Geniventure Teacher Guide To Challenges

Geniventure Teacher Guide to Challenges
Learning Goals
LG 1. There are predictable correlations between an organism’s genes and its traits.
LG 2. Genetic information is passed to an individual from both its parents via their gametes.
LG 3. Processes of inheritance involve randomized events that produce predictable patterns in offspring
populations.
LG 4. Genes are instructions for constructing proteins.
LG 5. Proteins carry out a variety of functions in cells.
LG 6. Protein function is a result of protein structure.
For a complete list of concepts tracked by the ITS, see the Geniventure Learning Goals & Concepts Guide.
Navigating the Challenges

Geniventure Game Structure
The VentureMap is where players navigate to different missions in the underground base. This device displays a
map which highlights the different rooms that the missions take place in. It also keeps track of the player's earned
crystals for each challenge.
Different characters will pop up throughout your journey in the underground base. They will deliver important
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messages to you that will help you understand how your efforts are assisting the battle in the outside world. These messages provide context for
completing your missions and also contain important instructions for challenges. Be sure to remind your students to read these messages
carefully as they contain helpful hints for playing the game!
Scoring
A crystal is earned upon completion of each challenge and represents your score in the game. A blue crystal is the highest level of achievement.
Players who earn this crystal did not make any mistakes when completing a challenge. A yellow crystal is a medium level of achievement,
indicating that 1 mistake was made. A red crystal is a low level of achievement. Players who earn a red crystal made 2 mistakes when completing
a challenge. The black crystal, also known as a retry crystal, indicates that the player made more than 2 mistakes when completing the challenge
and must redo the challenge in order to earn a colored crystal. In the protein missions in Level 3, the game uses a complex algorithm to
determine student performance and assigns a crystal based on the different actions that students take as they try to complete the challenge.
Hierarchy
● Levels:
○ Level 1 - Trait tutorial (including user interface and navigation) and intro to dominant traits
○ Level 2 - Genes and traits
○ Level 3 - Introduction to proteins and their functions
○ Level 4 - Early-level meiosis, fertilization, and simple breeding
○ Level 5 - Test cross embedded assessment
○ Level 6 - Advanced traits
● Missions:
○ Groupings of challenges within each level.
Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

© The Concord Consortium 2
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○ Each level can have several missions.

○ Missions are numbered based on the level that you are in. For example, Mission 2.1 is the first mission in Level 2.
● Challenges:
○ Represented by crystals in the VentureMap.
○ Each mission can have several challenges.
Counting Moves
Students receive crystals based on how efficiently they solve each Geniventure challenge. The move counter at the bottom of the screen shows
the number of moves that a student can make and still earn a crystal. No errors means a blue crystal. Three or more errors gives a black "Try
again" crystal.
This type of move counter is used most challenges where students are setting an individual or parental drake's genotype by changing alleles.
However, in some challenges, moves are counted differently. This will be explained in detail in later activities in this module. In summary,
● In the Level 3 protein challenges in the Zoom Room, students are awarded a crystal based on an algorithm that calculates the efficiency
of their game play.
● In Egg Drop challenges, students see a scoreboard rather than a move counter. They are awarded a crystal based on the number of eggs
they correctly sort into baskets.
● In the advanced breeding challenges, where students must submit a parent pair or a parental genotype, their number of submissions is
counted rather than allele moves.

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Using the Challenge Screens

The Missions in Geniventure are meant to be done in sequence. Encourage students to read the instructions and follow the challenges in order.
However, if technical glitches (or attendance) problems arise, and you need students to skip a challenge, feel free to do so. The hope is that
students will complete all the Missions by the end of the implementation. The game will keep track of the challenges that students have already
completed and the crystals that they have earned.

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Mission Summaries
Mission 1.1
Focus: Drake allele tutorial (including user interface and navigation)
Challenges: 1
Estimated time to complete: 3 mins
Learning Goals: LG 1.
Concepts Tracked: None

● This is a tutorial level that introduces the student to simple drake traits and how to play the game including how to change alleles and the
sex of a drake. There are no hints in this challenge.
Task objective(s):
● 1.1 (Challenge 1): Using pulldowns, students will create 5 different looking drakes and save to their stable.
Mission 1.1, Challenge 1

Drake Builder
Students will create drakes with different traits (arms, legs, wings) by selecting alleles
from pulldown menus and changing the sex of the drakes. To complete the challenge,
students must create five different looking drakes and save them to their stable.

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Mission 1.2
Focus: Connecting genotypes and phenotypes
Challenges: 4
Learning Goals: LG 1.
Concepts Tracked:
● 1.2 (Challenges 1&2): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Phenotype-to-Genotype
Mapping (LG1.P2)
Mapping (LG1.P2)
Additional Concepts:
● Students will understand the connection between genotype and phenotype of traits (arms, legs, and wings).
Task Objective(s):
● Students will match target drakes by using allele pulldowns.
○ 1.2 (Challenges 1&2): Students have the ability to see the drake that they are creating.
○ 1.2 (Challenges 3&4): Student’s drake is invisible and will appear when the student clicks “Hatch Drake”.

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Mission 1.2, Challenges 1 & 2

Visible Drake Match
Students will match a series of target drakes by selecting alleles from a pulldown
menu. The drake that the student is creating will be visible to the student while they
are manipulating the alleles. The manipulable alleles are limited to wings, arms and
legs (all simple dominance).
Teacher Tips: Students may not notice that the neck flap only appears on male
drakes. Students will only receive a blue crystal if they create the drake in the fewest moves
possible.

