Middle school students are curious about genetics, and most have an awareness of the use of genetic testing and DNA samples from popular television programs. The featured articles this month show how teachers can capitalize on this interest with interesting and relevant learning experiences.
Genes Are Us describes two activities that can help students understand the uniqueness of an organisms DNA and the concept of DNA fingerprinting. Who done it? The case of the suicidal murder victim shows a real-life application of the processes of microscopy, chromatography, blood typing, and gel electrophoresis as students attempt to collect and analyze evidence. Both of these classroom-tested activities capitalize on the interests and experiences of middle schoolers.  [SciLinks: Blood Type, DNA Fingerprinting, Electrophoresis, Forensic Science, Microscopes, Paper Chromatography]
According to the author, the activities in Natural Selection and Evolution: Using Multimedia Slide Shows to Emphasize the Role of Genetic Variation evolved from a student misconception that adaptations are a result of environmental challenges rather than from genetic variations. She uses resources from Learn.Genetics, a comprehensive collection of information and activities on genetics, bioscience and health topics (there’s enough on this site for an entire course).

Creative Natural Selection takes traditional activities and kicks them up a notch to involve student creativity and creativity. The article contains resources, rubrics, and descriptions of  “Predict a Pollinator” and “Predicting Natural Selection with Camouflage” [SciLinks: Pollination, Animal Camouflage]
In a Phenylketonuria Genetic Screening Simulation, students assume the role of lab technician as they engage in a simulation of this common test for newborns. The author provides samples documents for student notes and data entry, the procedure for the simulation, and background resources.  [SciLinks: Genetic Diseases, Screening, Counseling]
The authors of Learning About Genetic Inheritance Through Technology-Enhanced Instruction used the WISE 4 resource to develop a module in which students use technology to “see” the possible phenotypes and genotypes of offspring. The module has embedded assessments and the article has a daily overview and screen shots of the unit. [SciLinks: Heredity, Genotype / Phenotype, Punnett Squares]

Students at Bailey’s Elementary School for the Arts and Sciences are finding out how many different kinds of invertebrates live in their schoolyard. Using a poster showing the invertebrates that are common in a Northern Virginia pollinator garden to familiarize themselves with these small animals, second-graders went out into the garden to see what they could find. They also used the poster to collect data. Every time they saw an animal such as a roly-poly or Monarch butterfly caterpillar, they put a tally mark on the laminated poster using a dry erase marker. The purpose of this activity was to notice how many kinds of invertebrates there are in a small garden, a diversity of life. Most of the classes found about 25 different species during their 15 minute search. Students may come up with questions while searching. Teachers can record the students’ questions and later talk about how the class might find answers to the questions. Are any of the questions investigable, that is, can the students investigate to find answers or is that beyond their capabilities or the scope of a school year? Some questions can be researched in books, online, or by asking experts. Others can be answered with student data collection, analysis and discussion. One such question might be, “Will we always find roly-polies under the log?” How many days would your students have to collect data to feel that they had answered this question?
 Editor Linda Froschauer wrote in her column in the December 2010 Science & Children, “Students have many questions, but in an inquiry setting they need to be taught how to formulate questions that will provide them with opportunities to investigate and ultimately develop understanding.” She says that students need ample time to explore a phenomenon before they can design questions that they can investigate.
To ask questions and share your experience with science inquiry, join the conversation in The NSTA Learning Center’s Elementary Science Forum, “Helping Elementary Teachers Embrace Inquiry.” Register at no cost to read and participate.