Teaching Lightning Bolt Books What Traits Are in Your Genes?• Verbal-linguistic, visual-spatial,...

Copyright © 2013 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com

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ISBN 978-1-4677-0243-0

Interest Level: Grades K–2

Reading Level: Grade 2

Teaching Lightning Bolt Books™ What Traits Are in Your Genes?

Titles in this series:Body Parts:

Double-Jointedness, Hitchhiker’s Thumb, and More

Eye Color: Brown, Blue, Green, and Other Hues

Facial Features: Freckles, Earlobes, Noses, and More

Hair Traits: Color, Texture, and More

Unusual Traits: Tongue Rolling, Special Taste Sensors, and More

Vision: Nearsightedness, Farsightedness, and More

StandardsNational Science Education• Life science: characteristics of organisms

AAAS Benchmarks for Science Literacy• The Living Environment Diversity of Life: Know that

some animals and plants are alike in the way they look and in the things they do, and others are very different from one another. Heredity: Know that offspring are very much, but not exactly, like their parents and like one another.

Common Core Reading (Informational Text)• Key Ideas and Details• Integration of Knowledge and Ideas• Range of Reading and Level of Text Complexity

Multiple Intelligences Utilized

• Verbal-linguistic, visual-spatial, bodily-kinesthetic, logical-mathematical, intrapersonal, interpersonal

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ISBN 978-1-4677-0243-0

2 TEACHING WHAT TRAITS ARE IN YOUR GENES?

Prepare•Distributefivetosevenindexcards

to each student.

Pretest•EachstudentwillselectoneWhat

Traits Are in Your Genes? book to read.

•Whatwordsdoyouthinkyoumight find in a book about the topic you chose?

Model•Explainhowstudentscanskimtext

to find important words.•Discusswhatwordsmightbe

important, such as specific vocabulary that is repeated. Discuss where these words can be found, for instance in a topic sentence.

•SelectoneoftheWhatTraitsAre in Your Genes? books. Demonstrate how to skim for importantwords.Explainyourthinking as you select words.

•Showstudentshowtolookupthedefinitions of words in the glossary or a dictionary.

Read•StudentsskimtheirchosenWhat

Traits Are in Your Genes? books.

Practice•Studentsidentifyimportant

vocabulary words and record them on index cards.

•Lookupeachword’sdefinitioninthe glossary or in a dictionary.

Discuss•Groupstudentsaccordingtothe

books they chose, and have them share the words they identified.

•Haveeachgroupcreatealistofthe top ten most important words from their book.

•Usingthelist,askstudentstocirclewhich of the top ten words are in thebook’sglossaryorindex.

•Asaclass,discusstheprocessofskimming for words. Did many group members pick the same words?Howmanywordsinthetoptenlistwereinthebook’sglossaryor index?

•Whatdidyoulearnfromthisexercise?

Evaluate•Evaluatestudents’understanding

and participation during group discussions.

Lesson 1Vocabulary Search

Materials•WhatTraitsAreinYour

Genes? series•indexcards•pencils•dictionary

PurposeStudents will identify and define important vocabulary words relating to genetic traits.


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ISBN 978-1-4677-0243-0


Prepare•Dividestudentsintopairs.•MakeonecopyofVennDiagramp.6foreachstudent.Makeanadditional copy for each pair.

Pretest•Whydosomefamilieslookalike?Whydosomelookdifferent?

Read•ReadtheWhatTraitsAreinYour

Genes? series.

Model•CompleteasampleVenndiagram

as a class, comparing the teacher and an assistant or a student.

•RefertoWhatTraitsAreinYourGenes? books to remember different traits.

Practice•StudentswillcompleteVenn

Diagram p. 6 with their partners.•StudentswillcompleteVenn

Diagram p. 6 at home, comparing theirtraitswithafamilymember’s.

Discuss•StudentswillsharetheirVenn

diagrams with the class.•Doyouhavemoretraitsin

common with your family member or with your classmate?

