Biology portfolio by Hannah Mullen

Concepts of Biology Portfolio Hannah Mullen

Fall 2017

Elisha Goodfriend

Table of Contents Journal entries Opinion of teaching science (x2) Scienceography (x2) Natureography (x2) Animal Adaptation Prediction Observations/ Library Research Appreciating Nature (1 sitting in grass at WSCC, 1 at home, 1 at night) Observing Nature* Samples from the Field Who is Science? Science Today Body Kahoot* Activities/Labs Measurements Microscopes Grab Bag

Colors of Nature Helping Hands Owl and Mouse Sweet Treats Build Your Own Dichotomous Key Natural Selection Pasta Blubber Bags The Great Bug Race Venom! Nocturnal Animals/ Are You My Pup? Build A Cell/Cell Models Egg Osmosis Lab Cell Division Flipbooks Photosynthesis Relay DNA Magnets/ Gummy Bear DNA Protein Toobers Balloon Translation Protein Synthesis Kit Mitosis and Meiosis Foldable A Generation of Traits A Recipe for Traits

Easter Egg Genetics Zork Inheritance Skeletal System Lab Mr. Bones Senses Lab Muscles Lab Science Standards/Activities 1. 2. 3.

Tennessee Science Standards K-7 (sample) Summary Sheets Activities for standards

Standard 1- From Molecules to Organisms: Structures and Processes K.LS1.1: Laken Carpenter and Raeghan Tolliver (Differences Between Plants and Animals) K.LS1.2: Maddie Maples (Which is Which?) 1.LS1.1: Parts of a Plant Interactive Notebook 1.LS1.2: Life Cycle of a Pumpkin 1.LS.1.2: Brianna Whitlock (From Seed to Plant) 1.LS1.2: Kristen Payne, Chelsey Capps, and Brianna Whitlock (Animal Physical Characteristics) 7.LS1.5: Sarah Smith, Morgan Templin, Pamela Vazquez, and Krysta Cheong (How Bile Breaks Down Fat)

Standard 2- Ecosystems: Interactions, Energy, and Dynamics 1.LS2.1: How Does a Leaf Breathe 4.LS2.2: Sarah Allnatt (Terrestrial and Aquatic Food Chains) 4.LS2.3: Food Web Stations Standard 3 - Heredity: Inheritance and Variation of Traits K.LS3.1: Lori Livesay, Haley Devereaux, Caitlyn Cross, Katie Rea (Are You My Mommy?) 2.LS3.1: Inheritance and Variation of Traits Science Stations 2.LS3.1: Courtney Greenlee (Genetics BINGO) 2.LS3.1: Kristin Payne (Inherited Traits and Learned Behaviors) 7.LS3.2: Courtney Greenlee, Madison Maples, and Ashlyn Hodge (The Plant Cell) 7.LS3.2: KaLynn Spurgeon (Mitosis vs Meiosis) 7.LS3.3: Melissa Barrett (Inheritance Traits) 7.LS3.3: Baby Face Coin Toss Standard 4 - Biological Change: Unity and Diversity

3.LS4.2: Where Do I Belong? 4.LS4.1: KaLynn Spurgeon and Sarah Allnatt (Fossils and the Past) 4.LS4.1: Fossil Flipbook 5.LS4.1: Lori Livesay (Name That Fossil) Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design K.ETS1.1: 5 Christian Hawkins and Abbie Reed (5 Senses Slime) K.ETS1.1: Chelsea Capps (My Itsy Bitsy 5 Senses Book) K.ETS1.2: Raeghan Toliver (Labeling Ourselves) K.ETS1.2: Sheranna Young, Lindsey Massey, Shaelyn Mahan (Living and NonLiving) K.ETS1.3: Haley Devereaux (Five Sensesâ&#x20AC;&#x201D;Mr. Potato Head) 2.ETS1.1: Snowball Fight 2.ETS1.3: Sheranna Young (Three Little Pigs STEM Activity) 4.ETS2.1: The Strongest Structure 8.ETS1.2: Laken Carpenter (Technology Used in Science)

Standard 2 - Links Among Engineering, Technology, Science, and Society K.ETS2.1: Water Drops on a Penny 1.ETS2.1: Which is Heavier? 3.ETS2.1: Christian Hawkins (LiveBoard Bones) Field Trips/ Integrated Assignments Nature Walk Notes Zoo Scavenger Hunt Zoo Write-Up Cell Models Individual Presentation Grading Sheet* Group Presentation Grading Sheet* Cell Project Grading Sheet* Leaf Collection Grading Sheet* Poster Grading Sheet* Book Poster Grading Sheet

Journal Entries

Opinion of Teaching Science (x2) I would be nervous at first to teach science because it’s not my strongest subject. I’ve never been great at science, so it would be a challenge but it would also help me be a better teacher, having to learn how to teach a new subject I’m not very comfortable with. I think teaching science would end up benefitting me. If tomorrow I received a job teaching science I feel like I would be prepared. I think I have enough activities and information to be able to successfully teach a science class. I would still be a little nervous, but excited as well. I feel much more confident to teach a science class than I did previously.

Scienceography (x2) One of my first experiences with science is when I was in a summer science camo in sixth grade. This camp involved learning about space, we talked about planets, stars, astronauts, space shuttles, and space missions. During this camp we also took a trip to the United States Space Camp in Huntsville Alabama. I remember building our own model rockets, being on space simulators and even seeing real space shuttles. We also learned about astronauts prepared to go space and what I was like for them to travel. It was a great experience that taught me a lot about space and science. Another science experience of mine is going to 4h camp. 4h is camp that involves outdoor actives that include science. Some of the activities include studying fossils, learning about guns and how to shoot them, and we also studied animals and their environments. Some of the animals I remember studying are salamanders, snakes, frogs, owls, and even a legless lizard. Overall it was both fun and very educational.

Natureography (x2) An experience I’ve had with nature is when I have gone to the aquarium. At the aquarium, they had thousands of aquatic plants and animals. Some of the animals include stingrays, sharks, jellyfish, and even penguins. Each type of animal lives in their own aquatic habitat that’s similar to their habitat in the wild. It’s interesting to see every different type of fish that aren’t native to this area, without the aquarium many people would never get the chance to see such exotic and unique aquatic animals. Visiting the zoo is another nature experience I’ve had. The zoo us a great place to learn about and see many types animals. There’s many different exhibits for the many different types of animals they have there. Some of the animals include elephants, lions, tigers, monkeys, and giraffes. They also have many types of birds and many different types of reptiles. Many of the animals at the zoo are animals that people normally wouldn’t get the chance to see every day, it’s both a fun and educational experience.

Animal Adaptation Prediction In the future, I think there will be many changes in not only the human population, but in animal populations too. I think animals will adapt to be able to fly, if they canâ&#x20AC;&#x2122;t already. This will allow some animals to be less dependent upon humans. It will help some animals to migrate easier and faster. This could even help people in the transportation goods.

Observations / Library Research

5 Minute Observations Outside at Walters State Feel- the wind, warmth from the sun. Hear- bugs, cars, people talking, police sirens, dogs barking. See- grass, trees, buildings, parking lots, cars, people, clouds, the sun. Smell- grass.

Outside at Home Feel- the wind, grass Hear- dogs, birds, bugs, cars, people. See- houses, cars, trees, grass, mailboxes, flowers, bushes, driveways, rocks, dogs, birds, clouds. Smell-

Outside at Home at Night Feel- the wind, cold air. Hear- Bugs, frogs, birds, dogs, the wind, cars. See- the moon, stars, houses, trees, grass, rocks, cars, dogs. Smell-

Observing Nature

Summer:

Winter:

In this picture the trees and bushes on

In this picture, some of the trees are

the edge of this cliff are still green and

still green and covered in leaves.

full of life. They are home to many

These are evergreen trees. All the

animals and insects. These trees and

trees in this picture are covered in

bushes are and covered in many leaves,

snow and some of the trees and

so many that it makes it difficult to see

bushes appear to have lost all of

over and around them.

their leaves. Because some of the trees have died it is much easier to see the mountains behind them.

Samples from the Field

PowToon: https://www.powtoon.com/my-powtoons/#/

Who is Science? An invention I canâ&#x20AC;&#x2122;t live without is the curling iron. The curling iron is a instrument, a cylindrical metal appliance, used to change the construction of the hair by making use of warmth to a lock of hair that has been curled round it. This is something I use almost every day and it has saved me from many bad hair days. The curling iron is major invention crucial to the world of cosmetology. Many men and women use it daily, they may be using it on themselves or using on other peopleâ&#x20AC;&#x2122;s hair. The inventor of the curling iron was Hiram Maxim. Sir Hiram Stevens Maxim was an American-born inventor who moved from the United States to the United Kingdom at the age of 41. He was the inventor of the Maxim Gun, fully automatic machine gun, and held patents on mechanical devices such as a mousetrap, haircurling iron, and steam pumps. Exhibiting an early genius for invention, he obtained his first patent in 1866.

Science Today Article: “Are Dogs Smarter Than Cats? Science Has an Answer” https://news.nationalgeographic.com/2017/11/dog-cat-brains-neurons-intelligencestudy-spd/

I found this article to be very interesting and I think it will draw people’s attention. Many people has cats and dogs as pets, so this article will be intrigued by the title of the article, it will also catch people’s attention because of the argument of which animal is better. The article discusses how science is being used to determine which animal has more neurons. This article states that they use neurons because ‘the more units you find in the brain, the more cognitively capable the animal is." The article determined that dogs have twice as many neurons as cats, and it also discovered that dogs have roughly the same intelligence as raccoons and lions, while domestic cats have comparable intelligence to bears.

Body Kahoot https://create.kahoot.it/l/#/preview/219ece6f-0457-4400-83b6-ab17fd564ff1

Activities / Labs

USING MEASUREMENTS IN THE BIOLOGY LAB Tennessee Science Standards 1.ETS1.1: Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information. K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions. 1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions. 2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas. Learning Outcomes Student should be able to: 1. Recognize the metric units used universally for determining length, volume, mass (weight) and temperature. 2. Make conversions from one metric unit to another. 3. Determine the length, volume and weight of various materials 4. Make temperature conversions from Fahrenheit to Celsius and Celsius to Fahrenheit. Materials: Triple Beam Balance, Wooden cube, Metal Bolts, Beakers, Graduated Cylinders, Flasks, Water, Ruler, Meter stick, Thermometers, Hot Plate, Ice In this exercise, you will become familiar with the various units used for measurement in the biology laboratory. Biologists use the International System of Units, SI, which is a metricbased system. Table 1.1 lists the units that will be used in your biology exercises. Table 1.1 Sl Units Physical quantity Name of Unit Mass Gram Length Meter Volume Liter Temperature Celsius

Symbol g m L or l ď&#x201A;°C

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

Prefix KiloCenti-

Symbol k c

Milli-

Micro-



Nano-

Factor or 1000 10-2, 0.01, or 1/100 10-3, 0.001 or 1/1000 10-6, 0.000,001 or 1/100,000 10-9, 0.000,000,001 or 1/100,000,000 103,

Example Km, Kg cm mm, ml m, l nm

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

Assignment 1 – Dimensional Analysis Convert the following: 0.35 meter = ______ cm = ______ mm = ______ m = _______ nm 748,000 L = ______ mL ______ L 350 mg = ______ g = ______ kg 2.5 L = ______ mL = _______L 0.01 kg = ______ g = ______ mg Assignment 2 - Measuring Length, Area, and Volume Activities 1. Length Using the meter stick, measure the following items to the nearest unit shown below: Length of your foot = _________ cm = ________ m Your height = _________ cm = ________ m

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 = ________ cm2 Floor tile Length = ___________ cm Width = ___________ cm Area of the floor tile = _______ cm X ________ cm = __________ cm 2

Volume Using the mm ruler, record the width, length and height of the block provided. Determine the volume of the block. Block: Width _______ mm = ________ cm Length _______ mm = ________ cm Height ________ mm = ________ cm The volume of this block in: _________cm3 (cc) = ________ml (cm x cm x cm = cm3 also called cubic centimeter, cc)

Assignment 3 - Measuring Mass Activities 1.

Determine the weight of the block provided. Block weight = __________g

Determine the density of the block provided. Block density = __________g/cm3

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

Assignment 4 - Measuring Liquid Volume Activities

Become familiar with the following containers used to measure volume.

I used a _____________________ 1. 2.

Weight of __________________ prior to adding water _______g Weight of __________________with 50 ml of water ______g Experimental weight of 50 ml water _______g Actual weight of 50 ml of water _______g

Which instrument was the most accurate? 2.

Could you have predicted this reading? Certain units in the metric system are identical with respect to a standard reference such as water. 1ml H2O = 1g H2O = 1cm3 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: 78 F = _______ C 9 C = ________ F 1.Using the thermometer, determine the temperature in Celsius of each of the following: Ice bath = ________ C Room air = ________ C Boiling water = ________ C Note: See “Temperature” Excel in The Metric System on eLearn.

USING THE MICROSCOPE IN BIOLOGY Tennessee Science Standards:

K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures.

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

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

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

Purpose: The study of living organisms often involves observing structures too small to be seen with the naked eye. A system of magnification had to be developed if biologist were ever going to learn about these small structures as well as single cell organisms that are also too small to be seen with the naked eye. The Compound Light Microscope is the most common magnification system used in the biology laboratory. Images can be magnified up to approximately 1000xs with the compound light microscope. The compound light microscope utilizes two magnifying lens, the objective lens and the ocular lens. Other systems of magnification such as the transmitting electron microscope and scanning electron microscope are utilized for more detailed study of cellular materials at much greater magnifications than possible with the compound light microscope but these will not be used in your lab. For less detail, depth and low power magnification but with the larger field of view, the dissection microscope may be used in lab.

Materials: Compound Light Microscopes, Letter â&#x20AC;&#x153;eâ&#x20AC;? slide, Cross-thread slide, Toothpicks, Blank Slides, Methylene Blue, Cover Slips, Lens paper

Assignment 1 - Getting to Know the Compound Light Microscope

Become familiar with the following parts and their function by examining your microscope and see photo on Biology Lab Study Disc.

Ocular lens

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

Body tube

narrow tube that supports the ocular lens

Nosepiece

revolving part to which objective lens are attached

Objective lens

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

scanning power

10x

low power

40x

high power

Mechanical stage

support slide while viewing and allowing easy slide movement

Iris diaphragm

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

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.

Center the "e" in your field of view.

Rotate the 10x objective into place.

View the "e" now.

How has the field of view changed?

Rotate the 40x objective into place.

View the "e" now, you may need to slowly move the stage to see any part of the "e."

How has the field of view changed now?

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

Assignment 3 - 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. Now you should be able to tell which colored thread is on top, in the middle and on the bottom.

Top ________ Middle ________ Bottom ________

Assignment 6 - Preparing a Wet Mount

1. Obtain a clean glass microscope slide and coverslip. 2.

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

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. Draw your specimen in the space provided below.

4X View

10X

40X

Assignment 7 - Finishing up and Storing the Microscope

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.

Colors of Nature 1. Topic: Color identification, Biodiversity 2. TN Science Standard: a. K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. b. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. c. K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions. d. 1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions. 3. Materials: Empty Egg Cartons, Paint, Items from outside 4. Instructions: Using paint, color each of the egg compartments on the inside of your egg carton a DIFFERENT color. Then go outside and collect items from nature that displays that color and place them in the corresponding compartment. 5. Comments:

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

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

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

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

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

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

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

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

Objectives: Students will be able to do the following: 1. Describe a mutualistic relationship. 2. Demonstrate a mutualistic relationship. 3. Analyze the advantages and disadvantages of a mutualistic relationship.

Materials:



  

Items to represent food (stuffed animals, folded pieces of paper, items that can be picked up using only elbows, or combinations of these items, etc.) Approximately two items per student is adequate (of course the more items the longer the rounds). These amounts can be adjusted to suit your needs. Spot markers (poker chips, paper squares, etc.) Blindfolds 3-Legged bands

1. Discuss symbiotic relationships. Have students brainstorm reasons for organisms having such relationships. What are the advantages and disadvantages of these partnerships? 2. Explain that in this activity students will be organisms (either No See Ums or Ferocious Feelers) that must gather food within their habitat. At first they will hunt for food on their own. Later they will take part in symbiotic relationships. 3. Have students choose partners. (Partners should stand next to each other.) 4. Have students form a circle by joining hands and moving apart until their arms are fully extended. Have students drop hands and take two giant steps backwards. The area inside the circle becomes the habitat. (Playing area can be adjusted for groups of various sizes. The area should allow ample room between players on the field.) 5. Place a “spot marker” next to each pair of students. 6. Explain that the inside of the circle represents a habitat. The organisms that are participating will be hunting for food within this habitat. Explain that people that are not organisms during the round are helping to keep their partner safe. They can only speak to warn their partner if someone is coming too close, but they cannot direct anyone to or away from food. 7. Explain the following parameters for the activity. (It is helpful to have a student demonstrate the appropriate behavior as the parameters are read.)  Organisms are hunting for food in the habitat. (Show students the items that will be used for food.)  Both types of organisms move by crawling.  Both types of organisms move very slowly as if they are in slow motion.  Organisms that move quickly die from overexertion and must sit outside of the habitat.  The No See Ums must be blindfolded while they are in the habitat. They collect food using their hands.  The Ferocious Feelers can see, but they can only use their elbows to pick up food.  Food that cannot be held by the organism may be stockpiled on their “spot

marker”. 8. Before the round begins:  Have one partner from each pair step into the circle. Have students that are in the circle choose the type of organism they want to be. (Try to have some of both types of organisms for each round.)  Have student participants sit randomly in the habitat. No See Ums must have their eyes closed. Ferocious Feelers should have their elbows ready.  Distribute food randomly in the habitat. 9. Give a signal for the round to begin.  At the signal, students crawl throughout the habitat gathering food according to their restrictions.  After all the food is gathered, have students return to their “spot marker”. 10. Repeat using the other half of the students. 11. Discuss the limitations of each type of organism as they tried to gather food. Did one type of organism get more food than the other type? 12. Explain that in the next round organisms will develop symbiotic relationships. 13. Explain that the following parameters apply for this round:  The partners in each pair will work together as one organism.  In this round food gathered by either partner can be used by both partners.  Each pair will consist of a No See Um and a Ferocious Feeler.  The partners must stay in contact at all times during this round. (The 3-legged bands will be used to safely accomplish this task.)  If the students become disconnected at any point before the round ends, they experience “coral bleaching” and “die” in this round.  Remind students that the No See Um still cannot see and the Ferocious Feeler can still only collect food with their elbows. 14. Give partners time to decide which organism each will be and attach the 3-legged bands. 15. When students are ready, have symbionts enter the playing area. (The playing area can be enlarged to accommodate more students simply by distributing the food in a larger area. Students still have their “spot markers” to identify home.) 16. Have student partners “connect” and take their starting positions. (No See Ums have their eyes blindfolded. Everyone is still.) 17. Remind students that excess food can be stockpiled on their “spot marker”. 18. At the signal, have students collect food following the parameters given. 19. Discuss ways that various partners solved problems. Was feeding more efficient this time? (Hopefully students will realize that the No See Um is the best food gatherer and the Ferocious Feeler is the best director but other solutions may occur.) Discuss the advantages and disadvantages of being in a symbiotic relationship. What did the partners have to give up to be in this symbiotic relationship?

Possible Extensions:

1. Older students may prefer to walk instead of crawl. For this adaptation, use food items that students may feel as they walk such as stuffed animals rather than flat items such as poker chips. Be sure that these items are soft and will not cause a tripping or falling hazard. The Ferocious Feelers can also be given arm extenders such as sand shovels or tongs to replace their elbow feeding devices. Remember that partners should be watching out for each other’s safety. Teach students how to maneuver safely with their eyes blindfolded using the “bumpers up” position. In this position the arms are partially extended at chest height, fingers pointing upward, palms facing outward. This gives the sightless person a “bumper” to help them feel people or objects in their way. 2. After each round designate a new number of food items necessary to live. Was it easier to get the necessary items with a partner or alone? 3. After one round, designate one item as poisonous. How many organisms were killed? Apply this information to real world situations.

Grab Bag 1. Topic: Curiosity, 5-Senses 2. TN Science Standard: a. K.LS1.3: Explain how humans use their five senses in making scientific findings. b. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. 3. Brown paper Bags, Misc. items 4. Instructions: Choose either completely non-edible or edible items. Take one item and place it in a paper bag. Repeat the process for each item. Close the bags so that you cannot see what is inside. Distribute one bag to each student. Tell them to try to guess what is inside the bag WITHOUT opening it. When they think that they know what is inside, have the students raise their hands and tell you their guess. Have them look inside and see if they were correct. You can award prizes for correct guesses. If it is an edible item, you can have them eat their item as a prize. 5. Comments: Make sure that you include items that have a potent smell, things that feel a specific way, things that make noise, etc.

