Biology Portfolio

Name: Kaitlyn Martin Portfolio Table of Contents Journal entries Opinion of teaching science (x2) Natureography (x2)

Scienceography (x2) Animal Prediction Observations/ Library Research Appreciating Nature (1 sitting in grass at WSCE, 1 at home, 1 at night) Observing Nature (picture/paragraph detailing plant life in summer, fall, winter) Who is Science?

Science Today Samples from the Field Activities/Labs Grab Bag Measurements Microscopes Colors of Nature Sweet Treats (Dichotomous Keys x2) Owl & Mouse Helping Hands Natural Selection Pasta Fat Layer/Blubber Bags Build A Bug (The Great Race) Spider Enzyme Nocturnal Animals/Are You My Pup? Cell Division Flipbook Egg Osmosis DNA Magnets Protein Toobers Base Pairing Practice Doing Your Lessons in Blood Pipecleaner Babies Zork Inheritance Traits BINGO A Generation of Traits A Recipe for Traits Senses Lab Bones 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 - Cells 1.1 – Penguin Parts 0007.1.1: Pinecone Turkeys—Kaley Parvin 0107.1.1: Do You Want to Build an Owl?—Brittany Harvey 0207.1.1: Plants and Animals—Samantha Taylor, MacKinzie Kitts, Katie Sargent, Lauren Madon 0307.1.1: Fix-A-Flower—Kasey Vaughn 0407.1.1: I Am Made of Building Blocks—Laura Stanton 0507.1.1: The Cell—Kaitlyn Martin 1.2 – The Magnifier 0107.1.2: Indoor Nature Walk, Make Your Own—Kimberly Slayton Standard 2- Interdependence 2.1 – What do you see?

0007.2.1: Living and Non-living—Lauren Madon 0107.2.1: Living and Non-living Activity—Samantha Taylor 0207.2.1: Where is Your Home?—Bethany Spoone 0307.2.1: Living vs Non-Living—Brittanee Collins 2.2 – Symbiosis Sort 0007.2.2: Five Senses Sorting Game—Katie Sargent 0207.2.2: What Living Thing Am I?—Jennifer Bowling 0307.2.2: Stackable Food Webs—MacKinzie Kitts** 2.3- Seed Racer 2.4 – Where do I Belong?

0607.2.4: B-I-N-G-O—Hollie Lamb Standard 3 - Flow of Matter and Energy 3.1 – Things to Help Me Live 0007.3.1: Plants & Animals With vs. Without—Hannah Lawson 0107.3.1: Find Your Match—Hannah Lawson and Brittanee Collins 0207.3.1: Inside the Mouth of an Herbivore, Carnivore or Omnivore—Lauren Martin 0307.3.1: Time to Eat---Where Do I Go?—Cassandra Norvell 0407.3.1: Grow Your Own Bean Plant—Suzannah Mason and Brittaney Woods 0507.3.1: Food Chain Links—Katherine Lewis, Katelyn Inman, Laura Stanton 3.2-Create-a-Plant 0407.3.2: The Hunger Games—Siarha Jinks and Ashley Newell Standard 4 - Heredity 4.1 – Butterfly Cups 0007.4.1: Butterfly Pasta, From Egg to Animal, Flower Lift Cycle Flip Chart—Amanda Drinnon 0107.4.1: Life Cycle of a Butterfly—Brittany Woods 0207.4.1: The Butterfly Cycle/My Froggy Friend—Suzannah Mason 0307.4.1: Life Cycle of A Pasta Butterfly & Plant Life Cycle—Megan Fugate, Kaitlyn Martin, and Kennedy Morgan 0507.4.1: Easter Egg Punnett Squares—Hollie Lamb and Bethany Spoone 4.2 – Monster Genetics 0007.4.2: Can You Help Me Find My Mommy?—Brittany Harvey and Kasey Vaughn 0107.4.2: Are You My Mother?—Katherine Lewis

0207.4.2: Frosty’s Genetics—Megan Fugate 0507.4.2: Life as a Narf—Katelyn Inman

Standard 5 - Biodiversity and Change 5.1 – Animal Parts 0207.5.1: Habitat Bingo—Cassandra Norvell, Kimberly Slayton, Jennifer Bowling 0507.5.1: Animal Kingdoms—Ashley Newell 5.2 – Dead or Alive 0107.5.2: The Fossilization Game—Siarha Jinks 0307.5.2: Thriving, Threatened, Endangered, or Extinct—Amanda Drinnon and Lauren Martin Field Trips /Integrated Assignments Nature Walk Notes ZooMobile Write-Up (x2) Zoo Scavenger Hunt Zoo Write-up

Opinion of Teaching Science

BeginningIf I got called today for my dream job it would be teaching either kindergarten or some sort of math class. If I went in on the first day and they told me I would have to teach science I would be completely scared out of my head. I would have to start studying extremely hard and would definitely be learning as I taught the class.

I always had to work and study hard in school to do well in any sort of science class, so I would have to give students in my class a heads up to bare with me through the year, but I would try my best to teach the to the best of my ability.

EndIf I was called to teach I would love to teach Kindergarten or math. After this course I can now say that I would be confident in teaching any kind of science kindergarten through eighth grade. I now know many different activities available to teach science in fun ways instead of just worksheets. Teaching science used to be a biggest fear of mine but now I could be confident to teach it and not have any concerns about whether or not my students would be learning.

Natureographies

Africa During the summer before my sophomore year of college I traveled to Tanzania, Africa to stay there for 10 days! While we were there, we got to experience a lot of new things, especially in nature. During our stay, we slept in tents outside of the church we were helping with. It would get almost completely dark by 5o’clock. By the time we were ready for bed it was usually between eight o’clock and nine. When we finally got in our tents, we laid under the stars and the moon. We kept out rain flap of the tent open of course because the moon was like a giant nightlight! One of the coolest things to see was a constellation, called the southern cross, that stood out so bright and was shaped exactly like a cross.

Not only was the nighttime nature different, but during the day we go to walk from hut to hut and talk to people (with the help of a translator). The grass was literally up to my waist and we walked through it all day or so it felt like it. It had a smell that is so much different than how it smells here. One that is so distinct and I will never forget. One day we had to walk through a very marshy/swampy area in which the mushy mud and grass came above our feet, and I have never been more scared! There are so many differences between the nature of Africa and that of here in the US, and it was so great to get to experience everything new!

Foothills Parkway During September of 2015 there was a meteor shower, so one of my friends, Courtney and I drove up to the Foothills Parkway which is right in our backyard in Cosby, Tennessee. It was so amazing to sit underneath the stars and see all the different constellations that I had never really paid any mind, like the Big Dipper, the Little Dipper, Orion’s Belt, etc. Seeing meteors shoot across the sky with a sky full of stars was something I had NEVER done in my 19 years of living in Tennessee. Sometimes there were satellites moving pretty quickly, so I got confused on what was what. Right before we left to go home, we saw a HUGE one! It lasted long enough that you were able to see it, blink, and still be able to see it! I would encourage everyone to get out and watch the next one, even if it’s just from your backyard.

Scienceographies

Surgery Senior year of high school, I played on my school’s basketball team and I tore my ACL. After many MRI’s and X-rays, they basically new exactly what was wrong and set a date for my ACL reconstruction. I got to learn a lot about the knee and how the surgery would be performed.

I first found out of course the ACL stands for the Anterior Cruciate Ligament. Then I found out they would be taken a graft from my hamstring and making a new ACL and screwing it into the bones. Going into the surgery they had an idea of what the problem was, but they weren’t completely sure. So to start the surgery, they did a scope and went in to look and see exactly what to fix. Something they found was that I had damaged cartilage which couldn’t be seen by the MRI’s. To fix this, they told us once the surgery was over that they had to perform a micro fracture in which they make a small incision and drill small micro fracture holes to allow blood flow and produce new cartilage. Having this at such a young age is not common, so they were shocked. I had to be on crutches for two months. Although this was a hard recovery and a hard time, I did learn a lot about the knee and how the surgeries are performed.

Dissecting Cats When I was a junior in high school, I took an Anatomy and Physiology class. I learned a lot about the body, how it works, and why it does what it does. Throughout the semester we were preparing ourselves for the end when we would get to dissect cats. Now I am not someone who does well with bad smells, guts and inside body parts, and I really don’t even like cats, so I expected it to be awful. Whenever we got in there however, it was really cool! First we had to sheer the cat, or get rid of it’s hair; that was probably the worst part of it all! Then we had to cut it open and identify all its different parts of the cat. In one of the cats there was a sac full of kittens, which was interesting to see. Dissecting these cats was something that I was nervous about doing but in the end I learned a lot from it.

Animal Prediction

In the year 2050, there will be many things that will be different. As for animals, they will have to change if they want to survive in some areas. With the poaching of so many different animals becoming such a prominent part in many countries across the world, these animals will have to adapt to become better camouflaged to protect themselves. Animals such as lions and elephants being the most common to be hunted, the color of their fur or skin and the places they reside will need to be moved so that they will not be found as easily.

5 Minute Observations

At WSCC Pencils writing-hear Cars/trucks-hear, see Helicopter-hear Doors closing-hear People talking-hear, see Grass- smell, feel, see Sunshine-feel, see Buildings-see People- see, hear Bugs-hear, see Footsteps-hear Flip flops-hear, see At Home TV-see, hear Family-see, hear Dog-see, hear Dad laughing-hear, see Pumpkin spice candle- smell, see Furniture Refrigerator making ice- hear Washing machine/ dryer- hear Music playing- hear Dog shaking/ sound of collar- hear At Home At Night

Fresh cut grass-smell People talking inside home-hear Dog footsteps and sniffing-hear Crickets chirping-hear Dogs barking-hear Car driving by-hear, see Stars- see Satellites blinking-see Cool wind-feel Footsteps-hear Headlights-see Bugs buzzing-hear Cat rubbing against leg-feel Cat meowing-hear Scarecrow on porch-see Houses-see Streetlamps-see Mom talking-hear

Plant Observation

This is a picture of a Bradford Pear tree in the front yard of my grandmother’s house. This is in late summer/early fall. The leaves are very green and the tree seems to be almost perfect.

This is the same Bradford Pear in the late fall/early winter. Almost all of the leaves have fallen off except for a few that are left at the top.

Who is Science?

An inventor that has changed something in my everyday life is Marcel Grateau. He was born in 1852 and was born with the name Francois Marcel Woelffle and changed his name to Francios Marcel later in life. He invented the wand curling iron but before that he created what became known as the Marcel wave. This hairstyle began in 1872 and remained a popular hairstyle though the early 1920s. It began as he was fixing the hair of prostitutes in the slums of Paris. The wand that he created is different than a regular curling iron because it does not have a clamp but instead the used fixes her hair in the way she wants it done. He is accredited for using heated tongs which curled the hair in early 1900. The reason the invention of heating the tongs was that the curls lasted longer than the inventions made of those before him. Unless it is a very rare occasion, I use my curling wand on a daily basis. Marcel Grateau is an inventor in my daily life that I would consider pretty important!

Science Today

In this study done on dogs, it was found that a good night’s sleep can help prevent insulin resistance, which underlies diabetes. This relates to me, because as a college student with a busy life, sometimes it’s hard to get the right amount of sleep every single night. Although this study was done on dogs, it shows that sleep is a very vital part of daily life. With diabetes being a disease that runs in my family, I will definitely try to be more careful of the amount of sleep I get in the future.

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Samples From The Field

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Brittanee Collins- She showed a Pow Toon video of her dog. Her dogs name is Molly and she is 2 years old. She is a blue heeler/ beagle mix and loves playing outside.

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Katelyn Inman- Showed pictures of her Bischon Frisse named Zeus; he is completely white, has bad allergies and just had surgery to have the removal of 15 teeth.

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Kasey Vaughn- showed pictures of her hamster Gus Gus; he loves to roll in his ball, she likes to put him in water, and he is a nocturnal animal.

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Brittany Harvey- showed a picture of her daughter Paisley; she just had her hair cut by her cousin, she’s 11 months old and can’t be left alone. She knows what a cow is and her birthday is November 25th.

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Jenifer Cupp- showed pictures of her cat Loius who was supposed to be an outside cat but got attacked and now stays inside.

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Samantha Shaffer- picture of mom and grandma who both had benign tumors in their brains and it is hereditary. Combined they have had 3 surgeries.

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Hollie Lamb- picture of her moms baby button quails. They are a size of a bumblebee at birth.

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Megan Fugate- pictures of her nephew Easton. Was born weighing only 5 lbs with a cleft palette in his throat.

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Ashley Newell- Dog Loki; big and smart and a pure breed Lab.

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Siarha Jinks- cat cuddles is a gray kitten with no back legs because a dog ate them.

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Katie Sargent- mission trip to Guatemala and stayed around an active volcano

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Laura Stanton- trip to North Florida to a marine biology museum.

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Hannah Lawson- deer horns from one of the first deer she ever shot; family owns over 300 acres of land

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Bethany Spoone- 6th grade MRI of her brain; she has epilepsy and is an odd case because she has both shaken and absent

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Katherine Lewis- dog Rosco; his tail is numb now because he chewed and bit it so much as a puppy

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Kennedy Morgan- brother Dalton has first seizure on his 7th birthday after his party; doctors thought he might have had diabetes but it wasn’t; he could feel them coming on; he eventually grew out of it and hasn’t had one in seven years

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Amanda Drinnon- dog Toby; he’s a 6 year old black and brown Yorkie and only weighs about 5 pounds

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Lauren Martin-boyfriend’s bearded dragons; breeds them and sells babies to the pet store for $25; eats bugs and any kind of greens

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Brittany Woods- she has minimal change disease which is a kidney disease where they don’t filter proteins right; doctors said it should’ve went away within 6 weeks but it has been 6 years

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Kymberly Slayton- her three daughters; Skylar (11), Lydia (7), and Blayze (2) who all have different dads

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Suzannah Mason- Luna her cat; she was a stray, had earmites, very skinny and cuts all over her when she showed up

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Lauren Madon- her 4 year old sister Reagan; 11 year difference in age between her and the youngest sister

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Cassie Norvell- had a baby squirrel for a day named Squirly

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Mackinzie Kitts- her rescue dog Bullet who got his name from eating a bullet and it’s box; he’s an American Pit Bull Terrier and he was only 4 weeks old when she brought him home; her other dog Dixie meows and wont bark and she a Rat Terrier/ Pit Bull mix; Darrla is her Chihuahua

Activities/ Labs

Title: Grab Bag Topic: Introductory/ Five Senses Materials: Miscellaneous anything Instructions: Put stuff in bags (edible/non-edible) Give out bags Make the kids guess what’s in their bags Comments: Put some stuff in bags that smell so senses are used. Can be either edible or non-edible (should probably be either/or).

Title: Using Measurements in the Biology Lab Topic: Measurements Materials: Worksheet Instructions: See attached

Exercise 1 USING MEASUREMENTS IN THE BIOLOGY LAB WORKSHEET 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 metric-based 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 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 Sl Prefixes Symbol Factor k 103, 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 = ______ cm = ______ mm = ______ m = _______ nm 748,000 L = ______ mL ______ L 350 mg = ______ g = ______ kg 2.5L = ______ mL = _______L 0.01 kg = ______ g = ______ mg Additional “Practice” can be found in the Metric System on General Biology I Laboratory Study Disc. Excel is required to utilize this link.

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 = _________ cm = ________ m Your height = _________ cm = ________ m

2.

Area Using the meter stick, measure the following items to the nearest unit shown below: Laboratory tabletop Length = ___________ cm Width = ___________ cm Area of the laboratory tabletop = ________ cm X ________ cm = ________ cm 2

Floor tile

Length = ___________ cm Width = ___________ cm

Area of the floor tile = _______ cm X ________ cm = __________ 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 _______ mm = ________ cm Length _______ mm = ________ cm Height ________ mm = ________ cm

The volume of this block in: _________cm3 (cc) = ________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 = __________g

Work

2.

Determine the density of the block provided.

Work

Block density = __________g/cm3

3.

Would this block float in water? (Water density = .9965g/cm3 at room temperature)

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

Graduated Cylinder .

I used a _____________________ 1.

Beaker

Weight of __________________ prior to adding water _______g

Erlenmeyer Flask

Work

Weight of __________________with 50 ml of water ______g Experimental weight of 50 ml water _______g Actual weight of 50 ml of water _______g Which instrument was the most accurate?

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 = 1cm3 H2O H2O

3.

Using this information, how could you determine the volume of a sphere such as a marble or a golf ball?

4.

What is the volume of the bolt provided?

Assignment 5 - Temperature Conversions C = F - 32 x 5/9

F = C x 9/5 + 32

Practice conversions: 1.

Work

78 F = _______ C,

9 C = ________ F

2.

Use the thermometer to determine the temperature in Celsius of each of the following: Ice bath = ________ C Room air = ________ C Boiling water = ________ C Note: See “Temperature” slide in The Metric System on the General Biology I Study Disc.

Title: Using the Microscope in Biology Topic: Microscopes Materials: Worksheet and Microscopes Instructions: See attached Exercise 2 USING THE MICROSCOPE IN BIOLOGY

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.

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.

1.

2.

3.

4.

Ocular lens top-most lens that your eye looks through. Magnifies 10xs.

Body tube narrow tube that supports the ocular lens Nosepiece revolving part to which objective lens are attached Objective lens typically 4x, 10x, 40x magnifying lens in the general biology lab 4x scanning power 10x low power 40x high power 5.

Mechanical stage support slide while viewing and allowing easy slide movement 6.

Iris diaphragm lever located underneath stage regulating light intensity to slide 7.

Condenser located above diaphragm to concentrate light to slide 8.

Arm supports body tube, used to carry microscope 9.

Base 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.

Ocular Lens

Table 2.1 Objective Lens

10x 10x 10x

4x 10x 40x

Total Magnification _________x _________x _________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?

10.

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

11.

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

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

1.

2.

3.

4.

5.

6.

7.

Center the "e" in your field of view.

Rotate the 10x objective into place.

View the "e" now.

How has the field of view changed?

Rotate the 40x objective into place.

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?

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 - Determining Field Size 1.

Place a plastic metric ruler on the microscope stage over the light area. Viewing through the 4x objective bring the mm division marks on the ruler into focus. Move one mark to the side of the field of view and then determine the size of the field by counting the number of mm across. Estimate fractions of a mm by tenths.

Scanning field (total magnification 40x) = ________mm

2.

The approximate field size at higher magnification can be determined once the field size at a lower magnification has been determined using the following: Field mm (scanning) x total magnification = Field (higher power) x total magnification (higher power).

Field mm (higher power) = Field mm (scanning) x total magnification total magnification (higher power)

Determine the approximate diameters of the field of view in m for your microscope and enter in table 2.2.

Objective Lens

Table 2.2 Total Magnification

Diameter of Field in m

Scanning Low Power High Power

_________x _________x _________x

_________ m _________ m _________ m

Assignment 4 - Estimating Size of Objects 1.

2.

3.

Obtain prepared slide labeled "Volvox."

Focus the slide under low power.

Estimate the % size of the organism relative to the diameter of the field. Is the organism approximately 25%, 50% or 80% of the diameter of the field? Multiply the estimated % of the organism by the diameter of the field in m to estimate the size of the organism in m. Example: 0.25 x field in m - est. size in m. Record results in table 2.3.

Table 2.3 1. Diameter of field (See Table 2.2) 2. Relative size 3. Size of organism (lines1x2)

_________ m _________ % _________ m

Assignment 5 - 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.

1.

2.

3.

4.

5.

6.

7.

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 _______________ 9.

Move to another intersection and repeat steps 6-8 above.

Which colored thread came into focus first? This is the one on top at this intersection. Thread on top at this intersection ________________ Now you should be able to tell which colored thread is on top, in the middle and on the bottom.

Top ________ Middle ________ Bottom ________

Assignment 6 - Preparing a Wet Mount 1.

2.

3.

4.

5.

6.

7.

Obtain a clean glass microscope slide and coverslip.

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

Add your specimen to the water drop.

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

If done carefully very few air bubbles will appear.

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!

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.

7. Draw your specimen in the space provided below.

4X View 40X

10X

Assignment 7 - Finishing up and Storing the Microscope 1.

2.

3.

4.

5.

6.

7.

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.

Title: Colors of Nature Materials: Half an egg carton Instructions: 

Take half an egg carton home

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Paint each space different color

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Find something from nature of that color and put it in that space in the carton

Title: Sweet Treats Topic: Dichotomous Keys Materials: Bag of Candy Instructions: See attached worksheet(s)

Title: Owl and Mouse Topic: Predator/Prey or Energy Requirements Materials: 

Blindfolds

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Squishy/ soft pool or nerf balls

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Paper wads

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Candy/rewards

Instructions: 

Put “owl” in the middle blindfolded and give 2 balls (energy)

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Sit “mice” in a circle around owl



Pick one mouse at a time to move and quietly pick up the paper wads that are around the owl



If owl hears mice, they throw the ball at the mouse



If they hit a mouse they win



They get two tries- once energy source is out, the owl either wins or loses

Comments: Give candy/reward to whoever gets the food (mice) or give to owl if they hit someone.

Title: Helping Hands Topic: Mutualism/ Symbiotic relationships 

Materials:



Small stuffed animals or foam circles (like burritos)



Poker chips



Elevated surface

Instructions: 

Place animals/circles on elevated surface (reef)



Pick partner and decide if they’re a Noseum or a Ferocious Feeler



Give poker chips (homes) to students



All food must come from reef



Tell students to place homes somewhere NEAR reef not on it



Give Noseums blindfolds; Ferocious Feelers have no hands (hands behind heads)



ONE piece of food at a time



Attach partners at legs



8+ food alone or 10+ food in groups you live

Comments: Keep homes so many feet from reef. STAY CALM- no elbow throwing!

Title: Blubber Bags Topic: Insulation/ Animal Adaptations Materials: 

Ziploc bags (gallon size)



Lard or Crisco



Ice water bucket

Instructions: 

Double bags



Put animal lard in between the two bags



Different bags, different amounts



One empty bag



Put hands in bags



Time stations to see how long it takes hand to get cold

Comments: Don’t get the top or inside of the bad wet with ice water.

Title: Build a Bug (The Great Race) Topic: Insects (millipedes/centipedes) Materials: People and LOTS of space Instructions: 

Make 2 teams



Millipedes lock arms back to back-2 pairs



Centipedes grab the shoulders of person in front of them



Race to win!

Title: Spider Enzyme Topic: How spiders eat Materials: 

Water- heavy/lots



Gatorade packets-light/less (purple or yellow)



Straws



Measuring cup



Dixie cups (spider web)



Sugar cubes (fly)

Instructions: 

Put cube in cups with straw with water. Tell them to suck the cube through the straw.



After they can’t do it, put Gatorade (enzyme venom) into cups



To distract them, make a spider- put 2 people back to back, 2 side by side (8 legs), pedapalps, and chelicerae feet and hands of one person. Spinnerettes on back side with string.



Check for flies (cubes)-they’re gone!



Now you have a bug smoothie

Comments: This is how spiders eat. Say you were up all night milking spiders. Make chemicals that are injected from fangs, sit and watch. Make spider with 6 people.

Title: Are You My Pup? Topic: Animal Senses -Inquiry based Materials: 

Different smells -almond, mint, candle oil, etc.



Container -2 that match



Noisemakers that have matching smells



Blindfold

Instructions: 

Put smells in containers numbered



Give to kids



2 lines- Parents and Pups



Make sounds with noisemaker



Find matching sound



If you think you’ve found your match, smell containers to be sure

SHORT VERSION 

Just do sounds



Different numbered containers in which only YOU know matches



Comments: DO NOT RUN!!! Use sound version if you’re short on time.

Title: Cell Division Flipbook Topic: Cell Division Materials: 

Worksheets



Glue



Yarn



String



Rhinestones



Mini Pom Poms

Instructions: 

Do each stage of cell division on the attached worksheet

Title: Egg Osmosis Topic: Osmosis of Egg Materials and Instructions: See attached worksheet

Weight (g)

Egg Osmosis Terms         

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

Osmosis: The diffusion of water 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 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 Solute: Substance that is dissolved in a solvent, forming a solution Solvent: Fluid, such as water, that dissolves solutes Isotonic solution: A solution with an equal concentration of solute and solvent Hypotonic solution: A solution with a lower concentration of solute, a higher concentration of solvent Hypertonic solution: A solution with a higher concentration of solute, a lower concentration of solvent

Day One Day Two Day Three Day Four Q ue sti on s

Eggs possess a selectively permeable membrane. Therefore some materials may pass through while others cannot.

1.

W h a t

Materials  egg  300 mL distilled white vinegar  300 mL light corn syrup  300 mL distilled water  600 mL beaker  Parafilm  Spoon  Balance  Weigh Boat

m a t e r i a l

Hypothesis: Altering the solute concentration will result in a change in the weight and appearance of the egg.

Procedure 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

w a s p a s s i n g t h r o u g h t h e s e l e c t i v e

Appea

2.

3.

4.

5.

6.

ly 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?

Title: DNA Magnets Topic: DNA Materials: DNA Magnets Activity: 

Give each student their magnet



Each magnet has either 1 or 2 carbon rings



Find your match and then assemble the DNA molecule

Title: Protein Tubers Topic: Base-pairing Materials: 

Noodle with wire inside



Pill bottle with 17 thumbtacks in it (amino acid)



3 blue, 3 red, 1 clear, 2 green, 4 yellow, 4 white

Instructions: 

Make the noodle straight



Take the 17 “amino acids” and stick them on it the way they are supposed to be



Blue= + charge; Red= - charge; Clear= sharp kink (proline); Green= attracted to one another (cytosine); Yellow= hydrophobic (toward middle); White= hydrophilic (toward outside)

Title: Base-Pairing Practice Topic: Transcription and Translation Materials: 

Note cards labeled with DNA



Transcribed note cards have balloons with amino acids

Instructions: 

Give note cards with DNA to students



Have them transcribe and find the mRNA



Find balloon with the correct amino acid and anticodon card

Title: Doing Your Lessons in Blood Topic: Blood Types Materials: Paperclips and Pipe cleaners Instructions: 

Give everyone a paperclip and figure out blood types



To make the baby, place both paperclips with pipe cleaners on it in both hands



Whatever hand the partner picks is what is given to the kid



Find another partner and make new baby



B=blue, A=orange, and O=naked

Title: Pipe cleaner babies Topic: Genes Materials: White pipecleaners: autosomes – Long chromosome pair •

Lt blue bead: blue eyes (Recessive)

•

Black bead: dark eyes (Dominant)

– Short chromosome pair

•

•

Orange bead: dark hair (Dominant)

•

Yellow bead: light hair (Recessive)

Colored chromosomes: sex chromosomes – Pink pipecleaner: X chromosome •

Ivory bead: Normal blood clotting (Dominant)

•

Purple bead: Hemophilia (Recessive)

– Blue pipecleaner: Y chromosome

Title: Recipe for Traits Topic: Genetics Materials: Doggy bag, colored strips of paper with patterns Instructions: See attached

Title: Zork Genetics Topic: Genetics Materials and Instructions: See attached

NAME:

PERIOD:

BACKGROUND: After looking at our family of zorks, we are now going to look at the possibility of what the children of the zork family will look like with two traits at a time. This is known as a double cross. When we segregate the alleles in this case we will have four different phenotypes and nine different genotype possibilities. We will still use the terms heterozygous and homozygous. You will use the information from the zork genetics sheet.

EXAMPLE: Cross a heterozygous one fang, no wing zork with a Homozygous one fang, heterozygous two winged zork.

A. What are the possible phenotypes of the offspring in this cross?

1. Look and find what the parents are in this cross. You will have four letters (alleles) for each parent, since we are now looking at two traits at once.

Heterozygous one fang, no wing = Ffww Homozygous one fang, hereterzygous = FFWw 2. Set up the punnett square and segregate the letters (alleles) of each parent.

Remember that each parent must donate half of the alleles (letters) to the offspring. Each parent will donate one of each letter of what they have! We will use a process similar in math called FOIL. It will work like this: F= First letters of the genotype, O=outer letters of each genotype, I=inner letters of each genotype, and L=last letters of the genotype.

