8Th Grade - Grading Period 3 Overview

Name______

8th Grade - Grading Period 3 Overview

Ohio's New Learning Standards Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species.(8.LS.1) Reproduction is necessary for the continuation of every species.(8.LS.2) The characteristics of an organism are a result of inherited traits received from parent(s)(8.LS.3) Forces between objects act when the objects are in direct contact or when they are not touching. (8.PS.1) There are different types of potential energy. (8.PS.3) d Clear Learning Targets "I can" 1. ____ explain how diversity can result from sexual reproduction. 2. ____ describe how variations may allow for survival when the environment changes. 3. ____ use data and evidence from geologic and fossil records to infer what the environment was like at the time of deposition. 4. ____ explain that every organism alive today comes from a long line of ancestors who reproduced successfully every generation. 5. ____ describe reproduction as the transfer of genetic information from one generation to the next. 6. ____ predict the probability of traits that can occur with mixing of genes from two individuals (sexual reproduction). 7. ____ use a model to represent the transfer of genes from one individual to the next generation (asexual reproduction). 8. ____compare the characteristics of asexual and sexual reproduction. (identical v. unique offspring; low energy expenditure v. high energy expenditure; short amount of time v. longer gestation, etc.) 9. ____ compare meiosis and mitosis, their phases and purposes. 10. ____ explain how traits are passed from one generation to the next 11. ____ identify the difference between dominant and recessive traits 12. ____ demonstrate the Mendelian Law of Segregation 13. ____ demonstrate the Mendelian Law of Independent Assortment 14. ____ analyze Family Histories to Identify Inherited Genetic Disorders 15. ____ identify forces that act at a distance, such as gravity, magnetism, and electrical. 16. ____ describe some of the properties of magnets and some of the basic behaviors of magnetic forces 17. ____ use a field model to explain the effects of forces that act at a distance. 18. ____ generate an electric current by passing a conductive wire through a magnetic field and quantify electric current, using a galvanometer or multimeter. 19. ____ demonstrate that the Earth has a magnetic field. 20. ____ explain that objects and particles have stored energy due to their position from a reference point and this energy has the potential to cause motion. 21. ____ explain that a field originates at a source and radiates away from that source decreasing in strength. 22. ____ demonstrate how electrons transfer electrical and magnetic (electromagnetic) energy through waves. 23. ____ plan, design, construct and implement an electromagnetic system to solve a real-world problem. 24. ____ explore and investigate different types of potential energy

Name______

8th Grade - Grading Period 3 Overview

Essential Vocabulary/Concepts 8.LS.1 8.LS.3 8.PS.1 • Diversity • Alleles • Attraction • Fossil Record • Co-dominance • Conductor • Variations • Dominant Allele • Earth's magnetic field • Traits • Fertilization • Electrical current • Geologic and Fossil Records • Genes • Electromagnetic (energy, • Extinction • Genetics field, wave, induction) • Genotype • Field model 8.LS.2 • Heredity • Galvanometer • Asexual Reproduction • Heterozygous (hybrid) • Generator • Bacteria • Homozygous (purebred) • Insulator • Chromosome • Hybrid • Ions • Clone • Offspring • Magnetic field (lines) • Female • Phenotype • Magnetic poles • Fertilization • Probability • Multimeter • Gamete • Punnett Square • Negative charge • Genetic Modification (GM) • Recessive Allele • Negative pole • M ale • Trait • Positive charge • Media Bias • Positive pole • Meiosis • Repulsion • Mitosis • Sexual Reproduction • Zygote

8th Grade Science Unit: Diversity of Living Things Unit Snapshot

Topic: Species and Reproduction

Grade Level: 8 Duration: 9 days Summary The following activities engage students in exploring the diversity of living things related to changes over time, survival, and extinction. The geologic and fossil records will be explored in order to infer past environments and the survival of species based on inherited traits.

Clear Learning Targets "I can"statements ____ explain how diversity can result from sexual reproduction. ____ describe how variations may allow for survival when the environment changes. ____ use data and evidence from geologic and fossil records to infer what the environment was like at the time of deposition.

Activity Highlights and Suggested Timeframe Engagement: Students will tie previous knowledge of the Earth's layers to fossils and their role in explaining what the environment of the Earth was like while they were Days 1-2 alive through a study of Ohio's state fossil - Isotelus (trilobite). Students will also explore a variety of fossil specimens and the environments from which they originated. Exploration: Students will use the internet-based activity "Life Has a History" to Day 3 explore the diversity of life on Earth and explain how environments and living things have changed overtime. Explanation: Students will understand that sexual reproduction is the reason for diversity among a species through the use of an online simulation. Additionally, students will study the Peppered Moths of the 1800's to explain how throughout Days 4-5 Earth's history, populations of living organisms have changed when the environment changes and the individual organisms of that species do not have the

traits necessary to survive and reproduce in the changed environment possibly resulting in extinction.

Elaboration: Students will use a reference diagram of fossil foraminifera with paleo- water-depth assignments to interpret the water depth of a particular area of Days 6-7 California during the geologic past. This data can be applied to the petroleum industry by

looking for potential reservoir rock and source rock.

Evaluation: Formative and summative assessments are used to focus on and assess

student knowledge and growth to gain evidence of student learning or progress Day 8 throughout the unit, and to become aware of students misconceptions related to diversity and on-going and changes over time. A teacher-created short cycle assessment will be administered at the end of the unit to assess all learning targets (Day 8))

Extension/Intervention: Based on the results of the short-cycle assessment, facilitate Day 9 extension and/or intervention activities. 1 LESSON PLANS NEW LEARNING STANDARDS: Primary 8.LS.1 Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Fossils provide important evidence of how life and environmental conditions have changed. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Throughout Earth's history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Most species (approximately 99 percent) that have lived on Earth are now extinct.

Note: Population genetics and the ability to use statistical mathematics to predict changes in a gene pool are reserved for grade 10.

Related 8.LS.2 Reproduction is necessary for the continuation of every species. 8.LS.3 The characteristics of an organism are a result of inherited traits received from parent(s). SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas:

• Asking questions (for science) and defining problems (for engineering) that guide scientific investigations • Developing descriptions, models, explanations and predictions. • Planning and carrying out investigations • Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations • Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data • Engaging in argument from evidence • Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

2 STUDENT KNOWLEDGE: Prior Concepts Related to Species and Reproduction PreK-2: Living things have physical traits that enable them to live in different environments. Some kinds of individuals that once lived on Earth have completely disappeared, although they may be something like others that are alive today. Grades 3-5: Fossils provide a point of comparison between the types of organisms that lived long ago and those existing today. Grades 6-7: In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic conditions.

Future Application of Concepts Not stated in the New Learning Standards for Science

MATERIALS: VOCABULARY: Engage Primary • Isotelus Article Diversity • Ohio's Fossil Record Hand-out Fossil Record Explore Variations • Fossils pictures and specimens Traits • Computer with Internet and Projector Geologic and Fossil Records • Hand-lenses Extinction Explain • Laptops, Computer Lab, or Ipads Secondary Elaborate Sexual Reproduction • Student printables for activity Genes • Colored pencils

SAFETY • All safety lab rules apply

ADVANCED • Collect building fossil kits PREPARATION • Request computer lab/ laptop cart for Life Has a History activity.

Objective: Students will tie previous knowledge of the Earth's layers to fossils and their role in explaining what the environment of the Earth was like while they were alive through a study of Ohio's state fossil - Isotelus (trilobite). Students will also explore a variety of fossil specimens and the environments

ENGAGE from which they originated. What is the teacher doing? What are the students doing? (2 days) The Fossil Record (Day 1) The Fossil Record (Day 1) (What will draw students into the 1. Watch the video clip. learning? How will you determine • Play the what your students already know www.discoveryeducation.com about the topic? What can be video clip: Events in Earth's done at this point to identify and Past [6:11] address misconceptions? Where can connections are made to the real world?) • The teacher provides a picture 2. Observe the fossil specimen or or specimen example of picture of the ISOTELUS ISOLTELUS TRILOBITE (the state TRILOBITE, the state fossil of fossil of Ohio)see attached Ohio. picture.

3 • Facilitate a discussion: 3. Students participate in a -Describe the fossil? teacher-led discussion. -Does this fossil look like any present-day organisms? -What environment do you think this organism lived? • Facilitate the close reading of the article: ISOTELUS: Ohio's Fossil. http://geosurvey.ohiodnr.gov/ portals/geosurvey/PDFs/Geo Facts/geof06.pdf 4. Students perform a close reading of the article: State ISOTELUS: Ohio's State Fossil and discuss/summarize each of the article sections: -Read the first paragraph as a -How Isotelus was chosen as class. Consider assigning the state fossil of Ohio. sections of the article to -What is a trilobite? different student groups, and -Isotelus and its History in Ohio students present a summary to the class. • Either project the Ohio's Fossils 5. Students complete the 3-2-1 graphic on the board or print Reading Strategy Chart using the document using legal sized the Ohio Fossils Info Sheet to paper and distribute to gain a better understanding of students. the indigenous Ohio Fossils and • Using the Ohio Fossils Info Sheet Ohio's past environments. and the provided 3-2-1 Strategy Template, have students learn about fossils indigenous to Ohio.

Fossil Exploration (Day 2) Fossil Exploration (Day 2) • Provide fossil specimens 1. Students observe fossils and fill and/or pictures of fossils from in the student page by the fossil record, as well as naming, drawing a picture, hand lenses for viewing. and predicting the • Consider setting up and environment in which the fossil facilitating a station lived. observation lab, so that 2. Students observe fossil students are able to observe all specimens and other fossil fossil representations. pictures from the fossil record. • Facilitate a discussion based 3. Students work in groups to on student observations; jigsaw learn the true environments of with the student groups to the fossils and report to the determine the true class. environment of all the fossils represented- see teacher p age.

4 Objective: Students will use the internet-based activity "Life Has a History" to explore the diversity of life on Earth and explain how environments and living things have changed over time.

What is the teacher doing? What are the students doing? Life Has a History (web quest activity) Life Has A History (web quest activity) (Day 3) (Day 3) • Reserve laptops/computer lab 1. Use the Life Has a History • Facilitate as students work interactive website and through the Life Has A History worksheet, to gather interactive website and background information about life's worksheet. diverse history.

EXPLORE http://www.ucmp.berkeley.ed u/education/explorations/tour 2. Students should use Level 2. (1 days) However, there is a Level (How will the concept be s/intro/ developed? How is this relevant to -Life Has a History provides 1available for students that students' lives? What can be done students with an introduction might need a modified version. at this point to identify and to the history of life and how it -The provided worksheet address misconceptions?) results in the biodiversity of provided or this lesson aligns today. During this tour students with Level 2. learn about geologic time, fossils, ancestral relationships, cladograms, variation, natural selection, and extinction. • Teacher Answer Key is provided • Follow-up with a class discussion and/or exit ticket about what students have learned. Objective: Students will understand that sexual reproduction is the reason for diversity among a species through the use of an online simulation. Additionally, students will study the Peppered Moths of the 1800's to explain how throughout Earth's history, populations of living organisms have changed when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment possibly resulting in extinction. What is the teacher doing? What are the students doing?

Sim: Alien Inheritance (Day 4) Gizmo: Alien Inheritance (Day 4) EXPLAIN • www.explorelearning.com 1. Students manipulate the (2 days) • Project the Alien Inheritance simulation as directed by the (What products could the , but only show Activity teacher. students develop and share? A. See teacher page attached to How will students share what they 2. Students should answer have learned? What can be this lesson. provided questions regarding the done at this point to identify and • The purpose of using this activity. address misconceptions?) simulation is to introduce the ideas of sexual reproduction and inheritance in order to make connections related to diversity of a species (in this case Aliens). OR www.phet.colorado.edu – heredity

5 Peppered Moths of the 1850's (Day 5) Peppered Moths of the 1850's (Day 5) • Teacher Background Video: 3. Students graph peppered http://www.youtube.com/wat moth data and answer ch?v=LyRA807djLc questions using the student WS. • Distribute Peppered Moths of the 1850's Student WS. • The teacher reads the introduction about the Peppered Moths to the class. • Teacher assists students with graphing data and answering questions. • If students are having struggling with questions #4, show the following www.discoveryeducation.com videoclip related to Dinosaur extinction: Dinosaurs and Mass Extinction[2:07] or What Happened? Extinction of the Dinosaurs [4:09]

• Follow-up with a discussion related to the graph and questions. • OPTIONAL: Show the www.discovereduation.com videoclip: Stemming the Extinction Tide related to current extinction issues resulting from human impacts. [5:43]

Objective: Students will use a reference diagram of fossil foraminifera with paleo-water-depth assignments to interpret the water depth of a particular area of California during the geologic past. This data can be applied to the petroleum industry by looking for potential reservoir rock and source rock. What is the teacher doing? What are the students doing?

ELABORATE Inferring Ancient Environments from Inferring Ancient Environments from (2 days) Fossil Foraminifera (Days 6-7) Fossil Foraminifera (Days 6-7) (How will the new knowledge be • This activity focuses on 1. Students will be expected to reinforced, transferred to new and unique situations, or allowing the students to apply apply their understanding of integrated with related the knowledge of Fossils, fossils and geologic time to the concepts?) Geologic Time to a situation location of fossilized

they are not familiar with. It is foraminifera, which are an organized as a laboratory indicator to petroleum sources in

exercise that is given in High Miocene aged rock. School or College.

6 • Teacher/student Background 2. Students will answer the Info: Use this link to provide a questions on the student sheet brief example of what an and formulate a conclusion organism that belongs to the based on their findings. Foraminifera family looks like as well as pertinent background information: http://www.ucmp.berkeley.ed u/foram/foramintro.html • Inferring Ancient Environments from Fossil Foraminifera: use this link for the original version of this activity. http://www.ucmp.berkeley.ed u/fosrec/Olson3.html • All pages of this activity should be given to the students, as it will provide necessary background information to lead them to the correct conclusion. • See Teacher Page for full explanation.

Objective: The objective of the assessments is to focus on and assess student knowledge and growth to gain evidence of student learning or progress throughout the unit, and to become aware of students misconceptions related to diversity of living things, fossils, past environments, and changes overtime. Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you that a student has met the learning 1. Consider developing a objectives?

teacher-created formative 1. Inferring Ancient Environments assessment.

EVALUATE from Fossil Foraminifera will 2. The Fossil Exploration can assess the students' ability to (What opportunities will students formatively assess students have to express their thinking? apply all previous knowledge as well When will students reflect on prior knowledge related to as use fossil data and other what they have learned? How fossils and past environments. information to draw conclusions will you measure learning as it about certain environments. occurs? What evidence of 3. Peppered Moths of the 1850's student learning will you be looking for and/or collecting?) activity will assess student 2. Teacher-created short cycle understanding related to how assessment will assess all variation due to sexual student-learning outcomes. reproduction and environmental change can impact a species' survival or extinction.

7 EXTENSION INTERVENTION

1. The following website discusses 1. www.discoveryeducation.com related

Trace Fossils. Students can infer the videos type of environment from the 2. Biodiversity Interactive Module: examples of trace fossils. Stories from the Fossil Record http://paleo.cc/ce/tracefos.htm http://www.ucmp.berkeley.edu/ed ucation/explorations/tours/stories/m 2. www.explorelearning.com GIZMO: iddle/B2.html EXTENSION/ Natural Selection INTERVENTION 3. Consider having students develop their own research question related to changes over time including pursuing research about these topics based on real- world applications (i.e. endangered species, human impact on the environment as it relates to the impact on living things. • Environmental conditions are responsible for changes in traits • Organisms develop new traits because they need them to survive -Traits are passed onto offspring through sexual reproduction resulting in diversity. These variations can then improve or lessen the chance for the organism's survival .

COMMON • Species adapt to environmental changes quickly. -It takes many generations over many years for species to develop

MISCONCEPTIONS adaptations through the inheritance of desirable traits that are helpful for survival.

Strategies to address misconceptions: Misconceptions can be addressed through the use of Discovery Ed video clips, pictures/diagrams, simulations, as well as through the use of models.

Lower level: Provide additional text resources (trade books, articles) that are

appropriate for the reading level of the students. For the group

work, consider mixed grouping strategies. For the Life Has A History Activity, consider having students complete Level 1. Allow students additional time to complete assignments.

Higher-Level: Consider assigning extension activities. Consider having students create their own fossil species with variations for other student to infer a past environment. Customize the instructions based on the interest of the student. Consider allowing the students to create their own activity related to this topic. DIFFERENTIATION

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

8 Textbook Resources: 8th grade Science Textbook

Websites:

• Fossil Collecting in Ohio: https://www.msu.edu/~tuckeys1/education/PROMSE_06/Supplemental%20Material/GeoFacts%2 017%20(Fossil%20collecting%20in%20Ohio).pdf

• Ohio's Fossils Poster: http://geosurvey.ohiodnr.gov/por tals/geosurvey/PDFs/Posters/O hioFair2002_Van%20Doren.pdf • The Fossil Record: • http://woodstown.org/cms/lib4/NJ01001783/Centricity/Domain/8/Texts/ ACS/resources/ab/ch10/act4.pdf

Discovery Ed: ADDITIONAL • Fossil Life: An Introduction [20:39] RESOURCES • Interpreting the Fossil Record [4:26] • Daily Planet: Uncovering Fossils [17:57] Dinosaurs and Mass Extinction[2:07] • What Happened? Extinction of the Dinosaurs [4:09]

Literature: • College level text can be adapted for middle school: The Use of Fossils in Interpreting Past Environments. http://www.ableweb.org/volumes/vol-13/9-breithaupt.pdf • Pellant, Chris. (2009). Fossils. Gareth Stevens Publishing.

Movies/Videos: • Fossil Life in Ohio[videotape]. This is a look at the ancient life which once lived in the oceans that covered Ohio. Fossil remains of plants and animals have been found in Ohio rocks dating back a half billion years. Many plants and animals have become extinct. but some have managed to survive even to this day. This program investigates how fossils are formed; the major types of fossils found in sedimentary rock; and what the lands and seas looked like when this entire area was a shallow sea or a swampy marsh. (1991) -This video can be found at the Columbus Metropolitan Library.

9 GeoFacts No. 6 OHIO DEPARTMENT OF NATURAL RESOURCES • DIVISION OF GEOLOGICAL SURVEY On June 20, 1985, Ohio House Bill 145 designated the trilobite genus Isotelus as the official state invertebrate fossil of Ohio. With the signing of this bill, Isotelus joined Ohio's other official state symbols, which include the ladybug (insect), red carnation (ﬂower), ﬂint (gemstone), cardinal (bird), white-tail deer (animal), tomato juice (beverage), and of course, the state tree, the buckeye.

HOW ISOTELUS WAS CHOSEN AS THE STATE FOSSIL OF OHIO

Ohio has long been known worldwide for the abundant and well-preserved fossils collected throughout the state. Individuals involved in geologically related activities in Ohio, either as professionals or hobbyists, had long thought that Ohio should have an official state fossil. This idea finally became a reality largely through the efforts of two Dayton, Ohio, area elementary school classes, Doris Swabb's third graders at Beavertown School in Kettering and Virginia Evers' fourth graders at St. Anthony School in Dayton. After visiting the Dayton Museum of Natural History (now known as the Boonschoft Museum of Discovery) and viewing a cast of the famous Huffman Dam specimen of Isotelus, the students and teachers came up with the idea of WHAT IS A TRILOBITE? trying to have the Huffman Dam trilobite designated as the official state fossil of Ohio. The students wrote letters to Trilobites are an extinct class of the Representatives Robert L. Corbin and Robert E. Hickey of Phylum Arthropoda, which includes among its Dayton, who agreed to sponsor legislation in the Ohio House living members the horseshoe crab, crabs, of Representatives to make the Huffman Dam Isotelus the lobsters, shrimp, scorpions, spiders, and official state fossil. Senator Charles Horn of Dayton agreed insects. Trilobites first appeared in the fossil to do the same in the Ohio Senate. record about 542 million years ago and The proposal for a state fossil received widespread became extinct about 251 million years ago. publicity in newspapers and on television. Support for the Trilobites lived in marine environments, where idea came from various geologic interest groups throughout they burrowed in sediment, crawled along the the state. Rather than naming only one specimen as the sea ﬂoor, or were free swimming. Most state fossil, the bill, which was drafted with technical trilobites ate assistance from the Division of Geological Survey, actually mud from the sea ﬂoor, whereas others designated the trilobite genus Isotelus as the official state filtered food directly from the water, invertebrate fossil. Ultimately, the bill passed both the Ohio scavenged, or were predators. They grew House of Representatives and the Ohio Senate with little by periodically molting their exoskeleton, a opposition. hard, outer shell similar in composition to Isotelus is a most suitable selection for the state fingernails. Thus, one trilobite could leave fossil. Not only are specimens of this trilobite, or at least behind numerous fossil fragments fragments, moderately abundant in the rocks exposed in representing shed exoskeletons. For defense southwestern Ohio, but they are represented by the Huffman against predators, some trilobites had sharp Dam specimen, which is one of the largest complete spines on their exoskeletons, and all had the trilobites ever collected. ability to enroll, much like the pill bug or armadillo of today, thereby enclosing their legs and softer underside within their hard outer exoskeleton. 10 ISOTELUS AND ITS HISTORY IN OHIO

Isotelus has had a long and illustrious history in Ohio, in terms of both geologic time and scientific study. Isotelus is known from rocks of Ordovician age, about 488 to 443 million years ago. In southwestern Ohio, only rocks of Late Ordovician age (455 to 443 million years ago) are exposed. These rocks consist of about 820 feet of comparatively thin, alternating layers of limestones and shales. These beds were deposited as limy mud and clay on the ﬂoor of a warm, shallow, tropical sea that covered Ohio during the Ordovician. The first serious study of Ohio's Ordovician rocks was undertaken by the first Geological Survey of Ohio in 1837- 1838. At this time John Locke mapped portions of the southwestern corner of the state. Among Locke's many discoveries were partial remains of a large specimen of Isotelus. Because of its size, Locke named the trilobite

Isotelus maximus. He later changed the name to Isotelus FURTHER READING megistos, but today I. maximus is the accepted species name. Locke collected only the pygidium (tail) of the trilobite Eckert, A. W., 1961, The mammoth trilobite of Dayton: Science Digest, July, p. 67-70. but, by proportional comparison, he estimated that the Feldmann, R. M., and Hackathorn, Merrianne, eds., 1996, Fossils of Ohio: complete trilobite would have been about 21 inches in length. Ohio Division of Geological Survey Bulletin 70, 577 p. Foerste, A. F., 1919, Notes on Isotelus, Acrolichas, Calymene, and Perhaps the most famous Isotelus specimen was Encrinus: discovered in 1919 by workmen digging an outlet tunnel Denison University Scientific Laboratories Journal, v. 19, p. 65-82. Hansen, M. C., 1985, Isotelus—Ohio's State Fossil: Division of Geological during the construction of the Huffman Dam on the Mad Survey, Ohio Geology, Summer, p. 1-4. River northeast of Dayton. This giant specimen of Isotelus ______1989, Large Isotelus found: Division of Geological Survey, Ohio Geology, Spring, p. 6. measures 141/2 inches long by 101/4 inches wide. Through Locke, John, 1838, Geological report (on southwestern Ohio): Ohio Division the efforts of Arthur E. Morgan, chief engineer of the Miami of Geological Survey Second Annual Report, p. 201-286. Conservancy District, the trilobite came into the hands of ______1842, On a new species of trilobite of very large size (Isotelus August F. Foerste, a Dayton area high school teacher and megistos): American Journal of Science, v. 42, no. 2, p. 366-368. Shrake, D. L., 1994, Ohio trilobites: Ohio Division of Geological Survey one of Ohio's most renowned and prolific paleontologists. GeoFacts No. 5. Foerste's research association with the National Museum of Natural History (the Smithsonian Institution) in ashington, D.C., resulted in the specimen being transferred to that institution for permanent display. The Huffman Dam trilobite still occupies a prominent position in the paleontological exhibits at the Smithsonian and is still one of the largest, This GeoFacts compiled by Douglas L. Shrake • Revised May complete trilobites of any kind ever collected. 2005

The Division of Geological Survey GeoFacts Series is available on the World Wide Web: www.OhioGeology.com

*This Article has been reformatted by the CCS Science Department.

11 http://www.dnr.state.oh.us/portals/10/pdf/Posters/OhioFair2002_Van%20Doren.pdf

12 Name______Date______Period_____

3-2-1

Title: Ohio's Fossils

Source of Article: The Ohio Department of Natural Resources

3 things you discovered: 1.

2 interesting things: 1.

1 Question you still have: 1. http://www.readwritethink.org/files/resources/lesson_images/lesson951/strategy.pdf

13 Fossil Information: Teacher Page

Ammonite: Ammonite shell shapes were directly linked to their environment. Narrow streamlines shells could withstand a more open water environment, whereas more robust and ornamented forms were structurally stronger but less agile. The most common type of environment for Ammonites was in shallow waters that were calm and gentle closer to a Bay.

Bryozoa: A colonial organism that resembles a coral that lived in temperate-tropical waters. They need a hard or firm substrate (sand grains, rocks, shells, wood etc.) on which to attach or encrust and clear agitated water from which they obtain their suspended food.

Petrified Wood: Thick forest of gymnosperms (ginkos and conifers) that covered much of the Earth during the Triassic period. Volcanic eruptions triggered tremor, lightning and heavy rains, which washed trees from higher elevations down to swampy valleys. This action caused the bark to be striped from the tree and once buried the fossilization process could begin.

14 Gastropod: Gastropods live just about everywhere on Earth - salt water, fresh water, and on land. In the ocean, they live in both shallow, intertidal areas and the deep sea.

Fossil Fern/ Plant Matter: Fossilized plant matter indicates a moist, shaded environment found across the Earth starting with the Cretaceous Period. Most ferns and other plants grew to a size much larger than we see today.

Crinoid Stem: Stalked crinoids live in the deep ocean, in quiet water below the lighted zone where it is too dark for predators to see them. They are attached to the sea floor and therefore cannot escape predators in lighted water. Crinoids attached themselves to the ocean floor (mostly limestone).

Colony Coral: Shallow seas with a water depth of no more than 61 meters (200ft) and in most places much less. Coral lived with Algae and required sunlight to grow. Corals were not affected by torrential water and storms the deeper they planted their roots.

Shark's Tooth: Ancient Sharks lived in the deep oceans for 450 million years. They could have been found at a variety of depths with the exception of the shallow seas, which was home to Crinoids, Corals, and Bryozoans.

Brachiopod: Brachiopods live on the ocean floor. They have been found living in a wide range of water depths from very shallow waters of rocky shorelines to ocean floor three and a half miles beneath the ocean surface. They are known from many places, ranging from the warm tropical waters of the Caribbean to cold Antarctic seas. Fossil brachiopods in sedimentary rocks indicate ancient marine environments.

