Name: ______________________________ Period: ___________ Date: _______________

2.2 Survival and Reproduction 

 
Activity #1: Do NOW K-W-L Chart
K= Know​: L= Learned:
What I think DNA looks like is... 2 things I learned from the ​Brain Pop DNA video ​ are...

Draw what you think DNA looks 1.___________________________________________________

like: ____________________________________________________

2.___________________________________________________
____________________________________________________

Activity #2: Warm Up   

 

1. What do you notice about

the traits of the offspring
compared to the parents?
__________________________
__________________________
__________________________
__________________________
________________________
2. Where do organisms get
their traits?
__________________________
__________________________

 
 
 
 
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Name: ______________________________ Period: ___________ Date: _______________
Activity #3: Observing Traits in Spiders​ ​SIM  
Answer the following questions about Otis and Ruby:
1. Describe Otis’ traits: 1. Describe Ruby’s traits:
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
2. What stripe color do 2. What stripe color do
the protein molecules the protein molecules
produce? produce?
_____________________ _____________________
3. Which chromosomes 3. Which chromosomes
does Otis have? does Ruby have?

_____________________ _____________________
Directions:
1. Drag Ruby and Otis together
2. Press ​SKIP TO OFFSPRING​ on the bottom right.

Draw: Draw: Draw: Draw:

Body Color: _________ Body Color: _________ Body Color: _________ Body Color: _________
Stripe Color: _______ Stripe Color: _______ Stripe Color: _______ Stripe Color: _______
Chromosomes: ________ Chromosomes: ________ Chromosomes: ________ Chromosomes: ________

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 Name: ______________________________ Period: ___________ Date: _______________
Vocabulary Words 
Gene:  protein molecule:  chromosome: 
 

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Activity #4: Reproduction in the​ S

​ IM  
Goal: ​Gather evidence to support or refute the claim that ostrilopes with adaptive traits have more offspring than
ostrilopes with non-adaptive traits.
Instructions:
1. Open the Natural Selection Simulation and open the mode: ​Reproduction Claims.
2. Zoom ​into the environment in Build and select an​ ostrilope with one of the color​ traits in the table below.
3. Press​ RUN and count the number of times that ostrilope reproduces before dyin​g or getting to generation
20.
4. Record that number​ in the data table below.
5. Press ​Reset in the Sim,​ select an os​trilope with another color trait f​ rom the table below, and press Play to
repeat your observations.
6. Repeat ​all steps for Trial 2
Tip: • If the ostrilope dies before reproducing, record a 0 in the data table 

  Blue 1 Blue 4 Yellow 7 Yellow 10

# of offspring trial 1        

# of offspring trial 2        

# of offspring trial 3        
 

Class Set         
AVerage  

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Name: ______________________________ Period: ___________ Date: _______________
Draw Class Average Histogram Below 
Number of Offspring by Color

Thinking Questions: 
1. ​Which ostrilopes lived longer? _________________________________________________

2. Which ostrilopes produced the most offspring? _____________________________________

3. Why did these ostrilo[es produce the most offspring?

_______________________________________________________________________________
_______________________________________________________________________________

4. If the color of the environment became blue, which ostrilopes would become more commo? Less
common? Why?
_______________________________________________________________________________
______________________________________________________________________________

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 Name: ______________________________ Period: ___________ Date: _______________
 
Which claim does the class data support?
Explain.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
_____________________________________ 
 
 
2.2 Independent Tasks 
Activity #6: Read It! ​“Glowing Jellies”  
Imagine splashing in a calm CATCH Annotate CFS
ocean cove at night. As you splash, you ❏ Highlight one keypoint from
notice green flashes in the water: each paragraph.
glowing jellies! These are called​ crystal ❏ Circle 1-2 unknown/vocab
jellies. words from each paragraph
They can’t sting humans, so you ❏ Ask 1 question OR make 1
can swim and watch them glow green connection
as you bump into them. ❏ Answer ​Thinking Questions
Where does this trait of being able to
1. What do the jellies do when you
glow come from?
In 1992, some scientists decided bump into them?
to find out. They examined the cells of _______________________________
crystal jellies and discovered that the
_______________________________
glow comes from a protein. They gave
the protein the name Green ______________________________
Fluorescent Protein, or ​GFP​ for short. To find out how these jellies make GFP, 2. What is GFP?
scientists investigated the jellies’ genes. _______________________________
A ​gene​ is instructions for an organism’s cells to make a particular protein.
_______________________________
Scientists were able to find the gene that gave the jellies’ cells instructions to make
the GFP protein. If a jelly has the GFP gene, its cells can make green fluorescent _______________________________
protein. If its cells make green fluorescent protein, the jelly can glow. The gene _______________________________
leads to the protein, which leads to the trait.
3. What is a gene?

