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Dawn
of New Revolutions -
Science Lessons
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During ‘Dawn of New
Revolutions’ unit students explore the use of pesticides and
genetically modified foods as an approach to answering the question “How
do you feed a burgeoning population?” Genetics, photosynthesis
and plant reproduction are the underlying science topics students
tackle to address this question. Student’s work in this unit
supports their participation in the Major Project: Youth Voices Forum,
giving them the ammunition to support arguments that they might present.
Standards addressed by this unit are described at the Dawn of New
Revolutions Standards page and within each lesson. To reach a lesson
just click on it’s title. To see connecting lessons in social
studies, language arts and math return to the ‘Dawn of New
Revolutions’ unit page.
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Threaded
Big Idea
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Humans
modify the environment and change interactions between
specific organism within an ecosystem through this modification.
Genetically Modified Organisms are an example of this modification
and are prevalent in agriculture. They are seen both positively
and negatively by people across the world.
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Essential
Question |
How
do humans modify plants and animals to suit their agriculutral
needs and what impact does that have on the larger ecosystem? |
Learning
Cycle
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Lesson
Title & Description
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Objective
Students will:
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Class
period & week
|
Engage
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Just
What are you Eating
An introductory piece on genetically modified organisms. Students
review just what is on their dinner plate. |
1. Articulate
pros and cons of GMF’s including references to world
wide controversy.
2.
Identify GMF’s in their diet
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Explore/Explain
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Cotton
and Cabbage
Students design an experiment that will establish which seeds
are genetically modified. |
1. Identify
uses of GMOs. Recognize what Bt infont of a plant name stands
for
2.
Identify a number of manners of dispersal
3.
Describe the lifecycle of a cotton plant & cabbage looper
moth
4.
Determine the effectiveness of a genetically modified plant against
a pest insect
5.
Design an inquiry to test some aspect of the relationship between
the GMO cotton and moth.
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1
class period plus smaller periods through Week5
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Apply
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GMFs
: Golden Rice or Frankenfood?
Students draw upon the classes collective background to make
decisions about the role of GMF’s in their future. |
Apply
their understanding of heredity to current agricultural technology,
specifically the development of genetically modified foods.
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1
class period
Week 7
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Big
Idea
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Photosynthesis
is the process by which plants make sugar using energy
from the sun. Sugars are a basic building block for growth
of the plant
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Essential Question |
What is the relationship between
the sun and living organisms? |
Learning
Cycle
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Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week |
Engage
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Putting
on Mass: Just how do Trees grow?
Students discuss van Helmont’s experiment and identify
what they know about plant nutrition |
1. Articulate
an explanation of photosynthesis in written form.
2. Identify
problems they have with understanding how a plant gains mass.
3.
Describe a historical experiment.
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Explore
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Sugar
and Light
Light as an essential part of the photosynthesis process is addressed
in this classic lab using geraniums and Lugol’s Iodine. |
Synthesize
data from experiments in notebooks to explain the relationship
between sunlight & starch.
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1 class period
Week 1 |
Explain
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Without
Pigments we're Nothing!
Students have already identified light as necessary for photosynthesis |
Demonstrate
their understanding of the role of chloroplasts and chlorophyll
in photosynthesis in written form.
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1 class period
Week 2 |
Apply
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Sugar and carbohydrates, protein, fat and water - that’s
what little plants are made of!
Students connect the chemicals that make up cell parts with the
processes that get them there, photosynthesis and respiration. |
1. Discuss
as a class and identify where a plant gets all the chemicals
it needs on an activity sheet.
2.
Design
and conduct an experiment
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3
class periods
Week 2 |
Big
Idea
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The
interaction between insects and flowering plants is central
to many plants reproduction
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Essential
Question |
What is the role of insects
in plant reproduction? |
Learning
Cycle
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Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Engage
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Flowers:
Form and Function
Students connect form and function as they identify parts of
the flower. |
1. Recognize
and name parts and function of a flower.
2.
List steps within
sexual reproduction of plants
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Explore/Explain
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The
Birds and the Bees, and the Flowers and the Trees
Students examine the roles in which animals play in the pollination
plants. This exercise actively involves students in narrating
a video. |
Observe
pollination by animals and articulate through narration
of a video the process of pollination.
