Genes Glorious Genes: Genetics and Adaptations Grades 4-6

1. Genes Glorious Genes: Genetics and Adaptations Grades 4-6 “What will I do to engage students?” “What will I do to help students effectively interact with new knowledge?” Arlene Spevak, 2012

2. Objectives • Understand why elementary students need to learn about genetics • Align the relevant state standards/CR frameworks with classroom teaching/learning objectives • Articulate the major concepts elementary students should to know about genetics related to adaptation • Utilize inquiry in the teaching of these concepts • Use the activities presented to engage students in their learning (Marzano #5) • Enable students to effectively interact with their new knowledge of genetics (Marzano #2)

3. PA Science Standards: • 3.3.4.A.Know the similarities and differences of living things. • 3.3.4.B. Know that living things are made up of parts that have specific functions. • 3.3.4.C.Know that characteristics are inherited and, thus, offspring closely resemble their parents. • 3.3.4.D.Identify changes in living things over time.

4. Council Rock Elementary Frameworks: 4th grade: S.2A: Recognize basic concepts about the characteristics of organisms. S.2.D: Describe how an environmental change can affect the survival of organisms and entire species. • Identify adaptations that allow organisms to survive in their environment. 5th grade: S.2B: Reproduction and heredity S.2C: The diversity and adaptations of organisms

5. Council Rock Elementary Frameworks, cont. 6th grade: S.2A: Describe the similarities and differences that characterize diverse living things. • Describe how the structure of living things helps them function in unique ways. • Account for adaptations among organisms that live in a particular environment. S.2D: Explain basic concepts of natural selection. • Identify adaptations that allow organisms to survive in their environment. S.4D: Describe diversity of plants and animals in ecosystems. • Select an ecosystem and describe different plants and animals that live there. • Identify adaptations in plants and animals. • Explain how species of living organisms adapt to their environment. • Explain how living things respond to change in their environment.

6. What Elementary Students Should Know About Genetics: • There exists variation within species of organisms • Characteristics are passed down from parent to offspring • Changes can occur within populations of individuals, which if favored, can lead to speciation over time • Organisms possess tools called adaptations which allow them to survive and perpetuate in the face of these changes

7. What Do YOU Know? • About genes? • http://learn.genetics.utah.edu/content/begin/tour/ • About adaptations? • http://interdependence.londongt.org/adaptation/index.php • About natural selection? • http://www.hhmi.org/biointeractive/evolution/pocket_mouse_predation.html • The peppered moth For teachers: http://www.youtube.com/watch?v=LyRA807djLc For students: http://www.youtube.com/watch?v=ZPDwyjzRBJ0&feature=related http://www.youtube.com/watch?v=YX8VQIJVpTg&feature=fvwrel http://www.youtube.com/watch?v=iFOW6UxHRLE&feature=related

8. Teacher Background Knowledge All organisms contain a set of chemical instructions (DNA) that determine their characteristics, direct their activities and encourage their survival in particular environments. These instructions are passed down throughout the generations, and allow the organism to maintain and perpetuate its status (adaptation), just as long as the chemistry of the organism and the environmental conditions align.

9. “What will I do to engage students?” Marzano talks about the significance of questioning: “When used effectively, questioning techniques can be one of the most flexible and adaptive tools in a teacher’s arsenal.” pp. 107-108

10. The story of 4 Bengal tigers…. What do you notice? Sultan Rama How can you explain the variation in the species? Sita Taj

11. The story of 4 Bengal tigers…. If I told you they were siblings… • How might you explain the variation within the one species (of tiger)? • How would you explain how they came to have these characteristics?

12. The story of 4 Bengal tigers…. The mother - Samara The father - Mohan Can we draw any definitive conclusions now?

13. The story of 4 Bengal tigers…. POINTS: • Can make observations about characteristics (traits) • Within species there are similarities yet differences • Offspring not exactly like parents or others • Looking at the characteristics (phenotypes) can only tell us ½ of the story…

14. STOP! Activity Time Trait Inventory – student and teacher versions (handouts, other materials)

15. “What will I do to help students effectively interact with new knowledge?” Marzano speaks to the importance of grouping students to enhance the active processing of information: “…interacting in groups provides students with multiple reference points. It allows each student to see how others process…and…how others react to…processing of information.” pg. 43

16. STOP: Activity Time! • Learned (acquired) vs. Inherited Characteristics (handouts, other materials) • Beans and Birds: Adaptations (handouts, other materials) http://saratogasprings.wbu.com/content/show/20399

17. Closure • Why do elementary students need to learn about genetics? • What do elementary students need to learn about genetics? • Learned vs. Inherited Traits • Create your own Adaptation activity/lesson plan • Program evaluation

18. References www.cscope.us/docs/sample_lesson/09_C080501_science.pdf http://sciencenetlinks.com/lessons/introduction-to-natural-selection/ http://sciencenetlinks.com/lessons/introduction-to-natural-selection/ Marzano, Robert J. The Art and Science of Teaching. Alexandria, VA: ASCD, 2007. Print.