Transcript BIOLOGY - Science

BIOLOGY
Summer PD
June 2012
Quarter 2
Sebastian Oddone
District Supervisor
Presenters
Mercy Aycart
Jill Bartley
Maggie Gonzalez
Yoly McCarthy
N
O
R
M
S
•We are all learners today working
towards same goals
•We share discussion time
•We are respectful of each other
•We turn off all electronic devices
•Place all comments in parking lot
•It’s all about us!
YEAR AT A GLANCE
TOPIC X: Taxonomy
FAIR GAME PRINCIPLE:
Middle School Benchmarks
WHAT YOU NEED TO KNOW….
•
You need to know the distinguishing characteristics of
the domains and kingdoms of living organisms.
•
You need to know how organisms are classified based on
evolutionary relationships.
•
You need to explain the reasons for changes in how
organisms are classified.
ENGAGE ACTIVITY:
CLASSIFICATION OF FRUITS
How will fruits be
classified according
to observable
characteristics?
Hypothesize as to
how scientists might
use different criteria
to classify fruits.
Purpose:
• This activity is to get the
students to start thinking
about classification. Fruits are
not the focus of this unit, but
they are large scale enough to
make a point of how criteria
are used to sort objects into
groups.
Procedure:
• In student teams, have
students group the cards into
as few as 2 groups or as many
as 9 groups. However many
groups they make, be sure that
all of the fruits in each
category meet the
requirements set by the
grouping rules.
• When complete, have your
students give your groups
descriptive names and then
complete the Reasoning
section of the activity.
1. How many different groups did your team make?
2. How did you go about grouping your fruits?
3. How many different ways did your team group the
fruits before deciding on your final grouping rules?
WHAT IS A CLADOGRAM?
•
•
•
•
Evolutionary relationships of a group of organisms
Each clade (group) share something in common
Ancestral traits are the oldest
Derived traits evolved later
CONSTRUCTING A CLADOGRAM
4 limbs
Fur
Loss of tail
Tail
4 limbs
Fur
Tail
4 limbs
Tail
4 limbs
Fur
Loss of tail
1. List the
characteristics of
selected organisms
2. Separate into clades
(groups) based on
characteristics
Characteristics for Constructing
Cladograms
•
•
•
•
Tail is the most
ancestral
4 limbs is the
oldest derived
characteristic
Fur is a later
derived
characteristic
Loss of tail is the
most derived
characteristic
4 Limbs
Fur
Tail
Fish
0
0
1
Lizard
1
0
1
Tiger
1
1
1
Gorilla
1
1
0
Chimpanzee
1
1
0
1. Which organisms have fur and mammary glands?
2. Which organisms have jaws?
3. Which shared a common ancestor most recently –
a mouse and lizard or a mouse and a perch?
Phylogenetic Tree
•
•
•
•
evolutionary
interrelationships among
different species that are
believed to have a
common ancestor
a form of a cladogram
each node with
descendants represents
the most recent common
ancestor of the
descendants
edge lengths correspond
to time estimates
Which of the following species have the greatest
genetic similarity?
A. Felis catus and Mephitis mephitis
B. Lutra lutra and Canis familaris
C. Mephitis mephitis and Lutra lutra
Which species
would have the
greatest genetic
difference from
Canis lupus?
A. Panthera
pardus
B. Lutra lutra
C. Canis latrans
CLADISTICS
LAB:
Baggie Cladistics
Website: http://www.indiana.edu/~ensiweb/lessons/clad.bag.html
Procedure:
1.
2.
Cut apart the eight organism cards [page 3].
Examine the organisms on the cards. Pay attention to the description of the
organisms.
3.
Select the two most similar organisms and put their cards together in one
baggie.
4.
Then select the organism which is most like the ones you chose in step #3.
Place that organism card in a second baggie.
