Heredity and Traits

3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

SEP: Analyzing and Interpreting Data
After investigating about plants and animals (mystery science inquiries), students will reflect on the data they have collected about traits and trait variation to derive meaning from the data.  This data will be in their science notebooks from the mystery science inquiries.

DCI: LS3.B- Variation of Traits
Students will look at pictures of the same plant that show variations.  They will list the similarities and the differences in their science notebooks.  Then, they will integrate the CCC to inquire about why there are similarities and differences.  Why are there differences and how does this happen?  The differences are called variation.  Any population has variation.  They will eventually learn that variations come from genes and environment.  We will do this same process with animals.  

CCC: #1- Patterns
Patterns will be addressed while listing the similarities and differences with the same population of a plant and then with animals.  After listing, this will help initiate questions about why there are similarities and differences.

How would you go about introducing mutations to your students.  This year discussing this with my 7th graders brought out non stop questions.  The students enjoyed this unit and continuously asked "why" or "what would happen if..."  Enjoyed our conversations in class.  Mutations were hard for my students to understand.  I took a couple more days on mutations just to make sure they understood the concept.