Kevin Curtis

October 4, 2013
Project #1: Educational Online Gaming
Due October 4, 2013
Intro to Distance Learning
Dr. Chris Carnahan

Rationale
I chose to enhance the baby face/coin toss lesson plan using an MMO adventure game Radix Endeavor for its
educationally oriented, narrative context and its established rules of engagement, which allows students to
learn content relative to the plot and biology specific content via interactive cues and feedback. It also uses a
goal and reward system to encourage intrinsic motivation. Radix is designed to incorporate situational
learning. Students are presented with real-world challenges and required via quests to aid in the solution of
those challenges. In one situation, students are presented with a problem where residents of the Radix
community are stricken with an illness whenever they enter the forest. One of the plants that is growing in the
forest provides a cure for the illness, but the anecdote only works some of the time, leading the community to
believe that the variability within the plant species is the reason for the unreliability of the cure. The student is
then asked to study the three different variations of the plant, document and share their findings regarding the
genotype and phenotype of all three variations. The game is designed to foster learning of scientific and
research methods, as well as data collection. Students are presented with problems in which they need to
employ deductive reasoning and test hypothesis that they are presented with. The game presents these topics
in a way where 21
st
century learners can quickly take ownership over the new information. It presents these
skills in such a way that is fun and interactive, which can be difficult to simulate in a classroom setting.
Lesson Plan
Step 1A: Enter Basic Information about the Lesson
*Name of Lesson:

Heredity: Genotype and Phenotype (dominance, recessive and co-dominance)
*Lesson Grade Level: 10
Additional Grade
Levels:
9
Co-Contributors

Step 1B: Specify the Instructional Setting
Instructional Setting: Lab/home Single Student X Small Group X Whole Class

Step 1C: Enter Lesson Description and Objective(s)
*General Description
of Lesson:















The lesson will be presented in two parts. Part one will involve students choosing
which of three activities they feel most comfortable and part two of the lesson will
involve students entering a virtual environment to strengthen their knowledge of
heredity.

Part I

Lab Option:
Student will have a choice to create a baby by pairing up and first determining which
parent will contribute the genes of the mother and the genes of the father. Next,
students will flip a coin to determine which allele of a gene will be contributed to the
dominant (heads) or recessive (tails) for each of 23 preselected traits including eye
color, eye shape, hair color, hair curliness, face shape, chin shape, etc. Students will
then create their baby on paper with colored pencils.



General Description
of Lesson
(Continued):









































Internet Option:
Students will preform an internet activity relating to inheritance patterns on the
http://learn.genetics.utah.edu/content/begin/traits/ website. Then they will create a
presentation answering the following questions. The presentation should be on poster
board or in a PowerPoint format with between 10-15 slides.
Essential Questions:
What is heredity?
What makes me the way I am?
What are the chances that certain traits will be passed on to future generations?
Why do we look/act/behave that way we do and how does our individual genetic code
influence these characteristics?

Video Option:
Students will watch videos on heredity and turn in an independent research paper
afterwards, which answers the following questions:
Essential Questions:
What is heredity?
What makes me the way I am?
What are the chances that certain traits will be passed on to future generations?
Why do we look/act/behave that way we do and how does our individual genetic code
influence these characteristics?

Videos to Watch:
http://www.bozemanscience.com/033-genotypes-and-phenotypes
http://teach.genetics.utah.edu/content/heredity/
http://www.pbs.org/wgbh/nova/body/cracking-the-code-of-life.html

Part II

MMO Radix Endeavor:
As an augmentation to this lesson students will extend their knowledge through
gaming in an MMO environment called Radix Endeavor, which is designed with strong
didactic overtones in Biology and Mathematics.

