Genetics Lesson 1

Grade Level: 8 Subject: Science Prepared By: Ginger DeCavitch

Overview & Purpose Introduce students to the topic of heredity. Traits are observable characteristics that we inherit from our parents.

Standard: Life Science 8th Grade 2. Organisms reproduce and transmit genetic information (genes) to offspring which influences traits in the next generation.

Teacher Guide Learning Target: Students will take an inventory of their own easily observable traits and compare those traits with other students in the class. Warm-up: Write working definitions and discuss as a class. Add definitions to their notebook glossary and illustrate. Concept/Lesson: Identify what a trait is and the difference between a trait and a tradition. Inventory their own traits. http://teach.genetics.utah.edu Download and print: An inventory of my Traits lesson and Family Traits and Traditions A make and match Game. Ask Students to write in their interactive notebook: What is the difference between heredity and genetics?

Student Guide Materials Needed y Student science notebook y Pencil y Graph Paper y Inventory of My Traits WS Glencoe Life Science page 126 gives a good example of the differences between heredity and genetics

Call out a physical trait like eye color and have students make quick groups. Have students think up another trait that they could group up into. Distinguish between a trait and a tradition, Ear piercing example of a tradition but not a trait. Activity: Are dominant traits more common? Have all students stand and call out 1 trait at time and direct all students who do not have the trait to sit down. Once they sit they do not get up again.

Students will fill out their Inventory of my Traits and get in groups to compare how their traits differ and are similar to others. Students are to record their observations in a data table and make a bar graph to show the most and least common traits in their group. a. Analyze the data for the class and calculate the frequency for each of the traits. # Of students with the trait/# of students in the class = % and report it using some type of media. b. Create a wall chart of the classroom data. c. Research the question, Are dominant traits more common?

Other Resources|APPS: y Glencoe Life Science Text y Gene Splicing LITE Game y NUMBERS for graph y Excel for graph

Extensions: Students will show a advanced understanding of traits and analyze and research traits. Students will show an understanding of dominance and that dominance does not necessarily imply that a dominant gene is the most common.

Assessment:

Homework: Homework: Students will use game cards to inventory the traits in their family. Family Traits and Traditions Make and Match game- cards and instructions

Genetics Lesson 2

Grade Level:

Subject:

Science

Prepared By:

Ginger DeCavitch

Overview & Purpose y Traits are observable and passed from each parent and grandparents. A dominant trait is not necessarily the most common. Understand the interconnected nature of math and science by utilizing math in the prediction of future generations.

Standard: Life Science 8th Grade 2. Organisms reproduce and transmit genetic information (genes) to offspring which influences traits in the next generation.

Teacher Guide Learning Target: Students willreview traits by responding to questions about their traits. http://teach.genetics.utah.edu Download and print: Traits Bingo

Student Guide Materials Needed y Student science notebook y Pencil and colored pencils y Graph Paper y Traits Bingo Card- 1 per student y Markers for Bingo y Teacher Bingo Teacher read sheet.

Warm-up: Students will respond to this question from their homework on Lesson #1 in their science notebook. What traits have you inherited? What were some traditions that you shared with your family? Example: ear piercing Concept/Lesson: Physical traits are inherited from your parents. Students will calculate the frequency of their traits in their classroom with the frequencies of the general population

Family Tradition Mix and Match Game

Make and Match Card Sets- 1 per team for review

Traits Bingo Game. One square on the Bingo card is for students to taste PTC. I will not be doing that so replace square with Find broccoli bitter and Love the taste of broccoli.

