Cognitive+Adapations

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:Mystery of the Reebops lesson.doc]] 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:Doellman, Concrete Lesson_Cellular Respiration.doc]]Laying It All Out: The Krebs Cycle-Melissa Doellman
The purpose of this lesson is to assist students in understanding the Krebs Cycle as part of cellular respiration. Students will lay out a model of the Krebs Cycle using a blank skeleton and pre-made model molecules to visualize the pathway the cycle follows. This lesson is modified from //Lesson Plans Inc.'s// "Biology: Cellular Respiration Activity." The modifications of this activity include using pre-made molecules in place of paper representations as well as focusisng only on the Krebs Cycle. Additional Resources: This worksheet will help guide students through the activity. The legend is part of the kit students will use for this activity. It helps students in identifying what each model molecule represents. This skeleton outlines the base frame of the Krebs Cycle and will be used by students to lay out the pathway.

**Milica Leone, Energy Transfer Lesson Plan.** In this activity, students will work in groups and follow along with the teacher as they analyze energy transfer in an ecosystem using cups of water to simulate energy transferring between levels of the food web. This lab is modified from a lesson I found on the Utah State Office of Education to make it more inquiry based. Also attached in this file is the worksheet the students will complete for homework and I have included the answers for each question in red directly following each number.

. This is the powerpoint I will be using to present in class. It contains photo's of what the activity will look like which is useful even though I will be doing an edited down version of the lab activity with the class so they can walk through the process.

The purpose of this lesson is to take the abstract concept of cloning and turn it into a concrete lesson in which students can relate. This activity is a modified version of a mice cloning game from the University of Utah. In this activity the students will make bread in a series of steps to demonstrate with the steps of cloning. During this activity the students are to relate this concept with that of mice being cloned. They will then relate this activity to "What is Cloning?" reading from the University of Utah. This reading explains cloning further. From this reading and the activity the students are to generate a deeper understanding of cloning and the ethical issues that exist. The understanding of these concepts will then be demonstrated within a discussion/debate.

Carrie Simonson. The purpose of this lesson plan is to help students better understand what Active Transport is within the cell. The Play-Doh Activity provides a physical, hands-on visual on two forms of Active Transportation. The students will be creating a cell and an outside molecule and display these models in three different steps: as the molecule is being phagocitized, as the molecule is in the cell, and at exocytosis. Additional Resources: Carrie Simonson. These are the notes the teacher will be using prior to this activity. Carrie Simonson. These are the "Fill-in-the-Blank" notes the students will be using. Carrie Simonson. Activity.

The purpose of this lesson is to allow the students to observe and understand diffusion and osmosis as they are normally processes that are not easily observed. There will be a class demonstration of diffusion using a plate of water and a plate of agar, in which a drop of ink will be added. The students will also prepare there own experiment using potatoes and salt water to demonstrate osmosis. This activity was adapted from Dr. Tolman's "Diffusion and Osmosis lab" and from Kevin Hartzog's "Laboratory #5: Osmosis" Modifications to these activities include combining different aspects of each and creating a handout and worksheet that corresponds with the activity.
 * [[file:Abbott Concrete Lesson Plan Diffusion Osmosis.doc]] Diffusion Plates and Osmosis Potatoes - John Abbott**

**Amanda Dawson. Genetic Engineering.** The purpose of this activity is to bring the genetic engineering, specifically recombinant DNA, from an abstract to concrete concept. The students will construct a paper recombinant plasmid, they will be able to make the cuts in the plasmid and in the DNA sequence in order to have a hands on experience. This activity has been adapted from Activity 6: Recombinant DNA Techniques from Access Excellence. The activity will culminate in a discussion about how recombinant DNA techniques play a role in the students everyday lives. Included are the instructions and the cut out templates.

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**Meghan Bagby: Meiosis.** This purpose of this activity is for students to take the abstract idea of Meiosis and model it using Oreo cookies and sprinkles. They will work in groups and make a model for each phase of Meiosis including phase I and II. This lab was taken from the pictures found on this website http://www.mrmancuso.com/events/meiosiscookies08/index.htm and I created instructions for this lab along with questions to complete after the lab. Students will also understand how meiosis involves the genetic recombination and why meiosis occurs.====== Pictures of the Completed Meiosis Cookie Lab

**Ammanda Wisniewski: Covalent Bonding**
 * This activity is made to help demonstrate to students the basic concepts behind bonding. It is difficult to discuss covalent bonding without also discussing ionic bonding, therefore both are incorporated in this acivity. Students work together using element cards and candy pieces to better understand Lewis Structures, Valence electrons and Valence shells. Ultimately this leads to an overall better grasp of the concept of covalent bonding. This activity has been modified from Tracy Trimpe's "Bonding Basics", The students may have completed section A handout prior but do not necessarily need it. The only requirment will be to complete sections B and C during the activity. Also it may be modified for time constraints by using less elements to demonstate the concept of bonding to make it a quick activity for students as apposed to taking up a complete period. All handout materials are also included in the link to the outline.**
 * [[file:Student Handout.pdf]]Student handout out for lab (section A is optional if you would like to have your students do it before hand)**
 * [[file:Answer Key.pdf]]Teacher answer key for handout**


 * [[file:Element Cards.pdf]]Element cards to use for students**
 * [[file:weems.Sodiumpotassiumpump.Concretetoabstract.docx]]http://www.teachersdomain.org/resource/tdc02.sci.life.gen.dnaanimation/ Weems:** The purpose of this activity is to help the students take the abstract idea of the Sodium-http://www.teachersdomain.http://www.teachersdomain.org/resource/tdc02.sci.life.gen.dnaanimation//resource/tdc02.sci.life.gen.dnaanimation/ **Kimberly** and and make it into a concrete concept. This is done through the use of an inquiry project where the students will design their own Sodium- Potassium pump.

**Chelsey O'Connor: DNA Replication**. The purpose of this activity is to help students understand the basic structure of DNA and how DNA replicates. Students create a Twizollow DNA chain using twizzlers, marshmallows, and toothpicks. The construction of the Twizollow DNA chain offers the students a hands-on experience with an edible representation. The lesson has been modified from an Access Excellence lesson plan of DNA replication. The handout/worksheet given during the activity and to be completed as homework was found and adapted from Sciencespot.net.

[|O'Connor How DNA Replicates Video] How DNA Replicates QuickTime video clip to be shown during review at beginning of lesson.

Student Handout for lab to be completed during activity and as homework.

Anastasia Flanagan: Nitrogen Cycle. The purpose of this activity is to help students to understand the basic concept of the Nitrogen Cycle by traveling through the Nitrogen cycle themselves. This activity is adapted from "Classroom Activity: Traveling Nitrogen" from Windows to the Universe. During this activity, students will precipitate out of the atmosphere, be fixed by bacteria in the soil, and be stored in living organisms as they travel from station to station around the classroom. This activity gets the students up out of their seats and interacting with science in a concrete manner. The following materials can be used to facilitate this activity.

This is the original activity. The only thing that I am using from it are the materials list and the passport on the last page.

These are the Stations that can be placed around the classroom as well as what the students need to do at each station. A template of the passport stamps is also available at the Windows to the Universe Website.

Sandy, Emily. Concrete Lesson: Ionic and Covalent Bonding. The purpose of this activity is to help student comprehend Ionic bonding through a demonstration that will also be passed around during class. Students will also engage in an activity in which they will build outer electron (valence) orbitals as to demonstrate the difference in how ionic and covalent bonds form. Attached are the worksheet and lab handouts to be used with the activity as well as the actual lesson plan.

Supplemental PowerPoint to be used with Demo on Ionic Bonding during the introduction.

