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Biology: The science that seeks to understand the living world. ACTIVITY: Can your procedure be replicated? 1. Behind a screen, assemble 10 pieces of candy into an unusual structure. Write directions that others can use to replicate your structure without seeing it. 2. Exchange directions with another team. Replicate the teams structure by using its directions. 3. Compare each replicated and original structure. Identify which parts of the directions were clear and accurate, and which were unclear or misleading. Discussion 1. How could you have written better directions? 2. Why is it important that scientists write procedure that can be replicated?
Discussion Responses: 1. A typical answer might suggest that the writer of the directions should assume that the reader has never seen what is being described. The writer should describe each step in precise, specific language to avoid confusion. 2. Writing procedures that can be replicated allows other scientists to repeat the experiment to see if the same results occur every time.
Making Observations
Activity: Peanut Identification (Teacher notes) Materials: Peanut (still in the shell) (optional) Chocolate chip cookies, small apples, etc Procedure: 1. Assign students in groups of three or four. Give a peanut (or other item) to each group, and ask them to observe the shell or other characteristics. 2. Instruct them to familiarize themselves with the peanut as much as possible, without marking on it or damaging it in any way. 3. Allow students 5 minutes to observe their peanut. 4. Collect all the peanuts and place them in a pile on a table or desk, along with a few extras that did not belong to any group. 5. Let each group designate a member to identify the groups peanut. Have one representative at a time look in the pile of peanuts to find the one belonging to their group. The representative must take it back to the group to verify that it is theirs. 6. If someone in the group disagrees, they cannot exchange it until every other group has had their turn. 7. If a representative cannot find their peanut, they may send another representative or wait until all groups have gone, then look at the peanuts retrieved by other groups. 8. If one group thinks another group has their peanut, the must persuade the class that it belongs to them. OR
Activity
Atomic Models 1. Pick/Select an element provided by your teacher. 2. Lay the plastic wrap flat and leave open. 3. Place the (color selected) gum-drops that represent the protons onto the plastic wrap, and do the same (using another color) to represent the neutrons. 4. Close the plastic wrap forming a spherical (ball) shape. This will represent the nucleus of your atom. 5. Use the mini marshmallows to represent the electrons of the atom, and use toothpicks to keep them in place. Discussion 1. Why is it important that you have the same number of electrons as protons? 2. How do you find out how many neutrons there are in an atom? 3. Why are atoms important?
Element Bingo
Materials: Paper (one sheet per student) Pencil Periodic Table (textbook/worksheets) Game Pieces (bingo chips, maybe pieces of candy winner gets to eat their pieces and receive new ones?) 1. Have students create a 5 x 5 grid. 2. Students will then place the atomic symbol of elements 1-25 in random order until the bingo board if full. 3. Teacher will call out various information about an element, students will then look for that element on the periodic table and then indicate the element chosen using a game piece on the board. 4. An example call: This element has 19 protons which is determined by looking at the atomic number of the atoms on the periodic table, or call the chemical symbol, atomic mass.
Plastic Cup # 1
Solution
Acid/Base/Neutral
1 2 3 4 5 6 7
Organelle Cell Membrane Mitochondrion Nucleus Endoplasmic Reticulum Golgi Apparatus Lysosome Vacuole
Function Allows molecules to pass in and out. Generates a cells energy. Stores and protects DNA. Provides a place for proteins to be made, and transported. Provides an area where molecules are tagged with labels. Contains digestive enzymes. Stores nutrients, provides pressure.
Candy Piece
8 9
Converts energy from sun to sugar.* Protects cell from injury and provides support.*
(Teacher Notes) Materials: Index Cards (4/group or student) Various Candies: Twizzlers (pull-n-peal, jelly beans, dots candies) Procedure: 1. Begin with 4 index cards and labeling each with the stage of mitosis that is being illustrated. 2. Using various candies, create each stage of mitosis in the correct order from the information sheet provided. Background Information Prophase. Nucleus and nucleolus disappear; chromosomes appear as two identical, connected sister chromatids; mitotic spindle (made of microtubules) begins to form; centrioles move to opposite poles of the cell (plant cells do not have centrioles). Metaphase. For metaphase, think middle. The sister chromatids line up along the middle of the cell, ready to split apart. Anaphase. For anaphase, think apart. The split sister chromatids move via the microtubules to the opposing poles of the cell. The chromosomes are pulled to opposite poles by the spindle apparatus. After anaphase, each pole of the cell has a complete set of chromosomes. Telophase. The nuclei for the newly split cells form; the nucleoli reappear, and the chromatin uncoils. Cytokinesis. Newly formed daughter cells split apart. Animal cells are split by the formation of a cleavage furrow, plant cells by the formation of a cell plate.
Mitosis
with T and C always pairs with G! 5. Complete your DNA model. Attach the other backbone so your model looks like a ladder. 6. Twist your DNA model. Carefully twist your DNA molecule so that it looks like a double helix. 7. Label your model. Make flags to label the parts of your DNA out of paper clips and tape. Label one of each of the following: Adenine, Thymine, Cytosine, Guanine, and Backbone. Make sure your chemical base pairs are correct!
