Concepts of Biology Portfollio by lori_livesay

Concepts of Biology Portfolio Fall 2017 BIOL 1030-001 BIOL 1031-001 Lori Livesay

Table of Contents Journal Entries ............................................................................................... 5 Opinion of Teaching Science (x2) ................................................................................................................... 6 Scienceography (x2) ....................................................................................................................................... 7 Natureography (x2)…………………………………………………………………………………………………………………………………. 8 Animal Adaption Prediction ........................................................................................................................... 9

Observations/Library Research .................................................................... 10 Appreciating Nature ..................................................................................................................................... 11 Samples from the Field (Powtoon Link) ....................................................................................................... 14 Science Today ............................................................................................................................................... 14 Who is Science? ............................................................................................................................................ 15

Activities/Labs.............................................................................................. 16 Measurements ............................................................................................................................................. 17 Measurements^ ........................................................................................................................................... 19 Microscopes ................................................................................................................................................. 27 Microscopes^ ............................................................................................................................................... 31 Grab Bag ....................................................................................................................................................... 38 Colors of Nature ........................................................................................................................................... 39 Helping Hands............................................................................................................................................... 40 Owl and Mouse ............................................................................................................................................ 46 Sweet Treats ................................................................................................................................................. 47 Build Your Own Dichotomous Key................................................................................................................ 51 Build Your Own Dichotomous Key^.............................................................................................................. 52 Natural Selection Pasta ................................................................................................................................ 53 Blubber Bags ................................................................................................................................................. 54 The Great Bug Race ...................................................................................................................................... 56 Venom! ......................................................................................................................................................... 57 Nocturnal Animals/Are you my Pup? ........................................................................................................... 58 Build a Cell/Cell Models................................................................................................................................ 60 Egg Osmosis Lab ........................................................................................................................................... 68 Egg Osmosis Lab^ ......................................................................................................................................... 71 Cell Division Flipbooks .................................................................................................................................. 75 Cell Division Flipbooks^ ................................................................................................................................ 86 Photosynthesis BINGO.................................................................................................................................. 92 Photosynthesis Relay.................................................................................................................................... 97 DNA Magnets/Gummy Bear DNA................................................................................................................. 99 Protein Toobers .......................................................................................................................................... 101 2

Balloon Translation..................................................................................................................................... 104 Protein Synthesis Kit ................................................................................................................................... 105 Mitosis and Meiosis Foldable ..................................................................................................................... 113 A Generation of Traits ................................................................................................................................ 120 A Recipe of Traits ........................................................................................................................................ 130 A Recipe of Traits^ ...................................................................................................................................... 143 Beans and Corn Lab .................................................................................................................................... 144 Pipecleaner Babies ..................................................................................................................................... 152 Easter Egg Genetics .................................................................................................................................... 165 Toothpick Fish............................................................................................................................................. 170 Gummy Bear Genetics ................................................................................................................................ 184 Zork Inheritance ......................................................................................................................................... 191 My Zork Baby .............................................................................................................................................. 199 *Zork Bonus ................................................................................................................................................ 200 *Baby Boom ............................................................................................................................................... 208 *Harry Potter Genetics ............................................................................................................................... 221 Skeletal System Lab .................................................................................................................................... 232 Mr. Bones .................................................................................................................................................. 235 Mr. Bones^ ................................................................................................................................................. 246 Senses Lab .................................................................................................................................................. 247 Muscles Lab ................................................................................................................................................ 254

Science Standards/Activities ...................................................................... 257 Tennessee Science Standards K-7(sample) ................................................................................................ 258 Summary Sheet for 12 Activities ................................................................................................................ 259 Standard 1 - From Molecules to Organisms: Structures and Processes Activity 1 â&#x20AC;&#x201C; K.LS1.1(Consumer and Energy Matching Game) ..................................................................... 262 Activity 2 â&#x20AC;&#x201C; 2.LS1.1 (Two Eyes Are Better Than One) ................................................................................. 263 K.LS1.1: Laken Carpenter and Raeghan Tolliver (Differences Between Plants and Animals ..................... 266 K.LS1.2: Maddie Maples (Which is Which?) ............................................................................................... 267 1.LS.1.2: Brianna Whitlock (From Seed to Plant) ....................................................................................... 268 1.LS1.2: Kristen Payne, Chelsey Capps, and Brianna Whitlock (Animal Physical Characteristics) ............. 270 7.LS1.5: Sarah Smith, Morgan Templin, Pamela Vazquez, and Krysta Cheong (How Bile Breaks Down Fat ) .................................................................................................................. 271 Standard 2- Ecosystems: Interactions, Energy, and Dynamics Activity 1 - 2.LS2.1 (Biome Match) ............................................................................................................. 272 Activity 2 - 4.LS2.3 (I Have, Who Has?)**................................................................................................... 273 4.LS2.2: Sarah Allnatt (Terrestrial and Aquatic Food Chains)..................................................................... 280 Standard 3 - Heredity: Inheritance and Variation of Traits Activity 1 - K.LS3.1 (Are You My Mommy?)** ............................................................................................ 282 Activity 2 - 5.LS3.2 (Surveying Inherited Traits) ......................................................................................... 283 2.LS3.1: Courtney Greenlee (Genetics BINGO)........................................................................................... 292 2.LS3.1: Kristin Payne (Inherited Traits and Learned Behaviors) ............................................................... 293 7.LS3.2: Courtney Greenlee, Madison Maples, and Ashlyn Hodge (The Plant Cell) .................................. 294 3

7.LS3.2: KaLynn Spurgeon (Mitosis vs Meiosis).......................................................................................... 295 7.LS3.3: Melissa Barrett (Inheritance Traits) .............................................................................................. 296 Standard 4 - Biological Change: Unity and Diversity Activity 1 - 4.LS4.1(How are Fossils Made?)** ........................................................................................... 297 Activity 2 - 5.LS4.1 (Name That Fossil) ....................................................................................................... 298 4.LS4.1: KaLynn Spurgeon and Sarah Allnatt(Fossils and the Past)............................................................ 299 Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design Activity 1 - K.ETS1.2 (What Am I?)** .......................................................................................................... 300 Activity 2 - 1.ETS1.1 (Rainbow in a Jar) ...................................................................................................... 301 K.ETS1.1: 5 Christian Hawkins and Abbie Reed(5 Senses Slime) ................................................................ 302 K.ETS1.1: Chelsea Capps (My Itsy Bitsy 5 Senses Book) ............................................................................. 304 K.ETS1.2: Raeghan Toliver (Labeling Ourselves)......................................................................................... 305 K.ETS1.2: Sheranna Young, Lindsey Massey, Shaelyn Mahan(Living and NonLiving) ................................ 306 K.ETS1.3: Haley Devereaux (Five Sensesâ&#x20AC;&#x201D;Mr. Potato Head)..................................................................... 307 2.ETS1.3: Sheranna Young (Three Little Pigs STEM Activity) ...................................................................... 308 8.ETS1.2: Laken Carpenter (Technology Used in Science) ......................................................................... 309 Standard 2 - Links Among Engineering, Technology, Science, and Society Activity 1 - 4.ETS2.1 (Puzzle Anatomy)* ..................................................................................................... 310 Activity 2 - 5.ETS2.2 (Explore the Solar System)......................................................................................... 311 3.ETS2.1: Christian Hawkins (LiveBoard Bones) ......................................................................................... 312

Field Trips/Integrated Assignments ........................................................... 313 Nature Walk Notes ..................................................................................................................................... 314 Zoo Scavenger Hunt ................................................................................................................................... 315 Zoo Write-Up .............................................................................................................................................. 317 Zoo Mobile.................................................................................................................................................. 318 Cell Models ................................................................................................................................................. 320 Shoebox Ecosystem .................................................................................................................................... 322

Journal Entries

Opinion of Teaching Science August 30, 2017 I would be very nervous to teach Science/Biology. This is a subject that has always fascinated me, but I have never been able to fully comprehend the material. I would do great with the topics of plants, animals, and human biology. All the other topics would leave me clueless. I would be spending a lot of time researching and speaking with my fellow teachers to be able to prepare adequate lesson plans.

Opinion of Teaching Science December 1, 2017 I would love to teach science. I have always loved nature and the outdoors. With learning some teaching techniques, standards, and more interesting information I think that science is my new favorite teaching subject. Now that I have many activities available to me and have learned more about biology and science I think that this is a subject that I not only would be comfortable teaching, but I would also really enjoy teaching.

Scienceography – Entry 1 September 13, 2017 Last year, when my daughter was in 4th grade, she discovered that she loves science. We started looking up “do it yourself” science experiments and found a recipe for fluffy slime. This recipe called for shaving cream, borax, and glue. We went to the store and picked up everything that we would need, including some food coloring to make our slime pretty. When we got home, we set up a “lab” in the kitchen and put our ingredients together as the instructions told us. It turned out that we did something wrong (maybe too much glue). Our slime was thick and sticky. My daughter was disappointed, but I explained that even the best scientists and inventors had flops sometimes. We tried again and the second time was the charm. We made beautiful light blue fluffy slime. My daughter was so proud that she kept her slime in a plastic container for months. She even took it to school to show her science teacher. Scienceography – Entry 2 September 17, 2017 When I was a child, I was struck by lightning. I do not remember exactly how old I was, but I do know that I was not old enough to be in school. It is one of my earliest childhood memories. It was beginning to storm, and I was watching Wonder Woman (the TV show). My mom unplugged the TV and put the end of the chord in a glass mason jar. I was mad that I was missing my show, so I crawled behind the TV and grabbed the jar. As I was taking the chord out of the jar and aiming it toward the wall outlet lighting struck the antennae and ran through the chord I was holding. I remember a loud pop and being unable to move, cry, or do anything. My mom had been frightened by the noise and came looking for me. She found me behind the TV, scooped me up, and ran me to the bathroom. We had a huge mirror over the bathroom sinks, and I remember her sitting me on the sink and lifting my shirt. I had a red streak going down my back and every couple of inches it branched off (like a lightning rod). My mom took me to our rocking chair, held me in her arms, and rocked me. I think that she was more scared than I was. I do not remember crying, although I am sure that I did. As an adult, I am not particularly afraid of storms or lighting, but you sure will not catch me around any electronics during a storm.

NATUREOGRAPHY ENTRY 1 September 20, 2017 The first time I wrecked a bicycle was last summer at Ijams Nature Center in Knoxville. My family and I love mountain bike riding and frequently bike the trails at Panther Creek State Park. We had heard that Ijams had some nice trails and decided to go venturing there on a Saturday. We started out on the easy, paved trails that wove around beautiful fields filled with flowers and the river. We decided to try some tougher trails and ended up taking a trail that led to a quarry. That trail wrapped around into another trail, and then another trail, and so on. We had fun for about an hour, but the kids (and I) started getting a little tired. The farther we went, the harder the trails become. We were going down a steep hill, and my husband was in the lead, then my son, then my daughter, and then me bringing up the rear. My daughter was still a little leery of going fast and especially downhill so she, and in turn, I, was going slow. Suddenly, she braked hard. I braked to keep from hitting her, and my front brake locked and sent me over the handlebars. Luckily, I landed on my left side instead of my face, but I slid through the rocks, sticks, and dead leaves before coming to a halt. My daughter thought I was hurt and was very upset, but after I got up and dusted myself off, she calmed down. We decided that we were done riding, so my husband brought up a GPS map on his phone, we left the woods, took a short-cut through a subdivision, ended up back in the Ijams parking lot, and called it a day.

NATUREOGRAPHY ENTRY 2 September 24, 2017 Glamping is one of my most favorite things to do with my family. Glamping is nothing like camping. Glamping is like taking your house to the woods, playing outside all day, and then cuddling up on the sofa with your husband and kids to watch movies in the air conditioning all night. The first time we went glamping was a chilly spring weekend. We spent the days hiking and biking in the woods. One day we wrote down a list of things (like a yellow flower, red leaf, mushroom, etc.) and had a scavenger hunt on the hiking trails. In the evenings, we would walk the trails with flashlights and my husband would tell spooky stories to the kids and me. Sometimes we would have a fire and roast marshmallows. None of us really like smores, but we love roasted marshmallows. One evening we were roasting marshmallows, and a family of skunks (a mom and three babies) passed by our camper and walked into the woods. We did not stay outside very long that night. Every night we would pile on the fold out couch and watch television. Sometimes we would watch movies, and sometimes we would watch old episodes of Andy Griffith or Hoganâ&#x20AC;&#x2122;s Heroes. We had so much fun! If we had known how much fun glamping would be for our whole family, my husband and I would have started glamping with our kids a long time ago.

