Students are tasked with creating a model of DNA, which they then photograph and include a written explanation of how the model represents DNA.
Students are tasked with creating a model of DNA and include a typed explanation of how it represents DNA.
This analysis and discussion activity can be used to introduce your students to key concepts about DNA structure, function and replication or to review these topics. This activity includes hands-on modeling of DNA replication.
Explore how the code embedded in DNA is translated into a protein. DNA transcription and mRNA translation are modeled.
Explore the relationship between the genetic code on the DNA strand and the resulting protein and rudimentary shape it forms. Through models of transcription and translation, you will discover this relationship and the resilience to mutations built into our genetic code. Start by exploring DNA's double helix with an interactive 3D model. Highlight base pairs, look at one or both strands, and turn hydrogen bonds on or off. Next, watch an animation of transcription, which creates RNA from DNA, and translation, which 'reads' the RNA codons to create a protein.
Explore the relationship between the genetic code on the DNA strand and the resulting protein and rudimentary shape it forms. Through models of transcription and translation, you will discover this relationship and the resilience to mutations built into our genetic code. Start by exploring DNA's double helix with an interactive 3D model. Highlight base pairs, look at one or both strands, and turn hydrogen bonds on or off. Next, watch an animation of transcription, which creates RNA from DNA, and translation, which reads the RNA codons to create a protein. Finally, make mutations to DNA and see the effects on the proteins that result. Learn why some mutations change the resulting protein while other mutations are "silent."
Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.
Virginia’s dance arts instructional programs reinforce Virginia’s 22 Workplace Readiness Skills These skills are organized around three core areas that promote opportunities and reinforce student understanding of Virginia’s workplace readiness skills: Personal qualities and abilities, interpersonal skills, and professional competencies.
The Dance Arts Standards of Learning (SOL) are intentionally and directly aligned with the skills outlined in the Profile of a Virginia Graduate. This document demonstrates conatins statements taken directly from the 2020 Dance Arts SOL document and re-organized to show alignment to the “5 Cs”.
The purpose of this document is to highlight standard nine of the 2020 Dance Arts Standards of Learning. This standard in all grade levels relates connecting dance arts content, skills, and processes to career options, college opportunities, and the 21st Century workplace. Teachers and curriculum specialists can use this document to plan a sequence of instruction for grades K-12 that prepares students for career, college, and workplace connections in dance arts education.
The purpose of this resource is to support school and division administrators in observations and coaching conversations for dance arts teachers in Virginia public schools. The strategies listed support effective instruction connected to skills and concepts of the 2020 Dance Arts Standards of Learning.
The student will learn a dance and identify the pattern, then create a dance routine in both repeating and growing patterns. Students will also understand and identify simple loops.
This is a 4:11 video that illustrates correlations through dance.
This is a 3:24 video that illustrates frequency distribution through dance.
This 5:10 video illustrates the concepts of sampling and standard error through dance.
This 4:43 video illustrates the concept of variance through dance.
The students will collaboratively create a dance using the Dance Party Hour of Code Activity.
Dan Meyer has created many mathematics lessons centered around storytelling, along with a methodology for using these with students. Before you do any of his lessons, please see the explanation at his blog: https://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/ To see all the lessons in a Google Docs spreadsheet, go to https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNN
C6Z4/edit#gid=0
The lessons are all CC BY, and you may edit these to fit your own students’ needs. The links from #GoOpenVA go to his own website because the structure of the lessons (including pertinent videos) is integral to the delivery of the lessons. Some lessons are stored as downloadable zip files, and these are noted as part of the link.
Cori Sowers provides short, targeted video presentations about various topics for Google, Canvas, and other technologies linked from this page.
Quizlet Vocabulary Activity