Interactive Science Notebook

Todays Agenda

8:30 8:45Welcome

8:45 9:45Inquiry through Gizmos (Mario Junco)

9:45 10:00Break

10:15 11:30Inquiry-based Life Science Content - Q3 Q4

Infusing Common Core (CER), NGSSS and the 5Es

11:30 12:30Lunch

12:30 1:30Inquiry-based Life Science Content - Q3 Q4 continued

Infusing Common Core (CER), NGSSS and the 5Es

1:30 3:00Lab Rotations

2:30 3:30Developing a 5E Lesson

Brainstorming and topic selection

Infusion of Common Core State Standards in Math and Language Arts

Follow up: (Due Friday, 2/21/14)

1. 5E Lesson plan based on content and strategies shared during the session reflecting strategies that support Common Core standards.

2. Assignment must be uploaded onto designated site. (EdModo Code: 2t64sn)

Miami-Dade County Public Schools

Office of Academics and Transformation

Department of Mathematics and Science

Science Content and Pacing Middle Q3-Q4 7th Grade

Facilitator: Dr. Christine Todd-Gibson

1

What does effective science instruction look like?

29

SC.7.L.15.2: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. (Level 3: Strategic Thinking & Complex Reasoning)

Scale

Learning Progression

Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to provide original examples that show how genetic variation and environmental factors contribute to the scientific theory of evolution by natural selection and diversity of organisms.

Design an activity that shows how the Peppered Moth can blend into its environment and explain what happens to the moths that cant blend. Explain why the ability to camouflage contributes to the scientific theory of evolution by natural selection and diversity of organisms.

Explain what happens to organisms of the same species that cannot camouflage.

Score/Step 4.0

I am able to cite some examples that show how genetic variation and environmental factors contribute to the scientific theory of evolution by natural selection and diversity of organisms.

Design an experiment that demonstrates the benefits of different types of evolutionary adaptations such camouflage.

Score/Step 3.0 Target

(Learning Goal)

I am able to identify genetic variation and environmental factors that contribute to the scientific theory of evolution by natural selection and diversity of organisms

Investigate and write to explain the genetic and environmental factors that affect population changes in an ecosystem, allowing some to survive and pass their traits to their offspring. Sometimes this results in the changing of a species over time.

Score/Step 2.0

I am able to recall that species may become extinct.

Identify and explain how a species inability to adapt may contribute to extinction of that species

Score/Step 1.0

I am able to tell that plants and animals we have today are different from the ones in the past.

SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that specifies its traits, which this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Level 3: Strategic Thinking & Complex Reasoning)

Scale

Learning Progression

Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information.

Research how DNA in chickens is related to different traits in chickens.

Create a presentation such as a Power Point that relates DNA to chromosomes, genes and specific traits in chickens.

Score/Step 4.0

I am able to relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information.

Complete Activity: DNA Recipe for Traits

Describe how variations in DNA lead to the inheritance of different traits.

Score/Step 3.0 Target

(Learning Goal)

I am able to recall relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information.

Create a graphic organizer that illustrates the concept of heredity as it relates to DNA within chromosomes.

GIZMOS: Building DNA

Score/Step 2.0

I am able to recognize that genetic material is contained in DNA.

Create a diagram of a cell that illustrate the different materials in a cell that pass on genetic information (DNA, chromosomes, chromatin, and genes

www.brainpop.com - DNA,

Score/Step 1.0

I am able to compare and contrast the major life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis and flowering and nonflowering seed-bearing plants.

SC. 7. L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. (Level 2: Basic Application of Skills & Concepts)

Scale

Learning Progression

Sample Progress Monitoring and Assessment Activities

Score/Step 5.0

I am able to analyze food webs to determine the relationships between organisms, such as mutualism, predation, parasitism, competition and commensalism.

Analyze food webs in different ecosystems and identify and explain the relationships between organisms such as mutualism, predation, parasitism, competition and commensalism in a presentation.

Score/Step 4.0

I am able to relate the roles and relationships (mutualism, predation, parasitism, competition and commensalism) of organisms in an ecosystem.

Research symbiotic relationships and create a booklet that provides an explanation and diagram of each type.

Technology: Symbiotic Relationships

Score/Step 3.0 Target

(Learning Goal)

I am able to compare relationships among organisms in an ecosystem.

Create a graphic organizer that compares and contrasts mutualism, parasitism, and commensalism with examples of each.

Study Jams-Symbiosis

Score/Step 2.0

I am able to identify relationships among some organisms in an ecosystem.

