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:







The purpose of this lesson is for students to be able to turn an abstract understanding of ionic bonding into a concrete concept. The students will not only have the opportunity to see a visual representation of how this type of bonding occurs, but the will be able to participate in transferring valence electrons (skittles) and making compounds. There will be a transfer of knowledge through not only ionic bonding but what other aspects make up this process. The goal of this activity is for the students to not only have a concrete idea but have done their own experimenting and seen this type of bonding in a new way. Below are additional resources that I created including: a periodic table, blank orbitals, and a two page worksheet for them to use.
 * [[file:Jones CAL- Opposites Attract.docx]]Opposites Attract: What brings us together? - Alisha Jones**

**From Highs to Lows - Diffusion. Kari Koppers** This activity is designed to help students visualize the abstract process of diffusion. The students will role play two cells, one hypertonic (with student molecules) and one hypotonic. The even number of student-molecules in the hypertonic cell with walk back and forth within their current cell to show how crowded and disordered the cell is. They will then be able to choose which cell to move to and in the end will diffuse evenly. This will lead into a discussion about diffusion and equilibrium and why it is ideal for molecules to diffuse evenly away from each other. Below is attached a word document with a diagram of the students role playing for clarification. The diffusion/equilibrium worksheet is also attached and would be given to students after the activity for them to apply their knew knowledge and practice their comprehension of diffusion.





**Covalent Bonding: It’s all about sharing! - Laura Sedivy** The purpose of this activity is to help students understand the concept of covalent bonding in a concrete manner. Covalent bonding is an abstract concept that students cannot actually see occur. With this activity, students are physically building covalent bonds and seeing what is happening with the electrons in the bond. Students will work in partners when making their covalent compounds or molecules (using egg cartons as atoms and sprees as electrons) and when working through their activity packet. The activity packet includes 5 parts. Part 1 is just a quick review on valence electrons, part 2 is building covalent bonds, part 3 is more practice with covalent bonds (Lewis structures), part 4 is distinguishing between polar and nonpolar covalent bonds, and part 5 includes post activity questions on both ionic and covalent bonding (students are familiar with both ionic and covalent bonding at this point). The attachments below include the activity handout and a periodic table (with electronegativity values) that students will use for one part of the activity.





The purpose of this activity is to help students visualize the abstract concept of active transport through a concrete activity. The mechanical pump allows students to see a conformational change as energy is applied that allows the exchange of sodium and potassium ions. The accompanying worksheet has students identify the parts of the model and their corresponding cell structures. Students also need to compare active and passive transport and explain the importance of these functions to the cell.
 * [[file:Czapar Cognitive Adaption Lesson.doc]]The Mechanical Sodium-Potassium Pump - Janelle Czapar**





The purpose of this activity is to help students to visualize the abstract concept of energy transfer (specifically heat transfer) through a set of concrete demonstrations. The teacher will first perform a demo in which students can observe conduction in action. Next, a demo on convection, followed by a short demo on radiation. Students will fill out a chart where they will define each term, describe their observations for each demo, and provide a new example of each term that they can observe in every day life. The demonstrations and corresponding worksheet are designed to present knowledge, create an understanding, and require the students to apply the concept to the real world.
 * Energy Transfer - Julie Massanisso**

The purpose of this activity is to make the abstract concept of cellular respiration concrete or tangible. This is a hands-on activity in which the students are able to manipulate the molecules involved in cellular respiration. The students will create a poster outlining the steps for each stage of cellular respiration (glycolysis, the Krebs cycle, and the electron transport chain) and create the paper molecules involved in each stage. The students will then take a paper glucose molecule through the three stages and trace the input and output molecules of each stage. I have attached a teachers guide to help you demonstrate and organize the activity. Thereare also word documents containing the molecules that are needed and stage signs to place by the posters when demonstrating the activity.
 * [[file:Zehr, Cognitive Adaptation Lesson.docx]]The Ins and Outs of Cellular Respiration - Laura Zehr**

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**The Water Cycle- Steve White** This activity allows students to see the key differences in the water cycle and what separates them from the other processes. This lesson will give the students a hands-on activity that teaches an abstract idea that they may not be able to normally see. It will show specific examples of stages in the water cycle and where they can be found on Earth.=====

These words would be magnets in which the students can discuss what they are then put them on the white board in their appropriate stage of the cycle.