ANIMAL ADAPTION PREDICTION I think that in the future animals (and especially dogs) will learn to speak. Animals are extremely intelligent and sometimes it is as though our pets understand what we are saying. I think that animals will adapt to the language of the humans that they come in contact with. In other words, a dog living in the United States will learn to speak English to communicate with humans. A dog living in Mexico will learn to speak Spanish and etc. I do not think this is a very unreasonable expectation because our pets learn and are trained by voice commands. It will not be long before the pets start mimicking our voices.

Observations/Library Research

5 Minute Observation (WSCC Campus) See Red wasp Students walking Parked cars White clover Puffy clouds Volley net Hear Back-up warning signal on vehicle Passing traffic Summer bugs Rustling paper Talking Loud muffler Someone clearing their throat Door closing Siren Hammering Engine starting Smell Dead grass Touch Warm sun Breeze

5 Minute Observation (at home during day) See My dog lying in the sun Trees with their limbs swaying in the breeze Chickens scratching in the yard Little white bugs floating near the trees Hear Chainsaw in the distance Passing car Bugs (cicadas) Song birds Crow Chickens clucking Children laughing Leaves rustling Goats bleating Smell Fall (dead and dying leaves) Fabric softener (from the outside dryer vent) Touch Warm sun on my back Nice breeze

5 Minute Observation (at home during night) See Stars My dog sitting next to me Hear Crickets Tree frogs Cicadas Passing car My dog barking at nothing Feel Cool air

POWTOONS LINK: https://www.powtoon.com/presentoons/gphNKh8hKI4/edit/#/

Science Today Article: “Engineering the gut microbiome with ‘good’ bacteria may help treat Crohn’s disease”

Link: https://www.sciencedaily.com/releases/2017/11/171115144142.htm

Who is Science? Lori Livesay BIO 1030-001 Product that I cannot live without: My Keurig One of my favorite indulgences is coffee. It is an indulgence because of all the peppermint mocha coffee creamer that I put into it. I love that I can get a perfect cup of coffee anytime that I need one from my Keurig. The Keurig was invented by two men by the name of John Sylvan and Peter Dragone. John and Peter first met in college in the late 1970s and were roommates. Fast forward to the early 1990s and John quit his tech job to rid the world of the dilemma of stale coffee. He had a major issue with office coffee sitting for a long time and getting disgusting. He wanted to create a system that would brew one cup of coffee at time. He fiddled with some ideas, but could not seem to get it right so he contacted his old college buddy, Peter, to help him. In 1992, the two friends created the company “Keurig” which was so named for the Dutch word for impeccable. In 1993, they created a prototype for a brewing machine, but it had some kinks and they did not have money to keep working on it. John and Peter approached the owners of Green Mountain Coffee and pitched their idea. Green Mountain decided to invest. Other companies invested and the men finally had enough money to perfect their product. Sadly, John did not mesh well with the new investors and in 1997 he was forced out of the company and sold his share for $50,000.00. Peter left a few months later but decided to keep his stock in the company. In 1998, the first Keurig brewing system was launched. It was a model built specifically for office use and used individual coffee pods called K-Cups. Keurig partnered with many coffee companies to produce K-Cup varieties and eventually added hot chocolate and various teas to the collection. By 2002, Keurig was selling at least 10,000 commercial coffee brewers a year. Soon there was a demand for a Keurig system for home use, but by the time Keurig designed a counter-top model so did other companies. Even with the competition, Keurig remained the leading brand. In 2006, Green Mountain Coffee completely took over Keurig and the company is now known as Keurig Green Mountain. In 2010 combined sales of the Keurig brewing system and K-Cups reached $1.2 billion. In 2014, brewer sales reached $822.3 million and K-Cups sales reached $3.6 billion. It is interesting to note that Keurig has been slammed for not being economically friendly. Of course, this is not surprising considering that there are billions of non-recyclable and non-biodegradable KCups that reach landfills every year. Keurig responded by creating reusable and refillable K-Cup pods. Keurig also tried to launch a “Grounds to Grow On” campaign where collection bins would be distributed to commercial customers, would be picked up when full, and taken to a disposal facility that would incinerate the plastic pods. However, this campaign dwindled and died after complaints were raised about the process causing air pollution.

Activities/Labs

Exercise 1 USING MEASUREMENTS IN THE BIOLOGY LAB WORKSHEET

Assignment 1 – Dimensional Analysis Convert the following: 0.35 meter = ______ cm = ______ mm = ______ m = _______ nm 748,000 L = ______ mL ______ L 350 mg = ______ g = ______ kg 2.5L = ______ mL = _______L 0.01 kg = ______ g = ______ mg Additional “Practice” can be found in the Metric System on General Biology I Laboratory Study Disc. Excel is required to utilize this link. Assignment 2 - Measuring Length, Area, and Volume Activities 1. Length Using the meter stick, measure the following items to the nearest unit shown below: Length of your foot = _________ cm = ________ m Your height = _________ cm = ________ m 2. Area Using the meter stick, measure the following items to the nearest unit shown below: Laboratory tabletop Length = ___________ cm Width = ___________ cm Area of the laboratory tabletop = ________ cm X ________ cm = ________ cm2 Floor tile Length = ___________ cm Width = ___________ cm Area of the floor tile = _______ cm X ________ cm = __________ cm2 3. Volume Using the mm ruler, record the width, length and height of the block provided. Determine the volume of the block. Block: Width _______ mm = ________ cm Work 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 2. Determine the density of the block provided. Work Block density = __________g/cm3 3. Would this block float in water? (Water density = .9965g/cm3 at room temperature) Assignment 4 - Measuring Liquid Volume Activities I used a _____________________ 17

1. Weight of __________________ prior to adding water _______g Work Weight of __________________with 50 ml of water ______g Experimental weight of 50 ml water _______g Actual weight of 50 ml of water _______g Which instrument was the most accurate? 2. Could you have predicted this reading? Certain units in the metric system are identical with respect to a standard reference such as water. 1ml = 1g = 1cm3 H2O H2O H2O 3. Using this information, how could you determine the volume of a sphere such as a marble or a golf ball? 4. What is the volume of the bolt provided? Assignment 5 - Temperature Conversions C = F - 32 x 5/9 F = C x 9/5 + 32 Practice conversions: Work 1. 78 F = _______ C, 9 C = ________ F 2. Use the thermometer to determine the temperature in Celsius of each of the following: Ice bath = ________ C Room air = ________ C Boiling water = ________ C Note: See “Temperature” slide in The Metric System on the General Biology I Study Disc.

USING MEASUREMENTS IN THE BIOLOGY LAB

Tennessee Science Standards 1.ETS1.1: Solve scientific problems by asking testable questions, making short-term and longterm 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. Make conversions from one metric unit to another.

Determine the length, volume and weight of various materials

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, 51, which is a metric-based system. Table 1.1 lists the units that will be used in your biology exercises.

Table 1.1 SI Units Physical quantity

Name of Unit

Symbol

Mass Length

Gram Meter

g m

Volume

Liter

L}>r I

Temperature

Celsius

IcC

Many times the measurement will require the use of prefixes to show values larger or smaller that 5. 51 base unit. Table 1.2 lists the prefixes that will be used in your biology exercises. 6. 7. Table 1.2 SI prefixes Symbol Factor

Prefix Kilo-

Centi-

Milli-

Micro-

).L

Nano-

10 , 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

Example Km, Kg cm mm,ml urn. ).LI 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 D'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 D's in the smaller unit prefix. You are in effect dividing in units of 10. Example: convert 12,000.0 mg (smaller) to grams (larger), milli equal 1000, move the decimal 3 places to the left, 12.0 grams

Assignment 1- Dimensional Analysis Convert the following:

0.35 meter = 35 cm = 350 mm = _____ um = _____ nm 748,000 ul = 748 ml 0.748 L 350 mg = 0.350 g = 0.000350 kg 20

2.5 L = 2500 ml = 2,5000,000 ul 0.01 kg = 10 g = 10,000 mg Assignment 2 - Measuring length, Areal and Volume Activities 1. Length Using the meter stick, measure the following items to the nearest unit shown below: Length of your foot

= _28 __ cm = .28

8. 9.

Area Using the meter stick, measure the following items to the nearest unit shown below: Laboratory tabletop Length = 137 Width =

e m

40.5 e m

Area of the laboratory tabletop Floor tile Length = Width =

30.5 30

= 137 cm X 40.5 cm = 5,548.5 cm2

em em

Volume Using the mm ruler, record the width, length and height of the block provided. the volume of the block. Area of the floor tile 30.5 cm x 30 cm = 915 cm2

10.

Determine

Lj. ,1. (_ i\)

Block: Width 42 mm = 4.2 cm

Length 42 mm = 4.2 cm

Height 36

= 3.6

cm The.volurne of this block in: 63 cm3(cc) =

63ml

(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 =

38.3 g

Determine the density of the block provided. Block density = 0.6

g/cm"

Would this block float in water? (Water density

yes

= .9965g/cm3 at room temperature)

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

Beaker

Erlenmeyer ~

Graduated Cylinder

47.4g

prior to adding water with 50 ml of water 96.2g Experimenta! weight of 50 ml water Actual weight of 50 ml of water

50g

:48.8.

ft~c;."

W~IHX

Which instrument was the mo~t accurate?

GfiAd (\\ll\ ~ V"~ C~6~~

rY\ \ z; ~

C m,02.'::: ~ ~") 42.1'1

4010

G. ~~ -

~&'

f?/-'.{Z::;. e ::)") 2..{[{. ~ '3 .

2. Could you have predicted thls'i'eading? Certain units in the metric system are identical w~ L~.I }

i.j f. t

respect to a standard reference such as water.

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

Water Displacement Method

4. What is the volume of the bolt provided? Assignment 5 - Temperature Conversions

O( = (OF - 32) x 5/9 of = (OC x 9/5) + 32 Practice conversions: 78 of = 9 O( =. l.Using the thermometer, determine the temperature in Celsius of each of the following: ~

'6 rt Ice bath = 2.8 Room air =

20 c

\6\x:f Boiling water = 87.8 c Note: See "Temperature" Excel in The Metric System on eLearn.

11.

l 12.

Kdo

f{J r {).f'('\

f(\L.\..tr

L~l-kr

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. 1. 2. 3. 4.

Ocular lens Body tube Nosepiece Objective lens

5. 6. 7. 8. 9.

4x 10x 40x Mechanical stage Iris diaphragm Condenser Arm Base

10. Coarse adjustment 11. Fine adjustment 12. Light source

scanning power low power high power support slide while viewing and allowing easy slide movement lever located underneath stage regulating light intensity to slide located above diaphragm to concentrate light to slide supports body tube, used to carry microscope support, always place hand under when carrying microscope larger knob that raises or lowers the stage or body tube depending on brand of microscope, use with 4x or 10x objectives smaller knob that provides final, optimum positioning of specimen viewing. lamp located in base

for

What is the total magnification? Total magnification is the magnification of the ocular lens times the magnification of the objective lens being used (4x, 10x or 40x). If the 10x ocular lens is used with the 4x objective lens, then the object being viewed will be magnified or enlarged 40 times (10 x 4 = 40). Fill in the blanks in Table 2.1 using the ocular and objective lens on the microscope you are using. Table 2.1 Ocular Lens Objective Lens Total Magnification 10x 10x 10x

4x 10x 40x

_________x _________x _________x

Assignment 2 - Viewing a Prepared "e" Slide 1. 2. 3. 4. 5. 6. 7.

8. 9. 10. 11.

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? Move the slide to the right while viewing the "e". Which way did the "e" move? Move the slide away from you while viewing the "e." Which way did the "e" move? 28

This is called INVERSION, referring to how objects appear upside down and backwards when viewed through the microscope. 1. 2. 3. 4. 5. 6. 7.

Center the "e" in your field of view. Rotate the 10x objective into place. View the "e" now. How has the field of view changed? Rotate the 40x objective into place. View the "e" now, you may need to slowly move the stage to see any part of the "e." How has the field of view changed now?

