1 st Nine Weeks. Suffolk Public School s Portfolio Packet

Transcription

1 Suffolk Public School s Portfolio Packet 1 st Nine Weeks Student s Name: School: Accelerated Course: 7 th Life Science. Core Teacher: Block: Gifted Resource Teacher: This packet must be submitted at the conclusion of this nine week grading period, along with evidence of completed work. Date Submitted: Student Signature GRT Signature GRT Comments:

2 Debra Curran Gifted Resource Teacher 6/18/11

3 Unit Lesson Plan Time Allottment: 9 weeks (one quarter) Curriculum Standards: Adaptations from LS SOLs: LS 2, 3, 4, 13, 5, 11 SOLs: LS 2, 3, 4, 13, 5, 11 Established Goals: For this unit, students will investigate and understand that all living things are composed of cells (LS.2) a) cell structure and organelles (cell membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum, nucleus, and chloroplast); b) similarities and differences between plant and animal cells; c) development of cell theory; and d) cell division (mitosis and meiosis). The student will investigate and understand that living things show patterns of cellular organization. (LS.3) a) cells, tissues, organs, and systems; and b) life functions and processes of cells, tissues, organs, and systems (respiration, removal of wastes, growth, reproduction, digestion, and cellular transport). The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. (LS.4) a) plant needs (light, water, gases, nutrients); b) animal needs (food, water, gases, shelter, space); and c) factors that influence life processes. The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. (LS.13) a) the role of DNA; b) the function of genes and chromosomes; c) genotypes and phenotypes; d) factors affecting the expression of traits; e) characteristics that can and cannot be inherited; f) genetic engineering and its applications; and g) historical contributions and significance of discoveries related to genetics. BIO.2d) the development of the structural model of DNA. The student will investigate and understand how organisms can be classified. (LS.5) a) the distinguishing characteristics of kingdoms of organisms; b) the distinguishing characteristics of major animal and plant phyla; and c) the characteristics of the species. The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time (daily, seasonal, and long term). (LS.11) a) phototropism, hibernation, and dormancy; b) factors that increase or decrease population size; and eutrophication, climate changes, and catastrophic disturbances.

4 Lesson Objectives: Students will demonstrate their knowledge of the natural world around them, to include the following; cell structure, the similarities and differences between the plant and animal cell, the cell theory, cell division, cellular organization, life funtions and processes of cells and the basic needs of organisms. Students will investigate and understand that organisms reproduce and transmit genetic information to new generations by the role of DNA; the function of genes and chromosomes; genotypes and phenotypes; factors affecting the expression of traits; characteristics that can and cannot be inherited; genetic engineering and its applications; and historical contributions and significance of discoveries related to genetics. Students will investigate and understand how organisms can be classified by the distinguishing characteristics of kingdoms of organisms; the distinguishing characteristics of major animal and plant phyla; and the characteristics of the species. The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time (daily, seasonal, and long term) phototropism, hibernation, and dormancy; factors that increase or decrease population size; and eutrophication, climate changes, and catastrophic disturbances. Throughout the unit, students will have to: develop a cell model create a cartoon about the cell theory or cell division Survival Box/Bag - Basic needs of plants and animals Create a DNA model Create a Phenome Family Tree- to highlight dominant traits of students, parents and grandparents (if adopted use adopted parents and grandparents) Write a one page position paper defending or refuting genetic testing Participate in a philosophical chair. Topic: Should scientists make crops resistant to herbicides? Unit Vocabulary/Terms: cell structure and organelles, cell membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum, nucleus, and chloroplast plant and animal cells, cell theory; cell division,(mitosis and meiosis cells, tissues, organs, and systems, respiration, removal of wastes, growth, reproduction, digestion, and cellular transport DNA, genes, chromosomes, genotype, phenotype, traits, genetic engineering Kingdoms, phyla, species Phototropism, hibernation, dormancy Population, eutrophication

5 Understanding by Design Template Teacher: Debra Curran, GRT Date: 1st Semester Grade: 7 th Portfolio Subject: Life Science Topics Cell Theory, Cells, Basic Needs, Genetics, Classification, Change, Genetic Testing Activities develop a cell model create a cartoon about the cell theory or cell division Survival Box/Bag - Basic needs of plants and animals Create a DNA model Create a Phenome Family Tree- to highlight dominant traits of students, parents and grandparents (if adopted use adopted parents and grandparents) Write a one page position paper defending or refuting genetic testing Participate in a philosophical chair. Topic: Are you for or against genetic engineering? (Should scientists make crops resistant to herbicides?) Assessments 1. Cell model - animal and plant cells with organelles 2. Plant and Animal Survival Box/Bag 3. Create a model of DNA 4. Family tree Genetics 5. Philosophical chair Are you for or against genetic engineering? 6. Student reflections on the unit Stage 1- Desired Results SOLs: LS 2, 3, 4, 13, 5, 11 Established Goals: For this unit, students will investigate and understand that all living things are composed of cells. The student will investigate and understand that living things show patterns of cellular organization. (LS.3) The student will investigate and understand that the basic needs of organisms must be met in order to carry out life processes. (LS.4) The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. The student will develop a structural model of DNA. BIO.2d The student will investigate and understand how organisms can be classified. (LS.5) The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time (daily, seasonal, and long term).

6 Understandings: Students will: demonstrate understanding of cells, genetics, Cell Theory, Basic Needs, Genetics, Classification, Change, Genetic Testing understand how to make convincing presentations participate in a philosophical chair as a culminating activity Essential Questions: 1. How do we come to know the natural world and our place in it? (LS.2) 2. What is the basis of life? (LS.2) 3. How are the characteristics of living things passed on through the generations? (LS13) 4. How do we classify things around us? (LS.5) 5. How do organisms survive in harsh or changing environments? (LS11) 6. How do species change through time? (LS.11) Cell model - animal and plant cells with organelles Plant and Animal Survival Box/Bag Family tree Genetics Philosophical chair Are you for or against genetic engineering? Student reflections on the unit Stage 2- Assessment Evidence Student will be able to demonstrate understanding of cells, genetics, understand how to make convincing presentations select an appropriate oral presentation form for a specific purpose and audience Stage 3 Learning Plan Learning Activities: Students will work independently to meet project due dates Students will research genetic testing. Students will learn how to constructively present and debate issues. The teacher will provide a positive learning environment to foster student independent learning

7 LS-P1-1 Name Cell Theory Cartoon Directions: Create a cartoon about the cell theory from the point of view of the cell. 1. Include cell theory. 2. Must include minimum of 4 or 6 frames 3. Neat and colorful. Answer the following questions before you create your cartoon. Describe the important discoveries leading to the development of the cell theory. List the 3 components of the cell cycle? Why do you think scientific research is important?

8 LS-P1-1 Name Cell Theory Cartoon (4 Frames)

9 LS-P1-1 Name Cell Theory Cartoon (6 Frames)

10 LS-P1-1 Name Cell Division (mitosis and meiosis) Cartoon Directions: Create a cartoon which includes a step by step guide that could be used by a cell to learn to divide. Your cartoon must be from the point of view of the cell. Include steps of mitosis and meiosis Include at least 6 frames. Must be neat and colorful. Answer the following questions before you create your cartoon. Why must your body make new cells? What is the cell cycle? What is mitosis? Where does mitosis fit into the cell cycle? What is the difference between mitosis and meiosis?

11 LS-P1-1 Name Cell Division Cartoon (mitosis and meiosis)

12 LS-P1-2 Name 3D Cell Model Project Materials Needed: Directions for Model: Lab sheet: 1. Model Magic, clay or Playdoh 2. Items from your house to represent each organelle. 3. Index cards (for labeling) 4. Toothpicks 5. Lab sheet 1. Create a 3D model of an animal cell and a 3D model of a plant cell. 2. Include the organelles listed below 3. Label each part of the cell model (neatly) 4. Use household items to represent each organelle (you must use a different items for each organelle) cell membrane, cell wall, cytoplasm, vacuole, mitochondrion, endoplasmic reticulum, ribosome, nucleus, and chloroplast Animal Cell In your own words, define the organelle. List the item used to represent each organelle. Write an explanation of why you chose the item and how it is connected to the organelle. Example: Cell membrane- saran wrap I used saran wrap for the cell membrane because it keeps things from entering and leaving the container (Cell) Plant Cell biologycorner.com biologycorner.com

