kellychr7AMS

7th Science Rocks!


Leave a comment

Tuesday, January 9

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. 

 

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 =

Bioengineering =

 

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 🙂

Advertisements


Leave a comment

Monday, January 8

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 listed the “Top 10  GMO Foods – crops that are the most commonly genetically modified :
2.  Next, students guessed at the original forms of the food – an noted which modifications were selectively bred into those types of foods (for instance, a watermelon from 400 years ago had large black seeds and did not contain a large percent of edible fruit compared to the watermelon of today)
3.  Next, you were asked to use “Infographics”  as a small group and define related topics to genetic engineering —–> 

Selective Breeding =                       GMO: ___ ___ ___ =

Genetic Engineering =                    Organic Farming =

Transgenic Organisms =

 

Some groups only finished the first 3 definitions….. if you would like to look at the Infographics, they will be posted on the Notes for the Unit page (directly after this).  You will be creating a T-chart noting the positive and negative points of selective breeding and GMOs.  

I also provided some classes with an article about Transgenic Cows— the first couple of paragraphs explain what transgenic mean… https://www.sciencelearn.org.nz/resources/834-transgenic-cows-introduction

 

Homework:  None….   Have a nice 3º Celcius afternoon and evening!

 

 

 


Leave a comment

Friday, January 5

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

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

 

Today in Class:

1.  You and your small group started your Claims, Evidence & Reasoning activity yesterday.  Today, most groups continued working on the 2nd situation: types of grass, rye, wheat and alfalfa.  Your job was once again to read and discuss the situation and the experiment that went along with this situation.  Then your group should have decided which type of factors were responsible for the grass traits that were in the experiment.  Next, you listed the evidence – data – that would support your claim.  Last, you wrote your reasoning (explanation – stating Why your evidence supported your claim).

2.  After this, each group met with another group and discussed their Claim, Evidence and Reasoning for each situation.  You should have listened and learned from the other group– and they did the same for you!

3.  Next, you completed the Phenomena in the middle of class as we transitioned to the next activity.  You were to observe two photos — of a cow (beef cattle) and a Belgian Blue bull.  You were to observe the traits and then relate what you saw in the Belgian Blue to the standards (see above) .  Here is a photo of one of these cows:

You should have noted:

I see….     I wonder….. and I believe…..  and related these to your performance standards.

 

Homework:  None today.

 


Leave a comment

Thursday, January 4

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

MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms
DCI:  Growth and Development of Organisms
LS1.B Genetic factors as well as local conditions affect the growth of the adult plant. 
LS3.B Variation of Traits 
Different organisms vary in how they look and function because they have different inherited information and have different effects from their environments.

***Why are there variations of traits between a parent and its offspring (via sexual reproduction)?

***Where are your genes located within your cells?  How are the genes transferred from the parents to the offspring during sexual reproduction?

***How does an organism’s environment affect its’ traits?

 

Today in Class:

1. We corrected and discussed the materials in the DNA Extraction From Fruit Lab.  This should have shown you your strengths and weaknesses as you recognize and list materials and amounts needed for experiments.

2.  You– working with a small group— were shown a set of photos of different breeds of dogs.  You were to read a couple of paragraphs that summarized dog breeding and their traits.  Then you were to complete a “CER” paper: Claims Evidence, and Reasoning.  It has been a while since we completed this type of paper, so I explained what these terms meant.    Most of the groups completed the first situation – the first side – on this paper.  You will complete the second situation tomorrow if your group needs more time.  

 

Take Away Task ~ Homework:   If you did not complete this last night….:Read  Bring Science Alive! Cells and Genetics     pp. 148-151 [TCI Publishers].  Use the 3-2-1 Reading. Strategy – or a different strategy that helps you to understand and remember the text.  You could have chosen a hard copy of the reading or check the Google.classroom, and I posted this reading selection on your site yesterday

 

 


Leave a comment

Wednesday, January 3!!!

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
DCI: LS3.A Inheritance of Traits
Variations of Inheritance of traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited
LS3.B Variation of Traits
Different organisms vary in how they look and function because they have different inherited information.
In sexually reproducing organisms, each parent contributes half of the genes (at random) in the offspring. Offspring have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other

***Why are there variations of traits between a parent and its offspring (via sexual reproduction)?

***Where are your genes located within your cells?  How are the genes transferred from the parents to the offspring during sexual reproduction?

 

Today in Class:    Welcome Back!  Ready, Set, Go!!!!  Here comes 2018!!!

