Concepts of Biology Portfolio by Brenda Sanchez

Concepts of Biology Portfolio

Brenda Sanchez Spring 2017 WSCC

Name: Brenda Sanchez Portfolio Table of Contents Journal entries Opinion of teaching science (x2) Natureography (x2) Scienceography (x2) Animal Adaptation Prediction

Observations/ Library Research 5 Minute Observations Observing Nature (picture/paragraph detailing plant life in winter and spring) Who is Science? Science Today Samples from the Field

Activities/Labs Grab Bag Measurements Microscopes Egg Osmosis Lab Cell Division Flipbook Build a Cell Photosynthesis Relay

DNA Magnets Protein Toobers Balloon Translation A Generation of Traits Mitosis and Meiosis Foldable Pipecleaner Babies Zork Inheritance *Zork BONUS *Harry Potter BONUS *Baby Boom BONUS Beans and Corn Lab (Examining How Characteristics Are Inherited) Toothpick Fish Gummy Bear Genetics Colors of Nature Helping Hands Owl and Mouse Natural Selection Pasta Blubber Bags Sweet Treats Build Your Own Dichotomous Key The Great Bug Race Nocturnal Animals/Are You My Pup? Venom!

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 - ______________________________ ______________________________ 0107.1.1: Parts of a Plant (Dana Pierce) 1.2 - ______________________________ ______________________________ Standard 2- Interdependence 2.1 - ______________________________ ______________________________ 0107.2.1: Living and Nonliving Relay (Bethany Sutton and Linda Coelho) 0207.2.1: Animal Habitats (Madison Steckley) 0307.2.1: Got Worms? (Mikayla Huskey) 0407.2.1: (Shelby Duke) 0607.2.1: Consumers, Producers, and Decomposers (Haley Phistry)

2.2 - ______________________________ ______________________________ 0007.2.2: “Salt and Sugar: The Five Senses” (Sarah Turner) 0207.2.2: Where Do These Animals Live? (Hannah Watson) 0307.2.2: Find My Habitat (Shelby Duke, Cierra Hatcher, Brenda Sanchez, Haley Phistry) 0507.2.2: Relationships Puzzle (Linda Coelho) 2.3- ______________________________ ______________________________ 0207.2.3: Food Chains (Madison Humphrey, Erica Snyder, Lindsey Hall) 0507.2.3: “Was This Disaster Caused By Humans or Nah?” and Survival Kit (Cassidy Norred) 0607.2.3: Bubble Fun!!! (Austin McGhee) 2.4 - ______________________________ ______________________________ 0607.2.4: Biomes Relay (Brianna Byars)

Standard 3 - Flow of Matter and Energy 3.1 - ______________________________ ______________________________ 0507.3.1: Photosynthesis and M&M’s (Kellie Thornton) 3.2 - ______________________________ ______________________________ Standard 4 - Heredity

4.1 - ______________________________ ______________________________ 0007.4.1: Guess Who I Will Become (Holly Ownby, Sarah Turner, Carlee Laws) 0107.4.1: Life Cycle of a Frog (Cassidy Norred and Michelle Wenke) 0207.4.1: Life Cycle of a Frog (Shelby Stinnett) 0307.4.1: The Different Life Stages of Plants a Animals (Courtney Shepard) 4.2 - ______________________________ ______________________________ 0007.4.2: Are You My Family? (Austin Hutchinson, Mikayla Huskey) 0107.4.2: Minion Genetics (Kellie Thornton) 0207.4.2: My Heredity (Toshia Parton) 0307.4.2: Easter Egg Punnett Square (Dana Pierce, Toshia Parton, Courtney Shepard, Austin McGhee) 0407.4.2: Complete and Incomplete Metamorphosis Foldable (Brianna Byars, Katie Gregory) 0707.4.4/0707.4.6: Cupcake Genetics (Reganne Morris)

Standard 5 - Biodiversity and Change 5.1 - ______________________________ ______________________________ 0007.5.1: Distinguish the Differences (Bethany Sutton) 0107.5.1: Where Is My Home? (Carlee Laws) 0207.5.1: Adaptations Match-Up (Austin Hutchinson)

0307.5.1: Camouflage Candies (Kellie Thornton and Cara Harp) 0407.5.1: Physical and Behavioral Adaptations (Erica Snyder) 5.2 - ______________________________ ______________________________ 0107.5.2: Dinosaur Bones (Lindsey Hall) 0307.5.2: Bird Beaks (Madison Humphrey) 0507.5.2: Animal Adaptation Worksheet (Brenda Sanchez) 0807.5.2: Jelly Bean Key (Kaitlin Gregory) 0807.5.5: Donâ&#x20AC;&#x2122;t Forget the Producers (Holly Ownby) Field Trips/Integrated Assignments Zoo Write-up ZooMobile Write-up Cell Project Leaf Collection Link Grade Sheets (Cell, Individual Project, Group Project, Book Poster, Poster Project, Leaf Collection, etc)

Journal Entries

• Opinion of Teaching Science • Natureography (x2) • Sciencography (x2) • Animal Adaptation Prediction

Opinion of Teaching Science If I were to teach science or any other topic that they assigned to me last minute, I would freak out! It would be a little exciting but overwhelming. I guess the first thing I would do is immediately start planning for the class. Get all my lesson plans in order and prepare myself for the new school year.

Natureography (x2) Think about a time you did something out in nature. In 2-3 paragraphs describe this event. 1.

I went hiking with my best friend about two summers ago. It was really hot outside. The

trail was really steep and I was completely out of shape. I had to use one of the broken branches I found to walk up the mountain. I also had to keep sitting down on the rocks to catch my breath and drink some water. Once I was able to make it halfway up, the creeks and trees surrounding me made it a lot cooler than what it had been lower on the mountain. It was really green everywhere and when I reached the top we had to climb rocks to get to the view. It was definitely worth the trouble because the view was breathtaking. I felt like I was on top of the world. The hike down was easy as well. I enjoyed the time I spent in nature. 2.

When I was about twelve years old I lived on English mountain with my parents. We had

the creek in our back yard that floods when there is an overwhelming amount of rain. It was a really hot summer but there was a lot of rain. One day the creek got super flooded and it looked like a water rapid. My family and I decided it would be a great idea to get in and cool off. The water was ice cold but the current was so strong that we had to hold hands with my oldest brother to keep from being taken by the current. All 6 of us kids were holding on to each other laughing like crazy while the water splashed our faces. It felt like an icy breeze on a cold winter day on our skins. Overall it was a perfect day with my family out in nature.

Sciencography (x2) Scienceography Think about a time you had to use technology / science / medical related. 1.

I once thought I had a stomach flu so I used my laptop to diagnose myself. I was throwing

up and had diarrhea. My stomach was in a lot of pain. I wasnâ&#x20AC;&#x2122;t really sure what was wrong with me or how to fix my health. I then turned to the internet to look up the stomach flu symptoms. I compared my health to the results and I looked up how to cure myself. It turned out that I to drink a lot of fluids, as well as eat light foods. I could only eat rice, applesauce, and bananas. As time went on I got better thanks to technology. 2.

There are several forms of using technology to do science related things. One way that I

use technology for science every day is by looking up the weather. I can decide what to wear on a day by what the weather is like. The weather is constantly changing and sometimes by the hour. It can go from being sunny to having thunderstorms in one day. The weather app that I use tells me what the weather will be for the day. It states the overall weather and then it tells what it will be hourly. Most of the time it is sunny but I can be cloudy as well. I can always be prepared with an umbrella in case it will rain that day. The app states what the probability of rain is by hour. Therefore, this app allows me to deal with science every day.

Animal Adaptation Prediction Journal Entry #6 Now that we have talked about animals and their adaptations make a prediction! It is the year 2050, the climate has changed, the population of humans has increased, etc. Pick a currently existing animal and tell about the adaptations that make it thrive in this new world we live in! The climate has become extremely hot. The Frog has managed to survive the climate change. It is able to suck in cold water in a layer of its skin. This layer keeps the water ice cold and it circulates to keep the frog from drying up in the extreme heat. This applies to all kinds of frogs. They now survive over heating.

Observations / Library Research

• Observing Nature (picture/paragraph detailing life in winter and spring) • Who is Science? • Science Today • Samples from the Field

Observing Nature Plant Observation

In the winter time the oak tree has no leaves. The tree is dry and snow sticks to the branches. In the Spring, the tree has started living again. The leaves grow back green. In the Summer there may not be much rain so the tree starts to loose color. Finally, in the Fall the leaves change color and slowly start to fall as the season changes to winter.

Who is Science? Who is Science? Liquid shampoo was created in 1927 by a German inventor named Hans Schwarzkopf. He sold it in Europe. Other forms of shampoo were created before then. Liquid shampoo is my personal favorite. It actually involves water and having to was it out correctly. Shampoo is very important to me because I like to be clean. Hair is usually the first thing people notice. Therefore, it is important to let people know that you take care of yourself. Hair reflects what kind of person one is. When people see nasty looking hair they automatically assume that the person is gross or has not showered. If the hair looks clean and vibrant, it is safe to assume that the person is clean and has recently washed his or her hair. It gives a better impression to have clean hair. Using the right shampoo is important for good hair care.

Science Today

Samples From the Field powtoon

Activities / Lab Grab Bag Measurements Microscopes Egg Osmosis Lab Cell Division Flipbook Build a Cell Photosynthesis Relay DNA Magnets Protein Toobers Balloon Translation A Generation of Traits Mitosis and Meiosis Foldable Pipecleaner Babies Zork Inheritance *Zork BONUS *Harry Potter BONUS *Baby Boom BONUS Beans and Corn Lab (Examining How Characteristics Are Inherited) Toothpick Fish

Gummy Bear Genetics Colors of Nature Helping Hands Owl and Mouse Natural Selection Pasta Blubber Bags Sweet Treats Build Your Own Dichotomous Key The Great Bug Race Nocturnal Animals/Are You My Pup? Venom!

Grab Bag Topic: Curiosity or 5 senses Materials: Brown paper bags, miscellaneous items Instructions: Put the items in the brown paper bags and shut the bag with tape. Hand out to kids have them guess what the item is. Comments: Very interactive

Measurements Exercise 1 USING MEASUREMENTS IN THE BIOLOGY LAB WORKSHEET 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

Work

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

Determine the density of the block provided.

Work

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

Assignment 4 - Measuring Liquid Volume Activities 1.

I used a _____________________

Weight of __________________ prior to adding water _______g

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 = 1g = 1cm3 H2O

H2O

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

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. 2. 2.

Work

78 F = _______ C, 9 C = ________ F 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.

Microscopes Lab 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.

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 4x

scanning power

10x

low power

40x

high power

5. Mechanical stage movement 6.

typically 4x, 10x, 40x magnifying lens in the general biology lab

Iris diaphragm

support slide while viewing and allowing easy slide

lever located underneath stage regulating light intensity to slide

Condenser

located above diaphragm to concentrate light to slide

Arm

supports body tube, used to carry microscope

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 Table 2.1 Ocular Lens

Objective Lens

Total Magnification

10x

_________x

10x

_________x

10x

40x

_________x

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

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.

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

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

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

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.

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?

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

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

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

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 ________ The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Assignment 6 - Preparing a Wet Mount 1.

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.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

7. Draw your specimen in the space provided below.

4X View

10X

40X

Assignment 7 - Finishing up and Storing the Microscope 1.

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.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Egg Osmosis Lab 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

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

Materials • • • • • • • • •

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

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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 Weight (g)

Appearance

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Day One Day Two Day Three Day Four

Questions 1. 2. 3. 4. 5. 6.

What material was passing through the selectively permeable membrane? Was this an example of passive transport or active transport? What was the hypotonic solution used? What was the hypertonic solution used? Did the egg swell in the hypotonic or hypertonic solution? Did the egg shrivel is the hypotonic or hypertonic solution?

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Cell Division Flipbook

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Build A Cell

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Photosynthesis Relay https://elearn.ws.edu/d2l/le/6829737/discussions/pos ts/41107316/ViewAttachment?fileId=54346701 https://elearn.ws.edu/d2l/le/6829737/discussions/p osts/41107316/ViewAttachment?fileId=54346702

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

DNA Magnets

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Protein Toobers With 17 tacks and 4 foot Toober, you can explore the forces that drive protein folding. The color-coded tacks represent the sidechains of the following amino acids:

Blue Tacks Red Tacks

(3) (3)

Basic amino acids (+ charge) Acidic amino acids (- charge

Green Tacks

(2)

Clear Tack

(1)

Cysteine amino acid (bind with each other Proline amino acid (causes sharp bend in chain

Instructions :

. Distribute the 17 tacks randomly but evenly along the Toober

2 0

Fold your protein.

Stably folded proteins simultaneously satisfy several basic laws of chemistry includinq: I n Hydrophobic sidechains (yellow tacks) will be buried on the inside of the globular protein, where they are hidden from polar water molecules. 26 Charged sidechains (blue and red tacks) will be on the surface of proteins where they often neutralize each other and form salt bridges. 3, Polar sidechains (white tacks) will be on the surface of the protein where they can hydrogen bond with water.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Cysteine sidechains (green tacks) often interact with each other to form covalent disulfide bonds that stabilize protein structure.

Proline sidechains (clear tacks) cause a sharp kink in the protein. Toober Folding Exercise

Name: 1

2 3 4

Begin by placing the tacks at equal distances along the toober (order doesn't matter): Place one tack at each end of the toober, then one in the middle. Halfway between each tack, place another tack. You should now have 5 tacks placed on the toober. Once again, place another tack halfway between each pair of tacks. You should now have 9 tacks on the toober. Finally, distribute the remaining 8 tacks halfway between each pair of tacks. You have modeled the primary structure of a protein. The tacks represent the protein subunits, which are called Compare the sequence of your protein with that of your classmates. Even though you all started with the same number and color of tacks, are your sequences the same? Next, you need to fold your protein into a three-dimensional structure. To do this, you must follow the rules of protein folding: a. Yellow tacks represent hydrophobic side chains; these will avoid the water in the cell. Will these be on the inside or the outside of the protein?

b. The white tacks are polar side chains, which like to interact with water. Will these

5 6 7

be on the inside or on the surface of the protein? c. Blue and red tacks represent positively and negatively charged side chains These will interact with each other (opposite charges attract). d. The green tacks represent cysteine residues, which CAN but don't always form disulfide bonds. Can you fold the protein to follow all of the rules above and still form a disulfide bond (two green tacks interacting)? e. The clear tack represents a praline, which causes a sharp bend in the protein. f. Finally, your goal is to have a nice, compact globular protein. After folding your protein, compare it with your classmates. Are any of the proteins folded identically? What ultimately determines HOW the protein is folded? If your protein were an enzyme, identify a spot that could be the active site (a pocket in the surface is a likely spot). Sketch your protein and the mark the active site: If you change the pH of the solution the protein is in, it will affect the charge on the positive and negative side chains (blue and red tacks), so that they will no longer interact. Model a change in pH in your toober. braw the changed shape of the protein below:

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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

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

10.

