Biology 2011-12

Biology 2011-12

Semester 2

Biology 1/30/12Week of 1/30 to 2/3

• ANNOUNCEMENT: Each entry task will be worth 2 POINTS this semester. Total of 10 points in a typical week.

• ASSIGN TABLE LEADERS. 2 Extra Credit points/week EVERYONE AT TABLE has the sheet complete and turned in.

• Entry Task – Monday• If you needed to explain photosynthesis to a 3rd

grader, what would you say? Please write it out for your entry task

• Take out photosynthesis labs and review answers.

Biology 1/31/12• Entry Task – Tuesday

• On a scale of 1 to 4, how well do you think you met these standards?

• I can explain how plant cells use photosynthesis to produce their own food. Use the following equation to illustrate how plants rearrange atoms during photosynthesis:6CO2+6H2O+light energy —> C6H12O6+6O2

• I can explain the importance of photosynthesis for both plants and animals, including humans.

• Please also enter your self-assessment on your red sheets.

Act out Photosynthesis• Lab station – plant cell with chloroplasts• One actor as the Sun• Six actors as 6 carbon dioxide molecules (each containing 1 carbon and

2 oxygen atoms)• Six actors as 6 water molecules (each containing 2 hydrogen and 1

oxygen atom)• One person ready to become 1 glucose molecule (containing 6

carbons, 12 hydrogens, 6 oxygen atoms)• Six people ready to become 6 oxygen gas molecules (each will contain

2 oxygen atoms).• AFTER ACTING – sit down and write a reflection – 10 minutes. What

happens during photosynthesis? What molecules start the process? What do they change into? What are the products of the process?

• If you understand photosynthesis better now, update your red sheets.

Biology 2/1/12

• Entry Task – Wednesday

• Read page 228 in the Biology textbook. Please define cellular respiration IN YOUR OWN WORDS.

• Get labs out and begin.

Introduce Cellular Respiration• STANDARDS (EALR 4 LS1 ):• I can explain how the process of cellular respiration is

similar to the burning of fossil fuels (e.g., both processes involve combustion of carbon-containing compounds to transform chemical energy to a different form of energy).

• I can describe the role that enzymes play in the breakdown of food molecules and synthesis of the many different molecules needed for cell structure and function.

• I can explain how cells extract and store energy from food molecules.

Cellular Respiration Lab – Day 1

• Choose groups of 5 and sit with them at your desks.

• Read through lab.• Write hypothesis.• Create Data Table.• WATCH demonstration of set-up! • Gather materials. Write names on large paper and

set all materials on paper on back work table. • You will do the rest of the lab tomorrow.

Biology 2/2/12

• Entry Task – Thursday

• Read page 228 and examine the diagrams at the bottom. What is the diagram showing you to help you understand the text? Give information from the diagram.

• Finish lab.

Cellular Respiration Lab – Day 2

• Create data table. • WATCH demonstration of set-up! • Gather materials. Write names on large paper and

set all materials on paper on back work table. • Conduct steps 1-6 with your group. • Record data. • Clean up.• Rinse all materials carefully in large sink. • Begin answering questions.

Biology 2/3/12 Week of 1/30 to 2/3

• Entry Task – Friday

• Explain why the process of cellular respiration is important to biology and life on earth. In your explanation provide details utilizing the chemical equation.

• Table Leaders – Check that all sheets are complete – help team finish. Collect all entry task sheets AND PLACE IN PAPERCLIP WITH YOURS ON TOP.

• Start and finish lab! All labs DUE MONDAY!!!


• DECIDE ON NEW TABLE LEADERS!• Entry Task – Monday

• What gas will be created and bubble through the tubes in our yeast and sugar flasks? What process creates that gas?

• Conduct lab – quickly, efficiently, carefully. Follow instructions, please

Biology 2/7/12

• Entry Task – Tuesday

• Consider your group’s data table. How does the concentration of sugar affect cellular respiration in yeast? In which flask (high or low sugar) was more CO2 produced?

