Download Activities For All levels of Biology - tguilfoyle

Tim Guilfoyle
[email protected]
Activities For All levels of Biology
Phillip O. Berry Academy
Charlotte, NC 28075
HHMI Ambassador
“….this isn’t some species that was obliterated by deforestation or the
building of a dam. Dinosaurs had their shot and nature SELECTED
them for extinction….” Ian Malcolm (Jeff Goldblum) Jurassic Park
It changed your teaching and you don't
know how your students learned
without it?
https://www.google.com/search?noj=1&biw=1280&bih=675&tbm=isch&sa=1&q=survey+says&oq=survey+says&gs_l=img.3..0l10.162937.164613.0.165169.1
1.10.0.1.1.0.145.1014.6j4.10.0....0...1c.1.64.img..0.11.1015.Wpf1gMxN3N4#imgrc=N7uiBNlx4zOu_M%3A
Biointeractive.org
Mother Nature – The Natural Engineer
Evolving Bodies, Evolving Switches
The Stickleback Fish
Beaks as Tools: Selective Advantage In
Changing Environments
Natural Selection of the Rock
Pocket Mouse
Using Stickleback Fish to Teach Evolution and Genetics
Next Generation Science Standards
MS-LS1.B, MS-LS3.A, MS-LS3.B, MS-LS4.C
HS-LS1.A, HS-LS3.A, HS-LS3.B, HS-LS3-3, HS-LS4.B, HS-LS4.C
Florida Science Standards
Big Idea 15: Diversity and Evolution of Living Organisms
Big Idea 16: Heredity and Reproduction
SC.7.L.15.2; SC.7.L.15.3
SC.912.L.15.13; SC.912.L.15.14; SC.912.L.15.15
Common Core
AP Biology
Big Idea 1 – 1.A.1, 1.A.2, 1.A.4, 1.C.2
Big Idea 2 - 2.D.1, 2.E.1
Big Idea 3 – 3.A.4, 3.B.1, 3.C.1
IB Biology
(2009 Standards) 4.1, 4.3, 5.4, D.2
(2016 Standards) 3.1, 3.4, 5.1, 5.2
CCSS.ELA-Literacy.WHST.6-8.1, CCSS.ELA-Literacy.WHST9-12.1,
CCSS.ELA-Literacy.RST.6-8.7, CCSS.ELA-Literacy.RST.9-12.5, CCSS.ELALiteracy.
RST.9-12.7, CCSS.Math.Practice.MP2,
CCSS.Math.Content.HSS.IC.A.1
The Making of the Fittest:
Film Introduction:
Evolving Switches, Evolving Bodies
• Freshwater stickleback populations were
established when marine populations became
trapped in lakes, initially connected to the ocean,
that formed at the end of the last ice age.
• Freshwater stickleback populations are very
different from marine populations because they
have adapted to life in freshwater environments.
• Freshwater stickleback fish underwent many
changes (color, size, skeleton) as they adapted
to life in freshwater.
• This activity focuses on changes in the pelvic
skeleton because this trait is highly variable and
is easy to see and measure.
• The underlying genetic mechanisms are well
studied too.
The Making of the Fittest: Evolving Switches, Evolving Bodies
The Making of the Fittest:
Evolving Switches, Evolving Bodies
Activity: Is one phenotype (with spines or without spines)
dominant and one recessive? Is each phenotype controlled by a
different version (allele) of a single gene, or are many interacting
genes involved? In this activity, you will answer these questions
by analyzing the outcome of breeding a stickleback with pelvic
spines and one without pelvic spines.
The fish shown in the photo on the left is a
marine threespine stickleback. Like all
marine stickleback, this fish has a pair of
pelvic spines (only one is visible), which
serve as a defense from large predatory
fish. In some freshwater populations
stickleback lack pelvic spines. (The scale
is in centimeters.)
The Making of the Fittest:
Evolving Switches, Evolving Bodies
Using Genetic Crosses to Analyze a Stickleback Trait
Stating the Hypothesis: Which Phenotype Is Dominant? Examine the offspring of a
genetic cross between a stickleback from the ocean (marine stickleback) and a
freshwater stickleback from Bear Paw Lake.
