The Gene Scene

Activity 1-4 The Gene Scene

From a scientific perspective, conserving biodiversity means more than just protecting the variety of different AT A GLANCE species on earth. It also means preserving the natural Play several different games that introduce genetic diversity and highlight why it’s important within populations. variation that exists among the individuals of each species. Just as humans vary in their appearances and abilities, OBJECTIVES so, too, do individual fishes, mushrooms, oak trees and Identify and classify genetic traits using a genetic wheel. amoebae. Preserving variety within populations of species Explain why genetic diversity may be necessary for the is essential for preserving the ability of that species to long-term survival of a population of animals or plants. cope with environmental change. An organism’s ability to adapt to environmental change determines how well it SUBJECTS will survive in the long run. The greater the diversity of science genes in a population, the greater the chances that some individuals will possess the genes needed to survive under SKILLS gathering (simulating), analyzing (identifying patterns), conditions of environmental stress. As wild populations interpreting (identifying cause and effect, inferring) of plants and animals become smaller and more fragmented because of habitat loss, it becomes less likely that the LINKS TO ILLINOIS BIODIVERSITY BASICS remaining individuals will possess the genes needed to CONCEPTUAL FRAMEWORK survive environmental changes. The individual—and the genetic diversity species—is subject to destruction.

VOCABULARY This three-part activity will introduce your students to the chromosome, evolution, gene, genetic diversity, inherit, concept of genetic diversity within a population. In Part I nucleus, population, species, trait they will observe and compare human traits within their TIME classroom population. This exercise should demonstrate three class periods that each individual has a variety of traits that make him or her unique and that create a diverse population within the MATERIALS classroom. In Part II they will discover through a quick, Part I —copy of the “Human Genetic Wheel” and “Checking active demonstration that increased diversity contributes Out Your Genetic Traits” for each student to greater survivability. Part III will reinforce this idea Part II —15 to 20 index cards as your students play a game in which they represent populations of white-tailed deer coping with changes in Part III —scissors; copies of “All About White-tailed Deer,” the environment over time. “White-tailed Deer Genetic Wheel,” “White-tailed Deer Cards,” “Event Cards” and “White-tailed Deer Fawn Cards” (see Before You Begin! Part III for specific details regarding numbers and types of paper to use)

CORRELATION TO COMMON CORE STANDARDS AND NEXT GENERATION SCIENCE STANDARDS science: MS-LS4-4, HS-LS4-3

42 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Activity 1-4 The Gene Scene (continued)

BEFORE YOU BEGIN! PART I 3. Determine the characteristics of the class For each student, make a copy of the “Human Genetic population. Wheel” and “Checking Out Your Genetic Traits.” Give each student a copy of “Checking Out Your Genetic Traits.” Go over the list of traits with your WHAT TO DO! PART I class. Have your students work in pairs to help each other determine their traits and check the traits off 1. Introduce genes. their worksheets. As you read the list, instruct your Your students may know that the physical character - students to check the box that describes the trait istics of all creatures on earth are determined by their they possess. They can also work in pairs to observe genes. But what are genes and how do they work? the traits in each other. For each trait, there are two Genes are sections of DNA that manifest themselves possibilities: as visible traits, such as eye color and hair texture,  Your ear lobes are either hanging loose, or they and nonvisible traits, such as a susceptibility to a are attached to the side of your head. certain disease. Genes form visible bars on thread -  Your hair is either curly or straight. like structures called chromosomes, which are inside  You can either curl your tongue, or you cannot the central part, or nucleus, of every plant and animal curl it. (This trait refers to whether you can or cell. Chromosomes contain the genetic material of cannot roll the sides of your tongue to make it each cell, made up mostly of DNA. Chromosomes into a tubelike shape.) become visible under a microscope when any animal  You either have hair on your fingers, or you or plant cell divides. don’t have it. (Look at the part of your finger between your knuckle and first joint.) In mammals, most healthy cells have two copies of  You either have light-colored eyes (blue or each chromosome—one from each parent. Repro - green), or you have dark eyes. ductive cells (egg and sperm) have one copy of each  You either have a widow’s peak, or you don’t chromosome. Different species have different numbers have one. (If your hairline comes to a point in of chromosome pairs. In humans, for example, there the middle of your forehead, you have a are normally 23 pairs of chromosomes. widow’s peak.)  2. Discuss genetic diversity. Your little finger is either straight, or it is bent. Explain that in a healthy population (a group of Point out to your students that their genes have organisms of the same species living in a certain determined each characteristic on the worksheet. geographic area) there is a wide variety of genes that combine in many different ways to form a broad 4. Use the Human Genetic Wheel. diversity of individuals. If the population is suddenly Pass out a copy of the “Human Genetic Wheel” to subjected to stress, such as disease or environmental each student. Instruct each student to start at the change, the genetic variety makes it likely that at inner band and find the appropriate letter code that least some individuals will be adapted well enough describes his or her own ear lobe type (it will be either to survive and continue the species. “L” for loose or “ll” for attached). Instruct them to continue moving outward on the wheel, finding their Populations of some species have become so small characteristics for each trait, until they have located or fragmented that they have lost much of their their little finger type in band seven. Each person original genetic diversity. If these populations are should then find the number next to his or her finger suddenly subjected to a disease or other stress, there type and record this number on the worksheet. might not be any individuals with the genes that provide protection from the disease and enable the individuals to survive.