• Lab due WEDNESDAY. We will share data and work on questions together TOMORROW!!

• TWO Important assignments today to practice for HSPE.

Biology 2/8/12• Entry Task – Wednesday

• Listen as Ms. Maring reads article about cajun crayfish. • Write a summarizing sentence using: • IDENTIFY (who what where) - VERB – FINISH SENTENCE. • Thank you table leaders for all your hard work helping your

team!!!• Today we will complete an article summary as practice for HSPE. • We will also learn how our answers are scored and score a

person’s answers near us. • PS If you did not finish the text feature assignment from

yesterday, please do so today (Cheyenne, Braiden, Tim, TJ, Ryon, Jeremy, Dylan, anyone else???)

http://news.nationalgeographic.com/news/2012/01/120109-louisiana-crayfish-invasive-species-environment-africa-science/

http://news.nationalgeographic.com/news/2012/01/120109-louisiana-crayfish-invasive-species-environment-africa-science/

Practice for HSPE – Reading 10th grade

• Text and Text Features• Summarizing• Scoring using a rubric• Each answer can only get a MAXIMUM of 2

points…but include extra as a safety measure.

Biology 2/9/12


• In which kinds of cells does cellular respiration occur? • In which organelles?

• Complete article summaries.• Grade another person’s summary using the rubric. • EXTRA TIME? Please take out lab…make sure you have

complete data from someone (Example – Briana, Tim, Skyler, Justin, Justine, others???). Begin answering questions…

Biology 2/10/12


• Describe your effort in science this week…Many of you have been working very hard Congratulate yourselves!

• Table Leaders – Check that all sheets are complete – help team finish. Collect all entry task sheets AND PLACE IN PAPERCLIP WITH YOURS ON TOP.

Today’s Work

• Short Schedule - 8:00-8:42• Share data – if your group did not have time for

completion on this long lab, please copy another group’s data. Briana’s group’s data on the board….

• Begin questions. Lab will be due end of class Monday.

• Next Week – Acting out Cellular Respiration.• Quiz on Photosynthesis and Cellular Respiration.


• Entry Task – Monday• Choose new table leaders, please• Read the text box on page 232 and examine the

accompanying graphs. • Answer questions 1, 2 and 3.

• Take out cellular respiration with yeast labs. • Complete all questions today and turn in!!• If you have extra time, color code “Flow of Matter

and energy in the Biosphere.”

Biology 2/14/12


• Free 2 points for “Saying Something Nice” on Valentine’s Day. Please make this about effort in school or something appropriate…

• Share answers to lab and turn in cellular respiration labs.

Act out Cellular Respiration• ENZYMES

• C6H12O6 + 6O2 6CO2 + 6H2O and ATP• The hallway is the lungs. • 6 oxygen molecules will enter and be carried by the BLOOD to the

cell. • Inside the mitochondria, the glucose molecule will be “burned”

with the oxygen. • ENZYMES help. • Rearranging into carbon dioxide, water, and ATP.• 6CO2 is carried away by the blood, to the lungs, to be exhaled. • DURING cellular respiration, the CHEMICAL ENERGY in glucose, is

transformed into the energy molecule ATP.• ATP will be used to do the work of the cell, like building DNA,

proteins, lipids, transporting vesicles, etc.

Cellular Respiration Reflection

• AFTER ACTING – sit down and write a reflection – 10 minutes.

• What happens during cellular respiration? What molecules start the process (reactants)?

• Where? • What do they change into? What are the products

of the process?• How are the lungs and blood involved? • How is energy transformed in the process?


• On a scale of 1 to 4, how well do you meet the following standard:• I can explain how cells extract and store energy from food

molecules.• EALR 4 LS1 • I can explain how the process of cellular respiration is similar to the

burning of fossil fuels (e.g., both processes involve combustion of carbon-containing compounds to transform chemical energy to a different form of energy).

• EALR 4 LS1 • PLEASE ADD SELF ASSESSMENT TO RED PAGES!

Biology 2/16/12


• Read the text on pages 218-219. Examine the timeline. Explain 2 ways the timeline helps you understand the text. Give information from the timeline.

