Wednesday/Thursday, 28/29 October, 2015

ESSENTIAL QUESTION: Which plants are more sustainable?

RELEVANCE: Which plants will be best for sustainability if grown on the space station? 

NGSSS: SC.912.N.1.1; SC.912.E.7.1; SC.912.L.17.20; SC.912.L.17.9; SC.912.L.18.1; SC.912.L.18.1; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

Complete the first grading period project.

BELL RINGER -on a sticky, write to describe all essentials for plant growth.

VOCABULARY: hypothesis, materials, procedures, variables

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students had a 40 minute exam correction time. Students absent the prior class had the entire period to complete their exam.

The remainder of the period was spent updating our research plan.

You can find the video of the plan below. Go to Slide Share to find the actual slide show presentation.

Here is the plan in movie form. Click the link below for the actual slide show.

Biology Research Plan

Monday/Tuesday, 26/27 October, 2015

ESSENTIAL QUESTION: What topics have we studied this quarter? 

RELEVANCE: Quarter Exam

NGSSS: SC.912.N.1.1; SC.912.E.7.1; SC.912.L.17.20; SC.912.L.17.9; SC.912.L.18.1; SC.912.L.18.1; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

Take an exam covering information presented this grading period.

BELL RINGER - NA

VOCABULARY: cumulative for quarter

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students submitted and reviewed home learning 9.

They then had a 15 minute study period.

Finally, students took a quarter exam that covered all information presented this grading period.

Thursday/Friday, 22/23 October, 2015

ESSENTIAL QUESTION: What are the major biological macromolecules? 

RELEVANCE: What do we use macromolecules for? 

NGSSS: SC.912.L.18.1; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Describe the four basic macromolecules by structure. 

-Describe the four basic macromolecules by function.

BELL RINGER - Identify the molecules.

VOCABULARY: carbohydrate, protein, nucleic, acid, lipid, 

HOME LEARNING: HL 9, study for exam

AGENDA

WHOLE GROUP

Students identified the four biological macromolecules as their bell ringer. You can find the handouts below. They are to be placed in your notebook. Note that we are beginning a new essential question and benchmark. Be sure to record this along with the date in your table of contents. Also, begin a new Cornell notes page, including the date and essential question. You can place the two color sheets of macromolecules in the center section. Place the double sided bell ringer (use tape) on the next page.

Read and identify the four macromolecules: carbohydrates, lipids, nucleic acids, and proteins.

Place these in your interactive notebook.

Students received HL 9, which can be found below. Be sure to write your answers on a separate sheet to submit next class.

This is HL 9. Be sure to make a copy to submit for a grade.

Those classes that needed to complete the food web paper lab did so and submitted for a grade.

We viewed a BrainPop movie on Body Chemistry to further introduce the topic of macromolecules. You can watch the video by going to BrainPop Body Chemistry. The username and password is palmbeach.

We also watched a more detailed video on the four macromolecules. You can watch it below.

This is the video The Biomolecule Band. Watch to learn about the four basic biomolecules and their functions.

Students then completed a Gallery Walk to take notes on the biomolecules. You can find the information below.

Use this page to record information about the macromolecules. Be sure to include the name of the large molecules, the functions of these molecules, and how you can identify the molecules (their structure).

Use the information on these placards to make your notes as you complete the Gallery Walk.

Tuesday/Wednesday, 20/21 October, 2015

ESSENTIAL QUESTION: How is energy moved through the biosphere? 

RELEVANCE: Which gives me fore energy, eating the cow or the salad? 

NGSSS: SC.912.E.7.1; SC.912.L.17.9; SC.912.L.18.12; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Explain and illustrate the roles of an relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

-Trace the energy pathways through the different trophic levels of a food web or energy pyramid.

BELL RINGER - compose a food chain that ends with you!

VOCABULARY: autotroph, carnivore, chemosynthesis, consumer, decomposer, detrivore, food web, food chain, omnivore, predator, prey

HOME LEARNING: update notebook, complete vocabulary, study

For the bell ringer, students composed food chains with themselves as the primary consumer, secondary consumer, and tertiary consumer.

