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East Meadow School DistrictCurriculum Area Project
Title: Supplementary Activities for a Living Environment Classroom
Completed: October, 10th 2012
Authors:Christy SullivanBarbara Lucia
Pam Freitag
Grade Level: 9-10
Subject: Science/Biology/Living Environment
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Abstract/Rationale
This CAP is titled the “Supplementary Activities for the Living Environment Classroom” which is designed to be incorporated into the Living Environment classrooms, for mostly grades 9 and 10. The goal of this cap is to provide Living Environment teachers with activities and resources that help them reinforce the concepts taught in this course. Many of these activities are quick and easy to incorporate into any classroom routine. The variety of activities created for this CAP can be utilized regularly to assess student performance and growth. These activities are meant to make the classroom a more active learning environment and include assignments that represent different learners and multiple intelligences. The activities developed are enjoyable for the students, connect to the curriculum and can be modified to meet the needs of our diverse student population. We incorporated a variety of activities that correspond with the different topics covered throughout the year. Teachers within our department have been encouraged to share their creativity and ideas as we developed this supplementary activity CAP. The activities focus on concepts tested in the NYS Living Environment regents by using the standards outlined by the state.. The CAP was developed using the Living Environment
standards (Standards 1 and Standards 4.1.1, 4.2.1, 4.3.1, 4.4.1, 4.5.1, 4.6.1 and 4.6.2). We’re interested in completing successive CAPS to add to our educational resources. We look forward to collaborating with our colleagues to add to this CAP.
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Hour Allotment
Each participant was allotted 30 hours to complete this CAP. Below you will find the breakdown of how the hours were spent.
Task Hour(s) Spent per
ParticipantPreparing Materials – CAP Procedures 5 hours
Researching and preparing appropriate lessons/activities to be utilized by teachers and students
5 hours
Researching and organizing activities to meet NYS standards
5 hours
Typing, creating and formatting activities 10 hours
Organizing supplementary activity manual 5 hours
Total Hours 30 Hours (per participant)
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INTERNET CONNECTIONSTopic Type of
MediaWebsite
Genetic Mutations Video
http://www.authorstream.com/Presentation/science208-73485-mutation-mutations-science-powerpoint-technology-ppt/
Metric System of Measurement Video
http://www.youtube.com/watch?v=DQPQ_q59xyw
Gel Electrophoresis
Student Simulation
http://learn.genetics.utah.edu/content/labs/gel/
EcologyOverpopulation
Videohttp://www.metacafe.com/watch/80129/christmas_island_red_crabs/
Genetic Engineering
Cloning Simulation
http://gslc.genetics.utah.edu
Review Games Games Internet http://facstaff.uww.edu/jonesd/games/index.html
EcologyPesticides/
Endangered species
Video http://www.bing.com/videos/watch/video/bald-eagle-off-endangered-species-list/17w3if5d3
Scientific Method
LearningGenetics
Mr. Lee - Scientific Method Song,All I Do is Learn and Genetics Rap
Google Key Terms
Genes Rap Video http://www.youtube.com/watch?v=0OnwOKiMVb8
Reproduction & Ecology
Christmas Islands/ Christmas Crabs
http://www.metacafe.com/watch/80129/christmas_island_red_crabs/
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Table of Contents
Type of Activity Page Course Necessities Lab Folder Organizer………………………………………….. 9-10 Bio-Bingo……………………………………………………… 58 Eraser Review Game…………………………………………. 59 Homework Passes……………………………………………. 15 Good Books…………………………………………………… 14 Article Research Extra Credit……………………………….. 93 Project Presentation Guide………………………………….. 71 - 77
Ice Breakers Interviews……………………………………………………… 11-12 Do-Now Prompts……………………………………………… 13
Technology Websites w/links……………………………………………….. 4 Smartboard Activities ………………………………………….. Attached
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Review Zone Computer ……………………………………….. 45
Station Activities Vocabulary Sheets………………………………………………… 34-36 Funniest thing that ever happen to you………………………… 46 Adaptation Zone………………………………………………… 47
Tools Introduction to Microscope Measurements……………………… 18
Scientific Method Independent vs. Dependent Variables Practice…………………… 56-57 ..…………………… 60 - 63 Scientific Method Reading w/Questions…………………………… 63 - 64
Biochemistry Life Elements Bohr Models……………………………………………. 16 - 17 Organic Compound Crossword w/Answer Key……………………….. 42 - 44
Ecology Food Chain vs. Food Web Diagram w/Questions…………………… 25 - 28 Human Impact of the Environment ………………………………….. 31 - 33 Ecological Succession Review ………………………………………… 22 - 24
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Symbiotic Relationships Vocabulary…………………………………. 29 - 30 Biotic & Abiotic Picture Matching……………………………………… Attached Living vs. Nonliving Chart w/Questions………………………………. 50 - 52 Levels of Organization Picture Show…………………………………… 94 Ecology Introduction Vocabulary………………………………………. 95 Plant Cell Homeostasis………………………………………………… 91 -92
Cells Prokaryotic Coloring Activity………………………………………………. 20 - 21 Matching Organelles……………………………………………………….. 48 - 49 Passive/Diffusion vs. Active Transport Chart……………………………. 55 Wordsearch…………………………………………………………………. 88 Mitosis vs. Meiosis…………………………………………………………. 78
Genetics Genetic Disorder Research Project……………………………………….. 39 - 41 RNA Translation Charts…………………………………………………. 53 - 54 Genetics Crossword………………………………………………………. 89 - 90
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Modern Genetics Vocabulary…………………………………………….. 79 Genetically Modified Food Class Debate………………………………… 70
Body System Male and Female Reproductive System Diagrams………………………. 37 - 38
Evolution Introductory Activity for Dichotomous Keys……………………………… 19
Review Regents Independent Substitute Work……………………………………… 65 - 69 Cell Division Test Review…………………………………………………… 80- 87 Transport Review…………………………………………………………… 96 - 97
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Works Cited
Author Website/Source Right to use workDate
RetrievedHolocene Holdings LLC (HoloceneHoldings.com)
Review Zone
http://reviewgamezone.com/site/subjects/biology-games.php
http://reviewgamezone.com/site/subjects/biology-games.php 7/20/12
http://teacherweb.com/FL/DeLandHighSchool/VBennett/id-variables.pdf
Independent vs. Dependent
http://teacherweb.com/FL/DeLandHighSchool/Vbennett/id-variables.pdf
Unknown Original Source Edited 7/20/12
07/20/12
Pam Freitag Directly from person Verbal 7/20/12
Miller & Levine Textbook (Biology Pearson Ed)Textbook Permission
for educators7/22/12
Christy Sullivan Directly from person Verbal 7/10/12
Barbara Lucia Directly from person Verbal 7/10/12
Lock Haven university of Pennsylvania
http://www.lhup.edu/sboland/independent_and_dependent_variab.htm
Lock Haven university of Pennsylvania
8/20/12
Colleen Fitzpatrick Directly from person Verbal 7/20/12
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Date Lab Grade1)
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Interviewed_____________________ Date__________________
Interviewer_____________________
1) What is your favorite band, radio station or type of music?
