Format
1. The basic structure of the DNA molecule is reviewed.
2.) Students are invited to physically demonstrate some physical traits, including tongue-rolling and dominant-thumb crossing!
3.) The concepts of dominant/recessive traits are explained.
4.) A packet of PTC taste papers (sent to the teacher prior to the program) are used to test the class for a ratio of 'tasters' vs. 'non-tasters'.
5.) Students view a collection of skull specimens to compare the use of physiological traits and DNA technology in the process of phylogenetics.
Objectives
Upon completion of this lesson, learners will:
-Describe relationships between cell nucleus, chromosomes, DNA, genes and genome.
-State the role of DNA in heredity.
-Distinguish between dominant and recessive alleles of genes.
-Use family tree and Punnett Square models to analyze and predict inherited traits
Standards Alignment
National Standards
Ohio’s Learning Standards
Grade 6: Life Science- Cellular to Multicellular
• Cells are the fundamental unit of life.
• All cells come from pre-existing cells.
• Cells carry on specific functions that sustain life.
Grade 8: Life Science- Species and Reproduction
• The characteristics of an organism are a result of inherited traits received from
parent(s).
National Health Education Standards
Grade 6-8: Standard 1
• Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
State Standards
Ohio
Science
Grade 6 Science: Life Science-Cellular to Multicellular
•Cells are the fundamental unit of life.
•All cells come from pre-existing cells.
•Cells carry on specific functions that sustain life.
Grade 8 Science: Life Science–Species and Reproduction
•The characteristics of an organism are a result of inherited traits received from parent(s).