As the magnification increases, the diameter of the field of view decreases. For this reason, as you change objective lens to increase magnification, the object you wish to view must be centered in the field of view. Assignment 3 - Depth of Focus - Which thread is on top? A change in magnification not only affects the diameter of the field of view but also affects the depth of focus. Depth of focus decreases as magnification increases. 1. 2. 3. 4. 5. 6. 7. 8.

Obtain a slide labeled "colored threads" which will have 3 different colored threads. Center the threads over the light. With maximum distance between the nosepiece and stage, click the 4x objective into place. Using the coarse and fine adjustments focus on the filaments of the threads. Move the slide to where two threads intersect. Turn the fine adjustment so that the thread moves away from the objective lens. Stop when the thread is just out of focus. Now slowly bring the threads back into focus.

Which colored thread came into focus first? This is the one on top at this intersection. Thread on top at this intersection _______________ 9. 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. 3. Add your specimen to the water drop. 4. Hold one edge of the coverslip to one side of the drop and lower the coverslip to cover the material. 5. If done carefully very few air bubbles will appear. 6. Beginning with the scanning objective, locate the specimen and bring into as sharp of focus as possible. Center the specimen in the field of view and move to the 10x objective. Slowly rotate the 40x objective into place. Be sure the 40x objective does not touch to slide! 7. After the 40x objective is in place observe the image remains somewhat in focus. This microscope is parfocal, meaning that the image remains nearly in focus as you move from one objective to another. 8. Draw your specimen in the space provided below.

4X View

10X

40X

Assignment 7 - Finishing up and Storing the Microscope 1. 2. 3. 4. 5. 6. 7.

Rotate the 4x objective into place. Clean all lenses with lens paper only. Put cover, if available, over microscope. Pick microscope up with one hand on arm and one hand under base. Return to the storage cabinet. Return all materials to the designated location in the lab. Clean your work area for the next lab students.

USING THE MICROSCOPE IN BIOLOGY Tennessee Science Standards: K.ETS1.l: 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. l.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 lOOOxs 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 lie" 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.

1. 2. 3. 4.

5. 6. 7. 8. 9.

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

10. Coarse adjustment 11. Fine adjustment 12. Light source

top-most lens that your eye looks through. Magnifies 10xs. narrow tube that supports the ocular lens revolving part to which objective lens are attached typically 4x, 10x, 40x magnifying lens in the general biology lab scanning power low power high power support slide while viewing and allowing easy slide movement lever located underneath stage regulating light intensity to slide located above diaphragm to concentrate light to slide supports body tube, used to carry microscope support, always place hand under when carrying microscope larger knob that raises or lowers the stage or body tube depending on brand of microscope, use with 4x or 10x objectives smaller knob that provides final, optimum positioning of specimen viewing. lamp located in base

for

What is the total magnification? Total magnification is the magnification of the ocular lens times the magnification of the objective lens being used (4x, lax or 40x). If the lax 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

lax

lto

lax lOx

lOx 40x

\00

x x

!lro

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

2. 3. 4.

5. 6. 7.

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 brought closer to the objective lens. Continue until the "e" or part of the "e" becomr-:

t a i n a

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 v~ew~d through the ocular. _ â&#x20AC;˘ J r-; 8 lens compared to the orientation of the "e" on the slide? ÂĽIcll 00\.V\ t be<.Lk::.W\.)\D/'" . Move the slide to the right while viewing the "e". Which way did the "e" move? .J

~ a' .. ,~' Itft

9 Move the slide away from you wh~le viewing t~e "e." Which way did the "e" move? ~ .10 . 11 .

, tilt: '. .~~

2. 3. 4. 5. 6. 7.

:~-

~_i

(..l

,.~

:>2

This is called INVERSION, referring to how objects appear upside down and backwards when

viewed through the microscope. 1.

.~c:\ fY\L

~ -/.j~~~

Center the "e" in

your field of view. Rotate the lOx objective into place. View the "e" now. How has the field of view changed? "e:lv...'('f\..-~ 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?

6. 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. 1.

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

Center the threads over the light.

3. 7.

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.

9. Turn the fine adjustment so that the thread moves away from the objective lens. 10. Stop when the thread is just out of focus. 11. 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 -f~~'

J-.d~ _____ _

Top

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

Middle~ VlUBottom ~

Assignment 6 - Preparing a Wet Mount 1. 1. 2. 3. 4. 5.

13. 12. 14.

Obtain a clean glass microscope slide and coverslip. Place a drop of water and proceed to step 3 or a drop of the sample on your slide and proceed to step 4. Add your specimen to the water'drop. Hold one edge of the coverslip to one side of the drop and lower the coverslip to cover the material. If done carefully very few air bubbles will appear. Beginning with the scanning objective, locate the specimen and bring into as sharp of focus as possible. Center the specimen in the field of view and move to the lOx 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.

4XView

~ '" . ,."

lOX

~ l."'

., 1

" .!

, ..-

40X

Assignment 7 - Finishing up and Storing the Microscope 1. 2. 3. 4. 5. 6. 7.

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

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

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

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

Materials:

•

• • •

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

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

1. Discuss symbiotic relationships. Have students brainstorm reasons for organisms having such relationships. What are the advantages and disadvantages of these partnerships? 2. Explain that in this activity students will be organisms (either No See Ums or Ferocious Feelers) that must gather food within their habitat. At first they will hunt for food on their own. Later they will take part in symbiotic relationships. 3. Have students choose partners. (Partners should stand next to each other.) 4. Have students form a circle by joining hands and moving apart until their arms are fully extended. Have students drop hands and take two giant steps backwards. The area inside the circle becomes the habitat. (Playing area can be adjusted for groups of various sizes. The area should allow ample room between players on the field.) 5. Place a “spot marker” next to each pair of students. 6. Explain that the inside of the circle represents a habitat. The organisms that are participating will be hunting for food within this habitat. Explain that people that are not organisms during the round are helping to keep their partner safe. They can only speak to warn their partner if someone is coming too close, but they cannot direct anyone to or away from food. 7. Explain the following parameters for the activity. (It is helpful to have a student demonstrate the appropriate behavior as the parameters are read.) • Organisms are hunting for food in the habitat. (Show students the items that will be used for food.) • Both types of organisms move by crawling. • Both types of organisms move very slowly as if they are in slow motion. • Organisms that move quickly die from overexertion and must sit outside of the habitat. • The No See Ums must be blindfolded while they are in the habitat. They collect food using their hands. 41

• 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.

Student Information: Amazing Associations Everywhere we look in nature, we can see different kinds of organisms living together.

The gopher tortoise shares its home with a snake. The algae live within the body of the coral animal. The whale swims through the water with barnacles attached to its skin. In these relationships the partners live together for long periods of time. At least one of the partners will benefit from this association. Scientists use the word “symbiosis” to describe these partnerships. Symbiotic relationships can be found in all types of environments from the largest wooded forest areas to the smallest corner of the deep ocean bottom. Partners in these relationships can be similar in size as in the case of the crab that carries anemones on its back. The partners can be vastly different in size such as the whale and the barnacle or the microscopic algae that lives inside the coral animal. In some of these relationships the smaller partner will live inside the other partner. In this case the smaller partner is called an endosymbiont. The larger partner is called the host. Symbiotic relationships can occur between all types of living organisms. Animals can develop partnerships such as the remora fish and the shark. 43

A photosynthetic organism and an animal can live together as the algae and the coral. Some unicellular organisms with characteristics of both plants and animals can be found in symbiotic partnerships. Even the tiniest microscopic organisms called bacteria have important symbiotic relationships. Some of these unicellular organisms are cyanobacteria, commonly called “blue-green algae”. Some cyanobacteria are really special; they are among the few organisms that can “fix” nitrogen. That means that they can take nitrogen from the atmosphere and change it into forms that can be used by other living organisms. Even humans can’t do that!

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 2. 3. 4.

pronged and explain how scientists use these keys. Discuss how they will use the keys today to classify sweet treats. Give each student or group of students a copy of the dichotomous key sheet. Give each student or group of students one of each of the following: Hershey miniature milk chocolate bar, Hershey miniature dark chocolate bar, miniature Mr. Goodbar, miniature Krackle bar, miniature tootsie roll, package of sweet tarts, bubble gum, taffy, laffy taffy, and sour ball. Have students use their dichotomous keys to classify their treats. 46

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 (vertebrates-mammals, 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:

10. 9.

Lori Livesay Haley Devereaux

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. 53

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.

ARE YOU MY PUP?

Cell Models/Build a Cell Topic: Parts and Functions of the Plant and Animal Cell TN Science Standards: 7.LS1.1: Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism. 7.LS1.2: Construct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport. 7.LS1.3: Evaluate evidence that cells have structural similarities and differences in organisms across kingdoms. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas. 4.ETS2.1: Use appropriate tools and measurements to build a model. Materials: 4D Science Plant and Animal Cell Models, Laminated function cards, Laminated organelle cards, attaches labeling page, Misc items to represent cell functions—may include or modify: Nucleus: container with laminated pictures of DNA (see below) Nucleolus: hammer and laminated picture of ribosome (see below) Rough Endoplasmic Reticulum: tubing with beads attached Smooth Endoplasmic Reticulum: tubing Mitochondria: batteries Lysosomes: plastic hatchets Plasma/Cell membrane: border patrol badges (see below) Golgi body/apparatus: USPS badge (see below) Cytoskeleton: small, plastic railroad tracks or ladders Ribosomes: hammer with laminated pictures of proteins (see below) Cytoplasm: gelatin mix or packing peanuts Centrioles: plastic rakes or lasso’s Cell Wall: Military badges (see below) Vacuole: container with colorful objects to represent pigments, laminated pictures of water, and toxins (see below) Chloroplasts: Fish/Butterfly nets Instructions: 1. Place the students in groups. You will need 8 groups total. 2. Distribute a stack of organelle cards, organelle function cards, and a 4D Science Plant and Animal cell model to each group. Have the students match the organelle from the model with the name and function of each organelle for the animal cell. 3. Repeat the same process with the plant cell. 4. Have the students complete the Animal Cell organelle function sheet. 5. Then have the students draw a laminated card with an organelle name on it. Have them find the miscellaneous item that represents their organelle. Have the students make a living cell, with each of them representing their organelle (ie Have the “nucleus” stand in the middle of the room next to the “nucleolus”. Have the “plasma/cell membranes” stand in a circle around them.)

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

A. collects, sorts, packages, and distributes materials such as proteins and lipid-filled vesicles (products from ER) 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.

4. 5.

6. 7. 8.

Day Two: Place weigh boat on balance and zero balance. 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. Rinse 600 mL beaker until clean. Gently place egg into beaker. Pour 300 mL corn syrup into beaker, covering egg. Cover beaker with Parafilm once more. Sit aside for 24-36 hours.

Day Three: 9. Place weigh boat on balance and zero balance. 10. Using spoon, gently remove egg from the corn syrup and place into weigh boat. Be careful with egg—It is VERY fragile and will burst easily. Record weight on Table One. 11. Rinse 600 mL beaker until clean. Gently place egg into beaker. 12. Pour 300 mL distilled water into beaker, covering egg. 13. Cover beaker with Parafilm once more. Sit aside for 24-36 hours.

Day Four: 14. Place weigh boat on balance and zero balance. 68

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.

Weight (g)

Table One 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. What material was passing through the selectively permeable membrane? 2. Was this an example of passive transport or active transport? 3. What was the hypotonic solution used? 4. What was the hypertonic solution used? 5. Did the egg swell in the hypotonic or hypertonic solution? 6. Did the egg shrivel is the hypotonic or hypertonic solution? Reference: Elesha Goodfriend, Walters State Community College

Lori L Livesay

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 gr,oup 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 she!1 from the egg, exposing the selectively permeable membrane.

4. Place weigh boat on balance and zero balance. 5. Using spoon, gently remove egg from the vinegar and place into weigh boat. Be careful with egg from this point on-It is VERY fragile and will burst easily. Record weight on Table One. 6. Rinse 600 mL beaker until clean. Gently place egg into beaker. 7. Pour 300 mL corn syrup into beaker, covering egg. 8. Cover beaker with Parafilm once more. Sit aside for 24-36 hours.

Day Three: 9. Place weigh boat on balance and zero balance. 10. Using spoon, gently remove egg from the corn syrup and place into weigh boat. Be careful with egg-It is VERY fragile and will burst easily. Record weight on Table One. 11. Rinse 600 mL beaker until clean. Gently place egg into beaker. 12. Pour 300 mL distilled water into beaker, covering egg. 13. Cover beaker with Parafilm once more. Sit aside for 24-36 hours. Day Four: 14. Place weigh boat on balance and zero balance. 15. Using spoon, gently remove egg from the distilled water and place into weigh boat. Be careful with egg-It is VERY fragile and will burst easily. Record weight on Table One.