13 Name LS -P1-3 Cell Model Lab Sheet Animal Cell Organelles Definition (in your own words) 1. cell membrane- Representative Item List the item used with an explanation of why you used that item for that organelle. 2. cytoplasm- 3. nucleus- 4. vacuole- 5. mitochondria- 6. endoplasmic reticulum smooth 7. endoplasmic reticulum rough 8. Golgi bodies (apparatus) 9. Ribosomes- Plant Cell Organelles Definition (in your own words) 1. cell wall Representative Item List the item used with an explanation of why you used that item for that organelle. 2. cell membrane- 3. cytoplasm- 4. nucleus- 5. vacuole- 6. mitochondria- 7. endoplasmic reticulum smooth 8. endoplasmic reticulum rough 9. chloroplast- 10. Golgi bodies (apparatus) 11. Ribosomes-

14 LS -P1-4 Create a SURVIVAL BOX/BAG for a plant of your choice and a SURVIVAL BOX/BAG for an animal of your choice. Plant needs are: light, water, gasses and nutrients. Animal needs are: food, water, gases, shelter, space; and factors that influence life processes You have learned that the basic needs of organisms must be met in order to carry out life processes. Now it is time to think. What if You had unlimited powers and resources? 1. Choose a plant. Label with the scientific name. 2. Roll the die one time. Check the key to see where in the world, the plant you have selected will be moved. How will your plant survive in the region? 1. Choose an animal. Label with the scientific name. 2. Roll the die one time. Check the key to see where in the world, the animal you have selected will be moved. How will your animal survive in the region? The boxes/bags are to contain; Boxes/bags are to be decorated with the pictures or descriptions of the basic needs of organisms. Index cards describing what basic needs are lacking after the move, and how you will help your plant and animal survive in the new habitat. Pictures, drawings, or items from home with index cards explaining the items and how it will help the plant or animal survive in their new habitat. Picture of world map labeled with the starting point and ending point for the plant and animal. KEY For Dice: (Latitude and Longitude) 1=South America The latitude and longitude of Buenos Aires, Argentina is: 34 36' S / 58 22' W 2 = North America- The latitude and longitude of NYC, USA is: 40 42' N / 74 0' W 3 = Antarctica- The latitude and longitude of Antarctica is: 82 51' S / 135 NaN' W 4= Asia- The latitude and longitude of Siberia is: 61 0' N / 99 11' E 5 = Australia- The latitude and longitude of Sydney NSW, Australia is: 33 52' S / ' E 6 = Africa- The latitude and longitude of Cairo, Egypt is: 30 2' N / 31 14' E MATERIALS NEEDED: 2 Small boxes or bags, markers, index cards, items from home for cell, cut out pictures or drawings, climate and conditions about the place your plant and animal will be sent.

15 DNA Model (Virginia Department of Education) Name LS -P1-5 Materials needed: licorice ropes, small colored gumdrops, color toothpicks, The DNA Model worksheet. Procedure: 1. Select different colors of gumdrops, two licorice ropes and a handful of toothpicks to use to build the model. The two licorice ropes represent the sugar/phosphate backbone of DNA, while the gumdrops represent nitrogen bases. 2. Construct the DNA molecule, making sure to match the bases appropriately. The toothpicks make up the rungs of the ladder, with tow gumdrops on each rung and a licorice rope at each side. The gumdrop colors identified with adenine and thymine must be paired and the colors designating guanine and cytosine must be paired. 3. After the ladder is complete, students may twist it to show the double helix model. Key Points DNA is Deoxyribose Nucleic Acid. DNA is made up of nitrogen bases, phosphate and sugar. The sequence of the bases makes up a gene: for example, Aattgccaatgggccctttaagagctagggatcgatgctagctagttttctagatct could be the gene for a certain trait. Nitrogen bases DNA genes chromosome (Nitrogen bases make up DNA, which makes up genes, which group together to form a chromosome.) The chromosomes are passed on to offspring, who carry on the genetic information. DNA Structure Purpose/Location Model Key Phosphate Makes up side of DNA ladder Licorice rope Sugar Makes up side of DNA ladder Licorice rope Adenine Nitrogen base, pairs with thymine Green gumdrop Guanine Nitrogen base, pairs with cytosine Red gumdrop Cytosine Nitrogen base, pairs with guanine Orange gumdrop Thymine Nitrogen base, pairs with adenine Yellow gumdrop Analysis 1. Draw a model of DNA. 2. If you know that one of the bases is adenine, do you automatically know what the other side is? Why or why not? 3. How can only four bases make up so many different traits, characteristics, or sets of instructions for an organism? Explain.

