5

th

Grade Science Unit

Heredity
By: Lauren Mroz

C.A. Frost Science Environmental Academy

Table of Contents Title

v Unit Overview o Unit Sequence & Time Span o Classroom Appearance o Affective Domain o Technology

Page #
3 3 3 4 4 4 4 6 5 3

o Hands-on Learning o Subject Integration o Interdependence o Final Assessment v Unit Goals

o List of Unit Assessments

v Unit Standards v Unit Objectives v Unit Planner v Parent Letter

7 7

8-9

10 11

v Unit Vocabulary v ITIP Lesson 1 Introduction v ITIP Lesson 2 Genes & Traits v ITIP Lesson 3 Genes & Traits Continued o Thumb Print Activity o Recipe for Traits Activity o What Will You Look Like? Activity o Inventory of Traits Activity

16

12 22 29 34 33 25 18

v ITIP Lesson 4 Environment & Traits o Epigenome Discussion Guide v ITIP Lesson 5 Conclusion & Final Assessment v Final Assessment Part One o Heredity Unit Study Guide

41

44

48 51

45

v Final Assessment Part Two

v Final Assessment Answer Key & Rubric v Bibliography

55 & 63 A-1

59

v Student Response to Unit

v Teacher Response to Unit

A-2 A-3
2

Unit Overview
Introduction
Each person is unique, in appearance and in behaviors. But how am I different from my friend? And why am I different from my brother and sister? Everyone tells me that I look like my mom but my sister looks more like my dad, but how can this be possible? The answer to these questions can be understood through heredity. This unit was designed for my fifth grade class at C.A. Frost Science Environmental Academy in the Grand Rapids Public School district. Throughout a series of lessons, students will explore what heredity is in relation to how genes and the environment influence their traits. Hands-on activities will be used in each lesson as the focus of learning the major concepts. Knowledge gained from the investigations will be further developed and reinforced through group discussion. This unit was inspired in response to the current Science curriculum. Presently, fifth grade does not have a curriculum in place to teach the many state standards related to Life Science. Therefore, I took it upon myself to create a unit that would thoroughly teach one of the main Life Science standards as developed by the State of Michigan. I am hoping that the integration of hands-on inquiry-based activities in each lesson will spark student interest and show them that learning Science can be fun.

Unit Sequence and Time Span

This unit will proceed in the order of which the lessons are presented, in a time period spanning approximately two weeks. I anticipate that the presentation of this unit will change based on the needs of my students and length of the activities throughout each lesson.

Classroom Appearance
The classroom will not change drastically throughout this unit. However, it will change slightly according to the needs of each lesson. For example, during some of the lessons, students will be moving their desks into groups to work more collaboratively on activities. Also, I hope to display student work from throughout the unit, particularly the dogs they create in lesson 3.

Affective Domain
The students affective domain will be taught by ensuring a safe and secure environment. All of my students will feel accepted and respected within the classroom. I will encourage them to support one another and give guidance to each other throughout all group work. In addition, I will give the students genuine compliments and set them up for success. They will know that I believe in all that they can achieve.

Technology
Technology will be integrated throughout this unit. This will be done through the use of the ELMO, SMART Board, and video. Each lesson will incorporate the SMART board for answering questions, viewing PowerPoints and watching videos. In the introductory lesson, the SMART board will be used to complete a bar graph of the classrooms trait inventory. In lesson two and three, the SMART board will be used to view and interact with a PowerPoint. In lesson four, a video will be played for the students to respond to and collaborate in a group discussion about the influence of the environment on traits. A short PowerPoint will also accompany this lesson on the SMART board. In lesson five, the SMART board will be used to answer the questions on the review guide and play a jeopardy review game. Throughout the entire unit the SMART board will be used in accordance with Class Dojo for classroom management.

Hands-on Learning
The main inspiration for this unit was making Science come to life for the students. The current Science curriculum at C.A. Frost Environmental Science Academy, requires the students to use hard to read textbooks with accompanying worksheets. The majority of the hands-on learning is done through teacher demonstration, restricting students from the ability to interact with learning themselves. Each lesson begins with an inquiry-based activity or investigation to introduce them to the lessons topic. Each student will physically be able to interact and manipulate materials as they use their higher level thinking skills to complete the investigation.

Subject Integration
This is first and foremost a Science unit, however the lessons are not limited to that criteria. The lessons within this unit touch on a variety of other subjects. Writing is the most heavily integrated subject to accompany this unit. Other subjects that are integrated within this unit include math, health, music, and reading.

Interdependence
Many of the concepts taught to students throughout this unit are ones they will apply to more than just the lesson they are working on. They will learn how they became the person they are genetically. This is taken a step further as students investigate how the environment they interact with also affects their traits. Students will learn how they can safely interact with their environment and avoid causing damage to their genes affecting their health.

Final Assessment
The final assessment of this unit consists in two parts: First, students will complete a selected response and written response assessment that covers the main ideas of what recently studied about heredity. The second part of the assessment will be an individual hands-on investigation. Students will be required to apply the main ideas of how genes influence their traits to construct a short DNA sequence. Using the DNA sequence they must decode the genes to determine what their face looks like. Students must draw the resulting face according to the traits coded for by their DNA sequence. Afterwards students must apply their knowledge about the environment to explain how the traits of their person could be influenced. They will be assessed based on a point scale broken into three parts; Mastery, Progressing, or Below expectations.

List of Unit Assessments

Lesson One: Introduction Lesson Lesson Two: Genes & Traits Lesson Three: Genes & Traits Cont. Lesson Four: Environment & Traits Lesson Five: Conclusion

Diagnostic Assessments

1. Anticipatory Set: Brainstorm what you know/want to learn about related to heredity.

1. Anticipatory Set: Journal Entry on physical traits.

1. Anticipatory Set: Verbal Discussion on what students already know about heredity

1. Anticipatory Set: Journal entry on environment and traits.

Formative Assessments

1. Anticipatory Set: Inventory of student traits 2. Task Analysis: Questions/Answer in Heredity Packet on the classroom traits survey. 3. Closure: Exit Card, write the traits you have influenced by genetics and environment.