Activity: Helping Hands Some animals develop associations that are advantageous to both of the partners. This type of relationship is a special kind of symbiosis called mutualism. These types of partnerships can be found in all habitats and can include the largest animals to the smallest bacteria. Many times these mutualistic relationships are formed because of the nutritional needs of the members. TN Science Standards: 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. 2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. 4.LS2.2: Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. 4.LS2.4: Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem. 6.LS2.1: Evaluate and communicate the impact of environmental variables on population size. 6.LS2.2: Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem. 6.LS2.3: Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem. 3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes.

Objectives: Students will be able to do the following: 4. Describe a mutualistic relationship. 5. Demonstrate a mutualistic relationship. 6. Analyze the advantages and disadvantages of a mutualistic relationship.



  

Note to Teacher: This activity requires some students to move with their eyes closed. Always show students how to move safely with their eyes closed prior to the activity. If students are having difficulty, the activity can be done by a few students at a time instead of the whole group. Procedure: 20. Discuss symbiotic relationships. Have students brainstorm reasons for organisms having such relationships. What are the advantages and disadvantages of these partnerships? 21. Explain that in this activity students will be organisms (either No See Ums or Ferocious Feelers) that must gather food within their habitat. At first they will hunt for food on their own. Later they will take part in symbiotic relationships. 22. Have students choose partners. (Partners should stand next to each other.) 23. Have students form a circle by joining hands and moving apart until their arms are fully extended. Have students drop hands and take two giant steps backwards. The area inside the circle becomes the habitat. (Playing area can be adjusted for groups of various sizes. The area should allow ample room between players on the field.) 24. Place a “spot marker” next to each pair of students. 25. Explain that the inside of the circle represents a habitat. The organisms that are participating will be hunting for food within this habitat. Explain that people that are not organisms during the round are helping to keep their partner safe. They can only speak to warn their partner if someone is coming too close, but they cannot direct anyone to or away from food. 26. Explain the following parameters for the activity. (It is helpful to have a student demonstrate the appropriate behavior as the parameters are read.)  Organisms are hunting for food in the habitat. (Show students the items that will be used for food.)  Both types of organisms move by crawling.  Both types of organisms move very slowly as if they are in slow motion.  Organisms that move quickly die from overexertion and must sit outside of the habitat.  The No See Ums must be blindfolded while they are in the habitat. They collect food using their hands.  The Ferocious Feelers can see, but they can only use their elbows to pick up food.



Food that cannot be held by the organism may be stockpiled on their “spot marker”. 27. Before the round begins:  Have one partner from each pair step into the circle. Have students that are in the circle choose the type of organism they want to be. (Try to have some of both types of organisms for each round.)  Have student participants sit randomly in the habitat. No See Ums must have their eyes closed. Ferocious Feelers should have their elbows ready.  Distribute food randomly in the habitat. 28. Give a signal for the round to begin.  At the signal, students crawl throughout the habitat gathering food according to their restrictions.  After all the food is gathered, have students return to their “spot marker”. 29. Repeat using the other half of the students. 30. Discuss the limitations of each type of organism as they tried to gather food. Did one type of organism get more food than the other type? 31. Explain that in the next round organisms will develop symbiotic relationships. 32. Explain that the following parameters apply for this round:  The partners in each pair will work together as one organism.  In this round food gathered by either partner can be used by both partners.  Each pair will consist of a No See Um and a Ferocious Feeler.  The partners must stay in contact at all times during this round. (The 3-legged bands will be used to safely accomplish this task.)  If the students become disconnected at any point before the round ends, they experience “coral bleaching” and “die” in this round.  Remind students that the No See Um still cannot see and the Ferocious Feeler can still only collect food with their elbows. 33. Give partners time to decide which organism each will be and attach the 3-legged bands. 34. When students are ready, have symbionts enter the playing area. (The playing area can be enlarged to accommodate more students simply by distributing the food in a larger area. Students still have their “spot markers” to identify home.) 35. Have student partners “connect” and take their starting positions. (No See Ums have their eyes blindfolded. Everyone is still.) 36. Remind students that excess food can be stockpiled on their “spot marker”. 37. At the signal, have students collect food following the parameters given. 38. Discuss ways that various partners solved problems. Was feeding more efficient this time? (Hopefully students will realize that the No See Um is the best food gatherer and the Ferocious Feeler is the best director but other solutions may occur.) Discuss

the advantages and disadvantages of being in a symbiotic relationship. What did the partners have to give up to be in this symbiotic relationship?

Possible Extensions: 4. Older students may prefer to walk instead of crawl. For this adaptation, use food items that students may feel as they walk such as stuffed animals rather than flat items such as poker chips. Be sure that these items are soft and will not cause a tripping or falling hazard. The Ferocious Feelers can also be given arm extenders such as sand shovels or tongs to replace their elbow feeding devices. Remember that partners should be watching out for each other’s safety. Teach students how to maneuver safely with their eyes blindfolded using the “bumpers up” position. In this position the arms are partially extended at chest height, fingers pointing upward, palms facing outward. This gives the sightless person a “bumper” to help them feel people or objects in their way. 5. After each round designate a new number of food items necessary to live. Was it easier to get the necessary items with a partner or alone? 6. After one round, designate one item as poisonous. How many organisms were killed? Apply this information to real world situations.

Owl and Mouse 1. Topic: Predator/Prey Relationships; Energy Use/Transfer 2. TN Science Standards: a. 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. b. 2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. c. 4.LS2.2: Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. d. 4.LS2.3: Using information about the roles or organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. e. 6.LS2.2: Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem. f. 6.LS2.3: Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem. g. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. h. 5.ETS1.3: Describe how failure provides valuable information toward finding a solution. 3. Materials: Paper balls, Blind folds, Soft balls (pool splash balls work best) 4. Instructions: Have the students form a circle sitting in the floor. They will be the “mice”. Have one student volunteer to be the “owl”. The “owl” will stand in the middle of the circle. He/she will be blindfolded. He/she will be given two of the soft balls. They are told that each ball represents a “swoop” to catch a mouse. Then the paper balls are scattered around the “owl’s” feet to represent cheese. The mice take turns gathering a piece of cheese. When the “owl” hears the “mice” move, they throw the ball (swoop). If the “owl” hits a “mouse” with a ball, the owl gets to keep the energy (gets the ball back to swoop again). If both balls are thrown and miss their targets, the “owl” dies due to lack of energy to perform daily tasks. 5. Comments:

Sweet Treats Dichotomous Key Sometimes scientists need to categorize or classify organisms. They can determine how closely related organisms are by the number of characteristics they have in common. Closely related organisms share many characteristics. One tool that scientists use to determine close relationships is a dichotomous key. A dichotomous key is used to compare and contrast one characteristic at a time. As scientists move through the key, organisms become more difficult to distinguish until they end up in closely related groups called species. Species are groups of organisms so closely related that they can interbreed. Tennessee Standards: K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. 2.LS1.2: Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

Objectives: Students will be able to do the following: 1. Classify objects using a dichotomous key. 2. Apply what they learned to develop a classification key. Materials:  Bag of Hershey’s miniature chocolate bars (including milk chocolate bars, dark chocolate bars, Mr. Goodbars, and Krackle bars)  Small bag of Kiddie Party Mix (including miniature tootsie rolls, taffy, bubble gum, sour balls, laffy taffy, and smarties)  Copies of Dichotomous keys  Pencil Procedure: 1. Discuss dichotomous keys with students. Be sure to tell students that dichotomous means two pronged and explain how scientists use these keys.

2. Discuss how they will use the keys today to classify sweet treats. 3. Give each student or group of students a copy of the dichotomous key sheet. 4. Give each student or group of students one of each of the following: Hershey miniature milk chocolate bar, Hershey miniature dark chocolate bar, miniature Mr. Goodbar, miniature Krackle bar, miniature tootsie roll, package of sweet tarts, bubble gum, taffy, laffy taffy, and

sour ball. 5. Have students use their dichotomous keys to classify their treats. 6. Discuss what was learned from the classification process. Include questions such as the following: Which treats were more closely related? How do you know? How could you construct your own dichotomous key? What kinds of things could you classify? 7. Have students try to make their own dichotomous keys using other objects such as buttons. Did they have all the information they needed in order to be successful?

8. Brainstorm to come up with some simple guidelines for developing dichotomous keys. (These guidelines would include having objects that could be divided into two groups based on one characteristic and that the groups could continually be divided based on one characteristic. Students should also be able to infer that there could be more than one way to divide groups and that their key will only work for the objects that are included in their first grouping.) 9. Have students compare and contrast their findings to those of a real scientist. If they were real scientists, what would they do differently?

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

2. Have students try to classify very similar items such as jellybeans. What kinds of characteristics do they have to look for when classifying similar items? Students should understand that now they may have to make specific measurements or look for small distinguishing characteristics such as odd shapes or dimpled surfaces in order to classify their objects. Relate this to real world studies. Comments: Other candies will key out the same way. For example: Nerds will substitute for Smarties, Peppermints/Spearmint hard candies will substitute for jaw breakers.

Sweet Treat Classification For each item, begin with No. 1 and follow the directions at the end of the line. Put the name of each treat in the correct blank. 1a. Treat contains chocolate ...................................................................................go to 2 1b. Treat does not contain chocolate ......................................................................go to 6

2a. Treat is a candy bar ..........................................................................................go to 3 2b. Treat is not a candy bar .................................................................................... __________ 3a. Treat is milk chocolate ......................................................................................go to 4 3b. Treat is not milk chocolate ................................................................................ __________ 4a. Treat is entirely milk chocolate .......................................................................... __________ 4b. Treat is not entirely milk chocolate....................................................................go to 5 5a. Treat contains rice............................................................................................. __________ 5b. Treat does not contain rice................................................................................ __________ 6a. Treat package contains more than one piece ................................................... __________ 6b. Treat package does not contain more than one piece ......................................go to 7 7a. Treat is candy....................................................................................................go to 8 7b. Treat is not candy.............................................................................................. __________ 8a. Treat is chewy ...................................................................................................go to 9 8b. Treat is not chewy ............................................................................................. __________ 9a. Treat is rectangular ........................................................................................... __________ 9b. Treat is not rectangular .....................................................................................__________

Sweet Treat Answer Key 2b. Tootsie roll 3b. Hershey’s special dark chocolate candy bar 4a. Hershey’s milk chocolate candy bar 5a. Krackel candy bar 5b. Mr. Goodbar candy bar 6a. Smarties 7b. Bubble gum 8b. Sour ball 9a. Laffy taffy 9b.Taffy/caramel

Build Your Own Dichotomous Key 1. Topic: Dichotomous Keys 2. TN Science Standards: a. K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. b. 2.LS1.2: Obtain and communicate information to classify animals (vertebratesmammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. c. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. d. 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. 3. Materials: Small plastic animals, etc; sandwich baggies 4. Instructions: Randomly select 10 small plastic animals and place them in a baggie. Distribute to students. There should NOT be two of the same exact animals in any of the bags. Have the students create their own dichotomous key that would allow someone (who had never seen these organisms) to determine what each of the plastic organisms is. 5. Comments:

Natural Selection Pasta Topic: Natural Selection, Camouflage 5.LS4:2 Use evidence to construct an explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction 8.LS4:3 Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaption 8.LS4:4 Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment Materials: Multi-colored pasta, Gallon Ziploc bag Instructions: Separate the pasta into 4 colors. Count out the same number of each color and place them into a Ziploc bag. Mix them thoroughly. Then take students outside to a grassy area. Scatter the pasta on the ground. Have each student pick up the first piece of pasta that they find and return to their spot. Identify the number of each color collected. Then have them throw the pasta back to the grass. Give the students 30 seconds to collect as many pasta pieces as they can. At the end of the 30 seconds, see how many of each color the students have. Comments: You can use any other material as long as it is biodegradable. (Some pasta will not be located.) You can also cross-curriculum with math and graph the type of pasta found. Reference: Elesha Goodfriend, Walters State Community College

Blubber Bags Topic: Animal Adaptations, Insulation TN Science Standards: 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. 3.LS1.1: Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. 2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. 3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes. 5.LS4.2: Use evidence to construct and explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions. 1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions.

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

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

2. Turn the second gallon bag inside out and place it inside the first bag. 3. Match up the zippers to seal the bags. (You can place duct tape around the top to help reinforce the seal.) 4. Place buckets of ice around the room. Place one or two bags at each station. 5. Have the students work in teams or groups. Give the students an allotted time at each station. During this time, the students must place one hand inside the blubber bag and record the amount of time that it takes until the hand feels cold. If there is sufficient time, allow each student to go in the group before moving to the next station. 6. Record the amount of time (on a chart or on the board) in the blubber bags at each station. *This is a good time to cross-curriculum with math. You can find the average of the numbers for the entire class at each station. 7. After the allotted time, have each group shift to the next station until they have visited every station. Extension Questions: 1. Do other materials insulate as well as blubber? (You may have stations with various types of other gloves/materials as well [ie cleaning gloves, diving gloves, feather bags, etc). 2. How do humans protect themselves in the cold? 3. Provide examples of environments where a thick layer of blubber would be beneficial. 4. Provide examples of organisms that possess a thick layer of blubber. 5. Due to temperature increases, the polar ice caps are beginning to melt. Without the colder temperatures, what to you predict will happen to: 1. Those environments from question 3, 2. The organisms from question 4.

The Great Bug Race Topic: Millipedes, Centipedes TN Science Standards: K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. 2.LS1.2: Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. 3.LS1.1: Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction.

Materials: Your willing class, Arthropod cards Instructions: 1. Ahead of time, prepare the Arthropod cards. On the cards, type/write either centipede or millipede. You may choose to laminate the cards so that you can re-use them over time. For a class of 30, you would 15 cards that said centipede and 15 cards that said millipede. 2. During the class introduce the topic of millipedes versus centipedes. Discuss their similarities and differences. 3. Distribute the cards to the students where each student has one card. 4. Move to an area where you have a large amount of space. Have all of the students with a centipede card form one group and all the students with a millipede card form another group. 5. Those students in the centipede group will form a single-file line. These students will then place their hands on the shoulders of the students in front of them. These students will represent a centipede. 6. Those students in the millipede group will stand back to back with a partner. They will link arms at the elbows. The connected pairs of students will then form a line, using their hands to hold on to the pair in front of and behind them. If there is an odd number of students in this group, the final person will stand at the front of the chain of students and serve as the â&#x20AC;&#x153;headâ&#x20AC;?. This group will represent the millipede. 7. Designate a starting point and line both groups up behind it. Then designate an ending point. 8. Have the two groups race from the starting point to the end point. 9. Generally, the centipedes will win. Discuss why this is what would happen in nature. (Centipedes are predators by nature; they are faster so that they can catch prey. Millipedes are herbivores. They do not need to be fast to catch a leaf).

Venom! Topic: Spiders TN Science Standards: K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. 3.LS1.1: Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. 2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. 3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others.

Materials: Floppy hat, Velcro, Wiggly eyes, Yarn, Yellow sports drink, 2-cup measuring cup, 5 oz disposable cups, sugar cube, straws Instructions: 1. Ahead of time, cut straws in half. Make sure you have enough for each student to have ½ a straw. Also, pour some of the sports drink into the measuring cup (you can add water to dilute if you wish). DO NOT let the students know what is in the measuring cup. You can label the measuring cups “Caution--Spider Venom”. Place some Velcro on the floppy hat and some of the wiggly eyes. Also place some yarn into a disposable cup. 2. During class, inform students that they will each be eating like a spider during class. Give each student a 5 oz disposable cup (which represents a spider web) and a straw half (their spider mouthparts). 3. Into each cup, place one sugar cube. This will represent the fly. 4. Now the students must try to suck the sugar cube up through the straw. They will be unsuccessful. 5. Tell the students that the spider has adaptations to overcome this obstacle. Spiders inject a venom into their prey. This venom liquefies the insect. Pour some of the sports drink into their cup (enough to cover the sugar cube). 6. During the wait time, have 6 students volunteer to “build a spider”. Four students (two pairs) will stand back to back and link arms, sitting on the floor. These students will represent the body of the spider, which has 4 pairs of legs. One student will serve as the head. This student

will wear the floppy hat—attach the Velcro eyes on to show that spiders have multiple eyes. This student will sit on the end of the “body”. The hands of this student will represent the chelicerae (fangs) of the spider, and their feet are the pedipalps. The remaining student will sit on the other end of the “body. They will represent the abdomen of the spider. Their hands will represent the spinnerets of the spider. They will hold the disposable cup containing the yarn (which represents the spider web protein). 7. Once you are finished “building” the spider, have all the volunteers go back to their seats. 8. Now the sugar cube in the cup has dissolved. They students can try to suck the liquefied “fly” through the straw. Comments: 1. Check for food allergies! 2. Always wash the hat after use.

Nocturnal Animals Topic: Animal Adaptations, Nocturnal Animals TN Science Standards: K.LS1.3: Explain how humans use their five senses in making scientific findings. 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. 2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. 3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organismâ&#x20AC;&#x2122;s ability to survive. 3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes. 5.LS4.2: Use evidence to construct and explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses.

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

Instructions: 1. Ahead of time prepare the containers by making sure that they are clean and numbered with a permanent marker (1, 2, 3, 4, â&#x20AC;Ś). 2. Choose two randomly selected containers and place the same thing in each of the pair. Tape the lid closed. 3. It is a VERY GOOD IDEA to compile a key that lists the numbers of each pair. 4. During the class, distribute one container to each student. DO NOT TELL THEM WHO THEIR PARTNER IS. 5. Talk about nocturnal animals and how they rely on senses (other than sight) to help them navigate/thrive at night.

6. Do NOT allow the students to open their containers. Have them shake the container and listen. Then have then listen to others to determine who their missing partner is. When the students have located their missing partners, have them come to the instructor to see if they have completed their pair.

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

TN Science Standards: 7.LS1.1: Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism. 7.LS1.2: Construct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport. 7.LS1.3: Evaluate evidence that cells have structural similarities and differences in organisms across kingdoms. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas. 4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: 4D Science Plant and Animal Cell Models, Laminated function cards, Laminated organelle cards, attaches labeling page, Misc items to represent cell functionsâ&#x20AC;&#x201D;may include or modify: Nucleus: container with laminated pictures of DNA (see below) Nucleolus: hammer and laminated picture of ribosome (see below) Rough Endoplasmic Reticulum: tubing with beads attached Smooth Endoplasmic Reticulum: tubing Mitochondria: batteries Lysosomes: plastic hatchets Plasma/Cell membrane: border patrol badges (see below) Golgi body/apparatus: USPS badge (see below) Cytoskeleton: small, plastic railroad tracks or ladders Ribosomes: hammer with laminated pictures of proteins (see below) Cytoplasm: gelatin mix or packing peanuts Centrioles: plastic rakes or lassoâ&#x20AC;&#x2122;s Cell Wall: Military badges (see below) Vacuole: container with colorful objects to represent pigments, laminated pictures of water, and toxins (see below) Chloroplasts: Fish/Butterfly nets Instructions: 1. Place the students in groups. You will need 8 groups total. 2. Distribute a stack of organelle cards, organelle function cards, and a 4D Science Plant and Animal cell model to each group. Have the students match the organelle from the model with the name and function of each organelle for the animal cell.

3. Repeat the same process with the plant cell. 4. Have the students complete the Animal Cell organelle function sheet. 5. Then have the students draw a laminated card with an organelle name on it. Have them find the miscellaneous item that represents their organelle. Have the students make a living cell, with each of them representing their organelle (ie Have the “nucleus” stand in the middle of the room next to the “nucleolus”. Have the “plasma/cell membranes” stand in a circle around them.)

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

A. collects, sorts, packages, and distributes materials such as proteins and lipid-filled vesicles (products from ER) B. Site for protein synthesis. Can be located in groups of polyribosomes, attached to endoplasmic reticulum (ER) or found free in cytoplasm C. Synthesizes phospholipids and steroids, Stores calcium ions and various other fxns, depending on cell type D. Functions in the processing, folding and modification of proteins; Studded with ribosomes E. Site of cellular respiration, also often referred to as the “Energy PowerHouse” of the cell. F. The semifluid medium inside of the cell that is composed of water, salts, and dissolved organic molecules G. The prominent structure of cell that stores genetic material, DNA H. Found in centrosomes of animal cells. May be involved in microtubule assembly and disassembly. Made up of short cylinders with a 9 + 0 pattern of microtubule triplets I. Structure where the components of ribosomes are assembled J. Boundary of the cell, consisting of proteins embedded within a phospholipid bilayer K. Membrane-enclosed vesicles formed by Golgi that contain hydrolytic digestive enzymes and act as “garbage disposals of the cell”. Function to break down unwanted, foreign substances or worn-out parts of cells. L. Collective term for all the DNA and associated proteins in Eukaryotic cells M. Framework of protein rods and tubules in Eukaryotic cells.