• Take out your reflection papers about our modeling of cellular respiration.

Your paper should answer…

• What happens during cellular respiration? INCLUDE THE EQUATION!

• What molecules start the process (reactants)? • Where? • What do they change into? What are the

products of the process?• How are the lungs and blood involved? • How is energy transformed in the process?



• Friday Freebie – 2 points• Table Leaders – Check that all sheets are

complete – help team finish. Collect all entry task sheets AND PLACE IN PAPERCLIP WITH YOURS ON TOP.

• Say something nice

Cycles and Flow of Matter and Energy

• Color code the diagram. • Each word color should match the color of the part on the diagram.

(Look for the little letters).• Where does energy first enter the system? • Where is that energy first converted to chemical energy (IOW the

energy in food)• Inside the bunny, what is the food energy converted to? How is that

molecule used? • Circle in GREEN the molecules entering the plant to be used during

PHOTOSYNTHESIS. Circle GREEN the products. • Circle in RED the molecules entering the bunny to be used during

CELLULAR RESPIRATION. Circle RED the products.

• REVIEW FOR QUIZ!!

Photosynthesis/Cellular Respiration Quiz

• Know the basic steps and outcomes of each process.• Know the reactants and products of each process. • Know which process(es) occur in plant cells and animal cells. • Be able to describe the processes in writing. • Be able to identify variables: Controlled Variables (kept the same),

manipulated variable (independent), responding variable (dependent).

• Know that if all else is controlled, you will be measuring the EFFECTS the manipulated variable CAUSED in the responding variable.

• Be able to write a conclusion which includes DATA. • Understand how energy transforms and matter cycles in ecosystems.

Biology 2/21/2012week of 2/21 to 2/24

• Entry Task – Tuesday• Please choose new table leaders!

• On a scale of 1 to 4, how prepared do you feel for a quiz on photosynthesis and cellular respiration?

• Are your assignments turned in? Photosynthesis lab, Cellular respiration lab, written explanations, bunny diagram, entry tasks? Write down what you are missing.

Study today…quiz tomorrow

• Each table group will write jeopardy questions. • Write legibly, I will display them on the

document camera. • Write one question per bullet item on review

sheet (8 questions)• Use your returned assignments for inspiration.

You may also consult pages 218, 219, 222,228,233,and 236

Biology 2/22/12


• Explain 2 test taking strategies. Share ideas.

• Take out resources for quiz – labs, written explanations, diagrams, etc.

• Please work the ENTIRE TIME—quiz is long

QUIZ expectations

• Work SILENTLY with your eyes on your own work.

• DO YOUR BEST—use test taking strategies and try each question

• If you have a question, raise your hand. • Finished early? Read quietly or do other

homework. • Need more time? Let me know.



• What part of the quiz was the most challenging for you? What part was the easiest? (this can include content or behavior expectations)

• NOTE – we will be completing the quiz on Monday!• Table Leaders – please gather your group’s papers

and place yours on top, paperclip, and turn in.

Biology – today’s work…

• Complete Leaf and Stem Lab – please view one slide at a time and return to front after use.

• Answer questions (Life Science textbook p. 316, 318)

• “A Leaf’s Work is Never Done” – start at top• Photosynthesis Puzzle Packet• Clean up


• Entry Task – Monday – choose new table leaders!

• Write down one expectation you have for yourself while finishing the quiz.

• Is there anything you would like to ask before we begin the quiz?

• Remember, this is practice for HSPE and the EOC. Don’t panic! It’s always good to practice before the big event

• Also, you will have an opportunity to discuss, reflect, and regain any points you miss!

QUIZ expectations

• Work SILENTLY with your eyes on your own work.

• DO YOUR BEST—use test taking strategies and try each question

• If you have a question, raise your hand. • Finished early? Read quietly or do other

homework. • Need more time? Let me know.

Biology 2/28/12

• Entry Task – Tuesday• Read the first paragraph of “The Cell Cycle” on page

246. What are some causes and effects of the cell cycle?

• Please list one cause and effect for the entry task and a total of 3 on the worksheet.