Invisible Drake Match
Students will match a series of target drakes by selecting alleles from a pulldown menu.
The drake that the student is creating will be invisible to the student while they are
manipulating the alleles. The manipulable alleles are limited to wings, arms and legs (all
simple dominance).
Teacher Tips: Students may not notice that the neck flap only appears on male
drakes. Students will only receive a blue crystal if they create the drake in the
fewest moves possible. Each allele move and click on “Hatch Drake” counts as a
move.

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Mission 2.1
Focus: Dominant and recessive traits
Challenges: 2
Learning Goals: LG 1
Concepts Tracked:
● 2.1 (Challenge 1): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Genotype-to-Phenotype
Mapping (LG1.P1)
● 2.1 (Challenge 2): Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Genotype-to-Phenotype Mapping (LG1.P1)
● Students will understand simple dominance (i.e., a trait is present when there is at least one copy of the dominant allele).
Task Objective(s):
● Students will sort eggs one at a time into the appropriate baskets by “scoping” the genotype of the unborn drake in each egg. Each egg
will hatch when it is placed in the correct basket. The ITS will give appropriate hints to the student for incorrectly sorted eggs.
○ 2.1 (Challenge 1): Students only sort eggs based on wings.
○ 2.1 (Challenge 2): Students sort eggs based on arms and legs.

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Egg Drop
Students will examine the genotype of eggs and sort them into the appropriate baskets.
Students will receive a point for correctly sorted eggs. Students will receive a hint for
incorrectly sorted eggs. Students will sort eggs based only on wings (dominant trait).
Teacher Tips: Students may not notice that the X and Y chromosomes are different
lengths. The Y, only appearing in males, is the shorter chromosome.

Egg Drop
incorrectly sorted eggs. Students will sort eggs based on both arms and legs (both
dominant traits).
lengths. The Y, only appearing in males, is the shorter chromosome.

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Mission 2.2
Focus: Incomplete dominant (armor) and fully recessive traits (horns)
Challenges: 3
Concepts Tracked:
● 2.2 (Challenges 1, 2 & 3): Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance (LG1.C3),
Phenotype-to-Genotype Mapping (LG1.P2)
● Students will understand the difference between traits that are simply dominant and traits that are fully recessive (i.e., a trait is only
present when the genotype is homozygous recessive).
● Students will understand that some traits are incompletely dominant (i.e., the heterozygous dominant genotype expresses a third and
intermediate phenotype).
Task Objective(s):
● 2.2 (Challenges 1, 2 & 3): Students will match a series of target drakes using pulldowns. The drake that the student is creating will be
visible to the student while they are manipulating the alleles. The manipulable alleles will be limited to horns and armor.
Mission 2.2, Challenges 1, 2 & 3

Visible Drake Match
The drake that the student is creating will be visible to the student while they are
manipulating the alleles. The manipulable alleles will be limited to horns (recessive
trait) and armor (incomplete dominance).
Teacher Tips: Students will only receive a blue crystal if they create the drake in the
fewest moves possible. Students may be confused by horns being a recessive trait.
Students may not immediately see the difference between 3-plate and 5-plate
armor.

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Mission 2.3
Focus: Incomplete dominant (armor) and fully recessive traits (horns)
Challenges: 5
Concepts Tracked:
● 2.3 (Challenges 1,2&3): Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance (LG1.C3),
Phenotype-to-Genotype Mapping (LG1.P2)
● 2.3 (Challenge 4): Recessive Traits (LG1.C2b), Incomplete Dominance (LG1.C3), Genotype-to-Phenotype Mapping (LG1.P1)
● 2.3 (Challenge 5): Incomplete Dominance (LG1.C3), Genotype-to-Phenotype Mapping (LG1.P1)
● Students will understand the difference between traits that are simply dominant and traits that are fully recessive (i.e., a trait is only
present when the genotype is homozygous recessive).
● Students will understand that some traits are incompletely dominant (i.e., the heterozygous dominant genotype expresses a third and
intermediate phenotype).
Task Objective(s):
● 2.3 (Challenges 1, 2 & 3): Students will match a series of target drakes using pulldowns, but the drake that the student is creating will be
invisible.
● Students will sort eggs one at a time into the appropriate baskets by scoping the genotype of the unborn drake in each egg. Each egg will
hatch when it is placed in the correct basket. The ITS will give appropriate hints to students for incorrectly sorted eggs.
○ 2.3 (Challenge 4): Students will sort eggs based on horns (recessive trait).
○ 2.3 (Challenge 5): Students will sort eggs based on armor (incomplete dominance).

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manipulating the alleles. The manipulable alleles will be limited to horns (recessive
trait) and armor (incomplete dominance).
Teacher Tips: Students will only receive a blue crystal if they create the drake in the
fewest moves possible. Students may be confused by horns being a recessive trait.
Students may not immediately see the difference between 3-plate and 5-plate
armor.
Please Note: Draw students attention to the “Moves Left” box in the lower right-hand corner of the screen. If a student makes too many
unnecessary moves (such as making a heterozygous trait homozygous dominant to see a dominant trait), they will receive a lower crystal.

Egg Drop
Students will examine the genotype of eggs and sort them into the appropriate
baskets. Students will receive a point for correctly sorted eggs. Students will receive a
hint for incorrectly sorted eggs. Students will sort eggs based only on horns (recessive
trait).

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2.3 (Challenge 5)
Egg Drop
Students will examine the genotype of eggs and sort them into the appropriate
baskets. Students will receive a point for correctly sorted eggs. Students will
receive a hint for incorrectly sorted eggs. Students will sort eggs based only on
armor (incomplete dominance).

