Life itself [1966]

State Dept. of Education Division of Instruction ETV Unit presents
LIFE ITSELF
CLARA HOVVELL

STATE BOARD OF EDUCATION

James S. Peters, Chairman

Robert Wright, Vice-Chairman

Claude Purcell, secretary

MEMBER~
FIRST CONGRESSIONAL DISTRICT . J. Brantley Johnson SECOND CONGRESSIONAL DISTRICT Robert Byrd Wright THIRD CONGRESSIONAL DISTRICT Thomas Nesbitt, Jr. FOURTH CONGRESSIONAL DISTRICT James S. Peters FIFTH CONGRESSIONAL DISTRICT ... David Rice SIXTH CONGRESSIONAL DISTRICT . Francis Shurling SEVENTH CONGRESSIONAL DISTRICT . Henry stewart EIGHTH C.NGRESSIONAL DISTRICT Lonnie E. Sweat NINTH CONGRESSIONAL DISTRICT . Mrs. Bruce Schaffer* TENTH CONGRESSIONAL DISTRICT Zack Daniel

*Resigned, but not replaced as yet.

INTRODUCTION
The CURRICULUM FRAMEWORK FOR GEORGIA SCHOOLS was adopted by the State Board of Education in 1954 as the basic program for the public schools of the state. The following statement is contained in this bulletin:
"A series of curriculum bulletins is contemplated over the period of the next few years. These can well include a separate and more detailed bulletin on each of the subjects treated in this initial general bulletin. These can be followed by a large-scale production of more specific course guides, resource units, and the like. II
In all probability, when this statement was written, educational television was not being thought of too widely for use in Georgia schools. However, since that time the State Board of Education has started a program in educational television looking toward a complete statewide network.
We think of the material in this bulletin as an aid to teachers who will be using the lessons which wi.ll be telecast. Therefore, this bulletin takes its place as curriculum material for the use of Georgia teachers.
We believe that teachers who use the telecasts will welcome aids of this nature as information about the telecasts and suggestions for further activities.
H. S. Shearouse, Director Division of Instruction

TO THE ADMINISTRATORS AND TEACHERS:
Research has verified that TV instruction is effective and appropriate in most subject areas and at all levels. Students learn equally as well, and in some instances better, than when taught by conventional methods.
In initiating the development of a statewide Educational Television Network, the Georgia State Board of Education has made another important contribution toward improving the instructional program in the public schools of Georgia. Educational Television is a valuable supplement to teaching which, if properly utilized, will be of material benefit to both teachers and pupils.
Teaching aids for the TV lessons have been prepared to help the teacher and pupils realize the optimum benefit from ETV.
It is our sincere desire to cooperate with the classroom teacher to the end that the educational telecasts will be of substantial benefit to the classroom teacher. It will" be deeply appreciated if you advise us of any way that we can make our TV presentations more helpful.
E. A. Crudup, Administrator Educational Television Services Division of Instruction

The material in this bulletin has been prepared to correlate with the curriculum guides, SCIENCE FOR GEORGIA SCHOOLS, published by the State Department of Education and with the consultative help of Victor Bullock, Consultant in Science Education, State Department of Education.

EDUCATIONAL TELEVISION UNIT GEORGIA STATE DEPARTMENT OF EDUCATION
BIOLOGY FOR THE TENTH GRADE
LIFE ITSELF
TEACHER: Mrs. Clara W. Howell

BIOCHEMISTRY ECOLOGY GENETICS EVOLUTION NUCLEAR ENERGY

1. Introduction to Biology 2. Carbon Compounds 3. Carbohydrates as Carbon Compounds 4. Digestion of Carbohydrates 5. Proteins as Carbon Compounds 6. Enzymes 7. Digestion of Proteins
8. Ponds 9 0 Lakes 10. Managed Ponds and Lakes 11. Streams 12. Marine Ecology: Tide Pools 13. Life on Land 14. Deserts and Grasslands 15. Tundras and Rainforests
16. Mitosis and Meiosis 17. Mendel's Principles 18. Independent Assortment 19. Genetics in the Garden 20. Sex Determination and Sex Linkage 21. Multiple Alleles 22. The Rh Factor
23. Fossils 24. Interpretation of Fossil Records 25. Morphology of Organisms 26. The Mechanism of Evolution 27. The Intervention of Man 28. The Evolution of Man 29. The Origin of Races
300 Isotopes 31. Radioactivity 32. Carbon 14 33. Life Itself

EDUCATIONAL TELEVISION UNIT GEORGIA STATE DEPARTMENT OF EDUCATION

Division of Instruction Dr. Ho S. Shearouse, Director

Educational Television Services Mr. E. A. Crudup, Administrator

LESSON 1:

ETV -

BIOLOGY FOR lOth GRADE
TEACHER: Clara W. Howell
.
Life Itself - Biology for

10th Grade

TITLE:

INTRODUCTION TO BIOLOGY

OBJECTIVE:

To present the history, scope, and approach of modern biology.

CONTENT:

A panorama of the earth's regions shows that the world is full of life and living things. The problems of living things in specific habitats are briefly introduced. These habitats are as follows: ponds, lakes, streams, oceans, deserts, grasslands, and rainforests.

Biology is next presented from an historical viewpoint. The biology as we know it today is the result of the work of many men from allover the world. Early biologists observed, described, and classified. Later, with improved techniques and increased knowledge of chemical reactions, biologists gave particular emphasis to the physiology of organisms. Today, man realizes that his environment is undergoing revolutionary changes from released energy from the atom; his very survival depends on his knowledge of basic principles governing all living things and their adjustment to rapidly changing conditions.

The objectives of modern biology are to understand how organisms are made; how they maintain themselves, reproduce, depend on others, and compete for energy and space. These are also the objectives of the televised series, LIFE ITSELF.

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RELATED ACTIVITIES:
1. Make a picture gallery of famous biologists. Request film strips and audio tapes of famous men of science available from the Georgia State Department of Education Audio-visual Service.
2. Obtain HISTORY OF PHARMACY and HISTORY OF MEDICINE series, published by Parke, Davis & Company.
3. Follow the introduction ~ith the first unit from SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 99, called, HOW DO WE RECOGNIZE LIVING THINGS.
4. Begin student activities in the use and care of the microscope.
5. Collect pond water and observe reproduction of microscopic organisms, or order cultures of amoeba, paramecia, and hydra.
6. Invite a horticulturist to demonstrate methods of plant propagation.

LESSON 2: ETV - Life Itself - Biology for 10th Grade

TITLE:

CARBON COMPOUNDS

OBJECTIVE:

To show that the nature of the carbon atom makes possible the complexity and variety of the most significant compounds of protoplasm, other than water.

CONTENT:

Protoplasm, the substance of life, is considered from the viewpoint of its component elements and compounds. Water is shown to be the most abundant constituent of protoplasm. It is essential as an external medium as well as an internal medium.

The nature of carbon accounts for the variety and complexity of compounds in protoplasm. Carbon as an element may exist in the form of graphite or diamond. The reasons for the variations lie in the nature of the carbon bonding. The structure of

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carbon as an atom is illustrated. Carbon, located in the center of the periodic table, usually forms covalent bonds. Because of its structure, carbon can join to carbon in straight chains, branched chains, or ring compounds. It may be bonded by the remaining bonds to hydrogen, or other elements.
The structure of a few familiar carbon compounds is viewed. The molecules of carbon compounds are shown to have certain characteristics that determine their behavior. The molecules are projected in space in a tetrahedral arrangement; they have an equal distribution of charge with forces directed inward, and they behave like discrete units.
The most significant classes of carbon compounds are carbohydrates, fats, and proteins.
RELATED ACTIVITIES:
10 Review the properties of elements, atoms, compounds, and molecules. Use the enclosed periodic chart.
2. Consider the importance of the chemical and thermal properties of water to living matter.
3. Illustrate the nature of carbon compounds with molecular models.
4. Obtain the film, CARBON AND ITS COMPOUNDS, No. 2110.
5. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 110 to 119.
6. Perform chemical tests to identify carbon compounds. Use Benedict's solution for reducing sugars, iodine for starches, and Sudan III for fats.
7. Consider the following: sol-gel phases and their relationship to life, ionization, and colloidso
8. Invite an organic chemist to speak on carbon compounds.

