Science
SCI.III.3.3
Grade: 8th
Strand III:
Using Scientific Knowledge in Life Science
Standard 3:
Heredity - All students will investigate and explain how
characteristics of living things are passed on through
generations. Explain why organisms within a species are
different from one another; and explain how new traits can be
established by changing or manipulating genes.
Benchmark 3: Explain how new traits may be established in
individuals/populations through changes in genetic material (DNA).
Constructing and Reflecting:
SCI.I.1.4 – Gather and synthesize information from books and other sources of information.
SCI.I.1.5 – Discuss topics in groups by making clear presentations, restating or summarizing what others have
SCI.II.1.1 –
SCI.II.1.2 –
SCI.II.1.3 –
SCI.II.1.4 –
SCI.II.1.5 –
SCI.II.1.6 –
SCI.II.1.7 –
said, asking for clarification or elaborating, taking alternative perspectives and defending a position.
Justify plans or explanations on a theoretical or empirical basis.
Describe some general limitations of scientific knowledge.
Show how common themes of science, mathematics and technology apply in real world contexts.
Discuss the historical development of key scientific concepts and principles.
Explain the social and economic advantages and risks of new technology.
Develop an awareness of and sensitivity to the natural world.
Describe the historical, political, social and economic factors influencing the development of Darwin’s
theory of evolution by natural selection.
Vocabulary
Context
Genetic changes:
• Variation
• New gene combinations
• Mutation
• Natural selection
• Hybrid
• Pure Breed
• Recombinant DNA
Products of genetic engineering:
• Medical advances
¾ Insulin
¾ Cancer drugs
• Agricultural related products
¾ Navel oranges
¾ New flower colors
¾ Higher-yield grains
¾ Dwarf fruit trees
DNA mutations
• Insertion
• Deletion
• Point mutation
• Translocation
Natural and human-produced sources of
mutation:
• Radiation
• Chemical
Effects of natural and man-made contamination.
Examples of variations due to new gene
combinations:
• Hybrid organisms
• New plant varieties resulting from multiple sets of
genes
Knowledge and Skills
Students will:
Show how a change in a nucleotide
sequence (mutation) may show up as a
change in the trait of the individual.
•
•
Identify mutation-causing factors in the
environment. Corresponds to standard
II.1.5
Debate the positive and negative effects of
human manipulation of the DNA.
Corresponds to standard II.1.6, I.1.5, &
I.1.4
Resources
Coloma Resources:
Book: Holt Science & Technology
Book C Chapter 3 pg 54-83
Other Resources:
•
Scope unit – Fundamentals of Genetics
•
Michigan Teacher Network – 16 resources for this
benchmark
•
Show how a beneficial trait would become
part of the members of a population.
•
Howard Hughes Medical Institute – incredible free
resources
•
Student will identify the benefits of genetic
engineering in crops. Corresponds to
standard II.1.4 & II.1.3
•
www.msichicago.org – Genetics – Decoding Life
exhibit from the Museum of Science and Industry
•
Brain Pop Movies
Michigan State Agricultural Branch
US Department of Agriculture
Videoconferences Available
For more information, see www.remc11.k12.mi.us/dl
or call Janine Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
III.3.HS.3
Agricultural Biotechnology from the Center for
Agricultural Science and Heritage, Inc.
In The News - Genetically Modified Organisms from
Hook's Discovery & Learning Center
Instruction
• Role-play a debate on the positive and
negative effects of human manipulation of
DNA. Opposing groups could be: parents
of children with genetic disease, scientists,
genetic companies, clergy, and civil
groups. Role-plays of this type work best
if there is a middle of the road group to
help the extremes come to some
consensus. Groups will research their
points of view to be presented to the class
as a forum for a state committee on
genetic research. Corresponds to
standard I.1.4 & I.1.5
• Field trip to local nursery, horticultural
garden, or fruit farms. Corresponds
to standard II.1.6
• Grow radiated seeds and compare to
growth of normal seeds. Corresponds to
standard I.1.2
Assessment
•
Pick from a pile of cards marked pro and con for
human manipulation of DNA. Write a position
paper based on the card, stating that position,
and supporting with factual information cited in
the forum or research.
•
Use lab reports from growth of radiated and
normal seeds.
•
Corresponds to standard II.1.1
Criteria
Apprent.