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Mission 3.1
Focus: Introduction to different drake colors and albino drakes
Challenges: 8
Concepts Tracked:
● 3.1 (Challenges 1 - 5): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Phenotype-to-Genotype
Mapping (LG1.P2), Epistasis (LG1.C4a)
● 3.1 (Challenges 6, 7 & 8): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Phenotype-to-Genotype
Mapping (LG1.P2), Epistasis (LG1.C4a)
● Students will understand that there are traits that result from a single gene and others that result from the interaction between multiple
genes. Specifically: Albino is an epistatic trait.
Task Objective(s):
● 3.1 (Challenges 1 - 5): Students will match a series of target drakes using allele pulldowns (student’s drake is visible). Colors shown in the
series of target drakes will include charcoal, steel, lava, copper, and albino.
● 3.1 (Challenges 6, 7 & 8): Students will match a series of target drakes using allele pulldowns (student’s drake is invisible, only the target
drake is shown). Students can only manipulate certain color alleles. Colors shown in series of target drakes will include charcoal or steel,
steel or copper, and albino.

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Mission 3.1, Challenges 1 - 5
Visible Drake Match

are manipulating the alleles. Colors shown in the series of target drakes will include
charcoal, steel, lava, copper, and albino. Shiny is dominant to dull (copper and steel).
Gray is dominant to orange (charcoal and steel vs. lava and copper). Albino is a
recessive, epistatic trait.
Teacher Tips: Students may not be familiar with epistatic traits. If a drake is
albino/albino, no other color alleles will affect the color of the drake.

menu. The drake that the student is creating will be invisible to the student while
they are manipulating the alleles. Students will match 3 drakes randomly selected
from these five colors: charcoal, steel, lava, copper, and albino. Shiny is dominant to
dull (copper and steel). Gray is dominant to orange (charcoal and steel vs. lava and
copper). Albino is a recessive, epistatic trait. If a drake is albino/albino, no other
color will be present.
Teacher Tips: Students may not be familiar with epistatic traits. If a drake is
albino/albino, no color alleles will affect the color of the drake.

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Mission 3.2
Focus: Introduction to scale color proteins (changing drake color at the protein-level)
Challenges: 4
Specific Concepts (Note: There are no concepts tracked by the ITS in the Zoom Room protein challenges.):
● Different versions of a gene correspond to (lead to the construction of) different versions of a specific protein. (LG 4)
● Proteins do work or have jobs to do in cells. (LG 5)
● Proteins are nanomachines; different proteins do different jobs. (LG 5)
○ Specifically: Proteins can break down or build other molecules (enzymes).
● Proteins work together with other proteins to accomplish a task. (LG 5)
● The function of a protein is determined by its shape. (LG 6)
● Different versions of a specific protein have different structures and may also have different functions. (LG 6)
Task Objective(s):
● 3.2 (Challenge 1): (Tutorial) Students begin in the Zoom Room and zoom into the scale cell of a Frost (albino) drake. Students see empty
mela-pods (melanosomes) budding from the cell’s Golgi apparatus and traveling throughout the cell. By clicking on the glowing Golgi
apparatus, students zoom into a single mela-pod for a tutorial on the 4 ways they can interact with the two proteins that together
produce melanin. Students complete each of 4 steps of the tutorial by following on-screen instructions in a popup graphic. The tutorial
serves to introduce the ways of changing gray and orange versions of drake scale cells. Each step of the tutorial requires students to
repeat the interaction with proteins a number of times (indicated by gray check marks in the popup) before moving on to the next step.
● 3.2 (Challenge 2): Students must manipulate the proteins to change a lava drake to charcoal. Students will zoom into a lava colored drake
scale cell and observe the pathway showing small orange melanosomes being transported. Students zoom further into a mela-pod where
the mela-maker enzymes are falling apart because some of the mela-helpers are broken and unable to hold them together. Students will
need to prevent the mela-maker enzymes from falling apart by dragging the functional mela-helper proteins to them and held together.
● 3.2 (Challenge 3): Students learn to change a charcoal drake to lava color. In this challenge, students break apart the mela-maker enzymes
by removing the mela-helper (Tyrp1) proteins. The mela-pod will shrink to the orange (lava) state as the student figures out how to
efficiently stop the charcoal mela-pod from making discs.
● 3.2.4 (Challenge 4): Students again zoom into a lava colored drake scale cell and observe the pathway. However, students must now
interact with the genes by entering the nucleus of the melanocyte to make a charcoal drake. Students should change the orange/gray
alleles such that the working mela-helper protein is made in the drake, allowing the mela-pod to grow to the charcoal target state.

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Geniventure Name Actual (Scientific) Name Description / Function
Mela-pod Melanosome Contains melanin (discs), the pigment which

provides color to scales. The color of a drake's
scale cells is directly related to mela-pod size.
● Empty mela-pods result in albino
color.
● Small to medium sized mela-pods
result in orange color.
● Large mela-pods result in gray color.
Mela-maker Tyr Composed of two “gear proteins.” The larger

gear transports melanin precursors (white
triangles) into the mela-pod. The smaller gear
assembles them into melanin “discs” (orange).
(Functional)
Encoded by the color allele.
Transports melanin precursors (triangles)

into the mela-pod but cannot assemble them
into melanin (discs) due to a failed hand-off of
the precursor to the smaller gear,.
(Broken)
Encoded by the albino allele.
Mela-helper Tyrp1 A “crossbar” that stabilizes the two parts of

the mela-maker enzyme so it can make
(Functional)
melanin.
Encoded by the gray allele.
Stabilizes the two parts of the mela-maker

enzyme briefly, but falls off due to a defective
(Broken)
attachment at one end..
Encoded by the orange allele.

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All Zoom Room challenges begin with a zoom-in animation that starts with a drake of a specific
color, enters the skin cells, and ends in a cell view of the starting state (color) of the drake’s
melanocyte (melanin-producing cell). To begin a challenge in Mission 3.2, students click on the
glowing Golgi apparatus to interact with the proteins responsible for scale color.