Place the first baggie, with its two organisms into the second baggie.
The result looks a bit like this:
Procedure (cont.):
5.
Continue the process. Select the next most similar organism. Place its
card in a fresh baggie. Then add the baggie of baggies, containing all the
previous cards. Continue until all the cards are in the bags.
Procedure (cont.):
6.
Now it is time to record your data. Consider what characteristics are
present in all the organisms in the bags have in common. Write down
that characteristic on the dotted line in the outermost Venn region.
7.
Start disassembling your baggies and note what comes out of the
outermost bag. There should be one card in the bag along with a bag full
of more bags and the other cards. Record this organism by taking the
appropriate name strip and attaching it to the shaded area in the
outermost box.
Procedure (cont.):
8.
Consider the remaining bags of organism cards. What do all these
organisms have in common?
9.
Write down that characteristic on the dotted line in the second
largest Venn region. Continue to disassemble your bags. Each time
a card is released you should paste the organism’s name strip in the
appropriate region.
10. Repeat steps 8 and 9 until all of the cards are out of the baggies and
the 8 name strips have been affixed to the diagrams.
Procedure (cont.):
11.
Of course this is a Venn diagram, not a cladogram (branching tree diagram).
But Venn diagrams are a great way to set up your cladogram.
Take a piece of blank paper. Unlined paper is great, but notebook paper will
do just fine. Place the paper over your Venn diagram. Your diagram will guide
your drawings
Draw a line from outside all of the Venn regions into the largest
Venn region. As soon as you enter the largest Venn region, divide your line
into two branches. One branch goes to the outermost organism. The other
branch leads to the next Venn region.
Procedure (cont.):
12.
Continue your line, branching each time you enter a new Venn region. One line extends
to the organism listed in that region, the other reaches into the next Venn region.
13.
When you are done, You will have a branching tree diagram that looks a bit like a
bonsai tree.
14.
15.
Label the tips of the branches with the names of the organisms.
Label the nodes (the branch points) with the reason for the branching (the shared
characteristic).
Analysis/Conclusions:
1.
2.
3.
Why do organisms resemble one another?
What does it mean when two organisms are very similar?
List and describe at least two ways that similarity between
organisms can be determined.
4.
Compare and contrast a cladogram (branching tree diagram) with a
pedigree (family tree).
TOPIC XII: Plant Structures and Functions
FAIR GAME PRINCIPLE:
Middle School Benchmarks
WHAT YOU NEED TO KNOW….
•
You need to know how the structures of plant tissues and organs are
directly related to their roles in physiological processes.
•
•
Plant organs are limited to roots, stems, leaves, flowers, fruit and cones.
Physiological processes are limited to photosynthesis, cellular
respiration, transpiration, and reproduction.
•
Plant tissues are limited to meristematic, ground, dermal and vascular
tissues.
•
Plant structures are limited to cambium, guard cells, phloem, seed,
stomata and xylem.
IS IT A PLANT?
Do Students Distinguish Among Different Types
of Plants and that Not All Plants Have the Same
Structures?
LAB: Plants – Structure & Function
How are the structures of plant
tissues and organs directly
related to their roles in
physiological processes?
REMEMBER THE CONTENT LIMITS….
Plant organs: roots, stems, leaves, flowers, fruits cones
Physiological limits: photosynthesis, cellular respiration, transpiration, reproduction
