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Day 3: Continuity of Life, Natural Section  Session #7: The Gene is the Basic Unit of Inheritance   …connected to…   Day 4: Continuity of Life, Genetics   Session #9: Mutations Alter Genes and are the Source of New Variation **Session Leaders:** K. Joy Karnas and ??? FOSS Populations and Ecosystems Investigation #8 (Adaptations)  -    Variation is the range of expression of a feature in a population  -    An adaptation is any trait of a organism that helps it survive and reproduce in its environment  -    Variation in a population helps the population survive when the environment changes FOSS Populations and Ecosystems Investigation #9 (Genetic Variation)  -    Gene are the basic units of heredity  -    Genes code for features of organisms  -    Genotype vs. phenotype **Other Activities**  -    Paper clip activity to illustrate mutations and pattern recognition of enzymes  -    Crime scene gel electrophoresis to illustrate how variations in a populations are used to solve crime (very popular exercise from year 2)  -    Use of yeast strains carrying various mutations and environmental pressures (e.g. UV light) to explore the effects of mutations on organism survival **Outline of Activities:** Day One (Session #7) 1.   Simulation to determine the transfer of genetic information during breeding and the traits that result (FOSS #9) 2.   Describe interaction of dominant and recessive alleles (FOSS #9) 3.   Use Punnett squares to predict the proportion of offspring that will have certain traits (FOSS #9) 4.   Investigation of how genetic alterations arise (Paper clip activity) Day Two (Session #9) 1.   Science Application (Crime scene gel electrophoresis) 2.   Explain how adaptations help organisms survive in a specific environment (FOSS #8) 3.   Set-up yeast experiment 4.   Reflect on patterns in biology **Rationale:** Understanding the concept of a gene, its structure, inheritance patterns, and the effects of genetic alterations is key to understanding both the diversity of life, how different organisms are suited to different environments, and how traits expressed by members in a population can change over time. These two sessions bridge earlier sessions that deal with reproduction and survivability to later sessions that explore adaptations and natural selection. I will be interested to see the FOSS simulation of the transfer of genetic information during breeding and possibly use this as the introduction to the topic. The paper clip activity is useful in illustrating the types of genetic mutations that can arise and how these mutations can drastically alter a population. It also connects to the crime scene investigation on the second day that uses gel electrophoresis to visualize differences in nucleotide patterns. In consultation with Andre Walther (CCC), the Science in Motion program has developed a yeast study that explores the effects of gene mutations on the ability of a yeast population to survive environmental challenges (UV light), and I think this would be a great way for teachers to investigate the effects of mutations and the danger of UV exposure. Finally, a discussion of patterns in biology will be a nice way to pull together things that the teachers have learned in this session, as well as other sessions (e.g. flower structures). Day 2: Structure and Function Session #3: Using Characteristic Structures to ID Organisms …connected to… Day 3: Continuity of Life, Natural Selection Session #5: How Structure Helps Organisms Survive and Reproduce **Session Leaders:** K. Joy Karnas and ???  -    Living vs. Non-living  -    Seeds are dormant state  -    Germination is onset of growth and differentiation  -    Cotyledon is primary source of energy for germination  -    Monocots vs. dicots  -    Investigate reproductive systems in flowers  -    Understand origin of seeds <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Explore plant adaptations for seed dispersal <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Structure-Function relationship of flowers <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Explain how seed-dispersal mechanisms contribute to plant survival **Other Activities** <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Seed germination in baggies (very popular exercise from year 2) <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Exploration of flower parts using QX5 (very popular with 3rd graders) Day One (Session #3) 1.   Categorize objects and organisms into living and nonliving groups (FOSS #1) 2.   Seed dissection (FOSS #5) 3.   Explore seed and flower structure using QX5 microscopes Day Two (Session #5) 1.   Set-up seed germination experiment to investigate the effect of abiotic factors on germination 2.   Make observations to develop a general model of how seeds disperse (FOSS #7) 3.   Explain how seed-dispersal mechanisms contribute to a plant’s survival (FOSS #7) 4.   Student synthesis—using posters, writings, and artwork to develop over-arching concepts Future Date (~1 week later) <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Quick seed germination observation and sharing out of results **Rationale:** Seed and flower dissections will allow the teachers to see the structures that allow for reproduction of plants. I have previously done this activity with 3rd grade science classes, and it was very successful. The QX5 microscopes are perfect for this activity—pollen grains and ovules are easily visible, and can be photographed and labeled. To connect this to the seed germination experiment on the next day will allow teachers to connect structure and function. The germination experiment will allow teachers to explore their own questions regarding the correct environment needed for germination. I would like to see the activities that the FOSS kits have in regards to seed dispersal and plant survival. Finally, I would like the teachers to synthesize what they have learned through creative means. Day 8: Ecological Behavior and Systems  Session #15: Response of Organisms to Environmental Change **Session Leaders:** K. Joy Karnas and ??? FOSS Populations and Ecosystems Investigation #8 (Adaptations) <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Variation is the range of expression of a feature in a population <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    An adaptation is any trait of a organism that helps it survive and reproduce in its environment <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Variation in a population helps the population survive when the environment changes FOSS Populations and Ecosystems Investigation #10 (Natural Selection) <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Environmental factors put selective pressure on populations <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Natural selection **Other Activities** <span style="mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-bidi-font-family: Calibri"> -    Minnow adaptation study (From Inquiry Session at ASTE Meeting 2007) **Outline of Activities:** 1.   Multimedia simulation to investigate the adaptive value of protective coloration (FOSS #8) 2.   Explain how adaptations help organisms survive in a specific environment (FOSS #8) 3.   Investigate environmental preference of minnows based on prior adaptation **Rationale:** I was fascinated by this activity at a session that I attended at ASTE. The leader actually divided us into three groups—teacher led, guided inquiry, or open inquiry—to demonstrate the advantages/disadvantages of each form of instruction. The activity involved working with live minnows (a huge hit with elementary school students, a great way to engage them in science) that had been adapted to either a dark or light background. The instructor demonstrated what happened when the fish were transferred from their current environment to one in which there was a choice of dark or light background. We had a brief discussion, and then she gave us materials (different types of holding tanks, stopwatches, etc.) so that we could make sense of what we observed and answer our own questions in regards to the fish’s behavior in response to environmental change. I think this would be a fabulous exercise to run with the teachers—one that they could easily do with their classes. Not only does it illustrate a great concept, but it also allows the students to freely explore the phenomenon and take the project in any number of directions.
 * FOSS Diversity of Life Investigation #1 (What is Life?) **
 * FOSS Diversity of Life Investigation #5 (Seeds of Life) **
 * FOSS Diversity of Life Investigation #7 (Plant Reproduction) **
 * Outline of Activities: **