Tutorial
Students complete 4 steps in the tutorial to figure out
how to work with the proteins in a drake’s scale cell. In
the first step, students must drag the mela-helper
crossbars to the mela-maker gears to connect them. In
the second step, students must click or tap on each
melanin disc several times to break it apart. In the third
step, students must click or tap on the mela-helper
crossbars to separate them from the mela-maker gears.
In the fourth (and final) step, students must click or tap
and hold to push the melanin triangles into the smaller
of the 2 mela-maker gears.
Teacher Tips: Step 4 is the most challenging. To

guide the triangles into the gears, you must click
near the triangles, propelling them into the wedge
of the small (inner) gear. It is not a click and drag.

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Mela-pod Builder
Students change a drake’s scale color from lava-orange to charcoal-gray by
interacting with the proteins in a mela-pod. As they play, students will notice that the
mela-helper protein is broken and quickly falls off the mela-maker, which results in
fewer discs and a half-size, lava color mela-pod. To get the drake from lava to
charcoal, students will need to help the broken protein to function better, increasing
the size of the mela-pod. Dragging broken mela-helper proteins back onto the
mela-maker enzyme to hold it together will allow the rate of disc synthesis to
increase.
Teacher Tips: This can be a tricky challenge! The broken mela-helper

proteins will only hold the mela-maker enzyme together for a short
time. Students should try to keep as many mela-maker enzymes
together as they can by dragging the mela-helpers to them.

Mela-pod Builder
Students change a drake’s scale color from charcoal to lava by interacting with the broken
proteins in a mela-pod. To get the drake from charcoal to lava, students will need to reduce
the size of the mela-pod. Students can speed up the shrinking process by clicking on the
mela-helper proteins to remove them and by rapidly clicking on discs to break them apart.
Teacher Tips: This is a tricky challenge! Note that only some of the mela-helper
proteins are broken and will hold the mela-maker enzyme together only for a short
time. Students should remove the fully functional mela-helper proteins
preferentially, to speed up the shrinking process.

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Nucleus (Gene Editor)
Students enter the nucleus to make a permanent change to the drake’s genome. Students
use the pulldown menus to change the mela-helper proteins (associated with the
orange/gray allele) such that at least one functional mela-helper is made in order to create a
charcoal drake. Students then click BUILD to view the proteins being made and click
DELIVER PROTEINS to zoom back out to the mela-pod and see the proteins at work. If the
correct proteins are selected, the mela-helpers will keep the mela-makers together and
create the correct size/color mela-pod. Once the goal state is reached, the challenge will
auto-complete.
Teacher Tips: Students only need to make one functional protein in order to reach the target color.
Mission 3.3
Focus: Protein-level exploration of albino drake scale color
Challenges: 3
Specific Concepts:
Task Objective(s):
● 3.3 (Challenge 1): Students learn to change a charcoal drake to frost (albino) color. In this challenge, students break apart the mela-maker
enzymes by removing the mela-helper proteins. The mela-pod will shrink to the albino (frost) state as the student figures out how to
efficiently prevent the charcoal mela-pod from making discs.

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● 3.3 (Challenge 2): Students must manipulate the proteins to change a frost drake to charcoal. Students will zoom into a frost colored
drake scale cell and observe the pathway showing small white melanosomes being transported. Students zoom further into a mela-pod
where the mela-maker enzymes are broken (unable to make discs). Students need to assist the mela-maker enzymes in making discs in
order to increase the size of the mela-pod to the charcoal state.
● 3.3 (Challenge 3): Students again zoom into a frost colored drake scale cell and observe the pathway. However, students must now enter
the nucleus to edit the drake’s genes to make a charcoal drake. Students change the albino/color alleles such that the working
mela-maker protein is made. Students then click BUILD to view the proteins being made and zoom back out to the mela-pod to see it
grow to the charcoal target state.

Mela-pod Builder
Students change a drake’s scale color from charcoal to frost by interacting with the
proteins in a mela-pod. To get the drake from charcoal to frost, students will need
to reduce the size of the mela-pod. Students can speed up the shrinking process by
clicking on the mela-maker and mela-helper proteins to break them apart and by
rapidly clicking on discs to break them apart.
Teacher Tips: This is a tricky challenge! Students should remove

mela-helper proteins as well as break apart discs as quickly as possible
to complete the challenge.

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Mela-pod Builder
Students manipulate proteins in a frost mela-pod where the mela-maker enzymes
are broken (mela-maker can import triangles, but cannot assemble them into discs).
Students need to assist the mela-maker enzymes in making discs by ‘feeding’
triangles into the smaller “gear” of the mela-maker. This will restore the
disc-assembling activity and increase the size of the mela-pod to reach the gray
state.
Teacher Tips: All of the mela-helper proteins are functional, but

clicking too closely to them when feeding triangles into the
mela-maker will cause the mela-helper to break off (causing the
mela-maker to break apart). Note that the broken version of the
mela-maker enzyme has a wider mouth which imports the triangle
into the mela-pod without being fed into the other half of the
mela-maker.

Students enter the nucleus to make a permanent change to the drake’s genome by
manipulating the proteins. Students should change the proteins on the pulldown
menus (associated with the albino/color alleles) such that the functional mela-maker
is made in order to create a charcoal drake. Students then click BUILD to view the
proteins being made and click DELIVER PROTEINS to zoom back out to the mela-pod
and see the proteins at work. If the correct alleles are selected, the mela-makers will
be able to assemble triangles into discs and create the target color mela-pod. Once
the target color is reached, the challenge is complete.
Teacher Tips: Students only need to make one protein change to a
functional protein to reach the target color.