Create a concept map for mutualism, commensalism, parasitism and predation.

Score/Step 1.0

I am able to identify what makes up an ecosystem.

MIAMI-DADE COUNTY PUBLIC SCHOOLS

Instructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001

Human Variations

Benchmarks:

SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (AA)

SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. (Assessed as SC.7.L.16.1)

Objectives/Purpose:

Describe and explain that every organism requires a set of instructions that specifies traits.

Determine the probabilities for genotype and phenotype combinations using Punnett Squares.

Use Punnett Squares to determine genotypic and phenotypic probabilities in the form of percents or percentages.

Background Information:

Have you ever wondered why everybody looks different from everyone else? Even brothers and sisters can look different. This is because a large variety of traits exist in the human population. Perhaps this still doesn't explain why brothers and sisters might look very different or, on the contrary, very much alike. This lab exercise will help your students understand the many possible combinations available to offspring as they are being produced. Each student will pair off with a peer to become parents and produce a baby. What the baby will look like will depend on the laws of genetics. In this activity students will determine the appearance of their child's face by flipping coins to determine the pairing of the alleles for each of the major characteristics.

Materials:

2 coins

2 students

construction paper for face features

colored pencils or markers

crayons (skin-color set)

curling ribbon for hair (black, brown, yellow)

paper plates

scissors

Student Procedures:

1. Choose a partner for this experiment.

2. Determine with your partner who will be the father and the mother.

3. Each of you received a coin. The head side is the dominant side; and the tail side is the recessive side.

4. The father will flip the coin to determine the sex of the child. Heads indicates the child will be a boy; tails, a girl.

5. You and your partner will flip your coin at the same time, to determine which of the traits below pertain to your baby. Two heads indicate a homozygous dominant trait. A head and a tail equal a heterozygous dominant trait. Two tails represents a recessive trait.

6. Record the results for the two babies on the table provided.

7. Once the chart is completed, create a 3-dimensional representing the collected characteristics of the offspring, using a paper plate and other materials provided by your teacher.

8. Note: Be sure to cut the paper plate into the actual shape of the face and chin.

CHILD #1

CHILD #2

Trait

Possible

Genotypes

Fathers

Genes

Mothers Genes

Childs

Genotype

Childs

Phenotype

Fathers

Genes

Mothers

Genes

Childs

Genotype

Childs

Phenotype

Sex

face

shape

AA,Aa,aa

chin

size

BB,Bb,bb

hair

color

CH CH

CH CT

CT CT

hair

type

DH DH

DH DT

DT DT

widows peak

EE,Ee,ee

eye

color

FF,Ff,ff

eye

distance

GH GH

GH GT

GT GT

CHILD #1

CHILD #2

Trait

Possible

Genotypes

Fathers

Genes

Mothers Genes

Childs

Genotype

Childs

Phenotype

Fathers

Genes

Mothers

Genes

Childs

Genotype

Childs

Phenotype

Sex

eye

size

HH HH

HH HT

HT HT

eye

shape

II,

Ii, ii

eye

slantedness

JJ,

Jj, jj

eyelashes

KK,

Kk, kk

eyebrow

color

LH LH

LH LT

LT LT

eyebrow

thickness

MM ,Mm, mm

eyebrow

length

NN,

Nn, nn

mouth

size

OH OH

OH OT

OT OT

CHILD #1

CHILD #2

Trait

Possible

Genotypes

Fathers

Genes

Mothers Genes

Childs

Genotype

Childs

Phenotype

Fathers

Genes

Mothers

Genes

Childs

Genotype

Childs

Phenotype

Sex

lip

thickness

PP, Pp, pp

dimples

QQ, Qq, qq

nose

size

RH RH

RH RT

RT RT

nose

shape

SS, Ss

ss

earlobe attachment

TT,

Tt, tt

freckles

UU ,Uu, uu

Evaluation:

1. How did you determine which piece of information would contribute to the genotype of the child?

2. Using your experience in the lab today, explain why this is a true statement: Every child is a product of his/her parents.

3. Do your paper-plate babies look alike in any way? _________________. Explain.

4. Look around at all the other paper-plate babies. Do any of your classmates created children look alike? ______________. Justify your answer.

5. After examining all the children created, describe how sexual reproduction contributes to variation within a species.

6. Do you think that everyone has a twin, that is, someone living somewhere in the world who looks exactly like him/her? Explain your reasoning.

Use the characteristic sheet to answer the following questions. Show all your work, including Punnett Squares.

