Chapter Resources for Differentiated Instruction Reproduction of Organisms

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1 Chapter Resources for Differentiated Instruction Reproduction of Organisms Title Page Lesson 1 Lesson 2 Level Get Ready to Read 1 all students Quick Vocabulary 3 all students Student Lab Safety Form 5 all students Launch Lab 8 28 all students Content Vocabulary ELL 9 29 all students Lesson Outline ELL all students MiniLab all students Content Practice A AL OL BL Content Practice B AL OL BL Language Arts Support 15 all students Math Skills 17 all students School to Home all students Key Concept Builders AL OL BL Enrichment all students Challenge AL OL BL Lesson Quiz A AL OL BL Lesson Quiz B AL OL BL Lab A AL OL BL Lab B AL OL BL Lab C 50 AL OL BL Chapter Key Concepts Builder 51 AL OL BL Chapter Test A AL OL BL Chapter Test B AL OL BL Chapter Test C AL OL BL Answers (with Lesson Outlines) T2 T13 AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level.

2 Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Middle School Science program. Any other reproduction, for sale or other use, is expressly prohibited. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH ISBN: MHID: Printed in the United States of America HES

3 To The Teacher This book contains reproducible pages that support the Student Edition. Descriptions and frequencies of these resources are listed in the table that follows. Title Frequency Overview Get Ready to Read: What do you think? 1/Chapter Using the Get Ready to Read anticipation guide in the Student Edition? This page matches the anticipation guide in the Student Edition. Students can complete this at the beginning of a chapter and check their responses at the end. Appropriate For all students Quick Vocabulary 1/Chapter Need some options to preteach vocabulary and help students with vocabulary development? By folding the Quick Vocabulary sheet in half, students will have an easy reference tool. Lesson vocabulary, along with academic vocabulary, review vocabulary, or multiple-meaning words, are listed and defined. Students can add other words that they need to remember as well. all students Student Lab Safety Form 1/Chapter Need a standard lab safety form? Each FastFile includes this form that students can complete prior to each lab. Students indicate that they understand all aspects of the lab. There is a place for the student and you to sign it. all students Launch Lab Content Vocabulary* Lesson Outline* MiniLab 1/Lesson 1/Lesson 1/Lesson 1/Lesson Want a lab recording page for Student Edition Launch Labs? Each recording page matches the Student Edition Launch Labs, so students do not need to use their textbooks in the lab. Want to help students who need more vocabulary practice? Content Vocabulary pages provide review and reinforcement activities. Use these pages to help students master content terms. Want an outline of the chapter for a substitute teacher, for absent students, or for students to use for review? Lesson outlines follow the head and subhead structure of the Lesson, emphasizing the major content objectives. They can be used in many ways. In addition to those listed above, they can help you organize teaching notes and accompany student reading. Want a lab recording page for Student Edition MiniLabs? This recording page matches the Student Edition MiniLab, so students do not need to use their textbooks in the lab. all students all students all students all students AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. Reproduction of Organisms iii

4 Title Frequency Overview Appropriate For Content Practice (Leveled) 1/Lesson Need more options for content review? Content Practice A is designed to help students who have difficulties learning and understanding the vocabulary and Key Concepts of each lesson: Form A helps struggling students grasp lesson content AL AL AL Form B provides on-level and beyond-level reinforcement of lesson content AL OL BL Language Arts Support 1/Chapter Looking for a way to help students build reading and writing skills in science? Language Arts Support pages provide practice using vocabulary, language structure clues, and writing skills with science content. all students Math Skills 1/Chapter Want help for students who need to practice math skills? This page provides additional practice of the Math Skill in the Student Edition. all students School to Home 1/Lesson Looking for a way to help students with the content? The School to Home page provides support for a home-learning partner to help a student better understand the Big Idea of a chapter. all students Key Concept Builders Enrichment Challenge Lesson Quiz (Leveled) 4/Lesson 1/Lesson 1/Lesson 1/Lesson Have students who need more practice with Key Concepts? Key Concept Builders present the content in a context different from the Student Edition. These pages can be used whenever a student is struggling with any of the lesson s Key Concepts. Looking for ways to help students to broaden their understanding of lesson concepts? Use Enrichment pages to further explore information and Key Concepts introduced in a lesson. Want to motivate the independent learner? The Challenge activity extends information in the Student Edition and challenges a student s abilities. The activity can be completed in class or at home. Need options to evaluate students after each lesson? These quizzes are developed around the Key Concepts of a lesson: Quiz A provides more guided questions Quiz B provides more short-answer and completion questions AL AL AL all students AL AL BL AL AL OL BL AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. iv Reproduction of Organisms

5 Title Frequency Overview Skill Practice 1/Chapter Need a lab recording page for the Skill Practice? This corresponds to the Skill Practice in the Student Edition. Write-on lines are included for answers. Tables/ charts/graphs are included for recording observations, or space is provided for drawing tables/charts/graphs. Students do not need to use their textbooks in the lab. Appropriate For all students Want leveled lab recording pages for the Lab in the Student Edition? These pages provide leveled versions of the Student Edition Lab. Write-on lines are included for answers. Tables/charts/graphs are often included for recording observations, or space is provided for creating tables/charts/graphs: Lab (Leveled) 1/Chapter Version A This version follows the student edition lab but each step of the procedure is broken down sentence by sentence. Included are check-off boxes that provide easier processing for struggling learners. AL AL AL Version B This version is the student edition lab. AL OL BL Version C This version is designed to be a challenge for independent learners. Students must complete version B before doing version C. AL AL BL Chapter Key Concepts Builder Chapter Test (Leveled) Teacher Pages 1/Chapter 1/Chapter Have students who need more practice with Key Concepts related to the Big Idea? This practice page is designed to reinforce chapter content for struggling students before they take the chapter test. Need options to assess each student according to his or her abilities? These leveled chapter tests accommodate all students: Version A provides students with more guided questions Version B more short-answer and completion questions Version C challenges students with more difficult and open-ended questions Want all the answers in one place? These pages contain the answers for all the practice pages. AL AL AL AL AL AL AL OL AL AL AL BL AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. Reproduction of Organisms v

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7 Get Ready to Read Reproduction of Organisms What do you think? Before you read, decide if you agree or disagree with each of these statements. On the line before each statement, place an A if you agree or a D if you disagree. As you read this chapter, see if you change your mind about any of the statements. Before You Read Statements After You Read 1. Humans produce two types of cells: body cells and sex cells. 2. Environmental factors can cause variation among individuals. 3. Two parents always produce the best offspring. 4. Cloning produces identical individuals from one cell. 5. All organisms have two parents. 6. Asexual reproduction occurs only in microorganisms. What have you learned? After you read each lesson, return to this worksheet to see if you have changed your mind about any of the statements related to that lesson. Place a C after each statement that is correct or an I for those that are incorrect. Reproduction of Organisms 1

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9 Quick Vocabulary Lesson 1 diploid describes a cell that has pairs of chromosomes DNA genetic information in a cell egg female sex cell fertilization joining of an egg and sperm haploid describes a cell that has only one chromosome from each pair homologous chromosomes pairs of chromosomes one inherited from each parent that have genes for the same traits arranged in the same order meiosis process in which one diploid cell divides to make haploid sex cells sexual reproduction production of offspring from the combination of genetic materials from two cells sperm male sex cell zygote new cell formed through fertilization Lesson 2 asexual reproduction production of offspring by one parent without meiosis and fertilization budding asexual reproduction in which a new organism grows on the body of its parent cloning lab procedure that produces identical individuals from a cell or cells taken from an organism culture growing living tissue in a laboratory fission cell division in prokaryotes that forms two genetically identical cells potential possibility regeneration asexual reproduction in which a new organism grows from a piece of its parent vegetative reproduction asexual reproduction in which offspring grow from a part of a parent plant Reproduction of Organisms 3

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11 Student Lab/Activity Safety Form Teacher Approval Initials Date of Approval Student Name: Date: Lab/Activity Title: Carefully read the entire lab and answer the following questions. Return this completed and signed safety form to your teacher to initial before you begin the lab/activity. 1. Describe what you will be doing during this lab/activity. Ask your teacher any questions you might have regarding the lab/activity. 2. Will you be working alone, with a partner, or with a group? (Circle one.) 3. What safety precautions should you take while doing this lab/activity? 4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that you do not understand. Student Signature Reproduction of Organisms 5

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13 Lesson 1 Sexual Reproduction and Meiosis Student Labs and Activities Page Appropriate For: Launch Lab 8 all students Content Vocabulary ELL 9 all students Lesson Outline ELL 10 all students MiniLab 12 all students Content Practice A 13 AL AL AL Content Practice B 14 AL OL BL Language Arts Support 15 all students Math Skills 17 all students School to Home 18 all students Key Concept Builders 19 AL AL AL Enrichment 23 all students Challenge 24 AL AL BL Assessment Lesson Quiz A 25 AL AL AL Lesson Quiz B 26 AL OL BL Teacher Support Answers (with Lesson Outlines) T2 AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. Reproduction of Organisms 7

14 Launch Lab LESSON 1: 15 minutes Why do offspring look different? Unless you re an identical twin, you probably don t look exactly like any siblings you might have. You might have differences in physical characteristics such as eye color, hair color, ear shape, or height. Why are there differences in the offspring from the same parents? Procedure 1. Read and complete a lab safety form. 2. Open the paper bag labeled Male Parent, and, without looking, remove three beads. Record the bead colors in your Science Journal, and replace the beads. 4. Repeat steps 2 and 3 for each member of the group. 5. After each member has recorded his or her bead colors, study the results. Each combination of male and female beads represents an offspring. 3. Open the paper bag labeled Female Parent and remove three beads. Record the bead colors and replace the beads. Think About This 1. Compare your group s offspring to another group s offspring. What similarities or differences do you observe? 2. What caused any differences you observed? Explain. 3. Key Concept Why might this type of reproduction be beneficial to an organism? 8 Reproduction of Organisms

15 Content Vocabulary LESSON 1 Sexual Reproduction and Meiosis Directions: Explain the relationship between/among the terms in each group below. Terms How are these terms related? egg, sperm 1. fertilization, zygote 2. diploid, haploid 3. fertilization, sexual reproduction, DNA homologous chromosomes, diploid 5. DNA, meiosis, homologous chromosomes meiosis, diploid, haploid Reproduction of Organisms 9

16 Lesson Outline LESSON 1 Sexual Reproduction and Meiosis A. What is sexual reproduction? 1. produces an offspring when genetic materials from two different sex cells combine. a. The female sex cell, a(n), forms in an ovary. b. The male sex cell, a(n), forms in a testis. 2. During a process called, an egg cell and a sperm cell join together. The new cell that forms is called a(n). B. Diploid Cells 1. Organisms that reproduce sexually make two kinds of cells cells and sex cells. 2. Body cells are ; they have pairs of chromosomes. 3. If a zygote has too many or too few, it will not develop properly. 4. Different organisms have different of chromosomes. 5. are pairs of chromosomes that have genes for the same traits arranged in the same order. C. Haploid Cells 1. Sex cells are ; they have only one chromosome from each pair of chromosomes. 2. In, one diploid cell divides and makes four haploid cells. D. The Phases of Meiosis 1. Meiosis involves two divisions of the nucleus and the. These divisions, known as meiosis I and meiosis II, result in four haploid cells. 2. During, the reproductive cell grows and duplicates its chromosomes. 3. During meiosis I, each pair of duplicated homologous chromosomes. 4. After meiosis I, the two cells formed during this stage go through a second division of the sister and cytoplasm called meiosis II. During meiosis II, separate to produce four haploid cells. 10 Reproduction of Organisms

