Download Analyzing Genotypic and Phenotypic Outcomes of Selective

Analyzing Genotypic and Phenotypic Outcomes of Selective Breeding
A Simulation of Breeding Fruit Fly
a. Lesson Title
Fruit Fly Inheritance Lab Simulation
b. Lesson Author
Justin Ellsworth
c. Grade Level / Subject Area
This lesson is part of an underclass, high school Biology course.
d. Time Allotted for Lesson
The lesson requires approximately three hours of contact time to allow students to
run the experiment simulation, analyze data, and group discussion.
e. Short Description of Lesson
Using the online virtual fruit fly lab, students will create genetic crosses of fruit
flies with various genetic traits. Doing so quantifies the offspring outcomes. This
data is then entered into a spreadsheet for calculations and analyzed. The analysis
leads to the generalization of ratios to predict future offspring. The results and
analysis are then posted on a wiki and discussed by peers.
f. Classroom Layout and Grouping of Students
A classroom allowing for a minimum 1:2 computer to student ratio is preferred to
allow pairs of students to run the experiment and analyze data. The summary
posts on the wiki are individual and therefore may require a 1:1 ratio of computers
to students.
g. High School Content Expectations
The following standards are based on the Michigan High School Content
Expectations (HSCEs).
B1 Inquiry, Reflection, and Social Implications
B1.1 Scientific Inquiry
B1.1D Identify patterns in data and relate them to theoretical
models.
B1.1E Describe a reason for a given conclusion using evidence
from an investigation.
B4 Genetics
B4.1 Genetics and Inherited Traits
B4.1c Differentiate between dominant, recessive, co-dominant,
polygenic, and sex-linked traits.
B4.1d Explain the genetic basis for Mendel’s laws of segregation
and independent assortment.
B4.1e Determine the genotype and phenotype of monohybrid
crosses using a Punnett Square.
h. NETS•S (2007) Performance Indicators for the Grade Level
The following standards are based on the International Society for Technology in
Education/National Technology Standards (ISTE/NETS) for all grade levels.
1. Standard 1 - Creativity and Innovation
a. Apply existing knowledge to generate new ideas, products, or
processes.
c. Use models and simulations to explore complex systems and
issues.
2. Standard 3 - Research and Information Fluency
d. Process data and report results.
i.
j.
k.
l.
m.
n.
o.
3. Standard 4 - Critical Thinking, Problem Solving, and Decision Making
c. Collect and analyze data to identify solutions and/or make
informed decisions.
Instructional Objectives
By performing the fruit fly simulation, analyzing the various genetic
mutations, creating and analyzing a spreadsheet, summarizing results in a
wiki, and discussing the results in a wiki, students will be able to
1. Explain how characteristics of living things are passed on through
generations,
2. Explain why organisms within a species are different from one another,
3. Explain how new traits can be established by changing or manipulating
genes,
4. Use an online simulation to explore complex systems,
5. Use productivity software to process data and report results, and
6. Analyze data with others in an online environment to make informed
decisions.
Materials, Resources and Technology
1. Computers with Internet access.
2. Online Fruit Fly Lab.
3. Microsoft Excel or similar spreadsheet software.
4. A class wiki.
Students’ Present Level of Performance and Skills
Prior to this lesson, the students complete several scaffolded, teacher-centered
modeling activities on the fundamentals of genes, traits, inheritance, breeding, and
ratio analysis (i.e. Punnett Squares). Once these skills have been mastered, the
student-centered lesson discussed here progresses.
Instructional Procedures
Gaining the attention of students is relatively easy with this lesson when the
concept of mutations is presented. Next, discuss the potential effects of a
mutation in a gene pool and then relating the concept to a population of virtual
fruit flies. At this point, questioning a mutation’s effects over several generations
of fruit flies presents the objective of the lesson. Modeling the use of the online
fruit fly simulation engages the learners for the activity. The simulation allows
students to practice breeding fruit flies with various outcomes. Then, the data
analysis is assessed via the digital content the students create (i.e. the spreadsheet
and wiki). Understanding the effect of various genes (in this lesson’s situation,
the mutation), on a population allows students to progress into understanding how
different genes in the human population produces various traits (e.g. eye color,
height).
Supplemental Activities: Extensions and Remediation
Analyzing another species’ evolution, such as that of the Caribbean lizard, is
possible through discussion and/or homework activities. The fruit fly simulation
may be used repeatedly for remediation. Presenting a different mutation for
students to analyze offers enrichment.
Adaptations for Special Learners
Working in pairs on the simulation will allow those students with cognitive and
some physical adaptations to participate in gathering experimental data. The data
analysis and wiki content may also be completed with a partner as necessary for
those individuals. For those students with visual or auditory impairments, we
have several assistive technology resources that empower students to participate.
Assessment
a
The summative assessment of the wiki content will be guided by a rubric for this
lesson.
p. Student products
Links to students’ wiki pages can be provided once the lesson is created. Here is
student’s preliminary data of the fruit fly simulation from 2008.
