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Exploring Ancestry: Building Your Genetic Pedigree
Grade 6ScienceArtEnglish7 days
★★★★★
4.0 (1 rating)GeneticsPedigreeInheritanceTraitsAllelesCreative ExpressionData Analysis
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we model family traits through data analysis to explain and predict the genetics behind our unique characteristics?Essential Questions
Supporting questions that break down major concepts.- How do genes determine our inherited traits?
- What is a pedigree? What patterns of inheritance can be observed in my family pedigree?
- How can analyzing family photos and interviews provide insight into inherited traits?
- What are alleles and how do they affect our traits?
- In what ways do my traits resemble or differ from my relatives' traits?
- How can models be used to effectively communicate scientific concepts like inheritance?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will use the basic principles of inheritance, including the role of alleles in determining traits, to describe why variation exists between organisms.
- Students will develop skills in information gathering and analysis by conducting family interviews and examining photographs for genetic research.
- Students will learn how to create and interpret a family pedigree chart to trace genetic traits.
- Students will enhance their communication skills by presenting their pedigrees and findings effectively, using both written and oral formats.
- Students will explore the connection between art and science by using creative ways to express scientific concepts of inheritance.
- Students will write evidence-based arguments that explain the genetic background of their family traits.
NGSS
MS-LS3-2
Primary
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.Reason: This standard aligns with the project as students create pedigrees to analyze traits, understand the role of alleles, and explore how changes can influence traits.
MS-LS3-1
Primary
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.Reason: Students will explore their family traits, asking questions and investigating the role of DNA and chromosomes in inheritance, making this standard highly relevant.
Common Core Standards
CCSS.ELA-LITERACY.W.6.7
Secondary
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.Reason: The project involves researching family traits through various sources like interviews and photos, aligning well with research skills.
CCSS.ELA-LITERACY.SL.6.4
Secondary
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.Reason: Students will present their findings and pedigrees, which aligns with this communication standard.
Entry Events
Events that will be used to introduce the project to studentsAncestry Time Capsule
Ask students to create and open time capsules 'from their future selves', predicting inherited traits their descendants might possess based on their current family genetics. This speculative approach merges science with creativity, and asks students to consider long-term genetic implications.Family Reunion Mystery
Introduce the project by setting up a virtual 'Family Reunion' with mystery guests (historical figures or celebrities) who share similar traits to students. Prompt students to identify these guests and explore the genetic basis of these shared traits, merging storytelling with science.Virtual Ancestry Adventure
Use virtual reality or video storytelling to take students on an interactive adventure, tracing a fictional family lineage across history to see how inherited traits evolved. This dynamic approach connects technology and science for an immersive learning experience.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Pedigree Primer
In this activity, students will be introduced to the concept of pedigrees and how they are used to trace and predict inheritance patterns in families. This foundational step sets the stage for further exploration into family genetics.Steps
Here is some basic scaffolding to help students complete the activity.1. Begin with a class discussion on what students know about family traits and inheritance. Introduce the concept of pedigrees with examples.
2. Have students explore provided resources or textbooks to find definitions and basic examples of pedigrees.
3. Ask students to sketch a simple pedigree using a fictional family example to familiarize them with common symbols and notations.
Final Product
What students will submit as the final product of the activityA basic pedigree chart using fictional data, helping students understand pedigree components and layout.Alignment
How this activity aligns with the learning objectives & standardsAligns with MS-LS3-1 as it introduces students to key ideas about DNA and chromosomes in inheritance.Activity 2
Family Trait Detectives
Students will conduct interviews with family members and examine family photos to gather information about observable traits in their family. This activity emphasizes research and critical thinking skills.Steps
Here is some basic scaffolding to help students complete the activity.1. Create interview questions about family traits and guide students on how to conduct respectful and informative family interviews.
2. Have students gather photographic evidence of their family traits and take notes on recurring traits they observe.
3. Guide students to summarize their findings and identify patterns in their family traits.
Final Product
What students will submit as the final product of the activityA research portfolio containing interview summaries and family trait observations.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.6.7 as it involves conducting research and synthesizing information.Activity 3
Allele Analysis Artistry
Students learn about alleles and their role in inheritance. They will creatively represent different allele combinations through art, combining science with creative expression.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce alleles, explaining dominant and recessive genes with examples.
2. Assign a set of traits common in students' families and ask them to represent the possible allele combinations artistically.
3. Have students create visual representations using drawings, paintings, or digital art.
Final Product
What students will submit as the final product of the activityAn artistic portrayal of allele combinations and how they influence traits.Alignment
How this activity aligns with the learning objectives & standardsAligns with MS-LS3-2, focusing on modeling structural changes in genes and their effects.Activity 4
Pedigree Construction Challenge
In this activity, students will apply their knowledge to create a detailed pedigree chart for their own family using the information gathered from previous activities.Steps
Here is some basic scaffolding to help students complete the activity.1. Review the components of a pedigree chart and the data needed from family trait research and allele analysis.
