Download Week 10 - Crossroads Academy

 Dr. Whipple
Grade 5 Science
Week 10 - October 31st –Nov. 3rd, 2016
In class this week:
• Corrected lab practicals are due this week!
• We will continue our first long-term experiment on Lady’s Slipper orchids – our seeds
should be germinating soon! I looked at several tubes of seeds under the scope and many
look very healthy – so we should be seeing growth soon!
• Speaking of growth…will the cells be dividing through mitosis or meiosis? What is the
difference? That is what we will be discussing this week!
• We will work through our own simulation of mitosis and meiosis.
New course documents:
• Instructional lessons relating to this unit will be posted on our class website under the
section titled: “Life Sciences”
• I have posted a new video: mitosis and meiosis simulation – Bozeman Science.
Terms we will begin discussing:
• flowering plants…most of the plants of our planet are flowering plants…angiosperms
• pollen…microspore or male gamete that carries ½ the normal set of chromosomes
• haploid- ½ the normal set of chromosomes
• diploid- two of each chromosome
• chromosome- a strand of DNA and protein that contain hundreds to thousands of genes
• genes- recipes for proteins
• proteins- sequences of amino acids that direct how, when and what happens in a living thing,
functional end result of a gene (technically of gene expression)
• Cell division via mitosis versus meiosis
• homologous chromosomes
• sister chromosomes
• centromere
• alleles
• cell cycle:
§ interphase
§ prophase
§ metaphase
§ anaphase
§ telophase
§ G1, G2, Go
§ S phase
Questions we will be tackling together:
• What is the goal of mitosis? The goal of meiosis? What is the difference in the two end
results of each?
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How many divisions occur in mitosis? How many in meiosis? How many cells are
produced?
Why does the type of division matter? How does it relate to the growth of the orchid?
Do you need mitosis or meiosis for general plant growth? Which one to make gametes?
Which cells are diploid? Which are haploid? What is the difference?
How do we go from haploid to diploid?
The fully grown lady’s slipper, Cypripedium reginae, has 20 chromosomes. How many
chromosomes are in the cells that result from mitosis? How many at the end of Meiosis?
Which cells are haploid which are diploid? (how many chromosomes in a haploid Cyp. reg.
cell?)
Homework
•
If you have time, try to come to class on Monday the 31st, with a general answer to the
following questions: What is the goal (or end result) of mitosis? What is the end result of
meiosis? What is the difference? (just one or two sentences is fine)
•
Copy over class notes on the night of the day you take them. You should spend 10-15
minutes per day reviewing your notes or instructional lessons.
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Corrected lab practicals are due this week!
•
Before class on Thursday, November 3rd, watch the instructional lesson:
§ Mitosis and Meiosis simulation: Bozeman Science
§ Take notes on this video – specifically – define the following terms:
Diploid, haploid, homologous chromosomes, chromatids, centromere, allele,
and (briefly) the phases of the cell cycle.
A note on the homework:
• Parents – the first lab practical was fully embraced by the students and overall went well – I
dare say many students found it fun! (Yay!) I have asked them to correct any tests that were
lower than an ‘A’ for 50% credit back. They are welcome to use their notes or any
instructional lessons they wish. In addition, I am happy to recover any concepts they
realized were unclear through this exercise. The goal is to spend the time going back over
any missed concepts. Several students have met with me and had several “aha!” moments –
which is just what I’m hoping for! So, if you haven’t seen your students’ lab practical please
look them over. I had originally told the students the corrections were due Monday, Oct 31st.
But I am happy to wait until Thursday Nov. 3rd.
• Future conceptual assessments will include short student presentations, short essays on a
specific topic, lab reports, and lab practicals.
• In general, the goal is for each student to spend 10-15 minutes a night on science homework,
with regular review of the material (both in class and at home) any quiz or test shouldn’t
require abundant study time as the concepts will have been mastered as we moved through
the unit.
• When the students read new material for the first time, often before covered in class, a good
approach would be to write questions to then be asked in class. The goal is to have them
spend some time pondering the material on their own before we try to explore it and then
work though the challenging concepts as a class.