LESSON 3: ETV - Life Itself - Biology for 10th Grade

TITLE:

CARBOHYDRATES AS CARBON COMPOUNDS

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OBJECTIVE:
To show the function and structure of carbohydrates as a class of carbon compounds.
CONTENT:
The main function of carbohydrates is to provide energy. In carbohydrates, the carbon atoms form a chain that may vary from six carbon links in glucose to thousands of carbon links in cellulose.
Monosaccharides are shown to have the same empirical formula, C6H1206' but to vary in structure. The structures of glucose, fructose, and galactose are compared. Though their formulas are the same, their arrangement in space is different.
The formation of disaccharides from monosaccharides necessitates the splitting out of water. This splitting out of water and the reverse process of adding water in the breakdown of disaccharides is one of the most vital mechanisms in energy transfer.
The variation in the structure of two polysaccharides is shown 0 These polysaccharides are cellulose and starch. The difference in animal starch production and plant starch production is briefly illustrated.
RELATED ACTIVITIES:
1. Discuss the reasons for using empirical formulas and the advantage of graphic or structural formulas.
2. Lead students to an appreciation of the importance of group position.
30 Encourage interested students to build molecular models and to study the structural variations in carbohydrates.
4. Show the practical applications of structural chemistry in household items; detergents, starch, jelly, and paper products.
5. Demonstrate the presence of starch in leaves.
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6. Use Benedict's solution to identify reducing sugars and iodine to identify starches if these tests were not performed following the second lesson.
7. Refer to SCIENCE FOR GEORGIA SCHOOLS, Vol. III, p. 115~

LESSON 4: ETV - Life Itself - Biology for 10th Grade

TITLE:

DIGESTION 'OF CARBOHYDRATES

OBJECTIVE:

To show digestion of carbohydrates from a chemical approach.

CONTENT:

To many people, nutrition is the same thing as eating. Eating is only the first step. Animal nutrition also includes digestion of food, ejection of the indigestible remains, absorption of the nutrients by the transportation system, and distribution of nutrients to all cells.

The general process of digestion is seen to be only mechanical at first. Though the teeth, tongue, and stomach muscles may change the size of the food particle, they do not change the size of the molecules.

The importance of saliva from the salivary glands is emphasized o Specific enzymes are shown to catalyze chemical digestion. Through the action of salivary amalyase, a polysaccharide is converted to a disaccharide, maltose. Through the action of maltase, maltose is converted to the monosaccharide, glucose. In a similar manner, specific enzymes are necessary to act on the other disaccharides.

The problem of enzyme action in plant digestion is left open for student investigation.

RELATED ACTIVITIES:

1. Continue the problem under investigation at the close of the lesson.

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2. Compare the digestive systems of representative phyla in the animal kingdom.

3. Trace foods through the human digestive system.

4. Compare digestion in animals and plants.

5. Plan experiments using carbohydrates under varying conditions.

6. Review the mo~ecular structure of the monosaccharides, disaccharides, and polysaccharides as related to digestion.

7. Extend activities to include respiration and energy release. Explain how oxidation in living systems is a process of dehydrogenation.

8. Obtain films:

a) OXIDATION AND REDUCTION, No. 262.

This film develops the oxygen theory of combustion.

b) FUELS AND HEAT, No. 204.

This film shows the manufacture and storage of carbohydrates in plants and the role of carbon in burning foods.

LESSON 5: ETV - Life Itself - Biology for 10th Grade

TITLE:

PROTEINS AS CARBON COMPOUNDS

OBJECTIVE:

To show proteins as a class of carbon compounds and as the structural units of protoplasm.

CONTENT:

Proteins are shown to exist in a variety of forms. They are the structural units of protoplasm, and the amino acids are the building blocks of proteins.

Amino acids are shown to consist of carbon, hydrogen, oxygen, nitrogen, and sometimes sulfur. Though the number of existing amino acids may be small, the number of possible

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combinations of amino acids is astronomical. Each time a single amino acid is rearranged in a molecule, a different protein is formed.
Because of the complexity of the protein molecules, the simplest amino acid, glycene, is used to describe the general structure of amino acids. The general formula for amino acids is given as NH2-R-COOH, with emphasis on the amino group and the carboxyl group. The structural descriptions are extended to include peptide linkage. Protein molecules are big, and they have a high molecular weight. This peptide linkage forms the backbone of these huge molecules.
The lesson emphasizes that the protoplasm of anyone kind of cell is unique to it. It may be said that the uniqueness of the protoplasm depends in part on the uniqueness of its structural units, the proteins. Examples given include blood transfusions, tissue transplants, and viruses.
with such an assortment of amino acids, such large proteins, and such an infinity of arrangements, it is no wonder why proteins have been called the "keystone in the arch of life."
RELATED ACTIVITIES:
1. Demonstrate peptide linkage with molecular models. Introduce polymerization.
2. Suggest reference reading on viruses, allergies, and tissue transplantations. Such rapid advancements are being made in these areas that only current articles will be app~~ priate.
3 0 Relate the structure of proteins to the changes that occur when a "cold wave" is given. Perhaps a beautician may be invited to discuss hair structure.
4. Obtain the film, ALLERGIES, No. 684.
5. Extend activities to include studies in nutrition. Plan diets that are protein rich, protein free, and protein balanced. Consider the effects of each diet.
6 0 Diagram the nitrogen cycle. Show how the element, nitrogen, passes around in a never ending cycle.
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LESSON 6: ETV - Life Itself - Biology for 10th Grade

TITLE:

ENZYMES

OBJECTIVE:

To show enzymes as the catalysts of life.

CONTENT:

Swift changes occur in the blood, muscles, tendons, and even in fat. There are constant biochemical activities of decomposition and synthesis. These changes are swift in the body, but when placed in laboratory glassware, the chemical constituents of life combine or decompose at a rate far too slow for the pace of the body metabolism. Reactions inside the body and reactions outside the body are compared. The phenomenon that makes life possible is shown to be catalysis.

catalysis is illustrated as the action of certain substances to speed up or slow down a chemical reaction thousands of times without themselves being permanently changedo They do enter the reaction however, and they form a highly reactive intermediary compound. Though industrial catalysts are used for examples, it is emphasized that the catalysts of life are the enzymes.

The specificity of the enzyme lies in the surface of the molecule, the shape of the molecule, and the groups on the molecule.

A brief historical development of enzymology is given. Questions considered are as follows: What are enzymes? How do they work? What role do they play in vital processes of life? For the last question, digestion, photosynthesis, and medical research are used for examples.

RELATED ACTIVITIES:

1. Plan laboratory experiments, using enzymes found in digestive systems.

2 0 Compare the name of specific enzymes with the function of each enzyme.

3. Develop an understanding of enzymes by studying the mechanism of photosynthesis.

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4. Bring fall leaves to class for obs~r tJ changes to the action of enzymes.

Relate

5. Plan a few inorganic chemical demonstrations that wjJ show the effect of catalysts.

LESSON 7: ETV - Life Itself - Biology for lOth Grade

TITLE:

DIGESTION OF PROTEINS

OBJECTIVE:

To show digestion of proteins from a chemical approach.

CONTENT:

In spite of the variation in the methods of obtaining food, in the content of the diet, and in the specific structures within the alimentary tract, there are certain patterns of alimentation found in all free-living, bulk-feeding animals.

Digestion is reviewed as a process of converting complex foods into simple foods. The primary purpose of digestion i p shown to be a process of breaking large molecules into small molecules. These must be small enough to diffuse through the cell membranes. To decompose these large molecules into smaller ones, energy is required. Energy is not only expende4 in living systems, but energy is required to maintain the system. Without enzymes to catalyze the reactions, the decomposition process may be too slow for individual cells.

So that small molecules will not continue to diffuse t1~rough the membranes~ the molecules must be rebuilt or synthesized into new compounds. They are then stored as fat or muscle. Again, energy is required to synthesize new molecules; again, enzymes are necessary to catalyze the reactions.

The general structure of proteins and their component amino

cids is reviewed. Dehydration is illustrated as the splitting

out of water. This occurs when the carboxyl group of one amino

acid reacts with the amino group of another amino acid. The

esulting linkage is termed a peptide bond, and new, large pro'"

tein molecules are thus formed. Hydrolysis is shown to be a

process of adding water to the peptide bond. Protein molecules

arc thus degraded, or broken, into their simpler components, the

:'in,

c] ds"

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Energy is involved each time a molecule of water is added or removed. Enzymes are also involved each time a protein molecule is synthesized or degraded. It is emphasized that each enzyme is specific and must act in a particular pH medium.
Open end demonstrations show students how they can find what effect the enzyme, pepsin, has on the digestion of proteins. Other experiments may be performed by using pineapple juice, papaya extract, or meat tenderizers.
RELATED ACTIVITIES:
1. Experiment with enzymes found in commercial meat tenderizers.
2. Trace protein foods through the human digestive system.
3. Investigate the production of cheese, the aging of meat, and the spoilage retardation of prepared mixes.
4. Show films. DIGESTION, Part I, No. 4204, shows the mechanical processes involved in digestion of foods. DIGESTION, Part II, No. 4205, shows the chemical changes involved in digestion of three types of food.

