4/27 & 4/28

We started class by drawing pictures of the offspring that were created during the "Genetics of Parenthood" lab. The outcome illustrates how the independent assortment of alleles happens during Meiosis. When we look at all of the finished pictures, even though we started with the exact same parent genes, all the outcomes or children, look different. This is a good model for how when Meiosis occurs, one parent makes genetically different gametes (egg/sperm) which leads to genetic variation, even within a single family.

By the same token, it is estimated that only about 1% of our genes are for physical characteristics. Most of our genes direct how to build and operate our cells, and most of our DNA is the same as we look across the human race.

The second part of class examined the topic of race & genetics. Race & skin color have been used throughout history to marginalize people of color. We will be watching the video, "Race: The Power of an Illusion" next class. This video examines how race is not a biological trait and it is a societal construct. While there are genes that determine skin color, the way people have been categorized have changed over time. We did an activity today borrowed from the PBS website, in which students sort photos of 20 people. Students can sort based on their own categories, then we ask them to sort the faces based on the 6 federal race & ethnicity categories. To try this online, check out this link: http://www.pbs.org/race/002_SortingPeople/002_00-home.htm

Students are usually surprised that a few of the people they assumed were in one group identify as other racial or ethnic groups. In the past, the census taker was responsible for the categorization of people, which had big implications for what jobs you could have or where you could live. We will continue to explore this topic over the next couple of classes. Want to learn more? Check out the amazing PBS website in its entirety: Race: The power of an illusion

Lastly, there was a homework assignment to practice Sex-Linked Traits Punnett Squares: Homework worksheet

4/25 & 4/26

Today, we reviewed the front side of the Exceptions Problems worksheet that students did for homework as our warm-up. Following this, we completed the Exceptions lecture notes with the Blood type and Sex-Linked traits examples. After the lecture, students finished the back side of the Exceptions Problems worksheet. See the post from last class (4/21 & 4/24) for the worksheet links, if needed.

The second part of class, we started the "Genetics of Parenthood" Lab. Students worked with a partner to make a baby- or at least determine 30 facial characteristics for a pretend offspring. Each parent is heterozygous for the trait. We flipped coins to determine which allele is passed on to the offspring. Next class, we will complete this independent assortment of alleles and draw a picture of what our offspring looks like.

Genetics of Parenthood Lab worksheet

4/21 & 4/24

Today, we started class with some time to make sure everyone had finished their Punnett Square quiz, as well as their "I am me..." poem entry into their portfolio that we had begun the previous class. We are requiring that every student get a 100% on their quiz so that as we go on to talk about more complex genetic inheritance patterns, we can make sure that everyone is starting off with a solid understanding of the basics.  I am me Poem

Following this, students did an activity where we lined up by height. We graphed our data to show that height is considered a "continuous trait" and is not a "binary" trait. Most of the genetic traits we have been looking at have been presented as binary. You have blue eyes or brown eyes, can roll your tongue or can't roll your tongue.  In real life, most genetic traits (including these examples) exist more on a spectrum. As a group, students brainstormed a list of traits that might exist on a spectrum and are not binary traits.

For the last part of class, we learned about two more genetic inheritance patterns, Incomplete Dominance & Co-dominance, that start to explain how genetic traits exist beyond the binary. Students took lecture notes, then worked on practice problems.

Genetic Exceptions LN worksheet
Genetic Exceptions Lecture power point
Genetic Exceptions practice problems

Watch this video for some extra explanation about different genetic inheritance patterns!

War

Standing Bell Curve

3.

Graph Class Data

4.

Exceptions Lecture Notes

5.

Exceptions practice problems

Warm-

Up.

Standig Bell Curve

3.

Graph Class Data

4.

Exceptions Lecture Notes

5.

Exceptions practice problems

4/19 & 4/20

Today, we started with a warm-up in our lab notebook to practice our 6 vocabulary words: genotype/phenotype, dominant/recessive & homozygous/heterozygous. Next we took some notes on how to complete a Punnett square. Punnett squares are used to determine the probability offspring will have a certain trait, given the parents genes. After notes, students completed Punnett Square stations for practice, then went to station 10 where the Punnet Square Quiz awaited them. Students must get a 100% on the quiz.

