Biology Hr 2
Do Now: Think about this question and discuss it with a neighbor: Would you rather be a lion living in a fairly big pride, or would you rather be a lone lion? Why? Remember:
This assessment gives you the opportunity to show what you learned how to calculate, model and explain about the African Lion prides. You should do well on it if you were engaged in the learning tasks. If you have questions, try to work it out yourself. If you still need help or think you want to go over it with me, we can use another day to do that. If everyone finishes before the end of the hour, you can start playing the Wildlife special on PBS called: "The Fall and the Rise of the Marsh Lions." ALERT! - At about 20 minutes, there is video of one animal killing another. I recommend stopping before that. Exit Ticket: How well did the tasks we did in class get you ready for the assessment?
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Do Now:
You will now copy and paste actual DNA sequences from the different lion populations into a program that will generate a phylogenetic tree, a diagram that helps illustrate the evolution of different groups of lions. Follow this link to get the Lion DNA DATA: http://tinyurl.com/LionDNADATA Go to the phylogenetic tree maker website at https://ngphylogeny.fr/ Click on the “One Click” option. ● You will copy all of the DNA sequences into the large window on the website titled “Pasted Text.” (See below) ● IMPORTANT! Be sure there are NO spaces before the first sequence or after the last sequence. Delete only those spaces and not the spaces between the sequences for the different lion populations. ● Click Submit. ● You will need to be patient as the analysis runs. The website will refresh every 10 seconds or so and will let you know when it’s complete. ● When your tree is ready, Step 14. Tree Image will show it’s ready when you see the “.svg” button appear. When you click that, your tree will open in your browser. )Do Now:
Do Next: Please open up your computer and go to Google Classroom. Complete the survey that asks about who you feel is a good learning partner for you. I will use this information later for regrouping. TEACHER REMINDER: Set timers Science Practices Focus: Describing evidence DRIVING QUESTION: How can genetic evidence help us understand how lions move between prides and how they are related? 1. Find your pride's location on a map of the African Continent. Which country is it in and where in that country? Choose a color and put a dot on your paper map. 2. Add your pride to the key on the front map and add your location. 3. For the prides that no other students have, please look up their locations and place a new colored dot on your map so that all prides are represented on the map. 4. Help the class get all of the prides located on the big map up front so we can use the locations to puzzle over which lions are genetically related and how they might travel and act. Analyzing microsatellite data: (microstellites are small regions of repeating DNA that can be useful for showing how related two organisms are). Answer the questions on your handout. Pay close attention to how you explain something. Use details like the color patterns on the allele bars and patterns you notice. DESCRIBE THE DETAILS!! After a class discussion, write the CER supporting the claim given. How do you know the claim is correct? Convince your audience that it is. Peer review the evidence and reasoning on their claims using the Single Column Rubric Hr 7 - Sept 15
Hr 2 - Sept 16 Do Now: Kahoot! to recap what we learned yesterday. Goal: Analyze the patterns of allele data to determine the actual parents of the lion cubs. Driving Question: How can we determine the parents of the cubs? Now that you have been introduced to alleles and chromosomes,, you know that each lion gets two of each chromosome from their parents. This means they also get one allele from each parent at a locus on a chromosome. One allele comes from Mom and the other allele comes from Dad. Use allele Data Set 5 from the Lulu Packet to help us figure out who the parents are for each of the cubs. Do Now:
Navigation - Where have we been so far? Lions get more food energy per lion when they hunt bigger prey together. Driving Question: Why do lions live in groups? Watch this video a female lion with cubs. The researcher that was observing a group of lions sent her field notes to the genetics lab along with blood samples to figure out the group dynamic - who is related to whom?
Period 2 - Sept 7, 2022
Period 7 - Sept 8, 2022 Do Now: Formative assessment - Are you getting the main point?
(In your group, construct a Venn diagram that illustrates the similarities and difference between the three species in the "Battle at Kruger" video. And finally: Get the Self and Peer assessment handout Work on the first part alone Work on the second part with your group to come up with some group agreed norms. Class discussion for class agreed norms in Biology. Reflection: As a class, look at the Science Practices and Crosscutting concepts to determine which practice we have been using and which crosscutting concept is most important in what we learned today. Do Now
Next: Please go get your notebook and Biology folder with Friday's Questions handout in it. Driving Question: Why were the lions living in a group? Get out your questioning form from Lesson 1 and turn it over. Record observations on each species physical and behavioral adaptive traits while watching the Kruger video clip again. Discuss with your group members how these species are similar and different in physical and behavioral traits. Construct a Venn diagram that illustrates the similarities and differences. Reminder - adaptations may be physical traits or behaviors which are how organisms act to survive. How students working in a group be beneficial? In an effort to build community among students, there is a Self & Peer Assessment activity linked that allows you to take what they saw the lions do and consider how working in a group can be beneficial. This will include coming up with some norms that can be shared. Goal: Highlight items on the Venn diagram that address group behavior. Do Now|
Do Next| One person from your table come get a Questioning Form for each student. Write 3 questions while watching the video clip, “The Battle at Kruger." And then|Once the video is done,
Meet and Greet: at the door
Do Now: Sit in birthday order so that the person with the birthday closest to January 1 sits in Seat 1. The year you were born doesn’t matter. Don’t skip seats. When everyone is seated, the student in Seat 5 will raise his or her hand and report that the class is ready to begin. Phenomenon: Etude Garden Nature Journaling
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AuthorChris Campbell NGSS 3 DimensionsArchives
June 2023
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