LESSON 8: ETV - Life Itself - Biology for lOth Grade

TI TLE :

PONDS

OBJECTIVE:

To show the pond as a fresh water habitat.

CONTENT:

Since water is the most abundant substance in protoplasm, it might be said that all life is "aquatic." In practice, the acquatic habitat is one in which water is the principal external, as well as internal, medium. The aquatic habitat under consideration in this lesson is the lentic habitat, the pond.

A pond is shown to be a small, shallow body of water composed almost entirely of a zone in which light penetrates to the bottom. This zone is typically occupied by rooted plants. The deeper zones of open water, beyond effective light penetration, are often absent in ponds.

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It is emphasized that bodies of fresh water, whether ponds or lakes, are only temporary. Various reasons for this are given.
In a field study of a pond, the first steps will be to make a map of the area, to give the location, and to give a general summary of the physical data. The data will include the air temperature, water temperature, humidity, and the pH of the water.
Various kinds of ponds are described. These include specialized ponds and temporary ponds, or vernal ponds.
Representative flora and fauna of ponds are shown. and their interrelationship is emphasized. Ponds offer excellent opportunities to study the life cycles of the organisms that must adjust to the seasonal variations of the pond. In spite of space and species limitations, the organisms are seen to have adjusted to this rigorous existence; therefore, a balance of nature is maintained.
RELATED ACTIVITIES:
1. Take a field trip to a pond. Emphasize the necessity of physical data.
2. Study the life cycles of pond organisms, emphasizing the adjustment of organisms to the seasonal variation of the pond.
3. Begin the use of keys for identification of specimens collected.
4. Obtain the following films: POND INSECTS, No. 279; POND LIFE, No. 512; and MICROSCOPIC LIFE: THE WORLD OF THE INVISIBLE, Noo 8718.
5. Collect a jar of pond water and prepare a laboratory exercise on the microscopic life.
6. Obtain library books on ecology to be placed on reserve during the study of ecological hapitats. Include FUNDAMENTALS OF ECOLOGY by Eugene P. Odum, W. B. Saunders Company.
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LESSON 9: ETV - Life Itself - Biology for 10th Grade

TITLE:

LAKES

OBJECTIVE:

To show the lake as a self-contained world.

CONTENT:

One particular lake is used as a basis for studying the characteristics of the lake environments. The general appearance of the lake is described, though the appearance may 'vary with the seasons.

Lakes are classified as follows: eutrophic, meaning "good foods"; oligotrophis, meaning "few foods"; and dystrophic, or special types of lakes. Examples of dystrophic lakes may include the desert salt lakes, alkali lakes, and articifical lakes formed by impoundments.

The necessity of making accurate physical measurements is emphasized.

The zones of this eutrophic lake are shown. The littoral zone includes the emergent vegetation. These exchange gases within the atmosphere, but receive other nutrients from beneath the surface of the lake. The limnetic zone is characterized by deeper waters, but extends downward only to the light compensation level. Fish may be found in this zone. The profundal zone is characterized by having no light. Only animals that are able to withstand periods of low concentration can survive in this zone. Oxygen and light are, therefore, the limiting factors of the lake habitat.

The general characteristics of the example lake are summarized and a brief sketch of the trophic levels is given. It is shown to be an uninterrupted community, a self-contained world in that it provides itself with sufficient forms for production, conversion, and reduction. In spite of the selfmaintaining value, it does maintain a constant interchange with land.

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RELATED ACTIVITIES:
1. Take a field trip to a lake. Make a map of the lake. mark the zones, and diagram the trophic levels based on the specimens found.
2. Apply the ecology of lakes to game fishing. Obtain charts of the depth distribution of game fish. Discuss the distribution as it varies with the temperature and dissolved oxygen.
3. Make a study of the fish found within a 25-mile radius of the community.
4. Plan a long-term study of an aquatic habitat. Assign segments of the habitat to small groups of students and ask them to repeat their study as the seasons vary.
5. Assemble available materials for field trips7 metal dial thermometer, pH meter, instruments for measuring humidity, forceps, hand lens, insect net, tea strainers, and a small seine. Perhaps the girls will make Hausman bags and collect olive and mayonnaise jars for filling the bag.

LESSON 10: ETV - Life Itself - Biology for 10th Grade

TITLE:

MANAGED PONDS

OBJECTIVE:

To compare natural ponds and lakes with managed ponds and lakes.

CONTENT:

This lesson was taped at Ida Cason callaway Gardens in Pine Mountain, Georgia. Lee Marshall, Director of Education and Nature Study, is the guest.

Ponds and lakes are compared. The terminology used in ecological studies and that used in field practices is discussed.

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A managed pond and a natural pond are compared. The bottom weeds and emergent vegetation are shown to vary as well as the size, species, and distribution of the fish. The purpose of a pond fertilization program is introduced. A few animals and plants are collected and viewed.
In managed ponds, the rooted plants are usually eliminated and all the food producers are of the microscopic type. There are usually fewer species of organisms, but large numbers of individuals of those present. A managed pond is a better game fish pond because more of the available energy is channeled into a few species harvestable by man.
A comparison is also made between natural and managed ponds as related to energy pyramids, population counts, and the total population balance.
RELATED ACTIVITIES:
1. write the Georgia Game and Fish Commission for information on farm ponds. If there is a fish hatchery near the community, this would make an excellent field trip.
2. Bring pond weeds and emergent vegetation to the laboratory for identification.
3. Discuss the seasonal aspects of pond management.
4. Use reference books in ecology. Draw representative energy pyramids and make charts of population counts of managed ponds and natural ponds.
5. Invite a ranger, game warden, or county agricultural agent to speak on pond management.

LESSON 11: ETV - Life Itself - Biology for 10th Grade

TITLE:

STREAMS

OBJECTIVE:

To show the fresh water ecology of streams.

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CONTENT:
A flowing stream is the fullest expression of instability. The study of lotic waters, or running water habitats, is restricted to the study of a young stream. The characteristics of a young stream are as follows: there is swiftness due to the differences in level between the source and resting place of the stream, the current at the bottom and sides is much less than in the center and near the surface, there is no flood plain, the stream has a hard, rocky bottom, and there are homogeneous physical factors. These physical factors include pH, low temperature, high oxygen tension, and homogeneous color and depth.
As various animals that inhabit the stream are seen, their adaptation to their environment is emphasized. The oxygen concentration is no problem for animals in stream habitats, but they must be quick to catch their food as it passes by.
Though the trophic level of the producers is small, there is a compensation in that the animals can use the food continually brought to them by the stirring of sediment and the washing of banks.
A food chain is briefly sketched, and it is stressed that all energy ultimately comes from the sun. A problem is left for the students: "How does a mature river differ from a young stream?"
In spite of the varying factors, there is shown to be coordination and interdependence in the communities of animals and plants that live in the young stream habitat.
RELATED ACTIVITIES:
1. Take a field trip to a stream and draw a food chain. Show the gradient and the surrounding vegetation.
2. Keep specimens that are collected on the trip in an aereated tank for observation.
3. Study the life cycles of insects that find the stream as their habitat.
4. Contrast a young stream with a mature stream. Visit a river to study the latter.
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50 Make a study of impoundments and stream pollution. Investigate the industrial methods of preventing stream pollution.
60 Show film, LIFE ALONG THE WATERWAYS, No. 560.

LESSON 12: ETV - Life Itself - Biology for lOth Grade

TITLE:

MARINE ECOLOGY

OBJECTIVE:

To show one aspect of the greatest reservoir of life itself.

CONTENT:

The ocean not only is the cradle of life, but also is still the greatest reservoir of life itself and the vital elements necessary to life. Marine ecology, as a science, is relatively new, but is advancing rapidly.

Some of the features of the sea that are of major ecological interest are its size and depth, continuity and circulation, waves and tides, and salinity. Of course, it is full of water~

One of the easiest and most interesting places to study marine life is in the tide pools. It is in the rocky shoreline that one finds the greatest variety of tidal zone marine life. Most of the animals are invertebrates, but some fish may be seen darting about.

The tide pool area is divided into zones for the lesson presentation. These zones are based on tide belts. Representative animals from each zone are shown. Each example is shown from the viewpoint of how it is made, how it reproduces, depends on others, competes for energy and space, and how it has adapted to this salty environment.

A marine tide pool can be a laboratory in itself. Here, studies on the populations and communities have real meaning. The important thing is to take life where one finds it and study an organism in relation to its total environment.

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RELATED ACTIVITIES:
1. Let the tide pools be the laboratory if the school is located near the coast.
2. Incorporate the classification and dissection of marine invertebrates into the area of marine ecology. Learn to use keys if you have not done so.
3. Encourage students who have shell collections to bring them to class and plan a study of the living organism.
4 0 Investigate plant associations characteristic of the surrounding area; for example, the plants in the tidal marshes will serve well for this study.
5. Make a chemical study of sea water and the effect of salinity variations on organisms.
6. Show one of the following films: LIFE IN THE SEA, No. 303; MARINE LIFE, No. 584; SEA URCHIN, No. 3128.

LESSON 13: ETV - Life Itself - Biology for 10th Grade

TITLE:

LIFE ON LAND

OBJECTIVE:

To begin a study of life on land.

CONTENT:

In terms of time and geography, land is the most variable of the three major environments. Just as individuals have life histories, so natural communities have life histories. The process of community change is an orderly and continuous one. This process is called succession. It is a sequence of communities which replace one another. The lesson centers around the bare areas because, typically, community development begins with pioneer stages. These are the youngest in this kind of life history. The particular bare area selected for study is a granite outcrop located near Stone Mountain.

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The nature of the substratum is shown to be the most characteristic part of this stage. In some places, it could be sand dunes; this substratum is granite gneiss.
Many life forms are shown to withstand the lack of moisture, one of the most limiting conditions of bare areas. Lichens, mosses, and ants are examples. It is shown that as the soil depth increases, the number of species increases. A greater variety is shown to exist in the surroun~ing areas where the soil is deeper. The plants on the soil islands are shown to increase in size as the soil increases in depth.
The lesson emphasizes the influence of the physical environment on the biota. These physical factors include the following: air temperature, water temperature (if there is water present), humidity, wind velocity, gradient, light intensity, and soil composition. organisms are not only controlled by their environment, but they exercise a degree of control over the environment. Various methods of collecting specimens are also shown.
RELATED ACTIVITIES:
1. Take a trip to a granite outcrop, or if it is more suitable, begin a study of life on sand dunes.
2. Study the adaptations of animals and plants of the bare areas to the rigorous conditions. Emphasize the energy loss.
3. Plan a laboratory activity on lichens and mosses. Study their life cycles.
4 0 Find examples of life developing from open water, bare rock, abandoned fields, and alluvial deposits.
50 Invite a geologist to speak on the nature of the local substrate.
6. Find examples of succession within the county area. Extend studies to include the forests. Try to determine its successional stage.
7. Show film, SUCCESSION: FROM SAND DUNES TO FOREST, EBF 8792.
8. Identify the trees characteristic of the local area.
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LESSON 14: ETV - Life Itself - Biology for 10th Grade

TITLE:

DESERTS AND GRASSLANDS

OBJECTI VE:.

To show life in the deserts and grasslands, two of the biomes of the world.

CONTENT:

A biome is described as the largest land community unit which is convenient to recognize. The biomes represent a total community unit. The two biomes presented in this lesson are the deserts and grasslands.

The desert habitat is one of the easiest to recognize. Characteristics are given of the hot deserts and the cool deserts, with the dominant plants of each shown.

The three life forms of plants which are adapted to life in the desert are the annuals, succulents, and shrubs. Each form has solved the problems of life on the desert in a different way. The most limiting factor of life in the desert is water. Examples of specific plants and animals that have adapted to this habitat are as follows: the Barrel Cactus, Saguaro, Yucca, Javelina, Desert Bighorn, Cactus Wren, Bob Cat, Pack Rat, and Kangeroo Rat.

The grassland habitat is identified and described. The approach to the study of this biome is to apply the principles of grassland ecology to local farming practices and game hunting.

RELATED ACTIVITIES:

1. Make a world map on the blackboard. Use colored chalk to indicate the biome that is being studied. Arrange a bulletin board with pictures of the biome being studied.

2. Ask the boys who are interested in hunting to bring clippings of game animals which are characteristic of the deserts and grasslands.

3. Consider competition of desert plants as it relates to their distribution.

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4. Discuss "triggering" mechanisms of moisture and light.
5. Find references about climatographs of heat, light, and moisture.
6. Make a Berlese funnel to see "life beneath your feet." Materials required are: a large tin can, fine mesh screen wire, a funnel that can be obtained at the hardware store, a strong light, a petri dish, and alcohol. Examine the organisms found in one cubic foot of soil.

LESSON 15: ETV - Life Itself - Biology for 10th Grade

TITLE:

TUNDRAS AND RAIN FORESTS

OBJECTIVE:

To show life' in the tundras and rain forests, two other 'biomes of the world.

CONTENT:

The tundras are described and shown to be geographically divided into the Alpine tundra, often called the "high" tundra, and the Arctic tundra. However, the tundras present a similar aspect in both the Eastern and Western hemisphere. The ground remains frozen except for the upper few inches. Because of this, the plants are dwarfed as compared to those in the Southern united States o Willows and birches are evidence of the stunted vegetation. The climate of the Arctic tundra is usually too cruel to support such hardy dwarfs as these.

Views of the tundras are seen in summer. Cushion plants are in flower and the lichen rings spread outward as the center dies. Occasionally, soil islands, formed by pioneer vegetation, are deep enough to support larger vegetation; this vegetation, too, is dwarfed and the roots are small. At this time, the symbiotic relationship of the lichens and mosses is stressed.

A different type of vegetation is found in the marshes of the tundra, and the grasses preserve these densely vegetated marshes. Some of the factors shown to influence vegetation are as follows: moisture, short growing season, elevation, and slope direction.

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Examples of animals are seen to maintain a balance of nature in spits of the barriers of snow, drought, and nakedness. Wolves, reindeer, caribou, arctic birds, and musk oxen are examples.
The rain forest is geographically located. Here, every variety of competition is in evidence. There is a competition for space, for light, and for food. The luxurient rain forest represents life in its fullest expression.
RELATED ACTIVITIES:
1. Discuss the statement, liThe variety of life probably culminates in the tropical rain forest."
2. Bring weather maps on the temperature and rainfall of the tropical rain forests.
3. Show the following films: ANIMALS OF THE INDIAN JUNGLE, EBF 1550j HIGH ARCTIC: LIFE ON LAND, EBF 8761, and THE FOREST GROWS, EBF 432.
4. Visit a zoo or a greenhouse and ask about the care of organisms that are characteristic of the equatorial region.

LESSON 16: ETV - Life Itself - Biology for 10th Grade

TITLE:

MITOSIS AND MEIOSIS

OBJECTIVE:

To show the physical basis of heredity, mitosis, and meiosis.

CONTENT:

This lesson is primarily concerned with the most widespread form of cell division, mitosis.

Simple materials are used to illustrate chromosomes, genes, and the DNA molecule. Following this, slides of the visible stages of mitosis are shown and each stage is illustrated. The stages represented are the interphase, early prophase, late prophase, metaphase, early anaphase, late anaphase, and telophase. Though the stages are separated for convenience, please note that the stages are successive and are arbitrarily defined. Each stage gradually merges

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into the next stage. Suggestions are made pertaining to the preparation of slides showing mitosis in an onion root tip.
Meiosis is briefly presented as a way for living things to obtain variation from generation to generation. The diploid number of chromosomes, th~ haploid number, and gametes are introduced. There is not sufficient time to consider meiotic division in detail. The discussion is designed to provide a basis for the remaining lessons in genetics.
RELATED ACTIVITIES:
1. Plan a laboratory exercise in which students make their own onion root tip slides; Compare mitotic stages of the prepared slides with commercially prepared slides.
2. Continue the study of meiosis and its implications in evolution.
3. Show how mitosis, meiosis, and fertilization fit into the life cycle or common organisms.
4. Make clay models to illustrate the stages in mitotic division.
5. Order the following films: MITOSIS AND MEIOSIS, No. 4602; two reels, and DNA-MOLECULE OF HEREDITY, EFF 8798.
6. Read current articles on DNA and RNA. Make a model of the DNA molecule. Relate this to the biochemistry area and the study of proteins and sugars.

LESSON 17: ETV - Life Itself - Biology for 10th Grade

TITLE:

MENDEL'S PRINCIPLES

OBJECTIVE:

To consider Mendel's principles in light of modern scientific developments.

CONTENT:

Genetics is introduced as the IIscience of heredity,1I and Gregor Mendel is considered as the IIfather of genetics. 1I A few of his experiments are illustrated.

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Mendel's first principle is C<1.l1ed II unit factors. II It is explained that for every inherited characteristic there is in the body at least one pair of determiners for this characteristic. A vocabulary in genetics is necessary for understanding MendeL's principles as well as modern advancements in genetics. Words emphasized are as follows: genes, mutation, chromosomes, locus, alleles, homozygous, heterozygous, hybrid, dominant, recessive, phenotype, and genotype.
A second principle, \. dominance," is demonstrated. The phenotype ratio and tpe genotype ratio in a monohybrid cross are explained.
One of the most important principles in all genetics is tpe "non-mixing of alleles." Mendel thought that a hybrid was a mixture of two genes, but they could not have mixed. Both gen,es qre present and retain their identity and characteristics. In future generations, they may exhibit themselves in the presence of a different set of genes. Demonstrations show that genes are independent, and it is their chemical interaction that causes the result.
RELATED ACTIVITIES:
1. Have students participate in making lists of the characteristics that are inherited and characteristics that are not inherited. Their first examples will probably be related to physical appearance. Continue, therefore, the listing until tendencies, susceptibilities, and hypersensitivities are included. Include inherited characteristics that may be manifested only in infancy or old age.
2. Invite a geneticist to elaborate on the DNA molecule, an anthropologist to tell of inherited characteristics of other cultures, or a doctor to clear the misconceptions of disease inheritance.
3. plan demonstrations to show that in a monohybrid cross both genes of a pair of alleles retain their individual identity or independence, and that it is the interaction of the two that causes the result.
4. Use toy animals and artificial flowers to show genetic ratios in a monohybrid cross.
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5. Refer to LABORATORY AND FIELD STUDIES IN BIOLOGY: A SOURCEBOOK FOR SECONDARY SCHOOLS, Washington, D. C., National Academy of Sciences. This book gives many suggestions for laboratory experiences.

LESSON 18: ETV - Life Itself - Biology for lOth Grade

TITLE:

INDEPENDENT ASSORTMENT

OBJECTIVE:

To show intermediate expression as a modification of Mendel's principles and to 'show Mendel's principle of independent assortment.

CONTENT:

The question arises, "Do blended characteristics violate Mendel's principle of non-mixing of alleles?" Though Mendel's crosses showed one allele to be dominant over another, a modification of this principle exists in many plants and animals. Neither allele is completely dominant over the other, but each allele has influence on the other. This is shown to be not a blend, but the resulting expression when neither allele is completely dominant. Four-o'clocks, Andalusian fowl, and abstract graphic illustrations are used as examples. In this intermediate expression, the phenotype ratio is the same as the genotype ratio because the hybrids are distinct in appearance. Yet, the genes in the hybrid must have retained their individual identities for homozygous offspring to occur.

A second question arises: "If given certain parents, what will the offspring be like with respect to two or more traits." The inheritance of homologous pairs of characteristics is usually well understood by students, but gene variation is often confusing to them. It is emphasized that each species of plant or animal has a specific number and kind of chromosomes. Illustrations show that the gene pair may differ and the inheritance of one gene pair is unaffected by the other gene pairs. This leads to a mathematical way to determine the possible variations in the offspring. Because of the large number of possible variations, human genetics is the most difficult to study.

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Mendel's principle, "independent assortment," means that the inheritance of a gene pair located on a given chromosome pair is unaffected by the simultaneous inheritance of other gene pairs located on other chromosomes o The dihybrid cross is shown to give a 9:3:3:1 ratio. The Punnett square is introduced as a way to obtain this ratio.
RELATED ACTIVITIES:
1. Use colored chalk and fictitious examples, as well as scientific examplep, to show intermediate expression.
2. Extend the study of genetics to include reproductive processes and reproductive systems in the organisms being used for genetic experiments.
3. Determine dominance and recessiveness in man from a study of pedigrees. Show the practical importance of dominance in idiocy and myopiao Distinguish between the princj,ple of dominance and dominant genes.
4. Let students give each other genetic crosses that can be solved by using the Punnett square. Have the answers submitted in picture form or use the blackboard and colored chalk to "picture" the offspring.
5. Use Drosophila cultures to show liye examples of crosses. Stock crosses can be obtained from biological supply houses, or experiments may be obtained in SCIENCE FOR GEORGIA SCHOOLS, Vol. III.

LESSON 19: ETV - Life Itself - Biology for 10th Grade

TITLE:

GENETICS IN THE GARDEN

OBJECTIVE:

To show the practical applications of genetics in the garden.

CONTENT:

This lesson was taped at Ida Cason Callaway Gardens, Pine Mountain, Georgia. Fred Galle, Director of Horticulture, is the guesto

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Many variations in plants are shown to occur naturally, and several varieties of holly are used as examples of natural variation. Man has taken advantage of these natural variations in landscape gardening. Man has also taken advantage of the variations in plant adaptability to conditions of heat, light, moisture, and soil.
Chemical variations are shown to occur in nature, and the coleus is used for illustrations. Again man has exerted a selective control in these chemical variations. Many opportunities for research lie in this area.
Demonstrations show induced chromosome changes by treatment with colchicine and by irradiation.
Though hybrids occur naturally, man-made hybrids can result from the cross between two genera. The majority of the roses seen in the garden are man-made hybrids, and each has a pedigree
..
RELATED ACTIVITIES:
1. Write oak Ridge Institute of Nuclear Studies, Oak Ridge, Tennessee, for information on seed irradiation experiments. Invite a speaker from an experimental station where research is being done on irradiated plants.
2. plan student activities in plant propogation or demonstrate various methods of plant reproduction.
3. Visit a local greenhouse or nursery to observe natural variations and hybrids.
4. Encourage individual projects in hybridization.
5. Lead students into discovering other differences that may be associated with the obvious differences in wrinkled peas and round peas. These differences may include the gross difference in water absorbing ability or the microscopic difference in starch grains.
6. Select problems in genetic ratios from the following: Colin, E. G., ELEMENTS OF GENETICS, Second Edition, New York, McGraw-Hill Company: Altenburg, E. A., GENETICS, Revised Edition, New York, Henry Hold and Company, 1957.
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LESSON 20: ETV - Life Itself - Biology for 10th Grade

TITLE:

SEX DETERMINATION AND SEX LINKAGE

OBJECTIVE:

To show the mechanism of the inheritance of sex-linked characteristics.

CONTENT:

History gives many accounts of attempts at determining sex. It is a fact that a person is a male or female at the moment he begins his existence as a fertilized egg, and all attempts at determining his sex after this earliest stage of development have been futileo

The difference between sexes is shown to be a difference in the chromosomes. The autosomes, sex chromosomes, and the chromosome mechanism of sex determination are graphically illustrated. The Drosophila is used as one example. The chromosome mechanism of sex determination is extended to include male-female ratios.

"Maleness" and "femaleness" are illustrated by a sex-gene balance in which it is shown that the genetic balance depends on the net effect of relative amounts of X chromosomes and autosomal matter. It is emphasized that the interaction of genes is a chemical one.

Color blindness and hemophilia are examples used to illustrate the meaning and mechanism of sex linkage. The genes governing these particular characteristics are tied, or linked, to the X chromosome.

Baldness is the example used to illustrate the meaning and mechanism of sex-limited characteristics. The gene for baldness is shown to behave like a dominant in males, but it behaves like a limited recessive in females. Even so, the glandular make-up of the two sexes governs the way in which the gene expresses itself. The pattern for baldness is also inherited.

RELATED ACTIVITIES:

1. Prepare a laboratory exercise on sex-linkage with three types of pipe cleaners that represent chromosomes: pipe cleaner (c)

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soaked in strong acid, pipe cleaner (c) soaked in weak base, and pipe cleaner (y) untreated, but identified by bending. Put various combinations in test tubes half filled with water and Bromothymol blue. Record the results of the "matings."
2. Find last year's ratio of boys and girls born at the local hospital or registered for birth certificates in the state or county.
3. Read selected chapters from THE NEW yOU AND HEREDITY by Abram Scheinfield, New York, J. B. Lippencott Company, 1950, and UNDERSTANDING HEREDITY by R. Goldschmidt, New York, John Wiley & Sons, 1952.
4. Order the following films on heredity: HEREDITY AND ENVIRONMENT, No. 2274; HEREDITY AND FAMILY ENVIRONMENT, No. 3761; and HEREDITY, No. 105, as a review.

LESSON 21: ETV - Life Itself - Biology for 10th Grade

TITLE:

MULTIPLE ALLELES

OBJECTIVE:

To show blood groups as examples of multiple alleles.

CONTENT:

The introduction includes the story of blood and the importance of blood. The parts of blood illustrated are the erythrocytes, leucocytes, and platelets, including a brief description of the clotting mechanism. The diseases of the blood described are anemia, leukemia, and hemophiliao

Four main groups of blood are used as a basis for differentiating between coagulation, or clotting, and agglutination, or clumping. The inheritance of blood types is related to the Mendelian principles of heredity. However, this is an example of a situation in which several alleles for the same characteristic may be located on the same locus. Diagrams of possible phenotypes and genotypes are shown to follow the usual Mendelian scheme.

Following the questions of "what are blood types?" and "how are they inherited?", the next question is, "Why does agglutination result when blood is not properly matched?" Antigenantibody reactions are used to explain this. Blood typing tecnniques are demonstrated.
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RELATED ACTIVITIES:

1. Obtain statistics on blood group percentages in the city or county.

2. Plan a laboratory activity in which each student finds his ABO blood group. Ask the school, Red Cross, or county nurse to demonstrate blood typing technique. Arrange for a doctor, nurse, or technician to be present if the students type their own blood.

3. Arrange a visit to the hospital laboratory to observe methods of blood grouping, differential cell counting, and coagulation timing.

40 Broaden understandings of the physiology of the circulatory system.

5. Compare blood slides of the human with other animals.

6. Plan a laboratory exercise on red and white cell counting. Use lancet to obtain drops of blood from the foot of a white mouse or use outdated human blood.

7. Extend these studies of blood to include the entire circulatory system. Films, slides, and filmstrips are available from the American Heart Association and many demonstrations are listed in SCIENCE FOR GEORGIA SCHOOLS, Vol. III.

LESSON 22: ETV - Life Itself - Biology for lOth Grade

TITLE:

THE Rh FACTOR

OBJECTIVE:

To show the Rh blood groups as examples of the Mendelian principles of heredity.

CONTENT:

The Rh factor is explained as an inherited substance in the red cells. This substance is similar to group A and B. The population percentage of the Rh antigenic substance anq a brief history of the Rh symbol are given.

The significance of the Rh factor in transfusions and childbirth is illustrated. It is hoped that the lesson will clear any misconceptions the students may have regarding the Rh factor. It should be understood that the Rh factor is not an abnormality, but

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it is a normal inherited characteristic. The inheritance is an elaboration of the Mendelian principles of heredity. In reality, there are many subtypes, just as there are many subtroups of the simple ABO groupingso The gene complex theory, or close linkage, accounts for the Rh blood groups as being determined by various haploid combinations of genes located at three closely linked loci.

RELATED ACTIVITIES:

1. Request the local Red Cross chapter to make arrangements for a class visitation to the designated blood procurement center.

2. Bring magazine and newspaper articles that tell of recent advancements in the hospital care of "Rh" babies.

3. Arrange to have a qualified person demonstrate first aid measures used to control bleeding and combat shock.

4. Have a committee investigate the community blood needs and the ways in which they are met.

50 Assign for individual reports or committee reports on such topics as the history of blood transfusions, medical uses of blood in war and catastrophes, recent medical research in blood components, the mechanism of blood clotting, superstitions regarding blood, and the use of blood derivatives in combating disease.

6 0 Extend studies of genetics to include twins and how they contribute to the study of human genetics. Include such correlation tests as fingerprints, blood groups, blood pressure, and pulse; eye color and form, hair color and form, intelligence tests, anq responses to chemical stimuli.

7. Have a debate on the question, "Which is more important, heredity or environment?" Because both are important, the participants will need to read widely, present case histories, give scientific references, and show statistics to be convincing.

LESSON 23: ETV - Life Itself - Biology for 10th Grade

TITLE:

FOSSILS

OBJECTIVE:

To show fossils as the primary evidence of evolut~on.

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CONTENT:
The Doctrine of Organic Evolution states that the history of life on earth is a history of descent with modification. For evidence of change in life, the biologist turns to the geologist and the paleontologist. The history of the earth is also one of change.
In theory, a geologist can take a slice of the earth and interpret the layers as successive change. In practice, there are many factors that change the relationship of the chronological order. The factors illustrated are volcanism, elevation, erosion and deposition, and cracking and folding.
In the various layers that were deposited after the time when life appeared, there may be found fossils, or evidence of life in any pre-existing period. Examples of fossils are shown to exist as molds, casts, petrafaction, and as unaltered parts.
The student is given a relative idea of the geological period to which the fossils belong and the relationship of that period to the other periods. A geologist's time scale briefly introduces the age of the example fossils, and a brief description of life in each division is given.
RELATED ACTIVITIES:
1. Consider the opossum and the king crab as examples of "living fossils" and discuss reasons for their survival over so many years.
2 0 Stimulate fossil-making processes by dividing the class into two groups and by giving each group two kinds of materials: biological specimens and materials that will simulate rock. with these they can simulate some of the kinds of fossil formations. Biological specimens may include parts of mollusk shells, echinoderms, insects, cephalopods, plant parts, and vertebrate parts. Imbedding materials include mud, clay, cement, plaster of Paris. Hobby shops frequently stock preparations that simulate stone, wood, and clay.
3. Change the library reserve shelf to include books on evolution, geology, paleontology, and anthropology. Arrange with the school librarian for classes to be held in the library for one dayo This will give students an opportunity to browse; thus becoming oriented to the Broad Area: Evolution.
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4. Refer to these general references for teacher enrichment:
a) Weisz, Paul B., THE SCIENCE OF BIOLOGY, New York, McGraw-Hill Book Company, Inc., 1959.
b) Moore, John A., PRINCIPLES OF ZOOLOGY, New York, Oxford University Press, 1957.
c) The University of Chicago Centennial Discussions, Tax, Sol, Editor, ISSUES IN EVOLUTION, Chicago, The University of Chicago Press, 1960.

LESSON 24: ETV - Life Itself - Biology for 10th Grade

TITLE:

INTERPRETATION OF FOSSIL RECORDS

OBJECTIVE:

To show how fossil records indicate the trend of life as proceeding from the simplest to the most complex.

CONTENT:

Life is shown to exist in a variety of forms, yet life forms have changed to meet changing conditions over long periods of time.

Representative "ages" are considered as meaning the dominant forms of life existing in a geological time period. A brief survey of the trend of life is given for the following "ages": Age of Primitive Life Forms, Age of Invertebrates, Age of Fishes, Age of Amphibians, Age of Reptiles, and Age of Mammals.

From information gained through the study of fossil records and observation of modern life forms, scientists are able to establish certain patterns or tendencies in the advancement of life through time. The pattern of evolution as evidenced by fossil records includes the following: structural changes tend to be adaptive; new forms tend to replace old forms; dominance tends to develop specialization tends to occur; and new forms tend to develop from unspecialized forms. The history of life on earth is certainly one of change.

RELATED ACTIVITIES:

1. Cover a closet door with a blanket, sheet, or rolls of brown paper. Leave an opening large enough for the hand of a stranger to the group. Let each student examine the hand and make notes on its characteristics. From this information, let the

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students write or picture a detailed description of the unknown person. When all have finished, let the person step from the enclosure o
2 0 Exchange fossils made by the two groups in Lesson 23. Let each student attempt to reconstruct the whole organism.
3 0 Visit a museum where fossils are on display. Discuss the justification for fossil reconstruction on the basis of the correlation of parts.
4. Show evolutionary trends in plants by making a chart summarizing the development of the stages of the life cycle of land plants. continue this kind of study, but apply the trends to animals 0 Use the amphibians as examples of transitional animals. Compare a Necturus with a frog.
50 Show the changes in structure and function necessary for a change in environment. Consider that to adapt to a land existence, plants must have a supporting tissue, an internal transportation mechanism, a way to exchange gases, adaptations for fluctuating temperatures, and adaptations for reproduction on land.

LESSON 25: ETV - Life Itself - Biology for 10th Grade

TITLE:

MORPHOLOGY OF ORGANISMS

OBJECTIVE:

To show the morphology of organisms as a secondary evidence of evolutiono

CONTENT:

The theory of organic Evolution rests upon a mass of evidence which may be classed as primary and secondary. The primary evidence is gained from geological records; secondary evidence is gained from correlating modern life with the old in several ways.

Secondary evidence may be from the viewpoint of morphology, or the structure of organismso One basic principle in biology is emphasized: the degree of likeness indicates the degree of kinship. There is shown to be a close structural relationship among the invertebrates and a close structural relationship among the vertebrates 0 Evolutionary terms such as kinship and ancestor are clarified.

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The well-documented evolution of the horse is used as an example of change in animals over long periods of time. The change is evidenced by the structure of the teeth and the structure of the toes. The elephants also have left well-documented records of evolution. These are comparisons made within the same order of mammals.
For a comparison of various classes of vertebrates, the bases are homologous and analogous structures. Characters of common origin (homology) are indicative of common ancestry and descent. Features that are purely adaptive to serve similar purposes (analogy) are from unlike origin and differ in ancestry and descent. Frequently it is necessary to turn to embryology to determine the true origin of structures. Therefore, comparisons of embryos that are in the same relative stage of development are seen.
RELATED ACTIVITIES:
1. Plan a laboratory activity to allow students an opportunity to compare the skeletal structures of representative animals. Plan a visit to a museum or compare pictures and~arts to increase the understanding of homology and analogy,
2. Show how the feet and beaks of birds have become adapted to different environments for different feeding habits.
3. Obtain mounted skeletons or pictures of the following: a bird, a bat, a pterodactyl, a "flying" squirrel, and a "flying" fish. Emphasize that the adaptations to flight occurred independently.
4. Develop ideas of the relationship of the environmental habitat to the structural adaptations.
5. Show the similarity in the early embryonic development of representative animals.

LESSON 26: ETV - Life Itself - Biology for lOth Grade

TITLE:

THE MECHANISM OF EVOLUTION

OBJECTIVE:

To show how evolution has occurred o

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CONTENT:
Evolution has occurred and is still occurring. To see how these changes have become established, one must turn to genetics; for genetics provide the raw materials for evolutionary processes.
The goldenrod is used as an example of a plant in which the genetic differences have been measured. To the total amount of visible changes one must add an unknown amount of gene differences that produce invisible and undetected characteristics.
In addition to the number of gene differences, there are some genes with large effe~ts and some with small effects. Therefore, the degree of effect must be considered.
The cotton plant is used as an illustration of gene modifiers. The total effect is accomplished by the interaction of an integrated complex of genes. Though for simplicity, genetics is frequently approached from the viewpoint of discrete units; in reality, the individual is a result of a balanced set of genes interacting with each o1:her.
Evolution is shown to be measured by the amount of change or the rate of change. Graphic illustrations show the difference in these two measurements.
The next problem for consideration is the basis by which new variability occurs. Gene mutation, "good" and "bad" mutations, and geographical isolation are discussed. The principle of natural selection is used to explain the relationship of the mutation to the type of environment in which it occurs. If evolution occurs through mutation, natural selection, and geographical isolation, then the result is a defined rate of change that may be convergent or divergent.
RELATED ACTIVITIES:
1. Extend the concepts of evolution to include understandings of over-population and limiting environments. prepare a bacterial culture and make bacterial counts at defined time intervals. Draw a throretical growth curve and compare the actual growth curve with the theoretical one. Vary conditions of light, heat, and temperature, as well as food, to show the effect of limiting environments.
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2. Obtain the following references: Simpson, G. S., THE MEANING OF EVOLUTION, New Haven, Connecticut, Yale University Press, 1951; and Simpson, G. A., Pittendrigh, C. S., and Tiffany, L. M., LIFE: AN INTRODUCTION TO BIOLOGY, New York, Harcourt Brace and Company, 1957.
3. Discuss the antibiotic resistant strains of staphylococci from the viewpoint of gene mutation.

LESSON 27: ETV - Life Itself - Biology for lOth Grade

TITLE:

THE INTERVENTION OF MAN

OBJECTIVE:

To show how man has taken advantage of natural occurrences and how man has established new varieties of plants.

CONTENT:

In the study of natural evolution it has been shown that one is unable to see one species actually evolve into another. These transformations are slow processes. However, through a comparatively few years, man has established new varieties of domesticated plants and animals.

This lesson was taped at Ida Cason Callaway Gardens. Pine Mountain, Georgia. The guests are Fred Galle, Director of Horticulture; Ben Pace, Botanist; and Charles Bruce, Vegetable Propogator. Each one shows various methods used in the establishment of new varieties of plants. Some of the experiments include hybridization for foliage, hybridization for flowers, hybridization for dwarfing, chemicals for mutations, and irradiation for mutation. Many new garden vegetables and flowers are shown.

RELATED ACTIVITIES:

1. Plan experiments on artificial pollination.

2. Draw a map of the world showing the origin of some common vegetables. Make a similar map showing the origin of some common flowers and fruitso Emphasize the changes in the original wild ancestors.

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3. study the classification of fruits and show the importance of classification in hybridization.

4. Find interesting accounts of the discovery and development of "sports," or mutants. The loganberry, lima bean, and the Golden Delicious apple are examples. Include accounts of the experiments of Luther Burbank.

5. Show pictures of the "plumcott," the "citrange," and the "tangelo" to illustrate the effect of recombination and chromosome change.

6 Q Consider domesticated animals as descendents of wild stock. Use for exampLes the varieties of dogs and the breeds of chickens.

LESSON 28: ETV - Life Itself - Biology for 10th Grade

TITLE:

THE EVOLUTION OF MPLN

OBJECTIVE:

To show the evolution of man and to clarify some misconceptions.

CONTENT:

A unit in evolution would not be complete without an examination of the evolution of man and his relationship to the lower primates. First, man is classified according to the binomial system oj nomenclature, and also, the degree of likeness is emphasized as an indication of the degree of kinship.

The living relatives of man are illustrated, with the term "relative" indicating the degree of similarity of structure, of embryological development, and of physiological functions. The primates shown are divided into the fossil anthropoids, the New World Monkeys, the Old World Monkeys, and the Anthropoid Apes.

Man is compared with the apes in color vision, body components, blood components, body structure, and relative brain size Q The various primate skulls that are compared are Notharctus, Gorilla, Peking man, Heidelberg man, Neanderthal man, and the Cro-Magnon man.

Several misconceptions regarding the evolution of man are discussed, and the misconception regarding the Theory of Recapitulation is also introduced.

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There is every reason to believe that man is as much an evolutionary product as any other organism and that this process of evolution is still going on o It is just as important to recognize man as being unique in his degree of development. His descent is considered not to be a straight line through the lower forms then through the higher monkeys, but is considered as a new species that represents the height of complexity.
RELATED ACTIVITIES:
1. Make a study of the embryonic development of the frog. Compare the stages in the development of the frog with the development of fish and mammals.
2. Encourage reference reading on the evolution of man. After the students have read widely, discuss any misconceptions they may have had.
3. Obtain the following books for background reading:
a) Romer, A. S., MAN AND THE VERTEBRATES, Chicago, University of Chicago Press, 1954.
b) Young, J. Z., THE LIFE OF VERTEBRATES, New York, Oxford University Press, 1950.
c) Dobzansky, T., EVOLUTION, GENETICS, AND MAN, New York, John Wiley & Sons, Inc., 1955.
d) Gregory, W. K., EVOLUTION EMERGING: A SURVEY OF CHANGING PATTERNS FROM PRIMEVAL LIFE TO MAN, New York, The McMillan Company, 1951.

LESSON 29: ETV Life Itself - Biology for lOth Grade

TITLE:

THE ORIGIN OF RACES

OBJECTIVE:

To show the origin of the races of man.

