Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
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.
Today in Class:
1. I passed back the DNA Fruit Extraction lab and then explained the common errors students with the questions on this lab worksheet.
2. Student groups next completed their definitions (started yesterday) that revolve around Genetic Engineering. These terms were defined on Infographic posters, reading selections from the text, and online articles. Terms are listed below:
Define the following —–>
Selective Breeding =
GMO: ___ ___ ___ =
Genetic Engineering =
Organic Farming =
Transgenic Organisms =
Gene Therapy =
3. Next, you and your group created a T-Chart. You should have labeled the the top of the chart, “GMOs, Selective Breeding, and Genetic Engineering.” Then you should label one side “Negative Points” and the other side “Positive Points.”
*refer to the Infographics for + and – . You may check the Infographics on my Blog Notes.
*Aim for 5 + and 5 – (minimum)
*Be specific! Check your spelling too!
Homework – Take Away Tasks:
Read Bring Science Alive! Cells and Genetics “ Engineering and Genetics” pp. 203 – 207. [I loaded this reading selection assignment onto Google. Classroom. ] Reading strategy: List Key Terms.
You choose! List the terms in your notes as you read, or write them on sticky notes, and stick to a page in your notes, list them on a ladder frame, or highlight the terms in your notes that you already defined as you read them. No, please do not define these terms again. This is a reading strategy 🙂