2) What is your favorite T.V. show and/or movie?
3) Who is one of your role models and why?
4) What do you think the best and worst thing about school is?
5) Explain your idea of relaxation.
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6) What is your biggest pet peeve (some little thing that really burns you up)?
7) Do you see the world in a positive or negative light? Why?
8) Name one thing that you would really like to do that you never tried.
9) What kind of career would you like to have?
10) What are your goals for this year?
11) What is your favorite science topic? Why?
12) What is you least favorite science topic? Why?
13) What do you do in your spare time?
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Do Now Prompts1. I am happiest when….2. I am angry when…..3. I feel love when…..4. I feel sad when…..5. I get excited when….6. I am bored when…..7. I am proudest when……8. I put trust in…..9. I waste time by…….10.My favorite meal is…..11. The funniest thing about me is…….12. The happiest time of my life was …….13.Not many people know that I am …….14.I wish I had enough money to ………15.The thing I like best about myself is…..16.The thing I would change about myself is ……17.The best vacation I had was……18.When I get a car I want to buy a …….19.My favorite sport is…….20.The person I would most like to meet is…….21.What would you do if you were invisible….22.Complain about something.23.Compliment someone is this class.24.What makes you really, really mad?25.What is the best part of the school day for you?
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Books for the Living Environment Students
The Double Helix
By James D. Watson
This book is about the discovery of the structure of DNA from the point of view of the author.
The Hot Zone
By Richard Preston
This book is the true story about the Ebola virus and its appearance in the USA.
The Immortal Life of Henrietta Lacks
By Rebecca Skloot
This is a story of cells from Henrietta Lacks and how those cells changed medicine and her children.
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One Night of No HomeworkName________________ _________________
One Night of No HomeworkName________________ _________________
One Night of No HomeworkName________________ _________________One Night of No Homework
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Name________________ _________________One Night of No HomeworkName________________ _________________Name___________________________________ Date________________(Human Chemistry Lab # 1) Mrs. Sullivan
Use the periodic table and the table provided to fill-in the following information for each human element.
** The formula for calculating/determining the number of neutrons is
______________________________________________________________
1) Oxygen Oxygen Bohr Model
Chemical Symbol = _________
Atomic # = ________________
Atomic mass = _____________
# of protons = ______________
# of electrons = _____________
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# of neutrons = _____________
2) Carbon Carbon Bohr Model
Chemical Symbol = _________
Atomic # = ________________
Atomic mass = _____________
# of protons = ______________
# of electrons = _____________
# of neutrons = _____________
3) Hydrogen Hydrogen Bohr Model
Chemical Symbol = _________
Atomic # = ________________
Atomic mass = _____________
# of protons = ______________
# of electrons = _____________
# of neutrons = _____________
4) Phosphorus Phosphorus Bohr Model
Chemical Symbol = _________
Atomic # = ________________
Atomic mass = _____________
# of protons = ______________
# of electrons = _____________
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# of neutrons = _____________
5) Nitrogen Nitrogen Bohr Model
Chemical Symbol = _________
Atomic # = ________________
Atomic mass = _____________
# of protons = ______________
# of electrons = _____________
# of neutrons = _____________
Name _____________________________ Date _________________
Introductory Activity for Measuring with a Microscope
Each student team is given a sheet of paper with a large circle drawn on it. First they are to measure the diameter of the circle with a metric ruler to the nearest mm. Then they are to calculate the diameter in micrometers.
Then the rulers are collected.
Precut pieces of paper that are approximately the same size. As you circulate around the room drop several on each circle. The students may move the shapes. They are to estimate the size of the pieces in mm and microns. Hopefully they will align the pieces and divide the diameter by the number of pieces across.
Then give them a sheet of paper with a smaller circle drawn on it and the ruler. They should measure the diameter of the small circle and then return the ruler.
This time drop the same pieces (or different size pieces) on the circle but they can not move them. They should estimate the size of the pieces in mm and microns. Now they have to visualize how many would fit across but since the circle is smaller it is not too difficult.
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Next, return to the large circle. Drop hold punch holes on the circle. They may not move the pieces and they are to estimate the size in mm and microns. Lastly, drop some hole punch holes on the small circle and they are to estimate size.
Have a class discussion of the activity.
1. Compare estimates around the room.2. Discuss why they may differ.3. Is there a “right” answer? A right range?4. Why did I not let you move the pieces after the first time?5. How does this relate to measuring with a microscope?6. How would you measure an object that is larger than the field?7. How would knowing the size of a microscopic object be helpful?
Name _____________________________ Date _________________
Introductory Activity for Dichotomous Keys
Divide class into 8 teams. Teams should pair up and face their opponent.
They will need a journal or a sheet of paper for this activity.
Each of the 4 groups gets a game of “Guess Who”. Most students are familiar with the game but briefly have a student explain it to anyone who is unfamiliar.
Allow them to play a few games. They must write down their questions only and the outcome. Prizes may be awarded at the teacher’s discretion. After they have been playing for awhile instruct them to finish the game they are playing and clean up.
Then discuss the exercise:
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1. What type of questions did you ask?2. Can you ask “Is it Ann” right away? 3. Why is that not a good strategy?4. How could we use this game idea in science?
