LESSON 1

Genetic Change and Traits

Building to the Performance Expectations
The learning experiences in this lesson prepare students for mastery of Trace Tool to the NGSS
MS-LS3-1 Develop and use a model to describe why structural changes to genes Go online to view the complete
(mutations) located on chromosomes may affect proteins and may result in harmful, coverage of standards across
beneficial, or neutral effects to the structure and function of the organism. lessons, units, and modules.

SEP Science & DCI Disciplinary CCC Crosscutting

Engineering Core Ideas Concepts
Practices
Developing and Using Models LS3.A Inheritance of Traits Structure and Function
Develop and use a model to describe Genes are located in the chromosomes of cells, with each chromosome pair Complex and microscopic structures
phenomena. (MS-LS3-1) containing two variants of each of many distinct genes. Each distinct gene chiefly and systems can be visualized,
VIDEO Developing and Using controls the production of specific proteins, which in turn affects the traits of the modeled, and used to describe how
Models individual. Changes (mutations) to genes can result in changes to proteins, which their function depends on the shapes,
can affect the structures and functions of the organism and thereby change traits. composition, and relationships among
(MS-LS3-1) its parts; therefore complex natural
structures/systems can be analyzed
LS3.B Variation of Traits
to determine how they function.
In addition to variations that arise from sexual reproduction, genetic information
(MS-LS3-1)
can be altered because of mutations. Though rare, mutations may result in changes
to the structure and function of proteins. Some changes are beneficial, others VIDEO Structure and Function
harmful, and some neutral to the organism. (MS-LS3-1)
VIDEO Inheritance and Evolution

CONNECTION TO MATH CONNECTION TO ENGLISH LANGUAGE ARTS

Use concepts of probability. RST.6–8.4 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.
RST.6–8.7 Integrate quantitative or technical information expressed in words in
a text with a version of that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
SL.8.5 Include multimedia components and visual displays in presentations to
clarify claims and findings and emphasize salient points.

76A Unit 2 Evolution

Supporting All Students, All Standards

Integrating the Three Dimensions Professional Go online to view Professional Development videos with strategies
Development to integrate CCCs and SEPs, including the ones used in this lesson.
of Learning
In this lesson, students use models (SEP Developing and Using
Models) to understand how the information in genes is used to code
for specific proteins that determine traits (DCI LS3.A Inheritance of
Content Background
Traits). They investigate how mutations in DNA (DCI LS3.B Variation Genes determine traits by coding for Mutations to germ cells are the underlying
of Traits) can lead to changes in the structure and function (CCC polypeptides, or chains of amino acids. Each source of genetic variation, which is the basis
Structure and Function) of proteins. Students begin to develop gene contains the genetic information for of natural selection. Mutations in the germ
an understanding that gene mutations are a source of variation in producing a single polypeptide. Some proteins line can affect the phenotype of offspring. This
traits. Some variations of traits can provide a survival advantage for consist of two or more polypeptides and can be effect can be harmful and result in offspring that
organisms in a specific environment (DCI LS3.B Variation of Traits). coded for by more than one gene. The proteins do not develop properly or do not survive to
that an organism produces as it develops and reproduce. Other mutations, though less severe,
grows determine what the organism will look can result in less adaptive phenotypes. In such
Preassessment like and how it will function. cases, natural selection may result in removal
Have students complete the Unit Pretest online or see the of these mutant alleles from the population.
Assessment Guide. Mutations to genes can affect an organism to
Other mutations are neutral, having no effect on
different degrees. The effect depends on factors
phenotypes. More rarely, a mutation results in
such as the number of genes involved and the
Build on Prior Knowledge location of the mutation. Mutations can happen
a more beneficial phenotype. These mutations
Students should already know and be prepared to build on the are favored by natural selection and increase in
in both body (somatic) cells and reproductive
following concepts: a population.
(germ) cells. Mutations in somatic cells affect only
• SEP Apply scientific ideas to construct an explanation for real- the organism in which they occur. Mutations to
world phenomena, examples, or events. germ cells may be passed to offspring.
• DCI Variations of inherited traits between parent and offspring
arise from genetic differences that result from the subset of
chromosomes (and therefore genes) inherited.
Differentiate Instruction
• CCC Graphs, charts, and images can be used to identify patterns Lesson Vocabulary the word. Students should practice by shuffling
in data. • DNA the cards and matching the definition to
To test prior knowledge, have students discuss in groups everything • gene the word.
they know about how reproduction affects inheritance of traits. They • protein
ELL
should write down any questions they still have and revisit these • mutation
Mind Map Have students come up with an
questions throughout the lesson to help answer them. • adaptation
illustration and a list of words that they think
Reinforcing Vocabulary To help students describes the vocabulary term at the beginning
remember each vocabulary word, have them of the lesson. At the end of the lesson, have them
create two cards for each word. One card should revise their illustration and description to better
have the definition, and the other should have reflect their new understanding of the word.

Lesson 1 Genetic Change and Traits   76B

 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

ENGAGE: Lesson Phenomenon

LESSON 1
Lesson Objective
Students explain how mutations may result in harmful, beneficial,
or neutral effects on the structure and function of organisms. Genetic Change and Traits
Throughout the lesson, students gather evidence to explain how a
change in just one gene can cause a lobster to be blue.

SEP Developing and Using Models

Alternative Engage Strategy

Small groups
Single Mutation Traits
15 minutes

In 1780, almost the entire human population of the island of

Pingelap was wiped out by a tsunami. Only about 20 people
survived. One of those survivors was the king. It is thought that he
had a version of a gene that causes color blindness, and he passed
this version on to his many descendants. Now 1 in 12 people of
Pingelap are colorblind. The trait became prevalent because the
population is relatively small and isolated. Ask students if they have

© Houghton Mifflin Harcourt • Image Credits: ©stefbennett/iStock/Getty Images Plus/

or know anyone with color vision deficiency. Bring in examples of
the cards used to test for color deficiency.

Ask: Why do some people have trouble seeing certain colors and
others do not? Answer: It is an inherited trait, so people have
trouble seeing colors if they inherited that trait from their parents.

Explain that red/green color blindness is due to one mutated gene.

The black color of this jaguar is the result of a gene that
Have students create a model of how inheriting color blindness controls the dark pigment in the jaguar’s fur.

leads to difficulty distinguishing between certain colors. Models

Getty Images
could include an illustration of the process of how the gene affects
By the end of this lesson . . .
vision. At the end of the lesson, have students correct their models. you will be able to explain how changes to genes
affect traits in an organism.

