• Week of November 27, 2017

    Posted by Clay Marion at 11/27/2017 6:00:00 AM

     

     

    Subunit Topic

     

    Punnett Squares & Pedigrees

     

    State Objectives

    7.L.2.2  Infer patterns of heredity using information from Punnett squares and pedigree analysis.

     

    Give examples of likenesses that are inherited and some that are not.

     

    Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)

     

    Essential Understandings

    Essential Questions

    Students will understand that:

    • Punnett Squares can be used to predict the probability of genetic traits.
    • Pedigrees can be used to trace a genetic trait within a family.

     

    • How are patterns of heredity predicted?
    • How are genetic traits tracked from generation to generation?

    Essential Subunit Vocabulary

    Trait

    Purebred

    Alleles

    Dominant Allele

    Recessive Allele

    Hybrid

    Probability

    Punnett Square

    Phenotype

    Genotype

    Homozygous

    Heterozygous

    Codominance

    Sex-linked Trait

    Pedigree

     

     

    Genetics/Inheritance Packet: Students may use some of this material throughout our unit. This is also a great resource to review the concepts covered during this unit. 

     GMO Research Rubric and Due Dates 11-30

    Monday - Friday

    You have all week in class to work on this project. Anything not completed by Thursday is homework. 

    Kahoots Genetics Final: Completion of this project will serve as your final assessment for the Genetics unit. You have until we track out to complete the project and share it with me. 

    Requirements/Rubric: 

    • 40 Genetics Questions and answers on the following topics with a minimum of 5 per topic:

     

    1. Punnet Squares   10 pts.
    2. Pedigree Charts   10 pts. 
    3. Chromosomal Disorders 10 pts. 
    4. Heredity, Inheritance, and DNA - Basically, everything else from your notes, my website, and Section "C" of your text related to Genetics. 10 pts.

     

    • 5 Questions completed with 4 answer choices every day. First check is Friday December 1 which means that you have 20 questions and answers due Friday for half of your Final Grade. 40 pts. 
    • Use a minimum of 1 video or graphic per topic 20 pts. The video/graphic must be related to the topic and should be part of the question.

    For Example: 

    Question: What is identified in the picture to the right. 

    Answer: A model of a DNA molecule. 

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Comments (-1)
  • Week of November 20, 2017

    Posted by Clay Marion at 11/20/2017 7:00:00 AM

     

     

    Subunit Topic

     

    Punnett Squares & Pedigrees

     

    State Objectives

    7.L.2.2  Infer patterns of heredity using information from Punnett squares and pedigree analysis.

     

    Give examples of likenesses that are inherited and some that are not.

     

    Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)

     

    Essential Understandings

    Essential Questions

    Students will understand that:

    • Punnett Squares can be used to predict the probability of genetic traits.
    • Pedigrees can be used to trace a genetic trait within a family.

     

    • How are patterns of heredity predicted?
    • How are genetic traits tracked from generation to generation?

    Essential Subunit Vocabulary

    Trait

    Purebred

    Alleles

    Dominant Allele

    Recessive Allele

    Hybrid

    Probability

    Punnett Square

    Phenotype

    Genotype

    Homozygous

    Heterozygous

    Codominance

    Sex-linked Trait

    Pedigree

     

     

    Genetics/Inheritance Packet: Students may use some of this material throughout our unit. This is also a great resource to review the concepts covered during this unit. 

     

    Monday

    Tuesday

    GMO Research Rubric and Due Dates

     

     

    Comments (-1)
  • Week of November 13, 2017

    Posted by Clay Marion at 11/13/2017 6:00:00 AM

     

     

    Subunit Topic

     

    Punnett Squares & Pedigrees

     

    State Objectives

    7.L.2.2  Infer patterns of heredity using information from Punnett squares and pedigree analysis.

     

    Give examples of likenesses that are inherited and some that are not.

     

    Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)

     

    Essential Understandings

    Essential Questions

    Students will understand that:

    • Punnett Squares can be used to predict the probability of genetic traits.
    • Pedigrees can be used to trace a genetic trait within a family.

     

    • How are patterns of heredity predicted?
    • How are genetic traits tracked from generation to generation?

    Essential Subunit Vocabulary

    Trait

    Purebred

    Alleles

    Dominant Allele

    Recessive Allele

    Hybrid

    Probability

    Punnett Square

    Phenotype

    Genotype

    Homozygous

    Heterozygous

    Codominance

    Sex-linked Trait

    Pedigree

     

     

    Genetics/Inheritance Packet: Students may use some of this material throughout our unit. This is also a great resource to review the concepts covered during this unit. 

     

    *Chromosomal Disorders Research and Pamphlet Due : Monday, November 13. 

    • Complete your research in class after your regular classwork/labs are completed each day. 
    • Write the name of the Chromosomal Disorder, copy and answer the questions in complete sentences citing evidence from the articles you read online.
    • You will choose one of the disorders listed on the research page and create a tri-fold brochure. 

     

    Monday

    Tuesday

    Wednesday

    Quiz Review: 

    * Pedigree Quiz Review : Genetics packet Pages 92-109 

    * Chromosmal Disorder Flash Cards. Use your Chromosomal Disorder notes to create flash cards in preparation for our quiz on Friday and our Genetics Competition on Thursday. 

     

    Thursday

    • Cells and Genetics Review

    Friday

    • Quiz Section 2 - Complete all questions on notebook paper. Staple your extra credit to this quiz and I will add points to your lowest grade for the quarter. 

     

    RUBRIC & REQUIREMENTS -Brochure 

    • Ignore all pages except for the first page of the rubric. All information must be typed and in complete sentences unless "listing" is stated in the rubric. The brochure must be completed using Publisher or a similar program or you may type the information and paste it into a trifold. brochure. 
    • Size - 8 1/2 x 11 or standard printer paper size. 
    • Color- Any color paper is acceptable.
    • All six faces/pages must be filled with information about the chromosomal disorder. How you organize it is up to you as long as you have all of the information on the rubric. 
    • One image must be used and no larger than half of a page.

