By: Wandaliz Torres-

GarciaUSF STARS Graduate

Fellow

Processes of Life

• Standard 2:• The student understands the process and

importance of genetic diversity. (SC.F.2.2)• Benchmark: 1. knows that many

characteristics of an organism are inherited from the parents of the organism, but that other characteristics are learned from an individual’s interactions with the environment.

Grade Level Expectations

• understands how body systems interact (for example, how bones and muscles work together for movement).

• uses magnifying tools to identify similar cells and different kinds of structures. • knows the parts of plants and animal cells.

• understands how similar cells are organized to form structures (for example, tissue,

organs) in plants and animals. • knows that many characteristics of an organism are

inherited from the genetic ancestors of the organism (for example, eye color, flower color).

• knows that some characteristics result from the organism’s interactions with the environment (for example, flamingos eat a certain crustacean that causes their feathers to be pink).

General View

EnvironmentNurture

EnvironmentNurture

GeneticsNature

GeneticsNature

Living Organisms

Outline

Genetics and Environment

Lesson 1Traits Exploration

Lesson 2Mice Crossing

Lesson 3DNA Twist

Lesson 4Out of here!

Inherited andLearned Traits

Probability andGenetics

DNA Structure Environment

Pure Genetics EnvironmentBoth

Outline

• Part 1: Pre Test [shouldn’t take more than 10 min]• Part 2: Lessons

– Lesson 1: “Traits Exploration” Genes and Environment– Lesson 2: “Mice Crossing” Probability and Genetics– Lesson 3: “DNA Twist” DNA: Blueprint of life– Lesson 4: “Out of here!” Learning and Adaptation– Lesson Development

• All lessons contains a short review of concepts and the vocabulary related to the activity

• Every lesson is designed for [1 or 2] periods of science classes

• Part 3: Review [1 class period]• Part 4: Quiz (Post Test) [1 class period]• Full Implementation Time: It might vary (probably a

maximum of 6 school days) • Lessons can be implemented independently

Guide to Material Developed

• The material to be presented has being designed for students at the 5th grade level.

• Additional information is presented for teachers and fellows

Lesson 1

Lesson 1: Traits Exploration• Introductory Lesson

• Objective:– Students will

• define the terms "genes" and "heredity";

• identify learned and inherited behaviors; and

• describe and compare family traits and characteristics.

• Activity

Lesson 1: Traits Exploration• Create a classroom

discussion on Nature and Nurture

• Genes are a framework– Some characteristics can be

changed or molded by the surroundings

– Other cannot be changed• Ex. Eye color

• In most cases it is not genes alone but genes and environment

• Discuss pages 20-21from book Genes and DNA

Lesson 1: Trait Exploration

• What are genes and genetics?

• What traits, do animals pass to their offspring?

• What human behaviors are inherited?

• What behaviors are learned?

• What do we inherit from our parents?

Lesson 1: Trait Exploration

Vocabulary• Traits

– Ways of looking, thinking, or being. – Traits could be inherited or learned.– Traits that are genetic are passed down

through the genes from parents to offspring.

• Heredity– The passing of inherited and/or learned

characteristics from parents to offspring.– Offspring is the descendants of a person, plant,

or animal.

• Gene– A piece of DNA that contains the code, or directions, for

building the proteins that make our body function

Lesson 1: Activity Part 1Part1: Single-Gene Traits in Humans

Dominant Recessive

Tongue roller Non tongue roller

Crossed hands:Left thumb on top

Crossed hands:Right thumb on top

Widow’s peak No widow’s peak

Can wiggle ears Cannot wiggle ears

No hitchhiker’s thumb hitchhiker’s thumb

Bent pinky Straight pinky

Free ear lobes Attached ear lobes

Hair on middle finger segment

No hair on middle finger segment

Dimples on face No dimples on face

Lesson 1: Activity Part 2

Traits Yourself Family member

eye color

hair color

hair type (curly, straight, wavy)

skin color (fair, olive, dark)

face shape (heart shaped, round, long)

height

foot size

moles or birthmarks (few, many, none)

sex (male or female)

diseases or conditions

mannerisms (body language)

favorite sport

favorite food

favorite school subject

favorite color

Lesson 2

Lesson 2: Mice Crossing• Probability and Genetics• Objective:

– Students will• MATH: Perform a probability

study• Understand genetics and Punnet

square method

• Genetic Information:• http://gslc.genetics.utah.edu

/units/basics/tour/

• Activity

Interesting Fact!

