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In this series of promising practice guided inquiry activities, students explore how organisms adapt to their environments through changes in their genetic codes. Students are expected to:create make-believe creatures and environments that have specific characteristics. rate the success of each creature in a randomly assigned environment by examining which of the creature's characteristics help, hinder, or have no effect on the creature's success in each environment.
In this series of promising practice guided inquiry activities, students explore how organisms adapt to their environments through changes in their genetic codes. Students are expected to:
- create make-believe creatures and environments that have specific characteristics.
- rate the success of each creature in a randomly assigned environment by examining which of the creature's characteristics help, hinder, or have no effect on the creature's success in each environment.
- write the genetic code for their creatures from a list of fictitious genetic codes.
- apply his/her knowledge of genetic codes and environments to engineer new creatures that could survive in various extreme environments within our solar system.
This series of lessons has a broken link in the Scientific Background section entitled 'MIT Biology Hypertextbook.' However, there is additional information provided in the 'DNA from the Beginning' section that should provide the necessary background information. (author/cb)
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| Science Academic Content Standards |
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| Life Sciences |  |
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| Benchmarks (6 - 8) |
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| B. | Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms essential to the continuation of the species. |
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| Benchmarks (9 - 10) |
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| C. | Explain the genetic mechanisms and molecular basis of inheritance. |
| D. | Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). |
| E. | Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. |
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| Grade Level Indicators (Grade 8) |
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| 3. | Explain how variations in structure, behavior or physiology allow some organisms to enhance their reproductive success and survival in a particular environment. |
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| Grade Level Indicators (Grade 10) |
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| 5. | Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism. |
| 10. | Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation). |
| 13. | Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions. |
| 14. | Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). |
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| Scientific Inquiry | |
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| Benchmarks (6 - 8) |
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| B. | Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions. |
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| Benchmarks (9 - 10) |
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| A. | Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. |
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| Grade Level Indicators (Grade 8) |
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| 3. | Read, construct and interpret data in various forms produced by self and others in both written and oral form (e.g., tables, charts, maps, graphs, diagrams, symbols). |
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| Grade Level Indicators (Grade 9) |
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| 6. | Draw logical conclusions based on scientific knowledge and evidence from investigations. |
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| National Science Education Standards |
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| Life Science | |
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| Reproduction and heredity (Grades 5 - 8) |
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| Hereditary information is contained in genes, located in the chromosomes of each cell. Each gene carries a single unit of information. An inherited trait of an individual can be determined by one or by many genes, and a single gene can influence more than one trait. A human cell contains many thousands of different genes. |
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| The characteristics of an organism can be described in terms of a combination of traits. Some traits are inherited and others result from interactions with the environment. |
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| Regulation and behavior (Grades 5 - 8) |
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| All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. |
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| An organism's behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species' evolutionary history. |
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| Diversity and adaptations of organisms (Grades 5 - 8) |
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| Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry. |
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| Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Promising Practice |
| STANDARDS ALIGNMENT |
| Grades 9 - 10 |
| TOPICS |
Science --
Life Science;
Characteristics and Structures of Life;
Diversity and Interdependence of Life;
Genetics and Heredity;
Science and Inquiry;
Inquiry Process Skills |
| KEYWORDS |
genes;
environment;
organisms;
animals;
survival;
habitat;
ecosystem;
chromosomes;
genetic characteristics;
genetic code;
adaptations;
respiration |
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Publisher: NASA/MSU-Bozeman CERES Project
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