Population Genetics Teacher Resources

Find Population Genetics educational ideas and activities

Showing 1 - 20 of 52 resources
How and why do populations change over time? AP biology aces explore this question by completing this assignment. They write the answers to 21 questions regarding population genetics, stability, genetic drift, polymorphism, and selection. 
In this evolution activity, students will answer questions about population genetics and the theory of evolution of species. This activity has 15 true or false, 6 fill in the blank, and 4 short answer questions.
Students become birds and are given "beak-types". After completing the simulation, students relate results to adaptations and natural selection. Extensions of the simulation allow for comparative results and include population genetics.
Middle schoolers discover genetics as it relates to the population. In this biology lesson, students examine mitosis and mutations. They discuss the shift in genetics due to natural selection and genetic drift.
Students pretend they have just entered a national park. They imagine that the park borders are all impassable mountains, and students will play the role of grizzly bears. Students list three things every animal needs to survive, in this game they can meet these needs, they are to be tested on their ability to mate. Using trading cards, students play a game, each round ads a new element.
Students gain a feeling for the significance of the Hardy-Weinberg Equilibrium without using algebra but participating in an interactice game.
In this genetic learning exercise, students examine how gene frequency changes in a population of organisms. After completing 5 pre-lab questions, they work in pairs to collect data and answer 5 additional post-lab questions.
Learners investigate how Hardy-Weinberg Equilibrium is established and what assumptions and conditions are necessary to reach Equilibrium. They model alleles using materials such as index cards, M & M's and goldfish.
For advanced biology learners, here an interesting presentation on Alu elements within a population. It begins by teaching viewers how to perform calculations for alellic and genotypic frequencies. The second half of the slide show walks them through the use of an online allele server. With this tool, they discover whether on not the class is consistent with Hardy-Weinberg equilibrium. 
The purpose of this lesson is to slowly introduce the Hardy-Weinberg Law and population genetics to your students after you have completed Mendelian genetics. Using this format, you ease the students into the concept by relying on the knowledge they already have.
Students explore the gene frequency in Hardy-Weinberg Equilibrium experiments. They inquire into the studies of both black and gray squirrels. Basically the population genetics of certain squirrel populations. The species of each are analyzed in depth.
Students practice calculating allele and genotype frequencies in the framework of a simple simulation using hard candy, calculators, and a worksheet. This activity includes a three-page worksheet and an assessment question for conclusion.
Pupils use this exercise to help achieve a working knowledge of the Hardy-Weinberg Equilibrium without recourse to algebra. After participating in this activity, students gain a feeling for the significance of the Hardy-Weinberg Equilibrium without using algebra.
High schoolers explain the basics of evolution by natural selection. They calculate allele frequencies as they relate to inheritance. They explain the Hardy-Weinberg Law and how evolution takes place when this law is not in place.
Thirty short-answer questions comprise this detailed review of evolution theory. Many of the questions ask scholars to define vocabulary. Because short answers are required, this worksheet will take some time to complete. You could give it to your biology class to use as a review of concepts before a quiz.
The highlight of this lesson is a 53-minute investigative video, Can Science Stop Crime?" The question asked is whether or not aggressive behavior is caused by genetic factors. The answer has to do with genetic complexity, the concept that many genes contribute to some of our traits. After watching, reading, and learning, junior geneticists analyze the bioethics revolving around genetic testing.
Sickle cell disease only occurs when both parents contribute the trait, and mostly in those of African descent. Where did it come from? How did it evolve? Tony Allison, a molecular biologist, noticed a connection between sickle cell and immunity against malaria when he was working in East Africa in the 1950s. Follow his story on natural selection and evolution with this note-worthy film. Accompany it with your choice of lessons or activities provided by the publisher.
This film explores two phenomena that occur when a breeding population is too small, the bottleneck and founder effects, both which result in insufficient genetic diversity. The Atlantic sturgeon in the James River are an endangered species, and ecologists are striving to increase the population. Have your environmental studies class watch this video as an example of conservation efforts or to introduce an exciting field of study called population genetics. 
Biology buffs simulate how genetic markers are passed among populations in order to understand how these markers can help anthropologists map human migration. A couple of volunteers leave the room while you walk the remaining learners through the simulation. The volunteers come back into the classroom and track what happened based on symbols recorded throughout the simulation. A very visual demonstration of how genes are passed along!
If you are looking for a great way to present natural selection in humans, look no further. This handout is intended to accompany the 14-minute video The Making of the Fittest: Natural Selection in Humans, which can be found on the publisher's website. Before watching the video, learners read a page of information about sickle cell disease, then answer questions about sickle cell disease, and about the progress of science as a social process. Next, the video is shown, with pupils answering several higher-level thinking questions about concepts presented in the video.