The following information is based on Senior 1: Manitoba Curriculum Framework of Outcomes which itself is based on the Pan-Canadian's Common Framework of Science Learning Outcomes (K - 12). Each outcome includes a brief description of the outcome, teacher background information, suggestions for instruction, a list of the general learning outcomes (GLOs) covered and overall skills and attitudes (cluster 0 outcomes) addressed in the outcome. Each outcome also contains a page number reference to the Manitoba Education and Youth document entitled "Senior 1 Science: A Foundation for Implementation" (2000). Also, where appropriate, worksheets, activities and examples have been included.
    To download these activities and/or worksheets (
A=Activity... W=Worksheet... E=Example... ), right click on the text beside the colour button(s) for each learning outcome. Select "Save Target As" to save the exercises to your computer as Adobe PDF files. To view these files, open Adobe Acrobat Reader and open the PDF files. To download a free copy of the reader, click here.












    Fish species have evolved and developed a number of reproductive methods that allow them to reproduce successfully under a variety of conditions. Reproductive strategies include the number of eggs laid and placement of eggs or young in the right place at the right time, in response to physiological or environmental cues.

    In general, fish mature quickly and produce thousands to millions of eggs annually.

    Fish reproduce using the most primitive form of sexual reproduction- external fertilization.

Sexual Reproduction - Internal versus External Fertilization

    Fertilization is the fusion of an egg and sperm cell to form a zygote. The most primitive form of sexual reproduction is external fertilization. It is used by simpler animals such as frogs and fish. In external fertilization, the eggs are fertilized outside the bodies of the parents. These animals must return to the water to reproduce. Usually the eggs or roe are released into the water by the female animal. Then the male releases sperm or milt into the same area. Sometimes a crude nest is constructed, but more often than not the eggs are just released onto the gravel.
    Spawning lake trout are a good example. Unlike other trout that construct "redds" (spawning beds or nests), these fish spawn in fall or early winter over rubble or gravel, usually at night. Several males fan a section of lake bottom clean of fine silt. One to three males court a single female, nudging her body to cause the release of her eggs. Collectively the males release milt over the eggs which falls to the swept lake bottom. Because of low water temperatures, the unattended eggs usually take 4 to 6 months to hatch over the winter.
    The eggs are on their own from this point on. The embryos, which hatch from them, must fend for themselves right from the moment they hatch. Young fish who meet their parents will very likely be eaten by them! In fact less that one in a hundred fish eggs grow to adulthood. This is why two northern pike must produce one or two thousand eggs just to replace themselves.
    Higher, more evolved animals such as snakes, dinosaurs, birds, and a few mammals (like the platypus) use the amniotic egg so that they can lay eggs on land.
    The amniotic chicken egg represents a sort of life raft for water animals. The chicken embryo is an aquatic animal just like the young frog tadpole. It lives in water and must breathe in water. So, in order to lay their eggs on land, the chicken produces an artificial pond around its embryo. The artificial pond is the egg white. The yolk is the food supply, and the embryo forms on the surface of the yolk. The problem is to keep the pond from drying up before the embryo is ready to live on land. To avoid this problem, these animals put thick, waterproof shells on their eggs. But this means that the egg must be fertilized before the egg leaves the body. After all, if water can’t leak through the shell, you can hardly expect a sperm cell to get in it. This means that the sperm must be placed inside the female’s body so that her egg cell can be fertilized before it has the shell put on it. This is called internal fertilization.

Internal fertilization has several results:

      1. Since the sperm and eggs now have less trouble finding each other there is no need to produce so many.
      2. Since fewer eggs are produced, and they cost the female more time and energy to make them, it becomes important for the animals to look after their children. In most reptiles, the eggs are simply hidden under logs or buried underground. Some more intelligent reptiles, such as crocodiles, even guard the nest and hatchlings for a while. But birds (and apparently dinosaurs) spend (spent) a great deal of time and energy caring for their young and even spend (spent) time caring for them after they are hatched.

    Humans belong to a group called placental mammals. These are animals who keep their embryos inside their bodies in a special area called a womb. This allows the young animal to spend more time growing in safety and means they are more prepared to survive when they are born. A young caribou can outrun a full grown human within a few hours of being born; this is necessary defense against predators such as wolves and bears. It is necessary for placental mammals to use internal fertilization because the egg cannot be released to the outside world.
    Mammal embryos are also "pond organisms" as the developing embryo is surrounded by a bag filled with amniotic fluid. This is the "water" that "breaks" just before a baby is born.











































  Provide each student with a copy of the "Sexual Reproduction" handout and questionnaire. Ask students to answer the questions based on the information in the handout. This worksheet package is complete with answer keys.



  In this activity answer keys are provided for teachers. Students will use several pre-determined web sites to gather information and answer questions on the reproductive behaviours of three species of Manitoba fish: walleye, channel catfish and lake sturgeon. For each answer, they should write down the web site on which they found their information. Sites to be used:

Manitoba Fisheries:
http://www.gov.mb.ca/natres/sustain/index.html.

Fisheries and Ocean Canada:
http://www.dfo-mpo.gc.ca/zone/under-sous_e.htm.

Saskatchewan Interactive Fisheries:
http://interactive.usask.ca/ski/fisheries/fish/index.html.

University of Minnesota ... Natural History of Minnesota Fishes:
http://www.gen.umn.edu/research/fish/fishes/natural_history.html.

