Genetics

The study of heredity.

11/8/2016

Learning Target: I can create a timeline to explain the discovery of DNA.


Materials: Lab notebook, pencil, highlighter


Bell Ringer:


  1. What year was DNA discovered?
Big image

Today

  1. Bell Ringer
  2. Discovery of DNA video
  3. Discovery of DNA (Read & Create Timeline)
  4. HOMEWORK: Identify who you think should get credit & why.

Cambridge 1953

https://youtu.be/y7hbOTltfio

DNA Discovery


Purpose: I can find evidence to create a timeline for the discovery of DNA.


Background:

  1. Team Roles: Reader,Timeline Recorder, and Highlighter
  2. 7 Ps of Teamwork
  3. Read & highlight dates, people involved in discovery, and what they accomplished.
  4. Create a timeline from 1850 - 2050, 1 meter (100 cm) long.
  5. In your notebook, identify one person who you believe should get the credit for the discovery and why.

Wednesday 11/9/2016

Learning Target: I can argue using evidence for who discovered DNA.


Materials: Lab notebook, pencil


Bell Ringer:


  1. When was DNA discovered?
  2. Who were some of the people involved with the discovery of DNA?

The Discovery of DNA

Today

  1. Bell Ringer
  2. DNA Discovery Timeline
  3. Clock Out

DNA Discovery Timeline

  1. Complete timeline
  2. Compare timeline with another team

Clock Out

  1. Why would the discovery of DNA be a controversial topic? EXPLAIN

Monday 11/14/2016

Learning Target: I can build a model to explain the structure of DNA.

Materials: Lab notebook, pencil, textbook

Bell Ringer:

  1. Which base pair matches with T ?
  2. Which base pair matches with C ?
  3. What does DNA have to do in order to make a copy of itself?

Today

  1. Bell Ringer
  2. Period 1: Check Homework, Build Models
  3. Period 2-7: Share DNA Timeline, DNA video, What does DNA look like?

DNA Timeline

  1. Take 2 minutes to discuss who you think should get credit and why
  2. When you share: Each of you will speak and share your ideas about who you believe should get credit.

DNA STRUCTURE AND FUNCTION

https://youtu.be/_POdWsii7AI

DNA Structure & Function

Purpose: I can explain the structure and function of DNA.


Function

  • Contains genetic information
  • Makes a copy of its instructions for structure and function of organism
  • Passes copy to next generation through reproduction


Structure

  • Name: Deoxyribonucleic acid
  • Location: All cells of an organism
  • Location in cell: Inside nucleus and mitochondria
  • Proper name of shape: Single strand = Double Helix
    Condensed form =Chromosome
  • Analogy for shape: Twisted ladder or spiral staircase
  • Steps of ladder =Bases (Adenine, Thymine, Cytosine, and Guanine) A-T and C-G
  • Sides of ladder = Sugar & Phosphate
  • Building block of DNA is a Nucleotide
  • Nucleotide consists of Sugar-Phosphate-Base
  • DNA is a nucleic acid, which means it is a long chain of nucleotide.
Big image

HOMEWORK

Period 1: Read Section 2 create your own split strand of DNA to complete for Wednesday.


FOR EXAMPLE:


A A T C C G C T A C T G C A T C G


Periods 2-7: What does DNA Look Like? DUE Wednesday

Tuesday 11/15/2016

Learning Target: I can communicate information about my native animal to students in another classroom.

Materials: Lab notebook, pencil, brochure, reflection sheet, feedback sheet

Bell Ringer:


  1. No Question, grab notebook
  2. Please take a seat

Today

  1. Bell Ringer
  2. Prep for sharing brochure
  3. Quietly go to Mrs. Bahl's classroom
  4. Rotate working on reflection and sharing in small groups
  5. Return to classroom to discuss

Sharing Brocure

  1. Explain the purpose
  2. Explain the parts of the brochure
  3. Answer any questions /clarify understanding
  4. Thank them for their feedback
  5. Walk to lab station & work on Reflection until students are finish

Discussion

  1. What did you like about sharing with another class?
  2. What did you not like about sharing?
  3. If we could do it differently, what should we change?

HOMEWORK

Period 1: Read Section 2; Create 1 strand of DNA to be copied, finish Reflection.


Periods 2-7: Complete "What Does DNA Look Like?" Worksheet, finish Reflection.


I will be taking the brochures to SWISS VALLEY over Thanksgiving Break. PLEASE give me a final draft before then. If you do not say anything or give me a new brochure, I am assuming you want your original sent there.

Wednesday 11/16/2016

Learning Target:
  1. I can build a model to explain the structure of DNA.
  2. I can draw a model of DNA Replication
  3. Period 1: I can create a model to explain how proteins are made by DNA.

