Suggested Implementation
Below is a suggested sequence for implementing the activities contained in the unit. Please see each individual activity for implementation instructions, suggestions for adaptations and extensions, and applicable standards.
Day | Activity | Notes |
---|---|---|
Day 1 (40 mins.) | An Inventory of My Traits | Students take an inventory of their own easily-observable genetic traits and compare those inventories with other students in groups. |
Observable Human Characteristics | This web page shows many of the traits included in An Inventory of My Traits. | |
A Tree of Genetic Traits | Students find the most and least common combination of traits in the class by marking their traits for tongue rolling, earlobe attachment, and PTC tasting on paper leaf cut-outs. Students then organize the leaves on a large "tree of traits." | |
Family Traits Trivia (Homework) | Students use game cards to inventory the traits in their family. (Note: individuals in families do not need to be related to participate in this activity.) | |
Day 2 (40 mins.) | Generations of Traits | Students track and record the passage of colored "pom-pom traits" through three generations of ginger-bread people. |
Traits Bingo | In this review activity, students cross off or color bingo squares in response to questions about their traits. | |
Handy Family Tree (Homework) | Students distinguish between inherited and learned traits by creating a "family tree of traits" using handprints. (Note: Individuals in families do not need to be related to participate in this activity.) | |
Day 3 (40 mins.) | A Recipe for Traits | Students learn that differences in DNA lead to different traits by: 1) randomly choosing strips of paper that represent DNA, then 2) decoding the DNA strips to complete a drawing of a dog. |
Family Traits and Traditions (Homework) | Students and their families play a matching game with cards to identify traits that are inherited and traits that are learned or passed on through tradition. |