Ask for 4 types of music, stores, clothes or whatever. List them on the board. They write a dichotomous key with the class.
Then write a list of 4-5 things (class choice) and have each student write a key or allow them to work with their team or lab table partner. Compare them and discuss keys in general.
Name: ______________________________
Prokaryote ColoringProkaryotes cells are the simplest of all the cells. Bacteria are prokaryotes and they fall into two major categories: The Kingdom Eubacteria and the Kingdom Archaebacteria. Eubacteria are common types that occur all around us, usually they are on surfaces and in the soil. You can only find Archaebacteria in extreme environments, like hot sulfur springs. Archaebacteria are thought to be some of the oldest life forms on earth. Most bacteria don’t make their own food. That means they have to rely on other organisms to provide them with food. These bacteria have to break down, or decompose, other living things to obtain energy.
When most people hear the word bacteria, they think of something that is bad for you. In fact, very few bacteria cause illness. Some bacteria actually help you! Bacteria are used to make food, such as cheese and yogurt, and they can also help us break down harmful substances in the environment. Scientists created a type of bacteria that could gobble up oil from oil spills. Some bacteria live inside the guts of animals and help them to digest food.
Unfortunately, there are many types of bacteria that can make us ill. Salmonella bacteria can cause food poisoning, and certain types of bacteria are responsible for other infections. You might have had some experience with Streptococcus, the bacteria that causes strep throat.
Bacteria have a very simple cell design. Most of them have a thick outer covering called the cell wall. On the picture, color the cell wall purple (it’s the outermost layer). Just within the cell wall is the cell membrane. Color the cell membrane pink. Along the surface of the bacteria cell, you might encounter structures called pilus, whose job is to help the bacteria stick to surfaces. Color all the pilus light green. Bacteria might also need to move around in their environment, so they can have structures called flagella, which resemble tails. Find the two flagella pictured and color them dark green. The watery interior of the cell is called cytoplasm, and it has the texture of jello. Color the cytoplasm light blue. Sprinkled throughout the cell are small roundish structures called ribosomes. Ribosomes make proteins for the cell. Color all of the ribosomes red. Every
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prokaryote cell has DNA floating within the cytoplasm, which usually looks like a twisted strand of spaghetti. DNA contains the instructions for the cell, basically it is the control center. Find the DNA and color it yellow.
Questions:
1. What bacteria causes strep throat? _________________2. What are the oldest life forms on earth? ______________________3. What type of bacteria causes food poisoning?____________________4. What part of the bacteria cell helps it stick to surfaces?_____________5. Name two foods that bacteria help make:_____________________6. What does “decompose” mean?________________
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7. What is the control center of the bacteria cell?_________________8. What part of the bacteria cell helps it move?___________________9. Where do Archaebacteria live?___________________10. To what kingdom do common bacteria belong? _______________
Name______________________ Date_______________
Examining the Stages in Ecological SuccessionSuccession, a series of environmental changes, occurs in all ecosystems. The stages that any ecosystem passes through are predictable. In this activity, you will place the stages of succession of two ecosystems into sequence. You will also describe changes in an ecosystem and make predictions about changes that will take place from one stage of succession to another.
The evolution of a body of water from a lake to a marsh can last for thousands of years. The process cannot be observed directly. Instead, a method can be used to find the links of stages and then to put them together to develop a complete story.
The water level of Lake Michigan was once 18 meters higher than it is today. As the water level fell, land was exposed. Many small lakes or ponds were left behind where there were depressions in the land. Below are illustrations and descriptions of four ponds as they exist today. Use the illustrations and descriptions to answer the questions about the ponds.
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Pond A: Cattails, ulrushes, and water lilies grow in the pond. These plants have their roots in the bottom of the pond, but they can reach above the surface of the water. This pond is an ideal habitat for the animals that must climb to the surface for oxygen. Aquatic insect larvae are abundant. They serve as food for larger insects, which in turn are food for crafish, frogs, salamanders, and turtles.
Pond B: Plankton growth is rich enough to support animals that entered when the pond was connected to the lake. Fish make nests on the sandy bottom. Mussels crawl over the bottom.
Pond C: Decayed bodies of plants and animals form a layer of humus over the bottom of the pond. Chara, a branching green algae, covers the humus. Fish that build nests on the bare bottom have been replaced by those that lay their eggs on the Chara.
Pond D: The pond is so filled with vegetation that there are no longer any large areas of open water. Instead, the pond is filled with grasses. The water dries up during the summer months.
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Questions
1. Write the letters of the ponds in order from the youngest, to the oldest. _________________________________________
2. Black bass and bluegill make their nests on sandy bottoms. In which pond would you find them? ______________________
3. What will happen to the black bass and blue gill as the floor of the ponds fills with organic debris? ____________________________________
4. Golden shiner and mud minnows lay their eggs on Chara. In which pond would you find them? _____________________
5. Some amphibians and crayfish can withstand periods of dryness by burying themselves in mud. In which pond(s) would they survive? _________
6. Dragonfly nymphs spend their early stages clinging to submerged plants. Then, they climb to the surface, shed their skins and fly away as dragonflies. Which pond is best suited for dragonflies?____________________________7. In which pond will gill breathing snails be replaced by lung breathing snails that climb to the surface to breathe? ________________
8. Some mussels require a sandy bottom in order to maintain an upright position. In which ponds will they die out. ______________________
The climax community in the area of Michigan is a beech-maple forest. After the ponds are filled in, the area will undergo another series of stages of succession. This is illustrated below. Briefly explain what is happening in the diagram below.
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_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Name____________________________ Date___________________
How does energy flow through an ecosystem?
Where does the energy in an ecosystem come from?
How does it move through an ecosystem?26
What happens to the energy as organisms use it?
Diagram # 1
Diagram # 2
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Diagram # 3
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Diagram # 4
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Name__________________________ Date______________
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Symbiotic Relationships
1. Symbiosis-__________________________________________________________________________________________________
2. Parasitism-__________________________________________________________________________________________________
3. Mutualism-__________________________________________________________________________________________________
4. Commensalism-__________________________________________________________________________________________________
Symbiotic RelationshipsExamples of Organisms Sideshow
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Commensalism Mutualism Parasitism
Name__________________ Date__________
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Human Impact on the Living Environment
Human actions can have both a negative or positive impact on the environment
A) The primary reason humans have a negative impact on the environment is because the human population is growing, which places a greater demand on resources such as food, water and space.