1. What is the probability of a mother with genotype (HH) and a father with genotype (HH) having a child with free earlobes?

2. What is the probability of a mother with genotype (FF) and a father with genotype (ff) having a child with a pointed nose?

3. What is the probability of a mother heterozygous for freckles and a father homozygous for no freckles having a child with freckles?

Extensions:

1. Join the collaborative online Human Genetics: The Search for the Dominant Trait http://k12science.ati.stevens-tech.edu/curriculum/genproj/teacher_guide.html.

2. Research genetic diseases such as Tay-Sachs, sickle-cell anemia, or cystic fibrosis.

3. Create a pedigree chart for your family of one characteristic such as attached/unattached ear lobes, tongue roller/tongue non-roller, hair/no hair on knuckles.

4. Students can complete their Genetic wheel online and print it.

Common Misconceptions:

Students often think that every person is unique because each has different genes. This is not true. Emphasize that all humans have the same genes. In fact, our genes are even in the same order along chromosomes. We are each unique because we inherit different combinations of alleles, resulting in a unique combination of traits.

Students may interpret disease gene discovery to mean that only those who have the disease have the gene. This is not true. Emphasize that each of us has the newly discovered gene, but none of us will develop symptoms of that disease unless we inherit a form of the gene that is faulty due to mutation.

Conclusion Writing Claim-Evidence-Reasoning

What is the probability that my offspring will look like me?

(Claim) (Reasoning) (Evidence)

Scientists are finding new ways to help stop poachers from hunting endangered animals.

By Emily Sohn [1]

12:00am, March 26, 2008

Robbery, vandalism, murder: Crimes happen every day. But people aren't the only victims of illegal activity. Bad guys can also target animals. And since animals can't tell police officers what they've seen, these are some of the toughest cases to solve.

Particularly challenging are the crimes that involve poachingtaking animals from the wild that are protected by law. Poachers can make a lot of money selling meat, tusks, fur, fins, and other parts of protected animals. Poaching can devastate even large wildlife populations if too many animals are taken in any year or from any area. The problem becomes even more serious when a species is endangered. Then, losing even a few animals can make it harder for the species to survive.

What's really bad is that poaching creates an unfortunate cycle: As the animals become more rare, their parts become more valuable. So, poachers earn even greater rewards for their collection of protected species. Now, scientists are helping fight back. Using the genetic material DNA, they are finding ways to clinch hard-to-solve cases involving a wide range of creatures, from elephants to seahorses.

If you've ever read a legal thriller or watched shows on TV such as CSI: Crime Scene Investigation, you know that DNA plays a big part in solving human crimes. The molecule appears in every cell. Like fingerprints, DNA is unique to every person. So, by analyzing DNA in blood, saliva, or hair left behind at the scene of a crime, detectives can identify criminals and victims.

When authorities find poached animal parts, they aren't usually interested in identifying individual creatures. Instead, they want to know what species the parts belong to. That may not be obvious if all you have is a bit of meat, bone, or perhaps a fish fin. DNA can also prove helpful in figuring out where an animal came from. That's because members of one local group of animals tend to share more DNA in common with each other than they do with more distant groups of their species. Based on concepts such as these, scientists are developing new tests to untangle complicated webs of animal-related crime.

Tusk trackers

Elephants have been particularly devastated by poachers in recent decades. Between 1979 and 1987, poachers killed hundreds of thousands of wild elephants in Africa and Asia. This poaching reduced the animals' numbers by more than half, says Samuel Wasser, director of the Center for Conservation Biology at the University of Washington, Seattle.

The motivation? Ivory. Elephant tusks are made of the hard, white material, which has long been used in jewelry and art, among other applications. Poaching slowed down after an international ban on the ivory trade was passed in 1989. For a variety of reasons, however, the practice started creeping up again a few years later. By 2005, Wasser says, "the illegal ivory trade had come back with a vengeance."

Even though it's against the law to buy newly harvested ivory, people prize it so much that some are willing to buy it illegally. Such sales are said to be on the "black market." In the past few years, the black-market price of ivory has quadrupled to about $850 per kilogram (2.2 pounds). A tusk can weigh 11 kg (24 pounds) or more. Tens of thousands of elephants are dying each year as a result. There are fewer than 500,000 elephants living in the wild today. Elephant poaching is hard to squelch because hunters often work in remote areas. Middlemen gather tusks from a variety of places. And well-hidden shipments follow complicated routes to destinations far from where they started. A single shipment can contain hundreds of tusks, thousands of pounds, and many millions of dollars worth of ivory. Authorities intercept just 10 percent of these shipments, Wasser estimates. But even when officials retrieve the ivory, they usually don't know where it came from.

