Fancy Fish: Gene Frequency Grade Ten

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Fancy Fish: Gene Frequency Grade Ten"

Transcription

1 Ohio Standards Connection: Life Sciences Benchmark H Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. Indicator 20 Recognize that a change in gene frequency (genetic composition) in a population over time is the foundation of biological evolution. Lesson Summary: The purpose of this lesson is to help students recognize that a change in gene frequency (genetic composition) in a population over time is biological evolution. Students will participate in two activities that model evolutionary change via the processes of gene flow and natural selection. Students will work in pairs to report on the activity, describing their data and explaining what they learned about genetic change. Students will explain their results referring to specific data and will turn in their data with their reports. Estimated Duration: Two hours and 15 minutes Commentary: This lesson helps students understand the effects of natural selection and gene flow on the genetic diversity of diploid populations. Students will model gene flow by holding colored fish cards and migrating around the room, in and around barriers to disperse. Students then model allele frequency change via natural selection using colored candies as alleles. As a reflection exercise, students then consider how natural selection and gene flow together affect the genetic diversity of populations. This last step provides a window into the real complexity of naturally-occurring populations and helps clarify how multiple processes affect genetic diversity at the same time. Pre-Assessment and Post-Assessment: Have students respond to the following questions: 1. Define allele. Give an example of a gene with two alleles. 2. Describe dominant and recessive alleles. 3. Define gene flow. Give a specific example of gene flow and describe how it causes changes in allele frequencies over time. 4. List and briefly describe examples of two real barriers to gene flow. 5. Describe how natural selection affects the allele frequencies of a population. 1

2 6. Give an example of a population of organisms that is affected by natural selection. Your example should include a description of the animal population, what trait is being selected, what alleles control the expression of that trait, and how the allele frequencies are affected by natural selection. 7. Imagine that individuals from another population migrate into the one that you described in the previous question. How would this affect the allele frequencies of your population? Scoring Guidelines: See Attachment A, Pre-and Post-Assessment Answers, for a key to assessing student work. Instructional Procedures: Engagement 1. Construct a set of cards, each with a drawing of a colored fish on it. 2. Pass one card out to each student. Have the class pretend to be a population of brightly colored fish. Instructional Tip: Initially, students near each other will have the same color card. Keep it simple, four colors is enough. 3. Divide the class into four sections. Have students determine the dominant color of fish in their section- just a quick count will do it! 4. Simulate gene flow by having students swim around the room for 10 seconds, repeat step above in new section. Do this two to three times until they understand that their mixing has homogenized the four populations. 5. Put up a pretend "dam" to separate off one section of the room; the other fish will continue to mix for a few more rounds. 6. Discuss the effects the swimming or wandering had on the characteristics of the group, and how the isolated group was affected. Help students see that the barrier prevented gene flow, and that the color frequency of the isolated population did not change. Exploration 7. Use licorice candies that are colored pink and white to simulate alleles for a gene in a fish population. The white candies simulate the normal dominant allele (A) and the pink candies represent a recessive allele (a) that is lethal. Instructional Tip: You can use a variety of objects for this exercise, game pieces, colored paper, or colored candies. Have contrasting colors so that one color will represent the recessive allele (a) and the other will represent the dominant allele (A). 8. Divide the class into two-person teams. 9. Distribute 80 white candies and 20 pink candies to each student team. Each team will begin the exercise with the same population. The candies represent alleles, so that each 2

3 beginning population has a gene pool of 100 alleles, with 80% dominant (white) alleles and 20% recessive (pink) alleles. 10. Tell students to mix the candies together well in a bowl and then spill the candies out on a table. Explain the allele frequencies that are present in each population, and have students record the number of each allele they have and the relative frequencies of each that are present. In the beginning, the numbers of each allele will be 80 and 20, and the relative frequencies will be 80% and 20%. 11. With their eyes closed, have each student choose two candies (two alleles) at random as one would find in a diploid individual. Then have them look at their choice. 12. Explain that the recessive (a) allele is lethal, so that if they picked two pink candies (aa genotype), then their individuals died. If they had a homozygous dominant (AA) or heterozygous (Aa) genotype, their individuals lived. 13. Tell students with "dead" alleles to discard them in the "graveyard" (a separate bowl at the front of the room, NOT returned to the gene pool bowl). Then have students figure out the surviving number of dominant and recessive alleles in each group. Have them record this number on their paper. 14. After this first round of selection, explain how to calculate the new relative frequencies of alleles in the population. This can be done by dividing the total number of remaining alleles (candies) into the number of each type of alleles (white, then pink candies). For example, if each student had picked two pink candies, then four recessive alleles (pink candies) would be removed in the first round, and the resulting gene pool would be 80 dominant (white candies) and 16 recessive (pink candies), for a total of 96 remaining alleles (candies). The percent of dominant alleles is then 80/96 = 83%, and the recessive alleles are 16/96 = 17%. Tell students to calculate the relative frequencies of alleles in the population. 15. To begin the next generation, the survivors must reproduce. We will assume that the reproductive capability of the candies keeps the population of alleles at 100 for each generation, and that the pink and white candies reproduce equally well. Using the percent values calculated, have students adjust the number of candies by adding white and pink candies (from a supply in the front of the room) to bring the total candies to 100 in the ratio calculated. In the example given, three white candies would be added to bring the total white candy count to 83, and one pink would be added to bring that count to 17. There are now 100 candies in the correct proportions to begin round two. 16. Have the students put the candies for the second generation in the bowl. Mix and spill them onto the table again. This is the second generation. Have students choose their diploid pairs, record allele numbers and relative frequencies. 17. Have students repeat the process until all pink candies are gone OR until they have sampled 10 generations. While repeating rounds of selection, have students record their results in a chart like the one in Attachment B, Data Sheet. Sample data are found in Attachment C, Data Sheet Example. Instructional Tip: It is highly unlikely that the recessive allele will be purged from the population, even though it is lethal. As long as the heterozygous carriers are not affected by the recessive allele, the 3