Ffww = Fw (first), Fw (outer), fw (inner), fw (Last).

FFWw = FW (first), Fw (outer), FW (inner), Fw (Last) Now place them on the punnett square and cross them like we have done in a single cross.

Fw

Fw

fw

fw

FW

FFWw

FFWw

FfWw

FfWw

Fw

FFww

FFww

Ffww

Ffww

FW

FFWw

FFWw

FfWw

FfWw

Fw

FFww

FFww

Ffww

Ffww

List the phenotypes: Look in the boxes! They are: 8 one fang, two wings and 8 one fang, no wing zorks for the possible phenotypes.

1. Tork is homozygous for being tall and for having one leg. Vorkina is short and has two legs.

A. What must be the phenotypes and genotypes of Torky and Vorki?

2. Torky is tall and has green hair.

His wife, Morkalina as you remember is short and has yellow hair. Use Problem number 8 from zork genetics to help you.

A. What are the phenotypes and genotypes of their offspring?

3. Spork and Vorki are both tall and have three eyes. Look at problems 7 and 9 from zork genetics to help you.

A. What will the phenotypes and genotypes of their possible offspring be?

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.

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. as long as each person has a different color.)

(It does not matter who gets which 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 Male Gene (1st color)

Trait

Female Gene (2nd color)

Genotype

Phenotype

Tall/Short (T/t’s) Hair (G/g’s) Eyes (E/e’s) Fangs (F/f’s) Horns (H/h’s) Lips (L/l’s) Wings (W/w’s) Legs (N/n’s) (D/d’s) Skin (R/r’s) Eyebrows (B/b’s)

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

NAME:____________________________

PERIOD:___

BACKGROUND: A long time ago, in a galaxy far, far away, a great race of beings lived on a planet called ZORK. The inhabitants were known as Zorkonians. They are made up of 10 basic genes (unit) that code for their appearance. Each one of these genes is made up 2 alleles (traits). With this in mind, there are 1,024 different possible combinations for their appearance! This is called their phenotype or their physical appearance. If we look at their genes, there are 59,049 different combinations of the alleles! This is called the genotype or genetic makeup. Remember that we use letters for the alleles that control the genes and one letter or allele is inherited from each parent. You will be using Zorks, who use the same genetic principles as a pea plant, to see how genes are passed on and inherited. You will be using Punnett Squares to do this.

Here are some things to help you. You must understand these concepts and terms! I will use traits from the table on the next page as examples.

Phenotype: The physical appearance or what the gene makes an organism look like. Examples would be two eyes, yellow hair, and green lips from a zork.

1. Dominant: The trait that is shown the most. Example: Green hair is dominant over yellow hair.

2. Recessive: The trait that is hidden. In this example: yellow hair.

Genotype: The genetic makeup of an organism. We use letters for the genotype. Remember that you need to look at the genotype to see what the phenotype will be.

Example: There is a Gene or unit for hair color in a zork. The alleles or traits (individual genes) for hair color would be yellow and green.

There are 2 alleles for each gene and we use letters for each allele. The capital letters are the dominant alleles and the lower case letters are the recessive alleles.

Gene Hair color

Allele 1. Green color = G 2. Yellow color = g

1. Heterozygous: The term used for different alleles. There is always one dominant and one recessive allele. Example: Gg. There is only one possibility for this!

2. Homozygous: The term used for having the same alleles. This will be either 2 dominant alleles or 2 recessive alleles. Example: GG or gg. There are 2 possibilities for this!

Please refer back to this to help you as you work through this assignment. You will use the table on the next page to complete the problems that follow. Everything you need is in the table! The following are the traits of a Zork, which we will use to study genetics. You will be studying one family. Be sure to read each problem carefully, because in each case the information is built upon the previous problem.

Allele Trait

Dominant/Recessive

Genotype Phenotype Heterozygous Homozygous

T

Tall

Dominant

TT,Tt

Tall

t

Short

Recessive

tt

Short

G

Green hair

Dominant

GG,Gg

Green Hair

g

Yellow hair

Recessive

gg

Yellow Hair

E

One Eye

Dominant

EE,Ee

One Eye

e

Three Eyes

Recessive

ee

Three Eyes

F

One Fang

Dominant

FF,Ft

One Fang

f

Two Fangs

Recessive

ff

Two Fangs

H

Two Horns

Dominant

HH,Hh

Two Horns

h

One Horn

Recessive

hh

One Horn

L

Purple Lips

Dominant

LL,Ll

Purple Lips

l

Green Lips

Recessive

ll

Green Lips

W

Two Wings

Dominant

WW,Ww

Two Wings

w

No Wings

Recessive

ww

No Wings

N

One Leg

Dominant

NN,Nn

One Leg

n

Two Legs

Recessive

nn

Two Legs

R

Green Skin

Dominant

RR,Rr

Green Skin

r

Yellow Skin

Recessive

rr

Yellow Skin

B

Thick Eyebrow

Dominant

BB,Bb

Thick Eyebrow

b

Thin Eyebrow

Recessive

bb

Thin Eyebrow

SINGLE CROSS PROBLEMS 1. Cross a heterozygous green skinned zork with a yellow skinned zork.

A. What do the possible offspring look Like?

2. Cross a homozygous two horned zork with a heterozygous two horned zork.

Tt

TT tt

Gg

GG gg

Ee

EE ee

Ff

FF ff

Hh

HH hh

Ll

LL ll

Ww

WW ww

Nn

NN nn

Rr

RR rr

Bb

BB bb

A. What are the genotypes of the possible offspring?

3. Cross a heterozygous green haired zork with a heterozygous green haired zork.

A. What are the genotypes and phenotypes of the possible offspring?

4. Cross a green lipped zork with a heterozygous purple lipped zork.

A. What are the number of phenotypes and genotypes of the offspring? Hint: Count what is in the boxes!

5. Tork, who is homozygous for tall meets Vorkina, who is short.

A. What are the phenotypes and genotypes if they were to have offspring?

6. Tork and Vorkina have two children. One is a boy named Torky and the other is a girl named Vorki. Many years later, Torky meets and marries a girl named Morkalina who is short.

A. What are the possibilities for the height of their offspring?

Hint: Look at 5A for information on Torky.

7. Vorki the daughter meets a zork named Spork, who is heterozygous for tall.

A. How many will be tall? How many will be short? How many will be TT? How many will be Tt? How many will be tt?

8. Torky has green hair and Morkalina has yellow hair. They have four children and all of them have green hair. What phenotype and genotype must Torky be?

9. Spork and Vorki both have three eyes.

A. What would their offspring look like?

10. Using problems 5-9, give the phenotypes and genotypes of Tork, Vorkina, Torky, Morkalina, Spork and Vorki based ONLY on the traits given in the problems.

Title: Traits Bingo Topic: Genetics Materials: Bingo board and skittles Instructions: Ask questions and play bingo

Print-and-Go ™

http://learn.genetics.utah.edu

The Basics and Beyond: An Introduction to Heredity

Module

Traits Bingo © 2006 University of Utah This activity was downloaded from: http://teach.genetics.utah.edu/

Abstract Learning Objectives Students will inventory their own inherited traits. Students will compare traits to determine which are most and least common in the class.

Students cross off or color bingo squares in response to questions about their traits.

This activity is designed to be used as a review following An Inventory of My Traits, Generations of Traits, and A Tree of Genetic Traits.

Logistics Time Required Class Time: 20 minutes Prep Time: 15 minutes to review activity and copy student pages

Materials Copies of student pages, pen, pencil or crayon, PTC paper and hard candies if you haven’t tested for this trait previously

Prior Knowledge Needed Traits are inherited from parents; familiarity with traits listed on the bingo card is helpful

Appropriate For: Primary Intermediate Secondary

Print-and-Go ™

http://learn.genetics.utah.edu

Module

Traits Bingo

The Basics and Beyond: An Introduction to Heredity

1 This activity was downloaded from: http://teach.genetics.utah.edu/ © 2006 University of Utah

Classroom Implementation Quantities Note: One of the traits in this activity is the ability to taste PTC. If you have not already tested for this trait in a previous activity follow these steps before beginning: Give each student a piece of PTC paper and instruct them to place the • paper on the tip of their tongue to see if they can taste the chemical.

(PTC paper can be ordered inexpensively from: Ward’s Natural Science (http:// www.wardsci.com), Sargent Welch (www.sargentwelch.com), or Carolina Math and Science (www.carolina.com)) Hand out a hard candy to each student, as the taste of PTC is bitter and • slightly unpleasant.

among relatives. In fact, physical traits are only inherited from parents, and, by extension, grandparents.

Questions #5 and #6 aim to clear up this misconception should it exist.

Traits Bingo

Activity instructions: Distribute a Bingo card to each student and • instruct them not to mark any squares until told to do so.

Module ©

Read the Bingo questions (page 3) one by one (in order or randomly), • instructing students to mark the squares with an X or color them in.

Print-and-G o™

Continue to read Bingo questions (page 3) until a student obtains a bingo. •

Per StudentOne copy of page S-1 (Optional) One strip of PTC paper if you have not tested for this trait. (Optional) Hard candy if testing for the ability to taste PTC.

Engaging idea: You may also choose to use numbered cards or slips of paper for students to draw at random. When a particular number is drawn, read the corresponding question from the list of Bingo questions

Common Misconceptions Students may think that they inherit physical traits from aunts, uncles, cousins and siblings because family members point out resemblances

2006 University of Utah

http://learn.genetics.ut ah.edu The

Basics and Beyond: An Introduction to Heredity This activity was downloaded from: http://teach.genetics.u tah.edu/

Standards U.S. National Science Education Standards Grades 5-8: Content Standard C: Life Science - • Reproduction and Heredity; every organism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to the other.

B. AAAS Benchmarks for Science Literacy Grades 3-5: The Living Environment Heredity • some likenesses between children and parents, such as eye color in human beings, or fruit or flower »»color in plants, are inherited.

Grades 6-8: The Human Organism Human Identity • human beings have many similarities and differences. »» Activity created by: Molly Malone, Genetic Science Learning Center

Harmony Starr, Genetic Science Learning Center (illustrations) 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://learn.genetics.utah.edu/permissions/

Additional Resources Visit the Learn.Genetics website to get more great resources like these!

Credits Funding2

Bingo Questions You may ask the questions in order, at random, or have students draw numbers.

1. Color the square marked I cross my right thumb over my left when I clasp my hands if this describes you.

2. Color the square marked Shared trait-Left if you share a trait with the person sitting to your left.

3. Color the square marked Least common trait if you have a trait that not many people in the class share.

4. Color the square marked Neighbor can not taste PTC if you sit next to someone who can not taste PTC. 5. Color the square or squares naming the relatives from whom you do not inherit traits 6. Color the square or squares naming the relatives from whom you do inherit traits 7. Color the square marked I have allergies if you have this trait.

8. Color the square marked Trait in common - Right if you and your neighbor to the right share a common trait.

9. Find the two squares for tasting, or not tasting, PTC and color the one that applies to you.

10. Find the two squares describing earlobes and color the one that applies to you.

11. Color the square marked Straight hairline if you have this trait.

12. Color the square marked Can not roll tongue if you have this trait.

13. Color the square marked I have a different trait than the person sitting next to me if this describes you.

14. Find the two squares describing hair texture and color the one that applies to you.

15. Color the square marked Freckles if you have this trait.

16. Color the square marked Dimples if you have this trait.

17. Color the square marked Cleft chin if you have this trait.

18. Color the square marked I cross my left thumb over my right when I clasp my hands if this describes you.

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Preguntas del Bingo Bingo Questions Puede hacer las preguntas en orden, al azar o hacer que sus alumnos escojan un número.

You may ask the questions in order, at random, or have students draw numbers.

1. Colorea el cuadro marcado “Cruzo mi pulgar derecho sobre el izquierdo cuando entrelazo mis manos” si tu haces esto.

1. Color the square marked “I cross my right thumb over my left when I clasp my hands” if this describes you.

2. Colorea el cuadro marcado “Rasgo compartido – izquierda” si compartes un rasgo con la persona sentada a tu izquierda.

2. Color the square marked “Shared trait-Left” if you share a trait with the person sitting to your left.

3. Colorea el cuadro marcado”Rasgo menos compartido” si tienes un rasgo que no mucha gente tiene en el salón de clases.

3. Color the square marked “Least common trait” if you have a trait that not many people in the class share.

4. Colorea el cuadro marcado “Mi vecino no siente el sabor de la FTC” si estas sentado junto a alguien que no siente el sabor de la FTC. 4. Color the square marked “Neighbor can not taste PTC” if you are sitting next to someone who can not taste PTC. 5. Colorea el cuadro o los cuadros que nombran a parientes de los cuales tu NO heredaste rasgos.

5. Color the square or squares naming the relatives from whom you do not inherit traits.

6. Colorea el cuadro o los cuadros que nombran a parientes de los cuales tu SI heredaste rasgos.

6. Color the square or squares naming the relatives from whom you do inherit traits.

7. Colorea el cuadro marcado “Tengo alergias” si tu tienes este rasgo.

7. Color the square marked “I have allergies” if you have this trait.

8. Colorea el cuadro marcado “Rasgo común – derecha” si tú y tu vecino de la derecha comparten un rasgo en común.

8. Color the square marked “Trait in common - Right” if you and your neighbor to the right share a common trait.

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Preguntas del Bingo Bingo Questions 9. Encuentra los dos cuadros marcados “Siente el sabor del a FTC” o “No siente el sabor del a FTC” y colorea el que aplique a tu persona.

