Concepts portfolio (1)

Journal entries

Opinion of teaching science Scienceography (x2) Natureography (x2) Animal Adaptation Prediction

Observations/ Library Research

Appreciating Nature (1 sitting in grass at WSCC, 1 at home, 1 at night) Samples from the Field (POWTOON link) Who is Science?

Science Today Body Kahoot

Activities/Lab

Measurements Microscopes Grab Bag Colors of Nature Helping Hands Owl and Mouse Sweet Treats Build Your Own Dichotomous Key Natural Selection Pasta Blubber Bags The Great Bug Race Spider Enzymes Nocturnal Animals/Are You My Pup? Build a Cell/Cell Models Egg Osmosis Lab Cell Division Flipbooks Photosynthesis BINGO Photosynthesis Relay DNA Magnets/Gummy Bear DNA Protein Toobers Balloon Translation Protein Synthesis Kit

Mitosis and Meiosis Foldable A Generation of Traits A Recipe for Traits Beans and Corn Lab Traits BINGO Pipecleaner Babies Easter Egg Genetics Toothpick Fish Gummy Bear Genetics Zork Inheritance *Zork Bonus *Baby Boom *Harry Potter Genetics Skeletal System Lab Mr Bones Senses Lab Muscles Lab

Science Standards/Activities 1. Tennessee Science Standards K-7 (sample)

2. Summary sheet(s) *If you have a single file with all the summaries, if you

have individual summary sheets for each activity, they should be placed in front of the corresponding activity.* 3. Activities for standards:

(In the blanks, include the title and citation for each activity you add. That will be one activity per bolded standard for a total of 12 standards added to the following individual and group projects. Indicate with * the 2 that are technology based and ** for the two that are inquiry based. If you are using an activity that you presented, place the grade sheet in your portfolio as your activity and place a copy of the activity where it is listed below.)

Standard 1 - From Molecules to Organisms: Structures and Processes Activity 1 - ___---K.LS1.3: Explain how humans use their five senses in making scientific findings.

Five senses- Potato head___________________________ ______________________________ Activity 2 - _--1.LS1.1: Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).

Recognizing the parts of a flower_____________________________ ______________________________ K.ETS1.1: 5 Christian Hawkins and Abbie Reed (5 Senses Slime) K.ETS1.1: Chelsea Capps (My Itsy Bitsy 5 Senses Book) K.ETS1.2: Raeghan Toliver (Labeling Ourselves) K.ETS1.2: Sheranna Young, Lindsey Massey, Shaelyn Mahan (Living and NonLiving K.ETS1.3: Haley Devereaux (Five Senses—Mr. Potato Head)

K.LS1.1: Laken Carpenter and Raeghan Tolliver (Differences Between Plants and Animals) K.LS1.2: Maddie Maples (Which is Which?)

1.LS.1.2: Brianna Whitlock (From Seed to Plant) 1.LS1.2: Kristen Payne, Chelsey Capps, and Brianna Whitlock (Animal Physical Characteristics 7.LS1.5: Sarah Smith, Morgan Templin, Pamela Vazquez, and Krysta Cheong (How Bile Breaks Down Fat)

Standard 2- Ecosystems: Interactions, Energy, and Dynamics Activity 1 - _2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. __Habitat Where are you from?___________________________ ______________________________ Activity 2 - _4.LS2.3: Using information about the roles or organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.

Food chains- _____________________________ ______________________________ 4.LS2.2: Sarah Allnatt (Terrestrial and Aquatic Food Chains

Standard 3 - Heredity: Inheritance and Variation of Traits Activity 1 - __ Are You My Mommy?

Standard: K.LS3.1: Make observations to describe that young plants and animals resemble their parents.

Activity 2 - ____Build a spud genetic _____2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms._____________________

______________________________ K.LS3.1: Lori Livesay, Haley Devereaux, Caitlyn Cross, Katie Rea (Are You My Mommy?)

2.LS3.1: Courtney Greenlee (Genetics BINGO) 2.LS3.1: Kristin Payne (Inherited Traits and Learned Behaviors)\\\\\\\\\\\\\\ 7.LS3.2: Courtney Greenlee, Madison Maples, and Ashlyn Hodge (The Plant Cell) 7.LS3.2: KaLynn Spurgeon (Mitosis vs Meiosis) 7.LS3.3: Melissa Barrett (Inheritance Traits)

Standard 4 - Biological Change: Unity and Diversity Activity 1 - _3.LS4.3: Explain how changes to an environment’s biodiversity influence human resources.

__Topic- touch of class___________________________ ______________________________ Activity 2 - _4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past.

Fossil Cookie of the past____________________________ ______________________________ 4.LS4.1: KaLynn Spurgeon and Sarah Allnatt (Fossils and the Past) 5.LS4.1: Lori Livesay (Name That Fossil)

Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design Activity 1 - ---K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

What is a Label? Labeling a cats body

Activity 2 - __2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together._____ T opic: Balloon Rocket Car Race | Propulsion STEM Activity

_______________________ ______________________________ K.ETS1.2: Raeghan Toliver (Labeling Ourselves)

2.ETS1.3: Sheranna Young (Three Little Pigs STEM Activity) 8.ETS1.2: Laken Carpenter (Technology Used in Science)

Standard 2 - Links Among Engineering, Technology, Science, and Society Activity 1 - _3.ETS2.1: Identify and demonstrate how technology can be used for different purposes.

_______Wixie, create a creature_____________________ ______________________________ Activity 2 - _4.ETS2.1: Use appropriate tools and measurements to build a model._ __-Learn how to make an anemometer _________________________ ______________________________ 3.ETS2.1: Christian Hawkins (LiveBoard Bones)

Field Trips /Integrated Assignments

Nature Walk Notes Zoo Scavenger Hunt Zoo Write-Up Cell Models Individual Presentation Grading Sheet* Group Presentation Grading Sheet* Cell Project Grading Sheet* Leaf Collection Grading Sheet* Poster Grading Sheet* Book Poster Grading Sheet* Pictures-

Journal Entries

Opinion of teaching biologyGoing into Biology to teach instead of English would be hard, but I think biology is very interesting subject to teach. The reason I find biology a little challenging and harder to understand due to measurements. I am not good with math at all so this plays a big part in math. Biology is a fun and engaging how you get to interact with animals, nature and learning all the details of life. I’d enjoy teaching biology because of the things you get to learn along the way.

Nature-

My family and I love to go camping they always think of it as a treat. My parents own a camper and we always have fun. It is always fun getting together and making plans on food and different activities. We love going in the summer so we can swim, but my favorite is going in the fall. Fall is my favorite because we gather around the fire with our hotdogs, s’mores and our blankets in our chairs. My children love s’mores! I consider my family and I to be pretty close and we all love being together anywhere we go.

When I was in high school I stayed at the lake with her that is where she lived at the time. While we were there we swam and fished. One morning we were fishing I threw my line out and my hook went into my brothers back (by the way I thought it was hilarious, however it was bad) He was so mad at me. Later he threw a worm at me and I do not like worms, he usually puts them on for me. We also rode jet skis and I got thrown off into the water.

ScienceThe science experience I would like to share with the class is about I had surgery with my daughter as a C-section, It was one of the scariest I’ve been through due to being basically tied down as they gave me medicine to prep me for surgery. Having no feeling in my legs and seeing my husband prepped up. I kept getting nauseous and feeling like I was going to pass out at any given moment, they gave me medicine. I felt as if I blacked out because I don’t remember much until I saw and heard her cry. She was 4 pounds and she was

perfect. I hated not being able to feel my legs to what felt like forever, but it was maybe an hour. I felt like I couldn’t go to the bathroom. The soreness was about 6 weeks.

Today I would like to talk about my gallbladder surgery. When I was pregnant I was having pains and couldn’t hardly eat anything so I went to the doctor. I found out that I had gallbladder stones and at some points of my pregnancy I feel like I was going to die! After I had my son I went to have surgery and the surgery wasn’t terrible as I had thought. There was some nauseous feelings for the reminding of the night into the next morning. I’ve gotten four scars and was sore for about 4 weeks. So happy I can now eat most of anything I want, which is better than what it was before surgery.

Opinion of teaching science now that the semester is over. I had a fun semester learning all different ways of teaching on science. There are so many different ways of teaching to capture the student’s minds and attention. It is very important to have a lesson to keep their attention so they do not get bored or not want to learn about the particular lesson.

Mrs. Goodfriend has so many fun ways of teaching a classroom in science, when I was younger my science teacher made things so boring and all he did was talk. I appreciate the time she has taken.

Observations 5 minute observations  

At Walter State See-volleyballs  Buildings  Birds

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Hear-

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Cars

People talking 

Smell-

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Grass

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Feel-

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Pavement 

Bugs

5 Minute Observations at Home during the day  

SeeCars  Houses  Flowers  Hear Children  Cars driving  Bugs  Smell Grass  Flowers  Exhaust  Taste Nothing  Feel Porch  Rocks

Night  See Lighting bugs  Lights  Hear Bugs chirping  Cars  Smell Grass  Fire  Taste Nothing due to allergies  Feel Cool night breeze  Rocks beneath my feet

Who is Science?

When I was thinking about what I could not live without there were several things, but I think my phone is most important. I use my phone for everything such as my GPS and camera. The calling or texting part would be fine without having, however the camera and GPS would be harder. My camera on my phone is used for taking as many pictures as possible with my children. Pictures make memories and they are so important to me. Yes, I could take my camera everywhere, but if I have my phone I can snap a picture.

I get lost everywhere I go unless I know exactly where I am so I use a GPS. There has been times that I will use it until I get to where I am going just to be safe. My husband thinks I am crazy, but I would rather be safe than sorry. GPS has helped me so times me home from being lost, but what is the worst is when your phone dies with no charger. Not too long ago I had to stop at Walgreens to get a charger so I can figure out where I was at. It was scary, but I found my way. When I was younger I was supposed to learn directions in the car, but I always fell asleep.

My phone has been amazing with having the features of the camera or GPS with having kids both help me. GPS has helped me so I would not be stranded on the side of the road and get to the next destination. My camera gives me snap shots of my children and my family. These features are equally important.

Science Today URL: https://www.sciencenews.org/article/honeybees-fumble-their-way-blueberrypollination

Honeybees fumble their way to blueberry pollination But the berry pollen doesn’t end up in the insects’ hives BY SUSAN MILIUS 9:00AM, NOVEMBER 9, 2017

COME HERE YOU Blueberry flowers don’t make it easy for bees to reach the plants’ pollen.

BETTY SHELTON/SHUTTERSTOCk SPONSOR MESSAGE DENVER — Honeybees may be the world’s most famous pollinator, but a new study shows that blueberry blooms reduce the insects to improvisational klutzes. Not useless ones though.

Pollination specialists have realized that the pollen haul found in hives of Apis mellifera honeybees has little, if any, from blueberry flowers, ecologist George Hoffman said November 5 at the Entomology 2017 meeting. Yet big commercial blueberry growers bring in hives of honeybees in the belief that the insects will help wild pollinators and boost the berry harvest.

Labs and Activities Measurements Lab- USING MEASUREMENTS IN THE BIOLOGY LAB Tennessee Science Standards 1.ETS1.1: Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information.

K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.

1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas.

Learning Outcomes Student should be able to: 1.

Recognize the metric units used universally for determining length, volume, mass (weight) and temperature.

2.

Make conversions from one metric unit to another.

3.

Determine the length, volume and weight of various materials 4.

Make temperature conversions from Fahrenheit to Celsius and Celsius to Fahrenheit.

Materials: Triple Beam Balance, Wooden cube, Metal Bolts, Beakers, Graduated Cylinders, Flasks, Water, Ruler, Meter stick, Thermometers, Hot Plate, Ice In this exercise, you will become familiar with the various units used for measurement in the biology laboratory. Biologists use the International System of Units, SI, which is a metricbased system. Table 1.1 lists the units that will be used in your biology exercises.

Physical quantity Mass Length Volume Temperature

Table 1.1 Sl Units Name of Unit Gram Meter Liter Celsius

Symbol G M L or l ď‚°C

Many times the measurement will require the use of prefixes to show values larger or smaller that Sl base unit. Table 1.2 lists the prefixes that will be used in your biology exercises.

Prefix KiloCentiMilliMicroNano-

Table 1.2 SI prefixes Symbol Factor 3 k 10 , or 1000 c 10-2, 0.01, or 1/100 m 10-3, 0.001 or 1/1000 10-6, 0.000,001  or 1/100,000 n 10-9, 0.000,000,001 or 1/100,000,000

Example Km, Kg Cm mm, ml m, l Nm

Practice Metric Conversions Since the metric system is based on units that differ from each other by factors of 10, we will review how the decimal position moves when converting within metric units. When converting large metric units into small metric units move the decimal to the right by the number of 0’s in the smaller unit prefix. You are in effect multiplying in units of 10. Example: convert 12.0 grams (larger) to milligrams (smaller), milli equal 1000, move decimal 3 places to right, 12,000.0 mg. When converting small metric units into larger metric units move the decimal to the left by the number of 0’s in the smaller unit prefix. You are in effect dividing in units of 10. Example: convert 12,000.0 mg (smaller) to grams (larger), milli equal 1000, move the decimal 3 places to the left, 12.0 grams

Assignment 1 – Dimensional Analysis Convert the following: 0.35 meter = _35._____ cm = __350.____ mm = __350,000____ m = __350,000,000_____ nm 748,000 L = __748.____ mL _.748_____ L 350 mg = __.350____ g = __0.000350____ kg 2.5 L = _2500_____ mL = __2500000_____L 0.01 kg = ___10___ g = ___10,000___ mg Assignment 2 - Measuring Length, Area, and Volume Activities 1. Length

Using the meter stick, measure the following items to the nearest unit shown below: Length of your foot = __26._______ cm = __.26______ m Your height = _157________ cm = __1.57______ m 2.

Area Using the meter stick, measure the following items to the nearest unit shown below: Laboratory tabletop Length = ____137_______ cm Width = ___40.5________ cm Area of the laboratory tabletop = ___137_____ cm X __40.5______ cm = _5,548.5_______ cm2 Floor tile Length = _30.5__________ cm Width = ___30.5________ cm Area of the floor tile = _30.5______ cm X __30.5______ cm = _930.25_________ cm2

3.

Volume Using the mm ruler, record the width, length and height of the block provided.

Determine the volume of the block.

Block: Width __40_____ mm = ___4_____ cm Length ___40____ mm = ___4_____ cm Height ___40_____ mm = ___4_____ cm The volume of this block in: _____64____cm3 (cc) = __64______ml (cm x cm x cm = cm3 also called cubic centimeter, cc)

Assignment 3 - Measuring Mass Activities 1.

Determine the weight of the block provided.

Block weight = _41.25_________g

2.

Determine the density of the block provided.

Block density = ___.64_______g/cm3

3.

Would this block float in water? (Water density = .9965g/cm 3 at room temperature)

yes Assignment 4 - Measuring Liquid Volume Activities Become familiar with the following containers used to measure volume.

I used a ___becker__________________ 1.

2.

Weight of ___becker_______________ prior to adding water ____9865___g Weight of ________becker__________with 50 ml of water ___134.98___g Experimental weight of 50 ml water ____50___g Actual weight of 50 ml of water __36.42_____g

Which instrument was the most accurate? graduated cylinder 2.

Could you have predicted this reading? Certain units in the metric system are identical with respect to a standard reference such as water.

1ml H2O = 1g H2O = 1cm3 H2O

3.

Using this information, how could you determine the volume of a sphere such as a marble or a golf ball? Water displacement method- 60ml

4.

What is the volume of the bolt provided?65ml

Assignment 5 - Temperature Conversions C = (F – 32) x 5/9 F = (C x 9/5) + 32 Practice conversions: 78 F = _25.6______ C 9 C = __48.2______ F 1. using the thermometer, determine the temperature in Celsius of each of the following: Ice bath = ____2.8____ C 19 Room air = _193_______ C Boiling water = ________ C

USING THE MICROSCOPE IN BIOLOGY Tennessee Science Standards: K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses.

K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.

1. ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas.

Purpose: The study of living organisms often involves observing structures too small to be seen with the naked eye. A system of magnification had to be developed if biologist were ever going to learn about these small structures as well as single cell organisms that are also too small to

be seen with the naked eye. The Compound Light Microscope is the most common magnification system used in the biology laboratory. Images can be magnified up to approximately 1000xs with the compound light microscope. The compound light microscope utilizes two magnifying lens, the objective lens and the ocular lens. Other systems of magnification such as the transmitting electron microscope and scanning electron microscope are utilized for more detailed study of cellular materials at much greater magnifications than possible with the compound light microscope but these will not be used in your lab. For less detail, depth and low power magnification but with the larger field of view, the dissection microscope may be used in lab.

Materials: Compound Light Microscopes, Letter “e� slide, Cross-thread slide, Toothpicks, Blank Slides, Methylene Blue, Cover Slips, Lens paper Assignment 1 - Getting to Know the Compound Light Microscope Become familiar with the following parts and their function by examining your microscope and see photo on Biology Lab Study Disc.

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6. slide 7.

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Ocular lens Body tube Nosepiece Objective lens 4x 10x 40x Mechanical stage Iris diaphragm

top-most lens that your eye looks through. Magnifies 10xs. narrow tube that supports the ocular lens revolving part to which objective lens are attached typically 4x, 10x, 40x magnifying lens in the general biology lab scanning power low power high power support slide while viewing and allowing easy slide movement lever located underneath stage regulating light intensity to

Condenser Arm Base

located above diaphragm to concentrate light to slide supports body tube, used to carry microscope support, always place hand under when carrying microscope 10. Coarse adjustment larger knob that raises or lowers the stage or body tube depending on brand of microscope, use with 4x or 10x objectives 11. Fine adjustment smaller knob that provides final, optimum positioning of specimen for viewing.

12. Light source lamp located in base What is the total magnification? Total magnification is the magnification of the ocular lens times the magnification of the objective lens being used (4x, 10x or 40x). If the 10x ocular lens is used with the 4x objective lens, then the object being viewed will be magnified or enlarged 40 times (10 x 4 = 40).

Fill in the blanks in Table 2.1 using the ocular and objective lens on the microscope you are using.

Table 2.1 Ocular Lens Objective Lens Total Magnification 10x 10x 10x

4x 10x 40x

____40_____x ___100______x ___400______x

Assignment 2 - Viewing a Prepared "e" Slide 1.

2.

3.

4.

Obtain a microscope slide labeled "letter e."

Plug your microscope in and switch on.

Rotate the 4x objective into the viewing position, feel the objective click into place.

With maximum distance between the 4x objective and the stage, place "letter e" slide, with the tail of the "e" pointing toward you, between the mechanical stage

clips.

5.

Move the slide to center the "e" over the light source while looking from the side.

6.

Open the iris diaphragm, if necessary, for additional light.

7.

While looking through the ocular lens, turn the coarse adjustment knob so that the slide is brought closer to the objective lens. Continue until the "e" or part of the "e" becomes visible. The slide may need centering again before continuing.

8.

Turn the fine adjustment knob to bring the "e" into sharper focus.

9.

How has the orientation of the letter "e" changed when viewed through the ocular lens compared to the orientation of the "e" on the slide? Its upside down 10.

Move the slide to the right while viewing the "e". Which way did the "e" move? left 11.

Move the slide away from you while viewing the "e." Which way did the "e" move? right

This is called INVERSION, referring to how objects appear upside down and backwards when viewed through the microscope.

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Center the "e" in your field of view. yellow Rotate the 10x objective into place. bigger View the "e" now.

How has the field of view changed? bigger Rotate the 40x objective into place. Certain places I see black View the "e" now, you may need to slowly move the stage to see any part of the "e."

How has the field of view changed now? No view of e

As the magnification increases, the diameter of the field of view decreases. For this reason, as you change objective lens to increase magnification, the object you wish to view must be centered in the field of view.

Assignment 3 - Depth of Focus - Which thread is on top?

A change in magnification not only affects the diameter of the field of view but also affects the depth of focus. Depth of focus decreases as magnification increases.

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8.

Obtain a slide labeled "colored threads" which will have 3 different colored threads.

Center the threads over the light.

With maximum distance between the nosepiece and stage, click the 4x objective into place.

Using the coarse and fine adjustments focus on the filaments of the threads.

Move the slide to where two threads intersect.

Turn the fine adjustment so that the thread moves away from the objective lens.

Stop when the thread is just out of focus.

Now slowly bring the threads back into focus.

Which colored thread came into focus first? This is the one on top at this intersection.

Thread on top at this intersection __red_____________

9. Now you should be able to tell which colored thread is on top, in the middle and on the bottom.

Top _red_______ Middle _blue_______ Bottom _yellow_______

Assignment 6 - Preparing a Wet Mount 1. Obtain a clean glass microscope slide and coverslip.

2. Place a drop of water and proceed to step 3 or a drop of the sample on your slide and proceed to step 4.

3. Add your specimen to the water drop.

4. Hold one edge of the coverslip to one side of the drop and lower the coverslip to cover the material.

5. If done carefully very few air bubbles will appear.

6. Beginning with the scanning objective, locate the specimen and bring into as sharp of focus as possible. Center the specimen in the field of view and move to the 10x objective. Slowly rotate the 40x objective into place. Be sure the 40x objective does not touch to slide!

7. After the 40x objective is in place observe the image remains somewhat in focus. This microscope is parfocal, meaning that the image remains nearly in focus as you move from one objective to another.

8. Draw your specimen in the space provided below. ………

4X View

10X

Assignment 7 - Finishing up and Storing the Microscope 1.

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Rotate the 4x objective into place.

Clean all lenses with lens paper only.

Put cover, if available, over microscope.

Pick microscope up with one hand on arm and one hand under base.

Return to the storage cabinet.

Return all materials to the designated location in the lab.

Clean your work area for the next lab students.

40X

Grab Bag 1. Topic: Curiosity, 5-Senses 2. TN Science Standard: a. K.LS1.3: Explain how humans use their five senses in making scientific findings. b. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses.

3. Brown paper Bags, Misc. items 4. Instructions: Choose either completely non-edible or edible items. Take one item and place it in a paper bag. Repeat the process for each item. Close the bags so that you cannot see what is inside. Distribute one bag to each student. Tell them to try to guess what is inside the bag WITHOUT opening it. When they think that they know what is inside, have the students raise their hands and tell you their guess. Have them look inside and see if they were correct. You can award prizes for correct guesses. If it is an edible item, you can have them eat their item as a prize.

5. Comments: Make sure that you include items that have a potent smell, things that feel a specific way, things that make noise, etc.

Colors of Nature 1. Topic: Color identification, Biodiversity 2. TN Science Standard: a. K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. b. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. c. K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions. d. 1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

3. Materials: Empty Egg Cartons, Paint, Items from outside 4. Instructions: Using paint, color each of the egg compartments on the inside of your egg carton a DIFFERENT color. Then go outside and collect items from nature that displays that color and place them in the corresponding compartment.

5. Comments:

Activity: Helping Hands Some animals develop associations that are advantageous to both of the partners. This

type of relationship is a special kind of symbiosis called mutualism. These types of partnerships can be found in all habitats and can include the largest animals to the smallest bacteria. Many times these mutualistic relationships are formed because of the nutritional needs of the members.

TN Science Standards: 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air.

2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

4.LS2.2: Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.

4.LS2.4: Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem.

6.LS2.1: Evaluate and communicate the impact of environmental variables on population size.

6.LS2.2: Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem.

6.LS2.3: Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem.

3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes.

Objectives: Students will be able to do the following: 1. Describe a mutualistic relationship.

2. Demonstrate a mutualistic relationship.

3. Analyze the advantages and disadvantages of a mutualistic relationship.

Materials:  Items to represent food (stuffed animals, folded pieces of paper, items that can be picked up using only elbows, or combinations of these items, etc.) Approximately two items per student is adequate (of course the more items the longer the rounds). These amounts can be adjusted to suit your needs.  Spot markers (poker chips, paper squares, etc.)  Blindfolds  3-Legged bands Note to Teacher: This activity requires some students to move with their eyes closed.

Always show students how to move safely with their eyes closed prior to the activity. If students are having difficulty, the activity can be done by a few students at a time instead of the whole group.

Procedure: 1. Discuss symbiotic relationships. Have students brainstorm reasons for organisms having such relationships. What are the advantages and disadvantages of these partnerships?

2. Explain that in this activity students will be organisms (either No See Ums or Ferocious Feelers) that must gather food within their habitat. At first they will hunt for food on their own. Later they will take part in symbiotic relationships.

3. Have students choose partners. (Partners should stand next to each other.)

4. Have students form a circle by joining hands and moving apart until their arms are fully extended. Have students drop hands and take two giant steps backwards. The area inside the circle becomes the habitat. (Playing area can be adjusted for groups of various sizes. The area should allow ample room between players on the field.)

5. Place a “spot marker” next to each pair of students.

6. Explain that the inside of the circle represents a habitat. The organisms that are participating will be hunting for food within this habitat. Explain that people that are not organisms during the round are helping to keep their partner safe. They can only speak to warn their partner if someone is coming too close, but they cannot direct anyone to or away from food.

7. Explain the following parameters for the activity. (It is helpful to have a student demonstrate the appropriate behavior as the parameters are read.)  Organisms are hunting for food in the habitat. (Show students the items that will be used for food.)  Both types of organisms move by crawling.  Both types of organisms move very slowly as if they are in slow motion.  Organisms that move quickly die from overexertion and must sit outside of the habitat.  The No See Ums must be blindfolded while they are in the habitat. They collect food using their hands.  The Ferocious Feelers can see, but they can only use their elbows to pick up food.  Food that cannot be held by the organism may be stockpiled on their “spot

marker”.

8. Before the round begins:  Have one partner from each pair step into the circle. Have students that are in the circle choose the type of organism they want to be. (Try to have some of both types of organisms for each round.)  Have student participants sit randomly in the habitat. No See Ums must have their eyes closed. Ferocious Feelers should have their elbows ready.  Distribute food randomly in the habitat.

9. Give a signal for the round to begin.  At the signal, students crawl throughout the habitat gathering food according to their restrictions.  After all the food is gathered, have students return to their “spot marker”.

10. Repeat using the other half of the students.

11. Discuss the limitations of each type of organism as they tried to gather food. Did one type of organism get more food than the other type?

12. Explain that in the next round organisms will develop symbiotic relationships.

13. Explain that the following parameters apply for this round:  The partners in each pair will work together as one organism.  In this round food gathered by either partner can be used by both partners.  Each pair will consist of a No See Um and a Ferocious Feeler.  The partners must stay in contact at all times during this round. (The 3-legged bands will be used to safely accomplish this task.)  If the students become disconnected at any point before the round ends, they experience “coral bleaching” and “die” in this round.  Remind students that the No See Um still cannot see and the Ferocious Feeler can still only collect food with their elbows.

14. Give partners time to decide which organism each will be and attach the 3-legged bands.

15. When students are ready, have symbionts enter the playing area. (The playing area can be enlarged to accommodate more students simply by distributing the food in a larger area. Students still have their “spot markers” to identify home.)

16. Have student partners “connect” and take their starting positions. (No See Ums have their eyes blindfolded. Everyone is still.)

17. Remind students that excess food can be stockpiled on their “spot marker”.

18. At the signal, have students collect food following the parameters given.

19. Discuss ways that various partners solved problems. Was feeding more efficient this time? (Hopefully students will realize that the No See Um is the best food gatherer and the Ferocious Feeler is the best director but other solutions may occur.) Discuss the advantages and disadvantages of being in a symbiotic relationship. What did the partners have to give up to be in this symbiotic relationship?

Possible Extensions: 1. Older students may prefer to walk instead of crawl. For this adaptation, use food items that students may feel as they walk such as stuffed animals rather than flat items such as poker chips. Be sure that these items are soft and will not cause a tripping or falling hazard. The Ferocious Feelers can also be given arm extenders such as sand shovels or tongs to replace their elbow feeding devices. Remember that partners should be watching out for each other’s safety. Teach students how to maneuver safely with their eyes blindfolded using the “bumpers up” position. In this position the arms are partially extended at chest height, fingers pointing upward, palms facing outward. This gives the sightless person a “bumper” to help them feel people or objects in their way.

2. After each round designate a new number of food items necessary to live. Was it easier to get the necessary items with a partner or alone?

After one round, designate one item as poisonous. How many organisms were killed? Apply this information to real world situations.

Owl and Mouse 1. Topic: Predator/Prey Relationships; Energy Use/Transfer 2. TN Science Standards: a. 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. b. 2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. c. 4.LS2.2: Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. d. 4.LS2.3: Using information about the roles or organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. e. 6.LS2.2: Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem. f. 6.LS2.3: Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem. g. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. h. 5.ETS1.3: Describe how failure provides valuable information toward finding a solution.

3. Materials: Paper balls, Blind folds, Soft balls (pool splash balls work best) 4. Instructions: Have the students form a circle sitting in the floor. They will be the “mice”.

Have one student volunteer to be the “owl”. The “owl” will stand in the middle of the circle.

He/she will be blindfolded. He/she will be given two of the soft balls. They are told that each ball represents a “swoop” to catch a mouse. Then the paper balls are scattered around the “owl’s” feet to represent cheese. The mice take turns gathering a piece of cheese.

When the “owl” hears the “mice” move, they throw the ball (swoop). If the “owl” hits a “mouse” with a ball, the owl gets to keep the energy (gets the ball back to swoop again). If both balls are thrown and miss their targets, the “owl” dies due to lack of energy to perform daily tasks.

5. Comments:

Natural Selection Pasta Topic: Natural Selection, Camouflage 5.LS4:2 Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction 8.LS4:3 Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaption 8.LS4:4 Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment Materials: Multi-colored pasta, Gallon Ziploc bag Instructions: Separate the pasta into 4 colors. Count out the same number of each color and place them into a Ziploc bag. Mix them thoroughly. Then take students outside to a grassy area. Scatter the pasta on the ground. Have each student pick up the first piece of pasta that they find and return to their spot. Identify the number of each color collected. Then have them throw the pasta back to the grass. Give the students 30 seconds to collect as many pasta pieces as they can. At the end of the 30 seconds, see how many of each color the students have.

Comments: You can use any other material as long as it is biodegradable. (Some pasta will not be located.) You can also cross-curriculum with math and graph the type of pasta found.

Reference: Elesha Goodfriend, Walters State Community College

Blubber Bags

Topic: Animal Adaptations, Insulation TN Science Standards: 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air.

3.LS1.1: Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes.

5.LS4.2: Use evidence to construct and explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses.

K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.

1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

Materials: Gallon size Ziploc bags (with the gripping zipper, not the slide) Lard or Crisco Tubs of ice water Gloves of various types (optional) Duct Tape (optional)

Instructions: 1. Prepare the blubber bags ahead of time. For each blubber bag, you will need 2-one gallon bags. Label the first bag and fill with the amount of lard you choose. (I make one bag with no lard inside to serve as a control, 1 bag with a small amount of lard, 1 with a medium amount of lard, 1 with a large amount of lard, and 1 with an extra-large amount of lard).

2. Turn the second gallon bag inside out and place it inside the first bag.

3. Match up the zippers to seal the bags. (You can place duct tape around the top to help reinforce the seal.)

4. Place buckets of ice around the room. Place one or two bags at each station.

5. Have the students work in teams or groups. Give the students an allotted time at each station. During this time, the students must place one hand inside the blubber bag and record the amount of time that it takes until the hand feels cold. If there is sufficient time, allow each student to go in the group before moving to the next station.

6. Record the amount of time (on a chart or on the board) in the blubber bags at each station. *This is a good time to cross-curriculum with math. You can find the average of the numbers for the entire class at each station.

7. After the allotted time, have each group shift to the next station until they have visited every station.

Extension Questions: 1. Do other materials insulate as well as blubber? (You may have stations with various types of other gloves/materials as well [ie cleaning gloves, diving gloves, feather bags, etc).

2. How do humans protect themselves in the cold?

3. Provide examples of environments where a thick layer of blubber would be beneficial.

4. Provide examples of organisms that possess a thick layer of blubber.

5. Due to temperature increases, the polar ice caps are beginning to melt. Without the colder temperatures, what to you predict will happen to: 1. Those environments from question 3, 2.

The organisms from question 4.

Sweet Treats Dichotomous Key

Sometimes scientists need to categorize or classify organisms. They can determine how closely related organisms are by the number of characteristics they have in common.

Closely related organisms share many characteristics. One tool that scientists use to determine close relationships is a dichotomous key. A dichotomous key is used to compare and contrast one characteristic at a time. As scientists move through the key, organisms become more difficult to distinguish until they end up in closely related groups called species. Species are groups of organisms so closely related that they can interbreed.

Tennessee Standards:

K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes.

2.LS1.2: Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.

2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

Objectives: Students will be able to do the following: 1. Classify objects using a dichotomous key.

2. Apply what they learned to develop a classification key.

Materials:  Bag of Hershey’s miniature chocolate bars (including milk chocolate bars, dark chocolate bars, Mr. Goodbars, and Krackle bars)  Small bag of Kiddie Party Mix (including miniature tootsie rolls, taffy, bubble gum, sour balls, laffy taffy, and smarties)  Copies of Dichotomous keys  Pencil Procedure: 1. Discuss dichotomous keys with students. Be sure to tell students that dichotomous means 2.

3.

4.

5.

6.

7.

two pronged and explain how scientists use these keys.

Discuss how they will use the keys today to classify sweet treats.

Give each student or group of students a copy of the dichotomous key sheet.

Give each student or group of students one of each of the following: Hershey miniature milk chocolate bar, Hershey miniature dark chocolate bar, miniature Mr. Goodbar, miniature Krackle bar, miniature tootsie roll, package of sweet tarts, bubble gum, taffy, laffy taffy, and sour ball.

Have students use their dichotomous keys to classify their treats.

Discuss what was learned from the classification process. Include questions such as the following: Which treats were more closely related?

How do you know?

How could you construct your own dichotomous key? What kinds of things could you classify?

Have students try to make their own dichotomous keys using other objects such as buttons. Did they have all the information they needed in order to be successful?

8. Brainstorm to come up with some simple guidelines for developing dichotomous keys.

(These guidelines would include having objects that could be divided into two groups based on one characteristic and that the groups could continually be divided based on one characteristic. Students should also be able to infer that there could be more than one way to divide groups and that their key will only work for the objects that are included in their first grouping.)

9. Have students compare and contrast their findings to those of a real scientist. If they were real scientists, what would they do differently?

Possible Extensions: 1. Have students make their own dichotomous keys using other objects. See if other students can successfully use them.

2. Have students try to classify very similar items such as jellybeans. What kinds of characteristics do they have to look for when classifying similar items? Students should understand that now they may have to make specific measurements or look for small distinguishing characteristics such as odd shapes or dimpled surfaces in order to classify their objects. Relate this to real world studies.

Comments: Other candies will key out the same way. For example: Nerds will substitute for Smarties, Peppermints/Spearmint hard candies will substitute for jaw breakers.

Sweet Treat Classification For each item, begin with No. 1 and follow the directions at the end of the line. Put the name of each treat in the correct blank.

1a. Treat contains chocolate ...................................................................................go to 2 1b. Treat does not contain chocolate ......................................................................go to 6

2a. Treat is a candy bar ..........................................................................................go to 3 2b. Treat is not a candy bar ....................................................................................tootise roll________ 3a. Treat is milk chocolate ......................................................................................go to 4 3b. Treat is not milk chocolate ...............................................................................specialhershey. __________ 4a. Treat is entirely milk chocolate ..........................................................................hershey milk __________ 4b. Treat is not entirely milk chocolate....................................................................go to 5 5a. Treat contains rice............................................................................................krackle. __________ 5b. Treat does not contain rice................................................................................Mr.Goodbar __ ________ 6a. Treat package contains more than one piece ...................................................smartie __________ 6b. Treat package does not contain more than one piece ......................................go to 7 7a. Treat is candy....................................................................................................go to 8 7b. Treat is not candy.............................................................................................double bubble_________ 8a. Treat is chewy ...................................................................................................go to 9 8b. Treat is not chewy .............................................................................................mint green __________ 9a. Treat is rectangular ..........................................................................................laffy taffy __________

9b. Treat is not rectangular .....................................................................................carmel_________Build Your Own

Dichotomous Key1. Topic: Dichotomous Keys 2. TN Science Standards: a. K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. b. 2.LS1.2: Obtain and communicate information to classify animals (vertebratesmammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. c. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. d. 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

3. Materials: Small plastic animals, etc; sandwich baggies 4. Instructions: Randomly select 10 small plastic animals and place them in a baggie. Distribute to students. There should NOT be two of the same exact animals in any of the bags. Have the students create their own dichotomous key that would allow someone (who had never seen these organisms) to determine what each of the plastic organisms is.

5. Comments:

The Great Bug Race Topic: Millipedes, Centipedes TN Science Standards: K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses).

2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air.

2.LS1.2: Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.

3.LS1.1: Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Materials: Your willing class, Arthropod cards Instructions: 1. Ahead of time, prepare the Arthropod cards. On the cards, type/write either centipede or millipede. You may choose to laminate the cards so that you can re-use them over time. For a class of 30, you would 15 cards that said centipede and 15 cards that said millipede.

2. During the class introduce the topic of millipedes versus centipedes. Discuss their similarities and differences.

3. Distribute the cards to the students where each student has one card.

4. Move to an area where you have a large amount of space. Have all of the students with a centipede card form one group and all the students with a millipede card form another group.

5. Those students in the centipede group will form a single-file line. These students will then place their hands on the shoulders of the students in front of them. These students will represent a centipede.

6. Those students in the millipede group will stand back to back with a partner. They will link arms at the elbows. The connected pairs of students will then form a line, using their hands to hold on to the pair in front of and behind them. If there is an odd number of students in this group, the final person will stand at the front of the chain of students and serve as the “head�. This group will represent the millipede.

7. Designate a starting point and line both groups up behind it. Then designate an ending point.

8. Have the two groups race from the starting point to the end point.

9. Generally, the centipedes will win. Discuss why this is what would happen in nature.

(Centipedes are predators by nature; they are faster so that they can catch prey. Millipedes are herbivores. They do not need to be fast to catch a leaf).

Nocturnal Animals Topic: Animal Adaptations, Nocturnal Animals TN Science Standards: K.LS1.3: Explain how humans use their five senses in making scientific findings.

2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air.

2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live.

3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organism’s ability to survive.

3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes.

5.LS4.2: Use evidence to construct and explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction.

K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses.

Materials: Empty containers that you cannot see inside of (mini m&m containers work very well) Pairs of various items (ie rocks, bells, small plastic toys, etc) Tape Permanent marker

Instructions: 1. Ahead of time prepare the containers by making sure that they are clean and numbered with a permanent marker (1, 2, 3, 4, ‌).

2. Choose two randomly selected containers and place the same thing in each of the pair. Tape the lid closed.

3. It is a VERY GOOD IDEA to compile a key that lists the numbers of each pair.

4. During the class, distribute one container to each student. DO NOT TELL THEM WHO THEIR PARTNER IS. 5. Talk about nocturnal animals and how they rely on senses (other than sight) to help them navigate/thrive at night.

6. Do NOT allow the students to open their containers. Have them shake the container and listen.

Then have then listen to others to determine who their missing partner is. When the students have located their missing partners, have them come to the instructor to see if they have completed their pair.

OBJECTIVE

The student will be able to demonstrate how sea lions use their senses of smell and hearing to locate their pups.

When breeding and giving birth, sea lions gather in large groups called rookeries along sandy beaches. Mother sea lions leave their pups ashore while they forage for food in the ocean.

When mothers return, the mother and pup must find each other. Instead

of just looking for each other, mothers and pups recognize voices (vocalizations) and smell.

Are you my Pup? TN Science Standards: K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses).

K.LS1.3: Explain how humans use their five senses in making scientific findings.

2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air.

2.LS1.2: Obtain and communicate information to classify animals (vertebratesmammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics.

6.LS2.7: Compare and contrast auditory and visual methods of communication among organisms in relation to survival strategies of a population.

3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes.

K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses

MATERIALS Per 26 students: • 26 plastic film containers with lids • 26 cotton balls • 13 pairs of noisemakers (kazoos, whistles, party favors, etc.)

• 10 extracts (chocolate, strawberry, mint, lemon, anise, coconut, almond, maple, cherry, vanilla, or others) • peanut butter • 2 perfumes that smell different

• 26 blindfolds

ACTION

1. Before the activity, prepare the scented film containers. Make two of each aromatic. For peanut butter, put a small amount of peanut butter in two containers, add a cotton ball, close the lid, and label the bottom. For the extracts, place cotton balls in the film containers and saturate the cotton ball with the extract liquid. Close lids and label bottoms. Repeat for the two perfumes. When finished, you should have 13 pairs of scent containers. Separate scents and noisemakers into two groups.

2. Begin activity by reviewing background information about sea lion rookeries. Imagine what a rookery would look and sound like.

Noisy? Quiet? Crowded?

3. Divide the class into two groups with each side having 13 students. Give each student one scent container and one noisemaker. (The student’s matching pair must be in the other group.) Ask students to smell their "scent" and make their noise. One group will be "pups" and the other "mothers".

4. In an open area of the room, blindfold students and ask them to slowly walk around the area trying to find their mother or their pup. When pairs meet, they should smell their containers to make sure they’ve found the right partner.

5. After all students have found their partners, review the activity. Have students describe their experiences.

Did they find it difficult? Easy? Is there an easier, faster way?

Baby Animals • 4-8 Activities • page 3

California sea lion mother and pup recognize each other’s smell and voice.

Egg Osmosis Topic: Cell Biology 7.LS1:2 Conduct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport

Materials:  egg  300 mL distilled white vinegar  300 mL light corn syrup  300 mL distilled water  600 mL beaker  Parafilm  Spoon  Balance  Weigh Boat Instructions: Day One: 1. Obtain a beaker and label with group name (name decided upon by group members), egg, balance, weigh boat.

2. Place weigh boat on balance and zero balance. Place egg in weigh boat and find weight of egg. Record on Table One. 3. Pour 300 mL distilled white vinegar into 600 mL beaker. Place egg gently into vinegar. Cover the beaker with Parafilm. Let sit for 24-36 hours. This process will remove the shell from the egg, exposing the selectively permeable membrane.

Day Two: 4. Place weigh boat on balance and zero balance.

5. Using spoon, gently remove egg from the vinegar and place into weigh boat. Be careful with egg from this point on—It is VERY fragile and will burst easily.

Record weight on Table One. 6. Rinse 600 mL beaker until clean. Gently place egg into beaker.

7. Pour 300 mL corn syrup into beaker, covering egg.

8. Cover beaker with Parafilm once more. Sit aside for 24-36 hours.

Day Three: 9. Place weigh boat on balance and zero balance.

10. Using spoon, gently remove egg from the corn syrup and place into weigh boat. Be careful with egg—It is VERY fragile and will burst easily. Record weight on Table One. 11. Rinse 600 mL beaker until clean. Gently place egg into beaker.

12. Pour 300 mL distilled water into beaker, covering egg.

13. Cover beaker with Parafilm once more. Sit aside for 24-36 hours.

Day Four: 14. Place weigh boat on balance and zero balance.

15. Using spoon, gently remove egg from the distilled water and place into weigh boat.

Be careful with egg—It is VERY fragile and will burst easily. Record weight on Table One. Table One Weight (g)

Appearance

Day One

61.4

Normal egg

Day Two

84.3

Bubbly, cream colored, mudhy

Day Three

88.1

Bigger, still mushy

Day Four

33.6

Smaller, see through

Comments: Terms: 1. Diffusion: The movement of molecules from a higher concentration to a lower concentration.

2. Osmosis: The diffusion of water 3. Passive Transport: Results from the random motion of molecules causing a net movement of molecules from an area of high concentration to an area of low concentration; no energy expenditure 4. Active Transport: Use of a plasma membrane carrier protein to move a substance into or out of a cell from lower to higher concentration; requires energy expenditure 5. Solute: Substance that is dissolved in a solvent, forming a solution 6. Solvent: Fluid, such as water, that dissolves solutes 7. Isotonic solution: A solution with an equal concentration of solute and solvent 8. Hypotonic solution: A solution with a lower concentration of solute, a higher concentration of solvent 9. Hypertonic solution: A solution with a higher concentration of solute, a lower concentration of solvent Questions:

1.

2.

3.

4.

5.

6.

What material was passing through the selectively permeable membrane?

Was this an example of passive transport or active transport?

What was the hypotonic solution used?

What was the hypertonic solution used?

Did the egg swell in the hypotonic or hypertonic solution?

Did the egg shrivel is the hypotonic or hypertonic solution?

Reference: Elesha Goodfriend, Walters State Community College.

Cell Division Flipbook TN Science Standards: 7.LS3.2: Distinguish between mitosis and meiosis and compare resulting daughter cells.

K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: Sandwich bags, glue, attached handout, stapler with staples Per student    

5 strands of cross-stitch thread (approximately 6-8 inches in length); represents chromatin 18 pieces of yarn (approximately ½ inch in length); represents sister chromatids 6 mini pom poms (same color); represents poles/centrioles 6 adhesive gems or sequins; represents centromeres

Instructions: Distribute the materials into a sandwich bag. Give each student a bag. Complete a model of each of the phases of mitosis using the materials in the bag with glue onto the attached handout.

Allow the pages to dry. Bind the pages together in a booklet form.

Page 1: one piece of chromatin Page 2: 2 centrioles, 6 sister chromatids, 3 centromeres Page 3: 2 centrioles, 6 sister chromatids, 3 centromeres Page 4: 2 centrioles, 6 sister chromatids Page 5: two pieces of chromatin Page 6: two pieces of chromatin

Cellular Division Flipbook By: ______________________________________

1st  

Chromosomes are ______replicated____________________ (# doubles).

Chromosomes appear as threadlike coils (___chromatin____________________) at the start, but each chromosome and its copy (____homologeus______________________ chromosome) change to sister chromatids at the end of this phase

sisiter cromatids centramere

2nd   

__________metaphase____________ begins (cell begins to divide). ___________________centriloes_______ (or poles) appear and begin to move to opposite ends of cell. _____spindle____________ ___fibers______________ form between the poles.

3rd 

_______________________Homologues________ (or pairs of chromosomes) attach to the spindle fibers.

4th 

Chromatids (or pairs of chromosomes) ___separate_____________________ and begin to move to __opposite___________________ ends of the cell.

Sister Chromatids Split

5th 

___________Telephase_____________________ begins. The cell separates into _____________two_________ separate cells. The chromosomes unwind into _____Chromatin______________________.

6th Cell membrane moves inward to create two ____identical________________ cells—each with its own ________Nucleus______________________ with identical _DNA____.

Cell Models/Build a Cell Topic: Parts and Functions of the Plant and Animal Cell

TN Science Standards: 7.LS1.1: Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism.

7.LS1.2: Construct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport.

7.LS1.3: Evaluate evidence that cells have structural similarities and differences in organisms across kingdoms.

2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas.

4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: 4D Science Plant and Animal Cell Models, Laminated function cards, Laminated organelle cards, attaches labeling page, Misc items to represent cell functions—may include or modify: Nucleus: container with laminated pictures of DNA (see below) Nucleolus: hammer and laminated picture of ribosome (see below) Rough Endoplasmic Reticulum: tubing with beads attached Smooth Endoplasmic Reticulum: tubing Mitochondria: batteries Lysosomes: plastic hatchets Plasma/Cell membrane: border patrol badges (see below) Golgi body/apparatus: USPS badge (see below) Cytoskeleton: small, plastic railroad tracks or ladders Ribosomes: hammer with laminated pictures of proteins (see below) Cytoplasm: gelatin mix or packing peanuts Centrioles: plastic rakes or lasso’s Cell Wall: Military badges (see below) Vacuole: container with colorful objects to represent pigments, laminated pictures of water, and toxins (see below) Chloroplasts: Fish/Butterfly nets Instructions: 1. Place the students in groups. You will need 8 groups total.

2. Distribute a stack of organelle cards, organelle function cards, and a 4D Science Plant and Animal cell model to each group. Have the students match the organelle from the model with the name and function of each organelle for the animal cell.

3. Repeat the same process with the plant cell.

4. Have the students complete the Animal Cell organelle function sheet.

5. Then have the students draw a laminated card with an organelle name on it. Have them find the miscellaneous item that represents their organelle. Have the students make a living cell, with each of them representing their organelle (ie Have the “nucleus” stand in the middle of the room next to the “nucleolus”. Have the “plasma/cell membranes” stand in a circle around them.)

Place the correct letter of the organelle description in the appropriate box.

A. collects, sorts, packages, and distributes materials such as proteins and lipid-filled vesicles (products from ER). Golgi Apparatus B. Site for protein synthesis. Can be located in groups of polyribosomes, attached to endoplasmic reticulum (ER) or found free in cytoplasm. Ribosomes C. Synthesizes phospholipids and steroids, Stores calcium ions and various other fxns, depending on cell type. Smooth ER D. Functions in the processing, folding and modification of proteins; Studded with ribosomes. Rough ER E. Site of cellular respiration, also often referred to as the “Energy PowerHouse� of the cell.

Milochondria F. The semifluid medium inside of the cell that is composed of water, salts, and dissolved organic molecules. Cytoplasm G. The prominent structure of cell that stores genetic material, DNA. Nucleus H. Found in centrosomes of animal cells. May be involved in microtubule assembly and disassembly. Made up of short cylinders with a 9 + 0 pattern of microtubule triplets.

Centrioles .Structure where the components of ribosomes are assembled I. Boundary of the cell, consisting of proteins embedded within a phospholipid bilayer.

Nucreotus

J. Membrane-enclosed vesicles formed by Golgi that contain hydrolytic digestive enzymes and act as “garbage disposals of the cell�. Function to break down unwanted, foreign substances or worn-out parts of cells. Cell Membrane Plasma K. Collective term for all the DNA and associated proteins in Eukaryotic cells. Lysosome L. Framework of protein rods and tubules in Eukaryotic cells. Chromatin

Photosynthesis Relay Game Topic: Cell Biology 4.LS2:1 Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis

Materials: Two pieces of green construction paper, four small envelopes, glue stick, marker, copy of the card patter page with pieces cut out Instructions: Before Class: 1.) Cut two large green leaves.

2.) Cut the flaps off the envelopes, then glue an envelope on each side of each leaf, with the open side of the envelope facing out.

3.) Label the envelopes on opposite sides of the leaves “IN” and “OUT.” 4.) Photocopy the card pattern page onto card stock, if possible, to make the cards more durable my laminating. Cut out all the cards.

5.) Optional: Decorate or color the cards to make them more readable at a quick glance. For instance, put a raindrop on the water cards.

How to set up the game: 1.) Divide the class into groups 2.) Place the leaves at the front of the room 3.) Place each groups’ pile of cards face down at the starting line. (If your students need to stretch their legs, put the starting line really far away!)

4.) Put the flashlights next to the leaves.

How to play the game: 1.) On the word GO, the first member of each team takes the first card from the stack 2.) They then run to the leaves and place it either in the IN or OUT pocket and back to their team 3.) The next students continue the process until all cards are used 4.) First team to accomplish all this wins the game.

Comments: This game is a lot of fun to play again and again if you change the method of locomotion to and from the leaf. Have them hop, skip, walk backwards, crawl, carry a ball between their knees, etc. This way they get the repetition of the photosynthesis formula without making them bored with the game. Even middle school and high school ages like the game when played with creative variations like this! It brings a lot of laughs, as well as learning You can also do this relay with the Cellular Respiration formula.

Reference: modified from http://ellenjmchenry.com/photosynthesis-relay-race-game/

Photosynthesis Formula Game

TN Science Standards: 7.LS1.9: Construct a scientific explanation based on compiled evidence for the processes of photosynthesis, cellular respiration, and anaerobic respiration in the cycling of matter and flow of energy into and out of organisms.

4.LS2.1: Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

You will need:  A copy of the game board for each player  Small “tokens” of at least three different colors which will be used to represent carbon, oxygen, and hydrogen atoms. Suggestions: small candies such as M&M’s (M&M Minis are even better) or Skittles, Cheerios, Fruit Loops cereal, raisins (If you are playing with a large group of kids you don’t know very well, stay away from peanuts. Peanut allergies can be deadly.)  One spinner (assemble and color spinner according to directions) You will need scissors, glue, a paper fastener, and markers or crayons for this (and a cereal box to glue parts on if you want to make the spinner sturdy enough to last for a while).

Directions: This game can be played with any number of players. Divide the players up so that you have four teams. (If you only have two or three players, the game will still work. Even one person can play it, although there won’t be competition, of course.) The number of players per team does not have to be equal. Being on the same team simply means that all members of that team will receive the same spinner results on each round, and therefore will be doing the same thing at the same time. This can actually be very beneficial for those students who have trouble catching on to game formats. They can simply follow along with what their team members are doing.

Each player/team is assigned a colored “arm” of the spinner. Each time the spinner is spun, the player/team will read their results from that color.

For example, if you are on the red player/ team, whatever the red arm lands on is your spin result. Players/teams can take turns spinning the spinner, but the spin will be for everyone. (This is great because there is no “down time” during the game waiting for your turn!)

Each person decides what they will use to represent the atoms on their board: carbon, oxygen, and hydrogen. They will also need just one light token. Make sure they choose their “code” ahead of time. For example: raisins for carbon atoms, Cheerios for oxygen atoms, small red candies for hydrogens, and a dried banana for light.

Whatever the spinner arm lands on is what you build on your game board. If you or your team spins WATER, then you “build” one of the water molecules on the top portion of the board by putting two hydrogen tokens and one oxygen token right on top of one of the water molecules.

You only need one light token, so if you land on LIGHT again, you just do nothing for that turn, since you already have light.

Once you have all the molecules filled up on the top half of the board, it then becomes a race (or a cooperation) to see how fast you can rearrange all the atoms to form the molecules on the bottom half of the board. The plant does this, too. It disassembles all the ingredient molecules and uses them to form new molecules.

The advantage of using edible tokens is that whenever you have the bottom half of your board complete, you can reward yourself by eating the glucose molecule (and the other molecules, too, if you are still hungry!)

During the course of the game you will certainly hear the following comments.

Responses to these are suggested.

“I keep spinning light. I don’t need any more light!”

This is true for plants, as well. Plants living outdoors almost always have enough light. In fact, most of the sun’s energy goes to waste. There is way more than enough light shining down. What limits photosynthesis is usually the amount of water available.

“I don’t have enough water. I keep spinning carbon dioxide.” This happens sometimes in real life, too. The weather can produce droughts.

There is still plenty of carbon dioxide and light, but not enough water.

Fortunately, it always rains eventually. If you keep spinning you are guaranteed to land on water eventually. In fact, you may then have a period of too much water.

“I have way too much water and not enough carbon dioxide.” Plant could possibly have this problem. If the leaves are covered with water, the air holes in the leaves can get “clogged” up and not let in enough air (which contains carbon dioxide).

GLUE SPINNER PARTS TO CARDBOARD (CEREAL BOX WORKS FINE) IF YOU WANT YOUR SPINNER TO BE STUDY ENOUGH TO LAST A WHILE

19. DNA Magnets/Gummy Bear DNA Gummy Bear DNA Topic: Structure of DNA TN Science Standard: 7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells.

2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas.

4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: 4 different colors of gummy bears, toothpicks, twizzlers, Ziploc bags *Remember that one color will represent Adenine (A), one color will represent Guanine (G), one color will represent Thymine (T), and one color will represent Cytosine (C). A will always bind with T, G will always bind with C. Instructions: 1. Before class, assemble bags (1 per students) containing the following: a. 2 twizzlers b. 5 complementary base pairs of gummy bears c. The appropriate amount of toothpicks for each complementary base pair 2. Have the students determine which bears will pair with each other. Have them connect the bears with the appropriate number of toothpicks, pushing the toothpicks all the way through the bears and out the other side.

3. Then push the sharpened ends of the toothpicks into the twizzlers on either side. The structure should resemble a ladder.

4. Check to make sure that everyone has the correct pairings. Then the students can then eat their DNA!

DNA Magnets Topic: DNA structure, nucleotides, DNA replication TN Science Standards: 7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells.

2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas.

4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: DNA Magnet sets Instructions:

1.

2.

3.

4.

5.

Discuss DNA, it’s structure, and the nucleotide.

Distribute one nucleotide to each student.

Have the student identify the nucleotide given to them.

Instruct the student to find the complementary base pair for their nucleotide (belonging to another student).

Have the pair of students bring the pair to the stand (located with the instructor). Build the DNA double helix by adding each pair to the existing chain.

6. Simulate DNA replication by having spare nucleotides laying on the desk. Pull apart the DNA magnets (representing DNA helicase) and have spare nucleotides (from the desk) take the place of the original base pair. Show that the new DNA is an identical pair of chromosomes and that they are both identical to what the students started with.

Protein Toobers TN Science Standards: 7.LS1.1: Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism.

3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organism’s ability to survive.

K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: 1 protein toober per student, 1 collection of 17 tacks per student With 17 tacks and 4 foot Toober, you can explore the forces that drive protein folding. The color-coded tacks represent the sidechains of the following amino acids.

Color of Tacks Blue Tacks Red Tacks Yellow Tacks

Number of Tacks 3 3 4

White Tacks Green Tacks

4 2

Clear Tacks

1

Function Basic amino acids (+ charge) Acidic amino acids (- charge) Hydrophobic amino acids (Nonpolar) Hydrophilic amino acids (Polar) Cysteine amino acid (Bind with each other) Proline amino acid (causes sharp bend in chain)

Instructions: 1. Distribute the 17 tacks randomly by evenly along the Toober.

2. Fold your protein. a. Stably folded proteins simultaneously satisfy several basic laws of chemistry including: i. Hydrophobic sidechains (yellow tacks) will be buried on the inside of the globular protein, where they are hidden from polar water molecules. ii. Charged sidechains (blue and red tacks) will be on the surface of proteins where they often neutralize each other and form salt bridges. iii. Polar sidechains (white tacks) will be on the surface of the protein where they can hydrogen bond with water.

iv. Cysteine sidechains (green tacks) often interact with each other to form covalent disulfide bonds that stabilize protein structure. v. Proline sidechains (clear tacks) cause a sharp kink in the protein.

Student handout Name: _______________________

Toober Folding Exercise 1. Begin by placing the tacks at equal distances along the toober (order doesn’t matter). Place one tack at each end of the toober, then one in the middle. Halfway between each tack, place another tack. You should now have 5 tacks placed on the toober.

Once again, place another tack halfway between each pair of tacks. You should now have 9 tacks on the toober. Finally, distribute the remaining 8 tacks halfway between each pair of tacks.

2. You have modeled the primary structure of the protein. The tacks represent the protein subunits (monomers), which are called _______________ ________________.

3. Compare the sequence of your protein with that of your neighbors. Even though you all started with the same number and color of tacks, are your sequences the same? ___________ 4. Next, you need to fold your protein into a three-dimensional structure. To do so, you must follow the rules of protein folding: a. Yellow tacks represent hydrophobic side chains; these will avoid the water in the cell. Will these be on the inside or the surface of the protein? _______________ b. The white tacks are polar side chains, which like to interact with water. Will these be on the inside or the surface of the protein? _________________ c. Blue and red tacks represent positively and negatively charged side chains. These will interact with each other (opposite charges attract). d. The green tacks represent cysteine residues, which CAN but don’t always form disulfide bonds. Can you fold the protein to follow all the rules above and still form a disulfide bond (two green tacks interacting)? e. The clear tack represents a proline, which causes a sharp bend in the protein. f. Finally, your goal is to have a nice, compact globular protein.

5. After folding your protein, compare it with your classmates. Are any of the proteins folded identically? _____________ What ultimately determines HOW the protein is folded? __________________________________________________________________________ 6. If your protein was an enzyme, identify a spot that could be the active site (a pocket in the surface is a likely spot). Sketch your protein and mark the active site:

7. If you change the pH of the solution the protein is in, it will affect the charge on the positive and negative side chains (blue and red tacks), so that they will no longer interact. Model a change in pH in your toober. Draw the changed shape of the protein below.

8. What happened to the active site of the protein when you changed the pH?

9. In the experiment you did today, what happened to the enzyme activity when the pH was changed?

10. Based on the toober model, explain what occurred to the enzyme to cause the reaction you obtained at various pH values.

Balloon Translation 21 Topic: Protein Synthesis, Transcription and Translation

TN Science Standards: 7.LS3.1: Hypothesize that the impact of structural changes to genes (ie mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: Balloons, String, Index Cards, Markers (different colors), Dry Erase Board and Markers Instructions: (Ahead of time) 

Prepare pieces of DNA for each student (write a 3 nucleotide sequence on a notecard in one color). Make sure to add in a start sequence and sequences that will cause a stop codon to form.

  

Prepare mRNA codons for each student that will correspond with the pieces of DNA in the previous step (write a 3 nucleotide sequence on a notecard in a second color).

Prepare tRNA anticodons for each student that will correspond with the pieces of mRNA in the previous step (write a 3 nucleotide sequence on a notecard in a third color). Attach a piece of string to the tRNA notecard.

Attach a balloon to each string (with helium or air). On the balloon write the amino acid that would correspond to that codon/anticodon pair.

(During the lesson)    

Discuss transcription and translation in class.

Distribute a piece of DNA (notecard) to each student. Mix up the collection of mRNA and place them on a table. Mix up the collection of tRNA and place them on a second table.

Have the students find the mRNA that corresponds to their piece of DNA. Then have them locate the tRNA/amino acid that also corresponds to their DNA and mRNA. Have them write their sequence on the dry erase board. Call the “Start” codon first. Have everyone else line up in random order. When the stop sequence is placed on the board, anyone afterward stops and cannot continue the sequence.

Discussion Points:  

If someone chooses the wrong sequence, talk about mutations and some of the complications that might result.

Talk about amino acid properties and how they can affect the shape of the protein and its resulting function.

Generations of Traits 22 Abstract In this hands-on activity students track and record the passage of colored pom-pom “traits” through three generations of gingerbread people. Students observe that traits are passed from parents to offspring, and that siblings each receive a different combination of traits from their parents.

An individual will have many traits they share in common with others, and more so with siblings and parents.

An individual’s overall combination of traits makes them unique.

Prep Time: 30 minutes to review activity, make copies of student pages, and prepare materials

Materials Copies of student pages, colored pom-poms (four different colors), crayons, cups and tape

Engaging student pages that help students visualize and experience how traits are passed from parent to offspring.

Spanish translation of the student instructions, worksheet and questions are included.

None

Classroom Implementation

Quantities

Activity instructions: • Begin class by pointing out that every person in the class has a unique

combination of “traits” or observable characteristics. Discuss some examples of traits (eye color, handedness, height, etc.).

• Invite students to consider why children often resemble their siblings

Per Group of 3 or 4

and parents. Explain that these resemblances occur because traits are passed down from parent to child.

• Divide students into groups of 3 or 4. Give each group a set of materials.

Instruct students to carry out the activity following the instructions on student page S-1.

6 yellow, 6 red), crayons (brown, green, yellow and red), tape and marker for

• Suggest that students close their eyes and mix the pom-poms with their hands each time before drawing

them out. This will yield a more random and varied r e s u l t .

Discussion Points: • If the siblings in a group’s family end up with the same combination of traits, remind students that human

characteristics are determined by far more than six traits. It is possible to have six or more traits in common with another person, yet still maintain a unique appearance.

• Because siblings inherit traits from the same parents they often look alike. However, a child randomly

inherits half of his traits from each parent. As a result, siblings each inherit a different combination of traits.

Standards Tennessee Science Standards

Students may think they inherit traits from aunts, uncles, cousins and siblings because family members point out the resemblance between students and their relatives. Emphasize that traits can only be inherited from parents (and by extension grandparents).

K.LS3.1: Make observations to describe that young plants and animals resemble their parents.

2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that

variations of these traits exist in a group of similar organisms.

Credits Activity created by: Molly Malone, Genetic Science Learning Center April Mitchell, Genetic Science Learning Center Harmony Starr, Genetic Science Learning Center

(illustrations)

This activity was adapted from “You, Me & Others”, Biological Sciences Curriculum Study and March of Dimes Birth Defects (1995) (out of print).

Funding Original funding: A Howard Hughes Medical Institute Precollege Science Education Initiative for Biomedical Research Institutions Award (Grant 51000125).

Funding for significant revisions: Grant U33MC00157 from the Health Resources and Services Administration, Maternal and Child Health Bureau, Genetic Services Branch. Partners in the Consumer Genetics Education Network (CGEN) include HRSA, March of Dimes, Dominican Women’s Development Center, Charles B. Wang Community Health Center, Genetic Science Learning Center at University of Utah, Utah Department of Health and the National Human Genome Center at Howard University.

To learn about our permissions policy, visit http://teach.genetics.utah.edu/permissions/

Generations of Traits - Instructions 1. With a partner, label six cups as shown: Grandfather A

Grandmother A

Grandfather B

Adapted from “You, Me & Others” (1995) BSCS and March of Dimes Birth Defects Foundation.

Mother

Grandmother B Father

2. Arrange the cups as shown above and place six pom-poms in the cups, following the directions below: Grandfather A - red

Grandfather B - yellow

Grandmother A - brown

Grandmother B - green

The colored pom-poms are the traits that each of the grandparents have. Color the pom- pom pictures on the Generations of Traits Worksheet to show the traits for each grandpar- ent.

3. Close your eyes and pick three traits from Grandfather A and three traits from Grandmoth- er A and place them in the cup labeled Mother. These are the traits that Mother inherited from her parents. Color the pom-pom picture on the worksheet to show the traits Mother has.

4. Close your eyes again and pick three traits from Grandfather B and three traits from Grandmother B, and place them in the cup labeled Father. These are the traits that Father inherited from his parents. Color the pom-pom picture on the worksheet to show the traits Father has.

5. Mother and Father have four children: Mary, George, Elizabeth and Carl. To determine the traits that Mary will inherit from Mother and Father, close your eyes and take three pom-poms from Mother and three pom-poms from Father. Color the diagram to show the traits that Mary inherited.

6. Next, return the traits that you took from Mother and Father. (Look at your diagram if you forget where each trait came from.) Now, close your eyes again and choose the traits that George will inherit (3 from Mother, 3 from Father). Color the diagram to show George’s traits.

7. Return the traits you took from Mother and Father and repeat the process to find the traits for Elizabeth and then Carl.

8. Answer the questions on the Generations of Traits Questions sheet.

Grandfather A

Adapted from “You, Me & Others� (1995) BSCS and March of Dimes Birth Defects Foundation.

Mother

Generations of Traits - Worksheet Grandmother A

Grandfather B

Grandmother B

Father

Mary

George

Elizabeth

Carl

Generations of Traits – Questions #23 1. Would Mary, George, Elizabeth and Carl look identical to (have the same traits as) their parents? No

Adapted from “You, Me & Others” (1995) BSCS and March of Dimes Birth Defects Foundation.

2. Did all four children inherit exactly the same traits or is there some variation? Some Variation

3. How many of the four children inherited a trait from each one of the grandparents? All of them

2. Is there a child that didn’t inherit a particular trait? If so, which trait (color) was it?

Mitosis & Meiosis Foldable

Mitosis and Meiosis Foldable

Topic: Mitosis and Meiosis TN Science Standards:  7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells.  7.LS3.2: Distinguish between mitosis and meiosis and compare resulting daughter cells.

Materials: Attached handouts, scissors, crayons/colored pencils, glue or tape Instructions: Color the blank person and the pair of circles that say “What type of cell reproduction happens here? Explain & give an example.”

On one of the blank circles, answer the question (“What type of cell reproduction happens here? Explain & give an example.”) concerning mitosis. Make sure to leave approximately ½ inch at the top of the circle blank. On the other blank circle, answer concerning meiosis. Again, leave approximately ½ inch blank on the top of the circle.

Cut out these two circles.

Cut out the circles that say “What type of cellreproduction happens here? Explain&give an example.”

Glue or tape your white circles with your written responses to the circle place-holder on the page with the blank person in the appropriate location.

Glue or tape your circles that say “What type of cell reproduction happens here? Explain & give an example.” On top of the responses.

Now you can lift the top flap to reveal the answer!

Mitosis & Meiosis

Glue here

Glue here

Š 2016 Katie & Jenny Stafford

Ovaries (female)

What type of

example.

What type of cell reproduction happens here?

Explain & give an example.

© 2016 Katie & Jenny Stafford

Directions: Cut out the circles below and glue them onto the “Mitosis & Meiosis” foldable.

ANSWER KEY

Mitosis & Meiosis

Glue here Mitosis, which is a form of asexual reproduction.

Mitosis creates identical copies (diploid cells).

For example, 1 diploid cell splits into 2 diploid cells.

Might mention that these diploid cells created are somatic cells (body cells like your skin cells)

Ovaries (female)

Meiosis, which is a form of sexual reproduction.

Meiosis creates genetically different cells.

For example, 1 diploid cell splits into 4 haploid cells.

Š 2016 Katie & Jenny Stafford

Glue here

Might mention that these haploid cells are sex cells (gametes – sperm or egg

Š2016 Science by Stafford Sisters.

The download of our activity includes a limited use license from Jenny and Katie Stafford.

You may only use the resource f or personal classroom use.

Credits Media Icons by Grade ONEderful at: http://www.GradeONEderful.com Graphics by: www.jessicasawyerdesign.etsy.com https://www.teacherspayteachers.com/Store/Glitter-MeetsGlue-Designs Font by: http://www.teacherspayteachers.com/Store/Courtne y-Keimer

Pipe Cleaner Babies #24 Topic: Inheritance TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

Materials: White Pipecleaners, Blue Pipecleaners, Pink Pipecleaners, Colored Beads (ivory, red, blue gray, purple), Ziploc Bags, Coin, Attached Student Answer Sheet

Instructions: Preparation Required: Create a set of baggies for the class, using pipecleaners and beads. You'll need lots of white pipe cleaners to represent the autosomes, then pink and blue to match the sex chromosomes.

Bead colors can vary, though I tried to get them to match the trait. It's a little work to put together, but I use the same bags year after year. You can mix and match beads by what you can find in the store. I had trouble finding brown beads, which I would have preferred to use for the eye genes (instead of blue and grey). I store the pipe cleaners in plastic Ziploc bags to be used the next year.

Each male bag will have 1 shorter white chromosome -- ivory bead (blonde hair recessive) 1 shorter white chromosome -- red bead (dark hair dominant) 1 Long white chromosome -- blue bead (blue eye recessive) 1 Long white chromosome -- grey bead (brown eye dominant) 1 pink chromosome (pipecleaner)-- purple bead (normal blood) 1 blue chromosome (pipecleaner)-- no beads

Genotype: Dd Bb H Dark hair, brown eyes, normal blood

Each female bag will have: 1 Long white chromosome -- ivory bead (blond hair) 1 Long white chromosome -- ivory bead (blond hair) 1 shorter white chromosome -- blue bead (blue eye recessive) 1 shorter white chromosome -- grey bead (brown eye dominant) 1 pink chromosome -- purple bead (normal) 1 pink chromosome -- clear bead (represents a carrier for hemophilia)

Genotype: dd Bb Hh Blond hair, brown eyes, carrier for hemophilia

In class Instructions: 

 

    

 

You will distribute a baggie with pipe cleaners and beads to each student. The pipe cleaners represent chromosomes and the beads represent genes located on the chromosomes. In humans, there are 23 pairs of chromosomes and thousands of genes, but for this exercise, we will only focus on a few.

Have the students find a partner with the opposite sex chromosomes as themselves.

Two pink chromosomes belong to the female; one pink/one blue combination belong to the male. Assign each partnership a group number (ie 1, 2, 3, etc).

Have the students remove the chromosomes from the bag, but make sure they do NOT mix up theirs and their partner's chromosomes. Have them arrange the chromosomes in order of size, they should have two long white pipecleaners, two shorter pipecleaners, and the two colored pipecleaners.

The dad places one set of the homologous pairs (ex: that longer set) on the desk next to each other. The dad chooses one side to be heads (ie right) and one side (ie left). Dad flips the coin to determine which chromosome is given to the baby.

Repeat this procedure for the other homologous pair (ex: shorter set) and for the sex chromosomes. It should be noted that if the blue chromosome gets chosen from the sex chromosomes, the child in this cross is going to be a boy.

