Reflection: Student Ownership Incomplete Dominance and Co-dominance - Section 6: Practice


When I first developed this lesson I grappled with the idea of all of the student work being different. I worried about the possibility of students having the same probability in all answers, thus leaving the classroom thinking that the only ratio was 3:1. I also worried about how they were going to show co-dominance and incomplete dominance if by chance they had used the same colors in their monsters. Finally, I was worried about how the grading. After all, it is so much easier to go down a list of pre-determined answers. After a couple of days thinking about it, it struck me - "What do I want to know when I look at these papers? Will completing the activity without predetermined answers show me that the students understand the concept?". The answer to those two questions gave me permission to proceed with the lesson as planned. I do not have to verify every single answer to determine whether the students understood.

On the other hand, allowing the students to use their own creations as the key to the activity increased engagement and accountability. Students checked on each other verifying their own answers. They readily engaged in discussions about the incomplete dominance of blue and brown, and whether co-dominance blue/teal would look better as spots or stripes. This is what student ownership is about - students engaging in conversations about the content on their own, without needing me to prompt them.

  Student creations are the key to this activity
  Student Ownership: Student creations are the key to this activity
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Incomplete Dominance and Co-dominance

Unit 6: Genetics
Lesson 9 of 14

Objective: Students will be able to explore different inheritance patterns beyond Mendelian genetics

Big Idea: Mendel’s laws of inheritance do not account for the expression of all traits.

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codominant and incomplete
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