April 26

Today students will be answering analysis questions on the Bird Beak Lab we did yesterday. They will then receive their Learning Targets for the Evolution & Natural Selection Test, which is on this Friday! Students should make flashcards and study these learning targets.

The questions are to be answered on the back of the lab sheet students first made to record their data. The questions are:

  1. Explain why it is better to find the average for the whole class instead of just use one person’s data when graphing and analyzing.
  2. Which beak was best adapted for each type of food?
  3. Obviously, most habitats have more than one type of food available. What was your strategy in the last round when there were multiple types of food available? (What food did you go for and why?)
  4. What if the paper clips were high-protein beetles that were 4 times more nutritious than any other food? How would your strategy change? (The paper clips would be worth 4 when you were counting instead of 1.)
  5. What would happen if all the birds in your group flew to an island where no birds lived and the only food available was macaroni? What would we expect the population of birds to look like in 50 years?
  6. Draw pictures to show your prediction for #5. Have at least 3 different times.

Example:

 

Now                                       25 years                                    50 years

April 24-25

Yesterday students did the Evolution & Natural Selection Nearpod. Students took their own notes. The nearpod can be found on Google Classroom.

Today we will be doing the Bird Beak Lab, where students will be birds with different beaks and will compete for food!

March 20

Today we will work on the Genetics Terminology Practice Worksheet. Students will then work individually on Genetics Practice Problems Worksheet.

March 13-16

March 13

Students completed the Genetics Nearpod and filled in their Genetics Notes.

March 14-15

Students are working on their Monsters! Students were given a strip of DNA and had to complete the process of protein synthesis in order to figure out their Monster’s traits. Students then must draw a picture of their Monster.

March 16

We are in the library working on our cloning paper.

March 17

We are studying the Genetics vocabulary in Quizlet.

March 6-7

We have been in the library working on our cloning paper. Students picked a side (legal or illegal), then chose 3 reasons to back their decision up. Students should now be working on finding evidence for each reason. This can all be found in the Cloning Paper Checklist document in Google Classroom.

March 1 & 2

Both days, students will review for their test on Friday. We did a protein synthesis demo yesterday to help understand the steps of protein synthesis better. Today we will review all material that will be on the test, including: cell division, DNA, RNA, and protein synthesis.

Benchmarks are next week!

February 24-28

Feb. 24:

Students finished their Cloning Sources assignment on Google Classroom. They were to find 3 articles they could use when writing their cloning paper later this year. They each had to pass the C.R.A.A.P. test.

Feb. 27:

Students completed the Protein Synthesis Nearpod, taking their own notes as they went. They then studied the vocab on Quizlet.

Feb. 28:

Students received their Learning Targets for the Cell Division/DNA test that is this Friday, March 3rd. Students are making flashcards to study.