     

     

     

     

     

     

    GMO VIDEO : https://www.youtube.com/watch?v=7TmcXYp8xu4

    Comments (-1)
  • Week of November 6, 2017

    Posted by Clay Marion at 11/6/2017 6:00:00 AM

     

    Subunit Topic

     

    Punnett Squares & Pedigrees

     

    State Objectives

    7.L.2.2  Infer patterns of heredity using information from Punnett squares and pedigree analysis.

     

    Give examples of likenesses that are inherited and some that are not.

     

    Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)

     

    Essential Understandings

    Essential Questions

    Students will understand that:

    • Punnett Squares can be used to predict the probability of genetic traits.
    • Pedigrees can be used to trace a genetic trait within a family.

     

    • How are patterns of heredity predicted?
    • How are genetic traits tracked from generation to generation?

    Essential Subunit Vocabulary

    Trait

    Purebred

    Alleles

    Dominant Allele

    Recessive Allele

    Hybrid

    Probability

    Punnett Square

    Phenotype

    Genotype

    Homozygous

    Heterozygous

    Codominance

    Sex-linked Trait

    Pedigree

     

     

    Genetics/Inheritance Packet: Students may use some of this material throughout our unit. This is also a great resource to review the concepts covered during this unit. 

     

    *Chromosomal Disorders Research and Pamphlet Due : Monday, November 13. 

    • Complete your research in class after your regular classwork/labs are completed each day. 
    • Write the name of the Chromosomal Disorder, copy and answer the questions in complete sentences citing evidence from the articles you read online.
    • You will choose one of the disorders listed on the research page and create a tri-fold brochure. 

     

    Monday

    • Chromosomal Disorder Research  - Research Questions and answers due Friday in Science Notebook
    • Chromosomal Disorder Brochure- Last day to work on this in class for a full class period. 

    Tuesday

    • Sponge Bob Heredity Review-Punnet Squares /Genotype & Phenotype identification.
    • Genetics Vocabulary Review
    • Both Assignments need to be completed in class this week and are due Friday. Extra copies will be posted here later this week. 

    Wednesday

    • Monster Genetics Lab - Place your work for this lab on the construction paper provided and paste the final product in your notebook. 

    Thursday

    • Monster Genetics Lab - Place your work for this lab on the construction paper provided and paste the final product in your notebook.
    • No AOW due this week
    • Cancer Cluster and Fortune Teller Article Q & A should be placed in your notebook after reading the article. 

    Friday

    • Veterans Day

    Chromosomal Mutation Rubric -Directions: Due date: November 13

    RUBRIC & REQUIREMENTS

    • Ignore all pages except for the first page of the rubric. All information must be typed and in complete sentences unless "listing" is stated in the rubric. The brochure must be completed using Publisher or a similar program or you may type the information and paste it into a trifold. brochure. 
    • Size - 8 1/2 x 11 or standard printer paper size. 
    • Color- Any color paper is acceptable.
    • All six faces/pages must be filled with information about the chromosomal disorder. How you organize it is up to you as long as you have all of the information on the rubric. 
    • One image must be used and no larger than half of a page.
    Comments (-1)
  • Week of October 30, 2017

    Posted by Clay Marion at 10/30/2017 6:00:00 AM

     

    Subunit Topic

     

    Punnett Squares & Pedigrees

     

    State Objectives

    7.L.2.2  Infer patterns of heredity using information from Punnett squares and pedigree analysis.

     

    Give examples of likenesses that are inherited and some that are not.

     

    Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)

     

    Essential Understandings

    Essential Questions

    Students will understand that:

    • Punnett Squares can be used to predict the probability of genetic traits.
    • Pedigrees can be used to trace a genetic trait within a family.

     

    • How are patterns of heredity predicted?
    • How are genetic traits tracked from generation to generation?

    Essential Subunit Vocabulary

    Trait

    Purebred

    Alleles

    Dominant Allele

    Recessive Allele

    Hybrid

    Probability

    Punnett Square

    Phenotype

    Genotype

    Homozygous

    Heterozygous

    Codominance

    Sex-linked Trait

    Pedigree

     

     

    Genetics/Inheritance Packet: Students may use some of this material throughout our unit. This is also a great resource to review the concepts covered during this unit. 

     

    *Chromosomal Disorders Research and Pamphlet Due : TBA

    • Complete your research in class after your regular classwork/labs are completed each day. 
    • Write the name of the Chromosomal Disorder, copy and answer the questions in complete sentences citing evidence from the articles you read online.
    • You will choose one of the disorders listed on the research page and create a tri-fold brochure. 
    • Brochure Directions 

     

    Monday

    Tuesday

    Wednesday

    • Chromosomal Disorder Research 
    • Monster Genetics Lab

    Thursday

    Friday 

    Chromosomal Mutation Rubric -Directions: Due date  TBA

    RUBRIC & REQUIREMENTS

    • Ignore all pages except for the first page of the rubric. All information must be typed and in complete sentences unless "listing" is stated in the rubric. The brochure must be completed using Publisher or a similar program or you may type the information and paste it into a trifold. brochure. 
    • Size - 8 1/2 x 11 or standard printer paper size. 
    • Color- Any color paper is acceptable.
    • All six faces/pages must be filled with information about the chromosomal disorder. How you organize it is up to you as long as you have all of the information on the rubric. 
    • One image must be used and no larger than half of a page.
    Comments (-1)
  • Week of October 23, 2017

    Posted by Clay Marion at 10/23/2017 6:00:00 AM

     

    7th Grade Genetics Unit Guide

     

    Unit Topic

    Instructional Time

    Genetics

     
     

    7.L.2

    Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.


