Posted by: mrborden | February 26, 2017

Evidence of Evolution

img_1443Week 7 second semester
Biology Cp


Feb 27 2017
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) video clip on evidence
2) notes

HW : vocabulary terms

 


Feb 28 2017
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a Model that reveals information about lines of evidence of evolution by the end of the period
1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

March 1 2017
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution
1) finish posters and place on wall , go comment on another groups poster of which u think is important , and any info that you disagree with
2) gallery walk
March 2 2017
QFD: “The past is a ghost, the future a dream. All we ever have is now.” -Bill Cosby
Essential question of the Day : hypothesize which aspect of evolution is most important to prove the theory
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a test that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) quiz due
2) watch natural selection and Charles Darwin video
March 3 2017
QFD: don’t want a Black History Month. Black history is American history. ~Morgan Freeman
Essential question of the day : Who was Charles Darwin and what is his significance to the theory of natural selection
This weeks learning objective : HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) Charles Darwin video and handout

 

Posted by: mrborden | February 20, 2017

Theory of Evolution

Feb 21 2017
QFD: The cost of liberty is less than the price of repression.”
—W.E.B. Du Bo
Essential question of the day : Compare and contrast the eras in Earths History
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1)  film review, write down at least 15 facts about each era in Earths history

 

Feb 22 2016
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution

Students will create  a brochure that demonstrates how earth, the species of plants and animals, the environment has changed over time by examining one of the four eras in earths history ( Precambrian / Cambrian , Paleozoic, Mesozoic, and Cenozoic )
Included in your presentation : pictures that demonstrate the slide meaning, written explanation for the above requirements, you name/names and a title slide. (Doesn’t count in 15)

Page 1-2 time period, and description of Era

Pages 3  Changes in the Animals from the beginning to end of period

Pages 4 Changes in plant life from the beginning to end of period

Pages 5 changes in the atmosphere and climate

Pages 6  Changes in the land masses

Pages 7 Major events that transpired during this time period

All info must be included brochure as well if that is your choice

due by thursday

Feb 23 2016
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a brochure to demonstrate their understanding of the changes in species on earth over time

  1. finish booklets
  2. presentation of facts

Feb 24 2016
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution

1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

https://quizlet.com/122835703/flashcards/embed

https://quizlet.com/122835703/flashcards/embed

Posted by: mrborden | February 12, 2017

Genetic Engineering and Evolution

Biology CP

Feb 13 2017
QFD: One of the hardest things in life is having words in your heart that you can’t utter. James Earl Jones
Essential question of the day : List 5 reasons why genetic engineering cloning is good for humanity and 5 reasons it is not
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will have a formal debate on the pros and cons of genetic engineering and cloning
1) pros and cons of genetic engineering
2) presentations

Biology Genetics Poster/PowerPoint

Create poster or PowerPoint that includes the following;

  1. A new genetic engineering product.
  2. How was the DNA changed? (mutation)
  3. How much does it cost?
  4. Target Audience
  5. How does your product affect the environment?
  6. Explain in detail how it specifically affects the food chain?
  7. Are there any health benefits with your product?
  8. Any negative symptoms?


Feb 14 2017
QFD: For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela
Essential question of the day : should humans clone humans ? Justify your answer
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take a and complete a quiz concerning genetic engineering and the ethics of cloning
1) test genetic engineering
Feb 15 2017
QFD: Hate is too great a burden to bear. It injures the hater more than it injures the hated.”—Loretta Scott King
Essential question of the day : Describe why dinosaurs do not exist anymore
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a PowerPoint demonstration that reveals information about lines of evidence of evolution by the end of Wednesday
1) the geologic time scale
2) video clip
3) video project , Google slides, honors – individual , CP – pairs
Students will create a 15 slide PowerPoint or a brochure that demonstrates how earth, the species of plants and animals, the environment has changed over time by examining one of the four eras in earths history ( Precambrian / Cambrian , Paleozoic, Mesozoic, and Cenozoic )
Included in your presentation : pictures that demonstrate the slide meaning, written explanation for the above requirements, you name/names and a title slide. (Doesn’t count in 15)

Page 1-2 time period, and description of Era

Pages 3  Changes in the Animals from the beginning to end of period

Pages 4 Changes in plant life from the beginning to end of period

Pages 5 changes in the atmosphere and climate

Pages 6  Changes in the land masses

Pages 7 Major events that transpired during this time period

All info must be included brochure as well if that is your choice
HW : continue in PowerPoint

Feb 16 2017
QFD: One day our descendants will think it incredible that we paid so much attention to things like the amount of melanin in our skin or the shape of our eyes or our gender instead of the unique identities of each of us as complex human beings.” —Franklin Thomas,
Essential question of the day : analyze the various eras in earths history
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a PowerPoint demonstration that reveals information about lines of evidence of evolution by the end of today
1) finish power points
2) watch videos at home about the other eras
Feb 17 2017
QFD: Never be limited by other people’s limited imaginations.”
—Dr. Mae Jemison,
Essential question of the day : Differentiate between mass extinctions according to their type
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will present a PowerPoint that demonstrates information about lines of evidence of evolution
1) presentations
2) take home quiz HOMEWORK

Posted by: mrborden | February 5, 2017

Genetic engineering

second semester

Biology and Biology honors
Feb 6 2017
QFD: Whatever we believe about ourselves and our ability comes true for us.” — Susan L. Tayloru
Essential question of the day : how can environmental issues affect a species ? How can genetic engineering play a role in developing species?
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take Cornell notes into their notebooks and write down 3 questions they may have concerning genetic engineering
1) GMOs genetic engineering
2) video clip
3) notes



Feb 7 2017
QFD: Hate is too great a burden to bear. It injures the hater more than it injures the hated.-Coretta Scott King,
Essential question of the day : Anaylze the methods for genetic engineering and describe your results
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take notes into their notebooks concerning the video clips and the main points viewed and write down 3 questions they may have concerning Cloning
1) ethics of cloning humans
2) article Google classroom


Feb 9 2017
QFD: One of the hardest things in life is having words in your heart that you can’t utter. James Earl Jones
Essential question of the day : List 5 reasons why genetic engineering cloning is good for humanity and 5 reasons it is not
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will have a formal debate on the pros and cons of genetic engineering and cloning
1) pros and cons of genetic engineering
2) debate

Feb 10 2017
QFD: For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela
Essential question of the day : should humans clone humans ? Justify your answer
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take a and complete a quiz concerning genetic engineering and the ethics of cloning
1) test genetic engineering

Posted by: mrborden | January 29, 2017

X linked and Co dominant Genes

Mon Jan 30

QFD: Life’s most persistent and urgent question is, ‘What are you doing for others?’
Martin Luther King, Jr.

Essential question of the day : Compare and contrast terms autosomal and sex linked as to genetic pedigrees?
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) video clip on co dominance and pedigrees, notes ..
2) questions 1-8 and all other dyhybrid cross questions
Hw : study monohybrid crosses

Jan 31 2017
QFD: Love is the only force capable of transforming an enemy into friend. MLK
Essential question of the day : What is probability and how does it help explain the results of genetic crosses?
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) probability worksheets and demonstration


Feb 1 2017
QFD: The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education. MLK
Essential question of the day : Draw a diagram and differentiate between the genotypes and phenotypes of an organism
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) quiz worksheet co dominance

Feb 2 2017
QFD: Nothing in all the world is more dangerous than sincere ignorance and conscientious stupidity. MLK
Essential question of the day Summarize the law of independent assortment and the law of segregation.
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) test – genetics , punnet squares, mutation types

Feb 3 2017
QFD: In the End, we will remember not the words of our enemies, but the silence of our friends. MLK
Essential question of the day : Explain the use of a pedigree. Be able to construct and interpret the results of a pedigree
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) design a pedigree, protein, and a mutation then :

http://www.cs.cmu.edu/~genetics/units/instructions/instructions-PBA.pdf

 

Posted by: mrborden | January 22, 2017

Genetic Probabilities

image

Week 4 Genetic probability
Jan 23 2017
QFD: I have learned over the years that when one’s mind is made up, this diminishes fear. Rosa Parks
Essential question of the day : compare and contrast the terms homozygous dominant, heterozygous and homozygous recessive
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) lecture story of genes alleles and chromosomes
2) group problems co dominance
Hw : read article on Google classroom , highlight important facts .. We will answer questions in class

Jan 24 2017
QFD: Laundry is the only thing that should be separated by color.
-Author Unknown
Essential question of the day : analyze the probability of two random events occurring during meiosis
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) group practice mono and dyhybrid cross

Hw : Finish problems

Jan 25 2017
QFD: I was raised to believe that excellence is the best deterrent to racism or sexism.
-Oprah Winfrey, media proprietor

Essential question of the day : predict the phenotype from the genotype of individuals
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) genotype and phenotype … Mating game