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Mission 3.4
Focus: Protein-level exploration of drake scale sheen (differences between shiny and dull)
Challenges: 3
Specific Concepts:
○ Specifically: Proteins can allow certain molecules to enter or exit cells.
Task Objective(s):
● 3.4 (Challenge 1): Students zoom into a lava drake’s skin cells and observe the mela-pods being distributed throughout the cell and into
the surrounding scale cells. Students zoom further into the tunnels between the cells to interact with the pod-releasing proteins to
create a copper drake. Students must efficiently block the tunnels to prevent mela-pods from entering the scale cells, creating empty
scale cells and reaching the copper target state.
● 3.4 (Challenge 2): Students zoom into a copper drake’s skin cells and observe the mela-pods being distributed throughout the cell, but not
into the surrounding scale cells. Students zoom further into the tunnels between the cells to interact with the pod-releasing proteins to
create a lava drake. Students must efficiently remove the pod-releasing proteins from the tunnels to allow mela-pods to entering the
scale cells, creating full scale cells and reaching the lava target state.
● 3.4 (Challenge 3): Students zoom into a lava drake’s skin cells. Students must enter the nucleus to edit the drake’s genes in order to make a
steel drake. This requires a change in two genes (shiny/dull and orange/gray). Students must change the drake’s genes such that only broken
pod-releasing proteins are being made and at least one functional mela-helper protein is made. Students then click BUILD to view the
proteins being made and zoom back out to the mela-pod and then the tunnels to see the results and reach the charcoal target state.
Note: If students change only one of the two genes, then after delivering the proteins, they will zoom out and remain at the cell level. To
finish the challenge they must re-enter the nucleus and change the other gene.

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Geniventure Name Actual (Scientific) Name Description / Function
Pod-releasing protein Asip (Note, the function of Allows mela-pods to pass from melanocyte to
the Asip protein has been scale cells through gated tunnels.
modified from its Pod-releasing proteins respond to mela-pods,
(Functional)
which trigger the opening of the tunnel's gate.
real-world counterpart.)
Encoded by the dull allele.
Blocks mela-pods from passing to

surrounding scale cells through the tunnels.
Mela-pods cannot trigger the pod-releasing
(Broken) proteins to release because the protein lacks
the pod-responsive tip.
Encoded by the shiny allele.

Pod-release Gates
Students click on the glowing tunnels to zoom in to the cell. To make the drake
copper (shiny) they must prevent the orange melanosomes from traveling across to
the outer scale cells by closing the gates to the cell. To do this they must first click to
remove the pod-releasing proteins, then click again to close the gates. They can also
use the cursor’s “force field” (click and hold/drag) to push the pods. Progress in the
challenge is indicated by both the changing color of the drake (upper right corner)
and the increasing sparkles in the body of the outer cell. When the sparkles are
widespread, or soon after, the drake will reach the copper state.
Teacher Tips: This is a tricky challenge! This lava drake is homozygous

dominant (dull/dull). Therefore, there aren’t any broken proteins present to
prevent mela-pods from entering scale cells. Students will need to
manually close all of the gates and try to maintain that state until the
progress bar is empty.

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Pod-release Gates
Students click on the glowing tunnels to zoom in to the cell. To make the drake lava (dull)
they must help the orange melanosomes to travel across to the outer scale cells by opening
the gates to the cell. To do this they must first click to remove the broken pod-releasing
proteins. They can also use the cursor’s “force field” (click and hold/drag) to push the pods.
Progress in the challenge is indicated by both the changing color of the drake (upper right
corner) and the diminishing sparkles in the body of the outer cell. When the sparkles are
gone, or soon after, the drake will reach the lava state.
Teacher Tips: Since this copper drake is heterozygous (shiny/dull), there are some functional pod-releasing proteins present. Students should
avoid removing the functional proteins since they will let mela-pods through and focus on removing the broken pod-releasing proteins as
quickly as possible. This is an example of a dominant negative (a dominant loss-of-function allele).

Students enter the nucleus to make a permanent change to the drake’s genome,
changing the shiny/dull alleles so that the broken pod-releasing protein is made and
the orange/gray alleles so that the functional mela-helper protein is made. Students
then click BUILD to view the proteins being made and click DELIVER PROTEINS to
zoom back out to the mela-pod and then the tunnels and see the proteins at work. If
the correct alleles are selected, the mela-pods will make enough discs to become gray
and the pod-releasing proteins will not open the gates, making a steel drake. Once the
target color is reached, the challenge is complete.
Teacher Tips: Students need to change two alleles here by selecting the first and second chromosome pair in the nucleus screen. Note: If
students change only one of the two genes, then after delivering the proteins, they will zoom out and remain at the cell level. To finish the
challenge they must re-enter the nucleus and change the other gene.

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Mission 4.1
Focus: Early-level meiosis; gamete creation and fertilization
Challenges: 8
Learning Goals: LG 1, LG 2
Concepts Tracked:
● 4.1 (Challenge 1): None
○ This is a tutorial level that introduces the student to the variety of offspring that can be produced by two parents through
gamete creation and fertilization.
● 4.1 (Challenges 2, 3 & 4): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance
(LG1.C3), Gamete Selection (LG2.P1)
● 4.1 (Challenges 5 & 6): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance
● 4.1 (Challenge 7 & 8): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance
● Students will observe the random process of gamete creation and fertilization.
● Students will select and create gametes to produce desired offspring.
● Students will recognize that offspring inherit alleles that influence phenotypes, not the phenotype itself.
Task Objective(s):
● 4.1 (Challenge 1): Students will make 5 different looking drakes by 1 sperm and 1 egg by selecting one chromosome from each pair of
chromosomes in the parents and fertilizing the egg and sperm to create a drake. The traits that students will encounter in this challenge
are wings, horns, armor, shiny/dull, and grey/orange.
● 4.1 (Challenges 2, 3 & 4): Students will match a target drake by assembling a sperm and egg cell and fertilizing.
● 4.1 (Challenges 5 & 6): Students observe the random assortment of chromosomes into gametes. Students will select one sperm or one egg
(out of three choices) to go with a game-selected egg or sperm to match the target drake.
● 4.1 (Challenge 7 & 8): Students observe the random assortment of chromosomes into gametes. Students will select a sperm and egg to
combine to match the target drake.

