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Notes for Teachers

This is an activity to use after teaching Punnett Squares and heredity. Students will create a board game where a version of a Punnett Square will be used to create different genetic outcomes.

Examples: different types of robots, dogs, aliens, forest animals, sea animals, etc.

List of Materials

Punnett Square template
Punnett Square activity: Genetic Robots (example)
cardboard for board game
markers/crayons/colored pencils/paint to decorate board
different items to use as markers/players on the board game
any other crafts students may use for their board game
rubric for assessment

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Arizona Standards

Life Science:

5.L3U1.9 Obtain, evaluate, and communicate information about patterns between the offspring of plants, and the offspring of animals (including humans); construct an explanation of how genetic information is passed from one generation to the next.

Science and Engineering Practices:

● ask questions and define problems

● construct explanations and design solutions

● obtain, evaluate, and communicate information

Ed Technology:

3-5.4.a. Students, in collaboration with an educator, explore and practice a design process by generating ideas to solve a problem by planning, creating and testing innovative products that are shared with others.

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Objective(s):

Today students will create a game that uses a Punnett Square to identify various differences in genetic outcomes.

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Agenda (60 minutes)

Introduce activity with rubric and show examples. (5-10min)

Students will work on their board games. (40-45 min)

Students will share their board games & receive feedback. (5-10 min)

Extension: Students can enhance their board game.

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Driving Questions

How is genetic information is passed down from one generation of organisms to another?

How does this affect their environments?

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Hands-on Activity Instructions

Groups of 2-4.
Introduce the activity to students: they will be making a board game using a Punnett Square to identify the various outcomes/board game moves.
Introduce the rubric and expectations: the board game must be a 2-4 player game, it must have various pieces, it must have an end goal “winner”.
Give students the majority of the time (~45 minutes) to plan and execute the board game, giving feedback along the way.
Use the last 5-10 minutes for student sharing, feedback, plans to make it better.

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Assessment

Use rubric to assess.

Category	Level 4 (A)	Level 3 (B)	Level 2 (C)	Level 1 (D-F)
Presentation and completion	Board game is neat, organized, and easy to follow. Instructions are very easy to understand. All required pieces to play are included.	Board game is mostly neat and organized. It is easy to follow. Instructions are mostly easy to understand. All or most required pieces to play are included.	Some of the board game is neat, organized, and easy to follow. Instructions are somewhat easy to understand. Only some required pieces to play are included.	The board game is not neat, organized or easy to follow. Instructions are not easy to follow. Many or all required pieces to play are missing.
Creativity	Board game demonstrates lots of creativity. Thought, time and care has been taken to create it.	Board game demonstrates some creativity. Thought, time and care has been taken to create it.	Board game demonstrates only some creativity. Some thought, time and care has been taken to create it.	Board game demonstrates little creativity. Little thought, time and care has been taken to create it.
Use of genetic information	Board game clearly uses a Punnett Square as the main indicator in game play. Genetic vocabulary is used throughout the game.	Board game uses a Punnett Square as the main indicator in game play. Genetic vocabulary is somewhat used throughout the game.	Board game somewhat uses a Punnett Square as the main indicator in game play. Genetic vocabulary is rarely used throughout the game.	Board game does not use a Punnett Square as the main indicator in game play. Genetic vocabulary is not used throughout the game.

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Differentiation

If the use of a Punnett Square is too difficult, have an example handy to model to students.

Have an anchor chart or other reference with genetic vocabulary (heredity, alleles, heterozygous/homozygous, Punnett Square, dominant, recessive, etc.)

Have other board games as examples for students to refer to and copy different ideas from.

Remediation

Extension/Enrichment

Build a video game version of the board game.

Make an advertisement for your board game (a slogan, commercial, poster).

Make different versions of the board game (ages 1-5, ages 6-12, 13+).

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