Application Feedback- Level 2 /Level 3: (10 minutes while presenting content)
Teacher will walk around the room to assist any pair needing help or that has a question.
Tell students to answer the questions once they have completed the lab.
Closure/ Evaluate: (5 minutes)
Tell students to neatly put the netbooks away and finish the virtual lab questions as
homework if they did not complete in class.

Lesson Six- Day Six
Materials:
Computer
Smart board
iPad for teacher
iPad for each student
pencil
Gene Screen worksheet
Procedure:
Collect all virtual lab worksheets from the previous day. Ask questions about the lab such
as what were the phenotypes of your animal? Are boys or girls more likely to be colorblind? What is color-blindness? This should lead into discussing genetic disorders.
Directions: (5-7 minutes)
Lead students to the correct app on the iPads using the Smart board (I will borrow a
classroom set of iPads from a colleague.) Show them where each icon is that they will
need. Students will only complete certain sections of the worksheet.
Students will follow the directions on their worksheet to answer questions about genetic
disorders.
Teacher will give more explanation about questions when necessary.
Students can use the Punnett square tool to test out genetic traits and disorders. If they
feel they need more practice, they can use the blank Punnett square tool.
Application Feedback- Level 3: (5-10 minutes while presenting content)
about genetic disorders. Some students will be selected to use the map of genetics icon on
the Smart board to show where certain genetic disorders reside.
Evaluate/ Closure: (2 minutes)
Students will put iPads away and turn in their worksheet before leaving the classroom.

Lesson Seven- Day Seven
Materials:
Computer
Smart board
Blank paper
pencil
netbooks
Bunny squares worksheet
Procedure:
Gain attention/Recall: (5-7 minutes)
Students will start with a warm-up which will consist of information needed to fill in a
blank Punnett square on a genetic disorder. When students are finished, we will discuss
the possible offspring and outcomes.
Tell students to choose a partner and sit by them to work on the Bunny squares activity
together. Have a student pass out the Bunny squares worksheets. Assign each pair a
netbook to work with.
Using the Smart board, show students the website to go to once logged onto the
computer. Read the directions aloud and ask if students have any questions. As they are
completing the activity, students can answer the questions as they go along or wait until
they are finished.
Teacher will give clarification to any questions posed.
Students will be completing the Punnett squares in the activity for the final day of
practicing before starting the assessment project.
about Punnett squares.

Evaluate/Closure: (5 minutes)
Tell students to neatly put the netbooks away and finish the bunny squares worksheet
questions as homework if they did not complete in class.

Lesson Eight- Day Eight through Day Ten
(This is the culminating project for the unit that will take three days to complete. Wherever we
leave off one day, we will continue on the next day.)
Materials:
Computer
Smart board
pencil
Dragon inheritance worksheet (I do not follow the directions quite the same)
Punnett square page
Computer paper for drawing
Letters for alleles
Procedure:
Tell students that they will be able to create their own dragon. They will receive parent
alleles at random and use Punnett squares to show the possible outcomes. They have to
recall all information they have learned so far to complete this project.
Directions/ Content: (35-40 minutes)
Hand out a dragon inheritance worksheet to every student. Project the same worksheet
onto the Smart board so the students can follow what the teacher does. Explain that the
male and female genes are the dad and mom alleles for your Punnett squares. Go over all
of the information on the worksheet before beginning the project. Give each pair of
students 4 slips of paper with different letters (upper and lower case) for the same trait.
Each student will get two which they will mark for the male genes and then switch with
their partner to receive two new letters for the female genes. Do this for all seven traits of
the dragon.
Application Feedback- Level 1: (20-25 minutes)
Explain how students will use their parent alleles to set up seven Punnett squares for the
seven different traits. Once they are completed filling in the seven Punnett squares, the
teacher will give them dice to roll which will determine which trait their dragon will
receive from the parents. Each number will correlate with one of the boxes on their
Punnett square (draw a numbered Punnett square box on the board as an example.) If they
roll a 5 of 6, they roll again. Students should circle the box of the number they roll.
Express that there should be no cheating by choosing their own traits. Teacher will create
a Punnett square page for students to use for this part of the assignment.
Teacher will give more explanation when necessary.
Application Feedback- Level 2: (15 minutes while)
When the students are finished with rolling the dice, they should be filling in the dragon
worksheet with the genotype and phenotype of their dragon. They will do this by using
the Dragon Key which each student will be given a copy of along with their Punnett
square page. Students should look at each box they circled for the alleles that match a
certain trait.
When students have completed the genotype/phenotype table for their dragon, they can
start drawing their dragon. Examples will be provided for those students that would like
to use them. Explain that it will have to be colored because there are three traits that
include color. Teacher should be able to identify all seven traits on each students dragon.
Evaluate: (20 minutes)
The last part of the project will be to answer the two questions on the dragon worksheet
and add a paragraph describing how their dragon received the traits it has. Students need
to use as many vocabulary words as possible.
Tell students when their project will be due. Tell them the required papers needed are the
dragon worksheet, Punnett square page, and drawing of their dragon with a paragraph on
the back (or on a separate sheet of paper.)
After the project is complete, students would take their vocabulary post-test for this unit.

