4+Genetics

=Big Question: Can Genetically Modified Foods Help Feed the World? =

Learning Target 3:The affect of genetics on a large population
 Students picked a genetics topic of their choice. They were given research articles and time to create an outline and rough draft for this first paper. ||  ||   ||  || to try and determine what a mystery families genotype is.  ||
 * =Assignment= || =Date= || =Learning Target= || =Resources= ||
 * Genetics Paper 1: || 2/23 || 1 || [[file:5_Paragraph_Essay_Out_line.pdf]]
 * Creating a Rice Diagram || 2/25 || 1 || Students studied a picture of rice and were responsible for identifying the
 * Seed
 * Stalk
 * Leaf
 * Endosperm
 * Husk
 * Bran
 * Germ ||
 * Traits Inventory || 3/1 || 1 || Students learned about 11 common dominant and recessive traits. This were graphed in small groups and compared to the class data.
 * Graph of Rice Consumption || 3/2 || 2 || Students studied data out of the book to determine which countries grow the most rice. We then postulated why that may be. ||
 * Rice Comparisons || 3/2-3/5 ||  || Students made observations on four types of rice. Short grain white, Black, Brown, and Red Rice.
 * Creating Your Reeze-ot || 3/29-30 || 1 || Students will be creating a model to represent variations in rice plannts.
 * Punnet Squares Practice || 3/30 || 1 || Students will be practicing for to make Chi Squares
 * Trait Pedigree || 3/31 ||  || Students decided on what type of inheritance they wanted to use for their imaginary family tree
 * Dominant / Recessive
 * Incomplete Dominance
 * Co-Dominant
 * X - Linked

They then followed their trait through four generations. || Crossword puzzle || 4/7-4/8 || 1 || Students will be creating a crossword puzzle or completing a vocabulary analyzer They will then do the actual cross pollination. || They are then going to create a poster presentation of their crosses with a pedigree and an explanation of why there rice plant is the strongest. 
 * Inheritance Quiz || 4/1 || 1 || Students took Inheritance quiz online. Can be accessed here ||
 * Gattaca: Movie || 4/5 || 2 || Students will be watching Gattaca[[file:GATTACA_qs.pdf]] ||
 * Gattaca: Discussion || 4/6 || 2 || Students will be answering social questions related to genetically modifying humans then participating in a class discussion. ||
 * Vocabulary Analyzer Or
 * Incomplete Dominance
 * CO-Dominant
 * X-linked
 * Alleles
 * Chromosomes
 * Genes
 * Dominant
 * Recessive
 * Hemophilia
 * Trait
 * Pedigree
 * Genotype
 * Phenotype
 * Inheritance ||
 * Cross Pollination Lab || 4/9 || 1 || Students will be creating a procedure on how to cross polinate two different flowers.
 * Reeze-ot Comparison || 4/12-15 || 1 || Students will cross their reeze-ots with one another until they feel they have the strongest rice plant possible. They are allowed only four crosses.
 * Exemplar 1 [|DSCN3880.JPG]
 * Exemplar 1 Draft [|DSCN3881.JPG]
 * Exemplar 2 [|DSCN3882.JPG]
 * Exemplar 2 Draft
 * Exemplar 3
 * Exemplar 3 Draft

Students will then create a presentation of their final rice traits. Students created a "Create Understanding" on the rice investigation. || || Students creates a 20 base pair DNA sequence that includes AATT with in it. Students then simulated using a restriction enzyme to cut their DNA into different sized pieces. We then compared each persons DNA segmentes to a fictional character to see if they were the guilty:-) || Students will then create a final DNA assessment. They can either create a poster which includes detailed information on: Or Students can complete a written assessment on DNA transcription, translation and mutation.  || Mitosis: Because the cells in my toes divide this way. || We will read part of origin of species on the finches. We will then do two simulations, one on finch feeding, and hunting behaviors. ||
 * Strategy
 * What role did chance play in your genotypes.
 * The strengths and weaknesses of your final rice plant
 * Would you suggest your rice plant to the World Health Organization?
 * Letter Format. Five sentence paragraph
 * You will then Present your findings and ||
 * Genomics || 4/19 || 3 || Student learned about the budding field of study Genomics and Epigenetics
 * Nova Now epigenetics
 * "How you can change your genes, Destiny" Time Magazine
 * Genomics and Trees
 * Wired. "The Genome Revolution"
 * Gene Patenting
 * Genetic Information Non discrimination act, Farncis Collins
 * Gene School ||
 * Rice Wrap Up || 4/20 || 1 || Students will be creating pro and con arguments surrounding genetic engineering using the following graphic organizer.[[file:persuasion.pdf]]
 * DNA "Playing God" || 4/21/ || 3 || Students watched DNA, Playing God after finishing an investigation on geneticly engineering rice. ||
 * DNA Labs || 4/22 || 1 || Students will be observing DNA from plant and animal material. They will also be exploring the shape of DNA and it's components. ||
 * D.N.A. Notaland Presentation || 4/23 || 1 || Students will create a "Notaland Presentation" and email it to Molly on what the structure and function of D.N.A. is.
 * DNA Forensics || 4/26 || 3 || Students explored how scientists use restriction enzymes and electropheresis to match criminal DNA to suspects,
 * DNA Transcription notes || 4/27-29 || 1 || Studentstook notes on how the gene expression in fireflys. [] ||
 * Protein Chain Expression || 4/30 || 1 || Students took a gene sequence which affects eye color and translated it into a protein chain of amino acids.[[file:eye_color_gene_expression.pdf]] ||
 * Gene Mutations || 5/3-5 || 1,3 || Students will learn about the two main types of of mutation. Frame shift, point mutation.
 * Transcription
 * Translation
 * The Structure of DNA
 * Mutations
 * Introduction to Cell Division || 5/6 || 1 || Students will watch a movie showing cell division, then attempt to identify the same major steps in Onion cell slides.
 * Niches and Genetics variation || 5/10 || 3 || Students will watch a movie on a specialized ecosystem.
 * The Perfect Niche || 5/11 || 3 || Students will be given an ecosystem which they will read about and we will explore. The students will then hypothesize on what creature would be able to survive in that environment. They will create a perfect niche creature. ||
 * Speciation Introduction ||  || 3 || Students watched several introductory videos of speciation and the concept of evolution, they then created an Anchor Chart for the Information they new, and the information that they were unsure about.
 * Speciation video 1
 * Speciation video 2>
 * Speciation video 3
 * Darwin video 1
 * Peppered Moths ||