B) There are no easy solutions to any ecological problem. Every solution can have negative consequences. Choosing the “right” actions requires weighing the benefits with the risks (Trade off).
C) Human actions that generally have a negative impact on the environment include:1. Development/industrialization2. Burning Fossil Fuels 3. Using nonrenewable resources4. Pollution5. Farming6. Overhunting,/overgrazing7. Clear cutting/deforestation8. Introduction of foreign species9. Overuse of Pesticides10. Population growth
D) Actions being taken by humans to reduce or repair damage to the environment include: 1. Recycling wastes2. Conserving available resources3. Using cleaner and renewable resources (ex: solar over fossil fuels)4. Protection of habitats and endangered species5. Use of biological controls instead of pesticides and herbicides6. Farming native plants (ex: cocoa in the rainforest)7. Planting trees to replace those cut down.8. Rotating crops or planting cover crops to reduce soil loss.9. Passing laws to control pollution, land management, hunting, fishing, etc.
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Specific Environmental Problems
Acid rain
10. Cause:
11. Negative effect:
12. What can be done:
Depletion of ozone layer
13. Cause:
14. Negative effect:
15. What can be done:
Industrialization
16. Cause:
17. Negative effect:
18. What can be done:
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Loss of habitat (ex: deforestation)19. Cause:
20. Negative effect:
21. What can be done:
Loss of diversity22. Cause:
23. Negative effect:
24. What can be done:
Global warming25. Cause:
26. Negative effect:
27. What can be done:
Introduced species28. Cause:
29. Negative effect:
30. What can be done:
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Vocabulary Sheets for Station Activities – Tape down at selected tables groups have to thing of at least 5 words associated with the sheets title vocabulary keyword. Subsequent groups that rotate to the station cannot repeat words used by prior groups.
ENZYMES
Group 1
Group 2
Group 3
Group 4
Group 5
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Mitochondria
Group 1
Group 2
Group 3
Group 4
Group 5
37
PhotosynthesisGroup
1Group
2Group
3Group
4Group
5
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FEMALE REPRODUCTIVE SYSTEM
C. ______________________
A.__________________
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B. _____________
Male Reproductive System
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Name________________________________ Date_________________________
Genetic Disorder Research
Introduction
Some disorders come from the environment. For example, diseases like the flu or AIDS are caused by viruses that a person may become infected with.
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Other disorders are due to mistakes in the genes. A person is born with such disorders. Such disorders are usually inherited from the parents.
Assignment Guidelines
For this project you will research a genetic disorder from the list of possible topics below. There are many genetic disorders to choose from and you will only need to research one type. If you would like to choose a genetic disorder not found in the list, be sure to ask your teacher before you begin your research.
Possible Topics
Albinism Brachycactyly Cat Cry Syndrome Amytrophic Lateral SclerosisCystic Fibrosis Down Syndrome Edward’s Syndrome Duchenne Muscular DystrophyHemophilia Fragile X Syndrome I chthyosis Ehler Danlos Syndrome
Marfan Syndrome Klinefelter Syndrome Multiple Sclerosis Huntington’s Chorea (Disease)
Patau Syndrome Phenylketonuria Tay Sachs Disease Lesch Nyhan Syndrome
Polydactyly Turner Syndrome Prader Willi Syndrome
Answer the questions using the genetic disorder you selected.
1) What is the name of your genetic disorder? ________________________________
2) Can this disorder be detected before birth (during the gestational period)? If so, using which prenatal
testing technique?
____________________________________________________________________________________
____________________________________________________________________________________
3) What are the specific symptoms of our genetic disorder? Include all the major symptoms.______________
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____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4) What is the treatment for this disorder? If no treatment is available, what can be done for a person with this disorder?
5) Can this disorder be cured? Explain how is can or why it cannot be cured.
____________________________________________________________________________________
____________________________________________________________________________________
6) How is the disorder inherited? Is it a dominant trait, a recessive trait, a problem with the number of chromosomes or something else (gene mutation)? Explain.
7) How common is the disorder? How many people have it in the United States? How many get it each year?
8) Is there a certain race it is most common in? Is it more common in men or women?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
9) How long is the average life span of a person with this disorder? __________________________________
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10) How is the family of a person with this disorder affected?
____________________________________________________________________________________
____________________________________________________________________________________
11) What have you learned personally from researching this disorder?
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ORGANIC COMPOUND
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Across4. An educated guess that can be tested through experimentation 6. Living factors in an ecosystem 7. ______________ compounds do not contain carbon and hydrogen 10. The life process that gets rid of metabolic waste 11. To make the results of an experiment more accurate a scientist should __________ 12. The ________________ of a protein determines its function/job15. A type of complex (big) sugar16. The building of compounds17. In an experiment the ____________ group does not get what’s being tested19. The life process that makes new organisms21. When you put cells together you get ________________.22. Maintaining a stable internal environment
Down1. All the chemical reactions that keep organisms alive2. The second coolest science teacher3. _________________ compounds contain carbon and hydrogen5. ______________ are formed when you put amino acids together8. Eating healthy food9. The coolest science teacher13. Nonliving factors in an ecosystem14. A well supported set of observations18. The life process that includes absorption and distribution20. The breaking down of compounds
22 of 22 words were placed into the puzzle.
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ANSWERS for organic compound Word search
Across4. An educated guess that can be tested through experimentation HYPOTHESIS6. Living factors in an ecosystem BIOTIC7. ______________ compounds do not contain carbon and hydrogen INORGANIC10. The life process that gets rid of metabolic waste11. To make the results of an experiment more accurate a scientist should __________ RETEST12. The ________________ of a protein determines its function/job15. A type of complex (big) sugar SHAPE16. The building of compounds SYNTHESIS17. In an experiment the ____________ group does not get what’s being tested CONTROL19. The life process that makes new organisms REPRODUCTION21. When you put cells together you get ________________. TISSUES22. Maintaining a stable internal environment HOMEOSTASIS
Down1. All the chemical reactions that keep organisms alive METABOLISM2. The second coolest science teacher SULLIVAN3. _________________ compounds contain carbon and hydrogen ORGANIC5. ______________ are formed when you put amino acids together PROTEINS8. Eating healthy food NUTRITION9. The coolest science teacher BOVE13. Nonliving factors in an ecosystem ABIOTIC14. A well supported set of observations THEORY18. The life process that includes absorption and distribution TRANSPORT20. The breaking down of compounds DIGESTION
22 of 22 words were placed into the puzzle.
