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Select a strategy that you will use in quarter 2. In a new post: name the strategy and describe the lesson in which you will use it with students.

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Select a strategy that you will use in quarter 2. In a new post: name the strategy and describe the lesson in which you will use it with students.

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Create an anticipation guide (statements) for an article, text, notes, topic of study, lab, hands-on activity, etc. Endless possibilities! Please add your guide to a new post.

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At beginning of quarter 2, I created a checklist for each class with student names and the dates. Each day I walk through as students are finishing assignments and check them off that it is completed. The checkmarks will lead to a reward whereas an x would be leading to verbal reminder, contact home, or infraction if they continually don't complete work. Also keeps them on task, as many students fell behind and were doing old assignments during new content.

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I love this idea because it gets students to read, answer verbally spoken questions, and paraphrase. I would like to use this as a review or even - Like Fawnia said - right after notes. I think I would ask students to maybe also paraphrase the question so they can get more acclimated to finding the important details in longer questions.

I would use mutation review in this strategy and maybe utilize those HOT Q's from previous collaborative meetings.

Example question: A geneticist found that a particular mutation had no effect on the protein coded for by the gene. What do you think the is the most likely type of mutation in this gene? Why?

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I love this idea and I have seen it utilized before in other classes. Where I struggle is to find topics that have some "grey area" for students to agree or disagree. Perhaps I would use this for the ethics of utilizing biotech.

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Students have to write down 3 statements, and one of them will be incorrect. This could have varying levels of difficulty and really make the students think about key information. The teacher can also make these up ahead of time, but I think it would be more fun and interactive if the students are able to create the statements.

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This could be used when discussing Biotechnology and Genetics. Great way to defend evidence based statements

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Other patterns of inheritance- a great way to recall the various modes in that topic. similar to a gallery walk each group adding their own take on the topic

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Review for any assessment (formative or summative) Definitely different from the usual review games

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This strategy would be well-suited for review of concepts either recently learned or before a test. I think student #4's role could probably be eliminated, depending on class-size and time. We are working on transcription and translation now and I think this would be a good method for going over DNA, RNA, and protein synthesis.

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I like the idea of using this strategy as a speed review at the end of a topic before a summative assessment. You could even add smart chart question!

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I think that this strategy is a great tool for introducing GMOs. I would start with a general introduction of GMOs and have students select place themselves based on their current beliefs. I would then show something that was heavily biased against GMOs like Grocery Store Wars and have them realign themselves based on their adjusted perceptions. I would follow this up with one final video promoting the usefulness of GMOs like GMO and Modern Agriculture and have them do a final alignment. This will spriral back to bias and provide context for why this is such a highly debated topic. I would conclude this activity by introducing the GMO topic on procon.org and set the stage for a socratic seminar.

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I would love to use this and then extend the activity to have students add comments or extend their thinking on someone else's quick write.

Maybe a person gets 2 minutes to write a quick write on how DNA is utilized in protein synthesis. Then we swap cards. Students can either write a question or extend on the other students thinking. I would have students write initials after their thoughts so I can identify who is grasping the subject and who needs more help.

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I'm all about a game show structure when it comes to cementing understanding because it is a mild way to stress-test students. Something like this assessment or playing Taboo with Bio terms and concepts is a good way to test both students involved, and then it is designed to be quick, so pairs of students can be cycled through (asker becomes askee, new student joins, and so on every minute or so).

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I think all the strategies have merit, but it is difficult every 7 minutes to do a formative check that involves movement or a significant amount of discussion. The misconception check is something that I have had success with in the past and I pose it as Myth vs Fact. They have one minute to answer and then one minute to convince their partner they are correct. Unfortunately, there are more than enough misconceptions in each topic to have one available every 7 minutes.

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During notes or a modeling activity, i would ask students to write a summary using this frame. For instance, after completing a protein synthesis activity use this frame to help students compare transcription and translation or DNA/RNA. I would also add in other academic language in the frame like "they are not interchangeable" because many students were not aware of the meaning of this word on cycle 1.

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For genetics/cells specially:

all mutations result in a change in resulting protein.

Only animals reproduce sexually.

Hade students go to each side of the room agree/disagree respectively. Use random name generator to do a mini persuasive Socratic seminar where one representative states their case and justifies citing their notebook from each side. See if they can win over any students from the other side. Debrief with correct response and show where to locate answer in notes after.

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Statements for Genetics Unit Anticipation Guide

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Statements for Genetics Unit Anticipation Guide

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1. DNA is a universal genetic code for most eukaryotes. Prokaryotes and some eukaryotes have their own universal genetic code that is similar to DNA.

2. Enzymes are dangerous to genetic material.

3. Biotechnology is harmful and should be made illegal.

4. Genetic mutations are harmful to human health.

5. Law of Segregation and Law of Independent assortment were once theories but have now been proven. This is why they are laws.

6. Punnet Squares will predict the outcomes for offspring. For example, if the punnet square shows 1 in 4 offspring have blue eyes then it means that a family with four children will have 1 child with blue eyes.

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Summarizing thoughts on DNA replication. It allows students to make any connections to past materials while also giving access to a deeper knowledge of new content

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Boca ciega really pushes this one. I did one today, it is so hard to get the kids talking/thinking. Many students use the "copy and paste" strategy in school. Doing the work but never thinking about it. I'll keep trying.

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to be used prior to edible DNA activity and taking notes

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Statements for Mutations Anticipation Quide

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Statements for Mutations Anticipation Quide

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1. All mutations are harmful.

2. Mutations can be random or caused by exterior sources.

3. When a DNA base is mutated, it always creates a phenotypic change.

4. Mutations are never beneficial to an organism.

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Check out the videos, descriptions, and templates in this link

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This comprehension strategy activates students' prior knowledge, builds curiosity about a new topic before learning about it, and then checks for understanding after the topic is presented. Before beginning the lesson, students listen to or read several statements about key concepts within the new content and choose whether they agree or disagree.

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CRISPR should be openly available to all who wish to genetically engineer future offspring to enhance the species.

3D printed meat should be the only meat product available on market.

Punnet squares are the best method for predicting the phenotypes and genotypes of offspring.

Sex linked traits can only be inherited by males.

All traits are only determined by one gene.

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Anticipation Guide for Biotech and Gene Editing

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Anticipation Guide for Biotech and Gene Editing

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1. DNA is always replicated perfectly.

2. Advances in biotechnology have helped humans live longer, happier lives.

3. Because biotechnology is so useful, any ethical considerations about the processes involved don't have to be considered.

4. Any gene mutation can be fixed through gene editing.