1.
Based on what you learned in the film, what are the phenotypes of these two
parental stickleback fish? Indicate your choice with a check mark.
Marine
__ pelvic spines present
__ pelvic spines absent
Bear Paw Lake
__ pelvic spines present
__ pelvic spines absent
WHY?
2.
How does this Illustrate Natural Selection?
If we start with the simplest assumption that the presence or absence of pelvic
spines is controlled by a single gene with two alleles, how would you denote the
genotype of the two homozygous parents?
PP X pp
What is your hypothesis for which phenotype is dominant and which one is recessive?
Assign Genotypes:
PP or pp
Marine __________________
PP or pp
Bear Paw Lake _________________
Based on your hypothesis, what would you expect to
be the results of the cross between the marine and
Bear Paw Lake stickleback parents? Make your
prediction using the Punnett square to the right.
Students answer depends on which phenotype is
hypothesized to be dominant (with spines or without spines);
however 100% of F1 will be heterozygous (1:0 ratio)
Using the Punnett square to the right, what do you
expect would be the result of crossing two F1 fish to
produce the second filial (F2) generation?
1 PP: 2Pp: 1pp or 3:1
If you had 40 offspring in the F2 generation, approximately how many would you
expect to have pelvic spines and how many to lack pelvic spines?
30 with spines and 10 without spines (or vice versa depending on the students hypothesis)
Obtaining the Data: Do the Results from the
Experiment Support Your Hypothesis?
• Now you will use the fish cards to see whether the result of
the crosses described in support your hypothesis.
• The cards show photographs of stickleback fish that were
stained with a solution that turns bones red, making them
easier to see.
• There are two sets of cards: the first set (16 cards) represents
the F1 generation and the second set (40 cards) the F2
generation.
• You will be sorting these cards according to whether the fish
have pelvic spines.
A stickleback with pelvic spines. The fish is shown in side(lateral) and
belly (ventral) views, and the pelvic spines are indicated by the arrows. The pelvic
spines are attached to the pelvic girdle.
A stickleback without pelvic spines. The fish has a reduced pelvic girdle
(indicated by the circles) with no pelvic spines attached to it.
Sort the F1 set of cards into two separate piles: fish with pelvic spines and fish without
pelvic spines. Count and record the total number of fish with each phenotype in the table
below. What is the ratio of fish with pelvic spines to fish without pelvic spines in the F1
generation?
16
0
1:0 Ratio
Repeat the same procedure with the F2 set of cards. Count and record the total number
of fish with each phenotype in the table below.
31
9
Which fish have no spines?
3:1 (3.4:1) Which trait is dominant?
Extension: Analyzing Additional Experimental Data
(Do the results agree?)
Crosses Between Several Marine and Freshwater Stickleback: The F1 Generation
*
Students should realize that although the numbers are
different, their results are consistent with the crosses done.
In both cases, all fish in the F1 generation had pelvic spines.
Extension: Analyzing Additional Experimental Data
(Do the results agree?)
Crosses Between F1 Generation Stickleback from the Marine x Bear Paw Lake
You will notice that the phenotype ratios vary from family to family. Explain why
every family does not show the same ratio.
WHY??????
Further Extension: Chi Square Statistics
The null statistical hypothesis for the F2 generation is that the observed outcome
of 351 fish with pelvic spines and 97 fish without pelvic spines is not significantly
different from the expected 3:1 ratio; any deviation from the expected 3:1 ratio
likely occurred by chance alone.
Total Fish Population:
df = 2 − 1 = 1
Since p > 0.05, we cannot reject the null hypothesis. This result suggests that
the difference between the observed and expected data is not statistically
significant; this difference is thus likely to be solely due to chance.
Extensions:
How did Mother
Nature “Engineer”
the Stickleback?
Do these results support the
hypothesis that the presence
or absence of pelvic spines is
controlled by a single gene?
Explain using evidence.
