concepts of biology portfolio by pamela.vazquez131

Concepts of Biology Portfolio Fall 2017 Pamela Vazquez Vazquez, Pamela

Portfolio Table of Contents Journal entries Opinion of teaching science (x2) Scienceography (x2) Natureography (x2) Animal Adaptation Predication Observations/ Library Research Appreciating Nature (1 sitting in grass at WSCC, 1 at home, 1 at night) Samples from the Field (POWTOON link) Who is Science? Science Today Body Kahoot* Activities/Labs Measurements Microscopes Grab Bag Colors of Nature Helping Hands Owl and Mouse Sweet Treats Build Your Own Dichotomous Key Natural Selection Pasta

Blubber Bags The Great Bug Race Spider Enzymes Nocturnal Animals/Are You My Pup Build a Cell/Cell Models Egg Osmosis Lab Cell Division Flipbooks Photosynthesis BINGO Photosynthesis Relay DNA Magnets/Gummy Bear DNA Protein Toobers Balloon Translation Protein Synthesis Kit Mitosis and Meiosis Foldable A Generation of Traits A Recipe for Traits Beans and Corn Lab Traits BINGO Pipecleaner Babies Easter Egg Genetics Toothpick Fish

Gummy Bear Genetics Zork Inheritance *Zork Bonus *Baby Boom *Harry Potter Genetics Skeletal System Lab Mr Bones Senses Lab Muscles Lab

Science Standards/Activities 1. Tennessee Science Standards K-7 (sample) 2. Summary sheet(s) *If you have a single file with all the summaries, if you have individual summary sheets for each activity, they should be placed in front of the corresponding activity.* 3. Activities for standards: (In the blanks, include the title and citation for each activity you add. That will be one activity per bolded standard for a total of 12 standards added to the following individual and group projects. Indicate with * the 2 that are technology based and ** for the two that are inquiry based. If you are using an activity that you presented, place the grade sheet in your portfolio as your activity and place a copy of the activity where it is listed below.) Standard 1 - From Molecules to Organisms: Structures and Processes Activity 1 - _**1.LS1 (Am I living or non-living?)_____ ____Citation (Pinterest)_____ Activity 2 - _1.LS1.1 (Fix-A-Flower) ______

____Citation (Pinterest)______ K.LS1.1: Laken Carpenter and Raeghan Tolliver (Differences Between Plants and Animals) K.LS1.2: Maddie Maples (Which is Which?) 1.LS.1.2: Brianna Whitlock (From Seed to Plant) 1.LS1.2: Kristen Payne, Chelsey Capps, and Brianna Whitlock (Animal Physical Characteristics) 7.LS1.5: Sarah Smith, Morgan Templin, Pamela Vazquez, and Kysta Cheong (How Bile Breaks Down Fat) Standard 2- Ecosystems: Interactions, Energy, and Dynamics Activity 1 - _1.LS2.3 (Flipbook Activity)___ Citation(https://teachersherpa.com/template/Plants-Needs-Flip-Book-Print-andGo/e0c3d98a-a7a7-40c5-ba11-f4bba09341cf/details? authorName=TheVirtualTeacher&afmc=1dff9279-3f2a-4ead-a40f-546b3e9584f)_ Activity 2 - K.LS3.1 (Mother and baby Look-A-Like) Citation (Pinterest) 4.LS2.2: Sarah Allnatt (Terrestrial and Aquatic Food Chains) Standard 3 - Heredity: Inheritance and Variation of Traits Activity 1 - **2.LS2.2 (Will I Survive) Citation (Pamela Vazquez) Activity 2 - 2.LS3.1 (My Heredity Tree Sample) Citation (Pinterest) K.LS3.1: Lori Livesay, Haley Devereaux, Caitlyn Cross, Katie Rea (Are You My Mommy?) 7.LS3.2: Courtney Greenlee, Madison Maples, and Ashlyn Hodge (The Plant Cell) 2.LS3.1: Kristin Payne (Inherited Traits and Learned Behaviors) 7.LS3.2: Courtney Greene, Madison Maples, and Ashlyn Hodge (The Plant Cell)

7.LS3.2 KaLynn Spurgeon (Mitosis vs. Meiosis) 7.LS3.3 Melissa Barnett (Inheritance Traits) Standard 4 - Biological Change: Unity and Diversity Activity 1 - *4.LS4.1 (Learning About Fossils) Citation (Pamela Vazquez) Activity 2 - 8.LS 4.1 (Fossil Records) Citation (Pamela Vazquez ) 4.LS4.1: KaLynn Spurgeon and Sarah Allnatt (Fossils and the Past) 5.LS4.1: Lori Livesay (Name That Fossil)

Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design Activity 1 - K.ETS 1.1 (Mystery Box) Ciation (Pinterest) Activity 2 - 2.ETS 1.3 (Tennis Ball Challenge) Citation https://www.teacherspayteachers.com/Product/STEM-Tennis-Ball-Tower-Challenge1602719

K.ETS1.1: 5 Christian Hawkins and Abbie Reed (5 Senses Slime) K.ETS1.1: Chelsea Capps (My Itsy Bitsy 5 Senses Book) K.ETS1.2: Raeghan Toliver (Labeling Ourselves) K.ETS1.2: Sheranna Young, Lindsey Massey, Shaelyn Mahan (Living and NonLiving) K.ETS1.3: Haley Devereaux (Five Sensesâ&#x20AC;&#x201D;Mr. Potato Head)

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

Standard 2 - Links Among Engineering, Technology, Science, and Society Activity 1 - *3.ETS 2.1 (Know My Bones) Citation (Pamela Vazquez) Activity 2 - 4.ETS 2.1 (Robotic Hand) Citation : http://www.instructables.com/id/Robotic-Hand-Science-Project/ 3.ETS2.1: Christian Hawkins (LiveBoard Bones)

Field Trips /Integrated Assignments Nature Walk Notes Zoo Scavenger Hunt Zoo Write-Up Individual Presentation Grading Sheet* Group Presentation Grading Sheet* Cell Project Grading Sheet* Leaf Collection Grading Sheet* Poster Grading Sheet* Book Poster Grading Sheet*

Leaf Collection Link

Journal entries

Opinion of teaching science (1x) I love learning about science, but it is not my strongest subject to teach. I feel a little not prepared to be able to teach it. I would have to get a lot of material and learn it myself thoroughly before teaching it to my classroom. Science can sometimes be complicated so I would defiantly try to make it fun and interesting, that way my students are engaged. This is going to be a new journey for me, but I am excited to see where it goes.

Opinion of teaching science (2x) I feel more confident about teaching science now after all the concepts that we went over the entire semester. All the activities were very helpful because that is what we will need in order to teach little kids and with activities they will be able to learn more and be more engaged in what they are learning.

Scienceography (1x) Whenever I was in the fifth grade we had to do a science fair. We could choose what we wanted to do it on. I choose to compare the different amount of sugar that was in a palâ&#x20AC;&#x2122;s fries and McDonalds fries. It took a lot of work in trying to figure out the different amount of grease that was in each of them. Some people would have never thought that it had anything to do with science but indeed it was.

Scienceography (2x)

When I was a little kid, I had to have a big surgery on my brain in order for me to stay alive. The surgery was very risky, but the doctors knew what they were doing. The surgery was successful and everything went as it was supposed to. But after the surgery is whenever I had to go the doctor for regular check-ups every month, so that they could make sure everything was still going well. The doctors would have to run tests and read all of my hospital scans to ensure that everything was going good.

Natureography (1x) I love hiking, my family and I always go on hiking trips. There was one time that we planned on hiking Mt. LeConte but we ended up going on the wrong trail. So we didnâ&#x20AC;&#x2122;t get to hike the trail we planned on but the trail that we ended up on was still an amazing experience. On the way to hiking the mountain we seen a bunch of different plants and insects. There were also a variety of different types of trees.

Natureography (2x) My family and I went to Sea World last summer and it was so amazing. We were able to learn about all the sea animals like killer whales, dolphins, seals, and so many more. While we were we learned about their habitat and what they eat, also how they manage to survive out in the free ocean. Sea World did amazing performances with the animals and it shows how smart they really are. We were able to learn so much science about the animals, but at the same time it was really fun to be able to see and touch some of the animals.

Animal Adaptation Predication

Our world is constantly changing every day, so in this case animals have to constantly adapt to new environments constantly. There are a number of possible things that could happen to the animals and their habitat later on in the year 2050. For instance, there are a number of animals that are losing their homes because we are chopping down their trees that they need. If this continues animals will have to relocate and adapt to their new surroundings that they decide to live in. They will have to find new ways to live in their new habitat.

Observation/Research

Five-Minute Observations During School at Walter State See- School buildings, grass, pavement, volleyball net, light poles, people walking Smell- fresh air Touch- hard pavement Hear- people talking, cars and trucks moving, the birds chirping Day See- trees, grass, cars, houses, rocks Smell- fresh air Touch- smooth chair Hear- cars driving by TasteNight See- darkness, street lights, cars, house lights Smell- fresh air Touch- smooth chair Hear- bugs chirping, dogs barking, cars driving by Taste-

Who is Science?

One thing that I can not live without is my cell phone. Martin Cooper is the one who is considered the inventor of the cell phone. Martin was an American engineer. He is also known as a pioneer and visionary in the wireless communications industry. He is recognized as an innovator in radio spectrum management. Cooper worked for Motorola in 1954 that is where he developed many products including the first cellular-like portable handheld police radio system.Cooper invented the first handheld cellular mobile phone in 1973 and led a team that brought it to the market in 1983. He is considered the â&#x20AC;&#x153;father of the cell phone.â&#x20AC;? Cooper was very famous for this and I am very thankful for his invention every single day without him we would be lost and missing out of the greatness of the cell phone. The reason I chose my cell phone as the thing that I can not live without is because I seriously can not. I do everything on my phone. I text like crazy and make a lot of phone calls. Another thing is I check all of my social media on it. Also if I want to look something up on the internet that I need an answer right away, I just google it on my phone. I even do some shopping with my phone. One important thing that I love is all the different apps that there is. I can check my bank statements right away as well as my credit score. Without my phone I would seriously be lost I would not know what to do. I love being able to take many pictures with it and the built in gps on it is amazing it saves my life plenty of times. If i did not have my phone I would not know any ones phone number. I love being able to communicate with someone with just a click of a button, no matter if they are in the United States or not. The cell phone is something amazing and many of us can not live without it. Science Today

Article: â&#x20AC;&#x153;Bringing Cancer Research Back to the Basicsâ&#x20AC;? https://www.scientificamerican.com/custom-media/bringing-cancer-research-back-to-the-basics/

The research and cure for cancer will always be a part of the change of science of today and every day. Every researcher finds something new every day that can help with the cure of cancer. They discover new ways to treat it or they even find out more facts about the disease itself. It will always be an ongoing thing which is amazing because a lot of people are suffering every day because they have yet to find a cure.

Activities/Labs

USING MEASUREMENTS IN THE BIOLOGY LAB Tennessee Science Standards

1.ETS1.1: Solve scientific problems by asking testable questions, making short-term and 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, SI, which is a metric-based system. Table 1.1 lists the units that will be used in your biology exercises.

Table 1.1 Sl Units Physical quantity

Name of Unit

Symbol

Mass

Gram

Length

Meter

Volume

Liter

L or l

Temperature

Celsius

°C

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

Table 1.2 SI prefixes Prefix

Symbol

Factor

Example

Kilo-

103, or 1000

Km, Kg

Centi-

10-2, 0.01, or 1/100

Milli-

10-3, 0.001 or 1/1000

mm, ml

Micro-

10-6, 0.000,001 or 1/100,000

μm, μl

Nano-

10-9, nm 0.000,000,001 or 1/100,000,000

Practice Metric Conversions Since the metric system is based on units that differ from each other by factors of 10, we will review how the decimal position moves when converting within metric units. When converting large metric units into small metric units move the decimal to the right by the number of 0’s in

the smaller unit prefix. You are in effect multiplying in units of 10. Example: convert 12.0 grams (larger) to milligrams (smaller), milli equal 1000, move decimal 3 places to right, 12,000.0 mg. When converting small metric units into larger metric units move the decimal to the left by the number of 0’s in the smaller unit prefix. You are in effect dividing in units of 10. Example: convert 12,000.0 mg (smaller) to grams (larger), milli equal 1000, move the decimal 3 places to the left, 12.0 grams

Assignment 1 – Dimensional Analysis Convert the following: 0.35 meter = ______ cm = ______ mm = ______ μm = _______ nm

748,000 μL = ______ mL ______ L

350 mg = ______ g = ______ kg 2.5 L = ______ mL = _______μL

0.01 kg = ______ g = ______ mg

Assignment 2 - Measuring Length, Area, and Volume Activities 1. Length Using the meter stick, measure the following items to the nearest unit shown below:

Length of your foot = _________ cm = ________ m

Your height = _________ cm = ________ m

Area Using the meter stick, measure the following items to the nearest unit shown below:

Laboratory tabletop Length = ___________ cm

Width = ___________ cm

Area of the laboratory tabletop = ________ cm X ________ cm = ________ cm 2

Floor tile Length = ___________ cm

Width = ___________ cm

Area of the floor tile = _______ cm X ________ cm = __________ cm 2

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

Block: Width _______ mm = ________ cm

Length _______ mm = ________ cm

Height ________ mm = ________ cm

The volume of this block in: _________cm3 (cc) = ________ml (cm x cm x cm = cm3 also called cubic centimeter, cc)

Assignment 3 - Measuring Mass Activities 1.

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

2. Determine the density of the block provided. Block density = __________g/cm3 3.

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

Assignment 4 - Measuring Liquid Volume Activities

Become familiar with the following containers used to measure volume.

I used a _____________________

1. 2.

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

Which instrument was the most accurate?

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

1ml H2O = 1g H2O = 1cm3 H2O

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

What is the volume of the bolt provided?

Assignment 5 - Temperature Conversions

°C = (°F – 32) x 5/9 °F = (°C x 9/5) + 32

Practice conversions:

78 °F = _______ °C 9 °C = ________ °F

1.Using the thermometer, determine the temperature in Celsius of each of the following:

Ice bath = ________ °C

Room air = ________ °C

Boiling water = ________ °C

Note: See “Temperature” Excel in The Metric System on eLearn

USING THE MICROSCOPE IN BIOLOGY Tennessee Science Standards:

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

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

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

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

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

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

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

Assignment 1 - Getting to Know the Compound Light Microscope

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

Ocular lens

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

Body tube

narrow tube that supports the ocular lens

Nosepiece

revolving part to which objective lens are attached

Objective lens

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

scanning power

10x

low power

40x

high power

Mechanical stage

support slide while viewing and allowing easy slide movement

Iris diaphragm

lever located underneath stage regulating light intensity to slide

Condenser

located above diaphragm to concentrate light to slide

Arm

supports body tube, used to carry microscope

Base

support, always place hand under when carrying microscope

10. Coarse adjustment

larger knob that raises or lowers the stage or body tube depending on brand of microscope, use with 4x or 10x objectives

11. Fine adjustment

smaller knob that provides final, optimum positioning of specimen for viewing.

12. Light source

lamp located in base

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

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

Objective Lens

Total Magnification

10x

_________x

10x

_________x

10x

40x

_________x

Assignment 2 - Viewing a Prepared "e" Slide

Obtain a microscope slide labeled "letter e."

Plug your microscope in and switch on.

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

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

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

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

While looking through the ocular lens, turn the coarse adjustment knob so that the slide

brought closer to the objective lens. Continue until the "e" or part of the "e" becomes visible. The slide may need centering again before continuing. 8.

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

How has the orientation of the letter "e" changed when viewed through the ocular lens compared to the orientation of the "e" on the slide?

10.

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

11.

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

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

Center the "e" in your field of view.

Rotate the 10x objective into place.

View the "e" now.

How has the field of view changed?

Rotate the 40x objective into place.

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

How has the field of view changed now?

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

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

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

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

Center the threads over the light.

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

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

Move the slide to where two threads intersect.

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

Stop when the thread is just out of focus.

Now slowly bring the threads back into focus.

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

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

Top ________ Middle ________ Bottom ________

Assignment 6 - Preparing a Wet Mount

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

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

Add your specimen to the water drop.

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

If done carefully very few air bubbles will appear.

Beginning with the scanning objective, locate the specimen and bring into as sharp of focus as possible. Center the specimen in the field of view and move to the 10x objective. Slowly rotate the 40x objective into place. Be sure the 40x objective does not touch to slide! After the 40x objective is in place observe the image remains somewhat in focus. This microscope is parfocal, meaning that the image remains nearly in focus as you move from one objective to another. Draw your specimen in the space provided below.

7. 8.

4X View

10X

40X

Assignment 7 - Finishing up and Storing the Microscope

Rotate the 4x objective into place.

Clean all lenses with lens paper only.

Put cover, if available, over microscope.

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

Return to the storage cabinet.

Return all materials to the designated location in the lab.

Clean your work area for the next lab students.

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.

Activity: Helping Hands

Some animals develop associations that are advantageous to both of the partners. This type

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

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

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

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

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

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

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

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

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

Objectives: Students will be able to do the following: 1. Describe a mutualistic relationship. 2. Demonstrate a mutualistic relationship. 3. Analyze the advantages and disadvantages of a mutualistic relationship. Materials: ● Items to represent food (stuffed animals, folded pieces of paper, items that can be picked up using only elbows, or combinations of these items, etc.) Approximately two items per student is adequate (of course the more items the longer the rounds). These amounts can be adjusted to suit your needs. ● Spot markers (poker chips, paper squares, etc.) ● Blindfolds ● 3-Legged bands Note to Teacher: This activity requires some students to move with their eyes closed. Always show students how to move safely with their eyes closed prior to the activity. If students are having difficulty, the activity can be done by a few students at a time instead of the whole group. Procedure: 1. Discuss symbiotic relationships. Have students brainstorm reasons for organisms having such relationships. What are the advantages and disadvantages of these partnerships? 2. Explain that in this activity students will be organisms (either No See Ums or Ferocious Feelers) that must gather food within their habitat. At first they will hunt for food on their own. Later they will take part in symbiotic relationships. 3. Have students choose partners. (Partners should stand next to each other.) 4. Have students form a circle by joining hands and moving apart until their arms are fully extended. Have students drop hands and take two giant steps backwards. The area inside the circle becomes the habitat. (Playing area can be adjusted for groups of various sizes. The area should allow ample room between players on the field.) 5. Place a “spot marker” next to each pair of students. 6. Explain that the inside of the circle represents a habitat. The organisms that are participating will be hunting for food within this habitat. Explain that people that are not organisms during the round are helping to keep their partner safe. They can only speak to warn their partner if someone is coming too close, but they cannot direct anyone to or away from food. 7. Explain the following parameters for the activity. (It is helpful to have a student demonstrate the appropriate behavior as the parameters are read.) ● Organisms are hunting for food in the habitat. (Show students the items that will be used for food.) ● Both types of organisms move by crawling.

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

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

Owl and Mouse

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

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

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

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

Instructions:

1. Prepare the blubber bags ahead of time. For each blubber bag, you will need 2-one gallon bags. Label the first bag and fill with the amount of lard you choose. (I make one bag with no lard inside to serve as a control, 1 bag with a small amount of lard, 1 with a medium amount of lard, 1 with a large amount of lard, and 1 with an extra-large amount of lard). 2. Turn the second gallon bag inside out and place it inside the first bag. 3. Match up the zippers to seal the bags. (You can place duct tape around the top to help reinforce the seal.) 4. Place buckets of ice around the room. Place one or two bags at each station. 5. Have the students work in teams or groups. Give the students an allotted time at each station. During this time, the students must place one hand inside the blubber bag and record the amount of time that it takes until the hand feels cold. If there is sufficient time, allow each student to go in the group before moving to the next station. 6. Record the amount of time (on a chart or on the board) in the blubber bags at each station. *This is a good time to cross-curriculum with math. You can find the average of the numbers for the entire class at each station. 7. After the allotted time, have each group shift to the next station until they have visited every station. Extension Questions: 1. Do other materials insulate as well as blubber? (You may have stations with various types of other gloves/materials as well [ie cleaning gloves, diving gloves, feather bags, etc). 2. How do humans protect themselves in the cold? 3. Provide examples of environments where a thick layer of blubber would be beneficial. 4. Provide examples of organisms that possess a thick layer of blubber. 5. Due to temperature increases, the polar ice caps are beginning to melt. Without the colder temperatures, what to you predict will happen to: 1. Those environments from question 3, 2. The organisms from question 4.

Sweet Treats Dichotomous Key Sometimes scientists need to categorize or classify organisms. They can determine how closely related organisms are by the number of characteristics they have in common. Closely related organisms share many characteristics. One tool that scientists use to determine close relationships is a dichotomous key. A dichotomous key is used to compare and contrast one characteristic at a time. As scientists move through the key, organisms become more difficult to distinguish until they end up in closely related groups called species. Species are groups of

organisms so closely related that they can interbreed. Tennessee Standards: K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. 2.LS1.2: Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. Objectives: Students will be able to do the following: Classify objects using a dichotomous key. Apply what they learned to develop a classification key. Materials: Bag of Hersheyâ&#x20AC;&#x2122;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: sour ball Discuss dichotomous keys with students. Be sure to tell students that dichotomous means two pronged and explain how scientists use these keys. Discuss how they will use the keys today to classify sweet treats. Give each student or group of students a copy of the dichotomous key sheet. Give each student or group of students one of each of the following: Hershey miniature milk chocolate bar, Hershey miniature dark chocolate bar, miniature Mr. Goodbar, miniature Krackle bar, miniature tootsie roll, package of sweet tarts, bubble gum, taffy, laffy taffy,

Build Your Own Dichotomous Key Topic: Dichotomous Keys TN Science 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. Materials: Small plastic animals, etc; sandwich baggies 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. Comments:

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

Materials: Your willing class, Arthropod cards Instructions: 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. During the class introduce the topic of millipedes versus centipedes. Discuss their similarities and differences. Distribute the cards to the students where each student has one card. 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. 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. 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.

Designate a starting point and line both groups up behind it. Then designate an ending point. Have the two groups race from the starting point to the end point. Generally, the centipedes will win. Discuss why this is what would happen in nature. (Centipedes are predators by nature; they are faster so that they can catch prey. Millipedes are herbivores. They do not need to be fast to catch a leaf).

Nocturnal Animals Topic: Animal Adaptations, Nocturnal Animals TN Science Standards: K.LS1.3: Explain how humans use their five senses in making scientific findings. 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. 2.LS2.1: Develop and use models to compare how animals depend on their surroundings and other living things to meet their needs in the places they live. 3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an 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: 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).

Choose two randomly selected containers and place the same thing in each of the pair. Tape the lid closed. It is a VERY GOOD IDEA to compile a key that lists the numbers of each pair. During the class, distribute one container to each student. DO NOT TELL THEM WHO THEIR PARTNER IS.

Are You My Pup? OBJECTIVE The student will be able to demonstrate how sea lions use their senses of smell and hearing to locate their pups.

When breeding and giving birth, sea lions gather in large groups called rookeries along sandy beaches. Mother sea lions leave their pups ashore while they forage for food in the ocean. When mothers return, the mother and pup must find each other. Instead of just looking for each other, mothers and pups recognize voices (vocalizations) and smell.

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

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

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

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

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

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

MATERIALS Per 26 students: • 26 plastic film containers with lids • 26 cotton balls • 13 pairs of noisemakers (kazoos, whistles, party favors, etc.) • 10 extracts (chocolate, strawberry, mint, lemon, anise, coconut, almond, maple, cherry, vanilla, or others) • peanut butter • 2 perfumes that smell different • 26 blindfolds

ACTION

1. Before the activity, prepare the scented film containers. Make two of each aromatic. For peanut butter, put a small amount of peanut butter in two containers, add a cotton ball, close the lid, and label the bottom. For the extracts, place cotton balls in the film containers and saturate the cotton ball with the extract liquid. Close lids and label bottoms. Repeat for the two perfumes. When finished, you should have 13 pairs of scent containers. Separate scents and noisemakers into two groups. 2. Begin activity by reviewing background information about sea lion rookeries. Imagine what a rookery would look and sound like. Noisy? Quiet? Crowded? 3. Divide the class into two groups with each side having 13 students. Give each student one scent container and one noisemaker. (The student’s matching pair must be in the other group.) Ask students to smell their

"scent" and make their noise. One group will be "pups" and the other "mothers". 4. In an open area of the room, blindfold students and ask them to slowly walk around the area trying to find their mother or their pup. When pairs meet, they should smell their containers to make sure theyâ&#x20AC;&#x2122;ve found the right partner. 5. After all students have found their partners, review the activity. Have students describe their experiences. Did they find it difficult? Easy? Is there an easier, faster way?

California sea lion mother and pup recognize each otherâ&#x20AC;&#x2122;s smell and voice.

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: 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.

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). Into each cup, place one sugar cube. This will represent the fly. Now the students must try to suck the sugar cube up through the straw. They will be unsuccessful. 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). 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). Once you are finished “building” the spider, have all the volunteers go back to their seats. Now the sugar cube in the cup has dissolved. They students can try to suck the liquefied “fly” through the straw. Comments: Check for food allergies! Always wash the hat after use.

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

Day Three: 9. Place weigh boat on balance and zero balance. 10. Using spoon, gently remove egg from the corn syrup and place into weigh boat. Be careful with eggâ&#x20AC;&#x201D;It is VERY fragile and will burst easily. Record weight on Table One. 11. Rinse 600 mL beaker until clean. Gently place egg into beaker. 12. Pour 300 mL distilled water into beaker, covering egg. 13. Cover beaker with Parafilm once more. Sit aside for 24-36 hours. Day Four: 14. Place weigh boat on balance and zero balance. 15. Using spoon, gently remove egg from the distilled water and place into weigh boat. Be careful with eggâ&#x20AC;&#x201D;It is VERY fragile and will burst easily. Record weight on Table One.

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 Â˝ 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

Cell Models/Build a Cell

Topic: Parts and Functions of the Plant and Animal Cell

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

Materials: 4D Science Plant and Animal Cell Models, Laminated function cards, Laminated organelle cards, attaches labeling page, Misc items to represent cell functionsâ&#x20AC;&#x201D;may include or modify: Nucleus: container with laminated pictures of DNA (see below) Nucleolus: hammer and laminated picture of ribosome (see below) Rough Endoplasmic Reticulum: tubing with beads attached Smooth Endoplasmic Reticulum: tubing Mitochondria: batteries Lysosomes: plastic hatchets Plasma/Cell membrane: border patrol badges (see below) Golgi body/apparatus: USPS badge (see below) Cytoskeleton: small, plastic railroad tracks or ladders Ribosomes: hammer with laminated pictures of proteins (see below) Cytoplasm: gelatin mix or packing peanuts Centrioles: plastic rakes or lassoâ&#x20AC;&#x2122;s Cell Wall: Military badges (see below) Vacuole: container with colorful objects to represent pigments, laminated pictures of water, and toxins (see below) Chloroplasts: Fish/Butterfly nets

Instructions: 1. Place the students in groups. You will need 8 groups total. 2. Distribute a stack of organelle cards, organelle function cards, and a 4D Science Plant and Animal cell model to each group. Have the students match the organelle from the model with the name and function of each organelle for the animal cell. 3. Repeat the same process with the plant cell. 4. Have the students complete the Animal Cell organelle function sheet. 5. Then have the students draw a laminated card with an organelle name on it. Have them find the miscellaneous item that represents their organelle. Have the students make a living cell, with each of them representing their organelle (ie Have the “nucleus” stand in the middle of the room next to the “nucleolus”. Have the “plasma/cell membranes” stand in a circle around them.)

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

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

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

Photosynthesis Formula Game Bingo

TN Science Standards:

7.LS1.9: Construct a scientific explanation based on compiled evidence for the processes of photosynthesis, cellular respiration, and anaerobic respiration in the cycling of matter and flow of energy into and out of organisms. 4.LS2.1: Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis. You will need: A copy of the game board for each player Small “tokens” of at least three different colors which will be used to represent carbon, oxygen, and hydrogen atoms. Suggestions: small candies such as M&M’s (M&M Minis are even better) or Skittles, Cheerios, Fruit Loops cereal, raisins (If you are playing with a large group of kids you don’t know very well, stay away from peanuts. Peanut allergies can be deadly.) One spinner (assemble and color spinner according to directions) You will need scissors, glue, a paper fastener, and markers or crayons for this (and a cereal box to glue parts on if you want to make the spinner sturdy enough to last for a while). Directions: This game can be played with any number of players. Divide the players up so that you have four teams. (If you only have two or three players, the game will still work. Even one person can play it, although there won’t be competition, of course.) The number of players per team does not have to be equal. Being on the same team simply means that all members of that team will receive the same spinner results on each round, and therefore will be doing the same thing at the same time. This can actually be very beneficial for those students who have trouble catching on to game formats. They can simply follow along with what their team members are doing. Each player/team is assigned a colored “arm” of the spinner. Each time the spinner is spun, the player/team will read their results from that color. For example, if you are on the red player/ team, whatever the red arm lands on is your spin result. Players/teams can take turns spinning the spinner, but the spin will be for everyone. (This is great because there is no “down time” during the game waiting for your turn!)

Each person decides what they will use to represent the atoms on their board: carbon, oxygen, and hydrogen. They will also need just one light token. Make sure they choose their “code” ahead of time. For example: raisins for carbon atoms, Cheerios for oxygen atoms, small red candies for hydrogens, and a dried banana for light. Whatever the spinner arm lands on is what you build on your game board. If you or your team spins WATER, then you “build” one of the water molecules on the top portion of the board by putting two hydrogen tokens and one oxygen token right on top of one of the water molecules. You only need one light token, so if you land on LIGHT again, you just do nothing for that turn, since you already have light. Once you have all the molecules filled up on the top half of the board, it then becomes a race (or a cooperation) to see how fast you can rearrange all the atoms to form the molecules on the bottom half of the board. The plant does this, too. It disassembles all the ingredient molecules and uses them to form new molecules. The advantage of using edible tokens is that whenever you have the bottom half of your board complete, you can reward yourself by eating the glucose molecule (and the other molecules, too, if you are still hungry

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

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

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!

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 color-coded tacks represent the sidechains of the following amino acids. Color of Tacks

Number of Tacks

Function

Blue Tacks

Basic amino acids (+ charge)

Red Tacks

Acidic amino acids (- charge)

Yellow Tacks

Hydrophobic amino acids (Non-polar)

White Tacks

Hydrophilic amino acids (Polar)

Green Tacks

Cysteine amino acid (Bind with each other)

Clear Tacks

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.

Balloon Translation Topic: Protein Synthesis, Transcription and Translation

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

Materials: Balloons, String, Index Cards, Markers (different colors), Dry Erase Board and Markers Instructions: (Ahead of time) ● Prepare pieces of DNA for each student (write a 3 nucleotide sequence on a notecard in one color). Make sure to add in a start sequence and sequences that will cause a stop codon to form. ● Prepare mRNA codons for each student that will correspond with the pieces of DNA in the previous step (write a 3 nucleotide sequence on a notecard in a second color). ● Prepare tRNA anticodons for each student that will correspond with the pieces of mRNA in the previous step (write a 3 nucleotide sequence on a notecard in a third color). Attach a piece of string to the tRNA notecard. ● Attach a balloon to each string (with helium or air). On the balloon write the amino acid that would correspond to that codon/anticodon pair. (During the lesson) ● Discuss transcription and translation in class.

● Distribute a piece of DNA (notecard) to each student. Mix up the collection of mRNA and place them on a table. Mix up the collection of tRNA and place them on a second table. ● Have the students find the mRNA that corresponds to their piece of DNA. Then have them locate the tRNA/amino acid that also corresponds to their DNA and mRNA. ● Have them write their sequence on the dry erase board. Call the “Start” codon first. Have everyone else line up in random order. When the stop sequence is placed on the board, anyone afterward stops and cannot continue the sequence. Discussion Points: ● If someone chooses the wrong sequence, talk about mutations and some of the complications that might result. ● Talk about amino acid properties and how they can affect the shape of the protein and its resulting function.

Protein Synthesis Teacher Manual

Teacher Kit Transcription

TN Science Standards:

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

Materials:

Teacher manipulatives (3’-5’ DNA strand, 5’-3’ DNA strand, DNA double helix, RNA polymerase, amino acids, peptide bonds, tRNA, mRNA sequence, free nucleotides, ribosome)

Student manipulatives (DNA sequences [complete], DNA sequences [blank], mRNA sequence [blank], tRNAs [blank], amino acid sequences [blank], dry erase markers

The Teacher Demonstration Kit begins with a double stranded DNA Model. Consisting of:

A 3'-5' DNA strand (sense strand) A linear 5'-3' DNA strand (anti-sense) and DNA in the double helix that your students are probably most familiar with. The helix is included to prevent the misconception that the entire strand of DNA uncoils and is transcribed.

Arrange these three manipulatives on the board

2. Point out the features of the model.

Backbone (Phosphates-Yellow) (Deoxyribose sugar-Black) Nucleotide bases Area of hydrogen bonding

3. Introduce the RNA polymerase enzyme manipulative. Use the enzyme to simulate the breaking of the hydrogen bonds between the DNA nucleotides as you physically separate the two complementary DNA strands.

Ask students to identify the RNA nucleotides complementary to each of the bases on the now single stranded 3'-5' DNA â&#x20AC;&#x153;sense strandâ&#x20AC;?.

Bond the requested RNA nucleotides to their complementary DNA nucleotides.

You have enough RNA nucleotides to build a complete mRNA

Introduce the complete mRNA manipulative. This comes in two pieces which are hinged together to allow for shipping.

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.

Remove the individual RNA nucleotides from the board and bring back together the two complementary DNA strands.

Move the mRNA out of the nucleus through a nuclear pore and into the cytoplasm. Use tape or draw a line on your board to represent the nuclear membrane. A gap in the line will represent the opening of the nuclear pore.

Let students know that what has just taken place is transcription. The “blueprint” encoded in DNA has been transcribed into the message of mRNA. Stress that the entire process takes place in the nucleus of eukaryotes.

When teaching advanced students this is a good time to discuss mRNA processing with subsequent splicing of introns and exons.

This is also a good time to bring out an overhead or model of a eukaryote cell in cross section. Point out the nuclear membrane, nuclear pore, rough endoplasmic reticulum and the ribosomes. This will give students a visual picture of where cellular protein synthesis events are taking place. Teacher Kit Translation

10.

Now point out the features of the mRNA manipulative.

Point out the change in color of the sugar in the “backbone” to indicate the change from deoxyribose to ribose sugar.

Point out the codons, artificially grouped in threes for emphasis.

11.

Attach the ribosome manipulative to the board.

Inquire what the ribosome is made of: Ans: RNA-protein complex and

consists of a large and small subunit.

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

How deep you want to go into the origin and structure of ribosomes will depend on the level of your students.

12. Simulate the mRNA initiator codon (A-U-G) entering the “P” site of the ribosome with the second codon (A-U-C) occupying the “A” site.

Now that you have the initiator codon in the “P” site of the ribosome, inquire what the anticodon 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 tRNA

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.

Insert the peptide bond manipulative between the Methionine and Isoleucine amino acids

Depending on the level of students you are instructing, this may be a good time to teach peptide bonding between amino acids.

20. Shift the ribosome one reading frame to the right so the Isoleucine codon is now in the “P” site of the ribosome.

21. Move the Methionine t-RNA to the bottom of the board to simulate return to the cytoplasm for the purpose of obtaining another amino acid.

Ask students what the anti-codon complementary to the codon (C-A-G) now in the “A” site on the mRNA would be?

22.

Place the tRNA with the (G-U-C) anti-codon on the board

Using their table (Appendix A) have students identify the amino acid to be attached to this tRNA.

23.

Attach the Glutamine (Gln) amino acid to the third t-RNA

24. Move the Glutamine tRNA to the “A” site on the ribosome. Line up the complementary anti-codon with the codon on the mRNA.

25. Insert the model representing the peptide bond between the Isloleucine and Glutamine amino acids.

26.

Shift the ribosome one frame to the right so the Glutamine is now in the “P” site.

27.

Move the isoleucine t-RNA back into the cytoplasm.

Ask students what the anti-codon complementary to the codon (G-U-A) now in the “A” site on the ribosome would be?

28.

Place the tRNA with the (C-A-U) anti-codon on the board.

Using their table (Appendix A) have students identify the amino acid to be attached to this tRNA

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 anticodon 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.

Shift the ribosome one frame to the right so the Valine is now in the “P” site and the stop or termination codon is in the “A” site. This codon signals release of the ribosome and release of the newly formed polypeptide.

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

Student Kit

The student kit is designed to provide students the opportunity to practice the concepts introduced with the teacher demonstration manipulatives. It is also designed to allow the teacher an opportunity to assess student learning in an efficient manner. You will quickly

discover individual student misunderstandings and be able to pinpoint where remedial help is required.

NOTE: Be sure that you provide erasable markers for students to write codes on the student manipulatives. If proper markers are used the manipulatives can be erased and should last indefinitely. If replacement parts are required contact United Scientific.

The student set consists of:

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

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

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

Blank transfer RNA’s upon which the student writes the anti-codons complementary to the mRNA codons

Blank polypeptide chain upon which the student codes the amino acid sequence. If correct this code will correspond to the teacher key in Appendix B. The three letter abbreviations for the amino acids can be found in Appendix C and should be copied for student use.

Procedure:

Provide each student or group, one of each of the manipulatives listed above and an erasable marker.

Explain to students what each of the manipulatives represents.

Direct students to code WITH ERASABLE MARKER:

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

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

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

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

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

APPENDIX A GENETIC CODE IN RNA FORMAT

2nd base in codon

1st bas e in cod C on

Phe

Ser

Tyr

Cys

Phe

Ser

Tyr

Cys

Leu

Ser

STOP

Leu

Ser

STOP

Trp

Leu

Pro

His

Arg

Leu

Pro

His

Arg

Leu

Pro

Gln

Arg

Leu

Pro

Gln

Arg

Ile

Thr

Asn

Ser

Ile

Thr

Asn

Ser

Ile

Thr

Lys

Arg

Met

Thr

Lys

Arg

Val

Ala

Asp

Gly

Val

Ala

Asp

Gly

Val

Ala

Glu

Gly

Val

Ala

Glu

Gly

APPENDIX B TEACHER KEY TO STUDENT WORK #1

3rd bas e in cod on

Pre- Printed DNA Sequence C-G-T-A-A-T-C-T-C-A-T-A-G-C-T Codons GCA---UUA---GAG---UAU---CGA Anti-Codons CGU---AAU---CUC---AUA---GCU Amino Acids Ala-----Leu----Glu------Tyr------Arg

#2 Pre-Printed DNA Sequence A-A-A-G-G-A-T-A-T-C-A-C-C-C-A Codons UUU---CCU---AUA---GUG---GGU Anti-Codons AAA---GGA---UAU---CAC---CCA Amino Acids Phe-----Pro------Ile------Val-----Gly

#3 Pre-Printed DNA Sequence T-A-G-C-G-C-C-T-G-G-T-C-T-T-T Codons AUC---GCG---GAC---CAG---AAA Anti-Codons

UAG---CGC---CUG---GUC---UUU Amino Acids Ile------Ala-----Asp-----Gln----Lys

#4 Pre-Printed DNA Sequence A-C-C-G-C-G-C-T-C-G-A-C-T-T-C Codons UGG---CGC---GAG---CUG---AAG Anti-Codons ACC---GCG---CUC---GAC---UUC Amino Acids Trp----Arg------Glu------Leu----Lys

APPENDIX C Three Letter Abbreviations for the 20 Amino Acids

Ala: Alanine

Cys: Cysteine Asp: Aspartic acid Glu: Glutamic acid

Phe: Phenylalanine Gly: Glycine

His: Histidine Ile: Isoleucine

Lys: lysine Leu: Leucine Met: Methionine Asn: Asparagine

Pro: Proline Gln: Glutamine Arg: Arginine Ser: Serine

Thr: Threonine Val: Valine Trp: Tryptophane Tyr: Tyrosisne

Mitosis & Meiosis Foldable

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.

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

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

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

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

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

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

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

In class Instructions: ● You will distribute a baggie with pipe cleaners and beads to each student. The pipe cleaners represent chromosomes and the beads represent genes located on the chromosomes. In humans, there are 23 pairs of chromosomes and thousands of genes, but for this exercise, we will only focus on a few. ● Have the students find a partner with the opposite sex chromosomes as themselves. Two pink chromosomes belong to the female; one pink/one blue combination belong to the male. Assign each partnership a group number (ie 1, 2, 3, etc). ● Have the students remove the chromosomes from the bag, but make sure they do NOT mix up theirs and their partner's chromosomes. Have them arrange the chromosomes in order of size, they should have two long white pipecleaners, two shorter pipecleaners, and the two colored pipecleaners. ● The dad places one set of the homologous pairs (ex: that longer set) on the desk next to each other. The dad chooses one side to be heads (ie right) and one side (ie left). Dad flips the coin to determine which chromosome is given to the baby. ● Repeat this procedure for the other homologous pair (ex: shorter set) and for the sex chromosomes. It should be noted that if the blue chromosome gets chosen from the sex chromosomes, the child in this cross is going to be a boy. ● Now the "mom" repeats the process. ● The chromosomes chosen and set on the table in front of the partners are the genes their first child received. ● Have them go to the last page and see the data table, and locate their group number. Complete the row pertaining to the first child. Instruct them to have 3 additional children. Have them repeat the procedure used to make their first child to make 3 others. Fill out their traits on the table. ● When they are finished, have them post their data on the board. Other groups will also post their children's data. Fill out the entire chart will all the parents in the class. ● Have the students replace all chromosomes into the correct baggie, making sure they have the right chromosomes in the bag and return. Citation: https://www.biologycorner.com/worksheets/pipecleaner.html https://www.biologycorner.com/worksheets/pipeprep.html

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

Figure out the parentsâ&#x20AC;&#x2122; traits What color eyes does the mom have __brown_ What is her genotype? Bb What color eyes does the dad have? __brown_ What is his genotype? __Bb

What color hair does mom have ? blonde What is her genotype? dd

What color hair does dad have? dark What is his genotype? _Dd_

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

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

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

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

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

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

4. The data table where all the data is combined, shows how many ACTUAL offspring would have each of the traits. The punnet squares (from #1) show the PREDICTED ratios. Compare the actual to predicted ratios for all three traits. The results will be similar but probably not exact. 5. Notice on the data table that no female has the disease hemophilia. Explain why. Females inherit a normal allele from their fathers.

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

Name: ____________________________________

Pipe Cleaner Babies

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

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

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

Hair Color (shorter white pipe cleaners)

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

Grey bead represents the dominant gene - brown eyes Blue bead represents the recessive gene - blue eyes BB = brown eyes | Bb = brown eyes | bb = blue eyes What color eyes does the mom have ______ What is her genotype? ____ What color eyes does the dad have? _____ What is his genotype? ____ Hemophilia (sex chromosomes, colored pipe cleaners)

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

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

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

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

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

Eye Col or

Group 1

Hai r Col or

S e x

Hemophil ia

Compile Data

Total Number of Babies _____ Total Number of Girls _____ Total Number of Boys _____ # of Babies with Brown Eyes _____ # of Babies with Blue Eyes _____ # of Babies with Dark Hair _____ # of Babies with Blonde Hair _____

Group 2

# of Girls with Hemophilia _____ # of Boys with Hemophilia _____ Convert your data to percentages. To get the percent, divide the number you have by the total number and x 100.

Group 3

Girls _____ Boys _____ Brown Eyes _____ Blue Eyes _____

Group 4

Dark Hair _____ Blonde Hair _____ Hemophiliac Girls _____ Hemophiliac Boys _____

Group 5

Group 7

Group 8

Group 9

Group 10

Group 11

Group 12

Group 13

Group 14

Group 15

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

Preparation: Get some packages of plastic Easter Eggs (the kind that split into halves to fill with candy-- they are only available at Easter, regardless of when you plan to do the activity!!!) and some matching-colored gumballs, jelly beans, skittles, etc to fill them. Get enough so that every student gets one or, preferably, two eggs each. Make a genotype and phenotype chart (for them) and key (for you) to accompany them. For example: (these are common colors of eggs that may be purchased)- (the letters represent the color of HALF of the Easter egg) Char t:

PP=purpl e pp=pink Pp=oran ge BB=blue bb=yello w Bb=gree n

(an egg may be all purple, thus it is PP crossed with PP, or, it may be orange and pink, representing Pp x pp) Ke y:

purple x purple (PP x PP)= all PP or purple possibilities purple x pink (PP x pp)= all Pp or orange possibilities pink x pink (pp x pp)= all pp or pink possibilities orange x orange (Pp x Pp)= 1 purple (PP), 2 orange (Pp) and 1 pink (pp) orange x purple (Pp x PP)= 2 purple (PP) and 2 orange (Pp) orange x pink (Pp x pp)= 2 orange (Pp) and 2 pink (pp) etc (for any other colors)

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

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

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

inheritanc e patterns in zorks

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 has “parents” has an even number of chromosomes, because half of the chromosomes come from the “father” and the other half from the “mother.” For example, in plants, a pollen grain is the “father’s” contribution and an ovule is the “mother’s” contribution. These two cells combine to make a single cell, which will grow into a seed (the offspring).

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

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

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

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

Experiment Tell the students to take the longest pair of one color of chromosomes (male) and the longest pair of the other color of chromosomes (female) and place them FACE DOWN on their desks so that they cannot see the letter. (Since the strips I added are not colored on both sides, have one student select males, and another females.) WITHOUT TURNING THE CHROMOSOMES OVER, pick one chromosome of the longest size from one color, and pick one chromosome of the longest size of the other color. Put these in the middle as one new pair. ● Your partner will take the remaining pair for his/her zork baby. ● Continue doing this, taking one from each pair from longest to shortest. You and your partner should end up with ten new traits; each pair is one color chromosome and one of the other color chromosomes (strip). ● Turn over the chromosomes that remain on your table. These represent a new "baby" zork! On the DATASHEET, record the letter found on the first color of chromosomes in the Male Gene column. Record the letter found on the second color of chromosomes in the Female Gene column. Be sure you copy the letters exactly, uppercase or lower-case. THIS IS IMPORTANT! ● After filling out the DATA SHEET, return all chromosomes to their proper bags. ● Determine the GENOTYPE by combining the 2 letters. o Determine if the trait is dominant or recessive. ● Record the PHENOTYPE for each characteristic, using the KEY and TABLE from the ZORK GENETICS assignment. Record this on the Zork Worksheet. ● Now color and add parts to the baby zork. ● EXTENSION: You can get colored modeling clay from any hobby store or toy store. I have students make 3D models of their zorks and take pictures with a digital camera to

display around the room. This may be used as an alternative for students who do feel comfortable drawing their zorks.

Zork Worksheet Data Sheet Male Gene (1st color)

Trait 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)

(D/d’s)

Genotype

Female Gene (2nd color)

Phenotype

Legs (N/n’s) Skin (R/r’s) Eyebrows (B/b’s)

Analysis/Questions

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

Chromosome Strips For Father

Chromosome Strips For Mother

*More Zork Genetics *BONUS assignment*

Topic: Inheritance

Materials: Attached handout, coin

Instructions: Review genetics and the different forms of inheritance. Offer the attached as a practice/reinforcement.

ZORK GENETI CS 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

Allele

Hair color

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

1. Heterozygous: The term used for different alleles. There is always one dominant and one recessive allele. Example: Gg. There is only one possibility for this! 2. Homozygous: The term used for having the same alleles. This will be either 2 dominant alleles or 2 recessive alleles. Example: GG or gg. There are 2 possibilities for this!

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

Allele

Trait

Dominant/Recessiv e

Genotyp e

Phenotype Heterozygo us

Tall

Dominant

TT,Tt

Tall

Short

Recessive

Short

Green hair

Dominant

GG,Gg

Yellow hair

Recessive

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

Dominant

WW,Ww

Two Wings

Green Hair

Homozygous TT tt

Yellow

Hair Ee

EE ee

FF ff

HH hh

LL ll

Wings w

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

SINGLE CROSS PROBLEMS

1. Cross a heterozygous green skinned zork with a yellow skinned zork.

A. What do the possible offspring look Like?

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

A. What are the genotypes of the possible offspring?

ww Nn

NN nn

RR rr

BB bb

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

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

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

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

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

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

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

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

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

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

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

9. Spork and Vorki both have three eyes.

A. What would their offspring look like?

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

More Zork Inheritanc e BACKGROUND: After looking at our family of zorks, we are now going to look at the possibility of what the children of the zork family will look like with two traits at a time. This is known as a double cross.

When we segregate the alleles in this case we will have four different phenotypes and nine different genotype possibilities. We will still use the terms heterozygous and homozygous. You will use the information from the zork genetics sheet.

EXAMPLE:

Cross a heterozygous one fang, no wing zork with a Homozygous one fang, heterozygous two winged zork. A. What are the possible phenotypes of the offspring in this cross?

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

Heterozygous one fang, no wing = Ffww Homozygous one fang, hereterzygous = FFWw

2. Set up the punnett square and segregate the letters (alleles) of each parent.

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

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

Now place them on the punnett square and cross them like we have done in a single cross.

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, 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?

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

Harry Potter Terms and Characters

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

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

●

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

●

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

●

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

●

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

●

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

●

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

●

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

●

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

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

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?

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

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

Your Phenotype Ex., wakes up very early

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

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

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

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

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

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

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

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

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

Monster Genetics Lab

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

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

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

Red (R)

White (R’)

Green (G)

Blue (B)

Curly (C)

Straight (c)

Tail Color

Purple (P)

Orange (p)

Tail (regulatory gene) Teeth

Have tail (T)

No tail (t)

Sharp (S)

Round (s)

Feet (incomplete) Horn Color

Four toes (F)

Two toes (F’)

Purple (W)

White (w)

Ear shape

Pointy (Y)

Round (y)

Ears (regulatory) Claws

No ears (N)

Two ears (n)

Long (L)

Short (l)

Phenotype

Part 2 Procedure: The female monster (described in Table 1) and a male monster (see Table 2 below) plan to have baby monsters. They are interested in finding out for each trait the probability that their offspring will have that trait. 1. Fill in the missing genetic information in the table for the male. Table 2: Genotypes & Phenotypes for Male Monster Trait Genotype Phenotype Eyes ee Eye Color White (incomplete) Skin Color Green (codominant) Tail Shape Straight Tail Color Pp Tail No tail (regulatory) Teeth Round Feet FFâ&#x20AC;&#x2122; (incomplete) Horn Color ww Ear shape yy Ears Have 2 ears (regulatory) Claws Short 2. Create Punnett squares (attach your work to this handout) to predict what traits would result from a cross between the two monsters for each trait, and answer the following questions:

a. Eyes – What percent of offspring will have only one eye? _________ b. Eye Color – What percent of offspring will have red eyes? _________ c. Skin Color – What percent of offspring will have green skin? _________ d. Tail – What percent of offspring will have a tail? _________ e. Feet – What percent of offspring will have three toes? _________ f.

Horn Color – What percent of offspring will have purple horns? _________

g. Ears – What percent of offspring will have ears? _________ h. Claws – What percent of offspring will have long claws? _________

Word Match Activity

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

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

*Baby Boom

*BONUS Assignment* Topic: Inheritance

TN Science Standards:

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

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

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

The Web Lab

Introduction

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

Offspring Generator

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

The first coin flip determines whether the offspring inherits an X or a Y chromosome from the father and, thus, determines the offspring’s sex. Students then determine the thirty traits in the facial phenotype by flipping a coin for each allele inherited from the parents. Some of the traits are polygenic, so more than thirty flips are required to complete the offspring. As the student progresses through, the picture of the alien face is filled in. After a trait is determined by coin flips, the Show Trait/Hide Trait button appears student misses the appearance of a trait, he or she can hide the trait, then show it again to see how the alien face changes. The table at the end of this document shows the various phenotypes and genotypes that the aliens can display. After flipping the coin to determine the traits of one alien offspring, students may want to use the Finish Alien >> button to complete subsequent offspring. The Finish Alien >> button randomly determines the alleles contributed by each parent.

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

Explore the Database

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

Choose My Own Aliens

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

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

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

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

does or doesnâ&#x20AC;&#x2122;t?

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

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

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

Question 4

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

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

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

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

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

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

Heterozygous Having two different alleles for a given trait.

Homozygous Having the same alleles for a given trait.

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

Traits Distinguishing characteristics.

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) 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.

8 domin ant alleles

7 domin ant alleles

6 domin ant alleles

Dark red tint (L1, L1)

5 domin ant alleles

4 domin ant alleles

3 dom inan t allel es

2 domin allele

Light red tint (L1, L 2)

Hair type (M) 8 .

9 .

1 0 .

1 1 .

Curly (M1, M1)

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.

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. 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.

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

Wa vy (M1, M2)

Present (OO, Oo)

blac k (PPQ Q)

dark bro wn (PP Qq)

Clos e (R1, R1)

brow n& green tints (PpQ Q)

brow n (PpQ q)

Abs

viole t (PPq q)

Ave rage (R1, R2)

g ra y bl u e (P p q q)

gree (ppQ

inheritance pattern. Close set eyes are dominant. Eye size (S1, S2) 1 2 .

1 3 .

1 4 .

1 5 .

1 6 .

1 7 .

This trait shows an incomplete dominance inheritance pattern. Large eyes are dominant, medium eyes are intermediate and small eyes are recessive. Eye shape (T) This trait shows a dominant/recessive inheritance pattern. Almond-shaped eyes are dominant to round eyes. Eye slant (U) This trait shows a dominant/recessive inheritance pattern. Horizontal eyes are dominant to upward slanting eyes. Eyelashes (V) This trait shows a dominant/recessive inheritance pattern. Long eyelashes are dominant to short ones. Eyebrow color (W1, W2) This trait shows an incomplete dominance inheritance pattern. Eyebrows that are darker than the hair are dominant. Those that are the same color as the hair are the intermediate trait, while those that are lighter than the hair are recessive. Eyebrow thickness (Z) This trait shows a dominant/recessive inheritance pattern. Bushy eyebrows are dominant to fine ones.

Lar ge (S1, S1)

Medi um (S1, S2)

Almond (TT, Tt)

Rou

Horizontal (UU, Uu)

Upw

Long (VV, Vv)

Darker than hair (W1, W1)

Bushy (ZZ, Zz)

Sho

Same as hair (W1, W2)

Fin

1 8 .

1 9 .

2 0 .

2 1 . 2 2 .

2 3 .

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

Not connected (AA, Aa)

Lon g (B1, B1)

Conn

Medi um (B1, B2)

Thick (CC, Cc)

Present (DD, Dd)

Abse

Larg e (E1, E1)

Rounded (FF, Ff)

Medi um (E1, E2)

Poin

2 4 .

Nostril shape (G)

2 5 .

Earlobe attachment (H)

2 6 .

Darwinâ&#x20AC;&#x2122;s earpoint (I)

2 7 .

Earpits (J)

2 8 .

Hairy ears (K)

Rounded (GG, Gg)

Poin

Free (HH, Hh)

Attac

Present (II, Ii)

Abs

Present (JJ, Jj)

Abs

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

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

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

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

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

Present (KK, Kk)

Abs

2 9 .

3 0 .

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

Genetics Lab

Tennessee Science Standards

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

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

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

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

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

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

Briefly review some of the terms pertinent to this exercise:

Gene:

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

Gene pair:

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

Alleles:

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

Dominant allele:

expressed trait, can mask expression of other allele.

Recessive allele:

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

Gene Symbols:

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

Homozygous:

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

Heterozygous:

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

Genotype:

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

Phenotype:

expressed or observable form of a trait.

Expected ratio:

prediction of occurrence of inherited trait in offspring.

Complete dominance:

one allele completely inhibits the expression of the other.

Incomplete or co-

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

dominance: Sex-linked:

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

Monohybrid Cross:

cross between two individuals differing in a single trait.

Dihybrid cross:

cross between two individuals differing in two traits.

F1 generation:

first generation offspring.

F2 generation:

second generation offspring.

Assignment 1 - Understanding Probability

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

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

Probability of Single Events

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

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

Table 1 No. of Beans

White Beans

Brown Beans

Ratio

10 Beans 50 Beans 100 Beans

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.

Table 2 No. of Beans

Brown-Brown ¼

Brown-White ½

White-White ¼

Ratio

40 Beans 80 Beans

The principles of probability apply to genetics. If there are two alleles, B & b (gene pair) responsible for a trait, then there are three possible combinations of these two alleles: BB, Bb and bb. In a large

population in which there is random matings and mutations are insignificant, we would expect the following to be true:

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

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

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

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

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

Obtained number In Two Rows:

Expected Number:

Obtained Number In Ten Rows:

Purple ____________

Yellow ___________

Ratio _____:_____

Purple ____________

Yellow ___________

Ratio ____3:1____

Purple ____________

Yellow ___________

Ratio _____:_____

Expected Number

Purple ____________

Yellow ___________

Ratio ____3:1____

Note: See Genetics of Corn on Biology ExcelÂŽ 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 F 2 results of a typical dihybrid cross. The characteristics that are used for this purpose are the dominant purple-smooth crossed with the recessive yellow-wrinkled.

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

Purple

Purple Wrinkled

Smooth Obtained Number

Expected Number

Yellow Smooth

Yellow Wrinkled

Total Number

___________

__________:

___________

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 ExcelÂŽ is required to utilize the link to Dihybrid calculations. Close Excel to return to Genetics of Corn.

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

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.

Table 6.1 Human Traits

Possible Phenotypes

Possible Genotypes

Pigmented Iris PIGMENTATION

BB or Bb

blue and grey

Ear lobes PENDULOUS

PP or Pp

attached

Skin pigments FRECKLES

FF or Ff

no freckles

WIDOW'S PEAK Continuous

WW or Ww

Yours truly, Phenotype

Your Possible Genotype

Partner's Genotype

ww Little Finger BENT

LL or Ll

straight

Tongue Roller TUBE

TT or Tt

no tube

Taste Paper TASTER

CC or Cc

non-taster

Hair Form CURLY

wavy

HH'

straight

H'H'

Dimples DIMPLES PRESENT

DD or Dd

no Dimples

Interlocking Fingers LEFT THUMB OVER RIGHT

II or Ii

right thumb over left

*Dominant = capital, Recessive - lower case

Learning Objectives

Every organism inherits a unique Select five classmates including a relative, if possible, and count the number of traits you have in combination of traits. common. Calculate the percentage that you have in common with each of them by dividing the number of traits in common by 10. Did you find 100% agreement in the observed traits with any of your classmates? If yes, was this classmate a relative? Why should this matter? DNA is a set of instructions that specifies the traits of an organism.

A Recipe for Traits

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

Variations in the DNA lead to the

Abstra

Students create and decode a “DNA recipe” for man’s best friend to observe how variations in DNA lead to the inheritance of different traits. Strips of paper (representing DNA) are randomly selected and used to assemble a DNA molecule. Students read the DNA recipe to create a drawing of their pet, and compare it with others in the class to note similarities and differences.

Logistic

Time Required

Class Time:

40 minutes

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

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

Special Features Copy masters for preparing colored DNA strips having fun symbols to represent information about traits.

You’ll Find Inside

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

Prior Knowledge Needed Traits are heritable characteristics.

http://teach.genetics.utah.edu

Ages: 10 - 16 USA grades: 5 - 10

This activity was downloaded from:

_ Classroom Implementation Prepare “Dog DNA” envelopes:

For 28 envelopes: 1. Make eight copies each of DNA Strips A, B, C, and D ( pages 4-7) on colored paper choosing one color for each type of DNA Strip. For example:

DNA Strips A (page 5) 8 copies on Blue DNA Strips B (page 6) 8 copies on Green DNA Strips C (page 7) 8 copies on Yellow DNA Strips D (page 8) 8 copies on Red

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

2. Cut out the DNA strips on each page (a paper-cutter works well) 3. Place two DNA strips of each color in an envelope. The envelope should contain eight DNA strips total (four different colors). 4. Repeat step three until you have assembled 28 “Dog DNA” envelopes.

Note: This is the minimum number of DNA strips per envelope that you need to carry out the activity. Adding more DNA strips of each color increases the variety of possibilities for each trait. Activity instructions: • Display different types of instructions (e.g. a recipe book, a blueprint, a DNA

molecule) and ask students for what they might use these instructions. Explain

that just as a recipe is used to cook a meal or a blueprint is used to build a home, DNA contains instructions that specify an organism’s traits. • Read the beginning paragraph of A Recipe for Traits (student page S-1) as a

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

the Dog Traits Key (see page S-2 to S-3) to read the DNA recipe and identify the first trait.

• Remind students to leave the DNA strips they choose out of the envelope and

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

students have finished, have them post their dog drawings on the wall along with the DNA recipe for their dog. Discussion Points: • Are any two dogs alike? Point out that every dog shares some traits in common with

others, but each has an

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

different traits.

Advanced Discussion Points: • Information in a DNA strand (or molecule) is grouped into small segments

called genes (represented here by colored DNA strips). • A single DNA strand is often referred to as a chromosome. In this example,

the dog had one chromosome containing 8 genes. (Humans have 23 pairs of chromosomes containing over 22,000 genes!) • The DNA molecule contains a sequence of four chemical bases (represented

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

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

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

influenced by more than one gene as well as environmental factors. Extension: • As a class, make a “map”

of your dog genome. Compare the different DNA recipes hanging up in the classroom. Point out that the gene for body shape is always at the top of the DNA molecule (or chromosome), the gene for

Learn More

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

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

â&#x20AC;˘ Show students a completed map of the human genome (e.g., the Human

Genome Landmarks Poster or its web companion) and discuss how researchers have mapped the 22,000 plus genes to particular locations on the 23 pairs of human chromosomes. To order a free copy of this poster or view it online, check out the web site developed by the U.S. Department of Energyâ&#x20AC;&#x2122;s Human Genome Management Information System

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

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

Activity created by: Molly Malone, Genetic Science Learning Center

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

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

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

D N A St ri p

D N A St ri p s

D N A St ri p

D N A St ri p s

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

Follow the directions below to create a DNA recipe for a dog. Using the Dog Traits Key, read your DNA recipe and make a drawing of your dog showing all of its traits. Directions: 1. Make sure you have an envelope containing “Dog DNA”. 2. Determine the first trait of your dog (body shape) by randomly picking a piece of dog DNA out of the envelope. 3. Look at the symbols on the DNA strip you have chosen. Match the pattern to one you see on the Dog Traits Key for body shape. 4. Circle the picture for body shape that matches the DNA piece that you picked. 5. Set the piece of DNA aside and repeat steps 1-4 for the next trait on the key. 6. After circling the matching picture, tape the second piece of DNA to the first to make one long strand. This will become the DNA recipe for your entire dog.

7. Repeat these steps for each of the traits listed on the Dog Traits Key. 8. When you have finished, draw your dog with all of its traits (the traits you have circled on the Dog Traits Key) on a separate piece of paper. 9. As instructed by your teacher, hang up the picture of your dog along with its DNA recipe (the DNA pieces you chose attached in a long strand). Is your dog different from or the same as others in the class?

Body Shape Small, Thin, Long, Straight

Large, Thin, Long, Tapered

Medium, Very Muscular, Short

Large SemiMuscular, Straight

Head Shape Long, Thin

D o g T ra it s K

Flat

Short

Droopy

Medium Square

Medium Droopy

Ears Small, Pointy

Big Droopy

Legs

Long, Thin

Short, Stubby

Medium

Stocky, Muscular

Eyes

Dark Brown

Light Brown

Blu e

Green

Tail Short Nub

Long with

Pompon Tipped

Long and Bushy

Short Hair

D o g T ra it s K

Coat Color Brow n

Black

Red-Brown

Yellow

Hair

Curly, Short

Straight, Short

Straight, Long

Wavy, Long

Una Receta de Rasgos

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

Siga las instrucciones de abajo para crear una receta de ADN para un perro. Con la clave de rasgos del perro lea su receta del ADN y haga un dibujo que demuestre todos los rasgos de su perro. Instrucciones: 1. Asegúrese de tener un sobre que contenga el “ADN del Perro”. 2. Determine el primer rasgo de su perro (forma del cuerpo) escogiendo al azar un pedazo del ADN del perro fuera del sobre. 3. Mire los símbolos en el filamento del ADN que escogió. Iguale el patrón con uno que vea en la clave de rasgos del perro para la forma del cuerpo. 4. Haga un círculo en la forma del cuerpo de la figura que igualó al pedazo de ADN que escogió. 5. Ponga el pedazo del ADN a un lado y repita los

7. 8. 9.

pasos del 1 al 4 para los rasgos que siguen. Después de circular las figuras emparejadas, usando cinta engomada pegue el segundo pedazo de ADN al primero para hacer una tira larga. Esta se convertirá en la receta del ADN para su perro entero. Repita los pasos para cada rasgo enumerado en la lista de la clave de rasgos del perro. Cuando acabe, dibuje su perro en una nueva hoja de papel con todos los rasgos (los rasgos que ha circulado en la clave de rasgos del perro). Siga las instrucciones del profesor. Cuelgue la figura de su perro junto con su receta del ADN (los pedazos de ADN que escogió unirlos en un largo filamento).

¿Es su perro igual o diferente a los demás en su clase?

La Forma del Cuerpo Pequeño, Fino, Largo, Lacio

C la v e d e R as g o s e n u n P

Grande, Fino,

Mediano,

Largo, Estrecho

Musculoso, Bajo

Grande, SemiMuscular, Recto

La Forma de la Cabeza Larga y Fina

Plana

Corta

Gacha

Grandes y Caídas

Medianas y Cuadradas

Mediano y Caídas

Las Orejas

Pequeñas y Puntiagudas

Las Piernas

Largas y Delgadas

Cortas y Rechonchas

Medianas

Cortas, Fornidas y Musculares

Los Ojos

Marrones Claro

C la v e d e R as g o s e n u n P

Marrones Oscuro

Azules

Verdes

La Cola Corta

Larga con Pelo Corto

Punta con Pompรณn

Larga y peluda

El Color del Pelaje

Marrรณ n

Negro

Pelirrojo

Rubio

El Pelo

Corto y Rizado

Liso y Corto

Liso y Largo

Ondulado y Largo

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

TennesseeEducation Standards Outreach 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of Department of Molecular Biotechnology these traits exist in groups of similar organisms. University of Washington 5.LS3.1: Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. April, Apply 2001this concept by giving examples of characteristics of living organisms that are influenced by both inheritance and the environment. 5.LS3.2: Provide evidence and analyze data that plants and animals have traits inherited from parents and that variations of these traits exist in a group of similar organisms.

Contents

7.LS3.1: Hypothesize that the impact of structural changes to genes (ie mutations) located on chromosomes may ¥ Student Instructions Worksheet (including A of & B) result in harmful, beneficial, or neutraland effects to the structure andTables function the organism. ¥ Teacher s Notes 7.LS3.3: Predict the probability of individual dominant and recessive alleles to be transmitted from each parent to offspring during sexual reproduction ¥ Overhead Masters and represent the phenotypic and genotypic patterns using ratios. 3.LS4.1: Explain the causeLife andCycle effect relationship between a naturally changing environment and an organism’s 1. Fish ability to survive.2. Toothpick Fish Introductory Tables (A & B)

Table C.explanation Fish surviving thenatural pollution disaster: data 8.LS4.4: Develop 3. a scientific of how selection playspooled 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

Toothpick Fish

Fish Life Cycle

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.

Two copies of every gene in every cell

One copy of every gene

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

Sperm

from male

from female

Egg and sperm fuse

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

The yellow gene (Y) is...

• dominant to all other color genes • recessive to green • equal (“co-dominant”) to yellow * • recessive to green • equal (“co-dominant”) to red *

* Combining red and yellow genes results in a fish with orange skin color. REMEMBER: EACH TOOTHPICK REPRESENTS A GENE, NOT A FISH.

Directions: 1. Count your toothpicks to make sure you have 8 of each color for a total of 24 toothpicks. 2. Figure out which gene combinations give rise to which fish colors and fill in the answers on the table on the next page.

Fish Color

Gene combinations

Green

e.g. GG, . . .

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

6. The well-camouflaged fish live longer and have more offspring, so their numbers are increasing. Draw toothpicks to make a third generation of fish. Record your data in Table A and then write in the total numbers of each color in the third generation row of Table B. Now return survivors to the gene pool (be sure to set aside any genes from yellow offspring). STOP HERE. DO NOT PROCEED TO STEP 7. DISCUSS THE FOLLOWING THREE QUESTIONS WITH YOUR PARTNER AND WAIT FOR FURTHER INSTRUCTIONS. a.

Have all the yellow genes disappeared?

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

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

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

Can you think of any examples from the real world where lowered genetic diversity is impacting a speciesâ&#x20AC;&#x2122; ability to survive?

Toothpick Fish

Teacher s Notes

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

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

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

eggs laid and fish juveniles hatched compared to how many survive to adulthood no matter what their color. This, then, is an aspect of the simulation that does not reflect real life. â&#x20AC;˘ How does the population in the third generation compare to the population in the earlier generations? It will probably have fewer yellow genes. An increase in green genes may or may not be apparent after only a few generations. If the fish species in this activity were one that spawned more than once per lifetime, then the green fish, surviving longer than the others, would spawn more often, adding more genes to the pool. However, in this simulation, we have not allowed green fish to contribute more genes to the pool. Have students consider the limitations of the simulation and suggest ways to

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

Extra Questions (not on student sheets) â&#x20AC;˘ Real populations change much more slowly than these toothpick fish. Why? Changes in the environment are usually much more gradual than in the fish simulation, for example, the coming of an Ice Age or the encroachment of trees into an open field. Also, real populations are usually large, containing hundreds or thousands of individuals. In a large population of toothpick fish, it is unlikely that the green individuals would so quickly outnumber the others, or that all green fish would be eliminated in one generation. However, occasionally there is a rapid change in the environment (often caused by humans) that can have a dramatic effect, especially in small populations, as in the pollution-induced disappearance of green algae and vegetation in the fish activity.

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

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

In this example, population A has a variable gene pool, and population B has a homogeneous gene pool. Each of these situations has advantages and disadvantages. In a stable environment, a homogeneous population can maintain its numbers from generation to generation, with few members lost, since all its members are equally well adapted to the environment. This type of population is, however, vulnerable in the event of rapid environmental changes. In a variable population, only a few members of each generation are highly adapted to any given environment. But should the environment change, it's likely that a few other members of the variable population will have the characteristics that aid survival in the new conditions. Discussion Questions (on student sheets) Three discussion questions relating the toothpick fish activity to real world scenarios, such as fish hatchery practices, are included on the student sheets. You may find these questions may be very challenging for the middle school level. We routinely use

them when we do this activity in our professional development sessions for teachers. You may or may not want to tackle them with your class. â&#x20AC;˘ Hatchery fish populations often have less genetic biodiversity than wild fish populations. How might lowered biodiversity affect a fish populationâ&#x20AC;&#x2122;s ability to adapt to environmental disasters such as the pollution disaster described in this simulation? The fish population would have a poor capability for adapting to new conditions. Consider the surviving toothpick fish population after the pollution killed the stream vegetation. The population has very low genetic diversity (no green genes and reduced red genes). What will happen to the population if the green stream vegetation grows back? The many yellow fish in the population will be easy marks for their predators

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

Fish Life Cycle

Two copies of every gene in every cell

One copy of every gene

Sperm

from male

from female

Egg and sperm fuse

Eggs One copy of every gene

Overhead Master

Toothpick Fish

Table A

Table A. Gene Pairs and Resulting Fish Colors in Generations 1 â&#x20AC;&#x201C; 4 First Gene/Second Gene - - Offspri ng exampl e 1 2 3 4 5 6 7 8 9 10 11 12

1st

G/ R

2nd

3rd

Resulting Fish Color

G E N E R A T I O N

4th

1st

gree n

- - 2nd

3rd

4th

Toothpick Fish Table B Table B. Offspring Color for Toothpick Fish Generations Environment

Generation

There is lots of green seaweed growing everywhere.

First

The seaweed all dies and leaves bare rocks and sand.

Fourth

Gree n

Second Third

Fourth (survivors)

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

Red

Oran ge

Yello w

Toothpick Fish

Overhead

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

Green

Red (RR)

Orange (RY)

Yellow (YY)

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

The GENETICS Project Washington Department

http://chroma.mbt.washington.edu/outreach/genetics University of

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

Brightly Colored Candy is an appealing tool for Teaching Genetics Lessons

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.

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

bears in numbered paper bags, making sure to include predetermined numbers of different colored bears to represent Mendelian and nonMendelian 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 captive-breeding program). Students 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

NOVEMBER

1998

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 the F generation of a cross-breeding experiment. 1

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?

Ratio

7. Select gene symbols to represent the alleles for the characteristic you studied. a. Based on the evidence, what are the probable genotypes for each phenotype you observed? b. What were the probable genotypes of the original parental cross? c. What were the phenotypes of these parent individuals? 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. 9.

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

10.

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

THE

S C I E NCE

TEACHER

FIGURE 1. Sample student data for seven genetic crosses. Cross num ber

Phenoty pic frequen cy

Ratio

Genotypes

Mode of inheritan ce

Parental cross

25 red

100%

RR or Rr

RR x RR or RR x Rr

24 colorless

100%

37 red / 12 colorless

3:1

RR/ rr

26 yellow 30 orange 11 red /

100%

Mendelia n Mendelia n Mendelia n Co-dominance

100%

Co-dominance

RR x YY

1:2:1

RR/RY / YY

Co-dominance

RY x RY

2:1

Gr / rr

Lethal allele

Gr x Gr

5 6

20 orange/ 9 yellow 7

20 green / 10 colorless

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,

rr x rr Rr x Rr YY x YY

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 nonMendelian 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

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 non-Mendelian 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.

N O V E M BER 1 998

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.

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

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

Continue to move the figure closer to your face.

Does the dot reappear? Why?

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

Figure 6.1

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

Table 6.1 Age and Near Point Age

Near Point centimeters

inches

3.5

3.9

5.1

7.1

19.7

32.7

100

39.4

Procedure for Near Point Determination 1.

Hold this page in front of you at arm’s length. Close one eye, focus on a word on this page.

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

Move the page away until the image is sharp.

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

This distance is the near point for that eye.

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

Right eye = _______________cm

Left eye =_____________cm

Assignment 3 - Afterimage Demonstration

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

Procedure 1.

Open the iPad app titled “Color Uncovered” explOratorium.

Go to the 10th page (See Spots Run)

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

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

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

Observations: Starting color

Afterimage color

Purple Green Blue Red

Assignment 4 - Astigmatism Determination

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

Procedure for Astigmatism Determination 1.

Use the App entitled “Vision Test”.

Choose the option “Astigmatism”.

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

Test the other eye by repeating the procedure.

Right Eye: ______________

Assignment 5 - Visual Acuity

Left Eye:____________

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

Procedure Visual Acuity 1.

Use the App entitled “Vision Test”.

Choose the option “Visual Acuity”.

Follow the instructions on the screen.

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

Right eye =

Left eye= _________________

Assignment 6 - Color Blindness Determination

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

Procedure 1.

Use the App entitled “Vision Test”.

Choose the option “Colour Test”.

Follow the instructions on the screen.

Colorblind? __________________

Assignment 7 - Hearing Loss Determination

Hearing loss can result from either nerve deafness or conductive deafness. Nerve deafness is caused by injury to the sound receptors or neurons which transmit impulses to the brain. Often injury is the result of exposure to loud sounds. In conductive deafness sound vibrations never reach the inner ear due to damage to the eardrum or other structures of the middle ear. Conductive deafness is usually correctable

by surgery or hearing aids. You will use the Rinne Test to distinguish between nerve and conduction hearing.

Rinne Test Procedure 1.

Obtain a tuning fork.

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

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

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

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

Left Ear: __________________

Right Ear: ___________________

Assignment 8 - Touch Receptor Distribution Determination

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

Procedure 1.

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

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

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

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

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

Gradually increase the distance between the points until the test partner reports a two-point stimulus.

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

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

inside of forearm

back of neck

palm of hand

tip of index finger

Table 6.3

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

2-point Threshold

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

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

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

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

Average male reaction time: Average female reaction time:

SKELETAL SYSTEM The major structural elements of the skeletal system are bones. Bones play an important role in determining the size, shape and movement of many animals. Bones also have an important role in metabolic processes such as storage of chemicals and production of red and white blood cells. Protection of vital organs may also be an

important function of the skeletal system as in the case of the rib cage protecting the heart and lungs. In this exercise you will study bones of the human body. Photos of the bones are located on the CD Study Disc in the Bones Presentation. The skeleton has two divisions Axial (head, thorax and spine) and appendicular (appendages and girdles). Tennessee Science Standards

7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal).

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

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

Materials: Articulated and disarticulated Skeleton

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

1. 2. 3.

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

Assignment 2 – Articulated and Disarticulated Skeleton Examine the assembled human skeleton as well as the loose collection of bones and identify the bones listed below: 1. Skull a. Frontal Bone – forehead region b. Parietal Bone – top and upper sides, behind frontal c. Temporal Bone – sides d. Occipital Bone – back e. Zygomatic – cheeks and lower border of eye sockets f. Maxilla – upper jaw g. Mandible – lower jaw

2. 3. 4.

6. 7.

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

Mr Bones

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

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

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

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

SKELETAL MUSCLES

Tennessee Science Standards

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

Quads: Vastus Medialis

Biceps Femoris

Vastus lateralis

Gluteus Maximus

Rectus femoris

Sartorius

Vastus Intermedius

Achilles Tendon

Semitendinosus

Gastrocnemius

Assignment 3 - Head, Neck and Trunk Muscles on Human Torso Model Muscles to Know on Human Torso Model Frontalis

Pectoralis Major

Orbicularis Oculi

Intercostals

Orbicularis Oris

Rectus Abdominus

Masseter

Latissimus Dorsi

Sternocleidomastoid

Serratus Anterior

Trapezius

External Oblique

Assignment 4 - The Knee Model Structures to Know on the Knee Model 1. Femur

6. Medial Meniscus (me-NIS-kus)

2. Tibia

7. Patella

3. Fibula

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

4. Patellar Ligament

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

5. Lateral Meniscus (me-NIS-kus)

10. Tibial Collateral Ligament 11. Fibular Collateral Ligament

Science Standards/Activities

Tennessee Science Standards

Life Sciences (LS) Standard 1 â&#x20AC;&#x201C; From Molecules to Organisms: Structures and Processes (total of 2 activities) Kindergarten K.LS1.1: Use information from observations to identify differences between plants and animals (locomotion, obtainment of food, and take in air/gasses). K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. K.LS1.3: Explain how humans use their five senses in making scientific findings. 1st Grade

1.LS1.1: Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). 1.LS1.2: Illustrate and summarize the life cycle of plants. 1.LS1.3: Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways. 2nd Grade 2.LS1.1: Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek find, and take in food, water and air. 2.LS1.2: Obtain and communicate information to classify animals (vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. 2.LS1.3: Use simple graphical representations to show how species have unique and diverse life cycles. 3rd Grade 3.LS1.1: Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. (NOT ADDRESSED IN 4TH GRADE) 5TH Grade 5.LS1.1: Compare and contrast animal responses that are instinctual versus those that are gathered through the senses, processed, and stored and memories to guide their actions. (NOT ADDRESSED IN 6th GRADE) 7th Grade 7.LS1.1: Develop and construct models that identify and explain the structure and function of major cell organelles as they contribute to the life activities of the cell and organism. 7.LS1.2: Construct an investigation to demonstrate how the cell membrane maintains homeostasis through the process of passive transport. 7.LS1.3: Evaluate evidence that cells have structural similarities and differences in organisms across kingdoms. 7.LS1.4: Diagram the hierarchical organization of multicellular organisms from cells to organisms. 7.LS1.5: Explain that the body is a system comprised of subsystems that maintain equilibrium and support life through digestion, respiration, excretion, circulation, sensation (nervous and integumentary), and locomotion (musculoskeletal). 7.LS1.6: Develop an argument based on empirical evidence and scientific reasoning to explain how behavioral and structural adaptations in animals and plants affect the probability or survival and reproductive success. 7.LS1.7: Evaluate and communicate evidence that compares and contrasts the advantages and disadvantages of sexual and asexual reproduction.

7.LS1.8: Construct an explanation demonstrating that the function of mitosis for multicellular organisms is for growth and repair through the production of genetically identical daughter cells. 7.LS1.9: Construct a scientific explanation based on compiled evidence for the processes of photosynthesis, cellular respiration, and anaerobic respiration in the cycling of matter and flow of energy into and out of organisms. (NOT ADDRESSED IN 8TH GRADE)

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

ecosystem. 4.LS2.5: Analyze and interpret data about changes (land characteristics, water distribution, temperature, food, and other organisms) in the environment and describe what mechanisms organisms can use to affect their ability to survive and reproduce. (NOT ADDRESSED IN 5TH GRADE) 6.LS2.1: Evaluate and communicate the impact of environmental variables on population size. 6.LS2.2: Determine the impact of competitive, symbiotic, and predatory interactions in an ecosystem. 6.LS2.3: Draw conclusions about the transfer of energy through a food web and energy pyramid in an ecosystem. 6.LS2.4: Using evidence from climate data, draw conclusions about the patterns of abiotic and biotic factors in different biomes, specifically the tundra, taiga, deciduous forest, desert, grasslands, rainforest, marine, and freshwater ecosystems. 6.LS2.5: Analyze existing evidence about the effect of a specific invasive species on native populations in Tennessee and design a solution to mitigate its impact. 6.LS2.6: Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes. 6.LS2.7: Compare and contrast auditory and visual methods of communication among organisms in relation to survival strategies of a population. 7th Grade 7.LS2.1: Develop a model to depict the cycling of matter, including carbon and oxygen, including the flow of energy among biotic and abiotic parts of an ecosystem. (NOT ADDRESSED IN 8TH GRADE)

Standard 3 - Heredity: Inheritance and Variation of Traits (total of 2 activities)

Kindergarten K.LS3.1: Make observations to describe that young plants and animals resemble their parents. (NOT ADDRESSED IN 1st GRADE) 2nd Grade 2.LS3.1: Use evidence to explain that living things have physical traits inherited from parents and that variations of these traits exist in groups of similar organisms. (NOT ADDRESSED IN 3rd GRADE) (NOT ADDRESSED IN 4TH GRADE)

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

Standard 4 - Biological Change: Unity and Diversity (total of 2 activities) (NOT ADDRESSED IN KINDERGARTEN) (NOT ADDRESSED IN 1st GRADE) (NOT ADDRESSED IN 2nd GRADE) 3rd Grade 3.LS4.1: Explain the cause and effect relationship between a naturally changing environment and an organismâ&#x20AC;&#x2122;s ability to survive. 3.LS4.2: Infer that plant and animal adaptations help them survive in land and aquatic biomes. 3.LS4.3: Explain how changes to an environmentâ&#x20AC;&#x2122;s biodiversity influence human resources. 4th Grade 4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past. 5th Grade 5.LS4.1: Analyze and interpret data from fossils to describe types of organisms and their environments that existed long ago. Compare similarities and differences of those to living organisms and their environments. Recognize that most kinds of animals (and plants) that once lived on Earth are now extinct.

5.LS4.2: Use evidence to construct and explanation for how variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. 6th Grade 6.LS4.1: Explain how changes in biodiversity would impact ecosystem stability and natural resources. 6.LS4.2: Design a possible solution for maintaining biodiversity of ecosystems while still providing necessary human resources without disrupting environmental equilibrium. (NOT ADDRESSED IN 7TH GRADE) 8th Grade 8.LS4.1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earthâ&#x20AC;&#x2122;s history. 8.LS4.2: Construct an explanation addressing similarities and differences of the anatomical structures and genetic information between extinct and extant organisms using evidence of common ancestry and patterns between taxa. 8.LS4.3: Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaptation. 8.LS4.4: Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment. 8.LS4.5: Obtain, evaluate, and communicate information about the technologies that have changed the way humans use artificial selection to influence the inheritance of desired traits in other organisms.

Engineering, Technology, and Applications of Science (ETS) Standard 1 - Engineering Design (total of 2 activities) Kindergarten K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. K.ETS1.2: Describe objects accurately by drawing and/or labeling pictures. 1st Grade 1.ETS1.1: Solve scientific problems by asking testable questions, making short-term and longterm observations, and gathering information. 2nd Grade 2.ETS1.1: Define a simple problem that can be solved through the development of a new or improved object or tool by asking questions, making observations, and gather accurate

information about a situation people want to change. 2.ETS1.2: Develop a simple sketch, drawing, or physical model that communicates solutions to others. 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. 2.ETS1.4: Compare and contrast solutions to a design problem by using evidence to point out strengths and weaknesses of the design. 3rd Grade 3.ETS1.1: Design a solution to a real-world problem that includes specified criteria for constraints. 3.ETS1.2: Apply evidence or research to support a design solution. 4th Grade 4.ETS1.1: Categorize the effectiveness of design solutions by comparing them to specified criteria for constraints. 5th Grade 5.ETS1.1: Research, test, re-test, and communicate a design to solve a problem. 5.ETS1.2: Plan and carry out tests on one or more elements of a prototype in which variables are controlled and failure points are considered to identify which elements need to be improved. Apply the results of tests to redesign the prototype. 5.ETS1.3: Describe how failure provides valuable information toward finding a solution. 6th Grade 6.ETS.1.1: Evaluate design constraints on solutions for maintaining ecosystems and biodiversity. 6.ETS1.2: Design and test different solutions that impact energy transfer. (NOT ADDRESSED IN 7TH GRADE) 8th Grade 8.ETS1.1: Develop a model to generate data for ongoing testing and modification of an electromagnet, a generator, and a motor such that an optimal design can be achieved. 8.ETS1.2: Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe.

Standard 2 - Links Among Engineering, Technology, Science, and Society (total of 2 activities) Kindergarten

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

Summary Sheet **K.LS1.2: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes. The students will come up to the board and figure out of the object or thing is living or non-living. 1.LS1.1: Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). The students will put a plant together and label their functions 1.LS2.3: Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live. The students will cut out a little flip book describing the needs for a plant to live. **2.LS2.2: Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation). The students will see if the animal will be able to survive under the conditions they are in. K.LS3.1: Make observations to describe that young plants and animals resemble their parents. The students will be able to see that the baby animals look similar to their parents by playing a matching card game. 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. Students will figure out their physical traits that they have. *4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past. The students will obtain a lot of information about the different fossils through the app â&#x20AC;&#x153;Dinosaur Train A to Zâ&#x20AC;? 8.LS4.1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earthâ&#x20AC;&#x2122;s history. The students will fill out the diagram containing all the information about the fossils. K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. The students will use their five senses but figuring out what is in the mystery box. 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. The student will build a tower so it

can hold the tennis ball. 4.ETS2.1: Use appropriate tools and measurements to build a model. The students will build a robotic hand to show the importance of the bones 3.ETS2.1: Identify and demonstrate how technology can be used for different purposes. The students will use their ipads and use the app â&#x20AC;&#x153;Draw Something Classicâ&#x20AC;? and draw out the different bones if that is the topic they are learning about.

Standard One From Molecules to Organisms: Structures and Processes Title Am I living or Non-living? Science Standard 1.LS1: Recognize differences between living organisms and non-living materials and sort them into groups by observable physical attributes Activity with Instructions The students will come up to the board and label if the things are living or non-living there will be a chart on the board so they can label it. Once they understand you can put them into groups and whoever finishes the chart first wins. Materials A chart with drawings of the living and non-living Citation Pinterest

Title Fix-A-Flower Science Standard 1.LS1.1: Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). Activity with Instructions The students will cut out the stem, leaves and flowers and they will glue them all together on a piece of construction paper. And after that they will label what each part is and their functions. Materials Glue Construction Paper Scissors Cut outs of the leaves roots and flowers Citation Pinterest

Name: Laken Carpenter and Raeghan Tolliver

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

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

Comments: Laminating the cards will make them last longer! Cutting out the cards saves time in class. Allow students to separate the cards based on what each category needs and then what both categories need. Citation: Baumann, J. (2017, January ). Better Lesson . Retrieved from Better Lessons Website : https://betterlesson.com/lesson/641203/comparing-needs-of-plants-and-humans

Individual presentation write-up Madison Maples

Title: Genetic traits lab Tennessee science standard: 5.LS3.1 Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Materials needed: Teachers pay teachers Genetic traits lab worksheet packet. Activity instruction: Read through the direction with students, explain the topic thoroughly, have students identify genotype and phenotype. https://www.teacherspayteachers.com/Product/GENETIC-TRAITS-LABORATORY-1637578

Name: Brianna Whitlock Topic: Plant Cycle TN Science Standard: 1.LS1.2: Illustrate and Summarize the life cycle of plants. Materials: “From Seed to Plant” book Wheels printed out with the process of the Plant Cycle Brass Fasteners. Instructions: I began the lesson by asking the students a few questions. Where do plants come from? Where do we see plants? Then I asked them the 3 things that plants need to grow. (Sun, Dirt, and Water) I then read the story “From Seed to Plant.” We then just discussed the process that seeds go through to become plants. I printed “Plant cycle Wheels” on white cardstock. The students colored the wheels, and we took the brass fasteners and made a wheel describing the cycle of a plant.

