EQ: "How does DNA replicate?"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-15)
CLASS RECAP: Today students took a quick quiz on DNA structure. Then students took notes as they watched the following 12min clip from Crash Course on DNA replication.
Thursday, February 28, 2013
Wednesday, February 27, 2013
Wednesday 2/27/13
EQ: "How does DNA replicate"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-15)
- Study for Final Five quiz on DNA structure
CLASS RECAP: Today students did a Do First activity on a worksheet that reviewed the structure of DNA. Then students took notes on DNA Replication.
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-15)
- Study for Final Five quiz on DNA structure
CLASS RECAP: Today students did a Do First activity on a worksheet that reviewed the structure of DNA. Then students took notes on DNA Replication.
Tuesday, February 26, 2013
Tuesday 2/26/13
EQ: "How does DNA replicate?"
VOCAB: ()
HOMEWORK:
- Study and Define Vocab Terms (1-11)
- 12.2 & 12.3 due tomorrow
CLASS RECAP: Today students started class by drawing strands of DNA and practicing identifying 3' and 5' endings. Then students read the story of Rosalind Franklin and how the structure of DNA was discovered.
VOCAB: ()
HOMEWORK:
- Study and Define Vocab Terms (1-11)
- 12.2 & 12.3 due tomorrow
CLASS RECAP: Today students started class by drawing strands of DNA and practicing identifying 3' and 5' endings. Then students read the story of Rosalind Franklin and how the structure of DNA was discovered.
Monday, February 25, 2013
Monday 2/25/13
EQ:"What is the structure of DNA?"
VOCAB:(2) (3) (4) (5) (6) (7) (8) (9) (10) (11)
HOMEWORK:
- Study and Define Vocab Terms (1-11)
- 12.2 and 12.3 HW due Wednesday (2/27)
CLASS RECAP:
Today students started class by watching the following clip about the famous animal called Ligers!
VOCAB:(2) (3) (4) (5) (6) (7) (8) (9) (10) (11)
HOMEWORK:
- Study and Define Vocab Terms (1-11)
- 12.2 and 12.3 HW due Wednesday (2/27)
CLASS RECAP:
Today students started class by watching the following clip about the famous animal called Ligers!
We followed up the clip by asking the questions "What role does DNA play?" in making hybrid species like Ligers?"
Students summarized the answer that DNA is the code that makes organisms what they are. A liger has DNA from it's paternal side (Lion) and it's maternal side (Tiger). Therefore DNA is the code of life. We talked about how before you can learn to write and use English, you must first learn to draw the letters of the alphabet. In the same way, DNA is used to communicate information, but we can't understand it until we understand first the "letters" of DNA.
Students took notes on the structure of DNA.
Friday, February 22, 2013
Friday 2/22/13
EQ: "How is genetic information stored in DNA?"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1)
- Extra Credit pictures are due on Monday by 3pm. Emailed pictures must be emailed by midnight Sunday night.
- Finish TEAM activity questions (if you didn't finish in class)
- DNA Post-Lab questions on GoogleForms Due Sunday night at midnight
CLASS RECAP:
Today students completed a TEAM activity titled " DNA Structure and Replication"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1)
- Extra Credit pictures are due on Monday by 3pm. Emailed pictures must be emailed by midnight Sunday night.
- Finish TEAM activity questions (if you didn't finish in class)
- DNA Post-Lab questions on GoogleForms Due Sunday night at midnight
CLASS RECAP:
Today students completed a TEAM activity titled " DNA Structure and Replication"
Thursday, February 21, 2013
Thursday 2/21/13
EQ: "How do you extract DNA from plant cells?"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1)
- Complete Post-Lab questions from lab today (Google Form)
CLASS RECAP:
Today students participated in a Strawberry DNA extraction Lab. Students worked in pairs and extracted DNA from strawberries. Pictures to come.
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1)
- Complete Post-Lab questions from lab today (Google Form)
CLASS RECAP:
Today students participated in a Strawberry DNA extraction Lab. Students worked in pairs and extracted DNA from strawberries. Pictures to come.