Minnesota Department of Natural Resources:
http://www.dnr.state.mn.us/fish/index.html.

Wisconsin Department of Natural Resources- EEK! Environmental Education for Kids:
http://www.dnr.state.wi.us/org/caer/ce/eek/critter/fish/index.htm

Aquatext: The Free Online Aquaculture Dictionary:
http://www.aquatext.com/dicframe.htm





















    Nearly all living organisms contain their basic genetic material in DNA or deoxyribonucleic acid (some viruses utilize RNA or ribosenucleic acid). This DNA contains the blueprint or set of instructions that allows the organism to reproduce as well as manufacture the countless proteins it needs to carry on its life processes. In higher organisms the DNA is wound with protein to make chromosomes and a segment of DNA is referred to as a gene.
    DNA is made up of nucleotides which are chemical structures of the 5C sugar deoxyribose, a phosphate (P) group and a nitrogen containing base. In a nucleotide the sugar (S) and the phosphate group are always present, but the third component (the nitrogen base) can vary in four different forms. They are: cytosine (C) , thymine (T) , adenine (A) and guanine (G) .
    Below are examples of a cytosine and adenine nucleotide:

                       


    In the 1950's Watson and Crick, two British biologists, established how these nucleotides fit together to make DNA. They discovered that adenine always bonds or connects opposite thymine, and guanine always bonds opposite cytosine (these nucleotides have a special shape or structure that makes them join up with their specific matching nucleotide).

Example:

                    S - A is a short hand way of indicating adenine nucleotide
                     |
                    P

                    S - T is a short hand way of showing thymine nucleotide
                     |
                    P

    These two nucleotides bond or fit one another to form the beginnings of a DNA molecule.

                                        S - A - T - S
                                         |              |
                                        P             P

    In turn, cytosine and guanine nucleotides fit together and can be added to the DNA segment.

                                        S - A - T - S
                                         |              |
                                        P             P
                                         |              |
                                        S - C - G - S
                                         |               |
                                        P              P

    More and more combinations can be added to eventually make a complex DNA molecule. DNA in the cells contains millions of these base pairs. Variations in both sequence and number of these two nucleotide combinations determine how DNA controls the activities in the cell.
    DNA is a two stranded, ladder-like structure with the sugars and phosphates making the uprights of the ladder and the nitrogen base pairs composing the rungs. DNA in combination with protein makes up an organism's chromosome material. Every organism (with the exception of viruses and bacteria) has a specific number of chromosomes in their genetic makeup and these chromosomes occur in pairs. A human has twenty-three pairs of chromosomes in each of his or her body cells, while a yellow perch has 24 pairs.
    Biologists can study genetic makeup of organisms by arranging these pairs of chromosomes into a map. The cells from which the chromosomes are taken are blocked during the metaphase stage of mitosis (in mitosis the chromosomes make copies of themselves) and the condensed chromosomes are stained with a dye. The chromosomes are then arranged in their similar pairs, usually from longest to shortest, using the centromeres as a reference point (the centromere is the structure that holds replicated chromosomes together). This arranged map is called a karyotype.




















































  This activity has answer keys provided for teachers and will introduce students to the structure of DNA. They will manipulate the basic building blocks (nucleotides) of DNA to get a sense of how the nucleotides fit together.

Materials:

Activity sheets, Scissors, Glue and Coloured Pencils

Procedure:

  Cut out all the individual structures from the worksheet and colour adenine red, thymine green, guanine blue, cytosine yellow, phosphate brown and deoxyribose sugar purple.
  Using the small squares, circles and stars as guides on each of the structures line up the bases, phosphates and sugars.
  Glue the appropriate parts together to form nucleotides. Now construct the right side of your DNA molecule by putting together in sequence a cytosine, thymine, guanine and adenine nucleotide.
  Complete the left side of the DNA ladder by adding complementary nucleotides or nucleotides that fit. Your finished model should resemble a ladder.

* Note to teacher: DNA replicates or makes a copy of itself by coming undone in the middle and new complementary nucleotides come in to bond opposite the unconnected single strands. Two new identical DNA molecules or segments will result from the original one.

  To show replication of your model, separate the left side form the right side on your desk, leaving a space of about 15 to 20 cm.
  Using the remaining nucleotides, add to the left side of the model to build a new DNA molecule. Do the same with the separated right side.
  Tape or glue the nucleotides together to form two complete identical DNA ladders or molecules.







  This activity will allow students to prepare and understand a chromosome map or karyotype. Answer keys are provided for teachers.

Materials:

Chromosome Mapping Activity sheet, Scissors, Tape and/or Glue.

Procedure (A):

  Examine the diagram of perch chromosomes supplied. They have been removed from the nucleus of the white blood cell after replication.
  Cut out each chromosome map of these 48 replicated chromosomes and arrange them in pairs with their similar or partner (homologous) chromosome.
  To help you determine these similar pairs, start with the longest chromosome and lay them out from longest to shortest. Place the centromere of the replicated chromosomes on the lines provided on the accompanying page.
  Tape or glue down the arranged pairs in rows of 6 (note that a numbered chromosome will be paired with a lettered chromosome).

Procedure (B):

  In same manner as you constructed the first karyotype (Procedure A), make a karyotype of the chromosomes provided for Fish B.

Procedure (C):

  For further consideration, compare the karyotypes of the two fishes studied in the above procedures (A and B) with a human karyotype. How are they similar? How are they different?