15 Name:______Date______Period______

Fossil Identification Chart

• Write the Fossil name; Draw a picture; Predict the environment in which the fossil lives

Name of Fossil 1: Name of Fossil 2: Name of Fossil 3:

Where does it live: Where does it live: Where does it live: Name of Fossil 4: Name of Fossil 5: Name of Fossil 6:

Where does it live: Where does it live: Where does it live: Name of Fossil 7: Name of Fossil 8: Name of Fossil 9:

Where does it live: Where does it live: Where does it live:

• Possible Environments: Forest, Deep Ocean, River Beds, Intertidal area. Alluvial Fan, Coastal Plain, Shallow Seas, and Beaches.

16 Name: ______Date______Period______Google: Life Has A History

-Click on 1st website then Click on Level 2

1. How many different species of living things do you think exist on Earth today? ______

2. Of the species identified today, how many are: Arthropods? ______Roundworms? ______Molluscs? ______Flatworms? ______Mammals? ______Land Plants?______Fungi? ______Protists? ______

3. If the pictures of the various life forms show the relative number of organisms alive today, which group would be the largest? ______

4. The diversity of life we have today is the result of ______. The easiest way to define evolution just takes three words: ______.

Click on one the images for a peek at life at sea. A. 470 Million Years Ago - ______Period What were the dominant predators at sea?

What are a few of their relatives?

B. 160 Million Years Ago - Middle ______Period What animals dominated the land?

What were two vertebrates that lived in the sea?

C. The Ocean Today - Cenozoic Era ______provide habitats for a staggering number of life forms. Look at the bottom picture. Name as many marine organisms that you can that live in this habitat.

5. The history of Earth can be traced back ______years.

17 Explore the timeline to discover the dates of other important events. Put the major events in order of their occurrence beginning with the formation of Earth. Click on the box on the timeline where you think each event should appear. Then write the correct event in the chart below.

6. How do we know these events took place? Well, we look at evidence. One of the best sources of evidence is: ______

7. Find each type of Fossil. Write a fact about each one. Foram: ______T- Rex: ______Brachiopod:______

8. What do fossils help us to understand? ______

9. Click on the word "Therapods", "Birds", and "Modern Birds" to see how shared features help us put closely related organisms into groups. How did the teeth change from the Therapods to the Birds to the Modern Birds?

All mages are from: 10. Continue to explore to the end. i

18 Google: Life Has A History Answer Key Name: ______

-Click on 1st website Date: ______- Click on Level 2

1. How many different species of living things do you think exist on Earth today? __30 million years______

2. Of the species identified today, how many are: Arthropods? __1,000,000______Roundworms? ___25,000______Molluscs? __70,000______Flatworms? _____20,000______Mammals? _____4,600______Land Plants?_____287,000______Fungi? _____72,000______Protists? ______80,000______

3. If the pictures of the various life forms show the relative number of organisms alive today, which

group would be the largest? ______Arthropods______

4. The diversity of life we have today is the result of __evolution______. The easiest way to

define evolution just takes three words: _____change______through______time______.

Click on one the images for a peek at life at sea.

A. 470 Million Years Ago - ___Ordovician ______Period What were the dominant predators at sea?

Cephalopods

What are a few of their relatives? Squids and Octopus

B. 160 Million Years Ago - Middle ___Jurassic______Period What animals dominated the land? Dinosaurs

What were two vertebrates that lived in the sea? Ichthyosaur and Ammonite

C. The Ocean Today - Cenozoic Era

___Coral______Reefs______provide habitats for a staggering number of life forms. Look at the bottom picture. Name as many marine organisms that you can that live in this habitat.

5. The history of Earth can be traced back __over 4 billion______years. Explore the timeline to discover the dates of other important events.

19 Put the major events in order of their occurrence beginning with the formation of Earth. Click on the box on the timeline where you think each event should appear. Then write the correct event in the chart below. First Life First Multi-Cell First Fish Life

First Land Plants First Dinosaurs Dinosaur Modern Humans Extinction

6. How do we know these events took place? Well, we look at evidence. One of the best sources of evidence is: ____Fossils______

7. Find each type of Fossil. Write 1 fact about each one. Foram: ______answers may vary______T- Rex: ______answers may vary ______Brachiopod:______answers may vary ______

8. What do fossils help us to understand? ______...how life forms are related______

Continue to explore to the end.

20 Inheritance GIZMO: www.explorelearning.com - Teacher Page This is a whole-class activity using only the simulation. Individual computers and GIZMO lesson materials are not necessary.

1) Log-on to the explorelearning website and project the Inheritance GIZMO for the class to see.

2) Consider using student volunteers to manipulate the simulation either on the Smartboard or computer.

3) Make sure the Sexual Reproduction tab is selected.

Simulation Tasks/Probing Questions: 1. Form a hypothesis: Which traits do you think are passed down from alien parents to their offspring, and which traits are not? Explain.

2. What is the difference between inherited and acquired traits?

3. Suppose a human child had a mother with dyed-pink hair and a father who was missing a finger (lost in an accident). Would the child inherit these traits? Explain.

21 Name: ______Date: ______Period______

Student Exploration: Inheritance

Vocabulary: acquired trait, asexual reproduction, clone, codominant traits, dominant trait, offspring, recessive trait, sexual reproduction, and trait

Get the Gizmo ready: Activity A: • Select Sexual reproduction. Inherited traits • Drop all remaining aliens (if any) in the Exit hole.

Question: Are all parental traits inherited by offspring?

1. Observe: In sexual reproduction, two parents pass traits to the offspring. Create and breed a variety of aliens. Discuss the observations with your neighbor.

2. Form a hypothesis: Which traits do you think are passed down from alien parents to their offspring, and

which traits are not? Explain. ______

______

3. Experiment: Set the Food supply to 2 bushes. Create two identical parents with thick bodies, green skin, curly antennas, and triangle tattoos. Make two offspring and record their traits in the table below.

Offspring Body type Skin Color Antenna shape Tattoo Offspring 1 Offspring 2

4. Analyze: Compare the offspring traits to the parent traits.

A. Which traits were passed from parents to offspring? ______

B. Which traits were not passed down? ______

Traits that are not passed down (not inherited) are called acquired traits.

5. Investigate further: Create offspring with a few different levels of Food supply. How does food supply affect the body type of offspring?

______

6. Think and discuss: Suppose a human child had a mother with dyed-pink hair and a father who was missing a finger (lost in an accident). Would the child inherit these traits? Explain.

______

*Worksheet adapted from www.explorelearning.com

22 Name______Date______Period______

Peppered Moths of the 1850's The bark of the trees around Manchester, England was covered with white lichens before the Industrial Revolution. Light colored peppered moths that rested on the trees were camouflaged against bird predators, while dark colored moths were easily preyed upon.

During the 1850s many areas in England began to industrialize, causing an increase in air pollution. The soot and smoke particles in the air killed the lichen covering the trees and caused the trunks of the trees to turn black with soot.

http://www.flutterbyinfo.com/what-about-the-peppered- http://www1.umn.edu/ships/db/kettlewell.ht

The table below represents a change in the number of light and dark colored moths within the peppered moth population over a period of 6 years from the beginning of industrialization.

End of Year # of Light Moths # of Dark Moths 1 556 64 2 537 112 3 484 198 4 392 210 5 246 281 6 225 357

On the graph paper, graph the information from the chart above. • Let the y-axis be the number of moths and the x-axis the end of the year. • Be sure to label both the x-axis and y-axis. • Use an appropriate scale. • Provide a key

23 Name______Date______Period_____

KEY

Name______Date______Period______

Questions:

1. Based on your graph, what do you notice about the change in moth

population?

______

2. Explain how the environment changed prior to the change in moth population. ______

______

3. Explain how the moth variation played a role in the survival of the species after the change in environment occurred,

______

4. Describe an example in which a species did not survive after an environmental change occurred.

______

25 Name_ TEACHER ANSWER KEY __Date______Period_____

KEY

Light Moths

Dark Moths

600

500

400

300

Moths Moths # of # of

200

100

1 2 3 4 5 6

End of the Year

26 Name TEACHER ANSWER KEY ___Date______Period______

Questions:

1. Based on your graph, what do you notice about the change in moth population? The number of black moths increased, and the number of white moths ______increased. ______

2. Explain how the environment changed prior to the change in moth population. ______The white colored trees were covered in black soot due to the pollution caused by the industrial revolution.

3. Explain how the moth variation played a role in the survival of the species after the change in environment occurred,

The color variation of the moths, allowed for survival of the species since the white black moths were now more adapted. Had there not been any variation in the species when the environment changed, the peppered moth species most likely would have become extinct in this area due to predation.

4. Describe an example in which a species did not survive after an environmental change occurred.

One theory of Dinosaur extinction is that the environment changed due to a meteor striking Earth's surface, impacting the environment. The dinosaurs were not able to adapt to the sudden environmental changes and became extinct.

27 Teacher Page

How to read/use Inferring Ancient Environments from Fossil Foraminifera

• This activity is organized similar to a High School/ College level formatted laboratory exploration. The background information (Introduction to the Foraminifera and Introduction to Petroleum Geology) is included as aids for both teacher and student and should be included in the packet.

• The role of the teacher is to facilitate the activity. Students will be asked to use background knowledge (from previous unit on Geologic Time as well as the provided material) and apply it to an unfamiliar situation based on their interpretation of charts and maps. (The steps of the Scientific Process are labeled in each section of this activity).

• The students will be asked to organize the data already collected and reported in maps and charts while answering comprehension questions about the data.

• Encourage students to continually read the background information as they answer the questions in the activity.

• The final product will include students making a "scientific recommendation" based on their findings as to simulate what an actual scientist does in their particular field.

• This lesson has been adapted for students from the following website: http://www.ucmp.berkeley.edu/fosrec/Olson3.html.

Teacher ONLY background information:

• When the San Joaquin Valley first formed it was an inland sea between two mountain ranges. This configuration remained even after formation of the San Andreas fault. However, as the volcanic cover of the Sierras was eroded off, the resulting sediment was dumped into the Valley below. At the same time, The Coast Ranges was also being worn down and dumped into the valley. Thus, the inland sea was filled to create the continental basin we know today.

28 Introduction to the Foraminifera

• In order to complete this activity, the student should have a concept of the foraminifera and how different benthic (ecological region at the lowest level of a body of water) foraminifera prefer a particular environment that is associated with a certain water-depth.

• The background knowledge the students received from the previous unit (Geologic Time) will also be extremely helpful in completing this activity.

• Introduce the concept that benthic foraminifera live in a preferred environment; but, after their death their shells may be transported to a different environment. Transportation occurs downslope due to gravity processes. Therefore, in a sample the students will find a mixture of foraminifera, specifically a death assemblage, representing foraminifera living at one time in that environment and foraminifera transported from shallower water-depths into that environment.

• Foraminifera (forams for short) are single-celled protists with shells. Their shells are also referred to as tests because in some forms the protoplasm covers the exterior of the shell. Depending on the species, the shell may be made of organic compounds, sand grains and other particles cemented together, or crystalline calcite. Fully grown individuals range in size from about 100 micrometers to almost 20 centimeters long.

Source: http://www.foraminifera.eu

A typical foram: In the picture about, the dark brown structure is the test, or shell, inside which the foram lives. Radiating from the opening is fine hair like reticulopodia, which the foram uses to find and capture food.

29 Introduction to Petroleum Geology

• Petroleum refers to any naturally occurring hydrocarbons that are found beneath the surface of the earth, no matter whether these hydrocarbons are solid, liquid or gas. The solid and semi-solid forms of petroleum are called asphalt and tar. Whereas liquid petroleum is called crude oil if it is dark and viscous, or condensate if it is clear and volatile. And of course there is natural gas, which can be associated with oil, or found entirely by itself.

• Several geologic elements are necessary for oil and gas to accumulate in sufficient quantities to create a pool large enough to be worth producing. These elements include an organic-rich source rock to generate the oil or gas, a porous reservoir rock to store the petroleum in, and some sort of trap to prevent the oil and gas from leaking away. Traps generally exist in predictable places - such as at the tops of anticlines, next to faults of sandstone beds, or beneath unconformities.

Geologic History of the San Joaquin Basin http://www.sjvgeology.org/oil/exploration.html

http://www.sjvgeology.org/geology/index.html • The San Joaquin Valley is a sediment-filled depression, called a basin, which is bound to the west by the California Coast Ranges, and to the east by the Sierra Nevadas. It is classified as a forearc basin, which basically means that it is a basin that formed in front of a mountain range. • The Valley dates back more than 65 million years ago to the Mesozoic, when subduction was taking place off the coast of California. However, the plate tectonic configuration of western North America changed during the Tertiary, and the ancient trench that once characterized offshore California was transformed into a zone of right-lateral strike-slip motion that we know today as the San Andreas Fault.

30 Inferring Ancient Environments from Fossil Foraminifera Name:

Date:

Follow the instructions given below and those of your teacher to complete this activity.

(Problem) Task: As a research scientist for Earthquest Inc., you have been assigned to work in a field area in the southeastern part of the San Joaquin Basin of California. Earthquest Inc. is interested in the Miocene rocks of this area because other parts of the basin (the rock is the same age) contain petroleum reserves under the surface. Your job is to collect samples and discover what environments were present here approximately 6 Mya.