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

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Balloon Translation

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

A Generation of Traits https://elearn.ws.edu/d2l/le/6829737/discussions/p osts/41277783/ViewAttachment?fileId=54576970

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Mitosis and Meiosis Foldable

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Pipecleaner Babies

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Zork Inheritance

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 â&#x20AC;&#x153;createâ&#x20AC;? baby zorks given genotypes that they determine by selecting paper chromosomes. The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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)

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

One set of strips represent the chromosomes from the mother (female) zork. The other set represents chromosomes from the father (male) zork. Each STRIP represents a CHROMOSOME. Each strip has a letter, – either uppercase or lowercase. The uppercase letters represent a DOMINANT form of the trait and the lowercase letters represent the RECESSIVE form. Each PAIR of letters codes for a TRAIT (or, scientifically, an ALLELE). A DOMINANT trait will be present if the UPPERCASE letter is present. A RECESSIVE trait occurs only when BOTH lowercase letters are chosen. The traits are sorted so that they are matched into same sized pairs and same letters of the alphabet. You should have 10 pairs of same size strips (chromosomes whose letters code for traits) for both the male and female. Students will need to have their ZORK GENETICS assignment for the table of alleles (traits).

Experiment Tell the students to take the longest pair of one color of chromosomes (male) and the longest pair of the other color of chromosomes (female) and place them FACE DOWN on their desks so that they cannot see the letter. (Since the strips I added are not colored on both sides, have one student select males, and another females.) WITHOUT TURNING THE CHROMOSOMES OVER, pick one chromosome of the longest size from one color, and pick one chromosome of the longest size of the other color. Put these in the middle as one new pair. •

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

•

Continue doing this, taking one from each pair from longest to shortest. You and your partner should end up with ten new traits; each pair is one color chromosome and one of the other color chromosomes (strip). Turn over the chromosomes that remain on your table. These represent a new "baby" zork! On the DATASHEET, record the letter found on the first color of chromosomes in the Male Gene column. Record the letter found on the second color of chromosomes in the Female Gene column. Be sure you copy the letters exactly, uppercase or lower-case. THIS IS IMPORTANT! After filling out the DATA SHEET, return all chromosomes to their proper bags. Determine the GENOTYPE by combining the 2 letters. o Determine if the trait is dominant or recessive. Record the PHENOTYPE for each characteristic, using the KEY and TABLE from the ZORK GENETICS assignment. Record this on the Zork Worksheet.

•

• • •

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â&#x20AC;˘ â&#x20AC;˘

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.

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Zork Worksheet Data Sheet Male Gene (1st color)

Trait

Genotype

Female Gene (2nd color)

Phenotype

Tall/Short (T/t’s) Hair (G/g’s) Eyes (E/e’s) Fangs (F/f’s)

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Horns (H/h’s) Lips (L/l’s) Wings (W/w’s) Legs (N/n’s) Skin (R/r’s) (D/d’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?

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Chromosome Strips For Father

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Chromosome Strips For Mother

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Beans and Corn Lab EXAMINING HOW CHARACTERISTICS ARE INHERITED

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

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

Briefly review in your textbook some of the terms pertinent to this exercise:

Gene:

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

Gene pair:

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

Alleles:

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

Dominant allele:

expressed trait, can mask expression of other allele.

Recessive allele:

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

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Gene Symbols:

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

Homozygous:

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

Heterozygous:

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

Genotype:

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

Phenotype:

expressed or observable form of a trait.

Expected ratio:

prediction of occurrence of inherited trait in offspring.

Complete dominance:

one allele completely inhibits the expression of the other.

Incomplete or co-

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

dominance: Sex-linked:

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

Monohybrid Cross:

cross between two individuals differing in a single trait.

Dihybrid cross:

cross between two individuals differing in two traits.

F1 generation:

first generation offspring.

F2 generation:

second generation offspring.

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Assignment 1 - Understanding Probability

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

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

Probability of Single Events

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

First pick out 50 beans, one at a time, and then pick out 100 beans, one at a time, record the results. Be sure to replace the bean each time. Determine the small number ratio by dividing both numbers by the smallest. One of the numbers in the ratio should be 1. Example: if you counted 6 white and 4 brown your ratio would be 1.5:1.

Table 1 No. of Beans

White Beans

Brown Beans

Ratio

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10 Beans 50 Beans 100 Beans

What is the expected ratio of brown to white beans?

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

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

Probability of Joint Independent Events

The probability of independent events happening together can be obtained by multiplying the probability of each independent event. For example, the probability of drawing 2 brown beans from the beaker the same time would be ½ x ½ = ¼: 2 white beans, ½ x ½ = ¼; a white and a brown, ½ x ½ x 2 = ½. Draw out 40 beans 2 at a time and record the combinations on table 2. Calculate the ratio for each combination by dividing by the smallest of the three numbers. The expected ratio is 1 Brown Brown: 2 Brown White: 1 White White. Remember to return the beans to the beaker after each draw. Repeat the exercise drawing 80 beans 2 at a time.

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Table 2 No. of Beans

Brown-Brown ¼

Brown-White ½

White-White ¼

Ratio

40 Beans 80 Beans

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

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

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

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

Since probability of gene B occurring in a gamete is ½ and the same is true for b, the probability of any combination of the genes occurring together as an off-spring is the product of the individual probabilities: BB = ½ x ½ = ¼; bb = ½ x ½ = ¼; Bb = ½ x ½ x 2 = ½ (note that Bb can occur twice as many times in the table). The sum rule can be used in the probability of two Bb's since occurrence of one Bb is mutually exclusive of the occurrence of the other Bb. P = ¼ + ¼ = 2/4 or ½. The product rule, used in the case of BB, bb and each Bb, states that the probability of the occurrence of independent events is the product of their separate probabilities.

Assignment 2 - Examining Results of a Monhybrid Cross You will be given an ear of corn taken from a plant that came up from a seed whose parents were heterozygous for the recessive gene for yellow endosperm (p). The dominant allele is purple (P). Pick two adjacent rows and count the number of purple and yellow seeds. Record the results. Next count the purple and yellow seeds in the adjacent eight rows and record the totals for all ten rows in the table below. To figure the expected number of yellow seeds add the number of purple and yellow seeds you counted and divide by 4. The expected number of purple can be figured by multiplying the expected number of yellow by 3. The ratio of purple to yellow is determined by dividing the number of obtained purple by the number of obtained yellow.

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Obtained number In Two Rows:

Expected Number:

Purple ____________

Yellow ___________

Ratio _____:_____

Purple ____________

Yellow ___________

Ratio ____3:1____

Purple ____________

Yellow ___________

Ratio _____:_____

Purple ____________

Yellow ___________

Ratio ____3:1____

Obtained Number In Ten Rows:

Expected Number

Note: See Genetics of Corn on Biology Lab CD! Excelï&#x192;¢ is required to utilize the link to monohybrid calculations. Close Excel to return to the Genetics of Corn.

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

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

Purple

Purple Wrinkled

Yellow Smooth

Yellow Wrinkled

Total Number

___________

__________:

___________

Smooth Obtained Number

Expected Number

Obtained Ratio

Expected Ratio :

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

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

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Assignment 4 - Inheritance of Human Characteristics

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

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

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

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

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

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

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

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

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

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

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

Record your phenotypes and genotypes in Table 6.1. Table 6.1 Human Traits

Possible Phenotypes

Possible Genotypes

Yours truly, Phenotype

Your Possible

Partner's Genotype

Genotype

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Pigmented Iris PIGMENTATION

BB or Bb

blue and grey

Ear lobes PENDULOUS

PP or Pp

attached

Skin pigments FRECKLES

FF or Ff

no freckles

Hairline WIDOW'S PEAK

WW or Ww

Continuous ww Little Finger BENT

LL or Ll

straight

Tongue Roller TUBE

TT or Tt

no tube

Taste Paper TASTER

TT or Tt

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non-taster

Hair Form CURLY

wavy

HH'

straight

H'H'

Dimples DIMPLES PRESENT

DD or Dd

no Dimples

Interlocking Fingers LEFT THUMB OVER RIGHT

right thumb over left

LL or Ll ll

*Dominant = capital, Recessive - lower case

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

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

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Toothpick Fish

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

Provided by: The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics and The Genetics Education Partnership http://genetics-educationpartnership.mbt.washington.edu Education Outreach Department of Molecular Biotechnology University of Washington April, 2001

Contents ¥ Student Instructions and Worksheet (including Tables A & B) ¥ Teacher s Notes ¥ Overhead Masters 1. Fish Life Cycle 2. Toothpick Fish Introductory Tables (A & B) 3. Table C. Fish surviving the pollution disaster: pooled data

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An earlier version of this document can be downloaded as part of The Genetics Education Guide at: http://genetics-education-partnership.mbt.washington.edu/Download/file.html Fish Life Cycle

Toothpick Fish Student Instructions and Worksheet

Two copies of every gene in every cell

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

One copy of every gene from male

Sperm

from female Egg and sperm fuse

Eggs One copy of every gene

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

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

• dominant to all other color genes

The red gene (R) is...

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

The yellow gene (Y) is...

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

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* Combining red and yellow genes results in a fish with orange skin color. REMEMBER: EACH TOOTHPICK REPRESENTS A GENE, NOT A FISH. Directions: 1. Count your toothpicks to make sure you have 8 of each color for a total of 24 toothpicks. 2. Figure out which gene combinations give rise to which fish colors and fill in the answers onthe table on the next page.

Fish Color

Gene combinations

Green

e.g. GG, . . .

Red Yellow Orange Based on the answers you gave in the table above, answer the questions below. (You may use Punnett Squares if you wish.) a. Can two red fish mate and have green offspring? Why or why not? b. Can two orange fish mate and have red offspring? Why or why not? c. Can two green fish mate and have orange offspring? Why or why not? 3. Make a first generation of fish. To do this, pull out genes (toothpicks) in pairs without looking and set them aside carefully so that they stay in pairs. This simulates the way offspring are formed by sperm from the male fish combining randomly with eggs from the female fish. Once you have drawn your twelve pairs, record the results in Table A. An example fish in the first generation is given in Table A in the shaded boxes (do not include this fish in your calculations). 4. Count the numbers of each color of fish offspring and record the numbers in Table B whereit says first generation. The stream where the fish live is very green and lush with lots of vegetation and algae covering the streambed and banks. The green fish are very well camouflaged from predators in this environment and the red and orange fish fairly well also. However, none of the yellow fish survive or reproduce because predators can easily spot them in the green algae environment. If you have any yellow fish (fish in which both toothpicks are yellow), set those toothpicks aside.

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5. Put all the genes you have left back in the gene pool (remember, you have set aside any yellow fish). Draw a second generation of fish, again without looking. Record your gene pairs in Table A. Total up the fish of each color and record the numbers in the second generation row in Table B. Set aside yellow fish and return surviving fish to the cup. 6. The well-camouflaged fish live longer and have more offspring, so their numbers areincreasing. Draw toothpicks to make a third generation of fish. Record your data in Table A and then write in the total numbers of each color in the third generation row of Table B. Now return survivors to the gene pool (be sure to set aside any genes from yellow offspring). STOP HERE. DO NOT PROCEED TO STEP 7. DISCUSS THE FOLLOWING THREE QUESTIONS WITH YOUR PARTNER AND WAIT FOR FURTHER INSTRUCTIONS. a. Have all the yellow genes disappeared? b. Has the population size changed? In what way? Would you expect this to occur in thewild? c. How does the population in the third generation compare to the population in the earliergenerations? 7. Draw more pairs of genes to make a fourth generation of fish. Record the data in Tables A and B. Do not remove yellow fish. STOP! An environmental disaster occurs. Factory waste harmful to algae is dumped into the stream, killing much of the algae very rapidly. The remaining rocks and sand are good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and can’t survive or reproduce. 8. Because green fish don’t survive, set them aside. Now record the surviving offspring (all but the green) in the last row of Table B (fourth generation survivors row). Contribute your final data on the class tally on the overhead projector. Your instructor will total the data for the entire class. After examining the data for the entire class, discuss the following questions with your partner. a. Has the population changed compared to earlier generations? How? b. Have any genes disappeared entirely? c. Yellow genes are recessive to green; green genes are dominant to both red and yellow. Which color of genes disappeared faster when the environment was hostile to them? Why?

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

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

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

Toothpick Fish

Teacher s Notes

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

Student Background This activity is designed for middle school students. Students should have been exposed to basic genetic concepts before beginning this activity. They will need to know, for example, that genes occur in pairs and that offspring inherit one copy of each gene from each parent and that which copy of each parent’s gene is inherited is random. Students will also need a clear understanding of dominant and recessive genes, and need sufficient knowledge of how to use Punnett Squares or another method to predict offspring genotypes based on parental genotypes. The activity also provides an example of codominant or incomplete dominant inheritance and could serve as students’ first exposure to this form of inheritance. Students do not need previous exposure to molecular genetics concepts, such as the structure of DNA or the genetic code. One or Two Day Activity? Whether your students can complete the activity in one or two days depends on their preparation in genetics before beginning the activity. If many students are on shaky ground predicting offspring genotypes, we advise taking two days and integrating a review of basic genetics with the activity.