Implementation
The setting of my classroom is such that all students can see the whiteboard which is
where I project anything from my computer and it is also a Smart board. My computer with
internet access is located right next to my whiteboard so it is easy to move from one to the other
if needed when instructing. Other equipment that is/would be needed is the netbook cart,
classroom set of iPads, and the hook-ups for my iPad to project onto the whiteboard which are
already in my classroom. No other staff is necessary for my unit to run smoothly.
I was able to deliver some of the lessons for this unit before the school year was
complete. However, I did not get to implement all pieces which hinders me from making any
assumptions about how the unit as a whole would have worked. Starting out, I began with the
basics of Punnett squares where we use worksheets and the whiteboard to display how they
should be filled in. This step seemed to work well and I thought many students understood the
basic principle of filling in a Punnett square when a few came up to complete one on the board,
but when we moved on to using specific information to fill in the square the next day many
students had already forgotten the basics. Again, I used a worksheet for this second day, but I
believe that would be something I add to or change completely for next time.
This year, I was able to implement the virtual lab which was used in the same part of the
lesson as I would want for next year. The virtual lab was completed with netbooks and partners. I
think this activity was fun for the students by creating their own creature, but they also were
using and understanding the vocabulary words we had been studying. The questions that were
asked after they completed the virtual lab were answered with correct responses by the majority
of students.

Also, I was able to show some of my classes the iPad app Gene Screen. They seemed
very interested in identifying which genetic disorders were specific to race and what possibility
they had of receiving that disorder. I was unable to have students use the app individually which
is what I would have liked, but the students were able to see the Punnett square used to predict
probability for offspring having the specific disorders.
My strategy for when I do this unit next year will be to add in the interactive activities
between the worksheet-based lessons to mix it up a bit more for the students. I was not able to do
that this year. Checking out the netbook cart would have to be done ahead of time to make sure
students have individual netbooks to work on for specific activities. I believe the online elements
of this unit will help students remember the process of filling in a Punnett square more accurately
than just doing it on a worksheet over and over. The online activities will also keep students
interested in the content.
Overall, after being able to implement a small portion of the interactive aspects to this
unit that I would like, the students completed the dragon inheritance project with an average
score of about 3.10 which is meeting the standard. About 70% of my students passed the
assessment and the ones who did not were mainly because their project was late or they just
never turned one in. I cant wait to see what my statistics are when I am able to implement my
whole unit next year!

Evaluation
Formative Evaluation
Before beginning the unit, students will take a pretest on vocabulary words that will be
used during the course of the unit. Students will have 15 vocabulary words to identify where
most students will be unfamiliar with these new terms. I will analyze the results of the pretest to
see if there are words that are more familiar to the majority of the students so I know that I do
not need to cover that portion as in depth. We will not begin any instruction until after this
vocabulary pretest is complete to get the most accurate results for the post test.
Throughout the unit, I will be giving formative evaluations that go along with
Kirkpatricks level 2 evaluation. The students will be given practice sheets almost daily to help
them understand Punnett squares. There will also be worksheets with analysis questions for the
interactive online activities which will help me determine if the student is comprehending the
information from the activities. Both the practice sheets and the question sheets will be used as a
formative evaluation of student knowledge to gage whether I should discuss and cover a certain
part of the content to a further extent. After correcting and grading the worksheets, I will use that
information to determine the students level of learning. All worksheets will be included in the
Appendix.
Another type of formative evaluation will be observation and class participation. Many
students will be ask to complete Punnett squares up on the whiteboard which helps me focus on
individual students. I can see where they are making mistakes or misinterpreting information or
vocabulary words. This evaluation will not necessarily be graded, but it will assist me in
deciding if I can move on the next concept or cover the current material more in depth.
Summative Evaluation

