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Overview
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Title
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Weeks 1, 2, and 3
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Developer(s)
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Lynn Bartoszek
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Date
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6/3/1997
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Purpose
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Learners will classify living things into five kingdoms and discuss the differences between plant and animal cells as well as animal organisms through study of illustrations, observations using a microscope, and dissection.
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Learning Activities
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_____1.
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READ assignments in handouts, pp. 1 - 14 on "Classifying Living Things." supplement #1 on "Parts of a Microscope" on pages 90 - 95.
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Properties
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Group Size:
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Individual
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Focus:
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learner centered
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Content:
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Concept
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Multiple Intelligence:
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Logical/Mathematical
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Learning Style:
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Conceptualizing
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Right/Left Brain:
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Left Brain
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VAK:
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*
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_____2.
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CLASSIFY living things into five kingdoms according to cell and organism structure and function.
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_____3.
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CREATE a chart which list plant and animal cells parts, their functions and characteristcs
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Properties
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Group Size:
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Individual&Small Group
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Focus:
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learner centered
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Content:
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Process
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Multiple Intelligence:
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Visual/Spatial
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Learning Style:
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Conceptualizing
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Right/Left Brain:
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Right Brain
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VAK:
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Visual
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_____4.
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IDENTIFY the parts of a microscope
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Properties
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Group Size:
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Individual
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Focus:
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teacher centered
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Content:
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*
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Multiple Intelligence:
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Verbal/Linguistic
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Learning Style:
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Conceptualizing
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Right/Left Brain:
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Left Brain
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VAK:
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*
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_____5.
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PRACTICE using a microscope and determine magnification.
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_____6.
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READ pages 14a through 14q on invertebrates and vertebrates
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_____7.
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DISSECT a earthworm, starfish, crayfish, grasshopper, fish, and frog.
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_____8.
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DISCUSS the implication of Louis Pasteur's discoveries and their impact on people.
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Assessment Activities
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_____1.
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Share a checklist with a peer and identify the parts of a microscope.
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_____2.
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Demonstrate the proper creation of a microscope slide to an instructor or lab partner. Submit a drawing of animal and plant cell parts and their functions to the instructor.
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_____3.
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Demonstrate the calculation of magnification of a microscope to the instructor.
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_____4.
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Submit a drawing of animal and plant cell parts and their functions to the instructor.
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_____5.
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Demonstrate the ability to identify cells parts under a microscope (cell wall and cell membrane).
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_____6.
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Share a comparison of organisms in five kingdoms according to the cell and/or organism structure and function with the instructor.
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_____7.
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Analyze animal structure and classify according to phyla.
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_____8.
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Compare five animal structures and classify for the instructor.
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_____9.
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Share three pieces of evidence with your peers that illustrate changed perception of disease after the development of the cell theory.
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_____10.
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Complete a lab report that reflects individual and/or group dissection efforts for the instructor.
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Learning Materials
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Hirsch
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Core Knowledge
. Publisher:
. Year:
. Media Type:
Book
. Length:
. Price:
. Location:
. Description: .
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Overview
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Title
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Week 5
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Developer(s)
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lbartoszek
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Date
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6/4/1997
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Purpose
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Learners will distinguish between asexual and sexual reproduction and describe the processes of mitosis and meiosis.
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Learning Activities
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_____1.
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READ pp. 15 - 17 on " Cell Division," and pp. 18-23 "What are Chromosomes?"
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_____2.
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DISCUSS the processes of asexual reproduction: mitosis, regeneration, and budding
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_____3.
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COMPARE mitosis and meiosis by describing the processes and the results
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_____4.
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DEFINE the terms gametes, zygote, and paired chromosomes
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_____5.
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Determine number of chromosomes in a sex cell and a body cell for various species of plants and animals
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_____6.
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View a section of the video "The Universe Within" related to human reproduction and the occurence of fraternal and identical twins
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Assessment Activities
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_____1.
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Demonstrate the processes of mitosis and meiosis using pictures orally to an instructor and/or peer.
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_____2.
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Present illustrations and/or descriptions of sexual and asexual reproduction using the terms gametes, zygote, paired and unpaired chromosomes, budding, fission, and fusion to peers and/or an instructor.
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_____3.
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Write a report on the experience of Karen Hacket Pavlin in "The Universe Within"
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Overview
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Title
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Week 6
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Developer(s)
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lbartoszek
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Date
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6/4/1997
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Purpose
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Learners will describe the genetic process in terms of chromosomes, genes, dominant and recessive genes, genotype and phenotype using Punnet Squares.
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Learning Activities
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_____1.
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READ pp. 24 - 27 "How Sex is Determined."
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_____2.
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DEFINE genes, traits, genotype, and phenotype
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_____3.
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CREATE a Punnett square to determine genotype and phenotype
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_____4.
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ILLUSTRATE how sex is determined using a Punnet square
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_____5.
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DISCUSS the discoveries of Mendel and the effects of selective breeding on animals and plants.
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_____6.
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EXPLORE through research and self examination the ethical issues related to selective breeding.
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Assessment Activities
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_____1.
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Demonstrate understanding of genotype and phenotype and dominant and recessive genes using a a checklist and a Punnet Square to the instructor.
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_____2.
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Demonstrate understanding in a written report to the instructor of the processes and significance of Mendel's experiments
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_____3.
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Discuss the genetic occurence of birth defects in a discussion with peers
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Overview
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Title
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Learning Plan 4
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Developer(s)
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lbartoszek
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Date
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6/4/1997
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Purpose
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Learners will study the DNA molecule - its structure, formation, and function and will discuss jumping genes and gene splicing.
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Learning Activities
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_____1.
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READ supplements "The Role of DNA," "Genetic Code," "DNA Duplication," and supplements 3, 4, and 5 on "DNA, Heredity and Blood Type."
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_____2.
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DEFINE DNA, RNA, double helix, nucleic acids, amino acids, proteins, and protein synthesis
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_____3.
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DETERMINE the genetic code of amino acids based upon the code of nucleic acids using a chart
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_____4.
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DESCRIBE jumping genes and gene splicing in terms of the DNA molecule
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Assessment Activities
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_____1.
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Summarize in a written report with peers the importance of blood typing in blood donorship.
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_____2.
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Arrange to demonstrate pictures and charts related to the DNA molecule and its structure and production of amino acids to your peers and isntructor.
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Overview
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Title
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Week 7
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Developer(s)
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lbartoszek
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Date
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6/4/1997
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Purpose
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Learners will discuss infectious diseases and their causes focusing specifically on protozoan, viral, and bacterial infections. Learners will also study the structure of viruses and bacteria.
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Learning Activities
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_____1.
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READ pp. 33 - 37, "What are Viruses," pp. 37a and 37b about "Bacteria"
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_____2.
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IDENTIFY the differences between monerans (bacteria) and viruses based upon their structure, ability to reproduce, and functions
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_____3.
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VIEW a viedeo, attend a lecture, or participate in a discussion on AIDS - the nature of the virus, its transmission, and its prevention
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_____4.
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View a video on Rod Taylor's experience in Africa fighting many bacterial infections on "The Universe Within"
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