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Name_____________________________ Date_________REGENTS REVIEW
Activity # 1
1) Complete Castle Learning Regents Review # 1
2) Grade with correct on the second try counting as ½ credit ____________________
Activity # 1
1) Review Game Zone – Go to this link 2) Look through the 15 games and play at least 5
http://reviewgamezone.com/game.php?id=6534
3) How did you do overall? _______________________________________________
4) What did you think about this website? ________________________________________________________________________________________________________________________
BONUS Describe how a vaccine works and why people should get them?
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Station # ____________
If you feel comfortable share the funniest or most embarrassing moment in your life.
Name Moment
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Station # __________________ (Adaptation Zone)
Look at the samples provided and list at least 5 adaptations
Adaptations – traits or characteristics that help an organism survive.
Sample/Organism
Trait 1 Trait 2 Trait 3 Trait 4 Trait 5
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Organelle FunctionAl
l cel
ls
Ribosomes Control center of the cell. Contains Chromosomes which are composed of genes.
Lysosome Modifies and ships proteins
Mitochondria Stores water and nutrients and waste. Referred to as a storage container.
Nucleus Controls what enters and leaves the cells. Selectively permeable. Found in every cell.
Vacuole Breaks down waste using enzymes. Referred to as the garbage can of the cell.
Cell Membrane/Plasma
Membrane
ATP is synthesized in this organelle. Referred to as the powerhouse of the cell. There are more of these in
muscle cells than in fat cells.
Golgi Apparatus/Body
Synthesizes proteins by bonding amino acids together. Gets instructions from DNA to build the proteins.
Plan
t Cel
ls Chloroplast Provides protection and support. Found in plant cells. Surrounds the cell membrane.
Cell Wall Involved in animal cell division (mitosis and meiosis)
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Anim
al
Cells Centrioles
Where photosynthesis occurs. Contains chlorophyll that absorbs the energy from the sun so that
photosynthesis can occur.
Organelle Function
All c
ells
Plan
t Cel
ls
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Anim
al
Cells
Name______________________________ Date________________Living vs. Nonliving
Living (___________________________)
Nonliving (____________________________)
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1) _____________________________
2) _____________________________
3) _____________________________
4) _____________________________
5) _____________________________
6) _____________________________
7) _____________________________
8) _____________________________
9) _____________________________
10) ___________________________
11) ___________________________
12) ___________________________
1) _____________________________
2) _____________________________
3) _____________________________
4) _____________________________
5) _____________________________
6) _____________________________
7) _____________________________
8) _____________________________
9) _____________________________
10) ___________________________
11) ___________________________
12) ___________________________
Complete Questions:1) What is another name for living things? ______________________________
2) What is another name for nonliving things? ___________________________
3) Define the following terms…
Metabolism -
_______________________________________________________________
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Homeostasis -
______________________________________________________________
Ecosystem -
________________________________________________________________
Abiotic -
___________________________________________________________________
Biotic -
____________________________________________________________________
Evolution -
_________________________________________________________________
4) What are life processes? a) All the functions that occur in living and nonliving thingsb) All the functions that occur in living things to keep them alivec) All the functions that occur in nonliving things to keep them alived) All the functions that occur in the abiotic parts of an ecosystem
5) From page 18 – 19 in your textbook, list the 8 characteristics of living things.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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6) Which type or organic compound is DNA?a) Proteinsb) Amino Acidsc) Nucleic Acidsd) Carbohydrates
7) All living things are made of one or more cells. (True or false)
8) Evolutionary change links all forms of life to a common origin more than_____________ billion years ago.
9) Name the two types of reproduction. __________________ & ________________
10) Define –
Sexual reproduction - ______________________________________________________
Asexual reproduction -
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Name________________________________ Date_________________________Transport
______________ Transport
Passive Transport
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Name___________________________ Date________________Independent vs. Dependent Variables
Define the following terms using a textbook or your prior knowledge.
1) Controlled Experiment -- _____________________________________________________________________________________
2) Hypothesis -- ___________________________________________________________________________________________________
3) Independent Variable -- ________________________________________________________________________________________
4) Dependent Variable -- _________________________________________________________________________________________
Read through some experiment descriptions and see if you can pick out/identify the independent and dependent variables.
1. An entomologist (bug scientist) wants to determine if temperature changes how many times a cricket chirps. What is the independent variable?
2. You want to test a new drug that supposedly prevents sneezing in people allergic to grass. What is the dependent variable?
3. You want to measure the effect of different amounts of oxygen on the rate of yeast growth. What is the dependent variable?
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4. You want to measure the effect of different amounts of oxygen on the rate of yeast growth. What is the independent variable?
5. An entomologist (bug scientist) wants to determine if temperature changes howmany times a cricket chirps. What is the dependent variable?
______________________________________________
6. You want to see if playing music makes plants grow taller. What is the independentvariable in this experiment?
7. A soap manufacturer wants to prove that their detergent works better to removetough stains. What is the independent variable?
8. You think that a certain part of your brain is important in memory. To test this, you will remove this part of the brain from rats and see if they remember how to get through the maze. What is the independent variable in this experiment?
9. A florist wants to see if Product X will extend the life of cut flowers so that they last longer. What is the dependent variable?