1. Anticipatory Set: What Will You Look Like Activity found in Heredity Packet. 2. Task Analysis: Compare/Discuss similarities/differences between Smiley faces produced in activity. 3. Closure: 3-2-1 Exit Card on the days lesson.

Summative Assessments

1. Anticipatory Set: How are people different activity found in Heredity Packet. 2. Task Analysis: Discussion on thumbprints and why each person is unique if there are only 3 main types of prints. 3. Task Analysis: Decode a DNA recipe activity 4. Task Analysis: Compare/Discuss similarities/differences between each persons dog. 5. Closure: Student response to fingerprint activity.

1. Task Analysis: Discussion guide on video clip. 2. Task Analysis: 3-2-1 on environment and traits. 3. Closure: response to song/video clip about genetics.

1. Anticipat- ory Set: Check study guide. 2. Task Analysis: Jeopardy Review Game

1. Closure: Final Assessment Written 2. Closure: Final Assessment hands-on.

Unit Goals
The learner will understand that each person is unique because of their traits. The learner will recognize that traits are influenced by genetics. The learner will recognize that traits are influence by the environment. The learner will know specific traits influenced by genes. The learner will know specific environmental influences on traits.

Unit Standards
Science: L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual. S.IP.05.15 Construct charts and graphs from data and observations. Math: 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Writing: W.PS.03-05.01 Exhibit personal style and voice to enhance the written message. Health: 2.3 Describe health benefits of abstaining from or stopping tobacco use.

Unit Objectives
Introduction: 1. I can tell you that we will be studying how traits are influence by the environment and genetics through a trait inventory activity. Lesson 2: 1. I can tell you what a gene is using my vocabulary graphic organizer. 2. I can tell you what a trait is using my vocabulary graphic organizer. 3. I can tell you the difference between a dominant and recessive gene using my vocabulary graphic organizer. 4. I can tell you that children receive their traits from their mom and dad by doing the activity, What Will You Look Like, combining traits to create an offspring. 5. I can tell you how dominant and recessive genes impact the expression of traits after doing and discussing the activity, What Will You Look Like. 6. I can tell you specific traits that are only determined by genetics by determining how these traits are expressed in the activity, What Will You Look Like. 7. I can draw conclusions from the text to infer how traits hare passed from parents to offspring by doing and discussing the activity, What Will You Look Like. Lesson 3: 1. I can tell you that DNA is made up of thousands of genes through a PowerPoint. 2. I can tell you that DNA is made up of thousands of genes by participating in a class discussion after the Dog DNA activity. 3. I can tell you that genes are made up of 4 bases by participating in a class discussion after the Dog DNA activity. 4. I can tell you that each person has different traits because of differences in the bases of genes by doing and discussing the Dog DNA activity. 5. I can tell you that many genes have different variations that express different traits by doing a dog DNA activity. 6. I can tell you that the genes I receive from my mom and dad are given randomly which is why I can resemble and look different from family members by doing and discussing the Dog DNA activity.

Lesson 4: 1. I can tell you what epigenetics means using my vocabulary graphic organizer. 2. I can tell you that diet, stress, exercise, UV Radiation, temperature, and toxins are environmental influences that influence traits by watching a video clip on twin studies and the environment. 3. I can tell you that diet, exercise, toxins, and UV Radiation are environmental influences that are avoidable by participating in a class discussion about the video clip on twin studies and the environment. 4. I can tell you that the environment influences traits by changing or mutating genes by watching a video clip on twin studies and the environment. 5. I can tell you that the environment puts epigenetic tags on genes causing them to change by watching a video clip on twin studies and the environment. Lesson 5: 1. I can tell you that I will be checking my knowledge of the Heredity Unit by grading my study guide. 2. I can tell you that I will be doing a review for the assessment by playing a jeopardy game with the class. 3. I can tell you that I will be taking a short select-response and written assessment on heredity. 4. I can tell you that I will be doing an assessment activity to demonstrate my overall understanding on how genetics and the environment influence traits.

Science Unit Planner

Day 1
Lesson 1: Introduction
Materials Needed: Inventory of my Traits Packet Heredity lesson 1 PowerPoint

Lesson 2: Genetics & Traits

Materials Needed: Heredity Packet Coin for each pair of students PowerPoint Lesson 2 Colored pencils/crayons/markers

Day 2

Day 3
Lesson 3: Genetics & Traits
Materials Needed: Heredity Packet Ink Pad Magnifying glass (optional) Colored pencils/markers PowerPoint Lesson 3 Dog DNA activity

1) 2) 3) 4)

Lesson 3: Genetics & Traits

Materials Needed: Heredity Packet Ink Pad Magnifying glass (optional) Colored pencils/markers PowerPoint Lesson 3 Dog DNA activity

Day 4

Lesson 4: Environment & Traits

Day 5

Lesson 5: Review

Day 6

Materials Needed: Heredity Unit PowerPoint Lesson 4 sheets of paper for 3-2-1 (1 per student)

Materials Needed: Study Guide Jeopardy Game

Lesson 5: Assessment
Materials Needed: Final Assessment

Day 7

10

Greetings!

Our next unit in Science is being taught in a new and exciting way. This unit will allow students to have a more hands on experience so they can truly develop an interest and understanding about what heredity is and how they received their traits. This unit will cover a substantial amount of information on heredity specifically relating to human traits. We will begin investigating what heredity and traits mean through an engaging classroom activity and discussion. From there we will delve deeper into how humans receive their traits from genetics. This will be done through an experiment analyzing their fingerprints, and two longer investigations on DNA, genes, and the process of how genes are passed from parents to children. Afterwards, students will explore how traits can be acquired and changed through interactions with our environment. To conclude the unit, students will do a written and performance assessment related to the material and investigations completed in class. This may seem like a lot of difficult material, but it will be taught through collaboration and engaging investigations to help students dig deep into the material and develop a thorough understanding of the content. I am always here to listen to any comments or concerns you may have, so please feel free to contact me. Personally, I am looking forward to beginning this unit, as it allows more freedom and creativity for students while they engage in the material. I truly hope this unit will spark the interest of the children and reveal the fun and passion in learning science! Sincerely, Lauren Mroz C.A. Frost Science Environmental Academy: 616 819 - 2550 Cooperating Teacher: Michelle Baarda

11

Heredity Unit Introduction

Standards:
L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual. S.IP.05.15 Construct charts and graphs from data and observations. 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Day: 1 Objectives:
I can tell you that we will be studying how traits are influence by the environment and genetics through a trait inventory activity.