• Examine Figure 1 to learn about the habitats of benthic foraminifera (forams) during Miocene time 6 million years ago. For this exercise, the Miocene ocean is divided into four zones based on water- depth o 1) 0 - 50 m 2) 50-150 m 3) 150-500 m 4) 500-1500 m

• The names of the foraminifera, which prefer each environment, are listed and a drawing for each species is shown.

Hint: beach sands have been found to be good reservoir rocks for containing oil. Silt and clay sediments with abundant organic material deposited in water- depths of greater than 1,000 m have been found to be good source rocks for oil. Your job is to evaluate the potential for both good reservoir rock and source rock in the study area.

(Data Collection) Figure 1 (on the next page). This diagram illustrates which particular species of foraminifera lived on the ocean floor at the four different water-depth intervals marked on the right side of the diagram. Remember that after the forams die, they may be transported downslope into deeper water. For example, you can see that species Hanzawaia boueana and Lagena hexagona live on the seafloor at water depths of 50 to 150m. However when they die they may be transported into deeper water by gravity. This would mean you might find these species in samples deeper than expected.

Questions Figure 1 1. Which species of Forams are most common at depths of 0-50m?

2. Which species of Forams are most common at depths of 50-150m?

3. Which species of Forams are most common at depths of 150m-500m?

4. Which species of Forams are most common at depths of 500m-bottom of the basin?

32 Figure 2 (below): is a map of the different area you chose to sample in the study area. Notice that the Sierra Nevada Mountain Range borders the basin you are studying to the east. There are 10 samples collected from Miocene rocks. You prepare the sample material to obtain any foraminifera from the rock. Next, you examine the fossil material and sediment under a microscope. Your analysis of the various samples is shown in Figure 3. (You will use this map to draw the locations of each sample).

Figure 2. This map illustrates the location of various samples taken from Miocene rocks in the San Joaquin Basin of California. All of the samples represent the same time during geologic history.

33 Figure 3 (below): This diagram illustrates which particular species of Forams obtained from the sample locations from Figure 2. Remember that after Forams die, they may be transported downslope into deeper water; however you would not find them in samples upslope. Example, the species Hanzawaia boueana can be found deeper than 150 m, but not at a depth of 10m.

34 (Data Analysis) Questions Figures 2 & 3

1. You must now make an interpretation for water-depth for the various samples you have analyzed. Notice that each box displays the various foraminiferal species found in the sample. Compare each sample in Figure 3 with the key to Miocene environments in Figure 1. In the blank for paleo-water-depth interpretation under each sample, put a water-depth range inferred from your analysis. Notice that Sample 2 has been interpreted for you.

2. What would cause the lack of foraminifera in Sample 9? Look at the sample's

position relative to other samples on the map in Figure 2.

______

3. After you have made an interpretation for each sample, mark these paleo water-depth numbers on your map (Figure 2). Notice that the interpretation for Sample 2 has been done for you.

4. Look at the distribution of water-depths on your map. Based on this information could you give an estimate of where the beach was located during Miocene time in the study area?

5. Using a colored pencil, highlight and label the potential direction of the beach (shoreline) and its location.

6. Do you see potential for source rocks in the study area during this time (go back to the introduction on petroleum for help)?

7. Highlight and label the potential source rock area with a different colored pencil. State your recommendation to Earthquest Inc. below.

35 (Conclusion) 1. Recommendation on reservoir rock:_____present_____absent.

2. Recommendation on source rock:_____present_____absent.

3. Description of the general environment of this area during Miocene time:

36 Inferring Ancient Environments from Fossil Foraminifera Name:

Answer Key Date:

Follow the instructions given below and those of your teacher to complete this activity.

• The names of the foraminifera, which prefer each environment, are listed and a drawing for each species is shown.

Hint: beach sands have been found to be good reservoir rocks for containing oil. Silt and clay sediments with abundant organic material deposited in water-depths of greater than 1,000 m have been found to be good source rocks for oil. Your job is to evaluate the potential for both good reservoir rock and source rock in the study area.

(Data Collection) Figure 1 (on the next page). This diagram illustrates which particular species of foraminifea lived on the ocean floor at the four different water-depth intervals marked on the right side of the diagram. Remember that after the forams die, they may be transported downslope into deeper water. For example, you can see that species Hanzawaia boueana and Lagena hexagona live on the seafloor at water depths of 50 to 150m. However when they die they may be transported into deeper water by gravity. This would mean you might find these species in samples deeper than expected.

Questions Figure 1 1. Which species of Forams are most common at depths of 0-50m?

Nonion costiferum and Quinqueloculina akneriana

2. Which species of Forams are most common at depths of 50-150m?

Hanzawaia boueana and Lagena hexagona

3. Which species of Forams are most common at depths of 150m-500m?

Uvigerina peregrine and Valvulineria californica

4. Which species of Forams are most common at depths of 500m-bottom of the basin?

Bolivina granti and Bolivina marginata multicostata

5. Why do you think that certain Forams live at a particular depth? Explain why the Bolivina granti species could not survive at a depth of 150-500m below sea level? (Answers should relate to diversity) Through species diversity each Foram developed particular features that benefit them for the environment in which they live. For example, a species of Foram found in the rough, shallow part of the basin has developed different features than that of a species from the calm depths of the basin. No, the Bolivina granti species of Foram could not survive at a shallower depth due to the specific characteristics it developed for deep water. 38 Figure 2 (below): is a map of the different area you chose to sample in the study area. Notice that the Sierra Nevada Mountain Range borders the basin you are studying to the east. There are 10 samples collected from Miocene rocks. You prepare the sample material to obtain any foraminifera from the rock. Next, you examine the fossil material and sediment under a microscope. Your analysis of the various samples is shown in Figure 3. (You will use this map to draw the locations of each sample).

Figure 2. This map illustrates the location of various samples taken from Miocene rocks in the San Joaquin Basin of California. All of the samples represent the same time during geologic history.

39 Figure 3: This diagram illustrates which particular species of Forams obtained from the sample locations from Figure 2. Remember that after Forams die, they may be transported downslope into deeper water; however you would not find them in samples upslope. Example, the species Hanzawaia boueana can be found deeper than 150 m, but not at a depth of 10m. For Answers see Figure 2

40 (Data Analysis) Questions Figures 2 & 3

2. What would cause the lack of foraminifera in Sample 9? Look at the sample's position

relative to other samples on the map in Figure 2. Sample 9 came from the Serria

Nevada Mountains; this location was not underwater during the Miocene.

3. After you have made an interpretation for each sample, mark these paleo water- depth numbers on your map (Figure 2). Notice that the interpretation for Sample 2 has been done for you.

4. Look at the distribution of water-depths on your map. Based on this information could you give an estimate of where the beach was located during Miocene time in the study area? The beach will be located in-between sample 9 and samples 2 &10

5. Using a colored pencil, highlight and label the potential direction of the beach (shoreline) and its location.

6. Do you see potential for source rocks in the study area during this time (go back to the introduction on petroleum for help)? yes

7. Highlight and label the potential source rock area with a different colored pencil. State your recommendation to Earthquest Inc. below.

41 (Conclusion) 1. Recommendation on reservoir rock:___X__present_____absent.

2. Recommendation on source rock:__X___present_____absent.

3. Description of the general environment of this area during Miocene time: Answers can vary as long as an ocean type of environment is described. An incorrect answer would include dessert, grasslands or mountains.

______

42 8th Grade Science Unit: Asexual and Sexual Reproduction Unit Snapshot

Topic: Species and Reproduction

Grade Level: 8 Duration: 10 days Summary The following activities engage students in exploring asexual and sexual reproduction through various demonstrations, activities, and use of technology. Students will also discover the use of genetic modification as a scientific alternative to this natural process.

CLEAR LEARNING TARGETS "I can"statements ______explain that every organism alive today comes from a long line of ancestors who reproduced successfully every generation. ______describe reproduction as the transfer of genetic information from one generation to the next. ______predict the probability of traits that can occur with mixing of genes from two individuals (sexual reproduction). ______use a model to represent the transfer of genes from one individual to the next generation (asexual reproduction). ______compare the characteristics of asexual and sexual reproduction. (identical v. unique offspring; low energy expenditure v. high energy expenditure; short amount of time v. longer gestation, etc.) ______compare meiosis and mitosis, their phases and purposes. Activity Highlights and Suggested Timeframe Engagement: Students will identify and define concepts and processes of sexual Days 1 and asexual reproduction; and identify and describe similarities, distinctions, advantages, and disadvantages of sexual and asexual reproduction through a chromosome manipulation simulation activity. Exploration: Students will explore various species to discover that all species

Days 2-3 reproduce to survive and their reproductive, growth and death history can be described as a cycle through the Reproduction and Life Cycles Music video, research, and creating an Info-Sheet. Explanation: Students will understand the basic differences between sexual and Days 4-5 asexual reproduction as well as basic differences between mitosis and meiosis through guided media viewing and reading. Elaboration: Students will critically analyze popular urban myths about genetically Days 6-8 modified products for bias and validity. Students will write a supported argument about genetic modification in our food industry.

Evaluation: Students present claims and findings, emphasizing salient points in a

focused, coherent manner with relevant evidence, sound valid reasoning, and well- Day 9 chosen details; use appropriate eye contact, adequate volume, and clear and on-going pronunciation through student presentations of arguments; A teacher-created

short cycle assessment will be administered at the end of the unit to assess all clear learning targets.

Extension/Intervention: Based on the results of the short-cycle assessment, facilitate Day 10 extension and/or intervention activities. 1 LESSON PLANS NEW LEARNING STANDARDS: 8.LS.2 Reproduction is necessary for the continuation of every species. • Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing of genes from two individuals (sexual reproduction). It can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things.

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate laboratory safety techniques to construct their knowledge and understanding in all science content areas: • Asking questions (for science) and defining problems (for engineering) that guide scientific investigations • Developing descriptions, models, explanations and predictions. • Planning and carrying out investigations • Constructing explanations (for science) and designing solutions (for engineering)that conclude scientific investigations • Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and interpret data • Engaging in argument from evidence • Obtaining, evaluating, and communicating scientific procedures and explanations *These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf CCSS.ELA-Literacy.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. CCSS.ELA- Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

STUDENT KNOWLEDGE: Prior Concepts Related to Species and Reproduction Grades 3-5: Individual organisms inherit many traits from their parents indicating a reliable way to transfer information from one generation to the next. Grades 6-7: Modern Cell Theory states cells come from pre-existing cells.

Future Application of Concepts High School: The details and importance of gamete formation are studied.

2 MATERIALS: VOCABULARY: Engage Primary • E. Coli visual aid Asexual Reproduction • Chromosome Templates Bacteria • Exit Tickets Chromosome Explore Clone • Salmon Life Cycle Song Female http://www.youtube.com/watch?v=qV30U Fertilization Z9aF04 Gamete • Salmon Life Cycle Info Sheet Genetic Modification (GM) Specie Reproduction Exploration M al e Explain Media Bias • Sexual Reproduction worksheet Meiosis • Asexual Reproduction worksheet Mitosis • Reproduction Venn Teacher Resource Sexual Reproduction (teacher use only) Zygote

Secondary Identical Elaborate Unique • Some Horrible Facts about KFC • KFC Genetically Modified Chicken - Urban Myth Research (teacher use only) • KFC Genetically Modified Chicken Video Response • Genetically Modified Foods Argument Rubric

• All lab safety rules, procedures, and precautions should be SAFETY followed

Engage • Print or project VISUAL AID: "E. coli." ADVANCED • 2. Prepare Chromosome templates from supplementary page by PREPARATION copying and cutting apart, so that small groups of students have five per group (for sexual reproduction) and that the teacher has at least two (for asexual reproduction).

Objective: Identify and define concepts and processes of sexual and asexual

reproduction; and identify and describe similarities, distinctions, ENGAGE advantages, and disadvantages of sexual and asexual (1 day) reproduction. (What will draw students into What is the teacher doing? What are the students doing? the learning? How will you Chromosomes (Day 1) Chromosomes (Day 1) determine what your students Part I: Asexual Reproduction Part I: Asexual Reproduction already know about the topic? • Describe to students 1. Students will begin identifying What can be done at this point to identify and address chromosome as a container of five characteristics of the E.

misconceptions? Where can information, a way of Coli visual aid.

connections be made to the packaging characteristics real world?) about organisms so that those

details might be passed on through reproduction. 3 • Display for students the VISUAL AID: "E. coli" and solicit descriptions of apparent characteristics to list on chromosome template. (Note: bacteria chromosomes are circular.) • Note: It may be helpful to point out that even though E. coli looks a bit different in each of the images, differences are only due to dyes or digital tinting for the purpose of highlighting characteristics of the organism. • Once the class has come up 2. In groups of two to three, with five characteristics students will use their (examples, in case class has chromosome templates to difficulty: round, cylindrical, write all of the abbreviated flagella, rough surface, genes the bacteria have. tendency to cluster), print a different characteristic (by appropriate initials, in capital letters) in each of the five sections of one of the chromosome templates. • After the class sees the representation of one E. coli bacterium on a chromosome, 3. Students will simulate asexual place another blank reproduction by taking chromosome on top of the another blank chromosome completed one and trace the template and tracing the capital letters onto the blank completed chromosome. one and then separate the two, simulating asexual reproduction. Highlight that the two resulting individuals have identical characteristics and no variation has occurred.

• Note: If appropriate and desired, students might be shown the E. coli colony animation located at http://www.youtube.com/wat ch?v=gEwzDydciWc to see a brief depiction of the way bacteria reproduce and grow.