4 allele can "hide" in these individuals. 18. Circulate around the room while students complete the exercise. Students should see a trend in an increase in number of white and a decrease in number of pink alleles over time. 19. Have students write up the activity (students can work in pairs). Ask them What did you learn about the change in a population? Have students explain their results referring to specific data points. Have students turn in their data with their write-ups. Explanation: 20. Lead a student discussion about the results of the exercise. Help students understand that they modeled natural selection, with homozygous dominant and heterozygous individuals "selected" to survive and reproduce, and homozygous recessive individuals selected to die. 21. Challenge students to think about the effects of natural selection and gene flow occurring in a population at the same time. Explain that these two processes normally affect populations of organisms simultaneously. For example, if the population of (80 white to 20 pink) alleles experienced a constant emigration of individuals from a similar population, the frequency of recessive alleles would have remained higher, despite the die-off of homozygous recessive individuals. Differentiated Instruction: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Students are paired or grouped to complete the activities such as the gene frequency activity. Students are provided with opportunities to use a variety of skills to reinforce concepts such as organization, communication, observations, etc. Students are provided with access to a variety of resources both in and out of the classroom. Instructional procedures are delivered through multi-sensory modes and a variety of teaching styles. Extensions: Carry out the allele selection activity with gene flow (exchange of colored candy alleles) occurring among populations (two-student teams). Find news articles concerning man-made barriers to gene flow. Create visual representations of the data. Materials/Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does 4

5 not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: Copies of gene frequency datasheet, vocabulary list colored candies, colored cards, overhead to show sample data For the students: Copy of gene frequency datasheet, vocabulary list, calculators Key Vocabulary: allele barrier dominant emigration evolution gene flow gene frequency gene pool immigration population recessive species Technology Connections: Students can use computers to work on reports and data collection sheets. Students can use calculators to figure percentages of gene frequencies. Research Connections: Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: Association for Supervision and Curriculum Development, Cooperative learning grouping has a powerful effect on student learning. This type of grouping includes the following elements: Positive interdependence; Face-to-face promotive interaction; Individual and group accountability; Interpersonal and small group skills; Group processing. 5

6 Nonlinguistic representations or imagery mode help students think about and recall knowledge. This includes the following: Creating graphic representations (organizers); Making physical models; Generating mental pictures; Drawing pictures and pictographs; Engaging in kinesthetic activity. Attachments: Attachment A, Pre- and Post-assessment Answers Attachment B, Data Sheet Attachment C, Data Sheet Example 6

7 Attachment A Pre- and Post-Assessment Answers 1. Allele an alternative form of a gene (e.g., for plant height, T for tall, t for short). Each organism receives one from each parent. 2. Dominant the trait that is expressed when its allele is either homozygous dominant (TT) or heterozygous (Tt). If either parent passes on this allele, the trait will be expressed in the offspring. Recessive this allele must be received from BOTH parents in order to be expressed in the offspring, homozygous recessive (tt). 3. Gene flow the movement of alleles into or out of a population due to migration of individuals in and out of the population. If new individuals are introduced into a population, new alleles would be added. 4. The answer could include any of a wide variety of examples. As long as their examples reduce or impede gene flow, then they are acceptable. 5. Natural selection changes the frequency of alleles by allowing some organisms to survive and reproduce, while disallowing others. As a result, the allele frequency of a population may not remain the same. 6. The student answers may be creative and unusual. It is important that the student describes a population of organisms that has a trait controlled by at least two alleles, and that the alleles confer differential survival and reproduction to the organisms that possess them. 7. Students should state that gene flow affects the rate at which allele frequencies change in a population. Gene flow could slow down or speed up allele frequency changes that would otherwise occur in the population. 7

8 Attachment B Data Sheet Generation Number Dominant Alleles (White Recessive Alleles (Pink 1. Beginning Numbers Beginning Numbers a 3. Beginning Number. 4. Beginning Numbers 5. Beginning Numbers 6. Beginning Numbers 7. Beginning Numbers 8. Beginning Numbers 9. Beginning Numbers 10. Beginning Numbers Recessive Alleles (Pink Removed Total Alleles Remaining (100 - column 3) a Beginning numbers for the next generation are calculated by dividing the remaining alleles for each type (dominant/white, then recessive/pink) by the total remaining alleles. 8