Wednesday, February 20, 2013
Wednesday 2/20/13
EQ: Unit EQ: How does DNA and RNA turn into Proteins in living things?"
VOCAB: (1) DNA
HOMEWORK:
- Study and Define Vocab Terms (1)
- Read Section 12.1 and take notes in your daily science journal
- Read the procedure for lab tomorrow & DRESS FOR LAB
CLASS RECAP:
Today students started a new unit. Students picked up the DNA cover page packet and filled in the EQ for the unit. Students then discussed a ponderable Do First question about the link between the sun and skin cancer.
Students then took a pre-test on DNA and recorded their results in their DNA packets.
Students then participated in a game that involved 100 Fun Facts about DNA.
Students ended class by reading the procedure for the DNA extraction lab they will be working on tomorrow. Students are to read the lab before they come to class tomorrow.
VOCAB: (1) DNA
HOMEWORK:
- Study and Define Vocab Terms (1)
- Read Section 12.1 and take notes in your daily science journal
- Read the procedure for lab tomorrow & DRESS FOR LAB
CLASS RECAP:
Today students started a new unit. Students picked up the DNA cover page packet and filled in the EQ for the unit. Students then discussed a ponderable Do First question about the link between the sun and skin cancer.
Students then took a pre-test on DNA and recorded their results in their DNA packets.
Students then participated in a game that involved 100 Fun Facts about DNA.
Students ended class by reading the procedure for the DNA extraction lab they will be working on tomorrow. Students are to read the lab before they come to class tomorrow.
Tuesday, February 19, 2013
Tuesday 2/19/13
EQ: none
VOCAB: Vocab terms due today.
HOMEWORK:
None :)
CLASS RECAP:
Today students took the Cell Growth and Reproduction quest
VOCAB: Vocab terms due today.
HOMEWORK:
None :)
CLASS RECAP:
Today students took the Cell Growth and Reproduction quest
Thursday, February 14, 2013
EXTRA EXTRA
Today in class, students watched a NOVA special made in 2001. The following 8min video was made in 2006 and it provides some new developments in the case of stem cell research.
Please watch the following video clip. For extra credit on the upcoming Cell Growth and Reproduction Unit quest, respond to the video by posting an answer to the ponderable question below the video.
Ponderable Questions:
1) Please briefly summarize your position on stem cell research and why you feel that way.
2)Did the video above change the opinionyou had after the video you watched in class? How?
:) Happy weekend!
Please watch the following video clip. For extra credit on the upcoming Cell Growth and Reproduction Unit quest, respond to the video by posting an answer to the ponderable question below the video.
Watch Leeches, The Search for ET, Stem Cells Breakthrough,... on PBS. See more from NOVA scienceNOW.
Ponderable Questions:
1) Please briefly summarize your position on stem cell research and why you feel that way.
2)Did the video above change the opinionyou had after the video you watched in class? How?
:) Happy weekend!
Thursday 2/14/13
EQ's: "When does life begin" & "What are the Pro's and Con's of stem cell research?"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-24)
- Unit Quest (quiz/test) on Tuesday (2/18)
- Extra credit opportunity available on blog
CLASS RECAP:
Today students watched a NOVA special on stem cell research and we had a class discussion on the ethical implications.
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-24)
- Unit Quest (quiz/test) on Tuesday (2/18)
- Extra credit opportunity available on blog
CLASS RECAP:
Today students watched a NOVA special on stem cell research and we had a class discussion on the ethical implications.
Watch Stem Cells: Early Research on PBS. See more from NOVA scienceNOW.
Wednesday, February 13, 2013
Wednesday 2/13/13
EQ: "What is cancer?"
VOCAB: (21)-Cancer (22)-Malignant (23)-Benign (24) Metastasis
HOMEWORK:
- Study and Define Vocab Terms (1-24)
- Read section 10.3 and take notes on a separate piece of paper.