Students will go to the site: http://www.radixendeavor.org/user/register?type=player
and create an account, choose an avatar and then begin working through quests. As
they work though the quests, they will be learning about data collection methods,
hypothesis testing and experimental design within the framework of heredity. Quests
will require students to investigate genetic variation in various organisms with in the
Radix Endeavor environment in an effort to solve problems that are presented through
the quests. While working through quests, students are able to collaborate with fellow
gamers through a text box at the bottom of the screen. As students complete quests,
they build on their knowledge and then move to more complex problems in
subsequent quests.


*Objective(s) of
Lesson:


SWBAT:
Relate classical genetics to their own body.
Relate classical genetics to real world problems.
Comprehend the role of dominant and recessive traits.
Comprehend the role of sex-linked traits.
Comprehend the role of co-dominant traits.
Gain an application level understanding of probability, symmetry, ratios and
rates that exist in one's everyday environment relative to human genetics.

Step 2A: Select the Subject and Strand(s)/Domain(s)
*Subject Area: Heredity
*Strand(s)/Domain(s)
Additional Subjects: Integrated/Applied Mathematics
Cross Curricular
Connections:
Probability, symmetry and ratios

Step 2B: Select the Standard(s) Addressed by your Lesson Plan
Standard(s): HS-LS3-3. Apply concepts of statistics and probability to explain the variation
and distribution of expressed traits in a population.

Step 3A: Specify the types of assessments that will be used
*Assessment type(s) Writing Samples Projects
X Demonstrations X Rubrics
Observations Journals
X Portfolios Teacher-made test
Surveys X Other: Teacher Portal statics on Radix
Endeavor Progress
Interviews

Step 3B: Specify how student learning will be assessed
Describe the
assessment plan:
All assessments will be informal for each option of Part I of the lesson. Please see
attached Rubrics for assessment criteria.

Augmentation:
Teacher Portal statics on Radix Endeavor Progress



Step 4A: Select the electronic learning resource(s) you would like to use in this lesson
plan

Select resource(s): http://www.biologyjunction.com/baby_lab.pdf
http://www.radixendeavor.org/
http://www.bozemanscience.com/033-genotypes-and-phenotypes
http://learn.genetics.utah.edu/content/begin/traits/
http://teach.genetics.utah.edu/content/heredity/
http://www.pbs.org/wgbh/nova/body/cracking-the-code-of-life.html


Step 4B: Select the computer and video resource(s) needed for this lesson
Software
Applications:
Database Spreadsheet
Email X Web Browser
X Presentation X Word Processing
Publishing Other:

Computer
Equipment:
X Computer (Win or Mac) X Sound Capabilities
X Internet Connection Digital Camera
CD Drive X Projection Device
DVD Drive Web TV
X Printer Other:

Video Equipment: VCR Television
DVD Player Video Camera
Laserdisc Player Other:

Step 4C: Select the teachers required technology competency level
*Teacher
Competency Level:
Novice Advanced
X Intermediate N/A (no computer skills required)

Step 4D: Add instructional materials to be used as resources with this lesson
Materials and
Resources used by
teachers and students:
Baby faces lab worksheet
Computer paper
Colored pencils
Pennies
Computers
Printer
Internet
Poster Paper
Headphones

Step 5: Specify how the lesson will be implemented
*Teacher Procedure: Students will have been introduced to genetic variation, sexual and asexual
reproduction.
Students will be instructed on their lesson options and will be instructed to
choose an activity.
Once students have choosen which lesson activity they will perform they will
be instructed on how to successfully complete their tasks.
Teacher will create an account for students to log into the Radix Endevour
game.
Students will be instructed on the account creation and log in process for the
extension portion of this unit.
*Student Tasks:




























Lab option:
Students will obtain materials needed to carry out lab.
Students will choose who will contribute the male and female genetics within
their lab pairs. This can be achieved through flipping a coin.
Students will then work through the 23 traits to come up with their babys
face. This will be achieved via coin tosses with heads being dominant traits
and tails being recessive traits that will be passed on.
Once the genotype for each trait is determined, students will then determine
the phenotype for each trait.
Having determined the phenotype, students will begin to draw their new
babys face.

