Do Now:
Hour 2 and 7 What happens to the DNA to cause albinism?
Get out your computer. Use See Think Wonder to explore this simulation showing translation and protein production. Exit ticket: Learning Tracker
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Do Now: Would you rather
1. What did we do yesterday? 2. How could we check to see what the likely genotypes are in Hidaya's pedigree? 3. Work through a Punnett Square model of the probability of certain parents having children with certain traits. What did we figure out about albinism so far? What new questions do we need to investigate? Driving Questions:
Use this
Do Now: Play a Kahoot to review what we learned on Friday. See Google Classroom for the link and PIN if you are doing the Kahoot outside of class.
Driving Question: How does albinism happen? Do children get it from their parents? GOAL: Using the (pedigree) model created, analyze data and complete Punnett squares as evidence to determine how albinism is passed from generation to generation. 1. Read a part of a family story (Hidaya's Story) and create a pedigree and predict the genotypes of family members from the phenotypes in the story. 2. Get together with other students who have also read part of Hiday's story and together create a full pedigree. 3. Consensus: What did the class figure out about albinism? 4. Using the information from the pedigree, complete the Punnett square activity to check your data.
Share your data from this activity and continue to record ideas on the Melanin Story Tracker. Exit Ticket: Hand in your story tracker and tell me one question you have. Do Now: Think about these questions and discuss with a seat partner...
Driving Questions:
Task 1:
Task 2: Using the same handout Practice standard: Constructing explanations using evidence and reasoning
Exit ticket: Be ready to tell me what one of these words means:
Do Now: Think of something you have heard of or use as a good luck charm or gives you good luck. Or...think of something that supposedly causes bad luck.
Anchoring Phenomenon: Born Too White
Driving Question: How does your blood supplies your cells with sugar and oxygen.
Task: Use the Gizmo linked on Classroom and the online handout to guide you through the simulation. Please turn in when finished. Ticket Out: What is one thing you think you should remember from what you learned today? Do Now: Go for a walk around the school. Notice your breathing at least five times during the walk.
Revisit yesterday: Finish the labs and turn them in (5-10 minutes for students who need the time). Driving Question: How does the physiology of mammals allow them to dive for so long underwater? Google Classroom assignment: Work with a partner and discuss with Chris as you work through interpreting the graphs and tables showing some physiological differences between diving mammals and their respective dive times. Do Now:
Hour 2:
Do Now: Say you dropped your phone in 20 feet of clear, but cool water. Talk to your classmates and find out who would be willing to dive down and retrieve it for you or if you would be the one to dive. Share what that might be like with a partner.
Hour 2:
Hour 7: Collect data on the diving response in students as Hour 2 did on Friday. Ticket out: What is one question you have about this phenomenon? Do Now: Get ready to hold your breath. How long can you hold your breath?
Hour 2 - Collect heart rate and breathing rate data for a student during apnea, diving apnea and control (at rest). Hour 3 - 1. Learn about the mammalian dive response (video) 2. Use the first two pages of the Human Dive Response Lab to show your thinking about the mammalian dive response. |
AuthorChris Campbell NGSS 3 DimensionsArchives
June 2023
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