    7.L.2.1

    Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis).


    7.L.2.2

    Infer patterns of heredity using information from Punnett squares and pedigree analysis.


    7.L.2.3

    Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.

    Vertical Alignment

     


     What came first:

    2.L.2.1 Identify ways in which plants and animals closely resemble their parents in observed appearance and ways they are different.

    2.L.2.2 Recognize that there is variation among individuals that are related.

    5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

    5.L.3.2 Give examples of likenesses that are inherited and some that are not.


    What comes next:

    Bio.3.1.3 Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new combinations in existing genes lead to changes in function and phenotype.

    Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation.

    Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)

    Bio.3.2.3 Explain how the environment can influence the expression of genetic traits.

    Proficiency Indicators

    At the completion of this unit, students should be able to:

    • Use pedigrees to visualize relationships within families.
    • Use pedigrees to determine the mode of inheritance of genetic traits and diseases.
    • Effectively utilize Punnett Squares to predict genotypes and phenotypes of offspring.
    • Differentiate between inherited traits and traits that result from environmental interactions, lifestyle choices, or behaviors.
    • Use credible, informational text to support ideas and as a framework to formulate additional scientific questions. (ELA extension)

    Essential Vocabulary

    Gene: a unit of heredity that is transferred from parent to offspring

    Heredity: the study of the patterns of genetic inheritance

    Pedigree: a visual diagram that shows relationships among individuals and patterns of inheritance

    Punnett Square: a four-square tool that geneticists use to predict genotypic and phenotypic ratios of offspring in one generation


    Genotype: set of genes that determine a trait (example: Aa, AA, aa)


    Phenotype: observable physical traits of an organism (example: height, hair color, eye color)

    Heterozygous: one dominant and one recessive allele is present in an individual (Aa)

    Homozygous: two dominant or two recessive alleles are present in an individual (AA, aa)

    Genetic Disease: a disease that is inherited genetically and may be impacted by environmental factors, lifestyle choices, and behaviors (Examples: cancer, sickle cell anemia, Cystic Fibrosis, Alzheimer’s Disease, etc.)

    Instructional Learning Experience

    7.L.2.1

    Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis).


    Asexual/Sexual Reproduction- This activity introduces the concept of asexual/sexual reproduction.


    7.L.2.2

    Infer patterns of heredity using information from Punnett squares and pedigree analysis.

    Coin Toss Genetics

    Family Pedigree Project

    Bikini Bottom Genetics

    Introduction To Genetics Presentation

    Gregor Mendel Interactive

    Mr. Lee’s Genetics Song

    Spongebob Genetics

    Study Jams Heredity

    Furry Families Virtual Lab

    Discovery Education Genetics Core Interactive Text

    Discovery Education Identical Twins Interactive Video

    Discovery Education Genetics & Heredity Content Collection

    Risky Genetics - this is a PBS activity that could be incorporated into the Instructional Learning Experience




    7.L.2.3

    Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival. .

    Genetic Disease Research Project


    Culminating Instructional Activity

    Genetics Instruction- This guide includes activities related to genetics and a problem-based learning scenario.

    Extension Opportunities

    Research global differences in genetics ethics and participate in a debate or Paideia Seminar about those issues. The resources below highlight some of those issues.


    Kuwait Mandatory DNA Testing: Used for law enforcement in addition to medical purposes. http://www.sciencealert.com/kuwait-has-become-the-first-country-to-make-dna-testing-mandatory-for-all-residents


    Kazakhstan genetic passports are required by the government to monitor and prevent the passing along of mutated genes caused by nuclear testing by the USSR from 1949-1989 in the Kazakhstan region (formerly part of the USSR) : http://www.rferl.org/a/soviet_nuclear_testing_semipalatinsk_20th_anniversary/24311518.html


    http://russia-news.us/news/science/genetic-passports-become-popular-in-kazakhstan-/


    http://www.abc.net.au/news/2015-08-13/the-polygon-a-nuclear-guide-to-the-kazakhstan-steppe/6694834


    http://io9.gizmodo.com/5988266/the-tragic-story-of-the-semipalatinsk-nuclear-test-site


    General Resources, Ethics:

    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3312949/


    Provides individuals rights and other ethical information on genetic/ DNA tests in a number of different countries:

    https://cordis.europa.eu/pub/life/docs/genetic_testing_eur20446.pdf

    To extend pedigrees, have students create a pedigree that shows the inheritance of a trait or genetic disorder.  They should include at least 4 generations, show relationships (birth, marriage, etc.), and show the passing of the trait/disorder (dominant, carrier, recessive) through the pedigree.

    WEEK OF OCTOBER 23, 2017

    AOW INFORMATION

    All AOWs will need to be completed using articles from the following site: https://www.sciencenewsforstudents.org

    1. Print the article, use the AOW form provided, and attach the article to the completed work. 

    2. AOW DUE Every Friday ! 

     Monday: 

    • Text C73-C78 Answer Questions 1-4 in complete sentences, using evidence from the text. Define all highlighted vocabulary.
    • Genetics Vocabulary Challenge Classwork due Wednesday

    Tuesday: 

    • Text C80-C85 Answer Questions 1-4 in complete sentences, using evidence from the text. Define all highlighted vocabulary.
    • Genetics Vocabulary Challenge Classwork due Wednesday

    Wednesday

    • Punnet Square Problems
    • Pedigree Notes 

    Thursday

    • Genetic Disorders Video
    • Genetic Disorders Video Questions/Activity
    • Genetic Disorders Articles
    • Genetic Disorders Brochure Project

    Friday

    • Genetic Disorders Video
    • Genetic Disorders Video Questions/Activity
    • Genetic Disorders Articles
    • Genetic Disorders Brochure Project

    Games and Activities…

     

     

     

    Comments (-1)
  • Week of October 17, 2017

    Posted by Clay Marion at 10/17/2017 5:00:00 AM

     

    7th Grade Genetics Unit Guide

     

    Unit Topic

    Instructional Time

    Genetics

     
     

    7.L.2

    Understand the relationship of the mechanisms of cellular reproduction, patterns of inheritance and external factors to potential variation among offspring.


    7.L.2.1

    Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis).


    7.L.2.2

    Infer patterns of heredity using information from Punnett squares and pedigree analysis.


    7.L.2.3

    Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival.

    Vertical Alignment

     


     What came first:

    2.L.2.1 Identify ways in which plants and animals closely resemble their parents in observed appearance and ways they are different.

    2.L.2.2 Recognize that there is variation among individuals that are related.

    5.L.3.1 Explain why organisms differ from or are similar to their parents based on the characteristics of the organism.

    5.L.3.2 Give examples of likenesses that are inherited and some that are not.


    What comes next:

    Bio.3.1.3 Explain how mutations in DNA that result from interactions with the environment (i.e. radiation and chemicals) or new combinations in existing genes lead to changes in function and phenotype.

    Bio.3.2.1 Explain the role of meiosis in sexual reproduction and genetic variation.

    Bio.3.2.2 Predict offspring ratios based on a variety of inheritance patterns (including: dominance, co-dominance, incomplete dominance, multiple alleles, and sex-linked traits)

    Bio.3.2.3 Explain how the environment can influence the expression of genetic traits.

    Proficiency Indicators

    At the completion of this unit, students should be able to:

    • Use pedigrees to visualize relationships within families.
    • Use pedigrees to determine the mode of inheritance of genetic traits and diseases.
    • Effectively utilize Punnett Squares to predict genotypes and phenotypes of offspring.
    • Differentiate between inherited traits and traits that result from environmental interactions, lifestyle choices, or behaviors.
    • Use credible, informational text to support ideas and as a framework to formulate additional scientific questions. (ELA extension)

    Essential Vocabulary

    Gene: a unit of heredity that is transferred from parent to offspring

    Heredity: the study of the patterns of genetic inheritance

    Pedigree: a visual diagram that shows relationships among individuals and patterns of inheritance

    Punnett Square: a four-square tool that geneticists use to predict genotypic and phenotypic ratios of offspring in one generation


    Genotype: set of genes that determine a trait (example: Aa, AA, aa)


    Phenotype: observable physical traits of an organism (example: height, hair color, eye color)

    Heterozygous: one dominant and one recessive allele is present in an individual (Aa)

    Homozygous: two dominant or two recessive alleles are present in an individual (AA, aa)

    Genetic Disease: a disease that is inherited genetically and may be impacted by environmental factors, lifestyle choices, and behaviors (Examples: cancer, sickle cell anemia, Cystic Fibrosis, Alzheimer’s Disease, etc.)

    Instructional Learning Experience

    7.L.2.1

    Explain why offspring that result from sexual reproduction (fertilization and meiosis) have greater variation than offspring that result from asexual reproduction (budding and mitosis).


    Asexual/Sexual Reproduction- This activity introduces the concept of asexual/sexual reproduction.


    7.L.2.2

    Infer patterns of heredity using information from Punnett squares and pedigree analysis.

    Coin Toss Genetics

    Family Pedigree Project

    Bikini Bottom Genetics

    Introduction To Genetics Presentation

    Gregor Mendel Interactive

    Mr. Lee’s Genetics Song

    Spongebob Genetics

    Study Jams Heredity

    Furry Families Virtual Lab

    Discovery Education Genetics Core Interactive Text

    Discovery Education Identical Twins Interactive Video

    Discovery Education Genetics & Heredity Content Collection

    Risky Genetics - this is a PBS activity that could be incorporated into the Instructional Learning Experience




    7.L.2.3

    Explain the impact of the environment and lifestyle choices on biological inheritance (to include common genetic diseases) and survival. .

    Genetic Disease Research Project


    Culminating Instructional Activity

    Genetics Instruction- This guide includes activities related to genetics and a problem-based learning scenario.

    Extension Opportunities

    Research global differences in genetics ethics and participate in a debate or Paideia Seminar about those issues. The resources below highlight some of those issues.


    Kuwait Mandatory DNA Testing: Used for law enforcement in addition to medical purposes. http://www.sciencealert.com/kuwait-has-become-the-first-country-to-make-dna-testing-mandatory-for-all-residents


    Kazakhstan genetic passports are required by the government to monitor and prevent the passing along of mutated genes caused by nuclear testing by the USSR from 1949-1989 in the Kazakhstan region (formerly part of the USSR) : http://www.rferl.org/a/soviet_nuclear_testing_semipalatinsk_20th_anniversary/24311518.html


    http://russia-news.us/news/science/genetic-passports-become-popular-in-kazakhstan-/


    http://www.abc.net.au/news/2015-08-13/the-polygon-a-nuclear-guide-to-the-kazakhstan-steppe/6694834


    http://io9.gizmodo.com/5988266/the-tragic-story-of-the-semipalatinsk-nuclear-test-site


    General Resources, Ethics:

    https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3312949/


    Provides individuals rights and other ethical information on genetic/ DNA tests in a number of different countries:

    https://cordis.europa.eu/pub/life/docs/genetic_testing_eur20446.pdf

    To extend pedigrees, have students create a pedigree that shows the inheritance of a trait or genetic disorder.  They should include at least 4 generations, show relationships (birth, marriage, etc.), and show the passing of the trait/disorder (dominant, carrier, recessive) through the pedigree.