Egg Osmosis Topic: Cell Biology 7.LS1:2 Conduct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport Materials:  egg  300 mL distilled white vinegar  300 mL light corn syrup  300 mL distilled water  600 mL beaker  Parafilm  Spoon  Balance  Weigh Boat Instructions: Day One: 1. Obtain a beaker and label with group name (name decided upon by group members), egg, balance, weigh boat. 2. Place weigh boat on balance and zero balance. Place egg in weigh boat and find weight of egg. Record on Table One. 3. Pour 300 mL distilled white vinegar into 600 mL beaker. Place egg gently into vinegar. Cover the beaker with Parafilm. Let sit for 24-36 hours. This process will remove the shell from the egg, exposing the selectively permeable membrane. Day Two: 4. Place weigh boat on balance and zero balance. 5. Using spoon, gently remove egg from the vinegar and place into weigh boat. Be careful with egg from this point on—It is VERY fragile and will burst easily. Record weight on Table One. 6. Rinse 600 mL beaker until clean. Gently place egg into beaker. 7. Pour 300 mL corn syrup into beaker, covering egg. 8. Cover beaker with Parafilm once more. Sit aside for 24-36 hours.

Day Three: 9. Place weigh boat on balance and zero balance. 10. Using spoon, gently remove egg from the corn syrup and place into weigh boat. Be careful with eggâ&#x20AC;&#x201D;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 eggâ&#x20AC;&#x201D;It is VERY fragile and will burst easily. Record weight on Table One.

Table One Weight (g)

Appearance

Day One Day Two Day Three Day Four

Comments: Terms: 1. Diffusion: The movement of molecules from a higher concentration to a lower concentration. 2. Osmosis: The diffusion of water 3. Passive Transport: Results from the random motion of molecules causing a net movement of molecules from an area of high concentration to an area of low concentration; no energy expenditure

4. Active Transport: Use of a plasma membrane carrier protein to move a substance into or out of a cell from lower to higher concentration; requires energy expenditure 5. Solute: Substance that is dissolved in a solvent, forming a solution 6. Solvent: Fluid, such as water, that dissolves solutes 7. Isotonic solution: A solution with an equal concentration of solute and solvent 8. Hypotonic solution: A solution with a lower concentration of solute, a higher concentration of solvent 9. Hypertonic solution: A solution with a higher concentration of solute, a lower concentration of solvent Questions: 1. 2. 3. 4. 5. 6.

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

Reference: Elesha Goodfriend, Walters State Community College

Cell Division Flipbook TN Science Standards: 7.LS3.2: Distinguish between mitosis and meiosis and compare resulting daughter cells. K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: Sandwich bags, glue, attached handout, stapler with staples Per student  5 strands of cross-stitch thread (approximately 6-8 inches in length); represents chromatin  18 pieces of yarn (approximately ½ inch in length); represents sister chromatids  6 mini pom poms (same color); represents poles/centrioles  6 adhesive gems or sequins; represents centromeres Instructions: Distribute the materials into a sandwich bag. Give each student a bag. Complete a model of each of the phases of mitosis using the materials in the bag with glue onto the attached handout. Allow the pages to dry. Bind the pages together in a booklet form. Page 1: one piece of chromatin Page 2: 2 centrioles, 6 sister chromatids, 3 centromeres Page 3: 2 centrioles, 6 sister chromatids, 3 centromeres Page 4: 2 centrioles, 6 sister chromatids Page 5: two pieces of chromatin Page 6: two pieces of chromatin

Cellular Division Flipbook By: ______________________________________

1st ď&#x201A;ˇ ď&#x201A;ˇ

Chromosomes are __________________________ (# doubles). Chromosomes appear as threadlike coils (_______________________) at the start, but each chromosome and its copy (__________________________ chromosome) change to sister chromatids at the end of this phase

2nd ď&#x201A;ˇ ď&#x201A;ˇ ď&#x201A;ˇ

______________________ begins (cell begins to divide). __________________________ (or poles) appear and begin to move to opposite ends of cell. _________________ _________________ form between the poles.

3rd ď&#x201A;ˇ

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

4th ď&#x201A;ˇ

Chromatids (or pairs of chromosomes) ________________________ and begin to move to _____________________ ends of the cell.

Sister Chromatids Split

5th ď&#x201A;ˇ

________________________________ begins. The cell separates into ______________________ separate cells. The chromosomes unwind into ___________________________.

6th ď&#x201A;ˇ

Cell membrane moves inward to create two ____________________ cellsâ&#x20AC;&#x201D;each with its own ______________________________ with identical ___________________________.

Photosynthesis Formula Game

TN Science Standards: 7.LS1.9: Construct a scientific explanation based on compiled evidence for the processes of photosynthesis, cellular respiration, and anaerobic respiration in the cycling of matter and flow of energy into and out of organisms. 4.LS2.1: Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.

You will need:  A copy of the game board for each player  Small “tokens” of at least three different colors which will be used to represent carbon, oxygen, and hydrogen atoms. Suggestions: small candies such as M&M’s (M&M Minis are even better) or Skittles, Cheerios, Fruit Loops cereal, raisins (If you are playing with a large group of kids you don’t know very well, stay away from peanuts. Peanut allergies can be deadly.)  One spinner (assemble and color spinner according to directions) You will need scissors, glue, a paper fastener, and markers or crayons for this (and a cereal box to glue parts on if you want to make the spinner sturdy enough to last for a while). Directions: This game can be played with any number of players. Divide the players up so that you have four teams. (If you only have two or three players, the game will still work. Even one person can play it, although there won’t be competition, of course.) The number of players per team does not have to be equal. Being on the same team simply means that all members of that team will receive the same spinner results on each round, and therefore will be doing the same thing at the same time. This can actually be very beneficial for those students who have trouble catching on to game formats. They can simply follow along with what their team members are doing. Each player/team is assigned a colored “arm” of the spinner. Each time the spinner is spun, the player/team will read their results from that color.

For example, if you are on the red player/ team, whatever the red arm lands on is your spin result. Players/teams can take turns spinning the spinner, but the spin will be for everyone. (This is great because there is no “down time” during the game waiting for your turn!) Each person decides what they will use to represent the atoms on their board: carbon, oxygen, and hydrogen. They will also need just one light token. Make sure they choose their “code” ahead of time. For example: raisins for carbon atoms, Cheerios for oxygen atoms, small red candies for hydrogens, and a dried banana for light. Whatever the spinner arm lands on is what you build on your game board. If you or your team spins WATER, then you “build” one of the water molecules on the top portion of the board by putting two hydrogen tokens and one oxygen token right on top of one of the water molecules. You only need one light token, so if you land on LIGHT again, you just do nothing for that turn, since you already have light. Once you have all the molecules filled up on the top half of the board, it then becomes a race (or a cooperation) to see how fast you can rearrange all the atoms to form the molecules on the bottom half of the board. The plant does this, too. It disassembles all the ingredient molecules and uses them to form new molecules. The advantage of using edible tokens is that whenever you have the bottom half of your board complete, you can reward yourself by eating the glucose molecule (and the other molecules, too, if you are still hungry!).

During the course of the game you will certainly hear the following comments. Responses to these are suggested. “I keep spinning light. I don’t need any more light!” This is true for plants, as well. Plants living outdoors almost always have enough light. In fact, most of the sun’s energy goes to waste. There is way more than enough light shining down. What limits photosynthesis is usually the amount of water available. “I don’t have enough water. I keep spinning carbon dioxide.” This happens sometimes in real life, too. The weather can produce droughts. There is still plenty of carbon dioxide and light, but not enough water. Fortunately, it always rains eventually. If you keep spinning you are guaranteed to land on water eventually. In fact, you may then have a period of too much water. “I have way too much water and not enough carbon dioxide.” Plant could possibly have this problem. If the leaves are covered with water, the air holes in the leaves can get “clogged” up and not let in enough air (which contains carbon dioxide).

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

Photosynthesis Relay Game Topic: Cell Biology 4.LS2:1 Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis Materials: Two pieces of green construction paper, four small envelopes, glue stick, marker, copy of the card patter page with pieces cut out Instructions: Before Class: 1.) Cut two large green leaves. 2.) Cut the flaps off the envelopes, then glue an envelope on each side of each leaf, with the open side of the envelope facing out. 3.) Label the envelopes on opposite sides of the leaves “IN” and “OUT.” 4.) Photocopy the card pattern page onto card stock, if possible, to make the cards more durable my laminating. Cut out all the cards. 5.) Optional: Decorate or color the cards to make them more readable at a quick glance. For instance, put a raindrop on the water cards. How to set up the game: 1.) Divide the class into groups 2.) Place the leaves at the front of the room 3.) Place each groups’ pile of cards face down at the starting line. (If your students need to stretch their legs, put the starting line really far away!) 4.) Put the flashlights next to the leaves. How to play the game: 1.) On the word GO, the first member of each team takes the first card from the stack 2.) They then run to the leaves and place it either in the IN or OUT pocket and back to their team 3.) The next students continue the process until all cards are used 4.) First team to accomplish all this wins the game.

Comments: This game is a lot of fun to play again and again if you change the method of locomotion to and from the leaf. Have them hop, skip, walk backwards,

crawl, carry a ball between their knees, etc. This way they get the repetition of the photosynthesis formula without making them bored with the game. Even middle school and high school ages like the game when played with creative variations like this! It brings a lot of laughs, as well as learning You can also do this relay with the Cellular Respiration formula. Reference: modified from http://ellenjmchenry.com/photosynthesis-relay-race-game/

DNA Magnets Topic: DNA structure, nucleotides, DNA replication TN Science Standards: 7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas. 4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: DNA Magnet sets Instructions: 1. 2. 3. 4.

Discuss DNA, itâ&#x20AC;&#x2122;s structure, and the nucleotide. Distribute one nucleotide to each student. Have the student identify the nucleotide given to them. Instruct the student to find the complementary base pair for their nucleotide (belonging to another student). 5. Have the pair of students bring the pair to the stand (located with the instructor). Build the DNA double helix by adding each pair to the existing chain. 6. Simulate DNA replication by having spare nucleotides laying on the desk. Pull apart the DNA magnets (representing DNA helicase) and have spare nucleotides (from the desk) take the place of the original base pair. Show that the new DNA is an identical pair of chromosomes and that they are both identical to what the students started with.

Gummy Bear DNA Topic: Structure of DNA TN Science Standard: 7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas. 4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: 4 different colors of gummy bears, toothpicks, twizzlers, Ziploc bags *Remember that one color will represent Adenine (A), one color will represent Guanine (G), one color will represent Thymine (T), and one color will represent Cytosine (C). A will always bind with T, G will always bind with C. Instructions: 1. Before class, assemble bags (1 per students) containing the following: a. 2 twizzlers b. 5 complementary base pairs of gummy bears c. The appropriate amount of toothpicks for each complementary base pair 2. Have the students determine which bears will pair with each other. Have them connect the bears with the appropriate number of toothpicks, pushing the toothpicks all the way through the bears and out the other side. 3. Then push the sharpened ends of the toothpicks into the twizzlers on either side. The structure should resemble a ladder. 4. Check to make sure that everyone has the correct pairings. Then the students can then eat their DNA!

Protein Toobers TN Science Standards: 7.LS1.1: Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism. 3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organismâ&#x20AC;&#x2122;s ability to survive. K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. 4.ETS2.1: Use appropriate tools and measurements to build a model. Materials: 1 protein toober per student, 1 collection of 17 tacks per student With 17 tacks and 4 foot Toober, you can explore the forces that drive protein folding. The colorcoded tacks represent the sidechains of the following amino acids. Color of Tacks Blue Tacks Red Tacks Yellow Tacks

Number of Tacks 3 3 4

White Tacks Green Tacks

4 2

Clear Tacks

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

Instructions: 1. Distribute the 17 tacks randomly by evenly along the Toober. 2. Fold your protein. a. Stably folded proteins simultaneously satisfy several basic laws of chemistry including: i. Hydrophobic sidechains (yellow tacks) will be buried on the inside of the globular protein, where they are hidden from polar water molecules. ii. Charged sidechains (blue and red tacks) will be on the surface of proteins where they often neutralize each other and form salt bridges. iii. Polar sidechains (white tacks) will be on the surface of the protein where they can hydrogen bond with water. iv. Cysteine sidechains (green tacks) often interact with each other to form covalent disulfide bonds that stabilize protein structure. v. Proline sidechains (clear tacks) cause a sharp kink in the protein.

Student handout Name: _______________________

Toober Folding Exercise 1. Begin by placing the tacks at equal distances along the toober (order doesnâ&#x20AC;&#x2122;t matter). Place one tack at each end of the toober, then one in the middle. Halfway between each tack, place another tack. You should now have 5 tacks placed on the toober. Once again, place another tack halfway between each pair of tacks. You should now have 9 tacks on the toober. Finally, distribute the remaining 8 tacks halfway between each pair of tacks. 2. You have modeled the primary structure of the protein. The tacks represent the protein subunits (monomers), which are called _______________ ________________. 3. Compare the sequence of your protein with that of your neighbors. Even though you all started with the same number and color of tacks, are your sequences the same? ___________ 4. Next, you need to fold your protein into a three-dimensional structure. To do so, you must follow the rules of protein folding: a. Yellow tacks represent hydrophobic side chains; these will avoid the water in the cell. Will these be on the inside or the surface of the protein? _______________ b. The white tacks are polar side chains, which like to interact with water. Will these be on the inside or the surface of the protein? _________________ c. Blue and red tacks represent positively and negatively charged side chains. These will interact with each other (opposite charges attract). d. The green tacks represent cysteine residues, which CAN but donâ&#x20AC;&#x2122;t always form disulfide bonds. Can you fold the protein to follow all the rules above and still form a disulfide bond (two green tacks interacting)? e. The clear tack represents a proline, which causes a sharp bend in the protein. f. Finally, your goal is to have a nice, compact globular protein. 5. After folding your protein, compare it with your classmates. Are any of the proteins folded identically? _____________ What ultimately determines HOW the protein is folded? __________________________________________________________________________ 6. If your protein was an enzyme, identify a spot that could be the active site (a pocket in the surface is a likely spot). Sketch your protein and mark the active site:

Balloon Translation Topic: Protein Synthesis, Transcription and Translation

TN Science Standards: 7.LS3.1: Hypothesize that the impact of structural changes to genes (ie mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. 4.ETS2.1: Use appropriate tools and measurements to build a model.

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

Prepare pieces of DNA for each student (write a 3 nucleotide sequence on a notecard in one color). Make sure to add in a start sequence and sequences that will cause a stop codon to form.  Prepare mRNA codons for each student that will correspond with the pieces of DNA in the previous step (write a 3 nucleotide sequence on a notecard in a second color).  Prepare tRNA anticodons for each student that will correspond with the pieces of mRNA in the previous step (write a 3 nucleotide sequence on a notecard in a third color). Attach a piece of string to the tRNA notecard.  Attach a balloon to each string (with helium or air). On the balloon write the amino acid that would correspond to that codon/anticodon pair. (During the lesson)  

Discuss transcription and translation in class. Distribute a piece of DNA (notecard) to each student. Mix up the collection of mRNA and place them on a table. Mix up the collection of tRNA and place them on a second table.  Have the students find the mRNA that corresponds to their piece of DNA. Then have them locate the tRNA/amino acid that also corresponds to their DNA and mRNA.  Have them write their sequence on the dry erase board. Call the “Start” codon first. Have everyone else line up in random order. When the stop sequence is placed on the board, anyone afterward stops and cannot continue the sequence. Discussion Points: 

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



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

Protein Synthesis Teacher Manual

Teacher Kit Transcription TN Science Standards: 7.LS1.1: Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. 4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: Teacher manipulatives (3’-5’ DNA strand, 5’-3’ DNA strand, DNA double helix, RNA polymerase, amino acids, peptide bonds, tRNA, mRNA sequence, free nucleotides, ribosome) Student manipulatives (DNA sequences [complete], DNA sequences [blank], mRNA sequence [blank], tRNAs [blank], amino acid sequences [blank], dry erase markers

The Teacher Demonstration Kit begins with a double stranded DNA Model. Consisting of:  A 3'-5' DNA strand (sense strand)  A linear 5'-3' DNA strand (anti-sense) and  DNA in the double helix that your students are probably most familiar with. The helix is included to prevent the misconception that the entire strand of DNA uncoils and is transcribed.

1. Arrange these three manipulatives on the board 2. Point out the features of the model.  Backbone (Phosphates-Yellow) (Deoxyribose sugar-Black)  Nucleotide bases  Area of hydrogen bonding 3. Introduce the RNA polymerase enzyme manipulative. Use the enzyme to simulate the breaking of the hydrogen bonds between the DNA nucleotides as you physically separate the two complementary DNA strands. 4. Ask students to identify the RNA nucleotides complementary to each of the bases on the now single stranded 3'-5' DNA “sense strand”. 5. Bond the requested RNA nucleotides to their complementary DNA nucleotides.  You have enough RNA nucleotides to build a complete mRNA 6. Introduce the complete mRNA manipulative. This comes in two pieces which are hinged together to allow for shipping. 7. Compare this mRNA to the one you just produced in (step 5). Verify for students that the RNA base sequence is the same in both. 8. Remove the individual RNA nucleotides from the board and bring back together the two complementary DNA strands. 9. Move the mRNA out of the nucleus through a nuclear pore and into the cytoplasm. Use tape or draw a line on your board to represent the nuclear membrane. A gap in the line will represent the opening of the nuclear pore.  Let students know that what has just taken place is transcription. The “blueprint” encoded in DNA has been transcribed into the message of mRNA. Stress that the entire process takes place in the nucleus of eukaryotes.

 When teaching advanced students this is a good time to discuss mRNA processing with subsequent splicing of introns and exons.  This is also a good time to bring out an overhead or model of a eukaryote cell in cross section. Point out the nuclear membrane, nuclear pore, rough endoplasmic reticulum and the ribosomes. This will give students a visual picture of where cellular protein synthesis events are taking place.

Teacher Kit Translation 10. Now point out the features of the mRNA manipulative.  Point out the change in color of the sugar in the “backbone” to indicate the change from deoxyribose to ribose sugar.  Point out the codons, artificially grouped in threes for emphasis. 11. Attach the ribosome manipulative to the board.  Inquire what the ribosome is made of: Ans: RNA-protein complex and  consists of a large and small subunit. 

Inquire about the two sites that will be occupied by t-RNA: The “P” site (on the left) and “A” site (on the right).

 How deep you want to go into the origin and structure of ribosomes will depend on the level of your students. 12. Simulate the mRNA initiator codon (A-U-G) entering the “P” site of the ribosome with the second codon (A-U-C) occupying the “A” site.  Now that you have the initiator codon in the “P” site of the ribosome, inquire what the anti-codon complementary to the codon on the mRNA would be. 13. Place the transfer RNA with the (U-A-C) anti-codon on the board.

 Now is a good time to discuss structure and function of tRNA, codons and anti-codons.  Provide students with a copy of the Genetic Code Table included in Appendix A at the end of this manual. This table provides the amino acids specified by each codon sequence on mRNA. Ask them to specify the amino acid that should be attached to this (U-A-C) tRNA 14. Attach the Methionine (MET) amino acid to the first t-RNA 15. Move the Methionine tRNA to the “P” site on the ribosome. Line up the complementary anti-codon with the codon on the mRNA.  Inquire what the tRNA anti-codon complementary to the mRNA codon now occupying the “A” site on the ribosome would be? 16. Place the tRNA with the (U-A-G) anti-codon on the board  Using their table (Appendix A) have students identify the amino acid to be attached to this t-RNA 17. Attach the Isoleucine (Ile) amino acid to the second t-RNA 18. Move the Isoleucine tRNA to the “A” site on the ribosome. Line up the complementary anti-codon with the codon on the mRNA. 19. Insert the peptide bond manipulative between the Methionine and Isoleucine amino acids  Depending on the level of students you are instructing, this may be a good time to teach peptide bonding between amino acids. 20. Shift the ribosome one reading frame to the right so the Isoleucine codon is now in the “P” site of the ribosome. 21. Move the Methionine t-RNA to the bottom of the board to simulate return to the cytoplasm for the purpose of obtaining another amino acid.  Ask students what the anti-codon complementary to the codon (C-A-G) now in the “A” site on the mRNA would be?

22. Place the tRNA with the (G-U-C) anti-codon on the board  Using their table (Appendix A) have students identify the amino acid to be attached to this t-RNA. 23. Attach the Glutamine (Gln) amino acid to the third t-RNA 24. Move the Glutamine tRNA to the “A” site on the ribosome. Line up the complementary anti-codon with the codon on the mRNA. 25. Insert the model representing the peptide bond between the Isloleucine and Glutamine amino acids. 26. Shift the ribosome one frame to the right so the Glutamine is now in the “P” site. 27. Move the isoleucine t-RNA back into the cytoplasm.  Ask students what the anti-codon complementary to the codon (G-U-A) now in the “A” site on the ribosome would be? 28. Place the tRNA with the (C-A-U) anti-codon on the board.  Using their table (Appendix A) have students identify the amino acid to be attached to this t-RNA 29. Attach the Valine (Val) amino acid to the last t-RNA 30. Move the Valine tRNA to the “A” site on the ribosome. Line up the complementary anti-codon with the codon on the mRNA. 31. Insert the model representing the peptide bond between the Glutamine and Valine amino acids. 32. Move the Glutamine t-RNA back into the cytoplasm. 33. Shift the ribosome one frame to the right so the Valine is now in the “P” site and the stop or termination codon is in the “A” site. This codon signals release of the ribosome and release of the newly formed polypeptide.