• When finished, read pages 246-249.• Soon, you will be constructing a model of the cell cycle

with mobile pieces and step by step instructions for how to use the model.


• Skim pages 246 to 249. List the phases of the cell cycle. Mitosis has 4 phases. What are those? What is the result of mitosis?

• STANDARD: I can describe and model the process of mitosis, in which one cell divides, producing two cells, each with copies of paired chromosomes from the original cell.(EALR 4 LS1)

• Objective: I can begin to consider the phases of the cell cycle, including mitosis.

Today’s Work

• Read pages 246-249. • Take notes!• Complete #2 and #4 on page 247. • Watch the cell cycle video/animation.• On your notes page – answer the 5 questions

after the video.• Please turn in your work

http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_the_cell_cycle_works.html

Biology 3/1/12


• Look at the items you could use for your cell cycle models. What would you like to use to represent the cell? Nucleus? Chromosomes? Centromeres? Spindle? Centriole?

• Finish yesterday’s assignment.



• Please list your missing assignments. Could show up as “*” or “0” or “F” or at the bottom as missing assignments.

• Are you meeting your goal for a grade? • Table leaders, please gather your papers and

paperclip them with yours on top.

Missing Work Day

• Use your sheet to gather your missing work. • If you have it done, TURN IT IN!! Check your

bin, backpack, folder, binder, notebook, etc. • I will be calling some people up to call home.


• Entry Task – Monday – choose new table leaders.

• When you grow or heal, what process creates more cells? • STANDARD: I can describe and model the process of

mitosis, in which one cell divides, producing two cells, each with copies of paired chromosomes from the original cell.(EALR 4 LS1)

• Objective: I can design a model (kit with instructions) of mitosis and cytokinesis.

Today’s Work

• Consider your quiz grade and review the quiz as a class.

• If you got 13 or less, you must reflect. Be sure you follow the instructions for that process.

• As a good practice for the HSPE/EOC, reflect even if you passed! It also increases your grade.

• REFLECTIONS TODAY…you can use extra time to complete and turn in Friday’s assignment or do extra credit

Biology 3/6/12


• Both mitosis and cytokinesis are involved in cell division. What’s the difference?

• Review rubric. Choose groups. Start models.

Use the rubric to create your models

• You will be in groups of 3 or 4. • Review the Cell Division Models Rubric. • You will be designing a model with specific

parts. A game board for another team to test your model. A step by step instruction guide for another team to follow.

Biology 3/7/12


• List here your key for these parts: – Nuclear membrane– chromosomes – total of 4 chromosomes or 2 pairs– chromatids – centromere – spindle– centriole– cell membrane

Timeline – MODELS DUE FRIDAY• Tuesday March 6th – choose parts and write key;

assemble parts• Wednesday March 7th – sketch one cell becoming 2 cells

on large paper “game board; begin writing instructions• Thursday March 8th - complete instructions; underline

words, practice with own model, make sure instructions are complete and would be “user friendly” for another group

• Friday March 9th – trade and evaluate another group’s model. ALL MODELS DUE!!



• Consult your timeline. PROJECT DUE NEXT TIME WE HAVE CLASS.

• Is your group on track (to trade next class), behind or ahead of schedule? Explain what you’ll be doing today.

• Table Leaders – please gather papers, paperclip and turn them in.

• We only meet for attendance and to go to band concert tomorrow.

Biology 3/16/12


• NO SHEETS THIS WEEK DUE TO HSPE.• “Saying Something Nice”

• Please get out your cell division models. Half of class will be for completion.

• The last half will be for trading and evaluating another team’s model.


• Entry Task – Monday- Choose new table leaders

• What is the result of cellular division – mitosis and cytokinesis?

• How does this help organisms grow or heal?

• 20 minutes – complete projects• 20 minutes – trade and evaluate another team’s

model

• Trade kits. • Use a rubric – you will evaluate the 3rd row of

the rubric, sign your names, and give the other team some feedback or “notes.”