Supporting the Unit Project

As students research a real-world example of natural selection for
their Unit Project, encourage them to think about how the traits 76 Unit 2 Evolution
involved might be affected. In Exploration 2, students explore ways
in which traits are affected by changes in genes. Propose Your Own Path Throughout the lesson, encourage students to ask questions
PDF about concepts they do not understand. Students may use the Research Proposal
Worksheet online in the Elaborate section to explore questions further.
76 Unit 2 Evolution
 DO NOT EDIT--Changes must be made through "File info"
LONumber=6L1_0810; CorrectionKey=NL-B

Go online to view the digital version of

the Hands-On Lab for this lesson and to
download additional lab resources.
Can You Explain It?
Students are asked how a change to a single gene could result in
a blue lobster. As a start, have students contemplate whether the
CAN YOU EXPLAIN IT? blue lobster’s parents were also blue. Students collect evidence
How can a change to just one gene cause a lobster to be blue?
related to this phenomenon throughout the lesson and revisit the
question at the end of the lesson to use what they have learned to
explain how changing one gene could cause a lobster to be blue.

Collaboration
Group Discussion Have students break off into groups
Only 1 in about 2 million lobsters is blue. The blue color is the result of a rare genetic mutation. and list the different traits of the two lobsters. For example,
students may note that while the lobsters both have claws,
1. Identify at least three other body features of these lobsters. How do you think a the blue lobster’s claw is more V-shaped while the red lobster’s
change to the lobster’s genes could have an effect on any of these features? claw is more rounded. When students are finished, have them
speculate how genetic mutations could lead to some of these
physical differences.
© Houghton Mifflin Harcourt • Image Credits: (l) ©Gary Lewis/Photolibrary/Getty Images;
© Houghton Mifflin Harcourt • Image Credits: ©stefbennett/iStock/Getty Images Plus/

Answers
1. Answers should show students’ thoughts or ideas. Sample
answer: The lobsters have large claws, segmented tails, and
long antennae. Genes might affect the size of the claws, tail, and
antennae.
(r) ©Andrew J. Martinez/Science Source

   EVIDENCE NOTEBOOK

Encourage students to use a graphic organizer, such as a main idea

Getty Images

and supporting details organizer, to set up their notebook to record

evidence related to the lesson phenomenon.
Find more strategies in the online ELA Handbook.
EVIDENCE NOTEBOOK As you explore the lesson, gather evidence to help
explain how a change to a gene can result in a blue lobster.

Lesson 1 Genetic Change and Traits 77

6D_CNLESE860971_U02L01O.indd 77 3/10/2018 9:17:15 AM

Lesson 1 Genetic Change and Traits   77

 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

EXPLORATION 1 Describing the Relationship Between Genes and Traits

EXPLORATION 1
3D Learning Objective
Describing the Relationship Between
Students use a model to understand that genes are located
on chromosomes, and they contain the instructions for the
Genes and Traits
production of proteins. Then, they explore how the function of a Observe the students in your classroom. They share many
traits, but they do not look exactly the same. Some traits can be
protein depends on its structure.
inherited, such as eye color and face shape. Inherited traits are
passed on from parents to offspring by genetic material. Other

Exploring Visuals traits, such as language and musical taste, are determined by
the environment. However, most traits are influenced by both
genetic and environmental factors. Each person has a unique
SEP Developing and Using Models combination of many traits.

The differences in eye colors, face shapes, and smiles

Inform students that the illustration is a simplified representation DNA Is the Genetic Material in Cells of these students is due to differences in traits.
of the genetic material in a cell. For example, humans have 46 The genetic material in organisms is DNA. It is a double-stranded
chromosomes (23 pairs) in the nucleus of each cell. Human molecule organized into structures called chromosomes. In
organisms that reproduce sexually, cells have pairs of chromosomes. The offspring
chromosome 1—the largest human chromosome—contains receives one chromosome from each of the two parents. A DNA molecule contains the
thousands of genes and millions of base pairs. The DNA inside each information that determines the traits that an organism inherits. DNA also contains the
instructions for an organism’s growth and development.
cell of the human body uncoiled and placed end-to-end would
2. Discuss How might an inherited trait, such as height, be influenced by both
measure billions of miles. Encourage students to explore models of genetic and environmental factors?
DNA and chromosomes using Internet medical library sources.

© Houghton Mifflin Harcourt ©Christopher Futcher/iStock/Getty Images Plus/Getty Images

CCC Structure and Function
Students examine the structure of DNA.
Cell The DNA of most
eukaryotic cells is found
Misconception Alert Students may think that chromosomes are inside the nucleus.
always in the X-shape they have seen in models. Explain that DNA is
only organized this way during cell division. Most of the time DNA is
in a large, spread out mass. After DNA replication, DNA and proteins Chromosome During an early stage
of cell division, DNA is organized into
condense into chromosomes. The still-joined sister chromatids structures called chromosomes.
form the visible “X” shape. Scientists harvest DNA during this time
nucleus
to construct a karyotype. Show students an example karyotype
of a human. Discuss with them why it would be difficult for a cell
to divide DNA equally between two cells if DNA did not condense DNA The DNA molecule
contains genetic information.
prior to cell division.

Answers
2. Sample answer: A person inherits the genetic information
for height from both parents. However, poor nutrition could 78 Unit 2 Evolution

prevent a person from reaching their genetic height potential.

78 Unit 2 Evolution
 CCC Structure and Function
Genes Are Segments of DNA
Each side, or strand, of DNA is a chain of building blocks called nucleotides. These Students examine the structural relationship between DNA,
repeating chemical units join together to form a DNA molecule. One part of a nucleotide
is called the base. There are four different nucleotides in DNA, which are identified by chromosomes, and genes.
their bases: adenine (A), guanine (G), cytosine (C), and thymine (T). Where the two
strands connect, A pairs with T and G pairs with C. These paired bases fit together like
the pieces of a puzzle.