43 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Activity 1-4 The Gene Scene (continued) E very individ ual in any dif population ferent from is 5. Pool the results. the game every other Hav individual. There are 128 possible combinations of the seven starts they e students lo ok at the va among riations traits. To find out how many different combinations are not al - the people in their class a are present in the class population, go around the lowed to example. B s an ut these var room and have each student give his or her “Genetic change ma iations don’ ke any indiv t Wheel” number. Record the numbers on the board. If anything idual a diffe Everyo rent species. ne in the cla multiple students have the same number, place a about ss, regardles her diffe s of his o r check next to that number. them - rences, is sti ll a human selves. being. 6. Discuss your findings. Tell them that Are there any two students in the class who have the you’re going to read several of these same seven traits? Then ask the students if they can cards aloud and that if anyone on either team has the think of an eighth trait that would set these two characteristic listed on that card, he or she will “die.” people apart. Are there any numbers that have Those students who are “dead” must sit down. The clusters of classmates? Why? object of the game is to have at least one member of their team “alive” at the end. BEFORE YOU BEGIN! PART II You will need 15 to 20 index cards. On each card, write 2. Do the demonstration. one characteristic that distinguishes one student from Have the students get into their teams and then stand another. See “Indexing Student Characteristics.” facing you. Read one of the index cards you made earlier and ask all the students with the characteristic WHAT TO DO! PART II listed on the card to sit down. Repeat until you have gone through about three or four of the cards. (At 1. Introduce the demonstration. least one of the teams should still have members Divide the students into two teams and explain that standing.) Tell the students that if there’s anyone still they’re going to do a demonstration that illustrates standing on their team, they can all regenerate and join why genetic diversity is important. Show them your back in. If both teams still have members standing, stack of index cards and explain that each one lists a play another round, reading through three or four characteristic that, for the purposes of the game, is additional cards. Then go on to step three. going to represent a genetic trait. Tell them that once

   

Indexing Student Characteristics  

To do this demonstration you will need a stack of index cards, each of which has a “genetic” characteristic that can  

distinguish your students from one another. Because it may be difficult to come up with enough truly genetically   based traits, you should feel free to use traits, such as clothing color or type of shoes, in the demonstration. Below 

 are some possibilities for the cards. You will need to choose characteristics that will weed out your group—but not 

 wipe out the entire class all at once. During the demonstration, each time you read one of these traits, every student   who has the trait will “die out” for the rest of the round.    light-colored eyes  wearing earring(s)  not able to curl tongue    bent little finger  wearing a sweater  attached ear lobes     

not wearing glasses wearing hair clips of any kind wearing a hat      shoes laced and tied wearing a watch not wearing red       shoes without laces a widow’s peak  44 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Activity 1-4 The Gene Scene (continued)