Garcia_Leslie Cognitive Adaptations

The Purpose of this activity is to have the students explore the wonders of Mendelian Genetics. These hands on activities are interesting and encourage creativity for all students as they learn an abstract concept. The students will be doing something very similar to Reebop Genetics however they will be creating Zorks and will make drawings of their new babies instead of a physical representation.

Revision

**"Splash into Meiosis" - Jennifer Williams** The purpose of this lesson is to allow students the opportunity to understand the concept of meiosis in a way that is concrete rather than abstract. This lesson includes a brief video and an activity using pool-noodles to demonstrate the stages of meiosis in which the students make models of each stage. Students will work in partners during the activity portion of the lesson plan but will complete individual worksheets. The worksheet is meant to help students apply their knowledge of both meiosis and mitosis and therefore students will need to be previously aware of the mitotic cycle in order to be able to complete this activity. Below is the worksheet I created to go along with the activities!

**"Around the World in Carbon Days" - Jill Wojtanowicz** After learning about the carbon/oxygen cycle including carbon sinks, photosynthesis, and respiration, students will play a review game. The game is played in pairs. By flipping a coin students will move across the board as a carbon atom. As they move to each reservoir, they will mark their initials in the designated circle. The first person to travel to all seven reservoirs on the game board will win the game. Below is the game board and instructions handout

**"I Glove Transcription" - Emily Matko** This activity is designed to help students see the abstract process of transcription. Students create a human DNA strand based on what they know about directionality, start/stop codons, and base pairing. As RNA polymerase makes it's way through the DNA strand, students also form a human RNA strand. This activity gets students working together to act out, see, and hopefully grasp the actions that take place in transcription. Below is a simple worksheet that summarizes what the students should already know from class notes, lectures, and readings, as well as summarizes what they acted out in class. A codon table is also included for reference.

http://www.biogem.org/codon.jpg

**"Pretending to be a Plant" - Taylor Farnetti** This activity (demonstration) will help students to actually see what happens in photosynthesis with the pigments. This can help a student that has a hard time listening for a long period time or the students who are visual learners. This demonstration/activity makes students act out the beginning processes of photosynthesis dealing with the pigments/chlorophyll leading to the electron transport chain. I have attached the pdf file that is the lesson plan of what goes into the activity. This pdf includes the lesson plan, demonstration, handouts, and a worksheet.



**"Around the Nitrogen Cycle" -Kevin Pavesic** The purpose of this lesson is for students to understand the Nitrogen Cycle in a concrete manner. Students take the roll of a Nitrogen Atom and travel through the different stages of the Nitrogen Cycle based on random rolls of a dice. Students will discover the endless and non linear path of the Nitrogen Cycle. Afterwords they will complete a small handout containing a few questions. Additional Resources:



[|Stamps] (file was too big to post on here so heres the link)

"Design You Own Gene"- Kira Hedrich The purpose of this lesson is for students to understand the process of genetic engineering in a hands on activity. Students will take the concepts they learned earlier and apply it in creating the own Genetically modified organism. They will be grouped up and work on a scenario unique to each group



Messengers With- Neural Signals- Diane Coughlin This activity was developed to demonstrate an abstract concept, nerve impulses down an axon and the release of neurotransmitters, into a concrete one by having the students act out the stimulation. Following the classroom activity, there is a worksheet to complete afterwards which will reinforce the concepts.

**Active Transport - Endocytosis** This lesson is on Active Transport, and more specifically active transport. It is a short presentation followed by a group activity involving play-doh, and a short worksheet with the group work. We go through the three different types of ways materials are absorbed into a cell. Then we come back and have group discussions on how endocytosis suppports basic life.