1.  First, we reviewed Genetics and Heredity concepts that you learned about in December.  We reviewed with pictures, diagrams and charts.  <Visual Aids>! The written list of concepts that we reviewed is as follows:

Review “In Pictures & Diagrams”   {–refer to Google.Slides notes and other sites}

  1. Homologous Chromosome Pair
  2. Genes, Alleles on chromosome pair
  3. Human Karyotype – set of human chromosomes
  4. Image result for set of human chromosomes
  5. XX and XY chromosome pairs
  6. Image result for Punnett Square male female cross
  7. Trait examples of pea plants  (2 forms of a trait)
  8. Sexual reproduction (cross pollination of plants)
  9. vs Asexual reproduction (bacterial fission)
  10. Purebred – homozygous chocolate lab puppies
  11. Vs Hybrid – heterozygous examples
 
  1.   Generation Names / Pea Plants
  2.    Punnett Square
  3.   Genotype & Phenotype (students able to identify % of each)
  4.   Inherited vs Acquired Traits examples

2.  Next, student groups completed their DNA Extraction Lab questions/ answers.  Most students had completed 3/4 or more of the summary and conclusion questions, so you should have had enough time to finish this!

 

Take Away Task – Homework:  Read  Bring Science Alive! Cells and Genetics     pp. 148-151 [TCI Publishers].  Use the 3-2-1 Reading. Strategy – or a different strategy that helps you to understand and remember the text.  You could have chosen a hard copy of the reading or check the Google.classroom, and I will post this reading selection on your site.


Leave a comment

Thursday, Dec. 21

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
LS1.B: Growth and Development of organisms:
DCI: Organisms reproduce asexually or sexually, and transfer their genetic information to their offspring.
DCI: LS3.A Inheritance of Traits
Variations of Inheritance of traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited
LS3.B Variation of Traits
Different organisms vary in how they look and function because they have different inherited information.
In sexually reproducing organisms, each parent contributes half of the genes (at random) in the offspring. Offspring have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.

 

Today in Class: 

1.   You took the Genetics & Heredity Quiz #2.  Most of you took your time and thought through these questions and answers.  The scores reflect this!  Nice work.  I will correct the last question (Punnett Square proof story problem) tonight and total these together tonight!

2.  Every class (except 7th hour) had about 15-20 minutes to work on their Acquired vs Inherited Traits Google.slides.  7th Hour started class late due to a cool program called reverse job shadowing.  You all finished your quiz – but you should work on the Google.slides for 15-20 minutes tonight to complete this short presentation.

If anyone needs to double-check the directions for the Acquired vs Inherited Slides …. here you go:

“Acquired vs – Inherited  Traits: Google.slides  –  

Goal/Purpose: Differentiate between types of traits from your parents….. and those traits that have been developed due to influences in your environment, things you have learned and experiences in life.  Locate and identify examples of each and create a Google.slides to represent your understanding of these types of traits.

Directions:

a.   Brainstorm on looseleaf paper:  List some examples of acquired traits that you want to search for, and also list inherited traits that you would like to search for examples of.

B.  First Slide:  Title or Master Slide = your name and hour and Title of Presentation.

b.  Define each type of trait, Acquired and Inherited Traits, on the next two slides.

c.  Next:   You will need to make 3 slides that illustrate Inherited Traits,  and 3 slides that illustrate Acquired Traits.”

Each slide should have a picture of the identified trait, a label for the trait

(explain what it is the viewer should see) and the slide should have an “Acquired” or “Inherited” title.

Pictures should be ~50% of the slide in size.  Labels should be able to be clearly read from 1m away from your screen.

Summary:  9 slides in total!    Please do NOT share these online with me.  {We will complete a “Science Walk” with these in class tomorrow!}

 

Take Away Task / Homework:  Complete the Acquired vs Inherited Google.slides.  Check out the directions above.  Many of you completed the slides in class, but if you need to put a few minutes into this tonight, the directions are above.


Leave a comment

Wednesday, Dec. 20

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
LS1.B: Growth and Development of organisms:
DCI: Organisms reproduce asexually or sexually, and transfer their genetic information to their offspring.
DCI: LS3.A Inheritance of Traits
Variations of Inheritance of traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited
LS3.B Variation of Traits
Different organisms vary in how they look and function because they have different inherited information.
In sexually reproducing organisms, each parent contributes half of the genes (at random) in the offspring. Offspring have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.

 

Today in Class:

1.  You should have come right in to class and reviewed the materials that you and your small group listed on your Extract DNA From Fruit Lab.

2.  Next, after a few short reminders, you should have begun following the procedural steps for the DNA Fruit Investigation.

3.  You goal was to extract DNA from the bananas or strawberries, and follow the method carefully.  You were to try to answer the questions on the DBA Lab Worksheet.

4.  During and after the Experiment – you and your team answered questions about the investigation.

 

Homework:   1.  Review and study Genetics and Heredity notes (refer to your outline notes, diagrams, Reading Strategy Notes (3-2-1 Notes and Frames).  Quiz Thursday!!