 Check student understanding. Call for student volunteers to explain the process using the manipulatives. Use good questioning techniques to check for misconceptions.

Student Kit The student kit is designed to provide students the opportunity to practice the concepts introduced with the teacher demonstration manipulatives. It is also designed to allow the teacher an opportunity to assess student learning in an efficient manner. You will quickly discover individual student misunderstandings and be able to pinpoint where remedial help is required. NOTE: Be sure that you provide erasable markers for students to write codes on the student manipulatives. If proper markers are used the manipulatives can be erased and should last indefinitely. If replacement parts are required contact United Scientific. The student set consists of: 

DNA “sense strands” with pre-printed DNA base sequences. There are four different sequences. Each sequence is labeled 1-4 at the top of each strand. There are five copies of each of the four sequences for a total of twenty strands. Each of the four pre-printed DNA base sequences will produce a unique 5 amino acid sequence. The correct amino acid sequence for each of the four pre-printed DNA base sequences can be found in Appendix B of this manual. Use this key to quickly check the final step of a student’s work. If the students amino acid sequence does not match your key, check that the student has written the correct codons and anti-codons.

 Blank DNA strands upon which students code the bases complementary to the bases on the above “sense strand”  Blank messenger RNA strands upon which the student writes the codons derived from the DNA “sense strand”  Blank transfer RNA’s upon which the student writes the anti-codons complementary to the mRNA codons

 Blank polypeptide chain upon which the student codes the amino acid sequence. If correct this code will correspond to the teacher key in Appendix B. The three letter abbreviations for the amino acids can be found in Appendix C and should be copied for student use. Procedure: 1. Provide each student or group, one of each of the manipulatives listed above and an erasable marker. 2. Explain to students what each of the manipulatives represents. 3. Direct students to code WITH ERASABLE MARKER: 

the DNA bases complementary to the pre-printed bases on the blank DNA strand

 the mRNA codons complementary to the pre-printed DNA “sense strand” bases on the blank mRNA. 

the tRNA anti-codons complementary to the mRNA codons on the blank transfer RNA’s



the three letter abbreviations (found in Appendix C) for the resulting amino acid sequence.

Use the key in Appendix B to check student work. The correct amino acid sequence for each of the four pre-printed DNA base sequences can be found in Appendix B of this manual. Use this key to quickly check the final step of a student’s work. If the students amino acid sequence does not match your key, check that the student has written the correct codons and anti-codons. You will be amazed at how quickly your students learn protein synthesis. Take good care of your kit and it will provide you years of service.

APPENDIX A GENETIC CODE IN RNA FORMAT

2nd base in codon

C A G

Phe Phe Leu Leu Leu Leu Leu Leu Ile Ile Ile Met Val Val Val Val

Ser Ser Ser Ser Pro Pro Pro Pro Thr Thr Thr Thr Ala Ala Ala Ala

Tyr Tyr STOP STOP His His Gln Gln Asn Asn Lys Lys Asp Asp Glu Glu

Cys Cys STOP Trp Arg Arg Arg Arg Ser Ser Arg Arg Gly Gly Gly Gly

U C A G U C A G U C A G U C A G

3rd base in codon

1st base in codon

APPENDIX B TEACHER KEY TO STUDENT WORK #1 Pre- Printed DNA Sequence C-G-T-A-A-T-C-T-C-A-T-A-G-C-T Codons GCA---UUA---GAG---UAU---CGA Anti-Codons CGU---AAU---CUC---AUA---GCU Amino Acids

Ala-----Leu----Glu------Tyr------Arg #2 Pre-Printed DNA Sequence A-A-A-G-G-A-T-A-T-C-A-C-C-C-A Codons UUU---CCU---AUA---GUG---GGU Anti-Codons AAA---GGA---UAU---CAC---CCA

Amino Acids Phe-----Pro------Ile------Val-----Gly #3 Pre-Printed DNA Sequence T-A-G-C-G-C-C-T-G-G-T-C-T-T-T Codons AUC---GCG---GAC---CAG---AAA Anti-Codons UAG---CGC---CUG---GUC---UUU Amino Acids

Ile------Ala-----Asp-----Gln----Lys #4 Pre-Printed DNA Sequence A-C-C-G-C-G-C-T-C-G-A-C-T-T-C Codons UGG---CGC---GAG---CUG---AAG Anti-Codons ACC---GCG---CUC---GAC---UUC Amino Acids

Trp----Arg------Glu------Leu----Lys

APPENDIX C Three Letter Abbreviations for the 20 Amino Acids Ala: Alanine Cys: Cysteine Asp: Aspartic acid Glu: Glutamic acid Phe: Phenylalanine Gly: Glycine

His: Histidine Ile: Isoleucine

Lys: lysine Leu: Leucine Met: Methionine Asn: Asparagine Pro: Proline Gln: Glutamine Arg: Arginine Ser: Serine Thr: Threonine Val: Valine Trp: Tryptophane Tyr: Tyrosisne

Mitosis & Meiosis Foldable

Mitosis and Meiosis Foldable Topic: Mitosis and Meiosis TN Science Standards:  7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells.  7.LS3.2: Distinguish between mitosis and meiosis and compare resulting daughter cells. Materials: Attached handouts, scissors, crayons/colored pencils, glue or tape Instructions: Color the blank person and the pair of circles that say “What type of cell reproduction happens here? Explain & give an example.” On one of the blank circles, answer the question (“What type of cell reproduction happens here? Explain & give an example.”) concerning mitosis. Make sure to leave approximately ½ inch at the top of the circle blank. On the other blank circle, answer concerning meiosis. Again, leave approximately ½ inch blank on the top of the circle. Cut out these two circles. Cut out the circles that say “What type of cell reproduction happens here? Explain & give an example.” Glue or tape your white circles with your written responses to the circle place-holder on the page with the blank person in the appropriate location. Glue or tape your circles that say “What type of cell reproduction happens here? Explain & give an example.” On top of the responses. Now you can lift the top flap to reveal the answer!

Mitosis & Meiosis Glue here

Glue here

ÂŠ 2016 Katie & Jenny Stafford

Ovaries (female)

What type of

example.

What type of cell reproduction happens here? Explain & give an example.

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

ANSWER KEY

Mitosis & Meiosis Glue here

Mitosis, which is a form of asexual reproduction. Mitosis creates identical copies (diploid cells). For example, 1 diploid cell splits into 2 diploid cells. Might mention that these diploid cells created are somatic cells (body cells like your skin cells)

Ovaries (female)

Meiosis, which is a form of sexual reproduction. Meiosis creates genetically different cells. For example, 1 diploid cell splits into 4 haploid cells. Might mention that these haploid cells are sex cells (gametes â&#x20AC;&#x201C; sperm or egg)

ÂŠ 2016 Katie & Jenny Stafford

Glue here

ÂŠ2016 Science by Stafford Sisters. The download of our activity includes a limited use license from Jenny and Katie Stafford. You may only use the resource f or personal classroom use.

Font by:

Credits

Media Icons by Grade ONEderful at: http://www.GradeONEderful.com Graphics by: www.jessicasawyerdesign.etsy.com https://www.teacherspayteachers.com/Store/Glitter-Meets-Glue-Designs http://www.teacherspayteachers.com/Store/Courtney-Keimer

Generations of Traits Abstract In this hands-on activity students track and record the passage of colored pom-pom â&#x20AC;&#x153;traitsâ&#x20AC;? through three generations of gingerbread people. Students observe that traits are passed from parents to offspring, and that siblings each receive a different combination of traits from their parents. An individual will have many traits they share in common with others, and more so with siblings and parents.

An individualâ&#x20AC;&#x2122;s overall combination of traits makes them unique.

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

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

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

Spanish translation of the student instructions, worksheet and questions are included. None

Classroom Implementation

Quantities

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

combination of “traits” or observable characteristics. Discuss some examples of traits (eye color, handedness, height, etc.). • Invite students to consider why children often resemble their siblings

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

Per Group of 3 or 4

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

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

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

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

them out. This will yield a more random and varied r e s u l t . Discussion Points: • If the siblings in a group’s family end up with the same combination of traits, remind students that human

characteristics are determined by far more than six traits. It is possible to have six or more traits in common with another person, yet still maintain a unique appearance. • Because siblings inherit traits from the same parents they often look alike. However, a child randomly

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

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

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

2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. 5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.

Credits Activity created by: Molly Malone, Genetic Science Learning Center April Mitchell, Genetic Science Learning Center Harmony Starr, Genetic Science Learning Center (illustrations) This activity was adapted from “You, Me & Others”, Biological Sciences Curriculum Study and March of Dimes Birth Defects (1995) (out of print).

Funding Original funding: A Howard Hughes Medical Institute Precollege Science Education Initiative for Biomedical Research Institutions Award (Grant 51000125). Funding for significant revisions: Grant U33MC00157 from the Health Resources and Services Administration, Maternal and Child Health Bureau, Genetic Services Branch. Partners in the Consumer Genetics Education Network (CGEN) include HRSA, March of Dimes, Dominican Women’s Development Center, Charles B. Wang Community Health Center, Genetic Science Learning Center at University of Utah, Utah Department of Health and the National Human Genome Center at Howard University.

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

Generations of Traits Instructions 1. With a partner, label six cups as shown: Adapted from â&#x20AC;&#x153;You, Me & Othersâ&#x20AC;? (1995) BSCS and March of Dimes Birth Defects Foundation.

Grandfather A

Grandmother A Mother

Grandmother B

Grandfather B

Father

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

Grandfather B - yellow

Grandmother A - brown

Grandmother B - green

The colored pom-poms are the traits that each of the grandparents have. Color the pompom pictures on the Generations of Traits Worksheet to show the traits for each grandparent. 3. Close your eyes and pick three traits from Grandfather A and three traits from Grandmother A and place them in the cup labeled Mother. These are the traits that Mother inherited from her parents. Color the pom-pom picture on the worksheet to show the traits Mother has. 4. Close your eyes again and pick three traits from Grandfather B and three traits from Grandmother B, and place them in the cup labeled Father. These are the traits that Father inherited from his parents. Color the pom-pom picture on the worksheet to show the traits Father has. 5. Mother and Father have four children: Mary, George, Elizabeth and Carl. To determine the traits that Mary will inherit from Mother and Father, close your eyes and take three pom-poms from Mother and three pom-poms from Father. Color the diagram to show the traits that Mary inherited. 6. Next, return the traits that you took from Mother and Father. (Look at your diagram if you forget where each trait came from.) Now, close your eyes again and choose the traits that George will inherit (3 from Mother, 3 from Father). Color the diagram to show Georgeâ&#x20AC;&#x2122;s traits. 7. Return the traits you took from Mother and Father and repeat the process to find the traits for Elizabeth and then Carl.

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

Generations of Traits Worksheet Grandfather

Grandmothe

Grandfathe

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

Mother

Mary

George

Grandmother B

Father

Elizabeth

Carl

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

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

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

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

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

Rasgos de las Generaciones – Instrucciones

1. Con un compañero etiqueta seis vasos como se muestra en la siguiente figura:

Abuela A

Abuelo B

Abuela B

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

Abuelo A Padre

Madre

2. Coloca los vasos como se muestra arriba y mete seis pompones en cada uno de ellos, siguiendo las siguientes instrucciones: Abuelo A – Rojo

Abuelo B – Amarillo

Abuela A – Café

Abuela B – Verde

Los pompones de colores son los rasgos que tienen cada uno de estos abuelos. Colorea los dibujos de los pompones en el diagrama de los Rasgos de las Generaciones para mostrar los rasgos de cada uno de los abuelos. 3. Cierra tus ojos y escoge tres rasgos del Abuelo A y tres rasgos de la Abuela A y colócalos en el vaso que dice Madre. Estos son los rasgos que la Madre heredó de sus padres. Colorea la figura de los pompones en el diagrama para mostrar los rasgos que tiene la Madre. 4. Cierra tus ojos de nuevo y escoge tres rasgos del Abuelo B y tres rasgos de la Abuela B y colócalos en el vaso que dice Padre. Estos son los rasgos que el Padre heredó de sus padres. Colorea la figura de los pompones en la hoja de datos para mostrar los rasgos que tiene el Padre. 5. La Madre y el Padre tienen cuatro hijos: Maria, Jorge, Elizabeth y Carlos. Para determinar que rasgos son los que Maria va a heredar de su Padre y Madre, cierra los ojos y toma tres pompones de la Madre y tres pompones del Padre. Colorea la figura en el diagrama para mostrar los rasgos que Maria heredó de sus padres. 6. Después, devuelve los rasgos que tomaste de la Madre y del Padre. (Mira en tu diagrama si olvidaste de donde viene cada rasgo.) Ahora, cierra los ojos y escoge los rasgos que Jorge va a heredar (tres de la Madre y tres del Padre). Colorea el diagrama para mostrar los rasgos de Jorge. 7. Regresa los rasgos que tomaste de la Madre y el Padre. Repite el proceso para encontrar los rasgos de Elizabeth y después los de Carlos.

8. Responde a las preguntas en la hoja de preguntas de los Rasgos de las Generaciones.

Rasgos de las Generaciones – Diagrama Abuelo

Abuela

Abuelo

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

Madre

Maria

Jorge

Abuela B

Padre

Elizabeth

Carlos

Rasgos de las Generaciones – Preguntas 1. ¿Tendrán Maria, Jorge, Elizabeth y Carlos los mismos rasgos que sus padres?

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

2. ¿Los niños heredaron exactamente la misma combinación de rasgos? Existen variaciónes?

3. ¿Cuántos de los niños heredaron un rasgo proveniente de sus abuelos?

4. ¿Alguno de los niños no heredó ningun rasgos en particular? Si esto ocurrió ¿cuál fue la variación?

A Recipe for Traits

Prep Time:

Materials

ÂŠ 2006 University of Utah

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

Classroom Implementation Prepare “Dog DNA” envelopes: For 28 envelopes:

Quantities

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

Per Student or Pair

DNA Strips A (page 5) 8 copies on Blue DNA Strips B (page 6) 8 copies on Green DNA Strips C (page 7) 8 copies on Yellow DNA Strips D (page 8) 8 copies on Red 2. Cut out the DNA strips on each page (a paper-cutter works well) 3. Place two DNA strips of each color in an envelope. The envelope should contain eight DNA strips total (four different colors). 4. Repeat step three until you have assembled 28 “Dog DNA” envelopes. Note: This is the minimum number of DNA strips per envelope that you need to carry out the activity. Adding more DNA strips of each color increases the variety of possibilities for each trait. Activity instructions: • Display different types of instructions (e.g. a recipe book, a blueprint, a DNA molecule) and ask students for

what they might use these instructions. Explain that just as a recipe is used to cook a meal or a blueprint is used to build a home, DNA contains instructions that specify an organism’s traits. • Read the beginning paragraph of A Recipe for Traits (student page S-1) as a class. You may want to show

them a completed DNA “recipe” and point out the different segments (representing genes) as well as the 4 symbols (representing the 4 chemical bases A, C, G and T) that make up the DNA alphabet in this activity. • Review the instructions on page S-1. You may want to demonstrate how to use the Dog Traits Key (see page

S-2 to S-3) to read the DNA recipe and identify the first trait. • Remind students to leave the DNA strips they choose out of the envelope and tape them together in order.

The resulting long strand will be their DNA recipe. • Have students work individually or in pairs to complete the activity. When students have finished, have them

post their dog drawings on the wall along with the DNA recipe for their dog. Discussion Points: • Are any two dogs alike? Point out that every dog shares some traits in common with others, but each has an

overall combination of traits that is unique. • Variations in each DNA strand (the sequence of symbols) led to the inheritance of different traits.

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

colored DNA strips). • A single DNA strand is often referred to as a chromosome. In this example, the dog had one chromosome

containing 8 genes. (Humans have 23 pairs of chromosomes containing over 22,000 genes!) • The DNA molecule contains a sequence of four chemical bases (represented here by four symbols). Each

base is referred to by the first letter of its name: Adenine (A), Cytosine (C), Guanine (G) and Thymine (T). The sequence of these chemical bases encodes a detailed set of instructions for building an organism’s traits. (The human genome contains approximately 3 billion pairs or bases!) • Students were asked to assemble their DNA strips in the order they were drawn. This is because all

individuals of a species have the same genes in the same order along their chromosomes. (This is what allows researchers to “map” the location of a gene to a specific place on a chromosome.) It is the small sequence variations within each gene that lead to differences in traits. • There is usually a limited number of sequence variations for a gene. That is, a gene usually comes in a few

different forms or flavors (called “alleles”). There was a possibility of four different flavors or alleles for each of the dog genes in this activity. • In this activity, a single gene determined each dog trait. Typically, a trait is influenced by more than one gene

as well as environmental factors. Extension: • As a class, make a “map” of your dog genome. Compare

Visit the Teach.Genetics website to get

the different DNA recipes hanging up in the classroom. more great resources like this one! Point out that the gene for body shape is always at the top of the DNA molecule (or chromosome), the gene for head shape is always second, and so on. Draw a representation of a chromosome having 8 segments. Have students come up with a name for each gene. Label the segments with the gene names, and specify the trait they encode. Point out that although each dog looks differently (has a different combination of traits), it is still possible to make a general map of the dog genome. • Show students a completed map of the human genome (e.g., the Human Genome Landmarks Poster or its

web companion) and discuss how researchers have mapped the 22,000 plus genes to particular locations on the 23 pairs of human chromosomes. To order a free copy of this poster or view it online, check out the web site developed by the U.S. Department of Energy’s Human Genome Management Information System

Standards Tennessee Science Standards 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. 5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.

Activity created by: Molly Malone, Genetic Science Learning Center

Credits April Mitchell, Genetic Science Learning Center Steven Kiger (illustrations) Original funding: A Howard Hughes Medical Institute Precollege Science Education Initiative for Biomedical Research Institutions Award (Grant 51000125).

F unding

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

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

DNA Strips A

DNA Strips B

DNA Strips C

DNA Strips D

A Recipe for Traits A set of instructions called DNA makes a “recipe” for traits in all organisms. Information in a DNA strand is grouped into small segments. Each segment is made of even smaller units (like recipes are made of words, and words are made of letters). Differences in the DNA “alphabet” are what make differences in traits (just like a different sequence of letters makes different words, and a different recipe).

Follow the directions below to create a DNA recipe for a dog. Using the Dog Traits Key, read your DNA recipe and make a drawing of your dog showing all of its traits. Directions: 1. Make sure you have an envelope containing “Dog DNA”. 2. Determine the first trait of your dog (body shape) by randomly picking a piece of dog DNA out of the envelope. 3. Look at the symbols on the DNA strip you have chosen. Match the pattern to one you see on the Dog Traits Key for body shape. 4. Circle the picture for body shape that matches the DNA piece that you picked. 5. Set the piece of DNA aside and repeat steps 1-4 for the next trait on the key. 6. After circling the matching picture, tape the second piece of DNA to the first to make one long strand. This will become the DNA recipe for your entire dog. 7. Repeat these steps for each of the traits listed on the Dog Traits Key. 8. When you have finished, draw your dog with all of its traits (the traits you have circled on the Dog Traits Key) on a separate piece of paper. 9. As instructed by your teacher, hang up the picture of your dog along with its DNA recipe (the DNA pieces you chose attached in a long strand). Is your dog different from or the same as others in the class?

Body Shape

Dog Traits Key

Head Shape

Ears

Legs

Eyes

Dog Traits Key

Tail

Coat Color

Hair

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

Siga las instrucciones de abajo para crear una receta de ADN para un perro. Con la clave de rasgos del perro lea su receta del ADN y haga un dibujo que demuestre todos los rasgos de su perro. Instrucciones: 1. Asegúrese de tener un sobre que contenga el “ADN del Perro”.

2. Determine el primer rasgo de su perro (forma del cuerpo) escogiendo al azar un pedazo del ADN del perro fuera del sobre. 3. Mire los símbolos en el filamento del ADN que escogió. Iguale el patrón con uno que vea en la clave de rasgos del perro para la forma del cuerpo. 4. Haga un círculo en la forma del cuerpo de la figura que igualó al pedazo de ADN que escogió. 5. Ponga el pedazo del ADN a un lado y repita los pasos del 1 al 4 para los rasgos que siguen. 6. Después de circular las figuras emparejadas, usando cinta engomada pegue el segundo pedazo de ADN al primero para hacer una tira larga. Esta se convertirá en la receta del ADN para su perro entero. 7. Repita los pasos para cada rasgo enumerado en la lista de la clave de rasgos del perro.

8. Cuando acabe, dibuje su perro en una nueva hoja de papel con todos los rasgos (los rasgos que ha circulado en la clave de rasgos del perro). 9. Siga las instrucciones del profesor. Cuelgue la figura de su perro junto con su receta del ADN (los pedazos de ADN que escogiĂł unirlos en un largo filamento). ÂżEs su perro igual o diferente a los demĂĄs en su clase?

