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Biodiversity
Activity
3: It’s in the Genes
Grade
Level: 6 - 8 grade
Time:
20 minutes
Concept:
Students will trade individual animals of a given species to
maintain the greatest genetic diversity at each zoo team.
Objectives:
Students will:
1. explain the
importance of maintaining genetic diversity (Science)
2. trade animals in
mock zoo deals to maintain genetic diversity (Science, Economics)
National
Standards
Science
Economics
Materials:
Laminated (for durability) construction paper cutouts of any zoo
animal (for purposes of this write-up, bears will be used) as follows (for
a class of 24 - 30 students) -- 2 red, 5 green, 4 blue, 1 purple, 3
yellow, 9 orange, 4 brown, 3 white. Write
an “M” for male on half or slightly less of each color and “F”
for female on all the others.
Each color represents offspring from the same zoo with the same
parentage (and thus the same genetic makeup).
8 laminated 3 X 5 cards labeled as follows -- Zoo A, 2; Zoo B, 1;
Zoo C, 6; Zoo D, 3; Zoo E, 4;
Zoo F, 9; Zoo G, 4; Zoo H, 2
Preparation
Needed:
Make species cards and zoo cards as described above.
Discuss the basics of genetic diversity and how genes are passed to
offspring.
Discuss the Species Survival Plan (SSP) and the role of zoos in
maintaining genetic diversity in certain species.
Procedure:
1. Divide the class
into eight equal teams and give each team all the animals of one color.
2. Explain what the
“M” and “F” mean and that the colors group all the offspring of
the same parents together. Each
individual of the same color carries the same genetic code within it.
3. Give each team a
zoo card. The number refers
to the number of the animals that each zoo has room for.
Some zoos may have more young than they have room while others may
have room for more. In the
end, each zoo should have the exact number that is on their team’s card.
4. Zoos often trade
animals for many reasons, including to increase genetic diversity in
breeding programs. Assume
that each animal can and will breed.
Trade (or give) animals to maximize diversity while staying within
the number of animals for which each zoo has room.
Allow about 10 minutes.
5. Discuss the
results. Which animal ended
up in the zoo that had room for only 1 animal and why was it chosen?
Are there any problem areas? Can
the class see any changes anywhere that would further increase genetic
diversity?
Evaluation:
Students can arrange a three groupings of labeled animals to
maximize genetic diversity.
Extension:
Visit a zoo or invite a zoo employee to the classroom to talk about
the SSP program at that facility. Which
animals from that collection are part of the SSP program?
Let students design a fund-raiser, execute it, and donate the money
to the zoo’s SSP program.
Modifications:
Older
students
1. Give each zoo a
budget in addition to a number of individuals for which they have room and
put a purchase price on each animal (females often cost more than males)
next to the “M” or “F.”
Now students must trade and/or purchase within the budget.
How does this effect decisions?
Younger
students
1.
Use fewer zoos and few animal colors (groups). Be sure the total number of sites available in zoos and the
total number of individuals is the same.
Tape or tack the individuals in their groups to a bulletin or chalk
board. As a class, decide
what trades make the best decisions, focus only on a mixture of
“colors” and male/female in each zoo.
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