Now the "mom" repeats the process.

The chromosomes chosen and set on the table in front of the partners are the genes their first child received.

Have them go to the last page and see the data table, and locate their group number.

Complete the row pertaining to the first child. Instruct them to have 3 additional children. Have them repeat the procedure used to make their first child to make 3 others. Fill out their traits on the table.

When they are finished, have them post their data on the board. Other groups will also post their children's data. Fill out the entire chart will all the parents in the class.

Have the students replace all chromosomes into the correct baggie, making sure they have the right chromosomes in the bag and return.

Citation: https://www.biologycorner.com/worksheets/pipecleaner.html https://www.biologycorner.com/worksheets/pipeprep.html

Sample Answers to Sections How to Use the Model (answers) 1. What do the pipe cleaners represent? _______ chromosomes___________________ 2. What do the beads represent? __alleles or genes______ 3. Humans have ____23_____ pairs of chromosomes.

4. If you have two pink pipecleaners, you are playing the role of ____ female__________ 5. The blue pipecleaner represents the ___Y__ chromosome.

Figure out the parents’ traits

What color eyes does the mom have __brown_ What is her genotype? Bb What color eyes does the dad have? __brown_ What is his genotype? __Bb

What color hair does mom have ? blonde What is her genotype? dd What color hair does dad have? dark What is his genotype? _Dd_

Hemophilia (sex chromosomes, colored pipe cleaners) The purple bead represents the dominant gene -- normal The clear bead represents the recessive gene -- hemophiliac In girls: HH = normal | Hh = normal (carrier) | hh = hemophiliac In boys: H = normal | h = hemophiliac What is mom's genotype? __Hh_____Is she a carrier? ____yes____ What is dad's genotype? __h__ Why doesn't dad get two alleles for this trait?_Y chromosome doesn't have allele

Determine the Traits of Your First Child and Data Table Each cross will be different. The first cross is just to illustrate how to do the crosses. Once students understand how to do that, the data table is easy to fill out and will go fast. You should circulate in class to help students figure out this part.

Male Genotype: Dd Bb H Dark hair, brown eyes, normal blood Female Genotype: dd Bb Hh Blond hair, brown eyes, carrier for hemophilia Using punnet squares for each cross above, it should be noted that you will never see a female child with hemophilia. If this is seen, chances are, students got their bags mixed up during the crosses. This is the most common error, students will not put the proper chromosomes back to the correct parent, thus making the data inaccurate. The percentages you see (at compilation of data) should be close to:

50% dark hair, 50% blond hair 75% brown eyes, 25% blue eyes 0% hemophiliac girls 50% hemophiliac boys

Analysis ---On a separate page, answer the following.

1. Create a punnet square for each of the crosses, using your parents. (You'll have a square for hair color, eye color, and hemophilia) Eye color Bb x Bb, offspring will be 3/4 brown eyes, and 1/4 blue eyes Hair color Dd x dd, ofspring will be 1/2 dark hair, 1/2 blonde hair Hemophilia Hh x H Female offspring will be 1/2 normal, 1/2 carriers Male offspring will be 1/2 normal, 1/2 hemophiliacs

2. Explain why women are carriers for the disease hemophilia. Why do their sons, but not their daughters get the disease? Females can be carriers and will donate one of the alleles for blood proteins to their sons. Males will either receive the normal allele or the abnormal (hemophilia). Females will also receive one of these alleles but will receive another X chromosome from their father which will be normal (assuming dad does not have hemophilia).

3. Describe the difference between how normal traits are inherited and how sex linked traits are inherited. Sex linked traits are inherited on the X chromosomes. Males will only receive one allele (which could be abnormal) but females will receive two alleles and have an opportunity to inherit a normal allele from their fathers.

4. The data table where all the data is combined, shows how many ACTUAL offspring would have each of the traits. The punnet squares (from #1) show the PREDICTED ratios. Compare the actual to predicted ratios for all three traits. The results will be similar but probably not exact.

5. Notice on the data table that no female has the disease hemophilia. Explain why. Females inherit a normal allele from their fathers.

6. If you knew you were a carrier for hemophilia (or your wife was), would you choose to have children. Explain your reasons. Answers vary

Name: ____________________________________

Pipe Cleaner Babies In this activity you will play the role of a parent, your lab partner will play the role of the other parent. You will use chromosome and gene models to create four offspring and determine their genotypes and phenotypes. Then mathematically, you will determine the probability of having offspring with different traits.

How to Use the Model You will receive a baggie with pipe cleaners and beads. The pipe cleaners represent chromosomes and the beads represent genes located on the chromosomes. In humans, there are 23 pairs of chromosomes and thousands of genes, but for this exercise, we will only focus on a few.

Without opening the bag, notice that you have four white and two colored pipe cleaners. If you have two pink chromosomes, you are to play the role of female (XX). If you have one pink and one blue, you are to play the role of the male (XY).

1. What do the pipe cleaners represent? ___________________________________ 2. What do the beads represent? ______________________ 3. Humans have ___________ pairs of chromosomes.

4. If you have two pink pipecleaners, you are playing the role of _________________ 5. The blue pipecleaner represents the _________ chromosome.

Figure out the parents’ traits Remove the chromosomes from the bag, but make sure you do NOT mix up you and your partner's chromosomes. Arrange the chromosomes in order of size, you should have two long white pipecleaners, two shorter pipecleaners, and the two colored pipecleaners.

The white pairs represent HOMOLOGOUS CHROMOSOMES. The colored pairs represent SEX CHROMOSOMES

Hair Color (shorter white pipe cleaners)

The red bead represents the dominant gene- dark hair The ivory bead represents the recessive gene - blonde hair DD= dark hair | Dd = dark hair | dd = blonde hair What color hair does mom have? _____ What is her genotype? _____ What color hair does dad have? ____ What is his genotype? _____ Eye Color (longer white pipe cleaners)

Grey bead represents the dominant gene - brown eyes Blue bead represents the recessive gene - blue eyes BB = brown eyes | Bb = brown eyes | bb = blue eyes What color eyes does the mom have ______ What is her genotype? ____ What color eyes does the dad have? _____ What is his genotype? ____

Hemophilia (sex chromosomes, colored pipe cleaners)

The purple bead represents the dominant gene -- normal The clear bead represents the recessive gene -- hemophiliac In girls: HH = normal | Hh = normal (carrier) | hh = hemophiliac In boys: H = normal | h = hemophiliac What is mom's genotype? _________Is she a carrier? _________ What is dad's genotype? ___________ Why doesn't dad get two alleles for this trait? _____________________

Time to Start Your Family --The dad places one set of the homologous pairs (ex: that longer set) on the desk next to each other. The dad chooses one side to be heads (ie right) and one side (ie left). Dad flips the coin to determine which chromosome is given to the baby.

-- Repeat this procedure for the other homologous pair (ex: shorter set) and for the sex chromosomes. It should be noted that if the blue chromosome gets chosen from the sex chromosomes, the child in this cross is going to be a boy.

--Now the "mom" repeats the process.

-- The chromosomes chosen and set on the table in front of you are the genes your first child received.

Determine the Traits of Your First Child Arrange the chromosomes into homologous pairs and figure out what phenotypes (appearance or trait) the offspring has.

What is the sex of the child? _________ What color eyes does the child have? _______ Genotype?______ What color hair does the child have? _______ Genotype?______ Is the child a hemophiliac? ______ Is the child a carrier for hemophilia? _____

Data Table Go to the last page and see the data table, the first group is you and your partner. You are going to have 4 children. Repeat the procedure you used to make you first child to make 3 others. Fill out their traits on the table.

When you are finished, you will post your data on the board. Other groups will also post their children's data. Fill out the entire chart will all the parents in the class.

Replace all Chromosome into the correct baggie, make sure you have the right chromosomes in the bag and return.

\

Analysis - answer on a separate page 1. Create a punnet square for each of the crosses, using your parents. (You'll have a square for hair color, eye color, and hemophilia) 2. Explain why women are carriers for the disease hemophilia. Why do their sons, but not their daughters get the disease?

3. Describe the difference between how normal traits are inherited and how sex linked traits are inherited.

4. The data table where all the data is combined, shows how many ACTUAL offspring would have each of the traits. The punnet squares (from #1) show the PREDICTED ratios. Compare the actual to predicted ratios for all three traits.

5. Notice on the data table that no female has the disease hemophilia. Explain why.

6. If you knew you were a carrier for hemophilia (or your wife was), would you choose to have children. Explain your reasons. **Turn in these pages (with both names), the data table, and the answers to analysis (which should have a single name)

Eye Hair Sex Hemophilia Color Color

Compile Data

Total Number of Babies _____ Group 1 Total Number of Girls _____ Total Number of Boys _____

Group 2

# of Babies with Brown Eyes _____ # of Babies with Blue Eyes _____ # of Babies with Dark Hair _____ # of Babies with Blonde Hair _____ # of Girls with Hemophilia _____ # of Boys with Hemophilia _____ Convert your data to percentages. To get the percent, divide the number you have by the total number and x 100.

Group 3

Girls _____ Boys _____ Group 4

Brown Eyes _____ Blue Eyes _____ Dark Hair _____ Blonde Hair _____

Group 5

Hemophiliac Girls _____ Hemophiliac Boys _____

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

Easter Egg Genetics #25 TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

2.ETS1.1: Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.

Preparation: Get some packages of plastic Easter Eggs (the kind that split into halves to fill with candy-- they

are only available at Easter, regardless of when you plan to do the activity!!!) and some matching-colored gumballs, jelly beans, skittles, etc to fill them. Get enough so that every student gets one or, preferably, two eggs each. Make a genotype and phenotype chart (for them) and key (for you) to accompany them. For example: (these are common colors of eggs that may be purchased)- (the letters represent the color of HALF of the Easter egg) Chart: PP=purple pp=pink Pp=orange BB=blue bb=yellow Bb=green (an egg may be all purple, thus it is PP crossed with PP, or, it may be orange and pink, representing Pp x pp) Key: purple x purple (PP x PP)= all PP or purple possibilities purple x pink (PP x pp)= all Pp or orange possibilities pink x pink (pp x pp)= all pp or pink possibilities orange x orange (Pp x Pp)= 1 purple (PP), 2 orange (Pp) and 1 pink (pp) orange x purple (Pp x PP)= 2 purple (PP) and 2 orange (Pp) orange x pink (Pp x pp)= 2 orange (Pp) and 2 pink (pp) etc (for any other colors) Fill the eggs according to your key. For example, a (phenotypically) half pink and half purple egg would represent the genotypes PP x pp, each half of the egg representing the genetic input of one parent. Then, students would do a Punnett Square to determine what offspring would be possible from such a cross. The Punnett Square calculation reveals that all of the offspring would be genotypically Pp, or phenotypically orange. The candies inside would be appropriate colors to match the results of their Punnett Square so that they could check themselves to see if their calculations were correct. The students then get to eat the candy.

The cost (A bag of eggs is 79 cents, etc) and preparation time are minimal.

The Activity: Introduce the concepts of dominance, recessiveness, related terms, Punnett Squares, etc. Pass out an egg that you have prepared to each student. (It is fun to let them select the color they like from an Easter basket, if that is politically correct in your environment.) Put a chart up on the board or overhead that indicates what trait is represented by the color of each half of the egg they are holding. Then, students examine their respective eggs, figure out the genotypes of their "parent" eggs, and do a Punnett Square to determine what offspring would be possible from such a cross. The candies inside would be appropriate colors to match the results of their Punnett Square so that they could check themselves to see if their calculations were correct.

Collect your eggs back for next year.

Suggestions: 1) Have your students handle the eggs carefully, they break/crack easily if dropped or squeezed.

2) Have students put them back together before they return them so you don't have to "refigure out" the halves the next time you set up the activity.

Optional modifications: You might use white candy to represent albinos or smush some of the candies to represent the incidence of mutation or genetic disease.  

NOTE: the colors in this activity represent Incomplete Dominance and their outcomes For Dominant and Recessive Traits only, this lesson would have to be modified and use 1 whole egg for each parent, and the answers would NOT be inside the eggs:  Blue & Yellow only (BB, Bb = blue, bb = yellow)  Blue egg – 2 blue pieces  Blue egg – 1 blue piece, 1 yellow piece  Yellow egg – 2 yellow pieces  Open eggs for genotypes, then make Punnett squares  Purple & Pink only (PP, Pp = Purple, pp = pink)  Free Brain Pop Videos:  https://www.brainpop.com/science/cellularlifeandgenetics/hered ity/  https://www.brainpop.com/science/cellularlifeandgenetics/dna/

Citation: Anne Buchanan

http://www.accessexcellence.org/AE/ATG/data/released/0256-AnneBuchanan/index.html Liz Larosa https://middleschoolscience.com/2015/03/18/plastic-egg-genetics/

Name:

Date:

Plastic Egg Genetics ½ Egg Phenotype Purple Orange Pink

½ Egg Genotype PP Pp pp

½ Egg Phenotype Blue Green Yellow

½ Egg Genotype BB Bb bb

½ egg + ½ egg = 1 whole plastic egg Directions: 1.

2.

3.

4.

5.

6.

On your lab table, there are a variety of plastic eggs.

Choose one egg, but do not open it yet.

Record the Phenotypes and Genotypes of your egg.

Place the genotypes of your egg into the Punnett Square.

Determine the genotypes and phenotypes of the offspring.

Open your egg – do your results match the results inside the egg? a. If yes, then place the egg back together and pick another egg! b. If no, check your work and make corrections.

7. Continue until you have completed 5 eggs.

Example of how to fill in data: Punnett Squares

B

B

B

BB

BB

b

Bb

Bb

Phenotype: My egg is ½ Blue and ½ Green Genotype: (

B

B )x(

B_

b

)

My Results: 2 (BB) Blue and 2 (Bb) Green Inside the Egg: 2 Blue Pieces and 2 Green Pieces

Worksheet created by Liz LaRosa at http://www.middleschoolscience.com/ 2004 - to be used with http://www.accessexcellence.org/AE/ATG/data/released/0256-AnneBuchanan/index.html

#26 Vanderbilt Student Volunteers for Science vanderbilt.edu/vsvs Winter 2007 (Revised 1/17/07) Adapted from Reebops lesson, Girls and Science Camp

Purpose Using the ideas and concepts introduced from ZORK GENETICS and MORE ZORK GENETICS, students will put those ideas into practice in this assignment and will give students a visual representation to aid in their understanding of basic Mendelian genetic principles. Both of the above assignments should be completed before doing this activity. Students will need to refer to the ZORK GENETICS activity table for a list of the alleles which will be needed for this activity.

Topic: Inheritance

TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

Background Interestingly, zorks make good tools for the investigation of meiosis. Students will “create� baby zorks given genotypes that they determine by selecting paper chromosomes.

Each cell in all living organisms contains hereditary information that is encoded by a molecule called DNA (deoxyribonucleic acid). (Show students the model of DNA) DNA is an extremely long molecule.

When this long, skinny DNA molecule is all coiled up and bunched together it is called a chromosome.

(Show students the picture of a chromosome) Each chromosome is a separate piece of DNA, so a cell with eight chromosomes has eight long pieces of DNA. A gene is a segment of the long DNA molecule.

Different genes may be different lengths. Each gene is a code for how a certain molecule can be made.

The molecules produced by the genes can generally be sorted into two different types: ones that run the chemical reactions in your body, and ones that will be the structural components of your body. How an organism looks and functions is a result of the cumulative effect of all the molecules. Any organism that has “parents” has an even number of chromosomes, because half of the chromosomes come from the “father” and the other half from the “mother.” For example, in plants, a pollen grain is the “father’s” contribution and an ovule is the “mother’s” contribution. These two cells combine to make a single cell, which will grow into a seed (the offspring).

Humans have 46 chromosomes. The chromosomes sort into 23 pairs. One chromosome in each of the 23 pairs is from the person’s father, the other from the person’s mother. Since chromosomes come in pairs, genes do too. One gene is located on one member of chromosome pair, the other gene is in the same location on the opposite chromosome. The gene “pair” is technically referred to as a gene, as both members of the pair code for the same trait. A gene can consist of a variety of different forms, but only two forms are ever present per gene (one from the mother, the other from the father). The two different gene forms on the pair of chromosomes may be identical or different. The different forms that comprise a gene are called alleles.

Materials (for 30 students)        

Colored pencils 15 sets of trait strips (20 strips in each set) “How to Draw Zork Parts” (in sheet protectors) 30 Zork Worksheets 1 DNA model 1 picture of chromosome Copy of each student’s ZORK GENETICS assignment Colored modeling clay (optional for extension activity)

Information Each partner should each have a set of different colored chromosomes. (It does not matter who gets which color, as long as each person has a different color.)

Tell the students that: 

One set of strips represent the chromosomes from the mother (female) zork. The other set represents chromosomes from the father (male) zork.

   

Each STRIP represents a CHROMOSOME. Each strip has a letter, – either uppercase or lowercase. The uppercase letters represent a DOMINANT form of the trait and the lowercase letters represent the RECESSIVE form.

Each PAIR of letters codes for a TRAIT (or, scientifically, an ALLELE). A DOMINANT trait will be present if the UPPERCASE letter is present. A RECESSIVE trait occurs only when BOTH lowercase letters are chosen.

The traits are sorted so that they are matched into same sized pairs and same letters of the alphabet. You should have 10 pairs of same size strips (chromosomes whose letters code for traits) for both the male and female.

Students will need to have their ZORK GENETICS assignment for the table of alleles (traits).

Experiment Tell the students to take the longest pair of one color of chromosomes (male) and the longest pair of the other color of chromosomes (female) and place them FACE DOWN on their desks so that they cannot see the letter. (Since the strips I added are not colored on both sides, have one student select males, and another females.)

WITHOUT TURNING THE CHROMOSOMES OVER, pick one chromosome of the longest size from one color, and pick one chromosome of the longest size of the other color. Put these in the middle as one new pair. 

Your partner will take the remaining pair for his/her zork baby.



Continue doing this, taking one from each pair from longest to shortest. You and your partner should end up with ten new traits; each pair is one color chromosome and one of the other color chromosomes (strip).

Turn over the chromosomes that remain on your table. These represent a new "baby" zork! On the DATASHEET, record the letter found on the first color of chromosomes in the Male Gene column. Record the letter found on the second color of chromosomes in the Female Gene column. Be sure you copy the letters exactly, uppercase or lower-case.

THIS IS IMPORTANT! After filling out the DATA SHEET, return all chromosomes to their proper bags.

Determine the GENOTYPE by combining the 2 letters. o Determine if the trait is dominant or recessive.

Record the PHENOTYPE for each characteristic, using the KEY and TABLE from the ZORK GENETICS assignment. Record this on the Zork Worksheet.

Now color and add parts to the baby zork.

EXTENSION: You can get colored modeling clay from any hobby store or toy store. I have students make 3D models of their zorks and take pictures with a digital camera to display around the room. This may be used as an alternative for students who do feel comfortable drawing their zorks.



    

Zork Worksheet Data Sheet st

Female Gene (2nd color)

Male Gene (1 color) T

T

Gn

G

R

r

H

H

E

E

F

f

L

l

N

n

B

b

W

W

Trait

Genotype

Phenotype

Tall/Short (T/t’s)

TT

Tall

Hair (G/g’s)

Gg

Green

Eyes (E/e’s)

Ee

One eye

Fangs (F/f’s)

ff

Two fangs

Horns (H/h’s)

Hh

Two horns

Lips (L/l’s)

Ll

Purple lips

Wings (W/w’s)

WW

Two wings

Legs (N/ n’s)

Nn

One leg

Skin (R/r’s) (D/d’s)

Rr

Green skin

Eyebrows (B/b’s)

bb

Thin eyeybrown

Analysis/Questions  

Compare your zork to other zorks around the room. What differences and similarities do you see?

How do you explain all of the differences, even though the zorks all had the same set of parents?

Chromosome Strips For Father

T

T

g

g

E

e

F

f

h

h

L

l

W

W

N

n

R

r

B

b

Chromosome Strips For Mother

T

t

G

G

e

e

F

f

H

H

l

l

W

w

n

n

R

r

B

b

*Harry Potter Genetics *BONUS assignment* Topic: Inheritance TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

Materials: Attached handout, coin Instructions: Review genetics and the different forms of inheritance. Offer the attached as a practice/reinforcement.

Harry Potter Terms and Characters

The following characters and terms from the Harry Potter series are found in this lesson plan. 

Muggles in the Harry Potter series refer to those who show no magical ability. For example, people who live unaware of the magical world are called Muggles by witches and wizards with magical ability.



Harry, a wizard, is the son of Lily and James Potter. Lily Potter had two parents without any magical ability—i.e., Muggles. Lily's sister, Petunia, does not have the ability either.



Hermione is one of Harry's best friends and is a powerful witch. She has parents who are Muggles, meaning they do not possess magical ability.



Ron Weasley, another wizard, is one of Harry's best friends and is the son of Mr. and Mrs. Weasley, and Ginny Weasley's brother. He has other siblings, all of whom have red hair and freckles.



Dumbledore is a powerful wizard who is the headmaster of the Hogwarts School of Witchcraft and Wizardry.



Mr. Filch is the caretaker of the Hogwarts School of Witchcraft and Wizardry. Both of his parents have magical ability, but he has very weak magical ability, himself. Witches and wizards with weak magical ability are called squibs in the Harry Potter series.



Dudley Dursley is Harry's cousin, the only son of his maternal aunt, Petunia, who is married to Vernon Dursely.



Hagrid is the Keeper of the Keys and Grounds of Hogwarts School of Witchcraft and Wizardry, and teaches the class, Care of Magical Creatures. His father was a human wizard, while his mother was a giantess.



A hippogriff is a creature with the head, wings, and forelimbs of a giant eagle, and the body of a horse. Their coat colors come in the same varieties as horses’ coats (e.g., chestnut, black, gray, roan, white, etc.)

*For information on more characters and lineages from the Harry Potter series, refer to The Harry Potter Lexicon at www.hp-lexicon.org.

Potters’ Hair Colors Solve the two questions below and use Punnett Square to demonstrate how you arrived at your answers.

Question 1: Harry has dark hair like his father, but his mom had red hair. Using the genotypes of rr (red hair), Rr (dark/brown hair), RR (dark/brown hair), what possible genotypes does each of the Potters have?

Question 2: Harry marries Ginny who has red hair. What are possible genotypes of their children’s hair colors?

Human Mendelian Traits Mendelian Traits are those traits which follow Mendel’s rules of only 2 possible versions of a gene (1 dominant, 1 recessive). There are only a few examples of this in humans.

1. Use the chart below to determine your phenotype (observable characteristic) and possible genotype(s) (a pair or pairs of alleles). Since you cannot do a genetic test right now, if you have the dominant phenotype, you should include both the homozygous and heterozygous genotypes—see the example for Advanced Sleep Phase Syndrome in the first row.

Trait Advanced Sleep Phase Syndrome Achoo Syndrome Ear wax (wet/dry)

Possible alleles Wakes up very early (E) Wakes up at normal time (e)

Your Phenotype Ex., wakes up very early

Sneezes in the sun (A) Doesn’t sneeze in the sun (a) Wet (W) Dry (w)

2. Did you have mostly dominant or recessive traits?

3. Compare your findings with other students. a. For which trait were most students dominant?

b. For which trait were most students recessive?

Your Genotype(s) EE (homozygous) or Ee (heterozygous)

4. First complete the Punnett Squares below using your own genotype for each trait. If you have a dominant trait, choose to use either the heterozygous or homozygous genotype. The other person’s genotype is provided. After completing the Punnett Square, identify possible phenotypes of offspring and the probability of each phenotype in percentage. a) Achoo Syndrome genotypes: Yours ____ & the other person’s Aa .

List possible Phenotypes % (Probability of inheritance)

b) Ear wax genotypes: Yours ____ & the other person’s ww .

List possible Phenotypes % (Probability of inheritance)

Complex Traits 1) Incomplete dominance Let’s assume that dragons show incomplete dominance for fire breathing. The F allele provides lots of fire and the F’ allele gives no fire. If a dragon that has very strong fire is crossed with a dragon that has moderate fire, what will their offspring be like? Under what conditions can a baby dragon be born that never has fire? Justify your answer with Punnett Squares.

2) Codominance Let’s say that the color of merpeople’s tail is controlled by a codominant gene and the alleles are blue (B) and green (G). Show a cross between two merpeople who have bluish-green tails (BG). Give the offspring phenotypes with percentages.

3) Multiple alleles The human blood cell surface protein has three alleles: A, B, and O. Could a person with B type blood and a person with A type blood ever have a baby with O type blood? Use Punnett squares to justify your answer.

4) Regulatory genes If boggarts’ ears are affected by a regulatory gene that silences (turns off) the expression of ears and if this silencing gene is dominant, what are possible genotypes of a baby boggart whose mom has ears but dad doesn’t?

Monster Genetics Lab You have learned about many different patterns of inheritance. Some are simple dominant or recessive, as in Mendelian traits. Some are more complex, such as incomplete dominant or codominant traits. In this lab you will investigate how a combination of these genes works to create an organism.

Part 1 Procedure: 1. Flip a coin twice to determine the genotype for each trait and record it in the data table.

Heads = allele 1, Tails = allele 2 (Example: if you flipped heads twice, your monster will have two copies of allele 1 for his genotype.)

2. Determine the phenotype resulting from the allele pair for each trait.

3. Repeat steps 1-2 for each trait and complete the female monster’s Table 1.

Trait Eye

Table 1: Genotypes & Phenotypes for Female Monster Allele 1 Allele 2 Genotype Two small eyes (E) One large eye (e)

Eye Color (incomplete) Skin Color (codominant) Tail Shape

Red (R)

White (R’)

Green (G)

Blue (B)

Curly (C)

Straight (c)

Tail Color

Purple (P)

Orange (p)

Tail (regulatory gene) Teeth

Have tail (T)

No tail (t)

Sharp (S)

Round (s)

Feet (incomplete) Horn Color

Four toes (F)

Two toes (F’)

Purple (W)

White (w)

Ear shape

Pointy (Y)

Round (y)

Ears (regulatory) Claws

No ears (N)

Two ears (n)

Long (L)

Short (l)

Phenotype

Part 2 Procedure: The female monster (described in Table 1) and a male monster (see Table 2 below) plan to have baby monsters. They are interested in finding out for each trait the probability that their offspring will have that trait.

1. Fill in the missing genetic information in the table for the male.

Table 2: Genotypes & Phenotypes for Male Monster Trait Genotype Phenotype Eyes ee Eye Color White (incomplete) Skin Color Green (codominant) Tail Shape Straight Tail Color Pp Tail No tail (regulatory) Teeth Round Feet FF’ (incomplete) Horn Color ww Ear shape yy Ears Have 2 ears (regulatory) Claws Short

2. Create Punnett squares (attach your work to this handout) to predict what traits would result from a cross between the two monsters for each trait, and answer the following questions:

a. Eyes – What percent of offspring will have only one eye? _________ b. Eye Color – What percent of offspring will have red eyes? _________ c. Skin Color – What percent of offspring will have green skin? _________ d. Tail – What percent of offspring will have a tail? _________ e. Feet – What percent of offspring will have three toes? _________ f. Horn Color – What percent of offspring will have purple horns? _________ g. Ears – What percent of offspring will have ears? _________ h. Claws – What percent of offspring will have long claws? _________

Word Match Activity Match the following genetic terms to their corresponding parts of the illustration: base pair, cell, chromosome, DNA (Deoxyribonucleic Acid), double helix*, genes, nucleus

Illustration Source: Talking Glossary of Genetic Terms http://www.genome.gov/ glossary.cfm?key=chromosome

*Baby Boom *BONUS Assignment*

Topic: Inheritance

TN Science Standards:

2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

Materials: Computer access w/Adobe© FlashPlayer, website: http://www2.edc.org/weblabs/BabyBoom/BabyBoomLabMenu.html This web lab was adapted from materials from Joan Carlson, Jack Doepke, Judy Jones and Randyll Warehime.

Background In this web lab, students explore how much variety in phenotype can be produced by a very limited genotype (only 30 traits). The traits in this web lab show several different inheritance patterns. These inheritance patterns are simplified representations of real inheritance patterns. The traits in the aliens in this web lab show the following inheritance patterns:  Dominant—Traits that appear to mask (or hide) other traits.  Recessive— Traits that can be hidden in one generation and then appear in the next.  Incomplete dominance—Traits in which the heterozygote shows a different phenotype from the homozygous dominant phenotype.  Polygenic—Traits in which several genes contribute to the overall phenotype.  Epistasis—The interaction of two genes in which one hides the effects of another.

The Web Lab

Introduction The text on this screen reads, “How many different combinations can result from the combination of two individuals’ genes? Why do some people look so different from their relatives? In this web lab, you’re going to make alien offspring based on the genes of two particular alien parents.

You could say that we’re creating one enormous alien family with two parents and many offspring. These aliens are just like humans! They look like us, for the most part, and their facial genetics are almost exactly like ours, so they have things like widow’s peaks and freckles and dimples. Of course, they do have purple skin and produce thousands of offspring over their very, very long lifetimes. Do you think the offspring you make will all look alike? Will they look like the offspring your friends make? Click Offspring Generator to find out. If you want to explore the database of offspring created, click the Explore the Database button. Click the Choose My Own Aliens button to choose alien parents from the database.”

By choosing the Offspring Generator button, students will create their own alien offspring by flipping a coin to determine which alleles that offspring will inherit from its parents. The Explore the Database button will allow students to explore graphs of the numbers of aliens in the database of 100 aliens by genotype and phenotype. The Choose My Own Aliens button will allow students to examine the traits of the 100 aliens in the database and choose two different parents for their offspring.

Offspring Generator In this section of the web lab, students flip a coin to determine the traits that their alien offspring will inherit. The alien parents are both heterozygous for all the genes in their facial genotype.

The first coin flip determines whether the offspring inherits an X or a Y chromosome from the father and, thus, determines the offspring’s sex. Students then determine the thirty traits in the facial phenotype by flipping a coin for each allele inherited from the parents. Some of the traits are polygenic, so more than thirty flips are required to complete the

offspring. As the student progresses through, the picture of the alien face is filled in.

After a trait is determined by coin flips, the Show Trait/Hide Trait button appears below the picture of the offspring. If a

student misses the appearance of a trait, he or she can hide the trait, then show it again to see how the alien face changes. The table at the end of this document shows the various phenotypes and genotypes that the aliens can display. After flipping the coin to determine the traits of one alien offspring, students may want to use the Finish Alien >> button to complete subsequent offspring. The Finish Alien >> button randomly determines the alleles contributed by each parent.

After students have completed their alien offspring, they can print out the image and the genotype. They can use the printouts to compare offspring with their classmates and get a feel for the variety that can be produced by just 30 separate traits.

Explore the Database In this section of the web lab, students can query the database of 100 alien offspring to see what traits appear and how frequently.

Students select which trait or traits they would like to see displayed on the graph using the pulldown menu labeled Trait A. They can then choose whether they would like the graph to present genotype or phenotype, whether they want a bar or a pie chart, and how many traits they would like to see displayed (1 or 2). If they choose to display two traits at a time, the graph displays only phenotypes. Numerical values for each bar are displayed when the cursor is positioned over a bar.

In this section, students can use the graphs to determine whether a trait follows a particular model of inheritance. For example, simple dominant/recessive traits should show a 3:1 ratio of dominant to recessive phenotypes, while incompletely dominant traits show a 1:2:1 ratio.

Students can use Punnett Squares to determine expected ratios, then query the database to see if the numbers conform. If not, they can try to figure out what model of inheritance a trait does follow. See the trait table at the end of this document for the inheritance patterns of each trait.

Choose My Own Aliens In this section of the web lab, students can choose two aliens from the database to act as new parents. They can explore the offspring of alien parents with genotypes that they choose.

The < Prev button moves backward through the database, while the Next > button moves forward. The Print button allows the student to see the genotype and phenotype of each alien and print out the alien if so desired. After the student has selected two new parents, he or she clicks the Next button to begin to create an alien offspring with the chosen aliens as parents.

Each alien in the database is numbered, so that students can choose the same aliens repeatedly or multiple students in the class can choose the same alien parents. By exploring the variety of offspring produced by the pairing of two aliens, students can see how the genotypes of the parents affect the variability of the offspring. For example, if students choose a female alien with many homozygous dominant traits, the offspring should all exhibit the same phenotype for traits that show a dominant/recessive inheritance patterns.

Take the Quiz In this quiz, students use the graphs to explore the database. By examining the numbers of alien offspring that exhibit certain phenotypes/genotypes, students try to determine the inheritance patterns of particular traits.

Question 1

the ratio of round chin to square chin be?

All the aliens in the alien family have either a round chin (dominant) or a square chin (recessive). Their parents were both heterozygous for chin shape (Cc). Use the Punnett square to figure out the expected ratio for chin types given the two heterozygous parents. Drag one parent to the top of the square and the other to the left side of the square, then fill in the table with the alleles that each parent contributes. What should

Using the Punnett square, students should discover that the ratio should be three round chins (CC, Cc, cC) to one square chin (cc).

Question 2

does or doesnâ&#x20AC;&#x2122;t?

Now letâ&#x20AC;&#x2122;s look at the actual numbers. Use the pulldown menus to make a graph showing the numbers of square chinned and round chinned offspring that are in the database of alien family members. Then compute the approximate ratio of square chinned to round chinned offspring.

Click on the selection that is closest to the actual ratio, then click Check. Does the actual ratio match the expected ratio (3:1)? Why do you think it

Students will have to select the chin shape trait from the pulldown menu and then change the display to phenotype to see the ratio.

Question 3 Based on the numbers of offspring with free earlobes and the number with attached earlobes, which trait do you think is dominant? (Hint: You probably want to explore the ratios of earlobe phenotypes to answer this question.)

To answer this question, students should make a graph of the phenotypes of the trait labeled Earlobe (H). If they do so, they should find that the ratio of Free to Attached is about three to one, suggesting that free earlobes are dominant to attached earlobes in the alien population.

Question 4

more about Punnett Squares, try the Punnett Squares web lab).

Use the database and the Punnett Square to figure out which of the following genes show epistasis (interact to change each other's expression). Click here to learn more about epistasis. Select which of the facial gene pairs shows epistasis, then click Check. Hint: the expected ratio of phenotypes in the offspring will not match the actual ratio. Use the Punnett Square to figure out the expected ratios and compare them to the actual ratios (if you want to learn

Students can explore the expected Punnett Square for each pair of traits by clicking on the Punnett Square button in the upper right hand corner of the screen. By determining what the expected ratio should be and comparing it to the actual ratio, they should be able to determine that the eyebrow thickness trait and the eyebrow length trait are an example of epistasis. The actual ratio of phenotypes should be:    

9 bushy, unconnected eyebrows (Z?A?) 3 bushy, connected eyebrows (Z?aa) 3 fine, unconnected eyebrows (zzA?) 1 fine, connect eyebrow (zzaa)

Students should recognize from the graph that none of the offspring in the database has bushy, connected eyebrows. They can also look at the eyebrow length trait alone and should see that there are too few offspring with connected eyebrows if the trait follows a dominant/recessive pattern of inheritance.

Glossary Epistasis The suppression of a gene by the effect of an unrelated (epistatic) gene.

Heterozygous Having two different alleles for a given trait.

Homozygous Having the same alleles for a given trait.

Genotype The particular genetic pattern seen in the DNA of an individual.

Traits Distinguishing characteristics.

Trait Table Trait 1. Face shape (A)

Dominant Expression Rounded (AA, Aa)

Recessive Expression Square (aa)

Very prominent (BB, Bb)

Less prominent (bb)

Round (CC, Cc)

Square (cc)

Present (DD, Dd)

Absent (dd)

This trait shows a dominant/recessive inheritance pattern. The round face trait is dominant to the square face trait.

2. Chin size (B) This trait shows a dominant/recessive inheritance pattern. The prominent chin trait is dominant to the less prominent chin trait.

3. Chin shape (C) This trait shows a dominant/recessive inheritance pattern. The round chin trait is dominant to the square chin trait.

4. Cleft chin (D) This trait shows a dominant/recessive inheritance pattern. The presence of a cleft chin is dominant to the absence of a cleft chin.

5. Skin color (polygenic E, F, G) This trait shows a polygenic inheritance pattern, meaning that the interaction of several genes is responsible for determining phenotype. For skin color, there are three genes. The more dominant alleles there are, the darker the skin will be.

6 dominant 5 dominant 4 dominant 3 dominant 2 dominant 1 dominant 0 dominant alleles alleles alleles alleles alleles alleles allele

6. Hair color (polygenic H, I, J, K) This trait shows a polygenic inheritance pattern meaning that the interaction of several genes is responsible for determining phenotype. For hair color there are four genes. The more dominant alleles there are, the darker the hair will be.

7. Red tints in hair (L)

8.

8 7 6 5 4 3 2 1 0 dominant dominant dominant dominant dominant dominant dominant dominant dominant alleles alleles alleles alleles alleles alleles alleles alleles alleles

Dark red tint (L1, L1)

Light red tint (L1, L 2)

No red tint (L2, L2)

Curly (M1, M1)

Wavy (M1, M2)

Straight (M2, M2)

This trait shows an incomplete dominance inheritance pattern. The red tints trait is also an example of epistasis. Red tints are only visible in aliens with hair that is light brown or lighter in color.

Hair type (M)

This trait shows an incomplete dominance inheritance pattern. Curly hair is dominant, wavy hair is the intermediate phenotype, and straight hair is the recessive phenotype.

9. Widowâ&#x20AC;&#x2122;s peak (O) This trait shows a dominant/recessive inheritance pattern. The presence of a widowâ&#x20AC;&#x2122;s peak is dominant to the absence of one.

10. Eye color (polygenic P, Q) This trait shows a polygenic inheritance pattern meaning that the interaction of several genes is responsible for determining phenotype. For eye color, there are two genes.

11. Eye distance (R1, R2) This trait shows an incomplete dominance

Present (OO, Oo)

black (PPQQ)

dark brown & brown brown green (PpQq) (PPQq tints ) (PpQQ)

Close (R1, R1)

Absent (oo)

violet (PPqq)

Average (R1, R2)

gray blue (Ppqq)

green (ppQQ)

dark blue (ppQq)

Distant (R2, R2)

light blue (ppqq)

inheritance pattern. Close set eyes are dominant.

Eye size (S1, S2) 12.

This trait shows an incomplete dominance inheritance pattern. Large eyes are dominant, medium eyes are intermediate and small eyes are recessive.

13. Eye shape (T)

Large (S1, S1)

Medium (S1, S2)

Small (S2, S2)

Almond (TT, Tt)

Round (tt)

This trait shows a dominant/recessive inheritance pattern. Almond-shaped eyes are dominant to round eyes.

14. Eye slant (U)

Horizontal (UU, Uu)

Upward (uu)

This trait shows a dominant/recessive inheritance pattern. Horizontal eyes are dominant to upward slanting eyes.

15. Eyelashes (V)

Long (VV, Vv)

Short (vv)

This trait shows a dominant/recessive inheritance pattern. Long eyelashes are dominant to short ones.

Eyebrow color (W1, W2) 16.

17.

This trait shows an incomplete dominance inheritance pattern. Eyebrows that are darker than the hair are dominant. Those that are the same color as the hair are the intermediate trait, while those that are lighter than the hair are recessive.

Eyebrow thickness (Z) This trait shows a dominant/recessive inheritance pattern. Bushy eyebrows are dominant to fine ones.

Darker than hair (W1, W1)

Bushy (ZZ, Zz)

Same as hair (W1, W2)

Lighter than hair (W2, W2)

Fine (zz)

18. Eyebrow length (A)

This trait shows a dominant/recessive inheritance pattern. Unconnected eyebrows are dominant to connected ones. Eyebrow length also shows epistasisâ&#x20AC;&#x201C;connected eyebrows are only seen in aliens with fine eyebrows.

19. Mouth size (B1, B2) This trait shows an incomplete dominance inheritance pattern. A long mouth is dominant, a medium-sized mouth, intermediate, while a small mouth is recessive.

20. Lip thickness (C)

21.

This trait shows a dominant/recessive inheritance pattern. Thick lips are dominant to thin lips.

Dimples (D)

This trait shows a dominant/recessive inheritance pattern. The presence of dimples is dominant to their absence.

22. Nose size (E1, E2) This trait shows an incomplete dominance inheritance pattern. A large nose is dominant, a medium-sized nose, intermediate, and a small nose, recessive.

23. Nose shape (F) This trait shows a dominant/recessive inheritance pattern. A rounded nose is dominant to a pointed nose.

Not connected (AA, Aa)

Long (B1, B1)

Connected (aa)

Medium (B1, B2)

Short (B2, B2)

Thick (CC, Cc)

Thin (cc)

Present (DD, Dd)

Absent (dd)

Large (E1, E1)

Rounded (FF, Ff)

Medium (E1, E2)

Small (E2, E2)

Pointed (ff)

24. Nostril shape (G)

This trait shows a dominant/recessive inheritance pattern. Rounded nostrils are dominant to pointed ones.

25. Earlobe attachment (H)

Rounded (GG, Gg)

Pointed (gg)

Free (HH, Hh)

Attached (hh)

Present (II, Ii)

Absent (ii)

Present (JJ, Jj)

Absent (jj)

Present (KK, Kk)

Absent (kk)

This trait shows a dominant/recessive inheritance pattern. Free earlobes are dominant to attached earlobes.

26. Darwinâ&#x20AC;&#x2122;s earpoint (I)

This trait shows a dominant/recessive inheritance pattern. The presence of Darwinâ&#x20AC;&#x2122;s earpoints is dominant to their absence.

27. Earpits (J)

This trait shows a dominant/recessive inheritance pattern. The presence of earpits is dominant to their absence.

28. Hairy ears (K)

This trait shows a dominant/recessive inheritance pattern. Hairy ears are dominant to ears without hair.

29. Freckles on cheeks (L)

This trait shows a dominant/recessive inheritance pattern. The presence of freckles on the cheeks is dominant to their absence.

30. Freckles on forehead (M)

Present (LL, Ll)

Absent (ll)

Present (MM, Mm)

Absent (mm)

This trait shows a dominant/recessive inheritance pattern. The presence of freckles on the forehead is dominant to their absence.

Genetics Lab

Tennessee Science Standards

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions.

1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas.

Basic principles involved in the inheritance of characteristics which form the foundation of what is called Mendelian genetics will be examined in this exercise. Gregor Mendel, in a paper written in 1866, provided the basis for the development of today's study of genetics.

Since most of the assignments will deal with human inherited characteristics, consider how the human baby begins. A sperm which carries a single set of chromosomes (haploid, n) fuses with an egg which carries a single set of chromosomes (haploid, n) to form a zygote (diploid, 2n). The zygote (baby) has inherited one set of chromosomes (characteristics) from the father and one set of chromosomes (characteristics) from the mother. The father and mother are both diploid organisms so what process produced the haploid cells (sperms and egg)?

Materials Brown beans (dried), White beans (dried), Beakers, Monohybrid Corn, Dihybrid Corn, Phenylthiocarbamine (PTC) paper

Briefly review some of the terms pertinent to this exercise:

Gene:

hereditary unit, short segment of DNA that codes for specific protein.

Gene pair:

in diploid cells inherited traits determined by a pair of genes.

Alleles:

alternate forms of a gene. In the simplest case, only two forms of a gene exist.

Dominant allele:

expressed trait, can mask expression of other allele.

Recessive allele:

not expressed in the heterozygous state, masked by dominant allele.

Gene Symbols:

letters used to represent alleles Capital letter indicates dominant allele: "A" Lower case letter indicates recessive allele: "a"

Homozygous:

when both members of a gene pair consist of the same allele (AA or aa).

Heterozygous:

when members of a gene pair consist of unlike alleles (Aa)

Genotype:

genetic make-up of gene pair (AA, Aa or aa).

Phenotype:

expressed or observable form of a trait.

Expected ratio:

prediction of occurrence of inherited trait in offspring.

Complete dominance:

one allele completely inhibits the expression of the other.

Incomplete or co-

both alleles are express (observed), may be a blend.

dominance: Sex-linked:

Trait is carried on a sex-determining chromosome, X or Y in humans.

Monohybrid Cross:

cross between two individuals differing in a single trait.

Dihybrid cross:

cross between two individuals differing in two traits.

F1 generation:

first generation offspring.

F2 generation:

second generation offspring.

Assignment 1 - Understanding Probability

The probability (P) that an event will occur is the number of favorable events (a) divided by the total number of possible events (n): P = a/n

The probability of flipping a penny and it landing heads-up would be: P = favorable event is 1 divided by total possible is 2 or P=1/2. A die has 6 faces. When the die is tossed one face has just as equal a chance as any other face to land face up, therefore the probability of any one of the face landing face up is 1/6. The probability (P) will always be some value between 0 and 1. In the measure of what can be expected, the values are theoretical. In practice, you are not likely to achieve the expected. Large samples are more likely to come closer to the expected than small samples.

Probability of Single Events

Obtain a beaker that contains 100 brown and 100 white beans. Pick out 10 beans, 1 bean at a time. Be sure to replace the bean each time. record on Table 1 the number of white beans and the number of brown beans. Calculate the ratio of white to brown beans.

First pick out 50 beans, one at a time, and then pick out 100 beans, one at a time, record the results. Be sure to replace the bean each time. Determine the small number ratio by dividing both numbers by the smallest. One of the numbers in the ratio should be 1.

Example: if you counted 6 white and 4 brown your ratio would be 1.5:1.

Table 1 No. of Beans

White Beans

Brown Beans

Ratio

10 Beans 50 Beans 100 Beans

1.

What is the expected ratio of brown to white beans?

2.

Which experiment should come closer to the expected: 10, 50, 100 beans? Why?

3.

Why was it important to replace the bean each time before picking the next?

Probability of Joint Independent Events

The probability of independent events happening together can be obtained by multiplying the probability of each independent event.

For example, the probability of drawing 2 brown beans from the beaker the same time would be ½ x ½ = ¼: 2 white beans, ½ x ½ = ¼; a white and a brown, ½ x ½ x 2 = ½. Draw out 40 beans 2 at a time and record the combinations on table 2. Calculate the ratio for each combination by dividing by the smallest of the three numbers. The expected ratio is 1 Brown Brown: 2 Brown White: 1 White White.

Remember to return the beans to the beaker after each draw. Repeat the exercise drawing 80 beans 2 at a time.

Table 2 No. of Beans

Brown-Brown ¼

Brown-White ½

White-White ¼

Ratio

40 Beans 80 Beans

The principles of probability apply to genetics. If there are two alleles, B & b (gene pair) responsible for a trait, then there are three possible combinations of these two alleles: BB, Bb and bb. In a large population in which there is random matings and mutations are insignificant, we would expect the following to be true:

B (1/2) b (1/2)

B (1/2) BB (1/4) Bb (1/4)

b (1/2) Bb (1/4) bb (1/4)

Since probability of gene B occurring in a gamete is ½ and the same is true for b, the probability of any combination of the genes occurring together as an off-spring is the product of the individual probabilities: BB = ½ x ½ = ¼; bb = ½ x ½ = ¼; Bb

= ½ x ½ x 2 = ½ (note that Bb can occur twice as many times in the table). The sum rule can be used in the probability of two Bb's since occurrence of one Bb is mutually exclusive of the occurrence of the other Bb. P = ¼ + ¼ = 2/4 or ½. The product rule, used in the case of BB, bb and each Bb, states that the probability of the occurrence of independent events is the product of their separate probabilities.

Assignment 2 - Examining Results of a Monhybrid Cross You will be given an ear of corn taken from a plant that came up from a seed whose parents were heterozygous for the recessive gene for yellow endosperm (p). The dominant allele is purple (P). Pick two adjacent rows and count the number of purple and yellow seeds.

Record the results. Next count the purple and yellow seeds in the adjacent eight rows and record the totals for all ten rows in the table below. To figure the expected number of yellow seeds add the number of purple and yellow seeds you counted and divide by 4. The expected number of purple can be figured by multiplying the expected number of yellow by 3. The ratio of purple to yellow is determined by dividing the number of obtained purple by the number of obtained yellow.

Obtained number In Two Rows:

Expected Number:

Obtained Number In Ten Rows:

Expected Number

Purple ____________

Yellow ___________

Ratio _____:_____

Purple ____________

Yellow ___________

Ratio ____3:1____

Purple ____________

Yellow ___________

Ratio _____:_____

Purple ____________

Yellow ___________

Ratio ____3:1____

Note: See Genetics of Corn on Biology Excel is required to utilize the link to monohybrid calculations. Close Excel to return to the Genetics of Corn.

Assignment 3 - Examining Results of a Dihybrid Cross You will be given an ear of corn that represents the F2 results of a typical dihybrid cross. The characteristics that are used for this purpose are the dominant purple-smooth crossed with the recessive yellow-wrinkled.

Record in the table below the number of grains of each of the four combinations as found on ten rows on the ear of corn.

Purple

Purple Wrinkled

Smooth Obtained Number

Expected Number

Yellow Smooth

Yellow Wrinkled

Total Number

___________

___________

___________

___________

___________

___________

___________

___________

___________

___________

__________:

__________:

__________:

___________

9

3

3

1

Obtained Ratio

Expected Ratio :

:

:

To determine the expected number, divide the total number of grains by 16 for the yellow wrinkled, then multiple this number by 3 for the number of both yellow smooth and purple wrinkled, and multiple again by 3 for the purple smooth.

Note: See Genetics of Corn on Biology Excelď&#x192;˘ is required to utilize the link to Dihybrid calculations. Close Excel to return to Genetics of Corn.

Assignment 4 - Inheritance of Human Characteristics In this exercise, students will become aware of a portion of their genotype (genetic makeup). It should be pointed out that in cases in which dominant genes are involved, it is often impossible to be certain whether a person is homozygous or heterozygous for a particular trait. Make the observations or perform the simple experiments described in the paragraphs that follow to derive a portion of your genotype. Working with a partner, record your phenotype and possible genotype in table 7.1.

1.

Pigmented Iris - The presence of pigments in the iris causes the eyes to be brown, hazel, green, or other colors and represents the dominant allele B. In the recessive condition, bb, the iris appears blue or gray.

2.

Ear lobes - the lobes of the ears are either attached throughout their length to the side of the head (adherent) or they hang free (pendulous). The pendulous condition (PP, Pp) is dominant; the adhering lobes (pp) are recessive.

3.

Skin Pigments - The presence of freckles (FF, Ff) is dominant over the absence of freckles (ff).

4.

Hairline - The presence of the widow's peak where the hair normally descends on the forehead (HH, Hh) is dominant over the lack of this configuration (hh).

5.

Bent Little Finger - The terminal of the little finger may be straight (ff) or bent toward the ring finger (FF, Ff).

6.

Tongue Rolling - The ability to roll the tongue into nearly the shape of a tube (TT, Tt) is dominant over the lack of this ability (tt).

7.

Taste Paper - Secure a strip of test paper that has been soaked in Phenylthiocarbamine (PTC). Place it in your mouth and chew. Do not swallow. Nontasters taste nothing, tasters report a bitter taste. The ability to taste PTC is dominant so that both the homozygous (TT) or the heterozygous (Tt) are tasters and the homozygous recessive (tt) is a nontaster.

8.

Hair Form - One allele does not completely inhibit the expression of the other, incomplete dominance. Hence, HH = curly hair; HH' = wavy hair; H'H' = straight hair.

9.

Dimples - The presence of dimples in the cheeks is dominant (DD, Dd) over lack of dimples (dd).

10. Interlocking Fingers - When the fingers are interlocked, some people will almost invariably place the left thumb on the top of the right and others will place the right over the left. The placing of the left over the right is due to a dominant gene (FF, Ff), while the right thumb on top is due to a recessive gene (ff).

Record your phenotypes and genotypes in Table 6.1.

Table 6.1 Human Traits

Possible Phenotypes

Possible Genotypes

Pigmented Iris PIGMENTATION

BB or Bb

blue and grey

bb

Ear lobes PENDULOUS

PP or Pp

Attached

pp

Skin pigments FRECKLES

FF or Ff

no freckles

ff

Hairline WIDOW'S PEAK

WW or Ww

Continuous

ww

Little Finger BENT

LL or Ll

Straight

ll

Tongue Roller TUBE

TT or Tt

no tube

tt

Taste Paper TASTER

CC or Cc

non-taster

Cc

Hair Form CURLY

HH

Yours truly, Phenotype

Your Possible Genotype

Partner's Genotype

wavy

HH'

straight

H'H'

Dimples DIMPLES PRESENT

DD or Dd

no Dimples

Dd

Interlocking Fingers LEFT THUMB OVER RIGHT

right thumb over left

II or Ii ii

*Dominant = capital, Recessive - lower case

Select five classmates including a relative, if possible, and count the number of traits you have in common. Calculate the percentage that you have in common with each of them by dividing the number of traits in common by 10.

Did you find 100% agreement in the observed traits with any of your classmates? If yes, was this classmate a relative? Why should this matter?

A Recipe for Traits

Prep Time:

Materials

Š 2006 University of Utah

This activity was downloaded from: http://teach.genetics.utah.edu

Classroom Implementation Quantities

Prepare “Dog DNA” envelopes:

For 28 envelopes:

Per Student or Pair

1. Make eight copies each of DNA Strips A, B,C, and D ( pages 4-7) on colored paper choosing one color for each type of DNA Strip. For example:

DNA Strips A (page 5) 8 copies on Blue DNA Strips B (page 6) 8 copies on Green DNA Strips C (page 7) 8 copies on Yellow DNA Strips D (page 8) 8 copies on Red 2. Cut out the DNA strips on each page (a paper-cutter works well) 3. PlacetwoDNAstripsofeachcolorinanenvelope. TheenvelopeshouldcontaineightDNAstripstotal (four different colors).

4. Repeat step three until you have assembled 28 “Dog DNA” envelopes.

Note: This is the minimum number of DNA strips per envelope that you need to carry out the activity. Adding more DNA strips of each color increases the variety of possibilities for each trait.

Activity instructions: • Display different types of instructions (e.g. a recipe book, a blueprint, a DNA molecule) and ask students for whattheymightusethese

instructions. Explain that just as a recipe is used to cook a meal or a blueprint is used to build a home, DNA contains instructions that specify an organism’s traits.

• Read the beginning paragraph of A Recipe for Traits (student page S-1) as a class. You may want to show them a completed DNA

“recipe” and point out the different segments (representing genes) as well as the 4 symbols (representing the 4 chemical bases A, C, G and T) that make up the DNA alphabet in this activity.

• Review the instructions on page S-1. Youmay want to demonstrate how to use the Dog Traits Key (see page S-2 to S-3) to read the

DNA recipe and identify the first trait.

• RemindstudentstoleavetheDNAstripstheychooseoutoftheenvelopeandtapethemtogetherin order. The resulting long strand

will be their DNA recipe.

• Have students work individually or in pairs to complete the activity. When students have finished, have them posttheirdogdrawingson

thewallalongwiththeDNArecipefortheirdog.

Discussion Points: • Areanytwodogsalike?Pointoutthateverydogsharessometraitsincommonwithothers,buteachhasan

overall combination of traits that is unique.

• Variations in each DNA strand (the sequence of symbols) led to the inheritance of different traits.

Advanced Discussion Points: • Information in a DNA strand (or molecule) is grouped into small segments called genes (represented here by colored DNA strips).

• AsingleDNAstrandisoftenreferredtoasachromosome.Inthisexample,thedoghadonechromosome containing 8 genes.

(Humans have 23 pairs of chromosomes containing over 22,000 genes!)

• TheDNAmoleculecontainsasequenceoffourchemicalbases(representedherebyfoursymbols).Each base is referred to by the first

letter of its name: Adenine (A), Cytosine (C), Guanine (G) and Thymine (T). The sequence ofthesechemicalbases encodes adetailedset ofinstructions forbuildinganorganism’straits. (The human genome contains approximately 3 billion pairs or bases!)

• Students were asked to assemble their DNA strips in the order they were drawn. This is because all individualsofaspecieshave

thesamegenesinthesameorderalongtheirchromosomes.(Thisiswhat allowsresearchersto“map”thelocationofagenetoa specificplaceonachromosome.)Itisthesmall sequence variations within each gene that lead to differences in traits.

• Thereis usually alimitednumberofsequence variations foragene. That is,agene usually comesinafew different forms or flavors

(called “alleles”). There was a possibility of four different flavors or alleles for each ofthedoggenesinthisactivity.

• In this activity, a single gene determined each dog trait. Typically, a trait is influenced by more than one gene as well as environmental

factors.

Extension: • As aclass,make a“map” ofyourdoggenome. Compare the different

DNArecipes hangingupintheclassroom. Point out that the gene for body shape is always at the top of the DNA molecule (or chromosome), the gene for

Visit the Teach.Genetics website to get more great resources like this one!

head shape is always second, and so on. Draw a representation of a chromosome having 8 segments. Have students come up with a name for each gene. Label the segments with the gene names, and specify the trait they encode. Point out that although each dog looks differently (has a different combination of traits), it is still possible to make a general map of the dog genome.

• Show students a completed map of the human genome (e.g., the Human Genome Landmarks Poster or its web companion) and

discuss how researchers have mapped the 22,000 plus genes to particular locations on the 23 pairs of human chromosomes. To ordera freecopy of this posteror view it online, check outthe web site developed by the U.S. Department of Energy’s Human Genome Management Information System

Standards Tennessee Science Standards 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.

Activity created by: Molly Malone, Genetic Science Learning Center

Credits April Mitchell, Genetic Science Learning Center Steven Kiger (illustrations) Original funding: A Howard Hughes Medical Institute Precollege Science Education Initiative for Biomedical Research Institutions Award (Grant51000125).

F

unding

Funding for significant revisions: Grant U33MC00157 from the Health Resources and Services Administration, Maternal and Child Health Bureau, Genetic Services Branch. Partners in the Consumer Genetics Education Network (CGEN) include HRSA, March of Dimes, Dominican Womenâ&#x20AC;&#x2122;s Development Center, Charles B. Wang Community Health Center, Genetic Science Learning Center at University of Utah, Utah Department of Health and the National Human Genome Center at Howard University.

To learn about our permissions policy, visit http://teach.genetics.utah.edu/permissions/

DNA Strips A

DNA Strips B

DNA Strips C

DNA Strips D

A Recipe forTraits A set of instructions called DNA makes a “recipe” for traits in all organisms. Information in a DNA strand is grouped into small segments.

Each segment is made of even smaller units (like recipes are made of words, and words are made of letters). Differences in the DNA “alphabet” are what make differences in traits (just like a different sequence of letters makes different words, and a different recipe).

Follow the directions below to create a DNA recipe for a dog. Using the Dog Traits Key, read your DNA recipe and make a drawing of your dog showing all of its traits.

Directions: 1. Make sure you have an envelope containing “Dog DNA”.

2. Determine the first trait of your dog (body shape) by randomly picking a piece of dog DNA out of the envelope.

3. Look at the symbols on the DNA strip you have chosen. Match the pattern to one you see on the Dog Traits Key for body shape.

4. Circle the picture for body shape that matches the DNA piece that you picked.

5. Set the piece of DNA aside and repeat steps 1-4 for the next trait on the key.

6. After circling the matching picture, tape the second piece of DNA to the first to make one long strand. This will become the DNA recipe for your entire dog.

7. Repeat these steps for each of the traits listed on the Dog Traits Key. 8. When you have finished, draw your dog with all of its traits (the traits you have circled on the Dog Traits Key) on a separate piece of paper.

9. As instructed by your teacher, hang up the picture of your dog along with its DNA recipe (the DNA pieces you chose attached in a long strand).

Is your dog different from or the same as others in the class?

Legs

Body Shape

Dog Traits Key

Head Shape

Ears

Eyes

Dog Traits Key

Tail

Coat Color

Hair

Toothpick Fish An Activity for Teaching Genetics and Environmental Science Developed by: Megan Brown and Maureen Munn, The GENETICS Project Carol Furry, Eckstein Middle School, Seattle, WA And several other unknowns, earlier authors

Provided by: The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics and The Genetics Education Partnership http://genetics-education-partnership.mbt.washington.edu Education Outreach Department of Molecular Biotechnology University of Washington

April,Standards 2001 Tennessee 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

Contents

5.LS3.1: ¥ Student Distinguish Instructions between inherited and Worksheet characteristics (including and those Tables characteristics A & B) that result from a direct interaction with the environment. Apply this concept by giving examples of characteristics of living organisms ¥ Teacher s Notes that are influenced by both inheritance and the environment. ¥ Overhead Masters 1. Fish Life Cycle 5.LS3.2: Provide2.evidence andFish analyze data that Tables plants and animals have traits inherited from parents and that Toothpick Introductory (A & B) variations of these traits C. exist in asurviving group of the similar organisms.

3. Table Fish pollution disaster: pooled data 7.LS3.1: Hypothesize that the impact of structural changes to genes (ie mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organism’s abilityAn to earlier survive.version of this document can be downloaded as part of The Genetics Education Guide at:

http://genetics-education-partnership.mbt.washington.edu/Download/file.html 8.LS4.4: Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment.

Toothpick Fish Student Instructions and Worksheet Purpose We are going to experiment with genes and environment for a population of “toothpick” fish. You will learn about the relationships between many different aspects of fish life: genes, traits, variation, survival, and reproduction. The activity here is a simulation, but it models the way fish and other organisms live in nature.

Materials (for each pair) • 1 “gene pool” container (e.g. a petri dish) • 8 green toothpicks • 8 red toothpicks • 8 yellow toothpicks

One copy of every gene

male from

Introduction The colored toothpicks represent three different forms of a gene (green, red, and yellow) that controls one fish trait: skin color. The table below tells you which forms (alleles) of the gene are dominant, which are recessive, and which are equal (or co-dominant).

The green gene (G) is...

• dominant to all other color genes

The red gene (R) is...

• recessive to green • equal (“co-dominant”) to yellow *

The yellow gene (Y) is...

• recessive to green • equal (“co-dominant”) to red *

* Combining red and yellow genes results in a fish with orange skin color.

REMEMBER: EACH TOOTHPICK REPRESENTS A GENE, NOT A FISH. Directions: 1. Count your toothpicks to make sure you have 8 of each color for a total of 24 toothpicks.

2. Figure out which gene combinations give rise to which fish colors and fill in the answers on the table on the next page.

Fish Color

Gene combinations

Green

e.g. GG, . . .

Red Yellow Orange Based on the answers you gave in the table above, answer the questions below. (You may use Punnett Squares if you wish.) a. Can two red fish mate and have green offspring? Why or why not? b. Can two orange fish mate and have red offspring? Why or why not? c. Can two green fish mate and have orange offspring? Why or why not?

3. Make a first generation of fish. To do this, pull out genes (toothpicks) in pairs without looking and set them aside carefully so that they stay in pairs. This simulates the way offspring are formed by sperm from the male fish combining randomly with eggs from the female fish. Once you have drawn your twelve pairs, record the results in Table A. An example fish in the first generation is given in Table A in the shaded boxes (do not include this fish in your calculations).

4. Count the numbers of each color of fish offspring and record the numbers in Table B where it says first generation.

The stream where the fish live is very green and lush with lots of vegetation and algae covering the streambed and banks. The green fish are very well camouflaged from predators in this environment and the red and orange fish fairly well also. However, none of the yellow fish survive or reproduce because predators can easily spot them in the green algae environment. If you have any yellow fish (fish in which both toothpicks are yellow), set those toothpicks aside.

5. Put all the genes you have left back in the gene pool (remember, you have set aside any yellow fish). Draw a second generation of fish, again without looking. Record your gene pairs in Table A. Total up the fish of each color and record the numbers in the second generation row in Table B. Set aside yellow fish and return surviving fish to the cup.

6. The well-camouflaged fish live longer and have more offspring, so their numbers are increasing. Draw toothpicks to make a third generation of fish. Record your data in Table A and then write in the total numbers of each color in the third generation row of Table B. Now return survivors to the gene pool (be sure to set aside any genes from yellow offspring).

STOP HERE. DO NOT PROCEED TO STEP 7. DISCUSS THE FOLLOWING THREE QUESTIONS WITH YOUR PARTNER AND WAIT FOR FURTHER INSTRUCTIONS. a. Have all the yellow genes disappeared?

b. Has the population size changed? In what way? Would you expect this to occur in the wild? c. How does the population in the third generation compare to the population in the earlier generations?

7. Draw more pairs of genes to make a fourth generation of fish. Record the data in Tables A and B. Do not remove yellow fish.

STOP! An environmental disaster occurs. Factory waste harmful to algae is dumped into the stream, killing much of the algae very rapidly. The remaining rocks and sand are good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and can’t survive or reproduce.

8. Because green fish don’t survive, set them aside. Now record the surviving offspring (all but the green) in the last row of Table B (fourth generation survivors row). Contribute your final data on the class tally on the overhead projector. Your instructor will total the data for the entire class.

After examining the data for the entire class, discuss the following questions with your partner. a. Has the population changed compared to earlier generations? How? b. Have any genes disappeared entirely? c. Yellow genes are recessive to green; green genes are dominant to both red and yellow.

Which color of genes disappeared faster when the environment was hostile to them? Why?

For discussion: Hatchery fish populations often have less genetic biodiversity than wild fish populations. How might lowered biodiversity affect a fish population’s ability to adapt to environmental disasters such as the pollution disaster described in this simulation?

If the fish from a particular stream have become genetically adapted to their home stream over many generations, what might happen if their fertilized eggs are used to “restock” a different stream that has become depleted of fish?

Can you think of any examples from the real world where lowered genetic diversity is impacting a species’ ability to survive?

Toothpick Fish

Teacher s Notes

Summary In Toothpick Fish, a population genetics simulation, students observe and record the genotypic and phenotypic make-up of a fish population, which change in response to environmental conditions and an event that changes these conditions. Events similar to the catastrophic event in this activity—vegetation dying because of pollution—could happen in real streams in the real world. Toothpick Toothpick Fish provides a good synthesis of basic genetic concepts with a focus on the environment and natural selection. The changing frequencies of genes in the population in response to the environment is a dramatic demonstration of natural selection at work and provides a good introduction to this major mechanism of evolution. As well as being suitable as an everyday classroom activity, Toothpick Fish can also be used as a summative assessment following a unit on genetics.

Student Background This activity is designed for middle school students. Students should have been exposed to basic genetic concepts before beginning this activity. They will need to know, for example, that genes occur in pairs and that offspring inherit one copy of each gene from each parent and that which copy of each parent’s gene is inherited is random. Students will also need a clear understanding of dominant and recessive genes, and need sufficient knowledge of how to use Punnett Squares or another method to predict offspring genotypes based on parental genotypes. The activity also provides an example of codominant or incomplete dominant inheritance and could serve as students’ first exposure to this form of inheritance. Students do not need previous exposure to molecular genetics concepts, such as the structure of DNA or the genetic code.

One or Two Day Activity?

Whether your students can complete the activity in one or two days depends on their preparation in genetics before beginning the activity. If many students are on shaky ground predicting offspring genotypes, we advise taking two days and integrating a review of basic genetics with the activity.

List of Overhead Masters • Fish Life Cycle • Introductory Tables: table showing rules of fish skin color inheritance and table for students to fill out in question 2 • Table C. Fish surviving the pollution disaster: pooled data.

Procedure Hand out the student instructions and worksheet entitled "Toothpick Fish.” Briefly review the reproductive cycle of the fish as shown on the first page of the instructions. An overhead master with a larger version of the life cycle picture is included in this packet.

Hand out the gene pool containers (cups or plastic petri dishes with covers) and colored toothpicks (pre-count 8 of each of the green, red, and yellow, for a total in each container of 24). Each toothpick's color represents the information carried by that gene, that is, either green, red, or yellow skin. Drawing two toothpicks at random from the dish represents fusion of an egg and a sperm to form a new fish, with two copies of the skin color gene. Remind students that each toothpick represents a gene and not a fish.

Go over the rules of fish skin color inheritance with the class (e.g. “the green gene is represented by the letter G and is dominant to all other color genes”). The rules of inheritance are listed in the table on the first page of the student handout. Have students work in pairs and fill out the table in question 2 and then answer questions 2a-2c on their worksheet. An overhead master that contains the rules of inheritance table and the question 2 table is included in this packet. To fill out the table, students should lay out before them on their desks the gene pairs that produce a green fish (GG, GR, GY), a red fish (RR), an orange fish (RY), and a yellow fish (YY). When they have the population's dominant/recessive gene pattern in hand, have them work through the instructions that follow.

In #3 and #4 of the instructions, students draw pairs of toothpicks and tally the resulting fish genotypes and colors in Tables A and B. You can compile the class results on an overhead transparency (not provided) or the blackboard and ask a few questions about them: • Why are there so many green fish?

• Why are there so few red, orange, and yellow fish?

In instruction #4, the environment comes into play. Yellow fish are poorly camouflaged and get eaten before they can spawn. Read from #4 out loud to the class “If you have any yellow fish—fish in which both toothpicks are yellow—, set those toothpicks aside.” Emphasize that it is important to eliminate the yellow fish before continuing to draw future generations.

Have students move on to instructions #5 and #6 and draw two more generations of fish for a total of three generations. The genotypes and colors of fish offspring are tallied and recorded in Tables A and B. Students should not continue onto #7. After students have drawn three generations, discarding all resulting yellow fish, you can again tally the class results.

The yellow gene is clearly not increasing the yellow fish's chance of surviving. Consider these questions: • Have all the yellow genes disappeared? How long do you think it would take before they did?

No, there are still some yellow genes present. It would be some time before the yellow genes all disappeared, because they are so often masked by other, dominant genes.

• Has the population size changed? In what way? Would you expect this to occur in the wild?

Yes, the population size of the student gene pools has probably gotten slightly smaller.

Whenever students remove a yellow fish, the gene pool shrinks by 2 genes. No, we would not expect this to occur in the wild because there is a vast excess of eggs laid and fish juveniles hatched compared to how many survive to adulthood no matter what their color.

This, then, is an aspect of the simulation that does not reflect real life.

• How does the population in the third generation compare to the population in the earlier generations?

It will probably have fewer yellow genes. An increase in green genes may or may not be apparent after only a few generations. If the fish species in this activity were one that spawned more than once per lifetime, then the green fish, surviving longer than the others, would spawn more often, adding more genes to the pool. However, in this simulation, we have not allowed green fish to contribute more genes to the pool. Have students consider the limitations of the simulation and suggest ways to

modify it to account for this complexity. One imperfect solution would be to have students add additional genes from green fish to the gene pool after each generation. In some fish species, such as the Pacific Salmon, fish spawn only once per lifetime, so the toothpick fish activity mimics more closely the life cycle of this species.

Have students move on to #7 and draw a fourth generation of fish and record their data in Tables A and B. But this time, they do not remove the yellow fish because....

“An environmental disaster occurs. Factory waste harmful to algae is dumped into the stream, killing much of the algae very rapidly. The remaining rocks and sand are good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and can’t survive or reproduce.”

Instruction #8 tells students to set aside their green fish and record the remaining fish in Table B on the Fourth Generation Survivors line.

Use the provided overhead, “Table C. Fish surviving the pollution disaster: pooled data,” to tally up the data from all the student pairs. Have students examine the data from the entire class and consider questions 8a-8c.

• Has the population changed compared to earlier generations? How? Yes. It is now significantly smaller and some genes have disappeared entirely.

• Have any genes disappeared entirely?

Yes. The green genes have completely disappeared.

• Yellow genes are recessive to green; green genes are dominant to both red and yellow.

Which color of genes disappeared faster when the environment was hostile to them? Why? The green genes all disappeared immediately when they were selected against by the sandy colored stream bed conditions. This is in contrast to the slow decline in yellow genes that was observed under conditions when the stream bed was green and yellow fish were selected against. Green genes disappeared immediately because they are dominant and always expressed. Any fish having a green gene is green in color. The yellow genes declined slowly because they are recessive and masked by the presence of a gene of another color (green or red). The take home message is that dominant genes can be eliminated quickly from a population by a new selective pressure. Recessive genes decline slowly because they are hidden or masked.

Extra Questions (not on student sheets) • Real populations change much more slowly than these toothpick fish. Why? Changes in the environment are usually much more gradual than in the fish simulation, for example, the coming of an Ice Age or the encroachment of trees into an open field.

Also, real populations are usually large, containing hundreds or thousands of individuals. In a large population of toothpick fish, it is unlikely that the green individuals would so quickly outnumber the others, or that all green fish would be eliminated in one generation. However, occasionally there is a rapid change in the environment (often caused by humans) that can have a dramatic effect, especially in small populations, as in the pollution-induced disappearance of green algae and vegetation in the fish activity.

Students generally understand the fish simulation well enough to answer some "What If" questions, extending the concepts from the activity.

• What if each of you had started with only one green gene among your fish? How would the population have been different?

• What if the orange fish had been best camouflaged, so that a few green fish were eaten each generation?

Let students propose their own what if questions too. Students are often eager to test some of their answers. If time allows, the Toothpick Fish problems can be done again with new conditions.

• If brown eyes are dominant, why don't we all have brown eyes?

Perhaps brown eyes are not an advantage for survival. Or, there may be few brown- eye genes in the human gene pool, compared to the number of blue-eye genes. (In fact, eye color inheritance is not as simple as this. Eye color is a polygenic trait, a trait that involves multiple pairs of genes, rather than one pair. However, for purposes of this discussion, it is a relevant example).

• How does the variety in a gene pool impact adaptability?

Imagine Two Populations: Population A Population B Has a gene pool that contains several Has a gene pool that contains one kind of different color genes, giving rise to a gene that determines color, giving rise to a multi-colored population (e.g. the single-colored population. toothpick fish population).

In this example, population A has a variable gene pool, and population B has a homogeneous gene pool. Each of these situations has advantages and disadvantages. In a stable environment, a homogeneous population can maintain its numbers from generation to generation, with few members lost, since all its members are equally well adapted to the environment. This type of population is, however, vulnerable in the event of rapid environmental changes. In a variable population, only a few members of each generation are highly adapted to any given environment. But should the environment change, it's likely that a few other members of the variable population will have the characteristics that aid survival in the new conditions.

Discussion Questions (on student sheets) Three discussion questions relating the toothpick fish activity to real world scenarios, such as fish hatchery practices, are included on the student sheets. You may find these questions may be very challenging for the middle school level. We routinely use them when we do this activity in our professional development sessions for teachers. You may or may not want to tackle them with your class.

• Hatchery fish populations often have less genetic biodiversity than wild fish populations.

How might lowered biodiversity affect a fish population’s ability to adapt to environmental disasters such as the pollution disaster described in this simulation?

The fish population would have a poor capability for adapting to new conditions.

Consider the surviving toothpick fish population after the pollution killed the stream vegetation. The population has very low genetic diversity (no green genes and reduced red genes). What will happen to the population if the green stream vegetation grows back?

The many yellow fish in the population will be easy marks for their predators

and will be unable to adapt to the new stream color due to the lack of green genes in the gene pool.

After learning these concepts thoroughly, students often believe that a hatchery would “know better” than to create fish populations with low genetic diversity. However, this is not the case. Hatchery fish populations routinely have extremely low genetic diversity despite scientific knowledge that this is detrimental to a population’s fitness. There is a long history of the fishery industry and the scientific community not accepting each other’s “wisdom.”

• If the fish from a particular stream have become genetically adapted to their home stream over many generations, what might happen if their fertilized eggs are used to “restock” a different stream that has become depleted of fish? (Restocking one stream with eggs from another is a common hatchery practice.)

The fish would be poorly adapted to the new stream. Consider this possible situation: fish that had to jump up steep waterfalls to get to their spawning grounds might have become, overmany generations, very, very large and powerful. Smaller, weaker fish would never make it up the falls and so would not get to spawn or would have to spawn in less favorable areas. So, over time, the fish population had become very large because genes controlling large size had been selected for. Now imagine that the eggs of these fish are transplanted into a new environment--a narrow and shallow stream with narrow rocky crevasses through which fish much leap as they move to their spawning grounds. Many of these fish would get stuck or beached as they try to reach the spawning grounds and the fishery restocking would be a disaster, with few eggs being laid and even fewer reaching maturity.

• Can you think of any examples from the real world where lowered genetic diversity is impacting a species’ ability to survive?

There are many examples. Here are two. Students may be familiar with others.

Florida Panther. Breeding stock from a related panther/cougar species from Texas has been used to shore up the Florida Panther population, victim of a narrow gene pool among other catastrophes (severely decreased habitat due to increasing development in Florida).

Cheetah. Cheetahs are reportedly having a difficult time surviving due to their limited genetic diversity. There is some controversy about this explanation, however. Another view is that the cheetah is so highly adapted, with its unique body structure designed for ultra-high speeds (remember, the cheetah is the fasted animal n earth), that much diversity has been selected out of the population. In this view, cheetahs are declining not due to low genetic diversity but because of their increased hunting by humans, loss of habitat, etc.

Fish Life Cycle

Two copies of every gene in every cell

One copy of every gene

Sperm

from

male from female

Egg and sperm fuse

Overhead Master

Toothpick Fish

Table A

Table A. Gene Pairs and Resulting Fish Colors in Generations 1 â&#x20AC;&#x201C; 4 First Gene/Second Gene - - - G E N E R A T I Offspring 1st example G/R 1 2 3 4 5 6 7 8 9 10 11 12

2nd

3rd

Resulting Fish Color O N

- - 4th

1st

Green

2nd

3rd

4th

Toothpick Fish

Table B

Table B. Offspring Color for Toothpick Fish Generations Environment

Generation

There is lots of green seaweed growing everywhere.

First

Green

Red

Orange

Second Third

The seaweed all dies and leaves bare rocks and sand.

The GENETICS Project University of Washington

Fourth Fourth (survivors)

http://chroma.mbt.washington.edu/outreach/genetics Department of Molecular Biotechnology Education Outreach

Yellow

Toothpick Fish Overh ead Table C. Fish surviving the pollution disaster: pooled data Fish Color Green

Red (RR)

Orange (RY) Yellow (YY)

Totals Fill in table on overhead, one line of data per group. Total results in bottom line.

The GENETICS Project outreach/genetics University of Washington Biotechno.

http://chroma.mbt.washington.edu/ Department of Molecular

Toothpick Fish An Activity for Teaching Genetics and Environmental Science Developed by: Megan Brown and Maureen Munn, The GENETICS Project Carol Furry, Eckstein Middle School, Seattle, WA And several other unknowns, earlier authors

Provided by: The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics and The Genetics Education Partnership http://genetics-education-partnership.mbt.washington.edu Education Outreach Department of Molecular Biotechnology University of Washington

April,Standards 2001 Tennessee 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

Contents

5.LS3.1: ¥ Student Distinguish Instructions between inherited and Worksheet characteristics (including and those Tables characteristics A & B) that result from a direct interaction with the environment.

Apply this concept by giving examples of characteristics of living organisms ¥ Teacher s Notes that are influenced Masters by both inheritance and the environment. ¥ Overhead 4. Fish Life Cycle 5.LS3.2: Provide5.evidence andFish analyze data that Tables plants and animals have traits inherited from parents and that Toothpick Introductory (A & B) variations of these traits exist in a group of similar organisms.

6. Table C. Fish surviving the pollution disaster: pooled data 7.LS3.1: Hypothesize that the impact of structural changes to genes (ie mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organism’s

An earlier version of this document can be downloaded as part of The Genetics Education Guide at: http://genetics-education-partnership.mbt.washington.edu/Download/file.html

Toothpick Fish Student Instructions and Worksheet Purpose We are going to experiment with genes and environment for a population of “toothpick” fish. You will learn about the relationships between many different aspects of fish life: genes, traits, variation, survival, and reproduction. The activity here is a simulation, but it models the way fish and other organisms live in nature.

Materials (for each pair) • 1 “gene pool” container (e.g. a petri dish) • 8 green toothpicks • 8 red toothpicks • 8 yellow toothpicks

One copy of every gene

male from

Introduction The colored toothpicks represent three different forms of a gene (green, red, and yellow) that controls one fish trait: skin color. The table below tells you which forms (alleles) of the gene are dominant, which are recessive, and which are equal (or co-dominant).

The green gene (G) is...

• dominant to all other color genes

The red gene (R) is...

• recessive to green • equal (“co-dominant”) to yellow *

The yellow gene (Y) is...

• recessive to green • equal (“co-dominant”) to red *

* Combining red and yellow genes results in a fish with orange skin color.

REMEMBER: EACH TOOTHPICK REPRESENTS A GENE, NOT A FISH. Directions: 9. Count your toothpicks to make sure you have 8 of each color for a total of 24 toothpicks.

10. Figure out which gene combinations give rise to which fish colors and fill in the answers on the table on the next page.

Fish Color

Gene combinations

Green

e.g. GG, . . .

Red Yellow Orange Based on the answers you gave in the table above, answer the questions below. (You may use Punnett Squares if you wish.) a. Can two red fish mate and have green offspring? Why or why not? b. Can two orange fish mate and have red offspring? Why or why not? c. Can two green fish mate and have orange offspring? Why or why not?

11. Make a first generation of fish. To do this, pull out genes (toothpicks) in pairs without looking and set them aside carefully so that they stay in pairs. This simulates the way offspring are formed by sperm from the male fish combining randomly with eggs from the female fish. Once you have drawn your twelve pairs, record the results in Table A. An example fish in the first generation is given in Table A in the shaded boxes (do not include this fish in your calculations).

12. Count the numbers of each color of fish offspring and record the numbers in Table B where it says first generation.

The stream where the fish live is very green and lush with lots of vegetation and algae covering the streambed and banks. The green fish are very well camouflaged from predators in this environment and the red and orange fish fairly well also. However, none of the yellow fish survive or reproduce because predators can easily spot them in the green algae environment. If you have any yellow fish (fish in which both toothpicks are yellow), set those toothpicks aside.

13. Put all the genes you have left back in the gene pool (remember, you have set aside any yellow fish). Draw a second generation of fish, again without looking. Record your gene pairs in Table A. Total up the fish of each color and record the numbers in the second generation row in Table B. Set aside yellow fish and return surviving fish to the cup.

14. The well-camouflaged fish live longer and have more offspring, so their numbers are increasing. Draw toothpicks to make a third generation of fish. Record your data in Table A and then write in the total numbers of each color in the third generation row of Table B. Now return survivors to the gene pool (be sure to set aside any genes from yellow offspring).

STOP HERE. DO NOT PROCEED TO STEP 7. DISCUSS THE FOLLOWING THREE QUESTIONS WITH YOUR PARTNER AND WAIT FOR FURTHER INSTRUCTIONS. a. Have all the yellow genes disappeared?

b. Has the population size changed? In what way? Would you expect this to occur in the wild? c. How does the population in the third generation compare to the population in the earlier generations?

15. Draw more pairs of genes to make a fourth generation of fish. Record the data in Tables A and B. Do not remove yellow fish.

STOP! An environmental disaster occurs. Factory waste harmful to algae is dumped into the stream, killing much of the algae very rapidly. The remaining rocks and sand are good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and can’t survive or reproduce.

16. Because green fish don’t survive, set them aside. Now record the surviving offspring (all but the green) in the last row of Table B (fourth generation survivors row). Contribute your final data on the class tally on the overhead projector. Your instructor will total the data for the entire class.

After examining the data for the entire class, discuss the following questions with your partner. a. Has the population changed compared to earlier generations? How? b. Have any genes disappeared entirely? c. Yellow genes are recessive to green; green genes are dominant to both red and yellow.

Which color of genes disappeared faster when the environment was hostile to them? Why?

For discussion: Hatchery fish populations often have less genetic biodiversity than wild fish populations. How might lowered biodiversity affect a fish population’s ability to adapt to environmental disasters such as the pollution disaster described in this simulation?

If the fish from a particular stream have become genetically adapted to their home stream over many generations, what might happen if their fertilized eggs are used to “restock” a different stream that has become depleted of fish?

Can you think of any examples from the real world where lowered genetic diversity is impacting a species’ ability to survive?

Toothpick Fish

Teacher s Notes

Summary In Toothpick Fish, a population genetics simulation, students observe and record the genotypic and phenotypic make-up of a fish population, which change in response to environmental conditions and an event that changes these conditions. Events similar to the catastrophic event in this activity—vegetation dying because of pollution—could happen in real streams in the real world. Toothpick Toothpick Fish provides a good synthesis of basic genetic concepts with a focus on the environment and natural selection. The changing frequencies of genes in the population in response to the environment is a dramatic demonstration of natural selection at work and provides a good introduction to this major mechanism of evolution. As well as being suitable as an everyday classroom activity, Toothpick Fish can also be used as a summative assessment following a unit on genetics.

Student Background This activity is designed for middle school students. Students should have been exposed to basic genetic concepts before beginning this activity. They will need to know, for example, that genes occur in pairs and that offspring inherit one copy of each gene from each parent and that which copy of each parent’s gene is inherited is random. Students will also need a clear understanding of dominant and recessive genes, and need sufficient knowledge of how to use Punnett Squares or another method to predict offspring genotypes based on parental genotypes. The activity also provides an example of codominant or incomplete dominant inheritance and could serve as students’ first exposure to this form of inheritance. Students do not need previous exposure to molecular genetics concepts, such as the structure of DNA or the genetic code.

One or Two Day Activity?

Whether your students can complete the activity in one or two days depends on their preparation in genetics before beginning the activity. If many students are on shaky ground predicting offspring genotypes, we advise taking two days and integrating a review of basic genetics with the activity.

List of Overhead Masters • Fish Life Cycle • Introductory Tables: table showing rules of fish skin color inheritance and table for students to fill out in question 2 • Table C. Fish surviving the pollution disaster: pooled data.

Procedure Hand out the student instructions and worksheet entitled "Toothpick Fish.” Briefly review the reproductive cycle of the fish as shown on the first page of the instructions. An overhead master with a larger version of the life cycle picture is included in this packet.

Hand out the gene pool containers (cups or plastic petri dishes with covers) and colored toothpicks (pre-count 8 of each of the green, red, and yellow, for a total in each container of 24). Each toothpick's color represents the information carried by that gene, that is, either green, red, or yellow skin. Drawing two toothpicks at random from the dish represents fusion of an egg and a sperm to form a new fish, with two copies of the skin color gene. Remind students that each toothpick represents a gene and not a fish.

Go over the rules of fish skin color inheritance with the class (e.g. “the green gene is represented by the letter G and is dominant to all other color genes”). The rules of inheritance are listed in the table on the first page of the student handout. Have students work in pairs and fill out the table in question 2 and then answer questions 2a-2c on their worksheet. An overhead master that contains the rules of inheritance table and the question 2 table is included in this packet. To fill out the table, students should lay out before them on their desks the gene pairs that produce a green fish (GG, GR, GY), a red fish (RR), an orange fish (RY), and a yellow fish (YY). When they have the population's dominant/recessive gene pattern in hand, have them work through the instructions that follow.

In #3 and #4 of the instructions, students draw pairs of toothpicks and tally the resulting fish genotypes and colors in Tables A and B. You can compile the class results on an overhead transparency (not provided) or the blackboard and ask a few questions about them: • Why are there so many green fish?

• Why are there so few red, orange, and yellow fish?

In instruction #4, the environment comes into play. Yellow fish are poorly camouflaged and get eaten before they can spawn. Read from #4 out loud to the class “If you have any yellow fish—fish in which both toothpicks are yellow—, set those toothpicks aside.” Emphasize that it is important to eliminate the yellow fish before continuing to draw future generations.

Have students move on to instructions #5 and #6 and draw two more generations of fish for a total of three generations. The genotypes and colors of fish offspring are tallied and recorded in Tables A and B. Students should not continue onto #7. After students have drawn three generations, discarding all resulting yellow fish, you can again tally the class results.

The yellow gene is clearly not increasing the yellow fish's chance of surviving. Consider these questions: • Have all the yellow genes disappeared? How long do you think it would take before they did?

No, there are still some yellow genes present. It would be some time before the yellow genes all disappeared, because they are so often masked by other, dominant genes.

• Has the population size changed? In what way? Would you expect this to occur in the wild?

Yes, the population size of the student gene pools has probably gotten slightly smaller.

Whenever students remove a yellow fish, the gene pool shrinks by 2 genes. No, we would not expect this to occur in the wild because there is a vast excess of eggs laid and fish juveniles hatched compared to how many survive to adulthood no matter what their color.

This, then, is an aspect of the simulation that does not reflect real life.

• How does the population in the third generation compare to the population in the earlier generations?

It will probably have fewer yellow genes. An increase in green genes may or may not be apparent after only a few generations. If the fish species in this activity were one that spawned more than once per lifetime, then the green fish, surviving longer than the others, would spawn more often, adding more genes to the pool. However, in this simulation, we have not allowed green fish to contribute more genes to the pool. Have students consider the limitations of the simulation and suggest ways to

modify it to account for this complexity. One imperfect solution would be to have students add additional genes from green fish to the gene pool after each generation. In some fish species, such as the Pacific Salmon, fish spawn only once per lifetime, so the toothpick fish activity mimics more closely the life cycle of this species.

Have students move on to #7 and draw a fourth generation of fish and record their data in Tables A and B. But this time, they do not remove the yellow fish because....

“An environmental disaster occurs. Factory waste harmful to algae is dumped into the stream, killing much of the algae very rapidly. The remaining rocks and sand are good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and can’t survive or reproduce.”

Instruction #8 tells students to set aside their green fish and record the remaining fish in Table B on the Fourth Generation Survivors line.

Use the provided overhead, “Table C. Fish surviving the pollution disaster: pooled data,” to tally up the data from all the student pairs. Have students examine the data from the entire class and consider questions 8a-8c.

• Has the population changed compared to earlier generations? How? Yes. It is now significantly smaller and some genes have disappeared entirely.

• Have any genes disappeared entirely?

Yes. The green genes have completely disappeared.

• Yellow genes are recessive to green; green genes are dominant to both red and yellow.

Which color of genes disappeared faster when the environment was hostile to them? Why? The green genes all disappeared immediately when they were selected against by the sandy colored stream bed conditions. This is in contrast to the slow decline in yellow genes that was observed under conditions when the stream bed was green and yellow fish were selected against. Green genes disappeared immediately because they are dominant and always expressed. Any fish having a green gene is green in color. The yellow genes declined slowly because they are recessive and masked by the presence of a gene of another color (green or red). The take home message is that dominant genes can be eliminated quickly from a population by a new selective pressure. Recessive genes decline slowly because they are hidden or masked.

Extra Questions (not on student sheets) • Real populations change much more slowly than these toothpick fish. Why? Changes in the environment are usually much more gradual than in the fish simulation, for example, the coming of an Ice Age or the encroachment of trees into an open field.

Also, real populations are usually large, containing hundreds or thousands of individuals. In a large population of toothpick fish, it is unlikely that the green individuals would so quickly outnumber the others, or that all green fish would be eliminated in one generation. However, occasionally there is a rapid change in the environment (often caused by humans) that can have a dramatic effect, especially in small populations, as in the pollution-induced disappearance of green algae and vegetation in the fish activity.

Students generally understand the fish simulation well enough to answer some "What If" questions, extending the concepts from the activity.

• What if each of you had started with only one green gene among your fish? How would the population have been different?

• What if the orange fish had been best camouflaged, so that a few green fish were eaten each generation?

Let students propose their own what if questions too. Students are often eager to test some of their answers. If time allows, the Toothpick Fish problems can be done again with new conditions.

• If brown eyes are dominant, why don't we all have brown eyes?

Perhaps brown eyes are not an advantage for survival. Or, there may be few brown- eye genes in the human gene pool, compared to the number of blue-eye genes. (In fact, eye color inheritance is not as simple as this. Eye color is a polygenic trait, a trait that involves multiple pairs of genes, rather than one pair. However, for purposes of this discussion, it is a relevant example).

• How does the variety in a gene pool impact adaptability?

Imagine Two Populations: Population A Population B Has a gene pool that contains several Has a gene pool that contains one kind of different color genes, giving rise to a gene that determines color, giving rise to a multi-colored population (e.g. the single-colored population. toothpick fish population).

In this example, population A has a variable gene pool, and population B has a homogeneous gene pool. Each of these situations has advantages and disadvantages. In a stable environment, a homogeneous population can maintain its numbers from generation to generation, with few members lost, since all its members are equally well adapted to the environment. This type of population is, however, vulnerable in the event of rapid environmental changes. In a variable population, only a few members of each generation are highly adapted to any given environment. But should the environment change, it's likely that a few other members of the variable population will have the characteristics that aid survival in the new conditions.

Discussion Questions (on student sheets) Three discussion questions relating the toothpick fish activity to real world scenarios, such as fish hatchery practices, are included on the student sheets. You may find these questions may be very challenging for the middle school level. We routinely use them when we do this activity in our professional development sessions for teachers. You may or may not want to tackle them with your class.

• Hatchery fish populations often have less genetic biodiversity than wild fish populations.

How might lowered biodiversity affect a fish population’s ability to adapt to environmental disasters such as the pollution disaster described in this simulation?

The fish population would have a poor capability for adapting to new conditions.

Consider the surviving toothpick fish population after the pollution killed the stream vegetation. The population has very low genetic diversity (no green genes and reduced red genes). What will happen to the population if the green stream vegetation grows back?

The many yellow fish in the population will be easy marks for their predators

and will be unable to adapt to the new stream color due to the lack of green genes in the gene pool.

After learning these concepts thoroughly, students often believe that a hatchery would “know better” than to create fish populations with low genetic diversity. However, this is not the case. Hatchery fish populations routinely have extremely low genetic diversity despite scientific knowledge that this is detrimental to a population’s fitness. There is a long history of the fishery industry and the scientific community not accepting each other’s “wisdom.”

• If the fish from a particular stream have become genetically adapted to their home stream over many generations, what might happen if their fertilized eggs are used to “restock” a different stream that has become depleted of fish? (Restocking one stream with eggs from another is a common hatchery practice.)

The fish would be poorly adapted to the new stream. Consider this possible situation: fish that had to jump up steep waterfalls to get to their spawning grounds might have become, overmany generations, very, very large and powerful. Smaller, weaker fish would never make it up the falls and so would not get to spawn or would have to spawn in less favorable areas. So, over time, the fish population had become very large because genes controlling large size had been selected for. Now imagine that the eggs of these fish are transplanted into a new environment--a narrow and shallow stream with narrow rocky crevasses through which fish much leap as they move to their spawning grounds. Many of these fish would get stuck or beached as they try to reach the spawning grounds and the fishery restocking would be a disaster, with few eggs being laid and even fewer reaching maturity.

• Can you think of any examples from the real world where lowered genetic diversity is impacting a species’ ability to survive?

There are many examples. Here are two. Students may be familiar with others.

Florida Panther. Breeding stock from a related panther/cougar species from Texas has been used to shore up the Florida Panther population, victim of a narrow gene pool among other catastrophes (severely decreased habitat due to increasing development in Florida).

Cheetah. Cheetahs are reportedly having a difficult time surviving due to their limited genetic diversity. There is some controversy about this explanation, however. Another view is that the cheetah is so highly adapted, with its unique body structure designed for ultra-high speeds (remember, the cheetah is the fasted animal on earth), that much diversity has been selected out of the population. In this view, cheetahs are declining not due to low genetic diversity but because of their increased hunting by humans, loss of habitat, etc.

Fish Life Cycle

Two copies of every gene in every cell

One copy of every gene

Sperm

from

male from female

Egg and sperm fuse

Overhead Master

Toothpick Fish

Table A

Table A. Gene Pairs and Resulting Fish Colors in Generations 1 â&#x20AC;&#x201C; 4 First Gene/Second Gene - - - G E N E R A T I Offspring 1st example G/R 1 2 3 4 5 6 7 8 9 10 11 12

2nd

3rd

Resulting Fish Color O N

- - 4th

1st

green

2nd

3rd

4th

Toothpick Fish

Table B

Table B. Offspring Color for Toothpick Fish Generations Environment

Generation

There is lots of green seaweed growing everywhere.

First

Green

Red

Orange

Second Third

The seaweed all dies and leaves bare rocks and sand.

