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7th Science Rocks!


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Friday, January 18

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS4-5    Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms

DCI: LS4.B:  Natural Selection        In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring

MS-LS3-1      Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CCC:Connections to Engineering, Technology, and Applications of Science
CCC:  Connections to the Nature of Science
Today in Class:
1.  Announcements!  We discussed E-Team (see the page for E-team on this Blog) and the 7th Grade Girls’ club, Boomerang.  Boomerang met at lunch today and E-team met Thursday morning before school.
2.  Quiz #3: Genetics & Heredity—– Genetic Engineering
You worked on this quietly for 15-20 minutes.
3.  1st & 2nd Hours:  you then read the first page of the Monstrous Mutations Lab activity.
     3-7th Hours:  Many of you completed your homework (answering side 2 questions from the MM lab)  after you finished your quiz.
4.  4th – -7th Hours – we had time to correct your Infographic.
Homework – Take Away Tasks:
Monstrous Mutations Activity: Pre-Lab……  Make to read side one and then complete the Pre-Lab questions on side 2.
OH!!!  If you have fruit snack packs at home and your parents can spare 3+ packs – that would be terrific!  We will need them Tuesday. (Thanks- I brought that up Thursday – but did not remind you today.)
Have a nice weekend 🙂
http://www.fanpop.com/clubs/monsters-inc/images/7784854/title/mike-sully-photo
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Thursday, January 17

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

:MS-LS4-5    Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms

DCI: LS4.B:  Natural Selection        In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring

MS-LS3-1      Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CCC:Connections to Engineering, Technology, and Applications of Science
CCC:  Connections to the Nature of Science
Today in Class:
1.  You double-checked your notes (using my Blog)- concerning Mutations.  We discussed these notes yesterday, but I wanted you to make sure that you didn’t miss any important concepts.
2.  You reviewed notes and concepts that we have discussed since we have come back from Break.  These concepts include: Acquired vs Inherited Traits; Environmental-shaped traits; Mutations; Selective Breeding; GMOs; Organic Farming; Transgenic Organisms; Bioengineering—Genetic Engineering –Biotechnology.
3.  In some of the classes, I recorded your Percents – for each of the grades this TRI.  If I did not do that for you today, I will do that tomorrow with you.
4.  In some of the classes, students asked quite a few questions as we reviewed- and so this took a longer time.  In other classes, students began work on the Pre-Lab for the Monstrous Mutations activity, coming up next week.  (I will catch everyone up to the same point tomorrow!)
Homework:  Make sure to study for the quiz tomorrow!  Hopefully you have been studying this week by asking questions like…
*WHY are GMOs important?
*HOW are GMOs helpful?
*Compare Transgenic crops to Organic crops.  Contrast these as well.
*Can you EXPLAIN what your Infographic states about the positive and negative consequences of using GMOs or selective breeding?
*IF a geneticist places a gene from a flounder into a strawberry’s DNA, to help the strawberry plant live when there is an early frost, how would you classify or describe the new strawberry plant?
*What happens to a plant’s DNA when a mutation occurs to a chromosome?
*If a mutation occurs on a chromosome, which type of compound will be affected (they might not be built or will not be built correctly)?
*If a farmer says that she is growing all organic crops, what does that mean?
*IF I tell you that Belgian Blue Bulls have been selectively bred for “double muscles,” then the cattle rancher trying to change or improve a __?___.
If gene therapy for humans means that a geneticist is trying to correct a defective gene, how is gene therapy like GMO’s (state an example of a GMO plant)?


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Wednesday, January 17

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS4-5    Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms

DCI: LS4.B:  Natural Selection        In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring

MS-LS3-1      Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CCC:Connections to Engineering, Technology, and Applications of Science
CCC:  Connections to the Nature of Science
Today in Class:
1.  You checked your grades on the Portal and then you typed these into a Google.sheets spreadsheet, to help you to illustrate how you are performing in Science this 2nd Trimester.  This should also help you to recognize which performance standards you have been successful with.
2.  You then worked on your InfographicCanva  or  Venngage  ) for 15-20 minutes in class again.  This should be a great illustration, explaining the positive and negative sides of GMOs, Selective Breeding, and / or Organic Farming.  At this point, you should have completed this today or have just a few more finishing touches to put on this “online poster.”
3.  Next, we reviewed the concepts in the reading about Mutations that was assigned last night, as well as the notes you took with the video that you viewed in class yesterday.  Then you checked the notes that you took (as you watched the video ) and referred to your reading strategy as I showed the notes that the class has suggested.  [I will copy and paste these note on the “Notes for the Unit” if this Blog right after school.]
Take Away Task – Homework:   1.  Complete your Infographic (if it is not done yet).  2.  Study and review the notes (review the notes we have taken since we have returned from Break).  Quiz Friday (this was announced yesterday as well). 