9 Generation No. Fancy Fish: Gene Frequency Grade Ten Dominant Alleles (White Attachment C Data Sheet Example Recessive Alleles (Pink Recessive Alleles (Pink Removed Total Alleles Remaining (100 - column 3) 1. Beginning Numbers /96 = 83% 16/96 = 17% 2. Beginning Numbers a /98 = 85 15/98 = Beginning Numbers Beginning Numbers /98 = 87% 13/98 = 13% 5. Beginning Numbers Beginning Numbers 7. Beginning Numbers 8. Beginning Numbers 9. Beginning Numbers 10. Beginning Numbers a Beginning numbers for the next generation are calculated by dividing the remaining alleles for each type (dominant/white, then recessive/pink) by the total remaining alleles. 9

Mechanisms of Evolution

Mechanisms of Evolution page 2 page 3 Teacher's Notes Mechanisms of Evolution Grades: 11-12 Duration: 28 mins Summary of Program Evolution is the gradual change that can be seen in a population s genetic composition, from one

More information

Learning-Focused Introduction. Introduction By Dr. Mills

Learning-Focused Introduction. Introduction By Dr. Mills Learning-Focused Introduction Introduction By Dr. Mills What is the Learning-Focused Strategies Model? A framework for thinking about planning, and delivering instruction using EXEMPLARY practices with

More information

A Hands-On Exercise To Demonstrate Evolution

A Hands-On Exercise To Demonstrate Evolution HOW-TO-DO-IT A Hands-On Exercise To Demonstrate Evolution by Natural Selection & Genetic Drift H ELEN J. YOUNG T RUMAN P. Y OUNG Although students learn (i.e., hear about) the components of evolution by

More information

CCR Biology - Chapter 7 Practice Test - Summer 2012

CCR Biology - Chapter 7 Practice Test - Summer 2012 Name: Class: Date: CCR Biology - Chapter 7 Practice Test - Summer 2012 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. A person who has a disorder caused

More information

(D) 181-183, 186-187, 190-193 TFYI 187 TPK 190

(D) 181-183, 186-187, 190-193 TFYI 187 TPK 190 NEVADA Life Science Content Standards for Grade 8 Life s Structure and Function A From Bacteria to Plants B Animal Diversity C Human Body Systems D OBJECTIVES Content Standard 6.0: Structure and Function

More information

The Making of the Fittest: Natural Selection in Humans

The Making of the Fittest: Natural Selection in Humans OVERVIEW MENDELIN GENETIC, PROBBILITY, PEDIGREE, ND CHI-QURE TTITIC This classroom lesson uses the information presented in the short film The Making of the Fittest: Natural election in Humans (http://www.hhmi.org/biointeractive/making-fittest-natural-selection-humans)

More information

Next Generation Science Standards

Next Generation Science Standards The Next Generation Science Standards and the Life Sciences The important features of life science standards for elementary, middle, and high school levels Rodger W. Bybee Publication of the Next Generation

More information

The correct answer is c A. Answer a is incorrect. The white-eye gene must be recessive since heterozygous females have red eyes.

The correct answer is c A. Answer a is incorrect. The white-eye gene must be recessive since heterozygous females have red eyes. 1. Why is the white-eye phenotype always observed in males carrying the white-eye allele? a. Because the trait is dominant b. Because the trait is recessive c. Because the allele is located on the X chromosome

More information

MCB41: Second Midterm Spring 2009

MCB41: Second Midterm Spring 2009 MCB41: Second Midterm Spring 2009 Before you start, print your name and student identification number (S.I.D) at the top of each page. There are 7 pages including this page. You will have 50 minutes for

More information

Preparing your students for FETCH!

Preparing your students for FETCH! Preparing your students for FETCH! Thank you for registering your classroom to participate in The Ohio CPA Foundation s FETCH! program. Listed below are several things you can do in advance to prepare

More information

Scientists Teaching Science. Barbara Houtz January 13, 2014

Scientists Teaching Science. Barbara Houtz January 13, 2014 Scientists Teaching Science Barbara Houtz January 13, 2014 Instructional Design The systematic design of materials, activities, and interactive environments for learning. Broadly informed by educational

More information

G R A D E S K - I N S T R U C T I O N A N D A S S E S S M E N T

G R A D E S K - I N S T R U C T I O N A N D A S S E S S M E N T There are approximately six million English Language Learners, ELLs, in our country today. Exemplary Strategies has been designed for all teachers. Whether the students native language is English, Spanish

More information

Biography-Driven Culturally Responsive Teaching

Biography-Driven Culturally Responsive Teaching Selected Instructional Aids from Biography-Driven Culturally Responsive Teaching SOCORRO HERRERA Teachers College, Columbia University New York and London This material appears in Biography-Driven Culturally

More information

Simulation Model of Mating Behavior in Flies

Simulation Model of Mating Behavior in Flies Simulation Model of Mating Behavior in Flies MEHMET KAYIM & AYKUT Ecological and Evolutionary Genetics Lab. Department of Biology, Middle East Technical University International Workshop on Hybrid Systems

