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 Bacteria Chromosome Clone Female Fertilization Gamete Genetic Modification (GM) M ale Media Bias Meiosis

Mitosis

• ••••••••

Heterozygous (hybrid) Homozygous (purebred) Hybrid Offspring Phenotype

Probability Punnett Square

Recessive Allele Trait

• ••••••••• •

Generator Insulator Ions Magnetic field (lines) Magnetic poles Multimeter Negative charge Negative pole

Positive charge Positive pole

Repulsion

• Sexual Reproduction • Zygote

8th Grade Science Unit:

Diversity of Living Things Unit Snapshot

Topic: Species and Reproduction

Grade Level: 8

Summary

Duration: 9 days

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

Day 3

Days 4-5

Days 6-7

Day 8

and on-going

Day 9

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 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 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 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 throughout the unit, and to become aware of students misconceptions related to diversity

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 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: Engage

• Isotelus Article • Ohio's Fossil Record Hand-out

Explore • Fossils pictures and specimens • Computer with Internet and Projector • Hand-lenses

Explain • Laptops, Computer Lab, or Ipads

Elaborate • Student printables for activity • Colored pencils

VOCABULARY: Primary Diversity Fossil Record Variations Traits Geologic and Fossil Records Extinction

Secondary Sexual Reproduction Genes

SAFETY

ADVANCED

PREPARATION

•

••

All safety lab rules apply

Collect building fossil kits 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 (2 days)

(What will draw students into the learning? How will you determine what your students already know about the topic? What can be done at this point to identify and

address misconceptions? Where can connections are made to

from which they originated. What is the teacher doing? The Fossil Record (Day 1) • Play the

www.discoveryeducation.com video clip: Events in Earth's

Past [6:11]

What are the students doing? The Fossil Record (Day 1)

1. Watch the video clip.

the real world?)

• The teacher provides a picture or specimen example of ISOLTELUS TRILOBITE (the state

fossil of Ohio)see attached

picture.

2. Observe the fossil specimen or picture of the ISOTELUS TRILOBITE, the state fossil of

Ohio.

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) • Provide fossil specimens

and/or pictures of fossils from the fossil record, as well as

hand lenses for viewing. • Consider setting up and

facilitating a station observation lab, so that students are able to observe all

fossil representations. • Facilitate a discussion based

on student observations; jigsaw with the student groups to determine the true environment of all the fossils represented- see teacher

p age.

Fossil Exploration (Day 2) 1. Students observe fossils and fill

in the student page by naming, drawing a picture, and predicting the environment in which the fossil

lived. 2. Students observe fossil

specimens and other fossil pictures from the fossil record.

3. Students work in groups to learn the true environments of the fossils and report to the

class.

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? Life Has a History (web quest activity) (Day 3)

• Reserve laptops/computer lab • Facilitate as students work

through the Life Has A History interactive website and

worksheet.

What are the students doing? Life Has A History (web quest activity) (Day 3)

1. Use the Life Has a History interactive website and worksheet, to gather background information about life's

diverse history.

EXPLORE (1 days)

(How will the concept be developed? How is this relevant to

students' lives? What can be done

at this point to identify and address misconceptions?)

http://www.ucmp.berkeley.ed u/education/explorations/tour s/intro/ -Life Has a History provides students with an introduction to the history of life and how it results in the biodiversity of today. During this tour students 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.

2. Students should use Level 2. However, there is a Level 1available for students that might need a modified version. -The provided worksheet provided or this lesson aligns

with Level 2.

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.

EXPLAIN (2 days)

(What products could the students develop and share?

How will students share what they have learned? What can be

done at this point to identify and address misconceptions?)

What is the teacher doing?

Sim: Alien Inheritance (Day 4) • www.explorelearning.com • Project the Alien Inheritance

, but only show Activity A. See teacher page attached to

this lesson. • The purpose of using this

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

What are the students doing?

Gizmo: Alien Inheritance (Day 4) 1. Students manipulate the

simulation as directed by the

teacher. 2. Students should answer

provided questions regarding the

activity.

