Genetics

 This unit focuses on how information is being passed from parent to offspring, genetics. This is a topic many students really enjoy. Learning why they look like their mom or dad is exciting. And it is one of my favorite topics to teach. And when the students know you excited about a topic they share that excitement with you.
 * Genetics: The Final Genome **

Overall these two lessons focus on the American Association of School Librarians Standards for the 21st – Century Learner skill number two. This standard provides learners the skills to “Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.” Under each grade level specific indicators for that standard is developed. By utilizing the elements of inquiry the natural, progressive steps of the presentation of information in science is covered as well.

The fifth graders are novices when it comes to this information, because it has not been discussed within the state standards prior to this year. Also, with many school corporations this is one of the first years when science is taught as an actual subject not just as a “special” taught one time every seven to ten days. The goal of this lesson is to begin demonstrating how scaffolding is used repeatedly in science. According to Daniel Callison scaffolding is how “student learning is constructed based on a sequence of skills with meaningful activities that are presented by a teacher to help the student climb to the desired educational goal or behavior.”

“More support is offered when a task is new; less is provided as the child’s competence increases, fostering the child’s autonomy and independent mastery. “ (Callison p. 523) For the fifth graders their entire lesson was controlled right down to their final discussion of dominant and recessive traits. They will be able to integrate the information learned from the classroom data and parental data to a new situation involving dominant and recessive traits overall. This knowledge will in turn give them a solid foundation for further learning. The eighth graders however were controlled at first but then shifted to more of a guided activity at the end. The older students were allowed to determine how they wanted to relay the information they have learned into a desired end product. Through a series of discussions, journaling, and ending questions the students gradually moved from novice to a higher level of understanding. I will not say they will move to an expert in this field because of the depth of knowledge required but they can move to an expert in this lesson. ** Overview **: For the grade 5 lesson, this would be the first introduction to genetics. I kept the lesson basic so that the students could understand the meaning of how traits are passed from parent to offspring through genes located on the DNA. I know that sounds like a mouthful but the lesson is kept straight forward to aid the students as they begin their investigation as a novice. “The study of science must be based around essential concepts that scientists use as frameworks to view and think about the natural world.” (Stripling p. 21) Also, included with the vocabulary are two images to aid in the understanding of the key terms for the lesson.
 * Grade 5: **

This lesson involves a couple of skills needed by all scientists at any level. One is to be able to work with others to further ones understanding. Another is to keep information organized so that it is easy to understand. And the third is to apply knowledge into new areas and to the world around them. ** Indiana State Standards **:  Family picture or individual pictures of family Vocabulary sheet Take a Survey Lab ** Lesson Plan **: 1. Obtain a vocabulary sheet from your teacher. [|Grade 5 Genetics Vocabulary] (Pictures included to aid in understanding.)
 * 5.2.4 ** Keep a notebook to record observations and be able to distinguish inferences from actual observations.
 * 5.2.7 ** Read and follow step-by-step instructions when learning new procedures.
 * 5.4.1 ** Explain that for offspring to resemble their parents there must be a reliable way to transfer information from one generation to the next.
 * Standards for the 21st—Century Learner **:
 * 1.1.9 ** Collaborate with others to broaden and deepen understanding.
 * 2.1.2 ** Organize knowledge so that it is useful.
 * 2.1.3 ** Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.
 * 2.3.1 ** Connect understanding to the real world.
 * Materials **:

2. Look at the pictures of my family. [|Family picture] As they look at the picture, ask the students to list some of the traits that my family have in common. These are ones that can be visibly seen in the picture. When they are finished discuss the traits they noticed with their lab partner.  3. H ave the students bring in a current family picture or individual pictures of each family member. If need be have the students make of list of characteristics that each family member has (eye color, hair color, height, skin tone, etc.) List the traits that more than one family member has. When finished ask your lab partner to do the same for your family. Once completed, have the lab partners compare the traits they listed for both families. 4. Hand out, Take a Survey Lab. With your lab partner determine the traits that both of you have inherited by completing procedures 1-3 and then record these findings on the data tables. [|Take a Survey Lab]. The following pictures and websites include explanations (and pictures) of these traits: [] [] [] [] 5. Next, have the students take the Take a Survey Lab home. Here the students need to complete procedure 4. This is to determine what traits each of their parents have and record them on the data tables. Then bring that information back to school the next day.

6. The next day have the students meet with their lab partner again and complete, analyze and conclude questions 1-3. Once they have completed these, the students need to answer analyze and conclude questions 4-5 on their own. When completed students need to turn in the lab to the teacher.