10. You want to see if playing music makes plants grow taller. What is the dependent variable in this experiment?
____________________________________________________
BIO-BINGO61
Free Space
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Eraser Review Game Instructions
1) Split the class into two teams2) Each team will need an eraser3) On the board write various Living Environment terms in no order4) Make sure the words are written randomly (try using different colors and writing the words on different angles 5) Call up one member from each team and have them stand at the same position with an eraser6) Give them a hint for the Vocabulary word you want them to erase7) Once the hint is complete they can run to erase the word8) They can only erase one word 9) If the word is incorrect they must rewrite the word and sit down10) If the word is correct they gain points for their team11) They should only be given around 30 seconds to erase a word12) You can also include a running start to the game by having them start at the back of the classroom
Name___________________________ Date______________
Independent and Dependent Variables
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An independent variable is a factor that is manipulated/changed on purpose in an experiment. The experimenter controls whether or not subjects are exposed to the independent variable.
The dependent variable is measured to determine if the manipulation of the independent variable had any effect. The dependent variable is observed/measured for change.
For example, to test a hypothesis that eating carrots improves vision, the experimenter would manipulate whether or not subjects ate carrots. Thus, eating carrots is the independent variable. Each subject’s vision would be tested to see if carrot eating had any effect. Thus, vision is the dependent variable. The subjects assigned to eat carrots are in the experimental group, whereas subjects not eating carrots are in the control group.
Identify the independent variable, dependent variable, experimental and control groups in the following studies…
1. A group of college students were given a short course in speed-reading. The instructor was curious if a monetary incentive would influence performance on a reading test taken at the end of the course. Half the students were offered $5 for obtaining a certain level of performance on the test, the other half were not offered money.
Independent variable: _____________________________________________ Dependent variable: _____________________________________________ Experimental group: _____________________________________________ Control group: __________________________________________________
2. A social psychologist thinks that people are more likely to conform to a large crowd than to a single person. To test this hypothesis, the social psychologist had either one person or
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five persons stand on a busy walking path on campus and look up. The psychologist stood nearby and counted the number of people passing by who also looked up. Independent variable: _____________________________________________ Dependent variable: _____________________________________________ Experimental group: _____________________________________________ Control group: __________________________________________________
3. To test a new voice feature in a cockpit design a flight simulator was used. The simulator was programmed to give visual readings of flight information, or to give visual and auditory (voice) readings of flight information. All test pilots were put through a simulated emergency landing procedure, but were randomly assigned to the visual, or visual and auditory conditions. Flight experts rated each pilot’s performance in the simulator on a scale of 1 (very poor) to 10 (excellent). Independent variable: _____________________________________________ Dependent variable: _____________________________________________ Experimental group: _____________________________________________ Control group: __________________________________________________
1. A group of college students were given a short course in speed-reading. The instructor was curious if a monetary incentive would influence performance on a reading test taken at the end of the course. Half the students were offered $5 for obtaining a certain level of performance on the test, the other half were not offered money.
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Independent variable: Monetary incentive ($5 or no money) Dependent variable: Performance on reading test Experimental group: $5 group (receive monetary incentive) Control group: $0 group (no monetary incentive) 2. A social psychologist thinks that people are more likely to conform to a large crowd than to a single person. To test this hypothesis, the social psychologist had either one person or five persons stand on a busy walking path on campus and look up. The psychologist stood nearby and counted the number of people passing by who also looked up. Independent variable: Size of group (5 people or 1 person) Dependent variable: Conformity (measured by number of people looking up) Experimental group: People passing 5 person group Control group: People passing single person. (This group gets “less” of the independent variable) 3. To test a new voice feature in a cockpit design a flight simulator was used. The simulator was programmed to give visual readings of flight information, or to give visual and auditory (voice) readings of flight information. All test pilots were put through a simulated emergency landing procedure, but were randomly assigned to the visual, or visual and auditory conditions. Flight experts rated each pilot’s performance in the simulator on a scale of 1 (very poor) to 10 (excellent). Independent variable: Presence or absence of auditory (voice) readings. (All pilots received visual readings, so that is a constant variable.) Dependent variable: Ratings of pilots’ performance Experimental group: Pilots in auditory readings condition (visual + auditory) Control group: Pilots in visual reading only condition (no auditory)
Name____________________________ Date____________________
Scientific Method In Action
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The Strange Case of BeriBeri
In 1887 a strange nerve disease attacked the people in the Dutch East Indies. The disease was beriberi. Symptoms of the disease included weakness and loss of appetite, victims often died of heart failure. Scientists thought the disease might be caused by bacteria. They injected chickens with bacteria from the blood of patients with beriberi. The injected chickens became sick. However, so did a group of chickens that were not injected with bacteria.
One of the scientists, Dr. Eijkman, noticed something. Before the experiment, all the chickens had eaten whole-grain rice, but during the experiment, the chickens were fed polished rice. Dr. Eijkman researched this interesting case. He found that polished rice lacked thiamine, a vitamin necessary for good health.
1. State the Problem
2. What was the hypothesis?
3. How was the hypothesis tested?
4. Should the hypothesis be supported or rejected based on the experiment?
5. What should be the new hypothesis?
How Penicillin Was Discovered
In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present.
Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutruient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died.
6. Identify the problem.
7. What was Fleming's hypothesis?
8. How was the hypothesis tested?
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9. Should the hypothesis be supported or rejected based on the experiment?
10. This experiment lead to the development of what major medical advancement?
Name________________________ Date___________Sub REVIEW
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I hoped you learned something while I was out…..
1) Which types of cells did you color? _________________ and ________________
2) What is an organelle? __________________________________________________________________________________________________________________________
3) What is the function of the nucleus?a) control center of the cellb) protein synthesisc) synthesis of ATPd) synthesis of glucose and oxygen
4) Which type of cell has chloroplasts? _____________________________
5) Plants are ___________________, which make their own food/energy.a) heterotrophsb) autotrophsc) carnivoresd) consumers
6) Which process happens in the chloroplasts? _______________________________
7) Name two body systems and describe their function.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8) Define homeostasis/Dynamic Equilibrium -________________________________________________________________________________________________________________________________________________
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Name_____________________________ Date______________
GMO’s (__________________ ___________________ __________________)
Thinking CriticallyThe following educational activity is intended for middle school and high school students studying GM foods. It is designed to stimulate critical thinking about the many issues involved in the production of GM foods: Ask students to pick one side of each argument below. Once students have chosen sides, they should make a list of all the reasons they believe their position to be true with the information they’ve learned about GM foods.
Argument A: Labeling of GM FoodsI believe all foods that have been genetically modified should be labeled.