     WEEK OF OCTOBER 16, 2017

    Weekly AOW will resume the week of 10-15-17. All AOWs will need to be completed using articles from the following site: https://www.sciencenewsforstudents.org/ 

    1. Print the article, use the AOW form provided, and attach the article to the completed work. 

    2. After this week AOWs are due every Friday. You many work on these for homework or after completing classwork/labs. 

     Monday: 

    • Text C26-C32 Answer Questions 1-4 in complete sentences, using evidence from the text. Define all highlighted vocabulary.
    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check.
    •  Prokaryotic and Eukaryotic Reading and Reading Check 

    DUE THIS WEEK: 

    • Web Quest due Wednesday.  Notebook check Wednesday. 3D CELL PROJECT Due Friday. 

     Tuesday: 

    • Cell Theory Historical Timeline
    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check. 

     

    Wednesday

    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check. 
    • Mendel and Genetics Video and Questions 

    Thursday

    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check. 
    • Genetics Notes
    • Sponge Bob Genetics I - Due at the end of class today - Class Copy only. If you were absent, pick this up in the crate at the front of the room.

    Friday

     

     

    Name___________________________________________Core _______Date_____________

    Cell WEBQUEST: An interactive journey into the cell!

     

    Answer the following questions. 

     

     

    1) How many different kinds of cells are in your body? ________________

     

    2) What parts of our bodies are made of dead cells?_______________________________________________

     

    ______________________________________________________________________________________

     

    • Click on “Animal Cell” Read the text and follow the directions. (Click on each organelle and read about what it does)

     

    3) Name and define 3 of the organelles that we are learning about.

    a)

     

    b)

     

    c)

    • Click “continue” and answer the “Pop-up Questions.” When you are finished, click on “Plant cell” and read the text.

     

    4) Which organelle in the plant cell would mainly help the cell take in water or get rid of water, just like the potato did? This is also known as “osmosis.” How do you know that this organelle would help with that process?

     

    ______________________________________________________________________________________

     

    5) Which organelle, if empty, would cause the plant to wilt? Why is this?

     

    ______________________________________________________________________________________

     

    6) Name an organelle that you see in the plant cell that you did not see in the animal cell.

     

    ______________________________________________________________________________________

     

    7) Why do you think an animal cell does not have the part that you name in #6?

     

    ______________________________________________________________________________________

     

    • Click around the plant cell and look/read about some other organelles. Then, click on the “Animal Cell.” Click on the different parts and read about them.

     

    8) Why is the rough endoplasmic reticulum so “rough?”

     

    ______________________________________________________________________________________

    9) Think about your house, condo or apartment. What part of your home would be like the mitochondria of the cell? Why?

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Cell Biology” and go to “How big?…” and click on “Start the Animation”

     

    10) How big is a blood cell? How does its size compare to Dust Mites, and then to the E. coli bacteria?

     

    ______________________________________________________________________________________

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Mitosis.” Watch this animation.

     

    11) Which of the 8 characteristics of life is the cell doing here?

     

    ______________________________________________________________________________________

     

    12) Name a part that does NOT BELONG in the animal cell (as you figured out during construction)

     

    ______________________________________________________________________________________

     

    13) Construct the plant cell next. Name a part that DOES BELONG here but didn’t belong in one of the other 2 cells.

     

    ______________________________________________________________________________________

     

    · Cell Disorders and Diseases… Go to http://www.umdf.org/site/c.otJVJ7MMIqE/b.5692879/k.3851/What_is_Mitochondrial_Disease.htm

    14) How is a person’s life affected by mitochondrial disease?

     

    ______________________________________________________________________________________

     

    15) What organelle does “Pompe Disease” affect in the cell, and how does this disease affect someone’s life?

     

    ______________________________________________________________________________________

     

    Games and Activities…

     

     

     

    Comments (-1)
  • Week of October 9, 2017

    Posted by Clay Marion at 10/9/2017 5:00:00 AM

     

    Topic

     

    Cells

      

    State Objective(s)

    7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles).


    7.L.1.3 Summarize the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms

     

     

     

    5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.


     

    8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.


    8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).

    Essential Understandings

    Essential Questions

    Students will understand that:

    • The invention of the microscope shows that every living thing is composed of cells.

    • Plants and animals are composed of one or more cells.

    • Each part of a cell carries out an important life process for that cell.

    • All cells make protein.  In order to do this, cells need a source of food in order to release energy.   Waste products need to be disposed of.

    • Both plant and animal cells have the following parts in common:  cell membrane, cytoplasm, mitochondria,  nucleus, nuclear membrane, vacuoles.

    • Plant cells have some unique parts:  chloroplasts, cell wall.

    • Multicellular organisms have specialized cells. These cells are organized by functions to carry out specific life functions for the organism. Cells with similar functions form tissues, tissues form organs, organs are arranged in systems.  

    When were cells discovered/


    How does a cell carry out its life functions?


    What are the similarities and differences between plant and animal cells?


    How do cells obtain food and release energy?

    How do cells work together to carry out  life functions for   multicellular organisms?

    Essential Subunit Vocabulary

    cell membrane        

    cell wall                

    chloroplasts           

    mitochondria                   

    cytoplasm,             

    nucleus            

    nuclear membrane            

    golgi bodies     

    endoplasmic reticulum    

    vacuoles

    Evidence of Student Learning

    Cell Analogy - Major Assessment

    Instructional Learning Experience

     

    Activities Weeks 1-4

    Cell Theory Timeline Activity (youtube video for timeline background and timeline)

    Cell Biology Reading and Quiz on Reading (text reading and check on reading)(this is also background for the timeline activity)

    Prokaryotic and Eukaryotic Reading and Reading Check 

    Prokaryote/Eurkaryote Venn 

    Animal Cell Diagram (label by color and record functions of organelles)

    Plant Cell Diagram (label by color and record functions of organelles)

    Cells foldable (ready template to create study foldable)

    Comparing Plant and Animal Cells (table to complete for students to analyze plant/animal cells)

    Edible Cells (fun activity to reinforce organelles)

    Cell Analogy Activity 

    Cell Analogy Worksheet 

    Organization of the Human Body Reading and Cells R Us Worksheet. (reading and a worksheet that is a visual hierarchy for the organization of the human body)

     

     

    ** An Adventure Into Cells and Their Parts (Indiana.edu) is an excellent packet for ESL Students

    Additional Resources

     

    GEAR UP:

    Students will choose 3 topics related to Cells. By Friday they will identify each topic and summarize their research in one paragraph per topic. On Monday they will continue their research and develop a presentation for each topic as well as create a poster for one of the topics covered. 