17 Lesson Outline continued E. Why is meiosis important? 1. Meiosis forms sex cells with the correct haploid number of. This maintains the correct number of chromosomes in organisms when sex cells join. 2. Meiosis creates genetic variation by producing cells. F. How do mitosis and meiosis differ? 1. During and cell division, a body cell and its nucleus divide once and produce two identical cells. 2. During, a reproductive cell and its nucleus divide twice and produce four cells two pairs of identical haploid cells. G. Advantages of Sexual Reproduction 1. Sexual reproduction produces that have a new combination of DNA. This results in genetic individuals. among 2. Genetic variation gives individuals within a population slight differences that might be an advantage if the changes. 3. breeding has been used to develop desirable traits in plants and animals. H. Disadvantages of Sexual Reproduction 1. One disadvantage of sexual reproduction is that organisms have to grow and develop until they are mature enough to produce cells. 2. Another disadvantage is that searching for a mate takes time and energy and might expose individuals to predators, environmental conditions., or harsh Reproduction of Organisms 11

18 MiniLab LESSON 1: 20 minutes How does one cell produce four cells? When a diploid cell goes through meiosis, it produces four haploid cells. How does this happen? Procedure 1. Read and complete a lab safety form. 2. Make a copy of the diagram by tracing circles around a jar lid on your paper. Label as shown. 3. Use chenille craft wires to make red and blue duplicated chromosomes Diploid cell Meiosis I Meiosis II Haploid cells 2.5 cm long and green and yellow duplicated chromosomes 1.5 cm long. Recall that a duplicated chromosome has two sister chromatids connected at the centromere. 4. Place the chromosomes in the diploid cell. 5. Move one long chromosome and one short chromosome into each of the middle cells. 6. Separate the two strands of the chromosomes, and place one strand into each of the haploid cells. Analyze and Conclude 1. Describe What happened to the chromosomes during meiosis I? During meiosis II? 2. Think Critically Why are two haploid cells (sperm and egg) needed to form a zygote? 3. Key Concept How does one cell form four cells during meiosis? 12 Reproduction of Organisms

19 Content Practice A LESSON 1 Sexual Reproduction and Meiosis Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once. 1. production of an offspring through the combination of egg and sperm 2. female sex cell 3. male sex cell 4. joining of egg and sperm 5. the cell formed by fertilization A. diploid cell B. egg C. fertilization D. haploid cell E. homologous chromosomes F. meiosis G. sexual reproduction H. sperm I. zygote 6. body cell or zygote, which has pairs of chromosomes 7. male or female sex cell that has only one chromosome from each pair 8. process by which one diploid cell divides into four haploid cells 9. two chromosomes that have genes for the same traits in the same order Directions: On the line before each statement, write T if the statement is true or F if the statement is false. 10. Sexual reproduction produces offspring that is identical to the parents. 11. The nucleus divides in meiosis I and again in meiosis II. 12. During meiosis, the number of chromosomes in each cell stays the same. Reproduction of Organisms 13

20 Content Practice B LESSON 1 Sexual Reproduction and Meiosis Directions: Answer each question or respond to each statement on the lines provided. 1. Define sexual reproduction. 2. What are male and female sex cells, and where are they made? 3. Explain what a zygote is. Use the terms egg cell, sperm cell, and fertilization in your explanation. 4. Compare a diploid cell and a haploid cell. Include where each cell is located. 5. Which process divides one diploid cell and makes four haploid cells? How many times does the nucleus divide during this process? 6. What are homologous chromosomes? 14 Reproduction of Organisms

21 Language Arts Support LESSON 1 Writing Activity: Revisions Learning the Skill Few people get everything right the first time. When you draw a picture, you probably erase and sketch it many times. A theater performance requires many rehearsals before it is ready for an audience. In a similar way, the writing process involves more than one draft. After you gather ideas, take notes, and develop an outline, you write a draft, which puts the ideas together. Then it is time to revise. Revision takes a piece of writing to the next level. During this step, you review your work to make sure your ideas will be clear to your readers. Multiple revisions are often necessary. It might help to think of revisions on four different levels: Overall Structure Readers can understand your writing more clearly if you combine related ideas. As you review your writing, circle each main point in a different color. Then underline each sentence that supports that point in the same color. If your paragraph contains marks of several different colors, move sentences to the paragraph they support. If you find sentences that are not circled or underlined, delete the sentence or use it in a new paragraph. Paragraphs Make sure the main idea in each paragraph is adequately supported. Several types of sentences can support a main idea. Use the following list to evaluate the strength of each paragraph. If your review shows that an idea needs more support, add one of the sentence types from this list. Paragraph Number Main Idea: Supporting Sentences: Detail: Example: Fact: Quotation: Sentences Review your sentence patterns. Are your sentences mostly short or long? Do their beginnings vary, or do they start the same way? Some ways to add variety to your sentences include inserting a short sentence between two long ones; combining two sentences into one longer, compound sentence; changing the passive to the active tense to make the writing more vivid and concise. Word Choice Review your draft again, checking for repeated words or words that are too general. Highlight nouns, verbs, adjectives, and phrases you have used more than once. Then use a thesaurus to find alternate words. Highlight general words and replace them with more concise ones; for example, tree oak; dog beagle; red crimson. Reproduction of Organisms 15