Materials: Lab notebook, pencil, textbook, colored pencils (opt)

Bell Ringer:


  1. Draw a model of how DNA is copied.
  2. Match each base with it's complimentary base pair.


Write the letter that matches-->______________________________

A T C C T G T C G T A A T C

Today

Period 1:


  1. Bell Ringer, skip #3
  2. Section 2 Notes (will not be on quiz)
  3. Amino Acids & Proteins Video (opt)
  4. Practice Quiz


Periods 2-7


  1. Bell Ringer, skip #2
  2. Check homework
  3. Watson Wanna Be
  4. Practice Quiz

Watson Wanna Be

CHALLENGE:


  1. Use colored marshmallows and toothpicks to build a model of DNA
  2. The model must be five nucleotides long on each side.
  3. Your team MUST have a key to be judged for the "Watson Wanna Be" contest.

Amino Acids & Proteins

Histones

In biology, histones are highly alkaline (acidic) proteins found in eukaryotic cell nuclei that package and order the DNA into structural units called nucleosomes. They are the chief protein components of chromatin, acting as spools around which DNA winds, and playing a role in gene regulation (turning a gene on or off). This ensures the appropriate genes are being expressed at the right time.

Thursday 11/17/2016

Learning Target: I can prepare for the DNA Quiz.


Materials: Lab notebook, pencil, textbook, practice quiz


Bell Ringer:


  1. Where is DNA located?
  2. How often does DNA make a copy of itself?
  3. What are the three parts of a nucleotide?

BR Answers

  1. Nucleus of a every cell, with the exception of bacteria because it does not have a nucleus!
  2. Right before a cell divides. The DNA will unwind, split down the middle, match both sides with complementary nucleotides, and assembles back into 2 new identical DNA.
  3. Sugar, Phosphate, Base. Both sides of a DNA have chains of nucleotides

Zoom in on DNA to see nucleotide structure

Big image

Today

  1. Bell Ringer
  2. Kahoot!
  3. Practice Quiz Answers
  4. Any extra time, study silently using textbook, cram, or notes.

Practce Quiz Answers

  • Period 1: Hand out answers
  • Period 2-7: Go through answers or hand out answers

Silent Study

Prepare yourself for the quiz!!! There are lots of good study tools:

  1. Cram.com
  2. Textbook pgs. 86-89
  3. Lab notebook (notes, homework, bell ringers)
  4. Practice Quiz

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Friday 11/18/2016

Learning Target:
  • I can identify the scientist and the work that contributed to the discovery of DNA.
  • I can use a model to explain the structure of DNA.
  • I can explain how DNA functions.
  • I can explain how DNA is copied.


Materials: Brain, Pencil, Confidence, and a Smile!


Life in the Spotlight

Dubuque Iowa mayfly invasion June 23, 2012

Today

  1. Life in the Spotlight
  2. Quiz
  3. When finished, read silently in your seat.
Big image

Monday 11/21/2016

Learning Target: I can complete two things on my "No Homework Over Thanksgiving Break Checklist"


Materials: Lab notebook, pencil, textbook, science fair notebook


Bell Ringer:


Periods 1, 2, 4

  1. Log on to the computer and go to the Science Canvas class
  2. Click Assignments
  3. Click Final Animal Brochure, read the instructions.
  4. Wait quietly


Periods 3 & 7


  1. Log on to the computer and go to the Science Canvas class
  2. Click Modules
  3. Click to the page you are at: Hypothesis or Procedure?

Today

  1. Bell Ringer
  2. Pass back quizzes
  3. No Homework Over Thanksgiving Break Checklist

Tuesday 11/22/2016

Learning Target: I can complete two things on my "No Homework Over Thanksgiving Break Checklist"


Materials: Lab notebook, pencil, textbook, science fair notebook


Bell Ringer:


  1. Open your lab notebook to your reflection so I can check that it is finished. :)

Today

  1. Bell Ringer
  2. Hand back any brochures
  3. Finish Checklist!

Checklist

1. Write Science Fair Topic on door list.

2. Complete Native Animal Brochure Reflection in lab notebook.

3. Proofread & Edit Native Animal Brochure and submit it to Canvas.

4. Create a procedure on how to test your science fair experiment.

5. Have Ms. Husemann check your Science Fair Project.

Complete quiz corrections.

What do I do if I am done with the checklist?

  1. Play a game on the computer
  2. Listen to music
  3. Color/Draw
  4. Do other work if needed

HAPPY THANKSGIVING!

Monday 11/28/2016

Learning Target(s):

  • I can use a model to explain DNA in two types of cell
  • I can explain the structure and function of a protein.


