Language is a vital tool used in the teaching of this Genetics science unit. When I am teaching, I am very selective in the language I use. I choose very concrete, simple vocabulary to enhance my lessons. I also repeat language consistently so that my students will increase their comprehension of spoken language. Fo the purposes of this Genetics unit, I have chosen the following key vocabulary words to be taught and used thoughout the thematic unit. I have included definitions and possible methods for teaching the meanings or concepts represented by the vocabulary.
The vocabulary words SAME and DIFFERENT are used often in my classroom mathematical readiness lessons. I use various manipulatives to demonstrate how objects are the same and different. I may use color bears to illustrate that the bears can be grouped according to the same colors. During morning circle, I show how students are the same or different by using articles of clothing. For example, I may have students wearing sneakers stand up. Students are encouraged to observe their own clothing and decide if they meet the criteria for standing. These words are useful in Genetics, when we begin sorting by genetic traits.
TRAITS are the characteristics we observe that make us similar or different from each other. For example, hair and eye color are observable traits that students can comprehend. The students will take part in graphing activities to illustrate the number of individuals in their class with the specific traits being observed. Graphing is an excellent tool for organizing information in a manner that students with special needs can understand. Graphing is highly visual and can be used in a concrete manner. When graphing eye color, the teacher can use pictures of eyes placed in the appropriate columns to visually illustrate the objective being taught.
CELLS are like seeds that increase in number to form various life forms. While cells are microscopic, comparing them to seeds provides a visual representation that students are able to comprehend. The information needed to create a life form is locked within the cell or seed.
GENES tell the cells what to do. They direct the cells to perform various tasks within the body. Genes are like managers that tell the different cells what jobs or work that they have to complete, This is a relevant analogy for my students as they are all involved with job training and work experience programs. They understand that managers direct the workers to do different tasks.
CHROMOSOMES are found inside the cells. Chromosomes are like file cabinets which store information. The information that chromosomes store is called DNA. The DNA is a map of the human body. The word map will stump my students. To illustrate the meaning of map, students will take part in a treasure hunt. They will follow a map and discover the prize at the end of their journey. My students will also participate in a second activity to contiue to develop meaning for the word map. As a class, we will create a map of our classsroom that illustrates the placement of windows, doors, and furniture, Then we will draw connections between a map and DNA. As with a map, DNA partially determines what a person will look like.
A person carries chromosimes that he or she INHERITS from his or her parents. Children inherit or receive genetic information from their parents. Children receive 23 chromosomes from each parent for a total of 46 chromosomes. Therefore, double information may exist. For example, a child may have a gene for blue eyes and a gene for brown eyes. Genes can be sorted into two categories: DOMINANT or strong genes and RECESSIVE or weak genes. This concept of strong and weak will be illustrated with a cooking lesson. The students will have a bowl of chocolate cake batter and a bowl of vanilla cake batter. The students will combine the two batters and witness the chocolate batter taking over the vanilla batter. The students will see the chocolate batter as the stronger or DOMINANT batter.
Science vocabulary is important to the thematic unit and should be taught slowly, concretely, and consistently throughout the lessons in the unit. Through constant repetition and varied learning experiences, students will develop their own language framework for comprehending subsequent unit lessons within various curriculum areas.