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Traits and Reproduction

Lesson 3.3: Analyzing Variation and Reproduction

Lesson purpose: for students to solidify their understanding of how sexual reproduction leads to variation in offsprings’ gene versions and traits

Please refer to this lesson’s Materials & Preparation section in the digital Teacher’s Guide or the print Teacher’s Guide for information about preparing to teach this lesson, including any applicable safety notes. Below are links to resources used in this lesson.

Traits and Reproduction Simulation�Modeling Tool: Venom Inheritance Model copymaster

Sea Anemones: Two Ways to Reproduce

Printed Article: “Sea Anemones: Two Ways to Reproduce”

Traits and Reproduction Investigation Notebook, pages 75–82

Traits and Reproduction Glossary

Traits and Reproduction Multi-Language Glossary

Note: These materials are made available exclusively for use by students and teachers for whom the corresponding materials have been purchased or licensed from Amplify. Any alterations you make should only be shared within your own school or district. Any other distribution or reproduction of these materials is forbidden without written permission from Amplify.

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Investigation Notebook pg 76

Activity 1

Traits and Reproduction: Lesson 3.3ction: Lesson 3.3

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Activity 2 - Screen 1

Traits and Reproduction: Lesson 3.3

Today, we will investigate this question:

Investigation Question:

How does sexual reproduction result in variation among offspring?

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 1

Now that we know how organisms inherit their genes from their parents, we’ll look at why spider offspring have different traits for silk flexibility even though they have the same parents.

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 1

Today, you will mate spiders in the Sim and predict the gene versions the spider offspring will have.

You will then use the Sim to test your predictions.

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 1

First, we’ll look at an example together. We’ll mate Greg and Anne and make a prediction about the gene versions their offspring will have for silk stickiness. Then, we’ll test it in the Sim.

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Traits and Reproduction Sim

20 MIN

Traits and Reproduction: Lesson 3.3

Open the:

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 1

Select the silk stickiness feature.

Observe Greg’s and Anne’s traits and gene versions.

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 1

What traits and gene versions do Greg and Anne have for silk stickiness?

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Investigation Notebook pg 77

Activity 2 - Screen 1

Traits and Reproduction: Lesson 3.3

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 1

Silk Stickiness Inheritance Predictions

�

Greg: Sticky (S1S2) Anne: Sticky (S1S2)

Now I’ll record your predictions in our class data table.

What were your predictions about the gene combinations of Greg and Anne’s offspring?

Possible gene combination

Gene Version from Greg

Gene Version from Anne

Offspring gene versions

Gene combination A

Gene combination B

Gene combination C

Gene combination D

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 1

Now, let’s test your predictions in the Sim by mating Greg and Anne and observing their offspring.

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 1

How do the results compare to your predictions?

🍐 This is a Pear Deck Text Slide
🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.
🙋Students may respond:
(Accept all responses.)
💬Suggested teacher talk:
The predictions that you made were all possible combinations of gene versions. The actual set of offspring might not match your predictions exactly. Remember that each time we mate the spiders, the offspring will inherit different combinations of gene versions.
👉Teacher action (to discuss and demonstrate variation, if needed):
If the results from the live demo show all offspring with the sticky trait (S1S1 or S1S2), you will want students to see that it’s possible for some offspring to have the not sticky trait (S2S2). If that is the case, conduct the following discussion and demonstration:
Ask, “Do you think that Greg and Anne’s offspring will always have the sticky trait?” (Accept all responses.)
After hearing student responses, repeat the fertilization process until you have offspring with the not sticky trait.
Point out that the offspring can get an S2 gene version from each parent, resulting in the not sticky trait.

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Investigation Notebook pg 78

Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 2

Now, you’ll look at another pair of spiders and a different feature.

Record Otis’s and Ruby’s genes and traits for body color. Make predictions for the gene versions of their offspring.