Materials: Lab notebook, pencil, textbook, How DNA Works & Finding Mutations wkst,


Bell Ringer:


  1. Where do we get protein?
  2. What do we need protein for?

Today

  1. Bell Ringer
  2. How DNA Works wrkst
  3. Finding Mutations
  4. Homework: How DNA Works and Finding Mutations worksheets due Thursday.
https://youtu.be/zwibgNGe4aY

Tuesday 11/29/2016

Learning Target:


  • I can identify the function and appropriate use of different lab tools.
  • I can make inferences based on my observations to determine the lab we will do.


Materials: Lab notebook, pencil, textbook, Lab Tool Scavenger Hunt worksheet


Bell Ringer:

What are these lab tools AND what are they used for?

Today

  1. Bell Ringer
  2. Lab Tool Scavenger Hunt
  3. Lab Demonstration
  4. Homework: Finish How DNA Works and complete Finding Mutations by Thursday 12/1

Lab Tool Scavenger Hunt

  1. There are tools dispersed around the room.
  2. Carefully walk around the room and try to find the object that matches the function.
  3. Come find me when you THINK you have it right!

Lab Demo

  1. DO NOT SAY WHAT YOU THINK IT HAPPENING TILL THE END
  2. Observe silently
  3. Take notes on Lab Technique
  4. Inquire (Ask Questions) by raising your hand
  5. THINK:



  • What does she need strawberries for?
  • What does squishing them up do?
  • What is the soapy-salt water "buffer" doing to the strawberries?
  • Why do we need to use cheese cloth?
  • What is the isopropyl alcohol doing to the strawberry solution?
  • What am I seeing?!
Big image

Wednesday 11/30/2016

Learning Target:


  • I can use norms/roles to collaborate with my team to extract DNA
  • I can use lab tools appropriately to extract DNA from a strawberry.
  • I can explain why strawberries can be used to extract DNA.


Materials: Lab notebook, pencil, DNA Extraction procedure, DNA extraction lab


Bell Ringer:


  1. Write title in next free page - DNA Extraction
  2. Write the date - 11/30/16
  3. Write the purpose -
    A) I can use lab tools appropriately to extract DNA from a strawberry.
    B) I can
    explain why strawberries can be used to extract DNA.
  4. On the NEXT line write, Materials: SEE HANDOUT
  5. On the NEXT line write, Background
  6. Wait quietly

Answer these Two Questions Under Background

1. What do you know about strawberries?


2. What do you know about DNA?

Today

  1. Bell Ringer: Set up notebook
  2. P's of Teamwork, Roles, and SAFETY
  3. Garbage, Wash sink, Material table
  4. DNA Extraction
  5. Clean Up!
  6. HOMEWORK: Finding Mutations worksheet
  7. HOMEWORK PERIOD 1: Finding mutations AND DNA Extraction Results

7 P's of Teamwork

  1. 1. Promoting creativity

    2. Pausing...

    3. Paraphrasing

    4. Probing for specificity

    5. Putting ideas on the table

    6. Paying attention to self and others

    7. Presuming positive intentions

Team Roles


  1. Reader: Reads instructions of lab
  2. Materials Manager: Collects and returns materials
  3. Timekeeper: Sets timers & notes time before class ends
  4. Custodian: Cleans up lab area

SAFETY

Note Locations

  1. Garbage
  2. Wash Sink
  3. Materials Table

Thursday 12/1/2016

Learning Target: I can analyze results to create a conclusion explaining an experiment.

Materials: Lab notebook, pencil, DNA Extraction Lab Results page


Bell Ringer:

  1. Does a strawberry have animal cells or plant cells?
  2. What surrounds the outside of cells and organelles in the cell?

Today

  1. Bell Ringer
  2. Results together
  3. Conclusion individual
  4. Homework: Conclusion due tomorrow. Mutations worksheet pushed to Friday. EXECUTIVE DECISION!!

Results

Whoa! The long thick fibers you pull out of the extraction mixture are real strands of strawberry DNA. As you may know, DNA is present in every cell of all plants and animals and determines all genetic traits of the individual organism.

Strawberry Plant

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Two Specific Reasons why to use strawberries

While other fruits are soft and just as easy to pulverize, strawberries are the perfect choice for a DNA extraction lab for two very good reasons: (1) they yield way more DNA than other fruits, and (2) they are octoploid, meaning that they have eight copies of each type of DNA chromosome. (Human cells are generally diploid, meaning two sets of chromosomes.)
Big image

Why Soap & Salt?

To extract the DNA, each component of the extraction mixture plays a part. Soap helps to dissolve cell membranes. Salt is added to release the DNA strands by breaking up protein chains that hold nucleic acids together.


THE PROTEINS THAT WRAP UP DNA INTO A CHROMOSOME!