Nucleotides line
up so that the DNA
Differentiate Instruction
backbone is like the RTI/Extra Support Students can use matching pairs of
handrail of a ladder.
C G G G colored papers representing the four nucleotides taped to two
A C
The bases—A, T, C,
C A A and G—join to make
the rungs of the pipe cleaners to make their own model.
G C C C ladder.
T T T G

Combinations of alphabet letters make meaningful words. Likewise, combinations

Collaboration
of DNA base pairs make “genetic words” called genes. A gene is a specific segment of
DNA that provides instructions for an inherited trait. Each gene has a starting point
DCI LS3.A Inheritance of Traits
and an ending point. DNA is read in one direction, just as you read words from left to
right. Genes are responsible for the inherited traits of an organism. Organisms that Group Activity Have students form small groups. Groups
reproduce sexually have two versions of the same gene for every trait—one version from should construct a hypothetical gene sequence by writing
each parent.
different combinations of bases. After students are finished,
3. Complete the DNA sequence by adding complementary bases to the DNA strand. they should trade their sequences with another group.
You may draw using colors or write letters to represent the nucleotide bases.
Then start a timer and have groups compete to see who can
complete the DNA sequence by writing the complementary
base pairs the fastest. Explain to students that cellular
machinery in E. coli can complete a complementary strand of
1,000 base pairs every second. Then begin a discussion about
how it would affect an organism if this replication was done
incorrectly. Ask students if they made any mistakes in creating
© Houghton Mifflin Harcourt

their genes. Discuss how a mistake in an organism might affect

Thymine
Thymine Adenine
Adenine Guanine
Guanine Cytosine
Cytosine the gene product.

T A G C

Answers
3. Correct completed sequence should show from left to right:
A-G-A-C-T-A

Lesson 1 Genetic Change and Traits 79

Lesson 1 Genetic Change and Traits 79

 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

EXPLORATION 1 Describing the Relationship between Genes and Traits, continued

Connection to Math
Each amino acid is coded by a combination of three base
Genes Code for Proteins
pairs. Because there are four base pairs that can be used, how
A protein is an important molecule that is needed to build and repair body structures
many different combinations could result in a different amino and to control processes in the body. Proteins are made up of smaller molecules called
amino acids. About 20 different kinds of amino acids combine to make proteins. A
acid? Answer: With three possible slots and four bases possible
specific sequence of three bases on a gene codes for a specific amino acid. These
in each slot, the number of possible combinations is equal to sequences are called triplets. The chain of amino acids produced by a gene depends on
the order of the triplets. In this way, the genes of a chromosome carry the instructions for
4 x 4 x 4 or 64 possible amino acids. Scientists have found that
the proteins that are made by cells.
there are only 20 different kinds of amino acids. How is this
Relate DNA Code to Protein Production
possible? Answer: Different combinations must code for the same
4. The diagram on the left shows the triplet codes for six amino acids. Use the
amino acid. diagram to complete the triplets and amino acids on the right.

DNA code DNA code

Connection to Nutrition
CCC Structure and Function Vitamins got their names because T A C A A A C C A A G G C A A A A T A G G A A A

when they were first discovered, researchers believed they were protein production protein production

amino acids that were critical to health, hence the name vital
Met Phe Gly Ser Val Leu Val Gly Met
amines. Further research proved this was untrue. Many vitamins are
building blocks for coenzymes. Coenzymes bind to enzymes and
help them perform faster or more efficiently. In other words, the Once built, the amino acid chain twists and folds to form the protein’s three-
dimensional shape. A protein’s shape is linked to its function. For example,
structure of a coenzyme helps the enzyme function better. Have collagen is a protein that folds into a long, fiber-like chain. It strengthens
students pick either a vitamin or an amino acid and research its skin. Other proteins, called hormones, deliver messages to cells by fitting
into specific locations on target cells like a key in a lock.
structure, function, and dietary sources.
5. Some triplets code for the same amino acid. Sometimes, a DNA triplet
is exchanged for another one that codes for the same amino acid. The
function of the resulting protein will / will not be affected. If the
Answers Amino acid chains fold and link
DNA triplet codes for a different amino acid, the function of the protein together to form the 3D structure
4. Val = CAA; Gly = CCA; AGG = Ser; Met = TAC; AAA = Phe; Each will / will not be affected. of a protein.

triplet code corresponds to an amino acid. 6. Enzymes are proteins that help speed up chemical target
enzyme
5. will not; will; The structure and function of the protein will not reactions in the body. They often work by binding molecule
target molecule enzyme

© Houghton Mifflin Harcourt

to target molecules. How do you think the
be affected as long as the same amino acid sequence is built. sequence of amino acids in an enzyme relates to
6. Answers should include that the enzyme and the target its ability to bind to a specific target molecule?

molecule need complementary shapes where they fit together.

Sample answer: The sequence of amino acids of an enzyme
will determine the 3D shape of the enzyme. The shape of the The active site of an enzyme has just the right shape to bind
to the target molecule.
enzyme creates the binding site where the target molecule fits.

80 Unit 2 Evolution

80 Unit 2 Evolution
 Hands-On Lab Small groups 30 minutes

Hands-On Lab
Model Protein Folding
Model Protein Folding
3D Learning Objective

You will use paper strips to model protein folding. SEP Developing and Using Models
MATERIALS
Amino acid chains fold or twist when one region of the chain is
attracted to, or repelled by, another region. This folding or twisting • colored pencils, red, blue, Students use paper strips to model how the sequence of amino
green
depends on the chemical structure of each amino acid, as well as how
• paper strips, white, 1 inch acids influences the way proteins are folded.
close they are together in the chain.
wide and 12 inches long (2)
• ruler Putting This Lab in Context
Procedure Encourage students to consider this activity in a larger context. Why
STEP 1 Consider the amino acid sequence below. On the strip of might it be important to understand how proteins get their shape?
white paper, draw colored dots indicated by the sequence
using corresponding colors—red, blue, or green. Use the What would happen to a protein’s shape if a mutation resulted in a
ruler to help you leave a 1 cm space between each dot. different amino acid being included in the chain?
Amino acid sequence 1:
His – Lys – Ser – Gly – Ala – Gly – Cys – Pro – Ser – Asp –
Val – Leu – Met – Gly – Thr – Pro – Gly – Ala – Cys – Asp –
Met Connection to Biochemistry
STEP 2 Fold your amino acid chain into a three-dimensional protein by following the CCC Structure and Function Denaturing means “reducing a
guidelines below. Work from one end of the white paper strip to the other. Try protein to its primary structure and disrupting its 3D shape.”
to fold halfway between the relevant colored dots when folding.
• Same color next to each other—no fold Extreme heat, chemicals, or a change in pH can cause this to
• Red next to green—90° fold down happen. If enough proteins are denatured, cells are no longer able
• Red next to blue—90° fold up (dotted sides of strip come together)
• Blue next to green—45° airplane fold (colored dots come together with a to function. This is why people cook their food at high temperatures
diagonal crease) and why cooked meat has a different consistency than raw meat. It
© Houghton Mifflin Harcourt • Image Credits: (t, bl, bc, br) ©HMH

should be noted that cooking makes the proteins easier to digest,

90° fold down 90° fold up 45° airplane fold
since the protein structure is broken down.