- Cell Growth and Division Unit "Quest" on Tuesday (2/18)
CLASS RECAP:
Students handed in their post-lab questions at the beginning of class.
Today students discussed the scientific causes of cancer and how it relates to the cell cycle.
Students started by modeling the national statistics for cancer using the amount of students in the class. then students watched the following clip about how cancerous cells divide compared to normal cells.
Students then went out into the hallway for an activity called "Cross the Line". Students had to step forward if the statement she read was True. For example:
- Cancer is the leading cause of death under the age of 80. (True)
- Cancer only occurs in people over the age of 30.(False)
- Cancer only affects you if you are unhealthy (False)
- Cancer is caused by mitosis (True)
- Cancer never affects children (False)
- Cancer is often caused by environmental factors (True)
- Cancer can be caused by genetics (True)
- Cancer can be caused by the sun (True)
- Cancer can be caused by x-rays (True)
- Cancer can be caused by pollution (True)
Then students had an opportunity to answer personal questions (response was optional and voluntary)
- I know or have known someone who was affected by cancer
- I know or have known someone who has fought and survived cancer
- I have known someone who has died from cancer
- I have known someone under the age of 80 who has died from cancer
- I have known someone under the age of 40 who has died from cancer
- I have known someone under the age of 18 who has died from cancer
- Scientists in 2012 know the causes of cancer
- All the research on cancer that needs to be done, has been done.
- I, or someone I know, have raised money for cancer research
- I believe the cure to cancer will come in the next 20 years
After we returned to the room, students were able to reflect and share personal experiences of loved ones they have known that had cancer.
Students then watched the following clip and used the information to define the four vocab words for today.
Students then divided into groups of four, to complete the "Understanding Cancer" activity.
VOCAB: (21)-Cancer (22)-Malignant (23)-Benign (24) Metastasis
HOMEWORK:
- Study and Define Vocab Terms (1-24)
- Read section 10.3 and take notes on a separate piece of paper.
- Cell Growth and Division Unit "Quest" on Tuesday (2/18)
CLASS RECAP:
Students handed in their post-lab questions at the beginning of class.
Today students discussed the scientific causes of cancer and how it relates to the cell cycle.
Students started by modeling the national statistics for cancer using the amount of students in the class. then students watched the following clip about how cancerous cells divide compared to normal cells.
Students then went out into the hallway for an activity called "Cross the Line". Students had to step forward if the statement she read was True. For example:
- Cancer is the leading cause of death under the age of 80. (True)
- Cancer only occurs in people over the age of 30.(False)
- Cancer only affects you if you are unhealthy (False)
- Cancer is caused by mitosis (True)
- Cancer never affects children (False)
- Cancer is often caused by environmental factors (True)
- Cancer can be caused by genetics (True)
- Cancer can be caused by the sun (True)
- Cancer can be caused by x-rays (True)
- Cancer can be caused by pollution (True)
Then students had an opportunity to answer personal questions (response was optional and voluntary)
- I know or have known someone who was affected by cancer
- I know or have known someone who has fought and survived cancer
- I have known someone who has died from cancer
- I have known someone under the age of 80 who has died from cancer
- I have known someone under the age of 40 who has died from cancer
- I have known someone under the age of 18 who has died from cancer
- Scientists in 2012 know the causes of cancer
- All the research on cancer that needs to be done, has been done.
- I, or someone I know, have raised money for cancer research
- I believe the cure to cancer will come in the next 20 years
After we returned to the room, students were able to reflect and share personal experiences of loved ones they have known that had cancer.
Students then watched the following clip and used the information to define the four vocab words for today.
Students then divided into groups of four, to complete the "Understanding Cancer" activity.
Tuesday, February 12, 2013
Tuesday 2/12/13
EQ: "In which stage of the cell cycle to onion root tips spend most of their time?"
VOCAB: (20) Cell Plate
HOMEWORK:
- Study and Define Vocab Terms (1-20)
CLASS RECAP:
Today students started class by tending to their planaria experiment. Students changed the water and aerated the petri dishes.