Serritella, Bill. Concrete Lesson: Carbon Cycle. The purpose of this activity is to help students comprehend the Carbon Cycle through a demonstration that will also be passed around during class. Students will also engage in an activity in which they will recreate the steps in the Carbon Cycle as to demonstrate their comprehension of it. Attached is the lesson plan, along with a simple pre and follow-up question worksheet.

Diagrammed Carbon Cycle for students to demonstrate knowledge of cycle

The purpose of this lesson is to help students understand the process of photosynthesis. The students demonstrate the chemical equation of photosynthesis by acting as different atoms and forming the reactants and products, and then they apply what they learned from this kinesthetic activity to what they observe about leaves in a mini inquiry lab. The first part of the lesson is originally based on Eva Carswell’s “Investigating Photosynthesis and Respiration through Kinesthetics and Inquiry” activity but has been modified to focus solely on photosynthesis.

This worksheet serves as guided questions for my students as they observe leaves during my photosynthesis inquiry activity.

Nerd Selection and Marshmallow Mates - Arianna Medema Nerd Selection is modified from an activity originally designed by Jennifer Doherty and Ingrid Waldron. I made this activity more concrete by cutting out the data analysis. I also switched to candy because someone may be inclined to choose a nerd based on flavor rather than color, which would be a great way to explain how unlikely traits have evolved - such as brightly colored poisonous snakes. I designed Marshmallow Mates to accompany this activity in order to emphasize the importance of successful reproduction, as many people hold the misconception that Natural Selection is purely based on survival. After completing the activities and discussing Natural Selection in class, students will be given a follow-up assignment in which they design an environment that would reduce fitness of an organism with a certain trait. This requires application of the concepts they have learned, allows for creativity, and also reinforces that a favorable trait in one environment may not be favorable in another. I would use these activities to start a unit on Evolution by Natural Selection to make sure students have a concrete understanding of how Natural Selection really works.

The purpose of this lesson is to guide students in their understanding of translation and protein synthesis. Students will have a hands on experience creating "proteins" in a simulation where they play the role of both ribosomes and tRNA*. The students will also experience issues that rise due to base deletions and mutations. Most of the concepts came from a Lesson Plan Inc. lesson, but the materials and devices have been modified for a simpler examination of synthesis without involving complex vocabulary while introducing translation.
 * The worksheet and guide are included in the same file.

Megan Sharp: Transcription. The purpose of this activity is to help students understand the process of transcription. The students will be demonstrating their understanding of transcription by making DNA molecules out of twizzlers and multi-colored marsh mellows. From their students are to demonstrate transcription by making the complementary RNA molecule. Since it's hard to fully simulate the process of transcription the students will also be expected to answer additional question at the end of the activity to fully guage their comprehension of the material. This lesson pplan is modified from the Genetics Science and Learning Center, but the activity has been extended to demonstrate how transcription occurs within a Eukaryotic cell. Also attached to this file is the Edible Transcription packet and questions for the students.

Megan Sharp: Transcription. This is just a brief outline of the material the students will be expected to know prior to the activity. However, after Edible transcription activity would be a good time to compare and contrast the difference of transcription between prokaryotic and eukaryotic cells.

**Patrick Murphy: The Water Cycle** The purpose of this activity is to help students understand different stages in the water cycle and what those look like at a molecular level. The student will create a terrarium that models one part of an environment, this being the soil, atmosphere, and plants, and observe the water cycle happening within the model. This lab not only shows what the water cycle looks like on a smaller level, but provides explanation on how the water cycle works. This lab was based off a lab on teachernet.com and has been extended by trying to show how the water molecules look at each process.

**YoungHak Kim : Mitosis** The purpose of this lesson is to help students in their understanding of cell division(mitosis). Students will have a hands on experience making the model "The Tactile Mitosis Model" and they explain the basic concepts about the chromosome. They also show the process of mitosis by using the model. Most of the concepts came from a www.sedu21.com, but the teaching strategies have been modified for motivating student centered learning.
 * The guide and worksheet are included in the same file.