Students will each receive a Bingo card and listen to the instructions and mark any square that apply to them. Read until someone gets a BINGO or play Blackout. Using yesterdays data from Inventory of my Traits calculate the frequencies of traits in our classroom. # of students with the trait/# of students in the class = % Design a Bingo Card that includes additional traits that are hereditary Analyze the data for the class and calculate the frequency for each of the traits. # of students with the trait/# of students in the class = % and report it using some type of media. Create a wall chart of the classroom data

Other Resources|APPS: y NUMBERS for graph y Excel for graph y CPS Clickers on BrainPop Quiz

Extensions:

BrainPop, Heredity: You have your mothers eyes! Movie and Clicker Quiz. BrainPop. Mother Nature handout, shows list of dominant vs. recessive traits, Activity sheet, What does probability have to do with heredity? Punnett square earlobes.

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Assessment:

Collect responses on leaving classroom to evaluate student understanding of traits and their ideas on how those traits are passed.

Write three traits that you have and how you would determine how those traits were passed to you.

Homework: Student Extensions

Genetics Lesson 3
Grade Level: 8 Subject: Science Prepared By: Ginger DeCavitch

Overview & Purpose y Traits are observable and passed from each parent and grandparents. A dominant trait is not necessarily the most common. Understand the interconnected nature of math and science by utilizing math in the prediction of future generations.

Standard: Life Science 8 Grade 2. Organisms reproduce and transmit genetic information (genes) to offspring which influences traits in the next generation.

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Teacher Guide Learning Target: Students observe that traits are passed from parents to offspring, and that siblings each receive a different combination of traits from their parents. http://teach.genetics.utah.edu Print and download- Generations of Traits Activity sheets In this hands-on activity students track and record the passage of colored pom-pom traits through three generations of gingerbread people.

Student Guide Materials Needed y Student science notebook y Colored pencils y Generations of Traits worksheet 1 per student y Generations of Traits Instructions class set y Student science notebook y Six plastic cups, 24 pom-poms (6 brown, 6 green, 6 yellow, 6 red), crayons (brown, green, yellow and red), tape and marker for labeling the cups PER TEAM of 3-4 Internet access and projector

Warm-up: Demonstrate that traits may be similar to others but that the outcome of the combination of traits on a genetic wheel shows how different we are. Concept/Lessons: Every organism requires a set of instructions for specifying traits. Heredity is the passage of those traits. Extensions: Students will analyze a genetic differences using a Punnett square and genetic wheels for their own traits and for whitetail deer

Share The Gene Scene: The Genetic Wheel on document camera. http://www.worldwildlife.org/fun/games/genescene/GeneActivities2.html Choose individual students and show that their outcome will always be different than someone else. Outcome is a number on the wheel that does not represent any genetic code just shows differences.

Assist students by setting up the lab stations and assisting students with the activity. Lead a class discussion Generations of Traits Questions #1-3. Assign reading, Glencoe page 126-131.

Generations of Traits: Ginger Bread and Pom-Poms Activity

Other Resources/APPS: y UTube Rap Video Genetics<http://youtu.be/0 OnwOKiMVb8

Calculating Percentages in Punnett squares: page 131 Glencoe questions #1-2. Write a paragraph describing how Punnett squares can be used. http://www.worldwildlife.org/fun/games/genescene/blankWheel.htm

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http://dnr.state.il.us/ education/classrm/b iodiversity/PDF/AC T1-4.PDF Fill out a genetic wheel for your traits and for whitetail deer.

Assessment:

Punnett Squares: long and short haired Guinea Pig and have them glue in results in their science notebooks. http://dnr.state.il.us/education/classrm/biodiversity/PDF/ACT1-4.PDF

Homework: Expert Space Article. Genetics and Heredity Differentiated reading from Lexile 740 to 1170. Read article and highlight main ideas.

Genetics Lesson 4
Grade Level: 8 Subject: Science Prepared By: Ginger DeCavitch
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Overview & Purpose: Students will recoginize that DNA is a set of instructions that specifies the traits of an organism and information in the DNA molecule is divided into segments called genes.

Standard: Life Science 8 Grade 2. Organisms reproduce and transmit genetic information (genes) to offspring which influences traits in the next generation.

Teacher Guide Objectives Students create a "DNA recipe" for a dog by randomly selecting strips of paper that represent DNA. They then decode the DNA recipe to reveal the physical traits of their dog and create a final drawing of the organism. Students learn that differences in the DNA recipe lead to different traits by comparing their DNA recipes and dog drawings with the rest of the class to note similarities and differences Warm-up: Revisit traits coming from parents and review the concept that the information for the traits is stored in DNA in pairs called genes. Concept/Lesson: Students will create a DNA set of instructions that specifies the traits of a dog. Students will decode DNA strips to complete a drawing of a dog. Extensions: Students will research genetic varieties in dogs. National Geographic Video: Science of Dogs Nova Video: Dogs Decoded http://teach.genetics.utah.edu Download and print: A Recipe for Traits

Student Guide Materials Needed y Student science notebook y Pencil, colored pencils y DNA envelopes for each student with 8 strips each y Recipe for Traits class set

Ask Question:Why do I have blue eyes when my parents both have brown? Discuss student responses. Show BrainPop: Genetics and Review Quiz with the class.

Students will write the Warm-up Question in Notebook and respond. Define chromosomes and genes in your science vocabulary notebook.

A Recipe for Traits Activity. Students will create a final drawing of their dog or find a sample of a type of dog they have created from random selection from their dog recipe. g. h. i. j. Research genetics of dogs and why there is such a rich variety. Present you findings to the class visually. What is an AKC registered breed? What are their rules for breeding? Registering a new breed? Trace the evolution of the modern dog from wolves. Interview a dog breeder.

Other Resources|APPS: Internet access to locate pictures of dogs Ipad APP- Dog Breed, lists over 1000 types of dogs and very visual and can build a dog to specify

Assessment: BrainPop, Genetics

E Clicker response to Quiz on Genetics.

Homework: Find out if your dog is AKC registered? If not registered what is family or breed of dogs do you think it belongs to?

Genetics Lesson 5
Grade Level: 8 Subject: Science Prepared By: Ginger DeCavitch
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Overview & Purpose: DNA is found in cells of living things. DNA carries the information for traits on the genes.

Standard: Life Science 8 Grade 2. Organisms reproduce and transmit genetic information (genes) to offspring which influences traits in the next generation.

Teacher Guide Objectives Students will extract DNA from peas. http://teach.genetics.utah.edu Extracting DNA from living tissue- peas

Student Guide Materials Needed y Student science notebook y Pencil, colored pencils y Blender, C. green split peas, 1/8 tsp. salt, 1 C cold water, 2 TBS liquid detergent, pinch of meat tenderizer, rubbing or ethyl alcohol y Test tubes, beakers, straining cloth, funnels, stirrers y Instruction sheet for Extraction for DNA class set

Warm-up: Students will watch the virtual lab of extracting DNA from cheek cells.

http://learn.genetics.utah.edu/content/labs/extraction/ Virtual lab cheek cell DNA

Ask students, How can you get a sample of DNA from a living thing? Who would use a sample of DNA and what would they do with the information? View the Virtual lab cheek cell movie.

Concept/Lesson: Students will extract pea cell DNA and collect it in a tube following a lab series of steps. Extensions: Students will

Working in teams of 2-3 students will follow the process of DNA extraction and follow lab procedures and clean-up. Complete a notebook Data Table: .What do you see? And what does it mean?

Other Resources|APPS: MS3 Video, Inside the Cell on Heidi blog

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Students will design a DNA extraction using other variables. Experiment with different soaps, living materials. Write a proposal for their new lab test. Extract a cheek cell, stain the cell and examine under a microscope. Explain why DNA is not visible. Explain what is visible to the eye and illustrate in your notebook.

Assessment:
Students will write a summary explaining how the adding of detergent assists in the extraction of DNA

Why did we add detergent to the pea mixture? http://learn.genetics.utah.edu/content/labs/extraction/howto/deter gent.html Students will read the explanation and write a summary of the results ad illustrate their response.

Homework: