Independent Honors 4 4 19 Tasks

Stickleback Fish Guided Notes Thursday 4/4/19 TASKS 1. Label notebook ​Mendel Genetics 4/4/19 2. Working ​SILENTLY​ AND I​ NDEPENDENTLY 3. RAISE YOUR HAND IF YOU HAVE A QUESTION Part 1: “Video #1: Making of the fittest” Watch the ​Making of the fittest: Stickleback Evolution Video​ and answer the following questions: 1. For tens of thousands of years, much of north America lay buried under ______ up to a mile thick. 2. In what is now ____________ ocean bound streams and rivers emerged opening up possibilities for countless new species. 3. One of the animals that came calling was the ____________ 4. But as the ice-free land began to rise, streams and the fish in them were cut off from the ____________ . 5. Stickleback bodies changed in many ways. As they adapted to life in post glacial lakes. ​Describe 3 things that changed about them. ● ● ● 6. This is bear Paw Lake, one of the many lakes created in ____________ 8-10,000 years ago.

by the glacier’s retreat

7. Like all freshwater sticklebacks, their ancestors lived in the ____________ 8. In the ocean, there are lots of big ____________ fish and there is no place to ____________ 9. So sticklebacks evolved body armor: ____________ sharp____________ coming off their pelvis and back.

____________

on their side and long

10. They are easy to catch but easy to ____________ 11. In Bear Paw Lake there are no large mouth predators, but there are hungry ____________ larvae that grab sticklebacks by their ____________ . 12. So, pelvic spines actually ____________ fitness and lessen a fish’s chances of surviving and ____________ 13. In just a few thousand years, these fish underwent a dramatic skeletal change completely losing their ____________ ____________

14. As pelvic spines are homologous to the ____________ ____________ of four legged vertebrates, the change we see in sticklebacks is the equivalent of losing ____________ 15. Changes in form arise from changes in development. And since ____________ control development, changes in form are ultimately due to change in ____________ 16. Geneticists use ____________ to map the location of genes that make the difference. Ocean and freshwater varieties of stickleback can be crossed by collecting sperm-filled testes from males and eggs from females and mixing them together. 17. Each cross re-shuffles the genetic material and ____________ generation to the next.

that are passed on from one

18. What did the scientists find at the marker for the Pitx1 gene? What conclusion can they make about marine and freshwater fish?

19. If you look at a marine embryo, you see the Pitx1 gene is expressed in multiple places. It turns on in the ____________ region, in the lips … In that tissue, its telling cells to start growing a full ____________ and ____________ 20. What about in fish that aren’t going to make a pelvis? Where in the body do you see the blue stains? Where in the body do you not see the blue stains?

21. So the structure of the proteins is the same between the two populations and the expression of the gene is the same between the two populations except for just in the ____________ 22. Like all DNA, the sequences of switches can acquire ____________ 23. Fish that have lost their pelvis have deleted the ____________ switch, it’s gone. But because this mutation only crippled one specific switch, the Pitx1 gene remained fully functional in the rest of the ____________ . 24. So the obliteration of that switch actually makes these fish ____________ adapted to the new environment they are in than their ____________ 25. If you look at a fish that has lost its pelvis in Scotland, or iceland, or Alaska, or British Columbia, the same switch has been thrown away over and over again whenever the fish have evolved a loss of a ____________ 26. Bell made a surprising discovery. Fish with a full pelvis had arrived suddenly, perhaps when some geological event briefly opened the lake to the ____________ 27. Yet, within a few thousand years, almost all sticklebacks here lacked ____________ ____________

28. We can link up genetics to development, development to ____________ , phenotypes to environments and we can look at change through time in the ____________ ____________ 29. Biologists are finding that the most common mechanism driving the seemingly endless diversity of animal bodies is____________ in the switches that regulate developmental control genes.