I do not believe it is necessary to label GM foods as long as they are equivalent to a current food onthe market.
Argument B: The Risk of GM FoodsGenetically modified foods likely are unsafe for human consumption. By adding genes to foods, itis unclear how the food is affected. I worry about developing an allergy or causing harm to anotherarea of my body.
GM foods are perfectly safe for me to eat. I don’t worry about consuming them. The U.S.government does a good job of protecting our food for consumption.
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Name________________________ Date___________Project Presentations
As your classmates present their projects complete the outlines below. Make sure you include at least two points/ideas covered during the presentation.
1) Presenter - ____________________________________ Topic - ________________________________________
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2) Presenter - ____________________________________ Topic - ________________________________________
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3) Presenter - ____________________________________ Topic - ________________________________________
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4) Presenter - ____________________________________
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Topic - ________________________________________
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5) Presenter - ____________________________________ Topic - ________________________________________
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6) Presenter - ____________________________________ Topic - ________________________________________
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9) Presenter - ____________________________________ Topic - ________________________________________
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13) Presenter - ____________________________________ Topic - ________________________________________
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28) Presenter - ____________________________________ Topic - ________________________________________
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Name________________________ Date________________Cell Division Mrs. Sullivan
1) Why do cells divide? _______________________________________________________ ________________________________________________________________________________________________________________________________________________
Mitosis (Mitotic) Meiosis (Meiotic)
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Name____________________________ Date_________________Modern Genetics Vocabulary
Term Definition1) Deoxyribonucleic Acid2) Ribonucleic Acid3) Base Pairing
4) Nucleotides
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5) Replication
6) DNA Polymerase
7) Gene
8) Messenger RNA
9) Ribosomal RNA
10) Transfer RNA
11) Transcription
12) Translation
13) Codon
14) Anticodon
15) Proteins
16) Amino Acid
17) Mutations
Name_________________________________ Date___________________Test Review
Complete the questions using your notes on the nucleus, mitosis and meiosis.
1) What is mitosis?a) Cell division that produces body cells/somatic cellsb) Cell division the produces sex cells/gametesc) Cellular respirationd) Photosynthesis
2) What is meiosis?a) Cell division that produces body cells/somatic cellsb) Cell division the produces sex cells/gametes
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c) Cellular respirationd) Photosynthesis
3) List three differences between mitosis and meiosis.
MITOSIS MEIOSIS
4) What are gametes?a) Body cellsb) Sex cellsc) Cheeseburgersd) Red blood cells
5) What are chromosomes composed of?a) Lipidsb) Nucleic acidc) DNAd) Both b and c
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6) Which types of cells are haploid?a) Body cellsb) Sex cellsc) Red blood cellsd) Skin cells
7) Which types of cells are diploid?a) Body cellsb) Sex cellsc) Red blood cellsd) Skin cells
8) Use the terms below to fill in the circles.
-Nucleus-Cell-Chromosomes-Gene
9) The skin cell of a frog has 26 chromosomes. How many chromosomes does a sex cell from a frog have?
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10) A human sex cell has ___________ chromosomes.
A human body cells has _____________ chromosomes
11) List the stages of mitosis.
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12) What happens at the end of mitosis in a plant cell?
A ____________ ____________ is formed.
13) What happens to the number of chromosomes (genetic material) during interphase?______________________________________________________________________________________________________________
14) What are centrioles?a) Organelles found in animal cells that are involved in cell divisionb) Organelles found in plant cells that are involved in cell divisionc) Organelles found in plant cells where photosynthesis takes placed) Organelle where cellular respiration takes place
15) How many new cells does meiosis produce?a) 2b) 3c) 4d) 8
16) How many new cells does mitosis produce?a) 2b) 3c) 4d) 8
17) What is a homologous chromosome?
______________________________________________________________________________________
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18) When homologous chromosomes pair up…a) Crossing overb) Metaphasec) Synapsisd) Recombination
19) When homologous chromosomes switch genes…a) Crossing overb) Metaphasec) Synapsisd) Recombination
20) Why are the gametes produced from meiosis genetically different?__________________________________________________________________
21) Any change in DNA is called a __________________.a) Divisionb) Multiplicationc) Mutationd) Combustion
22) In order for a mutation to be passed on to your offspring, the mutation must occur in your _____________ _____________.a) Body cellb) Somatic cellc) Sex celld) Bone cell
23) What is a gene? __________________________________________________________________________________________________________________________________________________
24) Name the four nucleotides that make up DNA.________________________________________________________________________________________________________________________________________
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25) Draw and label a nucleotide.
26) Draw a picture of DNA (Deoxyribonucleic acid).
27) What is the function of the nucleus?a) Control center of the cellb) Makes ATPc) Makes sugard) Controls what enters and leaves the cell
28) After the egg is fertilized (zygote), all the new cells that form will have identical DNA.
True or False
29) Coded instructions that are passed from one generation to the next can be most directly changed by the process of …a) Passive transport, natural selection and synthesis
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b) Selective breeding, replication and absorptionc) Recombination, mutation and genetic engineeringd) Evolution, reproduction and digestion
30) What is fertilization?______________________________________________________________________________________________________________________________________________________
31) What does the process of fertilization form?a) An embryob) A zygotec) A cheeseburgerd) A fetus
32) Answer the following questions using the diagram below (letters will can be used more than once).
Which letter represents the process of fertilization? _______________ Which letter represents haploid cells? ___________________________ Which letter represents the zygote? _____________________________ At which letter is the diploid number restored? __________________ Which letter represents where mitosis is occurring? ___________________ Which letter shows you cells that were created using the process of meiosis?
_______________ Which letters shows you where differentiation begins? Define differentiation
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33) Which organ provides nutrients for a developing embryo and fetus?
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34) Draw sister chromatids (label the chromatids and centromere).
35) Explain why hormones are important for reproduction.