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 2

Discuss your predictions about all the possible gene combinations for body color that offspring could inherit from Otis and Ruby.

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Investigation Notebook pg 79

Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 2

Now let’s test your predictions.

Mate Otis and Ruby at least two times. Record the offspring’s gene versions and body color in the tables.

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 2

What traits and gene combinations did you observe in the offspring?

Did you observe offspring with a different color than both parents?

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Traits and Reproduction: Lesson 3.3

Activity 2 - Screen 3

How did sexual reproduction lead to variation in body color in Otis and Ruby’s offspring?

Did the resulting offspring have the same gene combinations each time the two spiders mated?

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Activity 3 - Screen 1

Traits and Reproduction: Lesson 3.3

Now that we have investigated how sexual reproduction can lead to variation, we will use the Modeling Tool to look at a new feature, venom, and apply what we’ve learned.

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Investigation Notebook pg 80

Activity 3 - Screen 1

Traits and Reproduction: Lesson 3.3

👉Teacher action:

Distribute one copy of the Venom Inheritance Model sheet to each student.
Prompt students to individually complete the Modeling Tool activity. Circulate and assist as students complete the model.

On-the-Fly Assessment 10: �Modeling Inheritance�Look for: Observe students as they complete their models by filling in the gene versions and proteins of the offspring. This activity allows students to apply their understanding of the relationship between gene versions and proteins to a new feature. By producing three combinations of gene versions in offspring (V1V1, V1V2, and V2V2), students demonstrate that they understand that each parent contributes only one copy of a gene to each offspring as neither parent has a homozygous gene combination (V1V1 or V2V2). In addition, by drawing and labeling the corresponding proteins (proteins 1, 2, or 3) produced in a cell, students will be able to fully demonstrate that a specific gene version instructs for a specific protein. Through this modeling activity, students show that there are different ways that parents’ gene versions can combine, which results in offspring with random variation in the trait for venom.

Now what? If you notice students do not understand how offspring can inherit one of the multiple combinations of gene versions, ask them to recall the process of sexual reproduction that they just explored in the Simulation. Provide sticky notes or index cards to help students model the possible gene combinations for offspring. This will help support students’ understanding of how the different combinations of gene versions in the offspring are formed. This can be done by having students write the individual gene versions for each parent on separate cards. (There should be four cards in total, two for each parent.) It may also be useful to color code or mark the cards to highlight that only one gene can come from each parent. By manipulating the cards to make all four possible combinations of gene versions, students can see the gene versions of four possible offspring. Point out that since each version of a gene instructs for a specific protein, two of these combinations will instruct for the same proteins in a cell (V1V2 and V2V1) and thus will result in the same trait.

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Traits and Reproduction: Lesson 3.3

Activity 3 - Screen 2

Remember, we’re investigating variation within this spider family. The spider offspring have different traits from each other, and some even have different traits from their parents.

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Traits and Reproduction: Lesson 3.3

Activity 3 - Screen 2

Let’s revisit the claims. Remember, we already eliminated Claim 2.

Does the evidence that you gathered today support or refute Claim 1 or Claim 3?

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Key Concept

Traits and Reproduction: Lesson 3.3

Activity 3 - Screen 2

12.

Through sexual reproduction, each offspring can inherit a different combination of gene versions. Therefore, siblings can have different traits from each other and even from their parents.

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Activity 4 - Screen 1

Traits and Reproduction: Lesson 3.3

For this activity, you will:

revisit the Anticipation Guide�
read an article about how sea anemones reproduce

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Investigation Notebook pgs 81–82

Activity 4 - Screen 1

Traits and Reproduction: Lesson 3.3

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“Sea Anemones: Two Ways to Reproduce”

Traits and Reproduction: Lesson 3.3

Open the article:

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Traits and Reproduction: Lesson 3.3

End of Lesson

Published and Distributed by Amplify. www.amplify.com

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Traits and Reproduction

Lesson 3.5: Revisiting Key Concepts

Lesson purpose: to provide opportunities for reviewing key ideas before moving on to Lesson 3.6 and then the Science Seminar in Chapter 4

Please refer to this lesson’s Materials & Preparation section in the digital Teacher’s Guide or the print Teacher’s Guide for information about preparing to teach this lesson, including any applicable safety notes. Below are links to resources used in this lesson.