More information

The Art and Science of Teaching the Common Core State Standards

The Art and Science of Teaching the Common Core State Standards The Art and Science of Teaching the Common Core State Standards Author: Robert J. Marzano July 2013 Learning Sciences Marzano Center 3001 PGA Boulevard Palm Beach Gardens, Florida 33410 717.845.6300 MarzanoCenter.com

More information

Factor Game. Overview of Lesson. Duration. Materials. Vocabulary. Math Solutions Lesson from the Classroom. A Lesson for Grade 5

Factor Game. Overview of Lesson. Duration. Materials. Vocabulary. Math Solutions Lesson from the Classroom. A Lesson for Grade 5 Math Solutions Lesson from the Classroom Factor Game A Lesson for Grade 5 Featured in Math Solutions Online Newsletter, Issue 36 The lesson was adapted from the Math Solutions publications Enriching Your

More information

Genetics and Evolution: An ios Application to Supplement Introductory Courses in. Transmission and Evolutionary Genetics

Genetics and Evolution: An ios Application to Supplement Introductory Courses in. Transmission and Evolutionary Genetics G3: Genes Genomes Genetics Early Online, published on April 11, 2014 as doi:10.1534/g3.114.010215 Genetics and Evolution: An ios Application to Supplement Introductory Courses in Transmission and Evolutionary

More information

Washington State K 8 Mathematics Standards April 2008

Washington State K 8 Mathematics Standards April 2008 Washington State K 8 Mathematics Standards Data Analysis, Statistics, and Probability Strand In kindergarten through grade 5, students learn a variety of ways to display data, and they interpret data to

More information

Literacy in the Content Area Classroom: Strategies and Challenges. Gerardo Joel Aponte-Martínez I Am a Teacher Expo 2012 East Lansing, Michigan

Literacy in the Content Area Classroom: Strategies and Challenges. Gerardo Joel Aponte-Martínez I Am a Teacher Expo 2012 East Lansing, Michigan Literacy in the Content Area Classroom: Strategies and Challenges Gerardo Joel Aponte-Martínez I Am a Teacher Expo 2012 East Lansing, Michigan S Overview Literacy is a key component of the content-area

More information

Deterministic computer simulations were performed to evaluate the effect of maternallytransmitted

Deterministic computer simulations were performed to evaluate the effect of maternallytransmitted Supporting Information 3. Host-parasite simulations Deterministic computer simulations were performed to evaluate the effect of maternallytransmitted parasites on the evolution of sex. Briefly, the simulations

More information

How Much Water Fits on a Penny? 6

How Much Water Fits on a Penny? 6 6 Students conduct an experiment to determine how many drops of water will fit on a penny and apply their knowledge of the properties of water and chemical bonds to explain the phenomenon. Suggested Grade

More information

Green App Technology-Connected Lesson Plan

Green App Technology-Connected Lesson Plan Green App Technology-Connected Lesson Plan By Sharon Instructor Lantz, Teacher Education and Steve Kaye, Science (The lesson plan formats will differ for S. Lantz s class and S Kaye s class since Lantz

More information

Warning! Construction Zone: Building Solids from Nets

Warning! Construction Zone: Building Solids from Nets Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have

More information

I. Genes found on the same chromosome = linked genes

I. Genes found on the same chromosome = linked genes Genetic recombination in Eukaryotes: crossing over, part 1 I. Genes found on the same chromosome = linked genes II. III. Linkage and crossing over Crossing over & chromosome mapping I. Genes found on the

More information

Vocabulary Strategies Toolbox

Vocabulary Strategies Toolbox Graphic organizers help students to visualize the relationships between words and their possible meanings. Teachers can use these graphic organizers and games with explicit vocabulary instruction. These

More information

Georgia Department of Education Grade 1 Career Development Activity Law, Public Safety, Corrections, & Security Estimated Time: 45 minutes

Georgia Department of Education Grade 1 Career Development Activity Law, Public Safety, Corrections, & Security Estimated Time: 45 minutes Goal Students will identify Law, Public Safety, and Corrections & Security as a Georgia career cluster Objectives define a career cluster as a grouping of occupations with common skills and knowledge identify

More information

240Tutoring Life Science Study Material

240Tutoring Life Science Study Material 240Tutoring Life Science Study Material This information is a sample of the instructional content and practice questions found on the 240Tutoring GACE Early Childhood Education. This information is meant

More information

Introduction Vocabulary Instruction Vocabulary Strategies Reading to Learn Strategies Look Ahead

Introduction Vocabulary Instruction Vocabulary Strategies Reading to Learn Strategies Look Ahead Introduction A film is made up of still images flashed in rapid succession to simulate movement. Slow down the film, and the movement and meaning slows and the film's impact is diminished. Viewers won't

More information

Pittsburgh. Let s Move Pittsburgh Champion Schools Application Guidelines 2015

Pittsburgh. Let s Move Pittsburgh Champion Schools Application Guidelines 2015 Pittsburgh Let s Move Pittsburgh Champion Schools Application Guidelines 2015 Let's Move Pittsburgh is a collaborative of organizations, parents and caregivers in southwestern Pennsylvania committed to

More information

4/12/15. Goals for this Session. What the Research Says. Math Vocabulary Instructional Strategies