     

    Weekly AOW will resume the week of 10-15-17. All AOWs will need to be completed using articles from the following site: https://www.sciencenewsforstudents.org/ 

    1. Print the article, use the AOW form provided, and attach the article to the completed work. 

    2. After this week AOWs are due every Friday. You many work on these for homework or after completing classwork/labs. 

     Monday: 

    • Text C18 Fill in the Blank : Cell Organelle Review
    • Plant & Animal Cell Compare and Contrast Lab Poster Project -- Rubric
    • Web Quest-Continue working on the web quest. I will check notebooks this week. 

     Tuesday: 

     

    Wednesday

    • Protists Coloring/Labeling Activity -Due Friday
    • Protist Notes
    • Protozoans and Algae Lab- Read and complete the sections that correspond to the protists and algae you view using the microscopes. Define all bold vocabulary words related to Protists and Algae. Sketch and label what you see on each slide. Your heading for this lab should be "Protozoan and Algae Lab. I will need to see this in your notebook as part of your next notebook check. 

    Thursday

    Friday

     

     

    Name___________________________________________Core _______Date_____________

    Cell WEBQUEST: An interactive journey into the cell!

     

    Answer the following questions. 

     

     

    1) How many different kinds of cells are in your body? ________________

     

    2) What parts of our bodies are made of dead cells?_______________________________________________

     

    ______________________________________________________________________________________

     

    • Click on “Animal Cell” Read the text and follow the directions. (Click on each organelle and read about what it does)

     

    3) Name and define 3 of the organelles that we are learning about.

    a)

     

    b)

     

    c)

    • Click “continue” and answer the “Pop-up Questions.” When you are finished, click on “Plant cell” and read the text.

     

    4) Which organelle in the plant cell would mainly help the cell take in water or get rid of water, just like the potato did? This is also known as “osmosis.” How do you know that this organelle would help with that process?

     

    ______________________________________________________________________________________

     

    5) Which organelle, if empty, would cause the plant to wilt? Why is this?

     

    ______________________________________________________________________________________

     

    6) Name an organelle that you see in the plant cell that you did not see in the animal cell.

     

    ______________________________________________________________________________________

     

    7) Why do you think an animal cell does not have the part that you name in #6?

     

    ______________________________________________________________________________________

     

    • Click around the plant cell and look/read about some other organelles. Then, click on the “Animal Cell.” Click on the different parts and read about them.

     

    8) Why is the rough endoplasmic reticulum so “rough?”

     

    ______________________________________________________________________________________

    9) Think about your house, condo or apartment. What part of your home would be like the mitochondria of the cell? Why?

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Cell Biology” and go to “How big?…” and click on “Start the Animation”

     

    10) How big is a blood cell? How does its size compare to Dust Mites, and then to the E. coli bacteria?

     

    ______________________________________________________________________________________

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Mitosis.” Watch this animation.

     

    11) Which of the 8 characteristics of life is the cell doing here?

     

    ______________________________________________________________________________________

     

    12) Name a part that does NOT BELONG in the animal cell (as you figured out during construction)

     

    ______________________________________________________________________________________

     

    13) Construct the plant cell next. Name a part that DOES BELONG here but didn’t belong in one of the other 2 cells.

     

    ______________________________________________________________________________________

     

    · Cell Disorders and Diseases… Go to http://www.umdf.org/site/c.otJVJ7MMIqE/b.5692879/k.3851/What_is_Mitochondrial_Disease.htm

    14) How is a person’s life affected by mitochondrial disease?

     

    ______________________________________________________________________________________

     

    15) What organelle does “Pompe Disease” affect in the cell, and how does this disease affect someone’s life?

     

    ______________________________________________________________________________________

     

    Games and Activities…

     

     

    Comments (-1)
  • Week of October 2, 2017

    Posted by Clay Marion at 10/2/2017 5:00:00 AM

     

     

    Topic

     

    Cells

      

    State Objective(s)

    7.L.1.2 Compare the structures and functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles).


    7.L.1.3 Summarize the hierarchical organization of multicellular organisms from cells to tissues to organs to systems to organisms

     

     

     

    5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive.


     

    8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.


    8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).

    Essential Understandings

    Essential Questions

    Students will understand that:

    • The invention of the microscope shows that every living thing is composed of cells.

    • Plants and animals are composed of one or more cells.

    • Each part of a cell carries out an important life process for that cell.

    • All cells make protein.  In order to do this, cells need a source of food in order to release energy.   Waste products need to be disposed of.

    • Both plant and animal cells have the following parts in common:  cell membrane, cytoplasm, mitochondria,  nucleus, nuclear membrane, vacuoles.

    • Plant cells have some unique parts:  chloroplasts, cell wall.

    • Multicellular organisms have specialized cells. These cells are organized by functions to carry out specific life functions for the organism. Cells with similar functions form tissues, tissues form organs, organs are arranged in systems.  

    When were cells discovered/


    How does a cell carry out its life functions?


    What are the similarities and differences between plant and animal cells?


    How do cells obtain food and release energy?

    How do cells work together to carry out  life functions for   multicellular organisms?