2. Guide students in organizing their collected data and planning their pedigrees.
3. Students construct their pedigree charts, ensuring to include key traits and alleles.
Final Product
What students will submit as the final product of the activityA detailed pedigree chart tracing and predicting family traits using allegory and data gathered.Alignment
How this activity aligns with the learning objectives & standardsAligns with MS-LS3-2, as students model family traits with pedigrees, and MS-LS3-1, as they explore the role of DNA in inheritance.Activity 5
Genetic Stories Showcase
Students will present their findings in a creative storytelling format, integrating science with narrative to communicate their understanding of inheritance.Steps
Here is some basic scaffolding to help students complete the activity.1. Students draft a script or narrative outline explaining their family traits and genetic insights.
2. Provide feedback on scripts, focusing on clarity, scientific accuracy, and engaging storytelling.
3. Students refine their stories and prepare a presentation using multimedia tools.
Final Product
What students will submit as the final product of the activityA polished multimedia presentation combining scientific findings with storytelling.Alignment
How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.SL.6.4, emphasizing clear communication and logical sequencing of ideas.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioGenetic Traits and Pedigree Analysis
Category 1
Understanding of Genetic Concepts
Evaluates the student's understanding of key genetic concepts including inheritance, alleles, and pedigree interpretation.Criterion 1
Comprehension of Alleles and Traits
Measures the student's grasp of alleles, dominant/recessive traits, and how they determine genetic outcomes.
Exemplary
4 PointsDemonstrates a deep understanding of alleles, accurately explaining dominant and recessive traits with thorough examples.
Proficient
3 PointsAccurately explains alleles and distinguishes between dominant and recessive traits with relevant examples.
Developing
2 PointsShows basic understanding of alleles but may confuse dominant/recessive traits.
Beginning
1 PointsStruggles to explain alleles or differentiate between trait types.
Criterion 2
Pedigree Chart Accuracy
Assesses accuracy in creating and interpreting pedigree charts based on provided or researched data.
Exemplary
4 PointsCreates a highly accurate pedigree chart with precise symbol use, showing comprehensive understanding of family traits.
Proficient
3 PointsGenerates an accurate pedigree chart with mostly correct symbols and data interpretation.
Developing
2 PointsAttempts to create a pedigree chart; includes some inaccuracies in symbols or trait representation.
Beginning
1 PointsProduces an incomplete or incorrect pedigree chart with frequent errors in trait placement and symbols.
Category 2
Research and Data Analysis
Evaluates the student's ability to gather, analyze, and synthesize data from various sources such as interviews and photos.Criterion 1
Information Gathering
Assesses ability to collect relevant genetic data through interviews and other research methods.
Exemplary
4 PointsConducts thorough interviews and research, gathering detailed and relevant genetic information.
Proficient
3 PointsCollects relevant genetic data effectively through interviews and research.
Developing
2 PointsCollects some relevant data but interviews or research might miss key details.
Beginning
1 PointsStruggles to collect meaningful genetic data through interviews or research.
Criterion 2
Data Interpretation and Pattern Recognition
Measures the student's ability to identify patterns and make inferences from gathered genetic information.
Exemplary
4 PointsSkillfully identifies patterns and makes insightful inferences from genetic data, linking them to genetic principles.
Proficient
3 PointsIdentifies patterns and makes reasonable inferences from genetic data using appropriate genetic terminology.
Developing
2 PointsRecognizes some patterns but has difficulty making inferences from genetic data.
Beginning
1 PointsStruggles to recognize patterns or make valid inferences from genetic data.
Category 3
Creativity in Science
Assesses the use of creative means to express scientific concepts related to genetics.Criterion 1
Creative Representation of allele Data
Evaluates creativity and accuracy in artistic representation of genetic data.
Exemplary
4 PointsCreates an exceptionally creative and scientifically accurate artistic representation of allele data.
Proficient
3 PointsProduces a creative and generally accurate artistic representation of allele data.
Developing
2 PointsShows some creativity but lacks scientific detail or accuracy in representation.
Beginning
1 PointsStruggles to create a meaningful artistic representation of allele data.
Category 4
Communication and Presentation Skills
Evaluates the student's ability to effectively communicate genetic information both verbally and through multimedia formats.Criterion 1
Presentation Clarity and Engagement
Focuses on clarity, organization, and engagement in presenting genetic findings.
Exemplary
4 PointsPresents genetic findings with exceptional clarity and engagement, using multimedia effectively.
Proficient
3 PointsDelivers a clear and engaging presentation, utilizing multimedia tools appropriately.
Developing
2 PointsPresentation is somewhat clear but lacks engagement or effective use of multimedia.
Beginning
1 PointsStruggles to present findings with clarity or engage the audience, lacking multimedia support.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on how your understanding of family traits and genetic inheritance has evolved from the beginning of this project to now. What was the most surprising thing you learned about your own family traits?
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Required
Question 2
On a scale from 1 to 5, how confident are you in explaining the role of alleles in determining inherited traits?
Scale
Required
Question 3
In what ways did the artistic activities (like Allele Analysis Artistry) help you connect scientific concepts with creative expression?
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Optional
Question 4
Which portfolio activity did you find most beneficial in enhancing your understanding of genetics and why?
Multiple choice
Required
Options
Pedigree Primer
Family Trait Detectives
Allele Analysis Artistry
Pedigree Construction Challenge
Genetic Stories Showcase
Question 5
Think of people that you had to interact with in order to complete this project (family, students, teachers, etc.). What social-emotional skills did you use during this project? In what ways can you continue to still improve these skills now that the project is finished?
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Optional