4/12/15. Goals for this Session. What the Research Says. Math Vocabulary Instructional Strategies Math Vocabulary Instructional Strategies April 13, 2015 Jane Osborne Kim Yasui Goals for this Session You will understand: Characteristics of effective vocabulary instruction Process for direct instruction

More information

North Dakota History / Influential North Dakotans

North Dakota History / Influential North Dakotans WRITTEN BY: TITLE OF LESSON: GRADE LEVEL: SUBJECT AREA: Jay Erickson, Educator Roosevelt Elementary Fourth Grade North Dakota History / Influential North Dakotans Objectives: The student will identify

More information

Who Cares for These Turtles? Developed by Gayle N Evans, Science Master Teacher, UFTeach, University of Florida

Who Cares for These Turtles? Developed by Gayle N Evans, Science Master Teacher, UFTeach, University of Florida Who Cares for These Turtles? Developed by Gayle N Evans, Science Master Teacher, UFTeach, University of Florida Length of Lesson: 2 or more days depending on teacher preference of activities. Intended

More information

Hector s World Lesson plan Episode: Computer security: Oops Lower primary

Hector s World Lesson plan Episode: Computer security: Oops Lower primary Hector s World Lesson plan Episode: Computer security: Oops Lower primary BACKGROUND Very young students are unlikely to fully understand how computers work. They may have limited understanding about the

More information

Biological Sciences Initiative. Human Genome

Biological Sciences Initiative. Human Genome Biological Sciences Initiative HHMI Human Genome Introduction In 2000, researchers from around the world published a draft sequence of the entire genome. 20 labs from 6 countries worked on the sequence.

More information

Probability Using Dice

Probability Using Dice Using Dice One Page Overview By Robert B. Brown, The Ohio State University Topics: Levels:, Statistics Grades 5 8 Problem: What are the probabilities of rolling various sums with two dice? How can you

More information

Lesson Plan. Preparation

Lesson Plan. Preparation Lesson Plan Course Title: Computer Maintenance Session Title: Disaster Recovery and Preventative Maintenance Lesson Duration: 3 to 4 one-hour sessions with 1 additional one-hour session for the exam (Lesson

More information

I. Students succeed because teachers plan with individual learning results in mind.

I. Students succeed because teachers plan with individual learning results in mind. A. Students understand daily, weekly and unit learning goals and objectives. 1. The teacher designs and shares daily learning objectives for student reference. 2. Instructional strategies and learning

More information

School Improvement Plan 2010-2014 Math Action Steps

School Improvement Plan 2010-2014 Math Action Steps School Improvement Plan 2010-2014 Math Action Steps School: BROADNECK ELEMENTARY SCHOOL Math: In order to maintain and increase student achievement, the faculty and staff at Broadneck Elementary will utilize

More information

Sunrise-Sunset Line Graphs

Sunrise-Sunset Line Graphs Sunrise-Sunset Line Graphs Objectives To guide children as they analyze data from the sunrise-sunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations

More information

The Importance of Vocabulary in Content Area Classes. Bilingual/Foreign Language/ESOL Education Department

The Importance of Vocabulary in Content Area Classes. Bilingual/Foreign Language/ESOL Education Department The Importance of Vocabulary in Content Area Classes Presented by: Vivian Suarez and Amalia Pares-Pomerantz (754)321-2950 How can we address the academic needs of our LEP students? The Baseball Game The

More information

Plunge Into Place Value

Plunge Into Place Value Plunge Into Place Value Brief Overview: Understanding place value and expanded notation are critical components in understanding number sense. Through the lessons and activities in this unit, students

More information

ISTEP+: Biology I End-of-Course Assessment Released Items and Scoring Notes

ISTEP+: Biology I End-of-Course Assessment Released Items and Scoring Notes ISTEP+: Biology I End-of-Course Assessment Released Items and Scoring Notes Page 1 of 22 Introduction Indiana students enrolled in Biology I participated in the ISTEP+: Biology I Graduation Examination

More information

Teacher Evaluation Model

Teacher Evaluation Model The Marzano Teacher Evaluation Model May 2013 The four domains of the Marzano Teacher Evaluation Model Classroom Strategies and Behaviors Preparing and Planning Reflecting on Teaching Collegiality and

More information

TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6

TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6 TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6 In each grade in elementary and secondary school, the Ministry of Education prescribes skills for reading, writing, and oral expression

More information

Influence of Sex on Genetics. Chapter Six

Influence of Sex on Genetics. Chapter Six Influence of Sex on Genetics Chapter Six Humans 23 Autosomes Chromosomal abnormalities very severe Often fatal All have at least one X Deletion of X chromosome is fatal Males = heterogametic sex XY Females

More information

by Erik Lehnhoff, Walt Woolbaugh, and Lisa Rew

by Erik Lehnhoff, Walt Woolbaugh, and Lisa Rew Designing the Perfect Plant Activities to Investigate Plant Ecology Plant ecology is an important subject that often receives little attention in middle school, as more time during science classes is devoted