5

Peppered Moths of the 1850's (Day 5) • Teacher Background Video:

http://www.youtube.com/wat ch?v=LyRA807djLc

• 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]

Peppered Moths of the 1850's (Day 5) 3. Students graph peppered

moth data and answer questions using the student WS.

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.

ELABORATE (2 days)

(How will the new knowledge be reinforced, transferred to new

and unique situations, or integrated with related

concepts?)

What is the teacher doing?

Inferring Ancient Environments from Fossil Foraminifera (Days 6-7)

• This activity focuses on allowing the students to apply the knowledge of Fossils, Geologic Time to a situation

they are not familiar with. It is organized as a laboratory exercise that is given in High

School or College.

What are the students doing?

Inferring Ancient Environments from Fossil Foraminifera (Days 6-7)

1. Students will be expected to apply their understanding of fossils and geologic time to the location of fossilized foraminifera, which are an indicator to petroleum sources in

Miocene aged rock.

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 How will you measure learning as it occurs?

1. Consider developing a teacher-created formative

assessment.

Summative What evidence of learning will demonstrate to you that a student has met the learning objectives?

1. Inferring Ancient Environments

EVALUATE (What opportunities will students have to express their thinking? When will students reflect on

what they have learned? How

will you measure learning as it occurs? What evidence of

student learning will you be looking for and/or collecting?)

2. The Fossil Exploration can formatively assess students

prior knowledge related to fossils and past environments.

3. Peppered Moths of the 1850's activity will assess student understanding related to how variation due to sexual reproduction and environmental change can

impact a species' survival or

extinction.

from Fossil Foraminifera will assess the students' ability to apply all previous knowledge as well

as use fossil data and other

information to draw conclusions

about certain environments.

2. Teacher-created short cycle assessment will assess all student-learning outcomes.

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EXTENSION/

INTERVENTION

EXTENSION 1. The following website discusses

Trace Fossils. Students can infer the type of environment from the

examples of trace fossils. http://paleo.cc/ce/tracefos.htm

2. www.explorelearning.com GIZMO: Natural Selection

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.

INTERVENTION 1. www.discoveryeducation.com related

videos 2. Biodiversity Interactive Module:

Stories from the Fossil Record http://www.ucmp.berkeley.edu/ed

ucation/explorations/tours/stories/m iddle/B2.html

• 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

MISCONCEPTIONS

DIFFERENTIATION

• Species adapt to environmental changes quickly.

-It takes many generations over many years for species to develop

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.

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: 8

th 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

ADDITIONAL

RESOURCES

Discovery Ed: • Fossil Life: An Introduction [20:39] • 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 trying to have the Huffman Dam trilobite designated as the

official state fossil of Ohio. The students wrote letters to Representatives Robert L. Corbin and Robert E. Hickey of Dayton, who agreed to sponsor legislation in the Ohio House of Representatives to make the Huffman Dam Isotelus the

official state fossil. Senator Charles Horn of Dayton agreed to do the same in the Ohio Senate.

The proposal for a state fossil received widespread publicity in newspapers and on television. Support for the idea came from various geologic interest groups throughout the state. Rather than naming only one specimen as the state fossil, the bill, which was drafted with technical assistance from the Division of Geological Survey, actually

designated the trilobite genus Isotelus as the official state invertebrate fossil. Ultimately, the bill passed both the Ohio House of Representatives and the Ohio Senate with little opposition.

Isotelus is a most suitable selection for the state fossil. Not only are specimens of this trilobite, or at least fragments, moderately abundant in the rocks exposed in southwestern Ohio, but they are represented by the Huffman Dam specimen, which is one of the largest complete trilobites ever collected.

WHAT IS A TRILOBITE?

Trilobites are an extinct class of the Phylum Arthropoda, which includes among its living members the horseshoe crab, crabs, lobsters, shrimp, scorpions, spiders, and

insects. Trilobites first appeared in the fossil record about 542 million years ago and became extinct about 251 million years ago. Trilobites lived in marine environments, where they burrowed in sediment, crawled along the

sea floor, or were free swimming. Most trilobites ate mud from the sea floor, whereas others filtered food directly from the water, scavenged, or were predators. They grew by periodically molting their exoskeleton, a hard, outer shell similar in composition to fingernails. Thus, one trilobite could leave behind numerous fossil fragments representing shed exoskeletons. For defense against predators, some trilobites had sharp spines on their exoskeletons, and all had the 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 megistos, but today I. maximus is the accepted species name. Locke collected only the pygidium (tail) of the trilobite but, by proportional comparison, he estimated that the complete trilobite would have been about 21 inches in length.

Perhaps the most famous Isotelus specimen was discovered in 1919 by workmen digging an outlet tunnel during the construction of the Huffman Dam on the Mad River northeast of Dayton. This giant specimen of Isotelus measures 141/2 inches long by 101/4 inches wide. Through the efforts of Arthur E. Morgan, chief engineer of the Miami Conservancy District, the trilobite came into the hands of August F. Foerste, a Dayton area high school teacher and

one of Ohio's most renowned and prolific paleontologists. 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, complete trilobites of any kind ever collected.

FURTHER READING

Eckert, A. W., 1961, The mammoth trilobite of Dayton: Science Digest, July, p. 67-70.

Feldmann, R. M., and Hackathorn, Merrianne, eds., 1996, Fossils of Ohio: Ohio Division of Geological Survey Bulletin 70, 577 p.

Foerste, A. F., 1919, Notes on Isotelus, Acrolichas, Calymene, and Encrinus:

Denison University Scientific Laboratories Journal, v. 19, p. 65-82. Hansen, M. C., 1985, Isotelus—Ohio's State Fossil: Division of Geological

Survey, Ohio Geology, Summer, p. 1-4. __________ 1989, Large Isotelus found: Division of Geological Survey,

Ohio Geology, Spring, p. 6. Locke, John, 1838, Geological report (on southwestern Ohio): Ohio Division

of Geological Survey Second Annual Report, p. 201-286. __________ 1842, On a new species of trilobite of very large size (Isotelus

megistos): American Journal of Science, v. 42, no. 2, p. 366-368. Shrake, D. L., 1994, Ohio trilobites: Ohio Division of Geological Survey

GeoFacts No. 5.

This GeoFacts compiled by Douglas L. Shrake • Revised May

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.

3.

2 interesting things:

1.

2.

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?

10. Continue to explore to the end.

All mages are from:

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________________________

______________________________________________________________________________

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?

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

1

2

3

4

5

6

# of Light Moths

556

537

484

392

246

225

# of Dark Moths

64

112

198

210

281

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

24

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

200

100

1 2 3 4 5 6

End of the Year

26

# o

f

Mo

ths

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.

31

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?

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)

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.

(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 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.

37

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

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. 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

Days 2-3

Days 4-5

Days 6-8

Day 9

and on-going

Day 10

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 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 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 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-

chosen details; use appropriate eye contact, adequate volume, and clear 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 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: Engage

• E. Coli visual aid • Chromosome Templates • Exit Tickets

Explore • Salmon Life Cycle Song

http://www.youtube.com/watch?v=qV30U Z9aF04

• Salmon Life Cycle Info Sheet Specie Reproduction Exploration

Explain • Sexual Reproduction worksheet • Asexual Reproduction worksheet • Reproduction Venn Teacher Resource

(teacher use only)

Elaborate • 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

VOCABULARY: Primary Asexual Reproduction Bacteria Chromosome Clone Female Fertilization Gamete Genetic Modification (GM) M al e Media Bias Meiosis

Mitosis Sexual Reproduction Zygote Secondary Identical Unique

SAFETY

•

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

ADVANCED

PREPARATION

ENGAGE (1 day)

Engage

• Print or project VISUAL AID: "E. coli." • 2. Prepare Chromosome templates from supplementary page by

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, advantages, and disadvantages of sexual and asexual

reproduction.

(What will draw students into the learning? How will you

determine what your students

already know about the topic?

What can be done at this point to identify and address

misconceptions? Where can

connections be made to the real world?)