Basic
Meets
Exceeds
Clarity of
Position
Misstates
the card’s
position.
States the
card’s
position
with some
vagueness.
States the
card’s
position in
a clear
manner.
States the
card’s
position in a
convincing
manner.
Accuracy States the
of position card’s
position in
an
inaccurate
manner.
States the
card’s
position
with one
inaccuracy.
States the
card’s
position in
an
accurate
manner.
States the
card’s
position in
an
accurate
and
thoughtful
manner.
Validity of
evidence
States no
supporting
arguments.
States one
to two
valid
supporting arguments.
States
three valid
supporting arguments.
States
more than
three valid
supporting
arguments.
Correctness of
mechanics
Explains
with
inappropriate
vocabulary
and
grammar.
Explains
with
partially
correct
vocabulary and
grammar.
Explains
with
appropriate
vocabulary and
grammar.
Explains
with
extended
vocabulary
and
exceptional
grammar.
Teacher Notes:
Focus Question: What are the positive and negative effects of agricultural chemicals that may cause
mutations?
Investigate and explain how living things obtain and use energy.
The relationship between life and energy is complex. While the generalization that living things need
energy to survive is satisfactory at one level of understanding, it fails to convey the crucial role energy
plays in all aspects of life, from the molecular to the population level. At the elementary level students
can compare and contrast food, energy and environmental needs of selected organisms, such as
beans, corn or aquarium life.
In the middle and high school, the focus is more specific on the concept that plants make and store
food. Scientists speak of the flow of energy through the environment. Almost all life on the earth is
sustained by energy from the sun. This energy is transformed and moved from location to location,
but doesn't disappear. Plants capture the sun's energy and use it to produce energy rich organic
molecules that we call food. The food molecules then serve as energy sources for plants and
ultimately animals.
In animals, organic food molecules are chemically broken down and carried through the circulatory
system to cells, cytoplasm, and eventually to mitochondria. This is, most often the site of final energy
release through the process known as cellular respiration.
The chemical process of photosynthesis occurs at the cellular level and is capable of converting light
energy into molecular energy. Animals are dependent on plants for this first important step in the flow
of energy. In plants, light energy is captured by chloroplasts or chlorophyll and is converted to
chemical energy through the making of organic food molecules when water and carbon dioxide are
chemically combined to make sugar and oxygen. These sugars (organic compounds) formed in
photosynthesis are used for the plant's metabolic processes and maybe ultimately be used as food for
animals. The chemical process of respiration is also cellular. Cellular respiration releases stored
molecular energy so the energy can be used for other life processes. Both plants and animals respire.
The acquisition and use of energy by living things is a very abstract idea for students at all levels.
Students tend to develop a vague and very broad definition of energy that is inconsistent with the
scientific definition. This imprecise definition interferes with the acquisitions of the biological
understanding of energy and its importance in a living system.
ENDANGERED SPECIES PROJECT
You will choose an endangered specie to research. You may choose either a plant or an
animal as long as the organism is found on the endangered species list. Once you have
chosen a specie, you will complete the following tasks:
Part I.
You will write a one-page research paper about the organism you have chosen. Your paper
may include but is not limited to: where the organism lives, what it eats, how it has become
endangered, what is being done (if anything) to save the organism and any other interesting
facts you can find. Your paper must be typed and double-spaced. You may not use font
larger than 14. You must include a list of any sources you used to get your information.
Part II.
You must include some sort of visual aid that you will present to the class. This may include a
poster, a model, a drawing or anything you wish as long as Mrs. Van Niel approves your idea.
Be creative!
Your project will be due on Tuesday, December 18th.
ACTIVITY 6-1
A Radioactive Dating Model
Chapter 6
Text Page 143
LAB PREVIEW
1. What is a fossil?
2. Why do scientists study fossils?
Problem: How can a radioactive element be used to determine a fossil’s age?
Materials
• 100 pennies
• cardboard box with lid
• graph paper
• .pencil
Procedure
1. A rock or fossil may be dated
by measuring the relative
amount of a stable element with
its radioactive parent element.
As the rock ages, the amount of
radio-active element becomes
less and the amount of stable
element increases. Examine the
graph to see the decrease of a
radioactive element over time.
2. Place 100 pennies face up in
the cardboard box and replace
the lid.
