Week 7

      

    This week, we explored the growth and transformation of our fast-plants and butterflies. We studied DNA and genetics, learning that amino acids form DNA and that DNA resembles a twisted ladder. We also discussed the differences between DNA and RNA, such as RNA being smaller and using U instead of T. Additionally, we reviewed that DNA is located in the nucleus, chromosomes are essential because they make up DNA, and DNA wraps itself around histones for packaging. Our first activity involved building our own DNA models using gumdrops. Following this, we examined how genetics from parents are passed down, with each parent contributing 50% to their child’s genetic makeup.

    Before this week, I knew DNA carried genetic information. Learning about chromosomes and how DNA is packaged reinforced what I already knew about inheritance, mainly when we discussed how traits are passed down with a 50/50 chance from each parent. Even though I was familiar with DNA and RNA, working with the gumdrop model made the structure more tangible, helping me visualize how genetic information is stored and transmitted. 

    I can apply this to my future teaching by using hands-on activities, like the DNA gumdrop model, to make complex ideas easier to understand and more engaging. I can also see myself using the baby genetic activity because it really clarifies the differences between genotype and phenotype while being a fun collaborative activity.     

Comments

  1. Carly BorthMarch 7, 2025 at 11:33 AM

    Hi Audrey! I enjoyed reading your post this week and hearing your thoughts on lab. Similar to you, much of this information I had learned in previous science lessons, but I appreciated having this knowledge reinforced as a future teacher. I thought in lab this week, our activities were a great way to make these complex ideas easier to understand and more engaging. Visualizing these processes helped enhance my understanding. I would also definitely incorporate them into my future classrooms to help my students develop a deeper understanding and interest in DNA and genetics. Great post!

    ReplyDelete
  2. Annie EllisonMarch 9, 2025 at 8:20 PM

    Hi Audrey, I like how you talked about how the candy DNA making helped you visualize how DNA is stored and transmitted. I also enjoyed that activity, which helped me better understand the four fundamental building blocks(ATCG). I also think that including activities like the one we did helps clarify questions and, especially for students physically doing something hands-on, can help them remember it better!

    ReplyDelete

Post a Comment

Popular posts from this blog

Week 8: Geology that Kids See

Image
 Week 8: Geology that Kids See  1. What did you do in the lab today?  Today in lab, we started by discussing the Sweater Weather article with the class. Then we moved on to examine different types of sand under a microscope, trying to determine where each type came from. As a group, we decided on some sand samples, primarily those most likely from water. After this, we moved on to examining fossils under the microscope, identifying their types, and comparing them to rocks. Finally, we took a field trip to McBride Hall and looked through the museum. The point of this field trip was to show us how we can teach our students about these topics through going somewhere to learn, enhancing learning, and engagement. For example, they have a giant sloth at this museum, and Ted mentioned that it is important for students to see it in person to support their learning.  2. What was the big question?  How can rocks and fossils help us understand Earth’s history? How do weath...
Read more

Week 11 Blog Post

Image
          This week, we went to six stations in the lab, each with a different scientific phenomenon:  Coke Float : We put four cans into a bucket of water: a mini can of Coke and a mini can of diet Coke, which both floated in the water. We also put a regular can of Coke and a regular can of diet Coke into the water. The diet Coke floated, and the Coke sunk. Our group concluded that the sugar in regular Coke is denser, which causes it to sink, and since diet Coke doesn't contain sugar, it floated. We are still unsure why the Coke mini can didn't sink when the regular size did.  Baking Soda and Vinegar : When the baking soda was mixed into the bag with vinegar, a chemical reaction caused it to become bubbly and carbonated. We also noticed that gas was created as the bag filled. We do not know why this happened.  Cold Soda : When taking the soda can out of the cooler, water begins forming outside the can and causes the can to get warm. This is ...
Read more

Week 12 Blog Post

Image
     Today in the lab, we learned more about the different properties of matter and discovered how these properties can vary depending on the type of matter. We tested many different objects, such as clay, wax, crayons, erasers, chalk, pennies, tin foil, and wood, to determine whether they float or sink, their mass and volume, whether they are attracted to a magnet, and whether they will conduct electricity.       I was able to relate the lab to what I already knew about matter having different properties because I already understood that some materials can float or sink and that certain metals are magnetic, but testing these properties firsthand helped reinforce that knowledge and showed me how these properties can be measured and observed in different ways.       The part about testing for magnetism and floating/sinking was clear and easy to observe, as well as measuring mass and volume. One part that was a little confusing was un...
Read more