Clave de Rasgos en un Perro

La Forma del Cuerpo

La Forma de la Cabeza

Las Orejas

Las Piernas

Clave de Rasgos en un Perro

Los Ojos

La Cola

El Color del

Pelaje

El Pelo

Pipe Cleaner Babies Topic: Inheritance TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. 5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

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

Instructions: Preparation Required: Create a set of baggies for the class, using pipecleaners and beads. You'll need lots of white pipe cleaners to represent the autosomes, then pink and blue to match the sex chromosomes. Bead colors can vary, though I tried to get them to match the trait. It's a little work to put together, but I use the same bags year after year. You can mix and match beads by what you can find in the store. I had trouble finding brown beads, which I would have preferred to use for the eye genes (instead of blue and grey). I store the pipe cleaners in plastic Ziploc bags to be used the next year.

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

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

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

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

In class Instructions: 



 

You will distribute a baggie with pipe cleaners and beads to each student. The pipe cleaners represent chromosomes and the beads represent genes located on the chromosomes. In humans, there are 23 pairs of chromosomes and thousands of genes, but for this exercise, we will only focus on a few. Have the students find a partner with the opposite sex chromosomes as themselves. Two pink chromosomes belong to the female; one pink/one blue combination belong to the male. Assign each partnership a group number (ie 1, 2, 3, etc). Have the students remove the chromosomes from the bag, but make sure they do NOT mix up theirs and their partner's chromosomes. Have them arrange the chromosomes in order of size, they should have two long white pipecleaners, two shorter pipecleaners, and the two colored pipecleaners. The dad places one set of the homologous pairs (ex: that longer set) on the desk next to each other. The dad chooses one side to be heads (ie right) and one side (ie left). Dad flips the coin to determine which chromosome is given to the baby. Repeat this procedure for the other homologous pair (ex: shorter set) and for the sex chromosomes. It should be noted that if the blue chromosome gets chosen from the sex chromosomes, the child in this cross is going to be a boy.

  

 

Now the "mom" repeats the process. The chromosomes chosen and set on the table in front of the partners are the genes their first child received. Have them go to the last page and see the data table, and locate their group number. Complete the row pertaining to the first child. Instruct them to have 3 additional children. Have them repeat the procedure used to make their first child to make 3 others. Fill out their traits on the table. When they are finished, have them post their data on the board. Other groups will also post their children's data. Fill out the entire chart will all the parents in the class. Have the students replace all chromosomes into the correct baggie, making sure they have the right chromosomes in the bag and return.

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

Sample Answers to Sections How to Use the Model (answers) 1. What do the pipe cleaners represent? _______chromosomes___________________ 2. What do the beads represent? __ alleles or genes______ 3. Humans have ____23_____ pairs of chromosomes. 4. If you have two pink pipecleaners, you are playing the role of ____ female__________ 5. The blue pipecleaner represents the ___Y__ chromosome.

Figure out the parentsâ&#x20AC;&#x2122; traits

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

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

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

Determine the Traits of Your First Child and Data Table Each cross will be different. The first cross is just to illustrate how to do the crosses. Once students understand how to do that, the data table is easy to fill out and will go fast. You should circulate in class to help students figure out this part. Male Genotype: Dd Bb H Dark hair, brown eyes, normal blood Female Genotype: dd Bb Hh Blond hair, brown eyes, carrier for hemophilia Using punnet squares for each cross above, it should be noted that you will never see a female child with hemophilia. If this is seen, chances are, students got their bags mixed up during the crosses. This is the most common error, students will not put the proper chromosomes back to the correct parent, thus making the data inaccurate. The percentages you see (at compilation of data) should be close to:

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

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

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

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

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

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

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

Name: ____________________________________

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

How to Use the Model You will receive a baggie with pipe cleaners and beads. The pipe cleaners represent chromosomes and the beads represent genes located on the chromosomes. In humans, there are 23 pairs of chromosomes and thousands of genes, but for this exercise, we will only focus on a few. Without opening the bag, notice that you have four white and two colored pipe cleaners. If you have two pink chromosomes, you are to play the role of female (XX). If you have one pink and one blue, you are to play the role of the male (XY). 1. What do the pipe cleaners represent? ___________________________________ 2. What do the beads represent? ______________________ 3. Humans have ___________ pairs of chromosomes. 4. If you have two pink pipecleaners, you are playing the role of _________________ 5. The blue pipecleaner represents the _________ chromosome.

Figure out the parentsâ&#x20AC;&#x2122; traits Remove the chromosomes from the bag, but make sure you do NOT mix up you and your partner's chromosomes. Arrange the chromosomes in order of size, you should have two long white pipecleaners, two shorter pipecleaners, and the two colored pipecleaners. The white pairs represent HOMOLOGOUS CHROMOSOMES. The colored pairs represent SEX CHROMOSOMES

Hair Color (shorter white pipe cleaners)

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

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

Hemophilia (sex chromosomes, colored pipe cleaners)

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

Time to Start Your Family --The dad places one set of the homologous pairs (ex: that longer set) on the desk next to each other. The dad chooses one side to be heads (ie right) and one side (ie left). Dad flips the coin to determine which chromosome is given to the baby. -- Repeat this procedure for the other homologous pair (ex: shorter set) and for the sex chromosomes. It should be noted that if the blue chromosome gets chosen from the sex chromosomes, the child in this cross is going to be a boy. --Now the "mom" repeats the process. -- The chromosomes chosen and set on the table in front of you are the genes your first child received.

Determine the Traits of Your First Child Arrange the chromosomes into homologous pairs and figure out what phenotypes (appearance or trait) the offspring has. What is the sex of the child? _________ What color eyes does the child have? _______ Genotype?______ What color hair does the child have? _______ Genotype?______ Is the child a hemophiliac? ______ Is the child a carrier for hemophilia? _____

Data Table Go to the last page and see the data table, the first group is you and your partner. You are going to have 4 children. Repeat the procedure you used to make you first child to make 3 others. Fill out their traits on the table. When you are finished, you will post your data on the board. Other groups will also post their children's data. Fill out the entire chart will all the parents in the class. Replace all Chromosome into the correct baggie, make sure you have the right chromosomes in the bag and return.

Analysis - answer on a separate page 1. Create a punnet square for each of the crosses, using your parents. (You'll have a square for hair color, eye color, and hemophilia) 2. Explain why women are carriers for the disease hemophilia. Why do their sons, but not their daughters get the disease? 3. Describe the difference between how normal traits are inherited and how sex linked traits are inherited. 4. The data table where all the data is combined, shows how many ACTUAL offspring would have each of the traits. The punnet squares (from #1) show the PREDICTED ratios. Compare the actual to predicted ratios for all three traits. 5. Notice on the data table that no female has the disease hemophilia. Explain why. 6. If you knew you were a carrier for hemophilia (or your wife was), would you choose to have children. Explain your reasons. **Turn in these pages (with both names), the data table, and the answers to analysis (which should have a single name)

Eye Hair Sex Hemophilia Color Color

Group 1

Compile Data

Total Number of Babies _____ Total Number of Girls _____ Total Number of Boys _____

Group 2

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

Group 3

Girls _____ Boys _____ Group 4

Brown Eyes _____ Blue Eyes _____ Dark Hair _____

Group 5

Blonde Hair _____ Hemophiliac Girls _____ Hemophiliac Boys _____

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

Easter Egg Genetics TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. 5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. 2.ETS1.1: Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change.

Preparation: Get some packages of plastic Easter Eggs (the kind that split into halves to fill with candy-they are only available at Easter, regardless of when you plan to do the activity!!!) and some matching-colored gumballs, jelly beans, skittles, etc to fill them. Get enough so that every student gets one or, preferably, two eggs each. Make a genotype and phenotype chart (for them) and key (for you) to accompany them. For example: (these are common colors of eggs that may be purchased)- (the letters represent the color of HALF of the Easter egg) Chart: PP=purple pp=pink Pp=orange BB=blue bb=yellow Bb=green (an egg may be all purple, thus it is PP crossed with PP, or, it may be orange and pink, representing Pp x pp) Key: purple x purple (PP x PP)= all PP or purple possibilities

purple x pink (PP x pp)= all Pp or orange possibilities pink x pink (pp x pp)= all pp or pink possibilities orange x orange (Pp x Pp)= 1 purple (PP), 2 orange (Pp) and 1 pink (pp) orange x purple (Pp x PP)= 2 purple (PP) and 2 orange (Pp) orange x pink (Pp x pp)= 2 orange (Pp) and 2 pink (pp) etc (for any other colors) Fill the eggs according to your key. For example, a (phenotypically) half pink and half purple egg would represent the genotypes PP x pp, each half of the egg representing the genetic input of one parent. Then, students would do a Punnett Square to determine what offspring would be possible from such a cross. The Punnett Square calculation reveals that all of the offspring would be genotypically Pp, or phenotypically orange. The candies inside would be appropriate colors to match the results of their Punnett Square so that they could check themselves to see if their calculations were correct. The students then get to eat the candy. The cost (A bag of eggs is 79 cents, etc) and preparation time are minimal. The Activity: Introduce the concepts of dominance, recessiveness, related terms, Punnett Squares, etc. Pass out an egg that you have prepared to each student. (It is fun to let them select the color they like from an Easter basket, if that is politically correct in your environment.) Put a chart up on the board or overhead that indicates what trait is represented by the color of each half of the egg they are holding. Then, students examine their respective eggs, figure out the genotypes of their "parent" eggs, and do a Punnett Square to determine what offspring would be possible from such a cross. The candies inside would be appropriate colors to match the results of their Punnett Square so that they could check themselves to see if their calculations were correct. Collect your eggs back for next year. Suggestions: 1) Have your students handle the eggs carefully, they break/crack easily if dropped or squeezed. 2) Have students put them back together before they return them so you don't have to "re-figure out" the halves the next time you set up the activity. Optional modifications: You might use white candy to represent albinos or smush some of the candies to represent the incidence of mutation or genetic disease.

 

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

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

Name:

Date:

Plastic Egg Genetics ½ Egg Phenotype Purple Orange Pink

½ Egg Genotype PP Pp pp

½ Egg Phenotype Blue Green Yellow

½ Egg Genotype BB Bb bb

½ egg + ½ egg = 1 whole plastic egg Directions: 1. 2. 3. 4. 5. 6.

On your lab table, there are a variety of plastic eggs. Choose one egg, but do not open it yet. Record the Phenotypes and Genotypes of your egg. Place the genotypes of your egg into the Punnett Square. Determine the genotypes and phenotypes of the offspring. Open your egg – do your results match the results inside the egg? a. If yes, then place the egg back together and pick another egg! b. If no, check your work and make corrections. 7. Continue until you have completed 5 eggs.

Example of how to fill in data: Punnett Squares

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

B )x(

)

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

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

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

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

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

Contents

¥ Student Instructions and Worksheet (including Tables A & B) 5.LS3.1: Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Apply this concept by giving examples of characteristics of living organisms ¥ Teacher s Notes that are influenced by both inheritance and the environment. ¥ Overhead Masters 1. Fish Life Cycle 5.LS3.2: Provide2.evidence andFish analyze data that Tables plants and animals have traits inherited from parents and that Toothpick Introductory (A & B) variations of these traits C. exist in asurviving group of the similar organisms. 3. Table Fish pollution disaster: pooled data 7.LS3.1: Hypothesize that the impact of structural changes to genes (ie mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. 3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organism’s abilityAn to earlier survive.version of this document can be downloaded as part of The Genetics Education Guide at:

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

Toothpick Fish Student Instructions and Worksheet Purpose We are going to experiment with genes and environment for a population of “toothpick” fish. You will learn about the relationships between many different aspects of fish life: genes, traits, variation, survival, and reproduction. The activity here is a simulation, but it models the way fish and other organisms live in nature. Materials (for each pair) • 1 “gene pool” container (e.g. a petri dish) • 8 green toothpicks • 8 red toothpicks • 8 yellow toothpicks

One copy of every gene

male from

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

• dominant to all other color genes

The red gene (R) is...

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

The yellow gene (Y) is...

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

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

Fish Color

Gene combinations

Green

e.g. GG, . . .

Red Yellow Orange Based on the answers you gave in the table above, answer the questions below. (You may use Punnett Squares if you wish.) a. Can two red fish mate and have green offspring? Why or why not? b. Can two orange fish mate and have red offspring? Why or why not? c. Can two green fish mate and have orange offspring? Why or why not? 3. Make a first generation of fish. To do this, pull out genes (toothpicks) in pairs without looking and set them aside carefully so that they stay in pairs. This simulates the way offspring are formed by sperm from the male fish combining randomly with eggs from the female fish. Once you have drawn your twelve pairs, record the results in Table A. An example fish in the first generation is given in Table A in the shaded boxes (do not include this fish in your calculations). 4. Count the numbers of each color of fish offspring and record the numbers in Table B where it says first generation. The stream where the fish live is very green and lush with lots of vegetation and algae covering the streambed and banks. The green fish are very well camouflaged from predators in this environment and the red and orange fish fairly well also. However, none of the yellow fish survive or reproduce because predators can easily spot them in the green algae environment. If you have any yellow fish (fish in which both toothpicks are yellow), set those toothpicks aside. 5. Put all the genes you have left back in the gene pool (remember, you have set aside any yellow fish). Draw a second generation of fish, again without looking. Record your gene pairs in Table A. Total up the fish of each color and record the numbers in the second generation row in Table B. Set aside yellow fish and return surviving fish to the cup. 6. The well-camouflaged fish live longer and have more offspring, so their numbers are increasing. Draw toothpicks to make a third generation of fish. Record your data in Table A and then write in the total numbers of each color in the third generation row of Table B. Now return survivors to the gene pool (be sure to set aside any genes from yellow offspring). STOP HERE. DO NOT PROCEED TO STEP 7. DISCUSS THE FOLLOWING THREE QUESTIONS WITH YOUR PARTNER AND WAIT FOR FURTHER INSTRUCTIONS. a. Have all the yellow genes disappeared?

b. Has the population size changed? In what way? Would you expect this to occur in the wild? c. How does the population in the third generation compare to the population in the earlier generations? 7. Draw more pairs of genes to make a fourth generation of fish. Record the data in Tables A and B. Do not remove yellow fish. STOP! An environmental disaster occurs. Factory waste harmful to algae is dumped into the stream, killing much of the algae very rapidly. The remaining rocks and sand are good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and can’t survive or reproduce. 8. Because green fish don’t survive, set them aside. Now record the surviving offspring (all but the green) in the last row of Table B (fourth generation survivors row). Contribute your final data on the class tally on the overhead projector. Your instructor will total the data for the entire class. After examining the data for the entire class, discuss the following questions with your partner. a. Has the population changed compared to earlier generations? How? b. Have any genes disappeared entirely? c. Yellow genes are recessive to green; green genes are dominant to both red and yellow. Which color of genes disappeared faster when the environment was hostile to them? Why?

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

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

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

Toothpick Fish

Teacher s Notes

Summary In Toothpick Fish, a population genetics simulation, students observe and record the genotypic and phenotypic make-up of a fish population, which change in response to environmental conditions and an event that changes these conditions. Events similar to the catastrophic event in this activity—vegetation dying because of pollution—could happen in real streams in the real world. Toothpick Toothpick Fish provides a good synthesis of basic genetic concepts with a focus on the environment and natural selection. The changing frequencies of genes in the population in response to the environment is a dramatic demonstration of natural selection at work and provides a good introduction to this major mechanism of evolution. As well as being suitable as an everyday classroom activity, Toothpick Fish can also be used as a summative assessment following a unit on genetics. Student Background This activity is designed for middle school students. Students should have been exposed to basic genetic concepts before beginning this activity. They will need to know, for example, that genes occur in pairs and that offspring inherit one copy of each gene from each parent and that which copy of each parent’s gene is inherited is random. Students will also need a clear understanding of dominant and recessive genes, and need sufficient knowledge of how to use Punnett Squares or another method to predict offspring genotypes based on parental genotypes. The activity also provides an example of codominant or incomplete dominant inheritance and could serve as students’ first exposure to this form of inheritance. Students do not need previous exposure to molecular genetics concepts, such as the structure of DNA or the genetic code. One or Two Day Activity? Whether your students can complete the activity in one or two days depends on their preparation in genetics before beginning the activity. If many students are on shaky ground predicting offspring genotypes, we advise taking two days and integrating a review of basic genetics with the activity. List of Overhead Masters • Fish Life Cycle • Introductory Tables: table showing rules of fish skin color inheritance and table for students to fill out in question 2 • Table C. Fish surviving the pollution disaster: pooled data. Procedure Hand out the student instructions and worksheet entitled "Toothpick Fish.” Briefly review the reproductive cycle of the fish as shown on the first page of the instructions. An overhead master with a larger version of the life cycle picture is included in this packet. Hand out the gene pool containers (cups or plastic petri dishes with covers) and colored toothpicks (pre-count 8 of each of the green, red, and yellow, for a total in each container of 24). Each toothpick's color represents the information carried by that gene, that is, either green, red, or yellow skin. Drawing two toothpicks at random from the dish represents fusion of an egg and a sperm to form a new fish, with two copies of the skin color gene. Remind students that each toothpick represents a gene and not a fish.

Go over the rules of fish skin color inheritance with the class (e.g. “the green gene is represented by the letter G and is dominant to all other color genes”). The rules of inheritance are listed in the table on the first page of the student handout. Have students work in pairs and fill out the table in question 2 and then answer questions 2a-2c on their worksheet. An overhead master that contains the rules of inheritance table and the question 2 table is included in this packet. To fill out the table, students should lay out before them on their desks the gene pairs that produce a green fish (GG, GR, GY), a red fish (RR), an orange fish (RY), and a yellow fish (YY). When they have the population's dominant/recessive gene pattern in hand, have them work through the instructions that follow. In #3 and #4 of the instructions, students draw pairs of toothpicks and tally the resulting fish genotypes and colors in Tables A and B. You can compile the class results on an overhead transparency (not provided) or the blackboard and ask a few questions about them: • Why are there so many green fish? • Why are there so few red, orange, and yellow fish? In instruction #4, the environment comes into play. Yellow fish are poorly camouflaged and get eaten before they can spawn. Read from #4 out loud to the class “If you have any yellow fish—fish in which both toothpicks are yellow—, set those toothpicks aside.” Emphasize that it is important to eliminate the yellow fish before continuing to draw future generations. Have students move on to instructions #5 and #6 and draw two more generations of fish for a total of three generations. The genotypes and colors of fish offspring are tallied and recorded in Tables A and B. Students should not continue onto #7. After students have drawn three generations, discarding all resulting yellow fish, you can again tally the class results. The yellow gene is clearly not increasing the yellow fish's chance of surviving. Consider these questions: • Have all the yellow genes disappeared? How long do you think it would take before they did? No, there are still some yellow genes present. It would be some time before the yellow genes all disappeared, because they are so often masked by other, dominant genes. • Has the population size changed? In what way? Would you expect this to occur in the wild? Yes, the population size of the student gene pools has probably gotten slightly smaller. Whenever students remove a yellow fish, the gene pool shrinks by 2 genes. No, we would not expect this to occur in the wild because there is a vast excess of eggs laid and fish juveniles hatched compared to how many survive to adulthood no matter what their color. This, then, is an aspect of the simulation that does not reflect real life. • How does the population in the third generation compare to the population in the earlier generations? It will probably have fewer yellow genes. An increase in green genes may or may not be apparent after only a few generations. If the fish species in this activity were one that spawned more than once per lifetime, then the green fish, surviving longer than the others, would spawn more often, adding more genes to the pool. However, in this simulation, we have not allowed green fish to contribute more genes to the pool. Have students consider the limitations of the simulation and suggest ways to

modify it to account for this complexity. One imperfect solution would be to have students add additional genes from green fish to the gene pool after each generation. In some fish species, such as the Pacific Salmon, fish spawn only once per lifetime, so the toothpick fish activity mimics more closely the life cycle of this species. Have students move on to #7 and draw a fourth generation of fish and record their data in Tables A and B. But this time, they do not remove the yellow fish because.... “An environmental disaster occurs. Factory waste harmful to algae is dumped into the stream, killing much of the algae very rapidly. The remaining rocks and sand are good camouflage for the yellow, red, and orange fish. Now the green fish are easily spotted by predators and can’t survive or reproduce.” Instruction #8 tells students to set aside their green fish and record the remaining fish in Table B on the Fourth Generation Survivors line. Use the provided overhead, “Table C. Fish surviving the pollution disaster: pooled data,” to tally up the data from all the student pairs. Have students examine the data from the entire class and consider questions 8a-8c. • Has the population changed compared to earlier generations? How? Yes. It is now significantly smaller and some genes have disappeared entirely. • Have any genes disappeared entirely? Yes. The green genes have completely disappeared. • Yellow genes are recessive to green; green genes are dominant to both red and yellow. Which color of genes disappeared faster when the environment was hostile to them? Why? The green genes all disappeared immediately when they were selected against by the sandy colored stream bed conditions. This is in contrast to the slow decline in yellow genes that was observed under conditions when the stream bed was green and yellow fish were selected against. Green genes disappeared immediately because they are dominant and always expressed. Any fish having a green gene is green in color. The yellow genes declined slowly because they are recessive and masked by the presence of a gene of another color (green or red). The take home message is that dominant genes can be eliminated quickly from a population by a new selective pressure. Recessive genes decline slowly because they are hidden or masked. Extra Questions (not on student sheets) • Real populations change much more slowly than these toothpick fish. Why? Changes in the environment are usually much more gradual than in the fish simulation, for example, the coming of an Ice Age or the encroachment of trees into an open field. Also, real populations are usually large, containing hundreds or thousands of individuals. In a large population of toothpick fish, it is unlikely that the green individuals would so quickly outnumber the others, or that all green fish would be eliminated in one generation. However, occasionally there is a rapid change in the environment (often caused by humans) that can have a dramatic effect, especially in small populations, as in the pollution-induced disappearance of green algae and vegetation in the fish activity.