Cell Anatomy

Why isopropyl Alcohol?

Finally, DNA cannot be dissolved in isopropyl alcohol, especially when the alcohol is ice cold.
Big image

DNA Extraction Conclusion

  1. What was the purpose of this lab experiment?
  2. What did you do to complete the lab? Summarize Experiment
  3. Why is it important to understand the purpose of lab tools and use them correctly?
  4. Why can we use strawberries to extract DNA?
  5. Reflect on your lab technique and team work, identify any possible errors, and explain what you would change to improve your results next time.

Friday 12/2/2016

Learning Target I can describe the three types of mutations, and provide an example of a gene mutation.


Materials: Lab Notebook, Pencil, How DNA Works, and Finding Mutations


Bell Ringer

  1. What is a possible consequence of a mutation occurring on a gene of DNA? EXPLAIN

Today

  1. Bell Ringer
  2. Finding Mutations wkst
  3. Example Mutations in notebook
  4. Homework: None, unless you have missing work.


Period 1: Read gene therapy article and write an opinion paragraph whether or not it is ethical to genetically modify DNA of a human.

Finding Mutations - DOC CAM

Three types of Mutations

  1. Insertion - Adds a base pair
  2. Deletion - Removes a base pair
  3. Substitution - Switches out a base pair

Possible Outcomes of Mutations: Helpful or harmful?

It always depends on the environment...

These mutations can have a positive, negative or no effect on an organisms ability to grow, develop, reproduce, develop relationships, and ultimately it's chance of survival


Beneficial: Improves the organisms's fitness and increases chances of survival.


Harmful: Has a negative effect on the organisms's fitness and decreases chances of survival.


Neural - No effect on fitness and does not change the organisms chance of survival.

Example Mutations!

Purpose: I can describe the three types of mutations, and provide an example of a gene mutation.


Challenge: Create one mutated strand of DNA for each round.

  1. Write out a original strand (OS) of DNA.
  2. Write out a mutated strand (MS) next to it.
  3. Options: An insertion, deletion, OR substitution strand.
  4. Do not label or circle the mutation strand!.

Monday 12/5/2016

Learning Target:


  • I can use norms to communicate conclusions of my experiment.
  • I can explain the relationship between DNA, genes, and a protein.


Materials: Lab notebook, pencil, textbook, How DNA Works worksheet


Bell Ringer:

  1. What did you think of the DNA Extraction lab?
  2. What is the relationship between DNA, genes and proteins?

Today

  1. Bell Ringer
  2. Stop, Drop, Share!
  3. Period 1: Gene Therapy Discussion
  4. Period 2-7: Go through How DNA Works
  5. Homework: STUDY FOR QUIZ! Thursday 12/8/16

Relationship between DNA, genes, and proteins

DNA is the genetic material inside a nucleus of a cell. The DNA contains many genes that code for specific traits that make up an individual organism. In order to create those specific traits, the bases of genes are used to create Proteins!

STOP, DROP and SHARE!

Purpose: I can use norms to communicate conclusions of my experiment.



  1. Pick a 7 P of Teamwork
  2. Re-read your conclusion
  3. Walk around the room until someone yells STOP!
  4. Pause until someone yells DROP!
  5. Fall to the ground and army crawl to another person.
  6. Share your conclusions of the experiment.
  7. BE SURE TO ASK QUESTIONS AND GIVE FEEDBACK!

7 P's of Teamwork

1. Promoting creativity

2. Pausing...

3. Paraphrasing

4. Probing for specificity

5. Putting ideas on the table

6. Paying attention to self and others

7. Presuming positive intentions

Gene Therapy Discussion

Purpose: I can use effective communication skills to explain my ethical opinion on Gene Therapy.


  1. Form teams of four
  2. Revisit 7 P of Teamwork
  3. Four Agreements
  4. Choose Roles
  5. Dicussion
Big image

Discussion Roles

  1. Facilitator - Gives instructions to team on what to do.
  2. Time keeper - Sets timer for each step in discussion
  3. Presenter - Person presenting their opinion

HOW DNA WORKS

Making a Protein

  1. DNA unwinds in nucleus
  2. A specific gene picked
  3. Enzyme spits the DNA down the middle
  4. Half of the DNA sequence is used to create mRNA
  5. The mRNA (which is a single strand) disconnects from DNA and travels outside of the nucleus
  6. Inside the cytoplasm, a ribosome attaches to the mRNA
  7. Free floating tRNA are used by the ribosomes
  8. tRNA attach and create a amino acid for every three base pairs
  9. A long chain of amino acids is formed
  10. When the gene is finished being read, the protein condenses into its final form

Tuesday 12/6/2016

Learning Targets:
  1. I can explain what traits are.
  2. I can identify patterns of traits that are more common in a population


Materials: Lab notebook, pencil, textbook, An Inventory of my traits worksheet, graph paper, colored pencils


Bell Ringer:


  1. What are observable characteristics that are passed down from parent to child?
  2. What are some traits that you have in common with your class?

Today

  1. Bell Ringer
  2. Inventory of My Traits
  3. Inventory of our Class Traits
  4. Graph group data
  5. Graph class data
  6. HOMEWORK: Study for Thursday's quiz. Chapter 4. Section 2 (pgs. 90-96)


CRAM.COM: DNA Function

Inventory of Traits

  1. Inventory of My Traits: With a partner, determine which traits you have or don't have
  2. Inventory of our Class Traits: Find out how many people in your group have or don't have those traits
  3. Graph it! Create a graph that shows the number of people with those traits from your group.
  4. Class Graph: One person from each team bring their team data to add to class graph

Wednesday 12/7/2016

Learning Target: I can prepare for a quiz or test!


Materials: Pencil, Lab notebook, Textbook


Bell Ringer:


  1. What structure makes proteins?
  2. What molecule is used as a code to make proteins?

Today

  1. Bell Ringer
  2. Basket Toss Review

Basket Toss Review

  1. Divide into two teams
  2. Each team is lined up on opposite sides
  3. One person from each team shoots from the 1-2-3 point line.
  4. Each line will have a question related to the point value. The three pointers are tough!
  5. The first person to make a basket will be asked the question.
  6. IF THEY GET IT WRONG: The other team can rebound by answering the question AND making the same shot.
  7. Team with the most points wins!

Homework: STUDY

Thursday 12/8/2016

Learning Target: I can use good test taking strategies to complete the quiz.

Materials: Pencil, Textbook

Bell Ringer:

Please take a seat and sit quietly.

Today

  1. Quiz
  2. When finished:


  • Go through answers and check them one more time.
  • Turn in quiz to the assignment tray
  • IF YOU HAVE NO SUBMITTED YOUR BROCHURE: Grab a computer and submit Native Animal Brochure to Canvas. Almost no one has done it.
  • Read Chapter 3, Section 1

Friday 12/9/2016

Learning Target:


  1. I can identify traits that are more common in a population.
  2. I can explain why I have traits like my parents.

Materials: Pencil, Textbook


Life in the Spotlight

Today

  1. Life in the Spotlight
  2. Class Traits Graph

  • Finish group results (Draw, label and explain graph!!!!)
  • Add group results to class graph
  • Analyze and Identify patterns together

3. Why do I have traits like my parents?


  • Reminder of what traits are -Video
  • What is Inheritance -Video
  • RAFT

Monday 12/12/2016

Learning Target: I can explain which traits are more common in a population of humans.


Materials: Lab notebook, pencil, Inventory of Traits Conclusion


Bell Ringer:


  1. What was the purpose of the Inventory of Traits activity?

Today

  1. Bell Ringer
  2. Reminder of what traits are -Video
  3. Fuinish Class Results
  4. Inventory of Traits Conclusion
  5. Homework: Chapter 3; Section 1 Direct Reading DUE WEDNESDAY

Reminder

Inventory of Traits Conclusion

  1. What was the purpose of this activity?
  2. What were the results from the group data?
  3. What were the results from the class data?
  4. What were the results from the house data?
  5. How did you graph turn out? Explain any areas of growth/improvement.
  6. What are some possible errors in the results of our data?
  7. List 2-3 questions that you have about heredity after this activity.

Tuesday 12/13/2016

Learning Targets: I can explain why I look like my family.


Materials: Lab notebook, pencil, Science Fair Notebook, Generations of Traits worksheets


Bell Ringer:


  1. What is heredity or inheritance?

Today

  1. Bell Ringer
  2. Generations of Traits
  3. Check Science Fair Project (as you work on activity)
  4. Homework: Direct Reading Ch. 3 Section 1 DUE TOMORROW

Why do I look like my family?

Generations of Traits

  1. Write purpose
  2. 7 P's of Teamwork
  3. Team up with 3 people.
  4. Pick Roles (Materials manager, organizer, reader)
  5. Pick up Generations of Traits instructions and materials
  6. Work together to complete activity
  7. Pick up Generation of Traits -Questions (by Squirts tank)
  8. While you are working, Ms. Husemann will be calling one at a time to check on Science Fair Project.
  9. IF YOU FINISH: Work on Ch. 3; Section 1 Direct Reading

7 P's of Teamwork


1. Promoting creativity

2. Pausing...

3. Paraphrasing

4. Probing for specificity

5. Putting ideas on the table

6. Paying attention to self and others

7. Presuming positive intentions

Give me Five

Answer under BELL RINGER: Why do I look like my family?