• Once finished, replace the kit in its original condition.

• TURN IN KITS to back table with rubric and notes on top.

Biology 3/20/12


• Take out your red standards pages.• On a scale of 1 to 4, how well do you meet this

standard? EXPLAIN!!• STANDARD: I can describe and model the process

of mitosis, in which one cell divides, producing two cells, each with copies of paired chromosomes from the original cell.(EALR 4 LS1)

2 weeks left in this quarter!

• I will accept missing work until this FRIDAY, March 23rd.

• At last count, 9 of the 22 Biology students are failing.

• This is primarily due to missing work. • I expect to see all of you in tutorial this week.

Today’s Work

• Dylan, Lailah, Cheyenne, Skyler, TJ trade with Nakari and Natosha. Follow their instructions and evaluate. Missing work until other groups done.

• FINISH INSTRUCTIONS 10 minutes– Briana, Little Bear, Kaileen, Geo, Marcus, Ryon, Zach, Jeff, Jeremy, Shawn. TRADE and evaluate.

• FINISH MODEL plus INSTRUCTIONS 25 MINUTES – Justin, Braiden, Kadie, Justine (Ms. M will evaluate)

• 8:30 START NEXT UNIT

DNA – deoxyribonucleic acid

• I can describe how DNA molecules are long chains linking four subunits (smaller molecules) whose sequence encodes genetic information. EALR 4 LS1

• I can illustrate the process by which gene sequences are copied to produce proteins. EALR 4 LS1

DNA structure NOTES pages 329-331

• DNA structure

• Nucleotides

• It is the genetic material in the nucleus

• Nucleotides make up nucleic acids

• 2 kinds of nucleic acids: DNA and RNA

• DNA nucleotides:– Sugar deoxyribose– A phosphate– A nitrogen containing base

• Adenine• Guanine• Cytosine• Thymine

Base pairing in DNA

• Chargaff’s Rule

• Silly memory trick:

• Amount of A = T• Amount of G = C• G’s and C’s are curvy letters

so they go together• A’s and T’s are straight

letters so they go together

• Bases stick together with hydrogen bonds

• Phosphates (P) and sugars make the backbone of ladder

• Bases make the rungs.• Twist into a spiral staircase

or DOUBLE HELIX• NOTE: the strands are

opposite or antiparallel

• X-ray diffraction

• Watson and Crick

• Rosalind Franklin took photograph 51 showing double helix

• Used Chargaff’s data, photograph 51, and built a model of DNA

Biology 3/21/12


• Consider the diagram on page 329 (top). What are the 3 main parts of a nucleotide?

• PS I am missing one group’s project! Please turn in to back table with rubric and instructions on top.

Candy DNA

• Clean all surfaces• Use instructions sheet to build your DNA.• You should work through #4 and show Ms. M. • You will need to identify all parts: • Sugar deoxyribose, phosphate, base (name them)

and say matches, 5’ end, 3’ end, • NO EATING SCIENCE PROJECTS (until you have

shown Ms. M)• Answer focus question #1 and turn in paper.

Biology 3/22/12• Entry Task – Thursday

• Choose a “best work” from this class and complete the reflection sheet.

• This could be your whole notebook, part of your notebook, a quiz or quiz reflection, lab sheets, etc.

• Hand me your reflection sheets – I will give them to your advisor.

• ON THE DAY OF YOUR CONFERENCE, you may come get your best work at the end of school to show at your conference.

• Clean your desks. • Please get out your DNA notes and Candy DNA lab sheets.



• Explain base pairing in DNA.• Table leaders gather papers and turn them in.