Students then learned clues for identifying each stage of mitosis in onion cells. Students learned that roots grow from the tip as the cells rapidly go through cell division. Students then broke into pairs and studied root tips under the microscopes. They figured out the percent of the total cells that were in each of the parts of the cell cycle.
VOCAB: (20) Cell Plate
HOMEWORK:
- Study and Define Vocab Terms (1-20)
CLASS RECAP:
Today students started class by tending to their planaria experiment. Students changed the water and aerated the petri dishes.
Students then learned clues for identifying each stage of mitosis in onion cells. Students learned that roots grow from the tip as the cells rapidly go through cell division. Students then broke into pairs and studied root tips under the microscopes. They figured out the percent of the total cells that were in each of the parts of the cell cycle.
Monday, February 11, 2013
Monday 2/11/13
EQ: "What are the advantages or disadvantages of asexual reproduction?"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-19)
CLASS RECAP:
Students handed in their Cell Cycle wkst for homework. Today students started class by receiving back two graded assignments. We took time to review the assignments and answer any questions from the reading from the text.
Students observed the progress of the planaria lab that they started on Friday. Most of the planaria were affected by an unknown fungus, however some of the specimen survived the weekend. Students aerated the planaria to increased the dissolved oxygen in the petri dishes.
Students then practiced the stages of mitosis with a game.
Students then took a Cell Cycle quiz worth 15 pts.
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-19)
CLASS RECAP:
Students handed in their Cell Cycle wkst for homework. Today students started class by receiving back two graded assignments. We took time to review the assignments and answer any questions from the reading from the text.
Students observed the progress of the planaria lab that they started on Friday. Most of the planaria were affected by an unknown fungus, however some of the specimen survived the weekend. Students aerated the planaria to increased the dissolved oxygen in the petri dishes.
Students then practiced the stages of mitosis with a game.
Students then took a Cell Cycle quiz worth 15 pts.
Friday, February 8, 2013
Friday 2/8/13
EQ: "How do planaria reproduce?"
VOCAB:(16) sexual reproduction (17) asexual reproduction (18) regenration (19) stem cells
HOMEWORK:
- Study and Define Vocab Terms (1-19)
- Cell cycle coloring worksheet (both sides) due Monday
- Mitosis and cell cycle quiz on Monday
CLASS RECAP: *Two hour delay*
Today students performed a lab on planaria worms. We discussed sexual vs. asexual reproduction. Students then had an opportunity to look at planaria worms under the microscope. Within their lab groups, students decided on a cut they would perform on their worms. Students then cut the planarian worms. We will be observing the regeneration of the planaria over the next few days. Students will watch as the stem cells in the planaria regenerate the piece of the worm that was cut off. Pictures to come!
VOCAB:(16) sexual reproduction (17) asexual reproduction (18) regenration (19) stem cells
HOMEWORK:
- Study and Define Vocab Terms (1-19)
- Cell cycle coloring worksheet (both sides) due Monday
- Mitosis and cell cycle quiz on Monday
CLASS RECAP: *Two hour delay*
Today students performed a lab on planaria worms. We discussed sexual vs. asexual reproduction. Students then had an opportunity to look at planaria worms under the microscope. Within their lab groups, students decided on a cut they would perform on their worms. Students then cut the planarian worms. We will be observing the regeneration of the planaria over the next few days. Students will watch as the stem cells in the planaria regenerate the piece of the worm that was cut off. Pictures to come!
Thursday, February 7, 2013
Thursday 2/8/13
EQ: "What are the stages of Mitosis?"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-15)
- Parent signature on Keystone Data sheet by Friday (2/9)
- Complete the stages summary for Mitosis and cytokinesis in your Cell Cycle Flipbook. Draw pictures using Model 1 of your TEAM activity.
CLASS RECAP:
Today students continued working in their lab groups to finish their TEAM activity. If students finished they were able to start the mitosis rotation stations.