Materials: Other students in class with clothes on
Procedure:
1) Students will draw 25 punnett squares on a separate sheet of paper and title it the observation section
2) Mark a little X in the corner of 1 of the 4 boxes in all punnett squares
3) Students will pair up with 5 members of the opposite sex in the class and trade genotypes.
4) The genotypes are as follows:
Boys –Shoes(ear type)D=dangling dd attached tennis shoes receive DD all other shoes dd
Girls – Shoes Sandals Dd shoes dd
Boys shirt color = blood type white AB blue AO red BO green AA purple BB all others OO
Girls shirt/blouse color = blood type white AB blue AO red BO green AA purple BB all others OO
Boys Pants = Hair color shorts = Bb brown hair pants = BB black hair blue shorts = bb Blonde hair
Girls Pant/skirts = Hair color shorts = Bb brown hair pants = BB black hair blue shorts/skirt = bb Blonde hair
Boys – Eye Color wears a watch = EE ( brown eyes) No watch Ee (green eyes) wears or has a hat or over 3 earrings ee (blue)
Girls– Eye Color wears a watch = EE ( brown eyes) No watch Ee (green eyes) wears or has a hat or over 3 earrings ee (blue)
Boys – Sex type boy/girl wear a belt – X does not wear a belt Y
Girls with 2 ears – X

5) Record the data for each encounter in the punnett squares. Record the boys genotype on top and the girls genotype on the left (3 people X 5 traits = 15 boxes)
6) After you are finished with a member of the opposite sex , record your data using the Xs you marked earlier. For instance you may have a Dangling eared, AB blood type, Blonde haired, green eyed, Boy. Write the combination of traits next to the punnett squares
Jan 26 2017
QFD: He who is not courageous enough to take risks will accomplish nothing in life. ? Muhammad Ali
Essential question of the day : determine the mechanisms for mutation in genes
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) genetic mutations and probability
2) X linked genes

3) problems on Google classroom …Mendel


Jan 27 2017
QFD: Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed.
-Booker T. Washington, author and politician

Essential question of the day : what would a model of a genetic mutation look like ?

This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) Finish all problems by Monday

Posted by: mrborden | January 16, 2017

Mutations and Genetic Probabilities

Week 2
Biology CP
Jan 17 2017 Tuesday
QFD: Breakdowns can create breakthroughs. Things fall apart so things can fall together
Essential question of the day : define a positive mutation
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) pictures of mutations
2) video clips on probability

What is the name of your organism ?
How many types of the species are there ? Describe
How many are there and how do they reproduce ? Describe
What environment does your species live in ? Compare the environment and what affect this might have on your species ?
How long has your species lived in earth ?
Write a short story (1 page ) explaining how and where you found this creature and why it is a new species.
1. What is human nature? To understand human nature, what topics must you address
2. Do you think your personality was shaped more by how you were raised or by your genes?
3. When scientists learn that a particular brain structure or chemical is associated with a personality trait, how is that knowledge valuable? Does it help us understand the trait better? Does it have practical implications?
4. If you have siblings, was the family environment in which you grew up the same as, or different from, theirs? If different, do these variations account for how you and your siblings turned out?
5. Is there anything useful about depression? Would a person who was unable to experience depression have problems as a result? Can a person learn anything, or benefit in any way, from being depressed?

6. If you could choose, would you rather be high or low on sociosexuality?
7. Women who are high on agreeableness make more accurate assessments of their “mate value,” their attractiveness to the opposite sex. The study that reported this finding did not offer a very clear explanation. Can you come up with one?
8. Do you agree or disagree with evolutionary psychology’s conclusions about sex differences? Do you think these differences exist in the way the theory suggests? Could they be explained as well or better by culture?
9. If you are a woman, would you be comfortable marrying a man who had less education and made less money than you? (If you are a man, would you be comfortable marrying a woman who had more education and made more money than you?) Why? Are these attitudes changing?
10. Do you think psychology will eventually be replaced by biology?
11. Are people just another species of animal? In what ways are people similar to, and different from, “other” animals?
Hw : finish questions
Jan  18 2017 Wednesday
QFD: A gem cannot be polished without friction, nor a man perfected without trials.
Chinese proverb
Essential question of the day : Explain why more mutations are harmful to humans than are helpful and include environmental factors
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) genetics notes
2) quiz mutations
Jan 19 2017 Thursday
QFD: The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.
Martin Luther King Jr.
Essential question of the day : Name and describe 3 different types of mutations caused during replication
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) spongebob genetics 1 and 2


