Graphs, Charts, and Tables A study of learned and inherited traits for 5 th grade students

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1 Graphs, Charts, and Tables A study of learned and inherited traits for 5 th grade students 5 th Grade Science TEKS: -Use of Charts, Graphs, and Tables in the Science TEKS 5.2 (E) Construct simple graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate information Science concepts. The student knows that likenesses between offspring and parents can be inherited or learned. Math TEKS B5 The student makes generalizations based on observed patterns and relationships. The student is expected to: B. Use lists, tables, charts, and diagrams to find patterns and make generalizations such as a procedure for determining equivalent fractions. Objective: Evaluate and examine some inherited and learned traits by listing in chart form and by use of bar graphs. Materials: -attached activity table -attached graphing sheet -pencil -ruler -protractor -colored pencils -mirror Procedure: 1. The teacher can first introduce the term inherited, by asking the students what that term means. This discussion can lead into what traits specifically do we as offspring inherit from our parents. 2. Have the class vote on three inherited traits that they would like to survey the class to find out percentages of students with these traits.

2 Some traits to consider: Earlobes: free (bottom lobe is dangly ) or attached (no loop in lobe - bottom goes directly into side of head) sometimes this is difficult to tell, so just let the child with the ear in question look in a mirror and decide what he or she has! FREE ATTACHED Tongue roller: if you can curl the two sides of your tongue up like a hot dog bun, you are a tongue roller. This is totally genetic, you can t learn how to do this. Left handed, right handed, or ambidextrous. (If you have an ambidextrous student, your pie will have 3 wedges, otherwise, it will have 2) Eye color (Try to get them to this so you have a pie with more than 2 wedges). Widow s peak: you have the Eddie Munster do or a slightly less dramatic version or your hair line is straight. Widow s Peak 3. The teacher can then introduce the term learned, by asking the students what the term means. This discussion should then lead into what are some traits that can be learned. (Example: athletics, music ability, dancing, singing, etc.) 4. Have the class vote on one learned trait they would like to survey the class to find out the percentages of students with these traits. 5. On the attached activity table sheet, have the students fill in the inherited traits they voted on and the learned traits they voted on. 6. Once the activity table sheet is ready, the students should then begin polling the class to find out the traits of each student in the class. 7. Once the surveying is complete, the table of traits should be completed, and an overall idea of the kinds of traits possessed by the students within the class should be fairly obvious.

3 8. Now for the graphing. The teacher can review the three major types of graphs and what each is used for. (Bar graphs- a graph through the use of bars of different heights to show comparison of objects, Line graph- shows the change over time between two objects, and Pie graph- illustrates the whole picture of the data studied.) The teacher can then ask the class which graph do the students think would be the most appropriate with this activity considering they are studying the traits of their whole class. Answer: Pie graph. (This will also be a great visual of percentages and a nice way in incorporate fractions!) 9. The students should construct their 4 pie graphs on the back of the data sheet. 10. The first graph is the graph showing the inherited traits. For each of the three traits, there should be a pie graph labeled, Inherited Traits Graph and include the trait that is graphed. Keep in mind, there were three inherited traits chosen, and some of these traits might require three or four sections or wedges in the pie graph depending on the representation of the traits in the class. (Example: If eye color was one of the inherited traits chosen, there may be students in the class with blue eyes, brown eyes, green eyes and hazel eyes. In a situation like this, there would need to be four separate wedges for that first trait. Then there are still the two other traits to graph.) Once the graph is labeled students can begin constructing the legend. A color or pattern should be used to represent each of the traits in the graph (see attached example in teacher key ). 11. Next students will graph the learned trait. This graph should be labeled Learned Traits Graphs and include the trait that is graphed. Students will complete this graph in the same way as the inherited traits graphs were constructed. 12. Finally the teacher and students can discuss their findings. Have the students interview one another and discuss why they think the numbers and the graphs revealed the information they did. Extension: Have students repeat this lab at home with family members. Students could bring the graphs to school. When comparing the class graph with the home graph, there should be a big difference! The diversity at home should be less than that at school for inherited traits. Another great discussion can come if there are step members in the family. You may still have similar learned traits even though some of the inherited traits show more diversity than families with only biological siblings.

4 Name Date Construct the tables below to show the numbers of students with and without the traits. On the back, create pie graphs to show the whole class for each trait. DATA TABLES Inherited trait #1 Inherited trait #2 Inherited trait #3 Learned trait

5 Name Date Construct the tables below to show the numbers of students with and without the traits. On the back, create pie graphs to show the whole class for each trait. Inherited trait #1 Tongue Rollers DATA TABLES (Yeh, yeh, I know like you really have only 20 students in your class!!) Can Roll Tongue Cannot Roll Tongue Inherited trait #2 Widow s Peak Has widow s peak Does not have widow s peak Inherited trait #3 Eye Color BLUE BROWN GREEN HAZEL Learned trait Singing Can sing well cannot sing well

6 (Back) Inherited Traits for Mrs. Smith s 5 th grade Class T 55% 45% rollers non-rollers Widow's Peak 25% 15% 25% Eye Color 20% 40% BlueBrown Green Hazel 75% has peak no peak Learned Trait for Mrs. Smith s 5 th grade Class Singing Well 40% 60% can sing well cannot sing well