3. Discuss the demonstration. cut the cards apart, and put them in a container. Then Ask the students what happened. Did any “character - make one copy of the “Event Cards,” cut them apart, and istics” wipe out more people on their team than put them in another container. If possible, laminate the others? Did one team do better than the other? Why? cards for future use. (If “All About White-tailed Deer” is (Answers will vary depending on what happens with used as a homework assignment, copy one for each stu - your group. However, students should be figuring dent.) out that their team has a better chance of surviving when the characteristics of the team members are WHAT TO DO! PART III more diverse.) 1. Introduce the white-tailed deer game. Tell students that they will play a game that illus - 4. Do the demonstration again. trates why genetic diversity is important. The game Restore each team to its full number of “live” focuses on the white-tailed deer. You may want to members. Then tell the teams that they’re going to read “All About White-tailed Deer” to the class as an try the demonstration again but that before you start introduction to the activity or give it to the students they are allowed to make any adjustments they want to read for homework the night before. on their teams. (Students should do things that give the group a wider range of traits. For example, some 2. Set up for the game. team members may untie their shoes while others Divide the class into five groups and give each may leave them tied, and some may add layers of group its “White-tailed Deer Cards” (one set on clothing.) Shuffle the stack of cards and then read white paper, one set on colored paper). Explain that through several of them, having students with any each group of students is “watching over” a small of the characteristics “die” and sit down. population of white-tailed deer, represented by the “White-tailed Deer Cards.” Each card identifies the 5. Wrap up. characteristics (genetic traits) that each white-tailed Have the students describe what happened. Did their deer will have during the game. The traits used in team last longer this time? What helped them or hurt the game are as follows: sex; acuity of hearing; them? What can they say about how genetic diversity resistance to disease; sense of smell; and home range might help wild populations of animals or plants size. Colored cards represent males and white ones survive? (Students should understand that the more represent females. The other traits are written on diverse their team was, the greater the chance it had of each card. having at least one member left at the end of several rounds. They should also be able to generalize that 3. Determine the genetic number of the the more genetically diverse a wild population is, the white-tailed deer. greater its chances of surviving over time. However, if Hand out several copies of the “White-tailed Deer the students can’t quite make this leap yet, don’t worry. Genetic Wheel” to each group. Using the traits They’ll get a chance to apply these ideas in Part III.) provided on each white-tailed deer card, tell the BEFORE YOU BEGIN! PART III students to work together to determine the genetic number of each white-tailed deer in their population. Make several copies of the “White-tailed Deer Genetic They should use the “White-tailed Deer Genetic Wheel” for each group. Also make two copies of the Wheel” to find the number of each white-tailed deer “White-tailed Deer Cards” for each group (one copy on in the same way they used the “Human Genetic white paper and one copy on colored paper). You’ll need Wheel” (Part I) to find their own numbers. Students to make two copies of the “White-tailed Deer Fawn should write the genetic number of each white-tailed Cards” on white paper and two copies on colored paper, deer on each white-tailed deer card.

45 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Activity 1-4 The Gene Scene (continued)

Genetic Numbers 5 8 11 12 17 17 23 24 24 30 31 of Individual 5 11 12 17 17 24 24 White-tailed Deer 24 24

Genetic Combinations 1 2 3 4 5 6 7 8 9

4. Determine the genetic diversity of each group’s  Female fawns cannot reproduce in this game. population of white-tailed deer.  During reproduction events, each qualifying female Next ask the students to determine the genetic diversity will receive a fawn card. Students must choose traits of their group of white-tailed deer. Ask the student for each fawn based only on the traits of that female groups to count how many different individual genetic and the dominant male. See the following example: numbers are exhibited by their 20 white-tailed deer. This is the group’s diversity number. Consider that a Female Dominant Male student group has a population of white-tailed deer excellent hearing poor hearing with the genetic numbers shown in the table above. resistant to disease resistant to disease poor sense of smell good sense of smell In this case, the student group would have a total of large home range large home range nine different genetic combinations represented by their white-tailed deer group so the diversity number The fawn can have either excellent hearing or poor is nine. Write a tally on the board, recording each hearing and have either poor sense of smell or good student group’s number of white-tailed deer and sense of smell, but the fawn must be resistant to diversity number. The larger a group’s diversity disease and have a large home range (because both number, the more genetically diverse the population parents have these traits). Every time a female has a of white-tailed deer. fawn, the students will assign traits in this manner. Circle the traits on the fawn cards. Each student group should start with 20 white-tailed deer. The diversity number of group one should be 4, 5. Have each group select a dominant male. group two should be 8, group three should be 12, Each group of students should select one male in its group four should be 14 and group five should be 20. white-tailed deer population to be the dominant male. Some students may realize that they have an advantage Students should place a big letter “D” on the dominant —or disadvantage— at this point. male white-tailed deer’s card. This white-tailed deer will be the only one that mates with the females in Rules and Strategies the population during the course of the game. If this Before students begin the game, share the following male dies, the group will have to designate a new information: dominant male to take its place.  If a white-tailed deer dies, the students should turn the card that represents that white-tailed deer face down. 6. Have students choose cards from the “Event  Only the dominant male white-tailed deer can mate Cards” and read them to the class. with the females. If the dominant male dies, a new “Event Cards” depict scenarios of environmental dominant male must be designated. If a group loses change that the white-tailed deer populations must all its males or females, it cannot reproduce. confront. Italicized text on the cards indicates the  Events usually affect half of a population. If you impact that the environmental change has on individ - have an odd number of white-tailed deer that are af - uals in the population: loss (death) and reproduction. fected by an event, round down to find the number Remind your students that this exercise is a simulation of white-tailed deer affected. of what could happen to a real white-tailed deer 46 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Activity 1-4 The Gene Scene (continued)

