Student Agenda Name Class Time Frame: Curriculum Framework/ Learning Standard: February 22, 2016 – February 26, 2016 LS7: Recognize that every organism requires a set of instructions that specifies its traits. These instructions are stored in the organism’s chromosomes. Heredity is the passage of these instructions from one generation to another. LS8: Recognize that hereditary information is contained in genes located in the chromosomes of each cell. A human cell contains about 30,000 different genes on 23 different chromosomes. Group Roles for this week Captain: _______________________________________________________ Timekeeper: ___________________________________________________ Materials Manager: _____________________________________________ Questioner: ___________________________________________________ Date: Daily Agenda Monday 2/22/2016 Objectives: How I know You’ve Got it! Scientists will be able to create strands of DNA and describe the structure. Writing and speaking: Students will recall details about DNA and its structure. Assessment: When you can describe the structure and function of DNA, you’ve got it! Differentiation: Hands‐on activity, less time for advanced students, 7 steps for preteaching vocabulary, flash cards, word wall, pictures with directions What organelle is responsible for storing DNA in eukaryotic cells? How do you know this? Do Now: Due Today: none Work Period: Teacher Led Instruction: Pre‐teach vocabulary ‐ Students will read a short nonfiction text on DNA. ‐ Students will answer text‐dependent questions. ‐ Students will take guided notes on DNA. ‐ Students will use chrome books to build DNA with a computer simulation. ‐ Students will build DNA models using candy according to the text they just read. Volume Level for work period = 1‐2 How to get ‐ prepared for class an A+ today ‐ on time ‐ follow all group norms ‐ speak/think/act like a scientist: to be determined by the class Homework: HW #47 due 2/23 Daily Agenda Date: Tuesday 2/23/2016 Scientists will be able to construct a model that demonstrates the function of Objectives: chromosomes. Writing and speaking: Students will recall details about chromosomes and its structure. How I know Assessment: When you can describe the structure, function, and correct number of You’ve Got chromosomes, you’ve got it! it! Differentiation: hands on activity, pictures with words, word wall, 7 steps to preteach vocabulary, teacher modeling, guided notes, video clip Which of the following best describes the purpose of the chromosomes in the nucleus of a Do Now: cell? A. to store instructions needed to specify traits B. to release energy by breaking down food molecules C. to transport nutrients into and out of the cell D. to protect the cell from microorganisms Use complete sentences to explain your answer with evidence: Due Today Homework #47 Work Period: Teacher led instruction: Introduction to Chromosomes and Genes (Vocabulary) ‐ Students will learn new vocabulary with 7 steps method. ‐ Students will write flashcards of new vocabulary. ‐ Students will watch a video clip on chromosomes. ‐ Students will read a text on chromosomes. ‐ Students will take guided notes on chromosomes. ‐ Students will use knowledge of chromosomes to create dragons according to specific genes. ‐
How to get an A+ today Homework: Date: Objectives: Students will answer questions about what they did and implications related to the activity. Volume Level for work period = 1‐2 ‐ prepared for class ‐ on time ‐ follow all group norms ‐ speak/think/act like a scientist: to be determined by the class HW #48, due 2/24/16 Daily Agenda Wednesday 2/24/2016 Scientists will be able to construct a model that demonstrates the function of chromosomes. Writing and speaking: Students will recall details about chromosomes and its structure. How I know Assessment: When you can describe the structure, function, and correct number of You’ve Got chromosomes, you’ve got it! it! Differentiation: hands on activity, pictures with words, word wall, 7 steps to preteach vocabulary, teacher modeling, guided notes, video clip Which of the following best describes the number of chromosomes in a normal human liver Do Now: cell? A. 23 pairs of chromosomes B. 46 different types of chromosomes C. 46 male chromosomes and 46 female chromosomes D. 23 original chromosomes and 23 duplicated chromosomes Use complete sentences to explain your answer and be sure to use evidence! Due Today HW #48 Teacher Led Instruction: Continuation of yesterday Work ‐ Students will read a text on chromosomes. Period: ‐ Students will take guided notes on chromosomes. ‐ Students will use knowledge of chromosomes to create dragons according to specific genes. ‐
How to get an A+ today Homework: Date: Objectives: Students will answer questions about what they did and implications related to the activity. ‐ prepared for class ‐ on time ‐ follow all group norms ‐ speak/think/act like a scientist: to be determined by the class HW #49, due 2/25/16 Daily Agenda Thursday 2/26/2016 Scientists will be able to construct a model that demonstrates the function of chromosomes. Writing and speaking: Students will recall details about chromosomes and its structure. How I know Assessment: When you can describe the structure, function, and correct number of You’ve Got chromosomes, you’ve got it! it! Differentiation: word wall, word to word dictionary for ELL students, hands on activity, pictures with directions, guided notes What is the relationship between DNA and chromosomes? Why are they important to us? Do Now: Use complete sentences. Due Today HW #49 Teacher Led Instruction: Continuation of yesterday Work ‐ Students will read a text on chromosomes. Period: ‐ Students will take guided notes on chromosomes. ‐ Students will use knowledge of chromosomes to create dragons according to specific genes. ‐ Students will answer questions about what they did and implications related to the activity. Volume = 1‐2 ‐ prepared for class How to get ‐ on time an A+ today ‐ follow all group norms ‐ speak/think/act like a scientist: to be determined by the class Homework: Date: Objectives: #50, due Friday 2/26/16 Daily Agenda Friday 2/26/2016 Scientists will be able to justify inheritance by practicing with Punnett squares. Writing and speaking: Students will describe how Punnett squares work. How I know Assessment: I When you can understand the difference between genotype and phenotype, You’ve Got you’ve got it! it! Differentiation: hands on activity, video clips, 7 steps to preteach vocabulary Do Now: In sexually reproducing organisms, such as humans, which of the following statements is TRUE about the genetic information that is passed from parents to children? A. All of the genetic information comes from one of the parents. B. Half of the genetic information comes from each of the parents. C. Some of the genetic information comes from each of the parents, but the amount that comes from each parent cannot be predicted. D. Sons receive most of their genetic information from their fathers, and daughters receive most of their genetic information from their mothers. Use complete sentences to explain your answer and make sure to use evidence! Due Today: HW #50 Work Teacher Led Instruction: Inheritance, Punnett Squares Period: ‐ Students will watch a video on Punnett Squares. ‐ Students will discuss what they watched. ‐ Students will watch a second video on Punnett Squares. ‐ Students will practice making Punnett Squares from practice questions. Volume Level for work period = 1‐2 How to get ‐ prepared for class an A+ today ‐ on time ‐ follow all group norms ‐ speak/think/act like a scientist: to be determined by the class Ticket to Leave Homework: Vote for Student MVP of the week. Tell me why you chose this person: Watch Punnett Square Videos Please place this agenda in the homework bin. It will be returned next week.