Students generally understand the fish simulation well enough to answer some "What If" questions, extending the concepts from the activity. • What if each of you had started with only one green gene among your fish? How would the population have been different? • What if the orange fish had been best camouflaged, so that a few green fish were eaten each generation? Let students propose their own what if questions too. Students are often eager to test some of their answers. If time allows, the Toothpick Fish problems can be done again with new conditions. • If brown eyes are dominant, why don't we all have brown eyes? Perhaps brown eyes are not an advantage for survival. Or, there may be few brown- eye genes in the human gene pool, compared to the number of blue-eye genes. (In fact, eye color inheritance is not as simple as this. Eye color is a polygenic trait, a trait that involves multiple pairs of genes, rather than one pair. However, for purposes of this discussion, it is a relevant example). • How does the variety in a gene pool impact adaptability? Imagine Two Populations: Population A Population B Has a gene pool that contains several Has a gene pool that contains one kind of different color genes, giving rise to a gene that determines color, giving rise to a multi-colored population (e.g. the single-colored population. toothpick fish population). In this example, population A has a variable gene pool, and population B has a homogeneous gene pool. Each of these situations has advantages and disadvantages. In a stable environment, a homogeneous population can maintain its numbers from generation to generation, with few members lost, since all its members are equally well adapted to the environment. This type of population is, however, vulnerable in the event of rapid environmental changes. In a variable population, only a few members of each generation are highly adapted to any given environment. But should the environment change, it's likely that a few other members of the variable population will have the characteristics that aid survival in the new conditions. Discussion Questions (on student sheets) Three discussion questions relating the toothpick fish activity to real world scenarios, such as fish hatchery practices, are included on the student sheets. You may find these questions may be very challenging for the middle school level. We routinely use them when we do this activity in our professional development sessions for teachers. You may or may not want to tackle them with your class. • Hatchery fish populations often have less genetic biodiversity than wild fish populations. How might lowered biodiversity affect a fish population’s ability to adapt to environmental disasters such as the pollution disaster described in this simulation? The fish population would have a poor capability for adapting to new conditions. Consider the surviving toothpick fish population after the pollution killed the stream vegetation. The population has very low genetic diversity (no green genes and reduced red genes). What will happen to the population if the green stream vegetation grows back? The many yellow fish in the population will be easy marks for their predators

and will be unable to adapt to the new stream color due to the lack of green genes in the gene pool. After learning these concepts thoroughly, students often believe that a hatchery would “know better” than to create fish populations with low genetic diversity. However, this is not the case. Hatchery fish populations routinely have extremely low genetic diversity despite scientific knowledge that this is detrimental to a population’s fitness. There is a long history of the fishery industry and the scientific community not accepting each other’s “wisdom.” • If the fish from a particular stream have become genetically adapted to their home stream over many generations, what might happen if their fertilized eggs are used to “restock” a different stream that has become depleted of fish? (Restocking one stream with eggs from another is a common hatchery practice.) The fish would be poorly adapted to the new stream. Consider this possible situation: fish that had to jump up steep waterfalls to get to their spawning grounds might have become, overmany generations, very, very large and powerful. Smaller, weaker fish would never make it up the falls and so would not get to spawn or would have to spawn in less favorable areas. So, over time, the fish population had become very large because genes controlling large size had been selected for. Now imagine that the eggs of these fish are transplanted into a new environment--a narrow and shallow stream with narrow rocky crevasses through which fish much leap as they move to their spawning grounds. Many of these fish would get stuck or beached as they try to reach the spawning grounds and the fishery restocking would be a disaster, with few eggs being laid and even fewer reaching maturity. • Can you think of any examples from the real world where lowered genetic diversity is impacting a species’ ability to survive? There are many examples. Here are two. Students may be familiar with others. Florida Panther. Breeding stock from a related panther/cougar species from Texas has been used to shore up the Florida Panther population, victim of a narrow gene pool among other catastrophes (severely decreased habitat due to increasing development in Florida). Cheetah. Cheetahs are reportedly having a difficult time surviving due to their limited genetic diversity. There is some controversy about this explanation, however. Another view is that the cheetah is so highly adapted, with its unique body structure designed for ultra-high speeds (remember, the cheetah is the fasted animal on earth), that much diversity has been selected out of the population. In this view, cheetahs are declining not due to low genetic diversity but because of their increased hunting by humans, loss of habitat, etc.

Fish Life Cycle

Two copies of every gene in every cell

One copy of every gene

Sperm

from

male from female

Egg and

sperm fuse

Overhead Master

Toothpick Fish

Table A

Table A. Gene Pairs and Resulting Fish Colors in Generations 1 â&#x20AC;&#x201C; 4 First Gene/Second Gene - - Offspring 1st example G/R 1 2 3 4 5 6 7 8 9 10 11 12

G E N E R A T I O N

2nd

3rd

Resulting Fish Color - - 4th

1st

green

2nd

3rd

4th

Toothpick Fish

Table B

Table B. Offspring Color for Toothpick Fish Generations Environment

Generation

There is lots of green seaweed growing everywhere.

First

Green

Red

Orange

Second Third

The seaweed all dies and leaves bare rocks and sand.

The GENETICS Project University of Washington

Fourth Fourth (survivors)

http://chroma.mbt.washington.edu/outreach/genetics Department of Molecular Biotechnology Education Outreach

Yellow

Toothpick Fish

Overhead

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

Red (RR)

Orange (RY) Yellow (YY)

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

The GENETICS Project University of Washington Outreach

http://chroma.mbt.washington.edu/outreach/genetics Department of Molecular Biotechnology Education

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

Purpose Using the ideas and concepts introduced from ZORK GENETICS and MORE ZORK GENETICS, students will put those ideas into practice in this assignment and will give students a visual representation to aid in their understanding of basic Mendelian genetic principles. Both of the above assignments should be completed before doing this activity. Students will need to refer to the ZORK GENETICS activity table for a list of the alleles which will be needed for this activity. Topic: Inheritance TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

Background Interestingly, zorks make good tools for the investigation of meiosis. Students will “create” baby zorks given genotypes that they determine by selecting paper chromosomes. Each cell in all living organisms contains hereditary information that is encoded by a molecule called DNA (deoxyribonucleic acid). (Show students the model of DNA) DNA is an extremely long molecule. When this long, skinny DNA molecule is all coiled up and bunched together it is called a chromosome. (Show students the picture of a chromosome) Each chromosome is a separate piece of DNA, so a cell with eight chromosomes has eight long pieces of DNA. A gene is a segment of the long DNA molecule. Different genes may be different lengths. Each gene is a code for how a certain molecule can be made. The molecules produced by the genes can generally be sorted into two different types: ones that run the chemical reactions in your body, and ones that will be the structural components of your body. How an organism looks and functions is a result of the cumulative effect of all the molecules. Any organism that has “parents” has an even number of chromosomes, because half of the chromosomes come from the “father” and the other half from the “mother.” For example, in plants, a pollen grain is the

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

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

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

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

One set of strips represent the chromosomes from the mother (female) zork. The other set represents chromosomes from the father (male) zork. Each STRIP represents a CHROMOSOME. Each strip has a letter, – either uppercase or lowercase. The uppercase letters represent a DOMINANT form of the trait and the lowercase letters represent the RECESSIVE form. Each PAIR of letters codes for a TRAIT (or, scientifically, an ALLELE). A DOMINANT trait will be present if the UPPERCASE letter is present. A RECESSIVE trait occurs only when BOTH lowercase letters are chosen.

 

The traits are sorted so that they are matched into same sized pairs and same letters of the alphabet. You should have 10 pairs of same size strips (chromosomes whose letters code for traits) for both the male and female. Students will need to have their ZORK GENETICS assignment for the table of alleles (traits).

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

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



Continue doing this, taking one from each pair from longest to shortest. You and your partner should end up with ten new traits; each pair is one color chromosome and one of the other color chromosomes (strip). Turn over the chromosomes that remain on your table. These represent a new "baby" zork! On the DATASHEET, record the letter found on the first color of chromosomes in the Male Gene column. Record the letter found on the second color of chromosomes in the Female Gene column. Be sure you copy the letters exactly, uppercase or lower-case. THIS IS IMPORTANT! After filling out the DATA SHEET, return all chromosomes to their proper bags. Determine the GENOTYPE by combining the 2 letters. o Determine if the trait is dominant or recessive. Record the PHENOTYPE for each characteristic, using the KEY and TABLE from the ZORK GENETICS assignment. Record this on the Zork Worksheet. Now color and add parts to the baby zork. EXTENSION: You can get colored modeling clay from any hobby store or toy store. I have students make 3D models of their zorks and take pictures with a digital camera to display around the room. This may be used as an alternative for students who do feel comfortable drawing their zorks.



    

Zork Worksheet Data Sheet Male Gene

Trait

(1st

color)

Genotype

Female Gene (2nd color)

Phenotype

Tall/Short (T/t’s) Hair (G/g’s) Eyes (E/e’s) Fangs (F/f’s) Horns (H/h’s) Lips (L/l’s) Wings (W/w’s) Legs (N/n’s) 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?

Chromosome Strips For Father

Chromosome Strips For Mother

SKELETAL SYSTEM The major structural elements of the skeletal system are bones. Bones play an important role in determining the size, shape and movement of many animals. Bones also have an important role in metabolic processes such as storage of chemicals and production of red and white blood cells. Protection of vital organs may also be an important function of the skeletal system as in the case of the rib cage protecting the heart and lungs. In this exercise you will study bones of the human body. Photos of the bones are located on the CD Study Disc in the Bones Presentation. The skeleton has two divisions Axial (head, thorax and spine) and appendicular (appendages and girdles).

Tennessee Science Standards 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. Materials: Articulated and disarticulated Skeleton Assignment 1 – Long Bone Structure Examine a long bone locating the following: 1. Spongy bone 2. Compact bone 3. Central cavity Which of the above structures contains the red bone marrow? Which of the above structures contains the yellow bone marrow? Assignment 2 – Articulated and Disarticulated Skeleton Examine the assembled human skeleton as well as the loose collection of bones and identify the bones listed below: 1. Skull a. Frontal Bone – forehead region b. Parietal Bone – top and upper sides, behind frontal c. Temporal Bone – sides d. Occipital Bone – back e. Zygomatic – cheeks and lower border of eye sockets

2. 3. 4.

f. Maxilla – upper jaw g. Mandible – lower jaw h. Eye Sockets Ribs – 24 bones Sternum – Breastbone Vertebral Column a. Cervical Vertebra – 7 bones in neck b. Thoracic Vertebra – 12 bones in upper back c. Lumbar Vertebra – 5 bones in lower back d. Intervertebral Disk e. Sacrum – fused vertebrae f. Coccyx Individual Thoracic Vertebrae a. Spinous Process b. Transverse Process c. Articular Process d. Spinal Foramen e. Body f. Facet for Rib Shoulder a. Clavicle-collarbone b. Scapula-shoulder blade Arm a. Humerus – upper arm b. Ulna – longer of two bones in forearm, on side of little finger c. Radius – shorter of two bones in forearm, on the side of thumb d. Carpals – eight bones in wrist e. Metacarpals – five bones in the hand f. Phalanges – finger bones Pelvic (Hip) Girdle a. Sacrum – back part of pelvic girdle b. Coxal – 3 bones below fused i. Ilium – uppermost and largest part ii. Ischium – lower, strongest part, directed slightly posterior iii. Pubis – anterior to ischium Leg a. Femur – thigh bone b. Fibula – slender of two bones below knee c. Tibia – shin bone, larger of two bones below knee d. Patella – kneecap e. Tarsals – seven bones of ankle and heel f. Metatarsals - five long bones of foot g. Phalanges – toe bones

Mr Bones TN Science Standards: 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 4.ETS2.1: Use appropriate tools and measurements to build a model.

Materials: Mr Bones cut-out pages, Tape, Scissors

Instructions: You will be graded based upon the quality of your workmanship and construction. Accurate and careful color-coding will also be a factor. You may wish to assemble the skeleton alone, however, each system you add will increase the number of points possible (eg digestive, urinary, respiratory, cardiovascular).

1. Print out the following pictures on heavy-weight paper (card stock). If card stock is not available, you may wish to print these pages out on regular paper and then glue it onto heavy paper. 2. Cut out each shape carefully. Cut outside the thick black lines. It is NOT necessary to cut out each individual rib on the rib cage or each protrusion on the vertebral column. Do cut around each toe and finger. 3. Lay out all the bones in the correct arrangement. Decide what to color code each piece. No two pieces next to each other should be colored alike. You will want to color the tarsals, metatarsals, and phalanges differently. Do the same with the bones of the wrists and hands as well as the bones of the lower arms and legs. Color the mandible differently from the skull. 4. After each bone is colored, fit the pieces together using tape. 5. For additional credit, add the organs of the remaining systems. These should be placed atop the skeleton in the following order: Urinary, Respiratory, Cardiovascular, Digestive. The front of the rib cage will enclose all organs. 6. Once you have completed your model, practice naming all bones and organs. You will be expected to name and point out each when you turn it in.

SENSORY PERCEPTION 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). Objective: The objective of the following assignments is to increase your awareness of the senses that you daily use in reading a textbook, driving your car, stopping for a red light, listening and watching for a train and eating a pizza. Materials: Blind Spot Cards, Rulers, iPads (w/apps: Vision Test, Brain Speed, Color Uncovered explOratorium), Tuning Forks, Calipers, Classroom Board Assignment 1 - Blind Spot Determination The “blind spot” is the region of the retina where blood vessels and optic nerves enter or leave the retina. No photoreceptors (rods and cones) are located here thus the term “blind spot.” Your brain usually fills in this blank area and you don’t notice it. In the following procedure you will discover your “blind spot.” Procedure for Blind Spot Determination 1. Hold figure 6.1 about 50cm (20 in.) in front of your eyes. 2. Cover your left eye and focus with the right eye on the cross. You will be able to see the dot as well. 3. While continuing to focus on the cross, slowly move the figure toward your face until the dot disappears. Have your partner measure and record the distance from your eye to the figure at the point where the dot disappeared. This is the point that the dot has moved on your blind spot. 4. Continue to move the figure closer to your face. 5. Does the dot reappear? Why? 6. Locate the blind spot in your left eye in a similar manner, but focus on the dot and watch for the cross to disappear.

Figure 6.1

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

Age 10 20 30 40 50 60 70

Table 6.1 Age and Near Point Near Point centimeters 9 10 13 18 50 83 100

inches 3.5 3.9 5.1 7.1 19.7 32.7 39.4

Procedure for Near Point Determination 1. Hold this page in front of you at arm’s length. Close one eye, focus on a word on this page. 2. Slowly move the page toward your face until the image is blurred. 3. Move the page away until the image is sharp. 4. Have your partner measure the distance between your eye and the page. 5. This distance is the near point for that eye. 6. Determine the near point for the other eye by repeating the above steps. Record your Near Point determinations below: Right eye = _______________cm Left eye =_____________cm Assignment 3 - Afterimage Demonstration Images that continue to be “seen” by your brain after you have closed your eyes or turned your head are called “afterimages.” In this procedure you will demonstrate afterimages. We will be using an iPad app called “Color Uncovered” explOratorium. Procedure 1. Open the iPad app titled “Color Uncovered” explOratorium. 2. Go to the 10th page (See Spots Run) 3. Stare at the “x” in the middle of the screen and tap the gray disk anywhere. Try not to move your head or eyes.

4. 5.

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. 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”. 2. Choose the option “Astigmatism”. 3. If the radiating lines appear equally dark and sharp, no astigmatism exists. If some of the radiating lines appear lighter in color than lines on the opposite side, then astigmatism exists. Follow the instructions on the screen 4. Test the other eye by repeating the procedure. Right Eye: ______________

Left Eye:____________

Assignment 5 - Visual Acuity Visual acuity refers to the sharpness of a visual image in a standardized testing procedure. The Snellen Eye Chart (Figure 6.3) is usually used to measure the visual acuity. The Snellen Eye Chart has several lines of letters each of which you should be able to read at a certain distance. The size of letters on the first line are such that you should be able to read at 200 ft. away. Letters on line 8 are tall enough to be read at 20 ft. If you can read line 8 of the chart from 20 feet then your visual acuity is 20/20. Normal acuity is considered 20/20 or an acuity value of 1. Nearsighted (myopic) eyes have acuity values of less than 1, for example 20/40. Nearsighted people focus the image in front of the retina while farsighted people focus (hyperopic) the image behind the retina.

Procedure Visual Acuity 1. Use the App entitled “Vision Test”. 2. Choose the option “Visual Acuity”. 3. Follow the instructions on the screen. 5. If you wear glasses or contacts, test your eyes with and without. Right eye =

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”. 2. Choose the option “Colour Test”. 3. Follow the instructions on the screen. Colorblind? __________________ Assignment 7 - Hearing Loss Determination Hearing loss can result from either nerve deafness or conductive deafness. Nerve deafness is caused by injury to the sound receptors or neurons which transmit impulses to the brain. Often injury is the result of exposure to loud sounds. In conductive deafness sound vibrations never reach the inner ear due to damage to the eardrum or other structures of the middle ear. Conductive deafness is usually correctable by surgery or hearing aids. You will use the Rinne Test to distinguish between nerve and conduction hearing. Rinne Test Procedure 1. Obtain a tuning fork. 2. Your test partner must plug one ear with cotton and be sitting. The test partner is to indicate by hand signals when the sound is heard or not heard. 3. Strike the tuning fork against the heel of your hand. Never strike the tuning fork against a hard object! 4. Hold the tuning fork 7-10 inches away from the ear being tested with the edge of the fork pointing toward the ear. 5. Listen for sound. As the sound fades, have your test partner indicate to you when the sound can no longer be heard. At this point place the base of the fork against the temporal bone behind the ear. Does the sound reappear?

Left Ear: __________________

Right Ear: ___________________

Assignment 8 - Touch Receptor Distribution Determination What is the density of your touch receptors? Does the density vary with different locations on your skin? These are some of the questions you will answer in this assignment. Pointed dividers will be used to stimulate two touch receptors in your skin. For you to perceive two simultaneous stimuli as separate sensations, the stimuli must be far enough apart to stimulate two touch receptors that are separated by at least one unstimulated touch receptor. Procedure 1. Obtain a pair of dividers. A metric ruler will also be required if one is not built-in to the divider. 2. Your test partner must close his or her eyes during the test. 3. Touch his or her skin with one or two points of the divider. 4. Your test partner reports the sensation as either one or two. 5. Start with the points of the dividers close together with the partner reporting a one point stimulus. 6. Gradually increase the distance between the points until the test partner reports a twopoint stimulus. 7. Record this distance between the two points in Table 6.3 as the two-point threshold. 8. Use the above procedure to determine the minimum distance giving a two-point sensation on the following: a. inside of forearm b. back of neck c. palm of hand d. tip of index finger

Table 6.3 Area of skin 2-point Threshold Inside of forearm back of neck palm of hand tip of index finger Which areas are least sensitive? What is the significance of the differences in sensitivity?

Assignment 9: Reflexes Reaction time is the length of time between a stimulus and a person’s response to it. Reaction time is important when driving, playing sports, in emergency situations and in many day-to-day activities. Reaction time depends on nerve connections and signal pathways. Some reaction times occur naturally such as blinking to cleanse the eyes. Other reaction times are the result of a choice and can be improved with practice such as learning to swing a baseball bat. There are several factors that may influence the reaction rate including practice, age, and gender. In this procedure you will demonstrate reflexes. We will be using an iPad app called “KneeJerk Reflex Games”. Procedure 1. Open the iPad app titled “Brain Speed Training”. 2. Press Start. 3. Touch the “Target” to begin the timer. 4. Continue to touch the “Targets” as they move around the screen. 5. Record your results below: Your Score Fastest Reaction Time Average Reaction Time 6.