Traits and Reproduction Simulation�Cloning Mammoths: A Mammoth Task

Printable A rticle : “Cloning Mammoths: A Mammoth Task”

Traits and Reproduction Investigation Notebook, pages 83–102

Traits and Reproduction Glossary

Traits and Reproduction Multi-Language Glossary

Note: These materials are made available exclusively for use by students and teachers for whom the corresponding materials have been purchased or licensed from Amplify. Any alterations you make should only be shared within your own school or district. Any other distribution or reproduction of these materials is forbidden without written permission from Amplify.

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Activity 2

Traits and Reproduction: Lesson 3.5

You will use the Sim to review key ideas about traits and reproduction.

Then, you’ll apply what you’ve learned to help Bay Medical Company.

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Traits and Reproduction Sim

20 MIN

Traits and Reproduction: Lesson 3.3

Open the:

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Once you added the proteins, what happened after a period of time elapsed?

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Working in the Sim, change Greg’s genes so that his stripe color is purple. What gene versions result in the purple stripe color?

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Working in the Sim, this time change Greg’s genes so that his stripe color is black. What gene versions result in the black stripe color?

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What differences did you notice in the Sim when you added proteins compared to when you changed Greg’s gene versions?

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People with hemophilia need to have clotting factor proteins injected into their cells throughout their lifetime. Based on what you observed when you added proteins to change Greg’s stripe color, why do you think people with hemophilia constantly need to receive injections of the protein?

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Explain why there is variation in the traits of Otis and Zora’s offspring for the venom feature. Try to use the following words in your explanation: gene, heterozygous, homozygous, protein, sexual reproduction, trait, and variation.

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People with a genetic disease such as hemophilia or cystic fibrosis often want to know how likely it is for their children to have the same disease. Based on what you observed in the Sim, if one family member has a disease, will all members of that family have the disease? Why or why not?

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What do you notice about the genes and proteins that determine the trait for size?

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Observe Otis's and Ruby’s traits and genes for size. What size do you think their offspring will be?

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Mate Ruby and Otis. Were their offspring all the same size? What do you notice about the body size gene combinations of the offspring?

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We have 13 different clotting factor proteins in our blood. Do you think hemophilia is controlled by one or multiple genes?

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Activity 3

Traits and Reproduction: Lesson 3.5

The Sim uses spiders to show ideas about traits, proteins, genes, and how gene versions are inherited during sexual reproduction. These ideas do not just apply to spiders.

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Activity 3

Traits and Reproduction: Lesson 3.5

You’ll now build on what you saw in the Sim to help with Bay Medical Company’s research.

Each group will get a different reading about diseases caused by genetic disorders.

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Activity 4

Traits and Reproduction: Lesson 3.5

Let’s see if we can answer our Chapter 3 Question.

Why do the Darwin’s bark spider offspring have different gene combinations even though they have the same parents?

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Activity 5

Traits and Reproduction: Lesson 3.5

For this activity, you will read and annotate an article about how scientists are trying to use cloning to bring back extinct mammoths.

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"Cloning Mammoths: A Mammoth Task”

Traits and Reproduction: Lesson 3.5

Open the Article:

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Investigation Notebook pgs 101–102

Activity 5

Traits and Reproduction: Lesson 3.5

Where are genes located in a cell?

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How does a new mammoth egg cell get chromosomes from each of the parents?

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How could scientists make a mammoth without using any reproductive cells?

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Traits and Reproduction: Lesson 3.5

End of Lesson

Published and Distributed by Amplify. www.amplify.com