The culminating activity the students will complete will be to create their own dragon
which would be their final evaluation. Each student will use parent alleles given to them at
random, use the parent alleles in a Punnett square for each different trait, and then determine
which trait their dragon will actually have by rolling a dice. They will have analysis questions to
answer to check comprehension. All parts of the project must be handed in for the final
evaluation. The objective is for students to pass with an 80% or higher; this is considered to be
proficient or meeting the standard.
At the very end of the unit, students will take the vocabulary post test to show growth in
knowledge of their academic vocabulary. Many students score very low on the pretest which
makes it easy to get a higher score, but I look for all words to be identified correctly at the end of
a unit. I was able to give this as a pre and post test before the end of the school year, and all
students received a higher score on the post test. About 75% of students met or exceeded the
standard for this units vocabulary terms.
To follow Kirkpatricks level 1 evaluation, I will be giving students a type of
questionnaire that will be used as an exit slip at the end of the unit. The day projects are due I
will verbally ask students questions to determine their feelings/reactions about the unit as a
whole and certain aspects of the unit that they liked or disliked. This will give me more personal
feedback about the unit and lessons.
Self Assessment
During the process of planning and preparing my unit, I thought about the possible issues
and concerns I would have in my delivery. I was fortunate to be able to implement a few pieces
of my unit during this school year which allowed me to have a better insight into the challenges I
would face. First, I wanted to include more options for the interactive activities throughout the

unit, but it is difficult to give every student individual access to a netbook when many are broken
at once. A strategy to fix this situation would be to do more whole group interactive activities on
the whiteboard, but I do not think that would benefit the students as much. I would like to be able
to work more one on one with certain students while the others who understand better can
continue at their own pace with the activities. This would be one issue I hope to resolve by next
year by making sure all netbooks are in working order before starting the unit.
Second, the use of worksheets would be spaced out more than I had them organized this
year. To begin, the students learned the basics of filling in a Punnett square by following along
with the teacher- students filling in the worksheet while the teacher goes over it on the board.
After a few examples, students were asked to come up to the board to fill in the practice Punnett
squares. Instead of using the practice worksheet for a couple days in a row I would add an
interactive activity into the mix to keep students interested. I would also be able to easily tell
which students need more help.
Lastly, a lesson I learned is that it takes many steps to create a successful instructional
design. It took quite a bit of thinking and time to organize a whole unit in 6-7 weeks. I was very
nervous about the class after browsing the syllabus and seeing everything I was supposed to
accomplish in 7 weeks. I feel like I have a much better understanding of all aspects that should
be taken into consideration when designing an instructional unit.

Appendix A- Vocabulary Pre/Post Test
Heredity Pre/Post Vocabulary Test

Directions: Match the vocab word with the correct definition.
1.
cell
2.
heredity
a. different forms of a trait

b. physical characterizes
c. genetic makeup
3.
genetics
4.
Gregor Mendel
5.
allele
6.
mutation
7.
Punnet Square
8.
dominant
9.
recessive
10.
genotype
d. an organism with two alleles that are the

same
e. a factor that dominates, or covers up
another trait
f. the passing of traits from parents to
offspring
g. crossing two traits with different
expressions of that trait
h. smallest unit of an organism that can carry
on life functions
i. a disorder cause by a sex linked trait
j. any permanent change in a gene or
chromosome of a cell
k. father of genetics
11.
phenotype
l. a factor that is covered up by another trait
12.
homozygous
m. an organism with two alleles that are

differnt
13.
heterozygous
n. a tool used to predict genetics
14.
hybrid
o. the study of how traits are inherited

through alleles
15.
genetic disorders

Appendix B- Genetics Punnett Square Handout

Appendix C- Human Traits Power Point

Appendix D- Human Traits Worksheet
Punnett Square Worksheet-Human Characteristics

Directions: Complete the following Punnett Squares. Be sure that you include the ratios of the
genotypes (and the words used to describe those alleles) and phenotypes of the characteristics.
1. B= Brown eyes b= blue eyes Mom= Bb Dad= BB
What are the eye color possibilities if they chose to have children?
Genotypes
Phenotypes
2. Curly hair is recessive, and straight hair is dominant. A woman with curly hair marries a man who is
homozygous dominant for straight hair. Predict the outcomes for their children.
Genotypes
Phenotypes
3. Black hair is homozygous dominant. Brown hair is heterozygous. Blonde hair is homozygous
recessive. (This is an example of incomplete dominance.) A woman with brown hair marries a man with
brown hair. What are the possible outcomes for their kids?
Genotypes
Phenotypes