Table One Weight (g)

Appearance

Day One Day Two Day Three Day Four

Comments: Terms:

Diffusion: The movement of molecules from a higher concentration to a lower concentration. 1. Osmosis: The diffusion of water 2. 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 3. 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 4. Solute: Substance that is dissolved in a solvent, forming a solution 5. Solvent: Fluid, such as water, that dissolves solutes 6. Isotonic solution: A solution with an equal concentration of solute and solvent 7. Hypotonic solution: A solution with a lower concentration of solute, a higher concentration of solvent 8. Hypertonic solution: A solution with a higher concentration of solute, a lower concentration of solvent Questions:

1. What material was passing through the selectively permeable membrane? 2. Was this an example of passive transport or active transport? Passive 3. What was the hypotonic solution used? H20 4. What was the hypertonic solution used?Syrup 5. Did the egg swell in the hypotonic or hypertonic solution? hypotonic 6. Did the egg shrivel is the hypotonic or hypertonic solution? Hypertonic

H20

Reference: Elesha Goodfriend, Walters State Community College 73

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 74

Cellular Division Flipbook By: ______________________________________

1st â&#x20AC;˘ â&#x20AC;˘

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 â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

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

3rd â&#x20AC;˘

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

4th â&#x20AC;˘

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

Sister Chromatids Split 81

5th â&#x20AC;˘

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

6th â&#x20AC;˘

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

• •

•

• •

Chromosomes are replicated

•

Chromosomes appear as threadlike coils ( Chromatin chromosome and its copy ( homologous chromatids at the end of this phase

(# doubles).

)

at the start, but each

chromosome) change to sister

Sister Chromatids

Centromere 85

•

2nd

•

• •

Mitosis begins (cell begins to divide)

Centrioles (or poles) appear and begin 0 move to opposite ends of cell. Spindle fibers form between the poles.

â&#x20AC;˘

3rd â&#x20AC;˘

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

•

4th

•

and begin

Sister Chromatids Split

â&#x20AC;˘

5th

5th Telephase begins. The cell separates into 2 separate cells. The chromosomes unwind into Chromatin.

6th

•

Cell membrane moves inward to create two identical cells – each with its own nucleus with identical DNA.

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, 91

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). 92

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 97

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. Discuss DNA, itâ&#x20AC;&#x2122;s structure, and the nucleotide. 2. Distribute one nucleotide to each student. 3. Have the student identify the nucleotide given to them. 4. 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!

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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 Number of Tacks Function Blue Tacks 3 Basic amino acids (+ charge) Red Tacks 3 Acidic amino acids (- charge) Yellow Tacks 4 Hydrophobic amino acids (Nonpolar) White Tacks 4 Hydrophilic amino acids (Polar) Green Tacks 2 Cysteine amino acid (Bind with each other) Clear Tacks 1 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.

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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:

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

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

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

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

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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.

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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 105

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. 106

▪ 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.

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▪ 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. 108

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.

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▪ 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: 110

▪

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.

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Blank DNA strands upon which students code the bases complementary to the bases on the above “sense strand”

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Blank messenger RNA strands upon which the student writes the codons derived from the DNA “sense strand”

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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. 111

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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.

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Mitosis & Meiosis Foldable

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Mitosis and Meiosis Foldable

Topic: Mitosis and Meiosis TN Science Standards: • 7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells. • 7.LS3.2: Distinguish between mitosis and meiosis and compare resulting daughter cells. Materials: Attached handouts, scissors, crayons/colored pencils, glue or tape Instructions: Color the blank person and the pair of circles that say “What type of cell reproduction happens here? Explain & give an example.” On one of the blank circles, answer the question (“What type of cell reproduction happens here? Explain & give an example.”) concerning mitosis. Make sure to leave approximately ½ inch at the top of the circle blank. On the other blank circle, answer concerning meiosis. Again, leave approximately ½ inch blank on the top of the circle. Cut out these two circles. Cut out the circles that say “What type of cellreproduction happens here? Explain&give an example.” Glue or tape your white circles with your written responses to the circle place-holder on the page with the blank person in the appropriate location. Glue or tape your circles that say “What type of cell reproduction happens here? Explain & give an example.” On top of the responses. Now you can lift the top flap to reveal the answer! 114

Mitosis & Meiosis

Glue here

ÂŠ 2016 Katie & Jenny Stafford

Ovaries (female)

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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.

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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.

ÂŠ 2016 Katie & Jenny Stafford

Glue here

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Might mention that these haploid cells are sex cells (gametes â&#x20AC;&#x201C; sperm or egg)

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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.

Credits

Media Icons by Grade ONEderful at: http://www.GradeONEde rful.com Graphics by: www.jessicasawyerdesign.etsy.com https://www.teacherspayteachers.com/Store/GlitterMeets-Glue-Designs Font by: http://www.teacherspayteachers.com/Store/Cour tney-Keimer

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A GENERATION OF TRAITS

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A RECIPE FOR TRAITS

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Genetics Lab Tennessee Science Standards 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. K.ETS2.1: Use appropriate tools (magnifying glass, rain gauge, basic balance scale) to make observations and answer testable scientific questions. 1.ETS2.1: Use appropriate tools (magnifying glass, basic balance scale) to make observations and answer testable scientific questions. 2.ETS2.1: Use appropriate tools to make observations, record data, and refine design ideas. Basic principles involved in the inheritance of characteristics which form the foundation of what is called Mendelian genetics will be examined in this exercise. Gregor Mendel, in a paper written in 1866, provided the basis for the development of today's study of genetics. Since most of the assignments will deal with human inherited characteristics, consider how the human baby begins. A sperm which carries a single set of chromosomes (haploid, n) fuses with an egg which carries a single set of chromosomes (haploid, n) to form a zygote (diploid, 2n). The zygote (baby) has inherited one set of chromosomes (characteristics) from the father and one set of chromosomes (characteristics) from the mother. The father and mother are both diploid organisms so what process produced the haploid cells (sperms and egg)? Materials Brown beans (dried), White beans (dried), Beakers, Monohybrid Corn, Dihybrid Corn, Phenylthiocarbamine (PTC) paper Briefly review some of the terms pertinent to this exercise: Gene: Gene pair: Alleles: Dominant allele: Recessive allele:

hereditary unit, short segment of DNA that codes for specific protein. in diploid cells inherited traits determined by a pair of genes. alternate forms of a gene. In the simplest case, only two forms of a gene exist. expressed trait, can mask expression of other allele. not expressed in the heterozygous state, masked by dominant allele.

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Gene Symbols:

Homozygous: Heterozygous: Genotype: Phenotype: Expected ratio: Complete dominance: Incomplete or codominance: Sex-linked: Monohybrid Cross: Dihybrid cross: F1 generation: F2 generation:

letters used to represent alleles Capital letter indicates dominant allele: "A" Lower case letter indicates recessive allele: "a" when both members of a gene pair consist of the same allele (AA or aa). when members of a gene pair consist of unlike alleles (Aa) genetic make-up of gene pair (AA, Aa or aa). expressed or observable form of a trait. prediction of occurrence of inherited trait in offspring. one allele completely inhibits the expression of the other. both alleles are express (observed), may be a blend. Trait is carried on a sex-determining chromosome, X or Y in humans. cross between two individuals differing in a single trait. cross between two individuals differing in two traits. first generation offspring. second generation offspring.

Assignment 1 - Understanding Probability The probability (P) that an event will occur is the number of favorable events (a) divided by the total number of possible events (n): P = a/n The probability of flipping a penny and it landing heads-up would be: P = favorable event is 1 divided by total possible is 2 or P=1/2. A die has 6 faces. When the die is tossed one face has just as equal a chance as any other face to land face up, therefore the probability of any one of the face landing face up is 1/6. The probability (P) will always be some value between 0 and 1. In the measure of what can be expected, the values are theoretical. In practice, you are not likely to achieve the expected. Large samples are more likely to come closer to the expected than small samples. Probability of Single Events Obtain a beaker that contains 100 brown and 100 white beans. Pick out 10 beans, 1 bean at a time. Be sure to replace the bean each time. record on Table 1 the number of white beans and the number of brown beans. Calculate the ratio of white to brown beans. First pick out 50 beans, one at a time, and then pick out 100 beans, one at a time, record the results. Be sure to replace the bean each time. Determine the small number ratio by dividing both numbers by the smallest. One of the numbers in the ratio should be 1. Example: if you counted 6 white and 4 brown your ratio would be 1.5:1.

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No. of Beans 10 Beans 50 Beans 100 Beans

Table 1 White Beans

Brown Beans

Ratio

What is the expected ratio of brown to white beans?

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

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

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

No. of Beans 40 Beans 80 Beans

Brown-Brown ¼

Table 2 Brown-White ½

White-White ¼

Ratio

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

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

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

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

Since probability of gene B occurring in a gamete is ½ and the same is true for b, the probability of any combination of the genes occurring together as an off-spring is the product of the individual probabilities: BB = ½ x ½ = ¼; bb = ½ x ½ = ¼; Bb = ½ x ½ x 2 = ½ (note that Bb can occur twice as many times in the table). The sum rule can be used in the probability of two Bb's since occurrence of one Bb is mutually exclusive of the occurrence of the other Bb. P = ¼ + ¼ = 2/4 or ½. The product rule, used in the case of BB, bb and each Bb, states that the probability of the occurrence of independent events is the product of their separate probabilities. 146

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

Purple ____________

Yellow ___________

Ratio _____:_____

Expected Number:

Purple ____________

Yellow ___________

Ratio ____3:1____

Obtained Number In Ten Rows:

Purple ____________

Yellow ___________

Ratio _____:_____

Expected Number

Purple ____________

Yellow ___________

Ratio ____3:1____

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

Assignment 3 - Examining Results of a Dihybrid Cross You will be given an ear of corn that represents the F2 results of a typical dihybrid cross. The characteristics that are used for this purpose are the dominant purple-smooth crossed with the recessive yellow-wrinkled. Record in the table below the number of grains of each of the four combinations as found on ten rows on the ear of corn.

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Purple Smooth

Purple Wrinkled

Yellow Smooth

Yellow Wrinkled

Total Number

Obtained Number

___________

Expected Number

___________

__________:

___________

Obtained Ratio

Expected Ratio :

To determine the expected number, divide the total number of grains by 16 for the yellow wrinkled, then multiple this number by 3 for the number of both yellow smooth and purple wrinkled, and multiple again by 3 for the purple smooth. Note: See Genetics of Corn on Biology Excelď&#x192;˘ is required to utilize the link to Dihybrid calculations. Close Excel to return to Genetics of Corn.

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Assignment 4 - Inheritance of Human Characteristics In this exercise, students will become aware of a portion of their genotype (genetic makeup). It should be pointed out that in cases in which dominant genes are involved, it is often impossible to be certain whether a person is homozygous or heterozygous for a particular trait. Make the observations or perform the simple experiments described in the paragraphs that follow to derive a portion of your genotype. Working with a partner, record your phenotype and possible genotype in table 7.1. 1.

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

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

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

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

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

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

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

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

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

10. Interlocking Fingers - When the fingers are interlocked, some people will almost invariably place the left thumb on the top of the right and others will place the right over the left. The placing of the left over the right is due to a dominant gene (FF, Ff), while the right thumb on top is due to a recessive gene (ff). Record your phenotypes and genotypes in Table 6.1. 149

Table 6.1 Human Traits Possible Phenotypes Pigmented Iris PIGMENTATION blue and grey Ear lobes PENDULOUS attached Skin pigments FRECKLES no freckles Hairline WIDOW'S PEAK Continuous Little Finger BENT straight Tongue Roller TUBE no tube Taste Paper TASTER non-taster Hair Form CURLY wavy straight Dimples DIMPLES PRESENT

no Dimples Interlocking Fingers LEFT THUMB OVER RIGHT

right thumb over left

Possible Genotypes

Yours truly, Phenotype

Your Possible Genotype

Partner's Genotype

BB or Bb bb PP or Pp pp FF or Ff ff WW or Ww ww LL or Ll ll TT or Tt tt CC or Cc Cc HH HH' H'H' DD or Dd Dd II or Ii ii

*Dominant = capital, Recessive - lower case

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

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

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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.