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3
class periods
Week 3
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Apply
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Design
a Pollinator
During this lesson students will apply their understanding
of basic plant and animal biology to design a
pollinator(s) that is(are) well adapted to a
given plant. |
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Big
Idea
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Humans
modify the environment using physical, chemical & biological
means and in doing so may impact multiple systems.
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Essential Question |
How do human affect their environment? |
Learning
Cycle
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Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Engage
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When
Is a Pest an Insect?
Students define pests and start the questioning of the use
of pesticides |
Describe
how management of a particular species will depend upon
a person’s perspectives
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Explore
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Acute
Toxicity: LD50 by the Numbers
Students observe brine shrimp as they are affected by household
cleaners. |
Compare
the relative toxicity of chemicals by observing the relationship
of dose to response on shrimp.
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1
class period
Week 4
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Explain
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Just
Spray ‘Em!?
Students review what they are actually doing as they reach
for the spray bottle to commit insecticide. |
1. Assess the impact of a pesticide in a given
scenario.
2.
Draw out a possible route of insecticide chemicals in environment.
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1 class period
Week 4
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Apply
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Aphids
and Ladybirds
Students gain an understanding between one bio-control agent,
its biology and that of one main prey |
1. Design an investigation.
2. Design an IPM plan demonstrating understanding of life cycles
and behaviors
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3 class periods
Weeks 4 & 5
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Project
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Bt Cotton Experiment |
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Big
Idea
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DNA
is a large polymer comprised of four bases that code
for the creation of proteins. DNA carries the genetic
instructions for all living organisms.
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| Essential Question |
Why is there such diversity
on life? |
Learning
Cycle
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Lesson
Title & Description
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Objective
Students will:
|
Class
period & week
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Engage
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What
is DNA? DNA Extraction from Kiwifruit
DNA, Genes, Chromosomes
Students spool DNA! |
1. Isolate
and spool DNA from kiwi
2. Describe the role of DNA & Genes
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Explore
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DNA,
Genes, and Chromosomes
During
this lesson students will review the structure and
function of DNA, genes, and chromosomes. |
Describe
through analogy and model the structure and function of
DNA, genes and chromosomes.
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1
class period
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Explain
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DNA Replication
During this lesson students will model DNA replication using
edible materials. |
1. Construct
a 3-D model of DNA
2. Demonstrate an understanding of base pairs in written work
and model
|
1
class period
|
Apply
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How
Things Go Wrong
During this lesson students will be able to identify where
mutation might occur though discussion of DNA replication and
cell division. |
Differentiate
mutations that affect an individual and mutations that
affect an entire species during group discussion.
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1
class period
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Big
Idea
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Changes
in DNA occur through mutation, random or intentional.
Some mutation affect a single organism, other affect
the species. Only mutations in reproductive cells create
variations that change offspring and potentially the
species.
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Essential Question |
How do species change over
time? |
Learning
Cycle
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Lesson
Title & Description
|
Objective
Students will:
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Class
period & week
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Engage
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Protein
Synthesis and Words
But what do genes actually do? During this lesson students
learn about the roles of the mRNA, ribosomes, tRNA and how
the cells synthesize proteins. |
Identify
stages in protein synthesis where translation may be incorrect.
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|
Explore
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Karyotype
Puzzle
During this lesson students are introduced human karyotyping |
1. Identify
chromosome pairs based upon band patterns.
2.
Differentiate
normal from abnormal
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1
class period
|
Explain
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Chocolate
Flavored Cherries
Students are introduced to the process of recombinant DNA through
imaginary creation of chocolate flavored cherries. |
1. Model
using restriction enzyme and ligase how to remove sections
of DNA and reattach them.
2.
Identify start and stop sequences
in DNA
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1
class period
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Apply
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Designer
Genes
During this lesson students apply biotechnology concepts to
engineer a new organism. |
1. Explain
how restriction enzymes are used to remove sections of
DNA and reattach them
2.
Justify the engineering of a new organism
3.
Explain the benefits and drawbacks of engineering a new organism.
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1-2
class periods
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