Plant tissues: meristematic, ground and vascular
Plant structures: cambium, guard cells, phloem, seed, stomata, seed
Activating Prior Knowledge
What do the students know about plants?
1.Identify the items on the table. What do they all
have in common?
2.What are the basic parts of the plant?
3.Where do plants come from?
4.Explain the function of each of the following
part of the plant: roots, stems, leaves, flower.
Activating Prior Knowledge
TEACHER GUIDELINES
1. Display the following foods on a table: an apple, a bag of tea, an onion (in a cup or
glass of water), and a stalk of raw celery. Have the students identify the foods on
the table. Discuss what the foods have in common. Try to come to a general
conclusion that the foods on the table come from green plants.
2. Display a live green plant and ask students to identify the parts of the plant. As the
students identify the roots, stems, leaves, and flowers, have another student point
out the part that was identified.
3. After identifying the part of a green plant, have the students give the order in
which the plant will grow starting with the seeds. As the students determine the
order in which the plant will grow, display pictures of each part of the green plant.
4. Discuss the functions of each part of the green plant:
PART A: LEAVES
- Identification of Leaf Cross Section
- Microscopy – Stomata and Guard Cells
PART B:ROOTS
- Microscope Slides
 Monocot & Dicot Roots
 Lateral Root
Onion Root Tip
Root Systems
PART C: STEMS
-Microscope Slides
 Herbaceous Monocot and Dicot Stems
 Tilia Stem (Woody growth)
 Woody Stem
PART D: FLOWERS
- Flower Dissection
 Structure of flower
 Male & Female Reproductive Organs
Needed for Sexual Reproduction in
Flowering Plants
PLANT GROWTH & DEVELOPMENT
Photosynthesis,
respiration, and
transpiration are the
three major functions
that drive plant growth
and development. All
three are essential to a
plant's survival. How
well a plant is able to
regulate these
functions greatly
affects its ability to
compete and
reproduce.
FAIR GAME PRINCIPLE:
Middle School Benchmarks
WHAT YOU NEED TO KNOW….
•
You need to know how photosynthesis and cellular respiration are
related (that the products of one are the reactants of the other).
•
You need to know the reactants, products and basic functions of
photosynthesis, aerobic, and anaerobic respiration.
•
You need to understand how ATP is connected with energy transfers
within the cell.
•
You need to know that photosynthesis stores energy while cellular
respiration releases energy.
INVESTIGATING THE EFFECT OF LIGHT
INTENSITY ON PHOTOSYNTHESIS (HSL)
Essential Questions
1.
How does light affect
photosynthesis?
2.
Why is photosynthesis
important to life?
3.
What is the impact of the
destruction of forests to the
rate of photosynthesis?
Teacher Preparation
• Prepare saturated solution
7 g sodium bicarbonate
per 100 mL of water
• Elodea/Anacharis sprigs
What do I need……
Materials
• test tube
• light source
• sodium bicarbonate
solution
• timer
• 400 mL beaker
• gloves
• Elodea/Anacharis sprigs
• hand lens
• forceps
Procedure:
1. Fill test tube and beaker
with NaHCO3 solution
2. With forceps place sprig
halfway down in test
tube (cut end pointing
downward in test tube)
3. Cover mouth of test tube
with thumb and turn test
tube upside down (don’t
trap bubbles in test tube
Procedure:
4. Place mouth of test tube
under surface of solution in
beaker; remove thumb from
mouth of test tube
5. Gently lower test tube inside
the beaker, so it leans against
the side of beaker
6. Using a hands lens, count # of
bubbles produced in sprig in
the test tube for 5 minutes
under the following light
conditions



