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Beaker Babies Creating Genetically Enhanced Writing in the Science Classroom

Beaker Babies Creating Genetically Enhanced Writing in the Science Classroom. Rebecca Hurley Catoctin High School Rebecca.hurley@fcps.org. Rationale.

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Beaker Babies Creating Genetically Enhanced Writing in the Science Classroom

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  1. Beaker BabiesCreating Genetically EnhancedWriting in theScience Classroom Rebecca Hurley Catoctin High School Rebecca.hurley@fcps.org

  2. Rationale • The students will use interactive notebooks as an effective means of communicating and processing what they have experienced/learned in the science classroom.

  3. Objective • Participants will incorporate writing into the science classroom through the use of an interactive notebook.

  4. Agenda • Rationale • Make it Yours • Interactive Notebook Information • Interactive Notebook Practice • Closure • Q & A

  5. Warm Up Make it Yours • On the yellow “notebook” in front of you, take a few minutes to make it yours because this will be a representation of you at the end of the presentation. • Make sure to include 6 traits • 3 personality characteristics • 3 physical characteristics

  6. Curriculum • SC.BIO.20.02.a Analyze the adequacy of supporting evidence used to form conclusions • SC.BIO.40.01 Interpret and communicate findings through speaking, writing, and drawing • SC.BIO.60 Students will analyze how traits are inherited and passed on from one generation to another. • SC.BIO.60.01 Students will demonstrate that the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring. • SC.BIO.60.01.c Genotypes: represented by heterozygous and homozygous pairs of alleles • SC.BIO.60.01e Pedigree Charts: used to interpret patterns of inheritance within a family • SC.BIO.60.02 Students will illustrate and explain how expressed traits are passed from parent to offspring. • SC.BIO.60.02.a Phenotype: expression of inherited characteristics • SC.BIO.60.02.b Dominant and recessive traits: be able to translate genotypes into phenotypes

  7. Interactive Notebook • Are a useful tool to help students: • Record information • To process ideas/concepts • Make connections

  8. Right Side • Generally used for notes and teacher-driven activities such as note-taking, introducing new concepts, and presentation of required material. • Record notes from labs or class • Record notes from textbook assignments • Record notes from video/presentaions • Assignments

  9. Left Side • Generally used for the application of ideas from the right side such as drawing, brainstorming, and concept maps. • Pictures and diagrams • KWL charts • Poems, journal entries, reflections • Reading responses

  10. Why use an interactive notebook? • Helps students to condense and summarize learning • Helps the students to distinguish between relevant and irrelevant information. (Great way to recognize misconceptions!) • Helps students to compare and contrast information. • Great formative assessment tool. • Portfolio of student work.

  11. Interactive Notebook Practice • Now you are going to do a notebook like my students would do in class. • The first thing we will be doing is taking notes (right side) on genetic terminology. Then we will reflect on the left side. • This will be followed by looking at our traits and finished with a laboratory experience.

  12. Genetically Enhanced Genetic Language • Dominate refers to a trait appearing more often than another trait. • Recessive meaning that it only shows up in the F2 generation (grandchildren). • Law of Segregation: chromosomes separate during meiosis (forming of egg and sperm)

  13. Genetically Enhanced • Law of independent assortment: chromosomes (alleles) move randomly • Genotype: the genetic makeup of an organism (AA,Aa,aa) • Phenotype: the physical appearance of an organism. I have brown hair. • Homozygous: both of the alleles are the same (AA,aa) • Heterozygous: the alleles are different (Aa)

  14. Left Side • Label 4 Areas (Boxes) • Homozygous • Heterozygous • Genotype • Phenotype • Once your areas are labeled, use the pictures and examples provided and place them correctly in your notebooks. • Use the student model at your table for clarification, if necessary.

  15. Mendelian Traits

  16. Traits for Beaker Baby Lab Please follow along with me as we move through the traits. Some traits will need more explanation than others. For example height. Sex : (XY-Male) (XX-Female) Hair Color: ( BB-Black) (Brown-Bb) (Blonde-bb) Eye Color: (EE-Brown) (Ee-Green) (ee-Blue) Height: (TT-Tall) (Tt-Average) (tt-short) Size of Feet: (PP-Big)(Pp-Average) (pp-small) Tongue Roll: (Rr-Roller) (rr-non-roller) Freckles: (Ff-freckles) (ff-no freckles) Bone Structure: (SS-large) (Ss-Average) (ss-small) Hair Texture: (HH-curly) (Hh-wavy) (hh-straight) Widows Peak: (Ww-widows peak) (ww-no widows peak)

  17. Recipe for Me • Now on the left side of your notebook, write your recipe. You are this many parts dominant to this many parts recessive. Maybe you are only 1 and a half parts dominant!! • Be creative and remember to draw a picture!

  18. Beaker Baby Lab • Now we are going to complete the Beaker Baby Lab found on the Right Side of your notebook. • Due to time constraints please only use the following traits for the lab: • Hair color • Eye color • Tongue rolling

  19. Positives Great way to keep all of a student work together (Portfolio) Great study guide for the H.S.A. Quick to grade Tips Lots of prior planning needed Takes a few times for students to get used to how to do the notebook-made it a part of my daily instruction. Personal Reflection

  20. Reflection Take a few minutes and answer the following questions on the back of your notebook. • How can interactive notebooks be applied to your classroom? • What benefits could interactive notebooks have in your classroom?

  21. Q and A Thank you for listening to my presentation. Do you have any questions for me?

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