What is the teacher doing? Chromosomes (Day 1) Part I: Asexual Reproduction

• Describe to students chromosome as a container of information, a way of packaging characteristics about organisms so that those details might be passed on

through reproduction.

What are the students doing? Chromosomes (Day 1) Part I: Asexual Reproduction

1. Students will begin identifying five characteristics of the E.

Coli visual aid.

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 • Solicit from class discussion

about traits we/they share such as hair color; eye color; tall/short; toe length (if second 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 each group five blank chromosome templates. Instruct them to fill in two of these templates with trait letters from those displayed, selecting either a capital letter trait

or a lower case letter trait for each

of the two templates' sections. • After they have completed

the two individual chromosomes, have groups copy them exactly to two other chromosomes, similar to 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 bacteria can, these reproductive cells must

combine to form a new

organism.

Part II: Sexual Reproduction 4. Next students will look at 5

binary characteristics (i.e. Brown hair has the allele pairing of BB or Bb)

5. Students will create two chromosomes that will contain their five identified

traits (i.e. Brown hair will be identified by one chromosome having a "B" and in the same row on the second chromosome they will put another "B" or "b" completing the binary allele.)

6. Students will then take their chromosome pair and split it to

create a gamete (sex cell)

7. Students will trade gametes with a partner and create a new organism with both of

their chromosomes.

• 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.

EXPLORE (2 days)

(How will the concept be developed? How is this relevant to students' lives? What can be

done at this point to identify and address misconceptions?)

What is the teacher doing? 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

Life Cycle Song http://www.youtube.com/wat ch?v=qV30UZ9aF04

• Distribute the Salmon Life Cycle Info Sheet. Ask students to compare their notes from the video to the diagram displayed on the Info sheet. In what shape are the stages organized? (circular) Do salmon reproduce sexually or

asexually? (sexually) How do you know? (egg + sperm)

• Tell students to buddy 1. read and 2. highlight the main points about the stages of life of a salmon 3. underline interesting details

What are the students doing? Salmon Life Cycle (Day 2)

1. Students actively view a music video about the life

cycle of salmon. 2. Students take notes about the

stages of a salmon's life.

3. Students discover that the stages in the life of a salmon can be depicted in a circular diagram called a life cycle diagram and salmon reproduce sexually.

4. Students locate main ideas in a text about the life of a

salmon.

6

Specie Reproduction Exploration (Days 2-3)

• Distribute Specie Reproduction Exploration (1 worksheet can be copied for groups of 3-4 students)

Specie Reproduction Exploration (Days 2-3)

5. Student collaborative groups of 3-4 research a specie and

create an Info-sheet similar to

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 of the organism groups (do not repeat choices) and begin

working. • Facilitate group work while

formatively assessing the students' understanding of sexual/asexual reproduction.

reproduces sexually, asexually, or both.

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? Sexual vs Asexual Reproduction Videoclips (Day 4)

• Teacher instructs students to write down as many vocabulary words from the

song as they hear them. • Teacher shows video. Vascular

What are the students doing? Sexual vs Asexual Reproduction Videoclips (Day 4)

1. Students are recognizing, writing, and sharing content specific vocabulary in media.

EXPLAIN (2 days)

(What products could the students develop and share?

How will students share what they have learned? What can be

done at this point to identify and

address misconceptions?)

Plant Reproduction, What a Wonderful World http://www.youtube.com/wat ch?v=35vPjdTNRU0

• Students share the captured vocabulary as the teacher

makes a list on the board. • Distribute "Sexual

Reproduction" worksheet and go

over directions. • Show video. Sexual

Reproduction http://www.youtube.com/wat ch?v=tFZeyFbBLXE

• As a class, go over the answers and teacher corrects and

dispels misconceptions.

2. Students are using content vocabulary to complete a script from a media

presentation. 3. Students use acquired

vocabulary to discuss and answer questions in response to

media.

4. Students continue using 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) • Distribute Guided Reading

handout

one per student • Set the purpose for reading,

"You are going to read a text selection to find specific information."