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Cell Review
F H P O R T O T U A S O H A E S A B D K M J I T S R B H X IU B E G D R H A N E Z R P I L V F Z J B V K T G T I E C K LK V P F T I Z T M O W G D R M E J U S Q Q G Q S N B Y T Z XI D Q J R I H Y C Z D A R D R R Q E L O U C A V E A M Y A WJ U L S L O Z O L O Y N X N E Z A S N A B L N C M I E T A WQ G V A N N T M O L G E O O I M M N D S P C O Z G M A S Y ZK C V Y E D V L E H R L A H S A O N W O Z N T T I I H E A FW V F J O P T N X I E L T C H N A S R X T O C E P T T C S TR E S P I R A T I O N E P O F M O O O R M I I I L G C R U NP J M H C V L N H D E V L T A K L W O B Y C L E Z G G E C YO J D Y G J I I O N O C H I B H W L L K I M P L A Y K Z D ZP S B T W O X I M Z Y X L M C K L Y R B E R H A F K Q W E ZE M O S O S Y L E O M L J G K E Q N W R U I O N Y B E L C US U N L I G H T O N I U Q S D C Y T O P L A S M D N S I Z KS I U R I Q H F S W O R H W C V C W H S M G C G A M I S V CP I V P D W T B T N N I J A S F P V H N E U T R A L S E G IE D S S Q U Q H A G G L S L M G C P G G C T B A Z G O T V NE V T E P Z W K S Y T G N U G M P L W D N M F C K A M T I LI X I I H K B R I A N H V P F R A D I E E M N J K U S E C QI Z C S S T I G S A S I T J O F A D D M S E J M B N O E T AX N A R S S N U Z V A U E D Y N I N X L A S I F I C L Z O NT Z D D E A U Y N Y R M U H I Y E D M S L H U C T I S I R BL X N E P T P E S T M C K E I P R A M S T A O R R O W O I IR U J M P K I Z S O E N L V E G G O S S U L A I O E S O A RT N I V L E K O O R T L R D R T P O E H E G S D P E U Y W IU R O V Y U N V N I E O O M F D P J U H E S C I S M Q U J JF S A L A N H D V N P E H J E V I T C A T L U E N H S I J KD X J C W V H U E Z E I E P L I S P N Z F I Y H A F S X S UW Z I E U H X O Z N S N D S O F V R X S Y R X Z R S B B T YZ D N W E W O A J L T C H U C K Y G C M V T X M T Y I P I U
ACID ACTIVE ATP AUTOTROPH BASECHLOROPLAST CONTROLLED CYTOPLASM DEPENDENT DIFFUSIONENERGY ENZYMES EXCRETION HOMEOSTASIS INDEPENDENTLYSOSOME MEMBRANE MITOCHONDRIA NEUTRAL ORGANELLEOSMOSIS PASSIVE PHOTOSYNTHESIS PIGMENTS PRODUCER RESPIRATION RIBOSOME SALT SUNLIGHT THEORY TISSUES TRANSPORT VACUOLEWATER
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Genetics
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Across3. Gel _________________ is use to separate DNA based on size5. Proteins are made from __________ acids7. Any change in DNA9. Powerhouse of the cell, where ATP is made10. Another name for sex cells12. Deoxyribonucleic Acid16. Control center of the cell17. Humans have 46 ________ in each of their body cells20. The ___________ of a protein determines its function21. _________ RNA brings amino acid to the ribosomes for protein synthesis
Down1. The study of how genes/traits are passed from parent to offspring2. Triplet of nucleotides that represent an amino acid4. Ribonucleic acid6. __________ twins have the same DNA7. ____________ RNA copies the DNA in the nucleus and goes to the ribosome8. Function based on their shape ex. enzymes11. ____________ factors can influence gene expression13. Sequence/section of DNA that gives you a trait14. The _________ power plant is in danger of having a meltdown15. The organelle where proteins are built18. __________ are used to cut the DNA or break it apart19. The country that just had a Tsunami caused by an earthquake20. Your science teachers name
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Name_____________________ Date_____________________Plant Homeostasis
1) Define Homeostasis -- __________________________________________________________________________________________________________________________________________________________________________________________________
2) What do plants/autotrophs need for photosynthesis?
__________________ + _________________ + ________________
3) What do plants/autotrophs produce from the process of photosynthesis?
______________________ + ____________________
4) Define Guard cells -- ________________________________________________________________________________________________________________________________________________________________________________________________________________________
5) Define Stomate (stoma) -- ________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Name: __________________________ Date: ______________Living Environment Extra Credit Period: _____________
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Current Event Extra Credit
Directions: Pick an article from a newspaper or journal that has to do with a science current event. After reading the article fill out this sheet and attach the article.
Topic discussed: ________________________________________________
Summarize the article: __________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Opinion and supporting reason: _____________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Arguments in support of your opinion: _______________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Arguments against your opinion: ____________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name______________________ Date____________Levels of Organization (Ecology)
Use the list to fill-in the appropriate columns of ecology terms as your teacher shows pictures.
Species Population
Community
Ecosystem Biome Biosphe
re
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1)How is a community different than a population?
2)Name two abiotic factors that cause differences in biomes. Name___________________________ Date___________________Ecology Vocabulary # 1
Term Meaning/Definition1) Ecology
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2) Biosphere
3) Species
4) Population
5) Community
6) Ecosystem
7) Biome
8) Autotroph/Producer
9) Heterotroph/Consumer
10) Photosynthesis
11) Chemosynthesis
Name________________________ Date___________Transport
1) What are the two types of transport?a) active a really activeb) active and passivec) passive and really passive
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d) osmosis and diffusion
2) How does active transport move molecules?a) high to low concentrationb) low to high concentrationc) low to low concentrationd) high to high concentration
3) If you have 2 molecules A and B and only A can diffuse through the cell membrane draw how it would look after diffusion occurred.
Before Inside cell Outside cell
A A A A A A
B B B B B B B
After Inside cell Outside cell
4) How does passive transport move molecules?e) high to low concentrationf) low to high concentrationg) low to low concentrationh) high to high concentration
5) Which type of transport requires energy (ATP)?
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________________________________________________________
6) Which type of transport does not require energy (ATP)?
_______________________________________________________________________
7) What is osmosis?
________________________________________________________________________
8) What would happen if you added salt water to cells?
______________________________________________________
9) What would happen if you added distilled water to cells?
__________________________________________________________________
10) Draw an onion cell before and after adding salt water.
BEFORE AFTER
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