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9 GENETIC INFORMATION IS PASSED DOWN FROM ONE GENERATION OF ORGANISMS TO ANOTHER
- Theory
- TASKS
- 3.1 METHODOLOGICAL GUIDELINES FOR THE TEACHERS
- Worksheet 1: Family photographs
- Worksheet 2: Own earlobes
- Worksheet 3: Earlobes in the family
- Worksheet 4: Earlobes in the family 2
- Worksheet 5: Tongue rolling
- Worksheet 6: Tongue rolling in family
- Worksheet 7: Tongue rolling in family 2
- Worksheet 8: “Get-Up-Gene“
- Worksheet 9: The tulip
- Worksheet 10: The tulip 2
- Worksheet 11: The mother of thousands
- 3.1 METHODOLOGICAL GUIDELINES FOR THE TEACHERS
- WORKSHEETS FOR PUPILS
- Workshops
- Worksheet 1: Family photographs
- Worksheet 2: Own earlobes
- Worksheet 3: Earlobes in the family
- Worksheet 4: Earlobes in the family 2
- Worksheet 5: Tongue rolling
- Worksheet 6: Tongue rolling in family
- Worksheet 7: Tongue rolling in family 2
- Worksheet 8: “Get-Up-Gene“
- Worksheet 9: The tulip
- Worksheet 10: The tulip 2
- Worksheet 11: The mother of thousands
Worksheet 2: Own earlobes
Teaching aids:
- mirror (if necessary), worksheet
Procedure:
The teacher gives the students the following observation task: “How many of your classmates have “free-hanging” earlobes? How many have earlobes, which are “grown-together”? Note your results in the table.” In addition, the students can note what kind of earlobes they have. Therefore, the teacher gives the following instruction: “Note your kind of earlobes, too."
What kind of earlobes do you have? __________________________________________
In this task, the students may need some support with the classification. Not all ears can always be clearly related. In babyhood, the thin skin between the earlobe and the head can tear and grow together so that years later it looks like a freely hanging earlobe. A mirror can help the students to classify their own earlobes. Besides, the students can do this worksheet as a partner work.