Ask: How might this affect the function of the protein? Answer: If
the structure of a protein is changed, the protein may function
differently or not at all.

Ask: If this protein is part of a virus or a bacterium, why is cooking our

food important? Answer: Cooking and denaturing this protein
could prevent the virus or bacteria from harming me when I eat
my food.

Lesson 1 Genetic Change and Traits 81

PDF Student Lab Worksheet available online

Lesson 1 Genetic Change and Traits 81

 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

EXPLORATION 1 Describing the Relationship between Genes and Traits, continued

Answers
STEP 5 The second amino acid sequence included a His (green)
amino acid instead of a Val (red) amino acid. Analysis
STEP 6 While the first protein had a heart-like shape, the single STEP 3 Once you have folded your protein, observe its shape. Then set it aside to
compare with other proteins you will make.
amino acid change caused the protein to fold in the opposite
STEP 4 Now consider the next amino acid sequence. Following the same procedure
direction. As a result, the second protein has an S-like shape. as you did for the first sequence, complete the three-dimensional protein.
STEP 7 Since a protein’s function is related to its shape, these two Amino acid sequence 2:
His – Lys – Ser – Gly – Ala – Gly – Cys – Pro – Ser – Asp – His – Leu – Met –
proteins are not likely to be able to perform the same function. Gly – Thr – Pro – Gly – Ala – Cys – Asp – Met

Hands-On Lab Scoring Rubric STEP 5 Compare the two amino acid sequences. What is the difference between the
two sequences?
Points Criteria
Identifies relationships
Follows lab procedures carefully and fully
Supports conclusions and explanations with valid and
reliable evidence
STEP 6 How did the change in the amino acid sequence affect protein structure?

Claims, Evidence, and Reasoning

SEP Developing and Using Models
Inform students that the folding activity represents a simplified
model for protein structure and folding. Have students research
STEP 7 Do you think the proteins formed by the different amino acid sequences can
the structure of a protein, such as insulin, and develop a plan for
still perform the same function?
their own models. Encourage students to explore digital modeling
and folding tools as they research their proteins. Students should
present their plans along with evidence and reasoning for why their
model is a better representation than a folded strip of paper.

© Houghton Mifflin Harcourt

EVIDENCE NOTEBOOK
EVIDENCE NOTEBOOK
7. Sample answer: The change in the folding pattern of the 7. How might the change in the folding pattern of the paper strip proteins
paper-strip protein is due to the exchange of one colored dot relate to the genetic change that causes a lobster to be blue? Record
your evidence.
for another. This represents the exchange of one amino acid for
another. This is one type of DNA change that might affect the
color of the lobster.

82 Unit 2 Evolution

82 Unit 2 Evolution
 Differentiate Instruction
Proteins Affect Traits DCI LS3.A Inheritance of Traits
Different versions of the same gene can result in proteins with different structures
and properties. Proteins do much of the chemical work inside cells, so they are largely Extension Have students look at photographs of different
responsible for traits. The variety in proteins results in the variety of traits we see in
organisms. For example, Labrador Retrievers are dogs that show a variety of coat colors. species of similar animals, such as different species of fish,
The coat will be brown or black depending on which protein is coded for in the pigment amphibians, or birds. Students can compare and contrast the
gene. When a different protein inactivates the brown or black coat pigment gene,
Labradors have yellow coats. observable traits of the similar organisms. Based on these
observable traits, have students infer which two organisms
Language SmArts
from the set likely have the most similar DNA and explain their
reasoning.
Illustrate the Flow of
Genetic Information
Scientists have modified tomato plant genes to produce the
same pigments that give blackberries their dark color and FORMATIVE ASSESSMENT
health benefits. The result—purple tomatoes!
8. Draw Use the terms protein, gene, trait, and amino acids to make a
Language SmArts
diagram or concept map that shows the flow of genetic information that causes Illustrate the Flow of Genetic
purple tomatoes.
Information
RST.6–8.7 Integrate quantitative or technical
information expressed in words in a text with a
version of that information expressed visually (e.g., in
a flow chart, diagram, model, graph, or table).
Students are asked to visually represent the flow of genetic
information that causes a tomato to be purple. Before students
© Houghton Mifflin Harcourt ©John Innes/Handout/Getty Images

begin, have them order the terms from the first to the last
involved in the process. Students should then keep this order in
mind when drawing their diagram or concept map.
Answers
8. Diagrams should show the following flow of information:
9. Using your completed diagram, write a summary of the relationship between
genes, proteins, and traits. gene > amino acids > protein > trait; Different proteins can
result in different traits.
9. Answers should include that genes in DNA provide
instructions for building proteins. The order of triplets in
genes dictates the order of amino acids in proteins. The
order of amino acids determines the shape of a protein,
and the shape of the protein determines its function. The
Lesson 1 Genetic Change and Traits 83
protein’s function determines the traits of an organism.
Different proteins can result in different traits.
PDF Find more support in the online ELA Handbook.

Lesson 1 Genetic Change and Traits 83

 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

EXPLORATION 2 Exploring the Causes of Genetic Change

EXPLORATION 2
3D Learning Objective
Students examine how genetic information can be changed by Exploring the Causes of Genetic Change
mutations and use models to explore types of mutations. They
identify that both mutations and sexual reproduction can cause Leaf-like scales distinguish the bush viper from its
smooth-skinned snake relatives. Keratin proteins
genetic change, which can affect structures and functions of
shape scales. They arrange in ridges instead
organisms. of smooth rows. What caused this new trait to
appear in bush vipers? The ridged scale pattern in
bush vipers is due to genetic changes that result in
changes to proteins.