Anticipatory Set (25 min)

1) Pass out heredity packet. 2) Students will watch a BrainPOP video to introduce them on the unit of Heredity: a. http://www.brainpop.com/health/geneticsgrowthanddevelopment/heredity/ 3) Complete the questions and answers that follow the video as a class. **On SMART board 4) Students will do a classroom survey of various inherited traits (ex. Earlobes, dimples, tongue roll, freckles, allergies, hair color, eye color) found in heredity packet. 5) As a class, we will come up with a total number of students for each trait. (Students will record this on their own sheet). 6) As a class, we will complete a bar graph to represent that classroom data of traits. (Students will record this on their own graph). **On SMART board

Input 1) Task Analysis (20 min)

o Define what heredity is as a class. o Define what a trait is as a class. o Tell students that we will be learning about how genetics (what makes you up) and the environment influence your traits. o Have students get into pairs and answer questions on the last page of the inventory packet.
12

o Review the answers as a class to the last page of the inventory packet. Students should correct their answers in red pen. o Tell students that next we will focus on traits that are influenced by genetics. o Students will turn in their discussion questions as an exit card.

2) Blooms Taxonomy Thinking Levels

1) Knowledge: Can someone define what heredity is? Can someone define what a trait is? Can someone define what genetics is? Can someone define what the environment is? 2) Analysis: Analyze the bar graph to find traits more/less common.

3) Learning Styles
1) Visual: Students will look at a bar graph of the traits and interpret it. 2) Intrapersonal: Students will write about traits they have in an exit card.

4) Methods
1) Whole Group 2) Individual

5) Materials
1) Inventory of my Traits Packet 2) Heredity lesson 1 PowerPoint

Modeling
1) Teacher will model how to answer the questions on the inventory packet.

Checking for Understanding (Throughout Lesson)

The teacher will determine if students are beginning to grasp the difference between genetic and environmental influences based on how the students classify the PowerPoint pictures. The students will write traits they have that are influenced by genetics and environment.

Guided Practice
The teacher will walk around the class and monitor students completing the Trait Inventory. While the students are working in pairs to answer the discussion page questions, the teacher will monitor.

Independent Practice

The students will do the Trait Inventory individually. The students will complete the Trait Inventory Discussion questions in pairs.
13

Closure
1) Students will turn in the inventory packet discussion guide as an exit card.

Accommodations
1) Students with difficulty graphing can be allowed to work with a partner when graphing the classrooms traits. 2) Students who graph easily can graph more that the required amount of traits, so they can compare more traits to one another. 3) More advanced students can think of other common physical traits for the class to include in the inventory and graph. Using that, as a class, the students can predict if those traits seem to be genetic or not. In further lessons, we can continue to explore those traits in more detail.

14

15

Unit Vocabulary Graphic Organizer

Vocabulary Heredity Trait DNA Allele Gene Dominant Recessive Epigenetics Epigenetic Tags Definition Passing on of traits from parents to child. An inherited feature or characteristic. Contains genetic information and is located in every cell. One of 2 or more forms of a gene that control the same inherited trait. Basic unit of heredity that is a blueprint for each trait in the human body. A trait that is expressed if present. A trait that is only expressed if accompanied by another. Study of the environment on traits. Tags placed on genes where the environment has influenced a trait.

16

Journal Entry One: Your grandma and grandpa to you telling you that it you are starting to look a lot like them. She asks you why you think family members look so much alike. Explain to your grandparents using your own personal style and voice, why you think family members share similar physical features. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Journal Entry Two: Recently your grandma wrote to you telling you that your cousins genes have changed. She explained that the doctor told her it was caused by interactions with the environment. How do you think the environment could have caused her genes (traits) to change? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
17

 Packet Heredity Name: Number

Inventory of My Traits
Directions: What combination of these traits do you have? Complete the survey below by answering yes or no to each question to find out.

1. 3. 4. 5. 6. 7. 8. 9.

Question I have detached earlobes I can roll my tongue I am right handed I have freckles I have a cleft chin I have naturally curly hair I have allergies I can see colors red and green ( I am not color blind)

Yes

No

2. I have dimples

10. The hairline on my forehead is straight 11. I cross my left thumb over my right when I clasp my hands together 12. I have a uni-brow 13. I have a hitchhikers thumb 14. I have a widows peak 15. I am flat footed 16. I have straight toes 17. I have bald men in my family 18. I have blue eyes 19. I am a female 20. I have red hair 21. I am a male

18

Heredity Packet Name: Number

Inventory of My Traits
Directions: How many people in the class had each traits? Complete the table below by filling in the total number of students who answer yes and no for each trait. Question Yes No

I have detached earlobes I have dimples I can roll my tongue I am right handed I have freckles I have a cleft chin I have naturally curly hair I can see colors red and green ( I am not color blind) The hairline on my forehead is straight I cross my left thumb over my right when I clasp my hands together I have a hitchhikers thumb I have bald men in my family I have blue eyes I have red hair

Page 2

19

Heredity Packet Name: Number

Inventory of My Traits
Directions: How many people in the class had each traits? Complete the table below by filling in the total number of students who answer yes and no for each trait.

Title:______________________________________ __

Page 3

20

Heredity Packet Name: Number

Inventory of My Traits
Directions: Using the bar graph created by the class totals for each trait, make predictions about the traits. 1. What traits seem to be most common? How do you know this? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 2. What traits seem to be less common? How do you know this? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 3. Do you think the class results reflect the larger population fairly accurately? Why/Why not? _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Page 4

21

Heredity Unit Lesson 2

Standards:
L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual. R.CM.05.03 Analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.

