Science Exhibition II – Pedigree Project

PEDIGREE PROJECT

 

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Essential Question:

How are traits passed from one generation to the next to create unique individuals?

Project Description:

Using the information learned throughout the genetics unit, students will take a personal inventory of traits determined by simple inheritance rules. Students will then choose one of those traits to take an inventory of the expression of the phenotype of the trait in their extended family. Using that inventory, the students will create a pedigree chart tracing the inheritance of the trait and determining as many genotypes as possible.

Skills Learned, Expanded and Solidified:

  • Write a clear, concise analysis that uses proper scientific concepts and follows writing rubric
  • Use mathematical models to predict random outcomes.
  • Use deductive and inductive reasoning to determine genotypes of various phenotypes.
  • Express the scientific concept of a pedigree chart in a logical and creative manner.

Standards Addressed:

  • MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • MS-LS3-2 Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Compare and contrast advantages and disadvantages of asexual and sexual reproduction.
  • MS-LS3-3 Communicate through writing and in diagrams that chromosomes contain many distinct genes, and that each chromosome pair contains two alleles that can be the same or different from each other. Illustrate that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of an individual.
  • MS-LS3-4 Develop and use a model to show that in sexually reproducing organisms individuals have two of each chromosome, and hence two alleles of each gene, one acquired (randomly) from each parent.
  • MS-LS4-4 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Recognize and represent proportional relationships between quantities.

Required Components:

  • Personal inventory of traits
  • List of family members and an inventory of the phenotypes of the studied trait
  • Draft of family tree in preparation to create pedigree chart
  • Written analysis of the genotypes of family members
  • Display board of completed family pedigree

Assessments:

  • Written analysis of genotypes of family members that includes a logical explanation of how the student determined, or did not determine, the genotypes of each family member.
  • Creation and display of a completed pedigree chart with appropriate symbols, genotypes, definitions and illustrations.
  • Oral presentation of family pedigree.

 

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Exhibition II- Memorial Project and Foreign Language Travel Journals

Memorialing World War II and the Holocaust

HoloMem WWII Mem

Essential Questions:

How do we remember the past?

How does can artistic expression help us understand an event?

How can individuals use art to express emotions and personal experiences?

Project Description:

In accordance with the study of the Holocaust and World War II, the eighth grade will create memorials to those deserving remembrance from this era.

Required Components:

  • The study of previously created memorials throughout the world (research questions and list of existing monuments)
  • Presentation of information based on this study (Sample Presentation)
  • Research an event from WWII to plan your memorial
  • The planning and creation of a three dimensional memorial related to WW II or the Holocaust including
  • The writing of a final draft which explains the thought, planning, materials, construction process and symbolism of the memorial designed
  • The writing of poetry based on the novel Night by Eli Wiesel
  • Through writing, reading, audio, singing, and playing instruments students will learn about music of the 20th century. As a band students will play the song, “Sing, Sing, Sing”, among others

Standards, Strands, Skills (Students will learn, do):

  • reading
  • writing
  • research
  • speaking
  • history
  • economics
  • art
  • singing and playing instruments

Major Assessments:

  • Memorial with Artist Statement
  • Poem
  • Memorial and Event Research
  • “Sing, Sing, Sing”

Foreign Language

Essential Question:  How can we express the past in French or Spanish?

Project Description:

Students will create a travel journal in French or Spanish that describes a trip to a region of France or a Spanish speaking country that was involved in WW II.  They will resource war memorials in that area and include the history of the memorials and the area as well.

Required Components:

  • Research of a French region or Spanish speaking country involved in WW II
  • Understanding of and ability to write in past tense in French or Spanish

Standards, strands, skills:

  • Reading Comprehension
  • Writing in Past Tense
  • Exchange of Information and Knowledge
  • Understanding of Target Culture and History

Major Assessments:

French or Spanish travel journal

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8th Grade 2014-2015 Class Supply List

8th GRADE SUPPLY LIST
The number of items listed are minimums to start the year. Filler paper, graph paper, pens, pencils, etc. will have to be replenished throughout the year. There will be additional requirements for Exhibition projects. Personal laptops are welcome in the classroom for notes and work as allowed by individual teachers. Label supplies with permanent marker.
Please bring your supplies on the first day of school unless indicated otherwise below.

MATH
Book cover for textbook
1 calculator- A graphing calculator is preferred and will be needed for high school. Most high schools recommend TI 83+ or 84+ because the majority of textbooks are based on them.
1 package of graph paper that is punched for binders.
Compass
Clear protractor
1 pack of thin dry erase markers for individual white boards (these will belong to each student, not the class)
HUMANITIES
1 flash drive
Composition Notebook
1 Durable Folder with Pockets
Books- Students will be required to own a few of the novels we will be reading this year. This list of books will be handed out in the fall.

GENERAL
1 pack of black or blue pens
1 pack of red pens
Lots of pencils- Only pencils are allowed on all classwork and homework.
Eraser pencil tops and/or separate erasers
1 or 2 zippered three ring pencil/pen pouch for binder(s)
2 packs of college ruled punched filler paper for binder(s)
2-3 packs of dividers for binders
Two 1 ½ -2 inch binders- one will be for math/science and one for humanities
Assorted magic markers
2 boxes of tissues
Colored pencils
Glue sticks
12” clear plastic ruler marked in both inches and centimeters
Post-it notes
Highlighters
Scissors
Plastic box or other container to hold extra materials in your cubby

INTEGRATED ARTS
CSL- 1 single subject spiral notebook
Art- One 8 ½ X 11” sketch book
French- French to English dictionary, Larousse Student Dictionary with illustrated vocabulary guide preferred
Spanish- a Spanish to English dictionary
EXHIBITION (Leave these supplies at home until asked to bring them to school. Additional supplies may be requested by various teachers before each Exhibition.
2 tri-fold boards
1 white foam core board 20 x 30”
3 rolls of scotch tape that fit on dispensers (for use by the student for their own exhibition project, not the class)

COMPUTER
Because technology will be used regularly for class work, students are encouraged to bring in their mobile device (laptop,chromebook, tablet) if they have access to one. If you are considering purchasing a device for your child then we recommend a chromebook or other type of laptop/ notebook as they are best equipped for writing.

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