Download Breeding Bunnies - Georgia Standards

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
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feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Life Science - 7th Grade
Unit: Evolution
Differentiated (Tiered) Task
Breeding Bunnies
Subject Area: Life Science
Grade: 7
Standards (Content and Characteristics):
S7L5. Students will examine the evolution of living organisms through inherited
characteristics that promote survival of organisms and the survival of successive
generations of their offspring.
a.
Explain how physical characteristics of organisms have changed over successive
generations (e.g. Darwin’s finches and peppered moths of Manchester).
b. Describe ways in which species on earth have evolved due to natural selection.
S7CS6. Students will communicate scientific ideas and activities clearly.
b. Write for scientific purposes incorporating data from circle, bar and line graphs, two
way data tables, diagrams, and symbols.
c.
Organize scientific information using appropriate simple tables, charts, and graphs, and
identify relationships they reveal.
S7CS9. Students will investigate the features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
b. Scientific investigations usually involve collecting evidence, reasoning, devising
hypotheses, and formulating explanations to make sense of collected evidence.
Enduring Understanding:
Physical characteristics of organisms change over time.
Changes in species occur due to natural selection, reproduction and environmental
conditions
Essential Question(s):
How does natural selection affect the evolution of species on earth?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Life Science  7th Grade  Evolution
August 8, 2007 Page 1 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Life Science - 7th Grade
Pre-Assessment: It is assumed that genetics has already been taught. The pre-assessment is
focused on review of genetics concepts required to complete this activity.
Students will break into two big groups. Each student will choose an index card with a term on
it. Students will be given a limited amount of time to circulate amongst their group and find one
or more other terms that are related to their term. Once students have formed pairs or small
groups, they will explain to the class the relationship they found. Students will then discuss if
any changes could be made and come up with other ways to group the words. Words include:
allele, heterozygous, homozygous, hybrid, purebred, recessive, dominant, T, t, TT, Tt, tt.
Outcome/
Performance Level
Indicator
Performance Task:
(Detailed
Description)
Teacher role?
Student role?
BASIC
INTERMEDIATE
ADVANCED
Students will perform a
lab simulation to
demonstrate changes in
the number of
genotypes and
phenotypes in a
population due to
natural selection.
Students will record
data in a table provided
by the teacher.
Students will plot data
on a graph developed
partially by the teacher.
Teacher
Review genetics terms
as needed.
Distribute materials to
groups including
Scenario, Lab
Instructions, and Data
Table.
You may choose to
create a spreadsheet
format for students to
record data in.
Guide students through
lab activity.
Depending on students,
you may want to
demonstrate collecting
data for the first
generation.
Provide students with
detailed directions to
produce a graph using a
Students will perform a
lab simulation to
demonstrate changes in
the genotypes and
phenotypes in a
population due to
natural selection.
Students will use
computer software to
create a data table and
graph their results.
Students will design a
lab simulation to
demonstrate changes in
the genotypes in a
population due to
natural selection.
Students will write up
their lab procedures for
teacher approval prior
to conducting the lab.
Students will create a
table to record their data
and graph their results.
Teacher
Review genetics terms
as needed.
Distribute materials to
groups including
Scenario and Lab
Instructions (Students
will create their own
data table).
Guide students in
producing a spreadsheet
to record data.
Provide guidance as
needed.
Teacher
Review genetics terms
as needed.
Provide students with
the scenario only.
Provide students with
materials as required by
their lab design.
Approve lab design
before students
complete experiment.
Assist students as
needed.
Students
Following lab
instructions simulate the
breeding of furless and
furred bunnies using
white and red beans.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Life Science  7th Grade  Evolution
August 8, 2007 Page 2 of 7
Copyright 2007 © All Rights Reserved
Students
Given the scenario,
design and carry out a
lab simulation.
Create a spreadsheet to
record your data. Using
computer software,
One Stop Shop For Educators
Georgia Performance Standards Framework for Life Science - 7th Grade
computer or create a
Create a spreadsheet to
create a graph to
graph for students to
record your data. Create illustrate your results.
plot data on.
a graph using computer
software illustrating the Upon completion of
changes in number of
graphs, students will
Students
Following lab
alleles.
share their results with
instructions simulate the
other groups and make
breeding of furless and
Upon completion of
comparisons.
furred bunnies using
graphs, students will
white and red beans. In share their results with
the spreadsheet created other groups and make
for you, record your
comparisons.
data. Following
specific guidelines,
graph your data using
computer software.
Upon completion of
graphs, students will
share their results with
other groups and make
comparisons.
50 red beans, 50 white
Resources
beans, 1 bag, 3 dishes,
marker, and graph
paper.
Computer with
spreadsheet and
graphing software.