7. Now that the Take a Survey Lab is complete have a class discussion to reflect on the information thye have learned. Have students explain to you what dominant and recessive traits mean in a class discussion. How often do they show up? Are they rare or common? Include examples from the class data. ** Assessment **:  Students will be assessed on the completion of the Take a Survey Lab and participation within the classroom discussions. For the grade 8 lesson, this would build upon the student’s prior knowledge of genetics. To begin this lesson now I have to find out what they know and go from there. By using a K-W-L chart it will allow me to set the “stage for a new experience-one that can be linked to experience brought to the situation by the students. “ (Callison p. 457) A genetics vocabulary page is given to the students, which corresponds to the chapter from their text book.
 * <span style="font-size: 14pt; color: rgb(112,48,160); font-family: Calibri;">Grade 8: **
 * Overview ** :

This lesson also involves the skills needed by all scientists that were mentioned in the fifth grade overview. One is to be able to work with others to further ones understanding. Another is to keep information organized so that it is easy to understand. And the third is to apply knowledge into new areas and to the world around them. However, two others are incorporated in this lesson that allows the eighth grade students to take the knowledge they acquired onto the next level. The first of these two is to develop a product that expresses their level of learning. The second is to use technology to do so. <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">** Indiana State Standards **: <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">** Standards for the 21st—Century Learner **: <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;"> Vocabulary sheet Genetic Phenotype of the Superheroes Lab A coin (any denomination) Colored pencils/crayons Paper <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">** Lesson Plan **: <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">1. Complete the K-W-L chart for genetics as a class, on the smart board. [|K-W-L chart]
 * 8.1.8 ** Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating ideas to others.
 * 8.2.5 ** Use computers to store and retrieve information in topical, alphabetical, numerical, and keyword files and create simple files of students’ own devising.
 * 8.2.7 ** Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.
 * 8.4.1 ** Differentiate between inherited traits, such as hair color or flower color, and acquired skills, such as manners.
 * 8.4.2 ** Describe that in some organisms, such as yeast or bacteria, all genes come from a single parent, while in those that have sexes, typically half of the genes come from each parent.
 * 1.1.9 ** Collaborate with others to broaden and deepen understanding.
 * 2.1.2 ** Organize knowledge so that it is useful.
 * 2.1.3 ** Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.
 * 2.1.6 ** Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 2.2.4 ** Demonstrate personal productivity by completing products to express learning.
 * 2.3.1 ** Connect understanding to the real world.
 * Materials **:

2. Obtain a vocabulary sheet from your teacher. [|Grade 8 Genetics Vocabulary] The same pictures were included to aid in understanding and continuity. Also, a third picture was included to show the difference between meiosis and mitosis and the formation of sex cells. (Mitosis forms 2 new daughter cells identical to the parent cell. Meiosis forms 4 sex cells with one half of the genetic information)

3. Review the terms included on the vocabulary sheet. Also go review terms genotype, phenotype and probability form the chapter lesson. __Genotype__ is the allele combination of genes (TT, Tt, tt). __Phenotype__ is the physical appearance (expression) of the trait (or what you see). An example is blonde versus brown hair, blue versus brown eyes, dimples versus no dimples, and tongue roll versus no tongue roll. __Probability__ the chance of an event occurring. <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">// If needed by students: // // 3a //. //Mini lesson: Show the students the dice on the smart board. Ask them the probability that you will roll a 2 on the die? (Ask the student how many sides does the die have? Answer: 6 So the likelihood you will have is 1/6) Do the same thing with a coin. What is the probability that you will flip a head? (Coin has 2 sides, so ½ is the answer) Now refer to the lab page entitled genetic phenotypes of the superheroes traits. What is the probability I will get the trait of being tall? (You are either tall or short, so ½ like the coin)// <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">4. Now have the students get their science journals and label it with the Genetic Phenotype of the Superheroes Lab. Ask the students to answer the following questions. Think back to your favorite cartoons growing up. What were the titles and your favorite characters? Why did you pick these characters over others? If you could make your own cartoon what would you include in it? Why? Are there any specific traits that your characters would have to have? Why? Do you share any of those traits with your cartoon character?

5. Ask the students to pick a partner to share their thoughts about the journal entry. Once you have shared your thoughts you and your partner need to get a copy of Genetic Phenotype of the Superheroes Lab. Please read through the entire lab before proceeding. If you have any questions please ask the teacher.

6. The partners need to complete procedure steps 1-5. Then come up to the teacher to check before proceeding (or you can walk around making sure each student is proceeding as the directions state). Please make sure they are writing the letter that represents the allele in which the flipped the coin for. For example for height it is either T or t in the boxes under allele 1 and allele 2.

7. Once the students have completed procedure steps 1-5 ask them to answer these questions in their journal. What traits did your superhero obtain from their parent? Which traits did your superhero get that you did not want? What traits did your superhero not get that you really wanted? Which traits were dominant? Which were recessive? (List all) Are the allele combinations all the same?