Wednesday 12/14/2016

Learning Target:I can compare offspring from asexual and sexual reproduction.


Materials: Lab notebook, textbook, pencil, Generations of Traits, Ch3-S1 Direct Reading


Bell Ringer:

  1. What is the difference between offspring from asexual and sexual reproduction?

Two Types of Reproduction

Heredity: The passing of traits from parent to offspring.


Asexual Reproduction: When an organism reproduces on its own, identical DNA is passed down to the offspring


Sexual Reproduction: When two organisms reproduce, each parent passes about half their genes to the offspring=.

Today

  1. Bell Ringer
  2. Generations of Traits
  3. Inventory of Traits
  4. Direct Reading
  5. HOMEWORK: NONE

Generations of Traits

  1. Discuss questions
  2. Why do we look like our family?

Inventory of Traits Questions (P3-P7)

  • Now that we determined the most common traits, what questions do you now have?

Direct Reading

  1. If you have finished your direct reading on time, please complete quiz corrections or read section 2
  2. If you have NOT finished the direct reading, please do so now.

Bell Ringer

  1. Why do you look like your family? Use the following words: Heredity, Traits, and Genes
  2. What is the difference between offspring from asexual reproduction and sexual reproduction?

Thursday 12/15/2016

Learning Target:

  1. I can identify the difference between dominant and recessive traits
  2. I can determine probability by calculating a ratio.

Materials: Lab notebook, pencil, Textbook.


Bell Ringer:


  1. Period 1:Why do you look like your parents? Use the words:
    (Heredity or inherited, gene, traits, dominant, and recessive)

  2. Periods 2-7: Why do you look like your parents? Use these words:
    (Heredity or inherited, gene, and traits)

Today

  1. Bell Ringer
  2. Finish Direct Reading
  3. D vs R and Probability
  4. Section 2 Vocabulary
  5. Homework: Bikini Bottom Genetics Due Monday
  6. Quiz Wednesday: Cram under Heredity

Two Types of Traits

Probability & Ratios

Ratio - Used to show the relationship between two values.

Ex: 3:1 or 4:0 or 1:2:1

EX: 3/4 or 1/2



Probability -The chances of something taking place.

Ex: 100% or 30% chance

Ratio Example

A recipe calls for 2 cups potatoes and 1 cup carrots. What is the ratio of carrots to potatoes?


What if I wanted to double the recipe? How much potatoes and carrots will I need?

Friday 12/16/2016

Learning Target: I can calculate the probability of an offspring's genotype & phenotype using punnet squares.


Materials: Lab notebook,textbook, pencil, Bikini Bottom Genetics


Bell Ringer:

  1. Grab one dice from the front of the room.
  2. Create a T-chart that says: YES I NO
  3. Roll the dice 36 times. ON THE TABLE
  4. Every time you roll a 6, tally it on YES. Every time you don't, tally it on NO.


  1. What is the experimental probability of rolling a 6? (what you got)
  2. What is the theoretical probability of rolling a 6? (what should of happened)

Today

  1. Bell Ringer
  2. D vs R Traits
  3. Punnet Square example
  4. Vocabulary
  5. Homework: Bikini Bottom Genetics

Two Types of Traits -Period 4

dominant trait:


  • Stronger, over-powers
  • Expressed with a capital letter (EX: H)
  • Always shows if one letter is present in a genotype (Ex: Hh or HH)
  • Present in 1st generation (doesn't skip)


recessive trait:


  • Weaker, hidden
  • Expressed with lower case letters (Ex: h)
  • Only shows if both letters are present in genotype (Ex: hh)
  • Present in 2nd generation (skips 1-2)

Punnet Square Example

Purpose: I can calculate the probability of an offspring's genotype & phenotype using punnet squares.

Traits & Inheritance Vocabulary

  1. Find ALL vocabulary words in Section 2, including italicized words.
  2. Using your notebook:
    Write the word, definition, and give an example for each word.

Homework: BIKINI BOTTOM GENETICS!!!

Monday 12/19/16

Learning Target:

  • I can identify a genotype and phenotype.
  • I can identify the three different genotypes.
  • I can calculate the probability of an offspring's genotype & phenotype using punnet squares.


