Summer Science

Summer Science Genetics Cycle

Classroom Days Day One  Objectives: The students will… o Examine various genetic (and non-genetic) traits to determine similarities and differences between peers o Understand and apply important genetics terminology o Discuss current genetics issues in real life (ex. ABS) o Use genetics information provided to determine traits and create the resulting “dragon”  Materials: o SMARTboard o Large index cards o Sticky notes o “Questions we have about Genetics” poster o Jurassic Park video o PTC paper o Markers/colored pencils/crayons o Scissors o Glue o Printer paper o Handouts for all activities  Procedure: o Introductions and attendance o PowerPoint: overview of 4-day cycle o Create partner card o Create web on genetics (what we already know, or think we know) . Prompt students: “What do you think of when you hear the word GENETICS?” o Have students create questions they have about genetics on sticky notes, place sticky notes on “Questions we have about Genetics” poster. . Prompt students: “Ask questions about vocabulary, HOW something happens, WHY something happens, questions about your family or your friend’s family, etc.” o Jurassic Park clip . Watch 2-3 minute clip from Jurassic Park where it explains the genetics behind the creation of the dinosaur park. . Discuss whether or not students believe this could happen in “real life.” o Human Variation . Hand out human variation sheet to each student. . Go through PowerPoint of each trait and have students fill in their sheets according to their own traits. . After each trait, ask students if they think the trait is genetic or non-genetic . Once all 13 traits are completed, have students compare their answers with each of their partners on their partner card to see how many they have in common. . Ask student volunteers to read their trait “profile” while each student in the class counts how many traits they have in common. Find students that are “most alike” and “most different.” . Discuss the limitations to this activity  Only looks at 13 traits  Not all genetic  What would happen if we looked at more traits? How would your similarities/differences to others in the class compare? . RECESS . Genetics Vocabulary  Go through “Genetics: What and Why” PowerPoint while students fill out first two vocab. words. o Discuss ABS and how/why they use genetics  Go through PowerPoint of additional important vocabulary words while students copy on remainder of handout . Dragon Genetics  Each student receives an envelope of Mom and Dad chromosomes (3 of each)  Each student receives DIFFERENT trait strip (6 choices)  Fill out trait chart, including the 3 traits each chromosome controls, and the genotype and phenotype for each trait  Recollect envelopes and trait strips  Students create/draw dragon according to trait chart  Upon completion, students fill out a birth certificate for their dragon and do the summary sheet