population. While the events are not real, they do fewer individuals in a smaller represent some of the many pressures exerted on population, it is less likely populations by natural and human forces. Allow that there will be your students to take turns picking an event card at individuals with the traits nec - random and reading it aloud to the class. Tell your essary to survive in times of students to pay attention to the event being read and environmental stress. This is respond to that event based on the white-tailed deer one reason smaller popula - they have in their population. Every group follows tions are more vulnerable the directions of each event card. to extinction. Many species that once had 7. Record how many white-tailed deer are left after large the events have been read, and analyze the results. populations, such After all the “Event Cards” have been read, record as the greater on the board the number of white-tailed deer (adults prairie- chicken and fawns) surviving in each group’s population. and Compare different groups of white-tailed deer and American bison, have determine which ones were more successful. Did lost a great deal of their genetic diversity contribute to this success? How? genetic diversity in a short time because of habitat loss and over- 8. Discuss the results of the game. hunting. After you finish the game, discuss genetic diversity using the following questions: c. What can be done to prevent the loss of genetic di - versity? a. Why is genetic diversity important? To preserve genetic diversity, it is important that Generally speaking, a more genetically diverse wild populations of plants and animals do not become population is more likely to contain some individuals small or fragmented. Preservation is becoming more that have the traits necessary to survive and adapt to and more challenging as human populations expand changes in the environment than populations that and increase their level of consumption as well as aren’t as genetically diverse. demand for space. b. What is the relationship between the size of a d. Did some traits seem to be favored over others? population and its genetic diversity? Were there any traits that were favored in one instance As a population becomes smaller, some but selected against in another? How does this relate variation in traits is lost. Because there are to the importance of genetic diversity? A trait that is advantageous under one set of environ - mental conditions may be detrimental under another.

47 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Activity 1-4 The Gene Scene (continued)

WRAPPING IT UP Resources Assessment Burt, W. H. and R. P. Grossenheider. 1980. A field guide 1. Pick a common animal or plant and describe several to the mammals. Houghton Mifflin Company, distinct individuals, noting their physical traits. (Dogs Boston. 289 pp. and cats work especially well.) Students may illustrate Gonick, L. and M. Wheelis. 1991. The cartoon guide to their descriptions. How are the individuals different genetics. Harper Perennial Library, New York. 224 pp. from one another? What sort of advantage or dis - Grzimek, B.1972. Grzimek’s animal life encyclopedia. advantage might their characteristics provide? Van Nostrand Reinhold Co., New York. 13 volumes. Hoffmeister. D. F. 1989. Mammals of Illinois. University 2. Have students create displays focusing on how people of Illinois Press, Urbana, Illinois. 348 pp. have changed genetic diversity within species. Why do Illinois Department of Natural Resources. 1999. they do it? Each student should make a presentation Biodiversity of Illinois, volume I: aquatic habitats. about his/her display to the rest of the class. After Illinois Department of Natural Resources, student presentations, ask how human manipulation Springfield, Illinois. CD-ROM. of genes might help or hinder biodiversity. Illinois Department of Natural Resources. 2000. Biodiversity of Illinois, volume II: woodland Portfolio habitats. Illinois Department of Natural Resources, Have students record their Springfield, Illinois. CD-ROM. ideas about using a genetic Illinois Department of Natural Resources. 2001. wheel to compare human Biodiversity of Illinois, volume III: prairie and edge traits and their understand - habitats. Illinois Department of Natural Resources, ing of genetic diversity Springfield, Illinois. CD-ROM. from the game. Schwartz, C. W. and E. R. Schwartz. 1981. The wild mammals of Missouri. University of Missouri Press, Columbia, Missouri. 356 pp. Southern Regional 4-H Wildlife Literature Committee. 1996. Wildlife project: white-tailed deer. University of Illinois Extension 4-H, Urbana, Illinois. 14 pp.

The genetic wheel approach was inspired by similar activities in Losing Biodiversity by Katherine Barrett, Global Systems Science, Lawrence Hall of Science, University of California at Berkeley (1996); and in Biological Science: A Molecular Approach , D. C. Heath and Co., Boston (1985).

48 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene

CHECKING OUT YOUR GENETIC TRAITS

Which of the following traits did you inherit from your parents? Check the box next to the trait that best describes you.

1. ear lobes 5. pigmented iris

attached (ll) light eyes (ee)

loose (L) dark eyes (E)

2. hair type 6. widow’s peak

straight (tt) no peak (ww)

curly (T) peak present (W)

3. tongue curling 7. little finger

can’t curl (cc) straight (bb)

can curl (C) bent (B)

4. hair on fingers no hair on fingers (mm) What is ? your number ? ? hair on fingers (M) from the genetic wheel?

49 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued) Human Genetic Wheel

50 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

ALL ABOUT WHITE-TAILED DEER

The white-tailed deer is a large mammal, weighing covering over the antlers for 100 to 300 pounds. Color varies seasonally. During nourishment and the summer, the hair has a red tint, but during the protection while they are fall and winter, it is gray-brown. The belly is white. growing. After the The large tail has a white underside. Young white- antlers are done tailed deer have white spots on their back. Males growing in the grow and shed antlers annually. There are no incisors fall, the deer will white-tailed deer or canine teeth on the upper jaw. rub this “velvet” “buck” (male) off on The white-tailed deer may be found statewide in small trees. Illinois. It lives in wooded areas but may be seen The white- tailed deer is ac - feeding far from such locations. The white-tailed tive mostly at night and during the deer is an herbivore, feeding on fruits, grasses, sunrise and sunset hours. The female grains, vines, mushrooms, nuts and the leaves and and her offspring may stay together for twigs of trees and shrubs. It chews its cud, that is, several months. The male white-tailed deer bringing up material that it had chewed once and is called a “buck,” and the female is a swallowed to be chewed and swallowed again. “doe.” A male will mate with several When this animal is startled, it runs and flips up its females. Mating occurs October through tail to show the white side. The male’s antlers are January. The gestation period is about shed and seven months, and the doe usually produces replaced each two offspring. Young deer, called fawns, are year. There able to run within a few hours of birth. Males is a “velvet” drop their antlers during February and March.

white-tailed deer “doe” (female)

white-tailed deer “fawn” (young)

51 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

WHITE-TAILED DEER GENETIC WHEEL Begin with the center and move outward based on your white-tailed deer’s traits. Key: Poor S of S = poor sense of smell Good S of S = good sense of smell LHR = large home range SHR = small home range

For example, a female white-tailed deer with the following characteristics:  Resistant to Disease  Excellent Hearing  Poor Sense of Smell  Large Home Range would have a genetic number of 13. A male with the same characteristics would have a genetic number of 29.

52 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

WHITE-TAILED DEER CARDS—GROUP 1 e e s s l l a a l l e e e e s s e i i e m m g g g d d g s s

n n

n n i i f f o o r r a t t a o o r

r a a

t t

e e e e e n n e D D s s h h R R a a

m t t m n n t t s s o o e e n n i i R R E E h h s s s s e e

l l l l l e e l e d d r r e e

a E A E A g o o t t c c r o o o o x x m a D C D C E L E S G G N N

e e

s s

l l a a l l

e e e e

s s e i i e m m g g g d d g s s

n n

n n i i f f o o r r a t t a o o r

r a a

t t

e e e e e n n e D s s h h a a R D

R m t t m n n t t s s o o e e n n i i R h E h s s s s R e e E

l l l l l e e l e d d r r e e

a g E A o o t t E A c c r o o o o x x m a E L E S G G N N C D D C

e e

s s

l l a a

l l

e e

s s e i i e m m g g g d d g s s

n n

n n i i f f o o r r a t t a o o r

r a a

t t

e e e e e n n e D D R s s h h R a a

m t t m n n t t s s o o e e n n i i R E R E h h s s s s e e

l l l l l e e l e d d r r e e E A

a E A g o o t t c c r o o o o x m x a D C D C G L E N G S E N

e e

s s

l l a a l l

e e e e

s s i i e e m m g g d d g g s s

n n

n n i i f f o o r r t t a a o o

r r a a

t t

e e e e n n e e D R D s s h h a a R

t t m m n n t t s s o o e e n n i i R E R E h h s s s s e e

l l l l l l e e l l d d r r e e E A

a a E A o o t t c c o o o o m x m x D C G G N S E N S E D C

e e

s s

l l a a l l

e e e e

s s e e i i m m g g g g d d s s

n n

n n i i f f o o r r a a t t o o r r

a a

t t e e e e e e n n D D s s h h R a a R

m m t t n n t t s s o o e e n n i i R E R h h E s s s s e e

l l l l e e e e d d r r e e

E A g g E A o o t t c c r r o o o o x x a a D C G G N L N E L E D C

53 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

WHITE-TAILED DEER CARDS—GROUP 2 e e s s l a a l l l e e e e s s e e i i m g g g g d d m s