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Gamete Builder
Students will create drakes with different traits (arms, legs, wings, horns, armor) by
selecting chromosomes from parents to form an egg and sperm. They will fertilize and
hatch an offspring. To complete the challenge, students must create five different
looking drakes and save them to their stable.
lengths. To produce a male drake, they must select the shorter chromosome for the
sperm.

Gamete Builder
Students assemble an egg and a sperm by selecting one chromosome from each pair.
The offspring drake must match the target drake.
lengths. To produce a male drake, they must select the shorter chromosome for the
sperm.

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Gamete Selector
Students click the Generate Gametes button to see how gametes are randomly
assembled. The game creates one egg and three sperm in Challenge 5 and three eggs
and one sperm in Challenge 6. In both cases, the student must select the sperm or egg
that, when combined with the other gamete, will create the target drake.
Mission 4.1, Challenge 7 & 8

Gamete Selector
assembled. The game creates multiple eggs and sperm. The student must select a sperm
and egg that will create the target drake.

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Mission 4.2
Focus: Simple breeding
Challenges: 5
Learning Goals: LG 1, LG 2, LG 3
Concepts Tracked:
● 4.2 (Challenges 1, 2 & 3): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Parent Genotypes
(LG3.P1)
● 4.2 (Challenges 4 & 5): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance
(LG1.C3), Epistasis (LG1.C4a), Parent Genotypes (LG3.P1)
● Students will be able to determine the parental genotype needed to produce a specific pattern of offspring traits.
Task Objective(s):
● 4.2 (Challenges 1, 2 & 3): Students will breed two parents to match a target drake. In the first two challenges, one parent’s alleles will be
fixed and students will have the ability to manipulate the alleles of the other parent using allele pulldowns. In the third challenge,
students can change both parents’ alleles. Alleles used will all follow simple dominance patterns.
● 4.2 (Challenges 4 & 5): Students will breed two parents to match a series of single target drakes. Both parents’ alleles are manipulable by
students. Alleles used will include more challenging inheritance patterns: albino, horns, and armor.

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Breeding Barn - 1 adjustable parent
Students will breed two parents to match a target drake. In the first two challenges,
one parent’s alleles will be fixed and students will select the other parent’s alleles
such that when they breed, they will produce the target offspring. In the final
challenge, students will adjust both parents’ alleles. All traits used in these challenges
follow the simple dominance inheritance pattern.
Teacher Tips: The offspring drakes are randomly generated. Students may need to
click “Breed” several times. To receive a blue crystal, students must change the
minimum number of alleles necessary.
Mission 4.2 , Challenges 4 & 5

Clutch Breeder - 2 adjustable parents
Students select both the male and female drake’s alleles such that when they
breed, they will produce the target offspring. In the first challenge, students will
work with the horns trait (recessive). In the second challenge, students will work
with both albino (epistatic trait) and armor (incomplete dominant).
Teacher Tips: The offspring drakes are randomly generated. Students may
need to click “Breed” several times. To receive a blue crystal, students must
change the minimum number of alleles necessary.

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Mission 4.3
Focus: Breeding for Sibling pairs
Challenges: 3
Concepts Tracked:
● 4.3 (Challenge 1): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Parent Genotypes (LG3.P1)
● 4.3 (Challenge 2): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance
(LG1.C3), Parent Genotypes (LG3.P1), Patterns in Offspring (LG3.P3)
● 4.3 (Challenge 3): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance
(LG1.C3), Parent Genotypes (LG3.P1), Patterns in Offspring (LG3.P3)
Task Objective(s):
● 4.3 (Challenge 1): Students will set parental alleles such that it is possible to create the two siblings shown. One parent’s alleles will be
fixed and students will have the ability to manipulate the alleles of the other parent using allele pulldowns. Alleles used will be wings,
arms, and shiny.
● 4.3 (Challenge 2): Students will set parental alleles such that it is possible to create the two siblings shown. Students will have the ability
to manipulate the alleles of both parents. Horns and armor are used in this challenge.
● 4.3 (Challenge 3): Students will set parental alleles such that it is possible to create the two siblings shown. This final challenge in the
series includes five traits. Students will have the ability to manipulate the alleles of both parents.

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Sibling Pairs - 1 adjustable parent
Students will set parental alleles such that it is possible to create the two
siblings shown. One parent’s alleles will be fixed and students will have the
ability to manipulate the alleles of the other parent using allele pulldowns.
Alleles used will be wings, arms, and shiny.
Teacher Tips: The student does not need to match the targets in this
challenge, only set the parents so that it is possible to create the two
targets.

Sibling Pairs - 2 adjustable parents
siblings shown. Students will have the ability to manipulate the alleles of both
parents. Horns and armor are used in this challenge.
targets.

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Sibling Pairs - 2 adjustable parents
siblings shown. This final challenge in the series includes five traits. Students
will have the ability to manipulate the alleles of both parents.
targets.