Materials: Lab notebook,textbook, pencil, Bikini Bottom Genetics


Bell Ringer:

  1. What is the difference between dominant and recessive traits?
  2. Challenge: What is the probability of two heterozygous yellow labs to have a homozygous brown lab? Use the letter L or l

Today

  1. Bell Ringer
  2. Vocabulary
  3. Bikini Bottom Genetics
  4. Period 1 Homework: Make up your own punnet square problem.
  5. Periods 2-7 Homework: Study!
  6. Heredity quiz Wednesday

Vocabulary

Dominant trait:
  • Stronger, over-powers
  • Expressed with a capital letter (EX: H)
  • Always shows if one letter is present in a genotype (Ex: Hh or HH)
  • Present in 1st generation (doesn't skip)


Recessive trait:

  • Weaker, hidden
  • Expressed with lower case letters (Ex: h)
  • Only shows if both letters are present in genotype (Ex: hh)
  • Present in 2nd generation (skips 1-2)


Phenotype
  • The observable physical appearance of an organism. (EX: Yellow seeds)


Genotype

  • A set of genes responsible for a specific trait. Expressed with two letters.
    (EX: BB or bb)


Allele

  • One part of the instructions to make gene
  • Expressed as one letter of a genotype
    (Ex: BB = 2 dominant alleles or Bb = 1 dominant & 1 recessive allele)


Homozygous

  • Genotype that includes two identical alleles (letters)
  • 2 dominant - BB
  • Or 2 recessive - bb


Heterozygous

  • Genotype that includes two different alleles (letters)
  • 1 dominant and 1 recessive allele - Bb


Probability

  • The chances of something taking place.
  • Expressed as a percentage, ratio, or fraction
  • (EX: 75%, 3:1, 3/1)

Bikini Bottom Genetics

Period 1: Go through answers


Period 2-7: Complete in class

My Own Punnet Square Problem

  • Provide enough information about parents phenotype and genotype
  • Identify a letter to use for genotype.
  • Identify both phenotypes.
  • Be clear on what you want to know for probability.

Tuesday 12/20/2016

Learning Target:


  1. I can explain why I look like my parents.
  2. I can determine the probability of an offspring genotype and phenotype using punnet squares.
  3. I can explain the difference between dominant and recessive traits.


Materials: Lab notebook, pencil, textbook


Bell Ringer:

  1. A homozygous tall plant is crossed with a homozygous short plant. Tall plants are dominant. What is the probability of the offspring to be a short plant?

Today

  1. Bell Ringer
  2. Bikini Bottom Genetics
  3. Kahoot!
  4. Homework: Study!

Heredity Quiz

Period 1: You must be able to


  • Provide or apply definitions of heredity vocabulary words
  • Solve probability punnet square problems
  • Answer the question: Why do you look like your parents? Using the words: inheritance, traits, genes, dominant, recessive, phenotype, and genotype.



Periods 2-7: You must be able to


  • Identify & apply definitions of heredity vocabulary terms
  • Solve one probability punnet square problem
  • Answer the question: Why do you look like you parents? Using the words: inheritance, traits, genes, dominant, and recessive.

Friday 12/22/2016

Learning Target: I can my progress on my Science Fair Project

Materials: Lab notebook, Science Fair Notebook, pencil


Bell Ringer:


  1. What step of the process are you on for the Science Fair Project?

Today

  1. Bell Ringer
  2. Graphing in Excel
  3. Work on Science Fair Project!

Tuesday 1/3/2017

Learning Target: I can complete quiz corrections to review information I did not understand and try for half-backs.

Materials: Lab notebook, pencil, textbook


Bell Ringer:

  1. Is this a phenotype or genotype? Mm
  2. Is this a phenotype or genotype? Hairy toes

Bell Ringer Answer

  1. Genotype
  2. Phenotype

Today

  1. Bell Ringer
  2. Hand back quizzes
  3. Quiz corrections (10-15 minutes)
  4. CRISPR video

CRISPR

Video link: https://www.smore.com/e70nb


Exit Slip: Before you leave, write one thing you learned or were reminded of from the video in the Bell Ringer section of your notebook.

Homework -Quiz Corrections

Wednesday 1/4/17

Learning Target: I can determine the phenotype and genotype of my pretend offspring.

Materials: Lab notebook, pencil, Create a Face/Alien Lab


Bell Ringer:


  1. Kristina wants to breed her dog with her friend Janie's dog, but she wants to know the possibilities the hair length. If both Kristina and Janie's dogs are heterozygous for long hair, what is the probability of a puppy to have short hair?

Today

  1. Bell Ringer
  2. Create a Face/Alien Lab
  3. Homework: Quiz corrections due Friday

Homework- Quiz Corrections

Friday 1/6/2017

Learning Target: I can analyze the data I collected to draw a picture of my offspring and answer questions about the traits.

Materials: Lab notebook, pencil, Create a Face/Alien Lab


Bell Ringer or Life in the Spotlight


  1. What do you need to do to finish the Create a Face Lab?

Today

  1. Bell Ringer/ Life in the Spotlight
  2. Finish Create a Face Lab
  3. Quiz corrections due by the end of the day.

Gallery Walk - Feedback

  1. Walk around the room to give feedback.
  2. Give feedback by writing a question, compliment, or suggestion.
  3. Return to your seat after you have given feedback to at least 10 different faces.

