Genetic expression is influenced by internal and external stimulus. After covering genetics this Quest power point is a great way to assess your students understanding of the two.
You can also print the slides out and use them as task cards. The students can record their answers on the answer sheet.
There are fifteen authentic scenarios for students to discuss and determine the genetic expression cause. You can pair the students, use it as a flipped classroom assignment or turn it into a full class discussion. Answer sheet and key is included.
You could print the prompts and create centers around the room for the students to walk to in order to answer each prompt. Or upload it to your classroom website and allow the students to work on individually or in pairs. This is a great way to assess your class to see where they are in understanding genetic expression.
THIS IS A GREAT ACTIVITY FOR ANY STATE!!!
Texas Biology TEK
(5) Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
(C) describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation; and
(6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
(A) identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA;
(B) recognize that components that make up the genetic code are common to all organisms;
(C) explain the purpose and process of transcription and translation using models of DNA and RNA;
(D) recognize that gene expression is a regulated process;
(E) identify and illustrate changes in DNA and evaluate the significance of these changes;
(11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to:
(B) investigate and analyze how organisms, populations, and communities respond to external factors;
NEW GENERATION SCIENCE STANDARDS
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.[Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]