CONTENT:

The differences that characterize the races of man may arize and disappear by the working of evolutionary processes. It is found that every human being on earth today, civilized or primitive,

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descended from the same original stock and belongs to the same species, Homo sapiens. The term race is used to describe a certin combination of heritable physical traits without any implication of social status.
Many workers prefer to divide the human species into three racial stocks: Caucasoids, Negroids, and Mongoloids. Each group, of course, can be subdivided on the basis of less important physical characteristics and differences. The subdivisions are to some extent based on geographical distribution, and as far as the biologist is concerned, these differences are largely superficial. The traits are maintained as group characteristics largely through georgaphical isolation and cultural isolation.
The geographical origin of the races of man is discussed, and the group characteristics of the races of man are described. There is shown to be much variation in the classification of races, and some of the races are examined; the theory of mutation and the theory of adaptation.
Several film clips are introduced to give the student a feeling for authentic cultural music and cultural differences. It is emphasized that major race groups never remain intact with completely defined areas, genetically fenced off from one another. Always the process of isolation and breaking off of small groups is accompanied by a contrasting migration and "jelling" into larger groups.
RELATED ACTIVITIES:
1. plan a laboratory exercise for students to find out whether plant and animal populations exhibit the same general kinds of variations as those found in humans.
a) Measure the length of the femur of grasshopper legs, the carapace of crayfish, the rays of starfish, or the length of earthworms. Select an organism that you may have in the laboratory so that you can use 25 specimens of the same species and sex.
b) Make a normal distribution curve by plotting the length against the number of organisms having like measurements.
c) Repeat the procedure, using bean length or a human characteristic such as height, weight, wrist circumference, or ear length. Use the same age and sex.
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2. Use PTC paper to develop the understanding of gene frequency as a method of expressing the genetic structure of a population. PTC papers for taste testing can be purchased from the American Genetic Association, 1507 "M" Street, N. W., Washington, D. C.

LESSON 30: ETV - Life Itself - Biology for 10th Grade

TITLE:

ISOTOPES

OBJECTIVE:

To shQW the history, development, and production of nuclear energy with specific emphasis on isotopes.

CONTENT:

Knowledge of the atom belongs to the modern age, but the idea of the atom began in ancient Greece. The history of nuclear energy began about 60 years ago with the accidental discovery of radioactivity. The contributions of Dalton, Roentgen, Thomson, Becquerel, and the Curies are reviewed. Since the early development of nuclear energy, specialists from the many branches of science have worked as a team to make available the world's most remarkable source of energy. The recent advancements in the practical use of radioisotopes have given rise to a new vocabulary, so the lesson begins with A--"A is for Atom".

When atoms are transformed from one kind of atom to another, a change is made in the nucleus of the atom. This type of change is called a nuclear change. Heavier atoms can be built from light atoms; this joining of atomic nuclei is called atomic fusion. A small amount of matter is changed into a great amount of energy when this process takes place.

On earth, the nuclei of atoms of uranium break down and change. As the particles and rays are sent out by the nucleus, the atom changes from one type to another. Tiny particles, which are released by the nuclei of naturally occurring atoms, may be used to bombard the nuclei of other atoms and break them apart. This process is called fission and is controlled in a nuclear reactor.

For the biologist, man-made isotopes have made dreams come true. Radioisotopes have enabled biologists and biochemists to determine the structure of proteins, fats, and carbohydrates. Radio~sotopes have brought about a new era in medicine and agriculture. Some understanding of radioisotopes is necessary in

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modern biology. The lesson then deals with the structure of the hydrogen and helium atoms, the isotopes of carbon, the methods of producing radioactuve isotopes, and three types of radiations, alpha, beta, and gamma.

RELATED ACTIVITIES:

1. Study the periodic chart, review the structure of the atom, and select references from basic chemistry texts on isotopes. Read current articles on the "inert" gases that are no longer inert.

2. Write for "Information Folder". This contains many bulletins and booklets -on atomic energy. The address is Public Information Department, Oak Ridge National Laboratory, P. O. Box X, Oak Ridge, Tennessee.

3. Create an atmosphere in the classroom that will stimulate further investigation. Decorate with pictures of reactors, chalk drawings, current articles on the use of radioisotopes in medicine and agriculture.

4. Read about the contributions of Becquerel, Rutherford, and the Curies.

LESSON 31: ETV - Life Itself - Biology for 10th Grade

TITLE:

RADIOACTIVITY

OBJECTIVE:

To show how radioactivity is measured.

CONTENT:

Radiations are not new; the world has contained radiations as long as it has contained the radiations of light and warmth. All are part of nature's activity.

Several forms of invisible radiations have already been put to use by man. The experimenter must be able to detect the presence of nuclear reactions and identify their products. To do this, he must be able to measure quantities of radiation and have instruments that will detect their presence. The radiations that are discussed are alpha, beta, and gamma.

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The roentgen is presented as a yardstick for measuring amounts of radioactivity. Radium is used as a standard for measuring radioactive materials. The milliroentgen is presented as a fractional unit of the roentgen.

The amount of radiation received by a person is determined by the intensity of radiation and the time of exposure. The human dosage of radiation is shown to vary. Average dosage from the natural environment, medical uses, and emergency conditions, are listed. The effects of acute exposure are briefly considered.

RELATED ACTIVITIES:

1. Obtain a Geiger counter from the local Civil Defense unito Show how ionization decreases with distance by using a luminous dial watch as a source.

2. Invite a member of the Civil Defense unit to demonstrate the use of instruments that measure radioactivity.

3. Obtain films and slides on fallout from the Civil Defense or films on atomic attacks from the State Film Library.

a) SURVIVAL UNDER ATOMIC ATTACK, No. 7553. b) EFFECTS OF ATOMIC BOMB EXPLOSIONS, No. 7928. c) TALE OF TWO CITIES, No. 5999.

4 0 Make a cloud chamber to illustrate radioactivity. Consult the following articles: Eich, A. M., Jr., AMERICAN JOURNAL OF PHYSICS, No. 24, 1956, p. 3, 176; Kuehner, A. L., JOURNAL OF CHEMICAL EDUCATION, No. 29, 1952, p. 511-12.

5. write for the book, NUCLEAR SCIENCE TEACHING AIDS AND ACTIVITIES, by John H. Woodburn. This sourcebook was prepared for the Office of Civil Defense Mobilization by the Department of Health, Education, and Welfare, Offices of Education, Washington (25) D. C. This book is excellent for film references, publicatio~s, classroom demonstrations, and laboratory exercises involving nuclear radiation.

LESSON 32: ETV - Life Itself - Biology for 10th Grade'

TITLE:

CARBON 14

OBJECTIVE:

To show how radioactive carbon has been valuable in determining the age of organic substances.

-42-

CONTENT:
Tools, dishes, and statues made hundreds and thousands of years ago, as well as human remains, have been found from time to time. Scientists can tell just how old these relics are by measuring the amount of radioactive carbon in them, or by measuring the amount of radioactive carbon in pieces of wood buried near them. This is termed carbon dating, and it offers an answer to the question, "How old is this?"
Carbon dating combines the technology of nuclear physics with the materials of historians, archeologists, and geologists to provide a method of determining the age of prehistoric objects. The theory of radiocarbon dating is illustrated, and the isotopes of carbon are reviewed.
Demonstrations show what "~ life" means. It is described as the length of time in which a radioactive substance will lose half of its specific activity. It serves as a means of classifying the rate of decay of a radioactive isotope. To decay means to give off radiations (alpha, beta, or gamma) until that which remains is a different element. In this case, carbon14 gives off beta radiationso It is emphasized that time, amount of parent element, amount of residue and the "~ life" of the special element are mathematical functions. The ~ life of other radioisotopes is given along with a brief comment about their uses.
Though the advantages of Carbon14 dating have been emphasized in the.lesI~n, i~ is necessary to point out several sources of error In C datlng. There is no evidence that cosmic ray flux is the same now as in the past. Biological systems can discriminate between the isotopes of carbon; atomic bomb explosions
have released c14 into the atmosphere; and the maximum age that c14 is reliable is about 40,000 years. Even though there are
sources of error, scientists have benefited from this scientific advancement.
RELATED ACTIVITIES:
1. Discuss mathematical reasons why Carbon14 can be used only to date organic material of a particular age range, and show how the per cent error increases beyond this range. Point out the necessity for logarithms in determining age by radioactive carbon.
2. Visit a museum or excavation and ask how the age of relics is determined.
-43-

3. Request materials from any of the following companies:

Union Carbide Nuclear Co. Educational Branch Oak Ridge, Tennessee

Dow Chemical Company Midland, Michigan

General Electric Company Educational station Syracuse, New York

Atomics International 21600 Vanowen Street Canoga park, California

LESSON 33: ETV -,Life Itself - Biology for lOth Grade

TITLE:

LIFE ITSELF

OBJECTIVE:

To picture life as we have studied it over 33 lessons; to picture life as growing, moving, reproducing, changing, and evolving; life from the subcellular level to life in the biomes of the earth. Though this will be our last presentation for the year, learning goes on just as LIFE ITSELF goes on.

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