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Beaker Babies
Creating Genetically Enhanced
Writing in the
Science Classroom
Rebecca Hurley
Catoctin High School
[email protected]
Rationale
• The students will use interactive
notebooks as an effective means
of communicating and processing
what they have
experienced/learned in the science
classroom.
Objective
• Participants will incorporate writing into the
science classroom through the use of an
interactive notebook.
Agenda
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Rationale
Make it Yours
Interactive Notebook Information
Interactive Notebook Practice
Closure
Q&A
Warm Up
Make it Yours
• On the yellow “notebook” in front of you,
take a few minutes to make it yours
because this will be a representation of
you at the end of the presentation.
• Make sure to include 6 traits
– 3 personality characteristics
– 3 physical characteristics
Curriculum
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SC.BIO.20.02.a Analyze the adequacy of supporting evidence used to
form conclusions
SC.BIO.40.01 Interpret and communicate findings through speaking,
writing, and drawing
SC.BIO.60 Students will analyze how traits are inherited and passed
on from one generation to another.
SC.BIO.60.01 Students will demonstrate that the sorting and
recombination of genes during sexual reproduction has an effect on
variation in offspring.
SC.BIO.60.01.c Genotypes: represented by heterozygous and
homozygous pairs of alleles
SC.BIO.60.01e Pedigree Charts: used to interpret patterns of
inheritance within a family
SC.BIO.60.02 Students will illustrate and explain how expressed traits
are passed from parent to offspring.
SC.BIO.60.02.a Phenotype: expression of inherited characteristics
SC.BIO.60.02.b Dominant and recessive traits: be able to translate
genotypes into phenotypes
Interactive Notebook
• Are a useful tool to help students:
– Record information
– To process ideas/concepts
– Make connections
Right Side
• Generally used for notes and teacherdriven activities such as note-taking,
introducing new concepts, and
presentation of required material.
• Record notes from labs or class
• Record notes from textbook assignments
• Record notes from video/presentaions
• Assignments
Left Side
• Generally used for the application of ideas
from the right side such as drawing,
brainstorming, and concept maps.
• Pictures and diagrams
• KWL charts
• Poems, journal entries, reflections
• Reading responses
Why use an interactive notebook?
• Helps students to condense and summarize
learning
• Helps the students to distinguish between
relevant and irrelevant information. (Great way
to recognize misconceptions!)
• Helps students to compare and contrast
information.
• Great formative assessment tool.
• Portfolio of student work.
Interactive Notebook Practice
• Now you are going to do a notebook like
my students would do in class.
• The first thing we will be doing is taking
notes (right side) on genetic terminology.
Then we will reflect on the left side.
• This will be followed by looking at our traits
and finished with a laboratory experience.
Genetically Enhanced
Genetic Language
• Dominate refers to a trait appearing more often than
another trait.
• Recessive meaning that it only shows up in the F2
generation (grandchildren).
• Law of Segregation: chromosomes separate during
meiosis (forming of egg and sperm)
Genetically Enhanced
• Law of independent assortment: chromosomes (alleles)
move randomly
• Genotype: the genetic makeup of an organism
(AA,Aa,aa)
• Phenotype: the physical appearance of an organism. I
have brown hair.
• Homozygous: both of the alleles are the same (AA,aa)
• Heterozygous: the alleles are different (Aa)
Left Side
• Label 4 Areas (Boxes)
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Homozygous
Heterozygous
Genotype
Phenotype
• Once your areas are labeled, use the pictures
and examples provided and place them correctly
in your notebooks.
• Use the student model at your table for
clarification, if necessary.
Mendelian Traits
Trait
Dominant
Recessive
Cleft Chin
Absent
Present
Eyes (size)
Large
Small
Eyelashes
Long
Short
Color vision
Normal
Colorblindness
Lips
Thick
Thin
Cheeks
Dimpled
Normal
PTC Tasting
Taster
Non taster
Hand Clasping
Left on top
Right on Top
Bent Little Finger
Bent
Not bent
Hitchhikers Thumb
Straight
hitchhikers
Traits for Beaker Baby Lab
Please follow along with me as we move through the traits.
Some traits will need more explanation than others. For
example height.
Sex : (XY-Male) (XX-Female)
Hair Color: ( BB-Black) (Brown-Bb) (Blonde-bb)
Eye Color: (EE-Brown) (Ee-Green) (ee-Blue)
Height: (TT-Tall) (Tt-Average) (tt-short)
Size of Feet: (PP-Big)(Pp-Average) (pp-small)
Tongue Roll: (Rr-Roller) (rr-non-roller)
Freckles: (Ff-freckles) (ff-no freckles)
Bone Structure: (SS-large) (Ss-Average) (ss-small)
Hair Texture: (HH-curly) (Hh-wavy) (hh-straight)
Widows Peak: (Ww-widows peak) (ww-no widows peak)
Recipe for Me
• Now on the left side of your notebook,
write your recipe. You are this many parts
dominant to this many parts recessive.
Maybe you are only 1 and a half parts
dominant!!
• Be creative and remember to draw a
picture!
Beaker Baby Lab
• Now we are going to complete the Beaker
Baby Lab found on the Right Side of your
notebook.
• Due to time constraints please only use
the following traits for the lab:
• Hair color
• Eye color
• Tongue rolling
Personal Reflection
Positives
1. Great way to keep
all of a student work
together (Portfolio)
2. Great study guide
for the H.S.A.
3. Quick to grade
Tips
1. Lots of prior
planning needed
2. Takes a few times
for students to get
used to how to do
the notebook-made
it a part of my daily
instruction.
Reflection
Take a few minutes and answer the
following questions on the back of your
notebook.
• How can interactive notebooks be applied
to your classroom?
• What benefits could interactive notebooks
have in your classroom?
Q and A
Thank you for listening to my presentation.
Do you have any questions for me?