Create a Face Lab

  1. Finish collecting genotypes and phenotypes for offspring
  2. Draft a pictures (if you like)
  3. Draw and color picture of 7th grade offspring
  4. Answer Analysis questions
  5. Staple picture to data sheet and turn it in.

Monday 1/9/2017

Learning Target:

1) I can identify the top three best faces in my class.

2) I can give positive, specific, and useful feedback on my peers work.


Materials: Lab notebook, pencil, textbook


Bell Ringer:

Today we are giving feedback on each other's baby faces! We have talked about what good feedback looks like and what bad feedback is like.


  1. Give me an example each.

    - Good feedback

    - Bad feedback

Today

  1. Bell Ringer
  2. Gallery Walk - Feedback
  3. Gallery Walk - Top 3
  4. Homework: Read Ch1; S1 pgs. 4-6 and take notes

Gallery Walk - Top 3

  1. Make another round and write down the number for your Top 3 boys and girls.
  2. Bring the card to Ms. Husemann's desk

Homework: Read Chapter 1; Section 1

  • Pages 4-6
  • TAKE NOTES!!!!

Spread the Word with Smore: ZIKA VIRUS

Purpose: Create a Smore flyer that shares the valuable information you researched based on the questions of a concerned citizen.


Background: http://www.bloomberg.com/news/articles/2016-01-29/genetically-modified-mosquito-may-become-weapon-against-zika


Materials: Lab notebook, pencil, iPad or phone

Procedure:


  1. Research questions using reliable resources. -CITE IN ARTICLES
  2. Create Smore Account
  3. Create a Smore flyer
  4. Design a flyer with two short articles that address the concerns of citizens
  5. Incorporate pictures/videos -CITE ALL SOURCES
  6. Share Monday

RAFT

Role: Child

Audience: Parent

Format: Recipe or Complaint or Thank you letter

Topic: Inheritance


Recipe


  1. Create a recipe that makes you!
  2. Ingredients include traits from parents and your environment
  3. Explain how they are put together, prepared, and "cooked" :)
  4. Describe the end product (you)



Complaint or Thank You Letter


  1. Create a letter addressed to your parents
  2. Include traits that you received from either parent
  3. Identify if you are thankful for the trait or upset about it because it is partially their fault.
  4. Explain some environmental influences on your traits

Design Flyer

Smore Flyer Criteria: 15 pts total
  • 6 points for quotes in flyer
  • 6 more points for citations in or out of text
  • 2 points for visuals (pictures/graphs/videos)
  • 1 point for creative additions (web links, buttons, audio, survey)


Honors:

Smore Flyer Criteria: 21 pts total

  • 5 points for each article that addresses the questions (10 total)
  • 5 points for correct citations in or out of text
  • 2 points for visuals (pictures/graphs/videos)
  • 2 points for headings
  • 1 point for creative additions (web links, buttons, audio, survey)




Questions of a Concerned Citizen

  1. What is currently being done to eliminate the spread of Zika? Prevention? treatments?

  2. Could we use GMO mosquitoes to remove the Zika carrying population? How? What are the short term/long term effects?


Remember: Use reliable resources, cite all information appropriately.

Possible Audiences

  1. Parents/Relatives
  2. Other classrooms
  3. Other schools
  4. Hospitals
  5. News/Radio station

Smore & Citing Sources

  1. Smore navigation
  2. Citing online sources in-text
  3. Citing online sources with a bibliography "Contributors"
Big image
Taxonomy: Life's Filing System - Crash Course Biology #19

Classification

Purpose: I can identify the scientific name based on the classification of an organism.


Look at the Classification key below:

  1. What is the scientific name of this organism?
  2. What is the common name of this organism?
Big image

Classification Notes

Classification: Putting things into organized groups based similar characteristics.


Taxonomy: The science of describing, naming, and classifying organisms.


Scientific Name:


  • First name always starts with upper case letter, second always lower case.
  • Organisms FIRST name is its genus
  • Organisms SECOND name is its species
Classification of Life

Create a Face Lab

Purpose: I can explain why brothers and sisters can have different traits, even though they have the same parents.


  1. Read Instructions
  2. Choose who is Mom or Dad
  3. Dad chooses gender
  4. Mom chooses name
  5. Each flip once to determine which allele (letter) will come from mom and dad
  6. Record the letters to determine the offspring's genotype
  7. Determine the phenotype for each trait based on the genotype
  8. Complete the data table by recording all information!!!
  9. Draw offspring's face on a plain piece of computer paper & color it