• Teacher models think-aloud while reading

• Teacher asks, "How is reading a diagram for information

similar and different from

reading a text passage?" • Teacher models the use of a

venn diagram for organizing comparison/contrasting

information. • Teacher formatively assesses

the students' understanding and makes notes for

acceleration.

Close Text Reading (Day 5) 8. Students read about the cell

cycle.

9. With a reading buddy, students read and complete the

guided reading handout about

mitosis.

10. Students orally compare and contrast reading a diagram v. t ex t .

11. Students compare and contrast mitosis and meiosis by drawing and completing a Venn diagram in their interactive notebook, journal, or on a separate piece of

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.

ELABORATE (3 days)

(How will the new knowledge be reinforced, transferred to new and unique situations, or

integrated with related concepts?)

What is the teacher 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 variables. Recognizing bias in media is discussed as a

twenty-first century skill. • After instructing the students to

identify the problem being discussed in the article, teacher shows video 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

problem and write their

ideas on the board. • Teacher silently gathers

formative assessment data on

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

What are the students doing?

1. Students are viewing a video to identify a problem, which can be solved by scientific

study.

2. Students are formulating and writing questions/problems for

scientific 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.

EVALUATE (on-going)

Objective: Student presents 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.

(What opportunities will students have to express their

Formative How will you measure learning as it occurs?

Summative What evidence of learning will demonstrate to

thinking? When will students reflect on what they have

learned? How will you measure

• Consider developing a teacher- created formative assessment

you that a student has met the learning objectives?

learning as it occurs? What evidence of student learning will you be looking for and/or

collecting?)

1. Student discussion in Engage. 2. Specie Reproduction Info-Sheet

(Explore) 3. Answers to Sexual and Asexual

Reproduction questions on worksheets (Explain)

1. During sharing of papers or debate, students can articulate the knowledge gained about

reproduction to explain how a food item is genetically modified and what effects this modification

11

4. Venn diagram comparing and contrasting sexual and asexual reproductions (Explain)

5. Venn diagram comparing and contrasting meiosis and mitosis (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

can have on the consumer and society. 2. A teacher-created short cycle

assessment can assess all student learning outcomes.

INTERVENTION

EXTENSION/

INTERVENTION (1 day or as needed)

• • • •

What are the main issues of concern in genetically modified foods for human health? Students could make consumer education pamphlets to address these

concerns. Career explorations http://www.icbse.com/careers /careers-in-genetic- engineering http://explorehealthcareers.or

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

• • •

http://www.diffen.com/differ ence/Asexual_Reproduction_ vs_Sexual_Reproduction an excellent organization of the relationships http://www.diffen.com/differ ence/Meiosis_vs_Mitosis an excellent organization of the relationships Possible article http://www.studentnewsdaily. com/types-of-media-bias/

• 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

MISCONCEPTIONS

Strategies to address 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 on- line 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

ADDITIONAL

RESOURCES

• 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: • The Tiny Seed by Eric Carle This picture book discusses reproduction

and life cycle in plants.

13

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

Science

Standard

Content

Product

4 Group shows an advanced understanding of sexual and/or asexual reproduction Info Sheet has a title, life cycle diagram, 3 interesting facts, uses color to enhance appearance

Info-Sheet Rubric

3 Group shows a proficient understanding of sexual and/or asexual reproduction Info sheet has 3 of the 4 required components

2 Group shows a basic understanding of sexual and/or asexual reproduction Info sheet has 2 of the 4 required components

1 Group shows confusion in the understanding of sexual and/or asexual reproduction Info sheet has 1 of the 4 required components

Collaboration

All members of the group were on task 100% of the time and worked together to plan, research and produce the Info- Sheet

Most of the members of the group were on task

80% of the time and

worked together to

plan, research and produce the Info- Sheet

Most members of the group were on task 50% of the time and worked together to plan, research and produce the Info- Sheet

Work was not shared across the

group or members did not work collaboratively.

