Wednesday/Thursday, 30 September/01 October, 2015

ESSENTIAL QUESTION: How is matter moved through the biosphere? 

RELEVANCE: How do I contribute to the matter cycles of nature? 

NGSSS: SC.912.E.7.1; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-trace the movement of matter through different biogeochemical cycles

-describe a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment.

BELL RINGER - Kahoot.it Topic review 

VOCABULARY: carbon cycle, nitrogen cycle, water cycle, decomposer, detrivore

HOME LEARNING: HL 6 Cycles of Matter

The bell ringer was a review Kahoot.it in which we reviewed past topics, including the main ideas of biology, the needs of living things, and symbiotic interactions.

Students received HL 6, which you can find below.

This is HL 6. Use information gathered in class to answer.

Classes continued the Gizmo on Greenhouse Effects and related this knowledge to postulate on what on how greenhouse gasses affect the earth.

Some classes are still working on the Gizmo Pond Challenge and did not begin the notes on cycles.

Monday/Tuesday, 28/29 September, 2015

ESSENTIAL QUESTION: How does an environment change?

RELEVANCE: Are all forest fires bad? 

NGSSS: SC.912.L.17.5; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the types of disturbances that ecosystems can recover from.

-Explain how succession changes ecosystems over time.

-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession.

BELL RINGER - KW Chart on Natural Disasters: What do you know about the types of natural disasters What do you want to know?

VOCABULARY: climate, ecosystem, succession, greenhouse effect

HOME LEARNING: notebook update - don't forget that you MUST have a level 1, level 2 AND level 3 question. Be sure your summary is inclusive and thoroughly addresses the entire lesson.

Students completed a KW chart on natural disasters, after which w discussed how natural disasters affect an area and the things that reside there.

Research plans were collected, but will be returned next week so that you can complete them for the final grade. Please be sure to pay attention to ALL suggestions!

Home learning 5 was reviewed. Since you have the original copy be sure you corrected any wrong answers you have and place the corrected document with the notes for today. Remember, EVERY TIME there is a DIFFERENT essential question, that is YOUR signal to list the date, science benchmark, essential question and page in your table of contents and then turn to that page, make a Cornell notes and complete the bell ringer!

Students received a handout on successions, which we reviewed and took notes on while completing a virtual lesson on succession. You can find the handout below.

Use this as the basis for your lesson. Try making a Venn diagram to compare and contrast Primary and Secondary Succession!

If you'd like to try your hand again on getting the correct sequences, visit the link listed.Succession

We began the Gizmo on Greenhouse Effect in some classes but not others, so we will continue that activity next class. You can find the printouts for the Greenhouse Effect Gizmo by logging in with your given username and password. Click the link for Lesson Info, and then click the link for student exploration sheet to get the handouts (pages 2-3).

Also, students MUST individually complete the Gizmo challenge on Pond Ecosystems, including the CER. That too, will be completed next class period.

Biological Succession

Biology students:

Click the link below to access the interactive site on primary and secondary succession. Be sure to take notes!

Succession

Thursday/Friday, September 2015

ESSENTIAL QUESTION: What conditions affect aquatic ecosystems?

RELEVANCE: Do humans affect the environments of aquatic organisms? 

NGSSS: SC.912.L.17.5; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Explain that different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, salinity, and/or temperature.

-investigate the chemical factors (pH, oxygen, carbon dioxide, nitrogen, phosphorus, and salinity) in aquatic systems.

BELL RINGER - Write for two minutes to describe how your day spent at the beach could affect organisms that live in that habitat.

VOCABULARY: biotic, abiotic, ecosystem, aquatic

HOME LEARNING: HL 5  Answers only for numbers 4-14 on your own paper.

As the bell ringer, students did a sustained silent writing about organisms and environments they'd encountered/expect to encounter on a day at the beach.

Research plans were reviewed. Remember, you MUST complete the background information so we can formulate our hypothesis!