3. Shake the coins in the box
for 10 seconds.
4. Take off the lid and take out
all coins that are face down.
5. In the table, record the
number of coins that you take
out.
6. Repeat Steps 3 through 5
until all the coins have been
removed.
Trial #
Coins
Left
#
Removed
0
1
2
Name
Job
1.
1. Get materials and
write ans., pg. 51
2.
2. Steps 2, 3 & 4, 6.
3.
3. Step 5.
4.
4. Make the graph
(#2, pg. 51.
*5. All of above.
*5. All of above.
3
4
5
6
7
8
Activity 6-1 (continued)
Analyze
1. What happens to the number of coins remaining after each trial?
2. Construct a graph of your results. Plot the number of coins remaining face up on the yaxis, and plot the trials on the x-axis. How does your graph compare with the graph shown?
3. How does shaking the box represent the energy given off by radioactive elements when
they become stable?
Conclude and Apply
4. How is this model similar to the decay of a radioactive element?
5. How is this model unlike the decay of a radioactive element?
6. Why do you think radioactive dating is considered more accurate than dates calculated
from fossil beds?
7. Why are different radioactive elements used to date rocks -and fossils?
NAME
DATE
ACTIVITY
6-2
CLASS
DESIGNING AN EXPERIMENT
Chapter 6
Text Page 150
Recognizing Variation in a Population
LAB PREVIEW
1. What is a species?
2. Name some variations found in seeds.
Have you ever noticed when you first see a group of plants or animals of a
species that they may all look alike? However, if you look closer you will
notice, that some are taller than others; some have slightly different colored
parts. Variations must exist in a population for evolution to occur. Have
you noticed variations in any plant or animal population?
Getting Started
You will need to determine the question you
will investigate. You will recall from page 133
that variation is an appearance of an
inherited trait that makes an individual
different from other members of the species.
Your task in this activity is to devise a
method of determining whether seeds exhibit
variations.
Safety
CAUTION: Do not put any seeds into your
mouth.
Hypothesizing
Make a hypothesis about whether seeds
exhibit variation. What are your reasons for
forming this hypothesis?
Materials
Your cooperative group will use:
• 100 seeds
• metric ruler
• graph paper
Try It!
1. Select one seed trait to measure.
2. Design a data table in which to record
your results.
3. After collecting your data, calculate the
range, mean, median, and mode of your
sample of seeds.
4. Graph your data using a line graph.
NAME
DATE
CLASS
Activity 6-1 (continued)
Analyze
1. What happens to the number of coins remaining after each trial?
2. Construct a graph of your results. Plot the number of coins remaining face up on the yaxis, and plot the trials on the x-axis. How does your graph compare with the graph shown?
3. How does shaking the box represent the energy given off by radioactive elements when
they become stable?
Conclude and Apply
4. How is this model similar to the decay of a radioactive element?
5. How is this model unlike the decay of a radioactive element?
6. Why do you think radioactive dating is considered more accurate than dates calculated
from fossil beds?
7. Why are different radioactive elements used to date rocks and fossils?
MINI-LAB
Chapter 6
Test Page 137
Materials
How are fossils made?
Pour a small amount of plaster of Paris into a
small paper cup, or other small paper
container. Press a small object such as a
seashell, key, or leaf into the mixture.
Carefully lift the object out of the container.
Let the plaster dry for one to two days. Tear
the paper away from the container. What
type of fossil have you made? Infer whether
a plant or an animal would be more likely to
make this type of fossil. Explain your choice.
• plaster of Paris, or clay
• paper cup
• small object
Procedure
1. Pour a small amount of plaster of Paris
into a small paper cup, or other small paper
container.
2. Press a small object such as a seashell,
key, or leaf into the mixture.
3. Carefully lift the object out of the container. Let the plaster dry for one to two days.
4. Tear the paper away from the container.
Conclude and Apply
1. What type of fossil have you made?
2. Infer whether a plant of an animal would be more likely to make this type of
fossil. Explain your choice.
Name
Job Get materials & write in answers to
questions 1 & 2.
Name
Job Mix up plaster of Paris.
Name
Job Make fossil and names on cup
Name
Job Clean up.
Name
All of above.
Job Discuss questions 1 & 2 and agree to
answers.