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

Procedure Hand out the student instructions and worksheet entitled "Toothpick Fish.” Briefly review the reproductive cycle of the fish as shown on the first page of the instructions. An overhead master with a larger version of the life cycle picture is included in this packet. Hand out the gene pool containers (cups or plastic petri dishes with covers) and colored toothpicks (pre-count 8 of each of the green, red, and yellow, for a total in each container of 24). Each toothpick's color represents the information carried by that gene, that is, either green, red, or yellow skin. Drawing two toothpicks at random from the dish represents fusion of an egg and a sperm to form a new fish, with two copies of the skin color gene. Remind students that each toothpick represents a gene and not a fish. Go over the rules of fish skin color inheritance with the class (e.g. “the green gene is represented by the letter G and is dominant to all other color genes”). The rules of inheritance are listed in the table on the first page of the student handout. Have students work in pairs and fill out the table in question 2 and then answer questions 2a-2c on their worksheet. An overhead master that contains the rules of inheritance table and the question 2 table is included in this packet. To fill out the table, students should lay out before them on their desks the gene pairs that produce a green fish (GG, GR, GY), a red fish (RR), an orange fish (RY), and a yellow fish (YY). When they have the population's dominant/recessive gene pattern in hand, have them work through the instructions that follow. In #3 and #4 of the instructions, students draw pairs of toothpicks and tally the resulting fish genotypes and colors in Tables A and B. You can compile the class results on an overhead transparency (not provided) or the blackboard and ask a few questions about them: • Why are there so many green fish? • Why are there so few red, orange, and yellow fish? In instruction #4, the environment comes into play. Yellow fish are poorly camouflaged and get eaten before they can spawn. Read from #4 out loud to the class “If you have any yellow fish— fish in which both toothpicks are yellow—, set those toothpicks aside.” Emphasize that it is important to eliminate the yellow fish before continuing to draw future generations. Have students move on to instructions #5 and #6 and draw two more generations of fish for a total of three generations. The genotypes and colors of fish offspring are tallied and recorded in Tables A and B. Students should not continue onto #7. After students have drawn three generations, discarding all resulting yellow fish, you can again tally the class results. The yellow gene is clearly not increasing the yellow fish's chance of surviving. Consider these questions: The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

• Have all the yellow genes disappeared? How long do you think it would take before they did? No, there are still some yellow genes present. It would be some time before the yellow genes all disappeared, because they are so often masked by other, dominant genes. • Has the population size changed? In what way? Would you expect this to occur in the wild?Yes, the population size of the student gene pools has probably gotten slightly smaller. Whenever students remove a yellow fish, the gene pool shrinks by 2 genes. No, we would not expect this to occur in the wild because there are a vast excess of eggs laid and fish juveniles hatched compared to how many survive to adulthood no matter what their color. This, then, is an aspect of the simulation that does not reflect real life. • How does the population in the third generation compare to the population in the earliergenerations? It will probably have fewer yellow genes. An increase in green genes may or may not be apparent after only a few generations. If the fish species in this activity were one that spawned more than once per lifetime, then the green fish, surviving longer than the others, would spawn more often, adding more genes to the pool. However, in this simulation, we have not allowed green fish to contribute more genes to the pool. Have students consider the limitations of the simulation and suggest ways to modify it to account for this complexity. One imperfect solution would be to have students add additional genes from green fish to the gene pool after each generation. In some fish species, such as the Pacific Salmon, fish spawn only once per lifetime, so the toothpick fish activity mimics more closely the life cycle of this species. Have students move on to #7 and draw a fourth generation of fish and record their data in Tables A and B. But this time, they do not remove the yellow fish because.... “An environmental disaster occurs. Factory waste harmful to algae is dumped into the stream, killing much of the algae very rapidly. The remaining rocks and sand are good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and can’t survive or reproduce.” Instruction #8 tells students to set aside their green fish and record the remaining fish in Table B on the Fourth Generation Survivors line. Use the provided overhead, “Table C. Fish surviving the pollution disaster: pooled data,” to tally up the data from all the student pairs. Have students examine the data from the entire class and consider questions 8a-8c. • Has the population changed compared to earlier generations? How? Yes. It is now significantly smaller and some genes have disappeared entirely. • Have any genes disappeared entirely? Yes. The green genes have completely disappeared. • Yellow genes are recessive to green; green genes are dominant to both red and yellow. Which color of genes disappeared faster when the environment was hostile to them? Why? The green genes all disappeared immediately when they were selected against by the sandy colored stream bed conditions. This is in contrast to the slow decline in yellow genes that was observed under conditions when the stream bed was green and yellow fish were The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

selected against. Green genes disappeared immediately because they are dominant and always expressed. Any fish having a green gene is green in color. The yellow genes declined slowly because they are recessive and masked by the presence of a gene of another color (green or red). The take home message is that dominant genes can be eliminated quickly from a population by a new selective pressure. Recessive genes decline slowly because they are hidden or masked.

Extra Questions (not on student sheets) • Real populations change much more slowly than these toothpick fish. Why? Changes in the environment are usually much more gradual than in the fish simulation, for example, the coming of an Ice Age or the encroachment of trees into an open field. Also, real populations are usually large, containing hundreds or thousands of individuals. In a large population of toothpick fish, it is unlikely that the green individuals would so quickly outnumber the others, or that all green fish would be eliminated in one generation. However, occasionally there is a rapid change in the environment (often caused by humans) that can have a dramatic effect, especially in small populations, as in the pollution-induced disappearance of green algae and vegetation in the fish activity. Students generally understand the fish simulation well enough to answer some "What If" questions, extending the concepts from the activity. • What if each of you had started with only one green gene among your fish? How would the population have been different? • What if the orange fish had been best camouflaged, so that a few green fish were eaten each generation? Let students propose their own what if questions too. Students are often eager to test some of their answers. If time allows, the Toothpick Fish problems can be done again with new conditions. • If brown eyes are dominant, why don't we all have brown eyes? Perhaps brown eyes are not an advantage for survival. Or, there may be few browneye genes in the human gene pool, compared to the number of blue-eye genes. (In fact, eye color inheritance is not as simple as this. Eye color is a polygenic trait, a trait that involves multiple pairs of genes, rather than one pair. However, for purposes of this discussion, it is a relevant example). • How does the variety in a gene pool impact adaptability?Imagine Two Populations: Population A Population B Has a gene pool that contains several Has a gene pool that contains one different color genes, giving rise to a kind of gene that determines color, multi-colored population (e.g. the giving rise to a single-colored toothpick fish population). population. In this example, population A has a variable gene pool, and population B has a homogeneous gene pool. Each of these situations has advantages and disadvantages. In a stable environment, a homogeneous population can maintain its numbers from generation to generation, with few members lost, since all its members are equally well The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

adapted to the environment. This type of population is, however, vulnerable in the event of rapid environmental changes. In a variable population, only a few members of each generation are highly adapted to any given environment. But should the environment change, it's likely that a few other members of the variable population will have the characteristics that aid survival in the new conditions.

Discussion Questions (on student sheets) Three discussion questions relating the toothpick fish activity to real world scenarios, such as fish hatchery practices, are included on the student sheets. You may find these questions may be very challenging for the middle school level. We routinely use them when we do this activity in our professional development sessions for teachers. You may or may not want to tackle them with your class. • Hatchery fish populations often have less genetic biodiversity than wild fish populations.How might lowered biodiversity affect a fish population’s ability to adapt to environmental disasters such as the pollution disaster described in this simulation? The fish population would have a poor capability for adapting to new conditions. Consider the surviving toothpick fish population after the pollution killed the stream vegetation. The population has very low genetic diversity (no green genes and reduced red genes). What will happen to the population if the green stream vegetation grows back? The many yellow fish in the population will be easy marks for their predators and will be unable to adapt to the new stream color due to the lack of green genes in the gene pool. After learning these concepts thoroughly, students often believe that a hatchery would “know better” than to create fish populations with low genetic diversity. However, this is not the case. Hatchery fish populations routinely have extremely low genetic diversity despite scientific knowledge that this is detrimental to a population’s fitness. There is a long history of the fishery industry and the scientific community not accepting each other’s “wisdom.” • If the fish from a particular stream have become genetically adapted to their home streamover many generations, what might happen if their fertilized eggs are used to “restock” a different stream that has become depleted of fish? (Restocking one stream with eggs from another is a common hatchery practice.) The fish would be poorly adapted to the new stream. Consider this possible situation: fish that had to jump up steep waterfalls to get to their spawning grounds might have become, overmany generations, very, very large and powerful. Smaller, weaker fish would never make it up the falls and so would not get to spawn or would have to spawn in less favorable areas. So, over time, the fish population had become very large because genes controlling large size had been selected for. Now imagine that the eggs of these fish are transplanted into a new environment--a narrow and shallow stream with narrow rocky crevasses through which fish much leap as they move to their spawning grounds. Many of these fish would get stuck or beached as they try to reach the spawning grounds and the fishery restocking would be a disaster, with few eggs being laid and even fewer reaching maturity. • Can you think of any examples from the real world where lowered genetic diversity isimpacting a species’ ability to survive? The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

There are many examples. Here are two. Students may be familiar with others. Florida Panther. Breeding stock from a related panther/cougar species from Texas has been used to shore up the Florida Panther population, victim of a narrow gene pool among other catastrophes (severely decreased habitat due to increasing development in Florida). Cheetah. Cheetahs are reportedly having a difficult time surviving due to their limited genetic diversity. There is some controversy about this explanation, however. Another view is that the cheetah is so highly adapted, with its unique body structure designed for ultra high speeds (remember, the cheetah is the fasted animal on earth), that much diversity has been selected out of the population.In this view, cheetahs are declining not due to low genetic diversity but because of their increased hunting by humans, loss of habitat, etc.

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Fish Life Cycle

Two copies of every gene in every cell

One copy of every gene from male

Sperm

from female

Egg and sperm fuse

Eggs One copy of every gene

Overhead Master The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Toothpick Fish

Table A

Table A. Gene Pairs and Resulting Fish Colors in Generations 1 â&#x20AC;&#x201C; 4 First Gene/Second Gene

Resulting Fish Color

- - - GENERATION- - Offspring 1st example

G/R

2nd

3rd

4th

1st

2nd

3rd

4th

green

1 2 3 4 5 6 7 8 9 10 11 12

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Toothpick Fish

Overhead

Table C. Fish surviving the pollution disaster: pooled data Fish Color

Green

Red (RR)

Orange (RY)

Yellow (YY)

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Totals Fill in table on overhead, one line of data per group. Total results in bottom line.

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Gummy Bear Genetics

Gummy Bear The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Brightly colored candy is an appealing tool for teaching genetics

Geneti cs lessons

OR YEARS WE SOUGHT A SIMPLE BUT bears in numbered paper bags, making

sure to include meaningful way to teach the complex principles predetermined numbers of different colored bears to of genetics and were inspired by others who represent Mendelian and non-Mendelian ratios. Examples designed laboratory exercises based on candy of the numbers we use are shown in Figure 1. It is or simulated organisms (Bonsangue and Pagni, important to remember to vary the numbers of bears 1996; Burns, 1996). Our goal was to design a lab that was slightly from ideal ratios to be somewhat realistic. For quick to prepare, motivating, and interesting; we wanted example, we use 31:9 or 29:11 (instead of 30:10) to to promote both content mastery and critical thinking simulate a 3:1 ratio. As always, we remind students that through discovery. With these ideas in mind, we devel- they cannot eat or drink anything in the lab.

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oped an investigative laboratory exercise using gummy Students can work individually or in small groups bears. depending on class size. Each student or group selects a numbered paper bag, and we tell them that the bears in THE BEA R FA C TS

each bag are the result of a different cross-breeding Because gummy bears are available in a variety of differ- experiment (part of our captivebreeding program). Stuent colors, they are excellent for simulating cross breed- dents begin by sorting bears based on phenotypes that ing. We prepare for this laboratory by placing gummy can be easily observed and quantified. Each student or group then completes a worksheet (see ‘‘Bear Breeding’’ WILLIAMP.BAKER ANDCYNTHIAL.THOMAS

on page 26) listing their bears’ cross numbers, the phenotypic characteristic they quantified, the alternate N O

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1998

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BEA R BREEDIN G Purposes: 1. To discover and study basic principles of genetics. 2. To propose and test hypotheses to explain Mendelian and non-Mendelian genetic patterns. 3. To graph data in a way that organizes the results. Materials needed: O ne bag of gummy bears (per group) Graph paper Chi-squared table (optional) Colored pencils Procedure: 1. Working with a lab partner, obtain a bag of gummy bears, and record the total number of bears here: ____________. These bears represent the F1 generation of a cross-breeding experiment. 2.

Empty the contents of the bag onto the table and sort the gummy bears into groups based on phenotypic differences that can be easily observed and quantified.

What is the phenotypic characteristic you used to sort the bears? Why?

Count the number of individual bears for each of the alternate forms of this characteristic and fill in the table below. Cross number

Characteristic

Alternate forms

Number

Ratio

Write your data on the chalkboard. Compare your results with the results of the other teams in the class.

Which type of inheritance in exhibited by your sample of bears?

Select gene symbols to represent the alleles for the characteristic you studied. a.Based on the evidence, what are the probable genotypes for each phenotype you observed? b.What were the probable genotypes of the original parental cross? c. What were the phenotypes of these parent individuals?

Now with the gene symbols chosen, show a Punnett square that will test your hypothesis (i.e. show the predicted outcome of the parental cross that led to the gummy bears in your bag). a.You have already obtained a ratio based on your data. How closely do the data approximate the ratio predicted by your Punnett square?

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b.Is your hypothesis confirmed by the evidence? If not, repeat steps 6â&#x20AC;&#x201C;8. You must show all work to receive full credit. 9.

Based on the evidence, determine the probable modes of inheritance for each bear phenotype observed in class. Select gene symbols to represent the alleles for each phenotype. Gene symbols chosen to represent the alleles for each phenotype must be consistent. Be able to identify each mode of inheritance.

10.

Plot your data on a frequency graph. Title the graph and label both axes. Be prepared to present your graph during a class discussion.

