* Standard 10

7Sb.6: Use Punnett squares to predict inherited monohybrid traits.

3-    Lesson on Punnett Square Possible Creations

Group Activity:

1) The teacher will put out white boards in difference areas of the room.

2) The students will go in groups of 2 to the different stations and there read a set of directions giving them 2 sets of alleles-genotypes

3) They must then figure out the genotypes and phenotypes using the Punnet square and answer the questions at each station

-                

          CLASS DEMONSTRATIONS

      1)    The teacher will go to a station and demonstrate- a flower is white, tall (W-dominant,   T-dominant) and another flower is pink, short (p-recessive, s-recessive) so if they cross-pollinate, the flower will be W, T -due to the dominant gene and demonstrate how to use a Punnett square on the white board to figure it out.

      -using the Punnett square, 16 combinations

      2)    Hazel eyes and multi-colored flowers are an example of what?

      -hazel eyes and multi-colored flowers are from cross-dominance, where the recessive and dominant gene mix and both become the new phenotype- physical trait. 



      3)   What mutation would you create?

          My mutation would be larger ears- so we could hear well!

References

PelletierTeach (2013, November 23).  Gregor Mendel’s Punnet Squares.
Retrived from: http://www.youtube.com/watch?v=d4izVAkhMPQ

Standard 9

7Sb.5: Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits.

Lesson on Phenotypes and Genotypes- what you carry versus what you show!

Group Activity

1)    The students will work in groups of 4 to create a human being.

2)     There will be 23 envelopes on each desk for each group of 4. They will be marked with a phenotype- physical trait: eye color, height, hair color, etc.

3)     The students will pull out the Genotype- either a dominant gene (brown eyes) or a recessive gene (blue eyes). Once they have pulled out and written down all 23 genotypes (genetic trait) they will then go “hook up” with another group, creating a whole human. The group with the dominant gene will be the phenotype (physical trait) shown

http://www.diffen.com/difference/Genotype_vs_Phenotype

CLASS DEMONSTRATION

       The teacher will pull out of the Eye envelope-small b, meaning blue eyes. Next, walk over to another group who has a capital B- brown eyes. She will explain even the “new” human shows brown eyes (phenotype), they carry the genotype for both brown and blue (Bb-genotype)

Question 1-

Why do humans have two genotypes for every physical trait?

          Because we inherit one from mom (23 chromosomes) and one allele from dad (23 chromosomes), giving us 46 total

Question 2-

  Can a person who has brown eyes have an offspring with blue eyes?

Yes- only if they carry the b/recessive trait gene and have an offspring with someone else who has the b/recessive trait gene but they only have a ¼ chance of passing it on if both parents have brown eyes but carry the blue.

References

Anderson, Paul (2011, August 4).  033-Genotypes and Phenotypes.  Retrieved from http://www.youtube.com/watch?v=OaovnS7BAoc

http://www.diffen.com/difference/Genotype_vs_Phenotype

Standard 8

7Sc.4: Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete’s foot and non-infectious diseases such as diabetes, Parkinson’s, and skin cancer).

    Lesson on Infectious diseases based on Bacteria versus Viruses      

GROUP ACTIVITY 

The students will review the 5 characteristics of Living Things- discuss whether viruses and bacteria are living or not

The students will do a web search, seeing if the viruses have the 5 characteristics of living organisms or not. 

IF they have all 5, it is living (Bacteria)  or not living (Virus)

The students will draw 2 types of viruses with their lab partner and describe what disease they carry and then 2 types of bacteria and the disease they carry

 1)     The teacher will review what makes something living

Class Demonstration

2)     Explain after inquiry search that viruses are not living- only have 2 of the 5 traits and bacteria are living – have all 5 traits

-made of cells, respond to stimuli, grow and develop, metabolize, evolve and adapt

Question 1-

What kind of diseases do bacteria give you? What about viruses?

Bacteria-cold, infections

Virus-Flu, HIV

Question 2-

    Why can’t you kill a virus with antibiotics?