Home learning 5, which also has notes on the topic of aquatic ecosystems were distributed. You can find the pages below. Remember, you are turing in only the answers for numbers 4-14.

This is HL 5. You will complete as you view the video and the powerpoint. However, you are ONLY submitting the answers to questions 4-14. The pages will go in your interactive notebook.

Those classes that needed to complete the CER for the yeast lab did so.

We reviewed the vocabulary for the current topic. Remember, you are to illustrate or give an example for each term listed. This will be placed with your notes. You can find the vocabulary below.

Obviously, you need to complete only one of the vocabulary forms with an illustration or drawing.

We then watched a Study Jams video on Aquatic Ecosystems. You can watch the video by clicking this link: Aquatic Ecosystems. Why not see how much you learned by testing yourself? Click the test yourself link to find out how much you know!

We also took notes from the powerpoint on aquatic ecosystems. The powerpoint has been converted to a movie and you can watch it below. Also, you can sign in to your text using the user name and password I have given you to find the information via an interactive presentation.

Monday/Tuesday, 21/22 September, 2015

ESSENTIAL QUESTION: What conditions are necessary for yeast to bud and grow?

RELEVANCE: Is yeast alive? 

NGSSS: SC.912.L.17.5; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Determine the conditions necessary for yeast to bud and grow.

-Devise a research plan for the year-long project

BELL RINGER - Are yeast alive? If so what do they need to survive?

VOCABULARY: heterotroph, consumer, cellular respiration

HOME LEARNING: Work on Research plan

Students completed the bell ringer by answering the question on a sticky for posting.

We then collected and reviewed HL 4.

Notebooks were returned. The rubrics should be taped into the back of the notebook, four pages prior to page A. I should have included that as a part of the reference information. Perhaps next year!

Those students who were given a chance to redo their notebook for a higher grade, be advised that the resubmission will be on the NEXT class!

We received our project research plan and began to compete it. The completed plan is not due until October 23. As a home learning assignment, look up the information for the background. Once you have that info, we can formulate a hypothesis. Your background MUST include complete references. This means, if you use a book, use the MLA style of writing the reference. If you get the information from the internet, first make sure it is a reputable site. Then, be sure to record the entire URL address AND the date the information was accessed.

We then completed the lab on yeast griwth. We did not finish the CER, but will do so at the beginning of the next class.

Thursday/Friday, 18/19 September, 2015

ESSENTIAL QUESTION: How do interactions among organisms impact the changing environment?

RELEVANCE: How do our daily activities affect the environment?

NGSSS: SC.912.L.17.5; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the different roles of organisms in any ecosystem.

-Explain how succession changes ecosystems over time.

-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. 

BELL RINGER - Kahoot on Symbiosis

VOCABULARY: commensalism, ecosystem, global warming, greenhouse effect, invasive species, mutualism, parasitism, predation, primary succession, secondary succession, succession, symbiosis, abiotic, biome, biotic, biodiversity, climate, producer, consumer, decomposer, aquatic

HOME LEARNING: HL 4 A Changing Landscape

AGENDA

WHOLE GROUP

Students took a quiz with Kahoot.it on Symbiosis

Students received HL 4 A Changing Landscape. It is due next class. You can find a copy of the assignment below.

This is HL 4. Be sure to complete a copy to turn in.

Students submitted interactive notebooks for a grade. Notebooks will be graded on content and completeness. This includes: having the table of contents completed, completing the assignments roster with dates and current grades, and for each topic, making sure there is a date and essential question, 3 leveled questions with corresponding answers in color (3 different colors), a summary of the main ideas of the topic, all handouts (completed), and all notes and bell ringers.

Those classes that needed to complete the exit slip on symbiosis also did so.

Tuesday/Wednesday, 15/16 September, 2015

ESSENTIAL QUESTION: How do interactions among organisms impact the changing environment?

RELEVANCE: How do our daily activities affect the environment?