DNA Replication Notes

• Semiconservative replication

• Enzyme: Helicase

• Enzyme: DNA polymerase

• Means parent strand serve as template for daughters

• Unwinds and unzips DNA

• Adds matching nucleotides (A=T and G=C) starting at 3’ ends

• Leading and lagging • Leading: One side replicates continuously (3’ to 5’ direction bottom of “zipper” up)

• Lagging: The other side replicates in small chunks or Okazaki fragments (3’ to 5’ direction which means inside of “zipper” down)

DNA replication• Build another candy model with 6 matching nucleotides.• Show unzipping using DNA helicase.• Show replication by building and matching new nucleotides on

the inside of the zipper. • REMEMBER: always add nucleotides in the 3’ to 5’ direction!!• One side is continuous, other side is assembled in Okazaki

fragments. • Before eating, show Ms. M your semiconservative replication –

leading parent strand, lagging parent strand with Okazaki fragments, daughter strands

• You may consume



• Read “Central Dogma” on page 336. Please find and quote a summarizing sentence here.

• TODAY: Notes on DNA replication and MORE CANDY MODELS

• THURSDAY CLASS – finish assembling candy models through the last step and ALL questions.

• TURN SHEETS IN>

Standards and Objectives

• I can describe how DNA molecules are long chains linking four subunits (smaller molecules) whose sequence encodes genetic information.

• EALR 4 LS1 • Objective: Build a candy model and

demonstrate DNA replication.


• Entry task – Thursday

• When during the cell cycle does DNA replicate? (Hint: look of page 249) Why is this important for cell division?

• TABLE LEADERS – turn these sheets in.

DNA replication• Build another candy model with 12 matching nucleotides.• Show unzipping using DNA helicase.• Show replication by building and matching new nucleotides

on the inside of the zipper. • REMEMBER: always add nucleotides in the 3’ to 5’ direction!!• One side is continuous, other side is assembled in Okazaki

fragments. • Before eating, show Ms. M your semiconservative replication

– leading parent strand, lagging parent strand with Okazaki fragments, daughter strands

• You may consume• ANSWER THE 5 questions at the bottom and turn sheet in.

Welcome Back!

• Thanks for being here!• Basic expectations: be here, be respectful, do

the work! • Don’t forget to help someone else and turn

your work in!!!


• Choose new table leaders• Entry Task – Monday

• Where in your body is DNA? How much is there? (http://www.eyeondna.com/2007/08/20/100-facts-about-dna/) Look at #37 and 39.

• We will finish explaining DNA replication today by drawing pictures and answering questions.

• If you still have your DNA candy paper, take it out…• Watch this short video to refresh your memories…

http://www.eyeondna.com/2007/08/20/100-facts-about-dna/

http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/120076/bio23.swf::How%20Nucleotides%20are%20Added%20in%20DNA%20Replication

DNA structure and replication• Answer questions #1-5• Turn paper over. • Down the left side, draw 6 nucleotides connected in a

polynucleotide chain. • Down the right side, draw the 6 matching nucleotides. • Label the 3’ and 5’ ends – remember opposites!• Add daughter nucleotides always in the 3’ to 5’ direction. • Explain to Ms. M what you have drawn. • Turn the paper in.

Biology 4/10/12


• Why do you think the analogy of DNA as a cell’s instruction manual is a good idea? Reread page 336.

• Today we will begin discussing how proteins are made using the instructions of DNA


• I can illustrate the process by which gene sequences are copied to produce proteins. EALR 4 LS1

Today’s Work• We just finished showing how DNA gets copied so a cell

can divide and end up with the same amount. • Now we will look at DNA’s “job” –it contains the secret

code, or instruction manual for making proteins. • The DNA inside every cell, does its job every day. • There are a number of steps:1. DNA is transcribed to mRNA (rewritten)2. mRNA is translated by a ribosome3. tRNA brings the amino acids to form a chain, or protein. LOOK AT PAGE 339.

DNA transciption and translation

• Watch a video and take notes.• Watch an animation of the process. • What did you learn? • Write a short reflection on the “job” of DNA

and how it is read to turn into proteins which become YOU!

Biology 4/11/12


• List the steps from DNA to YOU (including protein synthesis). Hint – look at yesterday’s notes.

• Today we will begin our mRNA necklaces. • QUIZ!!! Soon on DNA structure, replication and

protein synthesis.