    Essential Subunit Vocabulary

    cell membrane        

    cell wall                

    chloroplasts           

    mitochondria                   

    cytoplasm,             

    nucleus            

    nuclear membrane            

    golgi bodies     

    endoplasmic reticulum    

    vacuoles

    Evidence of Student Learning

    Cell Analogy - Major Assessment

    Instructional Learning Experience

     

    Activities Weeks 1-4

    Cell Theory Timeline Activity (youtube video for timeline background and timeline)

    Cell Biology Reading and Quiz on Reading (text reading and check on reading)(this is also background for the timeline activity)

    Prokaryotic and Eukaryotic Reading and Reading Check 

    Prokaryote/Eurkaryote Venn 

    Animal Cell Diagram (label by color and record functions of organelles)

    Plant Cell Diagram (label by color and record functions of organelles)

    Cells foldable (ready template to create study foldable)

    Comparing Plant and Animal Cells (table to complete for students to analyze plant/animal cells)

    Edible Cells (fun activity to reinforce organelles)

    Cell Analogy Activity 

    Cell Analogy Worksheet 

    Organization of the Human Body Reading and Cells R Us Worksheet. (reading and a worksheet that is a visual hierarchy for the organization of the human body)

     

     

    ** An Adventure Into Cells and Their Parts (Indiana.edu) is an excellent packet for ESL Students

    Additional Resources

     

     

    REMINDER: Don't forget, we may not be covering weather at this time but you are still responsible for tracking Hurricanes during Hurricane season, pasting an article in your notebook about that Hurricane, and summarizing the article in your notebook. This will be checked at some point during 2nd quarter and it is for a grade. 

     Monday: 

     

    Tuesday-Wednesday

    Plant and Animal Cell Compare Contrast -

    Name___________________________________________Block_______Date_____________

    Cell WEBQUEST: An interactive journey into the cell!

     

    Answer the following questions. 

     

     

    1) How many different kinds of cells are in your body? ________________

     

    2) What parts of our bodies are made of dead cells?_______________________________________________

     

    ______________________________________________________________________________________

     

    • Click on “Animal Cell” Read the text and follow the directions. (Click on each organelle and read about what it does)

     

    3) Name and define 3 of the organelles that we are learning about.

    a)

     

    b)

     

    c)

    • Click “continue” and answer the “Pop-up Questions.” When you are finished, click on “Plant cell” and read the text.

     

    4) Which organelle in the plant cell would mainly help the cell take in water or get rid of water, just like the potato did? This is also known as “osmosis.” How do you know that this organelle would help with that process?

     

    ______________________________________________________________________________________

     

    5) Which organelle, if empty, would cause the plant to wilt? Why is this?

     

    ______________________________________________________________________________________

     

    6) Name an organelle that you see in the plant cell that you did not see in the animal cell.

     

    ______________________________________________________________________________________

     

    7) Why do you think an animal cell does not have the part that you name in #6?

     

    ______________________________________________________________________________________

     

    • Click around the plant cell and look/read about some other organelles. Then, click on the “Animal Cell.” Click on the different parts and read about them.

     

    8) Why is the rough endoplasmic reticulum so “rough?”

     

    ______________________________________________________________________________________

    9) Think about your house, condo or apartment. What part of your home would be like the mitochondria of the cell? Why?

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Cell Biology” and go to “How big?…” and click on “Start the Animation”

     

    10) How big is a blood cell? How does its size compare to Dust Mites, and then to the E. coli bacteria?

     

    ______________________________________________________________________________________

     

    ______________________________________________________________________________________

     

    • Go to the left column of the page and click on “Mitosis.” Watch this animation.

     

    11) Which of the 8 characteristics of life is the cell doing here?

     

    ______________________________________________________________________________________

     

    12) Name a part that does NOT BELONG in the animal cell (as you figured out during construction)

     

    ______________________________________________________________________________________

     

    13) Construct the plant cell next. Name a part that DOES BELONG here but didn’t belong in one of the other 2 cells.

     

    ______________________________________________________________________________________

     

    · Cell Disorders and Diseases… Go to http://www.umdf.org/site/c.otJVJ7MMIqE/b.5692879/k.3851/What_is_Mitochondrial_Disease.htm

    14) How is a person’s life affected by mitochondrial disease?

     

    ______________________________________________________________________________________

     

    15) What organelle does “Pompe Disease” affect in the cell, and how does this disease affect someone’s life?

     

    ______________________________________________________________________________________

     

    Games and Activities…

    Thursday - Friday

    Web Quest-All work due Friday

     

    Comments (-1)
  • Week of September 5, 2017

    Posted by Clay Marion at 9/5/2017 5:00:00 AM

    MORE WEATHER RESOURCES TO USE AT HOME

    AND DURING CLASS FOR OUR WEATHER UNIT

    QUARTER 1 

    If you have access to an Internet connection, use these resources to find the following information.

    Find current weather maps and local weather information.

    Weather Underground
    http://www.wunderground.com
    Weather Channel
    http://weather.com
    National Weather Service
    http://www.weather.gov/
    USA Today
    http://www.usatoday.com/weather
    Accuweather
    http://www.accuweather.com
     

    View the current weather and latest time-lapse movies for the San Francisco Bay Area, CA.

    Lawrence Hall of Science Webcam
    http://scienceview.berkeley.edu/view
     

    Follow the development of severe weather events.

    NOAA Weather Radio 
    http://www.wunderground.com/wxradio/index.html
    National Centers for Environmental Prediction
    http://www.ncep.noaa.gov
    National Hurricane Center
    http://www.nhc.noaa.gov
    National Severe Storms Laboratory
    http://www.nssl.noaa.gov
    National Storm Prediction Center
    http://www.spc.noaa.gov

    Other weather resources.

    Education Resources
    http://www.education.noaa.gov/

    Weather Resources for Teachers
    http://www.education.noaa.gov/tweather.html

     

    Find support for the extension activity on weather data collection.

    Click here to download the weather data collection spreadsheet.
    Note: If your browser does not automatically download the spreadsheet to your desktop, you may need to specifically indicate that you wish it to do so.