Absent students: Please copy notes from a friend, then come try the punnett square stations and make up the quiz! For extra punnett square practice there are practice punnett square problems in the packet from last class, as well.

Punnett Square Power Point
How to Punnett Square student worksheet

Watch this video for extra help on understanding genetic inheritance & punnett squares!

4/17 & 4/18

Today, we learned about 6 vocabulary terms to help us decipher genetics problems. Students took lecture notes, did page 1 of a practice packet and completed a foldable. While none of these assignments were turned in for points, this information will help us to decode Punnett square problems next class.

Absent students: Copy the lecture notes from a friend, try page 1 of the practice packet, get paper from Ms. Polzin or Ms. Yee to create your foldable.

Genetics power point
Genetics lecture worksheet
Genetics practice packet
Genetics Foldable directions

4/13 & 4/14

Today, we started our genetics unit by completing an inventory of traits. We asked the question is a dominant trait always the most common trait in a population?

In Google Classroom, students took a survey of 12 genetic traits to see whether they had one version or a trait or the other. Following this, we analyzed the overall class data to see how prevalent, or common, a trait was in our population. Students must analyze the Widow's peak and tongue rolling traits, then select 3 of the other survey traits. Each time we count how many students have each version of the trait, calculate percentages and see whether the dominant version of a trait is more common than the recessive version.

In class, we had enough time to complete the traits survey and collect data into our data tables.  For homework, students should answer the four analysis question in the Google Classroom document and submit it prior by Monday at 8 a.m.

4/11 & 4/12

Today, students completed one of their College & Career Exploration activities. This is a graduation requirement that students upload to their Naviance account.

Students research two possible jobs they would like to pursue. As they did their research, they completed a Career Research Graphic Organizer. With this information they created a Google Slides presentation saved to their Google Drive account. We will be uploading the finished project into their Naviance account with their English teacher.

Look at this power point for the project description, helpful hints and websites to get you started: Careers Power Point Project

4/7/17

Today we had our "Skinny Friday" schedule in which students attended all 8 classes. In Biology, we read a short excerpt from the book "The Immortal Life of Henrietta Lacks." The book tells the story of Ms. Lacks, a poor African-American woman who was getting treatment for cancer in the 1950's. Unbeknownst to her, or her family, the cells from tumors removed from her body were used to successfully grow the first line of human cells used for medical research. Her story highlights ethical issues around consent, compensation and what to consider as medical research is done.

Students read the summary article, then identified two ethical questions they had. They wrote two short paragraphs to highlight their two issues and justify a position on what they thought should be  done.

Absent students: Here is a copy of the reading and graphic organizer. Please see Mrs. Polzin to complete the two paragraph writing.

4/6 & 4/10

Today students took their DNA & Protein Synthesis test. Before the test students completed study stations to practice. Following the test we read an article:  "What scientists mean when they say Race is not a Biological Trait."

Students who were absent can make up the test during lunch or Thursdays/Fridays after-school or during Flex.

Our next unit will be studying genetics. In addition to learning about punnet squares and the inheritance of traits, we will examine traits that have been perceived as binary traits that are now considered along a much greater continuum. Specifically, we will examine the traits of race, gender and autism.

4/4 & 4/5

Today, we completed a protein synthesis simulation. Students worked in groups to decode a strand of DNA. Instead of a code for an amino acid, that would in turn build a protein, this code led to a recipe direction than when put together built a rice krispy treat. This activity is definitely tasty and fun, but it also helps us realize how codes can lead to physical products, whether proteins or rice krispy treats :-) Students completed the activity and a group worksheet, as well as an individual reflection about the activity. Absent students = pick up the alternate assignment to complete for points.

The last part of class was time for students to work on the study guide for the test next class.  Need a study guide? Here ya go! DNA & proteins study guide