To answer this question, Wasser has been looking for clues in elephant DNA. First, he collected elephant dung from 28 regions in 16 countries throughout Africa. He analyzed DNA in the dung samples. Then, he used the results to start mapping connections between an elephant's DNA and its home range. Finally, he used statistics to fill in the blanks.

"I've been working for 8 years on building this map," Wasser says. "It has taken a while, but we've done it."

But poachers trade tusks, not poop. And getting the genetic material out of ivory is more difficult. That's because the outside of a tusk is made of dead cells, while the DNA is in living cells on the inside of the tusk. But smashing or drilling into the tusk destroys the DNA. To overcome this problem, Wasser developed a way to extract DNA from ivory under supercold conditions. With liquid nitrogen, he was able to freeze the material. Then, he used a magnet and alternating magnetic fields to grind up the sample without destroying the DNA.

Using the technique, Wasser helped trace the origins of one of the largest ivory seizures ever made. The shipment, which contained 13,000 pounds (5,900 kilograms) of ivory, was seized in Singapore in 2002. Wasser's analysis showed that nearly all the seized ivory had come from a small region in Zambia. It was an important discovery because wildlife officials originally thought the shipment's contents had come from many different places. Findings like these are helping authorities narrow the hunt for elephant hunters.

"DNA can really help us stop the [ivory] trade at its source," Wasser says. "For the first time, we don't just have information about shipping and receiving, but about where the ivory comes from. This has completely changed the way law enforcement thinks about how to deal with these cases."

Something's fishy

Authorities are also getting better at nabbing shark poachers, thanks to Mahmood Shivji, a conservation geneticist at a shark conservation consortium at Nova Southeastern University's Oceanographic Center in Dania Beach, Fla. Trained as both an oceanographer and geneticist, Shivji is now a DNA detective of the sea.

There are more than 400 species of sharks in the world's oceans, Shivji says. Fishermen kill about 50 of those fish species for their fins, which people eat. The fins of some species are especially valuable. Sometimes sharks are also killed for their meat. As a result of hunting pressures, shark numbers have dropped 70 percent in the past 2 decades. Many populations are now threatened and a few are even endangered.

It is legal to fish for most sharks, especially if the fish will be sold for meat. However, most sharks are killed for their finsnot meat. Fishers haul in the animals, slice off their fins and then throw the rest of the still living shark back in the water to slowly die.

It's gruesome. It's also a tremendous waste of majestic animals that help keep ocean ecosystems healthy. That's why it is now illegal to kill a shark in the United Statesunless the entire animal is kept for sale. Any ship containing fins without the rest of the animal is automatically guilty of shark "finning", an illegal activity (poaching).

To protect sharks from poachers, Shivji says, authorities must first figure out which species are being hit hardest. But that's hard to do when the only evidence is finswhich pretty much look alike, regardless of which shark species they came from. "Markets are supplied from all over the world," he says. "No one is keeping track of whether populations in certain parts of the world are being overfished relative to other populations."

With those two goals in mind, Shivji started by studying DNA from 70 shark species, including all the varieties that end up in the fin trade. He found a small region of DNA that differs between species. Then, he created a simple test that identifies species on the basis of DNA taken from a meat or fin sample.

Next, Shivji found a different region of DNA that varies between members of the same species. He developed another test that identifies whether a sand tiger shark, for example, came from the northwest Atlantic, the southwest Atlantic, Australia, or South Africa. Finally, he combined the two tests. The biggest advantage of Shivji's technique is that it spits out results quickly. In just 2 days, he says, he and his team can identify the sources, by geography and species, for 50 fins.

Right now, the rapid tests can reliably identify 30 shark species. And they can distinguish between geographic populations of two of those speciessand tiger sharks and porbeagle sharks. Shivji is working on incorporating more groups into the tests. And he wants to make the process even faster by eventually replacing much of the work that humans do with robotic technologies.

The technique has already helped solve a number of suspicious cases for the National Oceanic and Atmospheric Administration. NOAA's Office for Law Enforcement is responsible for inspecting fishing boats that enter U.S. ports. Shivji is also working on cases in foreign waters and helping train foreign colleagues. As the tests get better and faster, word is spreading that it might not be so easy to get away with shark poaching anymore.

"Now, fishermen can't say, 'They're never going to be able to tell the difference'" between legal and illegal catches, Shivji says. This "is having a positive impact on reducing the amount of illegal activity."