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

Citation: Brianna Whitlock Name: Kristen Payne, Chelsey Capps, Brianna Whitlock Topic: Animal Physical Characteristics TN Science Standard: 2.LS1.2: Obtain and communicate information to classify animals

(vertebrates-mammals, birds, amphibians, reptiles, fish, invertebrates-insects) based on their physical characteristics. Materials: Card stock Sandwich bags Key rings Hole punch Crayons Teachers Pay Teachers printout Instructions: Step 1: Give each student a sandwich bag with all the cards in it. Step 2: Instruct the students to color each card. Step 3: Show emaze and explain each characteristic of each animal. Tell the students to copy each characteristic from the emaze. Step 4: Hole punch one corner of each card. Step 5: Give each student a key ring and instruct them to put each card on the key ring. Comments: We got the print out from teachersâ&#x20AC;&#x2122; pay teacher, and it did cost money. You can access this website and create an account and have access to tons of educational material.

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

Standard 2 â&#x20AC;&#x201C; Ecosystems: Interactions, Energy, and Dynamics Title Flipbook activity Science Standard 1.LS2.3: Recognize how plants depend on their surroundings and other living things to meet their needs in the places they live. Activity and Instructions The activity is very simple the students will cut out and color the flip book. The flip book will have all the different needs that a plant needs in order to survive. Materials Scissors Flipbook Crayons Citation https://teachersherpa.com/template/Plants-Needs-Flip-Book-Print-and-Go/e0c3d98a-a7a740c5-ba11-f4bba09341cf/details?authorName=TheVirtualTeacher&afmc=1dff9279-3f2a4ead-a40f-546b3e9584f3 Here is where you can download the flipbook for your class

Title Will I Survive? Science Standard 2.LS2.2: Predict what happens to animals when the environment changes (temperature, cutting down trees, wildfires, pollution, salinity, drought, land preservation). Activity with instructions The students will be able to see if the polar bear will be able to survive under the conditions it is in. They will be split into groups and each group will get two picture of a polar bear and

then get a picture of (ice land) their habitat and also a picture of the ice land melting. And they will have to figure out which polar bear will survive and we can do this with several animals Materials Cut outs of the polar bears and their habitat Citation Pamela Vazquez 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.

Standard 3 - Heredity: Inheritance and Variation of Traits Title Mother and baby Look-A-Like Science Standard K.LS3.1: Make observations to describe that young plants and animals resemble their parents. Activity The students will play a matching game. They will have to match the young animal with its correct mother. You can divide the class into groups to make it more interesting Materials Cut outs of the matching cards Citation Pinterest

Title My Heredity Tree Sample 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. Activity Student will trace out their hand twice and on one hand they will write on each finger a heredity trait that they have and on the other hand on each finger they will put the learned traits. They will then glue the hands next to each other to make a tree Materials Construction paper and scissors Citation Pinterest

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

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

Bingo guide

Markers or another way for the students to mark their squares

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

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

Step 4: Review students sorting Comments: I purchased my template from Teachers Pay Teachers Citation: Teacherspayteachers.com Name: Courtney Greenlee, Madison Maples, and Ashlyn Hodge Topic: The Plant Cell TN Science Standard: 7.LS3.2: Demonstrate the movement of chromosomes during mitosis in plant and animal cells. Materials: -Brownies -Icing -Reese cup -Reese pieces -Mini sweetarts -Mike and Ike -Sour patch watermelon -Smarties -Twizzlers -Gummy worms -Pink strips -Nerds -Folded gum Instructions:

Step 1: Put the icing (cytoplasm) on the brownies Step 2: Pass out the brownies Step 3: Put the Reese cup (nucleus) on brownie Step 4: Put the Reese pieces (nucleolus) on the brownie Step 5: Put the gummy worms (rough ER) on the brownie Step 6: Put the pink strips (smooth ER) on the brownie Step 7: Put the sour patch watermelon (mitochondria) on the brownie Step 8: Put the smarties (amyloplast) on the brownie Step 9: Put the nerds (ribosome) on the brownie Step 10: Put the twizzlers (centrosome) on the brownie Step 11: Put the Mike and Ike (chloroplast) on the brownie Step 12: Put the mini sweetarts (vacuole) on the brownie Step 13: Put the folded gum (Golgi apparatus) on the brownie Comments: The brownies are the plant cell that already have the cytoplasm on them so they wonâ&#x20AC;&#x2122;t make a mess everywhere. While we are going over the definitions of the plant cell the kids will put the decorations where they are supposed to go. After we are completely done the kids will be able to eat the brownies. Citation: https://i.pinimg.com/originals/9e/6e/d6/9e6ed6598a728570 52ab9ce51a59fd76.jpg

Mitosis VS. Meiosis By KaLynn Spurgeon

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

Works Cited “Mitosis and Meiosis Wheel Foldable.” Math in Demand. Teachers Pay Teachers. https://www.teacherspayteachers.com/Product/Mitosis-andMeiosis-Wheel-Foldables-2819283. Accessed 08 November 2017.

Name: Melissa Barrett 1.Topic: Inheritance 2.TN Science Standard:

Traits

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. Put students into groups and assigned a Sesame Character to each group. 2. Give each group a handout, a coin, a plain white piece of paper, and crayons\markers. 3. Have groups find another group to get the opposite sex character phenotype and the genotype. 4. 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

Standard 4 - Biological Change: Unity and Diversity Title Learning about Fossils Science Standard 4.LS4.1: Obtain information about what a fossil is and ways a fossil can provide information about the past. Activity The students will be able to learn more about fossils through the app “Dinosaur A to Z” this is a fun way that they can use their ipads or computers and they can even download at home.

Citation Pamela Vazquez Title Fossil Records Science Standard 8.LS4.1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earthâ&#x20AC;&#x2122;s history. Activity There will be a lesson given about the fossil records and then there will be a diagram that they will fill out knowing the existence, diversity, extinction and the change in life forms. Material Diagram with all the definitions of the fossils existence, diversity, extinction and the change in life forms. Citation Pamela Vazquez

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. “Little Bit Funky: 40 Ideas! Number 1-Dino Fossils!” Littlebitfunky.com. Little Bit Funky, 05 June. 2012. Web. <http:.//www.littlebitfunky.com/2012/06/40-ideas-number-1dino-fossils.html>

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 animalâ&#x20AC;&#x2122;s fossil with the sharpie. Instructions: 1. Give one fossil to each child to study. 2. After the children have had time to study the fossil, ask them to guess what kind of animal their fossil is. 3. Check their answer with your answer key. (i.e., 1 = cow, 2=T-Rex, etc.) 4. Discuss how Paleontologists identify fossils by analyzing data from the fossil and the area where the fossil was found. Also, point out that it takes a very long time to create a fossil and most fossils discovered are animals and plants that no longer exist. Reference: Lori Livesay

Engineering, Technology, and Applications of Science (ETS)

Standard 1 - Engineering Design Title Mystery Box Science Standard K.ETS1.1: Ask and answer questions about the scientific world and gather information using the senses. Activity and Instructions The class will have to figure out what is in the mystery box, they will be bind folded so that they will not cheat and see what is in the box. They have to figure out what is in the box by using their five senses. Materials Box Cotton ball Toy car Gum sticks Several things that different textures Citation Pinterest Title Tennis Ball Challenge Science Standard 2.ETS1.3: Recognize that to solve a problem, one may need to break the problem into parts, address each part, and then bring the parts back together. Activity with Instructions The students will build a tower with wooden sticks and tape in order to hold up a tennis ball. The class can be divided into groups and they can challenge each other and see who wins. The winning team can receive candy as a reward Materials Tennis ball Wooden sticks Tape Candy* optional Citation https://www.teacherspayteachers.com/Product/STEM-Tennis-Ball-Tower-Challenge-1602719 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: v Glue v Shaving Cream v Tide v Zip Lock Baggies Optional Materials: v Food Coloring v Essential Oils

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

Step 2: Start the slime activity

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

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

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

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

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

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

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

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

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

Individual Activity Write Up Name: Chelsey Capps Title: My Itsy Bitsy 5 Senses Book

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

Name: Raeghan Tolliver

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

Citation: Reeghan Tolliver, 2017

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

Cookie Monster Video: https://www.youtube.com/watch?v=giWqEPNLtBo

Topic- Five Senses

TN Science Standards:K.Ls.1.3

Explain how humans use their five

senses in making scientific things.

Objective- Students will identify the five sense by using Mr. Potato head game.

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

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

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/ Name: Laken Carpenter Topic: Technology used in Science

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

Standard 2 - Links Among Engineering, Technology, Science, and Society Title Know my Bones

Science Standard 3.ETS2.1: Identify and demonstrate how technology can be used for different purposes.

Activity with Instructions The students will use the app â&#x20AC;&#x153;Draw Something Classicâ&#x20AC;? they will draw out the bones individually on their ipads this can be turned into a competition as well. You can put the classroom into groups.

Citation Pamela Vazquez Individual Presentation Pamela Vazquez

Title Robotic Hand

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

Activity with Instructions The students will build a robotic hand this will show them the importance of the all of the bones in the hand. First they will trace their hand on construction paper and they will cut it out. Second they will make a hole at the tips of the fingers and tie the piece of yarn through the hole Third they will put the yarn through the little pieces if straw there will be three little pieces and one long one for each finger. Fourth they will tape each piece of straw on each finger. Fifth they will be able to pull each string and the fingers will move.

Materials Construction paper Scissors Straw Yarn Tape

End Result

Citation: http://www.instructables.com/id/Robotic-Hand-Science-Project/

Christian Hawkins Standard: 3.ETS2.1: Identify and demonstrate how technology can be used for different purposes. Materials: v Computer, iPad, or phone v Download the LiveBoard App Instructions: v Have students download App v 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. v Create boards in the app to fit your classroom needs. v I created 5 boards to split up the 28 students in the class. v Split the kids up into the 5 groups v Assign 2 of the bones to each group v The kids have to draw their bones as best as they can and label them

v Each group multiple people can draw on the same board to help create their bones v Create a separate board that is called voting at the end v 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 youâ&#x20AC;&#x2122;re excited about it and make it a fun competition, then they will have fun with it! J

Field Trip/Integrated Assignments

Nature Walk notes are all on the Virtual Leaf Collection http://prezi.com/ikg_lnpxqyhy/?utm_campaign=share&utm_medium=copy

Zoo Scavenger 1. What are the zoo hours? 10am to 4pm daily 2. Directions to the zoo. Get on I-40 for 29 miles, then take exit 392A onto US-11W S, Rutledge Pike toward Knoxville Zoo Dr. Then turn right onto Timothy Ave, then turn right onto Knoxville Zoo Dr. 3. How much is parking? $5 4. What is the general admission for an adult. $19.95 5. Will we be able to see the birdshow in the Forest Ampitheater when we go to the zoo on September 29th? If so, what times are the shows? If not, when could we see it? 6. What is the zoo phone number? 865.637.5331 7. Print a School Group Field Trip Registration form. 8. How far in advance would you need to schedule a zoo field trip for your 2 nd grade class? Three weeks in advance

9. How much would it cost your 2nd graders if they go with the school? How much for the teachers? $6 for students and $15 for teachers 10. What are two of the animals at the Knoxville Zoo? describe their habitats. African Elephants habitat is Grasslands Africa, and African Lions habitat Valley of the Kings. 11. What is “Bedtime with the Beasts”? Whenever the kids get to stay at night at the zoo and you get to see the different animals at night 12. What are Night Safaris? Night Safaris take guests on an after-hours tour of the zoo to see what happens when the sun goes down! You will meet one of our animal ambassadors up close, participate in a hands-on activity, then go out in the zoo to explore some of our different animal habitats that correspond with the program’s theme. 13. What is the Williams Family Giraffe Encounter? When is it offered? How much does it cost? $30 for groups up to 35. It teaches about their diet, habitat, status in the wild and more. But it is free with admission. The kids get to get up close to the giraffes and feed them. It is offered 11am-3pm daily depending on weather. 14. What are 2 Zoomobile Outreach topics available for your 2nd grade class?

15. What is the SSP program? Species Survival Plan for all animals that live in AZAaccredited zoos in North America. Working together, they can maintain a healthy, genetically diverse population in zoos to ensure that they donâ&#x20AC;&#x2122;t lose animals to extinction when wild populations are in peril. Zoo Write Up At the Zoo we learned about many different things Louis showed us various amounts of things. We observed the snake skin and animals that she brought out. She also showed us where to go in order to book a field trip with our class and gave us all the different information. She also told us about the bedtime trip for the kids where they get to stay at the zoo and see everything at night. The trip was very informational and gave great resources about the zoo.

Cell Models

Body Kahoot https://play.kahoot.it/#/k/1b516684-22ab-46ff-8b6f-523086013bff