7 th Grade MSP November 2015 Keep your table groups to 3 or 4 participants Collaborate/sit with those whom you do not normally work Grant Purpose and Background Partnerships Purpose of this Training Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge or a Math & Science integrated activity. Introductions and Training Purpose Mrs. Evelyn Bishop and Dr. Jamie James Bathrooms/Breaks/Cell Phones Materials Emergency Exit Agenda Training Teams and Logistics Todays Activities 5- Minutes Workout Vertical Alignment Deconstructed Content Standards Interactive, Electronic Resources MICA and MIST Rigorous Classroom Assessments Hands-On Manipulatives Integrated Lesson or Challenge Norms Be an active participant Be mindful of air time Be mindful of sidebar conversations Use technology at appropriate times 5 Minute Workout Complete the Percentage Right- Percentage Wrong Questions Math Standards- Unit 8 7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Math and Science Standards GLE Demonstrate an understanding of sexual reproduction in flowering plants. SPI Match flower parts with their reproductive functions. GLE Predict the probable appearance of offspring based on the genetic characteristics of the parents. SPI Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction. 7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. 7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. 7.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Our Challenge Use your knowledge in genetics, probability, and compound events to prepare a display for the Adventure Science Museum explaining selective breeding ways to produce an offspring with desired traits without tampering with its original DNA. Plan and display all possible genetic combinations for your chosen trait(s) and propose a plan that will most likely result in offspring with the desired trait without manipulating its gene makeup. Vertical Alignment Using the Completed Vertical Progression Guide identify the vertical alignment of the targeted standards. Identify the implications across the grade levels. Discuss with your table group modify if needed. Choose one implication to share with the whole group and write on chart paper. Identify common student misconceptions. Deconstruction of Standards 7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. What does this standard mean? What will the students need to be able to do? Deconstruction of Standards 7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. What does this standard mean? What will the students need to be able to do? Deconstruction of Standards 7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. What does this standard mean? What will the students need to be able to do? Think Time Why is it important to deconstruct standards? MICA MICA Fake Student Log-in Username: first initial last name (lowercase) jjames Example (some of you may have a number after the name) Password: cmcss15 https://micatime.com We will see you at 12:15 Four Corners After Experiencing MICA I feel good about I am concerned about In my classroom, I will be strategic about I need help with Assessment Questions It is important to know how these standards will be assessed. MICA MIST Grade Level Common Assessments TNReady Breakdown Define Probability The Chance an Event Will Occur P (Event)= The Number of Favorable Outcomes ______________________ Total Possible Outcomes Think of it this way. How many things will make you happy? _________________________ Total number of things. Write a simple probability problem with your shoulder partner. Use any of the manipulatives you have at your table. What is the probability that Mr. Red will win the race? Think about the game you just finished playing. a. What are all of the possible outcomes for flipping 2 coins? Think about the game you just finished playing. b. What is the probability of having each of those outcomes occur? Think about the game you just finished playing. c. Is this a fair game? That is, does each player have an equally likely chance of winning the game? Explain your reasoning. What does it look like in the classroom? Researched based strategies (Concrete-graphic-abstract Jerome Bruner) Manipulatives store bought or other various other strategies rooted in conceptual understanding STEM Challenge: Breeders and farmers have looked for ways to improve the quality of their crops and herds for many year. Selective breeding (also called artificial selection) is the process by which humans use animal breeding and plant breeding to selectively develop particular phenotypic traits (characteristics) by choosing which animal or plant males and females will sexually reproduce and have offspring together. After the discovery of DNA structure in 1953, geneticists have learned about where genes for traits are located on chromosomes and the inheritance patterns. Use your knowledge in genetics, probability, and compound events to prepare a display for the Adventure Science Museum explaining selective breeding ways to produce an offspring with desired traits without tampering with its original DNA. Plan and display all possible genetic combinations for your chosen trait(s) and propose a plan that will most likely result in offspring with the desired trait without manipulating its genetic makeup. How are traits passed from parents to the offspring? Are all plants the same? What is the probability of landing heads or tails? Math Possible Pathways: Organized list Tree diagram Table In Science, we use: PUNNETT SQUARES! A Punnett square is a tool used to predict the possible genotypes and phenotypes for the offspring of two known parents. PARENTS GENES PUNNETT SQUARE The parents alleles go on the OUTSIDE of the square. R R r r RR X rr PUNNETT SQUARE The parents sex alleles go on the OUTSIDE of the square. X Y X X XY x XX How are these genetic crosses different? Mendels Studies Probability of a Compound Event (Unit 9 in Math) A compound event consists of two or more simple events. The probability of a compound event can be calculated if its outcomes are equally likely to occur. Probability of a Compound Event or Dihybrid Cross (Two Traits) A dihybrid cross involves a study of inheritance patterns for organisms differing in two traits. Mendel used a dihybrid cross to determine if different traits of pea plants, such as flower color and seed shape, were inherited independently. Dihybrid Cross Monohybrid Cross with Color Chips Scenario 1 A polled Herford is a variety of Herford cattle that lack horns. The polled allele is dominant to the horned allele. Cattle producers like the polled trait for safety reasons. The breeder crossed two polled cattle. After several years, they have produced 8 calves: 6 are polled and 2 have horns. What are the genotypes of the parents? Determine the phenotypic and genotypic ratios of this cross. What is the probability that a calf from this cross will have horns? Compound Event with Color Chips Scenario 2 Y chromosome X chromosome P- Polled allele (dominant trait) p- Horned allele (recessive trait) A breeder bought a bull with horns at an auction for a great price. To ensure that the next generation of female cattle are polled, what does he need to do? 1. What are the possible female genotypic combinations to be crossed with the bull with horns? _______ x horned bull _______x ppXY 2. What is the probability of producing a female polled offspring? Show your work by using an organized list, tree diagram and/or table (Punnett Square) for each possible cross. Scenario 3 The skin of a tomato can be smooth or fuzzy like a peach. This trait is controlled by one gene with two alleles, with the smooth allele being dominant. The flesh color of tomato fruit can be yellow or red. This trait is controlled by one gene with two alleles, with red being dominant over yellow. A farmer takes the pollen from a plant that makes tomatoes with peach fuzzy skin and yellow flesh and crosses it with a plant that makes smooth skin tomatoes with red flesh. Assume this second plant is heterozygous for both genes. Can smooth skin with yellow flesh tomato plant be produced from this cross? What is the phenotypic ratio? What is the genotypic ratio? Dihybrid Cross and Compound Event Practice with Color Chips S- smooth skin s- fuzzy skin R- red flesh r-yellow flesh SRSrsRsr Smooth skin and red flesh- both heterozygous X Fuzzy peach skin and yellow flesh Please take the time to visit the site after todays session Contact us if you have any questions or need help. 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