22 Language Arts Support LESSON 1 Writing Activity: Revisions Practicing the Skill Directions: Read the following draft. Then answer each question or respond to each statement on the lines provided. Meiosis is a special type of cell division that produces eggs and sperm for sexual reproduction. Mitosis is a different process by which cells divide. Meiosis is cell division that produces eggs or sperm from certain cells in an organism s reproductive system. Meiosis is a process that only takes place in eukaryotes that reproduce sexually. Sexual reproduction only occurs among some organisms. 1. What is the main idea of the paragraph? 2. Which two sentences do not fit the main idea of the paragraph? What do you think the writer should do with these sentences? Explain why. 3. The phrase cell division that produces eggs and sperm appears twice in this paragraph. Revise the sentence below to eliminate the repetition. Meiosis is cell division that produces eggs or sperm from certain cells in an organism s reproductive system. 4. Look at the sentence you revised in question 3. Three sentences start with the words Meiosis is. Make an additional revision to the sentence above or another sentence to vary the sentence structure. Applying the Skill Directions: Review a piece of writing that you have worked on for this class. Evaluate it using the four levels of revisions outlined under Learning the Skill. Then use the suggested strategies to revise your draft. Exchange your revised paper with a partner to find out whether your ideas are clear. 16 Reproduction of Organisms

23 Math Skills LESSON 1 Use Proportions A proportion is an equation that shows that two ratios are equal. When two ratios form a proportion, the cross products are equal. In this example, the cross products are 2 10 and 4 5. If 2 4 = 5, then 2 10 = If one of the numbers in a proportion is unknown, cross multiply to change the proportion to an equation. Then solve the equation for the unknown number. You know that 1 cell produces 2 daughter cells at the end of mitosis. How many daughter cells will be produced by 19 cells? Step 1 Use the information in the problem to write a proportion. 1 2 = 19 n Step 2 Cross multiply to solve for the unknown number. 1 n = 2 19 n = 38 Step 3 Use the solution to answer the question in the original problem situation. The 19 cells will produce 38 daughter cells. Practice 1. If 7 cells go through mitosis, how many daughter cells will be produced? 3. The egg of a type of frog is 1.5 mm wide. If you place 12 eggs in a line, what is the length of the line from end to end? 2. If 47 sex cells go through meiosis, how many daughter cells will be produced? 4. For another type of frog, 3 eggs in a row measure 6 mm across. What is the length of a line of 12 eggs? Reproduction of Organisms 17

24 School to Home LESSON 1 Sexual Reproduction and Meiosis Directions: Use your textbook to answer each question. 1. The production of an offspring resulting from the combination of genetic materials of two different cells is called sexual reproduction. How is a zygote formed in sexual reproduction? 2. Diploid cells have pairs of chromosomes, whereas haploid cells have only one chromosome from each pair. Which cells are sex cells, diploid cells or haploid cells? 3. Meiosis and mitosis are similar processes in which an organism produces new cells. What are the differences between the processes of meiosis and mitosis? 4. Meiosis produces cells that are not genetically identical to the parent cell. What are the advantages and disadvantages of sexual reproduction? 18 Reproduction of Organisms

25 Key Concept Builder LESSON 1 Sexual Reproduction and Meiosis Key Concept What is sexual reproduction, and why is it beneficial? Directions: Work with a partner to answer each question or respond to each statement on the lines provided. 1. Name the type of reproduction that occurs when the genetic materials from two different cells combine to produce an offspring. 2. What are egg cells? 3. What are sperm cells? 4. Explain the relationship between fertilization and a zygote. 5. What happens to a zygote? 6. Compare the DNA of an offspring to the DNA of its parents. 7. Why do offspring from the same parents usually have a different set of traits? Reproduction of Organisms 19

26 Key Concept Builder LESSON 1 Sexual Reproduction and Meiosis Key Concept What is the order of the phases of meiosis, and what happens in each phase? Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms may be used more than once or not at all. diploid haploid homologous chromosomes meiosis mitosis sister chromatids 1. In meiosis, one cell divides to make four cells. 2. A cell has half the chromosomes of a cell. 3. A cell has pairs of chromosomes. 4. Pairs of chromosomes that are not identical but have genes for the same trait arranged in the same order are. 5. Each pair of has one chromosome from the mother and one chromosome from the father. 6. In, the two chromosomes are always identical. 7. During, two divisions of the nucleus and the cytoplasm occur. 8. When a cell duplicates one chromosome, two are formed. 9. During interphase of mitosis and meiosis, two are formed for each chromosome. 10. A reproductive cell goes through interphase before beginning I, but not before II. 11. Prophase I and Prophase II are stages in. 20 Reproduction of Organisms

27 Key Concept Builder LESSON 1 Sexual Reproduction and Meiosis Key Concept What is the order of the phases of meiosis, and what happens in each phase? Directions: Work with a partner. On each line, write the term or phrase that correctly completes each sentence. Meiosis I Phase Description Prophase I 1. Chromosomes that are duplicated during remain sister chromatids. 2. join and form pairs. 3. The membrane surrounding the nucleus apart. Metaphase I 4. Homologous chromosome pairs align along the of the cell. 5. fibers attach to each pair. Anaphase I 6. Pairs of duplicated chromosomes separate and are pulled toward opposite ends of the cell. 7. stay together. Telophase I 8. A nuclear membrane forms around each group of chromosomes. The Phase cytoplasm divides forming daughter cells. 9. remain together. Meiosis II Description Prophase II 10. do not duplicate. breaks apart. Metaphase II 11. Sister chromatids along the middle of the cell. Anaphase II Telophase II 12. Sister chromatids of each duplicated chromosome are and move to. 13. A nuclear membrane forms around each set of chromatids, which are again called. 14. The cytoplasm divides, and cells form. 15. Each cell has the number of chromosomes as the original cell. Reproduction of Organisms 21

28 Key Concept Builder LESSON 1 Sexual Reproduction and Meiosis Key Concept Why is meiosis important? Directions: Answer each question on the lines provided. 1. If a male organism has 40 chromosomes in each body cell, how many chromosomes does a female of the same species have in each body cell? 2. How many homologous pairs of chromosomes does the male have? 3. How many chromosomes would be in a sperm cell and in an egg cell? 4. How many chromosomes would be in an offspring? 5. How many pairs of homologous chromosomes would be in an offspring? 6. What is the difference between a diploid cell and a haploid cell? 7. How does meiosis help maintain diploid cells in offspring? Use the terms chromosomes, diploid, haploid, fertilized egg, and sex cells in your answer. 22 Reproduction of Organisms

29 Enrichment LESSON 1 Rescuing Native Plants Most North American food crops are not native. Instead, they were brought to America by European settlers. Many of these crops are not resistant to American diseases and pests but native plants often are. That s why native plants play an important role in growing healthy food crops. drier and hotter conditions than most other species of rice. Such traits are especially useful in areas that experience droughts, or extended periods of belowaverage rainfall. The traits might also be needed if Earth s surface temperatures continue to rise on a global level. Breeding with Native Plants Scientists can breed native plants with crop plants to produce hardier plants. For example, if potatoes are threatened by disease, scientists can cross potatoes with a native plant that has traits that make it naturally disease resistant. Using the same technique, scientists can produce plants that are more resistant to pests. Improved resistance has environmental benefits as well, because farmers can use less chemical pesticide. Some native plants are better able to withstand the climatic conditions in different parts of America. For example, a wild rice plant grows on the banks of a single stream in Texas. This plant, which is in danger of becoming extinct, can survive Applying Critical-Thinking Skills Directions: Answer each question or respond to each statement. Benefits Versus Costs Most scientists agree that native plants should be preserved. They point out that the health of the planet depends on a high level of species diversity. In addition, some native plants might have unknown medicinal or commercial value; if they become extinct, these benefits are lost forever. However, other experts point out that the cost of saving each native plant is very high. They argue that society must determine the potential value of each species before paying the high cost of saving that species. About 700 native plants in the United States are endangered, or at risk of becoming extinct. That s nearly onefourth of all native plants in the country. 1. Infer Why are native plants often resistant to the diseases and pests in their native land? 2. Weigh Do you think that all native plants should be preserved, or should only those plants that have value for people be preserved? Explain. Reproduction of Organisms 23

30 Challenge LESSON 1 Sequencing Meiosis The diagrams show the stages of meiosis in scram bled order. To the left of each diagram, label and sequence the stages in the correct order. To the right of each diagram, include a brief description of what happens during each stage. 24 Reproduction of Organisms

31 Lesson Quiz A LESSON 1 Sexual Reproduction and Meiosis Matching Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once. Matching Set 1 1. when one diploid cell divides to make four haploid cells 2. when an egg cell and a sperm cell join 3. pair of chromosomes in which one chromosome is inherited from each parent A. homologous B. fertilization C. meiosis Matching Set 2 4. new cell formed by the joining of a sperm and an egg 5. cells going through a second division of the nucleus D. meiosis II E. sexual reproduction F. zygote Multiple Choice 6. when the genetic materials from two different cells combine to produce a new organism Directions: On the line before each question, write the letter of the correct answer. 7. Which phase comes after telophase I in meiosis? A. interphase B. prophase II C. metaphase I 8. Why is meiosis important? A. It produces sex cells. B. It produces diploid cells. C. It produces chromosomes. Reproduction of Organisms 25

32 Lesson Quiz B LESSON 1 Sexual Reproduction and Meiosis Completion Directions: On each line, write the term that correctly completes each sentence. 1. During, one diploid cell divides to make four haploid cells. 2. is the joining of an egg cell and a sperm cell. 3. The production of an offspring that results when the genetic materials from two different cells combine is called. 4. A new cell formed by the joining of a sperm and an egg is called a(n). 5. During meiosis II, the cells formed during this stage go through a second division of the and the cytoplasm. 6. In a pair of, one chromosome is inherited from each parent. Short Answer Directions: Respond to each statement on the lines provided. 7. Compare and contrast the events of meiosis I with the events of meiosis II. 8. Explain the importance of meiosis. 26 Reproduction of Organisms

33 Lesson 2 Asexual Reproduction Student Labs and Activities Page Appropriate For: Launch Lab 28 all students Content Vocabulary ELL 29 all students Lesson Outline ELL 30 all students MiniLab 32 all students Content Practice A 33 AL AL AL Content Practice B 34 AL OL BL School to Home 35 all students Key Concept Builders 36 AL AL AL Enrichment 40 all students Challenge 41 AL AL BL Lab A 44 AL AL AL Lab B 47 AL OL BL Lab C 50 AL AL BL Chapter Key Concepts Builder 51 AL AL AL Assessment Lesson Quiz A 42 AL AL AL Lesson Quiz B 43 AL OL BL Chapter Test A 52 AL AL AL Chapter Test B 55 AL OL AL Chapter Test C 58 AL AL BL Teacher Support Answers (with Lesson Outlines) T4 AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student s proficiency level. Reproduction of Organisms 27

34 Launch Lab LESSON 2: 20 minutes How do yeast reproduce? Some organisms can produce offspring without meiosis or fertilization. You can observe this process when you add sugar and warm water to dried yeast. Procedure 1. Read and complete a lab safety form. 2. Pour 125 ml of water into a beaker. The water should be at a temperature of 34 C. 3. Add 5 g of sugar and 5 g of yeast to the water. Stir slightly. Record your observations after 5 minutes in your Science Journal. 4. Using a dropper, put a drop of the yeast solution on a microscope slide. Place a coverslip over the drop. 5. View the yeast solution under a microscope. Draw what you see in your Science Journal. Think About This 1. What evidence did you observe that yeast reproduce? 2. Key Concept How do you think this process differs from sexual reproduction? 28 Reproduction of Organisms

35 Content Vocabulary LESSON 2 Asexual Reproduction Directions: Write the correct term in the boxes to the right of each definition. Then unscramble the letters from the shaded boxes to spell an eighth term. asexual reproduction budding cloning culture fission potential regeneration vegetative reproduction 1. cell division in prokaryotes 2. a type of asexual reproduction in which a new organism grows on the body of the parent organism 3. the process of growing living tissue in a laboratory 4. possibility 5. asexual reproduction in which a new organism grows from a piece of its parent 6. the production of offspring by one parent without meiosis and fertilization 7. asexual reproduction by plants 8. When they are unscrambled, the letters in the shaded boxes spell, which is the process of making identical individuals. Reproduction of Organisms 29

36 Lesson Outline LESSON 2 Asexual Reproduction A. What is asexual reproduction? 1. In, one parent organism produces offspring without meiosis and fertilization. 2. Because the offspring of asexual reproduction inherit all their DNA from one parent, they are genetically parent. B. Types of Asexual Reproduction to each other and their 1. Cell division in prokaryotes is known as. 2. During fission, DNA is and the cell splits to form two identical offspring. The original cell no longer exists. 3. Many unicellular reproduce by mitotic cell division. In this type of asexual reproduction, an organism forms two offspring through mitosis and. 4. In, a new organism grows on the body of its parent by mitosis and cell division. When the bud becomes enough, it can break from the parent and live on its own. 5. occurs when an offspring grows from a piece of its parent. a. Sea stars, sea urchins, sea cucumbers, and planarians can through regeneration. b. Many animals can damaged or lost body parts. This is not reproduction; are not produced. 6. is a form of asexual reproduction in which offspring grow from a part of a parent plant. 7. is a type of asexual reproduction developed by scientists and performed in laboratories. It produces individuals from a cell or from a cluster of cells taken from a multicellular organism. 8. Using a cloning method called, plant growers and scientists can use a meristem to make a copy of a plant with desirable traits. 9. Because all of a clone s come from one parent, the clone is a genetic copy of its parent. 30 Reproduction of Organisms

37 Lesson Outline continued 10. Asexual reproduction enables organisms to reproduce without a(n). 11. Asexual reproduction also enables some organisms to rapidly produce a large number of. 12. Asexual reproduction produces offspring that are genetically identical to each other and to their within a population.. This results in minimal genetic 13. Genetic variation is important because it can give organisms a better chance of if the environment changes. 14. Genetic changes, called, can occur and then be passed to offspring; this can affect the offspring s ability to survive. Reproduction of Organisms 31

38 MiniLab LESSON 2: 15 minutes What parts of plants can grow? You probably know that plants can grow from seeds. But you might be surprised to learn that other parts of plants can grow and produce a new plant. Procedure 1. Carefully examine the photos of vegetative reproduction shown in your textbook. 2. Create a data chart in your Science Journal to record your observations. Identify which part of the plant (leaf, stem, etc.) would be used to grow a new plant. Analyze and Conclude 1. Explain How is the vegetative reproduction you observed a type of asexual reproduction? 2. Infer how farmers or gardeners might use vegetative reproduction. 3. Key Concept Describe a method you might use to produce a new plant using vegetative reproduction. 32 Reproduction of Organisms

39 Content Practice A LESSON 2 Asexual Reproduction Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is used only once. asexual reproduction budding cloning fission genetically identical mitotic cell division nucleus regeneration tissue culture vegetative reproduction 1. In all types of, one parent organism produces offspring without meiosis or fertilization. 2. When offspring inherit all of their DNA from one parent, they are. 3. Cell division in prokaryotes is known as. 4. Many unicellular eukaryotes reproduce by dividing into two offspring through mitosis and cell division. This form of reproduction is known as. 5. In, a new organism grows on the body of its parent by mitosis and cell division. 6. In animal, a new animal grows from a piece of its parent. 7. A form of asexual reproduction in which offspring grow from a part of a parent plant is called. 8. A type of asexual reproduction that produces identical individuals from a cell or cluster of cells taken from a multicellular organism is called. 9. Some plants can be cloned from just a few cells using a technique that takes a(n). 10. Some animals have been cloned using the from a cell in one parent. Reproduction of Organisms 33

40 Content Practice B LESSON 2 Asexual Reproduction Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided. 1. Meiosis and fertilization are not a part of asexual reproduction. 2. A hydra grows a new hydra on its body using a form of asexual reproduction called budding. 3. Cloning produces identical individuals from a cell or cluster of cells taken from a unicellular organism. 4. In all types of sexual reproduction, offspring are produced by one parent organism. 5. Some animals can grow a new limb in a process called regeneration. 6. A form of asexual reproduction in which offspring grow from a part of a parent plant is called vegetative reproduction. 7. A disadvantage of asexual reproduction is that the organisms can reproduce without using the time and energy to find a mate. 8. Cell division in prokaryotes is known as mitotic cell division. 9. Some animals have been cloned using the cytoplasm from a cell in one parent. 10. Many unicellular eukaryotes reproduce by dividing into two offspring through mitosis and cell division. This form of reproduction is known as mitotic cell division. 34 Reproduction of Organisms

41 School to Home LESSON 2 Asexual Reproduction Did you know? Although most animals do not practice asexual reproduction, a few do. Flatworms, a parasite in humans and other animals, can reproduce sexually or asexually. In this activity, you will design an investigation of any type of asexual reproduction. 1. Write a Question Thin k about what interests you in the different ways organisms can reproduce asexually. Write a question that will be the basis of your investigation. 2. Form a Hypothesis Based on what you know about asexual reproduction, what do you think the answer to your investigation question will be? Write your hypothesis. 3. Develop a Method Decide the best method to use to answer your investigation question. What will you look for? Write your method. 4. Collect Data How will you measure the results? Describe your data-collection plan. 5. Plan for Problems Describe how you will deal with a potential problem with the investigation. Reproduction of Organisms 35

42 Key Concept Builder LESSON 2 Asexual Reproduction Key Concept What is asexual reproduction, and why is it beneficial? Directions: Respond to each statement on the lines provided. 1. Define asexual reproduction. 2. Explain why the offspring of asexual reproduction are genetically identical to each other and to their parent. 3. List six types of asexual reproduction. 4. Explain how plant cloning is useful for farmers and scientists. 5. Identify the two main advantages for organisms that reproduce asexually. 36 Reproduction of Organisms