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Mission 5.1
Focus: Testcross
Challenges: 3
Concepts Tracked:
● 5.1 (Challenge 1): Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Incomplete Dominance (LG1.C3), Parent Genotypes
(LG3.P1), Patterns in Offspring (LG3.P3), Test Cross (LG3.P4)
● Qualitative patterns (some, all, none) in offspring can reveal parental genotypes.
Task Objective(s):
● 5.1 (Challenge 1): Students will determine the genotype of a visible male drake by breeding it with a recessive female and examining the
offspring. Alleles used will be wings, orange/grey, and legs.
● 5.1 (Challenge 2): Students will determine the genotype of an invisible female drake by breeding it with a recessive female and examining
the offspring. Alleles used will be wings, horns, and legs.
● 5.1 (Challenge 3): Students will determine the genotype of an invisible male drake by breeding it with an adjustable female and examining
the offspring. Alleles used will be shiny, arms, legs, and armor.

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5.1 (Mission 5.1, Challenge 1)

Test Cross - Visible Father
Students must determine the genotype of the male drake by breeding it with an all
recessive female. To determine the genotype of the father, the students should
breed multiple times. When they know the genotype, they click the Ready to
Answer button. A correct answer on the first try receives a blue crystal; each
incorrect submission downgrades the crystal one level.
Teacher Tips: The mother's alleles are not manipulable; she is already in the
ideal configuration for a test cross. Students should start to recognize the
advantages of breeding against a recessive organism.

Test Cross - Invisible Mother
Students must determine the genotype of an 'invisible' female drake by breeding it
with a male drake. Students should breed multiple times to deduce the unknown
genotype. Students click Ready to Answer, and if they are correct on the first try,
receive a blue crystal; each incorrect submission downgrades the crystal one level.
Teacher Tips: It may be hard for students to deduce the genotype for horns, since
it is a recessive trait.

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Test Cross - Embedded Assessment
Students must determine the genotype of an 'invisible' male drake by breeding it
with a female drake whose alleles are adjustable. Students should learn to make
the female drake recessive and breed multiple times to deduce the unknown
genotype. When they know the genotype, they click the Ready to Answer button. A
correct answer on the first try receives a blue crystal; each incorrect submission
downgrades the crystal on level.
Teacher Tips: Breeding with a fully recessive organism is not the only way to
determine an unknown genotype, but it is the most efficient way.

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Mission 6.1
Focus: Polyallelic (tails) and X Linked traits (deep/faded color and nose spike)
Challenges: 4
Learning Goal: LG 1
Concepts Tracked:
Mapping (LG1.P2), X Linked (LG1.C2c), Polyallelic (LG1.C2d)
Mapping (LG1.P2), X Linked (LG1.C2c), Polyallelic (LG1.C2d)
Task Objective(s):
● Students will match target drakes by using allele pulldowns.
○ 6.1 (Challenges 1&2): Students have the ability to see the drake that they are creating.
○ 6.1 (Challenges 3&4): Student’s drake is invisible and will appear when the student clicks “Hatch Drake”.

Visible Drake Match
are manipulating the alleles. The manipulable alleles are limited to faded/deep color
(X-linked), nose spike (X-linked) and tails (polyallelic).
Teacher Tips: Students may not notice that the faded/deep and nose spike alleles
only appear on the X chromosome.

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manipulating the alleles. The manipulable alleles are limited to faded/deep color
(X-linked), nose spike (X-linked) and tails (polyallelic).
Teacher Tips: Students may not notice that the faded/deep and nose spike alleles
only appear on the X chromosome.
Mission 6.2
Focus: Focus: Polyallelic (tails) and X Linked traits (deep/faded color and nose spike)
Challenges: 2
Concepts Tracked:
● 6.2 (Challenge 1): Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Genotype-to-Phenotype Mapping (LG1.P1), X-Linked
(LG1.C2c), Polyallelic (LG1.C2d)
● 6.2 (Challenge 2): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Genotype-to-Phenotype
Mapping (LG1.P1), X-Linked (LG1.C2c), Polyallelic (LG1.C2d)
Task Objective(s):
● Students will sort eggs one at a time into the appropriate baskets by scoping the genotype of the unborn drake in each egg. Each egg will
hatch when it is placed in the correct basket. The ITS will give appropriate hints to the student for incorrectly sorted eggs.
○ 6.2 (Challenge 1): Students only sort eggs based on tails.
○ 6.2 (Challenge 2): Students sort eggs based on sex and nose spike.

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Egg Drop
incorrectly sorted eggs. Students will sort eggs based only on tails (polyallelic trait).
Teacher Tips: Long tails are dominant to kinked tails. Kinked tails are dominant to
short tails. Short tails are the most recessive.

Egg Drop
incorrectly sorted eggs. Students will sort eggs based on sex and nose spike (X-linked
trait).
Teacher Tips: Students may not notice that the nose spike allele only appears on the
X chromosome.

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Mission 6.3
Focus: Early-level meiosis; gamete creation and fertilization
Challenges: 2
Learning Goals: LG 1, LG 2
Concepts Tracked:
● 6.3 (Challenge 1 & 2): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Gamete Selection (LG2.P1),
X-Linked (LG1.C2c), Polyallelic (LG1.C2d)
● Students will observe the random process of gamete creation and fertilization.
● Students will select and create gametes to produce desired offspring.
Task Objective(s):
● 6.3 (Challenge 1): Students observe the random assortment of chromosomes into gametes. Students will select one sperm or one egg (out
of three choices) to go with a game-selected egg or sperm to match the target drake.
● 6.3 (Challenge 2): Students observe the random assortment of chromosomes into gametes. Students will select a sperm and egg to
combine to match the target drake.

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Gamete Selector
assembled. The game creates three eggs and one sperm. The student must select the
egg that, when combined with the sperm, will create the target drake.
Teacher Tips: To speed up the animation of gamete creation, click a sperm or egg as
soon as it is created.

Gamete Selector
assembled. The game creates multiple eggs and sperm. The student must select a sperm
and egg that will create the target drake.