4 Part II: Sexual Reproduction Part II: Sexual Reproduction • Solicit from class discussion 4. Next students will look at 5 about traits we/they share binary characteristics (i.e. such as hair color; eye color; Brown hair has the allele tall/short; toe length (if second pairing of BB or Bb) toe is longer than big toe); tongue (if it curls or not). Display five of these singular traits, in capital letter initial form, along with their opposite, in matching lower case letter initial form, for the class to see. For example (simplified), list hair color as "B" for brown hair and "b" for red/blonde/black hair. • Divide students into groups of two or three, and distribute to 5. Students will create two each group five blank chromosomes that will chromosome templates. contain their five identified Instruct them to fill in two of traits (i.e. Brown hair will be these templates with trait identified by one letters from those displayed, chromosome having a "B" selecting either a capital letter trait and in the same row on the or a lower case letter trait for each second chromosome they will of the two templates' sections. put another "B" or "b" • After they have completed completing the binary allele.) the two individual chromosomes, have groups 6. Students will then take their copy them exactly to two chromosome pair and split it to other chromosomes, similar to create a gamete (sex cell) the E. coli's asexual reproduction. Explain here that copies created can represent reproductive cells - sperm cells for males, egg cells for females. These cells are not organisms and cannot live and grow on their own the way a 7. Students will trade gametes bacteria can, these with a partner and create a reproductive cells must new organism with both of combine to form a new their chromosomes. organism.

• Critical Thinking Activity: Genes and Their Effects. After 8. Students will then look at the student groups have traits their newly created completed this simulation of zygote possesses. sexual reproduction, keep them in their groups and ask them to reflect on the resulting individual. How is this individual similar to its "parents?" How is it

5 different? If parent chromosomes had included different traits, how would this have changed the resulting offspring? • Considering these models for 9. Students will discuss the reproduction, discuss with advantages and students the differences, disadvantages of sexual and highlighting that the first asexual reproduction, and method not only took less time, complete an exit ticket. required fewer participants and less activity (or expended energy.) • Ask which form of reproduction resulted in unique offspring and which resulted in identical offspring.

Objective: Students will explore various species to discover that all species reproduce to survive and their reproductive, growth and death history can be described as a cycle. What is the teacher doing? What are the students doing? Salmon Life Cycle (Day 2) Salmon Life Cycle (Day 2)

• Explain that in the video

students are about to watch that

the stages of a salmon's life will

be depicted. Instruct

students to jot down the names of each of these stages as

they view the media. • Teacher displays video Salmon 1. Students actively view a Life Cycle Song music video about the life http://www.youtube.com/wat cycle of salmon. EXPLORE ch?v=qV30UZ9aF04 2. Students take notes about the (2 days) • Distribute the Salmon Life stages of a salmon's life. (How will the concept be Cycle Info Sheet. Ask students developed? How is this relevant to compare their notes from 3. Students discover that the to students' lives? What can be done at this point to identify the video to the diagram stages in the life of a salmon and address misconceptions?) displayed on the Info sheet. In can be depicted in a circular what shape are the stages diagram called a life cycle organized? (circular) Do diagram and salmon salmon reproduce sexually or reproduce sexually. asexually? (sexually) How do you know? (egg + sperm) • Tell students to buddy 1. read and 2. highlight the main 4. Students locate main ideas in points about the stages of life a text about the life of a of a salmon 3. underline salmon. interesting details

6 Specie Reproduction Exploration Specie Reproduction Exploration (Days 2-3) (Days 2-3) • Distribute Specie Reproduction 5. Student collaborative groups Exploration (1 worksheet can of 3-4 research a specie and be copied for groups of 3-4 create an Info-sheet similar to students) the salmon example. This can be hand-drawn or completed • Explain the exploration activity on a computer. to the students. In collaborative groups, students will research a specie, draw a life cycle diagram and highlight 3 interesting details 6. Students explain to the about the specie. teacher whether their specie • Have each group choose one reproduces sexually, of the organism groups (do not asexually, or both. repeat choices) and begin working. • Facilitate group work while formatively assessing the students' understanding of sexual/asexual reproduction. Objective: Students will understand the basic differences between sexual and asexual reproduction (Day 4). Students will understand the basic differences between mitosis and meiosis (Day 5).

What is the teacher doing? What are the students doing? Sexual vs Asexual Reproduction Sexual vs Asexual Reproduction Videoclips (Day 4) Videoclips (Day 4) • Teacher instructs students to 1. Students are recognizing, write down as many writing, and sharing content vocabulary words from the specific vocabulary in media. song as they hear them. • Teacher shows video. Vascular

EXPLAIN Plant Reproduction, What a Wonderful World (2 days) (What products could the http://www.youtube.com/wat students develop and share? ch?v=35vPjdTNRU0 How will students share what • Students share the captured they have learned? What can be vocabulary as the teacher done at this point to identify and 2. Students are using content address misconceptions?) makes a list on the board. • Distribute "Sexual vocabulary to complete a Reproduction" worksheet and go script from a media over directions. presentation. • Show video. Sexual 3. Students use acquired Reproduction vocabulary to discuss and http://www.youtube.com/wat answer questions in response to ch?v=tFZeyFbBLXE media. • As a class, go over the answers and teacher corrects and 4. Students continue using dispels misconceptions. content vocabulary to complete a script from a media presentation.

7 • Now, students will watch a 5. Students use acquired video about asexual vocabulary to discuss and reproduction, while filling the answer questions in response blanks on a cloze worksheet. to media. Distribute Asexual Reproduction" worksheet. • Show video. Asexual Reproduction http://www.youtube.com/wat ch?v=jk2RJm5RBEk • Student pairs answer the questions on the remainder of the video, as teacher walks around checking for comprehension. • As a class, go over the answers and teacher corrects and dispels misconceptions. • Draw a large Venn diagram on 6. Students categorize the board. (see Reproduction reproduction characteristics Venn Teacher Resource) into sexual/asexual. • One at a time, name a bulleted characteristic of either form of reproduction and have students decide in which area you should write it. • Pose the critical thinking 7. Students apply knowledge questions to students for gained from the videos to discussion. real-world situations.

Close Text Reading (Day 5) Close Text Reading (Day 5) • Distribute Guided Reading 8. Students read about the cell handout cycle. one per student • Set the purpose for reading, 9. With a reading buddy, "You are going to read a text students read and complete the selection to find specific guided reading handout about information." mitosis. • Teacher models think-aloud while reading • Teacher asks, "How is reading a diagram for information similar and different from 10. Students orally compare and reading a text passage?" contrast reading a diagram v. t ex t . • Teacher models the use of a venn diagram for organizing 11. Students compare and comparison/contrasting contrast mitosis and meiosis information. by drawing and completing a • Teacher formatively assesses Venn diagram in their the students' understanding interactive notebook, journal, and makes notes for or on a separate piece of acceleration. blank paper.

8 • Teach students a pneumonic for remembering, which is which and ask students to recite it. • "My Oh my! My sis came 12. Students recite the about after my parents' pneumonic poem. meiosis, but a cell in my toes is reproduced by mitosis."

Objective: Students will critically analyze popular urban myths about genetically modified products for bias and validity. Students will write a supported argument about genetic modification in our food industry. What is the teacher doing? What are the students doing? A lesson in Genetic Engineering and

BIAS (Days 6-8) • Instruct students to read the

severely slanted article. "Some Horrible Facts about KFC!!!!" Do

not tell them it is severely slanted.

• ***Note: This lesson has a three-

fold objective. Students

conduct research and justify

an opinion on genetic

engineering. The teacher is modeling real-world research (secretly at first), in which the students are experimental ELABORATE variables. Recognizing bias in (3 days) media is discussed as a (How will the new knowledge twenty-first century skill. be reinforced, transferred to • After instructing the students to 1. Students are viewing a video new and unique situations, or identify the problem being to identify a problem, which integrated with related concepts?) discussed in the article, can be solved by scientific teacher shows video study.

http://www.youtube.com/wat

ch?v=-rX-qnZgxhI

• Distribute KFC Genetically

Modified Chicken Video

Response (Students do not

put their names on this.)

and have students respond to

the video.

• Ask students to share the 2. Students are formulating and problem and write their writing questions/problems for ideas on the board. scientific research. • Teacher silently gathers

formative assessment data on their willingness to take the information at face value. (See KFC Genetically Modified Chicken - Urban Myth Research)

9 • Share the purpose, procedure and results of the experiment with the class. • Ask students to analyze the 3. Students analyze the data data and share their and discuss the conclusion conclusion with a partner. with a partner. • Ask students to share their analysis and formulate a paraphrased consensus conclusion by completing this statement. "Our hypothesis was (supported or not supported) by our data. % of the class believed the 4. Students formulate a information presented in the conclusion using data video, while % w as evidence for support. skeptical. • Ask students how they could 5. Students suggest ways to improve or modify this increase the validity of the experiment. Answers may vary experiment. but if it is not suggested, guide them to suggest increasing the sample size by repeating the experiment with more students, or also by sampling younger students/adults, etc. • Add one of their suggestions to the conclusion.

• Discuss the meaning of "bias, a 6. Students review the concept preference for one thing over of experimental bias. another." • Ask the students why you did 7. Students apply the concept not let them know you were of bias to their participation conducting research before in the experiment. showing the video or having them complete their reactions. (This would have influenced their responses and possibly have introduced bias into the results. • Ask students to hypothesize a 8. Students transfer their meaning for media bias. knowledge of bias to a (Reporting information from a media context. preferred viewpoint with or without the intent of swaying the opinions of viewers / readers.) • Ask students if the producers of 9. Students apply their this video were biased. (Yes, discoveries to a real-world they present genetically situation. modified chicken as a bad thing. Someone else may think it is scientific advancement.) 10 • Ask, "If you are to be an 10. Students propose solutions to informed member of society, reduce the effects of media what should you do before bias. forming an opinion on a topic?" (research different viewpoints , check the validity of sources, etc.) • Invite the students to research 11. Students research genetically modified foods. genetically modified foods. • Assign the students to write (or blog in a discussion forum and print) an opinion paper, on genetically modified foods, which cites valid evidence to support their opinion. • Distribute Genetically Modified 12. Students write an opinion Foods Argument Rubric. Go paper on genetic over criteria for a high scoring modification in foods. paper. Be certain to emphasize that the paper must include the role reproduction plays in the modification. Instruct students to begin researching with a partner. Stress that the paper is written independently, but may be edited with a partner, prior to revision and publication. • Assess their written argument using the rubric, making note of intervention needs. • Students share their papers by reading them aloud to the class. • Teacher may choose to hold a debate in which teams of like- minded students debate teams with opposing viewpoints.

Objective: Student presents claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid EVALUATE reasoning, and well-chosen details; use appropriate eye contact, adequate (on-going) volume, and clear pronunciation. (What opportunities will Formative Summative students have to express their How will you measure learning as it occurs? What evidence of learning will demonstrate to thinking? When will students • Consider developing a teacher- you that a student has met the learning reflect on what they have created formative assessment objectives? learned? How will you measure learning as it occurs? What 1. Student discussion in Engage. 1. During sharing of papers or evidence of student learning 2. Specie Reproduction Info-Sheet debate, students can articulate will you be looking for and/or collecting?) (Explore) the knowledge gained about 3. Answers to Sexual and Asexual reproduction to explain how a Reproduction questions on food item is genetically modified worksheets (Explain) and what effects this modification 11 4. Venn diagram comparing and can have on the consumer and contrasting sexual and asexual society. reproductions (Explain) 2. A teacher-created short cycle 5. Venn diagram comparing and assessment can assess all contrasting meiosis and mitosis student learning outcomes. (Explain) 6. Students ability to recognize bias in media (Elaborate) 7. As students conduct research, teacher facilitation and probing questioning about reproduction will yield data on student learning. (Elaborate)

EXTENSION INTERVENTION • • What are the main issues of http://www.diffen.com/differ concern in genetically ence/Asexual_Reproduction_ modified foods for human vs_Sexual_Reproduction health? Students could make an excellent organization of consumer education the relationships pamphlets to address these • http://www.diffen.com/differ concerns. ence/Meiosis_vs_Mitosis • Career explorations an excellent organization of http://www.icbse.com/careers the relationships EXTENSION/ /careers-in-genetic- • Possible article INTERVENTION engineering http://www.studentnewsdaily. (1 day or as needed) http://explorehealthcareers.or com/types-of-media-bias/ g/en/Career/131/Food_Safety _Specialist • Debate the ethics and safety of genetic engineering • Media v. Real Image research and debate http://youtu.be/omBfg3UwkY M

• One set of alleles is responsible for determining each trait, and there are only 2 different alleles (dominant and recessive) for each gene. • Your genes determine all of your characteristics, and cloned organisms are exact copies of the original. • All mutations are harmful. • A dominant trait is the most likely to be found in the population. • Genetics terms are often confused.

COMMON Strategies to address misconceptions: MISCONCEPTIONS • http://www.carolina.com/teacher-resources/Interactive/5-common- misconceptions-in-genetics/tr10631.tr Strategies are discussed to dispel these misconceptions. • consider usinghttp://www.discovereduation.com/ videoclips, models, and online simulations to help address misconceptions.

12 Lower-Level: • Research shows greater gains for all levels of students with the use of cooperative activities. • Reading is done in pairs and discussion about the content encouraged. • Provide other appropriate leveled-readers or trade books to support instruction.

Higher-Level: DIFFERENTIATION • Students showing mastery of the objective before others should be directed to begin working on one of the extension activities.

