1. Using authentic data to analyze genetic variation in Antarctic sea stars. Presentation created by Gisela Wolfe Mar Vista High School 1 San Diego Science Project & Scripps Institution of Oceanography Lesson Study 2014

2. Read: When you think of Antarctica, what types of organisms do you think of? Imagine you are a science researcher in Antarctica, what would you study? Read: When you think of Antarctica, what types of organisms do you think of? Imagine you are a science researcher in Antarctica, what would you study? 2 Bellringer

3. Copy: When I think of Antarctica, the types of organisms I think of are… If I were a science researcher in Antarctica, I imagine I would study ……., because…… Copy: When I think of Antarctica, the types of organisms I think of are… If I were a science researcher in Antarctica, I imagine I would study ……., because…… 3

4. Dr. Nerida Wilson, Scripps Institute of Oceanography

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6. Unusually deep continental shelf All terrestrial input comes via glaciers or wind Coastline dominated by ice (14% rocky) Seawater temperature very low How does Antarctica differ from other continents? 6

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8. Giant Petrel Charismatic Vertebrates 8

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10. Black-browed albatross 10

11. Using DNA to assess connectivity in Antarctic marine invertebrates Using DNA to assess connectivity in Antarctic marine invertebrates 11

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15. RV Nathaniel B Palmer 94-meter (303 feet) research ship with icebreaking capability for the U.S. Antarctic Program. 37 scientists, has a crew of 22, and is capable of 75-day missions 15

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17. Straits of Magellan Straits of Magellan Falkland Islands Falkland Islands 17

18. What she collected and why? Animals that were abundant Animals that are known to occur along most of the Scotia Arc Animals that have some data already available 18

19. Blake Trawl after multibeaming Main tool= 19

20. First Ice 20

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23. ‘normal’ haul 23

24. Sometimes mud... 24

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28. Sea stars: Labidiaster spp. 28

29. Sea stars: Porania antarctica 29

30. Crinoids Promachocrinus spp. 30

31. Sea cucumber Scotoplanes 31

32. Isopod Glyptonotus antarcticus 32

33. Pycnogonids Colossendeis megalonyx 33

34. Polychaete Laetmonice producta 34

35. Sea Urchin Sterechinus antarcticus/agassizi 35

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37. Bivalves: Lissarca notorcadensis 37

38. Observe pictures of 5 different organisms. What kind of observations can you make about the organisms in these pictures? What characteristics do they share? What is different about them? Individually, box A (I observe…) Be ready to share out responses…. 38

39. If you wanted to know how related these organisms are, what questions would you ask? (Box A: My Questions: write responses individually ) 39

40. If you wanted to know how related these organisms from different sampling sites are to each other, what questions would you ask? Box your best question. Chart all of your individual questions/response onto your group CHART PAPER BOX A. Reach consensus on and box your group’s best question. Be prepared to SHARE OUT… CHART class share-out 40

41. Now look at the sea stars set of pictures… What observations can you make about them What characteristics do they share What is different about them (Write responses individually in Box B “I observe”) If you wanted to know how related sea stars are what questions would you ask? (Write responses individually in Box B “My Questions”) 41

42. Sea stars set of pictures… If you wanted to know how related sea stars are to each other, what questions would you ask? Students box your best question on your paper, and then chart your individual best question onto CHART PAPER BOX B. Reach consensus and box your group’s best question. GALLERY WALK 42

43. Genetic Data “Now look at the data of the sea stars. What information does this table tell you?” (Individually, box C “I observe”) Write down questions about data (Individually, box C “My Questions”) Chart your individual questions/response onto CHART PAPER BOX C. SHARE OUT…CHART IT AS A CLASS 43

44. Genetic Data Using the data, physically arrange sea stars based on how related you think they are. Note: connection between the genetic differentiation and the numbers is the smaller the number the closer related. 44

45. Map 1. Compare your grouping of the sea stars that you made on the table to their location on the map. What do you notice about the genetic data and their location on the map? (Individually, box D “I observe”) What questions do you now have? What are you surprised about? What matches your prediction and what questions do you still have. (Individually, box D “My Questions”) Chart your questions/response onto CHART PAPER BOX D. Reach consensus & box your group’s best question. GALLERY WALK 45

46. Conclusion Based on your observations, data, and questions which sea stars are more closely related. Cite 3 pieces of evidence. (Write your response in box E.) 46

47. Exit Slip Which questions do you think helped build your conclusion? Concluding Questions: How might these questions relate to the idea of "how organisms change over time" 47