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 Name: ______________________________ Period: ___________ Date: _______________

How does a jelly get the gene for glowing?​ When a pair of adult jellies _______________________________
reproduce, each one passes down genes to the offspring. Genes are found on _______________________________
chromosomes and chromosomes come in pairs. An organism has two copies of
_______________________________
any given gene because there is one copy on each chromosome in a pair.
However, the two copies of any particular gene can be the same version or 4.How does a jelly get the gene fro
different versions. These different versions of a gene are called ​alleles.​ When glowing?
jellies reproduce,, each parent passes down one of each of their chromosomes
_______________________________
(with all their genes on it) to the offspring. If at least one of the adult jellies has the
version of the gene that is instructions for GFP, then that gene could be passed _______________________________
down to the offspring. Offspring with that gene will have cells that produce GFP, so ______________________________
they will glow, also.
5.Why do jellies glow?
Scientists think that jellies glow as a defense against predators. ​The bright
_______________________________
glow ​might startle or confuse predators, or it might attract bigger predators that
_______________________________
could scare away or eat the jelly’s attacker! Glowing is an adaptive trait for jellies
_____________________________
because it helps them survive in their environment.

 
Activity #7: ​Mendelian Genetics Guided Notes 
Part A:​ Children resemble their parents
1. Click on Children resemble their parents ​Concept Reading
2. Answer the following questions:

1. What did​ Gregor Mendel​ discover in 1865?

2. According to this text, what is a​ gene?

Follow the steps on this ​Animation​ and answer the following questions:
1. Why did ​Mendel​ work with ​peas?

2. Based on this animation, what is ​cross fertilization​?

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Name: ______________________________ Period: ___________ Date: _______________
Knowledge check:
1. Gregor Mendel used pea plants to study inheritance. If you wanted to do the same thing what
would you need to do?
a. Set aside enough room to grow pea plants.
b. Know how to grow pea plants
c. Keep notes on the plant generations.
d. Get the materials necessary for growing pea plants
e. All of the above
__________________________________________________________________________________________

Part B:​Genes come in pairs

Directions:
1. Click on Genes come in pairs ​Concept Reading
2. Answer the following questions:

1. Based on this reading, what did Mendel conclude from his experiments?

Follow the steps on this ​Animation​ and answer the following questions:
1. What is a ​phenotype​?

2. What are the ​seven traits of pea plants​ that Mendel worked with?

Flower position

Pod color

Seed coat color

3. How many ​phenotypes does each trait​ have? ____________

4. What is an ​allele​?

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Name: ______________________________ Period: ___________ Date: _______________
5. What is a ​genotype​?

6. What does a ​pure-bred pea have​?

Knowledge check:

1. You want to repeat Mendel’s experiments with an eighth trait. You choose flower color. Pea
plants have flowers that are white or colored.To get a pure-bred colored flower you start with a
colored flower plant. What should you do next?
a. Nothing, this is a purebred colored flower plant
b. Self-fertilize this plant. If all the flowers of the next generation are colored, the plant is purebred.
c. Cross-fertilize this plant with a colored flower plant.
d. Cross-fertilize this plant with a white flower plant.

2. If in the second generation you still got some white flowers, what should you do next to get a
colored pure-bred plant?
a. Nothing, there is no way to get a purebred from this experiment.
b. Choose several of the colored flower plants, self-fertilize them, then plant and grow the seeds.
c. Choose several of the white flower plants, self-fertilize them , then plant the seeds. If you get colored
offspring you know that they are purebred.

3. How many times do you need to keep self-fertilizing the colored plants to get a purebred colored
plant?
a. Once more.
b. Twice more.
c. Indefinitely, until you get all colored offspring.
d. Indefinitely, until you get all white offspring.
__________________________________________________________________________________________

Part C: ​Genes don’t blend

Directions:
1. Read the Genes don’t blend ​Concept Reading​.
2. Answer the following questions:

1. In Mendel’s experiment, pure-bred pea plants did not produce offspring with blended traits. What
happened to the green color colored peas in this experiment? Why?

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Name: ______________________________ Period: ___________ Date: _______________
Follow the steps on this ​Animation​ ​and answer the following questions:
If a “puffed” pure-bred pea is crossed with a “pinched” pure-bred pea, will the offspring be “semi-puffed”?
Explain.

Knowledge check
1. If a pure-bred tall plant is crossed with a pure-bred short plant, the offspring will be:
a. Either tall or short
b. All offspring will be medium sized.
c. Some offspring will be tall, some will be short and some will be medium sized.
__________________________________________________________________________________________
Part D: ​Some genes are dominant
Directions:
1. Read the“Some genes are dominant” ​Concept reading
2. Answer the following questions:

1. According to Mendel, why is there no blending of color in the pea experiment?

Follow the steps on this ​Animation​ and answer the following questions:
1. What does the term ​homozygous mean? Hint: ​What makes a pea homozygous?

2. What does the term ​heterozygous mean​? ​Hint: ​What makes a pea heterozygous?

3. What happens when ​two heterozygous plants are crossed​?

4. If the ​yellow allele is dominant (Y)​ and the ​green allele is recessive (y)​, what are the​ genotypes of the
yellow​ pea offspring​?

5. If the​ yellow allele is dominant (Y) ​and the ​green allele is recessive (y),​ what is the ​genotype of a ​green
pea offspring​?

Activity #8: ​Finish your Natural Selection Comic Strip Project 

Done early?: W ​ ork on an Achieve Article/iReady/DreamBox/Moby Max 
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