Nature vs. Nurture
Author: Jennifer Dwojakowski
Grade Level: 9–12
Subject/Content: Science/Biology
Summary of Lesson: Students will be introduced to the nature vs. nurture debate and be
able to categorize human traits through examination of historical and current scientific
research.
Focus Question: What study tools do scientists use to uncover whether who we are is
determined by our DNA or our environment?
Databases(s): Science in Context, Opposing Viewpoints in Context
Procedures:
Teacher Preparation Planning
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On the board, create a list of human characteristics, such as eye color, height,
intelligence, weight, willingness to take risks, profession, athletic ability, habits
(smoking, nail biting), etc.
When students come into class, have them copy the list down onto a sheet of paper.
Instruct the students to label next to each characteristic whether they think the
characteristic is a product of their DNA or if it is shaped by their environment after
birth.
Have the students share their answers with another student. Students should
indicate which characteristics they classified differently from their partners.
Ask students to share their findings in class. Discuss the characteristics that were
most difficult to classify. Initiate a discussion about how scientists might be able to
find out if these characteristics are genetic or environmental.
If you have access to a video about twin studies, such as the Discovery Channel's
Mystery of Twins, this would be a good place to insert it as a precursor to the
remainder of the lesson.
Ask students to consider why identical twins have been the preferred study tool for
the great nature vs. nurture debate throughout history.
Help students visualize the process by constructing a diagram on the board showing
how a single fertilized egg splits to form two genetically identical individuals.
Read the article "Twin Studies," World of Genetics, 2007, from the Science in
Context database aloud to the class.
Discuss why twin studies have been viewed historically as ethically and morally
wrong (twins needed to be separated, etc.).
Using the original list created on the board, have students choose four of the
characteristics that were listed to investigate further. Students can research
characteristics other than the ones listed earlier as long as they receive teacher
approval. You may want to let them choose their characteristics as they are
searching, as they may come across characteristics that are more interesting to
them along the way.
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Allow students to access the Science in Context and Opposing Viewpoints in
Context databases and guide them to search for some evidence that points toward
either nature or nurture for the four characteristics they chose. They will be able to
access plenty of information by entering "nature and nurture" into the search bar.
Once students find the evidence to support whether their characteristic is a product
of nature or nurture, they should create or explain a scenario that demonstrates
their conclusion. Be sure they document the article(s) where they found their
information.
Create a bulletin board that's headed "The Great Nature vs. Nurture Debate!" One
side should have the title "Nature," the other side should have the title "Nurture,"
and there should be a question mark in the middle between the two titles.
Provide each student with a white piece of paper. Have the students fold the paper
so that there are a total of four squares.
Instruct students to draw representations of their four chosen characteristics on the
squares. On the back, have them write out, upside down, a quote or a summary
from the piece of evidence they found that helped them distinguish whether the trait
was nature or nurture. They should then cite the resource.
Have the students present their traits to the class and then tape or staple the top
edge of their drawing under the appropriate heading on the bulletin board. Be sure
they staple or tape only the top edge so others can interact with the board at a later
date.
Initiate a follow-up class discussion about why it is important to recognize that traits
are dictated by nature or nurture.
Steps/Activities by student(s):
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Copy the list of characteristics on the board onto a sheet of paper.
Next to each characteristic, indicate whether you think the characteristic is a product
of your DNA or something that has been shaped by your environment.
Share your answers with someone next to you and place a check next to the
characteristics that you classified in a different category from your partner.
Participate in a class discussion about these traits.
Discuss with the class why identical twins have been the preferred study tool for the
great nature vs. nurture debate throughout history.
Listen carefully to the article "Twin Studies," World of Genetics, 2007, from the
Science in Context database.
Participate in a class discussion about why twin studies have been looked at as
ethically and morally wrong.
Using the original list you copied from the board, or your own choice of
characteristics with teacher approval, select four characteristics to focus on during
your research.
Access the Science in Context and Opposing Viewpoints in Context databases
and enter "nature and nurture" into the search bar.
Read through the articles and find evidence to support whether the characteristics
you chose are products of nature or nurture. In addition, create or explain a scenario
that demonstrates your conclusion. Be sure to document the article(s) you used to
find your information.
Divide the piece of white paper given to you by your teacher into four squares.
Draw and color representations of the characteristics you investigated on the four
squares. On the back of each square, write out, upside down, a quote or a
summary of the piece of evidence you found that helped you distinguish whether the
trait was nature or nurture and cite the resource.
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Present your traits to the class and then tape or staple the top edge of your drawings
under the appropriate headings on the bulletin board. Be sure you staple or tape
only the top edge so others can interact with the board at a later date.
Outcome: Students will be able to explain the great nature vs. nurture debate and
recognize how certain traits are acquired by humans.
Related Activities:
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Global Studies
Students can investigate this topic from a historical perspective by exploring more
about the twin studies that occurred during World War II.
Content Standards
National Science Education Standards
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NS.9-12.1 (A) Science as Inquiry. As a result of activities in grades 9–12,
all students should develop
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Abilities necessary to do scientific inquiry
NS.9-12.3 (C) Life Science. As a result of their activities in grades 9-12, all
students should develop understanding of
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The cell
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Molecular basis of heredity
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Interdependence of organisms
NS.9-12.7 (E) History and Nature of Science. As a result of their
activities in grades 9-12, all students should develop understanding of
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Nature of scientific knowledge
Source: National Academy of Sciences (1996)
ISTE NETS for Students
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NETS 3 Research and Information Fluency. Locate, organize, analyze,
evaluate, synthesize, and ethically use information from a variety of sources
and media.
Source: ISTE NETS for Students (2007)
Information Literacy Standards
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Standard 1: The student who is information literate accesses information
efficiently and effectively.
Standard 2: The student who is information literate evaluates information
critically and competently.
Source: American Library Association (1998)
Standards for the 21st Century Learner
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Standard 1. Inquire, think critically, and gain knowledge.
Standard 3. Share knowledge and participate ethically and productively as
members of our democratic society.
Source: American Association of School Librarians (2007)