-because a virus isn’t living- you can only “lock it up” and make it dormant but it can always come back

References

Pond, Linda, (2012, October 17).  SOL K.6, Living and Non-Living Things.  Retrieved from

http://www.youtube.com/watch?v=jDpav9mg3fs

Standard 7

7Sb.3: Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protests (euglena, paramecium, amoeba) use for food gathering and locomotion

3-    Lesson Comparing and Contrasting Good and Bad Bacteria

Title-	Directions	Materials/Resources
The Good, The Bad, The Bacteria!		Resources
Group Activity	1)     The students will be shown a picture of the three shapes of bacteria- spiral, rod, and rod 2)     The teacher will have the students get out the Micro Slides 19 and 20 and work in groups of 2. 3)     The students will answer questions comparing and contrasting harmful and helpful bacteria while observing and drawing the slides using the Micro slides.	-Microslide Lesson Set 19- Helpful Bacteria Microslide 19 Worksheet-Questions -Microslide Lesson Set 20-Harmful  Bacteria Microslide 20 Worksheet-Questions
Class Demonstration	1)     The teacher will model how to put the slides through the micro slides and how to compare and contrast the helpful and harmful bacteria through drawing what is observed through the lens.
Question 1-	1)     What are the 3 types of bacteria cells?	-       Sphere (cocci), spiral (spirillium), and rod (bascillus)
Question 2--	2)     What types of food do helpful bacteria give us? 3)     What types of diseases do harmful bacteria give us? Why can’t we kill them?	-cheese, yogurt, milk -Harmful bacteria give us colds, infections, and many other possibly pathogenic diseases -We can’t kill them with antibiotics because they mutate and become resistant- one of the characteristics of living, evolving and adapting to survive.

Standard 6

7Sc.3: Summarize the relationships of the major body systems (including the  circulatory, respiratory, digestive, excretory, nervous, muscular, and skeletal systems).

  The relationship between the Major Human Body Systems

Human Body- What system depends on the other?

Group Demonstration

1) The class will use the Human Body Packet the teacher handed out from the book (Your Body and How It Works)

2) The lab groups will pick a pair of systems that depend on each other- (Skeletal/Muscular, Respiratory/Circulatory, Digestive/Excretory, or Nervous/Endocrine)

3) The students will be given a 2 meters in length piece of Bulletin Board Paper- they will then trace one of the partners perimeter.

4) The students will then, using their packet as a guide, draw their system, labeling each organ and part.

5) On a piece of line paper, the group will write up how the two systems depend on each other and cut and paste it.

6) The groups will present their “Paired Body Systems” to the class with a verbal explanation of how they coexist!

http://www.freeclubweb.com/powerpoints/science/humanbody/systems.html

Ward, Barb and Pat, Your Body and How It Works,  Mark Twain Media, Inc., Publishers, 1999

- packet can be made according to the teachers discretion based on systems of the body

-Roll of white bulletin board paper, pencil, markers, construction paper, pictures of the human bodies organs

http://www.slideshare.net/areved/skeletal-system-279484

Class Demonstration

1) The teacher will pick the Circulatory/Respiratory system and review out-loud how the lungs carry in Oxygen and remove waste from the Blood, which is part of the circulatory system.

2) She will then trace one of her students and using a picture from the packet outline the respiratory and circulatory system, starting to color in and label all of the organs and their functions.

3) She will do a quick presentation to the students- modeling what is expected and how to write up their partnership between the respiratory and circulatory system.

http://msnucleus.org/membership/html/k-6/lc/humanbio/5/lchb5_1a.html

Question 1	1)     Name 2 systems that depend on each other and explain how and why?	-Respiratory and Circulatory- the lungs (part of the Respiratory System) carry in and out the oxygen the body needs and the carbon dioxide it needs to removed, which is transported by the blood, which is part of the circulatory system
Question 2	2)     Defend which system is more important and why! - The Nervous System or the Endocrine?	-Answer WILL VARY! -The nervous system contains the control center of your body, the brain, and parts of the endocrine system-glands that control the hormone balance of the body- In my opinion, both of them are as important as the other, especially since they depend on each other.