Collaboration 10. Which of the following outcomes could also

result from a change in one of the bush viper’s
DCI LS3.B Variation of Traits genes? Select all that apply.
A. no effect on traits The African bush viper lives in tropical forests. Its scales help it
camouflage within the bright green foliage.
Group Presentation Erythrism is an unusual genetic B. a genetic disease
C. a new skin color
mutation that is caused by a recessive gene. The condition
results in excess production of a pigment, which can cause red
Mutations
skin and also red fur. It was first discovered in 1887 in a katydid A change in the base-pair sequence of a gene is called a mutation. Most mutations
species that was neon pink. Have students work in groups occur when a cell copies its DNA for cell division. As the DNA is copied, base pairs may
be added, removed, or substituted. These chance mutations may be beneficial, neutral,
to research an organism affected by erythrism. Students can or harmful to organisms. For example, a mutation that results in longer fangs may be
create a short five-slide presentation about how this mutation beneficial if it helps the bush viper grab prey. Mutations can also occur when DNA is
exposed to mutagens, substances that cause genetic mutations. Examples of mutagens
affects the species.

© Houghton Mifflin Harcourt: ©Mark Kostich/iStock/Getty Images Plus/Getty Images

include UV radiation and the chemicals in cigarette smoke.

11. Study the DNA base sequences. On the line provided, record whether the mutation
is the result of a base that was added, removed, or substituted.
Answers
10. A, B, and C; Changes to genes could have no effect, could be Original
g Sequence
q Original Sequence Original Sequence

harmful, or could result in a new trait. A A A C C C G

C
G

C
G

C
A A A C C C G G G

C
A A A C C C G G G

T T G G G G G C C C C C
T T T T G T T T G G G
11. A. substituted; B. added; C. removed; Adding, removing, or
Mutated
d Sequence
ted Mutated Sequence Mutated Sequence
substituting base pairs can lead to changes in the proteins, and
A A C G G G B C G G
A A A C A C C G G G A A A C C G
A A A C
therefore traits, of an organism. T T T G T G C C C
T T T G T G G C C C T T T G G C C C

12. Answers should include that adding or removing bases changes

the composition of all DNA triplets from the point of mutation A. B. C.
through to the end of the gene. Protein structure and function 12. Consider that DNA is read as triplets as proteins are built. Which mutation types
is likely to change substantially. The substitution, however, is might have the biggest effect on protein structure? Explain your answer.

likely to have the least effect, as it only alters one DNA triplet. A
single amino acid in the protein chain may change with possibly
no effect on the final protein’s structure.
84 Unit 2 Evolution

84 Unit 2 Evolution
 13. Look again at the enzyme diagram and its target
molecule. How might a mutation affect the
target
molecule
target molecule
enzyme
enzyme
Differentiate Instruction
interaction between the enzyme and its target
and the function of the enzyme in the organism? CCC Structure and Function
ELL Have students research the definition of enzyme, target
molecule, protein, and amino acid. Students should write any
questions they have regarding the terms and information they
The target molecule and the enzyme are both proteins. Their
3D shapes are determined by the order of their amino acids. would like to know further. They can create a graphic organizer
with supporting information for all four of the terms.
Body Cells and Reproductive Cells
Mutations can occur in the DNA of body cells. They can also occur in the DNA of
reproductive cells—eggs and sperm. When cells divide, mutations are passed on
with the genetic material into the new cell. Only mutations that occur in the DNA of
reproductive cells can be passed on from parent to offspring.
Misconception Alert
Beneficial Mutations Most people associate a mutation with
something bad. However, not all mutations are bad. Some can be
Do the Math neutral and some can be beneficial. For example, there is a mutation
Calculate Mutation Rate that can affect LRP5, which is a protein in humans. The protein was
Organisms must copy their DNA to reproduce. Mutations can occur any time DNA is first discovered in a young person who, after a serious car crash,
copied. Many of these mutations are corrected by cells. However, sometimes a mutation
is not corrected and becomes part of the genetic code of a species.
walked away from the crash with no broken bones. Scientists
discovered that the mutated LRP5 protein results in bones which
DNA Mutations Over Time
are stronger and denser. Pharmaceutical companies are researching
Mutations Original DNA sequence GAACGTATTCAGGTCT
(shown in how to use this mutation to help people with skeletal diseases.
black) tend 5 million years later GAACGTATTCAGGTCT
to add up at a 10 million years later GTACGTATTCAGGTCT Answers
fairly constant
rate in the DNA 15 million years later GTAAGTATTCACGTCT 13. Sample answer: A mutation could cause the enzyme to change
of a particular
20 million years later GTAAGTATTCACGTCT shape, which could prevent or improve binding. If the mutation
species.
25 million years later GTAAGAATTCACGTCT
does not change protein structure in a way that alters the binding
site with the target molecule, it may have no effect on the protein.
© Houghton Mifflin Harcourt

14. How many mutations accumulated in this DNA sequence over 25 million years?

Do the Math
15. Based on these data, estimate the mutation rate for this DNA sequence over 100
million years.
Calculate Mutation Rate
Students calculate the number of DNA mutations over millions of
years and estimate the mutation rate for the future.

Answers
14. Four nucleotide substitutions occurred.
Lesson 1 Genetic Change and Traits 85
15. The mutation rate is relatively constant, so it can be predicted
that 16 mutations may occur over 100 million years (4 mutations
per 25 million years).

Lesson 1 Genetic Change and Traits 85

 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

EXPLORATION 2 Exploring the Causes of Genetic Change, continued

EVIDENCE NOTEBOOK
16. Sample answer: Proteins are responsible for an organism’s traits.
A protein’s structure determines its function. The blue color trait EVIDENCE NOTEBOOK
16. What are the connections between mutation, protein structure and
in lobsters is due to a protein. It is possible that the protein that function, and the lobster’s blue color? Record your evidence.
causes red color was affected by a mutation, causing a color
change in the lobster.
Sexual Reproduction
Sexual reproduction, like mutation, is a source
of genetic change. One or more genes can get
Differentiate Instruction reshuffled among chromosomes when the egg
and sperm form. Since the shuffling of genes is
DCI LS3.A Inheritance of Traits random, each egg or sperm will carry a different set
of chromosomes. This explains differences among
Extension Have students compare and contrast sexual and offspring that come from the same parents.

asexual reproduction in terms of genetic change. Students 17. When DNA segments switch places during Chromosomes from the mother (purple) and father (green)
egg or sperm formation, it can affect can “cross over” when the egg and sperm combine, allowing
should use an example of an organism that can reproduce both only one / several gene(s). large segments of DNA to swap locations.
ways, such as an aphid or a starfish, and compare the outcomes
of genetic variation for each mode of reproduction.
Engineer It
Identify Design Solution Constraints
Answers
Earth’s atmosphere includes a thin layer of ozone, a
17. several; Sexually reproducing organisms have additional compound that absorbs UV rays coming from the
sources of genetic variety. sun. UV light can cause mutations in DNA. It causes

