May/June 2017 – Vol. 29 No. 7

It’s “(DNA for) Dinner” Time

Posted: Sunday, May 1st, 2011

by Peggy G. Lemaux and Barbara Alonso

Update as of January 27, 2014. There has been a change since this article was published in May 2011. In order to download the free curricular materials you are now asked to complete a request form. Please visit http://ucbiotech.org/dnafordinner/ for details.

The creation of this 4-H/afterschool curriculum, “DNA for Dinner”, was sparked by development of the national 4-H Science, Engineering and Technology (SET) initiative. The 4-H program, which currently involves nearly 6 million youth in urban, suburban and rural communities, created the new SET initiative to try to reach another 1 million young people. The SET initiative encouraged curriculum development in wide topic areas, but biotechnology curricula were noticeably absent!

The five lessons in the “DNA for Dinner” curriculum, designed for fifth through eighth graders, include the following.

  • Dare to Be Different, focusing on organisms and genetic diversity
  • Language of Life, covering genomes and the genetic code
  • DNA for Dinner, focusing on genes, DNA, and reproduction
  • Building Blocks to Organisms covering amino acids, proteins and enzymes and
  • From Bread to Biotech, focused on classical breeding, genetic engineering, and restriction enzymes.

Each lesson has an introduction, open-ended discussion questions, math puzzles and three to five hands-on, computer-based or physical activities to demonstrate key points of the lesson. All lessons are available for download as PDFs at http://ucbiotech.org/dnafordinner. Lesson content was designed to meet the National Science Education Standards and can be used in whole or in part in various after-school and during-school venues.

An example of the learning goals, an activity and a math puzzle from Lesson 1, “Dare to Be Different”, is shown below.

What We Learn in Lesson 1. That all living things, organisms, are made up of cells. That the variation in organisms reflects their diversity. That the variety comes from the different genes and the characteristics they encode. And that organisms with many similar traits, and thus with similar genetic information, may be related.

An Activity from Lesson 1. Fruit and Vegi Hunt

DIRECTIONS:

Remind participants that fruits and vegetables have different characteristics and also different names. Challenge them to find in the word search a fruit or vegetable that has the characteristics given in the hint.


A Math Activity from the Math Menu of Lesson 1.

If there are 3,500 species of mammals and 350,000 different species of plants, how many times more plant species are there?

For more information, please visit http://ucbiotech.org/dnafordinner.

Peggy G. Lemaux is the cooperative extension specialist at University of California, Berkeley and Barbara Alonso is the communications specialist at University of California, Berkeley.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

2 Responses

  1. When I click on the printable version of the word search, it is not found….so more searching I guess, unless you have some different directions.

  2. Dear Mary Ann,
    Thank you for your comment! I did some digging and found that since we published the article, they have changed their download procedure. The information is still free, but you now have to fill out a form to obtain access to it. Please visit http://ucbiotech.org/dnafordinner/ from there you will see information about how to access the curriculum.

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Participate in Chemistry Education Research Study, Earn $500-800 Dollars!

Posted: Tuesday, May 9th, 2017

WestEd, a non-profit educational research agency, has been funded by the US Department of Education to test a new molecular modeling kit, Happy Atoms. Happy Atoms is an interactive chemistry learning experience that consists of a set of physical atoms that connect magnetically to form molecules, and an app that uses image recognition to identify the molecules that you create with the set. WestEd is conducting a study around the effectiveness of using Happy Atoms in the classroom, and we are looking for high school chemistry teachers in California to participate.

As part of the study, teachers will be randomly assigned to either the treatment group (who uses Happy Atoms) or the control group (who uses Happy Atoms at a later date). Teachers in the treatment group will be asked to use the Happy Atoms set in their classrooms for 5 lessons over the course of the fall 2017 semester. Students will complete pre- and post-assessments and surveys around their chemistry content knowledge and beliefs about learning chemistry. WestEd will provide access to all teacher materials, teacher training, and student materials needed to participate.

Participating teachers will receive a stipend of $500-800. You can read more information about the study here: https://www.surveymonkey.com/r/HappyAtoms

Please contact Rosanne Luu at rluu@wested.org or 650.381.6432 if you are interested in participating in this opportunity, or if you have any questions!