16 LS -P1-6 Heredity is the passing of traits from parents to offspring. Some characteristics can be inherited such as, hair color, eye color, eyebrow shape, height etc. You are to choose five of your physical traits to investigate and create your own Genotype Family Tree which will transmit genetic information to future generations. You can choose your mother s side or your father s side of the family (or both). This will be a great way to talk to family members about what you are learning in your Life Science class. Complete the chart below. Task I Vocabulary Complete a Frayer Model for each of the following vocabulary words. DNA, generation, inherit, heredity, genetics, allele, heterozygous, homozygous, genotype and phenotype Frayer Model consists of the word, definition, facts/characteristics, examples or drawings, nonexamples DEFINITION FACTS/CHARACTERISTICS EXAMPLES/DRAWINGS VOCABULARY WORD NON-EXAMPLES

17 LS -P1-7 Name Task II Choose 5 of your physical traits My Physical Traits (You may choose to do a friend s traits.) 1. Family Member Parent, Grandparent, etc. Physical Trait Same? Different?

18 Task III Create a Phenome Family Tree LS -P1-8 Name Materials needed; Poster board Markers Pictures or drawings of family members Construction paper Index cards for labeling With teacher approval, students may create the Family Phenome Tree on the computer Instructions; Once you have completed your research, create a Family Phenome Tree. There is no specific ways to create your tree. Be creative. Some ideas to get you started; You may have different limbs on the tree for different traits You may have different limbs represent different family members. Make sure you keep the generations consecutive. Example Gray hair Deb, mom, grandfather Eye shape Deb, mom, grandmother Hair type Deb, dad, grandfather Dimple Deb, mom, grandmother Curly hair Deb, dad, grandfather

19 LS -P1-9 Name Are you for or against genetic engineering? Choose one of the following Controversial Gene Technologies to research: Cloning sheep Producing a seedless watermelon Making crops resistant to herbicide Using DNA fingerprinting to solve crimes Introducing a growth hormone into the diet of dairy cow to improve milk production Grafting multiple fruits onto one tree Answer the questions below before making your decision about the topic you have chosen.. What is the controversial gene technology? What are the benefits? What are the negative effects of this technology? What are the risks? What is an ethical concern? How does this technology affect the ecosystem? How will this technology affect future generations or ecosystems? List the sources used for your research.

20 LS -P1-10 Name Are you for or against genetic engineering?

21 LS -P1-10 Name It s Just the Beginning You will complete the following activities to prepare for the Philosophical Chair debate which will be held at the end of the 9 week grading period. Due Date Some activities will be assigned for specific completion dates. Assignment Life Science Portfolio 1 st 9 weeks Activities Completion Date Score 4= Advanced 3= Proficient 2= Basic 1=Below Basic Cell Theory or Cell Division Cartoon LS -P1-1 Cell Model LS -P1-2 Cell Model Lab Sheet LS -P1-3 2 Survival Boxes or Bags LS -P1-4 DNA Model LS -P Vocabulary Words (Frayer Model for each word.) LS -P1-6 5 Traits Research Sheet LS -P1-7 Phenome Family Tree LS -P1-8 Genetic engineering research sheet? LS -P1-9 Genetic engineering position paper? LS -P1-10 Philosophical Chair Debate LS -P1-11 Teacher comments: