TUE-WED APR 29-30: Quiz on Heredity and Genetics (CH 4 and 5)
APR 21-25
DNA Aliases...
Using letters of the alphabet assigned to amino acids, students spell out their names as DNA strands and then using colored beads for each DNA base, they make their own DNA model.
Also, watch a short film on 'Cloning' from the Eyes-of-Nye series.
Complete vocabulary list from CH 4 and 5.
APR 17-18
CH 5 - DNA and Modern Genetics
Read the chapter and answer the following questions:
5.1 (p. 141) # 1, 2, 5
5.2 (p. 148) # 2, 3, 5, 6
5.3 (p. 154) # 1, 2, 3, 4, 5
Review (p. 157-158) # 15, 19, 20, 22, 23, 24, 28, 29, 31
APR 14-16
Students are completing a series of in-class exercises on genetics and heredity.
Activities include:
Punnett Squares (ABO Blood Types; X-linked hemophilia; tall/short plants)
Mendel's Peas - computer activity (students cross pea plants and select for recessive characteristics...)
Human Genetics Wheel - students ID 8 genetic traits about themselves and we build a database comparing classes...
Natural Selection - game where students are eliminated based on random selection of inheritable characterisitics...
White-tailed Deer card game illustrating why genetic diversity is important...
MAR 31-APR 3
CH 4 - Patterns of Heredity
Read the chapter and answer the following questions:
4.1 (p. 107) # 1, 4, 5, 6
4.2 (p. 115) # 1-5
4.3 (p. 122) # 1, 2, 3, 6
Review (p. 125-126) # 17, 19, 21, 24, 25, 26, 27, 30
Genetics and Evolution activities in-class once chapter work is completed (see APR 14-16)
MAR 24-27
CH 6 - History of Life on Earth
Read the chapter and answer the following questions:
6.1 (p. 175) # 1-5
6.2 (p. 185) # 1-3
6.3 (p. 194) # 1-4
Review (p. 198) 17-21, 23, 27
A Span of Time (p. 176)
FCAT NRT is TUE-WED MAR 18-19
Assignments and other course documents are posted at:
http://hawknest.sbac.edu/~drdoherty/
MAR 17-27
FLORIDA's ENDANGERED and INVASIVE SPECIES
Students are assigned (but can trade in) 1 endangered species and 1 invasive species important to Florida. They are to research their species and find information about how their species interacts with its environment and with other species and what management is being done to protect/control it. There are 2 parts:
- Scientific report on the species
- Artistic interpretation of the species
This project integrates our units 2) Life Over Time (classification and population), 3) Diversity (microbes, plants, invertebrates, vertebrates), and 4) Ecology (ecosystems, species interactions, impacts).
DUE: THU MAR 27
FCAT is TUE- WED MAR 11-12
MAR 10-14
TOO GOOD FOR DRUGS
This is a district directed curriculum with 10 lessons. Each Academy teacher is covering 2 lessons. We scheduled this unit during the 2 weeks of FCAT and NRT.
In Life Science, we will cover lesson 1 (Introducing you and your dreams) and lesson 5 (coping with stress). We will use the lesson plans, worksheets and activities that come with the Too Good for Drugs curriculum unit.
MAR 3 - 7
POPULATION GROWTH
We are learning about Exponential and Logistic growth. Students learn about growth rates, limits to growth and the concept of carrying capacity. Students calculate annual population change and graph results over a 30 year period. Populations grow according to the following equations:
Exponential: G = r*N
Logistic: G= r*N*(1-N/K)
where:
r = growth rate (0.2);
N = population (starts at 100); and
K = carrying capacity (set at 2000)
Students also complete a second worksheet titled, Pond Lily Parable, that further explores multiplicative growth and the consequences of outstripping resources.
DUE: FRI MAR 7
THU FEB 28 - Regional Science Fair, SFCC
FEB 25-29
Students are to read and review 2 articles:
Ninety-eight tons of primoridial biomass per gallon...
Biofuel crops increase CO2 emissions...
The review is a paragraph in length (4-6 sentences) summarizing the important points and concluding by completing the statement: This article is relevant to global climate change because...
Profiles in Peace Gallery...
When all their work is complete, students go to the 'Gallery' (Science Centrum) and study 40 of the Profiles in Peace projects, taking notes (Name, County, What the person is known for...). In another week or so, we will have a test on the 40 people - (students must know 25 of 40).
FEB 20-21 - FCAT Practice
FEB 19 - UF Engineering Fair
FEB 4-14
WE’D BETTER LETTER… OR ELSE
As part of our unit on energy and carbon we are writing letters to the City and County Commissions and to GRU.
The goals of this assignment are to learn:
1) about energy-use, emissions and impacts, and solutions
2) how to gather and organize information into a coherent narrative, and
3) to effectively communicate and write professionally and respectfully
Students are asked to gather information from print, film and internet sources, and then to take notes and hand write their first draft letter in their composition notebook. Then they type their draft letter in a Word document and turn it in. I then edit it and provide comment and they redraft the letter in final form and we send it out.
Student letters should:
1) convey their concerns
2) express what they’ve learned
2) use their facts (10 problems, 10 solutions)
3) ask the commission or GRU to share with them what they are doing to conserve, and
4) pledge their own efforts (what steps they are willing to take…)
draft DUE FRI FEB 8
final DUE THU FEB 14
Each student must bring in an envelope and postage stamp ($0.41) to mail your letter.
JAN 31
Focus the Nation - national education forum on Global Climate Change
JAN 22-30
PROFILES IN PEACE
In this project we are studying people around the world that have committed themselves to improving the human condition and making the world a better place. We are also exploring the common and necessary links between the treatment of people and care for our environment, where neglect of basic human rights results in environmental abuse. Yet the opposite is also true, that respect for human rights generates respect for our environment – Improving the human condition improves our biosphere and prospects for a sustainable future!
This project is an acknowledgement of Dr. Reverend Martin Luther King’s untiring and passionate campaign for civil rights, equality and justice.
There are 2 parts to this project:
1) Biography
2) Mosaic/Collage
First, they are to research their person and write a brief biopic addressing what that person is know for, some of his/her history they found interesting, and completing a paragraph starting with this opening sentence:
Without (peace, social justice, human rights…), we cannot expect a healthy planet because…
Then the make a collage or mosaic of their person, incorporating into the art aspects of the person's life work and identity.
Students have an assignment sheet that provides guidelines and sources.
JAN 14-17
DEBATE + SYNTHESIZE
Read and critique 3 articles:
1) Ninety-eight Tons of Primordial Plant Matter per Gallon of Gasoline
2) Biofuel Crops Increase Carbon Emissions
3) Going Green? Easy Doesn't Do It
JAN 7-11
UNIT: BIOMES
Students are studying terrestrial biomes (tundra, taiga, temperate forest, grassland, desert, tropical forest). They are taking notes in their composition notebook. There is a powerpoint slideshow, biomes.ppt, posted on the homepage at http://hawknest.sbac.edu.
There is a Biomes TEST on FRI JAN 11 in class.
Project: BIODIVERSITY HOTSPOTS
Students select a 'hotspot' from the interactive map at www.biodiversityhotspots.com. Their assignment is to create a travel brochure or poster to advertise 'eco-tourism' to adverture seeking tourists. They must include information on the location, extent, environment and culture of their hotspot, develop a list of endemic and threatened vertebrates, and profile at least 2 vertebrate species from different taxonomic Classes. They are given an assignment sheet with specific criteria. They can work alone or with a partner. Laptops, internet, art supplies (card stock paper, scissors, glue, color markers, pencils, National Geo magazines...) are available in class.
DUE WED JAN 16.
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