    Macintosh. Hold the control key down and click the link above to bring up a menu. Choose "Download linked file" in Safari or "Save link as..." in Firefox to bring up the Save dialogue box. Save the document to the desktop or other location. To open the spreadsheet, start Excel and use the Open option in the File menu.

    PC. Right-click the link above to bring up a menu. Choose Save Target As in Internet Explorer or Save Link As in Firefox to bring up the Save dialogue box. Use the drop down menu at the "Save in" line to indicate the Desktop or other location. Click Save and the file will download to the desktop on the Windows machine.

     

     

    Connect to other weather education programs.

    The Globe Program
    http://www.globe.gov/fsl/welcome.html?&lang=en&nav=1
    Passport to Knowledge: Live from the Storm
    http://passporttoknowledge.com/storm/

    The Storm Project
    http://www.uni.edu/storm/

    EarthStorm
    http://earthstorm.mesonet.org/
    (requires WeatherScope software linked below)

     

    Track current weather and webcams around the world.

    Earthbrowser
    http://www.earthbrowser.com

    WeatherScope
    http://climate.ok.gov/software/

     

     

    Monday-Friday 

     

    • TUESDAY: Google Classroom Quiz: Submit Friday before midnight. See me before Thursday if you're going to need time during lunch to complete this.  Final Weather Quiz

     

    • Science Fair Project Ideas - Students are required to complete a Science Fair Project for 2nd Quarter. 
    • I will discuss requirements and post information about the project over the next week. At this time, students will need to begin researching topics of interest.

     

     DUE FRIDAY

    • 3 Global Warming articles due Friday- Classwork only. 
    • Weather Quiz due Friday on Google Classroom.
    • No other assignments due before track out. 

     

     GLOBAL WARMING RESEARCH REQUIREMENTS: 

     Topic and Article Summary due Friday, September 7th. 

    1. Choose one topic to research that's related to Global Warming. 

    2. I will give you information regarding where to post your presentation. 

    3. Your presentation must include the questions and answers completed in class on Wednesday, from the video. 

    4. Your presentation must be organized and should take no longer than 3-4 minutes to review. 

    5. Include in your presentation a discussion of how you feel about what's happening to our climate and your ideas for possible solutions. 

     

    • The Heat Over Global Warming http://www.pbs.org/now/shows/304/ Interview with the producer of “An Inconvenient Truth” along with related links

     

     

    • Robert Redford: Business Warming Up to Environment http://www.pbs.org/now/news/324.html Robert Redford interview discussing the advantages of businesses going “green”

     

    • Senator Jeff Bingaman on America’s Energy Policy http://www.pbs.org/now/news/249.html Discussion of America’s energy policy related to global warming

     

    • Emission Impossible? http://www.pbs.org/now/shows/328/ Looks at how California is legislating auto emissions and taking steps to save the environment on the state level

     

    • Stepping Up on Climate Control http://www.pbs.org/now/shows/319/step-it-up.html Profiles “Step it Up” and the national campaign to combat global warming

     

    • Interview with Bill McKibben: National Day of Climate Action http://www.pbs.org/now/shows/344/ Interview with Bill McKibben discussing the National Day of Climate Action and what he believes we must do to combat global warming

     

    • Climate Change and the Media Senate Hearings http://www.pbs.org/now/shows/249/climate-change.html Examines the role of the media and expert claims that the dangers of global warming are exaggerated by the media

     

    • Home Grown http://www.pbs.org/now/shows/302/ Profiles the use of biodiesel and Willie Nelson’s role in its development

     

    • Five Questions with Environmental Writer Tom Philpott http://www.pbs.org/now/shows/302/philpott-energy.html
    • Philpott answers five questions about alternative energy sources Oil, Politics & Bribes

     

    • http://www.pbs.org/now/shows/347/oil-politics.html Examines the role of oil lobbyists and their influence on energy policy

     

    • OTHER GLOBAL WARMING RESOURCES

     

    • E2: Energy http://www.pbs.org/e2/energy.html This 6-part series examines the development of alternative energy sources

     

    • The Greens http://meetthegreens.pbskids.org/ The series offers students specific ideas for reducing, reusing, recycling and conserving energy through various web links

     

    • Online NewsHour: The Global Warming Debate http://www.pbs.org/newshour/indepth_coverage/science/globalwarming/explainer.html This report examines the scientific definition of global warming and presents both sides of the debate on global warming.

     

    • NewsHour Extra: Global Warming Linked to Humans http://www.pbs.org/newshour/extra/features/jan-june07/climate_2-05.html Reported on 2/5/07, this article examines project global changes, the impact on humans, and what can be done to reduce emissions the lead to global warming.

     

    • NewsHour Extra: Global Warming Fears Lead to Ratification of the Kyoto Protocolhttp://www.pbs.org/newshour/extra/features/jan-june05/kyoto_2-14.html
    • This 2/14/05 NewsHour with Jim Lehrer Special for Students summarizes the problem of global warming, briefly outlines details of the Kyoto Protocol and world opinion, and describes the U.S. response.

     

    • Frontline: Doubters of Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html This article profiles five prominent global warming skeptics and their opinions about global warming.

     

    • Journey to Planet Earth: The State of the Planet: Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html The article discusses the effects of global warming and provides several points of view about what could be done about these environmental changes.

     

    • What's Up With the Weather? http://www.pbs.org/wgbh/warming/ This NOVA and FRONTLINE special report on global warming provides graphs, a helpful FAQ, an interactive activity that helps students recognize sources of daily energy consumption and determine their "diet" of carbon, perspectives for and against global warming, and more.

     

    • United States Environmental Protection Agency: "Global Warming Quiz"
    • http://www.epa.gov/globalwarming/kids/quiz_global_warming.html.
    • This online EPA resource provides five questions that check basic understanding of the causes of global warming

     

    Comments (-1)