DNA+Subway

=** Lesson Seven - Identifying Species Using DNA Subway **=

__ Essential Question __ : How can we use DNA Subway to identify unknown species?

__ Objective __ : SWBAT use DNA Subway to identify an unknown species

__ Materials __ : Class Poster (KWL) Sticky Notes Science Journals [|DNA SUBWAY] [|diversity-02-00450.pdf]

__ Do Now __ : Thinking about the specimen you were given, what do you think you it was and why?

__ Mini Lesson __ : Model how to use the different components of DNA subway and how to use them; How to created a project; How to work through the process; How to share your results with others. Pages 26-27 of DNA Barcoding spiral document can be used to help convey the information necessary for students to understand how to use DNA Subway to identify unknown species.

__ Activity __ : This is another Teacher Models/Student Follows session. Teacher will show the process, then students will practice the process, then students will do the process on their own. After modeling how to use DNA Subway – Give students a sample specimen number to work through the process of using DNA Subway.

__ Project __ : Students use DNA Subway to figure out what type of species their unidentified specimen was. Students will have to try and figure out if the species they have would be invasive or a natural part of the ecosystem.

__ Assessment __ :
 * 1) Classwork - Can students identify their species using DNA Subway
 * 2) Concept - Students understand the power of DNA subway. They can now go to an Online DNA Bank, download DNA code, and figure out species based on their DNA Barcode.

__ Standards __ :


 * MST Learning Standards **

3. Individual organisms and species change over time. 4. The continuity of life is sustained through reproduction and development. 5. Organisms maintain a dynamic equilibrium that sustains life. 7. Human decisions and activities have had a profound impact on the physical and living environment
 * Standard 4—Science - Intermediate **


 * Standard 5 – Technology - Intermediate **

2. Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms. 3. Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. 5. Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base. 6. Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain


 * NYS Core The Living Environment **
 * Grades 5-8 **


 * General Skills **

1. follow safety procedures in the classroom and laboratory 2. safely and accurately use measurement tools: 3. use appropriate units for measured or calculated values 4. recognize and analyze patterns and trends 5. classify objects according to an established scheme and a student-generated scheme 6. develop and use a dichotomous key 7. sequence events 8. identify cause-and-effect relationships 9. use indicators and interpret results


 * Living Environment Skills **

6. classify living things according to a student-generated scheme and an established scheme 9. identify structure and function relationships in organisms

Individual organisms and species change over time. 3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive and have offspring than individuals without those traits. 3.1c Human activities such as selective breeding and advances in genetic engineering may affect the variations of species.
 * Key Idea 3: **

Describe factors responsible for competition within species and the significance of that competition. 3.2a In all environments, organisms with similar needs may compete with one another for resources. 3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past.

Human decisions and activities have had a profound impact on the physical and living environment. 7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. 7.1b Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem. 7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other. 7.1d Some microorganisms are essential to the survival of other living things. 7.1e The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of environments and individuals requires the monitoring of soil, air, and water, and taking steps to keep them safe.
 * Key Idea 7: **

Describe the effects of environmental changes on humans and other populations. 7.2a In ecosystems, balance is the result of interactions between community members and their environment. 7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in longterm gradual changes (ecological succession). 7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal, etc. 7.2d Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth’s resources.

__Blooms__:

Knowledge:
 * Selecting important information from nonfiction text to include in science journal.
 * Recalling facts and using them in group discussions and writing
 * Defining what an invasive species is.

Comprehension:
 * Explains what an invasive species is in terms of an ecosystem.
 * Explains what a threat to an ecosystem is.
 * Rewrites what is learned from texts and lessons in class to support his or her learning
 * Predicts what type of species they will be barcoding
 * Summarizes their finding about various subjects covered in unit

Application:
 * Produces a ppt that explains their findings
 * Shows how to extract DNA from a specimen
 * Produces a model of DNA

Analysis > Synthesis:
 * Compare and Contrast different invasive species
 * Compare and Contrast threats to Ecosystems
 * Infers if a species is invasive
 * Analyzes the results of DNA barcoding to figure out what type of species they have
 * summarizes threats to ecosystems and the place that man plays in those threats
 * Categorizes species as invasive or non-invasive

Evaluation:
 * interprets the loss of diversity and what is means for humans
 * <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 12px;">Evaluates DNA results and explains how they were able to identify a species using new technology