A Family of Traits

Concept: Science Lesson Objective: Students will be able to explain where traits are inherited from by making their own trait family chart. Standard(s): Grade 5 Standard 5 Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment. Objective 1 Using supporting evidence, show that traits are transferred from a parent organism to its offspring. b. Identify similar physical traits of a parent organism and its offspring (e.g., trees and saplings, leopards and cubs, chickens and chicks). e. Investigate variations and similarities in plants grown from seeds of a parent plant *(e.g., how seeds from the same plant species can produce different colored flowers or identical flowers). *Variations and similarities between siblings, parents, and grandparents in a family. Materials: Colored crayons, pencils, or markers in red, yellow, green, and blue. (can be other colors, one color is assigned per grandparent) Generations of Traits Chart (1 per student) Generations of Traits Chart Questions (1 per student) Cups Colored pom poms, balls, or other materials

 Overhead PowerPoint Personal trait generation (extension) Preparation: Have objective written on board. Have the 4 cups labeled grandfather A, grandmother A, grandfather B, and grandmother B with the appropriate color pompoms in each (each of the 4 gets a specific color and has 6 pompoms). Have 2 cups labeled mother and father. Have enough copies of generations of traits papers made. Have PowerPoint set up on computer and have projector ready. Anticipatory Set: Have students answer the question of the day Think of one trait that not everyone in your family shares (Have think back to Hands activity). Why do you think some members of your family have the trait? Why does everyone else not have the trait? Have students think of one trait (from hands activity). Have picture of family on overhead to use if students cant think of their own example. Have write in journal. Then table share. Share as a class. Introduce Objective: Introduce objective to students. Read to students. Instructional Procedures: After students have answered question of the day and discussed explain how traits work. Review what the two types of traits are (behavioral and physical). Point out that every person in the class has a unique combination of traits or observable characteristics. Discuss some examples of traits (eye color, handedness, height, etc.). Invite students to consider why children often resemble their siblings and parents. Explain that these resemblances occur because traits are passed down from parent to child. Have students come up and get a copy of generations of traits. Give the following instructions to the students. Depending on materials have each group be in charge of making their own family, if not do as a class

and then have students answer questions after reviewing questions that are on it. Making a family: Each grandparent has a specific color, have them color them in their color. Explain that this is to help show the students how we inherit traits from our grandparents and parents. Have a student close their eyes and pull out 6 pompoms from grandfather A and grandmother A (have all 12 from the As in one cup) for mother. Color in the colors chosen. Do the same for father but with grandfather and grandmother B. For each child (there are 4) have mother and fathers traits in the same cup. Have student close eyes and pull out 6. Color in that childs traits. Then have them put back in to start each child. Have students answer the generations of traits questions. If the siblings in a groups family end up with the same combination of traits, remind students that human characteristics are determined by far more than six traits. It is possible to have six or more traits in common with another person, yet still maintain a unique appearance. Because siblings inherit traits from the same parents they often look alike. However, a child randomly inherits half of his traits from each parent. As a result, siblings each inherit a different combination of traits. Information about traits: Most genes have two or more variations called alleles (pronounced uh-leel). For most traits people have two alleles. They get one from their mom and one from their dad. Some alleles are dominant and some alleles are recessive. When they are together they determine what type of the trait a person has. Go over the definition of the word recessive and dominant. Recessive: weak

Dominant: control, prominent Give the example of making a shake. When there are two flavors one is weaker than the other and one is strong. Strawberry is a strong flavor and if mixed with apple, you really taste the strawberry. Explain that there are four possibilities that can happen. For a trait they will have two alleles. When a baby is born the baby will get one allele from their mom and one from their dad. Depending on what alleles the parents have will give different variations. Siblings have the same parents but have different traits. Use chart to help explain. Summary/ Closure: Review that if the siblings in a groups family end up with the same combination of traits, remind students that human characteristics are determined by far more than six traits. It is possible to have six or more traits in common with another person, yet still maintain a unique appearance. Because siblings inherit traits from the same parents they often look alike. However, a child randomly inherits half of his traits from each parent. As a result, siblings each inherit a different combination of traits. Remind students that we get our traits from our parents and grandparents and not aunts, uncles or other relations. Extension: Have students complete their own personal trait generation. Have them write down different traits to observe and watch for in their family. Do they want to know if they are left handed? Etc. Assessments: During lesson observe to see if students are on task. Watch where their eyes are and what they are doing. Are they listening while instructions are being given? Are they able to participate in the activity? Reflection: (Questions that I will ask myself) How did the students do? What could I do to improve? What would I do differently next time? What did I do well? What did the students do well with? What could I use more practice with? What questions could I have used to guide them? Did I use a variety of vocabulary or say ok a ton?