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

Textbook Resources: 8th Grade Science Textbook: Holt Series

Websites: • http://www2.gi.alaska.edu/STEP/lessons_database/lessons/scan/scan_ 68_LifeScience_SexualAndAsexualReproduction.pdf

Discovery Ed: • Cell Division [19:00] • Genes, Genetics, and DNA [24:13] • Genetic Engineering and Agriculture [21:18]

Literature: ADDITIONAL • The Tiny Seed by Eric Carle This picture book discusses reproduction and life cycle in plants. RESOURCES

Escherichia coli (also called E. coli) is a bacterium that can cause serious infections. It is a rod-shaped bacterium commonly found in the lower intestine of warm- blooded organisms.

http://education-portal.com/academy/lesson/flagellum- http://www.123rf.com/photo_3226239_e-coli-bacteria.html bacterial-cell-function-definition-quiz.html

http://www.knowabouthealth.com/cellphones-found-harbouring-fecal-e-coli-traces/8714/

14 Student Chromosome Templates

15 Engage Exit Ticket

Name: ______Date ______Period: _____

In complete sentences, give two advantages and two disadvantages of both asexual and sexual reproduction. ______------

Engage Exit Ticket

Name: ______Date ______Period: _____

In complete sentences, give two advantages and two disadvantages of both asexual and sexual reproduction.

______

16 Engage Exit Ticket Possible answer Name: ______Date ______Period: _____

In complete sentences, give one advantage and one disadvantage of both asexual and sexual reproduction. There are advantages and disadvantages of both sexual and asexual reproduction. Asexual reproduction has the advantage of only requiring one organism to reproduce. A disadvantage of asexual reproduction is that it does not allow an organism's offspring to possess any variation. An advantage of sexual reproduction is that is allows for an organism to adapt through the traits expressed by their offspring. This allows for the organism to adapt to its environment. A disadvantage of sexual reproduction is that it takes more than just one of the organisms to reproduce.

17 Salmon Life Cycle

adapted from http://www.pac.dfo-mpo.gc.ca/sep-pmvs/projects-projets/cycle-eng.htm

Each fall, drawn by natural forces, the salmon return to the rivers which gave them birth. They fight their way upstream against powerful currents; leap waterfalls and battle their way through rapids. They also face dangers from those who like the taste of salmon: bears, eagles, osprey and people.

Once the salmon reach their spawning grounds, they deposit thousands of fertilized eggs in the gravel. Each female digs a nest with a male in attendance beside her. By using her tail, the female creates a depression in which she releases her eggs. At the same time, the male releases a cloud of milt, which contains the sperm. When the female starts to prepare her second nest, she covers the first nest with gravel, which protects the eggs from predators. This process is repeated several times until the female has spawned all her eggs.

Their long journey over, the adult salmon die. Their carcasses provide nourishment and winter food for bears, otters, raccoons, mink and provide nutrients to the river for the new generation of salmon, much as dying leaves fertilize the earth.

As the salmon eggs lie in the gravel they develop an eye - the first sign of life within. Over months, the embryo develops and hatches as an alevin. The alevin carries a yolk sac, which will provide food for two to three months. Once the nutrients in the sac are absorbed, the free-swimming fry must move up into the water and face a dangerous world.

The fry may live in fresh water for a year or more, or may go downstream to the sea at once - it varies by species. Fry ready to enter salt water are called smolts. Whenever they do migrate, they face predators, swift currents, waterfalls, pollution and competition for food.

Young salmonids stay close to the coastline when they first reach the sea. After their first winter, they move out into the open ocean, and, depending on the species, spend from one to four years eating and growing in the ocean. As adults, they return to their home streams, spawn and die.

18 Specie Reproduction Exploration

Names ______Date ______Period ______

Organism Group - Specie: ______

The Task: 1. Your group is to research your organism and determine which type of reproduction the organism usually uses (Sexual or Asexual) 2. You are to create an Info-Sheet that includes • a title with the name of the specie • a life cycle diagram with illustrations • three interesting facts about your specie • the use of color to make it interesting to look at

Your organism will be assigned from the list below of related groups of organisms. Your group must choose an individual specie from this generalized group.

rotifer coral starfish whale sea anemones hydra tulip red algae annelid strawberry frog jellyfish penguin opossum ringworm

Info-Sheet Rubric

4 3 2 1 Science Group shows an Group shows a Group shows a Group shows advanced proficient basic confusion in the Standard understanding of understanding of understanding of understanding of Content sexual and/or sexual and/or sexual and/or sexual and/or asexual asexual asexual asexual reproduction reproduction reproduction reproduction Product Info Sheet has a Info sheet has 3 of Info sheet has 2 of Info sheet has 1 of title, life cycle the 4 required the 4 required the 4 required diagram, 3 components components components interesting facts, uses color to enhance appearance Collaboration All members of the Most of the Most members of Work was not group were on task members of the the group were on shared across the 100% of the time group were on task task 50% of the time group or members and worked 80% of the time and and worked did not work together to plan, worked together to together to plan, collaboratively. research and plan, research and research and produce the Info- produce the Info- produce the Info- Sheet Sheet Sheet

19 Name: ______Date: ______Period: _____

Sexual Reproduction http://www.youtube.com/watch?v=tFZeyFbBLXE

21 ANSWER KEY

reproduce

offspring generations

sex cell

sperm

egg 50

join fertilization

internal

inside

fish sperm

outside

genes

NOT

offspring

22 32

Answers will Vary

23 Name: ______Date: ______Period: _____

Asexual Reproduction http://www.youtube.com/watch?v=jk2RJm5RBEk

25 Answer Key

specie sexually

unique

single identical

cell division DNA

side yeast

identical 2

offspring

identical unique

cutting

26 4 months

answers will vary, accept any reasonable response that names one of the methods from the video.

Genetically Genetically Produce identical unique offspring Offspring offspring

Budding Sperm

27 Comparing Sexual Reproduction to Asexual Reproduction - Answers Sexual Asexual Reproduction Reproduction

• Unique offspring • Identical • Adaptations of a offspring species to • Adaptations of a Ensure survival changing species to of a species environment by changing more possible reproduction environment not over time likely • Requires more Both • Requires less energy energy • Takes longer time • Takes shorter • DNA from two time organisms • DNA from one combine to organism make a new replicates to organism make a new organism

Critical Thinking

1. Bacteria reproduce asexually. Which characteristic of asexual reproduction explains why your body might run a fever when you have a bacterial infection? 2. Sickle cell anemia is an inherited disease. What characteristic of sexual reproduction allows this condition to be passed on to children? Would at least one of the parents of a child with sickle cell anemia have to have the disease? Answers 1. Bacteria cannot easily adapt to a changing environment. 2. DNA from both parents combine to form the new organism. No, the trait may be recessive in both the mother and father.

28 KFC Genetically Modified Chicken - Urban Myth Research TEACHER PAGE Please read carefully before teaching this lesson

**Do not share the intent of this research with the students until the experiment is complete. It can introduce bias into their responses.

Question: Do students view sensationalized media as fact or fiction? Hypothesis: After viewing a video depicting severely genetically modified chicken allegedly being used by KFC, more than half the students in a science class will believe the information to be factual. Experiment: 1. Show http://www.youtube.com/watch?v=-rX-qnZgxhI 2. Ask the students to silently and independently identify the problem in the video, and a proposed solution by writing in on the provided handout. 3. Collect the students' written responses. 4. Sort the responses into two groups. • The first group is those, which identify the problem being the serving of Genetically Modified chicken at KFC, and the solution suggests a way to limit this. • The second group identifies the problem being a possibly biased reporting of alleged infractions, and the solution suggests testing the speaker's validity. 5. Tally the responses and calculate the % students in each category. Data Collection and Analysis

Believing Skeptical

Total ______Percentage ______

Conclusion

29 Some Horrible Facts about KFC!!!! Adapted from https://forums.digitalpoint.com/threads/some-horrible-facts-about-kfc.368582/

Silent Hill, Jun 17, 2007

KFC has been a part of American traditions for many years. Many people, day in and day out, eat at KFC religiously. Do they really know what they are eating? During a recent study of KFC done at the University of New Hampshire, they found some very upsetting facts. First of all, has anybody noticed that just recently, the company has changed their name?

Kentucky Fried Chicken has become KFC. Does anybody know why? We thought the real reason was because of the "FRIED" food issue.

IT'S NOT! !

The reason why they call it KFC is because they cannot use the word chicken anymore. Why? KFC does not use real chickens. They actually use genetically manipulated organisms. These so called "chickens" are kept alive by tubes inserted into their bodies to pump blood and nutrients throughout their structure. They have no beaks, no feathers, and no feet. Their bone structure is dramatically shrunk to get more meat out of them.

This is great for KFC, because they do not have to pay so much for their production costs. There is no more plucking of the feathers or the removal of the beaks and feet. The government has told them to change all of their menus so they do not say chicken anywhere. If you look closely you will notice this. Listen to their commercials, I guarantee you will not see or hear the word chicken. I find this matter to be very disturbing.

I hope people will start to realize this and let other people know. Together maybe we can make KFC start using real chicken again.

30 KFC Genetically Modified Chicken Video Response What is the problem depicted in this video?

What is your solution to the problem depicted in this video?

------

KFC Genetically Modified Chicken Video Response What is the problem depicted in this video?

What is your solution to the problem depicted in this video?

31 Genetically Modified Foods Argument Rubric

CATEGORY 4 3 2 1 Introduction The introduction The introduction The introduction There is no clear (Organization) states the states the main states the main introduction of background/histor topic and topic, but does the main topic. y of the problem. previews the not adequately Thesis statement reader. Perhaps preview the has a viewpoint for missing a clear structure of the rest of essay. background of paper nor is it problem. particularly inviting to the reader. Support for Topic Relevant, telling, Supporting details Supporting Supporting (Content) quality details give and information details and details and the reader are relevant, but information are information are important one key issue is relevant, but present but information that unsupported. The several key issues typically unclear or goes beyond the essay also are unsupported. not related to the obvious or includes the role Reproduction is topic. predictable and reproduction mentioned but its Reproduction includes the role plays in the role is not and its role are reproduction plays genetic described. not mentioned. in the genetic modification. modification. Counterargument Writer uses essay to Writer uses essay Writer use Writer does not state opposing to state opposing opposing include view(s) of others view(s) of others argument in opposing and counters and counters essay, but does argument or respectfully why disrespectfully or not counter. counter in essay. they are not valid. disdainfully.

Accuracy of Facts All supportive facts Almost all Most supportive Few facts are

(Content) are reported supportive facts facts are reported OR accurately and all are reported reported most are sources are cited. accurately and accurately and inaccurately all sources are most sources are reported or no cited. cited. sources are cited. Grammar & Spelling Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes (Conventions) errors in grammar errors in errors in more than 4 or spelling that grammar, grammar, errors in distract the reader spelling, spelling, grammar, from the content. vocabulary, word vocabulary, and spelling, Vocabulary and endings that word endings vocabulary, and word endings have distract the that distract the word endings no mistakes. reader from the reader from the that distract the content. content. reader from the content.

32 8th Grade Science Unit: Heredity: Traits, Genes, Alleles Unit Snapshot

Topic: Species and Reproduction

Grade Level: 8 Duration: 12 days

Summary Students will be learning about heredity and how traits are passed from parents to offspring. Students will discover the Law of Segregation, and the Law of Independent Assortment.

CLEAR LEARNING TARGETS "I can" statements ______explain how traits are passed from one generation to the next ______identify the difference between dominant and recessive traits ______demonstrate the Mendelian Law of Segregation ______demonstrate the Mendelian Law of Independent Assortment ______analyze Family Histories to Identify Inherited Genetic Disorders

Activity Highlights and Suggested Timeframe Engagement: Students will make observations and interpret data about various traits Day 1 found in their classmates through a Class Survey. This will lead into the discussion of dominant and recessive traits. Exploration: Students will explore how traits are passed down from parents to Day 2-3 offspring through the How to Breed Your Dragon activity and simulation - Mouse Genetics (Activity A). Explanation: Students will be able to apply their knowledge of simple genetic traits. They will also define probability and describe how it helps explain the results of Days 4-9 genetic crosses. Finally, students will be able to explain the meaning of genotype and phenotype through an Online Video - Mendelian Genetics, a Punnett square activity, Gizmo - Mouse Genetics (Activities B & C), and Monster Genetics Lab. Elaboration: Students will analyze a genetic trait found in pitbull dogs to make

Day 10 predictions about the possible outcomes of offspring. Students will be able to analyze a pedigree to determine which offspring could inherit a genetic disorder.

Evaluation: Formative and summative assessments are used to focus on and assess student knowledge and growth to gain evidence of student learning or progress Day 11 throughout the unit, and to become aware of students misconceptions related to

and on-going Mendelian Genetics. A teacher-created short cycle assessment can be

administered at the end of the unit to assess all clear learning targets.

Extension/Intervention: Based on the results of the short-cycle assessment, facilitate Day 12 extension and/or intervention activities.

1 LESSON PLANS NEW LEARNING STANDARDS: 8.PS.3 The characteristics of an organism are a result of inherited traits received from parent(s) • Expression of all traits is determined by genes and environmental factors to varying degrees. Many genes influence more than one trait, and many traits are influenced by more than one gene. • During reproduction, genetic information (DNA) is transmitted between parent and offspring. In asexual reproduction, the lone parent contributes DNA to the offspring. In sexual reproduction, both parents contribute DNA to the offspring.

Note 1: The focus should be the link between DNA and traits without being explicit about the mechanisms involved. Note 2: The ways in which bacteria reproduce is beyond the scope of this content statement. Note 3: The molecular structure of DNA is not appropriate at this grade level.