Repeat the procedure. Remember you have to tap the screen to make it start. Record your observations below: Your Score Fastest Reaction Time Average Reaction Time

Calculate your Average Reaction time for the two trials and record below and on the classroom board. Average Reaction Time (For 2 trials): _________________

Compile the average times for males and females in the “Brain Speed Training” game to see if there is a difference in the class.

Average male reaction time: Average female reaction time:

SKELETAL MUSCLES

Tennessee Science Standards 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. Materials: Muscle Models (Arm, Leg, Torso) Assignment 1 - Locating Muscles on Arm Model Muscles to Know on Arm Brachial Deltoid Biceps Brachii Triceps Brachii Supraspinatus Brachioradialis Assignment 2 - Locating Muscles on Leg Model Muscles to Know on Leg Model Tibialis Anterior Biceps Femoris Gluteus Maximus Sartorius Achilles Tendon Gastrocnemius

Quads: Vastus Medialis Vastus lateralis Rectus femoris Vastus Intermedius Semitendinosus

Assignment 3 - Head, Neck and Trunk Muscles on Human Torso Model Muscles to Know on Human Torso Model Frontalis Pectoralis Major Orbicularis Oculi Intercostals Orbicularis Oris Rectus Abdominus Masseter Latissimus Dorsi Sternocleidomastoid Serratus Anterior Trapezius External Oblique

Assignment 4 - The Knee Model Structures to Know on the Knee Model 1. Femur 2. Tibia 3. Fibula 4. Patellar Ligament 5. Lateral Meniscus (me-NIS-kus)

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

Science Standards

Summary Sheet Standard 1 – From Molecules to Organisms: Structures and Processes 1.LS1.1 This interactive foldable allows students to learn about and put together the parts of a plant. 1.LS1.2 This activity describes the life cycle of a pumpkin by making a 3D pumpkin and it helps student understand the life cycle of plants. Standard 2 – Ecosystems: Interactions, Energy, and Dynamics 1.LS2.1 This experiment involves putting a leaf in a bowl of water to show students how plants breathe. 4.LS2.3 This is a variety of stations that help students learn more about food webs with hands on activities. Standard 3 - Heredity: Inheritance and Variation of Traits 2.LS3.1 This activity involves vocabulary, videos, video games, and interactive handouts that will help students understand the inheritance and variation of traits. 7.LS3.3 This activity allows student to create their own baby by flipping a coin to determine their traits. Standard 4 - Biological Change: Unity and Diversity 3.LS4.2 This interactive poster board show students that animal’s adaptations help them survive in specific environments. 4.LS4.1 This activity teaches student to what fossils are and the different types by making an interactive flipbook. Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design 2.ETS1.1 This activity gets students excited to use their skills and specific materials to build a catapult. 4ETS2.1 This activity will challenge students to see who can build the strongest structure with limited materials. Standard 2 - Links Among Engineering, Technology, Science, and Society K.ETS2.1 This activity begins to teach students how to predict and collect data by measuring water drops on a penny. 1.ETS2.1 This activity show student how to use a tool such as a balanced scale and record data they found using it.

Standard 1 â&#x20AC;&#x201C; From Molecules to Organisms: Structures and Processes (total of 2 activities) Kindergarten K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. K.LS1.3: Explain how humans use their five senses in making scientific findings. 1st Grade 1.LS1.1: Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). 1.LS1.2: Illustrate and summarize the life cycle of plants. 1.LS1.3: Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways. 2nd Grade 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. 2.LS1.2: Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. 2.LS1.3: Use simple graphical representations to show how species have unique and diverse life cycles. 3rd Grade 3.LS1.1: Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. (NOT ADDRESSED IN 4TH GRADE) 5TH Grade 5.LS1.1: Compare and contrast animal responses that are instinctual versus those that are gathered through the senses, processed, and stored and memories to guide their actions. (NOT ADDRESSED IN 6th GRADE) 7th Grade 7.LS1.1: Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism. 7.LS1.2: Construct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport. 7.LS1.3: Evaluate evidence that cells have structural similarities and differences in organisms across kingdoms. 7.LS1.4: Diagram the hierarchical organization of multicellular organisms from cells to organisms. 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal).

7.LS1.6: Develop an argument based on empirical evidence and scientific reasoning to explain how behavioral and structural adaptations in animals and plants affect the probability or survival and reproductive success. 7.LS1.7: Evaluate and communicate evidence that compares and contrasts the advantages and disadvantages of sexual and asexual reproduction. 7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells. 7.LS1.9: Construct a scientific explanation based on compiled evidence for the processes of photosynthesis, cellular respiration, and anaerobic respiration in the cycling of matter and flow of energy into and out of organisms. (NOT ADDRESSED IN 8TH GRADE)

Name: Laken Carpenter and Raeghan Tolliver Topic: Differences Between Plants and Animals TN Science Standard: K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). Materials: Copies of Comparing Human and Plant needs activity sheet included as a PDF with this lesson Scissors Glue

Instructions: Step 1: Print copies of the â&#x20AC;&#x153;Comparing Human and Plant needsâ&#x20AC;? activity sheet Step 2: Either cut out the cards, or get the students to cut the cards Step 3: Get the students to separate into groups of 2-4 people Step 4: Hand out the cards, and the activity sheets Step 5: Instruct students to work within their groups and separate the cards Step 6: Walk around and ask if any of the students need help Step 7: Finish up and encourage students to share their thoughts

Comments: Laminating the cards will make them last longer! Cutting out the cards saves time in class. Allow students to separate the cards based on what each category needs and then what both categories need.

Citation: Baumann, J. (2017, January ). Better Lesson . Retrieved from Better Lessons Website : https://betterlesson.com/lesson/641203/comparing-needs-of-plants-and-humans

Individual presentation write-up Madison Maples

Title: Genetic traits lab Tennessee science standard: 5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment.

Materials needed: Teachers pay teachers Genetic traits lab worksheet packet.

Activity instruction: Read through the direction with students, explain the topic thoroughly, have students identify genotype and phenotype. https://www.teacherspayteachers.com/Product/GENETIC-TRAITS-LABORATORY-1637578

Title: Parts of a Plant Interactive Notebook TN Science Standard: 1.LS1.1: Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). Materials: Notebook, Parts of a Plant handout, crayons, glue, scissors. Instructions: Step 1- have students color the Parts of a Plant worksheet Step 2- Show students where to cut the worksheet so they can see lift the flaps and see the description of each plant part. Step 3- Have students glue into a notebook. Citation: Teachers pay teachers

Title: Life Cycle of a Pumpkin TN Science Standard: 1.LS1.2: Illustrate and summarize the life cycle of plants Materials: Pumpkin printout, scissors, glue, crayons. Instructions: Have students color the life cycle of the pumpkin. Then have them cut out the orange pumpkins and glue the life cycle on the pumpkin matching the number on the orange pumpkin. Have students glue the orange pumpkins together, making a 3D pumpkin life cycle model. Citation: Teachers pay teachers

Name: Brianna Whitlock Topic: Plant Cycle TN Science Standard: 1.LS1.2: Illustrate and Summarize the life cycle of plants. Materials: “From Seed to Plant” book Wheels printed out with the process of the Plant Cycle Brass Fasteners.

Instructions: I began the lesson by asking the students a few questions. Where do plants come from? Where do we see plants? Then I asked them the 3 things that plants need to grow. (Sun, Dirt, and Water) I then read the story “From Seed to Plant.” We then just discussed the process that seeds go through to become plants. I printed “Plant cycle Wheels” on white cardstock. The students colored the wheels, and we took the brass fasteners and made a wheel describing the cycle of a plant.

Comments: I got this activity from Teachers Pay teachers, and rented the book from my local library.

Citation: Brianna Whitlock

Name: Kristen Payne, Chelsey Capps, Brianna Whitlock Topic: Animal Physical Characteristics TN Science Standard: 2.LS1.2: Obtain and communicate information to classify animals (vertebratesmammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. Materials: -

Card stock

Sandwich bags

Key rings

Hole punch

Crayons

Teachers Pay Teachers printout

Instructions: Step 1: Give each student a sandwich bag with all the cards in it. Step 2: Instruct the students to color each card. Step 3: Show emaze and explain each characteristic of each animal. Tell the students to copy each characteristic from the emaze. Step 4: Hole punch one corner of each card. Step 5: Give each student a key ring and instruct them to put each card on the key ring. Comments: We got the print out from teachersâ&#x20AC;&#x2122; pay teacher, and it did cost money. You can access this website and create an account and have access to tons of educational material.

Name: Sarah Smith, Morgan Templin, Pamela Vazquez, Krysta Cheong Topic: How Bile Breaks Down Fat TN Science Standard: 7.LS1.5: From Molecules to Organisms: Structure and Processes Materials: Milk, Food Coloring, Dish Soap, Cotton Balls, Paper/ Plastic Cups or bowls Instructions: Students will first be given materials to start the activity. (Paper/ Plastic cups or bowls) The teacher will then fill each studentsâ&#x20AC;&#x2122; bowl or cup only a quarter of the way full with milk. Then, he or she will give each child 4 drops of differently colored food coloring inside the bowl on its outer edges. (Drops need to be evenly separated) Afterwards, students will be given a cotton ball to put in the middle of their bowl or cup. The teacher will then put dish soap on the bottom of the cotton ball and the student will place the cotton ball dish soap down in the milk. The teacher will then talk to his or her students about how the cotton ball represents the fat that is being broken down. The dish soap, milk, and food coloring represent the bile and chemicals breaking down the fat. Comments: We got this activity from Simple Southern Word Press. Citation: Sarah Smith, Morgan Templin, Pamela Vazquez, and Krysta Cheong

Standard 2 â&#x20AC;&#x201C; Ecosystems: Interactions, Energy, and Dynamics (total of 2 activities) (NOT ADDRESSED IN KINDERGARTEN) 1st Grade 1.LS2.1: Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive. 1.LS2.2: Obtain and communicate information to classify plants by where they grow (water, land) and the plantâ&#x20AC;&#x2122;s physical characteristics. 1.LS2.3: Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live. 2nd Grade 2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. 2.LS2.2: Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation). (NOT ADDRESSED IN 3rd GRADE) 4th Grade 4.LS2.1: Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. 4.LS2.2: Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. 4.LS2.3: Using information about the roles or organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. 4.LS2.4: Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem. 4.LS2.5: Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce. (NOT ADDRESSED IN 5TH GRADE)

6.LS2.1: Evaluate and communicate the impact of environmental variables on population size. 6.LS2.2: Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem. 6.LS2.3: Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem. 6.LS2.4: Using evidence from climate data, draw conclusions about the patterns of abiotic and biotic factors in different biomes, specifically the tundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems.

6.LS2.5: Analyze existing evidence about the effect of a specific invasive species on native populations in Tennessee and design a solution to mitigate its impact. 6.LS2.6: Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes. 6.LS2.7: Compare and contrast auditory and visual methods of communication among organisms in relation to survival strategies of a population. 7th Grade 7.LS2.1: Develop a model to depict the cycling of matter, including carbon and oxygen, including the flow of energy among biotic and abiotic parts of an ecosystem. (NOT ADDRESSED IN 8TH GRADE)

Title: How Does a Leaf Breathe? TN Science Standard: 1.LS2.1: Conduct an experiment to show how plants depend on air, water, minerals from soil, and light to grow and thrive. Materials: A Tree is a Plant book, a leaf, a clear, glass bowl, water, a rock Instructions: Start by introducing the topic with a book. Read A Tree Is a Plant to class. Then fill a large glass bowl with lukewarm water. Then remove a leaf from a tree or plant. Place the leaf in a bowl of water and then put a small rock on top of it so its fully submerged in the water. Place the bowl in a sunny spot. Wait until you see small bubbles form around the leaf and the edge of the bowl. Ask the class follow up questions. Citation: kcedventures.com

Name: Sarah Allnatt Topic: Terrestrial and Aquatic Food Chains TN Science Standard: 4.LS2.2: Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers. Materials: *1 sheet of green and 1 sheet of blue colored paper (8.5x11). *1-inch square pictures of each of the following: grass, grasshopper, frog, snake, eagle, phytoplankton, zooplankton, small fish, shark, and orca whale. *Tape *Glue *Scissors Instructions: Step 1. Prepare colored paper ahead of time by drawing 4 equally spaced lines top to bottom and print terrestrial and aquatic pictures in 2 columns on a separate sheet of paper. Step 2. Have students follow cut lines on green paper giving them 5 equal strips. Step 3. Have students cut down center line of pictures and then cut out the picture of the grass. Step 4. Take one strip of green paper, overlap, and tape the ends together. Step 5. Glue the picture of the grass to the face of first taped strip. Step 6. Take second strip of green paper, feed one end through the first link, overlap and tape the two ends together. Step 7. Cut out the next picture of the grasshopper and glue to the face of the second taped strip. Step 8. Take another strip of green paper, feed one end through the link with the picture of the grasshopper, overlap and tape the ends together. Step 9. Cut out the picture of the frog and glue to the face of the third link. Step 10. Take another strip of green paper, feed one end through the link that contains the picture of the frog, overlap and tape the ends together. Step 11. Cut out the picture of the snake and glue to the face of the fourth link. Step 12. Take the last strip of green paper, feed one end through the link with the snake on it, overlap and tape the ends together. Step 13. Cut out the picture of the eagle and glue to the face of the link completing the terrestrial food chain. Step 14. Have students take blue sheet of paper and follow along cut lines for 5 equal strips. Step 15. Take one strip of blue paper, overlap and tape the ends together. Step 16. Have students cut out the picture of the phytoplankton and glue to the face of their first link. Step 17. Take another strip of blue paper, feed one end through the first link in the chain, overlap and tape the ends together. Step 18. Cut out the picture of the zooplankton and glue to the face of the second link. Step 19. Take another strip of blue paper, feed one end through the link with the zooplankton, overlap and tape the ends together. Step 20. Cut out the picture of a fish and glue to the face of the link. Step 21. Take another strip of blue paper, feed one end through the link with the fish, overlap and tape the ends together. Step 22. Cut out the picture of a shark and glue to the face of the link. Stepp 23. Take the last strip of blue paper, feed one end through the link of the shark, overlap and tape the ends together. Step 24. Have students cut out the last picture of an orca whale and glue to the face of the link completing the aquatic food chain. Comments: Green and blue colored paper were used for the terrestrial and aquatic food chains respectively. You may substitute colored construction paper or colored card stock for this activity You may also use multiple colored paper for the different links in each chain. Stickers may be substituted for the pictures that were cut out

and glued to the chain links. Tape was used to connect the ends of the paper links and glue for the pictures, but either tape, glue, or staples can be used for the project. Citation: Sarah Allnatt

Title: Food Web Stations TN Science Standard: 4.LS2.3: Using information about the roles or organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web. Materials: Food Web worksheets, scissors, glue Instructions: Step 1-Read and Comprehend- You will read a short passage and have students paraphrase using a graphic organizer. Step- 2- Explore- Have students will create a food web for forest animals with organism cards and arrows given. Step- 3 Organize It!- Have students will sequence the transfer of energy. Step -4 Center Activity- Have students will explain how organisms are affected by the decrease in an animal species. Step 5 Vocabulary- Have them will match terms and definitions (herbivore, omnivore, carnivore, consumer, producer) and complete a Vocabulary Four Square for producer. Citation: Teachers pay teachers

Standard 3 - Heredity: Inheritance and Variation of Traits (total of 2 activities) Kindergarten K.LS3.1: Make observations to describe that young plants and animals resemble their parents. (NOT ADDRESSED IN 1st GRADE) 2nd Grade 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. (NOT ADDRESSED IN 3rd GRADE) (NOT ADDRESSED IN 4TH GRADE) 5th Grade 5.LS3.1: Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Apply this concept by giving examples of characteristics of living organisms that are influenced by both inheritance and the environment. 5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms. (NOT ADDRESSED IN 6TH GRADE) 7th Grade 7.LS3.1: Hypothesize that the impact of structural changes to genes (ie mutations) located on chromosomes may result in harmful, beneficial, or neutral effects to the structure and function of the organism. 7.LS3.2: Distinguish between mitosis and meiosis and compare resulting daughter cells. 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. (NOT ADDRESSED IN 8TH GRADE) .

Are You My Mommy?

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

Materials:

Large pictures of Adult Animals (at least 3) Small cards of animal characteristics with Velcro attachments.

Directions:

Each child will be given a characteristic card and asked to attach it to the picture of the corresponding parent.

Group Project: Lori Livesay Haley Devereaux Caitlynn Cross Katie Rea

Title: Inheritance and Variation of Traits Science Stations TN Science Standard: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. Materials: Vocabulary cards, Falling Leaves and How Dolphins Learn to Find Food videos, variation of traits video game, variation of traits handouts. Instructions: Set up eight different stations for students to interact with. Set up vocabulary card station for students to interact with. Set up station for students to watch a video about the Falling Leaves or How Dolphins Learn to Find Food and answer questions. Allow students to choose the video or have them do both. Set up a station were students can interact with a video game about the the changing temperature of crocodile eggs or learn how changing resources affect plant growth and survival. Each video has itâ&#x20AC;&#x2122;s own set of questions and task cards. Set up a station where students investigate the how colors can be found within other colors and demonstrate how there are many colors in leaves. Set up a station that allows students diagram how organisms are classified according to common traits. Set up a station where students read a passage about how otters learn some traits from their mothers and answer questions. Set up a station where students model seed dispersal and chart the differences. Set up a station where students explore the different traits of plants using an identification key. Set up a station where students sort the warm-blooded and col-blooded vertebrates. Have students go through stations and complete activities. Citation: Teachers pay teachers

Name: Courtney Greenlee Title: Genetics Bingo Science Standard: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. Materials Needed: 1. Laminated Bingo sheets 2. Bingo guide 3. Markers or another way for the students to mark their squares 4. PTC paper Instructions: I began the lesson by presenting a prezi to discuss with the class exactly what genetics was. I also added a few “fun facts” about genetics as well. I then passed out the genetic bingo cards and markers for the students to color in their squares. I went down the line on my bingo guide and they marked the square if it applied to them. Whoever got “bingo” first, received a bag of candy. Works Cited: http://teach.genetics.utah.edu/content/heredity/files/Traits-Bingo.pdf

Kristen Payne Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. 2.LS3.1 Materials: Zip lock bags Printable task cards Scissors Crayons/markers Instructions: Step 1: Each student receives a zip lock bag with 12 task cards. Step 2: Students cut out the headings: Learned Behaviors and Inherited Traits Step 3: Allow students time to sort each task card under the appropriate header. Step 4: Review students sorting Comments: I purchased my template from Teachers Pay Teachers Citation: Teacherspayteachers.com

Name: Courtney Greenlee, Madison Maples, and Ashlyn Hodge Topic: The Plant Cell TN Science Standard: 7.LS3.2: Demonstrate the movement of chromosomes during mitosis in plant and animal cells. Materials: -Brownies -Icing -Reese cup -Reese pieces -Mini sweetarts -Mike and Ike -Sour patch watermelon -Smarties -Twizzlers -Gummy worms -Pink strips -Nerds -Folded gum Instructions: Step 1: Put the icing (cytoplasm) on the brownies Step 2: Pass out the brownies Step 3: Put the Reese cup (nucleus) on brownie Step 4: Put the Reese pieces (nucleolus) on the brownie Step 5: Put the gummy worms (rough ER) on the brownie Step 6: Put the pink strips (smooth ER) on the brownie Step 7: Put the sour patch watermelon (mitochondria) on the brownie Step 8: Put the smarties (amyloplast) on the brownie Step 9: Put the nerds (ribosome) on the brownie Step 10: Put the twizzlers (centrosome) on the brownie Step 11: Put the Mike and Ike (chloroplast) on the brownie Step 12: Put the mini sweetarts (vacuole) on the brownie Step 13: Put the folded gum (Golgi apparatus) on the brownie Comments: The brownies are the plant cell that already have the cytoplasm on them so they wonâ&#x20AC;&#x2122;t make a mess everywhere. While we are going over the definitions of the plant cell the kids will put the decorations where they are supposed to go. After we are completely done the kids will be able to eat the brownies. Citation: https://i.pinimg.com/originals/9e/6e/d6/9e6ed6598a72857052ab9ce51a59fd76.jpg

Mitosis VS. Meiosis By KaLynn Spurgeon Standard: 7.LS3.2 Distinguish between mitosis and meiosis and compare resulting daughter cells. Materials needed: . Teachers Pay Teachers account . Downloaded materials (see works cited) . Printer paper . Crayons . Scissors . Glue Step-by-step instructions: 1. Pass out the downloaded materials to students. 2. Have them cut out each circle and along each of the dotted lines. 3. Be sure that they do not get the phases out of order for each circle. 4. Have the students color each portion of the circle. 5. Glue the circles where it is instructed to do so. 6. Be sure to explain to students the differences between Mitosis and Meiosis.

Works Cited â&#x20AC;&#x153;Mitosis and Meiosis Wheel Foldable.â&#x20AC;? Math in Demand. Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/Mitosis-and-Meiosis-Wheel-Foldables-2819283. Accessed 08 November 2017.