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THE

IEN

C E

TEAC

HER

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FIGURE 1. Sample student data for seven genetic crosses. Cross number

Phenotypic frequency

Ratio

Genotypes

Mode of inheritance

Parental cross

25 red

100%

RR or Rr

Mendelian

RR x RR or RR x Rr

24 colorless

100%

Mendelian

rr x rr

37 red/12 colorless

3:1

RR/rr

Mendelian

Rr x Rr

26 yellow

100%

Co-dominance

YY x YY

30 orange

100%

Co-dominance

RR x YY

11 red/

1:2:1

RR/RY/YY

Co-dominance

RY x RY

Gr/rr

Lethal allele

Gr x Gr

20 orange/ 9 yellow 7

20 green/10 colorless

2:1

forms of the characteristic they observed, and the num- chi-squared method of judging whether data is consistent ber and ratio of each alternative form. with a given genetic hypothesis. After filling out their worksheets, students write To assess student understanding, we discuss the their data on the chalkboard and the class selects sym- experimental results using open-ended questions that bols to represent the alleles for each phenotype. Stu- allow application of key concepts. For example, if the dents then work in groups again and use the available data does not support a hypothesis, students must offer evidence to describe the probable genotype for each an explanation for the results. Next, students apply what phenotype observed. Next, they describe the probable they have learned to predict how coat color is inherited genotypes and phenotypes of the original parental cross in common animals. Students also use a reference book that led to the various types of bears and use the gene or the Internet to learn about human characteristics and symbols they selected to show a Punnett square that their inheritance. confirms their hypothesis. We encourage students to Students generally enjoy exploring the basic prininteract so that learning results from discovery and ciples of Mendelian and non-Mendelian inheritance in collaboration. this colorful way. One student noted on a questionnaire Once we have covered genotypes and phenotypes, following the lab that “mixing the colors to figure the the class determines the probable modes of inheritance offspring” made it “very easy to see and understand the for each bear phenotype. Each student completes a chart process.” This lab is not a replacement for actual crosses listing phenotypes, genotypes, modes of inheritance, of organisms such as fungi, Drosophila, or Brassica and parental genotypes for each phenotype. Students (often performed in advanced genetics courses), but it must obtain clues from each other’s results to solve some does provide an effective alternative when the time of the crosses, so the gene symbols chosen to represent and labor involved in crossing live organisms is prothe alleles for each phenotype must be consistent. hibitive. ✧ Student data for seven sample genetic crosses are listed in Figure 1. For classes with more students, crosses Willia m P. Ba ke r ( e -m a il: b a ke r@d ist.m a ric o p a .e d u ) may be duplicated using slightly different numbers to is a n in stru c to r a t th e Ph o e n ix Urb a n Sy ste m ic In irepresent the variation that occurs in actual experi- tia tiv e , 2411 We st 14th Stre e t, Te m p e , AZ 85281; a n d ments. To further illustrate Mendelian versus non-Men- Cy n th ia L. Th o m a s is a life sc ie n c e stu d e n t a t Me

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sa delian inheritance,

students use colored pencils to plot Co m m u n ity Co lle g e , 1 8 3 3 We st So u th e r n Av e n u e , data on a frequency graph. Students evaluate each otherâ&#x20AC;&#x2122;s Me sa , AZ 85202. work and resolve inconsistencies through interaction and class discussion.

REFERENCES

BEY O N D THE BA S IC S Bonsangue, M. V., and D. L. Pagni. 1996. A teacherâ&#x20AC;&#x2122;s journal: Detailed explanations of the concepts of Mendelian and Gummy bears in the White House. Te a chin g Childre n Ma thnonMendelian inheritance can be found in a variety of e m a tics 2(6):379-381. textbooks (Weaver and Hedrick, 1992). During this laboBurns, R. 1996. A candy game for teaching genetics. The Am eriratory,

it is especially important to point out to students ca n Bio lo g y Te a che r 58(3):164-165. that there are differences between ideal ratios and the real ratios obtained from an actual cross-breeding experi- Weaver, P., and R. Hedrick. 1992. Ge n e tics. Dubuque, Iowa: ment. This exercise can be adapted to demonstrate the Wm. C. Brown Publishers.

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N O

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1998

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Colors of Nature Colors of Nature Write Up • Title: Colors of Nature • Topic: Learning colors • Materials: Anything from outdoors with various colors, egg cartons, and paint • Instructions: Each student gets half an egg carton. They must go outside and find 6 different things of different colors. Paint each circle in the egg carton the color of the item that will be going in it. • Comments: The more colorful the better.

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Helping Hands Activity Write Up Title: Helping Hands Topic: Mutualism Materials: Something to represent the food source(stuffed animals), blind fold(bandana), poker chips, Three-legged bands Instruction: Partner up students, choose which is a No SeeUm or Ferocious Feeler. The No SeeUms must wear a blind fold(bandanas). The Ferocious Feeler must put their hands behind their head and pick up the animal using their elbows. Use the poker chips as their home. Two rounds, the first round you are alone and in the second round you use your partner. Comments: Every time you use the bandana you have to take them home and watch them after each use.

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Owl and Mouse Activity Write Up Title: Owl and Mouse Topic: Energy/ Food Chains Materials: Blind folds, squishy pool balls, little pieces of paper Instruction: One person in the class is the Owl, The owl stands in the middle of the classroom and the mice will surround it. The squishy pool ball is used by the owl for the swoosh of the animal. The little pieces of paper are used as mouse food and are spread out around the owl. The mice have to sneak up and grab the pieces of paper and if the owl hears them it throws the balls at them. Comments: Better to do if itâ&#x20AC;&#x2122;s nice outside. More room is better.

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Natural Selection Pasta Write- Up Title: Natural Selection Pasta • Topic: Natural Selection or Camouflage for younger grades • Materials: Multicolor pasta • Instructions: Count out the same number of noodles for each color before class. Go outside and throw the noodles in the grass. There are 2 rounds: in the 1st round- take everyone outside and throw the noodles in the grass and have each person run out and get one noodle. After everyone gets a noodle find out how much of each color you have. In the 2nd round have each student run out and find as many noodles as they can in 30 seconds. Then go inside and tally how much of each color each student got. • Comments: This activity is good to tie in with math as well. Also use something that is biodegradable.

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Blubber Bags Write-Up • Title: Blubber Bag • Topic: Insulation • Materials: Bucket of ice, four one gallon zip lock bags, Crisco, Lard or butter. • Instructions: Take two of the bags and turn one inside out. In the bag that is not inside out, put the Crisco with lard/butter. Take the inside out bag and put it inside the other bag and seal the bags together (can use duct tape for extra seal). Then take the other two bags and turn one bag inside out and put it inside the other. Both of these bags should be empty. Sit both sets of bags in a bucket of ice water and have the students put one hand in each bag and feel of it under the ice water until hand is cold. • Comments: Make sure to tell them it is not a tough guy competition.

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Sweet Treats

Write-Up • Title: Sweet Treats • Topic: Dichotomous Keys • Materials: sandwich bags, multiple types of candy, dichotomous key worksheet • Instructions: Pick each piece of candy out individually and key it out. • Comments: Note all food allergies

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Build Your Own Dichotomous Key Write-Up • Title: Build Your Own Dichotomous Key • Topic: Dichotomous Keys • Materials: Ziploc bags, several different plastic animals (reptile or insect), • Instructions: Split into groups and each group gets a Ziploc bag of 10 different animals or insects, the group will create their own dichotomous key and key out each animal or insect. • Comments:

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The Great Bug Race Write Up • Title: The Great Bug Race • Topic: Millipedes vs centipedes • Materials: Just the students • Instructions: Split the class in half one half is the millipedes and the other half are centipedes. Millipedes have two pairs of legs per segment so you have two students stand back to back and cross their arms together and then they hold the hand of the person behind them. With the centipedes you have the students stand in a straight line and put their hands on the shoulders of the person in front of them. Then they race to the front of the room. • Comments: Millipedes always lose. They are herbivores so it makes them slower.

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Nocturnal Animals / Are You My Pup Write Up • Title: Are you my pup? • Topic: Nocturnal animals • Materials: A container that you cannot see through (m&m bottle), Miscellaneous little items. Or anything that can make noise. • Instructions: Each student gets an m&m bottle. Inside are things that make noise when you shake it. Each person had a pair in the classroom that makes the same noise when you shake it. Students must get up and walk around to find their partner. Once they find their partner they check in with you to see if it is correct. • Comments: The long version is if the weather is nice take the class out and blind-fold each student. Then the students will start shaking or making noise with whatever they have and they try to find their partner. Also make sure if its something they put in their mouth to not reuse. Keep a key with you that say who is pairs.

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Venom! Write Up • Title: Venom! • Topic: Spiders • Materials: straws, bathroom (3 oz cups), sugar cubes, floppy hat, wiggly eyes, Velcro, string • Instructions: Each student gets a little cup with a sugar cube in it and they try to suck the sugar cub. Then pour something like Gatorade to break down the sugar cube to symbolize the venom breaking down the food. While the venom is in the cup distract them by building a spider. Have six students volunteer to build a spider, 4 of them will be the body the 4 split into two pairs. The pairs stand back to back and cross arms. One person is the head and they were the floppy hat with the wiggly eyes. Then the last person is the spider butt. • Comments: you can have the students guess what the liquid(venom) is after it liquefies the sugar cube. If it is high in sugar it wont break down the sugar cube.

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Senses Lab SENSORY PERCEPTION

The objective of the following assignments is to increase your awareness of the senses that you daily use in reading a textbook, driving your car, stopping for a red light, listening and watching for a train and eating a pizza.

Assignment 1 - Blind Spot Determination

The “blind spot” is the region of the retina where blood vessels and optic nerves enter or leave the retina. No photoreceptors (rods and cones) are located here thus the term “blind spot.” Your brain usually fills in this blank area and you don’t notice it. In the following procedure you will discover your “blind spot.”

Procedure for Blind Spot Determination 1.

Hold figure 6.1 about 50cm (20 in.) in front of your eyes.

Cover your left eye and focus with the right eye on the cross. You will be able to see the dot as well.

While continuing to focus on the cross, slowly move the figure toward your face until the dot disappears. Have your partner measure and record the distance from your eye to the figure at the point where the dot disappeared. This is the point that the dot has moved on your blind spot.

Continue to move the figure closer to your face.

Does the dot reappear? Why?

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Locate the blind spot in your left eye in a similar manner, but focus on the dot and watch for the cross to disappear.

Figure 6.1

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Assignment 2 - Near Point Determination The shortest distance from your eye that is required to bring an object into sharp focus is called the near point. The shorter this distance, the greater the elasticity of the lens and ability of the eye to accommodate for changes in distance. Elasticity gradually decreases with age thus the near point gradually increases with age. See table 6.1. From table 6.1, how close would a typical 60-year old person have to hold this page to their face to bring the words into clear focus? A condition called presbyopia is due to this loss of elasticity of the lens and lack of accommodation.

Table 6.1 Age and Near Point Age

Near Point centimeters

inches

3.5

3.9

5.1

7.1

19.7

32.7

100

39.4

Procedure for Near Point Determination 1.

Hold this page in front of you at armâ&#x20AC;&#x2122;s length. Close one eye, focus on a word on this page.

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Slowly move the page toward your face until the image is blurred.

Move the page away until the image is sharp.

Have your partner measure the distance between your eye and the page.

This distance is the near point for that eye.

Determine the near point for the other eye by repeating the above steps. Record your Near Point determinations below:

Right eye = _______________cm

Left eye =_____________cm

Assignment 3 - Afterimage Demonstration

Images that continue to be “seen” by your brain after you have closed your eyes or turned your head are called “afterimages.” In this procedure you will demonstrate afterimages. We will be using an iPad app called “Color Uncovered” explOratorium.

Procedure 1.

Open the iPad app titled “Color Uncovered” explOratorium.

Go to the 10th page (See Spots Run)

Stare at the “x” in the middle of the screen and tap the gray disk anywhere. Try not to move your head or eyes.

After you have seen the afterimage illusion, stop the flashes by tapping the gray disk again.

Repeat procedure after changing the color, cycling through all 4 colors. Record your observations below.

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Observations: Starting color

Afterimage color

Purple Green Blue Red

Assignment 4 - Astigmatism Determination

Unequal curvature of either the cornea or the lens prevents light rays from being focused with equal sharpness on the retina, resulting in a condition called Astigmatism. In this procedure you will use the astigmatism chart to determine if you have this condition.

Procedure for Astigmatism Determination 1.

Use the App entitled “Vision Test”.

Choose the option “Astigmatism”.

If the radiating lines appear equally dark and sharp, no astigmatism exists. If some of the radiating lines appear lighter in color than lines on the opposite side, then astigmatism exists. Follow the instructions on the screen

Test the other eye by repeating the procedure.

Right Eye: ______________

Left Eye:____________

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Assignment 5 - Visual Acuity

Visual acuity refers to the sharpness of a visual image in a standardized testing procedure. The Snellen Eye Chart (Figure 6.3) is usually used to measure the visual acuity. The Snellen Eye Chart has several lines of letters each of which you should be able to read at a certain distance. The size of letters on the first line are such that you should be able to read at 200 ft. away. Letters on line 8 are tall enough to be read at 20 ft. If you can read line 8 of the chart from 20 feet then your visual acuity is 20/20. Normal acuity is considered 20/20 or an acuity value of 1. Nearsighted (myopic) eyes have acuity values of less than 1, for example 20/40. Nearsighted people focus the image in front of the retina while farsighted people focus (hyperopic) the image behind the retina.

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Procedure Visual Acuity 1.

Use the App entitled “Vision Test”.

Choose the option “Visual Acuity”.

Follow the instructions on the screen.

If you wear glasses or contacts, test your eyes with and without.

Right eye =

Left eye= _________________

Assignment 6 - Color Blindness Determination

Color blindness refers to a color vision deficiency most often due to a deficiency of red and green sensitive cones. People with this usually inherited deficiency have difficulty distinguishing shades of red and green, thus the name red-green color blindness. A person totally color-blind sees everything as a shade of gray. Color blindness is more common in males because it is sexlinked and males have only 1 x chromosomes.

Procedure 1.

Use the App entitled “Vision Test”.

Choose the option “Colour Test”.

Follow the instructions on the screen.

Colorblind? __________________

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Assignment 7 - Hearing Loss Determination

Hearing loss can result from either nerve deafness or conductive deafness. Nerve deafness is caused by injury to the sound receptors or neurons which transmit impulses to the brain. Often injury is the result of exposure to loud sounds. In conductive deafness sound vibrations never reach the inner ear due to damage to the eardrum or other structures of the middle ear. Conductive deafness is usually correctable by surgery or hearing aids. You will use the Rinne Test to distinguish between nerve and conduction hearing.

Rinne Test Procedure 1.

Obtain a tuning fork.

Your test partner must plug one ear with cotton and be sitting. The test partner is to indicate by hand signals when the sound is heard or not heard.

Strike the tuning fork against the heel of your hand. Never strike the tuning fork against a hard object!

Hold the tuning fork 7-10 inches away from the ear being tested with the edge of the fork pointing toward the ear.

Listen for sound. As the sound fades, have your test partner indicate to you when the sound can no longer be heard. At this point place the base of the fork against the temporal bone behind the ear. Does the sound reappear?

Left Ear: __________________

Right Ear: ___________________

Assignment 8 - Touch Receptor Distribution Determination

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What is the density of your touch receptors? Does the density vary with different locations on your skin? These are some of the questions you will answer in this assignment. Pointed dividers will be used to stimulate two touch receptors in your skin. For you to perceive two simultaneous stimuli as separate sensations, the stimuli must be far enough apart to stimulate two touch receptors that are separated by at least one unstimulated touch receptor.

Procedure 1.

Obtain a pair of dividers. A metric ruler will also be required if one is not built-in to the divider.

Your test partner must close his or her eyes during the test.

Touch his or her skin with one or two points of the divider.

Your test partner reports the sensation as either one or two.

Start with the points of the dividers close together with the partner reporting a one point stimulus.

Gradually increase the distance between the points until the test partner reports a twopoint stimulus.

Record this distance between the two points in Table 6.3 as the two-point threshold.

Use the above procedure to determine the minimum distance giving a two-point sensation on the following: a.

inside of forearm

palm of hand

back of neck

tip of index finger

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Area of skin

2-point Threshold

Inside of forearm back of neck palm of hand tip of index finger Which areas are least sensitive? What is the significance of the differences in sensitivity?

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Assignment 9: Reflexes

Reaction time is the length of time between a stimulus and a person’s response to it. Reaction time is important when driving, playing sports, in emergency situations and in many day-to-day activities. Reaction time depends on nerve connections and signal pathways. Some reaction times occur naturally such as blinking to cleanse the eyes. Other reaction times are the result of a choice and can be improved with practice such as learning to swing a baseball bat. There are several factors that may influence the reaction rate including practice, age, and gender. In this procedure you will demonstrate reflexes. We will be using an iPad app called “KneeJerk Reflex Games”.

Procedure 1.

Open the iPad app titled “KneeJerk Reflex Games”.

Go to “Whack a Yak”.

Stare by touching the screen. The screen will then start displaying a variety of animals. You are searching for the Yak. When you find the Yak, tap it and the screen will shift. The game will continue for several rounds.

Record your results below:

Average Time Best Time Last Time

Repeat procedure using the Reaction test. This time you are tapping the red button when it changes colors. Remember you have to tap the screen to make it start. Record your observations below:

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Average Time Best Time Last Time

6. Compile the average times for males and females in the â&#x20AC;&#x153;Whack a Yakâ&#x20AC;? game to see if there is a difference in the class.

Average male reaction time: Average female reaction time:

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Skeletal System Lab

Exercise 2 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. • •

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

Spongy bone

• 2.

Compact bone

• 3.

Central cavity

• • Which of the above structures contains the red bone marrow? • Which of the above structures contains the yellow bone marrow? • The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

•

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.

Shoulder

•

a. b.

Clavicle – collarbone

Scapula – shoulder blade

• 2.

Arm

•

Humerus – upper arm

•

Ulna – longer of two bones in forearm, on side of little finger

•

Radius – shorter of two bones in forearm, on the side of thumb

•

Carpals – eight bones in wrist

•

Metacarpals – five bones in the hand

•

Phalanges – finger bones

• 3.

Leg

•

Femur – thigh bone

•

Fibula – slender of two bones below knee

•

Tibia – shin bone, larger of two bones below knee

•

Patella – kneecap

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•

Tarsals – seven bones of ankle and heel

•

Metatarsals - five long bones of foot

•

Phalanges – toe bones

• 4.

Ribs – 24 bones

• 5.

Sternum – Breastbone

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• 6.

Skull

•

Frontal Bone – forehead region

•

Parietal Bone – top and upper sides, behind frontal

•

Temporal Bone – sides

•

Occipital Bone – back

•

Zygomatic – cheeks and lower border of eye sockets

•

Maxilla – upper jaw

•

Mandible – lower jaw

•

Eye Sockets

• 7.

Pelvic (Hip) Girdle

•

Sacrum – back part of pelvic girdle

•

Coxal – 3 bones below fused

•

Ilium – uppermost and largest part

•

ii.

Ischium – lower, strongest part, directed slightly posterior

•

iii.

Pubis – anterior to ischium

• 8.

Vertebral Column

•

Cervical Vertebra – 7 bones in neck

•

Thoracic Vertebra – 12 bones in upper back

•

Lumbar Vertebra – 5 bones in lower back

•

Intervertebral Disk

•

Sacrum – fused vertebrae

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•

• 9.

Individual Thoracic Vertebrae

•

Spinous Process

•

Transverse Process

•

Articular Process

•

Spinal Foramen

•

Body

•

Facet for Rib

Coccyx

• •

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Mr. Bones

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(HUMERUS)

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RIGHTLOWERARMBONES (RADIUSANDULNA) 56

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RIB CAGE

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got

9Nm

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Muscles Lab 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

Quads: Vastus Medialis

Biceps Femoris

Vastus lateralis

Gluteus Maximus

Rectus femoris

Sartorius

Vastus Intermedius

Achilles Tendon

Semitendinosus

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Gastrocnemius

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

6. Medial Meniscus (me-NIS-kus)

2. Tibia

7. Patella

3. Fibula

8. Anterior Cruciate Ligament (KROO-se-Ä t)

4. Patellar Ligament

9. Posterior Cruciate Ligament (KROO-se-Ä t)

5. Lateral Meniscus (me-NIS-kus)

10. Tibial Collateral Ligament 11. Fibular Collateral Ligament

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Tennessee Science Standards Life Science

Choose one activity for each standard expectation (12 activities total) Work from at least two different grades.

Standard 1 â&#x20AC;&#x201C; Cells (total of 2 activities = 1.1,1.2) Conceptual Strand 1 All living things are made of cells that perform functions necessary for life.

Guiding Question 1 How are plant and animals cells organized to carry on the processes of life?

Grade Level Expectation =K GLE 0007.1.1 Recognize that many things are made of parts.

Grade Level Expectations =1 GLE 0107.1.1 Recognize that living things have parts that work together. GLE 0107.1.2 Use tools to examine major body parts and plant structures.

Grade Level Expectation =2 GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water, and air to survive.

Grade Level Expectation =3 GLE 0307.1.1 Use magnifiers to make observations of specific plant and body parts and describe their functions.

Grade Level Expectation =4 GLE 0407.1.1 Recognize that cells are the building blocks of all living things.

Grade Level Expectation =5 GLE 0507.1.1 Distinguish between the basic structures and functions of plant and animal cells.

(NOT ADDRESSED AT GRADE LEVEL 6)

Grade Level Expectations =7 GLE 0707.1.1 Make observations and describe the structure and function of organelles found in plant and animal cells. The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems. GLE 0707.1.3 Describe the function of different organ systems and how collectively they enable complex multicellular organisms to survive. GLE 0707.1.4 Illustrate how cell division occurs in sequential stages to maintain the chromosome number for a species. GLE 0707.1.5 Observe and explain how materials move through simple diffusion.

(NOT ADDRESSED AT GRADE LEVEL 8)

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Science Standards/Activities 4. 5. 6.

Tennessee Science Standards K-7 (sample) 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.* 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 - ______________________________ ______________________________ ______________________________

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0107.1.1: Parts of a Plant (Dana Pierce)

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1.2 - ______________________________

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Standard 2 â&#x20AC;&#x201C; Interdependence (total of 4 activities = 2.1, 2.2, 2.3, 2.4) Conceptual Strand 2 All life is interdependent and interacts with the environment.

Guiding Question 2 How do living things interact with one another and with the non-living elements of their environment?

Grade Level Expectations = K GLE 0007.2.1 Recognize that some things are living and some are not. GLE 0007.2.2 Know that people interact with their environment through their senses.

Grade Level Expectation =1 GLE 0107.2.1 Distinguish between living and non-living things in an environment.

Grade Level Expectations =2 GLE 0207.2.1 Investigate the habitats of different kinds of local plants and animals. GLE 0207.2.2 Investigate living things found in different places. GLE 0207.2.3 Identify basic ways that plants and animals depend on each other.

Grade Level Expectation =3 The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

GLE 0307.2.1 Categorize things as living or non-living. GLE 0307.2.2 Explain how organisms with similar needs compete with one another for resources.

Grade Level Expectation =4 GLE 0407.2.1 Analyze the effects of changes in the environment on the stability of an ecosystem.

Grade Level Expectations = 5 GLE 0507.2.1 Investigate different nutritional relationships among organisms in an ecosystem. GLE 0507.2.2 Explain how organisms interact through symbiotic, commensal, and parasitic relationships. GLE 0507.2.3 Establish the connections between human activities and natural disasters and their impact on the environment.

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Grade Level Expectations =6 GLE 0607.2.1 Examine the roles of consumers, producers, and decomposers in a biological community. GLE 0607.2.2 Describe how matter and energy are transferred through an ecosystem. GLE 0607.2.3 Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment. GLE 0607.2.4 Analyze the environments and the interdependence among organisms found in the worldâ&#x20AC;&#x2122;s major biomes.

(NOT ADDRESSED AT GRADE LEVEL 7)

(NOT ADDRESSED AT GRADE LEVEL 8)

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Standard 2- Interdependence 2.1 - ______________________________ ______________________________ 0107.2.1: Living and Nonliving Relay (Bethany Sutton and Linda Coelho)

BIOL-1030-111 Concepts of Biology GROUP PROJECT

Name of group members: Bethany Sutton & Linda Coelho

Topic: Living and Nonliving things

Grade level: First Grade

Date presented: March 24th

GLE# & Description: 0107.2.1: Distinguish between living and nonliving things in an environment.

Activity Title: Living & Nonliving Relay

Materials:

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â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

Pictures of living and nonliving things, labeled for the students to learn to associate the image with its name and to learn how to spell the word. The living things pictures should be marked green and the nonliving things pictures should be marked red Two boxes, one for living things and another for nonliving things, labeled accordingly. A reward for the winning team (ex: candy)

Activity Description: Distribute pictures of living and nonliving things among the students. Divide class into two groups: the students with pictures marked red and the other team should have images marked green. Place the two boxes in the front of the room. Ask students to stand in the back of the room. Students are to determine if the item in the picture is a living or nonliving thing, and collaborate with the other students in their corresponding team. Each student, one by one, should race to the front of the classroom and place the given picture inside the matching box: living items should go in the living box and nonliving pictures must go in the nonliving box. The first group to finish relaying will win a price, as long as the pictures belonging to the group were put in the correct box (verify the contents of the boxes and clarify any mistakes).

How activity meets science standard: Student should learn to distinguish between living and nonliving things.

Contribution by each member: The distribution of duties was equally distributed among the members of this group.

Citation: N/A; activity was originated by crew members.

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Elephant

Kangaroo

Lion

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Zebra

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Doctor

Firefighter

Palm tree

Firefighter

Sunflower

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Fireworks

Balloons

Flip Flops

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Flip Flops

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Oreos

Legos

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Legos

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Crayons Crayons

Pickles

T-Shirt

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0207.2.1: Animal Habitats (Madison Steckley) Write Up

Name: Madisen Steckley Title: Animal Habitats GLE Description: 0207.2.1 Materials Needed: Animal Habitat worksheet, clipart animals Activity Description: From the habitats shown on the worksheet, the students will create what the habitat looks like. Then, they will color and cut out the animals to place them in the appropriate habitat.

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0307.2.1: Got Worms? (Mikayla Huskey) 0407.2.1: (Shelby Duke) 0607.2.1: Consumers, Producers, and Decomposers (Haley Phistry) 2.2 - ______________________________ ______________________________ 0007.2.2: “Salt and Sugar: The Five Senses” (Sarah Turner) 0207.2.2: Where Do These Animals Live? (Hannah Watson) 0307.2.2: Find My Habitat (Shelby Duke, Cierra Hatcher, Brenda Sanchez, Haley Phistry) 0507.2.2: Relationships Puzzle (Linda Coelho) 2.3- ______________________________ ______________________________ 0207.2.3: Food Chains (Madison Humphrey, Erica Snyder, Lindsey Hall) 0507.2.3: “Was This Disaster Caused By Humans or Nah?” and Survival Kit (Cassidy Norred) 0607.2.3: Bubble Fun!!! (Austin McGhee) 2.4 - ______________________________ ______________________________ 0607.2.4: Biomes Relay (Brianna Byars)

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COLOR ME IN AND PLACE ME IN MY HOME!

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0307.2.1: Got Worms? (Mikayla Huskey)

Individual Project Got Worms?

Mikayla Huskey GLE & Description: GLE 0307.2.1 Categorize things as living or non-living. Materials Needed: gummy worms, earth worms, paper plates, crayons, worksheets. Activity Description: Pass out both the earth worms and gummy worms to the class (I recommend in groups and on paper plates). Pass out the worksheets and allow the students to complete the worksheets together. Discuss the reasons why the earth worm is living and why the gummy worm is not. Comments: Also would be great to use with gold fish and gold fish crackers (to introduce a class pet if youâ&#x20AC;&#x2122;d like!). Citation: I created the worksheet myself, but got the idea from the following website: VandenBerge, Nancy. "Gummy Worms VS Earth Worms." First Grade Wow. N.p., 01 Jan. 1970. Web. 23 Mar. 2017. <http://firstgradewow.blogspot.com/2013/01/gummy-worms-vsearth-worms.html>.

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NAME ____________________________

Earth Worm

Gummy Worm

Do I Move? Do I Eat? Do I Breathe? Do I Grow? Draw a picture of your Earth Worm!

Draw a picture of your Gummy Worm!

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My _____________ _______________ is living! My ______________ ______________ is nonliving!

0407.2.1: Food Chain (Shelby Duke) Write-Up 1) Title: Food Chain 2) Topic: Interdependence 3) Instructions: Each student will get a ziplock bag with four circles and three pipe cleaners inside. There will be holes punched in the circles to connect together with the pipe cleaners. You can either draw the stencils on the circles or give them cut outs of the animals to glue on the circles. 4) Materials: Copy paper, ziplock bags, and pipe cleaners 5) Comments:

0507.2.1: Food Chain Game (Bailey Pierce)

Name: Bailey Pierce Title: Food Chain Game Topic covered: Interdependence, different nutritional relationships in environments.

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GLE: 0507.2.1-Investigate different nutritional relationships among organisms in an ecosystem. Materials: Styrofoam cups, black sharpie, and cut outs of organisms. Instructions: Cut out, color and glue organisms of your choice onto Styrofoam cups and write their name on the bottom ring of the cup. Make multiple groups of cups to use in class. Put children in groups and in each group mix up all of the cups. Tell the kids to put them in order of how the ecosystem would eat to survive. You could even have them make a pyramid with the cups instead of stacking them to make it more complicated. Comments: It makes it easier if you go ahead and have the animals cut out and glued to the cups, or you could do it together in class and go over each organism. Citation: Found on Pintrest. www.eisforexplore.blogspot.com

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0607.2.1: Consumers, Producers, and Decomposers (Haley Phistry) Activity Write Up Title: Consumers, Producers and Decomposers Sort Topic: Consumers, producers and decomposers GLE: 0607.2.1 GLE Description: Examine the roles of consumers, producers and decomposers in a biological community. Materials: ziplock bags, half sheets of construction paper, worksheet (cut into pieces), glue Description: Inside the ziplock bag is six pieces. Three of the pictures have grouped species on it and the other three say “producers”, “consumers”, and “decomposers” on it. PROVIDE CONSTRUCTION PAPER!! Allow kids to glue together the assortment into the correct places. Citation: http://media-cache-ak0.pinimg.com/736x/b4/00/74/b4007425194327979fc3dfdec4a9b83e.jpg

Name:____________________________ 2.2 - ______________________________ ______________________________

0007.2.2: “Salt and Sugar: The Five Senses” (Sarah Turner)

BIOL 1030 Concepts of Biology Individual Project

Name: Sarah Turner

Title: “Salt and Sugar: The Five Senses”

GLE/description: 0007.2.2: Know that people interact with their environment through their senses.

Materials: salt, sugar, zip-lock baggies, sticker labels of “salt” and “sugar,” a sharpie, measuring cup/spoon if desired

Description: Pass out a zip-lock baggie with “bag 1” (in sharpie) written on the outside with about a tablespoon of salt, then another baggie with “bag 2” written on the outside with about a tablespoon of sugar to each student or group. Also pass out one label “salt” and one label “sugar” to each student or group. Write/draw a chart on the board or a larger piece of paper with the five senses each listed as the rows, and then “bag 1,” “bag 2,” and “what did we learn?” as the column headers. As a class, go through each sense describing bag 1 and bag 2 and write down the answers in the chart accordingly. Remember to save taste for last! Once completed, determine which bag contained salt and which bag contained sugar. Have the students label their bags with the sticker labels. Talk about how we use our five senses with our eyes, nose, ears, hands, and mouth to solve problems in our everyday life. The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Comments: We want to save taste on the chart for last because itâ&#x20AC;&#x2122;s the easiest way to determine which bag was salt and which bag was sugar. Challenge the students to use other senses first to see if they can figure it out. Two jars could also be used instead of zip-lock baggies. I used baggies because we have a larger class, and everybody could use their senses at the same time instead of passing the jars around. Remember food allergies before doing this activity!

Citation: Pinterest: Kindergartenkindergarten.com (And I changed a couple of things.)

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Name:____________________________ 0207.2.2: Where Do These Animals Live? (Hannah Watson)

Name: Hannah Watson Title: Where do these animals live? Topic covered: Animals living in different places GLE: 0207.2.2- Investigate living things found in different places. Materials: Animal worksheet, construction paper, scissors, glue, markers Instructions: The teacher will explain to the class how animals live in different places. The student will look at the animals on the sheet and decide which animals live in the ocean or on a farm. They will color and cut the animals out of the worksheet. They will then glue the animals on the construction paper in groups of which animal lives in which place.

Comments: Can write on construction paper the different places they live prior to class. Citation: Animals on Worksheet The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

http://www.drodd.com/html7/cow-coloring-page.html http://www.getcoloringpages.com/pig-coloring-pages http://www.kids-n-fun.com/coloringpages/chicken http://radiotempo.info/fish-coloring-pages/ http://www.getcoloringpages.com/sea-turtle-coloring-pages http://ezcoloring.com/seahorse-coloring-pages/ Worksheet created by: Hannah Watson

Where do these animals live?

Farm Ocean

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ 0307.2.2: Find My Habitat (Shelby Duke, Cierra Hatcher, Brenda Sanchez, Haley Phistry)

Habitats GLE: 0307.2.2 explain how organisms with similar needs compete with one another for resources â&#x153;&#x201C; 0307.2.2 label a drawing of an environment to illustrate interrelationships among plants and animals Materials: pictures of different habitats and pictures of corresponding animals that live in each Instructions: Match the habitat or animals to its corresponding habitat or animals as fast as you can.

Cierra Hatcher, Shelby Duke, Brenda Sanchez, Haley Phistry

0507.2.2: Relationships Puzzle (Linda Coelho) BIOL-1030-111 Concepts of Biology Individual Project

Name: Linda S Coelho

Topic: Interdependence

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ Standard 0507.2.2: Explain how organisms interact through symbiotic, commensal and parasitic relationships.

Grade level: Fifth Grade

Date presented: March 28th, 2017

Activity Title: Relationships Puzzle

Materials: Pen & paper, illustrations of symbiotic relationships. Crayons or markers.

Activity Description: Describe each of the symbiotic relationships and provide examples, including illustrations. Choose a few key words and create a word puzzle. Students are to read the information provided and then find the underlined words in the puzzle by drawing a circle around each of them. The students must color the illustrations.

How activity meets science standard: Students will read once again about the relationships (including the examples). Furthermore, they will find the key words in the puzzle and will be able to assimilate the terms visually throughout the pictures provided. The activity is challenging and entertaining at the same time.

Citation: Linda Coelho came up with the idea.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ https://elearn.ws.edu/d2l/le/6829737/discussions/posts/42095956/ViewAttac hment?fileId=55826692 2.3- ______________________________ ______________________________

0207.2.3: Food Chains (Madison Humphrey, Erica Snyder, Lindsey Hall) Physical and Behavioral adaptations Write Up By: Erica Snyder, Madison Humphrey, Lindsey Hall

Topic: Food chains

Materials: Colorful Construction paper, pictures of animals, and glue

Instructions: Use the Colorful Construction paper t cut out strips. Then print off different food chain groups, for example, print off a pict of a hawk,snake, mouse, and grass. Cut the pictures out have the kids color them. Glue them on the strips of construction paper. Glue the end of 1 strip of paper together to itself then intertwine the rest of the pieces of paper together in order and you will have a food chain.

Comments: Construction paper or cardstock will work better than plain paper

GLE: 0207.2.3

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Name:____________________________ 0507.2.3: “Was This Disaster Caused By Humans or Nah?” and Survival Kit (Cassidy Norred)

Individual project “Was this disaster caused by humans or nah?” Name: Cassidy Norred Title: “Was this disaster caused by humans or nah?” & “Planning your own disaster supplies kit” GLE & Description: GLE 0507.2.3 Establish the connections between human activities and natural disasters and their impact on the environment Materials Needed: Pictures of different natural disasters, jar or bag & disaster supplies kit worksheet Activity Description: Have the students split into two different groups. Hand out a picture of a natural disaster and have they race to the front one at a time to see what jar the natural disaster goes in. Comments: This can be an intro game to help students get an Idea about natural disasters Citation: Though of the game on my own PLANNING YOUR OWN DISASTER SUPPLIES KIT The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ The Disaster Crew made kits for each of their families. Now you can make a kit for your own family by completing the worksheet below. 1. How many people are in your family? __________ 2. Water: You need a 3-day supply. Each person needs 1 gallon per day. How many gallons will your family need? ______ people X 3 = _________ gallons of water. 3. Food: You need a 3-day supply of canned foods. List some foods you might put in your supplies kit: __________________________________________________ __________________________________________________ 4. Medicine and Supplies for your First Aid kit: __________________________________________________ __________________________________________________ 5. How will you listen to the news for weather updates and official instructions? __________________________________________________ 6. If the power goes out, what will you use to see in the dark? __________________________________________________ 7. What will you need to open cans of food? ______________________________________

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ 0607.2.3: Bubble Fun!!! (Austin McGhee)

Bubble Fun!!! Name: Austin McGhee Title:

Bubble Fun!!!

Topic:

Exploring interactions between biotic and abiotic organisms.

Materials: Dishwashing detergent (Dawn or Joy work best), corn syrup or glycerin, white vinegar, straws (the type of straws that do not bend work best), long pipe cleaners, Styrofoam bowls, and plastic bags.

GLE: 0607.2.3 - Draw conclusions from data about interactions between the biotic and abiotic elements of a particular environment.

Instructions: â&#x20AC;˘ â&#x20AC;˘

Before beginning, teach the students about the differences between biotic and abiotic organisms. Prepare the bubble solution and sandwich bags (containing the pipe cleaner, straw) before class begins.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ •

Show the students how to make their own bubble wands by bending the pipe cleaner into fun shapes and inserting the two ends of the pipe cleaner into the straw. • Tell the students that they can start blowing bubbles once everybody has completed their wand. • Once the activity is completed, explain how the bubbles were the abiotic organism in the environment. • Possible question for students to answer: Did the bubbles pop more when they touched certain objects such as rocks, table tops/desks, other people? As they blow bubbles have them classify the item as biotic and abiotic. • Possibly design your own worksheet or research project to go along with this experiment. Source: Camilli, Thomas. Hands on Science Brains on Math. Evan-Moor Corp. (Pg. 90 & 93)

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Below are easy the easy to make bubble wands.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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2.4 - ______________________________ ______________________________

0607.2.4: Biomes Relay (Brianna Byars)

Title: Biomes Relay Topic: The worldâ&#x20AC;&#x2122;s major biomes GLE & Description: 0607.2.4 Analyze environments and the interdependence among organisms found in the worldâ&#x20AC;&#x2122;s major biomes. Materials: note cards, construction paper Instructions: Make sure students are familiar with characteristics of the eight major biomes. Pass out one notecard with labeled characteristic to each student. Designate an area for each biome. Have teams of 3-4 students line up at the front of the room and the first team done placing their cards with the correct biome wins. Comments: Give winner candy or prize Citation: Brianna Byars

Biomes Relay Key Grasslands: 1. Everchanging conditions 2. Lion 3. Mostly grass Savanna:

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Name:____________________________ 1. 2. 3. 4.

Dry and rainy season Large herbivores Zebra Acacia Trees

Temperate/Deciduous Forest: 1. Well defined seasons 2. Trees that shed leaves periodically 3. Squirrel Shrubland: 1. Flammable 2. No trees, mostly shrubs 3. Dry Winter Coniferous: 1. 2. 3. 4.

High altitudes Evergreen Trees Red fox Bear

Tropical Rainforest 1. Excessive rainfall 2. Tiger 3. Monkeys Tundra: 1. Seal 2. Permafrost 3. Little Vegetation Desert: 1. 2. 3. 4. 5. 6.

Significant temperature change between night and day Cactus Lowest amount of rain Camel Mere Cat Rattlesnake

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Standard 3 â&#x20AC;&#x201C; Flow of Matter and Energy (Total of 2 activities = 3.1, 3.2) Conceptual Strand 3 Matter and energy flow through the biosphere.

Guiding Question 3 What scientific information explains how matter and energy flow through the biosphere?

Grade Level Expectation =K GLE 0007.3.1 Recognize that living things require water, food, and air.

Grade Level Expectation =1 GLE 0107.3.1 Recognize that plants and animals are living things that grow and change over time.

Grade Level Expectation =2 GLE 0207.3.1 Recognize that animals eat plants or other animals for food.

Grade Level Expectation =3 GLE 0307.3.1 Describe how animals use food to obtain energy and materials for growth and repair.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ Grade Level Expectations =4 GLE 0407.3.1 Demonstrate that plants require light energy to grow and survive. GLE 0407.3.2 Investigate different ways that organisms meet their energy needs.

Grade Level Expectation =5 GLE 0507.3.1 Demonstrate how all living things rely on the process of photosynthesis to obtain energy.

(NOT ADDRESSED AT GRADE LEVEL 6)

Grade Level Expectations = 7 GLE 0707.3.1 Distinguish between the basic features of photosynthesis and respiration. GLE 0707.3.2 Investigate the exchange of oxygen and carbon dioxide between living things and the environment.

(NOT ADDRESSED AT THIS GRADE LEVEL 8)

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Standard 3 - Flow of Matter and Energy 3.1 - ______________________________ ______________________________

0507.3.1: Photosynthesis and M&M’s (Kellie Thornton)

Photosynthesis and M&M’s Topic: Photosynthesis or Movement/transformation of energy Materials: M&M’s, sandwich baggies, and photosynthesis worksheet GLE: 0507.3.1 obtain energy

Demonstrate how all living things rely on the process of photosynthesis to

Instructions: • • • •

•

There will be a total of 54 M&M’s per baggie (24 of color A, 24 of color B, and 6 of color C) Pass the baggies out to students, along with the worksheet, and instruct them to not eat the candy Have them place the M&M’s on the upper portion of the worksheet to represent the reactants of Photosynthesis Have them move the M&M’s to the lower portion of the worksheet to represent the products. There is an equal amount of spaces on the top and bottom. ❖ This demonstrates that, according to the Law of Conservation of Energy, energy was neither created nor destroyed, but rather transformed into a different form. After the activity has been completed, students may eat their M&M’s.

Comments: • •

A party size bag and a regular size bag of M&M’s will make a minimum of 30 bags. There will be some leftover, but may or may not be enough to produce more baggies. Other candies can be used, including Skittles.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ Citations: Activity idea: Teacherspayteachers.com/Product/Plants-Roots-Leaves-Photosynthesis-Lesson119503 Worksheet: Elesha Goodfriend

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

3.2 - ______________________________ ______________________________

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Standard 4 â&#x20AC;&#x201C; Heredity (Total of 2 activities = 4.1, 4.2)

Conceptual Strand 4 Plants and animals reproduce and transmit hereditary information between generations.

Guiding Question 4 What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?

Grade Level Expectations = K GLE 0007.4.1 Observe how plants and animals change as they grow. GLE 0007.4.2 Observe that offspring resemble their parents.

Grade Level Expectations = 1 GLE 0107.4.1 Observe and illustrate the life cycle of animals. GLE 0107.4.2 Describe ways in which animals closely resemble their parents.

Grade Level Expectations = 2 GLE 0207.4.1 Compare the life cycles of various organisms. GLE 0207.4.2 Realize that parents pass along physical characteristics to their offspring.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ Grade Level Expectations = 3 GLE 0307.4.1 Identify the different life stages through which plants and animals pass. GLE 0307.4.2 Recognize common human characteristics that are transmitted from parents to offspring.

Grade Level Expectations = 4 GLE 0407.4.1 Recognize the relationship between reproduction and the continuation of a species. GLE 0407.4.2 Differentiate between complete and incomplete metamorphosis.

Grade Level Expectation = 5 GLE 0507.4.1 Describe how genetic information is passed from parents to offspring during reproduction. GLE 0507.4.2 Recognize that some characteristics are inherited while others result from interactions with the environment.

(NOT ADDRESSED AT GRADE LEVEL 6)

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ Grade Level Expectations = 7 GLE 0707.4.1 Compare and contrast the fundamental features of sexual and asexual reproduction. GLE 0707.4.2 Demonstrate an understanding of sexual reproduction in flowering plants. GLE 0707.4.3 Explain the relationship among genes, chromosomes, and inherited traits. GLE 0707.4.4 Predict the probable appearance of offspring based on the genetic characteristics of the parents.

(NOT ADDRESSED AT GRADE LEVEL 8)

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ Standard 4 - Heredity 4.1 - ______________________________ ______________________________

0007.4.1: Guess Who I Will Become (Holly Ownby, Sarah Turner, Carlee Laws)

BIOL 1030 Concepts of Biology Group Project

Name: Sarah Turner, Carlee Laws, Holly Ownby

Title: â&#x20AC;&#x153;Guess Who I Will Becomeâ&#x20AC;?

GLE/description: 0007.4.1: Observe how plants and animals change as they grow.

Materials: 2 worksheet handouts provided, crayons, scissors, glue, colored paper

Description: Pass out the 2 handouts of the plants and animals pairs to each student. Also pass out crayons, scissors, glue, and colored paper to each student. The students will color the plants and animals, then cut and paste them with their pair of who they will become on to the colored paper.

Comments: The plants and animals range from easy to more difficult so the students can see that they each change differently. They probably see these plants and animals frequently throughout the day, but may not realize they change in appearance as they grow. The teacher may also read a

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ book, such as The Very Hungry Caterpillar that corresponds with this GLE, and talk about how the caterpillar changes into a butterfly when it grows.

Citation: Sarah Turner, Carlee Laws, Holly Ownby

0107.4.1: Life Cycle of a Frog (Cassidy Norred and Michelle Wenke) Cassidy Norred , Michelle Wenke Group project Write-Up

Topic: Life cycle of a frog GLE:GLE 0107.4.1 Observe and illustrate the life cycle of animals. Material: Green construction paper, random pictures of frogs, tadpoles and frog eggs. Instructions: Cut out a lily pad shape from the green piece of paper. Have the students label what goes first, second and third in a frogs life cycle. You can laminate or have students cut and glue depending on the class. For this pictures we used random pictures of frogs online and printed them out

0207.4.1: Life Cycle of a Frog (Shelby Stinnett)

Life Cycle of a Frog Activity Title: Life Cycle of a Frog Topic: The stages of a frogâ&#x20AC;&#x2122;s life Materials: worksheet, scissors, glue

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Instructions: cut out all the different stages of your frogâ&#x20AC;&#x2122;s life and glue them in order they are supposed to go in. On the second sheet, number the sentences 1-5 in order of the stages you have glued down. (worksheet is cited)

0307.4.1: The Different Life Stages of Plants a Animals (Courtney Shepard) Title: Life Cycles with Candy and Cut-outs Topic: Life Cycles of Plants and Animals Standard: 0307.4.1 Identify the different life stages through which plants and animals pass. Materials (per student): -

3 Gummy worms 1 Gummy octopus 3 M&Mâ&#x20AC;&#x2122;s 4 Mini marshmallows 1 Fruit roll-up (cut in the shape of a flower) Ladybug cut-out (attached) Brass fasteners Red construction paper

Method: There are two parts to this activity. For the first part, you and your students will draw the life stages of a butterfly on the cut-out provided. First, draw an egg followed by the larva, pupa, and adult ladybug. Next, cut two wings from a piece of construction paper and fasten them near where the head and body meet. For the second part of this activity, you are going to represent the life stages of a plant. First, get one M&M and place it to the far left of your workspace to represent a seed. Then, place another M&M next to it and place the gummy octopus underneath to represent roots. Next, place another M&M and lay a gummy worm above it so that it looks like a stem. Put two marshmallows The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ on either side of the gummy worm to represent leaves. Finally, copy all of the steps from the previous stage and add the fruit roll up to the top of the stem to represent the flower. Source: Pinterest (ladybug activity) Courtney Shepard (plant activity)

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ 4.2 - ______________________________ ______________________________

0007.4.2: Are You My Family? (Austin Hutchinson, Mikayla Huskey) Group Project Are You My Family?

Names: Austin Hutchinson and Mikayla Huskey Title: Are You My Family? GLE & Description: GLE 0007.4.2 â&#x20AC;&#x201C; Observe that offspring resemble their parents. Materials Needed: Paper, pictures, a laminator, scissors, popsicle sticks, (Optional: Are You My Mother? by P.D. Eastman). Activity Description: (Optional, read Are You My Mother?) Explain to kids that offspring resemble their parents. Hand out a popsicle stick with a picture to each student. Allow the students to walk around and find the family that their picture belongs to.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Comments: Optional, time the kids to see how quickly they can find their family. Play multiple rounds and give the kids a shorter amount of time each time you play to make it more challenging! Citation: We thought of this on our own â&#x2DC;ş

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ 0107.4.2: Minion Genetics (Kellie Thornton)

Minion Genetics Name: Kellie Thornton Topic: Genetic traits that are passed down from parents to offspring Materials: crayons, coins, sticky notes, genetic pamphlet GLE: 0107.4.2 Describe ways in which animals closely resemble their parents Instructions: • • • •

• •

The genotypes of each parent have been provided. By using the dominant trait key at the bottom of the page, describe each parent’s phenotype. Use the genotypes of the parents to complete the Punnet squares on the sticky note provided You will use a coin to determine the gender and genotype of the offspring. The first time you flip the coin will determine gender: Heads is a girl, Tails is a boy. To determine the genotype, you will flip the coin twice. The first flip determines whether you use to top or bottom row of the square; the second flip will determine if you use the genetic possibility on the left or right. You can decide what heads or tails means for this. After you have determined the genotype of the offspring, you will describe his or her phenotype. Finally, you will draw the baby minion

Comments: •

If you do not have a genetics pamphlet or do not like the one provided, you can find images of minions on Pinterest. For best results, you will need to shrink to the desired size, print, and trace on to blank copy paper.

Citations: Activity idea: The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ http://pin.it/vhmjrZa

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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0207.4.2: My Heredity (Toshia Parton)

Name: Toshia Parton Title: My Heredity Tree Topic covered: Heredity GLE: 0207.4.2- Realize that parents pass along physical characteristics to their offspring. Materials: Trait worksheet, construction paper, scissors, glue, markers Instructions: The teacher will review inherited behaviors compared to learned behaviors. The student will complete the worksheet. The student will then trace his or her hand on two separate pieces and preferably colors of construction paper and cut out. The student will then label one hand “Learned Behaviors” and the other hand “Inherited Traits”. The student will then write down one learned behavior on each finger of the “Learned Behaviors” hand and one inherited trait on each finger of the “Inherited Traits” hand. The student will then glue each hand to a piece of brown construction paper cut in the shape of a tree trunk. The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Comments: Tree trunks and paper for hand tracing can be cut prior to activity to save time. Citation: My Heredity Treehttps://www.pinterest.com/pin/221731981627184594/ Worksheet created by: Toshia Parton Name___________________

Date__________________

Inherited Traits

Human and animal parents pass characteristics to their offspring. These are called inherited traits. Some characteristics are learned and not inherited. Directions: Read each characteristic and decide if it is inherited or learned. Circle the best choice.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

1. Curly Hair Inherited or Learned 2. Spots on a cheetah Inherited or Learned 3. Being able to ride a bike Inherited or Learned 4. Writing your name Inherited or Learned 5. How tall or short you are Inherited or Learned 6. Tying your shoes Inherited or Learned 7. A bullâ&#x20AC;&#x2122;s horns Inherited or

Learned

8. Long neck on a giraffe Inherited or Learned 9. Your eye color Inherited or Learned 10. Being able to read a book Inherited or Learned

Name:____________________________

0307.4.2: Easter Egg Punnett Square (Dana Pierce, Toshia Parton, Courtney Shepard, Austin McGhee)

My Results: Inside the Egg:

My Results:

Inside the Egg:

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ Worksheet created by Liz LaRosa at http://www.middleschoolscience.com/ 2004 - to be used with http ://www.accessexcel lence.org/A E/ATG/data/released/0256-A nneB uchananfindex tht ml

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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0407.4.2: Complete and Incomplete Metamorphosis Foldable (Brianna Byars, Katie Gregory) Kaitlin Gregory Brianna Byars Concepts of Biology Title: Incomplete vs. Complete Metamorphosis GLE: 0407.4.2 Instructions: First, teach students about basics of incomplete and complete metamorphosis. Then, pass out construction paper, scissors, colored pencils/markers, and plastic bags containing the rest of the materials. Have students place materials together in the correct steps then write out description for each step, making a foldable. Materials: Construction paper, pom poms, pipe cleaners, tissue paper, pictures of nymphs and adults from incomplete metamorphosis, scissors, glue, and colored pencils/crayon. Each baggie passed out to students contained 2 pom poms, picture of a grasshopper nymph and a grasshopper adult, a pipe cleaner to represent the larva, tissue paper to represent the pupa, and a foam butterfly to represent the adult. Note: teachers are welcome to use print outs of nymphs, adults, etc., Brianna and I just liked the 3-D effect. Citation: Kaitlin Gregory & Brianna Byars

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

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0707.4.4/0707.4.6: Cupcake Genetics (Reganne Morris)

Cupcake Genetics Write Up

Name: Reganne Morris GLE: GLE 0707.4.4 Predict the probable appearance of offspring based on the genetic characteristics of the parents. -0707.4.6 Use a Punnett square to predict the genotypes of offspring resulting from a monohybrid cross.

Materials •

4 different colors of cupcakes

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4 different colors of icing

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4 different kinds of sprinkles

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Paper towels

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Worksheet with Punnett squares and instructions

Activity Description: ❖ Students will fill out the Punnett Square provided. Then, according to which box has the (*) students will determine the color of the cupcake, icing, and sprinkles. Citation: Original Idea

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Standard 5 â&#x20AC;&#x201C; Biodiversity and Change (Total of 2 activities = 5.1, 5.2)

Conceptual Strand 5 A rich variety of complex organisms have developed in response to a continually changing environment.

Guiding Question 5 How does natural selection explain how organisms have changed over time?

Grade Level Expectation = K GLE 0007.5.1 Compare the basic features of plants and animals.

Grade Level Expectations = 1 GLE 0107.5.1 Investigate how plants and animals can be grouped according to their habitats. GLE 0107.5.2 Recognize that some organisms which formerly lived are no longer found on earth.

Grade Level Expectation = 2 GLE 0207.5.1 Investigate the relationship between an animalâ&#x20AC;&#x2122;s characteristics and the features of the environment where it lives. GLE 0207.5.2 Draw conclusions from fossils about organisms that lived in the past.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ Grade Level Expectations = 3 GLE 0307.5.1 Explore the relationship between an organismâ&#x20AC;&#x2122;s characteristics and its ability to survive in a particular environment. GLE 0307.5.2 Classify organisms as thriving, threatened, endangered, or extinct.

Grade Level Expectations = 4 GLE 0407.5.1 Analyze physical and behavioral adaptations that enable organisms to survive in their environment. GLE 0407.5.2 Describe how environmental changes caused the extinction of various plant and animal species.

Grade Level Expectations = 5 GLE 0507.5.1 Investigate physical characteristics associated with different groups of animals. GLE 0507.5.2 Analyze fossils to demonstrate the connections between organisms and environments that existed in the past and those that currently exist.

(NOT ADDRESSED AT GRADE LEVEL 6)

(NOT ADDRESSED AT GRADE LEVEL 7)

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Grade Level Expectations = 8 GLE 0807.5.1 Identify various criteria used to classify organisms into groups. GLE 0807.5.2 Use a simple classification key to identify a specific organism. GLE 0807.5.3 Analyze how structural, behavioral, and physiological adaptations within a population enable it to survive in a given environment. GLE 0807.5.4 Explain why variation within a population can enhance the chances for group survival. GLE 0807.5.5 Describe the importance of maintaining the earthâ&#x20AC;&#x2122;s biodiversity. GLE 0807.5.6 Investigate fossils in sedimentary rock layers to gather evidence for changing life forms.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Standard 5 - Biodiversity and Change 5.1 - ______________________________ ______________________________

0007.5.1: Distinguish the Differences (Bethany Sutton)

Write Up: Bethany Sutton GLE 0007.5.1 â&#x20AC;&#x201C; Compare the basic features of plants and animals Distinguish the Differences Materials: Laminated items, sticky dots, erasable markers Instructions: Explain the lesson then hang laminated paper on board and hand out little laminated cards and have them come to the board and place it on the sheet in the right spot. Then, hand out pictures and have them circle the 5 animals and the 4 plants and if they get them all right, hand out candy Comments: Just check for food allergies

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

0107.5.1: Where Is My Home? (Carlee Laws) Carlee Laws Concepts of Biology Topic: Standard GLE 0107.5.1 – Investigate how plants and animals can be grouped according to their habitats. Materials: pictures of animals and plants from 4 habitats, magnetic strips, dry erase board and marker. Directions: Draw a large square on the dry erase board and divide it into four squares. Label each one the name of a habitat (desert, ocean, arctic, jungle, etc.). Hand each student a picture of a plant or animal with a magnet on the back. Let students come to the board and put their plant/animal in the habitat they believe it belongs. Then, go around the room and ask why each student chose the habitat they did (coloring, size, etc.) and whether the rest of the class agrees.