More information

NCTM Content Standard/National Science Education Standard

NCTM Content Standard/National Science Education Standard Title: BASE-ic Space Travel Brief Overview: This unit introduces the concepts of bases and exponents (or powers) in order to gain a deeper understanding of place value. Students will assume the role of

More information

Teacher Work Sample (TWS) Special Education. Westminster College

Teacher Work Sample (TWS) Special Education. Westminster College 1 Teacher Work Sample (TWS) Special Education Westminster College Revised Spring 2015 RESEARCH ON CONTEXT A. Interview and Summary B. Learning about the Context (CIA) C. Connections Research on Context

More information

Selection of Basic Instructional Materials Adopted for Classroom Use

Selection of Basic Instructional Materials Adopted for Classroom Use Instructional Materials Selection The authority of the Board of Education primarily places the responsibility for the selection of instructional materials with the professional staff of the school district.

More information

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 ESOL/World Languages Department For additional resources and strategies, visit the ESOL/ World Languages Department website

More information

Grade 5: Module 1: Unit 2: Lesson 13 Gathering Evidence and Drafting a Two-Voice Poem (Chapter 13: Los Duraznos/Peaches )

Grade 5: Module 1: Unit 2: Lesson 13 Gathering Evidence and Drafting a Two-Voice Poem (Chapter 13: Los Duraznos/Peaches ) Grade 5: Module 1: Unit 2: Lesson 13 Gathering Evidence and Drafting a Two-Voice Poem This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party

More information

Georgia Department of Education Grade 5 Career Development Activity Information Technology Estimated Time: 45 minutes

Georgia Department of Education Grade 5 Career Development Activity Information Technology Estimated Time: 45 minutes Goal Students will identify as a Georgia career cluster Objectives define a career cluster as a grouping of occupations with common skills and knowledge identify sample occupations aligned with the career

More information

50 Instructional Methods

50 Instructional Methods 50 Instructional Methods Presentation Methods (P), Application Methods (A) 1. Action Maze (A) A variation of the case study in which learners solve a problem or case by making decisions. Their decisions

More information

Bangor School Department Grades 9-Diploma Visual Arts Standards

Bangor School Department Grades 9-Diploma Visual Arts Standards Bangor School Department Grades 9-Diploma Visual Arts Standards A. Disciplinary Literacy Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology,

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

The North American Association for Environmental Education

The North American Association for Environmental Education The North American Association for Environmental Education The North American Association for Environmental Education (NAAEE) is a network of professionals, students, and volunteers working in the field

More information

Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

More information

21ST CENTURY SKILLS T1 T2 T3. Teacher Comments. Riverview Student Report Card. 1st Trimester (T1) Parent Conference Held on October 21

21ST CENTURY SKILLS T1 T2 T3. Teacher Comments. Riverview Student Report Card. 1st Trimester (T1) Parent Conference Held on October 21 Tardies: 0 1st Trimester 0 nd Trimester 0 3rd Trimester 0 Year Total Student Name: Absences: 0 1st Trimester Grade: Middle School 0 nd Trimester Teacher: Carroll 0 3rd Trimester School Year: 011-01 0 Year

More information

Georgia Department of Education Grade 2 Career Development Activity Education and Training Estimated Time: 45 minutes

Georgia Department of Education Grade 2 Career Development Activity Education and Training Estimated Time: 45 minutes Goal Students will identify as a Georgia career cluster Objectives define a career cluster as a grouping of occupations with common skills and knowledge identify sample occupations aligned with the career

More information

Building Academic Vocabulary

Building Academic Vocabulary Building Academic Vocabulary Granite School District Math Department Miguel Garcia Heather Riddle Dee Rigdon Angie Osness January 2011 Acknowledgements Mary Alice Rudelich, Director Curriculum and Instruction

More information

Game 9. Overview. Materials. Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes

Game 9. Overview. Materials. Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes Game 9 Cross Out Singles Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes Quiet Dice Rolling dice can create lots of noise. To lessen the noise, consider using foam

More information

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 COURSE CODE: V0981e GRADE LEVEL: Grades 9-12 COURSE LENGTH: PREREQUISITE: CREDIT:

More information

Glossary of Teaching Strategies

Glossary of Teaching Strategies This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teachers in Minnesota

More information

Problems for Chapter 9: Producing data: Experiments. STAT 145-023. Fall 2015.

Problems for Chapter 9: Producing data: Experiments. STAT 145-023. Fall 2015. How Data are Obtained The distinction between observational study and experiment is important in statistics. Observational Study Experiment Observes individuals and measures variables of interest but does

More information

Teaching Place Value in First Grade: A Resource Guide

Teaching Place Value in First Grade: A Resource Guide Teaching Place Value in First Grade: A Resource Guide Ivygail Abella Fall 2012 1 Table of Content Introduction... 3 Rationale.. 4 Project Goal. 5 Professional Question... 6 Professional and Common Core

More information

Beacon s Education Program:

Beacon s Education Program: Beacon s Education Program: Why it works 2101 Livingston Street Oakland, CA 94606 510.436.4466 beaconday.org Part One: Curriculum Spirals Beacon s Education Program is based upon a system which we call

More information

Take Charge of Your Finances Semester Course designed for 10 th -12 th grade students Class Period Length 45 minutes

