December 14: Controversial Topics in Genetics

Background

You are a video journalist for the Science Scholar Website, a biweekly videolog that presents facts and opinions about current events and trends in the science community.  The next episode will highlight ethical decision-making in science, and will be titled “Genetic Issues : Just because we can, does it mean we should?”

Your task for this episode is to research current topics in genetics and create an oral presentation.  When you create your presentation, be sure to use evidence and examples from research to support your claims and reinforce your position.  Address any opposing viewpoints.  A fabulous research based presentation on a controversial topic should allow our vlog to receive national recognition!

The following four issues are currently under debate:

• Forensics in criminal cases - CODIS
• Cloning
• Genetically engineered food - GMO
• Genetically testing for diseases

Remember, with respect to one of the four given aspects of genetics, you will be answering the question “Just because we can, does it mean we should?”

In this project, you will be working alone or with a partner to learn more about one of the above topics.  Upon finishing your research, you will take a stance on one side of the issue.  You then will create a persuasive oral presentation, arguing your agreed upon position.  Each partner must have a speaking role in this presentation.

December 9: DNA Assessment

DNA ASSESSMENT

You have a choice. 

1. Poster/Slideshow about DNA

Friday = Work Day

Tuesday = Work Day

or

2. Take a quiz on Monday

Friday = Study Day

Tuesday = Quiz Day

Two documents are attached:

1. A "study guide" with topics and questions. Some sample questions may be added throughout the day today.

2. Specifics on what needs to be on your poster/slideshow.

DNA STUDY GUIDE

DNA POSTER INFO

December 5: DNA DAY

DNA Resources Below

DNA SLIDESHOW

DNA NOTES

AMOEBA SISTERS GRAPHIC ORGANIZER

TRANSCRIPTION

TRANSLATION

MUTATIONS SLIDESHOW

November 29: Dragon Babies

Goal: To develop and use a model to describe why sexual reproduction results in offspring with genetic variation. 

This activity took place over 3 days.

Breed a Dragon — Genetics Lab

Background Information:

A new species has been discovered ---dragons!  You will be simulating the results of dragon breeding today in class.  Students will work in pairs and act as “parents”.  Each pair will determine the genotypes and phenotypes of their “dragon baby”.  From this information, you will create a poster of your dragon’s phenotypes and interpret how certain traits allow it to survive and reproduce in its habitat.  You will give a short presentation during class about your dragon baby’s habitat, diet, and adaptations.

Science Project Requirements: To be completed in pairs!

• Poster (no larger than 8 ½ x 11) - 25 points
• Sketch your dragon neatly and use color.  Accent its beneficial phenotypes.
• Background should include a geographic feature from a particular region of the world.
• Background --- ½ sheet of paper - 25 points
• Include important information about the dragon
• Where does it live?
• What does it eat?
• How does it survive?
• How does it find a mate?
• What are some of the important adaptations that have developed over time?
• Analysis Questions - 25 points

November 28: Genetics Review

Goal: To develop and use a model to describe why sexual reproduction results in offspring with genetic variation. 

Today's Agenda -->

1. Quick check-in on Formative
2. Revisit Concept Maps About Genetics
• Get a new large sheet of paper
• Add or remove key vocabulary words
• Organize those terms with linking phrases
• The end goal is to have a visual that "makes sense" of all of the vocabulary

There is a quiz on Thursday over Genetics.  A practice quiz can be found in classroom and linked here.  This is "due" on Wednesday for a work habits grade!

Other resources for the quiz...  Found in Classroom or on your Drive

• Vocabulary Card Sets #1 and #2 
• Tour of Basic Genetics  -- 10/24
• Genetics Notes --- 11/08
• 16-17 Genetics Slideshow --- 11/08
• Punnett Square Practice -> Spongebob, Monsters Inc, Wizard Genetics

November 16: Fast Plant Lab Common Assessment

11-16 Fast Plant Lab Report-Common Assessment

Goal: To develop and use a model to describe why sexual reproduction results in offspring with genetic variation.

Question:  How can one determine the phenotypes and genotypes of the original parents given multiple generations of Wisconsin Fast Plants?

We have been investigating the Wisconsin Fast Plant, a fast growing Brassica plant related to the mustard plant.  Your task is to create a lab report describing the results of breeding multiple generations of fast plants and determine the genotype and phenotype of the father (P2) generation for the traits of leaf color and stem color.

November 15: Harry Potter Punnett

1. Harry Potter Wizard Genetics
2. Celebrity Genetics
3. Link to Crazy Monsters

November 14: Punnett Review

1. Go Over Spongebob HW
2. Review Dihybrid Punnett Squares
3. Begin Monsters Inc Genetics

November 9: More Genetics and a PTC Taste Lab

1. Review of Spongebob #1
2. Taste Lab - and review of Next week's Lab!

HW: SPONGEBOB #2 This will be graded! Remember to READ all the parts. Every problem is doable but you need to find the information in the bold paragraph portions.

November 8: Genetics and Punnett Squares with Spongebob!

