DOCUMENT RESUME ED 476 760 SE 067 814 The Gene Scene. TITLE World Wildlife Fund, Washington, DC. INSTITUTION No-11 REPORT NO 2003-00-00 PUB DATE NOTE 23p. Classroom Guides Teacher (052) PUB TYPE EDRS Price MF01/PC01 Plus Postage. EDRS PRICE Activity Units; *Biodiversity; *Biology; Classification; DESCRIPTORS Curriculum Design; *Evolution; *Genetics; Lesson Plans; Science Activities; Science Instruction; Secondary Education; Teaching Methods ABSTRACT This document features a lesson plan in which genetic traits are identified and classified using a genetic wheel by playing several different games that introduce genetic diversity and highlight why it is important within populations. Samples of instruction and assessment are included. (KHR) Reproductions supplied by EDRS are the best that can be made from the original document U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS UCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) The Gene Scene document do not necessarily represent 11 1 official OERI position or policy. SUBJECTS etiN science AT A GLANCE SKILLS Play several different games that introduce genetic diversity and highlight why it's important within gathering (simulating), analyzing populations. (identifying patterns), interpreting (identifying cause and effect, inferring) FRAMEWORK LINKS er OBJECTIVES 4, 19, 20, 22, 28 Identify and classify genetic traits using a genetic wheel. VOCABULARY Explain why genetic diversity may be necessary for the chromosome, evolution, gene, long-term survival of a population of animals or plants. genetic diversity, herd, inherit, Explain that lack of genetic diversity is one of the nucleus, population, species, trait reasons why small and fragmented populations are vulnerable to extinction. TIME three sessions MATERIALS irrom a scientific perspective, conserving biodiversity means Part Icopy of the "Human Genetic more than just protecting the variety of different species on Wheel" (page 41) and "Checking Earth. It also means preserving the natural variation that Out Your Genetic Traits" (page 40) exists among the individuals of each species. Just as Part 11-15 to 20 index cards humans vary in their appearances and abilities, so, too, do individual Part IIIscissors, copies of "All About fish, mushrooms, oak trees, and amoebae. Preserving variety within Giraffes" (pages 42-43), "Giraffe Genetic populations of species is essential for preserving the ability of that Wheel" (page 45), "Giraffe Cards" (pages species to cope with environmental change. 46-50) on white paper and colored paper, An organism's ability to adapt to environmental change determines "Spotting Giraffes" (page 44), "Event how well it will survive in the long run. The greater the diversity of Cards" (page 52), and "Giraffe Calf Cards" genes in a population, the greater the chances that some individuals (page 51) on white and colored paper will possess the genes needed to survive under conditions of (The copy pages for this activity are all included in the Student Book.) environmental stress. As wild populations of plants and animals become smaller and more fragmented, it becomes less likely that the remaining CONNECTIONS individuals will possess the genes needed to survive environmental For more on the importance of genetic changes. The individualand the speciesis subject to destruction. diversity, follow up with "Diversity This three-part activity will introduce your students to the on Your Table" (pages 230-237) or concept of genetic diversity within a population. In Part I they will "BiodiversityIt's Evolving" (pages observe and compare human traits within their classroom population. 168-179). To investigate how the loss This exercise should demonstrate that each individual has a variety of of genetic diversity affects species, traits that make him or her unique and that create a diverse try "The Case of the Florida Panther" population within the classroom. In Part II they will discover through (pages 246-251). a quick, active demonstration that increased diversity contributes to greater survivability. And Part III will reinforce this idea as your students play a game in which they represent populations of giraffes coping with changes in the environment over time. World Wildlife Fund 2 33E7 COPY AVMIL 114 11-The Gene Scene What Is Biodiversity? Pat I Before You F.c,8;ti For each student, make a copy of the "Human Genetic Wheel" (page 41 in the Student Book) and "Checking Out Your Genetic Traits" (page 40 in the Student Book). 1. Introduce genes. In mammals, most healthy cells have two copies of each chromosomeone from each Your students may know that the physical character- parent. Reproductive cells (eggs and sperm) have istics of all creatures on Earth are determined by one copy of each chromosome. Different species their genes. But what are genes and how do they have different numbers of chromosome pairs. work? Genes are sections of DNA that manifest In humans, for example, there are normally 23 themselves as visible traits, such as eye color and pairs of chromosomes. hair texture, and nonvisible traits, such as a susceptibility to a certain disease. Genes form visible 2. Discuss genetic diversity. bars on threadlike structures called chromosomes, Explain that in a healthy population (a group of which are inside the central