Today’s Work

• Write the name your mRNA necklace will code for (probably your name).

• “Work backwards” to figure out the DNA strand this came from.

• What color and how many beads will you need?

• Learn the knots!

Biology 4/12/12


• In our necklaces, what does the strand represent?

• What do the beads represent? • What does your name represent?

ALL CLASSES 4/13/12Week of 4/9 to 4/13


• Friday Freebie!

• Table Leaders – gather your sheets, paper clip them and turn them in.


• Choose new table leaders• Entry Task – Monday

• DNA is a double helix. Is RNA a double or single strand? • What are amino acids? How do these become a

protein?

• Heads Up! Quiz on DNA structure and protein synthesis (including transcription and translation) on Wednesday.


• I can illustrate the process by which gene sequences are copied to produce proteins.

• EALR 4 LS1

Today’s Work

• Learn knots and work on necklaces. • Choose the right number of beads for your

word. • Remember, the beads represent the mRNA

bases. And, the bases code for the letters. Inside a cell, the every 3 bases is a CODON to code for an AMINO ACID.

• A series of amino acids becomes a protein…just like a series of letters form a word.

Biology 4/17/12


• Why are “messenger” and “transfer” both good names for those types of RNA? What are their jobs?

• Consider the chart on page 339. How is it similar/different to your codon/letter chart?

Today’s Work

• Work on necklaces. • Answer questions on back of worksheet. • I will be grading your participation and your

worksheet. • Please review for the quiz!!!

DNA Quiz• Know the process of mitosis, in which one cell divides, producing two

cells, each with copies of paired chromosomes from the original cell.• Know that DNA molecules are long chains of nucleotides which each

include a deoxyribose sugar, a phosphate and one of 4 bases: adenine matches thymine, guanine matches cytosine.

• Know the process of DNA replication including leading and lagging strands, Okizaki fragments and resulting daughter strands.

• Know the process by which gene sequences are copied to produce proteins:1. DNA is transcribed to mRNA (rewritten) in the nucleus. 2. mRNA is translated by a ribosome in the cytoplasm.3. tRNA brings the amino acids to form a chain, or protein. LOOK AT PAGE 338 and 339.

Biology 4/18/12• Entry Task – Wednesday• Consider these standards:• I can describe how DNA molecules are long chains linking four

subunits (smaller molecules) whose sequence encodes genetic information.

• EALR 4 LS1 • I can illustrate the process by which gene sequences are copied

to produce proteins.• EALR 4 LS1 • ON A SCALE OF 1 to 4, how well do you meet these

standards? • Please enter your self assessment on your red standards

sheets.

Biology 4/19/12


• What are genes—how are they related to DNA and proteins?

• How do you think different cells specialize to do their job if they all contain the SAME DNA?

Quiz Expectations

• Do your best!• Please be silent to respect your own and

other’s process. • If finished early, check your work and read or

do other homework. • Raise your hand if you have a question.

Biology 4/20/12


• Friday Freebie for saying something nice…

• Table Leaders – please gather your entry task sheets and turn them in…

Standard• I can explain that regulation of cell functions can occur by

changing the activity of proteins within cells and/or by changing whether and how often particular genes are expressed.

• EALR 4 LS1 • READ PAGES 32 and 33 in the purple book. • Answer the following questions:• Explain the term “differentiation” and how this helps tune a cell to

perform a particular job. • Compare and contrast two kinds of cells in the body and the

different proteins each makes. • Why do heart cells need more mitochondria than other cells?

Think of some other cells in the body which might need an abundance of mitochondria.


• Choose new table leaders!!• Entry Task – Monday• Discuss and turn in cell differentiation questions:• Explain the term “differentiation” and how this

helps tune a cell to perform a particular job. • Compare and contrast two kinds of cells in the

body and the different proteins each makes. • Why do heart cells need more mitochondria than

other cells? Think of some other cells in the body which might need an abundance of mitochondria.

Today’s Work

• Discuss Quizzes• Reflections • REQUIRED REFLECTIONS if you got 13 OR LESS.

