Lesson Incorporating Instructional Software

Lesson Title Learning Genetics through Pigeon Breeding (with Epigenetics)

Content Area Basic concepts of genetics such as alleles, genes, and traits are reviewed.
Monohybrid and dihybrid crosses in Punnett Squares incorporate differing
inheritance patterns such as sex-linked genes, differing forms of dominance, and
probability through independent assortment.
Targeted to instruct high school biology at the 9th-grade level. Would apply to an
honors course as later portions of the “Pigeonetics” game address higher-level
genetics concepts such as epistasis and recombination.

Content SCIENCE GEORGIA STANDARDS OF EXCELLENCE:

Standards SB3. Obtain, evaluate, and communicate information to analyze how biological
traits are passed on to successive generations.
a. Use Mendel’s laws (segregation and independent assortment) to ask questions
and define problems that explain the role of meiosis in reproductive variability.
b. Use mathematical models to predict and explain patterns of inheritance.
(Clarification statement: Students should be able to use Punnett squares
(monohybrid and dihybrid crosses) and/or rules of probability, to analyze the
following inheritance patterns: dominance, codominance, incomplete dominance.)
c. Construct an argument to support a claim about the relative advantages and
disadvantages of sexual and asexual reproduction.

Technology ISTE STANDARDS FOR STUDENTS:

Standards 1.1c Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.

1.1d Students understand the fundamental concepts of technology operations,

demonstrate the ability to choose, use, and troubleshoot current technologies, and
are able to transfer their knowledge to explore emerging technologies.

Integrated Use of student-provided laptops or tablets. Can use the school computer lab or
Technology personal laptops or mobile devices if needed. The web-based game “Pigeonetics”
from Learn.Genetics.utah.edu is a main feature of this lesson. This game allows
students to pair pigeons of differing genders and genotypes to produce desired
genotypes of offspring. A smartboard can be used to display the game for the whole
group, but this is not necessary. Students will also work with pencil and paper
worksheets along with technology work.
Reference or https://learn.genetics.utah.edu/content/pigeons/
Supporting This website includes the featured game “Pigeonetics” and additional supportive
Resources material on the genetics topics discussed in the game along with information on
pigeons.

https://teach.genetics.utah.edu/content/pigeons/PigeoneticsGameTeacherGuide.pdf
The website provides this teacher guide with helpful information on troubleshooting
game mechanics, customizing the experience for students, and implementing the
game in a classroom. An answer key specifying what genetics topics are addressed
in each question of the game is provided.

https://teach.genetics.utah.edu/content/pigeons/Pigeon-Genetics-
Worksheet_interactive.pdf
The website also provides a worksheet that could be used alongside the game or
as a review for students after completing the game.
Bloom’s 2. Understand – Explain ideas or concepts – classify and identify information
Taxonomy 3. Apply – Use information in new situations – Solve, use, and demonstrate learning
Levels of information
Integration Level Levels of Technology Integration (LOTI)
Level 1: Awareness
Level 2: Exploration
Level 3: Infusion

Universal This lesson incorporates flexibility in features provided in the game to encourage
Design learning for a variety of students. This lesson will take place after vocabulary and
Rationale concepts for the genetics unit have already been taught and reinforced/practiced
once so students are familiar with the language. This lesson is more so applying the
learned knowledge to practice and gain a better understanding. Specific directions
and expectations for behavior during the technology use will be given before
students access the website. As a group, we will go through the basic controls and
first level of the game before students work in pairs. By working in pairs, students
can collaborate when they are unsure of how to complete a level of the game. The
website and game platform used during this lesson are simple, distraction-free, and
easy to maneuver. A key is provided for allele icons for ease of student
understanding and use. The game has audio for text and there are options for
students to mute sound along with turn on closed captioning. This provides options
for students of differing sensory needs. Each level/puzzle has a learn more button
for supportive informational materials. If a particular group of students needs extra
support on the material, the provided worksheet can be completed before, after, or
during the game activity.
Lesson Idea Introduction: (~ 10 – 15 minutes)
The lesson can be introduced with a relevant question if you start with a warm-up or
question of the day. Ex. How can inheritance patterns affect how animal breeders
pair their animals?
Multiple students are called on to answer the question for the group. Then, the
teacher introduces the topic of breeding pigeons and pulls up the website to discuss
different pigeons' physical features. Students will be asked to pull out their websites
and pull up the website to view the photos of pigeon features for a few minutes.
Then, the teacher pulls up the introduction of the game at the front of the screen to
go through with the whole class. Functions of the game such as controls and how to
get extra help are displayed on the smart board as well. Students complete the first
level on their laptops. The teacher then reviews the first level on the front smart
board and instructs students to work on the game levels in pairs, both answering
each level on their device.
Main Lesson: (~35 – 55 minutes)
The teacher will circulate as students work on the game in collaborative pairs.
“Pigeonetics” introduces differing modes of inheritance and prompts students to pair
the correct two pigeons to produce a desired offspring. There are multiple options
for each level, so students can test out different pairings to find the correct one.
Students will have a pencil and paper out to draw and fill in a Punnett square for
each level/cross as they work on the game. This connects the topics of genetics
discussed in class to a real-life application. The game does not allow students to
progress until they answer a level correctly. Students will be encouraged to check in
with their partner. Then, they can ask the teacher for feedback. If the majority of the
group struggles with a level, we can complete it as a group on the smart board.
Each level provides additional feedback for students once they get the correct
answer.
Closing: (~5 minutes)
Students will work up until 5 minutes before the class ends. They will be asked to
finish up their current level. As a ticket out the door, students will pick one mode of
 inheritance or topic discussed in the game and write it down with an example from
the game on a piece of paper to assess student learning.

(Example time lengths are for a 50- or 75-minute period or block. If students
completed all levels, this game could take two class sessions depending on the
level of the group. I’d prefer to have students get through as many levels as
possible in one class session as later levels do address more advanced topics than
the standards require.)
Design This lesson ideally takes place after students are familiar with key terms and topics
Reflection of the Genetics unit. Student understanding of these concepts is improved and
solidified as they apply their prior knowledge to problem-solve with the content of
the game. This lesson could be extended by having students complete the Pigeon
genetics worksheets before, during, or after the lesson. Depending on the group,
students could need two class periods to complete all 26 levels. Students could also
complete the “Build a bird” activity on the website which is an additional activity
where students cut out chromosomes and can cut them to physically display
recombination. This lesson could also be done as a whole group on the smart board
with the teacher pausing at each level for students to draw and filling Punnett
squares on paper before discussing the answer.

https://teach.genetics.utah.edu/content/pigeons/build-a-bird.pdf
https://teach.genetics.utah.edu/content/pigeons/pigeon-chromosomes.pdf