Day: 2 Objectives:
I can tell you what a gene is using my vocabulary graphic organizer. I can tell you what a trait is using my vocabulary graphic organizer. I can tell you the difference between a dominant and recessive gene using my vocabulary graphic organizer. I can tell you that children receive their traits from their mom and dad by doing the activity, What Will You Look Like, combining traits to create an offspring. I can tell you how dominant and recessive genes impact the expression of traits after doing and discussing the activity, What Will You Look Like. I can tell you specific traits that are only determined by genetics by determining how these traits are expressed in the activity, What Will You Look Like. I can draw conclusions from the text to infer how traits are passed from parents to offspring by doing and discussing the activity, What Will You Look Like.

Anticipatory Set (35 min)

1) Students will complete a Journal Entry: Your grandma and grandpa to you telling you that it you are starting to look a lot like them. She asks you why you think family members look so much alike. Explain to your grandparents using your own personal style and voice, why you think family members share similar physical features. 2) Students will be shown different types of recipes a. Cooking recipe, Blue Print, DNA molecule 3) Ask: Who can predict what we use these instructions for? 4) In pairs, students will do a Genetic Heredity Activity in their Heredity Packet to understand how traits are passed from parents to offspring and the impact of dominant and recessive traits. a. Resource: http://oklahoma4h.okstate.edu/biotech/hairy_heredity.pdf

22

Input 1) Task Analysis (20 min)

1) Teacher will bring up Heredity Lesson 2 PowerPoint 2) Students will compare their Smiley face they created in the activity to others in the classroom. 3) Ask: Compare your smiley face to others, what do you notice? 4) Ask: Using the class smiley faces, do some traits appear to be more common than others? If so, which traits? 5) Ask: Can someone interpret what this tells you about dominant/recessive traits? 6) Teacher will go through the rest of the Heredity Lesson 2 PowerPoint 7) Students will do an exit card to show their understanding of the lesson.

2) Blooms Taxonomy Thinking Levels

1) Knowledge: Can someone define what a gene is? Can someone define what a trait is? 2) Understand: Can someone interpret what this tells you about dominant/recessive traits? Using the class smiley faces, do some traits appear to be more common than others? If so, which traits? 3) Analysis: Compare your smiley face to others, what do you notice? 4) Synthesis: Who can predict what we use these instructions for?

3) Learning Styles
Visual: Students will create a representation of their smiley face based on the traits in the What Will You Look Like? Activity Social: Students will work in partners to complete an activity. Auditory: Students will listen/watch a song that reviews the important concepts of the lesson during the Closure. 1) Whole Group 2) Partners

4) Methods 5) Materials
Heredity Packet Coin for each pair of students PowerPoint Lesson 2 Colored pencils/crayons/markers

Modeling
1) Teacher will model how to complete the coin flipping as part of the What Will You Look Like activity by doing 2 examples prior to students beginning.
23

Checking for Understanding (Throughout Lesson)

Teacher will circulate during the activity to make sure students are on task and understanding the material. Students will answer post-lab questions in their packet after the activity to demonstrate understanding. Students will complete a 3-2-1 exit card reflecting on the unit in response to the lesson.

Guided Practice
Teacher will be walking around the classroom during the Anticipatory Set Activity providing guidance for students. *However, the purpose of this activity is to challenge their higher-level thinking and have the students draw conclusions on their own.

Independent Practice
Students will complete the activity What Will You Look Like in partners.

Closure (10 min)

Students will do a 3-2-1 exit card. o List 3 different things you learned today. o Explain how dominant and recessive genes affect your traits. o What is one question you still have

Accommodations
1) Students who struggle with drawing can write out the description of their smiley face rather than draw it. 2) Students who are more advanced can identify each trait they get as dominant or recessive and/or homozygous or heterozygous. 3) When students partner up for the activity, partners can be pre-selected to aid more & less advanced students, i.e. pairing higher students together, pairing a lower performing student with a middle performing student.

24

 Heredity Packet Name: Number

What Will You Look Like?

Objective: Students will flip a coin to demonstrate how parents pass genetic traits to their offspring through heredity and the difference between dominant and recessive genes, and how they interact. Background: Agriculturalists have pioneered the study of genetics and heredity. For centuries farmers and ranchers have selected plant varieties and livestock for specific traits. Plant breeders select plant varieties, which produce more seed or fruit. Livestock producers select animals with specific traits such as increased milk production, ample muscle mass or structural correctness. Selecting for these traits has allowed agriculturalists to produce a higher quality and more abundant food supply. Heredity is the passing on of traits from parents to child. Most plants and animals have two of every kind of gene, one from their mother and one from their father. Only one gene from each parent is passed to each child for a particular trait. There are different forms of a gene that are referred to as alleles. Alleles are forms of the same gene with small differences in their DNA sequence. For example, there is a gene for hair color, alleles are all the different colors of hair someone can have. These small differences contribute to each person's unique physical features. Some alleles are dominant while others are recessive. Dominant genes (capital letters) overpower recessive genes (lowercase letters) and are always expressed in the child. Recessive genes are only expressed in child if both parents contribute a recessive gene. In human eye color, the gene for brown eyes is dominant and the gene for blue eyes is recessive. Therefore, if the child receives a brown eye gene (B) from either parent, the child will have brown eyes. The child would have to receive a blue eye gene (b) from each parent to have blue eyes.

Vocabulary
Allele DNA Gene Heredity Trait

Definition
One of 2 or more forms of a gene that controls the same inherited trait. Contains genetic information and is located in every cell. Basic unit of heredity that is a blueprint for each trait in the human body. Passing on of traits from parents to child. An inherited feature or characteristic.

25

Heredity Packet Name: Number

What Will You Look Like?

Directions: Use the flip of a coin to determine which genes your offspring will carry. One person should
be the Mother, one person the father. Flip a coin to determine which genetic traits each parent will pass on to their offspring. If the coin flip lands on heads select the dominant trait. If the coin lands on tails, select the recessive trait.

Mothers Traits

Fathers Traits

Flip coin and circle selected trait.