It usually takes a long time for basic research to make an impact in the real world, Shivji adds. But animal-DNA detective work has quickly made the transition from science lab to crime lab. Scientists are now doing similar work to protect seahorses, seals, and other animals.

If the world's poaching victims could talk, they would probably thank these scientists for their detective work.

Benchmarks: Carefully select text that aligns with State Standards/Benchmarks

Title of Text/Article:

Animal CSI or from Science lab to crime lab

NGSSS for Science Benchmarks:

Comprehensive Science 2 (200207001)

SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.)

SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2, SC.8.N.1.5, and SC.8.E.5.10.)

Content Integration

Comprehensive Science 2 (200207001)

The student will be able to

Describe and/or explain that every organism requires a set of instructions that specifies its traits

Students will identify and/or explain that hereditary information (DNA) contains genes located in the chromosomes of each cell and/or that heredity is the passage of these instructions from one generation to another.

Students will compare and/or contrast general processes of sexual and asexual reproduction that result in the passage of hereditary information from one generation to another.

Describe and/or analyze common methods used in different fields of study.

CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Mathematical Practices

MACC.K12.MP.1: Make sense of problems and persevere in solving them.

MACC.K12.MP.2: Reason abstractly and quantitatively.

MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.

MACC.K12.MP.7: Look for and make use of structure.

MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

Teacher Notes:

Materials:

Text or article (of sufficient complexity to promote high-level thinking)

Sticky notes (for opening hook question, question generation, written responses, etc.)

Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation, etc.)

Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question Generation).

Preparations:

Number paragraphs of selected text/article for ease of locating text evidence during discussions.

Develop and display Final/Complex Text-Based Question at the beginning of the lesson to communicate upfront for students the lessons final question and learning outcome.

Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking. Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.

Directed Note-taking: Develop a graphic organizer with headings appropriate for the CIS text. Select a small text segment and preplan corresponding note(s) to model the note-taking process.

Question Generation: Select a small text segment and preplan a corresponding question(s) to model the Question Generation process for students.

Any audio visuals, specimens, and/or samples to enhance lesson.

Guidelines:

Add additional efferent discussion sessions, as needed.

The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)

Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).

* * * CIS Step 1 * * *

Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking.

Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.

Visual Hook: Animal CSI or from science lab to crime lab By Emily Sohn/ March 26, 2008 (http://www.sciencenewsforkids.org/?s=DNA ) and DNA and Traits by Pearson Interactive Science, Florida

Hook Question: How can the science of DNA analysis affect society?

Individual responses

Predictive Written Response to Complex Text-Based Question

What are some positive and negative consequences of using the science of DNA analysis to solve crimes?

Vocabulary Instruction

Para-graph #

Academic or Discipline Specific Vocabulary

Word Part or Context

Para-graph #

Academic or Discipline Specific Vocabulary

Word Part or Context

2

Poaching taking animals from the wild that are protected by law

context

1

DNA chemical that stores the information for making an organism; molecule found in chromosomes

Context

4

Unfortunate

Un not fortunate

Word part

1 & 2

Chromosome - -made up of genes and DNA; each species has a certain number

Context

6

DNA unique to every personfound in blood, saliva, hair - - can identify criminals and victims

Word part

4

Trait the way a species looks or acts

Context

14

Squelch poaching is hard to squelch stop

Context

6 & 8

Sexual reproduction when sex cells (egg and sperm) from two parents from opposite sex come together to make an offspring

Context

16

Analyzed broke apart

Context

7

Zygote formed when sperm and egg come together in sexual reproduction

Context

24

Geneticist person who studies genes

Word part

31 and 32

Species - same kind of shark or organism

Context

Direct students to locate words introduced in the text by paragraph number.

Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on chart paper.

Variations for Vocabulary Instruction:

record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.

post word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.

Reading #1

Text-marking

+ this section of text shows a positive impact of the science of DNA analysis on society or the individual

_ this section of text shows a negative impact of the science of DNA analysis on society or the individual

P this section of text shows a problem

S this section of text shows a solution

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.

Reading #2

Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

Visual Hook: DNA Evidence video segment Discovery Education

Directed Note-Taking

Guiding Question: Using evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?

Para-

graph #

Para-graph #

Para-

graph #

+ Impact Society or Individual

- Impact Society or Individual

Problem

Solution

3

Poaching can devastate even large wildlife populations

X

X

Scientists can fight back and help prevent poaching

X

X

video

film indicated that DNA evidence can clear someone of a crime if blood samples at the scene do not match the DNA of the accused

X

X

video

film indicated that DNA analysis is also tied to human error an people can make mistakes when analyzing the DNA and incorrectly free criminals or keep innocent people in jail

X

X

Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

First Draft Written Response to Essential Question

Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?

