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Week Two: January 13-17, 2014 Day One: January 13, 2014 Goals/Objectives: Students will be able to: ● Answer questions regarding a scientific text ● Summarize an article from a scientific journal Standards Met: RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Students will read an article from a scientific article and will be asked to summarize the information and answer questions regarding the data and the study. Day Two: January 14, 2014 Objectives/Goals: Students will be able to: ● Model mitosis ● Explain the four stages of mitosis ● Explain the three stages of cell division ● Define meiosis ● Provide a brief explanation of meiosis ● Identify the two main stages of meiosis Standards Met: MC.2.B.10 Analyze the meiotic maintenance of a constant chromosome number from one generation to the next MC.2.B.8 Describe the main events in the cell cycle, including the differences in plant and animal cell division: interphase mitosis cytokinesis MC.2.B.9 List in order and describe the stages of mitosis: prophase metaphase anaphase telophase Lesson: Bell Ringer-What are the stages of cell division? The stages of mitosis? The stages of meiosis? Review-We will review mitosis and meiosis briefly and play a game to review the processes. Materials: computer, smartboard, presentation review game Day Three: January 15, 2014 Lab Day Objectives/Goals: Students will be able to: ● Model mitosis ● Explain the four stages of mitosis ● Explain the three stages of cell division ● Define meiosis ● Provide a brief explanation of meiosis ● Identify the two main stages of meiosis Standards Met: MC.2.B.10 Analyze the meiotic maintenance of a constant chromosome number from one generation to the next MC.2.B.8 Describe the main events in the cell cycle, including the differences in plant and animal cell division: interphase mitosis cytokinesis MC.2.B.9 List in order and describe the stages of mitosis: prophase metaphase anaphase telophase Lesson: Students will perform a laboratory activity in which they model the processes of meiosis and mitosis using play-doh to represent chromosomes. They will then answer questions regarding the processes of mitosis and meiosis. Materials: laboratory handouts play-doh string Day Four: January 16, 2014 Objectives/Goals: Students will be able to: ● Explain Gregor Mendel’s contributions to genetics ● Distinguish between dominant and recessive traits ● State the laws of hereditary developed from Mendel’s work ● Describe how Mendel’s conclusions are supported based on current knowledge of genetics Standards Met: HE.4.B.1 Summarize the outcomes of Gregor Mendel’s experimental procedures HE.4.B.2 Differentiate among the laws of principal inheritance: ● dominance ● segregation ● independent assortment Lesson: Bell Ringer-What are five characteristics that are passed on in families? Introduction-What is genetics? Who is the father of modern genetics? Project Introduction-Students will be introduced to a project (creating a foldable for this unit). They will be given the information handout and be allotted fifteen minutes to create their foldable and decorate. Information is taken from this site and adjusted for teacher’s need: http://campuses.fortbendisd.com/campuses/documents/teacher/2007/teacher _20070920_1236.pdf As each topic is discussed, students can take notes in their foldable (or separately and then re-written in the foldable). This will provide more motivation for tactile learners and give them an organized set of notes for this unit to study for their exam and EOC. Lesson-Characteristic vs. trait, Heredity-dominant vs. recessive Discussion-Scientific method. Mendel’s experimental design Activity-Dominant and recessive traits Discussion-Data analysis Discussion-Law of segregation, law of independent assortment Materials: computer, smartboard, presentation colored construction paper white paper markers, crayons Day Five: January 17, 2014 Objectives/Goals: Students will be able to: ● Differentiate between genotype and phenotype ● Explain how probability is used to predict results of genetic crosses Standards Met: HE.4.B.3a Use the laws of probability to predict genotypic and phenotypic ratios Lesson: Bell Ringer-Explain how brown-eyed parents could have a blue-eyed child. Lesson-Genotype vs. phenotype: comparing genotype and phenotype for Mendel’s pea plants Lesson-Probability. Calculating probability. Quick Lab-Calculating probability. p. 181 Data Analysis-Students will analyze their data using a handout provided. Materials: computer/smartboard/presentation jelly beans sack lab handouts for data analysis