WorksheetPremium
Tougher Oysters, Faster Salmon: A Hatchery Field Trip
Grade 8 practice: analyze an oyster hatchery's disease-resistance breeding data and engineered salmon growth to compare how people change traits.
Grade 8ScienceInteractive · Printable
Aligned toMS-LS4-5
Or unlock every Premium worksheet with Premium
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, Sorting, Short answer
About this worksheet
What students practice
- Students analyze breeding data to explain how artificial selection changed oysters over generations.
- Students compare artificial selection with genetic engineering using an engineered salmon example.
How to use
Read Part 1 with the class and check the percent calculations together, then let students finish Part 2 and the open response on their own.
Curriculum
NGSS standard covered
Explain how technologies such as artificial selection and genetic engineering change the traits of organisms.
Preview
OwlSheets.com
Tougher Oysters, Faster Salmon: A Hatchery Field Trip
Analyze breeding and tank data to compare artificial selection with genetic engineering.
Part 1: The oyster lines
Read the passage and Table 1, then answer the questions.
A Morning at Marsh Creek Hatchery
1Mr. Tobiah Grunwald's eighth grade marine science class took a field trip to the Marsh Creek Shellfish Hatchery, which sits on a dock beside a muddy bay. The hatchery grows young oysters and sells them to oyster farmers. Its manager, Dr. Kofi Sandström, explained that two oyster diseases spread through the bay decades ago. Both are caused by tiny parasites, and in some years they killed most of the oysters on the farms.
2Not every oyster died. Some were more resistant, partly because of the gene versions they inherited. So the hatchery began a breeding program. Each round, it planted young oysters in cages in the bay, where the diseases are common, and waited two years. Then it spawned only the oysters that survived and grew well, and their young became the next generation. Each round took about two years. The hatchery also kept an unselected line: each round, its parents were wild oysters picked at random from the bay. Both lines were planted in the same cages at the same time. Student Yesenia Marlowe copied the results in Table 1.
3Dr. Sandström said breeding changes which gene versions are common in a line, so the bred oysters' DNA now differs, on average, from that of wild oysters. He added one worry: the hatchery uses only about 50 parents in each round, and using few parents for many rounds can leave less genetic variation in the line.
| Generation | Selected line alive | Unselected line alive |
|---|---|---|
| 1 | 205 | 145 |
| 2 | 270 | 150 |
| 3 | 315 | 140 |
| 4 | 355 | 145 |
In the selected line, % of the oysters survived in generation 1, and % survived in generation 4.
The preview shows the first questions. Unlock the worksheet to see all of it.
Related worksheets
WorksheetGrade 8
Red Koi and Glowing Larvae: A Pond Study Day
Life Science · MS-LS4-5
Free12 questions
WorksheetGrade 8
Insulin From Microbes, Calm Dogs From Careful Breeding
Life Science · MS-LS4-5
Premium10 questions
WorksheetGrade 8
Bringing Back the Chestnut: Breeding and a Wheat Gene at the Refuge
Life Science · MS-LS4-5
Premium10 questions
WorksheetGrade 8
Six Crops, Two Radish Lines and a Glowing Gene
Life Science · MS-LS4-5
Premium11 questions
WorksheetGrade 8
Behind the Team's Training Table: Bred and Engineered Foods
Life Science · MS-LS4-5
Free11 questions
WorksheetGrade 8
Bigger Peppers, Borrowed Genes: How People Change Traits
Life Science · MS-LS4-5
Premium10 questions