normal light
dark room
bright light
DATA
Light Intensity
Engage Student Thinking
Number of
Bubbles in 5
Minutes
Room Light
Dim Light
Bright Light
Make sure students are
recording observations and
collecting data.
1.
What is the name of the
gas inside the bubbles
released by the sprig?
How do you know?
2. Why are these bubbles
produced by the plant?
3. From what part of the
plant do you observe the
bubbles being emitted?
4. Which light intensity do
you think most bubbles
will be released? Why?
EXTENSION: THE PHOTOSYNTHESIS AND
CELLULAR RESPIRATION SHUFFLE
How do carbon and oxygen cycle through
the environment?
INTRODUCTION
Cellular respiration is the
process by which cells
release stored energy from
sugars. Photosynthesis is
the process in which
producer cells use carbon
dioxide, water, and
nutrients to produce glucose
and oxygen. Together these
two processes make the
carbon cycle possible, and
move essential molecules
through ecosystems.
1. Examine the kelp forest food web.
2. Predict where would photosynthesis occur
in the diagrammed ecosystem below.
How does the energy flow in this ecosystem
parallel that in the kelp forest?
Review SC.912.L.17.9
Use a food web to
identify and
distinguish producers,
consumers, and
decomposers.
Explain the pathway of
energy transfer
through trophic levels
and the reduction of
available energy at
successive trophic
levels.
Video: Energy Flow in the Coral Reef Ecosystem
1. Examine this carbon cycle.
2. Label the paths you think oxygen, glucose, carbon
dioxide and water take through the ecosystem.
Computer Simulation:
Photosynthesis & Cellular Respiration
TOPIC XIV: Review of Animals *
•
Transition from the
Classification Unit
•
Overview of
Characteristics of
Animals
•
Reinforce
SC.912.L.15.6
(addresses
characteristics of the
domains and
kingdoms of living
organism
•
Introduces students
to basic animal
structure which leads
to human body
systems
YEAR AT A GLANCE
TOPIC XV: Nervous System
Review of Human Body Systems*
Objectives:
• Students will be able to name the eleven human body systems and
their functions.
•
Students will be able to identify the organs and structural parts
present in each system (i.e. circulatory: heart, arteries, veins, and
capillaries).
•
Students will be able to describe the basic structure of the major
organs in each system.
Lesson Plan
1. Provide each group with a sheet of poster
paper about 6 inches longer than the
student's height.
2. One student will lie down on the sheet of
paper. The student's arms should be at least
a few inches from his or her side so there is
space between the arms and the body. Tell
that student to stay very still while the other
student traces the outline of the body with a
dark crayon or marker.
3. Cut body silhouettes and write their names
on the back.
4. Divide the body systems among the group
and have each student create a paper model
of their assigned organ and list it’s function
and attach it in its correct position to the
silhouette.
5. Evaluate students on their ability to identify
body organs and explain their functions.
TOPIC XVI. Circulatory System
FAIR GAME PRINCIPLE:
Middle School Benchmarks
WHAT YOU NEED TO KNOW….
•
You need to know the factors that affect blood flow through the
cardiovascular system: blood pressure, blood volume, resistance,
disease and exercise.
•
You need to know how these factors affect blood flow.
TAKE A HEART HIKE!
Objective:
Students will walk and talk through the systemic (heart/body) and
pulmonary (heart/lung) blood pathways in order to understand how the
heart and lungs work together to transport oxygen and carbon dioxide
via the blood.
Prior Knowledge:
• Know the basic functions of the
human circulatory
(cardiovascular) and
respiratory system.
•
Understand the role of each
circulatory organ (heart, blood
vessels, and blood) in the
movement of oxygen and
carbon dioxide.
•
Understand how the lungs work
and how gases can diffuse into
and out of cells.
Teacher Preparation:
1. Draw the diagram
(Teacher Download,
figure 1) with tape on
the floor of your
classroom.
2. Label the chambers
of the heart, the
lungs, the body cells,
and all blood vessels
according to the
diagram (Teacher
Download, figure 1).
3. Place a bowl of blue
circle cut outs in the
body cells and a bowl
of red circle cut outs
in the lungs.
1. To begin the activity, position a student (or
several) in a standing position at a station
along the route taped to the floor. Give him
or her the appropriate color circle for
where they are standing. For example, a
student standing in the right atrium of the
heart would be holding a blue circle.
2. Have students move along the route and describe to the group
what they are doing at each stop — explaining to the group what
route (blood vessel) they must take to reach the next stop.
 For instance, have students exchange red blood cells for blue
blood cells at the body cells station and exchange blue blood
cells for red blood cells at the lung station.
 The color change illustrates the diffusion of oxygen into or out
of the blood (blood cells carrying oxygen appear red and blood