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12 Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:

CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf STUDENT KNOWLEDGE: Prior Concepts Related to Species and Reproduction PreK-2: Offspring tend to look like their parents. Grades 3-5: Individual organisms inherit many traits from their parents indicating a reliable way to transfer information from one generation to the next. Grades 6-7: Modern Cell Theory states cells come from pre-existing cells.

Future Application of Concepts High School: The details and importance of gamete formation, the structure of DNA and modern genetics are studied.

2 MATERIALS: VOCABULARY: Engage Alleles • Skills Lab Sheet - Class Survey Co-dominance • Mirrors (optional) Dominant Allele Fertilization Explore Genes • Computer Access (if done independently) Genetics • Gizmo - Mouse Genetics Activity A Genotype Heredity • How to Breed Your Dragon Heterozygous (hybrid) Explain Homozygous (purebred) Hybrid • Mendelian Genetics - Video Questions Offspring • V i d eo - Phenotype http://www.bozemanscience.com/029- Probability mendelian-genetics Punnett Square • Science Textbook • Guided Reading and Study Recessive Allele Trait • Gizmo - Mouse Genetics Activities B & C • Monster Genetics Lab

Elaborate • Pitbull Dilemma • Bikini Bottom Genetics

SAFETY • See Lab Safety Contracts • Make all required copies of handouts • Create a Blackboard Discussion Board titled "Medical Journal" ADVANCED • Familiarize yourself with Mouse Genetics Gizmo • Investigate the genetic history of your own family, and complete a two- page PREPARATION reflection based on your discoveries. • Reserve Computer lab or laptop cart for days in this lesson that computer access is required. Objective: Students will make observations and interpret data about various traits found in their classmates. This will lead into the discussion of dominant and recessive traits. What is the teacher doing? What are the students doing?

Take a Class Survey (Day 1) Take a Class Survey (Day 1)

ENGAGE • Distribute to students Skills Lab Sheet for the Class Day 1 Survey (What will draw students into the

learning? How will you determine • Review with students how to what your students already know write a hypothesis. about the topic? What can be • Instruct students to write a 1. Construct a hypothesis about the done at this point to identify and problem questions. address misconceptions? Where hypothesis about the can connections be made to the problem questions, "Are traits real world?) controlled by dominant alleles more common than traits controlled by recessive alleles?" • Show examples of Traits discussed.

3 • Divide students into partners 2. With a partner determine which traits to determine which traits in from the data table you have. the data table they have. • Facilitate discussions to 3. Complete the Skills Lab as instructed complete the Skills Lab. by your teacher.

Objective: Students will explore how traits are passed down from parents to offspring. What is the teacher doing? What are the students doing? (Day 2) (Day 2) How to Breed Your Dragon How to Breed Your Dragon **SEE TEACHER DIRECTIONS ** 1. Listen to scene set by teacher • Set the scene for the 2. Analyze Family Portraits of students Dragons provided • Facilitate Think-Pair-Share 3. Think-Pair-Share with a partner Discussions about your findings. • Help students draw conclusions and come up with a hypothesis EXPLORE (Day 3) (Day 3) Day 2 - 3 SIM -Mouse Genetics (Activity A) SIM - Mouse Genetics (Activity A) (How will the concept be developed? How is this relevant • Facilitate discussion from 1. Completing Prior Knowledge to students' lives? What can be previous day about Questions on Student worksheet. done at this point to identify and address misconceptions?) identifying traits. 2. Following along and answering • Reinforces the meaning of questions as teacher facilitates dominant and recessive discussion through simulation OR alleles. working independently • Distribute Activity A answer questions. Students Worksheet and facilitate as students complete (This is recommended to lead students through this simulation as a whole class demo.

Objective: Students will be able to apply their knowledge of simple genetic traits. They will also define probability and describe how it helps explain the results of genetic crosses. Finally, students will be able to EXPLAIN explain the meaning of genotype and phenotype. What is the teacher doing? What are the students doing? Day 4 - 9 (Day 4) (Day 4) Video - Mendelian Genetics Video - Mendelian Genetics (What products could the students develop and share? • Distribute Mendelian 1. Watch an online video. How will students share what they Genetics - Video Questions to 2. Answer questions that go along have learned? What can be each student. with video. done at this point to identify and • Show video address misconceptions?) http://www.bozemanscience.com/029-

mendelian- genetics

4 • As students are watching the video there are some sample questions. Pause the video with each question and allow the students time to work out the problem before seeing the answer. **Some questions are more advanced than what the students need and have been adapted on the worksheet.** • It would be beneficial to pause the video periodically and add explanation or examples to reinforce concepts. (Day 5) (Day 5) Probability and Heredity Probability and Heredity • Facilitate completion of 1. Students will read Guided Reading and Study in textbook o 2. Complete Guided Reading and o Study

(Days 6 - 7) (Days 6 - 7) Sim - Mouse Genetics Sim - Mouse Genetics (Activities B & C) (Activities B & C) • Distribute Gizmo Mouse 1. Students work through Gizmo - Genetics Activities B & C Mouse Genetic Activities B & C Worksheet 2. Answer questions on Worksheet • Remind students of Activity A completed earlier in the unit. • Instruct students to work through Activities B & C at their own pace. • Facilitate discussions and questioning of students. (Days 8 - 9) (Day 8 - 9) Monster Genetics Lab Monster Genetics Lab 1. Flip a coin for each trait to • Distribute Monster Genetics determine the genotype for the Activity Sheet to students female monster. • Each group will need a coin 2. Identify genotype/phenotype for to help determine genotypes of male monster. their monster. 3. Create punnett squares for the • Facilitate discussions with probability of the baby monsters groups about the genotype having each trait. and phenotype of the 4. Answer follow up questions monsters they created. about the results of the punnett squares.

5 Objective: Students will be able to use a real world scenario to make predictions about the possible outcomes of offspring. Students will be able to analyze a pedigree to determine which offspring could

ELABORATE inherit a genetic disorder. What is the teacher doing? What are the students doing? Day 10 (Day 10) (Day 10) Pitbull Dilemma Pitbull Dilemma (How will the new knowledge be • Distribute Pitbull Dilemma to 1. Read the scenario about Hip reinforced, transferred to new students. Dysplasia in Pitbulls. and unique situations, or 2. Create 2 punnett squares to integrated with related • Facilitate discussion about concepts?) punnett squares and genetic answer the scenario. disorders. 3. Analyze a pedigree to identify • Homework or Reinforcement which offspring will have a - Bikini Bottom Genetics genetic disorder. 4. Bikini Bottom Genetics practice Objective: To determine comprehension of Mendellian Genetics.

Formative Summative How will you measure learning as it occurs? What evidence of learning will demonstrate to you • Consider developing a that a student has met the learning objectives? EVALUATE teacher-created formative 1. Monster Genetics Lab can be (On-going) assessment. used to assess student knowledge related to (What opportunities will students • The following activities can be have to express their thinking? used to assess students' inheritance of traits, dominant vs When will students reflect on progression of knowledge recessive traits, and Mendelian what they have learned? How towards mastery of learning Laws. will you measure learning as it 2. Pitbull Dilemma can be used to occurs? What evidence of targets. student learning will you be 1. Class Survey Lab Sheet assess student ability to use a looking for and/or collecting?) 2. How to Breed Your Dragon pedigree to assess genetic 3. Gizmo Activity Sheets inheritance patterns. 4. Video Questions 3. Teacher-created short cycle 5. Guided Reading and Study assessment will assess all students learning targets. EXTENSION INTERVENTION

EXTENSION/ 1. www.phet.colo 1. Tour of the Basics "what is a trait" INTERVENTION rado.edu on-line module and "what is Day 11 and as needed heredity" online module. http://learn.genetics.utah.edu/c heredity and ontent/begin/tour/ genetic 2. Virtual Lab simulations http://www.glencoe.com/sites/c ommon_assets/science/virtual_la bs/E09/E09.html

6 • One set of alleles is responsible for determining each trait, and there are only 2 different alleles (dominant and recessive) for each gene

• Your genes determine all of your characteristics, and cloned organisms are exact copies of the original COMMON • All mutations are harmful MISCONCEPTIONS • A dominant trait is the most likely to be found in the population • Genetics terms are often confused Strategies to address misconceptions: Misconceptions can be addressed through the use of Discovery Ed video clips, models, diagrams, and on-line simulations. Lower-Level: Provide text resources that are more appropriate for students reading levels, group students in various groups and various ability levels. Many video resources are available on united streaming to help reiterate concepts.

Higher-Level: See Extension Activities. Have students research a genetic disorder. They can interview a family member to identify disorders that run

in the family, or choose one they are interested in.

Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be found at ODE.

DIFFERENTIATION

Textbook:

8th Grade Science Textbooks: Holt Series

Websites:

• http://www.bozemanscience.com • Tour of the Basics - Interactive Modules:

http://learn.genetics.utah.edu/content/begin/traits/ • ADDITIONAL http://learn.genetics.utah.edu/content/begin/tour/ • Virtual Lab: RESOURCES http://www.glencoe.com/sites/common_assets/science/virtual_labs/E0

9/E09.html • Punnett Square Games: http://comelearnmore.com/websites-by- topic/genetics-games/

7 Discovery Edhttp://www.discovereduation.com/ • Genes, Genetics, and DNA [24:13] • Greatest Discoveries with Bill Nye: Genetics [44:39] • Understanding Genetics [37:13] • Patterns of Inheritance [2:31]

Literature: • Simpson, Kathleen. (2008). Genetics: From DNA to Designer Dogs. Washington D.C.: National Geographic. • Hyde, Natalie. (2010). Traits and Attributes. New York: Crabtree Publishing. • Hyde, Natalie. (2010). DNA. New York: Crabtree Publishing. • Cohen, Marina. (2010). Genetic Engineering. New York: Crabtree Publishing. • Claybourne, Anna. (2006). Genetics. New York: Chelsea House.

11 How to Breed Your Dragon - Teacher Page http://www.mooarcade.com/games/play-7152-Create_a_Dragon.html

Trait Phenotype Genotype Horns Dominant has horns H Recessive no horns h Toes Dominant white T Recessive black t Wings Dominant has wings W Recessive no wings w Spikes Dominant thin, spaced S Recessive thick, touching s

Possible Genotypes Possible Genotypes

HH or Hh hh TT or Tt tt WW or Ww ww SS or Ss ss

Figure 1: All dominant Figure 2: All recessive traits appear traits appear Family A: HH + HH Family B: Hh + Hh For this initial exploration, all traits are the same genotype. Family C: HH + hh Once punnett squares have been explained, students can Family D: Hh + hh play with breeding varied genotypes to get the desired dragon. Family E: hh + hh

13 Teacher directions: 1. Teacher says, " Since the popularity of the movie How to Train Your Dragon, people have been flooding your pet store wanting a pet dragon. They are very rare, but you think it might be a sound business decision to invest in a breeding a pair of dragons. You fly halfway around the world. Then you climb halfway up a Tibetan mountain to meet with some very reclusive monks. After gaining their trust, you are told to go deep into a mysterious cave, where you will find a dragon lair, where you can take two, and only two, infant dragons. The monks caution you not to wake the sleeping dragons or you will end up a human s'more. You find the cave and manage to smuggle a small male and female out of the cave, down the mountainside and back home to Columbus, Ohio. You dutifully take care of the dragons until they reach breeding age and mate them. Here is the family portrait of your first litter."

2. Distribute Family Portrait A. Have students identify some of the traits (characteristics) of this specie of dragon. (Some traits might include 4 legs, pointy horns, wings, tail, spiky spine, 4 toes, etc. Accept all reasonable observations.)

3. Teacher says, "After mating the original pair again, you watch the birth of the second litter. Here is the family portrait."

4. Distribute Family Portrait B. Have students observe and compare this family to Family A. What do they see? (One of the babies is different.) What traits are different? (No horns, no wings, black toes, thicker spikes on the spine) Ask students to think about the differences and then turn to a partner (pair) and discuss how this could have occurred. [hypothesize]

5. Have students share their hypotheses. Teacher listens for students' depths of vocabulary. Possible terms which might come out: mutation, genes, traits, recessive, dominant)

6. Teacher says, "No one will want a bald, wingless dragon! You exclaim to your assistant. Just then, an adorable little girl comes into your pet store and instantly runs to the new litter." "Look, mama," she cries "no wings. This one won't fly away! No horns. This one won't pop my balloons." The girl's mother offers you double the going price for your baby dragon. You begin to think that your gold mine just became richer and want to breed more of the different dragons. You tell the mother that this one is not for sale, because it is for breeding. When it reaches breeding age, you mate the bald dragon to one of the regular dragons.

7. Ask the students to predict the makeup of the third litter, then distribute Family portrait C. (Think-Pair-Share)

8. Teacher says, "Over the next two years you continue to breed your dragons resulting in a total of 5 litters."

9. Distribute Family Portraits D and E.

10. Tell students to develop a new hypothesis on How to Breed Your Dragon.

14 A

15 B

16 C

17 D

18 E

19 Name: ______Date: ______Period: ______

Student Exploration: Mouse Genetics (One Trait) www.explorelearning.com

Vocabulary: allele, DNA, dominant allele, gene, genotype, heredity, heterozygous, homozygous, hybrid, inheritance, phenotype, Punnett square, recessive allele, trait

Prior Knowledge Questions (Do these BEFORE using the simulation.)

1. The image shows a single litter of kittens. How are they

similar to one another?