Students watched a video Food Web video and then did a pass it on, by writing a question from the video, passing it on to another student, who answered the question. They also answered the question written by another student.

We then completed a paper food chain activity. You can find the handouts below.

Use different colors for each food chain to create a food web.

Friday/Monday, 16/19 October, 2015

ESSENTIAL QUESTION: How is energy moved through the biosphere? 

RELEVANCE: Which gives me fore energy, eating the cow or the salad? 

NGSSS: SC.912.E.7.1; SC.912.L.17.9; SC.912.L.18.12; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Explain and illustrate the roles of an relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

-Trace the energy pathways through the different trophic levels of a food web or energy pyramid.

BELL RINGER - handout with questions

VOCABULARY: autotroph, carnivore, chemosynthesis, consumer, decomposer, detrivore, food web, food chain, omnivore, predator, prey

HOME LEARNING: There is no additional home learning, except to complete vocabulary and to study!

AGENDA

WHOLE GROUP

Students completed the questions about food chains/food webs. This will go in your Cornell notes as the center portion, since it deals with this lesson. You can find the questions below. Any bell ringers that we complete that are review should be placed in your folder for study.

This is the bell ringer. Answer and place in your interactive notebook with today's Cornell notes.

We collected and reviewed HL 8. This too should be placed with today's notes.

Students made a Food Chain Study Aide. You can find the pattern below. Students used the study aide to determine their knowledge of questions about food chains. Ty it! How many questions did you get right?

Color and cut along the solid outer line. Fold the printed corners to the inside. Flip, and fold the corners to the inside. Fold into a square and use the device to study and assess your knowledge of food chains!

Wednesday/Thursday, 14/15 October, 2015

ESSENTIAL QUESTION: How is energy moved through the biosphere? 

RELEVANCE: Which gives me fore energy, eating the cow or the salad? 

NGSSS: SC.912.E.7.1; SC.912.L.17.9; SC.912.L.18.12; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-Explain and illustrate the roles of an relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 

-Trace the energy pathways through the different trophic levels of a food web or energy pyramid.

BELL RINGER - review SC.912.N.1.1 via questions - handout

VOCABULARY: autotroph, carnivore, chemosynthesis, consumer, decomposer, detrivore, food web, food chain, omnivore, predator, prey

HOME LEARNING: HL 8 Food Chains, Web, and Energy Pyramid

AGENDA

WHOLE GROUP

Students reviewed the standard SC.912.N.1.1 by answering questions. You can find the questions below. This will be placed in your notebook as today's bell ringer.

This is the bell ringer. If you can answer these, you are well on your way to passing the biology EOC!

Students received HL 8. It can be found below. Remember, all answers should be recorded on a separate sheet of paper to submit for a grade. Be sure to notate the due date and your grade in your notebook in the appropriate place.

This is HL 8. Answers on your own paper to submit.

Students received the vocabulary necessary to understand this topic. Be sure to complete and place in your notebook. You can find it below.

Complete with an illustration,  example, or wording to help you remember the vocabulary.

Students then worked on the assigned standards via Edgenuity. Remember, to access Edgenuity, you must enter through your portal.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who complete work early should to to Dr Gayden’s Science Zone and learn more about food chains and energy pyramids by clicking the links.

Be sure you can answer the following Higher Order Thinking questions!

HOTS: 

What do you imagine would happen if all detrivores/decomposers were removed from earth?

Why do the energy pyramid and the biomass pyramid have the same shape?

EXIT STRATEGY: 

Edgenuity

Monday/Tuesday, 12/13 October, 2015

ESSENTIAL QUESTION: How is energy moved through the biosphere?

RELEVANCE: Which gives me more energy, eating the burger or the lettuce on it?

NGSSS: SC.912.E.7.1; SC.912.L.17.9; SC.912.L.18.12; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES: Students will be able to:
-explain and illustrate the roles of all relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.

-trace the energy pathways through the different tropic levels of a food web or energy pyramid.