III. TPACK Analysis of Lesson #1
a. TPACK Components
1. Content (C)
 The principles of dominant, recessive, co-dominant, polygenic, and
sex-linked traits.
 The genetic basis for Mendel’s laws of segregation and independent
assortment.
 Determining genotypes and phenotypes of monohybrid crosses using a
Punnett Square.
2. Pedagogy (P)
 Group Discussion - The teacher engages learners and gauges their
preconceived notions by prompting a discussion on mutations.
 Modeling - The teacher performs the steps in determining the
genotypes and phenotypes of specific breeding outcomes.
 Simulation and Answer Questions - The teacher facilitates the online
experiment for students to construct data, knowledge, and a deeper
understanding of inheritance.
 Write a Report - The students develop higher order thinking skills by
analyzing data and relating breeding outcomes to basic principles of
genetics.
 Design and Exhibit - The teacher facilitates students in a peer review
via the wiki to assess one another’s understanding of inheritance.
3. Technology (T)
 Students utilize the online simulation to explore complex systems.
 Students use spreadsheet software to process data and report results.
 Students construct artifacts of learning via a wiki.
 Students discuss others’ artifacts online via the same wiki.
4. Content Knowledge (CK)
Having a major in Biology and teaching genetics for several years, I am
confident in presenting the concepts and lessons.
5. Pedagogy Knowledge (PK)
Engaging learners and gauging their prior knowledge is important for this
particular group. Biology is a required course and does not require any
high school prerequisites. Therefore, the varying levels of understanding
and the multitude of learning abilities vary in a class. Furthermore, the
student-centered activities maintain engagement and allow the teacher to
facilitate learning. Assessment begins with peer reviews and concludes
with teacher rubric scoring of student work and artifacts of learning.
6. Technology Knowledge (TK)
The lab simulation software has been used for several years and is a
technically reliable tool. The simulation allows users to input very little
data and generate calculated outcomes. A built-in reporting function
allows students to spend more time on learning and less on organizing and
“just completing the worksheet”. Excel, a commonly used application, is
the spreadsheet software being used for this particular group and is
therefore widely understood. Wikispaces has been used in several other
lessons and I have trained colleagues on its use in instruction.
b. Complex Interplay Between PCK, TCK, TPK, and TPACK
7. Pedagogical Content Knowledge (PCK)
Most Biology concepts, including genetics, are initially abstract and
difficult to understand. Beginning a lesson with a motivating discussion
and modeling of a concept, students can carry out exercises, such as the
fruit fly simulation. The learning from these exercises becomes concrete
when a tangible report is produced (i.e. the lab report on the wiki). The
group discussions on the wiki motivate students to complete required tasks
and to demonstrate understanding to others. Combining a variety of
learning experiences typically helps students address more curriculum
standards simultaneously and in more varied and engaging ways than
when fewer activity types are combined (Harris & Hofer, 2009).
8. Technological Content Knowledge (TCK)
The use of spreadsheet software has clear benefits for future use such as in
a profession or post-secondary education. Using an online wiki to post
information and participate in discussions analyze data allows students to
learn anywhere, anytime and to create digital exhibit of accomplishments.
Mark Prensky (2001) states, “There is no reason that a generation that can
memorize over 100 Pokemon characters with all their characteristics,
history and evolution can't learn the names, populations, capitals and
relationships of all the 101 nations in the world.” The use of an online
simulation to explore breeding in fruit flies is visually stimulating and
similar to role-playing or video games.
9. Technological Pedagogical Knowledge (TPK)
The use of the fruit fly simulation engages learners in the rudimentary
exercises of learning principles of genetics. Typically, “wet labs”, those in
real-life require a great deal of planning and time. The virtual online lab
version will allow the teacher to facilitate the development of conceptual
understanding. Also, the virtual experience allows students to repeat
genetic crosses, solidifying the concept. The use of Excel to calculate
breeding outcomes is helpful in minimizing computation tasks. The wiki
allows students to efficiently work from any computer and contribute to
one another’s learning at anytime. Our ability to learn whatever we want,
whenever we want, from whomever we want is rendering the linear, agegrouped, teacher-guided curriculum less and less relevant (Richardson,
2008). The wiki is an exemplar of how students can learn in this new-age
idealogy.
10. Technological Pedagogical Content Knowledge (TPACK)
Understanding the separate components of Content Knowledge (CK),
Pedagogical Knowledge (PK), and Technology Knowledge (TK) is critical
to teaching. However, understanding and orchestrating the complex
interplays of these three knowledge bodies is a sign of 21st century
teaching. In this particular lesson, the teacher must begin with a
functional understanding of the genetics and heredity. Next, appropriate
pedagogy must be chosen to meet students’ needs and be suitable for the
content being taught. In this case, a variety of activities were chosen to
engage learners in the complex concepts of genetics. Incorporating the lab
simulation, Excel spreadsheet, and wiki technologies enhances the
engagement and creates efficiencies, namely moving from teachercentered to teacher-facilitated/student-centered instruction. Without the
content, you have no class. With the content and no pedagogy, you have a
lecture. With the content and pedagogy, but no technology, you have a
teacher-centered, disengaging learning environment.