Penguin Genetics Penguin Shores

Grade Levels

Grades 6-8 Engage and Explore

This activity is designed to build confidence in your students recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students’ work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

How could genetic variation impact the long-term ability of penguins to survive a variety of environmental situations?

1. Genetic variation is created through heredity, or the passing of characteristics or traits from

parents to their offspring. This variation of genes may begin as two siblings having different physical appearances and end with two very distinguishable subspecies. For example, all tigers are the same species, but 5 subspecies of tigers exist in different parts of Asia and look very different from each other. What factors might affect the survival of penguins in the wild? How would the environment play a role in their overall survival?

2. Ask your students to create a list of factors they would need to consider, genetic and/or environmental, that could affect the long-term survival of African Penguins. (Examples may include age or health of animals, lack of space/habitat, or ability to find a mate.)

3. Have students work on computers or tablets in their groups, if possible. Ask them to visit the Zoo’s Online Resource Library at resourcelibrary.clemetzoo.com to look for more information on this species. Students may access any information they feel is important to know about African Penguins, and may visit other sites to look for information.

Explain

4. After compiling their information, have each group add their list of considerations to a master list that is visible to the entire class.

5. Make copies of the attached “Randomizer” so that there are enough for the entire class. Each student should receive one sheet, and should cut it into a square, if it has not been cut already. As a group, follow the instructions to fold the Randomizer into its needed shape.

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6. Using the list of four penguins below, number each corner of the room to coordinate with one of the penguins. If possible, list the traits on a large piece of paper in each corner. Each corner should represent a different penguin with different traits.

Penguin #1 Strong immune system Adult penguin Normal eye glands Normal stomach contents Feathers covered in oil Low elevation breeding grounds

Penguin #2 Strong immune system Adult penguin Normal eye glands Plastics found in stomach Normal feathers Low elevation breeding grounds

Penguin #3 Weak immune system Adult penguin Normal eye glands Normal stomach contents Normal feathers High elevation breeding grounds

Penguin #4 Strong immune system Penguin chick Weak eye glands Normal stomach contents Feathers covered in oil High elevation breeding grounds

7. Explain what the different traits in each corner mean.

Immune Systems – Many species of penguins are believed to have weakened immune systems, due to their long isolation from the world’s most common diseases. This weakened immunity means that if a single penguin were to be affected by a disease, there is a greater chance that the disease would quickly spread through an entire population, and in turn, their bodies would not be able to fight off the infection.

Age – Penguins do not typically reach sexual maturity, allowing them to reproduce, until 4 to 8 years of age. They are considered juveniles until reaching maturity. In addition to maturity, penguin pairing for breeding is also particularly difficult as penguins are very particular in mate selection and only breed with one partner (monogamous).

Eye Glands – Penguin eyes are equipped with glands that secrete excess salt, which allows them to drink salt water, and helps provide clearer vision underwater. Penguin eyes are designed for vision on land and underwater. Their sight enables them to find and catch food, as well as to find a mate.

Stomach Contents – The oceans are becoming filled with plastic pollution. This threat becomes more lethal each year as the cumulative amount increases. Plastic pollution also poses an additional threat, as they transport toxic chemicals. Penguins have been found to have stomachs entirely filled with indigestible plastic and on South African beaches, and because parents feed their chicks by regurgitating their own food, high chick mortality has also been observed.

Feathers – Oil spills reduce a penguin’s ability to effectively use its feathers for all functions. Oils cause feathers to lose their ability to waterproof, which dramatically affects the body temperature of the penguin. This causes the penguin to get too cold while hunting and creates an inability to warm their bodies.

Breeding Grounds – As the global climate changes, glaciers and icebergs become thinner and break off, which can cause a change in weather patterns and a rise in sea level. Penguins who choose nesting grounds much closer to sea level may risk a flood, which will wipe out their nesting grounds.

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8. Now that the students are familiar with what each of the traits represent, they will use their own Randomizer to determine which penguin they will be, and in which corner they will stand.

9. First, they should choose one of the words on the top of the Randomizer. Next, they will spell out each letter of the word, moving the Randomizer back and forth as they spell. When they stop, they will need to choose one of the visible numbers. This number will represent which penguin they will be.

10. Have your students stand up and move into the corner that corresponds to the number they chose. If there are multiple students in that corner, have them review the traits their penguin has. If they have questions, feel free to re-read the descriptions of any of the penguin traits.

Expand

11. Students will now use their Randomizer to determine which scenario their individual penguin is dealing with in the wild. Again, they should choose a word on the top, spell it out as they move the Randomizer, and then choose a number. They should again move the Randomizer as they count out the number.

12. At this point, students will need to choose one of the visible numbers and fold open the Randomizer to reveal a scenario. This scenario will be unique to them. Different students in the same corner should all have their own scenarios to represent. It is important that each student remember which scenario they chose by using the Randomizer.

13. Next, the teacher will read through each scenario in order. Students will only respond when their chosen scenario is read.

14. After each scenario, students should review the traits of their penguin, and if they believe their penguin would survive the scenario, they can remain standing. If they believe their penguin would not survive, they should sit down right in that spot. After the students have made their decision, continue onto the next scenario. Your goal is to try to complete all four scenarios, and still have “living” penguins left in the room.

15. Use the following scenarios for this activity. Feel free to make up your own as well.

Scenario #1: Tourist Visit – A group of tourists visit a penguin rookery (breeding ground). One of the tourists is carrying a form of influenza that can affect birds. This tourist makes physical contact with a few of the penguins from the population.

Scenario #2: Fishing – A group of penguins went exploring for fishing locations. Beaches and offshore areas have been overtaken by plastic pollutants. Some penguins confuse the plastic with food and eat it.

Scenario #3: Feathers – An oil spill occurs off the coast. Penguins that have feathers covered in oil are unable to stay waterproof and cannot maintain their body temperature while swimming. They cannot keep warm long enough for rescuers to reach them.

Scenario #4: Glaciers – A large glacier south of the penguin rookery continues to break apart and melt, causing an increase in rain and a temporary increase in sea level. Penguins with breeding grounds located in lower areas are unable to successfully breed, as their nests are washed away.

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16. Discuss the activity with your students. Did any scenarios or traits wipe out more penguins than others? Why might one corner perform better than the others? Students should be figuring out that a wider variety of traits will allow a group of penguins to survive longer.

Assess

17. Repeat the game, having students re-use their Randomizers to determine both their corner, and their scenario.

18. Read through the scenarios again, changing the order if you’d like. 19. Discuss again with your students. Did changing corners improve their chance for survival? Why

or why not? Students should understand that diversity is important for a population’s continued survival.

Standards

Ohio Academic Content Standards

Grades 5-8

Life Science Topic: Species and Reproduction

Reproduction is necessary for the continuation of every species The characteristics of an organism are a result of inherited traits received from parent(s)

National Science Education Standards

Grades 5-8

Science as Inquiry

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry

Life Science

Reproduction and heredity

Regulation and behavior

Diversity and adaptations of organisms

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Randomizer

Steps to Folding a Randomizer Step 1: Cut out the square above around the dotted lines. Step 2: Fold paper from corner to corner, making a triangle. Step 3: Unfold triangle, to reveal the crease in the square. Step 4: Evenly fold the four (4) corners of the square into the center point of the square, do not let

them overlap. Step 5: Leave the square folded and flip it over. Step 6: Evenly fold the four (4) corners of the square into the center point of the square, do not let

them overlap. Step 7: Fold the entire square in half and poke your thumbs and forefinger in under the flap. Step 8: Bring your fingers together so the Randomizer forms a peak – 3D

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Name: _________________________

Research Plan – Penguin Genetics

1. Questioning State the problem. Make a hypothesis.

2. Planning Make a plan by asking these questions (think, talk, write)

3. Implementing Gather the materials. Follow the procedures. Observe and record the results.

4. Concluding Draw a conclusion.

5. Reporting Share my results (informal) Produce a report (formal)

How do genetic traits and environmental factors impact penguins’ ability to reproduce in the wild as compared to

zoos?