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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

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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

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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: 155

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. 156

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

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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

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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? _____________________ 159

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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.

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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)

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Eye Hair Sex Hemophilia Color Color

Group 1

Compile Data

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

Group 2

Group 3

# 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 4

Girls _____ Group 5

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

Group 7

Hemophiliac Girls _____ Hemophiliac Boys _____

Group 8

Group 9 163

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

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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) 165

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 166

•

• •

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/

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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

168 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

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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, 2001 Tennessee 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.LS3.1: Distinguish between inherited characteristics and those characteristics that result from a direct Contents interaction ¥with the environment. this concept(including by giving examples of living organisms Student InstructionsApply and Worksheet Tables Aof&characteristics B) that are influenced by both inheritance and the environment. ¥ Teacher s Notes 5.LS3.2: Provide evidenceMasters and analyze data that plants and animals have traits inherited from parents and that ¥ Overhead variations of these traitsLife exist in a group of similar organisms. 1. Fish Cycle 7.LS3.1: Hypothesize that the impact of structural changes genes (ie mutations) located on chromosomes may 2. Toothpick Fish Introductory Tables (A to & B) 3. beneficial, Table C. Fish surviving the to pollution disaster: data result in harmful, or neutral effects the structure andpooled 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 ability to survive. 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. An earlier version of this document can be downloaded as part of The Genetics Education Guide at: http://genetics-education-partnership.mbt.washington.edu/Download/file.html

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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 female Egg and sperm fuse

One copy of every gene

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 codominant). The green gene (G) is...

• dominant to all other color genes

The red gene (R) is...

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

The yellow gene (Y) is...

* 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. The GENETICS Project University of Washington

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

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? The GENETICS Project University of Washington

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

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? The GENETICS Project University of Washington

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

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 The GENETICS Project University of Washington

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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 The GENETICS Project University of Washington

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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 The GENETICS Project University of Washington

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into an open field. Also, real populations are usually large, containing hundreds or thousands of individuals. In a large population of toothpick fish, it is unlikely that the green individuals would so quickly outnumber the others, or that all green fish would be eliminated in one generation. However, occasionally there is a rapid change in the environment (often caused by humans) that can have a dramatic effect, especially in small populations, as in the pollution-induced disappearance of green algae and vegetation in the fish activity. Students generally understand the fish simulation well enough to answer some "What If" questions, extending the concepts from the activity. • What if each of you had started with only one green gene among your fish? How would the population have been different? • What if the orange fish had been best camouflaged, so that a few green fish were eaten each generation? Let students propose their own what if questions too. Students are often eager to test some of their answers. If time allows, the Toothpick Fish problems can be done again with new conditions. • If brown eyes are dominant, why don't we all have brown eyes? Perhaps brown eyes are not an advantage for survival. Or, there may be few browneye genes in the human gene pool, compared to the number of blue-eye genes. (In fact, eye color inheritance is not as simple as this. Eye color is a polygenic trait, a trait that involves multiple pairs of genes, rather than one pair. However, for purposes of this discussion, it is a relevant example). • How does the variety in a gene pool impact adaptability? Imagine Two Populations: Population A Has a gene pool that contains several different color genes, giving rise to a multi-colored population (e.g. the toothpick fish population).

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Population B Has a gene pool that contains one kind of gene that determines color, giving rise to a single-colored population.

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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 The GENETICS Project University of Washington

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is impacting a speciesâ&#x20AC;&#x2122; 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.

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Fish Life Cycle

Two copies of every gene in every cell

One copy of every gene from male

Sperm

from female

Egg and sperm fuse

Egg s One copy of every gene

Overhead Master The GENETICS Project University of Washington

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Toothpick Fish

Table A

Table A. Gene Pairs and Resulting Fish Colors in Generations 1 â&#x20AC;&#x201C; 4 First Gene/Second Gene - - - G E N Offsprin 1st g example

2nd

G/R

3rd

4th

E R A T I O

Resulting Fish Color N - - -

1st

2nd

3rd

4th

green

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

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Toothpick Fish

Table B

Table B. Offspring Color for Toothpick Fish Generations Environment

Generation

There is lots of green seaweed growing everywhere.

First

The seaweed all dies and leaves bare rocks and sand.

Fourth

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Green

Red

Orange

Second Third Fourth (survivors)

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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.

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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. 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.

Brightly Colored Candy is an appealing tool for Teaching Genetics Lessons F OR YEARS WE SOUGHT A SIMPLE BUT meaningful way to teach the complex principles of gene tics and were inspired by others who designed laboratory exercises based on candy or simulated organisms (Bonsangue and Pagni, 1996; Burns, 1996). Our

goal was to design a lab that was quick to prepare, motivating, and interesting; we wanted to promote both content mastery and critical thinking through discovery. With these ideas in mind, we developed an investigative laboratory exercise using gummy bears. 184

THE BEAR FACTS Because gummy bears are available in a variety of different colors, they are excellent for simulating cross breeding. We prepare for this laboratory W by ILLIplacing A M P . gummy BA KER A N D CY N TH I A L. TH OM AS

bears in numbered paper bags, making sure to include predetermined numbers of different colored bears to represent Mendelian and non-Mendelian ratios. Examples of the numbers we use are shown in Figure 1. It is important to remember to vary the numbers of bears slightly from ideal ratios to be somewhat realistic. For example, we use 31:9 or 29:11 (instead of 30:10) to simulate a 3:1 ratio. As always, we remind students that they cannot eat or drink anything in the lab. Students can work individually or in small groups depending on class size. Each student or group selects a numbered paper bag, and we tell them that the bears in each bag are the result of a different crossbreeding experiment (part of our captivebreeding program). Stu- dents begin by sorting bears based on phenotypes that can be easily observed and quantified. Each student or group then completes a worksheet (see ‘‘Bear Breeding’’ on page 26) listing their bears’ cross numbers, the phenotypic characteristic they quantified, the alternate

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BEAR BREEDING Purposes: 1. To discover and study basic principles of genetics. 2. To propose and test hypotheses to explain Mendelian and non-Mendelian genetic patterns. 3. To graph data in a way that organizes the results. Materials needed: One bag of gummy bears (per group) Graph paper Chi-squared table (optional) Colored pencils Procedure: 1. Working with a lab partner, obtain a bag of gummy bears, and record the total number of bears here: These bears represent the1F generation of a cross-breeding experiment.

2. Empty the contents of the bag onto the table and sort the gummy bears into groups based on phenotypic differences that can be easily observed and quantified. 3. What is the phenotypic characteristic you used to sort the bears? Why? 4. Count the number of individual bears for each of the alternate forms of this characteristic and fill in the table below. Cross number

Characteristic

Alternate forms

Number

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

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

Select gene symbols to represent the alleles for the characteristic you studied. a. Based on the evidence, what are the probable genotypes for each phenotype you observed?

Ratio

b. What were the probable genotypes of the original parental cross? c. What were the phenotypes of these parent individuals? 8.

Now with the gene symbols chosen, show a Punnett square that will test your hypothesis (i.e. show the predicted outcome of the parental cross that led to the gummy bears in your bag). a. You have already obtained a ratio based on your data. How closely do the data approximate the ratio predicted by your Punnett square? b. Is your hypothesis confirmed by the evidence? If not, repeat steps 6â&#x20AC;&#x201C;8. You must show all work to receive full credit.

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

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

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187

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

Phenotypic frequency

Ratio

Genotypes

Mode of inheritance

Parental cross

1 2

25 red 24 colorless

100% 100%

RR or Rr rr

Mendelian Mendelian

RR x RR or RR x Rr rr x rr

37 red / 12 colorless

3:1

RR/ rr

Mendelian

Rr x Rr

26 yellow

100%

Co-dominance

YY x YY

30 orange

100%

Co-dominance

RR x YY

11 red /

1:2:1

RR/RY / YY

Co-dominance

RY x RY

2:1

Gr / rr

Lethal allele

Gr x Gr

20 orange/ 9 yellow 7

20 green / 10 colorless

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forms of the characteristic they observed, and the number and ratio of each alternative form. After filling out their worksheets, students write their data on the chalkboard and the class selects symbols to represent the alleles for each phenotype. Students then work in groups again and use the available evidence to describe the probable genotype for each phenotype observed. Next, they describe the probable genotypes and phenotypes of the original parental cross that led to the various types of bears and use the gene symbols they selected to show a Punnett square that confirms their hypo thesis. We encourage students to interact so that learning results from discovery and collaboration. Once we have covered genotype s and phenotypes, the class determines the probable modes of inheritance for each bear phenotype. Each student completes a chart listing phenotypes, genotypes, modes of inheritance, and parental genotype s for each phenotype. Students must obtain clues from each otherâ&#x20AC;&#x2122;s results to solve some of the crosses, so the gene symbols chosen to represent the alleles for each phenotype must be consistent. Student data for seven sample gene tic crosses are list ed in Figure 1. For classes with more students, crosses may be duplicated using slightly different numbers to represent the variation that occurs in actual experiments. To further illustrate Mendelian versus non-Mendelian inheritance, students use colored pencils to plot data on a frequency graph. Students evaluate each otherâ&#x20AC;&#x2122;s work and resolve inconsistencies through interaction and class discussion.

BEYOND THE BASICS Detailed explanations of the concepts of Mendelian and non-Mendelian inheritance can be found in a variety of textbooks (Weaver and Hedrick, 1992). During this laboratory, it is especially important to point out to students that there are differences between ideal ratios and the real ratios obtain ed from an actual cross-breeding experiment. This exercise can be adapted to demonstrate the

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chi-squared method of judging whether data is consistent with a given genetic hypothesis. To assess student understanding, we discuss the experimental results using open-ended questions that allow application of key concepts. For example, if the data does not support a hypothesis, students must offer an explanation for the results. Next, students apply what they have learned to predict how coat color is inherited in common animals. Students also use a reference book or the Internet to learn about human characteristics and their inheritance. Students gene rally enjoy exploring the basic principles of Mendelian and nonMendelian inheritance in this colorful way. One student noted on a questionnaire following the lab that “mixing the colors to figure the offspring” made it “very easy to see and understand the process.” This lab is not a replacement for actual crosses of organisms such as fungi, Drosophila, or Brassica (often performed in advanced gene tics courses), but it does provide an effective alternative when the time and labor involved in crossing live organisms is prohibitive. ✧ Will iam P. Baker (e-mail: baker@dist.maricopa.edu) is an instructor at the Phoenix Urban Systemic Initiative, 2411 West 14th Street, Tempe, AZ 85281; and Cynthia L. Thomas is a life science student at Mesa Community College, 1833 West Southern Avenue, Mesa, AZ 85202 . REFERENCES

Bonsangue, M. V., and D. L. Pagni. 1996. A teacher’s journal: Gummy bears in the White House. Teaching Children Mathematics 2(6):379 -381. Burns, R. 1996. A candy game for teaching gene tics. The American Biology Teacher 58(3):164 -165. Weaver, P., and R. Hedrick. 1992. Genetics. Dubuque, Iowa: Wm. C. Brown Publishers.

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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 â&#x20AC;&#x153;createâ&#x20AC;? 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 191

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.

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•

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.

•

• • • • •

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Zork Worksheet Data Sheet st

Male Gene (1 color)

Trait

Genotype

Female Gene (2nd color)

Phenotype

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

Analysis/Questions • •

Compare your zork to other zorks around the room. What differences and similarities do you see? How do you explain all of the differences, even though the zorks all had the same set of parents?

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195

196

Chromosome Strips For Father

197

Chromosome Strips For Mother

198

My Zork Baby

199

*More Zork Genetics *BONUS assignment* Topic: Inheritance TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. Materials: Attached handout, coin Instructions: Review genetics and the different forms of inheritance. Offer the attached as a practice/reinforcement.

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NAME:____________________________

PERIOD:___

BACKGROUND: A long time ago, in a galaxy far, far away, a great race of beings lived on a planet called ZORK. The inhabitants were known as Zorkonians. They are made up of 10 basic genes (unit) that code for their appearance. Each one of these genes is made up 2 alleles (traits). With this in mind, there are 1,024 different possible combinations for their appearance! This is called their phenotype or their physical appearance. If we look at their genes, there are 59,049 different combinations of the alleles! This is called the genotype or genetic makeup. Remember that we use letters for the alleles that control the genes and one letter or allele is inherited from each parent. You will be using Zorks, who use the same genetic principles as a pea plant, to see how genes are passed on and inherited. You will be using Punnett Squares to do this. Here are some things to help you. You must understand these concepts and terms! I will use traits from the table on the next page as examples. Phenotype: The physical appearance or what the gene makes an organism look like. Examples would be two eyes, yellow hair, and green lips from a zork. 1. Dominant: The trait that is shown the most. Example: Green hair is dominant over yellow hair. 2. Recessive: The trait that is hidden. In this example: yellow hair. Genotype: The genetic makeup of an organism. We use letters for the genotype. Remember that you need to look at the genotype to see what the phenotype will be. Example: There is a Gene or unit for hair color in a zork. The alleles or traits (individual genes) for hair color would be yellow and green. There are 2 alleles for each gene and we use letters for each allele. The capital letters are the dominant alleles and the lower case letters are the recessive alleles. Gene Hair color

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

1. Heterozygous: The term used for different alleles. There is always one dominant and one recessive allele. Example: Gg. There is only one possibility for this! 2. Homozygous: The term used for having the same alleles. This will be either 2 dominant alleles or 2 recessive alleles. Example: GG or gg. There are 2 possibilities for this! Please refer back to this to help you as you work through this assignment. You will use the table on the next page to complete the problems that follow. Everything you need is in the table! The following are the traits of a Zork, which we will use to study genetics. You will be studying one family. Be sure to read each problem carefully, because in each case the information is built upon the previous problem.

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Allele Trait

Genotype Phenotype

Heterozygous

Homozygous

Dominant/Recessive T

Tall

Dominant

TT,Tt

Tall

Short

Recessive

Short

Green hair

Dominant

GG,Gg

Green Hair

Yellow hair

Recessive

Yellow Hair

One Eye

Dominant

EE,Ee

One Eye

Three Eyes

Recessive

Three Eyes

One Fang

Dominant

FF,Ft

One Fang

Two Fangs

Recessive

Two Fangs

Two Horns

Dominant

HH,Hh

Two Horns

One Horn

Recessive

One Horn

Purple Lips

Dominant

LL,Ll

Purple Lips

Green Lips

Recessive

Green Lips

Two Wings

Dominant

WW,Ww

Two Wings

No Wings

Recessive

No Wings

One Leg

Dominant

NN,Nn

One Leg

Two Legs

Recessive

Two Legs

Green Skin

Dominant

RR,Rr

Green Skin

Yellow Skin

Recessive

Yellow Skin

Thick Eyebrow

Dominant

BB,Bb

Thick Eyebrow

Thin Eyebrow

Recessive

Thin Eyebrow

tt Gg

GG gg

EE ee

FF ff

HH hh

LL ll

WW ww

NN nn

RR rr

BB bb

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

A. What do the possible offspring look Like? 202

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

A. What are the genotypes of the possible offspring?

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

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

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

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

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

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

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

A. What are the possibilities for the height of their offspring? Hint: Look at 5A for information on Torky.

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

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

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

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9. Spork and Vorki both have three eyes.

A. What would their offspring look like?

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

BACKGROUND: After looking at our family of zorks, we are now going to look at the possibility of what the children of the zork family will look like with two traits at a time. This is known as a double cross. When we segregate the alleles in this case we will have four different phenotypes and nine different genotype possibilities. We will still use the terms heterozygous and homozygous. You will use the information from the zork genetics sheet. EXAMPLE: Cross a heterozygous one fang, no wing zork with a Homozygous one fang, heterozygous two winged zork. A. What are the possible phenotypes of the offspring in this cross? 1. Look and find what the parents are in this cross. You will have four letters (alleles) for each parent, since we are now looking at two traits at once. Heterozygous one fang, no wing = Ffww Homozygous one fang, hereterzygous = FFWw 2. Set up the punnett square and segregate the letters (alleles) of each parent. 205

Remember that each parent must donate half of the alleles (letters) to the offspring. Each parent will donate one of each letter of what they have! We will use a process similar in math called FOIL. It will work like this: F= First letters of the genotype, O=outer letters of each genotype, I=inner letters of each genotype, and L=last letters of the genotype. Ffww = Fw (first), Fw (outer), fw (inner), fw (Last). FFWw = FW (first), Fw (outer), FW (inner), Fw (Last) Now place them on the punnett square and cross them like we have done in a single cross.

FFWw

FfWw

FFww

Ffww

FFWw

FfWw

FFww

Ffww

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

1. Tork is homozygous for being tall and for having one leg. Vorkina is short and has two legs. A. What must be the phenotypes and genotypes of Torky and Vorki?

2. Torky is tall and has green hair. His wife,

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Morkalina as you remember is short and has yellow hair. Use Problem number 8 from zork genetics to help you. A. What are the phenotypes and genotypes of their offspring?

3. Spork and Vorki are both tall and have three eyes. Look at problems 7 and 9 from zork genetics to help you. A. What will the phenotypes and genotypes of their possible offspring be?

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

7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. Materials: Computer access w/Adobe© FlashPlayer, website: http://www2.edc.org/weblabs/BabyBoom/BabyBoomLabMenu.html This web lab was adapted from materials from Joan Carlson, Jack Doepke, Judy Jones and Randyll Warehime.

Background In this web lab, students explore how much variety in phenotype can be produced by a very limited genotype (only 30 traits). The traits in this web lab show several different inheritance patterns. These inheritance patterns are simplified representations of real inheritance patterns. The traits in the aliens in this web lab show the following inheritance patterns:

 Dominant—Traits that appear to mask (or hide) other traits.  Recessive— Traits that can be hidden in one generation and then appear in the next.  Incomplete dominance—Traits in which the heterozygote shows a different phenotype from the homozygous dominant phenotype.  Polygenic—Traits in which several genes contribute to the overall phenotype.  Epistasis—The interaction of two genes in which one hides the effects of another.

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The Web Lab

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Introduction The text on this screen reads, “How many different combinations can result from the combination of two individuals’ genes? Why do some people look so different from their relatives? In this web lab, you’re going to make alien offspring based on the genes of two particular alien parents. You could say that we’re creating one enormous alien family with two parents and many offspring. These aliens are just like humans! They look like us, for the most part, and their facial genetics are almost exactly like ours, so they have things like widow’s peaks and freckles and dimples. Of course, they do have purple skin and produce thousands of offspring over their very, very long lifetimes. Do you think the offspring you make will all look alike? Will they look like the offspring your friends make? Click Offspring Generator to find out. If you want to explore the database of offspring created, click the Explore the Database button. Click the Choose My Own Aliens button to choose alien parents from the database.” By choosing the Offspring Generator button, students will create their own alien offspring by flipping a coin to determine which alleles that offspring will inherit from its parents. The Explore the Database button will allow students to explore graphs of the numbers of aliens in the database of 100 aliens by genotype and phenotype. The Choose My Own Aliens button will allow students to examine the traits of the 100 aliens in the database and choose two different parents for their offspring.

Offspring Generator

In this section of the web lab, students flip a coin to determine the traits that their alien offspring will inherit. The alien parents are both heterozygous for all the genes in their facial genotype. The first coin flip determines whether the offspring inherits an X or a Y chromosome from the father and, thus, determines the offspring’s sex. Students then determine the thirty traits

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in the facial phenotype by flipping a coin for each allele inherited from the parents. Some of the traits are polygenic, so more than thirty flips are required to complete the offspring. As the student progresses through, the picture of the alien face is filled in. After a trait is determined by coin flips, the Show Trait/Hide Trait button appears below the picture of the offspring. If a student misses the appearance of a trait, he or she can hide the trait, then show it again to see how the alien face changes. The table at the end of this document shows the various phenotypes and genotypes that the aliens can display. After flipping the coin to determine the traits of one alien offspring, students may want to use the Finish Alien >> button to complete subsequent offspring. The Finish Alien >> button randomly determines the alleles contributed by each parent. After students have completed their alien offspring, they can print out the image and the genotype. They can use the printouts to compare offspring with their classmates and get a feel for the variety that can be produced by just 30 separate traits.

Explore the Database In this section of the web lab, students can query the database of 100 alien offspring to see what traits appear and how frequently. Students select which trait or traits they would like to see displayed on the graph using the pulldown menu labeled Trait A. They can then choose whether they would like the graph to present genotype or phenotype, whether they want a bar or a pie chart, and how many traits they would like to see displayed (1 or 2). If they choose to display two traits at a time, the graph displays only phenotypes. Numerical values for each bar are displayed when the cursor is positioned over a bar. In this section, students can use the graphs to determine whether a trait follows a particular model of inheritance. For example, simple dominant/recessive traits should show a 3:1 ratio of dominant to recessive phenotypes, while incompletely dominant traits show a 1:2:1 ratio. Students can use Punnett Squares to determine expected ratios, then query the database to see if the numbers conform. If not, they can try to figure out what model of inheritance a trait does follow. See the trait table at the end of this document for the inheritance patterns of each trait.

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Choose My Own Aliens In this section of the web lab, students can choose two aliens from the database to act as new parents. They can explore the offspring of alien parents with genotypes that they choose. The < Prev button moves backward through the database, while the Next > button moves forward. The Print button allows the student to see the genotype and phenotype of each alien and print out the alien if so desired. After the student has selected two new parents, he or she clicks the Next button to begin to create an alien offspring with the chosen aliens as parents. Each alien in the database is numbered, so that students can choose the same aliens repeatedly or multiple students in the class can choose the same alien parents. By exploring the variety of offspring produced by the pairing of two aliens, students can see how the genotypes of the parents affect the variability of the offspring. For example, if students choose a female alien with many homozygous dominant traits, the offspring should all exhibit the same phenotype for traits that show a dominant/recessive inheritance patterns.

Take the Quiz In this quiz, students use the graphs to explore the database. By examining the numbers of alien offspring that exhibit certain phenotypes/genotypes, students try to determine the inheritance patterns of particular traits. Question 1

the ratio of round chin to square chin be?

All the aliens in the alien family have either a round chin (dominant) or a square chin (recessive). Their parents were both heterozygous for chin shape (Cc). Use the Punnett square to figure out the expected ratio for chin types given the two heterozygous parents. Drag one parent to the top of the square and the other to the left side of the square, then fill in the table with the alleles that each parent contributes. What should 212

Using the Punnett square, students should discover that the ratio should be three round chins (CC, Cc, cC) to one square chin (cc). Question 2

Now letâ&#x20AC;&#x2122;s look at the actual numbers. Use the pulldown menus to make a graph showing the numbers of square chinned and round chinned offspring that are in the database of alien family members. Then compute the approximate ratio of square chinned to round chinned offspring. Click on the selection that is closest to the actual ratio, then click Check. Does the actual ratio match the expected ratio (3:1)? Why do you think it

does or doesnâ&#x20AC;&#x2122;t?

Students will have to select the chin shape trait from the pulldown menu and then change the display to phenotype to see the ratio. Question 3 Based on the numbers of offspring with free earlobes and the number with attached earlobes, which trait do you think is dominant? (Hint: You probably want to explore the ratios of earlobe phenotypes to answer this question.)

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

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Question 4

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

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

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

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

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

Glossary Epistasis The suppression of a gene by the effect of an unrelated (epistatic) gene. Heterozygous Having two different alleles for a given trait.

Homozygous Having the same alleles for a given trait.