MS LS 3.2.  Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

LT: I can create a model to describe the relationships between genotypes and phenotypes.

Students started class with a quick vocabulary check-in. They then viewed a presentation while taking notes. Students received both a copy of guided notes and regular notes. They chose which type of notes they want to complete for credit.

Class ended with a Spongebob Punnett practice sheet for homework.

November 7: Fast Plant Data and Revisiting Traits Inventory

Students start class by collecting data from their second generation Fast Plants, specifically the stem color and leaf color.  We will be recording this in the Fast Plant Journals from earlier this year.

Mono-Hybrid -->  one trait at a time
Di-Hybrid -->  two traits at a time

This leads to a discussion about phenotype vs. genotype and homozygous vs heterozygous.

Phenotype --> physical characteristics
Genotype --> genetics make-up
Homozygous --> same trait (allele) inherited from both parents
Heterozygous --> different trait (allele) inherited from both parents

We revisit the traits inventory and look more closely at 4 of the traits, how common they are in our class population, how common they are in the world population, and whether they are dominant or recessive.

HW: NONE  (periods 1 and 2 were supposed to complete the data on the Traits Inventory - but this is not required.)

November 4: Who Are You? Traits Inventory 1

We began class with a vocabulary check-in.  Students shared their vocabulary cards via an image in Google Classroom.

Students complete the traits inventory investigating a variety of different traits (including traits like tongue rolling, handedness, eye color...  etc.)

HW: Complete the Trait Inventory form online.

November 3: Meiosis - The Great Divide

Summarize Mitosis -->  Complete the back of the handout from yesterday.

Introduce Meiosis using the Amoeba Sisters

• Video
• Handout - Summary

SLIDESHOW


HW: You are responsible for creating vocabulary cards for the following vocabulary:

Fertilization
Gamete
Homologous
Meiosis
Mitosis
Zygote
Sexual Reproduction
Asexual Reproduction

WORD on side #1
DEFINITION on side #2
PICTURE on side #2 --> this picture should help you remember the word and definition.

November 2: Mitosis - Using Division to Multiply

Revisit - Chromosomes, Genes, and DNA

• Video
• Handout  -  Graphic Organizer 

Introduce Mitosis using the Amoeba Sisters

• Video
• Handout - Summary

Tomorrow we will be taking notes and summarizing Mitosis!

November 1: Reproductive Strategies

We started off with a vocabulary check-in!  Then we moved to complete the reproductive strategies document.

• PART B: Complete the following activity. Students try to determine if an organism reproduces sexually, asexually, or both.
• PART C: CLASS Summary of Sexual vs. Asexual Reproduction. Students summarize the strategies.

October 31: Plant 2nd Gen Fast Plants and Intro Asexual vs. Sexual Reproduction

MS LS 3.2.  Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

LT: I can create a model to describe the relationships between traits, chromosomes, genes, and DNA.
LT: I can explain the benefits of sexual vs asexual reproduction.

Students started call by showing their 7 vocabulary cards (homework from Friday!)  We will use these in the opening activity tomorrow.



We then planted the 2nd generation of Fast Plants.  These are the offspring of the plants that have been growing in our classroom for the past 50 days.  Students need to hypothesize what they think they will look like.


Once planting was complete, we focused on reading about various organisms and investigating whether they reproduce sexually, asexually, or both.  In pairs, students shared reading about two different organisms.  The end goal was to fill out a chart (on paper) for both of their organisms.  We will revisit this tomorrow looking specifically at the pros and cons of sexual and asexual reproduction.

October 28: Concept Map of Basic Genetics

MS LS 3.2.  Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

LT: I can create a model to describe the relationships between traits, chromosomes, genes, and DNA.

• Highlight key parts of Tour of Basic Genetics lesson
• Create concept map - Groups of 4
• Create a list from the concepts you and your team identified. Add additional information if you can.
• Read through the list of concepts. If you have over 15 terms reduce the number to reflect which are the most important.
• Write each concept on a post-it note and arrange them in a way that you think reflects the relationships between the concepts.
• Draw lines showing the relationships among the concepts.
• Label these connecting lines to more to show the connections among them.
• When you are done, take a picture and add it to your Tour of Basic Notes.
• Analyze the concept maps
• Visit two other groups’ maps and identify something your group did not include and something you have in common.
• Jot this on sticky notes and return to your map.
• Revise your map if necessary.
• Post maps in class.
• We will be adding to these maps throughout the unit.

October 27: Tour of Basic Recap and Completion

MS LS 3.2.  Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

LT: I can create a model to describe the relationships between traits, chromosomes, genes, and DNA.

We completed the Tour of Genetics along with an accompanying worksheet, The Tour of Basic Genetics.   We will be using this document to complete a class concept map of key ideas and concepts TOMORROW!

October 26: Insect of the Future

LT: I can explain how natural selection can change traits over time.
LT: I can explain how animal behaviors affect whether or not animals reproduce.

Today we continued to work on our Insect of the Future project.  A link to the directions are here.  The final "poster" is due tomorrow.  Please remember to print this off!!!