Heads Dominant 1. Face Shape 2. Eye Shape 3. Eye Color 4. Mouth Shape 5. Nose Shape 6. Skin Color 7. Hair 8. Male/Female R R B S B Y H X Tails Recessive s 1. Face Shape o 2. Eye Shape b 3. Eye Color f 4. Mouth Shape l 5. Nose Shape o 6. Skin Color b 7. Hair x 8. Male/Female Heads Dominant R R B S B Y H X Tails Recessive s o b f l o b y

26

Page 6

Heredity Packet Name: Number

Genetic Traits Worksheet

Mothers traits Fathers traits Possible trait combinations Circle appropriate trait.

Sample trait
1. Face shape

Tall TT
Round RR Round RR Brown BB Smile SS Big BB Yellow YY Hairy HH Male Xy

Tall Tt
Round Rs Round Ro Brown Bb Smile Sf Big Bl Yellow Yo Hairy Hh Female XX

Short tt
Square ss Oval oo Blue bb Frown ff Little ll Orange oo Bald hh n/a
Page 7
27

2. Eye Shape

3. Eye Color

4. Mouth Shape 5. Nose Shape 6. Skin Color

7. Hair

8. Male/Female

Heredity Packet Name: Number

Smiley Face Worksheet Draw and color the offsprings smiley face. Add details to identify your smiley as a boy or girl. 1. Face shape round/square 2. Eye Shape round/oval 3. Eye color brown/blue 4. mouth shape smile/frown 5. nose shape Big/little 6. Skin Color yellow/orange 7. Hair Hairy/bald 8. Male/female Boy/girl Offsprings name: ______________________
Page 8
28

Heredity Unit Lesson 3

Standards:
L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual.

Objectives:
I can tell you that DNA is made up of thousands of genes by participating in a class discussion after the Dog DNA activity. I can tell you that genes are made up of 4 bases by participating in a class discussion after the Dog DNA activity. I can tell you that each person has different traits (is unique) because of differences in the bases of genes by doing and discussing the Dog DNA activity. I can tell you that many genes have different variations that express different traits by doing a dog DNA activity. I can tell you that the genes I receive from my mom and dad are given randomly which is why I can resemble and look different from family members by doing and discussing the Dog DNA activity.

Day: 3 and 4 Anticipatory Set (35 min)

1) Ask: Can someone explain what a gene is? a. The instructions for what traits will be expressed. 2) Ask: Can someone relate genes to DNA? a. DNA is made up of thousands of genes. 3) Ask: Explain how do genes influence traits? **Think dominant and recessive a. A dominant gene will make that trait present in the child. A recessive gene will only be present when both the mom and dad pass on recessive trait to the child. 4) Students will do How are People Different? Thumb Print activity a. Resource: http://www.jmhs.jenkins.kyschools.us/Staff/BB/Science%20Textbooks/8th%20Grade%20Te xtbook/chap02.pdf

29

Input 2) Task Analysis

1) 2) 3) 4) 5) 6) Pull up Heredity Unit Lesson 3 PowerPoint. Go through Lesson 3 PowerPoint. Explain the activity students will complete to decode a DNA recipe. Teacher should model how to complete the activity. Break students into pairs and distribute activity materials. Students will do an activity requiring them to decode a DNA recipe of a dog. (35-40 minutes) a. Resource: http://teach.genetics.utah.edu/content/begin/traits/traitsrecipe.pdf 7) After about 25-30 minutes a group discussion will be held on the results of the activity. 8) Teacher should ask the following questions: a. Compare your dog to other groups, was it the same or different? b. Explain why was your dog different from other groups? i. The genes the dog inherited were random. c. What did each individual shape represent? i. The 4 different bases that make up DNA d. Look at the genes for body shape. Determine what is different genetically about each body type. i. The shapes are arranged differently e. In contrast, what is the same genetically about each body type? i. They are made of the same 4 shapes. 9) Teacher should ask if there are any questions.

3) Blooms Taxonomy Thinking Levels

1) Understand: Explain why was your dog different from other groups? Can someone explain what a gene is? Explain how do genes influence traits? 2) Apply: Explain how people can have different fingerprints by applying the genetics concepts we talked about today. Determine what is different genetically about each body type. 3) Analysis: Compare your dog to other groups, was it the same or different? In contrast, what is the same genetically about each body type? Relate genes to DNA?

4) Learning Styles
1) Visual Students will use their own fingerprints & pictures of fingerprints to identify which trait they inherited. Students will use strips of genes to identify traits and assemble a DNA strand for a dog. Students will learn basic concepts through a PowerPoint. 2) Verbal The teacher will ask students questions throughout the PowerPoint to engage their brains. The students will respond to a question in their journal for a closure. 3) Kinesthetic Students will use their hands to manipulate and assemble dog DNA. 4) Social Students will work in partners on the Dog DNA activity.
30

5) Methods
1) Whole group (PowerPoint) 2) Individual (Fingerprinting) 3) Partner (Dog DNA activity)

6) Materials
1) 2) 3) 4) 5) 6) Heredity Packet Ink Pad Magnifying glass (optional) Colored pencils/markers PowerPoint Lesson 3 Dog DNA activity

Modeling
1) Teacher will model how to use the ink pad to take fingerprints 2) Teacher will model how to complete the dog DNA activity.

Checking for Understanding (Throughout Lesson)

The teacher will observe how well students are grasping the concept of everyone having different fingerprints during the Fingerprint Activity and post discussion. The teacher will observe how well students are grasping the concept of DNA and genes while walking from group to group as they complete the Dog DNA activity. The teacher and students will learn how well they grasped the concepts in the Dog DNA activity in the post class discussion. In the closure, students will use the information they gathered throughout the lesson to write a journal entry.

Guided Practice
1) Teacher will walk around the classroom helping students identify their fingerprints. 2) Teacher will move from group to group assisting students as they decode the dog DNA 3) As students complete the journal entry, the teacher will be available to further explain the question.

Independent Practice

Students will identify their fingerprints. Students will work in pairs to decode the dog DNA
31

Students will complete a journal entry.

Closure
1) Journal entry: Respond to the following question. Think back to the fingerprinting activity we did. Students in the class had different types of fingerprints; whorl, arch, loop. Explain how people can have different fingerprints by applying the genetics concepts we talked about yesterday and today. Use the following words in your answer: DNA Bases Genes Random Traits Mom and Dad

Accommodations
1) Students who are struggling or need assistance can be required to have less genes in their DNA. 2) Students who struggle with art or motor skills can cut out the picture their gene represents and glue them together rather than drawing the dog. 3) Those who have difficulty writing can write shorter response or verbalize their response to the teacher. 4) Students who are more advanced can make their DNA longer and add more features to their dog. They can also write more in the responses including more vocabulary.

32

Heredity Packet

How are people different?

What pattern of fingerprints do you have?

How are people different?

Some of your unique qualities were present before you were born. These are the genetic traits you received from your mother and father. You can observe one unique trait by studying your own fingerprints. Complete the lab below to compare the fingerprint patterns labeled in the photograph with your fingerprints and those of your classmates. 1) Press the thumb and fingertips of one hand on a washable ink pad. 2) Gently roll each fingertip on a sheet of blank paper to produce a set of fingerprints. 3) Use a magnifying lens to observe your fingerprints and those of others in your class to find whorl, arch, and loop patterns.

Whorl Fingerprint

Arch Fingerprint

Loop Fingerprint

Response: Why do you think everyone has different fingerprints?

_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 33 _________________________________________________________________________________________________

Heredity Packet

A Recipe for Traits

Introduction: A set of instructions called DNA makes a recipe for traits in all organisms.
Information in a DNA strand is grouped into small segments. Each segment is made of even smaller units (like recipes are made of words, and words are made of letters). Differences in the DNA alphabet are what make differences in traits (just like a different sequence of letters makes different words, and a different recipe).

Directions:

Follow the directions below to create a DNA recipe for a dog. Using the Dog Traits Key,

read your DNA recipe and make a drawing of your dog showing all of its traits. 1. Make sure you have an envelope containing Dog DNA. 2. Determine the first trait of your dog (body shape) by randomly picking a piece of dog DNA out of the envelope. 3. Look at the symbols on the DNA strip you have chosen. Match the pattern to one you see on the Dog Traits Key for body shape. 4. Circle the picture for body shape that matches the DNA piece you have picked. 5. Set the piece of DNA aside and repeat steps 1-4 for the next trait on the key. 6. After circling the matching picture, the second piece of DNA to the first to make one long strand. This will become the DNA recipe for your entire dog. 7. Repeat these steps for each of the traits listed on the Dog Traits Key. 8. When you have finished, draw your dog with all of its traits (the traits you have circled on the Dog Traits Key) on a separate piece of paper. 9. As instructed by your teacher, hang up the picture of your dog along with its DNA recipe (the DNA pieces you chose attached in a long strand).

Page 10

34

35

36

37

38

39

40

Heredity Unit Lesson 4

Standards:
L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual. Health 2.3 Describe health benefits of abstaining from or stopping tobacco use.

Objectives:
I can tell you what epigenetics means using my vocabulary graphic organizer. I can tell you that diet, stress, exercise, UV Radiation, temperature, and toxins are environmental influences that influence traits by watching a video clip. I can tell you that diet, exercise, toxins, and UV Radiation are environmental influences that are avoidable by participating in a class discussion about the video clip. I can tell you that the environment influences traits by changing or mutating genes through a video clip. I can tell you that the environment puts epigenetic tags on genes causing them to change by watching a video clip.

Day: 5 Anticipatory Set (15 min)

Students will complete a Journal Entry: Recently your grandma wrote to you telling you that your cousins genes have changed. She explained that the doctor told her it was caused by interactions with the environment. How do you think the environment could have caused her genes (traits) to change? Predict what you think the word epigenetics means 1) Influence of the Environment on genes Add epigenetics to vocabulary graphic organizer. Students will watch a video clip on Epigenetics (7 minutes) 2) http://learn.genetics.utah.edu/content/epigenetics/twins/ 3) Stop video clip at 3:00 minutes and have students brainstorm what environmental factors they think could influence gene expression. 4) After students brainstorm, continue with video clip.

Input 1) Task Analysis (35 min)

41

1) Students will work individually to complete the discussion guide in their heredity packet after the video clip. 2) Pull up PowerPoint Lesson 4 3) Group discussion of video clip using discussion guide in heredity packet. 4) Students will do a 3-2-1 a. List 3 environmental factors that influence traits b. Explain how 2 of those factors influence traits c. Define epigenomes.

2) Blooms Taxonomy Thinking Levels

1) 2) 3) 4) Knowledge List 3 environmental factors that influence traits. Define epigenomes. Understand Explain how 2 of those factors influence traits Analyze Analyze the picture for traits that seem different. Synthesis Predict what could have caused these changes in traits. Predict any external (environmental) factors that could influence traits.

3) Learning Styles
1) Visual Students will observe pictures and a PowerPoint as they learn about environmental influences on traits.

4) Methods
1) Whole Group

5) Materials
1) Heredity Unit PowerPoint Lesson 4 2) sheets of paper for 3-2-1 (1 per student)

Modeling
1) Teacher will model how to complete the activity Your environment, your epigenome

Checking for Understanding (Throughout Lesson)

Students will respond to a video/song clip related to genetics specifically focusing on the environmental influences on traits.

Guided Practice
1) Teacher will walk around during the activity Your environment, your epigenome to help students as needed.

Independent Practice
1) Homework: Students will complete the study guide for the chapter.
42

Closure (10 min)

1) Students will watch a song/video clip about Genetics a. http://www.youtube.com/watch?v=oMNHUFmLOsc b. Students should respond to the following question: i. List 3 environmental factors that can effect your traits mentioned in the song. ii. What are some of the consequences of mutated genes?

Accommodations
1) Students who struggle with writing can be required to work with a partner, type, or verbalize their responses rather than write their responses to the video.

43

Heredity Packet 1. What are epigenomes?