BELL RINGER: Complete the cloze activity. You will find it below.

This is your bell ringer. Complete and add to your notebook.

VOCABULARY: autotroph, carnivore, chemosynthesis, consumer, decomposer, detritivore, scavenger, omnivore

HOME LEARNING: Update notebook for notebook check.

AGENDA
WHOLE GROUP

Students completed the bell ringer.

We collected and reviewed HL7.

Students then watched the BrainPop videos Food Chains and Energy Pyramids and completed the handouts below as they viewed the videos. You can find the handouts below. The videos can be viewed by signing in to BrainPop wit the user name and password palmbeach. Then, search for and view the videos Food Chains and Energy Pyramids. Complete the handouts below as you watch the videos.

Complete these handouts as you watch the BrainPop videos.

We discussed the different trophic levels in food chains and webs. Students then completed a quiz on the information learned in class today.

Thursday/Friday, 08/09 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 - Identify the type of symbiosis by the pictures. Write the answers on a paper for your folder (not your notebook). You can find the powerpoint below.

This is a video of the slide show used for the bell ringer, Be sure you can identify each type of relationship.

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

HOME LEARNING: HL 7 Biogeochemical cycles

AGENDA:

Students completed the bell ringer, as indicated in the section above.

We received HL 7, which you can find below. This should be put in your notebook with this topic. Remember, answers on your own paper to turn in!

This is HL 7. Place in your notebook after completing. Turn in a copy to me.

Period 5 completed the videos on the nitrogen and phosphorus cycle. You can review them from teh previous blog.

Students worked on their acid rain lab by completing the data. We will graph this in our lab books once they are constructed.

Classes completed and submitted the Pond Ecosystem Gizmo Challenge.

Tuesday/Wednesday, 06/07 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 - Identify the biogeochemical cycles.

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

HOME LEARNING: update notebook

Students completed the bell ringer. This goes in the inside box of the Cornell notes for this essential question. You can find the handout below.

This is the bell ringer. Identify each of the four biogeochemical cycles, placing your choice above each pair of photos. This will go on your Cornell notes page.

Students turned in and reviewed HL 6. HL 6 will go with this set of notes.

We watched two videos on biogeochemical cycles of matter and did a stop and jot about each. You can find the videos below.

This video shares information about the hydrologic (water) cycle and the carbon cycle. Feel free to pause and replay, as the presenter talks pretty fast!

This video shares information about the nitrogen cycle and the phosphorus cycle. Again, pause as needed so that you fully understand each cycle.

Period 5 completed the data section of their lab, which period 6 will complete on Friday. 

Friday/Monday, 02/05 October, 2015

ESSENTIAL QUESTION: How do humans actions impact other living organisms? 

RELEVANCE: What effect does acid rain have on seed germination?

NGSSS: SC.912.L.17.20; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-determine the effects of acid rain on seed germination.

-simulate the human impact on the environment.

BELL RINGER - What is the scientific principal stated in the background? In your reasoning section of your lab paper, use three to four sentences to state the scientific principal.

VOCABULARY: pH, acid, base, germination, concentration, acid rain, fossil fuels, environment

HOME LEARNING: HL 6 Cycles of Matter-Students can work on it over the weekend, since we did not complete the lesson to teach the information

Students read the background information from the lab handout and used that information to begin the relevance section of the conclusions (CER).

Students were also asked to read the entire lab in order to identify safety precautions and to know how to set up and perform the lab.

Home learning 6 was not collected, since students did not receive the information needed to complete the questions. You can find the information needed, along with HL 6 below.

Here is HL 6 again. Use the information, along with info discussed in class and from your text to answer the questions.

Students spent the remainder of the class setting up the lab. Since this is a hands-on activity, it cannot be completed if not in class. 

If you missed this lab, you may earn lab credit by completing the virtual lab by clicking the link How is flower color variation in Hydrangea related to pH of the soil? In order to get full credit, you MUST:

-list the variables used (independent/dependent/control/constants).

-print and complete the table/graph.

-use complete sentences to answer all the journal questions.

-write a CER based on your findings.