43 Key Concept Builder LESSON 2 Asexual Reproduction Key Concept How do the types of asexual reproduction differ? Directions: Complete the Venn diagram by writing features of fission on the left and mitotic cell division on the right. Write what they have in common in the center. 1. Fission 2. Both 3. Mitotic cell division Directions: Respond to each statement in the space provided. 4. Draw a picture showing a hydra budding. 5. Explain how budding can produce new organisms. 6. Draw a picture showing a planarian forming two offspring by animal regeneration. 8. Draw a picture showing vegetative reproduction. 7. Explain how animal regeneration can produce new organisms. 9. Explain how vegetative reproduction can produce new organisms. Reproduction of Organisms 37

44 Key Concept Builder LESSON 2 Asexual Reproduction Key Concept How do the types of asexual reproduction differ? Directions: Put a check mark on the line before each phrase that applies to cloning. 1. a form of sexual reproduction 2. produces genetically identical offspring 3. a technique developed by scientists 4. occurs in nature 5. produces offspring from a cell or a cluster of cells 6. used by unicellular organisms Directions: Place your response on the lines provided. 7. Based on your check marks above, write a paragraph that describes what cloning is. 38 Reproduction of Organisms

45 Key Concept Builder LESSON 2 Asexual Reproduction Key Concept How do the types of asexual reproduction differ? Directions: Work with a partner to answer each question on the lines provided. 1. How has the definition of cloning changed from the past to today? 2. Which type of asexual reproduction in plants is most similar to animal regeneration? Explain your answer. 3. If a sea star grows a new arm, is the regeneration a form of asexual reproduction? Explain your answer. 4. Why is growing a new plant from cloning different from vegetative reproduction? Reproduction of Organisms 39

46 Enrichment LESSON 2 Clone from the past? Cloning is a type of asexual reproduction that produces offspring from cells taken from a multicellular organism. Scientists have successfully cloned sheep. But can they produce a clone from an animal that died more than 23,000 years ago? The Woolly Mammoth In 1999, a helicopter pulled an 18-metric-ton block of ice and soil from the ground in northern Siberia. Inside that huge block were the frozen remains of a woolly mammoth. Other mammoths had been discovered before. But most were fossilized bones and tusks. This mammoth, called the Zharkov mammoth, was thought at first to be well preserved. Some of its skin, hair, and soft tissue appeared to be intact. Scientists hoped to clone the woolly mammoth by extracting DNA from its cells. Studies have shown that mammoths have a close genetic relationship with modern elephants. So the mammoth s DNA would be placed in the egg cell of a female elephant. The elephant would serve as a substitute mother. Eventually, she would give birth to a live woolly mammoth. As the fossil was carefully thawed, however, scientists found that only a small fraction of its soft parts were intact. Further study showed that the same cold Applying Critical-Thinking Skills Directions: Respond to each statement. 1. Explain the main obstacle to cloning the woolly mammoth. temperatures that preserved the fossil also severely damaged the chromosomes in the mammoth s body cells. Extreme cold had burst the cells. There was not enough DNA to clone the mammoth. New Hope In 2007, scientists discovered yet another mammoth in Siberia. It s a lovely little baby mammoth indeed, found in perfect condition, said Alexei Tikhonov, deputy director of the Russian Academy of Science s Zoological Institute. This specimen may provide unique material allowing us to ultimately decipher the genetic makeup of the mammoth. The baby mammoth, named Lyuba, once again raised hopes of cloning a mammoth. Dr. Ian Barnes of the University of London stated that he now believes a mammoth will be cloned in his lifetime. Tikhonov, however, points out that whole cells are needed for cloning. He is doubtful that Lyuba s cells, which endured freezing temperatures, are intact. Other scientists note that, even if a mammoth is cloned, its natural habitat no longer exists. They argue that it would be better to spend time and resources preserving endangered species that are now in danger of extinction. 2. Deduce the information that scientists might learn other than genetic makeup by studying the remains of an extinct animal. 40 Reproduction of Organisms

47 Challenge LESSON 2 Plant Reproduction As you have learned, plants can reproduce asexually. In the space below, design an experiment to grow a new plant using some type of asexual reproduction. 1. Decide which type of asexual reproduction you will investigate. 2. Form a hypothesis about how a new plant can be produced from a parent plant. 3. Describe each step of your procedure. 4. List the materials you will use in your experiment. 5. Identify any safety measures you will take. 6. Perform the experiment with your teacher s permission. 7. Summarize your results. Reproduction of Organisms 41

48 Lesson Quiz A LESSON 2 Asexual Reproduction Multiple Choice Directions: On the line before each question, write the letter of the correct answer. Matching 1. Which process is NOT a form of asexual reproduction? A. fission B. meiosis C. budding 2. Which statement reflects a way in which asexual reproduction is beneficial? A. It results in genetic variation. B. It requires a lot of time and energy. C. Organisms can reproduce without a mate. Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once. Matching Set 1 Matching Set 2 3. prokaryotic cell division 4. offspring growing on the body of its parent 5. offspring growing from a piece of its parent 6. one parent producing offspring without meiosis and fertilization 7. identical organisms growing from cells grown in a laboratory 8. offspring growing from part of a parent plant A. budding B. fission C. regeneration D. asexual reproduction E. vegetative reproduction F. cloning 42 Reproduction of Organisms

49 Lesson Quiz B LESSON 2 Asexual Reproduction Completion Directions: On the line, write the term that correctly completes each sentence. 1. Prokaryotic cell division is called. 2. is a type of asexual reproduction that occurs when an offspring grows on the body of its parent by mitosis and cell division. 3. Animal occurs when an offspring grows from a piece of its parent. 4. The process in which one parent produces offspring without meiosis and fertilization is called. 5. The process of produces identical individuals in a laboratory from cells taken from a multicellular organism. 6. Vegetative reproduction occurs when an offspring grows from part of a parent. Short Answer Directions: Respond to each statement on the lines provided. 7. Write an example of asexual reproduction and an organism that uses it. 8. Explain one advantage of asexual reproduction. Reproduction of Organisms 43