Standard 5

7Sc.2: Recall the major organs of the human body and their function within their particular body system. 

  Lesson on the Major Organs and their Functions For the Human Body

Title-Major Organs and their Functions for Homeo Sapiens! 

Group Demonstration

1) The students will be put into groups of 2.

2) They will do a think-pair-share-they will read the introduction section to their body packet, taking turns and stopping and discussing and review how certain cells turn into tissue which builds up into organs which build into systems

3) The students will then pick one organ from each system from their packet and in a table, list the organ in their group of 2 then look for the function under that organs system section.

4) The group will then pick one organ to focus on, make an illustration of it (using trace paper) and describe its function

www.glencoe.com

http://www.freeclubweb.com/powerpoints/science/humanbody/systems.html

Ward, Barb and Pat, Your Body and How It Works,  Mark Twain Media, Inc., Publishers, 1999

- packet can be made according to the teachers discretion based on systems of the body

-Trace paper, pencil, markers, construction paper, pictures of the human bodies organs

       1)     The teacher will model with a co-teacher or student how to read and stop, discussing the highlights of what was read and how it applies to their body

        2)     The teacher will then model how to pick an organ, place it in the table using the Elmo and Smart Board, and explain it’s function

       3)     The teacher will show her illustration of the kidney and the explanation underneath of how it filters and cleans our blood to remove waste.

Question 1-	1)     Name one organ from each system and explain it’s function	Example- heart- pumps dirty and clean blood to and from the lungs and other systems
Question 2-	2)     What would happen if the  kidneys or another organ failed? How would that affect the entire body System?	If one organ, such as the kidneys, shut down in the human body, then the entire body would eventually shut down. The human body is a system, like a close-circuit, and if one organ does not function, then the rest will stop functioning as well- they all depend on each other in some way.

REFERENCES

Quitmeyer, Emily, (2012, April 27).  So Many Systems-Human Body Systems Rap.  Retrieved from http://www.youtube.com/watch?v=0yjLJfz6saU

http://www.freeclubweb.com/powerpoints/science/humanbody/systems.html

Standard 4

7Sc.1: Summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems).

   Lesson on how Cells build into Systems for Humans

Title-Game –Build up your Cell

GROUP ACTIVITY

1) The students will be given a card with either a specific cell, piece of tissue, organ, or system on it with the definition on the back.

2) The students will be given 10 minutes to find their “system” where they belong! - A bone cell card finds the cartilage/bone tissue card which finds the bone organ/femur card which finds the skeletal system! 

3) At the end, one of the students present the activity and why they all go together – demonstrating that cells build into tissue that builds into organs which builds into systems

www.glencoe.com

http://www.freeclubweb.com/powerpoints/science/humanbody/systems.html

CLASS DEMONSTRATION

1) The teacher will do the red blood cell card and demonstrate how she finds the Blood card and then they find the Artery or Vein card- either then joining the Cardiovascular System (pumps blood) or the Skeletal System, which has veins and arteries in it which carry blood which has blood cells in it.

Question 1	Give 4 examples of human body: cells, tissues, organs, and systems	-cells- bone cell, red blood cell, nerve cell, muscle cell -tissue-bone tissue, blood, brain tissue, hamstring muscle tissue -organs- femur bone, arteries/veins, brain, Diaphragm -System- skeletal system, circulatory system, Nervous System, Muscular/Respiratory System
Question	2 Create your own new cell and explain what system it would go in and why?	-I created a nerve blood cell- it sends messages on the outside but also pumps blood on inside tube, helping the blood to flow and taking some of the pressure of the heart!

References
Veins and Artery [Image]. (n.d.). Retrieved from http://www.turbosquid.com/3d-models/human-circulatory-max/659764