______

2. How do they differ from one another? ______

3. What do you think their parents looked like? ______

______

Warm-up Heredity is the passage of genetic information from parents to offspring. The rules of inheritance were discovered in the 19th century by Gregor Mendel. With the Mouse Genetics (One Trait) Gizmo™, you will study how one trait, or feature, is inherited.

1. Drag two black mice into the Parent 1 and Parent 2 boxes. Click Breed several times. What do the offspring look like?

______

The appearance of each mouse is also called its phenotype.

2. Click Clear, and drag two white mice into the parent boxes. Click Breed several times. What is the

phenotype of the offspring now? ______

3. Do you think mouse offspring will always look like their parents? ______

20 Activity A: Get ready: Click Clear. Patterns of • Drag a black mouse and a white mouse into the inheritance • parent boxes, but don't click Breed yet.

Question: What patterns are shown by offspring traits?

1. Predict: What do you think the offspring of a black mouse and a white mouse will look like?

______

2. Observe: Click Breed several times. What do you see? ______

3. Observe: Drag two offspring into the Holding Cages. These mice are called hybrids because their parents had different traits. Click Clear, and then breed the two hybrids.

What do you see now? ______

4. Experiment: Turn on Show statistics. Click Breed until there are 100 offspring.

How many offspring were black? ______How many were white? ______

5. Explore: Using your Gizmo, determine which combination of mice would yield the following scenarios. A. Which parent combination(s) yield only white offspring? ______

______

B. Which parent combination(s) yield only black offspring? ______

______

C. Which parent combination(s) yield a mixture of black and white offspring? ______

______

21 Introduction: Inherited traits are encoded on a molecule called DNA (deoxyribonucleic acid). Genes are segments of DNA that control a particular trait. Most genes have several different versions, or alleles. The genotype is the allele combination an organism has.

Question: How do alleles determine fur color?

1. Observe: Turn on Show genotype. Move your cursor over a mouse to see its genotype.

A. What is the genotype of the black parent? ______White parent? ______

These mice are homozygous for fur color, meaning both alleles are the same.

B. Click Breed. What is the genotype of the offspring mice? ______

These mice are heterozygous for fur color, meaning the alleles are different.

2. Analyze: Dominant alleles are always expressed when present. Recessive alleles are not expressed when the dominant allele is also present. Look at the two alleles for fur color.

Using the Gizmo, determine the dominant and recessive alleles present in the black and white mice.

Dominant allele: ______

Recessive Allele: ______

3. Using either homozygous or heterozygous mouse combinations, breed two mice that produce 80% white offspring. Explain your process below. ______

22 Name______Date______Period____ Mendelian Genetics - Video Questions www.bozemanscience.com Mendelian Genetics

______made huge advances in modern genetics.

Most of Gregor Mendel's discoveries were done with pea plants. In the second cross of pea plants, Mendel found that purple flowers appeared with a ratio of ______: ______.

Punnett Squares help find the probability of the outcomes of the offspring. Complete the Punnett Square.

P p

What is the probability of having a white flower?

Mendel's Laws Law of Segregation The Law of Segregation is the ______of two ______.

Law of Independent Assortment The Law of Independent Assortment states that two ______don't affect each other, or they sort ______.

23 Sample Questions Round (R) is dominant to wrinkled (r). Yellow (Y) is dominant to green (y).

1. A coin is flipped four times and comes up heads each time. What is the probability that the next coin flip will come up heads?

2. Classify the following as heterozygous or homozygous: RR, Rr, yy

3. What is the phenotype of the following: Yy, Rr, yy

4. What is the probability of Rr x Rr producing wrinkled seeds?

5. What is the probability of Yy x yy producing green seeds?

Phenotype: Physical appearance of a trait (Purple Flower or White Flower) Genotype: The allele combination of a trait (PP, Pp, pp)

Heterozygous (Hybrid): Having two different alleles for a trait. Homozygous (Purebred): Having two of the same alleles for a trait.

24 Huntington's Disease What are some of the symptoms of Huntington's Disease?

A Pedigree shows how a disease can be ______through ______.

Ethics of Genetic Testing If you could take a test to see if you had Huntington's Disease, would you want to know? Explain why.

25 Mendelian Genetics - Video Questions -ANSWER KEY

Mendelian Genetics

__GREGOR______MENDEL__ made huge advances in modern genetics.

Most of Gregor Mendel's discoveries were done with pea plants. In the second cross of pea plants, Mendel found that purple flowers appeared with a ratio of ___3___ : ___1___ .

Punnett Squares help find the probability of the outcomes of the offspring. Complete the Punnett Square.

P p

PP Pp

p Pp pp

What is the probability of having a white flower? 25% or 1/4

Mendel's Laws Law of Segregation The Law of Segregation is the ______SEPARATION___ of two ____ALLELES_____.

Law of Independent Assortment The Law of Independent Assortment states that two ____TRAITS__ don't affect each other, or they sort ______INDEPENDENTLY_____.

26 Sample Questions

Round (R) is dominant to wrinkled (r). Yellow (Y) is dominant to green (y).

1. A coin is flipped four times and comes up heads each time. What is the probability that the next coin flip will come up heads? (7:41 in video) Everything that happened in the past can't influence anything that will happen in the future. So the probability is 50% or ½. 2. Classify the following as heterozygous or homozygous: RR, Rr, yy (8:03 in video) RR - Homozygous (Dominant) Rr - Heterozygous yy - Homozygous (Recessive) 3. What is the phenotype of the following: Yy, Rr, yy (9:00 in video) Yy - Yellow Rr - Round Yy - Green 4. What is the probability of Rr x Rr producing wrinkled seeds? (9:37 in video)

Probability of Wrinkled Seeds = 25% or ¼ R r

RR Rr R

Rr rr r 5. What is the probability of Yy x yy producing green seeds? (10:22 in video) Probability of Green Seeds = 50% or 2/4 ( ½ )

Y y

y Yy yy

y Yy yy **SKIP QUESTION 6! (10:57 in video) This concept will be discussed in High School. Phenotype: Physical appearance of a trait (Purple Flower or White Flower) Genotype: The allele combination of a trait (PP, Pp, pp) Heterozygous (Hybrid): Having two different alleles for a trait. Homozygous (Purebred): Having two of the same alleles for a trait.

27 Huntington's Disease What are some of the symptoms of Huntington's Disease? • Uncontrollable Shakes • Unable to Walk • Eventually you die

A Pedigree shows how a disease can be __PASSED_ _DOWN_ through ____ORGANISMS____.

Ethics of Genetic Testing If you could take a test to see if you had Huntington's Disease, would you want to know? Explain why. **ANSWERS MAY VARY**

31 Name: ______Date: ______Period: ______

www.explorelearning.com

34 Name: ______Date: ______Period: ______

Monster Genetics Activity 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 simple dominant and recessive traits work together to create an organism.

Part I 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 its 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.

Table 1: Genotypes & Phenotypes for Female Monster

Trait Allele 1 Allele 2 Genotype Phenotype

Eye Two small eyes (E) One large eye (e)

Tail Shape Curly (C) Straight (c)

Tail Color Purple (P) Orange (p)

Tail Have tail (T) No tail (t)

Teeth Sharp (S) Round (s)

Horn Purple (W) White (w) Color Ear shape Pointy (Y) Round (y)

Ears No ears (N) Two ears (n)

Claws Long (L) Short (l)

35 Part 2 The female monster (described in Table 1) is married to a male monster (see Table 2 below) and they plan to have baby monsters. They are interested in finding out the probabilities of which traits their offspring will have.

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

Tail Shape Straight

Tail Color Pp

Tail No tail

Teeth Round

Horn Color ww

Ear shape yy

Ears Have 2 ears

Claws Short

Create Punnett Squares (on the following sheet) to predict what traits would result from a cross between the two monsters and answer the following questions. Draw a family portrait of Mom, Dad and new baby.

1. What percent of offspring will have only one eye?

2. What percent of offspring will have a tail?

3. What percent of offspring will have purple horns?

4. What percent of offspring will have long claws?

36 Eyes Horn Color

Tail Shape Ear Shape

Tail Color Ears

Tail Claws

Teeth

37 Name: ______Date: ______Period: ______

Pit bull Dilemma

Margie is an American Pit bull Breeder in Columbus, Ohio. She has specialized in pit bull breeding for over 10 years, and has had a great deal of success with one male pit bull. The male is a 120-pound American Pit bull with Brindle coloring, brown eyes, white markings on his chest, and hip dysplasia. Hip Dysplasia is a disease that causes large breed dog's joints to deteriorate causing extreme pain. Margie wants to breed her male once more with a female that does not have the hip dysplasia. The female is a 90-pound American Pit bull with Gray coloring, brown eyes, and white markings on her chest. How many of these dogs offspring will display the recessive genotype for hip dysplasia?

*Use a highlighter to indicate the important information that is located in the reading above.

• The last sentence in the reading tells us that hip dysplasia is a recessive gene. This means that the Male pit bull would have the genotype hh since he has hip dysplasia.

• Since the female does not has hip dysplasia she must have one of two genotypes Hh, which means she carries the gene but does not show the phenotype, or she has HH, which means she only has the dominant genotypes that do not have the disease.

• Create a punnett square that shows the genotypes of these two dog's offspring. Remember since you do not know the genotype of the female you must complete two squares for each possible female genotype.

38 Hip Dysplasia Pedigree Pedigree - A pedigree is a chart or "family tree" that tracks which members of a family have a particular trait.

PEDIGREE SYMBOLS

FEMALE MALE HOMOZYGOUS HOMOZYGOUS HETEROZYGOUS RECESSIVE DOMINANT

Hh hh Parents

1 2 3 4 First Generation Offspring (F1) hh hh Hh Hh HH

Second Generation Offspring (F2) Hh HH

1. Analyze the Pedigree above for hip dysplasia. Describe the pedigree using the terms: parent, offspring, heterozygous, homozygous, recessive, dominant, genotype, phenotype. Be sure to discuss the parents, first generation of offspring, and second generation of offspring. Include which pit bulls will have hip dysplasia and which will not. ______

2. In this pedigree, how many of the pit bulls have hip dysplasia? ______

39 3. What is the genotype and phenotype of the first daughter in the first generation?

Genotype = ______Phenotype = ______

4. If the original parents had another offspring, what are the chances the offspring would have hip dysplasia? ______

5. Offspring #4 in the first generation mates with a homozygous dominant female. Create a punnett square to determine the probability of their offspring having hip dysplasia.

______% of offspring with hip dysplasia

6. Explain how the pedigree is supported in your results from the punnett square. ______

7. Construct a pedigree in which offspring 1 in the first generation mates with another pit bull. Provide a punnett square as evidence to support your pedigree.

40 Pit bull Dilemma ANSWER KEY

Name: ______Date: ______Period: ______

Margie is an American Pit bull Breeder in Columbus, Ohio. She has specialized in pit bull breeding for over 10 years, and has had a great deal of success with on male pit bull. The male is a 120-pound American Pit bull with Brindle coloring, brown eyes, white markings on his chest, and hip dysplasia. Hip Dysplasia is a disease that causes large breed dog's joints to deteriorate causing extreme pain. Margie wants to breed her male once more with a female that does not have the hip dysplasia. The female is a 90-pound American Pit bull with Gray coloring, brown eyes, and white markings on her chest. How many of these dogs offspring will display the recessive genotype for hip dysplasia? http://detroit.olx.com Use a highlighter to indicate the important information that is located in the reading above.

The last sentence in the reading tells us that hip dysplasia is a recessive gene. This means that the Male pit bull would have the genotype hh since he has hip dysplasia. Since the female does not has hip dysplasia she must have one of two genotypes Hh, which means she carries the gene but does not show the phenotype, or she has HH, which means she only has the dominant genotypes that do not have the disease. Create a punnett square that shows the genotypes of these two dog's offspring. Remember since you do not know the genotype of the female you must complete two squares for each possible female genotype.

___h______h ______h ______h ___

___ H___ __ H___

Hh Hh Hh Hh

___ h __ __ H___

hh hh Hh Hh

Hip Dysplasia Pedigree Pedigree - A pedigree is a chart or "family tree" that tracks which members of a family have a particular trait. PEDIGREE SYMBOLS

FEMALE MALE HOMOZYGOUS HOMOZYGOUS HETEROZYGOUS RECESSIVE DOMINANT

Hh hh Parents

1 2 3 4 First Generation Offspring hh hh Hh Hh HH

Second Generation Offspring Hh HH

____ _ **ANSWE RS _____ W ILL ___ VA RY** ______

2. In this pedigree how many of the pit bulls have hip dysplasia? ______3______

42 3. What is the genotype and phenotype of the first daughter in the first generation?

Genotype = ______hh______Phenotype = ___has hip dysplasia______

4. If the original parents had another offspring, what are the chances the offspring would have hip dysplasia? ______50%______

5. Offspring #4 in the first generation mates with a homozygous dominant female. Create a punnett square to determine the probability of their offspring having hip dysplasia.

H h

H HH Hh

___0__ % of offspring H HH Hh with hip dysplasia

6. Explain how the pedigree is supported in your results from the punnett square. There a zero percent chance that the offspring in the second Homozygous generation will have Hip Dysplasia, because the mother is Dominant and the offspring will carry the trait, not Heterozygous.

7. Construct a pedigree in which offspring 1 in the first generation mates with another pit bull. Provide a punnett square as evidence to support your pedigree. hh HH

**Possible Solution** H H

h Hh Hh

Hh Hh Hh Hh h Hh Hh