Blanche Ely High School
2020-21
"The Last Dance!"
Biology I
Genetics Honors
Research III Honors
"The more you know, the more valuable you become!"
--Dr. Ben Carson
"Nothing in the world is worth having or worth doing unless it means effort, pain, difficulty...I have never in my life envied a human being who led an easy life."
--Theodore Roosevelt
1201 NW 6th Ave
Pompano Beach, FL 33060
ph: 754-322-0950
fax: 754-322-1080
ryan
Biology I Mini-Projects 2020-21
Mini-Project #1
“Types of Ecosystems & Interactions Within Ecosystems”
September 2014
- Objective(s)
- Students are to build and to illustrate three of the world’s ecosystems.
- Instruction(s)
- Students are to research the characteristics of three ecosystems—two land based {terrestrial} and one aquatic based.
- Upon completion of research, students are to build those three ecosystems.
- Students are permitted to work in groups of THREE individuals maximum.
- Students are to visually show, on the 3D model, the different plant and animal species that may exist in those ecosystems and provide labels where applicable.
- Students should illustrate how organisms interact among each other in the ecosystem.
- Students should consider trying to illustrate a potential food chain/web within the model of the ecosystem.
- Students should also document, and illustrate, the type of climate that exists within these ecosystems.
- Students should provide a full paper description of the model and provide key facts and insight on the climate and the interaction among different plants and animals that may exist within the ecosystem.
- Assessment
- The assignment will be graded via an instructor created rubric.
- Due Date
- Friday October 3rd 2014
Examples of Ecosystems
Terrestrial (Land Based) Ecosystems- Tundra
- Taiga
- Temperate rain forest
- Temperate deciduous forest
- Grasslands
- Chaparral
- Deserts
- Savanna
- Tropical dry forest
- Tropical rain forest
- Lakes and ponds (counts as one)
- Rivers and streams (counts as one)
- Fresh water wetlands
- Salt marshes
- Temperate estuaries
- Mangrove forests
- Ocean (Coral Reefs)*
- Deep Sea (Hydrothermal Vents)*
Mini-Project #2
"Body System 3D!"
Objective(s): -Describe the functions of various systems of the body and illustrate how they work together visually.
Description: -Students are to create a 3D model of THREE body systems. In addition, students are to show how these systems work together.
Instruction: - Students are to build and create a 3D model of THREE different body systems. Students are to visually show how the systems work together. Students will be working in groups of FOUR. For example, students may illustrate how the nervous and muscular systems work together {i.e. muscle cells cannot contract unless they are activated by nerve cells} Students are also to complete and present 10 minute power point presentation on the two body systems—highlighting the major parts and functions.
Group #1: - Endocrine, Muscular & Nervous Systems
Group #2: - Endocrine, Nervous & Reproductive Systems
Group #3: - Endocrine, Digestive & Urinary Systems
Group #4: - Nervous, Respiratory & Cardiovascular Systems
Group #5: - Nervous, Muscular & Skeletal Systems
Group #6: - Endocrine, Lymphatic & Immune Systems
Assessment: - Students will be accessed via instructor created rubric and/or peer evaluation.
Mini-Project #3
"Representing the Cell!"
Due Date: -
Period #3--Monday January 6th 2015
Period #4--Already Completed Assignment
Instructions
- Students are to create a 3D factory/building/city structure that is a representation of the cell.
- A structure that REPRESENTS the cell but is NOT an actual MODEL of the cell.
- If students design a factory, students MUST indicate the overall function (goal) of the factory.
- The ROOMS, CONTENTS OF THE ROOMS, AND ACTUAL BUILDINGS, of the factory/building/city/structure must correlate to organelles found inside the cell and their function.
- For example, if building a factory, the nucleus could be represented by the mainframe computer.
- For example, if building a city, FPL, the power plant, could represent the mitochondria.
- For example, if building a house, the kitchen could represent the mitochondria.
- Students MUST indicate, BY LABELING, what part of the factory/building/city/structure REPRESENTS a specific organelle found within the cell and MUST mention ALL organelles to be eligible for full credit.
- The factor/building/city must be built on a FLAT poster board and should not be drawn. Students may use products such as playdoh (not recommended due to weakness) to build the structures.
- Students may work in groups of FOUR
- Due Date
- Monday December 1st 2014
Example #1 (Side View)
Spring 2008
Example #2 (Top View)
Spring 2008
Example #2 (Close up)
{The red tabs indicate the organelles that is represented by the structures}
Spring 2008
Example #3 (Side View)
Spring 2008
Example #4 (Side View)
Spring 2008
Example #4 (Top View)
Spring 2008
Example #4 (Close up #1)
Spring 2008
Example #4 (Close up #2)
Spring 2008
Example #5 (Side View)
Spring 2008
Example #5 (Close up)
Spring 2008
Example #6 (Side View)
Spring 2008
Example #6 (Close up)
Spring 2008
Example #7 (Side View)
Spring 2008
Example #7 (Close up #1)
Spring 2008
Example #7 (Close up #2)
Spring 2008
Example #8 (Close up)
Spring 2008
Example #9 (Close up)
Spring 2008
Mini-Project #4
"The DNA Model"
Due Date: - Monday January 4th 2015
Instructions
- Students must create a 3-Dimensional DNA model using materials of their own choosing.
- However, students are not allowed to create the ENTIRE MODEL using Styrofoam.
- For example carving out the inside of a ball of Styrofoam and painting parts on the inside.
- Students must label the DNA molecule. More specifically, students must label TWO nucleotide PAIRS (you will discover what this is as you conduct your research) and the THREE parts of a nucleotide—including all FOUR nitrogenous bases.
- Students must complete a 1000 word essay including the history, and discovery, of DNA, types of DNA technology and how DNA technology is used in today’s society. This paper must be submitted with the model in class.
- Students are NOT allowed to work in groups for this Mini-Project.
- Due Date: -
- January 5th 2014
Example #1
Fall 2007
Example #2
Fall 2007
Example #3
Fall 2007
Example #4
Spring 2006
Example #5
Spring 2006
Example #6
Spring 2008
Example #6
Spring 2008
Close-up
Example #7
Spring 2008
Example #8
Spring 2008
Example #9
Spring 2008
Top View
Example #9
Spring 2008
Side View
Example #10
Spring 2008
Example #11
Spring 2008
Example #12
Fall 2008
Mini-Project #5
"The Board Game...Around the World of Biology!"
Due Monday March 30th 2014
Title: - The Board Game…Around the World of Biology
Content Area/Topic: -Biology I; Biology I Honors
Grade Level: 9-10
General Objectives {This list is not comprehensive of the entire course.}
- Describe the hierarchy of biological order.
- Name and describe the four organic macromolecules.
- Describe the function and roles of enzymes in biology.
- Describe the structure and function of plants and animal cells.
- Name and describe the stages of cellular respiration and sate the region of the eukaryotic cell in where each stage occurs—breakdown of macromolecules, glycolysis, the Kreb’s cycle and oxidative phosphorylation (electron transport chain).
- Distinguish between substrate-level phosphorylation and oxidative phosphorylation.
- Compare the processes of fermentation and cell respiration.
- Describe the two main stages of photosynthesis—the light reactions and the Calvin Cycle.
- Describe the differences and similarities between cellular sexual and asexual reproduction.
- Describe the differences and similarities between organismal sexual and asexual reproduction and how genes are rearranged.
- Compare the processes of DNA replication, transcription and translation.
- Name and describe the various genetic disorders.
- Explain how gene control occurs within prokaryotes and eukaryotes.
- Describe, and explain, the features of organisms from all six kingdoms.
- Compare the different phyla of plants and animals, their characteristics and the means by which they reproduce.
- List and describe the organ systems found within plants and animals.
- Compare the different types of ecosystems and the interactions that occur within and between populations and communities.
Description: - This activity requires students to investigate ALL concepts covered during Biology I/Biology I Honors. Students create a board game, preferably an original idea, as an assessment, based on their thorough knowledge of ALL biological concepts and processes covered in the course.
Instruction: -Students are to thoroughly study and investigate all biological patterns, biological processes and biological structures. Students are to create a board game, preferably an original idea, or a game based on famous board games such as monopoly, that can be used as a tool to assess the knowledge of fellow students. Students are to show knowledge of the steps involved in various biological processes, biological patterns and show a clear knowledge of biological structures.
**Students are to incorporate ALL materials (packets & labs) from the course.**
**Students are to create 10 questions for each of the 40 packets covered during the course, for a total of 400 questions and are to create 100 questions based on the vocabulary terms.**
Assessment: -Students will be assessed with a teacher-developed rubric based on quality of research, collaboration and quality of the board game. Students may also be assessed by their peers via an teacher-developed rubric.
Mini-Project #6
“The Living Planet—Zoo Miami!”
Due Friday May 29th 2015
- Objective(s)
- Students are to illustrate, document and provide factual information about the life of various species on the continents of Africa, Asia, Australia and the Americas.
- Instruction(s)
- Students are to create a documentary video that illustrates life in the wild for continents including Africa, Asia, Australia and South America (Amazon).
- The documentary should be recorded as students are currently located in these regions of the world live and recording.
- Students are to document the life, behaviors and habitats of animals, found living in the regions above, during their visit to Zoo Miami.
- As students speak of these animals, behaviors and habitats, they should speak as though they have prior knowledge and should not be reading word for word off the information plaques provided at the zoo.
- Student should include key facts about the organisms found within the regions of the world—including the possible impacts that humans have had on their survival in those parts of the world and possible challenges that they are facing (e.g. extinction).
- Students are to develop the video as their OWN journey in the wild in the regions of the world mentioned above and also illustrate some possible perils when facing wildlife in those regions of the world.
- The video should be between 10 – 15 minutes in length once editing is complete.
- The quality of the video must be such for possible entry into an amateur video documentary competition involving high school students.
- Assessment
- The video will be graded via an instructor created rubric.
- Due Date
- Friday May 29th 2015
1201 NW 6th Ave
Pompano Beach, FL 33060
ph: 754-322-0950
fax: 754-322-1080
ryan