Ask students to complete the second Written Response.

Variations for this Written Response: Sticky notes quick writes, collaborative partners, written conversations

* * *CIS Step 2 * * *

Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3

Question Generation: How DNA evidence can solve crimes

Para-

graph #

Questions

Check relevant categories below

+ Impact Society/

Individual

- Impact Society/ Individual

Problem

Solution

5

Is DNA analysis being used only for protected species?

X

X

video

Have scientists ever found that an error was made in DNA analysis in a crime?

X

X

Question Generation

Teacher models re-reading a portion of the text and generates one or two questions.

Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently.

To conclude question generation, the teacher has students:

share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

record/post common and relevant/significant questions to encourage:

extended efferent text discussion

students to seek/locate answers in text-reading throughout the remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *

Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.

Purpose: To provide opportunities for students to interact with the text and with their peers to:

identify text information most significant to the final/essential question.

facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based Question

According to the text and extended text discussion, which factor, most likely, is the primary issue when using scientific evidence, such as DNA, to solve a problem?

The Final Written Response will be used as an assessment for student learning.

The Final Written Response can be used as an assessment for student learning, aligning to FCAT Item Specifications.

CIS: Animal CSI or from science lab to crime lab

.

What Does the Father Look Like?

Members of a family typically share some physical characteristics. In thisactivity, you will use this concept to predict what the father of a kitten mayhave looked like.

INQUIRY FOCUS Infer

Procedure

1.Observe the appearance of the kitten in the illustration. Record the shading andpattern of the kittens coat. Include as many details as you can.

2.Observe the mother cat. Record the shading and pattern of her coat.

Think It Over

Based on your observations, describe what you think the kittens father might look like.

Do you think all the kittens of the mother cat in the illustration and the father cat youhave proposed in Question 1 will look like the kitten shown? Explain your answer.

How Do Living Things Vary? Variety exists in populations of daffodils, bluebirds, and even amoebas. In this activity, you will investigate how a population of living organisms can vary, even when they appear to be identical at first glance.

INQUIRY FOCUS Classify

Procedure 1. In this activity, you will make observations of

10 sunflower seeds. On a separate paper, make a data table that will hold all of the observations outlined in Steps 2 and 3.

2. Use a ruler to measure and record the length and width of each sunflower seed.

3. Use a hand lens to record the shape, color, and number of stripes for each sunflower seed.

Think It Over

In what ways are the seeds in your sample different from one another? In what ways are they similar?

How could you group the seeds based on their similarities and differences?

Materials

10 sunflower seeds ruler hand lens

How Do Living Things Vary?

Variety exists in populations of daffodils, bluebirds, and even amoebas. In

this activity, you will investigate how a population of living organisms can

vary, even when they appear to be identical at first glance.

INQUIRY FOCUS Classify

Procedure

1. In this activity, you will make observations of

10 sunflower seeds. On a separate paper, make

a data table that will hold all of the observations

outlined in Steps 2 and 3.

2. Use a ruler to measure and record the length and

width of each sunflower seed.

3. Use a hand lens to record the shape, color, and

number of stripes for each sunflower seed.

Think It Over

In what ways are the seeds in your sample different from one another? In what

ways are they similar?

How could you group the seeds based on their similarities and differences?

Materials

10 sunflower seeds

ruler

hand lens

How Do Living Things Vary?

Variety exists in populations of daffodils, bluebirds, and even amoebas. Inthis activity, you will investigate how a population of living organisms canvary, even when they appear to be identical at first glance.

INQUIRY FOCUS Classify

(Materials10 sunflower seedsrulerhand lens)Procedure

1. In this activity, you will make observations of 10 sunflower seeds. On a separate paper, make a data table that will hold all of the observations outlined in Steps 2 and 3.

2.Use a ruler to measure and record the length andwidth of each sunflower seed.

3.Use a hand lens to record the shape, color, and number of stripes for each sunflower seed.

Think It Over

In what ways are the seeds in your sample different from one another? In whatways are they similar?

How could you group the seeds based on their similarities and differences?

CHROMOSOMES AND INHERITANCE

Modeling Meiosis Meiosis is the process by which the number of chromosomes is reduced by half, forming sex cells, or sperm and eggs. In this activity, you will model the events that occur during meiosis.