Source: Pinterest

https://elearn.ws.edu/d2l/le/6829737/discussions/posts/41859245/ViewAttac hment?fileId=55452447 0207.5.1: Adaptations Match-Up (Austin Hutchinson)

Title: Adaptations Name: Austin Hutchinson GLE: GLE 0207.5.1 - Investigate the relationship an animal’s characteristics and the features of it’s environment where it lives

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

Materials: White board, paper, different adaptation for plants; animals; or both, velcro strips, scissors, laminator Instructions: Give each student a label for plant, animal, or both. Have the student walk up and place it under the correct section. Citation: Pinterest

0307.5.1: Camouflage Candies (Kellie Thornton and Cara Harp)

Camouflage Candies Name: Kellie Thornton Topic: Camouflage, Mimicry, and Adaptations Materials: Medium size bag Skittles, Party-sized bag of M&M’s, sandwich bags, paper plates GLE: 0307.5.1 Explore the relationship between an organism’s characteristics and its ability to survive in a particular environment Instructions: • • • • •

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Separate the Skittles by color and place them in to their individual bags (Yellow, Red, Orange, Green, and Purple) Separate the colors of M&M’s into groups of 20 for each baggy. (A single bag will contain 20 Blue, 20 Yellow, 20 Red, 20 Brown, 20 Green, and 20 Orange) Break the class into groups (5 skittle bags = 5 groups) Give each group a bag of 120 M&M’s and the Skittles. Have them pretend to be hungry birds that can only eat M&M’s. If the bird eats Skittles, it will become deathly sick or die. Students will have 20 seconds to collect their food, before the data is collected. o How many of each M&M color was collected? How many of each Skittle color was collected? Have a discussion about the results

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ o If you were a bird, why would you stay away from the “candies of a certain color?” For example, if you had the purple Skittle bag, why would you stay away from the brown M&M’s? Green Skittles and M&M’s? Yellow and Yellow? Orange and Orange? Red and Red? o How does this help the M&M’s survive for the next generation? Comments: •

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The instructions said to use 60 Skittles of a single color, but I don’t think that is something required. Just a version of how someone else did this activity. I would recommend using 20 of each color for the M&M’s. And simply separate out a single bag of Skittles by color. This activity is better used to describe mimicry, compared to camouflage in the environment.

Citations: Activity idea: https://www.scientificamerican.com/article/bring-science-home-hunting-candy/

0407.5.1: Physical and Behavioral Adaptations (Erica Snyder) Physical and Behavioral adaptations Write Up By: Erica Snyder,

Topic: Physical and Behavioral adaptations

Materials: Color cardstock or construction paper, magnets, and a white board

Instructions: Use cardstock to cut out small squares and write on every other one physical and behavioral adaptations. Split the class in half and have them race to the board and have them put

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________ the right trait in the right spot. On the board have one side say Behavioral and the other side say Physical. Whatever side gets done first and right reward them.

Comments: Construction paper or cardstock will work better than plain paper

GLE:0407.5.1: Analyze physical and behavioral adaptations that enable organisms to survive in their environment.

0507.5.1: Animal Classification (Cierra Hatcher) Write Up

Name: Cierra Hatcher Title: Animal Classifications GLE Description: 0507.5.1 Materials Needed: Animal page, construction paper, scissors, and glue Activity Description: Watch the BrainPop video and match the animals in order as you see them appear in the film. https://www.youtube.com/watch?v=dCm5CcQhU-c

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

5.2 - ______________________________ ______________________________

0107.5.2: Dinosaur Bones (Lindsey Hall)

Individual Project Name: Lindsey Hall Title: Dinosaur Bones GLE & Description: 0107.5.2: Recognize that organisms which formerly lived are no longer found on Earth. Materials: • • • •

Curious George “Dinosaur Bones” worksheets. Construction Paper Scissors Glue

Directions: Cut out the bones of the dinosaur and then glue then to the construction paper to put the dinosaur back together again. Comments: If you have a small enough classroom you could hide the pieces around the room and make the students find them or “dig” them. And then they can put them together as a class.

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

0307.5.2: Bird Beaks (Madison Humphrey) TITLE: Bird Beaks Write Up MADISON HUMPHREY TOPIC: GLE# 03.07.5.2… Investigate the connection between organism’s characteristics and its ability to survive in a specific environment (ADAPTATION) MATERIALS: some sort of: worms, fish, oreos, sweet tarts,twizzlers, some type of plate, skewers, clothespins, and cups

INSTRUCTIONS: sort out each fish, worms with oreos, sweet tarts, twizzlers and put them sorted into the plates. Give each child a clothes pin OR skewers AND a cup. Have the children try and pick up each creature with the utensil they are given. They will then realize sometimes it is harder to pick up certain objects than others

COMMENTS: be aware of food allergies!!

The GENETICS Project http://chroma.mbt.washington.edu/outreach/genetics University of Washington Department of Molecular Biotechnology Education Outreach

Name:____________________________

0407.5.2: Extinction Musical Chairs (Hannah Watson, Bailey Pierce, Shelby Stinnett)

Extinction Musical Chairs Title: Extinction Musical Chairs Topic: Extinction Standard: GLE 0407.5.2 Describe how environmental changes caused the of various plant and animal species. Materials: 15 extinct animals, 15 extinct plants, sticky labels, chairs, a device to play music, and a reward Instructions: Write down the extinct plants & animals on your sticky labels, give each student a sticky label. 246

Name:____________________________

Place all your chairs in a circle for musical chairs. As each person gets out, they will read what organism name they have & tell why they think they are extinct.

Extinct Animal Key 1. Great Auk- The Little Ice Age may have reduced the population of the great auk by exposing more of their breeding islands to predation by polar bears. People also hunted the animal for its feathers or eggs. 2. Quagga- Hunted by early Dutch settlers and loss of habitat in South Africa. Last seen in the 19th century 3. Passenger Pigeon- The main reasons for the extinction of the passenger pigeon was the massive scale of hunting and the rapid loss of habitat. Deforestation was driven by the need to free land for agriculture and expanding towns, but also due to the demand for lumber and fuel. 4. Thylacine- They went extinct because of loss of habitat. Toward the end, they had limited genetic diversity, due to their complete geographic isolation from mainland Australia. 5. Woolly Mammoth- Scientists are divided over whether hunting or climate change, which led to the shrinkage of its habitat, was the main factor that contributed to the extinction of the woolly mammoth, or whether it was due to a combination of the two. 6. Pyrenean Ibex- Competition with domestic and wild animals also contributed to the extinction of the Pyrenean ibex. Much of its range was shared with sheep, domestic goats, cattle, and horses, especially in summer when it was in the high mountain pastures. 7. Imperial Woodpecker- The habitat in which the imperial woodpecker was located was predominantly in coniferous forests. The area in which they lived was abundant with large dead trees which could be linked to their extinction.

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Name:____________________________ 8. Carolina Parakeet- The birds' range collapsed from east to west with settlement and clearing of the eastern and southern deciduous forests. 9. dusky seaside sparrow- When Merritt Island was flooded with the goal of reducing the mosquito population around the Kennedy Space Center, the sparrows' nesting grounds were devastated, and their numbers plummeted. 10. Saber-Toothed Tiger - co-evolution with large prey animals, led the saber-toothed tiger of each period to extinction. 11. gastric-brooding frogs- Extinction is not clearly understood, but habitat loss, pollution, and some diseases may have contributed. 12. Moho- the Moho became extinct due to hunting and habitat loss. 13. Pinta Island tortoise- lived on the Galapagos Islands. It was hunted prolifically for food in the 19th century, and its habitat was destroyed in the 1950s when goats were brought to the island. Efforts were made to conserve the animal, but by 1971 only one remained: the famous Lonesome George. Despite attempts to mate other tortoises with George, none of the eggs hatched, and he died in 2012, the last of his kind. 14. Caribbean monk seal- Overhunting of the seals for oil, and overfishing of their food sources, are the established reasons for the seals' extinction 15. Irish elk- Extinction was thought to be because of their antler size and the loss of habitat space.

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Name:____________________________ 0507.5.2: Animal Adaptation Worksheet (Brenda Sanchez)

Presentation Write up Brenda Sanchez Title: Adaptations Worksheet Topic: GLE 0507.5.2 Design a model to illustrate how an animalâ&#x20AC;&#x2122;s physical characteristics enable it to survive in a particular environment. Materials: Worksheet, Pencil Instructions: Fill in the worksheet by writing the name of the animal in the correct adaptation https://www.tes.com/teaching-resource/adaptation-worksheet-revision-aid-6082738

0807.5.2: Jelly Bean Key (Kaitlin Gregory) WRITE UP: Title: Jelly bean classification

Topic: Dichotomous key

GLE & description: 0807.5.2: Create and apply a simple classification key to identify an organism.

Instructions: Hand out 10 jelly beans to a pair of students. Then hand out 2 given worksheets. One sheet being the key to find the jelly beans and the other sheet to write down their guesses and answers. Have them use the key, make their guess, then have them figure out if they were correct or not.

Materials: Jelly beans, key, and guess/answer sheet. 251

Name:____________________________

Citation: teacherspayteachers.com

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0807.5.5: Don’t Forget the Producers (Holly Ownby) Title: Don’t Forget the Producers

Topic: GLE 0807.5.5 Describe the Importance of Maintaining the Earth's Biodiversity

Materials: open space, chairs, buckets, speaker, music, and name tags

Explain to students that we will be using a pond ecosystem for the basis of the game and that their will be two teams. Then, go over the rules. ● No hanging onto chairs, you must walk at all times. ● Keep noise at a minimum so everyone can hear the music. ● No seat sharing. If two people land in the same seat- both are out! ● When the music stops find a seat as quickly as possible but without shoving. Make sure the area is clear, turn the chairs 360 degrees so that they are facing away from the desk, and begin the game. I chose three songs to play: Happy by Pharrell Williams, Rolling in the Deep by Adele, and Why Don’t We Just Dance by Josh Turner. (All clean songs for the classroom, if I were doing this with elementary students I would focus more on what type of music they like, but I find these to be appropriate for college students.) Each round I will pull one or two chairs from each team. Whoever loses the producers first lose because without the producers the whole pond collapses. This shows the students that all organisms in an ecosystem have a role to play, even the smallest ones, because with no energy from consuming the producers or the herbivores who consume the producers everyone will die. The objective is to ensure that they see the importance of these producers to the pond. They did not know that the pond would collapse without the producers and the whole game would end. Many humans today are the same, and do not realize the importance of maintaining biodiversity. This activity should teach the students to think differently. Any ecosystem could be used, even 2 different ones in the same game! *As a teacher you must be sure to ensure safety first and eliminate problem causing students, as well as any sharp objects, or items that could cause them to trip. *This cannot be played if there is a disabled student in the classroom, everyone must be included. 255

Name:____________________________

CLE 3251.4.3: Honey Bun Heart (Reganne Morris) Write Up

Name: Reganne Morris

Title: Honey Bun Heart

GLE: CLE 3251.4.3

GLE Description: Explore the anatomy of the heart and describe the pathway of blood flow this organ

Materials Needed: Paper Plates Plastic Knives Blue birthday candles Red birthday candles Blue straws Red straws

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Name:____________________________ Activity Description: Students wil lexplore the heart and the blood flow through the heart using a honeybun, candles, and straws

Citation: Idea from internet adapted to work for standards

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Field Trips/Integrated Assignments Zoo Scavenger Hunt Zoo Write-up ZooMobile Write-up Cell Project Leaf Collection Link Grade Sheets (Cell, Individual Project, Group Project, Book Poster, Poster Project, Leaf Collection, etc)

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Name:____________________________

Zoo Scavenger Hunt Knoxville Zoo Website Scavenger hunt Go to Knoxville-zoo.org and find the following information. 1.What are the zoo hours? Weekdays 9:30 am – 4:30 pm Saturday and Sunday 9:30 am – 6:00 pm 2. Directions to the zoo. #500 Knoxville Zoo Drive, Knoxville, TN 37914 • • • • • • • •

Head northwest on Old Tennessee 35 S toward Jim Hickman Drive. Use left 2 lanes – turn left on Dolly Parton Pkwy Continue to E Main St. Use right 2 lanes – turn right onto North Pkwy Use right 3 lanes to turn right onto Winfield Dunn Pwky Stay straight in Winfield Dunn Pkwy Turn left onto W Mt. Rd. Turn right onto TN- 139 W

3. How much is parking? $5 4. What is the general admission for an adult. $19.95 5. Will we be able to see the birdshow in the Forest Ampitheater when we go to the zoo on March 29th? If so, what times are the shows? If not, when could we see it? Not Available 6. What is the zoo phone number? 865.637.5331

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7. Print a School Group Registration form.

8. How far in advance would you need to schedule a zoo field trip for your 2nd grade class? At least 3 weeks in advance 9. How much would it cost your 2nd graders if they go with the school? How much for the teachers? Students - $6.00 Adults - $ $15.00 260

Name:____________________________

10. What are two of the animals at the Knoxville Zoo? describe their habitats. • African Elephant Habitat: Grasslands Africa • Chimpanzees Habitat: Chimp Ridge 11. What is “Bedtime with the Beasts”? An Overnight adventure. Tour guide shows people about the animals nocturnal habitats. 12. What are Night Safaris? This is not overnight. People are able to learn about nocturnal activities. 13. How much will it cost to have the Zoomobile Outreach program come to WS (Sevierville campus) school for 6 programs (2 classroom programs, 2 team programs, and 2 assembly programs)? Contact the Zoo 14. What are 2 Zoomobile Outreach topics available for your 2nd grade class? Contact the Zoo 15. What is the SSP program? Scout Service Program.

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Name:____________________________

Zoo â&#x20AC;&#x201C; Write Up Zoo Write-Up We met at the zoo and got together with Steve McGaffin and followed him to the classroom area. His coworker was Louis. Steve classified the zoo as a 52-acre classroom. Some things to keep in mind are teachers get in free and for every 10 people you get a free ticket. Once we all got in the classroom he brought out bio facts (skeletons, animal skins, etc.). Each table got 4 artifacts. Afterwards we did an activity where we walked outside to a natural trail and found a stick and held the stick in one hand and then held the railing with the other hand. Then he used a thermometer to see which is warmer or colder (physics). We did another activity where we picked up a pile of leaves and put them in a soil box with something like chicken wire at the bottom to shake the leaves up and whatever little insects that were in there fell through into the box underneath. Then put the little insects you found into the peatree dish and used a handheld magnifier class to look at the insect up close. Citizensscience, inaturalists are a couple good websites to check out.

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Name:____________________________

Zoo-Mobile Write Up Zoo Mobile Write Up

Title: Zoo Mobile Topic: Biology Materials: Notebook and pen Instructions: Take notes and listen to the person explain about the animals. Comments: The Zoo Mobile was a great experience for kids. The animals keep the kids entertained.

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Cell Project No pictures.

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Leaf Collection Link https://app.emaze.com/@AQOTOOTW/untitled

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Grade Sheets Cell Project

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Name:____________________________

Individual Project

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Name:____________________________ Group Project

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Name:____________________________ Book Poster

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Name:____________________________ Poster

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Name:____________________________ Leaf Collection

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