© Houghton Mifflin Harcourt • Image Credits: ©Aleksandar Vrzalski/E+/Getty Images

neighboring thymine bases on the same strand to
break their bonds with adenine and bond with each
other instead. Human-generated pollutants break
FORMATIVE ASSESSMENT down ozone in the atmosphere, putting people at
higher risk of sunburn and skin cancer.
Engineer It 18. According to the paragraph, pollution
Identify Design Solution Constraints causes the ozone layer to thin / expand.
As a result, living organisms have a
Students consider constraints for a solution to ozone depletion. higher / lower risk of UV damage. Earth’s ozone layer can be seen from space. It lies within the
This represents an engineering problem for thin blue band of the outer atmosphere .
Ask: What are some solutions to reduce ozone depletion and the which a solution / an experiment
can be designed to help reduce ozone depletion.
subsequent DNA mutations produced? Sample answer: Since
human pollutants break down ozone, solutions could include 19. Which of the following are constraints that should be considered in designing
solutions to this problem? Select all that apply.
increasing carpooling, avoiding the use of pesticides, and A. The solution must result in a cure for skin cancer.
decreasing the use of harmful cleaning products. B. The solution must not cause harm to living organisms.
C. The solution must be cost-effective.
Answers D. The solution must not cause an imbalance of other atmospheric gases.
18. thin; higher; a solution; Solutions solve problems, while
experiments answer questions.
86 Unit 2 Evolution
19. B, C, and D; Skin cancer is not a constraint related to
solving the problem of ozone depletion.

86 Unit 2 Evolution
EXPLORATION 3 Explaining the Relationship Between Genetic Change
and Adaptation
EXPLORATION 3
3D Learning Objective
Explaining the Relationship Between
Students describe phenomena related to changes in genetic
Genetic Change and Adaptation information and adaptations. They define an adaptation as a
The star-nosed mole is the fastest mammal forager structure, function, or behavior that helps an organism to survive
on Earth. A ring of twenty-two finger-like projections
and reproduce in a specific environment.
around its snout helps the mole detect and capture
prey in a fraction of a second. Long ago, genetic
change causing nose segments to remain separated
was passed from one mole to its offspring. The
offspring were able to find prey better than other Differentiate Instruction
moles in the population. These offspring reproduced
successfully, passing the mutation to their offspring CCC Structure and Function
also. Over many generations, this segmented
structure became common in the population. RTI/Extra Support Students may wonder how the structure
20. Do you think the genetic change that resulted in of the snout of the star-nosed mole relates to its function. Have
the segmented nose occurred in the DNA of body
students research the habitat and feeding behavior of the
cells or the DNA of reproductive cells? Why?
star-nosed mole and relate their findings to the structure of
the snout.

Star-nosed moles mostly eat earthworms and aquatic insects.

Connection to English Language Arts
Have students create a report with at least two animal adaptation
images. Adaptation examples include the sandgrouse carrying
© Houghton Mifflin Harcourt • Image Credits: ©Skip Moody/Science Source

water in its feathers, fennec foxes having large ears as heat

Genetic Change and Adaptation radiators, or the roadrunner crying out excess salt. RST.6–8.7
Genetic changes resulting from mutation and sexual reproduction lead to different traits
in the individuals of a population. Traits that help organisms survive and reproduce in
their current environment are called adaptations. An adaptation can be a structure, a Answers
function, or a behavior. For example, the structure of the star-nosed mole’s nose allows 20. Sample answer: The genetic change occurred in the DNA of
it to locate prey more effectively than a rounded nose. Specialized nervous system
function allows the moles to process information from their environment very rapidly. reproductive cells, because mutations that happen in the body
When star-nosed moles search for food, they constantly touch the environment with cells of parents would not be passed to their offspring.
the star—between 10 and 15 places every second. This behavior helps them to rapidly
detect and capture small prey. The adaptations of the star-nosed mole are the result of
genetic change, inheritance of adaptive traits, and survival advantage in an environment
over many generations. EVIDENCE NOTEBOOK
21. Sample answer: The entire lobster shell is blue, which indicates
EVIDENCE NOTEBOOK
21. Do you think that the mutation that causes the blue color of the lobster
that every cell has DNA with the mutation that causes blue
is inherited? Record your evidence. color. Since reproductive cells determine the genetic makeup
of an organism’s DNA, the mutation occurred in a reproductive
Lesson 1 Genetic Change and Traits 87 cell of one of the lobster’s parents.

PDF Find more support in the online ELA Handbook.

Lesson 1 Genetic Change and Traits 87

 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

EXPLORATION 3 Explaining the Relationship between Genetic Change and Adaptation, continued

Collaboration
Identify Adaptations
DCI LS3.B Variation of Traits 22. Read the description of each organism. In the space provided, list one structure, function, or
behavior that you think is an adaptation. Then briefly explain how this adaptation benefits
Feedback Have students write what would happen if the the organism.
barrel cactus did not have a round stem with spines, the
The barrel cactus lives in dry, hot
scorpion did not have a tough exoskeleton, and the ocelot did deserts. It has a round stem covered
with spines. The flowers bloom when
not have sharp eyesight and teeth. Then have students discuss temperatures drop and pollinators are
plentiful.
their ideas with a partner, provide feedback on the ideas
expressed, and respond to the peer comments.
The scorpion has a tough exoskeleton
and poison in its curled tail. It is well
armed for life in the desert. It will
burrow in the sand to escape the
Answers scorching heat.

22. Sample answer: Cactus adaptations might include long spines

The ocelot hunts a variety of prey,
and flowering in cooler weather. The round shape may help including rodents, iguanas, and
reduce water loss. Flowering in cooler weather prevents the monkeys. It has a unique patterned
coat, sharp eyesight, and sharp teeth.
flowers from wilting. Scorpion adaptations include poison to The ocelot is active mostly at night.

fight off predators, burrowing to avoid scorching heat, and an

exoskeleton that prevents dehydration. The ocelot’s patterned
coat helps it hide from prey; sharp eyesight helps it find prey in Relate Traits to the Environment

© Houghton Mifflin Harcourt • Image Credits: (t) ©Randimal/Shutterstock; (tcl) ©heckepics/