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

2018 Science Instructional Materials Adoption Reviewer Application

Posted: Monday, May 8th, 2017

The California Department of Education and State Board of Education are now accepting applications for reviewers for the 2018 Science Instructional Materials Adoption. The application deadline is 3:00 pm, July 21, 2017. The application is comprehensive, so don’t wait until the last minute to apply.

On Tuesday, May 9, 2017, State Superintendent Tom Torlakson forwarded this recruitment letter to county and district superintendents and charter school administrators.

Review panel members will evaluate instructional materials for use in kindergarten through grade eight, inclusive, that are aligned with the California Next Generation Science Content Standards for California Public Schools (CA NGSS). Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Lessons Learned from the NGSS Early Implementer Districts

Posted: Monday, May 8th, 2017

On March 31, 2017, Achieve released two documents examining some lessons learned from the California K-8 Early Implementation Initiative. The initiative began in August 2014 and was developed by the K-12 Alliance at WestEd, with close collaborative input on its design and objectives from the State Board of Education, the California Department of Education, and Achieve.

Eight (8) traditional school districts and two (2) charter management organizations were selected to participate in the initiative, becoming the first districts in California to implement the Next Generation Science Standards (NGSS). Those districts included Galt Joint Union Elementary, Kings Canyon Joint Unified, Lakeside Union, Oakland Unified, Palm Springs Unified, San Diego Unified, Tracy Joint Unified, Vista Unified, Aspire, and High Tech High.

To more closely examine some of the early successes and challenges experienced by the Early Implementer LEAs, Achieve interviewed nine of the ten participating districts and compiled that information into two resources, focusing primarily on professional learning and instructional materials. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Using Online Simulations to Support the NGSS in Middle School Classrooms

Posted: Monday, May 8th, 2017

by Lesley Gates, Loren Nikkel, and Kambria Eastham

Middle school teachers in Kings Canyon Unified School District (KCUSD), a CA NGSS K-8 Early Implementation Initiative district, have been diligently working on transitioning to the Next Generation Science Standards (NGSS) integrated model for middle school. This year, the teachers focused on building their own knowledge of the Science and Engineering Practices (SEPs). They have been gathering and sharing ideas at monthly collaborative meetings as to how to make sure their students are not just learning about science but that they are actually doing science in their classrooms. Students should be planning and carrying out investigations to gather data for analysis in order to construct explanations. This is best done through hands-on lab experiments. Experimental work is such an important part of the learning of science and education research shows that students learn better and retain more when they are active through inquiry, investigation, and application. A Framework for K-12 Science Education (2011) notes, “…learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 Science Education” (pg. 11).

Many middle school teachers in KCUSD are facing challenges as they begin implementing these student-driven, inquiry-based NGSS science experiences in their classrooms. First, many of the middle school classrooms at our K-8 school sites are not designed as science labs. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the NGSS Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

Celestial Highlights: May – July 2017

Posted: Monday, May 8th, 2017

May Through July 2017 with Web Resources for the Solar Eclipse of August 21, 2017

by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graphs of planet rising and setting times by Jeffrey L. Hunt.

In spring and summer 2017, Jupiter is the most prominent “star” in the evening sky, and Venus, even brighter, rules the morning. By mid-June, Saturn rises at a convenient evening hour, allowing both giant planets to be viewed well in early evening until Jupiter sinks low in late September. The Moon is always a crescent in its monthly encounters with Venus, but is full whenever it appears near Jupiter or Saturn in the eastern evening sky opposite the Sun. (In 2017, Full Moon is near Jupiter in April, Saturn in June.) At intervals of 27-28 days thereafter, the Moon appears at a progressively earlier phase at each pairing with the outer planet until its final conjunction, with Moon a thin crescent, low in the west at dusk. You’ll see many beautiful events by just following the Moon’s wanderings at dusk and dawn in the three months leading up to the solar eclipse. Learn More…

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Written by Robert Victor

Robert Victor

Robert C. Victor was Staff Astronomer at Abrams Planetarium, Michigan State University. He is now retired and enjoys providing skywatching opportunities for school children in and around Palm Springs, CA. Robert is a member of CSTA.