Internet Option:
Students will explore the http://learn.genetics.utah.edu/ website and in an attempt
to answer the essential questions required for the task. Once students have
concluded their exploration, they will begin the process of creating their
presentation.

Video Option:
Students will watch the videos on the following websites
http://www.bozemanscience.com/033-genotypes-and-phenotypes
http://teach.genetics.utah.edu/content/heredity/
http://www.pbs.org/wgbh/nova/body/cracking-the-code-of-life.html and answer the
essential questions required for the task. Once students have concluded their
viewing, they will begin the process of writing their report.
Augmentation:
Students will create an account at the Radix Endevour game website. When
they create an account, they should specify the school district and teacher
that they are playing with.
*Student Tasks
Continued:
Once logged into the game, students will develop a more thorough
understanding of the scientific method, genetic variation, genotype,
phenotype, sex-linked traits, dominance, recessive and codominance while
they work through quests.
*Time Required: Lab Activity # of
class periods:
1 Lab Activity # of minutes per
class period:
40
Augmentation: Done at
Home
Augmentation # of minutes
playing
Self-Paced
Notes, tips, suggestions,
and/or extension
activities:
Notes: Definitions of key words (from The Harper Collins Dictionary of Biology, 1
st

edition):

1. Allele - a particular form of gene
2. Genotype - the genetic constitution of an individual, usually referring to
specific characters under consideration
3. Phenotype - the observable features of an individual organism that result
from an interaction between the genotype and the environment in which
development occurs
4. Homozygous - an individual containing two identical forms of the same gene
5. Heterozygous - an individual containing two different allelic forms of the
same gene
6. Locus - the position of a gene along a chromosome
7. Dominate trait - a genetic interaction in which one allele of a gene masks
expression of an alternative allele
8. Recessive trait - an allele that only shows its effect in the phenotype when
present in a homozygote
9. Co-dominance - the relationship between two different alleles of a gene in
the heterozygote, producing a phenotype containing both parental forms
10. Sex-linked - the location of genes on one or other of the sex chromosomes
producing an inheritance pattern that is different from that shown by
autosomes

Tips: None

Suggestions: None

Augmentation: Students will enter the MMO Radix Endeavor game and begin to
explore its virtual world. Students will create an avatar and begin completing
quests. Quests will develop students understanding of the following inheritance
patterns: genotype, phenotype, sex-linked, dominant/recessive and co-dominance.
This data will be used to modify future lessons to better aid students in their
understanding of topics covered.















Rubric : Baby Faces




Teacher Name: K Curtis


Student
Name: ________________________________________


CATEGORY 4 3 2 1
Attractiveness The picture is
exceptionally
attractive in terms of
design, layout, and
neatness.
The picture is
attractive in terms
of design, layout
and neatness.
The picture is acceptably
attractive though it may
be a bit messy.
The picture is
distractingly
messy or very
poorly designed.
It is not attractive.
Graphics -
Relevance
All graphics are
related to the topic
and make it easier to
understand.
All graphics are
related to the topic
and most make it
easier to
understand.
All graphics relate to the
topic.
Graphics do not
relate to the topic
Required
Elements
The picture includes
all required elements
as well as additional
information.
All required
elements are
included on the
picture.
All but 1 of the required
elements is included on
the picture.
Several required
elements were
missing.
Knowledge
Gained
Student can
accurately answer all
questions related to
the picture and
processes used to
create it.
Student can
accurately answer
most questions
related to the
picture and
processes used to
create it.
Student can accurately
answer about 75% of
questions related to the
picture and processes
used to create it.
Student appears
to have
insufficient
knowledge about
the facts or
processes used
in creating the
picture.
Accuracy All traits are drawn
accurately reflecting
data collected on the
Create a Face Lab
Data Sheet.
At least 15 traits
are drawn
accurately
reflecting data
collected on the
Create a Face
Lab Data Sheet.
At least 10 traits are
drawn accurately
reflecting data collected
on the Create a Face
Lab Data Sheet.
At least 5 traits
are drawn
accurately
reflecting data
collected on the
Create a Face
Lab Data Sheet.
Date Created: Sep 28, 2013 06:21 am
(CDT)