part, or nucleus, of organisms of the same species living in a certain every plant and animal cell. Chromosomes contain geographic area) there is a wide variety of genes the genetic material of each cell, made up mostly that combine in many different ways to form a of DNA. Chromosomes become visible under a broad diversity of individuals. If the population is microsope when any animal or plant cell divides suddenly subjected to stress, such as disease or (see illustration below). environmental change, the genetic variety makes it likely that at least some individuals will be adapted well enough to survive and continue the species. Populations of some species have become so small or fragmented that they have lost much of their original genetic diversity. If these populations are suddenly subjected to a disease or other stress, there might not be any individuals with the genes that provide protection from the disease and enable the individuals to survive. 3. Determine the characteristics of the class population. Give each student a copy of "Checking Out Your Genetic Traits." Go over the list of traits with your class. Have your students work in pairs to help each other determine their traits and check the traits off their worksheets. As you read the list, instruct your students to check the box that describes the trait chromosomes and genes during cell division they possess. They can also work in pairs to observe the traits in each other. For each trait, there are two possibilities: Windows on the Wild: Biodiversity Basics 3 BEST COPY AVALABLE The Gene Scene-11 What Is Biodiversity? 5. Pool the results. 1. Your ear lobes are either hanging loose or they are attached to the side of your head. There are 128 possible combinations of the seven traits. To find out how many different combinations 2. Your hair is either curly or straight. are present in the class population, go around the 3. You can either curl your tongue, or you cannot room and have each student give his or her Genetic curl it. (This trait refers to whether you can or Wheel number. Record the numbers on the board. If cannot roll the sides of your tongue to make it there is more than one student with the same into a tube-like shape.) number, place a check next to that number. 4. You either have hair on your fingers, or you 6. Discuss your findings. don't have it. (Look at the part of your finger Are there any two students in the class who have between your knuckle and first joint.) the same seven traits? Then ask the students if they 5. You either have light-colored eyes (blue or can think of an eighth trait that would set these green), or you have dark eyes. two people apart. Are there any numbers that have clusters of classmates? Why? 6. You either have a widow's peak, or you don't have one. (If your hairline comes to a point in the middle of your forehead, you have a widow's peak.) 7. Your little finger is either straight, or it is bent. Every individual in any population Point out to your students that their genes have is different from every other determined each characteristic on the worksheet. individual. Have students look at the variations among the people 4. Use the "Human Genetic Wheel." in their class as an example. But Pass out a copy of the "Human Genetic Wheel" to these variations don't make any each student. Instruct each student to start at the individual a different species. inner band and find the appropriate letter code that Everyone in the class, regardless describes his or her own ear lobe type (it will be of his or her differences, is either "L" for loose or "II" for attached). Instruct still a human being. them to continue moving outward on the wheel, finding their characteristics for each trait, until they have located their little finger type in band seven. Each person should then find the number next to his or her finger type and record this number on the worksheet. DNA double helix World WiltIlifp hind BEST CAI YAMLABLE 11The Gene Scene What Is Biodiversity? You will need 15 to 20 index cards. On each card, write one characteristic that distinguishes one student from another. (See "Indexing Student Characteristics" on page 162.) 1. Introduce the demonstration. 4. Do the demonstration again. Divide the students into two teams and explain that Restore each team to its full number of "live" they're going to do a demonstration that illustrates members. Then tell the teams that they're going to try the demonstration again, but that before you why genetic diversity is important. Show them your start they are allowed to make any adjustments they stack of index cards (see box on "Indexing Student want on their teams. (Students should do things that Characteristics" on page 162), and explain that each one lists a characteristic that, for the purposes of the give the group a wider range of traits. For example, game, is going to represent a genetic trait. Tell them some team members may untie their shoes while that once the game starts they are not allowed to others may leave them tied, and some may add layers of clothing.) Shuffle the stack of cards and change anything about themselves. Tell them that then read through several of them, having students you're going to read several of these cards aloud and that if anyone on either team has the characteristic with any of the characteristics "die" and sit down. listed on that card, he or she will "die." Those students who are "dead" must sit down. The object Sample St lot riled t of the game is to have at least one member of their team "alive" at the end. vow 'Wyatt Weak Chain W m ell 4010 peentast Ffia0,11219t 2. Do the demonstration. Cite . *the to: nett to the 0111 due time clesetiberyee. Have the students get into their teams and then stand facing you. Read one of the index cards you made 4.1,ct 1 tuts lotus 5 plgothranteit his earlier and ask all the students with the characteristic Attila Att tight ef es 04 listed on the card to sit down. Repeat until you have tease It Jerk efts hEl gone through about three or four of the cards. (At least one of the teams should still have members it' 2 type 6 xt {dait ptett: AS standing.) Tell the students that if there's anyone still 'tooth seal* (tt iNVO standing on their team, they can all regenerate and join back in. If both teams still have members pest; Fr stet pal tovi4i standing, play another round, reading through three t 7 3 ert_g large iithz.kr9t1. or four additional cards. Then go on to step 3. etttilta 01.0 catt't isod fee? 3. Discuss the demonstration. beet &attar:1(C) Ask the students what happened. Did any "charac- 4 teristics" wipe out more people on their team than arFingets Ag4 others? Did one team do better than the other? What layout. Ineittit attfZegergiehtil number from Why? (Answers will vary depending on what happens the figehatig &Oman' haie onfithyrsimi with your group. However, students should be figuring out that their team has a better chance of surviving when the characteristics of the team members are more diverse.) Windows on the Wild: Biocliversitv Basics BESTCOPYAVAILABLE 5 The Gene Scene-11 What Is Biodiversity? Indexing Student 5. Wrap up. Characteristics Have the students describe what happened. Did their team last longer or shorter this time? What helped To do this demonstration you will need a them or hurt them? What can they say about how stack of index cards, each of which has genetic diversity might help wild populations of a "genetic" characteristic that can animals or plants survive? (Students should understand distinguish your students from one that the more diverse their team was, the greater the another. Because it may be difficult to chance it had of having at least one member left at come up with enough truly genetically- the end of several rounds. They should also be able to generalize that the more genetically diverse a wild based traits, you should feel free to use population is, the greater its chances of surviving over traits, such as clothing color or type of time. However, if the students can't quite make this shoes, in the demonstration. Below are leap yet, don't worry. They'll get a chance to apply some possibilities for the cards. You will these ideas in Part Ill.) need to choose characteristics that will weed out your groupbut not wipe out the entire class all at once. During the demonstration, each time you read one of these traits, every student who has the trait will "die out" for the rest of the round. Light-colored eyes Bent little finger Not wearing glasses Shoes laced and tied Shoes without laces Not wearing red Attached ear lobes Not able to curl tongue Wearing earring(s) Wearing a sweater Wearing hair clips of any kind Wearing a watch A widow's peak Wearing a hat World Wildlife Fund EST COPY AVAU LE trft 11The Gene Scene What Is Biodiversity? Part III sc,forc, You 169;r1 Make several copies of the "Giraffe Genetic Wheel" (page 45 in the Student Book) for each group. Also make two copies of the "Giraffe Cards" (pages 46-50 in the Student Book) for each group (one copy on white paper and one copy on colored paper), as well as one copy of "Spotting Giraffes" (page 44 in the Student Book) for each group. You'll need to make two copies of the "Giraffe Calf Cards" (page 51 in the Student Book) on white paper and two copies on colored paper, cut the cards apart, and put them in a container. Then make one copy of the "Event Cards" (page 52 in the Student Book), cut them apart, and put them in another container. Have scissors for each group. (If "All About Giraffes" [pages 42-43 in the Student Book] is used as a homework assignment, copy one for each student.) 1. Introduce the giraffe game. represent males and white ones represent females. The other genetic traits are written on each card. Tell students that they will play a game that illustrates why genetic diversity is important. The 3. Determine the genetic number game focuses on the giraffe. You may want to read of the giraffes. "All About Giraffes" (pages 42-43 in the Student Pass out several copies of the "Giraffe Genetic Book) to the class as an introduction to the activity Wheel" (page 45 in the Student Book) to each group. or give it to the students to read for homework Using the genetic traits provided on each giraffe card, the night before. Also give the students a copy of tell the students to work together to determine the "Spotting Giraffes" (page 44 in the Student Book) to genetic number of each giraffe in their population. illustrate the characteristics discussed in "All About They should use the "Giraffe Genetic Wheel" to find Giraffes." the number of each giraffe in the same way they used the "Human Genetic Wheel" (Part I) to find 2. Set up for the game. their own numbers. Students should write the Divide the class into five groups and give each group genetic number of each giraffe on each giraffe card. its two sheets of "Giraffe Cards" (one on white paper, one on colored paper). Have the students cut the 4. Determine the genetic diversity of each group's population of giraffes. cards apart. Explain that each group of students is "watching Next ask the students to determine the genetic over" a small population of giraffes, represented by diversity of their group of giraffes. Ask the student the giraffe cards. Each card identifies the character- groups to count how many different individual istics (genetic traits) that each giraffe will have genetic numbers are exhibited by their 20 giraffes. during the game. The genetic traits used in the game This is the group's diversity number. Consider that are as follows: sex, migratory behavior, resistance to a student group has a population of giraffes with plague, spot pattern, and leg length. Colored cards the following genetic numbers: 24 24 24 5 eftncik 12 17 17 11 /614Ltr 23 24 24 24 30 31 arg46,41 5 8 12 17 17 11 tAffb! 0 0 0 c,,,A;,,A,,f 0 0 0 0 0 0 Windows on the Wild: Biodiversity Basics BEST COPY AVALABLF 7 The Gene Scene-11 What Is Biodiversity? Rules and Strategies In this case, the student group would have a total of nine different genetic combinations represented by their giraffe group so the diversity number is nine. Before students begin the game, Write a tally on the board, recording each student share the following information: group's number of giraffes and diversity number. The larger a group's diversity number, the more genetically If a giraffe dies, the students should diverse the population of giraffes. turn the card that represents that giraffe face down. Only the dominant male giraffe can Each student group should start with 20 mate with the females. If the dominant giraffes. The diversity number of group male dies, a new dominant male must one should be 4, group two should be 8, be designated. If a group loses all its group three should be12, group four males or females, it cannot reproduce. should be 14, and group five should be Events usually affect half of a pop- 20. Some students may realize that they have an advantageor disadvantageat ulation. If you have an odd number of giraffes that are affected by an event, this point. round down to find the number of giraffes affected. 5.Have each group select Female calves cannot reproduce. a dominant male. During reproduction events, each Each group of students should select one male in its qualifying female will receive a calf giraffe population to be the dominant male. Students card. Students must choose traits for should place a big letter "D" on the dominant male each calf based only on the traits of giraffe's card. This giraffe will be the only one that that female and the dominant male. mates with the females in the population during the See the following example: course of the game. If this male dies or joins another group of giraffes, the group will have to designate a new dominant male to take its place. Dominant Male Female 6.Have students choose cards from the "Event Cards" and Leafy-spotted Reticulated read them to the class. Resistant to plague Resistant to plague "Event Cards" depict scenarios of environmental change that the giraffe populations must confront. Migratory Migratory Bold text on the cards indicates the impact that the Short Legs Long Legs environmental change has on individuals in the population: (1) loss (death), (2) intermingling, and (3) reproduction. Remind your students that this exercise is a simulation of what could happen to a real giraffe Then the calf can be either leafy-spotted population. While the events are not real, they do or reticulated and have either long legs or represent some of the many pressures exerted on short legs, but the calf must be resistant populations by natural and human forces. Allow your to plague and migratory (because both students to take turns picking an event card at random parents are). and reading it aloud to the class. Tell your students to pay attention to the event being read and respond to Every time a female has a calf, the that event based on the giraffes they have in their students will have to assign traits in this population. Every group follows the directions of manner. Circle the traits on the calf cards. each event card. World Wildlife Fund BEST COPY AWABLE 8 11-The Gene Scene What Is Biodiversity? 