19

Name: __________________________________ Date: _______________ Period: _____

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

20

21

ANSWER KEY

reproduce

offspring generations

sex cell

sperm

50

egg 50

join

fertilization

internal

inside

fish

sperm

outside

genes

NOT

offspring

1

22

32

Answers will Vary

Answers will Vary

23

Name: __________________________________ Date: _______________ Period: _____

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

24

25

Answer Key

unique

single

sexually

specie

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 identical

offspring

Budding

Produce

Offspring

Genetically unique offspring

Sperm

27

Comparing Sexual Reproduction to Asexual Reproduction - Answers

Sexual Asexual

Reproduction

••

Unique offspring

Adaptations of a

•

Identical

offspring

Reproduction

• ••

species to

changing

environment

more possible

over time

Requires more

energy

Takes longer time

DNA from two

organisms

combine to

make a new

organism

Ensure survival

of a species

by

reproduction

Both

•

• • •

Adaptations of a

species to

changing

environment not

likely

Requires less

energy

Takes shorter

time

DNA from one

organism

replicates to

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

Total

Percentage

Conclusion

Believing

_________

_________

Skeptical

_________

_________

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

Introduction (Organization)

Support for Topic (Content)

Counterargument

Accuracy of Facts (Content)

Grammar & Spelling (Conventions)

4 The introduction states the background/histor y of the problem.

Thesis statement has a viewpoint for

rest of essay. Relevant, telling, quality details give the reader

important information that goes beyond the obvious or predictable and

includes the role reproduction plays in the genetic

modification. Writer uses essay to state opposing view(s) of others and counters respectfully why they are not valid. All supportive facts are reported accurately and all

sources are cited. Writer makes no errors in grammar or spelling that distract the reader

from the content. Vocabulary and word endings have

no mistakes.

3 The introduction states the main topic and previews the reader. Perhaps missing a clear

background of

problem. Supporting details and information

are relevant, but one key issue is unsupported. The essay also includes the role reproduction plays in the genetic modification. Writer uses essay to state opposing view(s) of others and counters disrespectfully or

disdainfully. Almost all supportive facts are reported accurately and all sources are

cited. Writer makes 1-2 errors in grammar, spelling, vocabulary, word endings that distract the reader from the

content.

2 The introduction states the main

topic, but does

not adequately preview the structure of the paper nor is it particularly inviting to the

reader. Supporting details and information are relevant, but several key issues

are unsupported. Reproduction is mentioned but its role is not

described. Writer use opposing argument in essay, but does

not counter. Most supportive facts are

reported accurately and most sources are

cited. Writer makes 3-4 errors in grammar, spelling, vocabulary, and word endings that distract the

reader from the

content.

1 There is no clear introduction of

the main topic. Supporting details and information are present but typically unclear or

not related to the

topic. Reproduction and its role are

not mentioned. Writer does not include opposing argument or counter in essay. Few facts are reported OR most are inaccurately reported or no sources are

cited. Writer makes more than 4 errors in grammar, spelling, vocabulary, and word endings that distract the

reader from the

content.

32

8th Grade Science Unit:

Heredity: Traits, Genes, Alleles Unit Snapshot

Topic: Species and Reproduction

Grade Level: 8

Summary

Duration: 12 days

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

Day 2-3

Days 4-9

Day 10

Day 11

and on-going

Day 12

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 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 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

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 throughout the unit, and to become aware of students misconceptions related to 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 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.

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.6-8.8 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: Engage

• Skills Lab Sheet - Class Survey

• Mirrors (optional)

Explore • Computer Access (if done independently)

• Gizmo - Mouse Genetics Activity A

• How to Breed Your Dragon

Explain • Mendelian Genetics - Video Questions • V i d eo -

http://www.bozemanscience.com/029- mendelian-genetics

• Science Textbook • Guided Reading and Study

• Gizmo - Mouse Genetics Activities B & C

• Monster Genetics Lab

Elaborate

• Pitbull Dilemma

• Bikini Bottom Genetics

VOCABULARY: Alleles Co-dominance

Dominant Allele Fertilization Genes Genetics Genotype Heredity Heterozygous (hybrid) Homozygous (purebred) Hybrid Offspring Phenotype

Probability Punnett Square

Recessive Allele Trait

SAFETY

ADVANCED

PREPARATION

•

• •••

See Lab Safety Contracts

Make all required copies of handouts Create a Blackboard Discussion Board titled "Medical Journal" Familiarize yourself with Mouse Genetics Gizmo Investigate the genetic history of your own family, and complete a two- page

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.

