Diverging plate behavior does not vary with density. When plates move apart, magma from the mantle moves upward and forms non-violent shield volcanoes. Shallow earthquakes are located at diverging boundaries. Transform (sliding sideways): Transform plate movement also does not vary with density. Transform boundaries are formed when plates slip past each other. They do not form volcanoes or mountains, but they do form shallow and moderately deep earthquakes. Labs/Activities
Fold this in half lengthwise. Starting at the lengthwise fold, draw lines 5.5 cm long in the middle crease and the two creases closest to the ends of the paper. Carefully cut the lines you drew making sure that the paper is still folded. After cutting, unfold the paper to show three slits in the paper. Put the two striped strips of paper together so that their “START” labels touch one another. Insert the “START” ends of the strips up through the center slit and then pull them toward the side slits. the ends of the strips into the side slits. Pull the ends of the strips and watch what happens at the center slit. pulling the strips through the slits until you can make the two strips come up and go down at the same time. Data (Table and Observations): Neatly copy the data table below into your lab report. With your strips of paper fully pulled through the center of the colored paper, record the lines of the magnetic pattern into the top row of your data table. Pay close attention to the width of each line. In the second row, state the type of magnetic polarity each line represents ─ normal or reversed. In the third row, record the age of the rocks directly below each line. Left Edge Center Right Edge
Guided Practice: Direct students to perform lab activity. Independent Practice: Direct students to complete Results and Conclusion questions. Differentiated Instruction: Use alternative teaching strategies as needed. Lesson Closure: Conclude KWL by asking students to write three things they learned during the lab activity about DNA. Assessment: Suggested Assessment Activities: lab report; PowerPoint presentation; five point summary poster; graphic organizer; brochure; 3-D model; foldable. SC.F.1.4.1 Protein Transcription and Translation: Student Activity Benchmarks: SC.F.1.4.1- The student knows that the body processes involve specific biochemical reactions governed by biochemical principles. (Also assesses SC.F.1.4.3 and SC.F.1.4.5) SC.F.1.4.5 The student knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins. SC.F.2.4.2 The student knows that every cell contains a “blueprint” coded in DNA molecules that specify how proteins are assembled to regulate cells. SC.F.2.4.3- The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. (Also assesses SC.D.1.4.4 and SC.F.1.4.2) Objectives: The student will learn the process of RNA transcription. The student will understand the implication of a mistake in RNA translation. Background Information: Protein synthesis is the process where an mRNA strand is read at a ribosome in a cell to determine the correct structure of a protein. Within these instructions there are certain “start” and “stop” codons which signal when a protein is supposed to start or end. The instructions are very specific and usually only code for one type of protein. If a “mistake” is made, such as a deletion, inversion, or substitution, the whole protein may or may not change. This could be harmful, beneficial, or neutral change in DNA. Given the DNA code for the hormone insulin, you will determine the correct amino acid sequence of a molecule. This exercise is divided into three strands of DNA that need to be
11 12 13 14 15 16 17 18 19 Complete this after making prediction in Data Table 2 20 21 22 23 24 25 Data Table 2: Predicted Values Based on Observed Pattern Generation #Rabbits #Lynx #Rabbits Caught #Lynx Starved #Lynx Surviving #New Baby Lynx Rabbits Left 17 18 19 20 21 22 23 24 25 Assessment: Use a rubric such as one found in the appendix to grade the graph. Students must the following data analysis: Why was the rabbit population limited to 200 rabbits?