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

Interactive Science Notebook

Today’s 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. Assignmentmust be uploaded onto designated site. (EdModo Code:2t64sn)

What does effective science instruction look like?

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MIAMI-DADE COUNTY PUBLIC SCHOOLS

Instructional Focus Calendar

M/J COMPREHENSIVE SCIENCE 2Course Code: 200207001

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 can’t 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

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.

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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.

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CHILD #1 / CHILD #2
Trait / Possible
Genotypes / Father’s
Genes / Mother’s Genes / Child’s
Genotype / Child’s
Phenotype / Father’s
Genes / Mother’s
Genes / Child’s
Genotype / Child’s
Phenotype
Sex
face
shape / AA,Aa,aa
chin
size / BB,Bb,bb
hair
color / CHCH
CH CT
CTCT
hair
type / DHDH
DH DT
DTDT
widow’s peak / EE,Ee,ee
eye
color / FF,Ff,ff
eye
distance / GHGH
GH GT
GTGT
CHILD #1 / CHILD #2
Trait / Possible
Genotypes / Father’s
Genes / Mother’s Genes / Child’s
Genotype / Child’s
Phenotype / Father’s
Genes / Mother’s
Genes / Child’s
Genotype / Child’s
Phenotype
Sex
eye
size / HHHH
HH HT
HTHT
eye
shape / II,
Ii, ii
eye
slantedness / JJ,
Jj, jj
eyelashes / KK,
Kk, kk
eyebrow
color / LHLH
LH LT
LTLT
eyebrow
thickness / MM ,Mm, mm
eyebrow
length / NN,
Nn, nn
mouth
size / OHOH
OH OT
OTOT
CHILD #1 / CHILD #2
Trait / Possible
Genotypes / Father’s
Genes / Mother’s Genes / Child’s
Genotype / Child’s
Phenotype / Father’s
Genes / Mother’s
Genes / Child’s
Genotype / Child’s
Phenotype
Sex
lip
thickness / PP, Pp, pp
dimples / QQ, Qq, qq
nose
size / RHRH
RH RT
RTRT
nose
shape / SS, Ss
ss
earlobe attachment / TT,
Tt, tt
freckles / UU ,Uu, uu

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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 classmate’s 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”
  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?

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CIS:Animal CSI or from science lab to crime lab

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 poaching—taking 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.