Epigenome Video Discussion

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

2. What is the environment?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

3. What were some environmental factors that influence genes?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

4. Why are twins good to study the effects of the environment on genes?
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

5. How does Temperature affect traits? Give one example.

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

6. How do epigenetic tags change traits?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

7. Do you think most environmental factors can be avoided? Explain.

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 44

Page 11

1. What is Heredity? ____________________________________________________________________________ 2. What is a gene? ______________________________________________________________________________ 3. What is a trait? ______________________________________________________________________________ 4. What is DNA? ________________________________________________________________________________ 5. What are epigenomes? ________________________________________________________________________
__________________________________________________________________________________________________ __________________________________________________________________________________________________

6. How are traits and genes related? ____________________________________________________________

__________________________________________________________________________________________________ __________________________________________________________________________________________________

7. Explain the difference between dominant and recessive genes on trait expression.
__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

8. Name at least 5 traits that are determined by genes.

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

9. How do children receive genetic traits?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

10. Genetically, how does each person have different traits?

__________________________________________________________________________________________________ 45

__________________________________________________________________________________________________ __________________________________________________________________________________________________

11. How do genes influence traits? **Think dominant/recessive

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

12. How are genes related to DNA?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

13. How does the environment influence traits?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

14. Name at least 5 environmental factors that influence traits.

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

15. Write any questions you still have below to ask in class after the review.

46

Student Review Guide Answer Key What is Heredity? o The passing on of traits from parent to child. What is a gene? o The instructions for what traits will be expressed. What is a trait? o A trait is an inherited feature or characteristic. What is DNA? o Contains the genetic information for creating traits. What are epigenomes? o Small tags on genes caused by interactions with the environment. How are traits and genes related? o For every trait you have, there is a specific gene in your DNA that codes for it. Explain the difference between dominant and recessive genes on trait expression. o A dominant gene is written as a capital letters and if present will be expressed. A recessive gene is written as a lowercase letter and is only expressed if there are 2 recessive genes. Think of the Coin Toss Activity. Name at least 5 traits that are determined by genes. o Freckles, dimples, hitchikers thumb, hair color, eye color, skin color, height, gender, right/left handed, rolling tongue, hairline, balding, detached/unattached earlobes. Think of the Trait Inventory Activity. How do children receive genetic traits? o Children receive one set of genes from their mom and one set of genes from their dad. Genes are passed on randomly! Think of the coin toss activity. Genetically, how does each person have different traits? o Each gene has multiple versions, called alleles. DNA is composed of bases. Different letter arrangements (alleles) code for different traits. Think of the dog DNA activity. How do genes influence traits? **Think dominant/recessive o A dominant gene will make that trait present in the child. A recessive gene will only be present when both the mom and dad pass on recessive trait to the child. How are genes related to DNA? o DNA is made up of thousands of genes. How does the environment influence traits? o The environment causes epigenetic tags to be placed on genes. The tags cause genes to be turned on/off and can cause them to mutate leading to cancer. Name at least 5 environmental factors that influence traits.

47

Heredity Unit Lesson 5

Standards:
1) L.HE.05.11 Explain that the traits of an individual are influenced by both the environment and the genetics of the individual.

Objectives:
I can tell you that I will be checking my knowledge of the Heredity Unit by grading my study guide. I can tell you that I will be doing a review for the assessment by playing a jeopardy game with the class. I can tell you that I will be taking a short written assessment on heredity. I can tell you that I will be doing an activity to demonstrate my overall understanding on how genetics and the environment influence traits

Day: 6 and 7 Anticipatory Set (35 min)

1) Go over study guide answers in jeopardy game format. 2) Open Heredity Study Guide Game PowerPoint a. Students will get into their jeopardy game groups. b. 5 minutes will be given for the groups to discuss the questions and make sure they have them all answered. c. Groups should designate a speaker to answer the question. d. Questions from the study guide will randomly be shown on the SMART board. e. If a group knows the answer, the speaker must raise their green/orange popsicle stick in their air to answer it. f. First group with stick in the air, gets to answer the question. If they are correct their group gets 100 points toward the Jeopardy Game Review. If the group is wrong the question is opened up for another group to answer.

Input 1) Task Analysis

1) Review by playing a Jeopardy game. (45 minutes) 2) Remind students of testing rules 3) Hand out Heredity Unit Assessment (60 minutes)
48

2) Blooms Taxonomy Thinking Levels

1) Knowledge Define the terms heredity, gene, DNA, epigenetic tags. Identify 5 environmental influences and 5 genetic influences on traits. 2) Understanding Explain how traits and genes are related. Explain how each person has different traits. 3) Analysis Compare dominant and recessive genes. 4) Synthesis Create a model of DNA and genes. 5) Evaluate Select the correct answer in the multiple choice section of the assessment.

3) Learning Styles
1) Verbal Students will answer questions from the jeopardy game and study guide aloud 2) Interpersonal Students will interact in groups to answer the jeopardy game questions 3) Logical Students will use their reasoning to answer the jeopardy game questions.

4) Methods
1) Whole Group

5) Materials
Study guide & answer key Jeopardy PowerPoint game Heredity Unit Assessment

Modeling
1) Teacher will go through the assessment and explain/model how to complete each section as well as how to answer the confidence level for each question.

Checking for Understanding (Throughout Lesson)

1) Teacher and students will go over study guide as an indicator for how prepared they are for the assessment 2) Students will do a jeopardy game to review for the assessment 3) Teacher will grade the units to determine their overall understanding.

Guided Practice
Teacher will clarify misunderstandings during study guide review and jeopardy game.

Independent Practice and Closure (60 min)

1) Students will take the Heredity Unit Assessment.
49

Accommodations
1) Those who have difficulty writing can write shorter responses 2) Students with needs for testing can type responses, have a longer time period to take their assessment in, and/or can have the assistance of a special needs teacher. 3) Students who struggle with drawing can cut and paste the feature of their person.

50

Name:

Number:

Heredity Unit Final Assessment

Directions: Answer the following questions by selecting the correct answer. There is only 1 correct answer for each question. Indicate your confidence on your answer by rating yourself 1 (confident) to 3 (guessing). 1. Why is DNA important to life? (Lesson 3) a. DNA is the recipe for traits that make up who we are. b. DNA is inherited from mom and dad c. DNA is one long gene. Confidence: 1 2 3

2. What role does DNA play in traits? (Lesson 3) a. DNA does not play a role in traits. b. DNA is composed of genes that code for traits. c. DNA is found inside every cell of the human body. d. DNA is a trait. Confidence: 1 2 3

3. Genetically, how do we all look unique? (Lesson 3) a. We have different parents. b. Our environment is different. c. Different combinations of the bases in our genes d. Dominant and recessive genes. Confidence: 1 2 3

4. What are genes? (Lesson 2)

a. The instructions for making traits b. Come from your mom and dad c. Only A
51

Confidence: 1

d. A & B

5. How are Traits and Genetics related? (Lesson 2) a. Traits are genes. b. Different combinations of bases (letters). c. For every trait you have, there is a specific gene in your DNA that codes for it. d. All of the above. Confidence: 1 2 3

6. How is each person unique and have different traits if DNA only has 4 letters? (Lesson 3) a. There are endless combinations of letters and sentences. b. There are endless combinations of letters. c. There are endless combinations of sentences. d. DNA has more than 4 letters to code for traits? Confidence: 1 2 3

7. What was the purpose of the dog activity? (Lesson 3) a. To recognize the importance of dominant/recessive genes. b. To recognize that different combinations of letters code for different genes. c. To understand that genes are inherited randomly. Confidence: 1 d. To figure out how mutations occur. 2 3

8. What is a trait? (Lesson 2) a. Features or qualities in someone b. The passing on of traits form parent to child. c. Contains the genetic information for creating traits. d. Small tags on genes caused by interactions with the environment.

Confidence: 1

9. How do we genetically get our traits? (Lesson 2)

52

a. We are just created like that. b. Interactions with the environment. c. We get 1 of each gene from our mom and dad d. DNA decides what traits each person should have.

Confidence: 1

10. If Justins mom has brown eyes (BB) and his dad has blue eyes (bb), since brown is dominant what color eyes will Just have? (Lesson 2) a. Blue b. 1 Blue eye and 1 Brown eye. c. Green d. Brown Confidence: 1 2 3

11. What are epigenetic tags? (Lesson 4) a. Genes that code for traits. b. Influence of the environment on our genes. c. Effect of our parents genes on our DNA. d. They tell you where a new gene (trait) starts. Confidence: 1 2 3

11. How does the environment influence traits? (Lesson 4) a. Puts small tags on genes causing them to turn on/off. b. Causes genes to mutate c. Only A d. A & B Confidence: 1 2 3

12. Identify 2 ways the environment can influence your traits. (Lesson 4)

53

_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 13. What are the 4 bases that make up DNA? And what does DNA stand for? (Bonus Question) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 14. Label the picture below (lesson 3)
2. 2. 3. 2. 3. 1.

3.

1. _______________________ 2. _______________________ 3. _______________________

15. Name 4 traits we get genetically (from our genes). (Lesson 1)

54

 Name:

Number:

Heredity Unit Final Assessment

Directions: Answer the following questions by selecting the correct answer. There is only 1 correct answer for each question. 1. Why is DNA important to life? (Lesson 3) a. DNA is the recipe for traits that make up who we are. b. DNA is inherited from mom and dad c. DNA is one long gene.

2. What role does DNA play in traits? (Lesson 3) a. DNA does not play a role in traits. b. DNA is composed of genes that code for traits. c. DNA is found inside every cell of the human body. d. DNA is a trait.

3. Genetically, how do we all look unique? (Lesson 3) a. We have different parents. b. Our environment is different. c. Different combinations of the bases in our genes d. Dominant and recessive genes.

4. What are genes? (Lesson 2)

a. The instructions for making traits b. Come from your mom and dad c. Only A
55

d. A & B

5. How are Traits and Genetics related? (Lesson 2) a. Traits are genes. b. Different combinations of bases (letters). c. For every trait you have, there is a specific gene in your DNA that codes for it. d. All of the above.

6. How is each person unique and have different traits if DNA only has 4 letters? (Lesson 3) a. There are endless combinations of letters and sentences. b. There are endless combinations of letters. c. There are endless combinations of sentences. d. DNA has more than 4 letters to code for traits?

7. What was the purpose of the dog activity? (Lesson 3) a. To recognize the importance of dominant/recessive genes. b. To recognize that different combinations of letters code for different genes. c. To understand that genes are inherited randomly. d. To figure out how mutations occur.

8. What is a trait? (Lesson 2) a. Features or qualities in someone b. The passing on of traits form parent to child. c. Contains the genetic information for creating traits. d. Small tags on genes caused by interactions with the environment.

9. How do we genetically get our traits? (Lesson 2)

56

a. We are just created like that. b. Interactions with the environment. c. We get 1 of each gene from our mom and dad d. DNA decides what traits each person should have.

10. If Justins mom has brown eyes (BB) and his dad has blue eyes (bb), since brown is dominant what color eyes will Just have? (Lesson 2) a. Blue b. 1 Blue eye and 1 Brown eye. c. Green d. Brown

11. What are epigenetic tags? (Lesson 4) a. Genes that code for traits. b. Influence of the environment on our genes. c. Effect of our parents genes on our DNA. d. They tell you where a new gene (trait) starts.

11. How does the environment influence traits? (Lesson 4) a. Puts small tags on genes causing them to turn on/off. b. Causes genes to mutate c. Only A d. A & B

12. Identify 2 ways the environment can influence your traits. (Lesson 4) The environment can influence traits in several ways. Several types of environmental influences

are nutrition, exercise, drugs, smoking, and chemicals.

57

13. What are the 4 bases that make up DNA? And what does DNA stand for? (Lesson 3) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 14. Label the picture below (Lesson 3) 15. Name 3 traits we get genetically (from our genes). (Lesson 1)

58

Heredity Unit Final Assessment Part Two

Directions: Using the envelope of genes complete the following steps. 1. Assemble the DNA sequence and tape it together. (1 point) 2. Write each gene on the lines below. (2 points) 3. Identify the trait each gene codes for. (2 points) 4. Using the traits, draw a picture in the box below that shows what your person looks like based on their traits. (5 points) 5. Write 1 environmental factor that could influence your person. (1 point) 6. Explain how that environmental factor influences the traits of your person. (4 points) Write each gene on the lines below: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Draw your person in the box below:

59

A T

T A

C C

G A G A

T C

G T

C G

T T G T

T G G G

C C A A

G C T T T A G G

G C G A

T T G T

T G T G
60