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Mission 6.4
Focus: Simple breeding with polyallelic and X linked traits
Challenges: 2
Concepts Tracked:
● 6.4 (Challenges 1 & 2): Sex Determination (LG1.A3), Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Parent Genotypes
(LG3.P1), X-Linked (LG1.C2c), Polyallelic (LG1.C2d)
Task Objective(s):
● 6.4 (Challenges 1 & 2): Students will breed two parents to match a series of single target drakes. Both parents’ alleles are manipulable by
students. Alleles used will include more challenging inheritance patterns: faded/deep color, nose spike, tails, and horns.

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Students will breed two parents to match a target drakes. In this challenge, students
will adjust both parents’ alleles such that when they breed, they will produce the
target offspring. Only three genes are in play in this challenge: faded/deep color,
nose spike, and tails.
Teacher Tips: The offspring drakes are randomly generated. Students may need to
click “Breed” several times. To receive a blue crystal, students must change the
minimum number of alleles necessary.

Students will breed two parents to match a target drakes. In this challenge,
students will adjust both parents’ alleles such that when they breed, they will
produce the target offspring. Five genes are in play in this challenge: legs, horns,
faded/deep color, nose spike, and tails.
Teacher Tips: The offspring drakes are randomly generated. Students may
need to click “Breed” several times. To receive a blue crystal, students must
change the minimum number of alleles necessary.

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Mission 6.5
Focus: Testcross
Challenges: 3
Concepts Tracked:
● 6.5 (Challenge 1 & 2): Simple Dominance (LG1.C2a), Recessive Traits (LG1.C2b), Parent Genotypes (LG3.P1), Patterns in Offspring
(LG3.P3), Test Cross (LG3.P4), X-Linked (LG1.C2c), Polyallelic (LG1.C2d)
● Qualitative patterns (some, all, none) in offspring can reveal parental genotypes.
Task Objective(s):
● 6.5 (Challenge 1): Students will determine the genotype of a visible male drake by breeding it with a recessive female and examining the
offspring. Alleles used will be tails, faded/deep color and nose spike.
● 6.5 (Challenge 2): Students will determine the genotype of an invisible female drake by breeding it with a recessive female and examining
the offspring. Alleles used will be wings, tails, faded/deep color and nose spike.
● 6.5 (Challenge 3): Students will determine the genotype of an invisible male drake by breeding it with an adjustable female and examining
the offspring. Alleles used will be armor, horns, wings, tails, faded/deep color and nose spike.

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Test Cross - Invisible Father
Students must determine the genotype of the male drake by breeding it with an all
recessive female. In this first challenge, the student can see the male and must
simply enter his genotype. To determine the genotype of the father, the students
should breed multiple times. When they know the genotype, they click the Ready
to Answer button. A correct answer on the first try receives a blue crystal; each
incorrect submission downgrades the crystal one level.
Teacher Tips: The mother's alleles are not manipulable; she is already in the
ideal configuration for a test cross. Students should start to recognize the
advantages of breeding against a recessive organism.

Test Cross - Invisible Mother
Students must determine the genotype of an 'invisible' female drake by breeding it
with a male drake, but this time they must deduce the alleles of the female.
Students click Ready to Answer, and if they are correct on the first try, receive a
blue crystal; each incorrect submission downgrades the crystal one level.
Teacher Tips: It may be hard for students to deduce the genotype for both
polyallelic and X-linked traits.

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Test Cross - Embedded Assessment
In this ultimate challenge, students must determine the genotype of an 'invisible'
male drake by breeding it with a female drake whose alleles are adjustable.
Students should first learn to make the female drake recessive and breed multiple
times to deduce the unknown genotype. When they know the genotype, they click
the Ready to Answer button. A correct answer on the first try receives a blue
crystal; each incorrect submission downgrades the crystal on level.
Teacher Tips: Breeding with a fully recessive organism is not the only way to
determine an unknown genotype, but it is the most efficient way.


Geniventure Teacher Guide To Challenges

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Geniventure Teacher Guide To Challenges

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Geniventure Teacher Guide to Challenges

Navigating the Challenges

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

○ Each level can have several missions.

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Using the Challenge Screens

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Concepts Tracked: None

Mission 1.1, Challenge 1

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 1.2, Challenges 1 & 2

Mission 1.2, Challenges 3 & 4

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 2.1, Challenge 1

Mission 2.1, Challenge 2

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 2.2, Challenges 1, 2 & 3

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 2.3, Challenges 1, 2 & 3

Mission 2.3, Challenge 4

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 3.1, Challenges 1 - 5

Visible Drake Match

Mission 3.1, Challenges 6, 7 & 8

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Geniventure Name Actual (Scientific) Name Description / Function

Mela-pod Melanosome Contains melanin (discs), the pigment which

Mela-maker Tyr Composed of two “gear proteins.” The larger

Transports melanin precursors (triangles)

Mela-helper Tyrp1 A “crossbar” that stabilizes the two parts of

Encoded by the gray allele.

Stabilizes the two parts of the mela-maker

Encoded by the orange allele.

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 3.2, Challenge 1

Teacher Tips: Step 4 is the most challenging. To

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 3.2, Challenge 2

Teacher Tips: This can be a tricky challenge! The broken mela-helper

Mission 3.2, Challenge 3

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 3.2, Challenge 4

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 3.3, Challenge 1

Teacher Tips: This is a tricky challenge! Students should remove

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Mission 3.3, Challenge 2

Teacher Tips: All of the mela-helper proteins are functional, but

Mission 3.3, Challenge 3

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6

Geniventure Name Actual (Scientific) Name Description / Function

Blocks mela-pods from passing to

Encoded by the shiny allele.

Mission 3.4, Challenge 1

Teacher Tips: This is a tricky challenge! This lava drake is homozygous

Level 1 | Level 2 | Level 3 | Level 4 | Level 5 | Level 6