BIOLOGY

1. BIOLOGY Sebastian Oddone District Supervisor Summer PD June 2012 Quarter 2 Presenters Mercy Aycart Jill Bartley Maggie Gonzalez Yoly McCarthy

2. NORMS We are all learners today working towards same goals We share discussion time We are respectful of each other We turn off all electronic devices Place all comments in parking lot It’s all about us!

3. YEAR AT A GLANCE

4. TOPIC X: Taxonomy

5. FAIR GAME PRINCIPLE: Middle School Benchmarks

6. WHAT YOU NEED TO KNOW…. • You need to know the distinguishing characteristics of the domains and kingdoms of living organisms.  • You need to know how organisms are classified based on evolutionary relationships. • You need to explain the reasons for changes in how organisms are classified.

7. ENGAGE ACTIVITY: CLASSIFICATION OF FRUITS How will fruits be classified according to observable characteristics? Hypothesize as to how scientists might use different criteria to classify fruits.

8. Purpose: • This activity is to get the students to start thinking about classification. Fruits are not the focus of this unit, but they are large scale enough to make a point of how criteria are used to sort objects into groups. Procedure: • In student teams, have students group the cards into as few as 2 groups or as many as 9 groups. However many groups they make, be sure that all of the fruits in each category meet the requirements set by the grouping rules. • When complete, have your students give your groups descriptive names and then complete the Reasoning section of the activity.

9. How many different groups did your team make? • How did you go about grouping your fruits? • How many different ways did your team group the fruits before deciding on your final grouping rules?

10. WHAT IS A CLADOGRAM? Evolutionary relationships of a group of organisms Each clade (group) share something in common Ancestral traits are the oldest Derived traits evolved later

11. CONSTRUCTING A CLADOGRAM 4 limbs Fur Tail 4 limbs Fur Loss of tail 4 limbs Fur Loss of tail List the characteristics of selected organisms Separate into clades (groups) based on characteristics 4 limbs Tail Tail

12. Characteristics for Constructing Cladograms • Tail is the most ancestral • 4 limbs is the oldest derived characteristic • Fur is a later derived characteristic • Loss of tail is the most derived characteristic

13. Which organisms have fur and mammary glands? Which organisms have jaws? Which shared a common ancestor most recently – a mouse and lizard or a mouse and a perch?

14. evolutionary interrelationships among different species that are believed to have a common ancestor • a form of a cladogram • each node with descendants represents the most recent common ancestor of the descendants • edge lengths correspond to time estimates Phylogenetic Tree

15. Which of the following species have the greatest genetic similarity? Feliscatus and Mephitis mephitis Lutralutra and Canisfamilaris Mephitis mephitis and Lutralutra

16. Which species would have the greatest genetic difference from Canis lupus? Pantherapardus Lutralutra Canislatrans

17. CLADISTICS LAB: Baggie Cladistics Website: http://www.indiana.edu/~ensiweb/lessons/clad.bag.html

18. Procedure: • Cut apart the eight organism cards [page 3]. • Examine the organisms on the cards. Pay attention to the description of the organisms. • Select the two most similar organisms and put their cards together in one baggie. • Then select the organism which is most like the ones you chose in step #3. Place that organism card in a second baggie. Place the first baggie, with its two organisms into the second baggie. The result looks a bit like this:

19. Procedure (cont.): • Continue the process. Select the next most similar organism. Place its card in a fresh baggie. Then add the baggie of baggies, containing all the previous cards. Continue until all the cards are in the bags.

20. Procedure (cont.): • Now it is time to record your data. Consider what characteristics are present in all the organisms in the bags have in common. Write down that characteristic on the dotted line in the outermost Venn region. • Start disassembling your baggies and note what comes out of the outermost bag. There should be one card in the bag along with a bag full of more bags and the other cards. Record this organism by taking the appropriate name strip and attaching it to the shaded area in the outermost box.

21. Procedure (cont.): • Consider the remaining bags of organism cards. What do all these organisms have in common? • Write down that characteristic on the dotted line in the second largest Venn region. Continue to disassemble your bags. Each time a card is released you should paste the organism’s name strip in the appropriate region. • Repeat steps 8 and 9 until all of the cards are out of the baggies and the 8 name strips have been affixed to the diagrams.

22. Procedure (cont.): • Of course this is a Venn diagram, not a cladogram (branching tree diagram). But Venn diagrams are a great way to set up your cladogram. Take a piece of blank paper. Unlined paper is great, but notebook paper will do just fine. Place the paper over your Venn diagram. Your diagram will guide your drawings Draw a line from outside all of the Venn regions into the largest Venn region. As soon as you enter the largest Venn region, divide your line into two branches. One branch goes to the outermost organism. The other branch leads to the next Venn region.

23. Procedure (cont.): • Continue your line, branching each time you enter a new Venn region. One line extends to the organism listed in that region, the other reaches into the next Venn region. • When you are done, You will have a branching tree diagram that looks a bit like a bonsai tree. • Label the tips of the branches with the names of the organisms. • Label the nodes (the branch points) with the reason for the branching (the shared characteristic).

26. Analysis/Conclusions: • Why do organisms resemble one another? • What does it mean when two organisms are very similar? • List and describe at least two ways that similarity between organisms can be determined. • Compare and contrast a cladogram (branching tree diagram) with a pedigree (family tree).

27. TOPIC XII: Plant Structures and Functions

28. FAIR GAME PRINCIPLE: Middle School Benchmarks

29. WHAT YOU NEED TO KNOW…. • You need to know how the structures of plant tissues and organs are directly related to their roles in physiological processes. • Plant organs are limited to roots, stems, leaves, flowers, fruit and cones. • Physiological processes are limited to photosynthesis, cellular respiration, transpiration, and reproduction. • Plant tissues are limited to meristematic, ground, dermal and vascular tissues. • Plant structures are limited to cambium, guard cells, phloem, seed, stomata and xylem.

30. IS IT A PLANT? Do Students Distinguish Among Different Types of Plants and that Not All Plants Have the Same Structures?

31. How are the structures of plant tissues and organs directly related to their roles in physiological processes? LAB: Plants – Structure & Function REMEMBER THE CONTENT LIMITS…. Plant organs: roots, stems, leaves, flowers, fruits cones Physiological limits: photosynthesis, cellular respiration, transpiration, reproduction Plant tissues: meristematic, ground and vascular Plant structures: cambium, guard cells, phloem, seed, stomata, seed

32. Activating Prior Knowledge • What do the students know about plants? • Identify the items on the table. What do they all have in common? • What are the basic parts of the plant? • Where do plants come from? • Explain the function of each of the following part of the plant: roots, stems, leaves, flower.

33. Activating Prior Knowledge • TEACHER GUIDELINES • Display the following foods on a table: an apple, a bag of tea, an onion (in a cup or glass of water), and a stalk of raw celery. Have the students identify the foods onthe table. Discuss what the foods have in common. Try to come to a general conclusionthat the foods on the table come from green plants. • Display a live green plant and ask students to identify the parts of the plant. As the students identify the roots, stems, leaves, and flowers, have another studentpoint out the part that was identified. • After identifying the part of a green plant, have the students give the order inwhich the plant will grow starting with the seeds. As the students determine theorder in which the plant will grow, display pictures of each part of the green plant. • Discuss the functions of each part of the green plant:

35. PART A: LEAVES - Identification of Leaf Cross Section - Microscopy – Stomata and Guard Cells • PART B:ROOTS • Microscope Slides •  Monocot & Dicot Roots •  Lateral Root • Onion Root Tip • Root Systems • PART C: STEMS • Microscope Slides •  Herbaceous Monocot and Dicot Stems •  Tilia Stem (Woody growth) •  Woody Stem PART D: FLOWERS - Flower Dissection  Structure of flower  Male & Female Reproductive Organs Needed for Sexual Reproduction in Flowering Plants

36. PLANT GROWTH & DEVELOPMENT Photosynthesis, respiration, and transpiration are the three major functions that drive plant growth and development.All three are essential to a plant's survival. How well a plant is able to regulate these functions greatly affects its ability to compete and reproduce.

38. FAIR GAME PRINCIPLE: Middle School Benchmarks

39. WHAT YOU NEED TO KNOW…. • You need to know how photosynthesis and cellular respiration are related (that the products of one are the reactants of the other). • You need to know the reactants, products and basic functions of photosynthesis, aerobic, and anaerobic respiration. • You need to understand how ATP is connected with energy transfers within the cell. • You need to know that photosynthesis stores energy while cellular respiration releases energy.

40. INVESTIGATING THE EFFECT OF LIGHT INTENSITY ON PHOTOSYNTHESIS (HSL) Essential Questions • How does light affect photosynthesis? • Why is photosynthesis important to life? • What is the impact of the destruction of forests to the rate of photosynthesis? Teacher Preparation • Prepare saturated solution 7 g sodium bicarbonate per 100 mL of water • Elodea/Anacharis sprigs

41. What do I need…… Materials • test tube • light source • sodium bicarbonate solution • timer • 400 mL beaker • gloves • Elodea/Anacharis sprigs • hand lens • forceps

42. Procedure: • Fill test tube and beaker with NaHCO3 solution • With forceps place sprig halfway down in test tube (cut end pointing downward in test tube) • Cover mouth of test tube with thumb and turn test tube upside down (don’t trap bubbles in test tube

43. Procedure: • Place mouth of test tube under surface of solution in beaker; remove thumb from mouth of test tube • Gently lower test tube inside the beaker, so it leans against the side of beaker • Using a hands lens, count # of bubbles produced in sprig in the test tube for 5 minutes under the following light conditions • normal light • dark room • bright light

44. DATA Engage Student Thinking • What is the name of the gas inside the bubbles released by the sprig? How do you know? • Why are these bubbles produced by the plant? • From what part of the plant do you observe the bubbles being emitted? • Which light intensity do you think most bubbles will be released? Why? Make sure students are recording observations and collecting data.

45. EXTENSION: THE PHOTOSYNTHESIS AND CELLULAR RESPIRATION SHUFFLE How do carbon and oxygen cycle through the environment?

46. INTRODUCTION Cellular respiration is the process by which cells release stored energy from sugars. Photosynthesis is the process in which producer cells use carbon dioxide, water, and nutrients to produce glucose and oxygen. Together these two processes make the carbon cycle possible, and move essential molecules through ecosystems.

47. 1. Examine the kelp forest food web.2. Predict where would photosynthesis occur in the diagrammed ecosystem below.

48. How does the energy flow in this ecosystem parallel that in the kelp forest? Review SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Video: Energy Flow in the Coral Reef Ecosystem

49. Examine this carbon cycle. Label the paths you think oxygen, glucose, carbon dioxide and water take through the ecosystem.

50. Computer Simulation: Photosynthesis & Cellular Respiration