Take Charge of Your Finances Semester Course designed for 10 th -12 th grade students Class Period Length 45 minutes Take Charge of Your Finances Semester Course designed for 10 th -12 th grade students Class Period Length 45 minutes SCANS Skills: Basic Skills: reading, writing, mathematics, listening, speaking Thinking

More information

Ecology - scientific study of how individuals interact with their environment 34.1

Ecology - scientific study of how individuals interact with their environment 34.1 Biology 1407 Exam 4 Notes - Ecology Ch.35-36 Ecology - scientific study of how individuals interact with their environment 34.1 - organisms have adapted to - evolved in - a particular set of conditions;

More information

Program Overview. Introduction. Program Components and Philosophy. Program Philosophy

Program Overview. Introduction. Program Components and Philosophy. Program Philosophy Program Overview Introduction This guide explains how to use Vocabulary Their Way : Words and Strategies for Academic Success to help students in middle grades meet the rigors of the Common Core State

More information

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to

PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS STEPHANIE, BUCK. Submitted to Animated Literacy 1 RUNNING HEAD: Years of Animated Literacy Letters PRE AND POST TEST TO SEE THE DIFFERENCE BETWEEN YEARS OF ANIMATED LITERACY AND KNOWLEDGE OF LETTERS By STEPHANIE, BUCK Submitted to

More information

Johnson State College External Degree Program. BIO-1210-JY01 Introduction to Biology Syllabus Spring 2015

Johnson State College External Degree Program. BIO-1210-JY01 Introduction to Biology Syllabus Spring 2015 Instructor: Barbara Pratt bigskyvt@gmail.com Dates: Jan 19 to May 10 (no class Apr 6 to 12) Johnson State College External Degree Program BIO-1210-JY01 Introduction to Biology Syllabus Spring 2015 Location:

More information

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP)

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) Schools with 20 or fewer ELLs within a three grade span (including kindergarten), may provide instruction through the development of Individual Language Learner

More information

Special Education Program Descriptions 2014-2015

Special Education Program Descriptions 2014-2015 Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education

More information

ESOL Endorsement Program

ESOL Endorsement Program NORTHWEST GEORGIA REGIONAL EDUCATIONAL SERVICE AGENCY ESOL Endorsement Program Methods and Materials NWGA RESA 6/1/2007 Instructor: Lynn Lewis Office: Griffin RESA Conceptual Framework Endorsement and

More information

CONNECTICUT SEED Student and Educator Support Specialists Guidance Document

CONNECTICUT SEED Student and Educator Support Specialists Guidance Document CONNECTICUT SEED Student and Educator Support Specialists Guidance Document 1 This document provides guidance to administrators and Student and Educator Support Specialists (SESS) on the application of

More information

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation

More information

Reading Comprehension Graphic Organizers for

Reading Comprehension Graphic Organizers for Sequence Make a connection Make a prediction Map a Story Analyze Retell Re-read Ask a Question Visualize Reflect in Writing Reading Comprehension Graphic Organizers for Title: Setting: Characters: Problem:

More information

Tagxedo. Tagxedo is based on a Microsoft application called SilverLight. If you don t have it, don t worry. Tagxedo will prompt you to download it

Tagxedo. Tagxedo is based on a Microsoft application called SilverLight. If you don t have it, don t worry. Tagxedo will prompt you to download it TEACh like a TEChie Tagxedo You can make text come alive for students by stepping into the clouds word clouds. Word clouds are visual representations of words, as shown in the illustration. The words can

More information

Tools Instructional improvement cycle: A teacher s toolkit for collecting and analyzing data on instructional strategies Summary

Tools Instructional improvement cycle: A teacher s toolkit for collecting and analyzing data on instructional strategies Summary May 2015 Tools Instructional improvement cycle: A teacher s toolkit for collecting and analyzing data on instructional strategies Trudy L. Cherasaro Marianne L. Reale Mark Haystead Robert J. Marzano Marzano

More information

Library Media Specialist Rubric

Library Media Specialist Rubric Standards and Objectives Motivating Students Presenting Instructional Content Library Media Specialist: Instruction Lesson Structure and Pacing Library Media Specialist Rubric Significantly Above Expectations

More information

Lesson Plan. Preparation. 130.272(c). Principles of Information Technology (One-Half to One Credit).

Lesson Plan. Preparation. 130.272(c). Principles of Information Technology (One-Half to One Credit). Lesson Plan Course Title: Principles of Information Technology Session Title: Peripheral Devices Lesson Duration: Will vary from instructor to instructor Performance Objective: Upon completion of this

More information

Higher Photography Course Specification (C755 76)

Higher Photography Course Specification (C755 76) Higher Photography Course Specification (C755 76) Valid from August 2014 This edition: April 2014, version 1.1 This specification may be reproduced in whole or in part for educational purposes provided

More information

Sink or Float. Sandy Shores

Sink or Float. Sandy Shores Sandy Shores Concepts Marine debris can be hazardous to animals living in the ocean or on the land. Marine debris is carried to the sandy shore from many different sources including wind, waves, tides,

More information

21st Century Community Learning Center

21st Century Community Learning Center 21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed

More information

Teacher Guide: Have Your DNA and Eat It Too ACTIVITY OVERVIEW. http://gslc.genetics.utah.edu

Teacher Guide: Have Your DNA and Eat It Too ACTIVITY OVERVIEW. http://gslc.genetics.utah.edu ACTIVITY OVERVIEW Abstract: Students build an edible model of DNA while learning basic DNA structure and the rules of base pairing. Module: The Basics and Beyond Prior Knowledge Needed: DNA contains heritable

More information

Students will identify a theme connecting a group of historic Wisconsinites and make a set of trading cards.