NGSSS: SC.912.L.17.5; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Identify the different roles of organisms in any ecosystem.

-Explain how succession changes ecosystems over time.

-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. 

BELL RINGER- Students record all the observable things they can about the object given.

VOCABULARY: commensalism, ecosystem, global warming, greenhouse effect, invasive species, mutualism, parasitism, predation, primary succession, secondary succession, succession, symbiosis, abiotic, biome, biotic, biodiversity, climate, producer, consumer, decomposer, aquatic

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Home learning was collected and reviewed.

Students worked as a team to complete the bell ringer. Each group was given an object and asked to write down the observations of the object they were given. Students were to write SOLEY based on what was observed, not what is known about the object. Teams then cooperated to write a CER about their observations.

Students then completed an ecological relationship activity, where they predicted what they thought the relationship was between the organisms, and then watched a short clip to identify the actual relationship, explaining their reasoning for choosing that particular symbiotic relationship. You can find the handout to accompany the clips below. All clips are from the PBS Nature series, and are the property of pbslearningmedia.org

Make a prediction for each pair of organisms as to what type of symbiotic relationship you think exists between the organisms. Then, watch the clip and write down the actual relationship in the last column. Be sure to include your reasoning and explanation of each actual relationship.

This is clip one. Use it to determine the relationship between the tiger shark and the loggerhead turtle.

This is clip 2. Use it to determine the relationships between:

shark and jack; shark and mackerel; shark and shark suckerfish; and shark and barberfish.

This is clip 3. Use it to determine the relationship between the shark and fishermen.

This is clip 4. Use it to determine the relationship between the shark and fishermen.

This is clip 5. Use it to determine the relationship between sharks and humans.

Thursday/Friday, 10/11 September, 2015

ESSENTIAL QUESTION: How do interactions among organisms impact the changing environment?

RELEVANCE: How do our daily activities affect the environment?

NGSSS: SC.912.L.17.5

EARNING OBJECTIVES:  Students will be able to:

-Identify the different roles of organisms in any ecosystem.

-Explain how succession changes ecosystems over time.

-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. 

BELL RINGER- Describe the type of symbiotic relationship between the rhino and the bird. What type does the BIRD think they have? What about the rhino?

VOCABULARY: commensalism, ecosystem, global warming, greenhouse effect, invasive species, mutualism, parasitism, predation, primary succession, secondary succession, succession, symbiosis, abiotic, biome, biotic, biodiversity, climate, producer, consumer, decomposer, aquatic

HOME LEARNING: HL 3 Ecological Succession Worksheet

AGENDA

WHOLE GROUP

Students completed the bell ringer, which you can find below.

Determine the type of symbiotic relationship.

Students then took the Kahoot quiz on the vocabulary assigned to them last class period.

Students that needed to completed the Odyssey Earth handout from last class. Remember, you can watch the video on the web site listed in the last blog.

Students received home learning 3, which can be found below.

This is HL 3. Answers only on your own paper. It is due at the beginning of the next class session.

Because so many students are absent, we did not progress through the remainder of the lesson, but allowed new students to take the baseline exam. Other students worked on their understanding of succession by visiting the CK-12.org site. You can find the instructions on how to join my class and on the first assignment (Interactions Among Organisms) below.

Biology Students:

Join my CK-12 class:  Dorothy M. Wallace COPE Center Biology

Joining my class allows me to share content with you and keep track of how well you do on your CK-12 practice assignments.

To join:

1. Go to www.ck12.org

2. Click Join to create an account, or Sign In.

3. Click Groups.

4. Click Join a Group.

5. Enter code: 3dfcw

You can also join the class by using this link:

CK-12.org

Your first assignment: Interactions Among Organisms

Tuesday/Wednesday, 08/09 September, 2015

ESSENTIAL QUESTION: How do interactions among organisms impact the changing environment?

RELEVANCE: How do our daily activities affect the environment?

