This game reviews genetics, with 25 questions of varying levels of difficulty. To access the game, open the PowerPoint attachment below; in full screen display, click on the slideshow icon on the right in the bottom bar. Clicking on a number in the game board will bring you to a question. When that question has been answered click on the yellow box in the lower right corner and you'll be brought back to the game board screen.  Spaces for questions that have already been answered will now appear blank, just like on the TV show.  

Two ways of organizing the Jeopardy game are recommended in the Teacher Notes available in the second attachment below.

This game helps students to enjoy reviewing vocabulary related to genetics.  Each card in the deck has a target vocabulary word and two related taboo words that the student may not use as he/she gives clues so the other students in his/her small group can guess the target word.  Many students have trouble learning the substantial new vocabulary required for biology, and this game lets students have fun while reinforcing their understanding of key terms. 

The first file below provides the master copy for creating the card decks for this game, and the second file below provides the teacher notes, including instructions for playing the game.

This activity provides brief instructions and recommended reliable sources for students to investigate and report on a genetic disorder of their choice. The Student Handout is available in the first two attached files and as a Google doc designed for use in online instruction and distance learning.The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information.

This analysis and discussion activity contains three "soap opera" episodes that help students to understand the principles of inheritance and the relevance of genetics to everyday life. In the first episode, students answer the probing questions of a skeptical father who wants to know how his baby could have albinism when neither he nor his wife have albinism.

The second episode, "Were the babies switched?", covers the concepts of codominance, incomplete dominance, and polygenic inheritance, and reinforces student understanding that the alleles of a gene give the instructions for making different versions of a protein.

In the third episode, students analyze sex-linked inheritance. Each episode can be used separately or with other episodes, depending on your teaching goals.

Part I summarizes key concepts in genetics. Part II presents common misconceptions. Part III recommends an integrated sequence of learning activities on the biological basis of genetics, plus seven human genetics learning activities. These learning activities develop student understanding of key concepts and counteract common misconceptions. Each of these recommended learning activities supports the Next Generation Science Standards (NGSS).

This is the fifth set of web projects to emerge from "GIST": a course about Gender, Information, Science and Technology offered at Bryn Mawr College in Spring 2011. The semester is ending, and students are using this space for their final projects or multi-media "events," intra-acting with gender, information, science and technology.

Take a look around, and feel warmly welcome to respond in the comment area available at the end of each paper. What strikes, intrigues, puzzles you...what, among your reactions, might be of interest or use to the writer, or others in the class, or others who--exploring the internet--might be in search of a thoughtful conversation exploring various dimensions gender, information, science and technology?

This is the fourth, and final, set of web projects to emerge from The Story of Evolution and the Evolution of Stories, a course offered at Bryn Mawr College in Spring 2011. As the semester ends, students are making use of the biological, philosophical and literary stories of the course to create new, interesting, useful stories of their own.

Take a look around, and feel warmly welcome to respond in the comment area available at the end of each paper. What strikes, intrigues, puzzles you...what, among your reactions, might be of interest or use to the writer, or others in the class, or others who--exploring the internet--might be in search of a thoughtful conversation about evolution and literature?