Students will identify a theme connecting a group of historic Wisconsinites and make a set of trading cards. Identifying Important Historical Themes Students will identify a theme connecting a group of historic Wisconsinites and make a set of trading cards. How are people connected in time through history? How

More information

Natural Selection and the Development of Antibiotic Resistance - Middle School Sample Classroom Task

Natural Selection and the Development of Antibiotic Resistance - Middle School Sample Classroom Task Natural Selection and the Development of Antibiotic Resistance - Middle School Sample Classroom Task Introduction Adaptation by natural selection acts over generations to change the characteristics of

More information

An explanation of the coding of the science GPS is attached.

An explanation of the coding of the science GPS is attached. Entomology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is

More information

Cork Education and Training Board. Programme Module for. 3 Dimensional Computer Graphics. Leading to. Level 5 FETAC

Cork Education and Training Board. Programme Module for. 3 Dimensional Computer Graphics. Leading to. Level 5 FETAC Cork Education and Training Board Programme Module for 3 Dimensional Computer Graphics Leading to Level 5 FETAC 3 Dimensional Computer Graphics 5N5029 3 Dimensional Computer Graphics 5N5029 1 Version 3

More information

Special Topic Lesson: they re, there, their

Special Topic Lesson: they re, there, their Dear Educator, Current research emphasizes the importance of explicit grammar instruction in providing an effective instructional program for English learners. A fun and effective way to squeeze some extra

More information

Course: Green Technology IV (or similar upper-level environmental science course) Instructor: Gregory Rusciano

Course: Green Technology IV (or similar upper-level environmental science course) Instructor: Gregory Rusciano LESSON PLAN Course: Green Technology IV (or similar upper-level environmental science course) Instructor: Gregory Rusciano TOPIC: Stream Ecology (with Stream Visual Assessment Protocol culminating project)

More information

Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today

Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today 1. Use your test data. Examine the teacher reports for each student who has been assessed with the Assessing

More information

Today s classrooms are incredibly diverse. As the personalized learner

Today s classrooms are incredibly diverse. As the personalized learner Chapter 5 Purposeful Grouping Today s classrooms are incredibly diverse. As the personalized learner assessments from Chapter 3 reveal, students come to school with a wide range of abilities and interests.

More information

Sample Teacher Interview Questions

Sample Teacher Interview Questions Sample Teacher Interview Questions Getting to Know You Tell us about yourself. What would you like us to know about you? If you had a co-teaching experience while student teaching, tell us about it and

More information

Hector s World Lesson Plan Interactive Episode Computer Security: Oops Ages 8 9

Hector s World Lesson Plan Interactive Episode Computer Security: Oops Ages 8 9 Hector s World Lesson Plan Interactive Episode Computer Security: Oops Ages 8 9 OBJECTVES: 1. Children understand that strong passwords can help protect computer files and information. 2. Children undrestand

More information

Ohio Legislative Service Commission

Ohio Legislative Service Commission Ohio Legislative Service Commission Sub. Bill Comparative Synopsis CORRECTED VERSION Hannah K. Wann and Carrie Burggraf Sub. S.B. 21 130th General Assembly (H. Education) This table summarizes how the

More information

The Comparisons. Grade Levels Comparisons. Focal PSSM K-8. Points PSSM CCSS 9-12 PSSM CCSS. Color Coding Legend. Not Identified in the Grade Band

The Comparisons. Grade Levels Comparisons. Focal PSSM K-8. Points PSSM CCSS 9-12 PSSM CCSS. Color Coding Legend. Not Identified in the Grade Band Comparison of NCTM to Dr. Jim Bohan, Ed.D Intelligent Education, LLC Intel.educ@gmail.com The Comparisons Grade Levels Comparisons Focal K-8 Points 9-12 pre-k through 12 Instructional programs from prekindergarten

More information

James Weldon Johnson. Duval County, Florida

James Weldon Johnson. Duval County, Florida James Weldon Johnson College Preparatory Middle School Duval County, Florida Presenters Allyson Popp, Instructional Coach Mary Browning, Instructional ti Specialist Emergency Room At James Weldon Johnson

More information

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001

PRO-NET. A Publication of Building Professional Development Partnerships for Adult Educators Project. April 2001 Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001

More information

Analyzing and Interpreting Data: What makes things sink or float?

Analyzing and Interpreting Data: What makes things sink or float? Analyzing and Interpreting Data: What makes things sink or float? Our work today Goals Deepen understanding of NGSS science practice 4: analyzing and interpreting data Increase understanding of the vision

More information