Natural Selection of the Rock Pocket Mouse
Next Generation Science Standards
MS-LS2-1, MS-LS2-2, MS-LS4-4, MS-LS4-6, MS-ESS2-2 MS- LS2.C, MS- LS4.B, MS- LS4.C
HS-LS1-1, HS.LS1.A, HS-LS2-1, HS-LS2-2, HS-LS2-6, HS-LS2-7 HS-LS3-1, HS-LS3-3, HS-LS4-2, HSLS4-3, HS-LS4-4, HS-LS4-5, HS.LS1.A, HS.LS2.C, HS.LS4.B, HS.LS4.C
Florida Science Standards
Big Idea 15: Diversity and Evolution of Living Organisms
Big Idea 16: Heredity and Reproduction
SC.7.L.15.2; SC.7.L.15.3
SC.912.L.15.13; SC.912.L.15.14; SC.912.L.15.15
Common Core
AP Biology
Big Idea 1 – 1.A.1, 1.A.2, 1.A.4, 1.C.3
Big Idea 3 – 3.C.1
Big Idea 4 - 4.A.1, 4.B.1 4.B.3, 4.C.3
IB Biology
(2009 Standards) 4.1, 4.3, 5.4, D.2, G.1
(2016 Standards) 3.1, 5.1, 5.2, 10.3, C.1
CCSS.ELA-Literacy.RH.9-10.2, CCSS.ELA-Literacy.RST.9-10.3, CCSS.ELA-Literacy.RST.9-10.4,
CCSS.ELA-Literacy.RST.9-10.7, CCSS.Math.Practice.MP.2,
CCSS.Math.Practice.MP.3,CCSS.Math.Practice.MP.5, CCSS.WHST.9-12.1
Natural Selection of the Rock Pocket Mouse
Color Variation Over Time In Rock Pocket Mouse Populations
• Two common varieties of Rock pocket mice populations
varieties (a light-colored & a dark-colored variety) are found all
over the Sonoran Desert in the southwestern United States.
• There are also two major colors of substrate that make up the
desert floor (most of the landscape consists of light-colored
sand and rock, but patches of dark volcanic rocks that formed
from cooling lava flows are found, separated by several
kilometers of light colored substrate).
Natural Selection of the Rock Pocket Mouse
Color Variation Over Time In Rock Pocket Mouse Populations
The illustrations represent snapshots of rock pocket
mouse populations. Each full-page illustration
shows the color variation at two different locations,
A and B, at a particular moment in time. (Note: The
images are out of order.)
1. Count the number of light-colored and darkcolored mice present at each location at each
moment in time. Record your counts in the
spaces provided at the top of each
illustration.
2. Place the illustrations in what you think is the
correct order from oldest to most recent.
Indicate your order by circling the appropriate
number under the illustration.
3. Explain how you decided which illustration
represents the most recent rock pocket mouse
population and why you positioned the others in
the sequence as you did.
The Making of the Fittest: Natural Selection and Adaptation
• Using what you learned by watching the film, check the
order in which you arranged the illustrations. Change the
order as necessary. Once you are satisfied that you are
correct, fill out the data table below using the counts you
recorded above the illustrations.
• Use colored pencils to prepare a bar graph based on the data that
shows the distribution of the mice at locations A and B through time.
Be sure to provide an appropriate title for the graph, and titles and
labels for the x- and y-axes. You may record all of your data for each
time period (A and B) on one bar graph or split A and B and make
two graphs.
The Making of the Fittest: Natural Selection and Adaptation
Extensions:
How did Mother Nature
“Engineer” the Rock
Pocket Mouse?
