Bioluminescence
Students will investigate the interaction(s) between cells and light which create the effects of bioluminescence and biofluorescence and explain at least two ways in which the ability to produce light may be useful to terrestrial and ocean organisms. Students will perform a bacterial transformation process in which the new cell exhibits characteristics of the inserted plasmid.
Overview
Students investigate how cells and light interact to produce bioluminescence and biofluorescence. The lesson opens with the word bioluminescence, images of glowing organisms, and an angler fish clip, followed by comparisons of other luminescence using a glow stick, laundry detergent, and a spinach fluorescence experiment. Students research a bioluminescent organism to present its habitat, diet, and use of light, and may create a mural. They observe pDawn and pDusk cultures under UV light and watch videos with a 3-2-1 reflection. They perform a bacterial transformation with the glowing jellyfish bacteria kit and submit a formal lab report.
Lesson Objectives
- Investigate the interaction(s) between cells and light which create the effects of bioluminescence and biofluorescence and explain at least two ways in which the ability to produce light may be useful to terrestrial and ocean organisms. Students will perform a bacterial transformation process in which the new cell exhibits characteristics of the inserted plasmid.
Standards
NGSS · 4
- HS-PS1-4Chemical Reactions: Many substances react chemically with other substances to form new substances with different properties. This change in properties results from the ways in which atoms from the original substances are combined and rearranged in the new substances.
- HS-PS4-2Electromagnetic Radiation: Objects can be seen if light is available to illuminate them or if they give off their own light.
- HS-LS1-1Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
- HS-LS4-4Construct an explanation based on evidence for how natural selection leads to adaptation of populations
CCSS Math · 2
- HSF-LE.A.2Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
- HSF-LE.A.3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
CCSS ELA · 3
- SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- W.11-12.1.eProvide a concluding statement or section that follows from and supports the argument presented.
- W.11-12.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.