The mountain goat is well adapted to its environment. It has a
the forest at night when it hunts. compact body covered in thick fur, split hooves, strong rear legs, and

iStock/Getty Images Plus/Getty Images; (bcl) ©Berndt Fischer/Photographer’s Choice/

a narrow snout. It lives on steep, rocky slopes where temperatures
can drop well below zero. Plants on these slopes grow only a few
inches tall in the shallow, nutrient-poor soil.
FORMATIVE ASSESSMENT
The mountain goat’s round, compact body
23. Draw Suppose climate change affects the mountain goat’s helps it to retain water and heat.
DCI LS3.A Inheritance of Traits environment. Longer summers and increased rainfall allow
insects to thrive and plants to grow tall and cover rocks. What
Ask: If you had a pet dog, what traits would be beneficial if new traits might help the mountain goat adapt to these changes in
its environment? Sketch a mountain goat with a new, adaptive trait
you lived somewhere hot and mountainous? What if you lived

Getty Images (b) ©joshschutz/Fotolia

and explain how this trait could arise in the population.
somewhere cold and flat?
Sample answer: If I lived where it is hot and mountainous, it
would be useful to have a dog with long legs to step over rocky
surfaces and thin fur to stay cool. If I lived where it is cold and
flat, it would be helpful for the dog to have thick fur and claws
that could grip icy surfaces.

Answers
23. Student drawings might include a longer, hair-tipped tail
for swatting away insects; longer legs to navigate the taller 88
plants; or a shorter coat that sheds to deal with warmer,
longer summers.

88 Unit 2 Evolution
LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

TAKE IT FURTHER Continue Your Exploration

TAKE IT FURTHER
Explore ONLINE!
Continue Your Exploration
Collaboration
Name: Date: You may choose to assign this path or direct students online to
the Interactive Online Student Edition, where they can explore
Check out the path below or go online to choose one of the other paths shown.
and choose from all four paths. These activities can be assigned
• Hands-On Labs Go online to individually, to pairs, or to small groups.
Mutation and choose one
• Mutagens of these other
Phenotype
• Propose Your Own Path paths.
Mutation and Phenotype
Phenotype refers to the observable traits of an organism. It is determined by the Students explore how mutations affect the phenotype of a whale
combination of genes the organism has and, sometimes, by environmental factors.
and determine whether its color is an advantage or disadvantage.
Mutations can result in different gene versions for a trait, resulting in a variety of
phenotypes. Flower color, skin patterns, and behaviors, such as nest building, are a few (Outside research is not required.) SEP Developing and Using
examples of phenotypes. A particular phenotype can be an advantage or disadvantage,
Models, DCI LS3.A Inheritance of Traits, LS3.B Variation of Traits,
depending on the environment where the organism lives.
CCC Structure and Function

Differentiate Instruction
RTI/Extra Support Have students find images of various
piebald animals to get another idea of a mutation altering a
© Houghton Mifflin Harcourt • Image Credits: ©REX/Jenny Dean/AP Images

phenotype. These animals should have irregular patches of two

different colors.

Extension Have students research albinism in animal

Migaloo is the only recorded populations. Students should choose one example and
albino humpback whale.
examine how albinism affects the survival of the animal.
1. Look at the photo of the albino whale people have named Migaloo. The white color
is the result of mutations in the genes that code for the proteins responsible for skin
color. Is Migaloo’s white color likely to be an advantage in its current environment?
Explain your answer.
Propose Your Own Path
Remind students that they can pursue any questions they
developed as they worked through the lesson as part of the
Propose Your Own Path. Students can present their findings in a
variety of formats, including a class presentation, a debate, or a
research paper.

Lesson 1 Genetic Change and Traits 89 Answers

1. Sample answer: No, it is not likely to be an advantage. It could
PDF Research Proposal Worksheet available online
be harmful to Migaloo if the white color makes the whale more
visible to prey.
Lesson 1 Genetic Change and Traits 89
 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

TAKE IT FURTHER, continued

Answers
2. Sample answer: Alternate versions of the same gene result in TAKE IT FURTHER
proteins with different structures and properties. The sickle cell
mutation changes the phenotype of red blood cells by making Continue Your Exploration
them a different shape. It changes the structure of hemoglobin,
which reduces hemoglobin’s ability to deliver oxygen. 2. The sickle cell mutation negatively affects the
function of a protein called hemoglobin. This
3. Sample answer: The mutation is neutral in its effect on the cat’s molecule in red blood cells delivers oxygen
ability to hear but harmful to the cat’s bone and joint health. throughout the body. Describe the relationship
between the sickle cell phenotype and
4. Sample answer: No, it cannot. To be an adaptation, a mutation hemoglobin’s structure and function.
must result in an observable trait (phenotype) that helps an
organism survive or reproduce in its current environment.
5. Stories should include the following: The current traits of a
plant or animal; five chance mutations and whether each
mutation would be helpful, harmful, or neutral in the current A mutation results in a “sickle” blood cell phenotype instead
of a round blood cell phenotype.
environment; how any of these same mutations might be more
helpful or harmful in a changed environment. 3. The folded ears of a Scottish Fold cat do not
interfere with the cat’s ability to hear. However,
the same mutation is also associated with bone
and joint problems. Would you consider the
mutation that causes the folded ear phenotype
Explore ONLINE! to be harmful, neutral, or beneficial for the
Scottish Fold? Explain your answer.
The following are brief descriptions of the paths available

© Houghton Mifflin Harcourt • Image Credits: (t) ©Eye of Science/Science Source; (b)
online.

Hands-On Labs A mutation that affects tissue development is responsible for

the folded ear phenotype of the Scottish Fold cat.
Go online to view the digital version of the Hands-On Labs for
this lesson and to download additional lab resources. 4. Can a gene mutation that does not influence phenotype be considered an
adaptation? Why or why not?
Mutagens

©Megaloman1ac/Fotolia
Students delve deeper into what a mutagen is and how
it causes genetic mutations. (This path requires additional
5. Collaborate Work with a partner to research a plant or animal that lives in
research.) your area. Describe its current traits and brainstorm five chance mutations that
could occur. Discuss how each mutation might affect the organism—would it
Propose Your Own Path be helpful, harmful, or have no effect on the organism’s ability to survive in the
current environment? Then think of a change that could occur to the environment.
Students develop a research proposal to explore a topic of their Explain how any of these same mutations might be more helpful or harmful in
the changed environment. Present your adaptation story using an animation,
choice. Remind students that they can choose a question to storyboard, or short video.
explore that they developed over the course of the lesson. (This
path requires additional research.) 90 Unit 2 Evolution