cells carrying carbon dioxide appear blue).
 Point out that blood vessels carrying blood away from the
heart (arteries) usually carry red blood and blood vessels
carrying blood towards the heart (veins) usually carry blue
blood.
 The only exceptions to this color-coding are the pulmonary
arteries and veins (see figure 1).
 Point out that the right side of the heart handles blue blood
and the left side of the heart handles red blood.
Does this activity cover the
Benchmark Clarifications?
Your TASK:
1. Group Assignment: Factors Affecting
Blood Flow
a. blood pressure
b. blood volume
c. resistance
d. disease
e. exercise
2. As a group modify the blood flow activity in
order to model your assigned factor that
influences blood flow through the heart.
TOPIC XVII. Immune System
FAIR GAME PRINCIPLE:
Middle School Benchmarks
WHAT YOU NEED TO KNOW….
•
•
You need to know the basic functions of the human immune system.
You need to understand specific and non-specific immune
responses.
•
You need to know how the human immune system responds to
vaccines and/or antibiotics.
•
You need to know how genetic factors, environmental factors, and
pathogenic agents affect both individual and public health.
FIRST SHOT: VACCINATIONS
Engage Activity
Read the following excerpt from the September 22, 2003 Washington Post,
page A10 written by David Brown
“A case of measles was once a rite of passage for every child, and a
route to the grave for about one in every 300. Worldwide, there are still
30 million to 40 million cases a year, and 745,000 deaths, mostly in
Africa. In the affluent world, however, measles have been as good as
gone for a generation. But it is coming back in an unlikely place. In
England, the number and size of measles outbreaks is steadily
climbing. In 1996, the country recorded 112 cases. Last year (2002),
there were 308. This follows a steady drop in the proportion of children
immunized against the virus by their second birthday. In 1996, it was 92
percent. By last year, it had fallen to 84 per cent.”
ANALYSIS QUESTIONS:
1.
Develop a hypothesis of why the number of measles cases in
England is increasing.
2.
3.
Were you vaccinated against measles? Why or Why not?
Why are parents choosing not to have their children vaccinated
against measles?
FIRST SHOT: VACCINATIONS
Video Questions
1.
Where does the word vaccination come from?
2.
Why aren’t pharmaceutical companies working on
vaccines for Tuberculosis and Malaria?
3.
How do vaccines work?
FIRST SHOT: VACCINATIONS
Reflection
Dr. Knipe of Harvard Medical School is working with a herpes
vaccine. He plans on creating “an infection to prevent an
infection”.
1. How does he plan to do this?
2. Think about the statement: ‘creating an infection to
prevent an infection’. Is this a revolutionary new idea?
Why or Why not?
3. If Dr. Knipe is successful, how can this technology be
used?
FIRST SHOT: VACCINATIONS
Class Discussion
1.
Now that you have seen the videos, what would you change about
your initial responses?
2.
What is the difference between an antibiotic and a vaccine?
3.
How are specific and nonspecific immune responses different?
LAB: Epidemic - The Deadly Fuchsia Disease
You are watching the news and see a
story about a virus that is spreading
throughout the local community. The
virus spreads through the exchange of
bodily fluids. You become increasingly
worried about your risk of infection
and have decided to go to the doctor’s
office in order to get tested for the
virus.
PROJECT: Immune Response
Working in five groups of 2-3, you need to prepare and present a
10-15 minute lesson on your topic that demonstrates and applies:
• knowledge of one aspect of the immune system
• knowledge of the structure and function of the immune response
• understanding of the similarities and differences, in structure and
function, of the non-specific and specific immune responses
• understanding of the concept of ‘self’ and ‘non-self”
Group Assignments:
Topic
NON SPECIFIC DEFENSES - FIRST LINE OF DEFENSE
•
PHYSICAL & CHEMICAL BARRIERS
NON SPECIFIC DEFENSES - SECOND LINE OF DEFENSE

INFLAMMATORY RESPONSES

INTERFERONS

FEVER
SPECIFIC DEFENSES – “SELF” AND “NONSELF”

ANTIGENS

ANTIBODIES
SPECIFIC DEFENSES – LYMPHOCYTES

B CELLS

T CELLS
SPECIFIC IMMUNE RESPONSE

HUMORAL IMMUNITY

CELL-MEDIATED IMMUNITY
ACQUIRED IMMUNITY:

ACTIVE (e.g. VACCINES)


ACQUIRED IMMUNITY – PASSIVE (e.g. ANTIBODIES PRODUCED IN
OTHER ANIMALS OR THROUGH MONOCLONAL HYBRID CELL
CULTURES)
AUTOIMMUNE DISEASES (e.g. CHRONES, ARTHRITIS)

IMMUNODEFICIENCY DISEASES (e.g. AIDS)
Group
EXTENSION: Disease Spread
Observe the spread of disease through a group of people. The methods of
transmission can be chosen and include person-to-person, airborne, and food
borne as well as any combination thereof. The probability of each form of
transmission and number of people in the group can also be adjusted.
THE SNEEZE
http://www.teachertube.com/viewVideo.php?video_id=125234
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Exit Slip
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