The science museum has mixed up its new exhibits, and 16 trait cards need sorting into two displays: inherited traits and acquired or influenced traits. The cards include brown eyes, cheek dimples, and a tiger's striped fur, alongside a scar on a knee, dyed blue hair, and a stunted plant. Two reflection questions ask which card was hardest and for one of each type from the student's own life. It fits NGSS 3-LS3-2, and the key explains the tricky flamingo card.
3-LS3-2
“Use evidence to support the explanation that traits can be influenced by the environment.”
Cards such as stunted plant growth, an overweight pet dog, and pink flamingo feathers show traits changed by food, water, or exercise, and question 1 asks students to explain one.
Sixteen cards mix plant, animal, and human traits, from red flower color and bird's beak shape to "Speaking English" and "Sunburn on skin."
Students move each card into one of two columns: Inherited Traits or Acquired or Influenced Traits. The key puts six cards in the first column and ten in the second.
Question 1 asks which card was hardest to place and why. Question 2 asks students to add one inherited trait and one acquired trait of their own.
Card sort in pairs
Cut out the 16 cards and let pairs sort on their desks. Stop the class at pink flamingo feathers, because feathers are inherited but the pink comes from the shrimp they eat.
Human traits talk
Speaking English and knowing to read help students see that learned skills are acquired. Ask them to name another language skill that is not inherited.
Exit task
Use question 2 on its own at the end of the lesson. Students who give freckles as inherited and a broken arm as acquired have the idea.
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