Jan 20 2017 Friday
QFD: The difference between stumbling blocks and stepping stones is how you use them
Essential question of the day : Compare and contrast a mutation caused during meiosis and mitosis and give an example
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) spongebob 3
2) finish all questions over the weekend

Posted by: mrborden | January 4, 2017

Semester 2 Mutations

Week 1 second semester
Jan 9 2017
QFD: The world is a tragedy to those who feel, but a comedy to those who think.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : compare and contrast the various types of mutations in a paragraph
Today’s learning objective : students will know and understand how and when various mutations occur
1) rules and procedures for 2nd semester and expectations

*** seating chart
2) video clip on mutations
3) notes (Cornell) on mutation types


Jan 10 2017
QFD: I was brought up to believe that how I saw myself was more important than how others saw me.
this weeks learning object : NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : what causes albinism ?
Today’s learning objective : students will demonstrate a knowledge of mutations by completing a Webquest
1) web investigation google classroom

Link to questions
Jan 11 2017
QFD: Everything has got a moral if you can only find it.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : name and describe 3 forms of mutations
Today’s learning objective : students will know and be able to : understand genetic vs somatic mutations and how they affect the overall organism and homeostasis
1) notes

2) quiz on mutations

Jan 12 2017
QFD: Don’t confuse being ‘soft’ with seeing the other guy’s point of view.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : what does a mutation look like ?
Today’s learning objective : students will know and be able to : demonstrate knowledge of genetic combinations that have errors, by reading, highlighting, and answering questions about genetic mutations
1) article :

2)activity … Design a creature ..Google classroom
Jan 13 2017
QFD: A loving person lives in a loving world. A hostile person lives in a hostile world. Everyone you meet is your mirror.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : describe a somatic mutation and how it differs from a germline mutations?
Today’s learning objective : students will know and be able to :
Building a model of a mutation
1) investigate one of the various types of mutations and describe in a paragraph the changes in the DNA for your organism.. Be specific
2) build a model of the DNA for your organism using any household objects
3) evaluate how this mutation could affect a organism on earth
4) build a model of your organism and be able to demonstrate and describe the mutation to class on monday

Posted by: mrborden | December 4, 2016

Week 18 DNA replication , protein synthesis

Monday dec 5
QFD : Nothing says holidays, like a cheese log.
Ellen DeGeneryes

This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and understand the role of enzymes involved in DNA replication and protein synthesis
Essential question of the Day: describe he role enzymes play in making proteins
1) video clip notes
2) handout

Key Vocabulary:
Transformation
Deoxyribonucleic acid
Nucleotide
Nitrogenous base
Double helix
Pyrimidine
Purine
DNA Replication
DNA polymerase
Adenine
Guanine
Thymine
Cytosine

Tuesday dec 6

QFD : I learned from my grandmother, who grew up in devastating war times, how important it is to keep with tradition and celebrate the holidays during tough times.
This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and be able to : describe the three major steps involved in protein synthesis
Essential question of the Day: analyze how replication , transcription, and translation are necessary processes that contribute to homeostasis

1) notes video
2) handout

Key Vocabulary:
Ribonucleic acid
mRNA
tRNA
rRNA
Transcription
Translation
Codon
Anticodon

Wednesday dec 7

QFD : I find that it’s the simple things that remind you of family around the holidays.Amy Adams
This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and be able to : create a visual representation of one of the parts involved in protein synthesis
Essential question of the Day: what does the structure of DNA actually look like ? What do the parts represent ?
1) students will create a visual representation of a component of DNA replication ( assigned parts)
Thursday dec 8
QFD : Holidays are all different depending on the company and time of your life.
This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and be able to : demonstrate an understanding of the objective by achieving 70% or higher on a test
Essential question of the Day: what role does DNA play in creating proteins?
1) test
Friday dec 9
QFD : The holidays stress people out so much. I suggest you keep it simple and try to have as much fun as you can.Giada De Laurentiis
This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and be able to : deo,on started and understand of protein synthesis and DNA replication by performing a kinesthetic demonstration
Essential question of the Day: which components are most necessary for DNA replication to occur, rank them in order and justify your ranking in a few words
1) DNA Lab

Posted by: mrborden | November 27, 2016

Week 17 Mitosis and Meiosis

Cell Division and Differentiation
Monday Nov 28
QFD: Not what we say about our blessings, but how we use them, is the true measure of our thanksgiving.” ― W.T. Purkiser
THis week’s learning objective : HS – LS 1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : Students will know and be able to explain how a cell differentiates cell division by the processes of mitosis and meiosis by:, investigating the processes, answering questions and creating a sequence concept map that explains both processes
Essential question : Describe the differences between mitosis and meiosis as they relate to cell differentiation

Cell Division and Differentiation

Make a special section in your notebook titled “Cell Division”
record answers to the following questions into your notebook :
look them up on the Internet
1. In your journal, draw a chromosome and indicate the location of a gene on the chromosome.
2. Skin cells are constantly being shed. How does your body replace these lost cells?
3.  How are genes passed on from the cell of a father to his son?
4. How are many specialized cells in the human body generated from one fertilized egg?

