1 Utah Agriculture in the Classroom Objectives 1. Students will understand how some traits are always expressed when passed from parent to offspring. 2. Students will understand that some traits are not always expressed when passed from parent to offspring. 3. Students will be able to identify similarities and variations in physical traits expressed by offspring of a parent plant. Rock, Paper, Scissors Investigating traits that are always seen when passed from parents to offspring T ime: 90 minutes (can be split into two class periods) Grade: 5 Core Standard: V- 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. Intended Learning Outcomes: Students will know and explain science information specified for the grade level; record data; describe or explain observations carefully and report with pictures; understand the nature of science; and cite examples of how science affects life. Background The Father of Genetics, Gregor Mendel, was born in 1822. He was born into a peasant family and later entered into a monastery in Brunn (a city in the southeastern part of the Czech Republic), where he received an education. The great work that Mendel did in the quiet monastery garden was ignored until after his death in 1885. His work marked the beginning of modern genetics. Mendel’s major contribution was to demonstrate that inherited characteristics are carried as discrete units in each generation. These units came to be known as genes. Genes are the basic units capable of transmitting characteristics from one generation to the next. A trait becomes the genetically determined characteristic or quality that distinguishes one from another. When an offspring is formed, its traits are determined by a combination of genes from each parent. Each parent contributes one half of the genes for each trait. In the simplest cases, genes are either always expressed (dominant) or not always expressed (recessive). When a dominant gene combines with a recessive gene, the dominant gene’s characteristics are expressed in the offspring. When two recessive genes are combined, the recessive characteristic is expressed in the offspring. Co-dominance occurs when the genes for a particular trait are equally strong. In this case, the two variations of the gene are expressed in equal strength (e.g., red vs. white= pink). Gregor Mendel studied yellow and green pea plants to determine which traits were always expressed when passed from parent plants. Materials “Rock, Paper, Scissors” Recording Chart, one for each pair of students “Plant Feature Page,” one for each student Crayons and scissors for each student “What Does It Look Like?” activity sheet for each student 5 “Gene Pool” boxes made from shoe boxes (labeled leaves, fruit, flowers, roots, and stems)
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1Utah Agriculture in the Classroom
Objectives
1. Students will understand how some traits are always expressed
when passed from parent to offspring.
2. Students will understand that some traits are not always
expressed when passed from parent to offspring.
3. Students will be able to identify similarities and variations in
physical traits expressed by offspring of a parent plant.
Rock, Paper, ScissorsInvestigating traits that are always seen when
passed from parents to offspring
Time: 90 minutes (can be split
into two class periods)
Grade: 5
Core Standard:V- 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.
Intended Learning
Outcomes:Students will know and explain
science information specified for
the grade level; record data;
describe or explain observations
carefully and report with pictures;
understand the nature of science;
and cite examples of how science
affects life.
Background
The Father of Genetics, Gregor Mendel, was born in 1822. He
was born into a peasant family and later entered into a monastery in
Brunn (a city in the southeastern part of the Czech Republic), where
he received an education. The great work that Mendel did in the quiet
monastery garden was ignored until after his death in 1885. His
work marked the beginning of modern genetics. Mendel’s major
contribution was to demonstrate that inherited characteristics are
carried as discrete units in each generation. These units came to be
known as genes.
Genes are the basic units capable of transmitting characteristics
from one generation to the next. A trait becomes the genetically
determined characteristic or quality that distinguishes one from
another. When an offspring is formed, its traits are determined by a
combination of genes from each parent. Each parent contributes
one half of the genes for each trait. In the simplest cases, genes are
either always expressed (dominant) or not always expressed
(recessive). When a dominant gene combines with a recessive gene,
the dominant gene’s characteristics are expressed in the offspring.
When two recessive genes are combined, the recessive characteristic
is expressed in the offspring. Co-dominance occurs when the genes
for a particular trait are equally strong. In this case, the two
variations of the gene are expressed in equal strength (e.g., red vs.
white= pink).
Gregor Mendel studied yellow and
green pea plants to determine
which traits were always
expressed when passed from
parent plants.
Materials
“Rock, Paper, Scissors” Recording Chart, one for each pair of
students
“Plant Feature Page,” one for each student
Crayons and scissors for each student
“What Does It Look Like?” activity sheet for each student
5 “Gene Pool” boxes made from shoe boxes (labeled leaves, fruit,
flowers, roots, and stems)
Utah Agriculture in the Classroom2
Questions for
Investigation or
Assessment
1. Why would dominant
traited plants be more
readily available in the
grocery store? What
would a farmer need to
do in order to grow a
crop that exhibited only
recessive traits? Do you
think this would cost him
more or less money?
Mendel conducted his work with pea plants because they were
readily available and easy to cultivate. Different varieties had different
characteristics. He started with 32 types of pea plants which he
studied for about two years. He wanted to see which
characteristics were clearly defined. The results of these experiments
were called dominant traits and recessive traits by Mendel.
He continued with various experiments until his death in 1864.
Mendel’s work was first reported in 1865 to a small group of people
at the Brunn Natural History Society. Sadly, no one seemed
interested in what Mendel was talking about. It wasn’t until 1900 that
Mendel’s work was discovered by three other scientists working
independently of each other. Mendel’s brilliant analysis of the
questions they sought to answer, the design of his experiments, and
the clarity of his results are so outstanding that his name is
permanently linked with the first principles of genetics.
In agriculture there are many examples of dominant, recessive
and co-dominant traits. Many of the foods we enjoy every day have
been bred to look, taste, grow and develop using the principles that
Mendel first discovered. Some examples are listed. Perhaps you
have noticed that the dominant-traited plants are easier to find in
your grocery store.
* Red potato skin is dominant over white potato skin.
* Russet colored potato skin is dominant over white potato skin.
* Green peas are dominant over yellow peas.
* Red cherry tomatoes are dominant over yellow cherry
tomatoes.
* Red and white snapdragon flowers are co-dominant and
produce pink flowers.
* Short and tall corn plants are co-dominant and produce
medium height corn plants.
* Tall sunflower plants are dominant over short sunflower plants.
* Yellow kerneled corn is dominant over white kerneled corn.
Activity Procedures
1. Have students list words that are associated with the words