It’s Not as Simple as Mendel Said: A Lesson in Shamrock Genetics
In this activity, students will review the science behind 4-leaf clovers. Individual students will doodle a 3-leaf or a 4-leaf clover based on their final score in the Shamrock Memory Game, which will be played after a review of lesson materials.
Knowledge
Students have
had an introduction to the basic concepts of Mendelian genetics
worked with a 3Doodler Create to trace and fill shapes
had an introduction to the basic concepts of Mendelian genetics
worked with a 3Doodler Create to trace and fill shapes
Objectives
Students will
review the science behind 4-leaf clovers
work with partners to review vocabulary terms associated with genetics
play a Shamrock Memory Game
use 3Doodler pens to build a 3-leaf or 4-leaf clover
review the science behind 4-leaf clovers
work with partners to review vocabulary terms associated with genetics
play a Shamrock Memory Game
use 3Doodler pens to build a 3-leaf or 4-leaf clover
Materials
Students will need
One single die to roll for each pair
3Doodler Create pens (one per student)
Shamrock Memory Game Resources (one per student, includes memory cards, score sheet, and stencils)
Green 3Doodler Plastic (make available for each student)
One single die to roll for each pair
3Doodler Create pens (one per student)
Shamrock Memory Game Resources (one per student, includes memory cards, score sheet, and stencils)
Green 3Doodler Plastic (make available for each student)
Lesson Plan
Instructions
Step 1
Conduct a class discussion to refresh the rules of dominant vs. recessive trait inheritance. Be sure to include a conversation about mutations that may increase the chances of a plant's survival; extra leaves, for example, help the plant create more energy.
In addition to reviewing the vocabulary, students will need to know a little bit more about white clover, the type of clover most closely associated with 4-leaf clovers. Read and discuss this article titledThe Mysterious Genetics of the Four-Leaf Clover, then discuss the critical thinking questions below.
-Why is finding the exact gene that causes the 4-leaf mutation so difficult?
-How do you think having only 3 leaves could give the clover an advantage?
-What about a disadvantage?
Step 2
For some basic information about clovers, have the students watch this video: How Science Can Help You Find a 4-Leaf Clove
Based on the information in the video and article, ask students:
How many 4-leaf clovers do you think we should “find” in our class? How did you come to your answer?
For more information about optimum conditions for growing four-leaf clovers, see the following pages:
Step 3
Pair students together.
First, have them review the vocabulary words from this lesson. Feel free to write them on the board.
Step 4
Next, review the rules of the Shamrock Memory Game. Be sure to explain the score sheet and how to keep track of points earned by rolling the die with tally marks.
Allow time for students to play their game. Review the students' work. Have students adjust points earned as necessary.
Step 5
Discuss the items that plants need in order to survive: sunlight, water, nutrients, etc. This discussion is meant to help facilitate students’ allocation of points for the perfect conditions to “grow” a 4-leaf clover in the game.
Circulate through the class to help with the score sheet.
Step 6
After students have spent their points, use this key to distribute 3-leaf vs. 4-leaf clovers.
If a student has allocated points within the following ranges, they are "lucky" and make 4-leaf clovers. All other combinations earn a 3-leaf clover/shamrock.
70-80 degrees
2-3 "waterings" in 7 days
10 -12 hours of sunlight each day
Step 7
Handout the 3Doodler pens and plastics (green). Allow 5-10 minutes for students to doodle their clovers. Circle the classroom to assist students as they doodle their clovers.
Step 8
Ask students what advantages and/or disadvantages they think having the extra leaf would give the clover. Explain how the 4-leaf variant is likely a recessive trait as it occurs only 1 in 10,000 clovers.
Conduct a class discussion to refresh the rules of dominant vs. recessive trait inheritance. Be sure to include a conversation about mutations that may increase the chances of a plant's survival; extra leaves, for example, help the plant create more energy.
In addition to reviewing the vocabulary, students will need to know a little bit more about white clover, the type of clover most closely associated with 4-leaf clovers. Read and discuss this article titledThe Mysterious Genetics of the Four-Leaf Clover, then discuss the critical thinking questions below.
-Why is finding the exact gene that causes the 4-leaf mutation so difficult?
-How do you think having only 3 leaves could give the clover an advantage?
-What about a disadvantage?
For some basic information about clovers, have the students watch this video: How Science Can Help You Find a 4-Leaf Clove
Based on the information in the video and article, ask students:
How many 4-leaf clovers do you think we should “find” in our class? How did you come to your answer?
For more information about optimum conditions for growing four-leaf clovers, see the following pages:
Pair students together.
First, have them review the vocabulary words from this lesson. Feel free to write them on the board.
Next, review the rules of the Shamrock Memory Game. Be sure to explain the score sheet and how to keep track of points earned by rolling the die with tally marks.
Allow time for students to play their game. Review the students' work. Have students adjust points earned as necessary.
Discuss the items that plants need in order to survive: sunlight, water, nutrients, etc. This discussion is meant to help facilitate students’ allocation of points for the perfect conditions to “grow” a 4-leaf clover in the game.
Circulate through the class to help with the score sheet.
After students have spent their points, use this key to distribute 3-leaf vs. 4-leaf clovers.
If a student has allocated points within the following ranges, they are "lucky" and make 4-leaf clovers. All other combinations earn a 3-leaf clover/shamrock.
70-80 degrees
2-3 "waterings" in 7 days
10 -12 hours of sunlight each day
Handout the 3Doodler pens and plastics (green). Allow 5-10 minutes for students to doodle their clovers. Circle the classroom to assist students as they doodle their clovers.
Ask students what advantages and/or disadvantages they think having the extra leaf would give the clover. Explain how the 4-leaf variant is likely a recessive trait as it occurs only 1 in 10,000 clovers.
Wrap Up
Assessment
Possible Extensions
Resources
Ted Ed Video on Mendel's Pea Plants: https://www.youtube.com/watch?v=Mehz7tCxjSE
Vocabulary
Allele - the different forms of a gene
Diploid - cells that have two complete sets of chromosomes
Dominant - an allele whose trait always shows up in the organism when the allele is present
Environmental Factor - any factor that influences living things
Gene - a segment of DNA on a chromosome that codes for a specific trait
Genotype - an organism's genetic makeup or allele combination
Haploid - cells that have only one complete set of chromosomes
Heterozygous - having two different alleles for a trait
Homozygous - having 2 identical alleles for a trait
Mutation - a change that occurs in our DNA due to mistakes or environmental factors
Phenotype - an organism's physical appearance of a visible trait
Punnett Square - a square diagram that is used to predict the genotypes of a particular cross or breeding experiment
Recessive - an allele that is masked when a dominant allele is present
Educational Standards
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
Students will understand and explain how genetic variations of traits in a population increase certain probabilities of survival and reproduction in a specific environment.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
Students will review science content vocabulary for use and meaning.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.
Students will research information about the genetic studies regarding the 4-leaf vs. 3-leaf clover.
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology: use models and simulations to explore complex systems and issues
Students will use the 3Doodler pens to visually demonstrate the 3-leaf and 4-leaf clover variants.
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources: Collect and analyze data to identify solutions and/or make informed decisions
Students build models of the clover and can refine their work if determined that it is incorrect.
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students will use the appropriate tools to create their model shamrocks or 4-leaf clovers.
Students communicate complex ideas clearly and effectively by creating or using a variety of technology to create visualizations, models or simulations.
Students create models of 3-leaf or 4-leaf clovers.
Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
Students will work together to answer questions and build their knowledge of genetic variations.
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