The GENETICS Project University of Washington

Fourth Fourth (survivors)

http://chroma.mbt.washington.edu/outreach/genetics Department of Molecular Biotechnology Education Outreach

Yellow

Toothpick Fish

Overhead

Table C. Fish surviving the pollution disaster: pooled data Fish Color Green

Red (RR)

Orange (RY) Yellow (YY)

Totals Fill in table on overhead, one line of data per group. Total results in bottom line.

SENSORY PERCEPTION 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal).

Objective:

The objective of the following assignments is to increase your awareness of the senses that you daily use in reading a textbook, driving your car, stopping for a red light, listening and watching for a train and eating a pizza.

Materials: Blind Spot Cards, Rulers, iPads (w/apps: Vision Test, Brain Speed, Color Uncovered explOratorium), Tuning Forks, Calipers, Classroom Board Assignment 1 - Blind Spot Determination The “blind spot” is the region of the retina where blood vessels and optic nerves enter or leave the retina. No photoreceptors (rods and cones) are located here thus the term “blind spot.”

Your brain usually fills in this blank area and you don’t notice it. In the following procedure you will discover your “blind spot.”

Procedure for Blind Spot Determination 1.

Hold figure 6.1 about 50cm (20 in.) in front of your eyes.

2.

Cover your left eye and focus with the right eye on the cross. You will be able to see the dot as well.

3.

While continuing to focus on the cross, slowly move the figure toward your face until the dot disappears. Have your partner measure and record the distance from your eye to the figure at the point where the dot disappeared. This is the point that the dot has moved on your blind spot.

4.

Continue to move the figure closer to your face.

5.

Does the dot reappear? Why? Yes, 6.

Locate the blind spot in your left eye in a similar manner, but focus on the dot and watch for the cross to disappear.

Figure 6.1

+ Assignment 2 - Near Point Determination The shortest distance from your eye that is required to bring an object into sharp focus is called the near point. The shorter this distance, the greater the elasticity of the lens and ability of the eye to accommodate for changes in distance. Elasticity gradually decreases with age thus the near point gradually increases with age. See table 6.1. From table 6.1, how close would a typical 60-year old person have to hold this page to their face to bring the words into clear focus? A condition called presbyopia is due to this loss of elasticity of the lens and lack of accommodation.

Age 10 20 30 40 50 60 70

Table 6.1 Age and Near Point Near Point Centimeters 9 10 13 18 50 83 100

inches 3.5 3.9 5.1 7.1 19.7 32.7 39.4

Procedure for Near Point Determination 1.

Hold this page in front of you at arm’s length. Close one eye, focus on a word on this page.

2.

Slowly move the page toward your face until the image is blurred.

3.

Move the page away until the image is sharp.

4.

Have your partner measure the distance between your eye and the page.

5.

This distance is the near point for that eye.

6.

Determine the near point for the other eye by repeating the above steps. Record your Near Point determinations below: Right eye = __I wear contacts_____________cm Left eye =_____________cm Assignment 3 - Afterimage Demonstration Images that continue to be “seen” by your brain after you have closed your eyes or turned your head are called “afterimages.” In this procedure you will demonstrate afterimages. We will be using an iPad app called “Color Uncovered” explOratorium.

Procedure 1.

Open the iPad app titled “Color Uncovered” explOratorium.

2.

Go to the 10th page (See Spots Run) 3.

Stare at the “x” in the middle of the screen and tap the gray disk anywhere. Try not to move your head or eyes.

4.

After you have seen the afterimage illusion, stop the flashes by tapping the gray disk again.

5.

Repeat procedure after changing the color, cycling through all 4 colors. Record your observations below.

Observations: Starting color Purple

Afterimage color Green

Green Blue Red

Purple Red Blue

Assignment 4 - Astigmatism Determination Unequal curvature of either the cornea or the lens prevents light rays from being focused with equal sharpness on the retina, resulting in a condition called Astigmatism. In this procedure you will use the astigmatism chart to determine if you have this condition.

Procedure for Astigmatism Determination 1.

Use the App entitled “Vision Test”.

2.

Choose the option “Astigmatism”.

3.

If the radiating lines appear equally dark and sharp, no astigmatism exists. If some of the radiating lines appear lighter in color than lines on the opposite side, then astigmatism exists. Follow the instructions on the screen 4.

Test the other eye by repeating the procedure.

Right Eye: ___yes___________

Left Eye:_no___________

Assignment 5 - Visual Acuity Visual acuity refers to the sharpness of a visual image in a standardized testing procedure. The Snellen Eye Chart (Figure 6.3) is usually used to measure the visual acuity. The Snellen Eye Chart has several lines of letters each of which you should be able to read at a certain distance.

The size of letters on the first line are such that you should be able to read at 200 ft. away.

Letters on line 8 are tall enough to be read at 20 ft. If you can read line 8 of the chart from 20 feet then your visual acuity is 20/20. Normal acuity is considered 20/20 or an acuity value of 1.

Nearsighted (myopic) eyes have acuity values of less than 1, for example 20/40. Nearsighted people focus the image in front of the retina while farsighted people focus (hyperopic) the image behind the retina.

Procedure Visual Acuity 1.

Use the App entitled “Vision Test”.

2.

Choose the option “Visual Acuity”.

3.

Follow the instructions on the screen.

5.

If you wear glasses or contacts, test your eyes with and without.

Right eye =

pass

Left eye= ___pass______________

Assignment 6 - Color Blindness Determination Color blindness refers to a color vision deficiency most often due to a deficiency of red and green sensitive cones. People with this usually inherited deficiency have difficulty distinguishing shades of red and green, thus the name red-green color blindness. A person totally color-blind sees everything as a shade of gray. Color blindness is more common in males because it is sexlinked and males have only 1 x chromosomes.

Procedure 1.

Use the App entitled “Vision Test”.

2.

Choose the option “Colour Test”.

3.

Follow the instructions on the screen.

Colorblind? __pass________________ Assignment 7 - Hearing Loss Determination Hearing loss can result from either nerve deafness or conductive deafness. Nerve deafness is caused by injury to the sound receptors or neurons which transmit impulses to the brain. Often injury is the result of exposure to loud sounds. In conductive deafness sound vibrations never reach the inner ear due to damage to the eardrum or other structures of the middle ear.

Conductive deafness is usually correctable by surgery or hearing aids. You will use the Rinne Test to distinguish between nerve and conduction hearing.

Rinne Test Procedure 1.

Obtain a tuning fork.

2.

Your test partner must plug one ear with cotton and be sitting. The test partner is to indicate by hand signals when the sound is heard or not heard.

3.

Strike the tuning fork against the heel of your hand. Never strike the tuning fork against a hard object!

4.

Hold the tuning fork 7-10 inches away from the ear being tested with the edge of the fork pointing toward the ear.

5.

Listen for sound. As the sound fades, have your test partner indicate to you when the sound can no longer be heard. At this point place the base of the fork against the temporal bone behind the ear. Does the sound reappear?

Left Ear: ___normal_______________ normal_________________

Right Ear: __not

Assignment 8 - Touch Receptor Distribution Determination What is the density of your touch receptors? Does the density vary with different locations on your skin? These are some of the questions you will answer in this assignment. Pointed dividers will be used to stimulate two touch receptors in your skin. For you to perceive two simultaneous stimuli as separate sensations, the stimuli must be far enough apart to stimulate two touch receptors that are separated by at least one unstimulated touch receptor.

Procedure 1.

Obtain a pair of dividers. A metric ruler will also be required if one is not built-in to the divider.

2.

Your test partner must close his or her eyes during the test.

3.

Touch his or her skin with one or two points of the divider.

4.

Your test partner reports the sensation as either one or two.

5.

Start with the points of the dividers close together with the partner reporting a one point stimulus.

6.

Gradually increase the distance between the points until the test partner reports a twopoint stimulus.

7.

Record this distance between the two points in Table 6.3 as the two-point threshold.

8.

Use the above procedure to determine the minimum distance giving a two-point sensation on the following: a. inside of forearm b. back of neck c. palm of hand d. tip of index finger

Table 6.3 Area of skin 2-point Threshold Inside of forearm back of neck palm of hand tip of index finger Which areas are least sensitive?

What is the significance of the differences in sensitivity?

Assignment 9: Reflexes Reaction time is the length of time between a stimulus and a person’s response to it. Reaction time is important when driving, playing sports, in emergency situations and in many day-to-day activities. Reaction time depends on nerve connections and signal pathways. Some reaction times occur naturally such as blinking to cleanse the eyes. Other reaction times are the result of a choice and can be improved with practice such as learning to swing a baseball bat. There are several factors that may influence the reaction rate including practice, age, and gender. In this procedure you will demonstrate reflexes. We will be using an iPad app called “KneeJerk Reflex Games”.

Procedure 1.

Open the iPad app titled “Brain Speed Training”.

2.

Press Start.

3.

Touch the “Target” to begin the timer.

4.

Continue to touch the “Targets” as they move around the screen.

5.

Record your results below: Your Score Fastest Reaction Time Average Reaction Time 6.

701 0.452 0.550

Repeat the procedure. Remember you have to tap the screen to make it start. Record your observations below: Your Score Fastest Reaction Time Average Reaction Time

763 0.452 0.550

7.

Calculate your Average Reaction time for the two trials and record below and on the classroom board.

Average Reaction Time (For 2 trials): _________________

8.

Compile the average times for males and females in the “Brain Speed Training” game to see if there is a difference in the class.

Average male reaction time: Average female reaction time:

SKELETAL SYSTEM The major structural elements of the skeletal system are bones. Bones play an important role in determining the size, shape and movement of many animals. Bones also have an important role in metabolic processes such as storage of chemicals and production of red and white blood cells. Protection of vital organs may also be an important function of the skeletal system as in the case of the rib cage protecting the heart and lungs. In this exercise you will study bones of the human body. Photos of the bones are located on the CD Study Disc in the Bones Presentation. The skeleton has two divisions Axial (head, thorax and spine) and appendicular (appendages and girdles).

Tennessee Science Standards 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal).

K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

Materials: Articulated and disarticulated Skeleton Assignment 1 – Long Bone Structure Examine a long bone locating the following: 1.

Spongy bone 2.

Compact bone 3.

Central cavity Which of the above structures contains the red bone marrow?

Which of the above structures contains the yellow bone marrow?

Assignment 2 – Articulated and Disarticulated Skeleton Examine the assembled human skeleton as well as the loose collection of bones and identify the bones listed below: 1.

Skull a.

Frontal Bone – forehead region b.

Parietal Bone – top and upper sides, behind frontal c.

Temporal Bone – sides d.

Occipital Bone – back e.

Zygomatic – cheeks and lower border of eye sockets f.

Maxilla – upper jaw g.

Mandible – lower jaw h.

Eye Sockets 2.

Ribs – 24 bones

3.

4.

5.

6.

7.

8.

9.

Sternum – Breastbone Vertebral Column a.

Cervical Vertebra – 7 bones in neck b.

Thoracic Vertebra – 12 bones in upper back c.

Lumbar Vertebra – 5 bones in lower back d.

Intervertebral Disk e.

Sacrum – fused vertebrae f.

Coccyx Individual Thoracic Vertebrae a.

Spinous Process b.

Transverse Process c.

Articular Process d.

Spinal Foramen e.

Body f.

Facet for Rib Shoulder a.

Clavicle-collarbone b.

Scapula-shoulder blade Arm a.

Humerus – upper arm b.

Ulna – longer of two bones in forearm, on side of little finger c.

Radius – shorter of two bones in forearm, on the side of thumb d.

Carpals – eight bones in wrist e.

Metacarpals – five bones in the hand f.

Phalanges – finger bones Pelvic (Hip) Girdle a.

Sacrum – back part of pelvic girdle b.

Coxal – 3 bones below fused i.

Ilium – uppermost and largest part ii.

Ischium – lower, strongest part, directed slightly posterior iii.

Pubis – anterior to ischium Leg a.

Femur – thigh bone b.

Fibula – slender of two bones below knee c.

Tibia – shin bone, larger of two bones below knee d.

Patella – kneecap e.

Tarsals – seven bones of ankle and heel f.

Metatarsals - five long bones of foot g.

Phalanges – toe bones

SKELETAL MUSCLES

Tennessee Science Standards 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal).

K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

Materials: Muscle Models (Arm, Leg, Torso) Assignment 1 - Locating Muscles on Arm Model Muscles to Know on Arm Brachial Deltoid Biceps Brachii Triceps Brachii Supraspinatus Brachioradialis Assignment 2 - Locating Muscles on Leg Model Muscles to Know on Leg Model Tibialis Anterior Biceps Femoris Gluteus Maximus Sartorius Achilles Tendon Gastrocnemius

Quads: Vastus Medialis Vastus lateralis Rectus femoris Vastus Intermedius Semitendinosus

Assignment 3 - Head, Neck and Trunk Muscles on Human Torso Model Muscles to Know on Human Torso Model Frontalis Pectoralis Major Orbicularis Oculi Intercostals Orbicularis Oris Rectus Abdominus Masseter Latissimus Dorsi

Sternocleidomastoid Trapezius

Assignment 4 - The Knee Model Structures to Know on the Knee Model 1. Femur 2. Tibia 3. Fibula 4. Patellar Ligament 5. Lateral Meniscus (me-NIS-kus)

Serratus Anterior External Oblique

6. Medial Meniscus (me-NIS-kus) 7. Patella 8. Anterior Cruciate Ligament (KROO-se-Ä t) 9. Posterior Cruciate Ligament (KROO-se-Ä t) 10. Tibial Collateral Ligament 11. Fibular Collateral Ligament

My 12 Science Standards Standard 1 - From Molecules to Organisms: Structures and Processes Activity 1 - _:K.Ls.1.3 Explain how humans use their five senses in making scientific things.

Objective- Students will identify the five sense by using Mr. Potato head game.

InstructionI found Mr. Potato game on Pinterest using the five senses to identify whether it was taste, smell, see, hear, and touch. The works sheets I got them off the internet, is a spinner game. Used the metal clips for the spinner, the students cut out the spinner game and use a vegetable tray.

Put potato in the middle along with the spinner game while putting the legs, arm, eyes, leg, etc in the other compartments. Use the spinner to whether you land on you put the piece wherever the spinner lands. Itâ&#x20AC;&#x2122;s fun for those to learn about the five senses.

Materials- Mr. and Mrs. Potato head Spinner, scissors, crayons, and the metal clips Citation-Haley Devereaux _____________________________ ______________________________

Activity 2 -

Topic-S1.LS1.2: Illustrate and summarize the life cycle of plants.

Science standard- 1.LS1.2: Illustrate and summarize the life cycle of plants.

Objective- Students will identify the cycle of the plants Instruction- students to color the handout and cut the sheet out putting the cycle in order with glue. Got this idea from Teachers pay teachers Materials- glue, crayons, and scissors Citation- Haley Devereaux ______________________________ ______________________________ Standard 2- Ecosystems: Interactions, Energy, and Dynamics Activity 1 - __2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live . _Topic Where do you live? Habitats Materials: Stuffed animals or animal cards Instructions-have the Students brain storm about what habitat each animal is from. Discuss where that certain animal live such as a dolphin, lion, and a monkey. Ask a few students where they are from?_Ask the students if they know what certain words for a natural area provides an animals home. Tell the students who have brought stuffed animals in to present them, the rest of the class needs to get in groups and pick at least 10 animals to brain storm on. Tell them to

think if that animal lived at school, where would they live, like the cafeteria? _Ask the students to tell what they came up with.

Citation Haley Devereaux_______ ____________ ______________________________ Activity 2 - _ Standards---4.LS2.3: Using information about the roles or organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.

Topic- Food chain and food web- chain link Instructions- first you hand out students pieces of blank white paper then they fill out the food chain and web as they as a class where the animals go in the chart then link the food chain in its correct spot on the chain links Materials- paper Crayons Pencil Citations-https://www.pinterest.com/pin/192951165258032795/

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Standard 3 - Heredity: Inheritance and Variation of Traits Activity 1 - _ Are You My Mommy?

Standard: K.LS3.1: Make observations to describe that young plants and animals resemble their parents.

Materials:

Large pictures of Adult Animals (at least 3)

Small cards of animal characteristics with Velcro attachments.

Directions:

Each child will be given a characteristic card and asked to attach it to the picture of the corresponding parent.

Group Project: Lori Livesay Haley Devereaux Caitlynn Cross Katie Rea

_____________________________ ______________________________ Activity 2 - _ Standard- 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms.

Topic-Build-a-Spud Workshop Goals: In this experiment, you will build an imaginary creature called a spudoodle. The traits of your organism will be determined by the gene your spudoodle inherits from its parents.

Instructions-You hand out the printed alleles for each trait on paper of two different colors. One color for the mother’s alleles, and one color for the father’s alleles.

Each trait is in a separate container.

1.

From each container, you will draw 2 alleles of each color for a total of 4 pieces of paper. This shows what genotypes both the parents have.

On each of the Punnett squares, write the alleles from each parent, placing the father’s across the top of the square, and the mother’s down the left. Complete the square, showing 4 possible genotypes of the children. These are not definite – they 2.

represent the percentage chance of a child being born with these particular genotypes.

Roll dice for numbers 1-4 to determine which of the 4 genotypes will be your Baby Spudoodle. Count from the left to right, going across, 1-2-3-4, to see which genotype your Baby Spudoodle will have. Do this for each trait. Fives and sixes will not count, and you should do those over.

Circle the genotype your Baby Spudoodle will have for that trait.

3.

4.

On your Report Sheet, write the genotype and the phenotype beside each trait.

5.

Build your Baby Spudoodle according to the Genotype Key.

Give him or her a name! =) Materials- potatoes Dice Worksheet Different body part items 6.

Citations: http://martysahm.blogspot.com/2011/01/biology-module-8-mendelian-genetics.html Pinterest

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Standard 4 - Biological Change: Unity and Diversity Activity 1 - 3.LS4.3: Explain how changes to an environment’s biodiversity influence human resources.

Topic- A touch of class  

MATERIALS Paper Pencil Instructions-_ In this activity, students will classify plants and animals into groups based on certain characteristics (e.g., plants, animals, things that lay eggs, things that live underwater). By doing this, they will visualize and learn how the same plant or animal can be classified into more than one group depending on the features of a specific group.

Have students use the A Touch of Class student esheet to access the A Touch of Class online interactive activity. The esheet includes both instructions on how to play the online activity* and questions regarding the activity. Answers to the questions can be found in the Learn More section or by playing the game. *Note: You can decide how to have students keep score. The computer will calculate the score but, if this is important, then you can ask students to record scores on paper.

The following questions are found on the student esheet. Students can either respond to the questions online, using the online question and answer tool, or using the printable Grouping Organisms student sheet. You may want to encourage your students to take notes on what they learn by playing the game or from the Learn More section.__________________________

__Citations http://sciencenetlinks.com/lessons/classification-2-atouch-of-class/____________________________ Activity 2 - _4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past.

Topic- Fossil cookie Instructions-You can roll soft non-chilled dough out between 2 pieces of parchment paper, then place the whole thing on a cookie sheet (parchment still attached on top/bottom.) Chill for about half an hour. Remove top sheet of parchment and cut shapes out of dough. (Save excess dough to repeat the process with.) Bake cookies (still on the bottom layer of parchment) at 350 degrees for 8-10 minutes.

Press a clean dinosaur toy foot into each cookie. (These cookies will puff up a bit so don't be afraid to do it really deep!)

Materials- sugar cookie dough Cookie sheet pan Parchment paper Toy dinosaur Citation-http://www.dipitinchocolate.net/2012/06/dinosaur-fossil-sugar-cookies-basic.html/ pinterest

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Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design Activity 1-___---K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

What is a Label?

Science Standard--K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

Topic- What is a Label? Labeling a body of a cat Instructions- labeling a cats body on a worksheet MaterialsPencil

Crayons Worksheets Citations: http://eberhartsexplorers.blogspot.com/2011/09/writers-workshop.html

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Activity 2 - _ Standard- 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together Topic: Balloon Rocket Car Race | Propulsion STEM Activity

Materials

 

a toy car(s) (You can also build one yourself. One of the cars we used was a Lego car) a balloon



a drinking straw



a rubber band



packing tape

Instructions 1.

Insert one end of the straw into the balloon and fasten it using a rubber band.

2.

Secure the balloon onto the toy car. The balloon’s opening should point towards the back of the car.

3.

Blow into the straw to inflate the balloon and hold the straw tightly when you’re done to not let the air escape.

4.

Put it on a table or the floor and then let go.

Citation-https://www.rookieparenting.com/balloon-rocket-car-propulsion-stem-activity/ Pinterest

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Standard 2 - Links Among Engineering, Technology, Science, and Society Activity 1 - 3.ETS2.1: Identify and demonstrate how technology can be used for different purposes.____topic- Wixie- Creating a creature Wixie is an educational app Instrutions- Scientists are finding new species every year. While some of them live in remote environments, others have been found in large urban cities! While you canâ&#x20AC;&#x2122;t travel to faraway lands in the hopes of finding a new species, you can use what you know about plant and animal adaptation to create a new species of your own!

Create an electronic book to introduce your species to the world, sharing its physical adaptations, daily habits (behavioral adaptations), predators, and prey.

Depending on the culture and students in your classroom, students may work individually or in small groups. If you have highly independent learners, let them show off their individuality through personal work. If you have students who must collaborate to come up with ideas, small teams provide many more opportunities to discuss and process learning. Group work also provides additional opportunities for you to identify misconceptions and help the group to focus on key understandings.

If your students have a strong grasp of characteristics, adaptations, and habitats, have students or teams begin by describing the habitat in which their new animal will live. They should include information about weather, temperature, rainfall, plants, and other animals.

Next, have students think about where their animal will live in this habitat â&#x20AC;&#x201C; on the ground, in the air, water, or tree tops, etc. Share graphic organizers like t-charts, 4-squares, clusters, and storyboards to help students organize their ideas.

Citationshttp://creativeeducator.tech4learning.com/2014/lessons/create-acreature?utm_campaign=cta_wx_lp&utm_source=wixie&__hstc=26329 0963.5459741830a154780d42bc8b46f2e019.1512329839350.15123298

39350.1512437517789.2&__hssc=263290963.1.1512437517789&__hsfp =2369159451

______________________ ______________________________ Activity 2 - _4.ETS2.1: Use appropriate tools and measurements to build a model._____________________________ Topic-Learn how to make an anemometer. _Materials      

5 small paper cups Hole punch Scissors Duct tape 3 thin wooden dowels Empty water bottle Stopwatch

1. _Instructions- Use the hole punch to make a hole in the side of each of the 4 paper cups.

2. Use the hole punch to make 4 holes spaced evenly around the rim of the last cup. This will be the center of the anemometer.

3. Slide 2 of the wooden dowels through the holes in the center cup. They should cross in an “X.” 4. Insert the ends of the dowels into the holes of the other cups and tape them into place.

Make sure the cups are all facing the same direction.

5. Take the last wooden dowel and make a hole in the bottom of the center cup.

6. Push the dowel up until it meets the X and tape everything together. This will be your rotation axis.

7. Put the center dowel into an empty water bottle and begin testing! ___________________________

Field Trips/ integrated assignments Nature walk-

Scavenger Hunt- 1. What are the zoo hours? 10-4pm 2. Directions to the zoo. 3500 Knoxville zoo drive Knoxville, Tn 3. How much is parking? 5$ 4. What is the general admission for an adult? $19.95 5. Will we be able to see the bird show in the Forest Amphitheater when we go to the zoo on September 29th? If so, what times are the shows? If not, when could we see it? It’s closed for season, see you in the spring 2018 6. What is the zoo phone number? 865-637-5331 7. Print a School Group Field Trip Registration form.

8. How far in advance would you need to schedule a zoo field trip for your 2 nd grade class? Three weeks 9. How much would it cost your 2 nd graders if they go with the school? How much for the teachers? $6, free with 10 students or more 10. What are two of the animals at the Knoxville Zoo? describe their habitats. Red wolf, they blend in their habitat you may see them curled up on their house. Giraffe, Grasslands in Africa.

11. What is “Bedtime with the Beasts”? Overnight adventure to take a tour at night to learn about the nocturnal animals.

12. What are Night Safaris? Taking quests after zoo hours on tour of the zoo.

13. What is the Williams Family Giraffe Encounter? When is it offered? How much does it cost? 11-3pm $5 weather permitted.

Pictures

Mr. Bones

Zork

Grade sheets-