INQUIRY FOCUS Make Models

Procedure 1. In this activity, you will model the steps of meiosis.

The chenille sticks will represent chromosomes.

2. Lay two chenille sticks of each color in front of you to illustrate a cell that contains two different pairs of chromosomes. One pair of chromosomes is represented by one color of chenille stick. The other pair of chromosomes is represented by the other color chenille sticks.

3. Use the remaining chenille sticks and the diagram of the steps of meiosis in your student edition to model the process of meiosis. You may use the beads to hold duplicated chromosomes together, or you may simply twist the chenille sticks around each other so they stay together.

Think It Over

How does the number of chromosomes in a sex cell produced by meiosis compare with the number of chromosomes in the parent cell? Why is this difference important?

What are the similarities and differences between mitosis and meiosis? To help you answer the question, you can use the chenille sticks to model mitosis.

Materials 8 chenille sticks (4 of one color, 4 of another color)

4 beads

CHROMOSOMES AND INHERITANCE

Modeling Meiosis

Meiosis is the process by which the number of chromosomes is reduced by

half, forming sex cells, or sperm and eggs. In this activity, you will model

the events that occur during meiosis.

INQUIRY FOCUS Make Models

Procedure

1. In this activity, you will model the steps of meiosis.

The chenille sticks will represent chromosomes.

2. Lay two chenille sticks of each color in front of you

to illustrate a cell that contains two different pairs

of chromosomes. One pair of chromosomes is

represented by one color of chenille stick. The

other pair of chromosomes is represented by

the other color chenille sticks.

3. Use the remaining chenille sticks and the diagram of the steps of meiosis in

your student edition to model the process of meiosis. You may use the beads to

hold duplicated chromosomes together, or you may simply twist the chenille sticks

around each other so they stay together.

Think It Over

How does the number of chromosomes in a sex cell produced by meiosis compare

with the number of chromosomes in the parent cell? Why is this difference

important?

What are the similarities and differences between mitosis and meiosis? To help you

answer the question, you can use the chenille sticks to model mitosis.

Materials

8 chenille sticks

(4 of one color,

4 of another color)

4 beads

Modeling Meiosis

Meiosis is the process by which the number of chromosomes is reduced byhalf, forming sex cells, or sperm and eggs. In this activity, you will modelthe events that occur during meiosis.

INQUIRY FOCUS Make Models

(Materials8 chenille sticks (4 of one color, 4 of another color)4 beads )Procedure

1.In this activity, you will model the steps of meiosis.The chenille sticks will represent chromosomes.

2.Lay two chenille sticks of each color in front of you to illustrate a cell that contains two different pairs of chromosomes. One pair of chromosomes is represented by one color of chenille stick. The other pair of chromosomes is represented by the other color chenille sticks.

3.Use the remaining chenille sticks and the diagram of the steps of meiosis in your student edition to model the process of meiosis. You may use the beads tohold duplicated chromosomes together, or you may simply twist the chenille sticksaround each other so they stay together.

Think It Over

How does the number of chromosomes in a sex cell produced by meiosis comparewith the number of chromosomes in the parent cell? Why is this difference important?

What are the similarities and differences between mitosis and meiosis? To help youanswer the question, you can use the chenille sticks to model mitosis.

(CHROMOSOMES AND INHERITANCE)

Family Puzzle Joshua and Bella want to know the probability that any future children they have might inherit cystic fibrosis like their son Ian. Use the information in the Case Study to predict this probability.

INQUIRY FOCUS Interpret Data

Procedure Case Study: Joshua and Bella

Ian has been diagnosed with cystic fibrosis. Joshua and Bella are both healthy. Bellas parents are both healthy. Joshuas parents are both healthy. Joshuas sister, Sara, has cystic fibrosis.

1. Read the Case Study. In your notebook, draw a pedigree that shows all the family members. Use circles to represent females, and squares to represent males.

2. Cystic fibrosis is inherited through a recessive allele. To help you figure out the family pedigree, you will use allele cards. The letter N represents the dominant allele, while n represents the recessive allele.

3. Use the cards to represent Ians alleles. Write his genotype next to his pedigree symbol.

4. Write Saras genotype next to her pedigree symbol.

5. Now use the cards to figure out what genotypes Joshua and Bella must have. Write their genotypes next to their symbols in the pedigree.

6. Use the cards to figure out the remaining genotypes. Fill in the genotypes next to the symbols. If more than one genotype is possible, write in both genotypes. Shade the circles or squares to represent the individuals with cystic fibrosis.

Think It Over

If Bellas fathers genotype is NN, does that allow you to determine her mothers genotype? Explain.

What is the probability that Joshua and Bella will have another child with cystic fibrosis? What is the probability that they will have a healthy child?

Materials

24 allele cards

Family Puzzle

Joshua and Bella want to know the probability that any future children they

have might inherit cystic fibrosis like their son Ian. Use the information in

the Case Study to predict this probability.

INQUIRY FOCUS Interpret Data

Procedure

Case Study: Joshua and Bella

Ian has been diagnosed with cystic fibrosis.

Joshua and Bella are both healthy.

Bellas parents are both healthy.

Joshuas parents are both healthy.

Joshuas sister, Sara, has cystic fibrosis.

1. Read the Case Study. In your notebook, draw a pedigree that shows all the family

members. Use circles to represent females, and squares to represent males.

2. Cystic fibrosis is inherited through a recessive allele. To help you figure out the

family pedigree, you will use allele cards. The letter N represents the dominant

allele, while n represents the recessive allele.

3. Use the cards to represent Ians alleles. Write his genotype next to his

pedigree symbol.

4. Write Saras genotype next to her pedigree symbol.

5. Now use the cards to figure out what genotypes Joshua and Bella must have.

Write their genotypes next to their symbols in the pedigree.

6. Use the cards to figure out the remaining genotypes. Fill in the genotypes next

to the symbols. If more than one genotype is possible, write in both genotypes.

Shade the circles or squares to represent the individuals with cystic fibrosis.

Think It Over

If Bellas fathers genotype is NN, does that allow you to determine her mothers

genotype? Explain.

What is the probability that Joshua and Bella will have another child with cystic

fibrosis? What is the probability that they will have a healthy child?

Materials

24 allele cards

Family Puzzle

Joshua and Bella want to know the probability that any future children theyhave might inherit cystic fibrosis like their son Ian. Use the information inthe Case Study to predict this probability.

INQUIRY FOCUS Interpret Data

(Materials24 allele cards)Procedure

Case Study: Joshua and Bella

Ian has been diagnosed with cystic fibrosis.

Joshua and Bella are both healthy.

Bellas parents are both healthy.

Joshuas parents are both healthy.

Joshuas sister, Sara, has cystic fibrosis.

1.Read the Case Study. In your notebook, draw a pedigree that shows all the familymembers. Use circles to represent females, and squares to represent males.

2.Cystic fibrosis is inherited through a recessive allele. To help you figure out thefamily pedigree, you will use allele cards. The letter N represents the dominantallele, while n represents the recessive allele.

3.Use the cards to represent Ians alleles. Write his genotype next to his pedigree symbol.

4.Write Saras genotype next to her pedigree symbol.

5.Now use the cards to figure out what genotypes Joshua and Bella must have.Write their genotypes next to their symbols in the pedigree.

6.Use the cards to figure out the remaining genotypes. Fill in the genotypes nextto the symbols. If more than one genotype is possible, write in both genotypes.Shade the circles or squares to represent the individuals with cystic fibrosis.

Think It Over

If Bellas fathers genotype is NN, does that allow you to determine her mothersgenotype? Explain.

What is the probability that Joshua and Bella will have another child with cystic fibrosis? What is the probability that they will have a healthy child?

Growing and Shrinking

A population of organisms changes in size from year to year. What factorscould affect a populations size? Scientists use line graphs to show how apopulation changes over time.

INQUIRY FOCUS Graph

(Materialsgraph paper)Procedure

1.You will make a graph entitled Rabbit Population.Draw an x-axis and a y-axis on the graph paper. Labelthe x-axis Time (years), and number it 125. Label the y-axis Increasing Rabbit Population, and draw anarrow upward to illustrate that as you travel up the y-axis, the population increases.

2.As your partner reads about the events below, draw a line on the graph to show how the population might have changed.

a.During years 1 through 8, the rabbits reproduced rapidly and had few predators.

b.During years 9 through 11, the amount of food available was not enough to feed the whole population.

c.In years 12 and 13, a new and plentiful food source was available.

d.In Year 14, more predators moved into the area, attracted by the large rabbit population. The predators thrived by eating rabbits until Year 17.

e.In Year 17, humans began killing off the rabbits main predators.

f.Between years 20 and 25, a disease wiped out almost half the rabbit population.

Think It Over

Why do you think scientists use line graphs rather than bar graphs to show population change?

When the line on a population graph shows an increase, how does the birthratemost likely compare to the death rate?

What factors, besides births and deaths, can affect population size?

(POPULATIONS)