50 Lab A 40 minutes Mitosis and Meiosis During cellular reproduction, many changes occur in the nucleus of cells involving the chromosomes. You could think about these changes as a set of choreographed moves like you would see in a dance. In this lab, you will act out the moves that chromosomes make during mitosis and meiosis in order to understand the steps that occur when cells reproduce. Ask a Question How do chromosomes change and move during mitosis and meiosis? Materials pool noodles Safety Make Observations 1. Read and complete a lab safety form. 2. Form a cell nucleus with four chromosomes represented by students holding four different colors of pool noodles. Other students play the part of the nuclear membrane and form a circle around the chromosomes. 3. The chromosomes duplicate during interphase. Each chromosome is copied, creating a chromosome with two sister chromatids. 4. Perform the following steps of mitosis. a. During prophase, the nuclear membrane breaks apart, and the nucleolus disappears. b. In metaphase, duplicated chromosomes align in the middle of the cell. c. The sister chromatids separate in anaphase. d. In telophase, the nuclear membrane reforms around two daughter cells. 5. Repeat steps 2 and 3. Then perform the following steps of meiosis. a. In prophase I, the nuclear membrane breaks apart, the nucleolus disappears, and homologous chromosomes pair up. b. In metaphase I, homologous chromosomes line up along the center of the cell. c. During anaphase I, the pairs of homologous chromosomes separate. d. In telophase I, the nuclear membrane reforms. 44 Reproduction of Organisms

51 Lab A continued e. Each daughter cell now performs meiosis II independently. In prophase II, the nuclear membrane breaks down, and the nucleolus disappears. f. During metaphase II, duplicated chromosomes align in the middle of the cell. g. Sister chromatids separate in anaphase II. h. In telophase II, the nuclear membrane reforms. Form a Hypothesis 6. Use your observations to form a hypothesis about the results of an error in meiosis. For example, you might explain the results of an error during anaphase I. Remember to use scientific methods. Make Observations Ask a Question Form a Hypothesis Test your Hypothesis Analyze and Conclude Communicate Results Test Your Hypothesis 7. Perform meiosis again, incorporating the error you chose in step Compare the outcome to your hypothesis. Does your data support your hypothesis? If not, revise your hypothesis and repeat steps 6 8. Analyze and Conclude 9. Compare and Contrast How are mitosis and meiosis I similar? How are they different? 10. The Big Idea What is the difference between the chromosomes in cells at the beginning and the end of mitosis? At the beginning and end of meiosis? Reproduction of Organisms 45

52 Lab A continued 11. Critique How did performing cellular replications using pool noodles help you understand mitosis and meiosis? Communicate Your Results Create a chart of the changes and movements of chromosomes in each of the steps in meiosis and mitosis. Include colored drawings of chromosomes and remember to draw the cell membranes. Lab Tips Figure out where the boundaries of your cell are before you start. Review the phases of mitosis and meiosis before beginning to act out how the chromosomes move during each process. 46 Reproduction of Organisms

53 Lab B 40 minutes Mitosis and Meiosis During cellular reproduction, many changes occur in the nucleus of cells involving the chromosomes. You could think about these changes as a set of choreographed moves like you would see in a dance. In this lab, you will act out the moves that chromosomes make during mitosis and meiosis in order to understand the steps that occur when cells reproduce. Ask a Question How do chromosomes change and move during mitosis and meiosis? Materials pool noodles Safety Make Observations 1. Read and complete a lab safety form. 2. Form a cell nucleus with four chromosomes represented by students holding four different colors of noodles. Other students play the part of the nuclear membrane and form a circle around the chromosomes. 3. The chromosomes duplicate during interphase. Each chromosome is joined by another chromosome of the same color, creating a double-stranded chromosome. 4. Perform mitosis. a. During prophase, the nuclear membrane breaks apart, and the nucleolus disappears. b. In metaphase, duplicated chromosomes align in the middle of the cell. c. The sister chromatids separate in anaphase. d. In telophase, the nuclear membrane reforms around two daughter cells. 5. Repeat steps 2 and 3. Perform meiosis. a. In prophase I, the nuclear membrane breaks apart, the nucleolus disappears, and homologous chromosomes pair up. b. In metaphase I, homologous chromosomes line up along the center of the cell. c. During anaphase I, the pairs of homologous chromosomes separate. d. In telophase I, the nuclear membrane reforms. e. Each daughter cell now performs meiosis II independently. In prophase II, the nuclear membrane breaks down, and the nucleolus disappears. f. During metaphase II, duplicated chromosomes align in the middle of the cell. Reproduction of Organisms 47

54 Lab B continued g. Sister chromatids separate in anaphase II. h. In telophase II, the nuclear membrane reforms. Form a Hypothesis 6. Use your observations to form a hypothesis about the results of an error in meiosis. For example, you might explain the results of an error during anaphase I. Remember to use scientific methods. Make Observations Ask a Question Form a Hypothesis Test your Hypothesis Analyze and Conclude Communicate Results Test Your Hypothesis 7. Perform meiosis, incorporating the error you chose in step Compare the outcome to your hypothesis. Does your data support your hypothesis? If not, revise your hypothesis and repeat steps 6 8. Analyze and Conclude 9. Compare and Contrast How are mitosis and meiosis I similar? How are they different? 10. The Big Idea What is the difference between the chromosomes in cells at the beginning and the end of mitosis? At the beginning and end of meiosis? 11. Critique How did performing cellular replications using pool noodles help you understand mitosis and meiosis? 48 Reproduction of Organisms