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

Traits Distinguishing characteristics. 214

Trait Table Trait 1. Face shape (A)

Dominant Expression Rounded (AA, Aa)

Recessive Expression Square (aa)

Very prominent (BB, Bb)

Less prominent (bb)

Round (CC, Cc)

Square (cc)

Present (DD, Dd)

Absent (dd)

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

2. Chin size (B) This trait shows a dominant/recessive inheritance pattern. The prominent chin trait is dominant to the less prominent chin trait. 3. Chin shape (C) This trait shows a dominant/recessive inheritance pattern. The round chin trait is dominant to the square chin trait. 4. Cleft chin (D) This trait shows a dominant/recessive inheritance pattern. The presence of a cleft chin is dominant to the absence of a cleft chin. 5. Skin color (polygenic E, F, G)

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

This trait shows a polygenic inheritance pattern, meaning that the interaction of several genes is responsible for determining phenotype. For skin color, there are three genes. The more dominant alleles there are, the darker the skin will be. 215

6. Hair color (polygenic H, I, J, K) This trait shows a polygenic inheritance pattern meaning that the interaction of several genes is responsible for determining phenotype. For hair color there are four genes. The more dominant alleles there are, the darker the hair will be. 7. Red tints in hair (L)

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

Dark red tint (L1, L1)

Light red tint (L1, L 2)

No red tint (L2, L2)

Curly (M1, M1)

Wavy (M1, M2)

Straight (M2, M2)

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

This trait shows an incomplete dominance inheritance pattern. Curly hair is dominant, wavy hair is the intermediate phenotype, and straight hair is the recessive phenotype. 9. Widowâ&#x20AC;&#x2122;s peak (O) This trait shows a dominant/recessive inheritance pattern. The presence of a widowâ&#x20AC;&#x2122;s peak is dominant to the absence of one. 10. Eye color (polygenic P, Q) This trait shows a polygenic inheritance pattern meaning that the interaction of several genes is responsible for determining phenotype. For eye color, there are two genes. 11. Eye distance (R1, R2) This trait shows an incomplete dominance

Present (OO, Oo)

black (PPQQ)

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

Close (R1, R1)

Absent (oo)

violet (PPqq)

Average (R1, R2)

gray blue (Ppqq)

green (ppQQ)

dark blue (ppQq)

light blue (ppqq)

Distant (R2, R2)

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inheritance pattern. Close set eyes are dominant. Eye size (S1, S2) 12.

This trait shows an incomplete dominance inheritance pattern. Large eyes are dominant, medium eyes are intermediate and small eyes are recessive. 13. Eye shape (T)

Large (S1, S1)

Medium (S1, S2)

Small (S2, S2)

Almond (TT, Tt)

Round (tt)

This trait shows a dominant/recessive inheritance pattern. Almond-shaped eyes are dominant to round eyes. 14. Eye slant (U)

Horizontal (UU, Uu)

Upward (uu)

This trait shows a dominant/recessive inheritance pattern. Horizontal eyes are dominant to upward slanting eyes. 15. Eyelashes (V)

Long (VV, Vv)

Short (vv)

This trait shows a dominant/recessive inheritance pattern. Long eyelashes are dominant to short ones. Eyebrow color (W1, W2) 16.

17.

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

Darker than hair (W1, W1)

Bushy (ZZ, Zz)

Same as hair (W1, W2)

Lighter than hair (W2, W2)

Fine (zz)

This trait shows a dominant/recessive inheritance pattern. Bushy eyebrows are dominant to fine ones.

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18. Eyebrow length (A)

This trait shows a dominant/recessive inheritance pattern. Unconnected eyebrows are dominant to connected ones. Eyebrow length also shows epistasisâ&#x20AC;&#x201C;connected eyebrows are only seen in aliens with fine eyebrows. 19. Mouth size (B1, B2) This trait shows an incomplete dominance inheritance pattern. A long mouth is dominant, a medium-sized mouth, intermediate, while a small mouth is recessive. 20. Lip thickness (C)

21.

This trait shows a dominant/recessive inheritance pattern. Thick lips are dominant to thin lips. Dimples (D)

This trait shows a dominant/recessive inheritance pattern. The presence of dimples is dominant to their absence. 22. Nose size (E1, E2) This trait shows an incomplete dominance inheritance pattern. A large nose is dominant, a medium-sized nose, intermediate, and a small nose, recessive. 23. Nose shape (F)

Not connected (AA, Aa)

Long (B1, B1)

Connected (aa)

Medium (B1, B2)

Short (B2, B2)

Thick (CC, Cc)

Thin (cc)

Present (DD, Dd)

Absent (dd)

Large (E1, E1)

Rounded (FF, Ff)

Medium (E1, E2)

Small (E2, E2)

Pointed (ff)

This trait shows a dominant/recessive inheritance pattern. A rounded nose is dominant to a pointed nose.

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24. Nostril shape (G)

This trait shows a dominant/recessive inheritance pattern. Rounded nostrils are dominant to pointed ones. 25. Earlobe attachment (H)

Rounded (GG, Gg)

Pointed (gg)

Free (HH, Hh)

Attached (hh)

Present (II, Ii)

Absent (ii)

Present (JJ, Jj)

Absent (jj)

Present (KK, Kk)

Absent (kk)

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

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

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

27. Earpits (J)

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

28. Hairy ears (K)

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

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29. Freckles on cheeks (L)

This trait shows a dominant/recessive inheritance pattern. The presence of freckles on the cheeks is dominant to their absence. 30. Freckles on forehead (M)

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

Present (LL, Ll)

Absent (ll)

Present (MM, Mm)

Absent (mm)

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*Harry Potter Genetics *BONUS assignment* Topic: Inheritance TN Science Standards: 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction and represent the phenotypic and genotypic patterns using ratios. Materials: Attached handout, coin Instructions: Review genetics and the different forms of inheritance. Offer the attached as a practice/reinforcement.

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Harry Potter Terms and Characters

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

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

•

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

•

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

•

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

•

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

•

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

•

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

•

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

•

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

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

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Pottersâ&#x20AC;&#x2122; Hair Colors Solve the two questions below and use Punnett Square to demonstrate how you arrived at your answers. Question 1: Harry has dark hair like his father, but his mom had red hair. Using the genotypes of rr (red hair), Rr (dark/brown hair), RR (dark/brown hair), what possible genotypes does each of the Potters have?

Question 2: Harry marries Ginny who has red hair. What are possible genotypes of their childrenâ&#x20AC;&#x2122;s hair colors?

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Human Mendelian Traits Mendelian Traits are those traits which follow Mendel’s rules of only 2 possible versions of a gene (1 dominant, 1 recessive). There are only a few examples of this in humans. 1. Use the chart below to determine your phenotype (observable characteristic) and possible genotype(s) (a pair or pairs of alleles). Since you cannot do a genetic test right now, if you have the dominant phenotype, you should include both the homozygous and heterozygous genotypes—see the example for Advanced Sleep Phase Syndrome in the first row. Trait Advanced Sleep Phase Syndrome Achoo Syndrome Ear wax (wet/dry)

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

Your Phenotype Your Genotype(s) Ex., wakes up very early EE (homozygous) or Ee (heterozygous)

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

2. Did you have mostly dominant or recessive traits? 3. Compare your findings with other students. a. For which trait were most students dominant?

b. For which trait were most students recessive?

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

b) Ear wax genotypes: Yours ____ & the other person’s ww . List possible Phenotypes % (Probability of inheritance)

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

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

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

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

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Monster Genetics Lab You have learned about many different patterns of inheritance. Some are simple dominant or recessive, as in Mendelian traits. Some are more complex, such as incomplete dominant or codominant traits. In this lab you will investigate how a combination of these genes works to create an organism. Part 1 Procedure: 1. Flip a coin twice to determine the genotype for each trait and record it in the data table. Heads = allele 1, Tails = allele 2 (Example: if you flipped heads twice, your monster will have two copies of allele 1 for his genotype.) 2. Determine the phenotype resulting from the allele pair for each trait. 3. Repeat steps 1-2 for each trait and complete the female monster’s Table 1.

Trait Eye

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

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

Red (R)

White (R’)

Green (G)

Blue (B)

Curly (C)

Straight (c)

Tail Color

Purple (P)

Orange (p)

Tail (regulatory gene) Teeth

Have tail (T)

No tail (t)

Sharp (S)

Round (s)

Feet (incomplete) Horn Color

Four toes (F)

Two toes (F’)

Purple (W)

White (w)

Ear shape

Pointy (Y)

Round (y)

Ears (regulatory) Claws

No ears (N)

Two ears (n)

Long (L)

Short (l)

Phenotype

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Part 2 Procedure: The female monster (described in Table 1) and a male monster (see Table 2 below) plan to have baby monsters. They are interested in finding out for each trait the probability that their offspring will have that trait. 1. Fill in the missing genetic information in the table for the male. Table 2: Genotypes & Phenotypes for Male Monster Trait Genotype Phenotype Eyes ee Eye Color White (incomplete) Skin Color Green (codominant) Tail Shape Straight Tail Color Tail (regulatory) Teeth

Feet (incomplete) Horn Color Ear shape Ears (regulatory) Claws

FFâ&#x20AC;&#x2122;

No tail Round

ww yy Have 2 ears Short

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

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

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

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

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SKELETAL SYSTEM

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

Assignment 1 â&#x20AC;&#x201C; Long Bone Structure Examine a long bone locating the following:

1. 2. 3.

Spongy bone Compact bone Central cavity Which of the above structures contains the red bone marrow? Which of the above structures contains the yellow bone marrow?

Assignment 2 â&#x20AC;&#x201C; Articulated and Disarticulated Skeleton

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Examine the assembled human skeleton as well as the loose collection of bones and identify the bones listed below: 1. Skull a. Frontal Bone – forehead region b. Parietal Bone – top and upper sides, behind frontal c. Temporal Bone – sides d. Occipital Bone – back e. Zygomatic – cheeks and lower border of eye sockets f. Maxilla – upper jaw g. Mandible – lower jaw h. Eye Sockets 2. Ribs – 24 bones 3. Sternum – Breastbone 4. Vertebral Column a. Cervical Vertebra – 7 bones in neck 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 5. Individual Thoracic Vertebrae a. Spinous Process b. Transverse Process c. Articular Process d. Spinal Foramen e. Body f. Facet for Rib 6. Shoulder a. Clavicle-collarbone b. Scapula-shoulder blade 7. 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 8. 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 233

Leg a. b. c. d. e. f. g.

Femur – thigh bone Fibula – slender of two bones below knee Tibia – shin bone, larger of two bones below knee Patella – kneecap Tarsals – seven bones of ankle and heel Metatarsals - five long bones of foot Phalanges – toe bones

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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.

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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

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

Age

Table 6.1 Age and Near Point Near Point

10 20 30 40 50 60 70

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. 248

Procedure 1. Open the iPad app titled “Color Uncovered” explOratorium. 2. Go to the 10th page (See Spots Run) 3. Stare at the “x” in the middle of the screen and tap the gray disk anywhere. Try not to move your head or eyes. 4. After you have seen the afterimage illusion, stop the flashes by tapping the gray disk again. 5. Repeat procedure after changing the color, cycling through all 4 colors. Record your observations below. Observations: Starting color

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 249

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 sex-linked 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! 250

4. 5.

Hold the tuning fork 7-10 inches away from the ear being tested with the edge of the fork pointing toward the ear. Listen for sound. As the sound fades, have your test partner indicate to you when the sound can no longer be heard. At this point place the base of the fork against the temporal bone behind the ear. Does the sound reappear?

Left Ear: __________________

Right Ear: ___________________

Assignment 8 - Touch Receptor Distribution Determination 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 two-point 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 Inside of forearm back of neck palm of hand tip of index finger

2-point Threshold

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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. 2. 3. 4. 5.

Open the iPad app titled “Brain Speed Training”. Press Start. Touch the “Target” to begin the timer. Continue to touch the “Targets” as they move around the screen. 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:

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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 254

Muscles to Know on Human Torso Model Frontalis Orbicularis Oculi Orbicularis Oris Masseter Sternocleidomastoid Trapezius

Pectoralis Major Intercostals Rectus Abdominus Latissimus Dorsi Serratus Anterior 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

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Science Standards/Activities

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tn.gov.education Grade 5 : Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Guiding Question What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?

Grade Level Expectations

Checks for Understanding

State Performance Indicators GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. GLE 0507.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation. GLE 0507.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams. GLE 0507.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations. GLE 0507.Inq.5 Recognize that people may interpret the same results in different ways. GLE 0507.Inq.6 Compare the results of an 90507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice. 90507.Inq.2 Identify tools needed to investigate specific questions. 90507.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations. 90507.Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.

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12 Science Standards and Activities Life Sciences (LS) Standard 1 â&#x20AC;&#x201C; From Molecules to Organisms: Structures and Processes Kindergarten K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). Activity Summary: Students will match consumers to their food source. 2nd 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. Activity Summary: Experiment to show students why animals benefit from having two eyes instead of one. Standard 2 â&#x20AC;&#x201C; Ecosystems: Interactions, Energy, and Dynamics 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. Activity Summary: Students will match various animals to their biome. 4th Grade 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. Activity Summary: Students will use card game to become familiar with key terms associated with food chains.

