With the popularity of science-fiction movies like Jurassic Park that simplify the effects of DNA and genes and ignore environmental factors, teachers may find it challenging to convey to students the important role of the environment on gene activities, and vice versa.

For example, individuals may possess a gene combination that could predispose them to certain cancers, but if the environmental trigger never presents itself, the cancer will not develop. Or, as a recent article in Science News reports, a baby might possess a gene that allows for the efficient metabolism of breast milk associated with higher IQ, but if the environmental trigger–being breast-fed– never presents itself, the gene has no effect. Thus, there is rarely a straightforward, predictable relationship between having a specific gene and an associated effect.

The article, dated November 10, Smarty Gene: Breast-fed kids show DNA-aided IQ boost reports research showing that breast-fed babies can have significantly higher IQ scores than those who were not breast-fed, but only if the babies also possess a form of a gene, fatty acid desaturase 2, or FADS2, that allows for particularly efficient metabolism of the milk. Therefore, the notion that breast-fed babies are always better off is not always the case in terms of IQ.

How to Turn This News Event into an Inquiry-Based, Standards-Related Science Lesson

Besides the life science concepts of genetics in this article, the methods of science are nicely highlighted. The National Science Education Standards stresses the importance of student understanding of the nature and methods of science. This article can help you help students in those concepts. The article gives the sample sizes of two groups of people, one group in New Zealand who are currently in their mid-30s and one group in England, currently aged 12 or 13. Also reported are their ages when their IQs were measured and the number in each group which was breast-fed. Finally, the findings are given regarding who exhibited higher IQs and whether they possessed the FADS2 gene. In addition, the article explains how the scientists ruled out other possible explanations for the differential IQ reported.

Before sharing the article, ask students how many/what kind of people do they think would need to be studied to look for a relationship between IQ and breast-feeding vs. formula feeding. How would they go about designing an experiment? What are the variables and how should they be controlled? Then share the methods used in this article. What else do students want to know that is not mentioned in the article to help them “buy” the results? What do the results suggest? Should all babies be breast-fed? What conditions might present exceptions?

Here are some additional resources that are part of the NSDL Middle School Portal collection NSDL Middle School Portal to facilitate your instruction regarding genetics and the methods of science: Kids Genetics; Community Science Action Guides: The Ethics of Genetics and Science Sampler:Hypothesis-based learning

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