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Georgia Performance Standards Framework for Science – Grade 5

Unit One Organizer: 5th Grade Genetics OVERVIEW: This unit will examine the difference between inherited traits and learned behaviors. Students will research and poll each other about specific inherited traits and learn about the role genes play in the transfer of traits. STANDARDS ADDRESSED IN THIS UNIT Focus Standards: S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors. a. Compare and contrast the characteristics of learned behaviors and of inherited traits. b. Discuss what a gene is and the role genes play in the transfer of traits. Teacher note: Be sensitive to this topic since biological parents may be unavailable. Supporting Standards: S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. b. Carefully distinguish observations from ideas and speculation about those observations. c. Offer reasons for findings and consider reasons suggested by others. d. Take responsibility for understanding the importance of being safety conscious. S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. c. Use computers, cameras and recording devices for capturing information. d. Identify and practice accepted safety procedures in manipulating science materials and equipment.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 1 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

S5CS5. Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. S5CS6. Students will question scientific claims and arguments effectively. a. Support statements with facts found in books, articles, and databases, and identify the sources used. b. Identify when comparisons might not be fair because some conditions are different. S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties. b. Some scientific knowledge is very old and yet is still applicable today. S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. c. Scientists use technology to increase their power to observe things and to measure and compare things accurately. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 2 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

ENDURING UNDERSTANDINGS Students will understand that physical traits are inherited from parents the environment plays a role in making a person who they are genes contain hereditary information which is passed from parent to offspring each parent contributes an equal amount of hereditary information to the offspring learned behaviors are not controlled or inherited through hereditary information ESSENTIAL QUESTIONS: How are inherited traits different from learned behaviors? What do genes do? How are traits passed from parent to offspring? MISCONCEPTIONS 1. Girls get more hereditary information from mom and boys from their dad. 2. Personality comes from what you inherit from your parents.

PROPER CONCEPTIONS 1. Offspring receive the same amount of hereditary information from each parent. 2. Personality is shaped both by inherited traits and from your environment.

Concept

Know/Do

Language

Evidence

Traits make humans similar as well as make us individuals

Recognize traits, define trait, collect data, create graph, analyze data

Trait Offspring Common Individual Trait Heredity Hereditary offspring

Trait chart, graph of data, answers to analytic questions about data, determining 3 new traits to compare Completing of Junior’s Family Tree Activity

Heredity

Traits are passed from parent to offspring, recognize traits of an organism, traits of offspring can be predicted by knowing traits of parents, read for evidence and information

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 3 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

Learned behavior vs. heredity

Learned behaviors are not the same as inherited traits, recognize the difference between a learned behavior and an inherited trait

Learned behavior

EVIDENCE OF LEARNING: By the conclusion of this unit, students should be able to demonstrate the following competencies: (1) explain the differences between learned behaviors and inherited traits (2) identify some of their learned behaviors and inherited traits (3) determine the factors that make them who they are and debate if inherited traits or learned behaviors are more important in shaping a persons personality, athletic ability, etc. Culminating Activity: GRASPS Goal: Students will debate the question “What makes you who you are?” and effectively communicate their position using research and data that they have collected about themselves, classmates, etc. Role: A member of a debate team Audience: students their age Scenario: Students will choose a position as to whether inherited traits or learned behaviors have the most influence in making someone who they are. Product: A written essay and the debate.

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 4 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

Trait Analysis Activity I.

Complete the trait survey about yourself.

II.

What would you like to know about traits and the population of students in the classroom? Write a question:

III.

As a class, gather the data and create a class bar graph of the data. Answer your question using the class data. Answer: ________________________________________________________________________________ ________________________________________________________________________________________

Answer the following questions using your class data bar graph: 1.

Which trait was the most frequent?

2.

Which trait was the least frequent?

3.

Were there any traits that occurred equally in the classroom population? If so, which ones?

4.

How is making the bar graph of your data helpful?

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 5 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

My Trait Inventory Complete this inventory by circling the trait that describes you.

1.

I am a

male

female

2.

I have detached earlobes.

yes

no

3.

I can roll my tongue.

yes

no

4.

I have dimples.

yes

no

5.

I cross my left thumb over my right.

yes

no

6.

I have a cleft chin.

yes

no

7.

I have a widow’s peak.

yes

no

8.

I have a hitchhikers thumb.

yes

no

9.

I have naturally curly hair

yes

no

10.

I have freckles.

yes

no

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 6 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

Class Trait Frequency Table Total Population of class Observed Traits

Number Observed

Males Females Detached earlobes Attached earlobes Tongue Rollers Non-Tongue Rollers Dimples No Dimples Left thumb over right Right thumb over left Cleft chin No Cleft chin Widow’s Peak No Widow’s Peak Hitchhiker thumb Straight thumb Naturally curly hair Straight hair Freckles No Freckles

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 7 of 11 Copyright 2007 © All Rights Reserved

% of population with Trait

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Georgia Performance Standards Framework for Science – Grade 5

Class Trait Bar Graph

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 8 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

Survey your own population and compare to class Choose 10 people that are not in your class. They can be family, friends, teachers, etc. Survey them for traits they possess. Create a bar graph of the results and compare it to your class results. Answer the questions to analyze your data.

Observed Trait Tongue Rollers

Total Population = 10 Number Observed % of Population with trait

Non Tongue Rollers Dimples No Dimples Left thumb over right Right thumb over left Curly hair Straight Hair Widow’s Peak No Widow’s Peak

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 9 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

Trait Bar Graph

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 10 of 11 Copyright 2007 © All Rights Reserved

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Georgia Performance Standards Framework for Science – Grade 5

Using the data from your new survey, answer the following questions. 1.

Why did you select this population?

2.

Why are your results important?

3.

How do class frequency rates compare with your selected population?

4.

What are 3 other traits that you could compare that we have not discussed?

Georgia Department of Education Kathy Cox, State Superintendent of Schools Genetics Unit  Grade 5 April 16, 2007  Page 11 of 11 Copyright 2007 © All Rights Reserved