Name: Melissa Barrett

1.Topic: Inheritance Traits 2.TN Science Standard: a) 7.LS3.3 Predict the probability of individual dominate and recessive alleles to be transmitted from parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios.

3.Materials:  Handout  Sesame Characters (optional)  Plain White Paper  Crayons/ Markers  Coin 4.Instuctions: 1. 2. 3. 4.

Put students into groups and assigned a Sesame Character to each group. Give each group a handout, a coin, a plain white piece of paper, and crayons\markers. Have groups find another group to get the opposite sex character phenotype and the genotype. After they complete that. Tel the students that they are going to flip the coin if it lands on one side they are going to use the females genotype if it lands on the other sided they are going to use the male. 5. Continue to flip the coin until they have finished each phenotype and genotype. 6. Have them draw their baby that they have created. 7. Have each group share their baby.

5.Resourses: http://www.nclark.net/Genetics_of_Sesame_Street.pdf

Title: Baby Face Coin Toss TN Science Standard: 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. Instructions: Have students get into partners Mother" and "father" both get a coin to flip. They proceed through 27 traits, including hair color and texture, eye shape and color, nose size, ear attachment, etc. Co-dominant, polygenic, and incomplete-dominance traits are represented, although the students don't necessarily need to know what these terms mean- they learn as they go due to the nature of the directions for those traits. After determining the baby's phenotype for all 27 traits, the partners create their baby announcement by carefully including each of the baby's inherited traits. Four conclusion questions that students answer on the back of their baby announcement will help you to assess whether they really understood the point of this activity Citation: Teachers pay teachers

Standard 4 - Biological Change: Unity and Diversity (total of 2 activities) (NOT ADDRESSED IN KINDERGARTEN) (NOT ADDRESSED IN 1st GRADE) (NOT ADDRESSED IN 2nd GRADE) 3rd Grade 3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organism’s ability to survive. 3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes. 3.LS4.3: Explain how changes to an environment’s biodiversity influence human resources. 4th Grade 4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past. 5th Grade 5.LS4.1: Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. 5.LS4.2: Use evidence to construct and explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. 6th Grade 6.LS4.1: Explain how changes in biodiversity would impact ecosystem stability and natural resources. 6.LS4.2: Design a possible solution for maintaining biodiversity of ecosystems while still providing necessary human resources without disrupting environmental equilibrium. (NOT ADDRESSED IN 7TH GRADE) 8th Grade 8.LS4.1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earth’s history. 8.LS4.2: Construct an explanation addressing similarities and differences of the anatomical structures and genetic information between extinct and extant organisms using evidence of common ancestry and patterns between taxa. 8.LS4.3: Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaptation. 8.LS4.4: Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment. 8.LS4.5: Obtain, evaluate, and communicate information about the technologies that have changed the way humans use artificial selection to influence the inheritance of desired traits in other organisms

Title: Where Do I Belong? TN Science Standard: 3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes. Materials: Poster Board, paper, glue, scissors, Velcro stickers Instructions: Help the animals find the right habitat by reading about the adaptations they have developed to survive. After reading about the animal place them in the habitat thatâ&#x20AC;&#x2122;s best for them. Citation: Hannah Mullen

Name: KaLynn Spurgeon & Sarah Allnatt Topic: Fossils and The Past TN Science Standard: 4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past. Materials: Precut pieces of string. Air Dry clay. Materials to make impressions with such as deeply veined leaves, shells, or plastic animals. Straws. (these can be cut into halves or thirds) Wax paper cut into squares that are large enough for a work surface. Paper lunch bags. Small plastic sandwich bags. Instructions: Step 1: Prep palm-sized scoops of clay into sandwich bags. Step 2: Place the clay filled sandwich bags along, straw, piece of string, and materials for impressions into the brown paper bags. Step 3: Ask volunteers to hand a prepared bag to each student. Step 4: Let the students take out the materials from the lunch bag; leaving the string in the bag. Step 5: Instruct students to write their names on the tops of their bags. Step 6: Have students remove the clay from the sandwich bag and roll it into a ball in the palm of their hand. Step 7: Let them flatten the clay on the sheet of wax paper. Step 8: Have students gently place impression materials of their choice onto the clay. Step 9: Gently remove materials to reveal impression. Step 10: Have students poke a hole near the edge of their clay. Step 11: Leaving the clay on the wax paper, pick up both ends of wax paper and gently lower paper with impression back into the paper bag. Step 12: Allow students to take the bag with their fossil impression home and instruct them to let clay dry two to three days before inserting the piece of string through the hole and tying it into a loop for hanging. Comments: The ball of air dry clay may be pressed or flattened on any alternative nonstick surface such as a wax coated plate. Larger fossil impressions can be made using a larger sample of air dry clay. Fossil impressions can be left in a classroom and taken home after they have dried. Citation: Johnsen, Crystal. â&#x20AC;&#x153;Little Bit Funky: 40 Ideas! Number 1-Dino Fossils!â&#x20AC;? Littlebitfunky.com. Little Bit Funky, 05 June. 2012. Web. <http:.//www.littlebitfunky.com/2012/06/40-ideas-number-1-dino-fossils.html>

Title: Fossil Flipbook TN Science Standard: 4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past. Materials: Fossil flipbook printouts, glue, scissors Instructions: Discuss what fossils are and the different types. Then have students cut out the different types of fossils. Have them glue the different types on to the foldable. Citation: Teachers pay teachers

Name That Fossil Topic: Fossils Objective: Students will attempt to determine the identity of a fossil by examination. 5.LS4.1 Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct. Materials:  Air-dry modeling clay  Various small plastic animals  Sharpie Marker Preparation: prepare fossils at least 24 hours before lesson so that clay will dry completely. 1. Flatten modeling clay and cut into small squares (around 4 inches x 4 inches) 2. Make an impression in each square of one plastic animal. Make at least one fossil per child and use at least three different plastic animals for the class. 3. Allow to dry completely. 4. Assign a number to each plastic animal and write that number on the back of the animal’s fossil with the sharpie. Instructions: 1. Give one fossil to each child to study. 2. After the children have had time to study the fossil, ask them to guess what kind of animal their fossil is. 3. Check their answer with your answer key. (i.e., 1 = cow, 2=T-Rex, etc.) 4. Discuss how Paleontologists identify fossils by analyzing data from the fossil and the area where the fossil was found. Also, point out that it takes a very long time to create a fossil and most fossils discovered are animals and plants that no longer exist. Reference: Lori Livesay

Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design (total of 2 activities) Kindergarten K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. 1st Grade 1.ETS1.1: Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information. 2nd Grade 2.ETS1.1: Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. 2.ETS1.4: Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. 3rd Grade 3.ETS1.1: Design a solution to a real-world problem that includes specified criteria for constraints. 3.ETS1.2: Apply evidence or research to support a design solution. 4th Grade 4.ETS1.1: Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints. 5th Grade 5.ETS1.1: Research, test, re-test, and communicate a design to solve a problem. 5.ETS1.2: Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype. 5.ETS1.3: Describe how failure provides valuable information toward finding a solution. 6th Grade 6.ETS.1.1: Evaluate design constraints on solutions for maintaining ecosystems and biodiversity. 6.ETS1.2: Design and test different solutions that impact energy transfer. (NOT ADDRESSED IN 7TH GRADE) 8th Grade 8.ETS1.1: Develop a model to generate data for ongoing testing and modification of an electromagnet, a generator, and a motor such that an optimal design can be achieved.

8.ETS1.2: Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe.

5 Senses Slime Kindergarten Miss.Christian Hawkins and Miss. Abbie Reed

Topic: Learning the 5 senses though a fun activity

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

Materials: 

Glue



Shaving Cream



Tide



Zip Lock Baggies

Optional Materials: 

Food Coloring



Essential Oils

Instructions: Step 1: Go through the 5 senses with the kids telling them what each one is and what they do example: Sight is one of the 5 senses! Ask children what sight does for us, ask them to raise hand saying what they see. Get kids involved maybe have them put up their hand goggles to see better.

Step 2: Start the slime activity

Step 3: Hand out a bowl and spoon to each student.

Step 4: Go around and give each student 5 spoonfuls of glue to put in their bowl.

Step 5: Handout the shaving cream bottles and tell each student to squeeze the nozzle for only 1 Mississippi or it will mess up their slime.

Step 6: Next let the kids pick which color they want their slime to be. Then get out the food coloring and add just add one or two drops of food coloring inside the bowl that has the glue and shaving creme inside. Also add essential oils different smells if you decide to go that route.

Step 7: After they have the glue, shaving creme, and optional drops of food coloring/essential oils tell them to stir with their spoon inside the bowl.

Step 8: While they are stiring start going around and adding a 1/2 spoon full of tide detergent inside. This is what makes the slime.

Step 9: Go through the 5 senses with the kids using the slime. Example: Smell the slime, look at the different colors we all have, put the slime up next to your ear and hear it squish, tough the slime and feel what it feels like, and you can not taste the slime so give them all one piece of candy. Just touching on the 5 senses using the slime and a piece of candy.

Step 9: Give out a zip-lock bag to each student and letting them take their slime home with them.

Step 10: Clean up, Clean up, Everybody do their part.

Comments: The only thing that could go wrong with this experiment is if a child gets to much of one of the ingredients it could turn theirs to not be perfect here is a quick guide if slime goes wrong. Another side note I have used other detergents and only Tide detergent worked for me. -If to sticky add more shaving creme

-If neither shaving creme nor detergent wonâ&#x20AC;&#x2122;t help add glue

-If to liquidy add more tide detergent

Citation:

*Christian Hawkins and Abbie Reed for lesson planning

*Video of how to make slime https://youtu.be/crnIx06hI1E

Individual Activity Write Up Name: Chelsey Capps Title: My Itsy Bitsy 5 Senses Book GLE: K.ETS1.1 GLE Description: Materials Needed: The Itsy Bitsy 5 senses sheet, Binder Rings, popcorn and pop corn sheet. Activity Descriptions: Color and trace the words and pictures on the book. Cut out each square and put it together Fill out the popcorn activity then eat popcorn! Citation: Chelsey Capps

Name: Raeghan Tolliver

Topic: Labeling Our Selves TN Science Standard: K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. Materials: iPads Instructions: Step 1: Be sure to locate all of the iPads you are going to use and download an app called Skitch by Evernote Step 2: Have students use the app and take a photo of themselves Step 3: Then instruct the students to label body parts from a list you previously made of their body parts Step 4: Have students label their eyes, mouth, nose, lips, and ears Step 5: Encourage students to share their pictures with one another and talk about what they labelled Citation: Raeghan Tolliver, 2017

Name: Sheranna Young, Lindsey Massey, Shaelyn Mahan Topic: Living and Nonliving TN Science Standard: K.ETS1.2- Describe objects accurately by drawing and/or labeling pictures. Materials: *Poster board *Velcro sticky dots *Laminated pictures *Youtube Instructions: Step 1: Each person receives a laminated picture. Step 2: Identify whether photo is living or nonliving. Step 3: Place photo to appropriate board. Citation: Sheranna Young, Lindsey Massey, Shaelyn Mahan Cookie Monster Video: https://www.youtube.com/watch?v=giWqEPNLtBo

Topic- Five Senses TN Science Standards:K.Ls.1.3

Explain how humans use their five senses in making

scientific things.

Objective- Students will identify the five sense by using Mr. Potato head game. InstructionI found Mr. Potato game on Pinterest using the five senses to identify whether it was taste, smell, see, hear, and touch. The works sheets I got them off the internet, is a spinner game. Used the metal clips for the spinner, the students cut out the spinner game and use a vegetable tray. Put potato in the middle along with the spinner game while putting the legs, arm, eyes, leg, etc in the other compartments. Use the spinner to whether you land on you put the piece wherever the spinner lands. Itâ&#x20AC;&#x2122;s fun for those to learn about the five senses.

Materials- Mr. and Mrs. Potato head Spinner, scissors, crayons, and the metal clips Citation-Haley Devereaux

Title: Snowball Fight TN Science Standard: 2.ETS1.1: Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate information about a situation people want to change. Materials: rubber bands, plastic spoons, popsicle sticks, small marshmallows Instructions: Give students a letter from the STEM snowman that the kids in their neighborhood are having a snowball fight. In order to win, the snowball fight they will need to build a catapult to launch snowballs using only the materials provided. Handout the materials and let students build. Citation: Teachers pay teachers

Three Little Pigs STEM Activity- Sheranna Young 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together.

Materials  Dots (12 Each)  Toothpicks  Pig  Paper Plate  Blow Dryer Activity: The teacher tapes a paper pig onto a paper plate so that the pig appears to be standing up. The students build “houses” out of toothpicks and dots to try to protect their pig. The goal is to build a house that is able to stand against the “Big Bad Wolf Blow-dryer.” The students must take it apart and build it over again until their house can protect their pig.

Where I found the idea for this activity: https://www.pinterest.com/pin/220465344235739150/

Title: The Strongest Structure TN Science Standard: 4.ETS2.1: Use appropriate tools and measurements to build a model. Materials: Wooden clothes pin, colored jumbo craft sticks, binder clips Instructions: Give students these materials and have them build a structure. At the end test them to see which structure can hold the most weight. Citation: frugalfun4boys.com

Name: Laken Carpenter Topic: Technology used in Science Standard: 8.ETS1.2: Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe. Materials: Bubble maps Pictures of technologies (satellites, telescopes, spectroscopes, space probes) Pencil Scissor Glue Instructions: Step 1: Print out the amount of bubble maps and pictures you will need. Step 2: Give each student a bubble map and set of pictures Step 3: Have students fill out bubble maps with the information Step 4: Glue pictures on the information they go with. (Make sure to explain to only glue the top, so that they can lift the picture up to see the notes)

Standard 2 - Links Among Engineering, Technology, Science, and Society (total of 2 activities) Kindergarten K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions. 1st Grade 1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions. 2nd Grade 2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas. 2.ETS2.2: Predict and explain how human life and the natural world would be different without current technologies. 3rd Grade 3.ETS2.1: Identify and demonstrate how technology can be used for different purposes. 4th Grade 4.ETS2.1: Use appropriate tools and measurements to build a model. 4.ETS2.2: Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints. 4.ETS2.3: Explain how engineers have improved existing technologies to increase their benefits, to decrease known risks, and to meet societal demands (artificial limbs, seatbelts, cell phones). 5th Grade 5.ETS2.1: Use appropriate measuring tools, simple hand tools, and fasteners to construct a prototype of a new or improved technology. 5.ETS2.2: Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently. 5.ETS2.3: Identify how scientific discoveries lead to new and improved technologies. (NOT ADDRESSED IN 6TH GRADE) 7th Grade 7.ETS2.1: Explain a problem from the medical field pertaining to biomaterials and design a solution taking into consideration the criteria, constraints, and relevant scientific principles of the problem that may limit possible solutions. (NOT ADDRESSED IN 8TH GRADE)

Title: Water Drops on a Penny TN Science Standard: K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions. Materials: Penny, water, water dropper, penny worksheet Instructions: Have students make a prediction about how many water drops will fit on a penny. Have students work together to use a dropper to drop water on the penny one drop at a time. Have them count every drop. When the water begins to spill over top have students record results. Citation: Teachers pay teachers

Title: Which is Heavier? TN Science Standard: 1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions. Materials: Balance scale, everyday classroom materials: paperclips, crayons, blocks, glue sticks, dice, etc. Instructions: Have students measure different objects and record the different weights. Have student observe their data. Citation: Teachers pay teachers

Christian Hawkins Standard: 3.ETS2.1: Identify and demonstrate how technology can be used for different purposes. Materials:  Computer, iPad, or phone  Download the LiveBoard App Instructions:  Have students download App  Students in 3rd grade need to know the 10 basic bones in the human body skull, Humorous, Scapula, Rib, Ulna, Radius, Pelvis, Femur, Tibia, and Fibula.  Create boards in the app to fit your classroom needs.  I created 5 boards to split up the 28 students in the class.  Split the kids up into the 5 groups  Assign 2 of the bones to each group  The kids have to draw their bones as best as they can and label them  Each group multiple people can draw on the same board to help create their bones  Create a separate board that is called voting at the end  Have all the kids join that group and pick which group has the best drawing of their bones and give them a prize. The prize in our class will be candy, but if my actual classroom one day probably bonus points to something. Comments: If you’re excited about it and make it a fun competition, then they will have fun with it! 

Field Trips/ Integrated Assignments

Nature Walk Notes Northern Pin Oak 

Simple leaf, deep lobed, bristle tiped, produces acorns.

Maple 

Simple leaf, deep lobed, silver, weak wood, water maple.

Bradford Pear 

Non-native, produces stinky fruit, simple leaf, entire leaf, ornamental, loved by woodpeckers.

Sassafras 

One simple leaf, includes left and right catcher’s mitt and out fielders mitt, roots used for tea

Wild Cherry 

Kills cows and horses, hard wood, tree makes furniture, simple leaf, edges are serrated, grows on edge of forest, bark has lines- lenticels.

Sugar Maple 

Simple leaf, five lobes, deeply lobed, U-shaped lobed, produces maple syrup, hard wood.

American Red Bud 

Simple leaf, heart-shape, produces black seed pod, purple blooms, native

Carolina Buckthorn 

Simple leaf, mast crop, red berries, smooth edges, shiny leaves, edge of forest.

Tree of Heaven 

Compound leaf, invasive, has seed pods

Autumn Olive 

Edge of forest, simple leaf, entire leaf, opposite arraignment, important food source, non-native, taken over, borderline invasive.

Eastern Dogwood 

Second or third to bloom, red berries in the fall, flowers in the spring, simple leaf, native.

American Beech 

Simple leaf, serrated edges, alternating leaves, produces nuts, smooth bark.

Black Locust 

Compound leaf, thorns, strong wood, doesn’t change color.

Virginia Pine 

Evergreen, keeps needles 2-7 years, most common pine in east Tennessee, doesn’t grow straight, holds on to female cones.

American Cedar 

Has leaves all year, strong wood, makes furniture, evergreen.

Green Ash 

Hard wood, makes baseball bats, compound leaf, bark has X-pattern.

Poison Ivy 

Three leaves, has berries, itchy.

Tulip Popular 

Tall, Tennessee state tree, straight, soft wood, grows fast, stays alive, old, loses leaves fast, leaves turn yellow.

Sweet Gum 

Simple leaf, star-shaped, lobed, serrated, leaves turn red, orange and yellow, spiky seed pods.

Sycamore ď&#x201A;ˇ

Simple leaf, large leaf, velvet seed pod, around water, lobed, scaly bark.

Willow Oak ď&#x201A;ˇ

Good for yard, simple leaf, hard wood, pleasing shape, tiny acorn.

Zoo Scavenger Hunt ZooKnoxville Website Scavenger hunt Go to https://www.zooknoxville.org/ and find the following information. 1. What are the zoo hours? 10 am. – 4 pm. 2. Directions to the zoo. Get on I-40, Follow I-40 W to US-11W S/Rutledge Pike in Knoxville. Take exit 392A from I-40 W, Drive to Knoxville Zoo Dr.

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 September 29th? If so, what times are the shows? If not, when could we see it? No, Spring 2018 6. What is the zoo phone number? 865.637.5331 7. Print a School Group Field Trip Registration form. 8. How far in advance would you need to schedule a zoo field trip for your 2 nd grade class? 3 weeks. 9. How much would it cost your 2nd graders if they go with the school? How much for the teachers? $6, $15 10. What are two of the animals at the Knoxville Zoo? describe their habitats. The red wolf, they have a habitat that resembles a forest with many trees’ were its easy for them to blend in. in their habitat you can find their shelters and a few toys. Giraffes live in a habitat that resembles a grassland, and it includes trees and a feeding deck. 11. What is “Bedtime with the Beasts”? Bedtime with the Beasts is the chance to have an overnight adventure. Your guide will take you on tours through the zoo to teach you about our animals’ nocturnal habits and introduce you to some animal ambassadors. After breakfast, you’ll explore the zoo to see which animals are early risers and who prefers to sleep in. Ages 6 and up. 12. What are Night Safaris? Night Safaris take guests on an after-hours tour of the zoo to see what happens when the sun goes down! You will meet one of our animal ambassadors up close, participate in a hands-on activity, then go out in the zoo to explore some of our different animal habitats that correspond with the program’s theme. 13. What is the Williams Family Giraffe Encounter? When is it offered? How much does it cost? Feed a giraffe at the Williams Family Giraffe Encounter, open seasonally Spring through Fall. It’s free. 14. What are 2 Zoomobile Outreach topics available for your 2 nd grade class? Adaptations and Habitats. 15. What is the SSP program? Scout Service Programs.

Zoo Write-Up Zoo Knoxville is a very informative resource to use as a teacher. They offer many things for schools to take part in, such as animal encounters, bedtime with the beasts, zoo camps, the zoo mobile and of course field trips. Field trips should be planned at least 3 weeks ahead of time. The zoo holds many animals that cannot be released back into the wild, an example is the red wolf.

Cell Models

Cell Project Grading Sheet

Leaf Collection Grading Sheet

Poster Grading Sheet