Part 2
Sequence map – place the cards in the correct order that you think occurs within the cell and create a sequence concept map to represent your discovery for both mitosis and meiosis

Part 3 write. Reflection that describes at least 3 differences between the two processes
Hw:

, define the following words
Vocabulary:
• mitosis
• meiosis
• gonad
• gene
• chromosome
• chromatid
• centromere
• centriole
• nuclear membrane
• cytokinesis
• replication
• stem cell
• pluripotential cells
• totipotential cells
• cell differentiation
• embryo
• cell
• tissue
• diploid
• haploid
• tetrad
• crossing over
• gamete
• zygote

Tuesday Nov 29
QFD: As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them. ~John Fitzgerald Kennedy
THis week’s learning objective : HS – LS 1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : Students will create a concept map for mitosis and meiosis, and will take Cornell notes on the main ideas of cell division
Essential question : Hypothesize which obstacles a cell must overcome in order to produce another cell.



concept maps created on paper and places around room
Film clips on mitosis and mitosis ( Cornell notes)
A multicellular organism that is diploid (2n) develops gametes (egg or sperm cells) that are haploid (n).
Fertilization occurs when an egg and a sperm cell (n + n) join to produce a zygote (2n).
The cells of the zygote divide through the process of mitosis and they differentiate to form various parts of the body. Mitosis continues to promote growth and development.
A multicellular organism is produced that is diploid (2n).
Cornell notes
Sequence map created by students for both meiosis and mitosis

Hw: use 10 of the vocabulary words to describe mitosis , then draw a simple picture that represents your paragraph
Wednesday Nov 30
QFD: Thanksgiving dinners take eighteen hours to prepare. They are consumed in twelve minutes. Half-times take twelve minutes. This is not coincidence. ~Erma Bombeck
THis week’s learning objective : HS – LS 1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective :
Essential question : Make a list of types of cells in the body (muscles, digestive, etc) and what
organelles or features might be especially important for each type (nucleus, etc)
Part 1 20 min
Write down 3 similarities and differences in the processes of mitosis and meiosis.
Write down 3 similarities and differences in the results of mitosis and meiosis.
Compare answers with your neighbors ,fours
Part 2 model building pairs
Construct a model of mitosis and one of meiosis in an organism with a diploid number (2n) of four chromosomes.
use the materials provided in class to make your model 20 min
draw a diagram of your model on the paper provided in class
Part 3 reflection write a reflection of two things you learned today about today’s objective

Cell Division and Differentiation
Thursday Dec 1
QFD: Forever on Thanksgiving Day The heart will find the pathway home. ~Wilbur D. Nesbit
THis week’s learning objective : HS – LS 1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective:
Essential question : Compare and contrast mitosis and meiosis
1) Lab – mitosis and meiosis on the table

Friday dec 2
QFD: I like football. I find its an exciting strategic game. Its a great way to avoid conversation with your family at Thanksgiving.” ― Craig Ferguson
THis week’s learning objective : HS – LS 1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : Students will know ad be able to describe cellular respiration and photosynthesis by completing the biome project
Essential question : How are the processes of photosynthesis and cellular respiration interrelated?
1)quiz mitosis meiosis

Cell types and specializations:
• White blood cells: lysosomes;
• Muscle cells: mitochondria;
• Skin cells: flat sheets, melanin pigment;
• Red blood cells: no nucleus, full of hemoglobin protein;
• Nerve cells: cell extensions (axons), rough endoplasmic reticulum;
• Intestinal lining cells: microvilli for absorption, tight junctions between cells;
• Gland cells: secretory granules, rough endoplasmic reticulum, hormone receptors;
• Sensory receptor cells: stereocilia, chemical receptors.
Hw: honors Research current articles about cancer that focus on cell signals for mitosis to start or stop. What is different in cancer cells that causes them to undergo continuous mitosis?

Link http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP_S02_BB_L10_I04_01.pdf

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