9. Find the two squares for tasting, or not tasting, PTC and color the one that applies to you.

10. Encuentra los dos cuadros describiendo los lóbulos de las orejas y colorea el que aplique a tu persona.

10. Find the two squares describing earlobes and color the one that applies to you.

11. Colorea el cuadro marcado “Rayita recta” si tú tienes este rasgo.

11. Color the square marked “Straight hairline” if you have this trait.

12. Colorea el cuadrado marcado “No puede enrollar la lengua” si tú tienes este rasgo.

12. Color the square marked “Can not roll tongue” if you have this trait.

13. Colorea el cuadrado marcado “Tengo un rasgo diferente al de la persona sentada junto a mi” si esto te describe.

13. Color the square marked “I have a different trait than the person sitting next to me” if this describes you.

14. Encuentra los dos cuadros describiendo textura de cabello y colorea el que aplique a tu persona.

14. Find the two squares describing hair texture and color the one that applies to you.

15. Colorea el cuadro marcado “Pecas” si tú tienes este rasgo.

15. Color the square marked “Freckles” if you have this trait.

16. Colorea el cuadro marcado “Hoyuelos” si tú tienes este rasgo.

16. Color the square marked “Dimples” if you have this trait.

17. Colorea el cuadro marcado “Barba partida” si tú tienes este rasgo.

17. Color the square marked “Cleft chin” if you have this trait.

18. Colorea el cuadrado marcado “Cruzo mi pulgar izquierdo sobre el derecho cuando entrelazo mis manos” si tú tienes este rasgo.

18. Color the square marked “I cross my left thumb over my right when I clasp my hands” if this describes you.

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o A T b T n R i i s

g Color or mark with an “x” the squares below when instructed to do so The square marked “free” is a free space

Aunt

I have allergies

Straight hairline

Freckles

Mother

I cross my right thumb over my left when I clasp my hands Father

Can not taste PTC

Curly hair

Neighbor can not taste PTC

Straight hair

Grandmother

Free

Attached earlobes

Dimples

I have a different trait than the person sitting next to me Detached earlobes

Cleft chin

Can taste PTC

Uncle

Can not roll tongue

Shared trait Left

Trait in common Right

I cross my left thumb over my right when I clasp my hands

Least common trait

Title: Generation of Traits Topic: Genetics Materials: Cups (mom and dad; grandmother and grandfather A&B) and colored pom poms Instructions: See attached

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Generations of Traits Abstract Learning Objectives

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

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.

Traits are observable characteristics that are passed down from parent to child.

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.

An equal number of traits are passed on from each parent.

You’ll Find Inside

Special Features 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.

Logistics

Prior Knowledge Needed

Time Required

Appropriate For:

Class Time: 30 minutes Prep Time:

None Ages: 10 - 13 USA grades: 5 - 7

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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 • 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.

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 result.

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.

U.S. National Science Education Standards Grades 5-8: Content Standard C: Reproduction and Heredity Every organ• ism requires a set of instructions for specifying its traits.

Heredity is the passage of these instructions from one generation to another.

The characteristics of an organism can be described in terms of a combination of traits. • Some traits are inherited and others result from interactions with the environment.

A new individual receives genetic information from its mother and its father.

Sexually produced offspring • never are identical to either of their parents.

Per Student One copy of student pages S-1 to S-3

Six plastic cups, 24 pom-poms (6 brown, 6 green, 6 yellow, 6 red), crayons (brown, green, yellow and red), tape and marker for labeling the cups

Per Group of 3 or 4

Standards Common Misconceptions 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).

AAAS Benchmarks for Science Literacy Grades 3-5: The Living Environment: Heredity - Some likenesses between children and parents, such as eye color in human beings, or fruit or flower color in plants, are inherited. For offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next.

Grades 6-8: The Living Environment: Heredity - In some kinds of organisms, all the genes come from a single parent, whereas in organisms that have sexes, typically half of the genes come from each parent.

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).

Additional Resources Credits Visit the Teach.Genetics web site to get more great resources like this one!

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.

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Generations of Traits - Instructions In this activity you will track different traits (represented by colored pom-poms) through three generations of “Ginger People”. You will need the Generations of Traits Worksheet to follow along.

1. With a partner, label six cups as shown: 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 grandparent.

3. Close your eyes and pick three traits from Grandfather A and three traits from Grandmother 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.

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

Mother

F at h er

Generations of Traits - Worksheet Grandmother B

Grandfather A

Grandfather B

Grandmother A

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

Father Mother Mary Carl Geor Name Date © ge 2006 Eliza University of beth Utah S-2

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Generations of Traits - Questions 1. Would Mary, George, Elizabeth and Carl look identical to (have the same traits as) their parents?

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

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

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

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

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Title: Recipe for Traits Topic: Genetics Materials: Doggy bag, colored strips of paper with patterns Instructions: See attached

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Abstract

Learning

Students create and decode a “DNA recipe” for man’s best friend to observe how variations in DNA lead to the inheritance of different traits.

Strips of paper (representing DNA) are randomly selected and used to assemble a DNA molecule.

Students read the DNA recipe to create a drawing of their pet, and compare it with others in the class to note similarities and differences.

Information in the DNA molecule is divided into segments (called genes).

Variations in the DNA lead to Class Time: the inheritance of different 40 minutes traits.

Objectives Every organism inherits a unique combination of traits.

DNA is a set of instructions that specifies the traits of an organism.

Time Required

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

Special Features You’ll Find Inside Materials Copy masters for preparing colored DNA strips having fun symbols to represent information about traits.

A dog traits key that allows students to decode their DNA recipe and visualize how traits are specified.

Copies of student pages, drawing paper, crayons or colored pencils, tape, envelopes, and colored paper for preparing DNA strips (4 colors needed)

Prior Knowledge Needed

Traits are heritable characteristics.

Appropriate For:

Ages: 10 - 16 USA grades: 5 - 10

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Classroom Implementation Quantities Prepare “Dog DNA” envelopes: For 28 envelopes: 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. Place two DNA strips of each color in an envelope. The envelope should contain eight DNA strips total (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 • what they might use these 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. You may 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.

Remind students to leave the DNA strips they choose out of the envelope and tape them together • in order. The resulting long strand will be their DNA recipe.

Have students work individually or in pairs to complete the activity. Wh• en students have finished, have them post their dog drawings on the wall along with the DNA recipe for their dog.

Discussion Points: Are any two dogs alike? Point out that every dog shares some traits in common with others, but each has an •

Per Student or Pair One copy of student pages S-1 to S-3 One envelope containing “Dog DNA” (see instructions at left) Crayons or colored pencils, drawing paper, tape

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).

A single DNA strand is often referred to as a chromosome. In this example, the dog had one chromosome • containing 8 genes. (Humans have 23 pairs of chromosomes containing over 22,000 genes!)

The DNA molecule contains a sequence of four chemical bases • (represented here by four symbols). Each base is referred to by the first letter of its name: Adenine (A), Cytosine (C), Guanine (G) and Thymine (T).

The sequence of these chemical bases encodes a detailed set of instructions for building an organism’s traits. (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 • individuals of a species have the same genes in the same order along their chromosomes. (This is what allows researchers to “map” the location of a gene to a specific place on a chromosome.) It is the small sequence variations within each gene that lead to differences in traits.

There is usually a limited number of sequence variations for a gene. That is, a gene usually comes in a few • different forms or flavors (called “alleles”). There was a possibility of four different flavors or alleles for each of the dog genes in this activity.

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 a class, make a “map” of your dog genome. Compare • the different DNA recipes hanging up in the classroom. Point out that the gene for body shape is always at the top of the DNA molecule (or chromosome), the gene for 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 order a free copy of this poster or view it online, check out the web site developed by the U.S. Department of Energy’s Human Genome Management Information System

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U.S. National Science Education Standards Grades 5-8: Content Standard C: Reproduction and Heredity Every organ• ism requires a set of instructions for specifying its traits. Heredity is the passage of these instructions from one generation to another.

Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a • single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes.

The characteristics of an organism can be described in terms of a combination of traits. Some traits are • inherited and others result from interactions with the environment.

Grades 9-12 Content Standard C: Reproduction and Heredity In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA... • genetic information that underlies heredity is encoded in genes (as a string of molecular “letters”). Each DNA molecule in a cell forms a single chromosome.

AAAS Benchmarks for Science Literacy Grades 3-5: The Living Environment: Heredity - Some likenesses between children and parents, such as eye color in human beings, or fruit or flower color in plants, are inherited. For offspring to resemble their parents, there must be a reliable way to transfer information from one generation to the next.

Grades 9-12: The Living Environment: Heredity - The information passed from parents to offspring is coded in DNA molecules. Genes are segments of DNA molecules.

Activity created by: Molly Malone, Genetic Science Learning Center

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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 (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.

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A Recipe for Traits 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?

Body Shape Large SemiMuscular, Straight

Medium, Very Muscular, Short

Head Shape Long, D Tr Ke Thin Flat o ai y Short g ts Droopy Ears Medium Droopy

Legs

Stocky, Muscular Medium Short, Stubby Long, Thin

Medium Square Name Date © 2006 University of Utah

S-2

Large, Thin, Long, Tapered

Small, Pointy

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Eyes Dark Brown

Light Brown

Tail

Long and Bushy Pompon Tipped

Blu e

Gree n

Dog Trai

Long with Short Hair Short Nub

ts Key

Coat Color Brow n

Hair

Blac k

Curly, Short Straight, Short

Red-Brow n Straight, Long Wavy, Long Name Date © 2006 University of Utah

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Una Receta de Rasgos Un sistema de instrucciones llamado ADN provee una “receta de rasgos” para todos los organismos. La información se agrupa en segmentos pequeños en el filamento del ADN. Cada segmento incluso está hecho de unidades más pequeñas (como las recetas que están hechas de palabras y las palabras de letras). Las diferencias en el “alfabeto” del ADN son lo qué hace diferente a los rasgos (justo como la diferente secuencia de las letras hace que las palabras sean diferentes y por ende, una diferente receta).

Siga las instrucciones de abajo para crear una receta de ADN para un perro. Con la clave de rasgos del perro lea su receta del ADN y haga un dibujo que demuestre todos los rasgos de su perro.

Instrucciones: 1. Asegúrese de tener un sobre que contenga el “ADN del Perro”.

2. Determine el primer rasgo de su perro (forma del cuerpo) escogiendo al azar un pedazo del ADN del perro fuera del sobre.

3. Mire los símbolos en el filamento del ADN que escogió. Iguale el patrón con uno que vea en la clave de rasgos del perro para la forma del cuerpo.

4. Haga un círculo en la forma del cuerpo de la figura que igualó al pedazo de ADN que escogió.

5. Ponga el pedazo del ADN a un lado y repita los pasos del 1 al 4 para los rasgos que siguen.

6. Después de circular las figuras emparejadas, usando cinta engomada pegue el segundo pedazo de ADN al primero para hacer una tira larga. Esta se convertirá en la receta del ADN para su perro entero.

7. Repita los pasos para cada rasgo enumerado en la lista de la clave de rasgos del perro.

8. Cuando acabe, dibuje su perro en una nueva hoja de papel con todos los rasgos (los rasgos que ha circulado en la clave de rasgos del perro).

9. Siga las instrucciones del profesor. Cuelgue la figura de su perro junto con su receta del ADN (los pedazos de ADN que escogió unirlos en un largo filamento). ¿Es su perro igual o diferente a los demás en su clase?

Name Date © 2006 University of Utah S-1 from: http://teach.genetics.utah.edu

Print-and-Go™ http://teach.genetics.utah.edu This activity was downloaded

La Forma del Cuerpo Pequeño, Fino, Largo, Lacio

Cl a v e d

Grande, Fino, Largo, Estrecho

Mediano, Musculoso, Bajo

e Rasgos en un Perro La Forma de la Cabeza

Grande, SemiMuscular, Recto

Gacha Corta Plana Larga y Fina

Las Piernas Largas y Delgada s Cortas, Fornidas y

Musculares Medianas Cortas y Rechonchas Name Date © 2006 University of Utah

S-2

Print-a nd-Go ™ http://teach.g

enetics.utah.edu This activity was downloaded from: http://teach.geneti cs.utah.edu

Las Orejas Pequeñas y Puntiagudas Medianas y Cuadradas Mediano y Caídas

Grandes y Caídas

Los Ojos Verde s

Cl a v e d

Azule s

Marrones Oscuro

e Rasgos en un Perro La Cola

El Pelo

Larga y peluda Punta con Pomp贸n Larga con Pelo Corto Corta

Marrones Claro

El Color del Pelaje Marr贸n Negro

Pelirro jo Rubio

Corto y Rizado Liso y Corto Ondulado y Largo Liso y Largo Name Date Š 2006 University of Utah S-3

Print-and-Go™ http://teach.genetics.utah.edu This

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

Title: Senses Lab Topic: Senses Materials and Activity: See attached

Title: Bones Lab Topic: Skeletal System Materials and Activity: See attached 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).

Assignment 1 – Long Bone Structure Examine a long bone locating the following:

1.

2.

3.

Spongy bone Compact bone 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.

Sternum – Breastbone 4.

Vertebral Column a.

Cervical Vertebra – 7 bones in neck

5.

6.

7.

8.

9.

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

Title: Muscles Lab Topic: Muscular System Materials and Activity: See attached

SKELETAL MUSCLES AND ASSOCIATED ACTIVITIES 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 Serratus Anterior Trapezius External Oblique

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)

6. Medial Meniscus (me-NIS-kus) 7. Patella 8. Anterior Cruciate Ligament (KROO-se-ﾄ》) 9. Posterior Cruciate Ligament (KROO-se-ﾄ》) 10. Tibial Collateral Ligament 11. Fibular Collateral Ligament

Science Standards

Tennessee Science Standards K-7

1.1GLE 0007.1.1 GLE Description- Recognize that many things are made of parts.

Materials- crayons, glue, scissors and attached worksheet Instructions- See attached Title- Penguin Parts CitationFran, Kramer. “Kindergarten Crayons.� Kindergarten Crayons. Web. 16 Nov. 2015.

1.2GLE 0107.1.2 GLE Description- Use tools to examine major body parts and plant structures.

Materials- plants, bugs, magnifying glass, bug holder, jar, blank paper, and crayons InstructionsGo outside and had kids find small flowers and some bugs and place them in a bug holder of even a jar After they get them, place the object under the magnifying glass Draw a picture of what it is they see Talk about what they see and explain the different parts and why they need them Title- The Magnifier Citation- Kaitlyn Martin **Technology Based**

2.1Title-What Do You See? GLE 0107.2.1 GLE Description- Distinguish between living and non-living in an environment.

Materials: Pictures of nature Activity: Have the kids tell what they see in the pictures of different places that and what is living and what is not.

Citation: Kaitlyn Martin **Inquiry Based**

2.2Title: Symbiosis Sort GLE 0507.2.2 GLE Description- Explain how organisms interact through symbiotic, commensal, and parasitic relationships.

Materials- flashcards that represent the symbiotic relationship (tick to dog’s blood) and label for each relationship Activity- have the students find their math (like a tick would match with the dog’s blood), then come to the board and place them under the big relationship label that it fits best with.

Citation- Pinterest and Teacherspayteachers.com

2.3Title- Seed Racer GLE 0207.2.3 GLE Description- Identify basic ways that plants and animals depend on each other.

Materials and Activity- Use the website

http://www.pbslearningmedia.org/resource/plum14.sci.life.seedracer/seed-racer/

Citation-Pinterest and PBS

2.4Title- Where Do I Belong?

GLE 0607.2.4 GLE Description- Analyze the environments and the interdependence among organisms found in the worlds major biomes.

Materials-Pictures of the different biomes and animals that go in the different biomes Activity- Discuss the different biomes what they consist of (living and non-living). Place the pictures of the animals in the corresponding biome. Discuss how these animals rely on each other within their biomes and with animals of other environments and how they are alike.

Citation- Kaitlyn Martin **Inquiry Based**

3.1Title- Things to Help me Live GLE 0007.3.1 GLE Description- Recognize that things require water, food and air.

Materials- 3 blank sheets of paper, crayons and a stapler Activity- Talk with the students about what they need to help them survive. Have them draw pictures and make a flipbook of the things they think that they need, Citation- Kaitlyn Martin

3.2Title-Create-A-Plant GLE 0407.3.2 GLE Description- Investigate different ways that organisms meet their needs.

Materials and Activity- See attached

Citation-Pinterest and ilove2teach.blogspot

4.1Title: Butterfly Cups GLE 0307.4.1 GLE Description-Identify the different life stages through which plants and animals pass.

Materials: 2 plastic cups (9 oz. CLEAR party cups) Colored paper Glue stick Printable of clip art Scissors Tape ActivityPrint the clip art and cut out the 5 pictures of the life cycle.

Tape the picture inside of 1 plastic cup The second cup will have paper around it except for window to show the picture.

Place the cups together with the pictures at the bottom.

Spin the cup and talk about the life cycle.

Citation-Pinterest and teaching mama.org

4.2Title- Monster Genetics GLE 0207.4.2 GLE Description- Realize that parents pass along physical characteristics to their offspring.

Materials and Activity- See attached

Citation-Pinterest

5.1Title: Animal Parts GLE 0007.5.1 GLE Description- Compare the basic features of plants and animals.

Materials: Attached sheet Activity: Attached sheet

Citation-Pinterest

5.2Title- Dead or Alive GLE 0107.5.2 GLE Description- Recognize that some organisms which formerly lived are no longer found on earth.

Materials- Pictures of things that are still living and that are no longer around Activity- Give each student a picture. Have them separate and go to one side of the room if the animal is alive and the other side if that animal is no longer living.

Citation- Kaitlyn Martin

Kaley Parvin Title: Pinecone Turkeys GLE 0007.1.1 GLE Description: Recognize that many things are made of parts Materials Needed: Pinecones, colorful cure pips, googly eyes, pieces of foam, glue Activity Description: Put the feathers on(pipes), eyes, and nose with glue to make a turkey. They can do any colors they want.

Citation: Pinterest

Do you want to build an Owl? GLE Number:  0107.1.1 Description:  Recognize that living things have parts that work together Materials Needed:  Candy corn ( 1 piece for each child)  Reese Cups cut in half ( 2 halves for each child)  Oreos ( 2 for each child)  M&Ms ( 2 pieces for each child)  Brownies cut in squares  Ziploc bags  Gloves  Plates Instructions:  Place one piece candy corn, a Reese cup cut in half, two Oreos, and two M&Ms in a Ziploc bag for each child and cook, or buy, the brownies the night before  Go over how living things have parts that work together  Give each child a plate  Put gloves on so you do not touch the food  Give each child a brownie  Next, give each child a Ziploc bag with the other pieces in it  Tell the kids that they are going to build an owl  First, tell the kids to easily pull the tops off the Oreos and place the crème halves side by side to make the owls eyes  Next, tell the kids to place the candy corn with the flat end next to the eyes to make the nose  Then, tell the kids to take their M&Ms and place in the crème of the Oreo to make the pupil of the eye  Then, tell the kids to take their thumb and make an indent halfway down the brownie on both sides  Next, tell the kids to place to the two Reese cup halves in those indents and they have made their owl  Review how each little piece came together to make the owl and then let the kids eat it

Plants and Animals

Samantha Taylor, MacKinzie Kitts, Katie Sargent, & Lauren Madon GLE # 0207.1.1 GLE Description: Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive.

Materials: Flower flip book, crayons, scissors, animal needs worksheet, power points and review game.

Activity description: After viewing the power points, students should be able to complete both activities and play the review game.

Instructions: 1. Go through both of the power points allowing students to learn about how plants and animals use their different parts to survive.

2. Let them do the animal worksheet.

3. They then need to do the plant flipbook.

4. To do the flip book, they need to color their flowers, cut on the dotted lines on the front of the book, and fill in the blanks inside to describe what those parts do.

5. After all of this is complete, they can play the review game.

6.

The review game is made of a poster board that has two sides with the different things plants and animals need to survive.

Fix-a-Flower GLE 0307.1.1 Identify parts of a plant and be able to describe their function.

Materials 1. Cut outs 2. Blank Paper 3. Glue 4. Crayons/markers 5. Labels 6. Scissors Instructions Have the students color and cut out the different parts of the plant. They will need to glue down their plants onto the blank page, and have them glue the labels next to their part of the plant.

Discussion 1. Which part of the plant grows underground to take in water and nutrients from the soil?

2. What is the part of the plant that grows above the ground and helps hold the plant up?

3. Which part of the plant grows out of the stem and is where the plant makes food?

4. What part of the plant attracts animals and insects to spread seeds for reproduction?

5. How does water from the ground travel to the leaves of the plant? *Found at https://bethbarger.wikispaces.com/file/view/DI+Activity+.docx

I am Made of Building Blocks Laura Stanton GLE #: 0407.1.1 GLE Description: Recognize that cells are the building blocks of all living things.

Materials Needed: Cell worksheet, brain pop video about cells, Velcro sticky dots, pictures of things that have cells (living things) and pictures of those that do not have cells (non-living things), two poster boards.

Activity Description: Students should be able to recognize that cells are the building blocks of life and know the basic parts of a cell.

Instructions: First, play the BrainPOP video for the students. Next, label one board as “has cells” and the other board as “no cells.” Use an envelope to hold the different pictures of living and non-living things and let students come up and randomly pull out a picture. Let them decide which board it will go on. After that, give each student a cell activity handout and let them fill it out and color the cell picture if they want.

Citation: Worksheet activity: https://www.brainpop.com/science/cellularlifeandgenetics/cells/activity/ BrainPOP Video: https://www.brainpop.com/science/cellularlifeandgenetics/cells/

The Cell Name: Kaitlyn Martin GLE 0507.1.1 GLE Description: Distinguish between the basic structures and functions of plant and animal cells. Label drawings of plant and animal cells.

Materials: Worksheets from website. Tin cans (altoid/mint tins). Crayons or markers.

Glue, you could use Velcro sticky dots too.

Activity Description: Glue or tape the title on the front of the tin. Open up the tin, color the different parts, then glue them in the correct place. After they are glued, take the labels from the bottom of the tins (you can either cut them OR fold them up) and write the correct definition.

Citation: “Got to Teach!: 3D Mint Tin Cell Model.� Got to Teach!: 3D Mint Tin Cell Model. Web. 13 Oct. 2015.

Kimberly Slayton 10/16/15 Individual Presentation GLE 0107.1.2 Use tools to examine major body parts and plant structures.

TITLE: The Plastic Bottle Lens TOPIC: Getting a better look at living things MATERIALS: Empty water bottle, scissors, marker, water INSTRUCTIONS: Have students draw a circle on the part of the water bottle that’s near the neck and has the deepest curve, and then cut it out. Have students hold the little mini cup while you pour a small amount of water into it. Tell students to look through the water at words on paper.

EXPLANATION:

The disc shape you have cut out curves outwards, so is a convex shape. By adding the water the light that passes through is refracted meaning that it is bent inwards, creating a lens effect and enlarging the size of the letters. So you have then created your very own magnifying glass!

Citation: http://www.science-sparks.com/2012/05/21/make-your-own-magnifying-glass/

TITLE: TOPIC: MATERIALS:

INSTRUCTIONS:

Indoor Nature Walk Getting a closer look at living things Station 1, sea shells, sand, etc. Station 2, Stones, rocks, etc. Station 3, Any type of plants, grass, leaves, pinecones. Station 4, Bug shells, butterfly wings, snake skin, feathers, etc. Station 5, wood pieces, bees nests, etc. Magnifying glasses. (Oriental Trading $3.99/dozen plus tax) Set up room beforehand with the different stations. Have students break into groups. Before they get into exploring the items in the stations, have them look at their own nails and skin, and another’s hair and eyes.

Then let them explore each of the stations for an allotted amount of time.

“ While the students are exploring share discoveries with them. Encourage the use of descriptive words.

Ask questions about textures, colors, shapes, etc. Have students draw one object and include the details seen using a magnifier (Encourage;draw, look, draw, look). Ask questions such as, “How might that help the plant or animal?” and, “What does it remind you of?’”

Citation: http://www.wnps.org/education/resources/documents/K-5_Q&E/1st_grade/1-2.pdf And myself, the source suggests an outdoor nature walk, I thought an indoor “walk” could add much more variety to what could be seen and explored by the students.

Indoor Nature Walk Station 1 Shed Items:  Which item did you learn the most about or saw something you hadn’t noticed before using the magnifying glass?

Station 2 Sea Items:  Which item did you learn the most about or saw something you hadn’t noticed before using the magnifying glass?

Station 3 Stones Items:  Which item did you learn the most about or saw something you hadn’t

noticed before using the magnifying glass?

Station 4 Seed Items:  Which item did you learn the most about or saw something you hadn’t noticed before using the magnifying glass?

Station 5 Shelter Items:  Which item did you learn the most about or saw something you hadn’t noticed before using the magnifying glass?  Out of all the stations which item did you learn the most about?  Out of all the stations which item was your favorite to look at?

STATION 1 SHED

STATION 2 SEA STATION 3 STONE STATION 4 SEED

STATION 5 SHELTER

Standard 2- Interdependence

Living and Non-Living Lauren Madon GLE 0007.2.1: Recognize that some things are living and some are not.

Topic: Living and Non-living.

Materials: Activity print out and worksheet found at http://files.havefunteaching.com.s3.amazonaws.com/activities/science/living-and-nonlivi ng-activity.pdf, scissors, glue Activity Description: When shown pictures of different things, be able to recognize that some of those things are alive, and some are not. Be able to put them into the correct category of living or non-living.

Instructions: Cut the pictures, and then sort them into either the living or non-living category. Then, take the tic-tac-toe boards, have one person use the living pictures and the other use the non-living pictures, and play tic-tac-toe with them. This can be done in groups of two or groups of four. Finally, cut the pictures out on the worksheet, and place them in the correct category of living or non-living.

Citation: activity by havefunteaching.org and is found at the link listed above.

Living and Non-living Activity Samantha Taylor GLE # 0107.2.1 GLE Description: Distinguish between living and non-living things in an environment.

Materials: pictures of living and non-living objects, Poster board or printouts labeled living and non-living, and a bowl to mix up pictures for students to choose one Activity description: the students will have to decide if the object they picked is living or non-living and go to the correct place.

Instructions: 1. After cutting out the different pictures fold them and place them in a bowl (or something the students can draw one picture out of).

2. Allow each student to draw one paper from the bowl.

3. After they look at their picture they must determine if it is living or non-living and go to the correct poster labeled living or non-living.

4. Collect all pictures and play again if desired.

5. After playing the game, let the students do the worksheet to check their understanding of the game they just played.

Where Is Your Home?

By: Bethany Spoone Interdependence GLE 0207.2.1: Investigate the habitats of different kinds of local plants and animals Topic: Habitats Materials: 3-5 Poster boards, Velcro dots, plastic animals/animal pictures, and dĂŠcor items (e.g. letters, streamers, cloth/spray paint, pop-sicle sticks) Activity description: The idea of this activity is to make the children think like the animal that they randomly choose. Each boy or girl can pick an animal once (or how many ever times you would like for them to do it) and then they will go and stick it to the board as to where that animal belongs. After the activity the students must to do a write up about their favorite animal and include facts about their animal, ex. Which habitat they live in, what they eat, characteristics about that animal then have them explain why they chose that animal.

Instructions: Take a bowl and put the plastic animals or picture of the animals in there, let each child choose one animal and have them take that animal and Velcro it to the correct habitat. You could let the children do this as many times as you felt like it is a short, fun activity. After they are done to in cooperate reading and writing into the lesson have them write a description about the animal of their choosing. The students write up should include what their favorite animal is and include facts about their animal, ex.

Which habitat they live in, what they eat, characteristics about that animal then have them explain why they chose that animal.

Living VS. Non-Living Brittanee D. Collins Presentation day: September 25th, 2015 GLE #: 0307.2.1 GLE Description: Categorize things as living or non-living.

Materials: Flash cards, magnets, folder to keep pieces together, metal pans (2 per group), sticky letters to label each pan, and candy for rewards and participation.

Activity Description: This activity will need a few items that you may need to go to dollar general or dollar tree to get. You need to get multiple living items and multiple non-living items, what I used for this was at the dollar general they have flash cards to help kids learn their ABC’s, colors, and numbers and they all had different animals and creatures and they also had many miscellanies items like cars, balloons, food, etc. I took the flash cards and I took magnets and glued to the back of each one and that way they will hang on metal pans. I then would have two pans per group and I would label one pan living and one pan non-living and then I would have the pieces of flash cards with the magnets on the back of them and I would have a folder with the pieces for each group in them. This is a good way to make sure you have all your pieces together and you don’t lose any. I would then put the class into 4 or 6 groups and I would have them sort the pieces on the metal pans as living or non-living. This is a good activity to get the kids up and moving and also to get them active with other student in their classroom. Also this activity is teaching them about living and non-living things and categorizing them with their group members. This activity makes them work as a team and also allows them to learn what each item would be categorized as.