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Tuesday, January 16

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS4-5    Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms

DCI: LS4.B:  Natural Selection        In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring

MS-LS3-1      Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CCC:Connections to Engineering, Technology, and Applications of Science
CCC:  Connections to the Nature of Science
Today in Class:
1.    I discussed and described the methods and directions – how to continue working on your Infographic.  You should have started this last Friday during class and then worked on this another 15-20 minutes over the weekend.  So today, you should be well on your way in completing this cool technological way to create an online educational poster.  Here is a checklist — things to remember as you work on this:
A.  Make sure you have a title and your name and hour somewhere at the top.  Your title/content may be only about GMO’s or may contain information about GMO’s, selective breeding and organic food.
B.  You should have at least 3 (up to 6 or 8) types of crops/ plants/ organisms that have been genetically modified, or are examples of crops that humans have been breeding them selectively for year, or are farming them organically.  

C. You should have at least 3  (this would be for a “C”)— aim for 6 positive and negative  effects or consequences of using GMOs or Selective Breeding or Organic Farming.   Make sure you don’t just say, “Tomatoes are negative….”   Why?  One line or reason or explanation for each should be given.  You do not have to note 3 negative and 3 positive (you can list 2 positive and 4 negative reasons)——> but it should dd up to 6 or more reasons why GMOs are terrific or create problems.  

D.  You should have some pictures / graphics / charts/illustrations / icons/ ….. because this is an “Infographic,” NOT a research paper. 

E.  You will be given time to finish up your work on this cool activity tomorrow in class.

 

2.    Next – you all watched a short video: “What are mutations?”  You then watched this clip again and noted definitions or examples of mutation types.   What Are Mutations? Genetic SCI Learning Center 

I also showed you a simple Infographic  showing types of mutataions and discussed this with you.

Tomorrow we will define mutations and discuss this more. 

 

Take Away Tasks – Homework:  Read Cells & Genetics, “Genetic Mutations,” pages 189-194.   I sent this to you on Google. Classroom.    Make sure to use a reading strategy— to help you to focus on the reading  and that you may refer to this later.  

 


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Friday, Jan. 12

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS4-5    Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms

DCI: LS4.B:  Natural Selection        In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring

MS-LS3-1      Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CCC:Connections to Engineering, Technology, and Applications of Science
CCC:  Connections to the Nature of Science

 

Today in Class:  

  1.  Tomatoes, Selective Breeding & Genetic Engineering:

A. Goal: To discover how selective breeding, bioengineering / genetic engineering, transgenic crops, GMOs (genetically modified crops) are a part of the tomato’s story
B. Directions:
Read each of the “Catch Up” examples with a partner. Then write list 1-2 ideas you learned (or key ideas) –about biotechnology, genetics, selective breeding, GMOs, as related to tomatoes.  When you are at each station, type your observations, discussion points, key ideas into a Google.docs that you are sharing with your partner.

C.  This is NOT about memorizing facts about GMOs and the tomato– it is to provide you with some examples of a bioengineered crop- and you skimmed through the reading to locate and note some of these examples.

IF you were absent — here is a link to the reading:   archives.lessoncorner.com/e9f8ef1e4c901b193.pdf

The students moved from station to station, looking at pages 46- 53.  Most student groups noted 4-6 facts and examples of GMO crops or selective breeding.

 

2.  Infographic: Bioengineered Crops – GMOs

a.  What are some crops that have been “bioengineered?”  In other words, which vegetables, fruits, trees, plants,…. have been part of this big GMO experiment?

b.  Search online for GMO crops examples or GMO plant list.   You may complete a search on your own… or here are some sites to check out:

https://www.bestfoodfacts.org/what-foods-are-gmo/

http://www.isaaa.org/gmapprovaldatabase/cropslist/

http://time.com/3840073/gmo-food-charts/   (scroll down)

c.  Create a comparison of positive and negative impacts of GMO foods / crops.  You may refer to the T-Chart you created this week as you watched the Harvest of Fear video and read the infographics we shared in class.  Make sure to note any references (you should have 2-3) on the bottom of your Infographic.

d. Refer to the following sites to make your infographic (most students are using Canva!!!)