7. Record how many giraffes are d. In the simulation, which events did humans left after the events have been cause? Which were caused by nature? Do you read, and analyze the results. think humans can have both a positive and a After all the "Event Cards" have been read, record on negative role in influencing the survival of other the board the number of giraffes (adults and calves) animals? (In the simulation, human actions had surviving in each group's population. Compare both positive consequences [the creation and different groups of giraffes and determine which protection of national parks] and negative ones were more successful. Did genetic diversity consequences [poaching]. The better we are contribute to this success? How? able to fulfill human needs while maintaining genetic diversity, the more a population will 8. Discuss the results of the game. be able to withstand both natural and people- After you finish the game, discuss genetic diversity related pressures.) using the following questions: e. Did some traits seem to be favored over others? a. Why is genetic diversity important? (Generally Were there any traits that were favored in one speaking, a more genetically diverse population instance but selected against in another? How does is more likely to contain some individuals that this relate to the importance of genetic diversity? have the traits necessary to survive and adapt (A trait that is advantageous under one set of to changes in the environment than populations environmental conditions may be detrimental under that aren't as genetically diverse.) another. For example, migratory giraffes may do b. What is the relationship between the size of a better in times of drought, but they will be more population and its genetic diversity? (As a vulnerable to poaching because they're more likely population becomes smaller, some variation in to leave the safety of protected areas.) traits is lost. Because there are fewer individuals in a smaller population, it is less likely that there will be individuals with the traits necessary to survive in times of environmental stress. This is one reason smaller populations are more vulnerable to extinction. Many species that once had large populations, such as the Florida panther, nene goose, and American bison, have lost a great deal of their genetic diversity in a short time because of habitat loss and overhunting.) c. What can be done to prevent the loss of genetic diversity? (To preserve genetic diversity, it is important that wild populations of plants and animals do not become small or fragmented. This is becoming more and more challenging as human populations expand and increase their level of consumption as well as demand for space.) Windows on the Wild: Biodiversity Basics BESTC PYAVAIILABLE 9 WRAPPING IT UP Assessment upon a time, tigers were plain orange. Then a cub named Splasher was born. People called him Have each student write a short response to the Splasher because he was born with weird black question: What does giraffe diversity (as represented stripes. Though everyone made fun of him, when in the "Giraffe Cards") have to do with the fate of a he grew up, he found that he could stay hidden giraffe group (whether the group lives, dies, or in the grass much longer than the ordinary, plain successfully reproduces) in the game? orange tigers. He caught more food and fathered many kittens. They had stripes, too." UnsatisfactoryThe student is unable to make a connection between giraffe genetic diversity in a Pick a common animal or plant, and describe population and the fate of that group in the game. several distinct individuals, noting their physical traits. (Dogs and cats work especially well.) SatisfactoryThe student makes logical connections Students may illustrate their descriptions. How between giraffe population genetic diversity and the are the individuals different from one another? group's fate in the game. What sort of advantage or disadvantage might ExcellentThe student is able to incorporate the con- their characteristics provide? cepts of giraffe genetic diversity and the vulnerability of certain populations when confronted with environmental Extension stresses ("Event Cards"). Have students work individually or in groups to Portfolio create displays focusing on how people have created genetic diversity in species to fill certain human On the back of "Checking Out Your Genetic Traits," needs and desires. They could highlight the have students record their ideas about using a dichotomy between the "original" species as they genetic wheel to compare human traits and their appear in the wild and the domesticated creatures understanding of genetic diversity from the game. they have become (e.g., wolves and chihuahuas, cougars and house cats.) Cattle and other livestock, Writing Ideas crops, ornamental plants, and goldfish provide other Students can compose creative stories that dramatic examples. The students should also point illustrate how genetic variety within species can out why the animal or plant was developed. After help them survive over time. For example "Once student presentations, ask how human manipulation of genes might help or hinder biodiversity. Resources The Cartoon Guide to Genetics by Larry Gonick and Mark Wheelis (Harper Perennial, 1991). Giraffe by Caroline Arnold (William Morrow and Co., 1987). The Giraffe, Its Biology, Behavior, and Ecology by A. I. Dagg and J. B. Foster (VanNostrand Reinhold Co., 1976). Giraffes, the Sentinels of the Savannas by Helen Roney Settler (Lothrop, Lee, and Sheppard Books, 1989). Grizmek's Animal Life Encyclopedia by B. Grizmek (Van Nostrand Reinhold Co., 1972). A Natural History of Giraffes by Dorcas MacClintock (Charles Scribner's Sons, 1973). The genetic wheel approach was inspired by similar activities in Losing Biodiversity by Katherine Barrett, Global Systems Science, Lawrence Hall of Science, University of California at Berkeley (1996); and in Biological Science: A Molecular Approach, 0. C. Heath and Co., (1985). World Wildlife Fund '0 BEST COPY AVABLABLE