90 Unit 2 Evolution
LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

LESSON SELF-CHECK
LESSON 1 SELF-CHECK
Can You Explain It?
Can You Explain It? EVIDENCE NOTEBOOK

Name: Date: Students should have gathered the following evidence to explain
how a change in just one gene can cause a lobster to be blue:
• The exchange of one amino acid for another might affect the
How can a change to just one gene cause a lobster to be blue?
color of the lobster. (Exploration 1)
• The blue color trait in lobsters is due to a protein. It is possible
that the red color protein was affected by a mutation, causing
the color to be blue. (Exploration 2)
• The entire lobster shell is blue, which indicates that every cell has
DNA with the mutation that causes blue color. The mutation is
likely inherited, so it occurred in a reproductive cell of one of the
lobster’s parents. (Exploration 3)

EVIDENCE NOTEBOOK
Refer to the notes in your Evidence Notebook to help you construct an
Answers
explanation for how a change to a single gene can cause a lobster to be blue. 1. Sample claim: A gene mutation results in a change in a protein
responsible for the color of the lobster. The mutation may cause a
1. State your claim. Make sure your claim fully explains how a change to one gene can
© Houghton Mifflin Harcourt • Image Credits: (l) ©Gary Lewis/Photolibrary/Getty Images;

cause the blue phenotype in lobsters. loss of protein function, may change the way the protein folds, or
may change the way the protein interacts with other molecules.
2. Scoring Guidelines: Answers should include the following:
• Genes code for proteins, and proteins determine traits.
• The structure of a protein, which depends on the order of
amino acids encoded in the gene, determines its function.
(r) ©Andrew J. Martinez/Science Source

• A mutation in a gene can cause a different order of amino

2. Summarize the evidence you have gathered to support your claim and explain acids in the protein, changing its shape and function.
your reasoning.

Collaboration
Cultivating New Questions After discussing the evidence,
ask students to identify other questions. If needed, prompt
a discussion. Ask: Is there a way to remove mutations from a
population? This question may lead to a discussion about how
Lesson 1 Genetic Change and Traits 91 mutations are random and are not always predictable. Consider
revisiting this concept when discussing adaptive traits that are
selected for naturally in Lesson 2 Natural Selection.
PDF Formal Assessment Lesson Quiz and other assessments available online

Lesson 1 Genetic Change and Traits 91

 LESSON 1 Engage • Explore/Explain • Elaborate • Evaluate

LESSON 1 SELF-CHECK, continued

Checkpoints
LESSON 1 SELF-CHECK
SUMMATIVE ASSESSMENT
Using Examples to Assess Proficiency Checkpoints
In Exploration 2, students learned about the bush viper and its
leaf-like scales. Revisit this example when students are answering Answer the following questions to check your understanding of the lesson.
questions about the double-tail betta fish. Use the photo of the betta fish to answer Question 3.
3. A gene mutation in the beta fish results in a
double-tail. In this example, the mutation
Using Vocabulary to Assess Proficiency results in a change to a physical trait
/ behavior. This change is desirable
In Exploration 1, students learned the definitions of DNA and by fish breeders but does not provide a
genes. Have students go back and reread the definitions in order to survival advantage for the fish, so it is / is
not considered an adaptation.
answer questions about the relationship between DNA and protein
structure and function. 4. Which sequence best explains the relationship
between DNA and protein structure and
function?
Answers A. DNA → gene → protein → trait
B. DNA → amino acid triplets → protein → trait
3. physical trait, is not; Since the double tail does not provide a
C. DNA base triplets → amino acid sequence → protein folding pattern → protein
survival advantage it is not considered an adaptation. shape and function
4. C; Each gene in DNA includes base triplets that match specific D. DNA shape → amino acid sequence → protein shape and function

amino acids. The order of amino acids determines how a protein Use the photo of the bee-eater to answer Questions 5 and 6.
folds into its final structure, which is linked to its function. 5. Bee-eaters are birds that eat insects, especially

© Houghton Mifflin Harcourt • Image Credits: (t) ©halimqd/Shutterstock; (b) ©Javier

5. longer; A longer beak makes catching insects easier than a bees and wasps. They grab flying prey from the
air with their beaks. Long ago, genetic changes
shorter beak, helping the bird survive and reproduce in its that resulted in shorter / longer beaks
current environment. were advantageous for the bee-eater.

6. A; The environment determines which bee-eater traits are 6. Which statement correctly connects the bee-
eater’s adaptations with its environment?
adaptive. A bee-eater’s traits are determined by chance
A. The environment determines which bee-
mutations in DNA. If the traits help survival or reproduction in eater traits are adaptive.
the current environment, they are adaptive. B. The bee-eater’s traits influence where it
chooses to live.
C. The bee-eater’s adaptive traits will not
change as the environment changes.

Castro/Fotolia
D. The environment has no relationship to the
bee-eater’s adaptive traits.

92 Unit 2 Evolution

92 Unit 2 Evolution
 Interactive Review
LESSON 1 SELF-CHECK
Answers
A. Genes provide instructions for building proteins. Base triplets in
Interactive Review
DNA code for specific amino acids joined in a specific order. This
order of amino acids determines the structure, and therefore
Complete this section to review the main concepts of the lesson.
function, of proteins.
Genes in DNA code for proteins that determine an organism’s traits. B. Since genes code for proteins, and proteins are largely
A. Describe how genes are related to the structure
responsible for traits, a mutation could affect a trait. The effect
and function of proteins.
could be beneficial, harmful, or neutral.
C. Mutations and new combinations of genes that result from
sexual reproduction are two sources of genetic change. If the
changes help organisms survive in their environment, they may
be passed on to offspring, resulting in an adaptation.

Mutations and sexual reproduction are causes of genetic change.

B. Explain how mutations to genes can affect traits
in organisms.

C G G G
A A A C
C C
© Houghton Mifflin Harcourt • Image Credits: (t) ©Christopher Futcher/iStock/Getty

T T T G G C
Images Plus/Getty Images; (b) ©Randimal/Shutterstock

Traits that help organisms survive or reproduce in their current environment are
called adaptations.
C. Explain the relationship between genetic change
and adaptation. Explore ONLINE!

Make Your Own Study Guide

EVIDENCE NOTEBOOK
Have students go online for strategies on how to make their
own study guides in their Evidence Notebooks. Strategies
include asking students to provide evidence to support Study
Guide Statements specific to the lesson and collaborating with
Lesson 1 Genetic Change and Traits 93 other students to study the lesson as a group.

Lesson 1 Genetic Change and Traits 93