Unit One Organizer: 5 th Grade Genetics

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Unit One Organizer: 5 th Grade Genetics OVERVIEW: This unit will examine the difference between inherited traits and learned behaviors. Students will research and poll each other about specific inherited traits and learn about the role genes play in the transfer of traits. STANDARDS ADDRESSED IN THIS UNIT Focus Standards: S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors. a. Compare and contrast the characteristics of learned behaviors and of inherited traits. b. Discuss what a gene is and the role genes play in the transfer of traits. Teacher note: Be sensitive to this topic since biological parents may be unavailable. Supporting Standards: S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. b. Carefully distinguish observations from ideas and speculation about those observations. c. Offer reasons for findings and consider reasons suggested by others. d. Take responsibility for understanding the importance of being safety conscious. S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. c. Use computers, cameras and recording devices for capturing information. d. Identify and practice accepted safety procedures in manipulating science materials and equipment. April 16, 2007 Page 1 of 11

2 S5CS5. Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. S5CS6. Students will question scientific claims and arguments effectively. a. Support statements with facts found in books, articles, and databases, and identify the sources used. b. Identify when comparisons might not be fair because some conditions are different. S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties. b. Some scientific knowledge is very old and yet is still applicable today. S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. c. Scientists use technology to increase their power to observe things and to measure and compare things accurately. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds. April 16, 2007 Page 2 of 11

3 ENDURING UNDERSTANDINGS Students will understand that physical traits are inherited from parents the environment plays a role in making a person who they are genes contain hereditary information which is passed from parent to offspring each parent contributes an equal amount of hereditary information to the offspring learned behaviors are not controlled or inherited through hereditary information ESSENTIAL QUESTIONS: How are inherited traits different from learned behaviors? What do genes do? How are traits passed from parent to offspring? MISCONCEPTIONS 1. Girls get more hereditary information from mom and boys from their dad. 2. Personality comes from what you inherit from your parents. April 16, 2007 Page 3 of 11 PROPER CONCEPTIONS 1. Offspring receive the same amount of hereditary information from each parent. 2. Personality is shaped both by inherited traits and from your environment. Concept Know/Do Language Evidence Traits make humans similar as well as make us individuals Heredity Recognize traits, define trait, collect data, create graph, analyze data Traits are passed from parent to offspring, recognize traits of an organism, traits of offspring can be predicted by knowing traits of parents, read for evidence and information Trait Offspring Common Individual Trait Heredity Hereditary offspring Trait chart, graph of data, answers to analytic questions about data, determining 3 new traits to compare Completing of Junior s Family Tree Activity

4 Learned behavior vs. heredity EVIDENCE OF LEARNING: One Stop Shop For Educators Learned behaviors are not the same as inherited traits, recognize the difference between a learned behavior and an inherited trait Learned behavior By the conclusion of this unit, students should be able to demonstrate the following competencies: (1) explain the differences between learned behaviors and inherited traits (2) identify some of their learned behaviors and inherited traits (3) determine the factors that make them who they are and debate if inherited traits or learned behaviors are more important in shaping a persons personality, athletic ability, etc. Culminating Activity: GRASPS Goal: Students will debate the question What makes you who you are? and effectively communicate their position using research and data that they have collected about themselves, classmates, etc. Role: A member of a debate team Audience: students their age Scenario: Students will choose a position as to whether inherited traits or learned behaviors have the most influence in making someone who they are. Product: A written essay and the debate. April 16, 2007 Page 4 of 11

5 I. Complete the trait survey about yourself. One Stop Shop For Educators Trait Analysis Activity II. What would you like to know about traits and the population of students in the classroom? Write a question: III. As a class, gather the data and create a class bar graph of the data. Answer your question using the class data. Answer: Answer the following questions using your class data bar graph: 1. Which trait was the most frequent? 2. Which trait was the least frequent? 3. Were there any traits that occurred equally in the classroom population? If so, which ones? 4. How is making the bar graph of your data helpful? April 16, 2007 Page 5 of 11

6 Complete this inventory by circling the trait that describes you. One Stop Shop For Educators My Trait Inventory 1. I am a male female 2. I have detached earlobes. yes no 3. I can roll my tongue. yes no 4. I have dimples. yes no 5. I cross my left thumb over my right. yes no 6. I have a cleft chin. yes no 7. I have a widow s peak. yes no 8. I have a hitchhikers thumb. yes no 9. I have naturally curly hair yes no 10. I have freckles. yes no April 16, 2007 Page 6 of 11

7 Class Trait Frequency Table Total Population of class Observed Traits Males Females Detached earlobes Attached earlobes Tongue Rollers Non-Tongue Rollers Dimples No Dimples Left thumb over right Right thumb over left Cleft chin No Cleft chin Widow s Peak No Widow s Peak Hitchhiker thumb Straight thumb Naturally curly hair Straight hair Freckles No Freckles Number Observed % of population with Trait April 16, 2007 Page 7 of 11

8 Class Trait Bar Graph April 16, 2007 Page 8 of 11

9 Survey your own population and compare to class Choose 10 people that are not in your class. They can be family, friends, teachers, etc. Survey them for traits they possess. Create a bar graph of the results and compare it to your class results. Answer the questions to analyze your data. Total Population = 10 Observed Trait Number Observed % of Population with trait Tongue Rollers Non Tongue Rollers Dimples No Dimples Left thumb over right Right thumb over left Curly hair Straight Hair Widow s Peak No Widow s Peak April 16, 2007 Page 9 of 11

10 Trait Bar Graph April 16, 2007 Page 10 of 11

11 Using the data from your new survey, answer the following questions. 1. Why did you select this population? 2. Why are your results important? 3. How do class frequency rates compare with your selected population? 4. What are 3 other traits that you could compare that we have not discussed? April 16, 2007 Page 11 of 11