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-15)
- Parent signature on Keystone Data sheet by Friday (2/9)
- Complete the stages summary for Mitosis and cytokinesis in your Cell Cycle Flipbook. Draw pictures using Model 1 of your TEAM activity.
CLASS RECAP:
Today students continued working in their lab groups to finish their TEAM activity. If students finished they were able to start the mitosis rotation stations.
Wednesday 2/7/13
EQ: "What are the stages of mitosis?"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-15)
- Parent signature on Keystone Data sheet by Friday (2/9)
- Complete the stages summary for Mitosis and cytokinesis in your Cell Cycle Flipbook. Draw pictures using Model 1 of your TEAM activity.
CLASS RECAP: Today students started class by hearing the winners of the chromosome model contest. Winners were:
1 place- Elizabeth & Eliana (p1)
2 place- Jonas & Sam M (p7/8)
3 place- Brit M., Adrienne & Carolyn (p9)
Students took their models home.
Students then spent time reviewing their midterm and their Keystone CDT results. Miss Styer handed everyone back their CDT scores from the first two times they took the assessment. Students reflected on their "Biology Keystone Data Sheet". This sheet is to be signed by their parents by Friday 2/9.
Students then spent the second half of class working on a TEAM activity about Mitosis.
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-15)
- Parent signature on Keystone Data sheet by Friday (2/9)
- Complete the stages summary for Mitosis and cytokinesis in your Cell Cycle Flipbook. Draw pictures using Model 1 of your TEAM activity.
CLASS RECAP: Today students started class by hearing the winners of the chromosome model contest. Winners were:
1 place- Elizabeth & Eliana (p1)
2 place- Jonas & Sam M (p7/8)
3 place- Brit M., Adrienne & Carolyn (p9)
Students took their models home.
Students then spent time reviewing their midterm and their Keystone CDT results. Miss Styer handed everyone back their CDT scores from the first two times they took the assessment. Students reflected on their "Biology Keystone Data Sheet". This sheet is to be signed by their parents by Friday 2/9.
Students then spent the second half of class working on a TEAM activity about Mitosis.
Tuesday, February 5, 2013
Tuesday 2/5/13
EQ:"What happens during the cell cycle?"
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-8)
- Summarize the stages of Mitosis using www.cellsalive.com. Record a bulleted list of each stage of the cycle in your cell cycle flipbook.
CLASS RECAP: *Collaboration Day*
Today students started class by drawing the life cycle of a human being. We then used that to compare how a cell also has a life cycle. Students received a packet of papers which they will fashion into a cell cycle flipbook.
Students watched an animation of the cell cycle at http://www.cellsalive.com/cell_cycle.htm
We observed two important checkpoints in the G1 and G2 phases of the cell cycle.
Then students took notes in their Cell cycle flipbook.
Students then had the remainder of the period to review the stages of mitosis at http://www.cellsalive.com/mitosis.htm.
Tonight for homework, students are to use their books, and the cellsalive website to write bulleted list summaries for each of the different stages of mitosis. (summaries can be found at the bottom of the website under the animation of mitosis)
VOCAB:
HOMEWORK:
- Study and Define Vocab Terms (1-8)
- Summarize the stages of Mitosis using www.cellsalive.com. Record a bulleted list of each stage of the cycle in your cell cycle flipbook.
CLASS RECAP: *Collaboration Day*
Today students started class by drawing the life cycle of a human being. We then used that to compare how a cell also has a life cycle. Students received a packet of papers which they will fashion into a cell cycle flipbook.
Students watched an animation of the cell cycle at http://www.cellsalive.com/cell_cycle.htm
We observed two important checkpoints in the G1 and G2 phases of the cell cycle.
Then students took notes in their Cell cycle flipbook.
Students then had the remainder of the period to review the stages of mitosis at http://www.cellsalive.com/mitosis.htm.
