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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 8: “Get-Up-Gene“
Teaching aids:
large and small marbles (depending on the number of children), lots of space
Procedure:
This game is called ”Get-Up-Gene“. The students are positioned in the classroom in the form of a family tree (genealogical tree), so that always two students represent the parents and one student the next generation. The first-generation students each receive two marbles, either small or large. In the next step, each parent passes on a marble to the next generation so that each child receives a marble from a parent. It goes on and on. It is important to remember the size of both marbles before passing them.
When all generations have been played through, everyone sits down on the floor. Now everyone can get up who had at least one big marble in his or her possession (the “GetUp-Gene”) in his/her hand. Then the teacher asked the following questions: „What are you watching? Is a child standing when her/his parents aren’t?”
With this task, the students are encouraged to simulate and demonstrate human phenotypic inheritance on their own.
Example for the game “Get-Up-Gene“:
• The first generation students start with two marbles
• One of the marbles is handed to the next generation. In doing, so many types of transmission are possible.
The “Get-Up-Gene” becomes especially interesting when children of the first generation hold different varieties of marbles in their hands. So at least one parent has two big marbles, at least one parent has two little marbles and at least one parent has a big and a small marble. This creates the most diverse genetic variants.
If a child stands at the end, then it has had a large marble in her/his hand. Thus, also a parent (at least one) has to stand. As an example, Mendel‘s Rule can be used.