Genetics
BACKGROUND INFORMATION: Each organism has two alleles for each trait. Traits are characteristics that are passed from parents to offspring, and are made up of genes. Dominant Traits take over recessive ones: expressed with a capital letter (B) Recessive are the hidden traits: expressed with a lower case letter (b) Organisms have two letters, one from each parent. BB, Bb, bb Phenotypes are traits that are observable Genotypes are the genetic makeup of organisms that can not be seen. Ex. Green eyed person being a carrier for brown eyes. ACTIVITY: Gummy Bear Genetics (teachers notes) Materials: Paper bag per group Gummy bears 1 penny per student colored pencils Genetics with a smile worksheet (in folder) Procedures: 1. Discuss phenotypes around the room, hair color, eye color, skin color, etc. 2. Split into groups and collect a paper bag of gummy bears. 3. Separate gummy bears based on their phenotypes, or color, face and body shape, or another visible characteristic. 4. Ask students to justify why they grouped certain gummy bears together. 5. Distribute Genetics with a Smile worksheet and one penny (states you need two, however can be done with one).
Week 5
Heredity
Gummy Bear Square (Teachers notes) Materials: Print out of Punnett.jpg (Punnett Square worksheet) Two colors of gummy bears per group White copy paper Procedure: 1. Complete worksheet on Punnett Squares 2. After discussing the results from the worksheet, have students create a Punnett Square on white copy paper. 3. Students can use the gummy bears to express alleles for each parent on the Punnett Square. For example, the mother bear can be dominant for the color red then place two red gummy bears on top of the Punnett Square, the father bear can be have red fur but be a carrier for another gene, this can have one red gummy bear and one of another color. 4. Students then fill in the Punnett Squares by combining the gummy bears within each of the squares.
Red = Dominant Green = Recessive All of the offspring in this example would be red colored bears. 50% are homozygous dominant/ purebred (Red,Red) 50% are heterozygous/ hybrid (Red, Green): these are red but carriers for the green gene.
ACTIVITY: PREDICTING RESULTS (teacher notes) Purpose: Determine how chance affects the combination of genes. Materials: 2 paper bags/ group *red candies (100/ group) *white candies (100/group) Procedure: 1. Use a Punnett square to predict how many red/red, red/white, and white/white combinations are possible, in a percentage. Answer: red/red 25%, red/white 50%, and white/white 25% 2. Place 50 of one color candy and 50 of another candy color in a paper bag. 3. Repeat and do the same for the other bag. 4. Label one bag female, and the other bag male. 5. Create and use a data table to record your combinations each time you remove two candies. Your table will have to fit 100 picks. 6. Without looking, remove one bean from each bag. The two beans represent alleles that combine during fertilization. 7. Compile and record the class totals. Gene Combinations Red/Red Your total Class Total Red/White White/White
Discussion Questions 1. Name the combination that occurred most often. 2. Was your prediction similar or different to your results?
Human Anatomy
Skeletal System: Edible Skeleton Background Information: There are 206 bones in the body. Bones are for protection, mineral storage, provides shape, blood cell formation (marrow). Materials: Poster board/Wax Paper Various types of uncooked, non-perishable foods Beans: lima beans, kidney beans, etc. Pasta: spaghetti, macaroni noodles, etc. Candy Pretzels (think about the shape of the pelvis Procedure: 1. Decide what materials you will use to construct your skeleton. 2. Demonstrate correct position of bones, and be as detailed as possible. 3. The skeleton should include these bones: a. Cranium b. Clavical c. Humerus d. Radius e. Ulna f. Spinal Column g. Pelvis h. Femur i. Tibia j. Fibula 4. Each part must be labeled, with either a sticker or arrow drawn on paper.
Week 6
Activity:
Digestive System Materials: Twizzlers Gummy worms (intestines) M&Ms Mike and Ikes Fruit Roll Up/Fruit by the Foot Procedure: 1. Print picture of digestive system, use as guide for constructing model. 2. Use the variety of candy to reproduce the illustration provided.
Activity
Measuring Pulse Materials: Clock/timer Procedure: 1. Have student locate the pulse in their wrists or neck. 2. Students should remain still during this process. 3. Students will keep count of their pulse rate, while the teacher keeps time for 15 seconds. 4. Students are then to multiple their results by 4 to find out how many times their hearts beat per minute. 5. Have student briskly walk around, then return to their seats immediately and locate their pulse again. 6. Repeat steps 3 and 4. 7. Students should realize their pulse increased, due to the demand of oxygen by the body and the need for the heart to pump faster to get that blood there.
Activity
Edible Respiratory System Materials: Fruit roll up (lung) Twizzler pieces M&M (plain) alveoli Other candies Procedure: Procedure: 1. Print picture of respiratory system, use as guide for constructing model. 2. Use the variety of candy to reproduce the illustration provided. 3. Students need to include: nose, mouth, pharynx, larynx, trachea, bronchi, alveoli, lungs, diaphragm
Week 10 Ecology
Activity:
Hydrological Cycle (Water Cycle) Materials: Various candies: Marshmallows (clouds), beans (rain drops), candy to make the sun, mountains, grass, ocean. Shoeboxes Glue? Construction Paper Procedure: 1. Students are provided with pictures of the water cycle. 2. Students can create their water cycle on poster paper, or in a shoe-box. 3. Steps that need to be included: Evaporation, condensation, precipitation
Activity:
Biomes