n n

n n s i i f

o o r r a a f t t o r r

a a

o t t

e e e e e n n e D D s h h R R a a

s m m t t n t t n s s o o e n n i i R R e E E h h s s s e e

l l s l l e e

e e d r r r e e

E A E A g g o t t o c c r r o o o x x o a a D C D C L L E E P G N N

e e

s s

l l a a l l

e e e e

s s i i e e m m g g d d g g s s

n n

n n i i f f o o r r t t a a o o

r r a a

t t

e e e e n n e e D s s h h a a R D

R t t m m n n t t s s o o e e n n i i R E h h s s s s R e e E

l l l l l l e e l l d d r r e e

a a E A o o t t E A c c o o o o m x m x S G E S E G N N C D D C

e e

s s

l a a

l l

l e e

e s s e e i i m g g g g d d m s

n n

n n s i i f

o o r r a a f t t o r r

a a

o t t

e e e e e n n D e D R s h h R a a

s m m t t n t t n s s o o e n n i i R E R e E h h s s s e e

l l s l l e e

e e d r r r e e E A

E A g g o t t o c c r r o o o o x x a a D C D C L L P G E E N N

e e

s s

l l a a l l

e e e e

s s i i e e m m g g d d g g s s

n n

n n i i f f o o r r t t a a o o

r r a a

t t

e e e e n n e e D R D s s h h a a R

t t m m n n t t s s o o e e n n i i R E R E h h s s s s e e

l l l l l l e e l l d d r r e e E A

a a E A o o t t c c o o o o m m x x D C G G S S N N E E D C

l a l

l e

l e e

e s e i e a m g g g d g m e s

n n

n s n s i i f

o i r r a f t a o r

d r a a

e e e e n o e e D t D s h h R a

s m t t m n t t n s o n o e n n i R e E R h a h E s s e e

l l s l l l e

l e s d r r i e e

E A a g E A o s t o c c r o e o o m x x a D C P G L R N S E E D C

54 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

WHITE-TAILED DEER CARDS—GROUP 3 e s l a l l e l e e s e s e i e a m g g d g m e s

n s n i s f

o i r a f t a o r

d r a

o t

e e e n o e n e t D D i s h R R a

s m t m t n t a n s o o n e n i R R e e E E h h a s s e

l h s l l e

l e s d r r r i e

a E A E A g o t s o o c r o o e o m x o a D C D C P S L G E P N R

e e

s s

l a a l

l e e e

s e s e i i e

g g d d g

m s

n s n

i f

o o

r a f t t a

o r

r a

o t t

e e e n n e n e D i s h a a R D r

s R m t t m n t a n s s o o e n i i e R e h E h s s s R e E

l h s l l e e

l e d r r r r e

a g E A o t t o o E A c r o o o m o x o a G L S P E N P N C D D C

l l a

l l e

e e s

e s e i a m m g g g g d e s s

n n n

n i i s f f o a i r r a t r o o r

a a

e e e e e e n o D t D R s s h h R a m

m t t n n t t o s o n e e n n i R h E R E h

a s s s e e

l t

l l l l l e e s d d r a i e e E A

E A g o o t s c c r m o o o e x x a S D C D C G L E G N E R

l a l

l e

l e e

e s e i e a m g g g d g m e s

n n

n s n s i i f

o i r r a f t a o r

d r a a

e e e e n o e D e t R D s h h a R

s m t m t n t t n s o o n e n n i R E R e h E h a s s e e

l l s l l l e

l e s d r r i e e E A

a g E A o s t o c c r o e o o m x x a D C P L S G R E N E D C

l l

l e e

l e

s s

e e e a a m g g g g m e e s n n

n s n s s i i f

i i r r a f a o r d d r a a

e e e e o o e e D t t D s h h R

s m t m t n t t n o n o n e n n R e E R h a h a E s e e

l l s l l l

l e s s d r i i e e E A a g E A o s s o c c r o e e o m x x a D C P L G R S E R E D C

55 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

WHITE-TAILED DEER CARDS—GROUP 4 l l e e l l s s e e e e a a g g g m m e e n n s s n i s s

i i r a f f a r d d r a o

e e o o e n e e t t D D i h R R

s s m m t t t a n n o o n n n R R e e e E E h h a a e

t t l h s s l l

l e s s r r r i i e a E A E A g s s o o o c r e e m o o x o a D C D C S P P L E P R R