Citation: Brittanee Collins

Five Senses Sorting Game Katie Sargent GLE: 0007.2.1 K

GLE Description: Know that people interact with their environment through their senses

Topic: Identify the five senses (taste, touch, smell, hear, and see) and have them categorize pictures for each sense.

Material: Poster board, pictures, my five senses book, and an envelope

Procedure: Have students come up one at a time and let them select a picture from an envelope and have them match it with one of the five senses.

Time: approx. 5-10 minutes

Citation: www.lakeshorelearning.com

What living thing am I?

GLE 0207.2.2 Investigate living things found in different places.

Topic: figuring out what am I? Materials: What you will need index card, expo marker, and white board names of different animals, research the animals, then find some picture or name of plants do the same for the plants, and insects

Activity Description: have the students to figure the different type of animal and other living things they are in the world.

Instructions: have one student to come up in front of the whole class and draw a card.

Then act, draw doing anything but say their living thing name that is on their card. The student has act or draw three thing about their living thing. If the class figures out what living thing are you gets a piece of candy.

Citation: activity by Jennifer Bowling

GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the world’s major biomes.

I have made bingo boards that correspond with facts of the 8 major biomes. I am going to use candy to put your marks on the bingo boards. When somebody wins, I am going to make sure all of their answers matches up. If they have animals in their answer, I am going to ask them what those animals need to survive to in cooperate interdependence.

Chaparral

Polar Bear

Temperate

Africa

Buffaloes -40-25°F

Autumn

Nocturnal

Giraffe

Nocturnal Grassland Artic Fox

Biome Cactus s

Coniferous

Permafrost Desert Anaconda

Tiger

Black Bear

Temperate and Tropical Grasslands

Prairies

Savannah

Tropical

Savannah 3 Months

Tundra

Tundra

Black Bears

Giraffe

Cactus

30-60 Inches

Desert

Prairies

Anaconda Temperate

Nocturnal Chaparral

Mule Deer

Biomes

Sahara Desert

Elephant

Artic Fox

Cactus

Grassland

Elephant Tropica Giraffe Prairies

Temperate

l Autumn Cactus Savannah Wildfires Tundra

Mule Deer

December and February

Chaparral

Anaconda

Artic Fox

Africa

Coniferous

Biomes

Tiger

Black Bears

Grassland

Sahara Desert

Permafrost Prairies

Coniferou Nocturnal Desert s Buffaloes

Tiger

Tropical

Tundra

Coniferous

Artic Fox

Prairies

-40-25°F Temperate 3 months Savannah Buffaloes 30-60

Inches Temperate and Tropical

Mule Deer

Biomes

Polar Bear

Elephant

Africa

400 Inches Tropical of Rain

Nocturnal Grassland Wildfires

Desert Anaconda

Grasslands

-58° F

Chaparral

Questions & Answers The world is made up of __ major biomes. A: 8

Tropical 1.

This biome has high rainfall. A: TROPICAL 2.

This animal is a large feline found in the tropical rainforest with orange and black stripes. What are you? A: TIGER 3.

This is a large reptile typically found in the tropical rainforest. It does not have any limbs. A: ANACONDA 4.

The Tropical rainforest usually has about ___ inches through the year. A: 400 5.

The tropical rainforest is made up of ___ & ____ vegetation. A: DENSE AND WET

Tundra 1.

This biome is cold and has a short growing season. A: TUNDRA 2.

A tundra always has a layer of ______ about 1-2 feet under the ground. A: PERMAFROST 3.

A large white animal commonly found in a tundra. : POLAR BEAR 4.

The tundra’s average climate is ___. -58 degrees Farenheit 5.

The animal is able to survive in the Tundra biome. This animal is very small (about 6 pounds) and has a thick, white, fur coat. A: ARTIC FOX

Savannah 1.

This biome is a grassland with few trees. A: SAVANNAH 2.

This animal is the largest mammal on land and is commonly found in a Savannah? A: ELEPHANT 3.

The Savannah is commonly found on what continent? A: AFRICA 4.

This is an animal that is known for its’ long neck that helps it reach the tops of trees to eat. A:GIRAFFE 5.

The Savannah has two seasons. A dry season and a wet season. During the months of ___ and ____, no rain will fall at all. A: DECEMBER AND FEBRUARY

Coniferous 1.

Coniferous forests are made up of ____ trees which grow closely together and can withstand immense cold. A: CONIFEROUS 2.

The average rainfall in a Coniferous Forest is ______. A: 30-60inches 3.

The average temperature in the Coniferous Forest is between ___& ___. A: -40-25

Chaparral 1.

This biome is a part of each continent and consists of various types of terrain including mountains and plains. It is often confused with the desert biome because they share many similarities such as both being hot and dry. A: CHAPARRAL 2.

Some common animals in the chaparral biome are coyotes and ____. A: MULE DEER 3.

These are very common in the Chaparral biome due to lack of rain and hot temperatures. A: WILDFIRES

Temperate 1.

This biome is characterized by having all four seasons including spring, summer, autumn and winter. A: TEMPERATE 2.

In the temperate biome, the leaves on the trees change colors and shed in the season of ____. A:AUTUMN 3.

The four seasons are very recognizable and usually last around ____months. A: 3 MONTHS 4.

Wolves, coyotes and ______ are usually found in the temperate forest. A: BLACK BEARS

Grassland 1.

______ are dominated by grasses and forbs, and have few or no trees. A:

GRASSLANDS 2.

Grasslands are divided into two divisions. A: TEMPERATE AND TROPICAL GRASSLANDS 3.

Grasslands are considered a ______ biome. This means it is usually found between deserts and forests.

4.

Grasslands are also known as ______. A:PRAIRIES 5.

These animals are usually found in grasslands. A: BUFFALOES

Deserts 1.

This biome forms due to the low level of rainfall each year. A: DESERT 2.

This desert is the largest desert in the world covering over 300 million square miles. A: SAHARA DESERT 3.

Many desert animals tend to be ____, sleeping during the day and coming out at night when the temperatures are more tolerable. A:NOCTURNAL 4.

This plant has prickly, spines to help protect animals from eating it. A: CACTI

Standard 3- Flow of Matter and Energy

Plants & Animals With vs. Without Hannah Lawson Presentation Day: October 14, 2015

GLE #: 0007.3.1 GLE Description: Recognize that living things require water, food, and air.

Materials: A pair of laminated pictures of plants and animals (one of the plants alive and one dead, one of the animals healthy and one lacking food, etc.), Velcro sticky dots, two poster boards, and stickers to label the boards or you can just label them with a marker. It would also be a good idea to have some type of candy for reward.

What to Have Prepared Before Class: Label one of the boards “With” and the other “Without”. Have a count of how many pictures/pairs you will need to make in order to coordinate with your class. Put the Velcro sticky dots on both the pictures and boards so they can stick them on the boards when they do this activity. Label both of the cards with the same number so they will know if they match correctly.

Instructions: Separate the class in half. Give half of the class the pictures of the dead plants and the skinny animals that have been without the water, food, and air. Give the other half of the class the healthy plants and animals. Have them find their partner and discuss why they think each is the way it is. After they have done this have each determine if theirs should go on the board labeled “With” meaning that it has had the required water, food, and air or if it should go on the board labeled “Without” meaning that it has not had the requirements. When they have determined this let them put theirs on the board. Reward with some type of candy afterwards.

Citation: Hannah Lawson

Find Your Match Brittanee Collins & Hannah Lawson October 19, 2015 GLE #: 0107.3.1 GLE Description: Recognize that plants and animals are living things that grow and change over time.

Materials: Miscellaneous items in a pair, some animals and some plants, and blindfolds.

Examples: butterflies, dogs, trees, rabbits, apples, and grapes.

Activity Description: Put your class into two groups and pass out the flash cards to the class and make sure that each person in the class has a match, but don’t let the students see each other’s cards. Blindfold students and have them either make the animal sound to find one another or say facts about their plant. Once they have found their match they can then take their blindfold off and discuss with one another how that animal or plant are living things and how they change overtime throughout their lives. Also, make sure this activity has plenty of room.

Citation: Brittanee Collins & Hannah Lawson

Inside the Mouth of a Herbivore, Carnivore, or Omnivore Lauren Martin GLE 0207.3.1 for 2nd grade GLE Description: Recognize that animals eat plants or other animals for food.

Topic: Identify that an animals eats plants, meat, or both. This activity does that by taking a look at the shape of their teeth to identify what they eat.

Material: Constriction paper, pictures of different animals, paper or Styrofoam bowls, candy corn, and chocolate bars.

Procedure: Each student is given an animal along with a mouth cut out. Using the supplies of candy corn (K-9 teeth for tearing meat) and flat chocolate bar (smooth teeth for plant eaters) on their tables, they will make the inside of the mouth of the animal they were given. If the animal has candy corn only teeth it is a meat-eating animal. If the animal has chocolate bar only teeth it only eats plants. If the animal has both candy corn and chocolate teeth it is a meat and plant-eating animal.

Time: 10-20 minutes Citation: Pinterest

Time To Eat‌ Where Do I Go? Cassandra Norvell Day Presented: October 16, 2015 GLE: 0307.3.1 Describe how animals use food to obtain energy and materials for growth and repair.

Materials: Poster board, Velcro sticky dots, 4 paper plates, laminated pictures of decomposers, omnivores, carnivores, and herbivores; and foam letters to use for the title.

Preparing activity: place the title in correct spot. Glue down or tape down the paper plates so that they will stay on poster when it is held up. Label each plate with decomposers, herbivores, carnivores, and omnivores. Then place five Velcro dots in each plate Activity description: 20 students will have a card with a picture on it they have to decide which plate the picture goes in. Then they have to guess at which group takes more energy to survive.

Citation: Cassandra Norvell

Name: Suzannah Mason and Brittaney Woods Project: Grow your own bean plant.

GLE met: 0407.3.1 demonstrate that plants need light and energy to grow and survive.

Supplies: Beans, plastic cups, paper towels, and water. And a sunny windowsill to place your plants in!

Instructions: Hand out cups, two beans each, and paper towels. Place your paper towels in your plastic cups then pour a tiny amount of water in them (which the teacher will come around with a bottle of water). Have the children place their two beans in the bottom of their cups and place them in a sunny spot. Throughout the week check on your beans and replace water as needed. By 4-5 days you should have bean sprouts coming out of your cups!

Food Chain Links GLE: 0507.3.1- Demonstrate how all living thing rely on the process of photosynthesis to obtain energy Topic: Flow of Matter and Energy Materials: scissors, construction paper, and tape Instruction: 1. Cut the construction paper into strips, that can be made into rings 2. Divide the class into different some of them are producers, that use photosynthesis, some that eat those producers, some that eat those that eat the producers, etc, 3. Have them make a food chain of which eats which 4. Hang the food chain so that the producers at the top 5. When it is hung up take the scissors and “kill� the producer by cutting it in half, the rest of the food chain will fall because it was relaying on that one part of the chain to function Comments: You could have students draw the different animals or plants that they are Source: Katherine Lewis

The Hunger Games: Members:

-

Siarha Jinks

-

Ashley Newell

GLE 0407.3.2:

-

Investigate different ways that organisms meet their energy needs.

-

Interdependence/ biodiversity/ predator-prey

Topic:

Approximate time:

-

10-15mins

Materials:

-

Paper wads (food)

Instructions:

1. Spread the wads out on the grass away from the students.

2. Have a few students be the carnivores and the rest be the herbivores.

3. The herbivores must race past the carnivores to collect their food and must make it back to their “home.� The carnivores must try to catch (tag) the herbivores. * For ease of calculating, any herbivore that is tagged must freeze next to the carnivore. The carnivore cannot chase anymore for he/she has already obtained enough food.

4. At the end of the round, see how many herbivores and carnivores got something to eat.

Comments:

-

This works best outdoors and is good exercise.

-

Boundaries need to be set so the herbivores know how far they can run.

-

Be sure to mention no rough-housing, tagging is okay.

-

Make sure there isn’t enough wads for every student to demonstrate how they must compete. Also make sure there aren’t as many carnivores as there are herbivores.

-

An herbivore is out if he/she didn’t collect any food, and a carnivore is out if he/she didn’t catch any prey.

Source:

-

Siarha and Ashley

Standard 4- Heredity

Butterfly Pasta, From Egg to Animal, Flower Life Cycle Flip Chart Amanda Drinnon GLE 0007.4.1 for Kindergarten GLE Description: Observe how plants and animals change as they grow.

Topic: Identify that an animals eats plants, meat, or both. This activity does that by taking a look at the shape of their teeth to identify what they eat.

Material: Crayons, Scissors, Glue, Orzo Pasta, Shell Pasta, Corkscrew Pasta, Bowtie Pasta, Fastener, See Attached for links to print-outs.

Procedure: Each student will get a packet containing each of the sheets in the link below and a zip-lock bag that contains each piece of pasta and a fastener. The students will start out with the “Flower Life Cycle� sheet. With that sheet they will color the bottom picture then cut along the lines to create a flip chart. Secondly, the students will color the butterfly and glue the pasta in the correct order. Lastly, the students will color all of the pieces including the wheel. Then they will cut everything out according to the instructions at the top. Then the students will glue the stages of the frog on the wheel in order. Last, the students will put the fastener in the middle of the wheel to create a life cycle wheel.

Time: 10-20 minutes Citation: http://www.kizclub.com/craft/lifecycle.pdf http://www.freehomeschooldeals.com/free-flower-life-cycle-flip-book-instant-download/ https://www.teacherspayteachers.com/FreeDownload/Life-Cycle-of-A-Butterfly-Worksh eet

The Life Cycle GLE: 0107.4.1 – Observe and illustrate the life cycle of animals Estimated Time: 15 minutes

Topic:

*The life cycle of caterpillars

Materials:

*A piece of paper with a circle drawn on it *Construction paper cutouts of a leaf, a branch with a leaf, a tree, and a cloud (or something that represents flying) *Mini marshmallows (a few per student) *Gummy worms (a few per student) *Tootsie Roll Midgies (a few per student) *A butterfly-ish shaped cracker (one per student) Instructions: *Hand out the paper with the cycle on it to each student *Hand out all of the candies and cutouts (I would put them in sandwhich bags the day before to make things go quicker.) *Tell the students to match each candy with the cutout it goes to, then put it on the stage of the life cycle it represents *Go around and check everyone's work as they say they're done *When they get them all right, they can eat the candy Comments: *If you can't find butterfly shaped crackers, and snack shaped remotely like a butterfly will work. If your class is small enough, or if you feel nice enough, you can get cupcakes decorated with some kind of butterfly.

