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Six Crops, Two Radish Lines and a Glowing Gene
Grade 8 practice: link wild cabbage crops to artificial selection, analyze a two-way radish selection test and explain a glowing-bacteria gene demo.
Grade 8ScienceInteractive · Printable
Aligned toMS-LS4-5
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 11 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 8
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Matching, Sorting, Short answer
About this worksheet
What students practice
- Students use breeding data to explain how artificial selection shifts an inherited trait over generations.
- Students explain how genetic engineering gives an organism a trait from another species.
How to use
Show real kale, broccoli or cabbage if you can, read paragraphs 1–2 together, then let students work through the radish data and the bacteria plates on their own.
Curriculum
NGSS standard covered
Explain how technologies such as artificial selection and genetic engineering change the traits of organisms.
Preview
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Six Crops, Two Radish Lines and a Glowing Gene
Compare how artificial selection and genetic engineering change traits.
Part 1: One wild plant, many crops
Read the passage and Table 1, then answer the questions.
The Greenhouse Club's Year
1The greenhouse club at Cedar Hollow Middle School planted one long bed with six crops: wild cabbage, kale, cabbage, broccoli, Brussels sprouts and kohlrabi. Club member Mirela Sandoval read the seed packets and found that all six belong to the same species. Plants of the different crops can pollinate each other, and the seeds grow into healthy plants that make seeds of their own. Wild cabbage still grows on seaside cliffs in parts of western Europe.
2By midwinter, the plants in the bed looked very different from one another, even though they shared the same soil, water and light. The wild cabbage had loose leaves on a thin stem. Each crop had one part that was far larger than the same part on wild cabbage, as Table 1 shows.
3In the fall, the club also started its own experiment with radishes, a plant from the same plant family. From one packet of seeds, the club grew 60 radishes. Their roots ranged from about 8 g to 20 g, with an average of 14 g. The club then made two lines. For the big-root line, they replanted the 6 heaviest roots, let them flower and moved pollen between their flowers with a small brush. For the small-root line, they did the same with the 6 lightest roots. Seeds from each line's chosen parents grew the next 60 plants of that line.
4Both lines grew side by side in the same greenhouse, in the same pots and soil, with the same water and light. The club teacher, Mr. Obinna Fairweather, had students weigh each root after rinsing off the soil, so the roots could still be replanted. Table 2 shows the average root mass in each generation.
| Crop | Enlarged part |
|---|---|
| Kale | Leaves |
| Cabbage | Top bud, a tight head of leaves |
| Broccoli | Flower buds and their stalks |
| Brussels sprouts | Buds along the sides of the stem |
| Kohlrabi | Stem just above the soil |
- Saved seeds from the plants with the thickest stems
- Saved seeds from the plants with the biggest clusters of flower buds
- Saved seeds from the plants with the most buds along the stem
- Saved seeds from the plants with the biggest loose leaves
- A. Kale
- B. Kohlrabi
- C. Brussels sprouts
- D. Broccoli
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