Cognitive+Adaptations

The purpose of this assignment is for you to create a lesson that allows the student have a concrete experience with your assigned abstract biological concept. Be sure to use the BSC 307 lesson plan template provided and to consult the rubric provided if you have questions about grading.





[[file:The Mystery of Reebop Genetics.pdf]] Mystery of Reebop Genetics - Mrs. Palmer
The purpose of this lesson is to help students discover the exceptions to Mendel's Laws that occur during genetics transmission. Students create baby Reebops and discover 6 common exceptions in Mendelian genetics patterns. This lesson is originally based on Patti Sodergberg's "Reebops: A model "organism" for teaching genetics concepts". This adaptation takes Reebops to another level in illustrating not just the transmission of traits, but higher level concepts in genetic transmission. Additional Resources:









**[[file:Lesson Plan.doc]]Mitosis Mastery- Alyssa Imig**
The purpose of this lesson is for students to grasp the abstract concept of cell division, specifically, [|Mitosis]. Students use the model kit to demonstrate the phases of mitosis in cell division as they work with a partner. This lesson was modified from Carolina Biological Supply Company's "Modeling Mitosis and Meiosis Kit." The adaptions in "Mitosis Mastery" simplify the activity for younger students falling in the stage H range and focus specifically on Mitosis. The materials have also been modified to common objects in order to create a more cost-effective lesson.

Additional resources:

Student Instruction Sheet

Original Lesson from Carolina


 * The AMAZING CANDY RACE- Heather Bartos**

This activity is an introductory lesson designed to expose students to the fundamental concepts of DNA including its function, purpose, and structure. This activity is designed to make abstract structures of DNA concrete. This is done through the construction of a model, where students can visually and kinetically learn its components and patterns. The first part of this activity uses only materials and words familiar to students. The second half of the activity is intended to introduce students to scientific terms. The homework is designed to allow students to practice using this new scientific terminology and to clarify misconceptions.

Additional Resources:




 * Megan Butler**

Meet the Bockers

This activity deals with evolution and natural selection based on traits in a given environment. The students are given drawn block figures with different characteristics and a prompt that tells them what traits are valued and why. With the information they are given, they need to pick selected mates and create an offspring that displays the valued characteristic. This demonstration also uses a website to show how diversity in a population helps survival. Students will use this website to solidify their understanding of diversity and natural selection. http://science.discovery.com/interactives/literacy/darwin/darwin.html


 * Jackie Lotzer- Krebs Cycle Locomotion**

This Activity is way for students to understand the Krebs cycle as a piece to the overall idea of cellular respiration. The students will be constructing themselves into a living moving Krebs cycle by using a kit made up of signs, they will also complete a short set of questions after their cycle is observed by the teacher. Students will also watch a video of the Krebs cycle to get a preliminary idea of how the cycle moves



Addtional Resources


 * Sarah Verdun**

Easter Egg Genetics

In this activity students are presented with Easter eggs with colored candies inside. Each half of an egg represents the two alleles carried (and the phenotype expressed) by one parent. One whole egg represents both sets of alleles carried by the individual’s parents (and the phenotypes expressed by both parents). This shows all of the possible alleles for the offspring. Students predict possible offspring genotypes and phenotypes based on the color of each half of their egg. Then, students create a Punnett square to record their predictions. Finally, students will open their eggs and look at the “gametes” (Skittles) inside. The color of the candies represents the possible phenotypes of the offspring.



Egg Osmosis Lab
 * Scott Birns**

This activity is a lesson on Osmosis which builds on the knowledge of passive transport in cells. In this activity students are given two eggs and two plastic cups. One cup has distilled water in it while the other has sugar water in it. This lab examines what happens when a cell (egg) is in two different environments. The concept of osmosis is on display during this lab since one environment is hypotonic and the other is hypertonic. The lab takes three days to complete and the student will be weighing and measuring each day to see the changes that are occuring. At the end the students will finish their lab report and hopefully grasp the concept of osmosis. []

Additional Resources

Samantha Porn

Lynn Kotte Enzyme Action

This activity gives students the ability to become an enzyme, and experience first hand the concepts of competitive and non-competitive inhibition. This activity will also help students apply vocabulary knowledge related to enzymes.



Yazmin Torres Photosynthesis