Grade Level: First Grade. Number of Lessons: 2. Essential Question: Objectives: At the end of this unit, students will be able to:

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1 Heredity: Inheritance and Variations of Traits Why do we look and act like our parents and yet have noticeable differences? Explore Wyoming biological diversity through heredity. Grade Level: First Grade Disciplinary Core Ideas: Next Generation Science Standards: LS3.A: Inheritance of Traits Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. (1- LS3-1) LS3.B: Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1- LS3-1) heredity- inheritance- variation- traits Wyoming State Science Standards Connections: SC4.1.1: Characteristics of Organisms: Students describe observable characteristics of living things, including structures that serve specific functions and everyday behaviors. SC4.1.2: Life Cycles of Organisms: Students sequence life cycles of living things, and recognize that plants and animals resemble their parents. Number of Lessons: 2 Essential Question: How are young plants and animals like, but not exactly like their parents? At the end of this unit, students will be able to: Identify similarities of an organism parents. Understand that Individuals of the same kind of animal are known as the same, but may vary in many ways. Assessment opportunities: Students will describe how traits can be passed on to another generation. Students will identify similarities and differences of a given group of animals. Students will be able to identify traits that make up a group of animals and explain how those might vary. Performance Expectations: 1- LS3-1 Make observations to construct an evidence- based account that young plants and animals are like, but not exactly like, their parents.

2 Vocabulary Species Population Variation Traits Heredity Inheritance Evolution Other Resources and links: Online activity for students: 2/AnimalsTwobyTwo/activities/findthep arent.html Background Information Why do we look like our parents, have some of their same habits? And yet still have distinct differences in who we are? Plants and animals inherit a mixture of traits from both of their parents. These traits can be morphological (how we look), physiological (how we work), and behavioral (how we act). Using elk as an example, a morphological trait can be size and color of a male s antlers. A physiological trait would be how efficiently he converts food into muscle mass, and a behavioral trait would be his attempts to woo a female during rut. Plant traits are similar: they have size, shape and colors (morphology), they tolerate cold and heat (physiological traits), and even behavioral traits, like turning toward the sun. These traits were all passed down through generations, by a process known as heredity. Each baby plant or animal receives a mixture of traits from its parents, causing each one to be unique. Variations from generation to generation and individual to individual can be seen in all of the traits described above. We may have a hard time recognizing individual elk or sunflowers, but we have no trouble recognizing differences in morphology, physiology, and behavior among people. Traits also help us define a species and differentiate species, such as elk and deer. Yet within these species we also use traits to help delineate subspecies and populations within a given species. A great example of this is with brown bears. In North America we have multiple subspecies of brown bears; grizzlies, Kodiak, and coastal are three. All these are Ursus arctos (scientific name for the species) but each has distinct morphological, physiological and behavioral traits. These three subspecies live in different habitats; the bears best adapted to their habitat are the ones who pass their traits on to the next generation. Likewise, plants pass down traits that enable them to live successfully in their habitat. Over time, this process (evolution) leads to the differences between groups that we recognize as subspecies and species. The story of how we look and act is a complex one, but is rooted in our inheritance the traits we got from our parents, which were molded by the habitats of our ancestors. Wyobio.org 2

3 Lesson 1: Talking about the birds and the bees (and flowers too). How are life cycles similar and different in plants and animals? Students will create life cycles of a local plant and animal and understand the cyclical process of nature. One plant and one Animal lifecycle vocab and images. Day 1: 30 minutes plus prep time Have created or printed out the provided life cycle sheets. Research on Wyobio to find local species as an idea for regional lifecycles. Students will match vocab to images of the different stages of life for both a plant and animal. Students will individually observe a plant or animal outside and articulate what stage of life it is at. 1. Using the plant and animal worksheets, either provided or created, have students match vocab words with the images they believe they represent. 2. In small groups have student share out. What are some differences? What are some similarities? 3. As a large group go through each species. Make students end with the right order and right vocab pairing. Highlight the differences of plants versus animal s lifecycles. Ask students to articulate this. 4. Go outside and have each child find a plant or animal. Have them draw or describe it. What stage of life is it at? How can you tell? 5. Go back inside and ask students to fill in the blanks with the species they found. Draw or write the rest of its lifecycle. They can ask for help, work in small groups or use other resources in the classroom. Wyoming State Standard: SC4.1.2: Life Cycles of Organisms: Students sequence life cycles of living things, and recognize that plants and animals resemble their parents. Wyobio.org 3

4 Lesson 2: Who s your Daddy? How are young animals like their parents? How are young animals not like their parents? Students will identify similarities of an organism parents. Students will understand that Individuals of the same kind of animal are known as the same, but may vary in many ways. Book Blank paper and coloring supplies Day 1: minutes plus prep time Have book checked out. Have coloring supplies ready. Students will create a species account of a made up animal. Documenting the traits that it has inherited from its parents. 1. Ask students to be as creative as possible! Pick two (start easy) of their favorite animals and pretend that they had a kid. What would it look like? Draw it. 2. Ask students about the similarities and differences between the kids and adults. 3. Have the kids revisit their drawing. Were the things they highlighted physical (morphological) traits? Now have them add behavioral or physiological traits to their species. This could include how the creature survives where it lives (adaptations), or unique characteristics for how it moves. Remind them to only use the two species they picked above. 4. Did one of the parent s traits become more prevalent in their picture? Why do you think that is? 5. Read: Clifford the Small Red Puppy by Norman Bridwell or similar book. Questions to ask students: Could any dog grow to this size? Why or why not? What would his parents had to have looked like? Disciplinary Core Ideas: LS3.A: Inheritance of Traits Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. (1- LS3-1) Performance Expectations: 1- LS3-1 Make observations to construct an evidence- based account that young plants and animals are like, but not exactly like, their parents. Wyobio.org 4

5 Lesson 2: Why is a bumblebee a bumblebee? How are animals of the same species similar, how do they vary? Students will understand that Individuals of the same kind of plant or animal are recognized as the same, but may vary in many ways. Pictures of different wolves and a fox; ducks, and a goose; bumblebees and a mosquito; hummingbirds and a blackbird; Scavenger hunt provided on website. Internet Projector Computer lab 30 minutes in classroom 30 minutes outside 30 minutes with computers Gather pictures of animals Print out scavenger hunt Have WyoBio up and running Students will identify similarities and differences of a given group of animals. Students will be able to identify traits that make up a group of animals and explain how those might vary. 1. Set up projector with pictures of wolves provided. 2. Ask students to identify the picture of a wolf. What makes that animal a wolf? 3. Show a picture of a fox. How is this animal like the wolf? How is it different? 4. Show another picture of a wolf. How is it like the wolf? How is different? Why is it not a fox? 5. Continue with other pictures of wolves. How are they like? How are they different? 6. Break students up into groups of Give each group a set of pictures that includes all of one kind of animal and one that is similar but not the same animal (example: ducks and a goose). Ask students to pick out the one that is not part of the same animal group. 9. Have the students tell how each of the other species are alike and how they vary from the larger animal group given to them. 10. OUTSIDE: using the scavenger hunt provided, explore your schoolyard or backyard. Set up a time for students to use a computer lab to finish the inside section following your time outside. Disciplinary Core Ideas: LS3.B: Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1- LS3-1) Wyobio.org 5