OR

Draw on a poster and print neatly on lined paper (no internet, no computer)

 

Websites – Free Infographics

https://www.canva.com/create/infographics/

https://venngage.com/templates/

https://create.piktochart.com/users/sign_up

https://www.visme.co/make-infographics/   

e.  Most of the students had just started navigating Canva and you were just starting to put in your information onto a template.  I told each class that I do NOT expect you to complete this entire Infographic over the weekend.

f.  If you were absent– here are some “clicks” you will need to make as you navigate Canva:  1.  sign in (top right)   2.  click on student / teacher tab (left)   3.  sign in with Google (front middle box)  4.  on the blue page with boxes, scroll down to “need more designs” 5.  then scroll down to “skip adding or emailing someone”  6.  click on more designs (bottom front)  7.  now scroll down about 1/2 a page, and click on “Infographic”.

g.  Canva autosaves your work (it works with Google).  If you want to insert a textbox, the text bar will either pop up on the top of your screen or on the left.

 

Take Away Task – Homework:

Have fun with starting your work creating an Infographic!  You should put in 15-20 minutes of time this weekend.  We will continue working on this next week.  This should be a cool new way to use technology to organize thoughts, ideas, data, key concepts, and more 🙂

 


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Thursday, Jan. 11

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS4-5    Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms

DCI: LS4.B:  Natural Selection
In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring

MS-LS3-1      Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CCC:  Cause and Effect
CCC:Connections to Engineering, Technology, and Applications of Science
CCC:  Connections to the Nature of Science
Today in Class: 
1.  MS Announcements;   E-Team;   and Boomerang Girls’ Club- 7th grade
2.  Next, we watched the rest of the video clips from “Harvest of Fear,” a Nova video that explore the benefits and problems associated with Genetic Engineering and GMOs.  After each clip, you and your small group discussed these ideas and situations and then determined if they were positive or negative consequences of using GMOs and Genetic Engineering.  You noted these positives and negatives on your T-Chart.
The link to the video is noted below…. I skipped over much of the video due to its length, so I have listed most of the clips and their location below if you would like to check into those particular selections.

Section 1:   5:11min    Papaya

Section 1:    5:45min    GMO corn BT

Section 4:    0 min         Tree nut allergens into soy

Section 4     2:38min         Starlink Corn, toxin produced

Section 5     0 min            apples, potatoes, tomatoes selective breeding

Section 5     7:40min        permission to sell papaya from Monsanto

Section 6:    3:00min       monarchs, neg press GMO

Section 7      1:22min       milkweed, growing farmers using BT, not mass spraying;More  tests more data needed

Section 7      6:08              organic farming; organic BT

Section 10    6:12              AquaGrow GMO salmon grown at fast speeds

Homework – Take Away Tasks:   Read pages 208-213, “Genetic Engineering.”  Use “Key Terms” reading strategy.  Just a reminder= I shared these reading pages with you Tuesday, on your Google.classroom.  🙂 


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Wednesday, Jan. 10

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS4-5

Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms
DCI: LS4.B:  Natural Selection
In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring

MS-LS3-1      Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CCC:  Cause and Effect
CCC:Connections to Engineering, Technology, and Applications of Science
CCC:  Connections to the Nature of Science
Today in Class: 
1.  Phenomena:  You were randomly matched up with a partner and the two of you compared your positive and negative impacts of GMOs and Genetic Engineering (T-chart that you created yesterday).
2.  Next, we watched some video clips from “Harvest of Fear,” a Nova video that explore the benefits and problems associated with Genetic Engineering and GMOs.  After each clip, you and your small group discussed these ideas and situations and then determined if they were positive or negative consequences of using GMOs and Genetic Engineering.  Next, you noted these positives and negatives on your T-Chart.
The link to the video is noted below…. I skipped over much of the video due to its length, but if you would like to take a look at home, be my guest!
3.  I discussed and defined the terms you wanted more clarification of (Monday and Tuesday’s concepts).
Take Away Tasks – Homework:
 Study notes (set of notes from Monday & Tuesday’s classes; also 3-2-1 reading strategies).  I will post the definitions on my “Notes for the Unit” page –  after school.