Hardy-Weinberg
Connecting NS and Molecular Genetics
Beaks as Tools: Selective Advantage In Changing Environments
Next Generation Science Standards
HS-LS2-1, HS-LS2-2, HS-LS4-2, HS-LS4-4, HS-LS4-5
HS-LS2.A, HS-LS2.C, HS-LS4.B, HS-LS4.C
Florida Science Standards
Big Idea 15: Diversity and Evolution of Living Organisms
Big Idea 16: Heredity and Reproduction
SC.7.L.15.2; SC.7.L.15.3
SC.912.L.15.13; SC.912.L.15.14; SC.912.L.15.15
AP Biology
Big Idea 1 – 1.A.1, 1.A.2, 1.A.4
IB Biology
(2009 Standards) 5.4, D.2
(2016 Standards) 5.1, 5.2, 5.4. 10.3
Common Core
CCSS.ELA-LITERACY.RST.9-10.3, CCSS.ELA-LITERACY.RST.9-10.4, CCSS.ELA-LITERACY.RST.9-10.5,
CCSS.ELA-LITERACY.RST.11-12.3, CCSS.ELA-LITERACY.RST.11-12.4, CCSS.MATH.CONTENT.HSSID.A.2
The Origin of Species: The Beak of the Finch
Beaks as Tools: Selective Advantage In Changing Environments
Five years
unusually
long-lasting
rainfallsseed
allowed
• When
food later,
was plentiful
and
included different
sizes,
vines
to overrun
island
again
changed the
all
ground
finchesthe
were
ableand
to find
food.
vegetationwhen
drastically.
• However,
drought struck the small island of Daphne
• Major
The dominant
thatavailable
produced
large,
in 1977, slow-growing
the vegetationplants
and the
seeds
tough seeds
were replaced
by the
fast-growing
plants
changed
considerably,
so that
finches now
hadwith
to
smaller, softer
seeds such as grasses and vines.
compete
for food.
• When the
drought
struck
again
two years later
and birds
smaller
seeds
disappeared,
the finches
hadhad
to to
compete
food,larger,
largerspiny
seedsseeds
were that
scarce.
turn
to thefor
much
were hard to crack
• open.
The birds with larger beaks now had difficulty picking up the
moresmaller
abundant
smallground
seeds produced
by slightly
the vines
and
• The
medium
finches with
smaller
grasses.
beaks
ran out of food.
• But
Therefore,
swung in
the opposite
direction;
more
finchesselection
that had slightly
larger
beaks could
still forage
finches
with smaller
survived,
andgave
theirthem
offspring
on
the much
bigger, beaks
spiny seeds,
which
a
inheritedadvantage.
smaller beaks.
survival
Materials:
Rice
Variations of the following
Beans
Turf
Cups
Forceps
Pliers
Container
http://www.dreamstime.com/illustration/rice.html
http://www.123rf.com/photo_27909666_little-sack-of-kidney-beans-phasiolus-vulgaris-l--on-white-background.html
http://www.nadirimpex.com/en/18-forceps
http://www.clipartsheep.com/free-needle-nose-pliers-clipart/dT1hSFIwY0RvdkwzZDNkeTVqYkdsd1lYSjBiRzl5WkM1amIyMHZkM0F0WTI5dWRHVnVkQzkxY0d4dllXUnpMekl3TVRNdk1Ea3ZjR3hwWlhKekxuQnVad3x3PTIzNHxoPTU4Nnx0PXBuZ3w/
http://www.fotosearch.com/CSP481/k19013632
/
http://www.storables.com/iris-small-plastic-clear-shoe-box.html
Enter the total seed counts for each beak under all three food conditions (green, brown,
and orange fields). Descriptive statistics, such as class average and standard deviation,
are automatically calculated in the light gray fields at the bottom of the table. To the right
are graphs that will show class results once all data points are entered in the table.
Extensions:
How did Mother Nature
“Engineer” the
Galapagos Finch?
Data Analysis
Great Transitions: The Origin of Birds
Tim Guilfoyle
[email protected]
tguilfoyle.cmswiki.wikispaces.net/
Phillip O. Berry Academy
Charlotte, NC 28075
HHMI Ambassador
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3.0.428.1481.3j4j1j0j1.9.0....0...1c.1.64.img..5.12.1488.L9ToXCUKAkQ#imgrc=7gim4UXsdit6LM%3A
“Life moves pretty fast. If you don't stop and look around
once in a while, you could miss it.” – Ferris Bueller
F2 Stickleback Without Pelvic Spines