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Standard 3 - Heredity: Inheritance and Variation of Traits Kindergarten K.LS3.1: Make observations to describe that young plants and animals resemble their parents. Activity Summary: Students match animal babies to parent animals.** 5th Grade 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 Summary: Students will survey other students for inherited traits and determine which traits are more common. Standard 4 - Biological Change: Unity and Diversity 4th Grade 4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past. Activity Summary: Students will learn how fossils are created in nature.** 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. Activity Summary: Students will examine fossils and determine the plant or animal.** Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design Kindergarten K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. Activity Summary: Students will match picture of object with picture of objectâ&#x20AC;&#x2122;s use.** 260

1st Grade 1.ETS1.1: Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information. Activity Summary: Students will conduct experiment of creating a rainbow in a jar. Standard 2 - Links Among Engineering, Technology, Science, and Society 4th Grade 4.ETS2.1: Use appropriate tools and measurements to build a model. Activity Summary: Using an interactive puzzle, students will identify and put together a human body.* 5th Grade 5.ETS2.2: Describe how human beings have made tools and machines (Xray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently. Activity Summary: Students will use technology to explore images and information from NASA Space Center app.*

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Consumer and Energy Matching Game Topic: Food Chain Objective: Students will learn that animals obtain a specific source of energy (plants or other animals) and will identify food sources of various consumers. Standard: K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). Directions: Using the laminated cards from the envelope, the students will attach the food source card to the box across from the coorisponding consumer (animal).

Reference: Lori Livesay

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TWO EYES ARE BETTER THAN ONE

Topic: Students will experiment and make determination why it is useful for animals to have two eyes instead of one. Standard: 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. Materials: Paper (one per child) Pencils (one per child)

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Reference: California Academy of Sciences https://www.calacademy.org/educators/lesson-plans/two-eyes-are-betterthan-one

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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

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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

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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

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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 270

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

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Biome Match Topic: Ecosystems Objective: Students will practice recognizing different biomes and the animals that live there. 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. Materials: â&#x20AC;˘ Full size pictures of biomes (at least 4) â&#x20AC;˘ Various pictures of animals which are native to biomes selected (at least 8) â&#x20AC;˘ Velcro fasteners Instructions: 1. Attach Velcro to back of each picture of animal and place 2 attachment Velcro pieces to each biome picture. 2. Students will attach each animal picture to its corresponding biome. 3. Students can check their answer with an answer key.

Reference: Lori Livesay

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I Have, Who Has? Topic: Recognizing key terms associated with food chains. 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.

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Reference: Trisha Callella https://www.hasdk12.org/cms/lib3/PA01001366/Centricity/Domain/480/I_h ave_who_has_science.pdf

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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. 280

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

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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

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SURVEYING INHERITED TRAITS Topic: Using the attached worksheets, students will determine the most common inherited traits. Standard: 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. Advance preparation: Introduce students to the traits that they will be surveying prior to the activity. Hints and Tips: â&#x20AC;˘ You may wish to show examples of each trait before students begin their surveys. â&#x20AC;˘ Students in a group may each survey five other students and then combine their data. Additional Comments: If data from other classes or previous classes is available, you may wish to combine your class data with the others to obtain more reliable data. It would be interesting to compare your class data with compiled data from several classes, or data compiled over several years. Reference: https://www.teachervision.com/genetics-dna/experiment-activity-surveyinginherited-traits

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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/TraitsBingo.pdf 292

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

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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 294

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-Foldables2819283. Accessed 08 November 2017.

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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

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How Are Fossils Made? Topic: Fossils Standard: 4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past. Materials: Glue Modeling clay Hard nature objects (shells, bone, stems, etc.) What you do: 1. Have students collect 2-3 objects like seashells, bones, tree limbs, etc. 2. Place one of the selected objects on flat surface. Press object into the clay. The impression should not be too deep (deeper the impression, the longer it will take the glue to dry). 3. Slowly and carefully pull the object out of the clay. Try not to have the clay stretch or smear when you remove the object. The impression of the object in the clay forms a “mold” of the object even if the object is gone. 4. Next, take white glue and fill in the mold. *Discussion – During the creation of a real fossil, plants, animals, and other lifeforms rot beneath the soil. The space they filled is then filled with minerals from groundwater. The glue is like those minerals. 5. Let the glue dry. The time it takes to dry depends on depth of the impression. 6. When the glue has dried, peel back the glue shape from the clay. *Discussion - The glue shape is the “cast” of the object. Many fossils are preserved as casts and molds. 7. Cut away any excess glue from the cast. *Discussion – Much like the glue fossil, many fossils have excess material around them and have to be cleaned in order to be able to see the original fossil. COMMENT: A nature walk for students to collect hard nature items would be a great way to start this activity.

Reference: Lori Livesay and https://www.education.com/activity/article/make_a_fossil_from_glue/ 297

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 298

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-ideasnumber-1-dino-fossils.html>

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What Am I? Topic: Identifying and labeling classroom objects. K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. Materials: Various pictures of classroom objects and corresponding pictures of the use of objects (i.e. picture of light switch and corresponding picture of light bulb). Instructions: Give one picture to each child and have children sort through pile of corresponding pictures to find the match to their picture.

Reference: Lori Livesay

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Rainbow in a Jar Topic: Density Objective: Students will experiment will visible layers of density. 1.ETS1.1: Solve scientific problems by asking testable questions, making short-term and long-term observations, and gathering information. Materials:

Instructions:

Reference: Tania Dakka https://www.education.com/science-fair/article/rainbow-in-a-jar/

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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

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Tide

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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.

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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

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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

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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

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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

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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

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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/

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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)

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PUZZLE ANATOMY Topic: Introducing students to the human body. 4.ETS2.1: Use appropriate tools and measurements to build a model. Materials: iPads Instructions: Step 1: Be sure to locate all of the iPads you are going to use and download an app called Puzzle Anatomy by Geminisoftware. Step 2: Instruct the students to use app and correctly assemble human body. Step 3: Guide students to work with a partner for help and encouragement. Reference: Lori Livesay

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EXPLORE THE SOLAR SYSTEM Topic: Introducing students to images and information about our solar system using technology. 5.ETS2.2: Describe how human beings have made tools and machines (Xray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or efficiently. Materials: iPads Instructions: Step 1: Be sure to locate all of the iPads you are going to use and download an app called Nasa Visualization Explorer by Nasaviz. Step 2: Guide students in using app by directing them through the subjects you are introducing. Reference: Lori Livesay https://svs.gsfc.nasa.gov/nasaviz/

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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! ☺

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Field Trips/Integrated Assignments

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Nature Walk September 8, 2017 Our class met at the WSCC property behind Wal-Mart to do nature walk and collect leaves for Leaf Collection. It was a pretty day and we walked from tree to tree learning characteristics and collecting leaves. We collected leaves from 20 different trees with a bonus photo of poison ivy. Leaf Portfolio Link: https://www.emaze.com/@AOORWRRTW/virtual-leafcollection

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ZooKnoxville Website Scavenger hunt Go to https://www.zooknoxville.org/ and find the following information. 1. What are the zoo hours? 10:00 a.m. to 4:00 p.m. Daily. 2. Directions to the zoo. Follow I-40 W to US-11W S/Rutledge Pike in Knoxville. Take exit 392A from I-40 W, Follow signs to ZooKnoxville. Or enter the address 3500 Knoxville Zoo Drive, Knoxville, TN 37914 into google maps for more detailed driving directions. 3. How much is parking? $5.00 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. It is closed for the season, but will reopen Spring 2018. 6. What is the zoo phone number? (865)637-5331 7. Print a School Group Field Trip Registration form. Attached. 8. How far in advance would you need to schedule a zoo field trip for your 2nd grade class? At least 3 weeks in advance. 9. How much would it cost your 2nd graders if they go with the school? How much for the teachers? $6 per student. $15 for teachers, chaperones, and parents. One free chaperone ticket provided for every 10 students. 10. What are two of the animals at the Knoxville Zoo? describe their habitats. The Malayan Tiger has a brand-new habitat called the Tiger Forest which opened just this year. I haven’t seen it in person, but many people describe it as being as close to seeing the tigers in their natural habitat as you can possibly get. The Western Lowland Gorillas have huge indoor/outdoor enclosures called Gorilla Valley and Gorilla Courtyard. 11. What is “Bedtime with the Beasts”? An overnight zoo experience with an adventure guide who will teach you about nocturnal animals. Boo at the Zoo 315

Bedtime programs include admission to Boo at the Zoo, educational activities and tours of the zoo, encounters with our animal ambassadors, a private keeper chat, breakfast, and admission to the zoo the next morning. 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 the 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 programâ&#x20AC;&#x2122;s theme. 13. What is the Williams Family Giraffe Encounter? When is it offered? How much does it cost? It is a two-story observation deck where you can feed the giraffes. It is offered daily from Spring through Fall (weather permitting) and is free with zoo admission. 14. What are 2 Zoomobile Outreach topics available for your 2nd grade class? Habitats and adaptions. 15. What is the SSP program? It is a Species Survival Plan for all animals that live in AZA-accredited zoos in North America (including ZooKnoxville). The goal is to maintain a healthy, genetically diverse population in zoos to ensure we donâ&#x20AC;&#x2122;t lose animals to extinction when wild populations are in peril.

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ZooKnoxville Field Trip September 29, 2017 We arrived at ZooKnoxville at 10:00 a.m. and met with Louise Hargis in a conference room above the entrance to the zoo. Mrs. Hargis explained that she is a part of the zooâ&#x20AC;&#x2122;s education department and introduced us to some really cool learning programs that the zoo provides: Zoo Field Trips: Offers a 52-acre classroom for students Guided Tours: tours for elementary classes and a behind the scenes tour available for Middle School and higher grades. Bedtime with the Beasts: Overnight experience with games/activities. Evening Safari Customized Programs: Teachers choose focus of presentation Mrs. Hargis brought out various biofacts (snakeskin, alligator skin, elephant tooth, feathers, tiger fur) that we were able to touch and examine. We discussed characteristics about each biofact. Mrs. Hargis also had a Solomon Island Skink named Madeline and we were able to pet her. We also took a walk through the zoo and Mrs. Hargis discussed several ways to use nature as lessons (biomimicry, conductivity, dirt sifting). Our last stop was the Red Wolf Exhibit where Mrs. Hargis explained that the zoo is a conservation center, but is also a rehabilitation center for injured animals and that the zoo attempts to reintroduce animals into the wild whenever possible. Zoo Knoxville also works with other zoos on the Species Survival Plan (SSP).

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Zoo Mobile Alpha Elementary October 27, 2017 Small Group Presentation: Louise Hargis conducted a small group presentation with various biofacts: Reptiles Snakeskin (African Rock Python) characteristics of snakes (coldblooded, ectothermic, babies come from eggs) Snake Eggshell Blue Tongued Skink – characteristics of skinks (lizard, lives in leaf litter, not venomous) Birds Condor feathers – characteristics of birds (endothermic, babies from eggs, feathers) Ostrich Egg – Ostrich is biggest egg layer, babies hatch with feathers, no nest Mammals Tiger Skin – characteristics of mammals (endothermic, live birth, produce milk for babies) Guinea Pig – “Emmy” Insects Cock Roach – characteristics of insects (exoskeleton, largest group of animals, use spherical to breathe) Large Group Presentation: Mrs. Hargis used biofacts to present characteristics of an animal’s habitats and ability to adapt. Animals need 4 things = Food, Water, Air, and Shelter #1 Rule in Nature = Don’t Die 318

Biofacts: Tiger Skin – camouflaged for tall grass, slow, sneaks up on prey and pounces Madeline (Solomon Island Skink) – camo for rainforest and hiding in leaves, sharp claws for climbing, prehensile tail, herbivore Condor Feathers – 12 foot wingspan, migratory birds, circle because of wind currents Bucky (Barn Owl) – Breed and release program but was imprinted because of sickness, screams, also called Ghost Owl, 14 bones in neck, soft feathers for quiet flight, flat face funnels light and sound African Rock Python Skin – bite only when threatened, skin is waterproof (keeps moisture in) Biff (Everglade Rat Snake) – camouflaged for mud, non-venomous, constrictor, tastes the air with tongue Mrs. Hargis ended the presentation with questions from the students.

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CELL PROJECTS Cell Cycle

Mitosis Cycle:

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4-D Cell Model

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Shoebox Ecosystem

Desert: Animals â&#x20AC;&#x201C; scorpion, roadrunner, rattlesnake, meerkat, armadillo Plants â&#x20AC;&#x201C; saguaro cactus, desert sage, prickly pear, desert magnolia, yucca

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