ENGAGE Day 1

(What will draw students into the learning? How will you determine

what your students already know about the topic? What can be

done at this point to identify and

address misconceptions? Where

can connections be made to the real world?)

What is the teacher doing? Take a Class Survey (Day 1)

• Distribute to students Skills Lab Sheet for the Class Survey

• Review with students how to write a hypothesis.

• Instruct students to write a hypothesis about the problem questions, "Are traits controlled by dominant alleles more common than traits controlled by recessive alleles?"

• Show examples of Traits discussed.

What are the students doing? Take a Class Survey (Day 1) 1. Construct a hypothesis about the

problem questions.

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? (Day 2) How to Breed Your Dragon **SEE TEACHER DIRECTIONS **

• Set the scene for the students

• Facilitate Think-Pair-Share Discussions

• Help students draw conclusions and come up with a hypothesis

What are the students doing? (Day 2) How to Breed Your Dragon

1. Listen to scene set by teacher 2. Analyze Family Portraits of

Dragons provided 3. Think-Pair-Share with a partner

about your findings.

EXPLORE

(Day 3)

(Day 3)

Day 2 - 3 (How will the concept be

SIM -Mouse Genetics (Activity A) SIM - Mouse Genetics (Activity A)

developed? How is this relevant to students' lives? What can be

done at this point to identify and address misconceptions?)

• Facilitate discussion from previous day about identifying traits.

• Reinforces the meaning of dominant and recessive

alleles. • Distribute Activity A

Students Worksheet and facilitate as students complete (This is recommended to

lead students through this simulation as a whole

class demo.

1. Completing Prior Knowledge Questions on Student worksheet.

2. Following along and answering questions as teacher facilitates discussion through simulation OR working independently

answer questions.

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.

Day 4 - 9

(What products could the students develop and share?

How will students share what they have learned? What can be

done at this point to identify and address misconceptions?)

What is the teacher doing? (Day 4) Video - Mendelian Genetics

• Distribute Mendelian Genetics - Video Questions to

each student. • Show video

http://www.bozemanscience.com/029-

mendelian- genetics

What are the students doing? (Day 4) Video - Mendelian Genetics

1. Watch an online video. 2. Answer questions that go along

with video.

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) Probability and Heredity • Facilitate completion of

Guided Reading and Study

(Day 5) Probability and Heredity

1. Students will read

in textbook

o 2. Complete Guided Reading and

o Study

(Days 6 - 7) (Days 6 - 7)

Sim - Mouse Genetics (Activities B & C) • Distribute Gizmo Mouse

Genetics Activities B & C 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.

(Day 8 - 9) Monster Genetics Lab

• Distribute Monster Genetics Activity Sheet to students

• Each group will need a coin to help determine genotypes of

their monster. • Facilitate discussions with

groups about the genotype and phenotype of the

monsters they created.

Sim - Mouse Genetics (Activities B & C)

1. Students work through Gizmo - Mouse Genetic Activities B & C

2. Answer questions on Worksheet

(Days 8 - 9) Monster Genetics Lab

1. Flip a coin for each trait to determine the genotype for the

female monster. 2. Identify genotype/phenotype for

male monster. 3. Create punnett squares for the

probability of the baby monsters

having each trait. 4. Answer follow up questions

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 Day 10

(How will the new knowledge be reinforced, transferred to new

and unique situations, or integrated with related

concepts?)

inherit a genetic disorder. What is the teacher doing? (Day 10) Pitbull Dilemma

• Distribute Pitbull Dilemma to students.