Homework/Extension Answer the following
question: Using
evidence from your lab
investigation, explain
how and why the
population of rabbits
changed over time?
Instructional Tasks
Accommodations for
ELL Students
50 red beans, 50 white
beans, 1 bag, 3 dishes,
marker, and graph
paper.
Computer with
spreadsheet and
graphing software.
Assuming cold weather
was not a factor and that
furless bunnies openly
bred with furred
bunnies, what would
you predict would
happen to the genotypes
and phenotypes of the
bunnies after 10
generations? Support
your prediction with
evidence from your
prior knowledge and the
lab activity.
Computer with
spreadsheet and
graphing software.
Other materials as
required by their lab
design.
Answer the following
question: If there were
no more furless bunnies
in the wild, would it be
possible for your friend
to catch some of the
furred bunnies and
breed them to make
furless bunnies. If so,
what conditions would
have to be present?
Support your answer
with evidence from
your prior knowledge
and the lab activity.
Simplify instructions and give orally as well as on paper. Accept
ungrammatically correct sentences for homework response.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Life Science  7th Grade  Evolution
August 8, 2007 Page 3 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Life Science - 7th Grade
Provide ELL students with key terms and shortened definitions along with
symbols or picture definitions.
Instructional Tasks
Accommodations for
Students with
Specific Disabilities
Instructional Tasks
Accommodations for
Gifted Students
Simplify instructions and give orally as well as on paper. Demonstrate how to
collect and record data.
Provide with key terms and definitions.
Using an organism of their choice, design a lab procedure to test how the
genotypes of the organism would change over time in accordance to their
environment.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Life Science  7th Grade  Evolution
August 8, 2007 Page 4 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Life Science - 7th Grade
Scenario
One of the hottest new pets on the market is furless bunnies. Your friend, who lives in England,
has a thriving business breeding furless bunnies. Tragically, one day he came home to find all
50 of his furless bunnies had escaped into the forest next to his home. He is having a very hard
time catching his bunnies. He is concerned that his furless bunnies will not survive the harsh
winter and that the large population of furred bunnies in the forest will breed with his bunnies.
He has called on you to help him determine what will happen to his population of furless bunnies
if they were to remain in the wild. You will examine how natural selection will affect the
genotypes of phenotypes of the bunny population.
Dominant allele, normal fur = F
Recessive allele, no fur = f
Write the phenotype of Fur or No Fur beside each of the following genotypes:
FF:_____________
Ff:___________
ff: _____________
Lab Instructions
Problem: How will natural selection affect the evolution of the bunnies over many generations?
Hypothesis:
______________________________________________________________________________
______________________________________________________________________________
______________
Procedures:
1. Collect materials: 50 red beans, 50 white beans, 1 bag, 3 dishes, and a marker.
2. The red beans represent the allele for fur, and the white beans represent the allele for no fur.
The container represents the English countryside, where the rabbits randomly mate.
3. Label one dish FF for the homozygous dominant genotype. Label a second dish Ff for the
heterozygous condition. Label the third dish ff for those rabbits with the homozygous
recessive genotype.
4. Place 50 red and 50 white beans (alleles) in the container and shake up (mate) the rabbits.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Life Science  7th Grade  Evolution
August 8, 2007 Page 5 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Life Science - 7th Grade
5. Without looking at the beans, select two at a time, and record the results on the data form
next to "Generation 1." For instance, if you draw one red and one white bean, place a mark in
the chart under "Number of Ff individuals." Continue drawing pairs of beans and recording
the results in your chart until all beans have been selected and sorted. Place the "rabbits" into
the appropriate dish: FF, Ff, or ff.
6. The ff bunnies are born furless. The cold weather kills them before they reach reproductive
age, so they cannot pass on their genes. To represent the death of the naked bunnies, place
the beans from the ff container aside before beginning the next round.
7. Place the alleles of the surviving rabbits (which have grown, survived and reached
reproductive age) back into the container and mate them again to get the next generation.
8. Repeat steps five through nine obtain generations two through ten. If working as a team,
make sure everyone in has a chance to either select the beans or record the results.
9. Once you have determined the genotypes of each generation, calculate the phenotypes.
10. Graph your data.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Life Science  7th Grade  Evolution
August 8, 2007 Page 6 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Life Science - 7th Grade
Data Table
Generation
Number of
FF
Individuals
Number of
Ff
Individuals
Number of
ff
Individuals
Number of
furred
bunnies
Number of
furless
bunnies
1
2
3
4
5
6
7
8
9
10
Adapted from: www.pbs.org/wgbh/evolution/educators/lessons/lesson4/act1.html
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Life Science  7th Grade  Evolution
August 8, 2007 Page 7 of 7
Copyright 2007 © All Rights Reserved