Biology 4/24/12


• Use your book to find these answers…• What is meiosis?• What is a punnett square?• What is genotype? What is phenotype?

Standards • I can describe and model the process of meiosis in which egg and sperm

cells are formed with only one set of chromosomes from each parent cell. • EALR 4 LS1 • • I can model and explain the process of genetic recombination that may

occur during meiosis and how this then results in differing characteristics in offspring.

• EALR 4 LS1 • • I can describe the process of fertilization that restores the original

chromosome number while reshuffling the genetic information, allowing for variation among offspring.

• EALR 4 LS1

Today’s Work

• Vocabulary practice – writing definitions and pictures…

• If we have time:• Watch video again– use pipe cleaners as

chromosomes and coffee filters as cell membranes• Watch and pause – model as it goes…•

Biology 4/25/12


• What is a dominant trait? What is a recessive trait?

• Bioengineered: Glowing Fish and other animals.

http://news.nationalgeographic.com/news/2012/04/120423-fish-glowing-pollution-bpa-environment-science/?source=hp_dl1_news_glowing_fish20120424

http://news.nationalgeographic.com/news/2009/05/photogalleries/glowing-animal-pictures/

Meiosis – how reproductive CELLS are made

• This is a different kind of division. • Results in sperm or egg which have only HALF

the genetic information. • FERTILIZATION: ½ mother’s genetics + ½

father’s genetics = 1 cell with all the genetic information

• http://www.sumanasinc.com/webcontent/animations/content/meiosis.html

http://www.sumanasinc.com/webcontent/animations/content/meiosis.html

http://www.sumanasinc.com/webcontent/animations/content/meiosis.html

Biology 4/26/12


• What are sex chromosomes? What is heterozygous? What is homozygous?

• PLEASE TURN IN QUIZ REFLECTIONS!!

Focus Questions: MEIOSIS• What type of cells result from meiosis? • If a parent cell had 46 chromosomes, how many would the gamete

cell (egg or sperm) have? • What process restores the complete set of chromosomes?

Remember ½ mother’s genetics + ½ father’s genetics = 1 complete set

• Explain how crossing over can increase the genetic diversity of gametes. Remember – in all parent cells ½ the genetic material is maternal BLUE and ½ is paternal RED.

• Look at page 275. Compare and contrast meiosis. • Draw a sketch of meiosis. • FINISH YOUR VOCABULARY SHEET.

Today’s Work

• Finish and turn in vocabulary pages.• Answer Meiosis focus questions. • Take Punnett Square notes• Punnett square practice.



• Friday Freebie

• Table Leaders – please gather the papers, paper clip and turn them in.

A few things to take note of…

• You DO NOT get credit back for only turning in corrected answers on the quiz.

• REFLECTIONS for EACH problem wrong get credit back:

a) What part did you not understand? b) What new learning is now clear to you? c) What is the correct answer?

MISSING WORK DUE MONDAY!!!!!!!!!!!!!!!!!!!!!!!!!!


• Entry Task – Monday

• Read the section “Genes in pairs” on page 278. How are genes and alleles related?

• If T is dominant ability to roll tongue and t is recessive inability to roll tongue, what is the genotype of a person who cannot roll their tongue?

• Take Punnett Square notes• Punnett square practice.

Biology 5/1/12


• If Y represents yellow flowers and y represents white flowers, what is the pheotype of the genotype YY? yy? Yy?

Dragon Babies

• Choose a partner – genders do not matter but one of you will be dragon “mommy” and one dragon “daddy”

Biology 5/2/12


• Use a punnett square for fruit flies in which red eyes R is dominant to pink eyes r. What is the phenotypic ratio of a cross between a heterozygous male and a pink eyed female?

Today’s Work

• Dragon Baby Drawings

Biology 5/3/12


• Consider the diagram on page 289 of meiosis. Answer questions 5 and 6.

Quiz on Meiosis and Mendelian Genetics

Biology 5/4/12


• Friday Freebie

EOC Practice - RADDS

Documents

Biology 2011-12