Bill Nye — It’s Worse Than You Imagined – Test Everything
Netflix appears to have removed a segment from a episode of Bill Nye the Science Guy that attributes biological sex to chromosomes. Gene – a part of the chromosome that contains the DNA code for an inherited trait EACH CELL in your body has genes! The nucleus contains. 2. DNA (Deoxyribonucleic Acid) - carries the genetic information for a cell and is a set of instructions that tells the cell what to do or be. 3. Chromosome – a single .
The word denotes logic.
Location, Location, Location!
Measurable data and observable phenomena. I subjected myself to watching one episode of Bill Nye Saves the World. If you are XX you are female, and if you are XY you are male.
Most all of us learned this in school. But Nye is quick to point out that this binary way of looking at things is outdated. Some people have more than two sex chromosomes.
Some have only one. Generally the extreme ends of the spectrum represent the minority with most people somewhere in the middle. From what I could find quickly online: X0 only a single X chromosome: In other words, even the most common sexual chromosomal genetic mutation occurs in less than one-tenth of a percent of the population.
The overwhelming majority of human beings are either XX or XY. People who are truly intersex — neither male nor female but of an indeterminate sex — are even more rare. You can find some of the numbers on the page of the Intersex Society of North America link provided for reference. None of this information is new to science. A small minority of people are born with only one arm, or a partial arm.
But we all understand that it is normal for humans to have two arms. The fact that abnormalities occur does not negate the norm or render the idea of the norm meaningless. What is more telling, that out of children are born with typical XX or XY chromosomes or that 1 out of is not? Bill Nye does not go all that deep into the genetics of sex or its implication for society.
Bill Nye The Science Guy S5E03 - Genes
Nor does he address the problems that are often incumbent with such genetic abnormalities, such as sterility. Biological sex is only one aspect of the spectrum. Then there is attraction, which has to do with who you are attracted to male, female, both, or neither. Finally there is expression, which is how you present yourself to the world as a male, female, both or neither.
Bill Nye did not invent these categories. After video, students will use their notes and pick one fact from each section to fill out question 5 on their student worksheet giving a fact about each of the following terms: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new knowledge?
Day 3; also include Evaluate in Day 3 After watching the "Genes" episode of Bill Nye the Science Guy, students can complete 6 on their worksheet and create their own definition for the following terms: The students will read Newsela. Students read the article silently. Then students will "Rainbow Read" the article to answer text-dependent questions. Rainbow Read is a strategy where students will underline the evidence in the article with the appropriate color as designated on their worksheetand then write the answers to questions on their student worksheet.
Summative Assessment This will be conducted during the Evaluate section in the PowerPoint and student worksheet questions Students will answer the first part of the guiding question, "How can you diagram the following components in the cell: Teachers should look for a drawing that includes the nucleus, DNA, chromosomes, and genes properly labeled questions on student worksheet.
Students will answer the second part of the guiding question, "How can you explain the relationship of the following components within the cell: Teachers should look for answers that mention that the nucleus of the cell contains DNA. In addition, students should mention that sections of DNA are genes, and when DNA coils it creates chromosomes question 10 on the student worksheet.
After reading "There's a gene for life in high-altitude Tibet," students learned that a special gene allowed the Tibetan population to survive in high altitudes. Now students can answer the second guiding question: If you could create a gene for human DNA, describe your gene and the trait it would code for.
Teachers should look for students describing a gene that could be passed to their children; many answers could be accepted question 11 on the student worksheet. The answer keys and the PowerPoint have possible answers to all questions in this lesson. Prior knowledge can be determined through class discussion of student answers to the initial guiding question.
Stamos, K / Genetics Notes
Students create model that will show how DNA, chromosomes, and genes are related and fit into the nucleus of the cell. Student worksheet, question 3: Student shoulder pairs testing each other on definitions of cell, nucleus, DNA, chromosomes, and genes Student worksheet, question 5: Rainbow Read Strategy for the article "There's a gene for life in high-altitude Tibet": A student summary of the article will be completed on the Student Worksheet.
Feedback to Students Engage: The teacher will lead a class discussion to review student answers to the guiding question and hypothesize about what part of the model is represented by which of the terms discussed in the lesson. Do not correct student misconceptions at this point. The teacher will lead a class discussion to correct student misconceptions about parts of the model and what vocabulary term the model represents.
Card sort activity - do not correct student answers to activity. Students will learn the correct vocabulary term and its definition later in the lesson. Have teams share their card sort answers with the class. Correct student misconceptions for cell labeling and vocabulary definitions for the following terms: Students will read the article and answer text-dependent questions.
After answering each question, the student will underline text evidence in the article that supports their answer before moving to the next question.
- Bill Nye — It’s Worse Than You Imagined
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- Mrs. Baxter and Mrs. Herndon 5th Life Science Bill Nye Genetics Video Genetics.
Engage Students can complete gallery walks to observe various groups' models and answers to worksheet questions. In a gallery walk, students get a chance to move around the classroom to observe one team at a time and look at answers from that team. When the team returns to their original table, the members may change answers on their own model or worksheet.
Explore Student pairs or teams can work together to label the cell diagram. Students can be assigned numbers from The number 1s will write a note about the nucleus, number 2s will write a note about DNA, number 3s will write a note about chromosomes, and number 4s will write a note about genes. After the video is over, students can share their note with team members. Elaborate Newsela has a feature that allows teachers to modify Lexile levels to accommodate various reading abilities.
The teacher can read the article aloud to the students. The teacher can model the Rainbow Read strategy for question 1. Students can be grouped into pairs to complete remaining questions and identify the text evidence for their responses.
Students can research the human genome project and explore the possible applications of the project's results. Students can create a poster of their findings. Students can research and present diseases that are caused by genes that have been altered due to mutations in the DNA sequence.
Students can create a chart to show the varying number of chromosomes between various species. Students can create a chromosome map of all 23 human chromosomes. In the map, students can discuss how many genes are in each chromosome, how much of the chromosome has been identified, the traits the chromosomes produce, and the diseases associated with the chromosome.