8. Have the students precede through the last six procedure steps with minimal input from you. At this point you are there only to answer questions if they have any. You are to help coach them along the process of incorporating the information into their knowledge base.

9. After turning in their final product, ask the students to once again get their science journals. Have them answer the following questions. Are there any traits or characteristics you would like to determine where you got them from (ones that are not shown by either of your parents)? What are these traits or characteristics? Are there traits that your parents have but you do not? What are they? Are these traits dominant or recessive? How would you go about finding if the traits are dominant or recessive? <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;"> ** Assessment **: Students will be assessed on the completion of the Take a Survey Lab, participation within the classroom discussions, and journal entries. The points given to these may be minimal in comparison to the final product. The final product will be evaluated based on the rubric provided with the Genetic Phenotype of the Superheroes Lab. The bulk of the points will be given at this point. This will demonstrate the level of understanding they have based on their knowledge of genetics and the use of technology to develop the final product. The fifth grade students are just beginning their knowledge base when it comes to science as a whole. So the s tudent’s inquiry is controlled completely throughout the lesson. The students had specific activities to perform that met labs requirements without any choice involved. However with the use of class discussions and dialogue with other students they could demonstrate the level of understanding they have reached. This also gives students a chance to seek help from their peers. Callison says that for children learning occurs primarily through dialogue not only between the teacher and student but among students to provide a means of testing out ideas and actions. <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">Since these students are just learning about traits and how they appear the teacher maintains a very active role in the investigation. The teacher becomes a coach as well as an educator. The teacher must help guide students through the information to the next level of understanding. This is done through scaffolding and breaking down the information into components. In the lab notice that it begins by looking at pictures of family members and listing the traits they have in common. Then the lab moves to looking at themselves and determining the traits they possess. Finally, the teacher is no longer in the picture and the students take the lab home to determine the traits their parents have and then return back to the classroom.
 * <span style="font-size: 14pt; color: rgb(112,48,160); font-family: Calibri;">Lesson Comparison: **

The Take a Survey Lab has many helpful organizers (tables) within it. One of the skills this lesson focuses on is to keep information organized which can help them not only in learning information but being successful throughout their education. The other is applying knowledge to new areas and the world around them. By focusing in on their traits, then their families, and the classes they can see how traits not only just affect them, but everyone around them. Dominant and recessive traits work the same way in all humans.

Students in eighth graded moved to a guided inquiry when they shift away from the structure of the lab and into more flexibility in choosing their desired outcome for an ending product. Callison describes guided inquiry as “challenging and exciting signs of maturing in application of inquiry” (p. 99) and the results of the inquiry can be organized to communicate the student’s findings in an interesting way. Students then get the chance to demonstrate their own areas of expertise by choosing which format, a story, comic strip or song, they want to present the knowledge they have gained. Stripling agrees that “students should also be encouraged to create their own visual presentations to express their conclusions and evidence to others.” (Stripling p. 23)

The eighth graders start out much the same way as the fifth grade did with review of vocabulary before they begin the lab activity. Both include vocabulary words about genetics and both contain images to help in the understanding. But the eighth grade vocabulary gets more technical because they have had a longer exposure to the topic not only in science but in health classes as well. Students in the eighth grade are then expected to be able to think and work at a higher level. Through scaffolding the base of their knowledge has already been built so the teacher can move to a position as a coach much quicker after an initial review. This allows the teacher “to assist student in understanding how their performance differs from the expert and to provide strategies or guidance so that the students’ performance becomes more expert.” (Callison p. 319) By proceeding through the Genetic Phenotype of the Superheroes Lab students also extend their knowledge of genetics by integrating the concept of probability in genetics. Through prior knowledge the students know that the gene located on DNA codes for the traits that are expressed in the offspring. By the end of the lesson they understand that the probability of the offspring receiving traits depend on the alleles carried by the parents. By breaking the information up into more manageable chunks (scaffolding) the students are able to move to a higher level of maturation. Most importantly the students learn about acquired skills which have no genetic basis and can help an organism adapt to their environment.