l l e

e s e e i e

g g d g

m m e

n n s s n

i s

i r a f f t a

d r a o

o t

e e n o e n e e t D i h a R D

s s R m t m t t a n n s o o n n i e R e e h E h a s R e E

t l s h s l l e

l e s r r r r i e

a g E A t s o o o E A c r o e m o o x o a S P P L E N P R C D D C

l l a

l l e

e e s

s e

i e a

m m g g

d g e s s

n i s f f

o i r a

t a o o r

d r a

g e e e e n o e n D t D i R s s h R a

m t m t n n t a s o o n e e n i R E R e E h h a s s s e

l h l l e

l e s d d r r i e E A

a E A g o o t s o c r o o o e m o x a D C D C L G S P G N E R

e e

s s

l l a a l l

e e e e

s s e e i i m m g g g g d d s s

n n

n n i i f f o o r r a a t t o o r r

a a

t t e e e e e e n n D R D s s h h a a R

m m t t n n t t s s o o e e n n i i R E R h h E s s s s e e

l l l l e e e e d d r r e e E A

g g E A o o t t c c r r o o o o x x a a D C G L L G N E E N D C

l l

l e e

l e

s s

e e e a a m g g g g m e e s n n

s n n s i s i f

i i r r f a a o d d r r a a

e e e o o e e e D t t D s h h R

s m t m t n t t n o n o n e n n R e E R h a h a E s e e

l l s l l l l

l l s s d r i i e e E A a a E A o s s o c c o e e o m m x x D C P S G R S E R E D C

56 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

WHITE-TAILED DEER CARDS—GROUP 5 l l e e l l s s e e e e a a g g m m e e n s s n s s

i i a f f a r d d r o o

g g

e o o e n n e e t t D D i i R R

r r s s m m t t a a n n o o n n R R e e e e E E h h a a

t t h s h s l

l e s s r r r r i i a E A E A g s s o o o o r e e m o o o o a D C D C S P P P L P R R

l l l l

e e

s s

e e

a a m m

g g

e e s s

n n

s s f f

i i a a

o o r d d r

g g e e e o o e n n t t D i i s s R D

r r R m m t t n n a a o o n n e e e e R h E h a a s s R E

t t

h h l

l e s s d d r r i i a g E A o o s s o o E A r o o e e m o o a S G P L G P R R C D D C

e e

s s

l l a a

l l

e e

s s e

i i e

m m g

d d g s s

n f f

o o a

t t a o o r

t t

g g e e e n n e n n D D i i R s s R a a r r m t t m n n a a s s o o e e i i R E R e e E h h s s s s

h h l e e

l e d d r r r r E A

a E A g o o t t o o r o o o o m o o a D C D C S G G L P P N N

e e

s s

a a

l l

l l e e

e e s s e i i e g g g d d g m m

n n n s s n i i

o o r r a f f t t a r

r a a o

o t t

e e e n n e D e e R D h h a a R

s s m t t m t t n n s s o o n n i i R E R e e h E h s s e e

l l s s l l l e e

l e r r r r e e E A

a g E A t t o o c c r o o m o o x x a D C S P P L E N N E D C

l l

l e e

l e

s s

e e e a a m g g g g m e e s n n

n s n s s i i f

i i r r a f a o r d d r a a

e e e e o o e e D t t D s h h R

s m m t t n t t n o o n n e n n R e E R h h a a E s e e

t t

l l s l l l

l e s s d r i i e e E A a g E A o s s o c c r o e e o m x x a D C P S G L R E R E D C

57 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

WHITE-TAILED DEER FAWN CARDS e e s s l l a a l l l l e e l l e e e e s s s s e e e e i i e e a a m m g g g g d d g g m m e e s s

n n

n n s s n n s s i i f f

o o i i r r a a f f t t a a o o r r

d d r r a a

o o

t t

) ) g g

t t e e e e e e n n i i o o e e n n e e t t i i s s h h a a a a

r r

r r s s m m t t t t m m t t n n t t

N N a a D D n n s s o o n n o o R R e e n n i i e e e e e e h h a a h h s s s s h h e e

t t

l l t t h h s s R R l l E E l l

e e

l l W W e e s s d d r r r r r r i i e e e e l l

a a g g o o t t s s o o o o A E A E c c c c r r r r A A o o o o e e i i x x o o o o m m a a c c C F D F C D ( ( N N R R E E P P G G P P L L S S e e s s l l a a l l l l e e l l e e e e s s s s e e e e i i e e a a m m g g g g d d g g m m e e s s

n n

n n s s n n s s i i f f

o o i i r r a a f f t t a a o o r r

d d r r a a

o o

t t

) ) g g

t t e e e e e e n n i i o o e e n n e e t t i i s s h h a a a a

r r

r r s s m m t t t t m m t t n n t t

N N a a D D n n s s o o n n o o R R e e n n i i e e e e e e h h a a h h s s s s h h e e

t t

l l t t h h s s R R l l E E l l

e e

l l W W e e s s d d r r r r r r i i e e e e l l

a a g g o o s s t t o o o o A E A E c c c c r r r r A A o o e e o o i i x x o o o o m m a a c c F C D F C D ( ( R R N N E E P P G G P P L L S S e e s s l l a a l l l l e e l l e e e e s s s s e e e e i i e e a a m m g g g g d d g g m m e e s s

