Summary:
Today we studied what is perhaps the most important topic in Unit 3: DNA. We started off by reading the famous 1953 article by Watson & Crick (posted below). It was a difficult read and certainly was not written for 8th graders. But I like them to see the article and I like to impress upon them how important that piece of paper was. That single page of writing has probably saved millions of lives!

After the read-through, we went through a PowerPoint (posted below) that explained DNA in simpler terms. We discussed where DNA is located, it’s shape, and how cells use it to build things. It was certainly a lot of take on in one day, but I think it was well worth the slog.

Resources:
November 15 – Molecular Structure of Nucleic Acids.docx
November 15 – DNA Notes (pg303).pptx

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Summary:
Today students completed a WebQuest called “A World of Cells.” Cells are an important topic in genetics, but are not part of the 8th grade curriculum. So I thought it was worthwhile to spend a day reviewing their size, their function, and how they divide. Students completed the WebQuest by visiting each site on the left side of their worksheet and then completing the questions listed to the right. We finished up with a fun song about mitosis, written by yours truly.

Resources:
November 14 – A World of Cells WebQuest (pg302).docx

Summary:
Today we began Unit 3 by going through a PowerPoint that introduced genetics (posted below). Genetics, of course, is the study of how genes/traits are passed from parent to offspring. I tried to keep it interesting yet a little vague. We discussed what kinds of traits were genetic without actually mentioning DNA. Today was really about setting the stage. For the rest of the week, we will dig into the details.

Resources:
November 13 – Intro to Genetics (pg301).pptx

Summary:
Today was the last day of Unit 2. Students took the Unit 2 Test… results were mixed. A copy of the test is posted below. On Monday, students will complete Take-5 test corrections, and we will also begin Unit 3: Genetics.

Resources:
November 9 – Unit 2 Test (pg222).docx

Summary:
Today was our review day for Unit 2. Students spent the period making their own study guides. They flipped through their binders, reviewing all 21 pages, and trying to pull out essential bits of information that they thought might be on tomorrow’s test. Tonight, their homework is simply to study.

Resources:
November 8 – Study Guide.pptx

— Day 1 — Day 2 — Day 3 — Day 4 — Day 5 —

Summary:
Today was the final day of the Marooned on Mars project. With the three goals complete, students spent the majority of class typing their lab reports. Their report must contain a goal, materials list, and procedure for each of the three goals. When finished, many students went on to tackle the three extra credit questions (see worksheet below). With their instructions, and with a little bit of luck, Mark Watney should be able to survive his time on Mars. As long as he doesn’t go crazy first.

Resources:
November 2-7 – Marooned on Mars (pg221).docx

— Day 1 — Day 2 — Day 3 — Day 4 — Day 5 —

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Summary:
Today was fourth day of the Marooned on Mars project, and most groups saved the tastiest goal for last: acquire food. In order to get more food, Mark will need to grow something, just like in the movie. But this time he doesn’t have potatoes available. In fact, NASA has never sent astronauts into space with whole potatoes. So most students turned to apples, quinoa, or rice. Apples weren’t a great choices, as it takes 3-6 years for the tree to grow to full size and produce fruit. Rice was a better choice, taking only 4-5 months. And quinoa was perhaps the best choice, taking only about 3 months. By rationing his food, and then planting a boatload of rice and quinoa, Mark Watney should be able to survive until his rescue mission arrives.

Resources:
November 2-7 – Marooned on Mars (pg221).docx