Internet Activity Presentation

Teacher Name: Mr. Curtis


Student Name: ________________________________________
CATEGORY 4 3 2 1
Content -
Accuracy
All content
throughout the
presentation is
accurate. There
are no factual
errors.
Most of the content is
accurate, but there is
one piece of
information that might
be inaccurate.
The content is
generally accurate, but
one piece of
information is clearly
flawed or inaccurate.
Content is typically
confusing or contains
more than one factual
error.
Sequencing
of Information
Information is
organized in a
clear, logical way.
It is easy to
anticipate the type
of material that
might be on the
next card/slide.
Most information is
organized in a clear,
logical way. One
card/slide or item of
information seems out
of place.
Some information is
logically sequenced.
An occasional
card/slide or item of
information seems out
of place.
There is no clear plan
for the organization of
information.
Use of
Graphics
All graphics are
attractive (size and
colors) and support
the theme/content
of the presentation.
A few graphics are not
attractive, but all
support the
theme/content of the
presentation.
All graphics are
attractive, but a few do
not seem to support
the theme/content of
the presentation.
Several graphics are
unattractive AND
detract from the
content of the
presentation.
Spelling and
Grammar
Presentation has
no misspellings or
grammatical errors.
Presentation has 1-2
misspellings, but no
grammatical errors.
Presentation has 1-2
grammatical errors, but
no misspellings.
Presentation has
more than 2
grammatical and/or
spelling errors.
Effectiveness Project includes all
material needed to
gain a comfortable
understanding of
the topic. It is a
highly effective
study guide.
Project includes most
material needed to gain
a comfortable
understanding of the
material, but is lacking
one or two key
elements. It is an
adequate study guide.
Project is missing more
than two key elements.
It would make an
incomplete study
guide.
Project is lacking
several key elements
and has inaccuracies
that make it a poor
study guide.

Date Created: Oct 03, 2013 09:25 pm (CDT)













Research Report : Video Option

Teacher Name: Mr. Curtis


Student Name: ________________________________________
CATEGORY 4 3 2 1
Organization Information is very
organized with well-
constructed
paragraphs and
subheadings.
Information is
organized with well-
constructed
paragraphs.
Information is
organized, but
paragraphs are not
well constructed.
The information
appears to be
disorganized.
Amount of
Information
All topics are
addressed and all
questions answered
with at least 2
sentences about each.
All topics are
addressed and most
questions answered
with at least 2
sentences about each.
All topics are
addressed, and most
questions answered
with 1 sentence about
each.
One or more topics
were not
addressed.
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details and/or
examples are given.
Information has little
or nothing to do
with the main topic.
Sources All sources
(information and
graphics) are
accurately documented
in the desired format.
All sources
(information and
graphics) are
accurately
documented, but a few
are not in the desired
format.
All sources
(information and
graphics) are
accurately
documented, but many
are not in the desired
format.
Some sources are
not accurately
documented.
Mechanics No grammatical,
spelling or punctuation
errors.
Almost no
grammatical, spelling
or punctuation errors
A few grammatical
spelling, or punctuation
errors.
Many grammatical,
spelling, or
punctuation errors.
Diagrams &
Illustrations
Diagrams and
illustrations are neat,
accurate and add to
the reader's
understanding of the
topic.
Diagrams and
illustrations are
accurate and add to
the reader's
understanding of the
topic.
Diagrams and
illustrations are neat
and accurate and
sometimes add to the
reader's understanding
of the topic.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of
the topic.

Date Created: Oct 03, 2013 09:34 pm (CDT)