Tonight for homework, students are to use their books, and the cellsalive website to write bulleted list summaries for each of the different stages of mitosis. (summaries can be found at the bottom of the website under the animation of mitosis)
Monday, February 4, 2013
Chromosome Model pics
On 2/1/13 my wonderful CP Biology 1 students spent the day creating representative models of the process in which strands of DNA organize themselves into chromosomes. Students posed to snap a quick blog pic. Great job guys! The models all look great! We will be voting on the overall winner on Monday. Stay tuned as I update and add more pictures from other periods! Feel free to comment!
PERIOD ONE
 |
| N'namdi and Marie with there wonderful models! |
 |
| Jenn and Vanessa displaying their excellent model of DNA and chromosomes. |
 |
| Bryan and Josh with their model of how DNA organizes itself into chromosomes. |
 |
| Steph and Ian with their beautiful purple model! |
 | ||
| Last but not least, Liz and Eliana holding their great model of DNA and chromosomes! |
PERIOD TWO
 |
| Isis, Ang and Jarod proudly holding up their model! (don't look so happy Jarod!) |
 |
| Madison and Liv donning smiles and a great model of DNA and chromosomes! |
More periods to come!
Monday 2/4/13
EQ:
"What are the stages of the cell life cycle?"
VOCAB: (5) cell cycle (6) interphase (7) mitosis (8) cytokinesis
HOMEWORK:
- Study and Define Vocab Terms (1-8)
- Read section 10.1 & 10.2 and complete worksheet
CLASS RECAP: Today students took the second half of their CDT tests. As students finished, they had an opportunity to complete their vocab terms using the classroom books and the laptops.
Students then created a human life cycle in their Daily Science Journal to use as a metaphore for the cell life cycle.
VOCAB: (5) cell cycle (6) interphase (7) mitosis (8) cytokinesis
HOMEWORK:
- Study and Define Vocab Terms (1-8)
- Read section 10.1 & 10.2 and complete worksheet
CLASS RECAP: Today students took the second half of their CDT tests. As students finished, they had an opportunity to complete their vocab terms using the classroom books and the laptops.
Students then created a human life cycle in their Daily Science Journal to use as a metaphore for the cell life cycle.
Sunday, February 3, 2013
Friday 2/113
EQ:
"What are chromosomes?"
VOCAB:
HOMEWORK:
- Define and Study Vocab Terms (1-4)
- Read section 10.1 & 10.2 and complete worksheet
CLASS RECAP: Today students had 5 min to brainstorm ideas for their chromosome models. Then students had the rest of the class to create models that showed how DNA is organized in to chromosomes.
VOCAB:
HOMEWORK:
- Define and Study Vocab Terms (1-4)
- Read section 10.1 & 10.2 and complete worksheet
CLASS RECAP: Today students had 5 min to brainstorm ideas for their chromosome models. Then students had the rest of the class to create models that showed how DNA is organized in to chromosomes.
Thursday 1/31/13
EQ:
"What are chromosomes?"
VOCAB: (1) chromosome (2) histone (3)chromatid (4) centromere
HOMEWORK:
- Study and define Vocab Terms (1-4)
- Read 10.1 & 10.2 in text and complete worksheet (due Tuesday 2/5)
CLASS RECAP:
Today students started class by reviewing the cell organelles within a eukaryotic cell.
Students were then asked "If all of the organelles were split into two new cells, how would the nucleus split?" Students realized that it would be difficult for the nucleus to split due to the long strands of DNA within. Students learned that DNA is organized into bundles called chromosomes in order to aid with cell division.
Students learned about the structure of chromosomes by labeling the following figure in their notes.
VOCAB: (1) chromosome (2) histone (3)chromatid (4) centromere
HOMEWORK:
- Study and define Vocab Terms (1-4)
- Read 10.1 & 10.2 in text and complete worksheet (due Tuesday 2/5)
CLASS RECAP:
Today students started class by reviewing the cell organelles within a eukaryotic cell.
Students were then asked "If all of the organelles were split into two new cells, how would the nucleus split?" Students realized that it would be difficult for the nucleus to split due to the long strands of DNA within. Students learned that DNA is organized into bundles called chromosomes in order to aid with cell division.
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