4. Attached earlobes are dominant over free hanging earlobes. Complete the Punnett Square for the
following individuals: Mom=BB and Dad=bb
Genotypes
Phenotypes
5. Incomplete dominance problem: T=tall (511-62); Tt=medium height (54-510)

t=short (53 or smaller)
Mom= 55
Dad= 60
What are the possible height outcomes of their children?
Genotypes
Phenotypes
6. Freckles are recessive. No freckles are dominant. Mom= heterozygous Dad=homozygous recessive
What are the possible outcomes for kids?
Genotypes
Phenotypes

Appendix E- Heredity Virtual Lab Handout

Appendix E- Heredity Virtual Lab Worksheet

Appendix F- Gene Screen Worksheet
Name:_____________________________ Class: ________ Date: _____________

Genetics and DNA Review with the iPad
Introduction: You will be using the iPads to review basic principles of genetics and DNA. Most of this
activity will require the use of the app Gene Screen, which is already installed on your iPad.
Directions:
1. Open the application Gene Screen by tapping on the icon.
2. Complete each section of the worksheet by using the following sections of the application.
Section 1: Learn About Genetics: Genes and Inheritance
1. Which cells lack a nucleus?
2. How many chromosomes are found in the nucleus of human cells?
3. How do females and males differ on the chromosomal level?
4. Which DNA bases pair together?
5. What is a gene?
6. What is a mutation?
7. How many chromosomes does a human offspring inherit from his father and mother?
8. How is it possible for a person to inherit one copy of a mutated gene and not express the
disease? EXPLAIN
9. What does a Punnett square show?
Use the home icon to return to the main screen 2012 Jeremy Conn Page 2/4

Section 2: Learn About Genetics: Population Genetics
10. Do all mutations cause disease? EXPLAIN
11. What is the founder effect?
12. Which people groups provide examples of the founder effect?
13. Which genetic diseases are more common in the Amish?
Use the home icon to return to the main screen

Section 4: Learn About Genetics: Genetic Screening
15. What can a genetic test determine?
16. What is the purpose of genetic screening?
17. What is the chance of two carriers have an offspring with the recessive condition?
18. What have screening programs done to the incidence rates of certain genetic diseases?
Use the home icon to return to the main screen

Section 5: Inheritance Calculators: Genetic Traits
19. What is the chance of two parents with the following genotypes having a child with a straight
hairline?
a. TT x Tt
b. Tt x tt
c. Tt x Tt

Section 6: Inheritance Calculators: Genetic Diseases
20. What is the chance a child will have a recessive genetic disease in each of the following
scenarios?
a. unaffected father & affected mother
b. carrier mother & affected father

Appendix G- Bunny Squares Worksheet
Furry Family Pre-Test Questions

Name: ____________________________ Period: ___________ Date: ___________
1) When will a recessive trait show its effect?
a. Even if no recessive genes for that trait are present
b. In the presence of one recessive gene
c. When two recessive genes for a trait are present
d. Only if the mother has the recessive gene
2) Which of the following describes a phenotype?

a. An observable product of an organisms genetic makeup
b. The number of chromosomes an organism possesses
c. The genes contained in an organisms genetic makeup
d. The number of traits an organism possesses
3) What are Punnett squares used for?

a. Make genetic predictions
b. Show an offsprings exact traits
c. Combine strands of DNA
d. Clone a portion of an organisms DNA
4) Using the Punnett square below, choose the probability that the recessive trait
will emerge
a.
b.
c.
d.
100%
75%
25%
0%
5) An offsprings Punnett square is shown below. The mother is known to have two recessive genes
for brown eyes. What is the fathers genotype for brown eyes?
a. BB
b. Bb
c. bb
d. bB
6) If a baby zebra has a two recessive genes for short legs which of the following
may be true?
a. The father has two recessive genes. The mother has two dominant genes.
b. The father has one recessive gene and one dominant gene. The mother has two
dominant genes.
c. The father has two dominant genes. The mother has two dominant genes.
d. The father has two recessive genes. The mother has one dominant gene and one
recessive gene.
7) Which of the following genotypes will have the greatest chance of producing the
most offspring that have recessive traits?
a.
b.
c.
d.
BB and BB
BB and Bb
Bb and Bb
bb and bb
8) A scientist crossed a pea plant with yellow wrinkled peas with a pea plant with green smooth
peas. The resulting offspring were yellow smooth peas. What does this indicate?
a. Offspring acquire traits randomly
b. Offspring never inherit traits from their parents
c. Offspring inherit traits from both parents
d. Offspring inherit traits from only one parent
9) Which of the following would NOT be true of a trait?
a. A trait is a feature that any organism inherits
b. A trait is given to you by your environment
c. A trait is located in your genotype
d. Traits are passed from parents to their offspring

10) Which of the following is NOT an example of a trait a human would receive from their parents?
a. Eye Color
b. Facial Features
c. Personality
d. Height

Appendix H- Dragon Project Worksheets
Dragon Worksheet
Data Sheet
st
Male Gene (1 color)
Trait
Genotype
Female Gene (2nd color)
Phenotype
Fire/No fire (A/as)

Toes (M/ms)
Spikes on tail (Q/qs)
Tail color (T/ts)
Body color (E/es)
Wing color (L/ls)
Horn/no horn (D/ds)
Analysis/Questions
Compare your dragon to other dragons around the room. What differences and
(D/ds)
similarities do you see?
How do you explain all of the differences, even though the dragons all had a similar set
of parents?
Dragon Key
Physical Appearance
Genetic Makeup
breathes fire
AA or Aa
does not breathe fire
aa
4 toes
MM or Mm
3 toes
mm
5 spikes on tail
QQ or Qq
4 spikes on tail
qq
red tail
TT or Tt
yellow tail
tt
blue body and head
EE or Ee
green body and head
ee
red wings
LL or Ll
yellow wings
ll
horn
DD or Dd
no horn
dd
How to Draw Dragon Parts

Here are some examples of parts that you may have to add to your dragon:
Horn
Genotype: DD or Dd
(dd = no horn)
Ability to breathe fire

Genotype: AA or Aa
(aa = unable to breathe fire)
Number of toes
Genotype for 4 toes: MM or Mm
Genotype for 3 toes: mm
All dragons have at least 3 toes!
Number of tail spikes

Genotype for 5 tail spikes: QQ or Qq
Genotype for 4 tail spikes: qq
All dragons have at least 4 tail
spikes!

Appendix I- Punnett Square Page

Appendix J- Punnett Square Websites
1. Bunny Squares- Punnett Square Practice
http://vital.cs.ohiou.edu/steamwebsite/downloads/FurryFamily.swf
2. Punnett Square Tutorials
http://www2.edc.org/weblabs/Punnett/punnettsquares.html
http://www.sumanasinc.com/webcontent/animations/content/mendel/mendel.swf
3. Heredity Virtual Lab
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E09/E09.html
4. Punnett Square Interactive Resources
http://sciencereviewgames.com/srg/games/hs.php?id=136
http://www.zerobio.com/drag_gr11/mono.htm
http://reviewgamezone.com/game.php?id=61

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Punnett Squares Final Design 1

Interactive Punnett Squares Final Design Project

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B. Completing the heredity unit

A. Students successfully demonstrate

A. Students complete all assignments

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project with a 80% or higher

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Recall: (5-7 minutes)

Content: (30 minutes)

Application Feedback- Level 1: (5 minutes while presenting content)

Application Feedback- Level 2: (5 minutes while presenting content)

Application Feedback- Level 3: (5 minutes while presenting content)

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Directions/Recall: (5-7 minutes)

Content: (15 minutes)

Application Feedback- Level 1: (5 minutes while presenting content)

Application Feedback- Level 2: (5 minutes while presenting content)

Application Feedback- Level 3: (15 minutes)

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Content /Application Feedback- Level 1: (20 minutes)

Application Feedback- Level 2: (15 minutes)

Application Feedback- Level 3: (5 minutes while presenting content)

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Content /Application Feedback- Level 1: (15 minutes)

Application Feedback- Level 2: (10 minutes)

Application Feedback- Level 3: (12-15 minutes)

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Content /Application Feedback- Level 1: (35 minutes)

Application Feedback- Level 2 /Level 3: (10 minutes while presenting content)

Closure/ Evaluate: (5 minutes)

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Directions: (5-7 minutes)

Content /Application Feedback- Level 1: (30 minutes)

Application Feedback- Level 2: (5 minutes)

Application Feedback- Level 3: (5-10 minutes while presenting content)

Evaluate/ Closure: (2 minutes)

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Content /Application Feedback- Level 1: (30 minutes)

Application Feedback- Level 2: (10 minutes while presenting content)

Application Feedback- Level 3: (10 minutes while presenting content)

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Directions/ Content: (35-40 minutes)

Application Feedback- Level 1: (20-25 minutes)

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Teacher will give more explanation when necessary.

Application Feedback- Level 2: (15 minutes while)

Name:_________________ Class: Date: _