n n

n n s s n n s s i i f f

o o i i r r a a f f t t a a o o r r

d d r r a a

o o

t t

) ) g g

t t e e e e e e n n i i o o e e n n e e t t i i s s h h a a a a

r r

r r s s m m t t t t m m t t n n t t

N N a a D D n n s s o o n n o o R R e e n n i i e e e e e e h h a a h h s s s s h h e e

t t

l l t t h h s s R R l l E E l l

e e

l l W W e e s s d d r r r r r r i i e e e e l l

a a g g o o s s t t o o o o A E A E c c c c r r r r A A o o e e o o i i x x o o o o m m a a c c F C D F C D ( ( R R N N E E P P G G P P L L S S e e s s l l a a l l l l e e l l e e e e s s e s s e e e i i e e a a m m g g g g d d g g m m e e s s

n n

n n s s n n i s s i f f

o o i i r r a a f f t t a a o o r r

d d r r a a

t t

) ) g g

t t e e e e e e n n i i o o e e n n e e t t i i s s h h a a a a

r r

r r s s m m t t m t t m t t n n t t

N N a a D D n n s s o o o n n o R R e e n n i i e e e e e e h h h a a h s s s s h h e e

t t

l l t t s h h s R R l l E E l l

e e

l l W W e e s s d d r r r r r r i i e e e e l l

a a g g o o t s s t o o o o E A E A c c c c r r r r A A o o o e e o i i o m o x x o o m a a c c D C F D F C ( ( P L S G P E N R R N E P G P L S e e s s l l a a l l l l e e l l e e e e s s e s s e e e e i i e a a m m g g g g g d d g m m e e s s

n n

n s s n n i s s i f f

o o i i r r a a f f a t t a o o r r

r d d r a a

t t

) ) g g

t t e e e e e e n n i i e o o e n n e e t t i i s s h h a a a a

r r s s m m t t m t t m t t n n t t

N N a a D D n n s s o o o n n o R R e e n n i i e e e e e e h h h a a h s s s s h h e e

t t

l l t t s h h s R R l l E E l l

e e

l l W W e e s s d d r r r r r r i i e e e e l l

a a g g o o t s s t o o o o E A E A c c c c r r r r A A o o o e e o i i o m o x x o o m a a c c D C F D F C ( ( P L S G P E N R R N E P G P L S

58 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund Student Page The Gene Scene (continued)

EVENT CARDS

The deadly EHD (epizootic hemorrhagic disease), a disease spread by a virus, is killing many deer. White- Nondominant males may wander from group to group. tailed deer with resistance to the disease are much more likely to survive and reproduce. Every group should give one nondominant male white-tailed deer to the group Lose half of your white-tailed deer to their left. EVENT EVENT that are “not resistant to disease.” CARD CARD

A severe drought has hit Illinois. Because of the extreme Young fawns are particularly vulnerable to predation dry conditions, white-tailed deer must travel farther to by coyotes. A fawn with a poor sense of smell might find food and water. not be able to detect a coyote in time to escape.

Lose one white-tailed deer that has Lose half of your fawns with a a “small home range.” EVENT “poor sense of smell.” EVENT CARD CARD

Deer meat, otherwise known as venison, has recently Habitat fragmentation has resulted from construction become popular. Poachers are illegally hunting white- of new housing developments and an increase in tailed deer after dark. Deer with poor hearing are easy roads. As they move between the smaller habitats, targets as the poachers drive up in their vehicles. white-tailed deer have a greater chance of being hit by cars and trucks on the roads. Lose half of your white-tailed EVENT EVENT deer with “poor hearing.” Lose one white-tailed deer with CARD a “small home range.” CARD

In the breeding season, males mark their territories with It has been a mild winter this year, yielding an scents and visit the scented sites often. A female with abundance of food. Because of good nutrition, all of a good sense of smell is more likely to know where the your female white-tailed deer give birth in the spring. male will be when she is ready to mate, increasing her chances of successful reproduction. Add one fawn for Add one fawn for each “small home range” each “good sense of smell” female white-tailed deer in female white-tailed deer, only if a male is your group, only if a male is present to mate with her. present to mate with her. Each group should take the appropriate number of Add three fawns for each “large home range” fawn cards out of the fawn card container. female white-tailed deer, only if a male is present to mate with her. Assign traits that are present in the parents (each “good sense of Assign traits that are present in smell” female and the EVENT the parents of the fawns. EVENT dominant male) to their fawn. CARD CARD

59 Illinois Biodiversity Basics Illinois Department of Natural Resources, Chicago Wilderness, World Wildlife Fund