Lesson 2: Mice Crossing

Vocabulary• Probability - Mathematical likelihood that

an event will occur• Dominant trait – A genetic characteristic

that produces an obvious visible effect in an organism; one or both parents also display the same visible characteristic.

• Recessive trait – A genetic characteristic that is invisible in an organism unless two copies of the recessive gene are present; a recessive gene may be masked by a dominant gene.

Lesson 1: Trait ExplorationVocabulary

• Cell – The smallest structural and functional unit of an organism; DNA is located in cells.

• Chromosomes – Structures that contain compacted DNA molecules; humans have 46 chromosomes and every species has it own unique number.

• Double helix – The physical “twisted ladder” structure of DNA.

• DNA – Deoxyribose nucleic acid; double helix shaped molecules located in the cell nucleus that provide the code for a living organism to grow and function.

• Gene – A piece of DNA that contains the code, or directions, for building the proteins that make our body function.

• Protein -Molecular compounds that are produced by genes; proteins create all the structures and

• functions within every living organism.

• LOOK AT YOUR WORKSHEET: Genetics and Inheritance

gene

Lesson 2: ActivityMice Crossing ActivityPunnet Square

A Punnett square is a tool in genetics developed by British geneticist Reginald Punnett, and which biologists still use to predict the probability of possible genotypes of offspring.

•Follow worksheet:

•http://www.uga.edu/srel/kidsdoscience/kidsdoscience-genetics-puppets.htm

Lesson 3

Lesson 3: DNA Twist• DNA Structure and

Importance• Objective:

– Students will• Study the DNA parts and its

importance

• Genetic Information:• http://gslc.genetics.utah.edu

/units/basics/tour/• In 1953: James Watson and

Francis Crick• DNA is 6 feet long!!!• Activity

Lesson 3: DNA Twist• Interesting Facts

– In 1953: James Watson and Francis Crick

– DNA is 6 feet long!!!– DNA is a molecule

• SUGARS• PHOPHATES

Lesson 3: DNA Twist

Vocabulary• DNA – Deoxyribose nucleic acid; double

helix shaped molecules located in the cell nucleus that provide the code for a living organism to grow and function.

• DNA is formed by 4 nucleotides.

• There are restrictions for binding:ONLY BINDING ALLOWED

ONLY BINDING ALLOWED

Lesson 3: Activity

Build you own DNA and Eat it!

Follow the worksheet

Lesson 4

Lesson 4: Out of here!!!• Environment• Objective:

– Students will• Write 10-20 learned characteristics in

a piece of paper• Rewrite how many those

characteristics will change if they have lived in another country

• Choose the country of their preference, but the country should be somehow different in weather, culture, language, etc.

• Compare their findings

• If possible students could work in pair (students from two different countries)

• Activity

Lesson 4: Out of here!!!• Environment factors

– Diet– Education– Health care– Wealth– Way of life

Lesson 4: Wrap up!

• In class, ask student volunteers to share interesting details learned about their findings

Further Topics

• Identical Twins– Exactly the same genes– Researchers study them to

gather information about the environment influences

– Video: http://school.discovery.com/lessonplans/programs/multipleintelligences/videoclip.html

• Mutations• Cancer

• Genetic Technology– DNA Fingerprinting– Tracing Ancestors– Genetic Engineering-alters

an organisms DNA (CONTROVERSIAL)

• Examples– Screening for diseases– Bug-Free corn and

golden rice– Gene Therapy –

replacement of genes– Cloning

» Extinct and Endangered

– Spare Parts

References• Lessons:

– http://school.discovery.com/lessonplans/programs/lifecycles/– www.ornl.gov/sci/techresources/Human_Genome/publicat/

genechoice/glossary.html– http://school.discovery.com/lessonplans/programs/lifecycles/– http://en.wikipedia.org/wiki/Heredity– http://www.uga.edu/srel/kidsdoscience/genetics/genetics-

definitions.pdf– http://gslc.genetics.utah.edu

• Genes and DNA book by Richard Walker• Nobel Prize for Kids:

http://nobelprize.org/chemistry/educational/dna/b/replication/index.html

• GlaxoSmithkline for Kidshttp://www.genetics.gsk.com/kids/index_kids.htm

• Library Quest for Kidshttp://library.thinkquest.org/3696/index2.htm

• http://tiki.oneworld.net/penguin/genetics/home.html• http://www.nature.ca/genome/03/a/03a_e.cfm

Questions