NGSSS: SC.912.L.17.5

LEARNING OBJECTIVES:  Students will be able to:

-Identify the different roles of organisms in any ecosystem.

-Explain that different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, salinity, and/or temperature.

-Investigate the chemical factors (pH, oxygen, carbon dioxide, nitrogen, phosphorous, and salinity) in aquatic systems.

-Explain how succession changes ecosystems over time.

-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. 

BELL RINGER- Look at the Everglades Food Web and answer the following: 

-What might happen if a specific plant or animal was removed from the food web. 

-Which organisms would be affected the most? 

-Do you think that ecosystem would be able to find a balance? 

-What would happen if you introduced an exotic species, let’s say a tegu lizard or a Mayan cichlid fish?

Here is the food web:

Use this web to answer the questions.

Watch the video and re-evaluate your answers.

The handout for this activity can be found below:

Use this form to complete as you review the handout on the everglades Food Web. Only complete the Answer (middle) section.

Now, watch the video, found at the link The Food Web and rethink your answers to the questions, writing them in the last column.

VOCABULARY: commensalism, ecosystem, global warming, greenhouse effect, invasive species, mutualism, parasitism, predation, primary succession, secondary succession, succession, symbiosis, abiotic, biome, biotic, biodiversity, climate, producer, consumer, decomposer, aquatic

HOME LEARNING: update notebook/study for vocabulary

AGENDA

WHOLE GROUP

We reviewed home learning 2.

We completed handouts from the past week's lesson for those classes where it was necessary. All handouts (completed) should be in your interactive notebook. See me if you are not sure how to do this. We also completed the questions, summary, and placed all handouts into the interactive notebook.

We began the bell ringer activity from the Odyssey Earth website (see above).

Students were given the vocabulary handouts and it was explained how to complete them. Students are to study this, as there WILL be a quiz on this information next class meeting! You can find the vocabulary handouts below.

These are the vocabulary word you need to be familiar with by next class meeting Also, be sure you complete the last column of the handouts.

Thursday/Friday, 03/04 September, 2015

ESSENTIAL QUESTION: What role does science play in the study of life?

RELEVANCE: How am I ever going to use this information in my real life?

NGSSS: SC.912.N.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Explain the role science plays in the study of life. 

-Identify the central themes of biology.

BELL RINGER- Make a T-table. As you watch the video, write the name of the object and in the second column, identify the object as living or non-living. (see drop box: Is it living or non-living?)

VOCABULARY: hypothesis, independent variable, inference, bias, theory, living, non-living, problem statement

HOME LEARNING: HL 2 - Handout Characteristics of Living Things

AGENDA

WHOLE GROUP

Those classes that needed to were able to complete construction of their interactive notebooks.

We then made a T-table on page 9 (after setting up a Cornell notes page with the date and essential question) in the center of the page with the labels object and living/non-living. We watched the video (see below), listing each object and determining if it was living or non-living. We discussed the properties/characteristics of living things.

This is the video to complete the bell ringer.

We then discussed the handouts on the study of biology and the characteristics of living things. The handout characteristics of living things will be turned in as the home learning assignment. You can find the handouts below.

These are the handouts associated with the lesson. The last page is the one that you will submit for HL 2. I will give you a separate copy so that you can keep your original for your notebook.

Tuesday/Wednesday, 01/02 September, 2015

ESSENTIAL QUESTION: What role does science play in the study of life?

RELEVANCE: How am I ever going to use this information in my real life?

NGSSS: SC.912.N.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Take a baseline exam in biology.

VOCABULARY: hypothesis, independent variable, inference, bias, theory, living, non-living, problem statement

HOME LEARNING: none

AGENDA

WHOLE GROUP

Students returned their signed syllabus page indicating that they and their parent have read and understood the syllabus for the biology class. Students not returning the signed page should do so as soon as possible.

Students then took the baseline Biology exam. We will have data chats once the results are tabulated.