Science Assessment
Dearest Students, "Today you will take a science test measuring your hard work over the past couple of months. I know how hard you have worked, but there is something very important you must know. These tests do not assess all of what makes you special and unique. The people who create these tests and score them do not know each of you like I do, and certainly not the way your families do. They do not know that some of you speak two languages, or that you love to sing or draw. They have not seen your natural talent for dancing. They do not know that your friends count on you to be there for them, that you laughter can brighten the darkest day, or that your face turns red when you feel shy. They do not know that you participate in sports, wonder about the future, or sometimes you help with your little brother or little sister after school. They do not know that you are kind, trustworthy, and thoughtful… and every day you try your very best. The scores you will get from these tests will tell you something, but they will not tell you everything. These tests do not define you. There are many ways of being smart. YOU are smart! You are enough! You are the light that brightens my day and the reason I am happy to come to work each day. So, in the midst of all of these tests, remember that there is no way to “test” all of the amazing and awesome things that make you, YOU. All I ask is that you do your personal best and do not give up. You have been working for this since Kindergarten and are ready! I believe in you!" Adapted from Mary Ginley. -Ms. Dunbar
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Standards:
MS-LS3-2.Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Objective: Students will show that they are college READY by understanding heredity, genetics, and creating a Punnett Square Whole Group/Individual What do you think? Before you begin, decide if you agree or disagree with each of these statements. As you view this presentation, see if you change your mind about any of the statements. 1. Like mixing paints, parents’ traits always blend in their offspring. 2. If you look more like your mother than you look like your father, then you received more traits from your mother. 3. All inherited traits follow Mendel’s patterns of inheritance. 4. Scientists have tools to predict the form of a trait an offspring might inherit. 5. Any condition present at birth is genetic. 6. A change in the sequence of an organism’s DNA always changes the organism’s traits. Key Vocabulary:
Practice Assessment - Illuminate Practice for our assessment next week MobyMax Work on supplementary science work Standard:
MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. 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 why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Objective: Scholars will show they are college READY by understanding the basics of heredity and genetics. Collaborative: Inventory of Traits - Review Independent: 1. Bill Nye the Science Guy: Genes Questions 2. EdPuzzle - Genetics 3. Achieve3000: "What are Mutts Made of" Read the article and answer the questions. Our Big Goal is to score at least 75%. 4. Moby Max - Genes & Heredity and Punnet Squares |