Along with the skills mentioned in the fifth grade overview two others are incorporated in this lesson that allows the eighth grade students to take the knowledge they acquired onto the next level of understanding. The students by developing a product that expresses their level of learning and use technology to do so are relaying the information to others not just keeping it to themselves. Also with the use of journaling Callison points out that student’s can “rediscover the information that they have already absorbed,” and “can provide the student and the teacher with a personal map of the progress the student is making.” (p. 537)

Both the fifth and eighth grade classrooms learned about genetics and how the information contained in DNA is transferred from parent to offspring and the skill to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. The main difference between the two is the amount and depth of information the students are learning and how the information is relayed in the final product. The fifth graders are just being introduced to this topic while the eighth graders have had more experience with it and should have more knowledge of genetics before beginning the lesson. Both grades apply the information learned to their final product. As information scientists the sixth grade answers the laboratory questions and participates in a final discussion. The eighth grade, already further along in their maturation as an information scientist, are asked to start developing their own metacognitive skills through the use of graphic organizers to refine their information and/or knowledge before making their final product. These experiments lead to new questions of how different hair colors, eye colors and other traits come about. Students then have a stepping stone to learn for themselves how these variations occur. <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">**<span style="font-size: 14pt; color: rgb(95,73,122); font-family: Calibri;">References: ** Callison, Daniel, and Leslie Preddy. __The Blue Book on Information Age Inquiry, Instruction and Literacy__. Westport, Connecticut: Libraries Unlimited, 2006. Stripling, editor Barbara K., and editor Sandra Huges-Hassell. __Curriculum Connections through the Library__. Westport, Connecticut: Libraries Unlimited, 2003. Indiana Academic Standards, Science, August 21, 2006 21st Century Learner Standards, 2007.

**<span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">Different Directions for Advanced Learners from L. Cronk **
<span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">Callison tells us that "matching the assignment content to the learner's skills, needs, and interests are the complex portions of assignment contruction (Callison, 280)HIgh school students should have acquired the inquiry skills as well as the intellectual maturity to take this topic to some of the highest levels of Bloom's Taxonomy. For them, lessons should focus on synthesis and evaluation of information (Stripling in Callison 281).

At this level, this topic should move far beyond the determination of eye color. These students should be capable of independent, creative thought and research that contributes not just to their own knowledge, but to that of society as a whole.

Because of their advanced core knowledge and their highly developed skills, the instructor of these advanced learners might consider introducing them to collecting and analyzing data for a research hypothesis created by the students themselves or a study of the bioethical considerations raised by our growing knowledge of this topic.

Drosophila are frequently used for experiments of this sort because of their short life cycles and the ease of collecting data, especially eye color. An AP bio lesson plan, complete with worksheets for data collection and instructions for a lab report assessment can be found at [].

To take another direction for lab study, DNA clones are available for analysis from select government labs. Assuming there is a centrifuge, the equipment needed to separate proteins, and easy access to computers, students could make genuine contributions to the Human Genome Project; the DNA is available because these scientists are seeking data to confirm their findings.

More difficult and frightening in today's classroom settings, a study of the bioethical considerations of genetic testing is among the most genuine of applications of information to the real world. Students could consider a series of disorders and issues that are linked to genetics--from club foot to Huntington's--to try to establish their own ethical parameters, which requires synthesis.

<span style="font-size: 12pt; color: #000000; font-family: 'Arial Black', Gadget, sans-serif;"> <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">

<span style="font-size: 140%; color: #000080; font-family: 'Arial Black', Gadget, sans-serif;">3rd Grade Lesson by Jennifer Pugh <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">While most third graders are not mature enough to talk about DNA or even dominant and recessive genes quite yet, they are ready to tackle Indiana State Science Standard 3.4.3, which states: "Observe that and describe how offspring are very much, but not exactly, like their parents and like one another." <span style="font-family: Arial, Helvetica, sans-serif;"> <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">__<span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">Materials Needed: __ <span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;">
 * <span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">Book about baby animals
 * <span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">Smartboard and computer with Internet access
 * <span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">Construction Paper and crayons
 * <span style="font-size: 120%; font-family: Arial, Helvetica, sans-serif;">Pictures of baby and adult animals from magazines, such as //Ranger Rick, National Wildlife, National Geographic,// or //Zoobooks.//

<span style="font-size: 110%; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">Begin the science lesson by reading a baby animal book, such as __What are Baby Koalas Called? A Book about Baby Animals__ by Kathy Feeney. As you read, have students observe ways in which baby animals are similar to and different from their parents and siblings (such as size, type of fur or feathers, coloring, etc.).

Next, using the Smartboard, show students the following website entitled "Matt's Petting Zoo" found at: []. Again, discuss similarities and differences between baby animal pictures and adult animal pictures found on website.

Then move into a hands-on portion of the lesson by putting students into groups of 3-4 students. Give each group some of the pictures of baby and adult animals from magazines and ask them to group their pictures and make observations about their groupings. Invite each student to select a pair of animal pictures (make sure it is a baby animal and its parent). After student glues the pictures down on a piece of construction paper, have him or her record ways that the baby is similar to and different from its parents. Once everyone is finished, they can share their findings with their classmates. As an extension, have students bring in a family picture. They can then write about the similarities and differences between themselves, their parents, and siblings (hair color, eye color, personality, etc.) These stories could then be hung up for others to enjoy!