• In the first activity, students extract iron from cereal and consider why our foods have metals such as iron. Students investigate patient profiles and test results to diagnose patients. Through this activity they will learn about how iron is used in the body, the impacts of having too much or too little iron, and how the medical condition of anemia could have both genetic and environmental causes. They will also learn about how to treat the symptoms of each condition and/or prevent environmentally caused anemia.
  • In the second activity, students explore the concept of mutations by constructing and modifying paper airplanes and measuring how they fly. By the end of the activity, students will have a basic understanding of how mutations can be positive, negative, or neutral.
  • In the third activity, students will explore a case study and do a close reading of a news story about sickle cell trait and sickle cell disease. Using the information gained from these sources and an origami interactive, students will create a model to describe how genetic mutations result in sickle cell disease and how interactions with the environment can lead to a pain crisis event for sickle cell patients. An optional extension activity allows students to explore vaping as a cause of non-inherited DNA mutations and construct an argument about whether the government should regulate smoking and vaping products.
  • In the fourth activity, students are introduced to asexual reproduction through a reptile case study and supporting videos. Students debate the advantages and disadvantages of sexual and asexual reproduction. Through the creation of a ‘dating profile’ that highlights the mating and parenting behaviors of various plants and animals, students generate the evidence to argue the merits of different reproductive strategies.
Heredity Box: All Activities Teacher Version
Heredity Box: All Activities Student Version

Ironing out the Facts

Students will extract iron from cereal and consider why our foods have metals such as iron. Students will investigate patient profiles and test results to diagnose patients. Through this activity they will learn about how iron is used in the body, the impacts of having too much or too little iron, and how the medical condition of anemia could have both genetic and environmental causes. They will also learn about how to treat the symptoms of each condition and/or prevent environmentally caused anemia.

In this activity, students will:

  • analyze and interpret multiple pieces of data to diagnose iron-related conditions.
  • use informational texts to determine possible causes and treatments.
  • interpret data and pertinent information from the supplemental texts to construct an explanation for how anemia may be caused by environmental or genetic factors and how that influences the overall health and development of the patient.
  • engage with a socioscientific issue looking at access to iron rich diet and access to treatment options in South Carolina and will propose possible solutions for systemic barriers.

South Carolina Standards are below. NGSS Standards are included in the teacher version.

  • 8-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms
Heredity Ironing out the Facts Teacher Version
Heredity Ironing out the Facts Student Version

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Mutation in Flight

Students explore the concept of mutations by constructing and modifying paper airplanes and measuring how they fly. By the end of the activity, students will have a basic understanding of how mutations can be positive, negative, or neutral. This activity works toward standard 8-LS3-1, but to fully meet the standard, teachers should also complete the Folded Fate activity.

In this activity, students will:

  • define the function of a paper airplane and determine how to measure it.
  • determine which mathematical concept to apply to their data for analysis.
  • carry out an investigation accounting for controlled variables.
  • analyze and interpret data to determine how the type and location of mutations affects the functionality of a paper airplane.
  • determine if mutations are beneficial, harmful, or neutral.

South Carolina Standards are below. NGSS Standards are included in the teacher version.

  • 8-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, benficial, or neutral effects to the structure and function of the organism.
Heredity Mutation in Flight Teacher Version
Heredity Mutation in Flight Student Version

Additional resources:

Genes, Geography, and Climate

Through this activity, students will explore a case study and do a close reading of a news story about sickle cell trait and sickle cell disease. Using the information gained from these sources and an origami interactive, students will create a model to describe how genetic mutations result in sickle cell disease and how interactions with the environment can lead to a pain crisis event for sickle cell patients. Part I of the activity works toward both standard 8-LS3-1 and 8-LS1-5 with a focus on the SEP of modeling and growing student understanding of the DCI. Part II of the activity builds on Part I as students use their models and understanding to construct scientific explanations to fully meet standard 8-LS1-5. Parts I and II work together to meet the standards and should not be used independently. An optional extension activity allows students to explore vaping as a cause of non-inherited DNA mutations and construct an argument about whether the government should regulate smoking and vaping products.

In this activity, students will:

  • explain how structural changes to the gene for hemoglobin may affect the structure of hemoglobin in red blood cells resulting in sickle cell shaped red blood cells.
  • obtain, evaluate, and communicate information as they explore multiple types of media.
  • develop a model of sickle cell disease exploring both sickle cell trait and sickle cell disease.
  • explain how the genotypes of sickle cell disease and sickle cell trait differ in expression and how climate further impacts the expression of symptoms.
  • examine data on how the environmental factor of vaping can lead to non-inherited mutations in DNA. (optional extension activity)
  • using evidence of how an environmental factor (vaping) influences the health of humans, students will construct an argument on if the government should regulate smoking and vaping products. (optional extension activity)

South Carolina Standards are below. NGSS Standards are included in the teacher version.

  • 8-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, benficial, or neutral effects to the structure and function of the organism.
  • 8-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. 
  • 8-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Heredity Genes, Geography, and Climate Teacher Version
Heredity Genes, Geography, and Climate Student Version

Additional resources:

Life Finds a Way

In Part I of the lesson, students are introduced to asexual reproduction through a reptile case study and supporting videos. Part I provides students with the vocabulary of reproduction as well as the concept of probability, both of which they will apply in their arguments in Part II. In Part II, students debate the advantages and disadvantages of sexual and asexual reproduction. Through the creation of a ‘dating profile’ that highlights the mating and parenting behaviors of various plants and animals, students generate the evidence to argue the merits of different reproductive strategies.

In this activity, students will:

  • explain the differences between sexual and asexual reproduction, including the concept of facultative parthenogenesis, by analyzing multimedia sources and interpreting scientific data
  • construct and support an argument about the effectiveness of an organism’s reproductive strategy using the Claim, Evidence, and Reasoning (CER) framework, drawing on research and peer feedback

South Carolina Standards are below. NGSS Standards are included in the teacher version.

  • 8-LS1-4 Use arguments, based on empirical evidence and scientific reasoning, to support an explanation for how characteristic animal behaviors or specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
Heredity Life Finds a Way Teacher Version
Heredity Life Finds a Way Student Version

Additional resources: