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This course explores three key science disciplines (chemistry, biology, and earth science) over the semester through an integrated hands-on approach. Students are encouraged to make connections between scientific concepts, and reflect on how science is at work in everyday life. The applications of what is learned in the classroom will allow students to understand the things that connect us as well as the things that make us unique, a direct correlation between science and social science. Finally, the work explored will be done through the lens of both the MYP and the Next Generation Science Standards (NGSS) to ensure scholars are ready for their high school years and beyond.
Unit 1: Inheritance, Natural Selection and Evolution
The method of inheritance for organisms will be examined in depth during this unit. The use of genetics to combat racism, and bias, and embrace diversity, will be woven throughout. Research, debates, and presentations from experts in the field, will allow students to fully conceptualize the mechanisms of inheritance, the importance of biodiversity, and the impacts of human endeavors as they study and manipulate genomes. Students will also have an opportunity to explore bioethics as they study emerging gene manipulation technologies, such as CRISPR. They will have a field trip to Cornell Laboratories, where they will be exposed to cutting-edge technology and scientists making a difference in the field of genetics.
Race and Genetics Posters
In these presentations, the 8th grade class was tasked with reading 2 articles with differing opinions on the connection between race and genetics. After reading these articles, they worked in groups to make posters detailing the following elements:​
- A Golden Line: one particular line from the articles that the students found meaningful, surprising or thought-provoking.
- 2-3 things in the articles that caused them to reconsider their opinions on race and genetics (and why)
- 2-3 things that they disagreed with in these articles (and why)
- 2-3 ‘Aha’ moments: moments of sudden insight, realization or comprehension
- A one-paragraph summary of the group’s understanding and opinions on the connections between race and genetics using evidence from both articles.
Strawberry DNA
In this experiment, the class split up into groups to extract strawberry DNA using a mixture of detergent, water and salt. This allowed the DNA to be extracted and analyzed under a microscope. The students then sketched what they observed and filled out a worksheet detailing their findings.
DNA Structure Projects
The class was tasked with showcasing the structure of a DNA strand using Twizzlers, gummy bears and toothpicks. Each group was given a predetermined sequence of bases, and was told to construct their model based on that sequence using different gummy bear colors for each base. Additionally, each group was asked to create a model for a straightened helix (to show the base pairs) and a twisted helix (to show what the strand would look like naturally).
X-Ray Crystallography/Paper Chromatography Experiments
The class was given instructions to simulate both X-ray crystallography and paper chromatography, two techniques commonly used in the study of genetics. First, they simulated crystallography by shining a flashlight at a bag of ping-pong balls, then drawing the resulting shape. Then, they were asked to dip the edge of a piece of paper with ink on it into a beaker of water, then record their observations as the pigment separated into the water. These experiments were able to effectively replicate these advanced techniques in a classroom setting.
Discovery of DNA Student Feedback
The class was tasked with completing a research project detailing the discovery of DNA. As part of this project, paired groups of students were tasked with putting together presentations for their peers explaining what they had found so far. In these presentations, each group researched the people and processes involved in the discovery of DNA extensively, detailing both the importance of the discovery at the time and what it has meant for genetics research at large since then. The research process was structured to be completed over a 6 day period, during which the students structured their findings and received peer feedback.
Aingeru_20251117_1123.mov.mp4Discovery of DNA Final Student Presentations
The students presented their work on the discovery of DNA in 3 10-minute periods: 2 to allow for members of each group to look at their classmates presentations, and a third to allow for guests from other grades and faculty. During each of these periods, the audience members were asked to fill out feedback forms for the group they were assigned, which was a key element in the grading process.
Weill Cornell Medicine Campus Visit
The 8th grade class visited the labs at the Weill Cornell Medicine Campus in order to learn more about how genetics is studied and the various techniques involved in research. While there, they were able to learn about the various studies being conducted at the lab, including research on organoids (miniature human organs) and the ongoing study of a new disease present in corvids.
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