Part 2: “Video #2: Bear Paw Lake vs Frog Lake” Watch the ​Bear Paw Lake vs Frog Lake ​ and answer the following questions: 1. According to Dr. Bell, what is an important difference between Bear Paw Lake and Frog Lake

Part 3: Stickleback Fish Reading Use the following CATCH Annotation Rubric as you CATCH Annotate the text below:

CATCH Annotations Rubric Checklist  

Highlight in pink:​ ​ ​THREE​ unknown/confusing words ​AND define  them/synonym A​sk: ​ONE​ ? and Comment (question about it, something you were confused about. T​alk: ​ONE​ ! Comment (interesting point) throughout text  H​ighlight in yellow​: ONLY ​key points​ are highlighted (not entire  sentences/paragraphs) Stickleback Fish Reading By: Michael Bell Freshwater stickleback populations were established when some sea-run populations became trapped in lakes that formed at the end of the last ice age. These lakes were initially connected to the ocean, but were cut off as ice fields retreated. In most cases, f​reshwater stickleback fish populations are strikingly ​different from sea-run and marine fish populations because they have adapted to life in freshwater environments. ​Sea-run and marine stickleback ​fish have strong armor defenses to protect them from large predatory fish that live in the ocean. These defenses include ​complete pelvic structures: bony plates along the sides of their bodies and long spines projecting from their backs and pelvises Some ​freshwater stickleback populations have reduced armor or none at all. In addition, freshwater stickleback fish have evolved to be slightly smaller and more streamlined than their

sea-run ancestors, allowing them to swim faster and dart more easily into the many hiding places present in lakes. They also have modified gill function and an altered excretory system. Thinking Question #1: stickleback fish?

How are sea-run and marine stickleback fish different from freshwater

Although freshwater stickleback fish underwent many changes as they adapted to life in freshwater, researchers have focused on ​changes in the pelvic skeleton because this trait is highly variable and is easy to see and measure. In addition, its underlying genetic mechanisms are well studied. The development of the pelvic girdle and spines appears to be controlled by a major gene called ​Pitx1​. Evidence suggests that the function of this gene has been conserved throughout vertebrate evolution for millions of years. Thinking Question #2:​ ​ Why have researchers focused on changes in the pelvic skeleton?

In the ​ocean​, a stickleback fish with a ​complete pelvis​ is ​less likely to be eaten by larger fish that prey on it.​ The pelvic structure allows the fish to defend themselves against the predators. As a result, ​if there are many predator animals​ in the ocean, the s​tickleback fish will​ most likely selecting for and pass on the trait for the stickleback fish to have a complete pelvis structure. Almost all​ ​marine​ and ​sea-run ​ stickleback fish have a​ full ​pelvic girdle​ and ​pelvic spines​ so they can defend themselves against predators. Thinking Question #3:​ ​ Do marine and sea-run stickleback fish have pelvic structures? Why or why not?

Part 4: Work on Science State Test Study Guide 1. The Study Guide and your CER responses will be entered as ​TWO Summative Grades​ in gradebook. 2. Make sure to​: a. Answer multiple choice questions b. Complete CATCH Annotations on Part 4 and Part 5 ​ ​

  

1. Circle 3-5 unknown words and define them  2. Ask 1 Question AND 1 Comment  !  This is INTERESTING.  ?  This is CONFUSING.  * Write your comments and questions in the margin.  3. ​Highlight ​important information NOT entire paragraphs  

c. Answer the CER Responses in complete sentences!

​Part

5: Punnett Squares Vocab

Use the link ​Punnett Squares Vocab ​ to fill the chart below:

WORD Example:​ Force

DEFINITION A push or a pull

EXAMPLE/SENTENCE/IMAGE Pushing a car that broke down to the side of the road.

Punnett square Trait Allele Hybrid Purebred Phenotype Genotype

Part 6: ACHIEVE 3000 ARTICLE​ (if done early) Directions: ● Log on to Achieve 3000 and select ​PAREDES PERIOD ___ INTEGRATED SCIENCE CLASS ● Read and complete a science article of your choice and complete the​ Before Poll Question, Read the Article, Activity questions and Thought Activity ● Fill out Achieve 3000 Advisory Tracker ● Answer the questions below: 1. In ​3-5 sentences, summarize​ the ​main idea ​of the article.

2. How does this article ​connect ​to what we have been learning about in Science class about ​genetics, heredity, phenotype, genotype, mutations?

3. What was your score on this Article? Did you get a 75% or above? Why or why not? If you do not get a 75% or above​, you will need to come to tutoring on Monday to make up this Achieve 3000 Article Assignment.