Evaluate•AssesseachVennDiagramp.6for

inclusion of a variety of traits.

PurposeStudents will compare and contrast the traits they have with the traits of a classmate and a family member.

Lesson 2Comparing Traits


Genes? series•VennDiagramp.6•pencils


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ISBN 978-1-4677-0243-0


Prepare•SplitstudentsintosmallgroupsandassignoneWhatTraitsAreinYourGenes? book to each group.

•CopyOurTraits—DataChartp.7andOurTraits—BarGraphp.8foreach group.

Pretest•Howareallpeoplethesame?How

are they different?•Howdowecollectdata?How

do we show information on a bar graph?

Read•Insmallgroups,readtheassignedWhatTraitsAreinYourGenes?books.

Model•ListallthetraitsfromoneWhat

Traits Are in Your Genes? book on the board.

•Calloutthetraitsoneatatime,and ask students to raise their hands if they have that trait. Keep track with tally marks.

•Sketchabargraphtoshowyourresults.

Practice•Onlinedpaper,eachstudent

will make a list of traits from the assignedWhatTraitsAreinYourGenes? book.

•Individually,studentswillcirclethetraits they possess.

•EachgroupwillfilloutOurTraits—Data Chart p. 7 together. They will list the traits they read about and make tallies for group members that have each trait.

•GroupswilluseOurTraits—BarGraph p. 8 to create a bar graph based on their tally marks.

Discuss•Havegroupssharetheirresultswith

the class. •Whatisthemostcommontraitin

each group?

Evaluate•Evaluatestudentsfortheir

understanding and participation in group work.

Extension•Assignthisprojectashomework

and have students survey a group of family members.

Lesson 3Tally Your Traits


Genes? series•linedpaper•OurTraits—DataChartp.7•OurTraits—BarGraphp.8•pencils

PurposeStudents will take an inventory of their own traits and create a bar graph in small groups.


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ISBN 978-1-4677-0243-0


Prepare•Completeafewsamplecardsto

use as models.•Dividetheclassintotwoteamsto

play Genetic Jeopardy.

Pretest•Whataretraits?•Wheredotraitscomefrom?

Read•ReadtheWhatTraitsAreinYour

Genes? series.•Astheyread,studentsshouldwrite

down interesting facts they learn.

Model•ExplainhowtoplayGeneticJeopardy.Eachstudentwillgetsixindexcards.Oneachcard,students will write a question that canbeansweredfromaWhatTraits Are in Your Genes? book. Students should write one question perbook.Onthebackofthecard, they will write the answer to the question.

•Showstudentsyoursamplecards.•Explainthatstudentswillwork

in teams to play the game and that there will be a host, like on a game show. The host will collect and sort the cards by book topic. Students will line up in their team toanswerquestions.Onepersonfrom each team will step forward. These students will be racing against oneanother.Whenstudentsareready to play, the host will read the answer on the card. If a player knows the question that matches that answer, he or she will try

to be the first to ring the bell. If the player tells the host the right question, his or her team gets a point. If he or she provides the wrong response, the player from the other team has the opportunity to answer and score a point. If no one responds correctly, no points are earned. The game moves to the second round, with the next set of players, and the next card is read.

Practice•Eachstudentwritesfivequestions

and their answers on individual index cards.

•TheclassplaysGeneticJeopardy.

Evaluate•Theteacherobservesstudents

during game play for knowledge of genes and traits.

•Studentsassesstheirownknowledge of genes and traits through game play.

AssessmentGenetic Jeopardy


Genes? series•linedpaper•indexcards•pencils•abell

PurposeStudents will demonstrate their understanding of traits by playing a game.

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Copyright © 2013 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com ISBN 978-1-4677-0243-0

7 TeachingWhatTraitsAreinYourGenes?

Name

Our Traits—Data ChartDirections: Fill in the chart by counting the number of people in your group that have each trait.

Trait Tally Total

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Teaching Lightning Bolt Books What Traits Are in Your Genes?• Verbal-linguistic, visual-spatial,...

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