• Facilitate discussion about punnett squares and genetic

disorders. • Homework or Reinforcement

- Bikini Bottom Genetics

What are the students doing? (Day 10) Pitbull Dilemma

1. Read the scenario about Hip Dysplasia in Pitbulls.

2. Create 2 punnett squares to answer the scenario.

3. Analyze a pedigree to identify which offspring will have a

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

EVALUATE

(On-going) (What opportunities will students have to express their thinking? When will students reflect on

what they have learned? How

will you measure learning as it occurs? What evidence of

student learning will you be looking for and/or collecting?)

• • 1. 2.

3.

4.

5.

Consider developing a teacher-created formative

assessment. The following activities can be

used to assess students' progression of knowledge towards mastery of learning

targets. Class Survey Lab Sheet How to Breed Your Dragon Gizmo Activity Sheets Video Questions Guided Reading and Study

EXTENSION

that a student has met the learning objectives? 1. Monster Genetics Lab can be

used to assess student

knowledge related to inheritance of traits, dominant vs recessive traits, and Mendelian

Laws. 2. Pitbull Dilemma can be used to

assess student ability to use a pedigree to assess genetic

inheritance patterns. 3. Teacher-created short cycle

assessment will assess all students

learning targets.

INTERVENTION

EXTENSION/

INTERVENTION Day 11 and as needed

1.

www.phet.colo

rado.edu

heredity and

genetic

simulations

1. Tour of the Basics "what is a trait"

on-line module and "what is

heredity" online module. http://learn.genetics.utah.edu/c ontent/begin/tour/

2. Virtual Lab 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

COMMON

MISCONCEPTIONS

DIFFERENTIATION

ADDITIONAL

RESOURCES

• 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

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.

Textbook:

8

th Grade Science Textbooks: Holt Series

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

http://learn.genetics.utah.edu/content/begin/traits/ • http://learn.genetics.utah.edu/content/begin/tour/ • Virtual Lab:

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.

8

9

10

11

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

Trait

Horns

Toes

Wings

Spikes

Phenotype

Dominant has horns

Recessive no horns

Dominant white

Recessive black

Dominant has wings

Recessive no wings

Dominant thin, spaced

Recessive thick, touching

Genotype

H

h

T

t

W

w

S

s

Possible Genotypes

HH or Hh

TT or Tt

WW or Ww

SS or Ss

Possible Genotypes

hh

tt

ww

ss

Figure 1: All dominant

traits appear

Family A: HH + HH

Family B: Hh + Hh

Family C: HH + hh

Family D: Hh + hh

Family E: hh + hh

Figure 2: All recessive

traits appear

For this initial exploration, all traits are the same genotype.

Once punnett squares have been explained, students can

play with breeding varied genotypes to get the desired dragon.

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:

Patterns of

inheritance

Get ready:

• Click Clear.

• Drag a black mouse and a white mouse into the 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

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

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**

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Name: __________________________ Date: _________________ Period: ________

www.explorelearning.com

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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

Eye

Tail Shape

Tail Color

Tail

Teeth

Horn

Color

Ear shape

Ears

Claws

Allele 1

Two small eyes (E)

Curly (C)

Purple (P)

Have tail (T)

Sharp (S)

Purple (W)

Pointy (Y)

No ears (N)

Long (L)

Allele 2

One large eye (e)

Straight (c)

Orange (p)

No tail (t)

Round (s)

White (w)

Round (y)

Two ears (n)

Short (l)

Genotype

Phenotype

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

Eyes

Tail Shape

Tail Color

Tail

Teeth

Horn Color

Ear shape

Ears

Claws

Genotype

ee

Pp

ww

yy

Straight

No tail

Round

Have 2 ears

Short

Phenotype

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?

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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? ____________________

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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

41

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

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.

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

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

2. In this pedigree how many of the pit bulls have hip dysplasia? ________3_______

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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

h

Hh

Hh

___0__ % of offspring

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

generation will have Hip Dysplasia, because the mother is Homozygous

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.

**Possible Solution**

Hh

hh

Hh

HH

Hh

Hh

h

h

H

Hh

Hh

H

Hh

Hh

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