Citation: Pinterest, revised by Brittany Woods

BIOL1030 Concepts of Biology Individual Project Name: Suzannah Mason Section: GLE 0207.4.1 Compare the life cycles of various organisms.

Topic: Exploring the life cycles of a frog and a butterfly.

Standard: GLE 0207.4.1 Heredity Grade level: 2nd Date presented: Activity Title: The butterfly cycle, My Froggy Friend.

Citation of My Froggy friend: Pinterest

Citation of butterfly life cycle: Pinterest

Activity Description: Butterfly cycle: We will be going over the life cycle of a butterfly, in which you will pass out paper plates, markers, and candies to represent the different stages of the life cycle.

Candy Supplies: The small marshmallows are the eggs, the gummi worm is the caterpillar, the tootsie roll represents the caterpillar being all wrapped in a pupa

(chrysalis), and then the pretzel is your butterfly.

Instruct the students to draw a line down the paper plate and across the plate so that the plate is divided into four sections. In the first section you will write eggs, then in the next caterpillar, then in the bottom right pupa, then butterfly. Writing may be difficult for some students so you could always have the paper plates already complete, then allow them to put their candies where they go. As you move through the activity talk about how the marshmallows are the eggs and maybe show pictures of actual butterfly eggs, talk about how the gummi worm is similar to what a caterpillar looks like, and so on, while the children place their candies in the different sections. Afterwards they can eat their project!

Activity Description: My Froggy Friend: In this activity we will be making a frog, and then putting a poem that describes the life cycle on its tongue. This is a fun activity for the students and they will then have the poem to read to remember the life cycle. First if you do not have green paper plates you will paint or color the top of your plates green. Then proceed; you will take your your sheets of paper with the printed out legs, arms, eyes, and let the students color their frogs body parts, then they will cut them out and glue them to their paper plates. Glue two arms on top and two legs on bottom. Then glue the eyes on the top plate facing frontwards. On the red slips of paper you can have your students write the poem if you were in an older grade or you could still have your 2nd graders write this to help with the language arts skills and practice writing. if not have the poem pre printed on small white slips of paper and have the students glue the white slip onto the red slip this is your frogs tongue. So the

students will then glue their frogs tongue on the inside of the plate. The froggy friend is finished! The teacher will now discuss the frog life cycle and go over the poem with the kids! They will have their frog to pull out and read his poem now to help remember the life cycle of a frog.

Supplies: Paper plates (I found green ones at Wal-Mart) but if you can’t the kids can paint or color their plates green.

Red strips of paper for the tongue.

If pre-printing the poem you will need slips of paper with the poem on it. (Attached at the end is a copy of the poem.)

Sheets of paper with the printed out legs, arms, eyes.

Glue Scissors Crayons, markers, paint depending on which way you are doing the project.

How activity meets science standard: Doing the projects looks at two different life cycles of two different animals.

Fai Poor

Good

Very Good

r

Presentation style

Content (clarity)

Content (applicability)

Grade appropriate

Preparations

Hands-on/visual aids

Handouts/write up

User friendly

Overall grade

Write-up contains: name, title, GLE, GLE description, citation Comments:

Excellent

Copy of poem: “My Froggy Friend�

I have a little froggy friend, He started as an egg.

He grew into a tadpole, with a tail but with no legs.

His legs appeared, he lost his tail.

He learned to croak and hop, Now it seems he will never stop!

By: Kaitlyn Martin, Megan Fugate and Kennedy Morgan GLE 0307.4.1 GLE Description: Identify the different life stages through which plants and animals pass.

Activity Description: Life Cycle of a Butterfly-each student will get a worksheet, bag of pasta, and a glue stick.

Then we will discuss the stages it will go through and decide what comes first and glue the right pieces of pasta where they go. Continue this process until the entire life cycle is finished.

Plant Cycle- Choose six volunteers to come to the board and place the pieces in the correct spot in which they come in order to learn how each part plays and important role in making the flower.

Materials: Butterfly Worksheet Pasta Glue sticks Plant Poster board chart Velcro sticky dots 6 corresponding pieces of the cycle (bean, cloud, dirt, water, sun, and flower) Citation: Butterfly: “The Hildebrands: Our Butterfly Popped!” The Hildebrands: Our Butterfly Popped!

Web. 9 Nov. 2015.

Plant: “Parts of a Plant and Plant Life Cycle.” Mrs. Kilburns Kiddos. 23 Apr. 2010. Web. 9 Nov. 2015.

Hollie Lamb Bethany Spoone

Easter Egg Punnett Squares GLE: 0507.4.1: Describe how genetic information is passed from parents to offspring during reproduction.

Danny and Annie have decided they want to have children. They are imagining what their children might look like. Danny has brown eyes and Annie has green eyes. Danny has a genotype for brown eyes Bb and Annie has the genotype for green eyes bb. (brown M&M’s) Danny does not have freckles, but Annie has plenty. Danny’s genotype for freckles is rr, and Annie’s is Rr. (Red M&M’s) ** The big M&M’s stand for the capital letter, and the little M&M’s stand for the lower case letter** After you open your egg, distinguish your genotype and phenotype.

Eye Color Genotype: __________ Phenotype: ____________

Freckles/No Freckles Genotype: __________ Phenotype: ____________

What’s the percent chance that the child will have brown eyes? ___ What’s the chance that the child will have green eyes? ___

What’s the chance that the child will have freckles? ___ What’s the chance

that the child will not have freckles? ___

Brittany Harvey & Kasey Vaughn 11-06-15 Bio 1030-001

Can you help me find my Mommy?

GLE Number:  0007.4.2 Description:  Observe that offspring resemble their parents Materials Needed:  Manila Folders  Laminated printouts of animals and their babies  Velcro sticky dots  Envelopes  Are you my mother? book Instructions:  Make columns on the folders with one being the parent column and one being the offspring column and place the pictures in an envelope for each folder the night before the activity  Read the book Are you my Mother? by Dr. Suess before the activity is started  Put the class into groups of four and pass out a folder to each group  Then take the envelopes and pass those to the groups  Explain that they will have to place the parents on one side and then once it is complete, place the parent’s offspring directly across from them  Tell the class that each person gets cards and each must take part in the activity  Then proceed to tell them that the first group to get done successfully receives a prize and then in the end everyone gets a piece of candy for completing the activity  Go over each picture with your class and let them point out the resemblances they have that make it easy to tell that that offspring belongs to that parent Citation:

 Brittany Harvey and Kasey Vaughn

FROSTY’S GENETICS Directions: You and your partner will each flip your own coin to come up with your genotype letters. ***Heads- dominant (capital letter); Tailsrecessive (lowercase letter). *** You and your partner will then put your genotype letters together to form a phenotype. The two letters can have

three possible outcomes: homozygous dominant, heterozygous, or homozygous recessive.

Trait Height (H/h) Number of Snowballs (F/f) Partner 1 Scarf (S/s) Earmuffs (M/m) Eyes (E/e) Number of Buttons (B/b) Arms (A/a) Mouth (U/u) Nose (N/n) Hat (T/t)

Genotype

Phenotype Partner 2

FROSTY’S “COOL” LOOK Tall Snowballs

Short

Three Snowballs

Two

Blue earmuffs

Scarf

Orange earmuffs

No Scarf

Black eyes

Four buttons Two buttons

Happy Hat

No Hat

Three branches

Sad

Purple eyes

Two branches

Nose

No Nose

Key for Phenotypes Tall Short Three snowballs Two snowballs Scarf No scarf Blue earmuffs Orange earmuffs Black eyes Purple eyes Four buttons Two buttons Three branches Two branches Happy mouth Sad mouth Carrot nose No nose Hat No hat

HH/Hh hh FF/Ff ff SS/Ss ss MM/Mm mm EE/Ee ee BB/Bb bb AA/Aa aa UU/Uu uu NN/Nn nn TT/Tt tt

Activity write-up Name: Megan Fugate Title: Frosty’s Genetics GLE: 0207.4.2 GLE description: Realize that parents pass along physical characteristics to their offspring.

Materials: Data sheet, coins, crayons, a phenotype sheet and key Activity: Students will determine genotype and phenotype by flipping the coin with a partner. After the two find each item they will create their own “Frosty the Snowman”.

Citation: Pinterest & teacherspayteachers.com

Life as a Narf GLE 0507.4.2- Recognize that some characteristics are inherited while others result from interactions with the environment.

With this lesson, the students will be given cards both with inherited traits and learned behaviors. They will create their own creature and have to decide whether or not their creature was breed to survive in said situations or if their learned behavior can possibly save them.

Material: cards with multiple inherited traits and learned behaviors.

Background information: You are all a member of a species known as Killus narfus, commonly known as the Narfs. Narfs are very intelligent creatures with many amazing abilities. They are about 3 feet tall. They come in a variety of colors, but the two most common varieties are blue and green. They live in rainforest environments. Remarkably, they have the ability to learn skills very much like humans do. It is not uncommon to see them painting or playing basketball. Narfs are typically gentle creatures, but are sometimes fierce when challenged by a predator. Narfs are slow creatures, and they do not migrate unless forced out by unforeseen circumstances. They typically stay in the lower branches of trees. Narfs are omnivorous and will eat nearly anything. They have teeth very similar to human teeth. They prefer fruits from the trees, but can also eat small animals.

Small animals are sometimes difficult for them to eat if their teeth are not extremely sharp.

Rules of the game: You will draw four inherited traits. These are traits that are part of your DNA and cannot be changed. Once they are drawn, there is nothing you can do about it. For each round, you may also draw one learned behavior. Perhaps this newly acquired skill will allow for survival, perhaps not. A situation will be read to you. Based on the situation, you will have to determine whether you will survive or not.

Traits: Inherited traits Learned behavior Situation 1: Situation 2: Situation 3: Situation 4: Situation 1: Would your inherited traits help you survive? (yes or no)

Would your learned behavior help you survive? (yes or no)

Why?

Why?

Is it likely that you would survive this situation?______________________________________ Situation 2: Would your inherited traits help you survive? (yes or no)

Would your learned behavior help you survive? (yes or no)

Why?

Why?

Is it likely that you would survive this situation?______________________________________ Situation 3: Would your inherited traits help you survive? (yes or no)

Would your learned behavior help you survive? (yes or no)

Why?

Why?

Is it likely that you would survive this situation?______________________________________ Situation 4: Would your inherited traits help you survive? (yes or no)

Would your learned behavior help you survive? (yes or no)

Why?

Why?

Is it likely that you would survive this situation?______________________________________ SITUATIONS (Teacher reads): Situation 1: All is well in the lush green rainforest. All Narfs are enjoying a nice climate and abundant food sources. All of a sudden, disaster strikes! A giant Narf eating monster attacks! The monster is scientifically knows as Killus Narfus and commonly known as the sharp tooth. The sharp tooth is far superior to other animals physically. It is extremely fast and very strong. It can jump high enough to reach the lower branches of trees in a single leap. The sharp tooth, as its name suggests, has very large sharp teeth for its carnivorous eating habits. The teeth look similar to that of a lion. The sharp tooth does, however, have poor eyesight. It can see mostly differences in color, but cannot make out shapes very well. It has an average sense of smell, but impeccable hearing. The sharp tooth does have one major weakness, music. Any music will put the sharp tooth immediately to sleep for long periods of time.

Situation 2: Unfortunately, things are not going well for the entire Narf species. Human poachers have been killing Narfs for their incredibly soft fur. Many people enjoy Narf fur coats, or even Narf skin rugs. The green Narfs have been particularly targeted. The green Narfs have much softer fur. The poachers typically hunt with bow and arrow because guns will draw attention to their illegal poaching practices. Some Narfs have extremely thick skin, which is difficult to penetrate with an arrow.

Situation 3: Deforestation practices have been destroying the trees where Narfs live and the fruits that they commonly eat. Some Narfs are able to change food sources, but most Narfs are not fast enough to catch live animals nor do they have sharp enough teeth. Some Narfs have learned to garden and grow food which has allowed for the survival of some, but not the ones that do not know how to grow food.

Situation 4: Many trees in the area where the Narfs live have been destroyed. This has caused heavy flooding due to high levels of rainfall. Before, the rainfall would have been regulated by the dense trees and vegetation. This has caused pools of water to form in the area where the Narfs live. Some of these pools can be quite deep, 6 feet or more. There are some food sources available at the bottom of these pools, so Narfs that can dive or swim can easily get this food.

Inherited traits (cut out)

Blue Fur

Green Fur

Extremely sharp teeth

Human-like teeth

Sharp claws

No claws

Thick skin

Thin skin

Blue eyes

Brown eyes

Able to digest meat

Unable to digest meat

Long legs

Short legs

Short arms (3 feet or less)

Webbed toes

Large lung capacity (can hold their breath for more than 1 minute)

Small lung capacity (can only hold their breath for less than 1 minute)

Learned Behaviors

Long arms (more than 3-5

Not webbed toes

Playing Piano

Gardening

Swimming

Playing the ukulele

Archery

Painting

Sewing

Fencing (sword fighting)

Long distance running

Weight lifting

Playing basketball

Singing

Campfire Cooking

Woodworking

Parkour

Drawing

Ride a unicycle

Juggling

Ballet Dancing

Good at Math

Fast reader

Playing guitar

Knitting

Nun chuck skills

Comments: This could easily be related to math by gathering the information after each situation and putting them into graphs like listed below.

Class Data Chart How many students survived? List as a fraction

What percent of the class is this?

First Situation Second Situation Third Situation Fourth Situation

Graph Create a bar graph that shows what percent of students survived each of the four situations.

Round 1

Round 2

Round 3

Round 4

Conclusion Questions: 1. Were you able to change any of your inherited traits at all in the game? why not?

Why or

2. Were there certain traits that seemed to help you survive better then others?

3. Were there certain situations that seemed easier for the class to have survived then others? If so why do you think so?

4. Was it beneficial for you to be able to draw a new learned behavior for each situation?

5. What is the main difference between a learned behavior and inherited traits?

Standard 5- Biodiversity and Change

Kimberly Slayton Cassandra Norvell Jennifer Bowling Habitat Bingo Standard 5 Grade 2 GLE 0207.5.1: Investigate the relationship between an animal’s characteristics and the features of the environment where it lives.

Materials Needed: Bingo Cards Habitat Tokens – for students Habitat Tokens – to draw from Answer Key Background Information Activity Description: While students play a game of bingo they can learn about the different habitats/biomes and the animals and plants associated with them.

Citation: www.starteaching.com/HabitatBingoLesson2.pdf Bingo cards modified by Kimberly Slayton

HABITAT BINGO SYNOPSIS Students will learn about different habitats (or biomes) and some of the animals that are adapted to live there. Participation in the “Habitat Bingo” game will reinforce the content learned.

OBJECTIVES Students will be able to: • state the characteristics of five different habitats/biomes • identify the habitat/biome in which ten different animals live VOCABULARY/CONCEPTS • biome • rainforest • temperate deciduous forest

• grassland • tundra • wetland • taiga • temperate evergreen forest MATERIALS (all included in this document) • bingo cards (5 different ones) • answer key (last page) • habitat tokens - for students • background information • habitat tokens - to draw from PROCEDURE 1. Depending on the students’ academic level, introduce the concept of habitat/ biome (see background information on following pages.)

2. Have the students engage in hands-on activities, language arts lessons, library research, etc., so they can learn about the different habitats/biomes and the animals and plants associated with them.

CHECK FOR UNDERSTANDING - BINGO GAME 1. Hand out one bingo card and several of each ecosystem tokens to each student.

2. One at a time, “draw” out a habitat token and hold it up for the students.

3. The students are to take the matching habitat token, find an animal on their bingo card that could live in that habitat, and place their small token on it.

4. The first student that gets 5 across “wins.” The student should verbally share the five matches.

Habitats in Various Biomes/Characteristics Variations: Regions around the world are divided into different biomes (major communities of organisms that have a characteristic appearance and that are distributed over a wide land area defined largely by regional variations in climate). The variations in climate are mainly due to the amount of available moisture and the temperature. You can predict which biome will be supported in a particular area based on the amount of precipitation and the mean annual temperature.

Productivity/Life Forms

The productivity of an ecosystem is strongly influenced by the amount of precipitation and the mean annual temperature.

Biomes Grasslands • Halfway between the equator and the poles • Once covered much of the interior of North America, and were widespread in Eurasia and South America • Many of these areas have been converted into agricultural land • In North America, huge herds of bison and pronghorns once lived on the prairies.

Deserts • Dry places where less than 25 centimeters (10 inches) of rain falls in a year • Very little vegetation • Survival depends on water conservation (adaptations that allow for this) • Most desert vertebrates live in deep and cool burrows • Many animals are active only at night • Some animals, like camels, can drink a lot of water when it is available, and then survive long, dry periods • In general, in the interior of continents (including the Sahara in Africa, the Gobi in Asia, and the Great Sandy Desert in Australia) Rainforests • Receive 140 to 450 centimeters (55 to 177 inches) of rain a year • Richest ecosystems on earth • Contain at least half of the earth’s species of terrestrial plants and animals (more than 2 million species) • In South America, Africa, and Southeast Asia Forests Temperate Deciduous Forests • Warm summers and cool winters • Plentiful rains • Deer, bears, beavers, and raccoons live in temperate regions • Eurasia, northeastern United States, eastern Canada Temperate Evergreen Forests • Cold winters and a seasonal dry period • The pine forests of the western United States, the California oak woodlands, and Autralian eucalyptus forests are typical evergreen forests • Many of these forests are endangered by overlogging (especially in the western U.S.) Taiga • Winters are long and cold; most of the limited precipitation falls in the summer

• Northern forests of coniferous trees • Extends across vast areas of Asia and North America • One of the largest ecosystems on earth • Few people live there (growing season is short) • Many large mammals live here (elk, moose, deer, wolves, bears) • Fur trapping and logging have been extensive in this region • Marshes, lakes, and ponds are common • Most of the trees occur in dense stands of one or a few species Tundra • Far north • Few trees grow The grassland (called tundra) is open and windswept • Covers one-fifth of the earth’s land surface • Very little rain or snow falls • Large mammals live here (musk-oxen, caribou, wolves, foxes) Habitats Not Considered “Biomes” Mountains/Mt. St. Helens/Dwarf plant varieties • Above a certain elevation, trees no longer grow • Plant growth is sometimes stunted resulting in “dwarf” varieties that are much shorter than the normal plants • Resources (food, water, shelter, space) are limited and the plants compete for them.

Oceans/Coral reefs/Marine life • Salt water • Animals are adapted to salt water habitat • 40% of the world’s photosynthetic productivity is estimated to occur in the oceans Wetlands • Areas of land that have permanent standing water • Very important as habitat for migrating birds • Water source for animals Estuaries • Wetlands where fresh water and salt water mix • Plants must be adapted to tolerating salt • Some plants “sweat” out the salt (salt grass), others shun it to certain parts which then fall off (pickleweed) Freshwater ponds • Have three zones where organisms occur (distributed according to the depth of the water and its distance from shore) • Found where there is permanent standing water • The water table is just at or just above the surface • Saturated soil • Water-loving, non-woody, short, plants

• Animals rely on ponds and lakes as water sources

Habitat Bingo Answers (although there are always exceptions!)

Animal Ecosystem/Habitat Alligator Lake/wetland Armadillo Savanna/grassland Bat Mountain forest Beaver River Butterfly Any but desert

Cactus Desert Camel Desert Chimpanzee Tropical rainforest Coyote Desert Crab Ocean Deer Mnt. forest, savanna/grassland, desert Dolphin Ocean Duck River, lake/wetland, ocean Eagle Lake/wetland Elephant Savanna/grassland Frog River, lake/wetland Giraffe Savanna/grassland Gorilla Tropical rainforest Hippopotamus Lake/wetland, river Hummingbird Savanna/grassland, river, mountain forest Kangaroo Savanna/grassland Killer whale Ocean Leopard Savanna/grassland, mountain forest Lion Savanna/grassland Monkey Tropical rainforest Moose Tundra Owl Mountain forest Parrot Tropical rainforest Pelican Ocean, lake/wetland Polar bear Ice caps Rabbit Any but rainforest Rhinoceros Savanna/grassland Sea horse Ocean Sea star Ocean Seal Ice caps, ocean Snake Any Spider Any Squirrel Mountain forest Tiger Savanna/grassland, mountain forest Toucan Tropical rainforest Turtle Ocean, lake/wetland, river Vulture Savanna/grassland Zebra Savanna/grassland

The Fossilization Game GLE 0107.5.2: -

Recognize that some organisms which formerly lived are no longer found on earth.

Topic: -

Extinction/ fossilization

Materials: -

Fossilization cards

Instructions: 1. Choose environment. The game begins with the class or smaller group choosing an environment in which there is a depositional setting such as a lake, pond, stream, river in a forest, or sea floor.

2. Choose roles. Roles that the participants choose for themselves are possible animal or plant inhabitants of the chosen setting.

3. Begin play. When play begins, the children act out their roles, with each one given a turn to make vocalizations or gestures. *They can also interact with each other as they would in their natural environment.

4. "Freeze" and decide the fate of the characters. The students draw cards which tell their fate.

5. Discuss what happened to the organisms and some reasons as to why they might not have survived. Would they have had a better chance at survival if they had different adaptations?

Comments: -

Better if played outdoors

-

Mention no rough-housing if they want to interact with each other.

Source: -

Brent H. Breithaupt

-

http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html#FIG3

Thriving, Threatened, Endangered, or Extinct Name: Amanda Drinnon and Lauren Martin Topic: Thriving, Threatened, Endangered, or Extinct G.L.E.: 0307.5.2 GLE Description: Classify organisms as thriving, threatened, endangered, or extinct Grade Level: 3rd Date Presented: Monday, September 28, 2015 Materials: Tri-fold board, paint, pictures of animals, Velcro, envelope, PowerPoint Procedure: Begin by teaching the topic of thriving, threatened, endangered, or extinct animals to the students with the use of the PowerPoint. After the students have a good understanding of the topic tell them about the activity that goes along with it. Open the tri-fold board and then ask for a volunteer. When a student is chosen let them pick one animal out of the envelope and instruct them to Velcro the animal to its correct habitat.

Continue choosing volunteers until there are no more animals left.

Time: Approximately 15 minutes Citation: Amanda and Lauren kphllps.weebly.com/uploads/1/6/8/4/‌/instructional_powerpoint_ppsx

Nature Walk Notes Stan walked us around and we saw many different trees. Throughout the walk, he gave us many facts about each tree. There are many different types of tree. Some are hard wood and some are soft, some have compound leaf structures and some have simple. He gave us about 18 leaves to go into our leaf collections.

ZooMobile Write-ups Small GroupLoiuse was the name of the girl who came from the Knoville Zoo and spoke to us and the kids of West Elementary about different animals and she is in charge of the educational staff at the zoo First, she gave one rule- NO NOISE (it disturbs the animals) She talked about the 5 senses and there was lots of participation. She asked why animals needed better sense than people and the answer was for survival. She then asked what were the four things animals need to survive- food, water, shelter, and air.

The biofacts came next. Biofacts are basically just props (Pictures, skulls, skins, etc.).

The first was a picture of an owl and she talked about how big the eyes were and that they were nocturnal animals. She then showed an owl skull and said that they can’t move their eyes, and they can move their heads all the ways around because there are 12-14 bones in their heads.

She then showed us Bucky the 7 year old barn owl. They eat mice and can see them one football field away and can hear them two football fields away. They can live to be 14 years old. They have soft feathers that make them like a sneaky ninja. They also have frontal eyes, which are predator eyes.

The camel picture showed prey eyes which are eyes that are on the side of the head.

Hugo came next and he was a German rabbit. They have great hearing (funnel sound).

Bears have the best smell though.

Biff was an everglade rat snake. He was a no venomous, constrictor. To have venom, it must be injected into the bloodstream. They have no ears so they feel vibrations to

hear. They also have a camouflaged skin.

Large GroupAgain we had Loiuse and she gave the same instructions for no noise.

She first talked about adaptations and why they were important.

The first biofact shown was a zebra skin. They use a mechanism called confusion camouflage, so when they are in groups it looks like a big cluster and they cant be individually found. They are also dark with light hair and the dark skin is like a sunscreen.

She showed Hugo again and explained that he was domesticated because he was endangered in the wild.

She showed another biofact- the Andean condor feather. She explained that these birds glide, they’re bald, eat dead stuff. have acidic poop to clean their feet and throw up on their predators.

Bucky was shown again and she said that he was hidden ears, doesn’t hoot, he’s a ghost owl, and he poops before his flight to lighten the load.

She showed a turtle shell biofact. She said sea turtles have smooth and flat shell and land turtles are round and boxy. The shell is their spine and ribs and they couldn’t live without it.

She also showed an African rock python skin. She said they can’t sweat and they are constrictors with no teeth and they swallow their prey whole.

Maya was the last animal she showed. She was a South American Redtail Boa; she eats two rates a month and she is 17 years old.

Zoo Scavenger Hunt Monday-Friday 9:30 a.m.- 4:30 p.m. Saturday and Sunday 9:30 a.m.-6:30 p.m.

Take I-40 west toward Knoxville. Take exit 329A and merge onto Rutledge Pike/ TN-1/ US-11W. Turn right on Knoxville Zoo Drive. Follow the signs to Knoxville Zoo. Parking is $5, but for zoo members it is free. $19.95 No, we could see it Saturday or Sunday at 11:00 a.m. and 2:00 p.m. (weather permitting) (865) 637-5331 Printed or attached 2 weeks prior to your visit. $6.00-students $15.00-teachers Different options the Zoo’s provide instead of actual field trips. Virtual field trips and Borrow a Zoobox.

It is an educational overnight adventure. You spend the night at the zoo from 6:00 p.m. until 9:30 a.m. the next morning. You spend the night, get a night of tours, meet some animals up close and personal and see what the animals do during the night Amphibians. Biodiversity, coral reefs, and many more $710 Scales, Feathers, and Furs and Animal Homes and Habitats It is the Species Survival Program which takes in certain animals to help animals live in healthy environments which help them to thrive.

Zoo Write-Up When we arrived at the zoo, we went to the education building in a room upstairs.

Steve told us that a zoo is just like a 52 acre classroom. What the students learn there can be used and related to for the rest of the school year. However, he also told us that field trips are becoming much harder to do because of liability reasons.

To be apart of the learning programs, reservations must be made beforehand. In these programs, trained animals are brought out for an up close viewing. There also may be biofacts brought out and use in the learning programs.

There are other programs such as the zoo mobile in which the zoo will bring a few animals and biofacts to your school for an assembly. Another program is Bedtime with the Beasts, in which students/groups go to the zoo and get their own behind the scenes tour and then stay the night at the zoo.

He then brought out some biofacts and taught us about them. He spoke briefly of the European Wild Hog. He said that they have a good sense of smell and it is because of the small bones in their nose.

He laid other biofacts on each table, and on our table was the Red Panda. He said they are the red color because they use it for camouflage. The feather he showed changes color with the movement or angle it is in.

He then told a story of the Great Smoky Mountains and the food chain it contains. He labeled each table a different part, and they were required to perform different tasks based on their part (sun, grass, rabbit-herbivore, wolves-carnivore, and mushroom-fungi). He said that something important to keep in mind is that animals engage kids.

He then brought out the monkey-tailed skink. He said that they stay in trees, have tails like a monkey, have razor-sharp teeth with big jaws, and they eat plants and fruits.

We then went outside and first he made us put one hand on wood and the other on metal and tell which was colder. The metal was more cold because it is a conductor and the wood was an insulator. We had to then walk around the zoo and we went to an area and got some dirt and put in our boxes and found different things inside of them. On our way out, we went and saw the red wolves and he told us many different facts about them.