Friday, 29 January and Monday, 1 February, 2016

ESSENTIAL QUESTION: How are photosynthesis and cellular respiration related?  

RELEVANCE: I owe my life to a plant! 

NGSSS: SC.912.L.18.9; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa.

-explain how photosynthesis stores energy in organic compounds and cellular respiration releases energy from organic compounds.

-identify the reactants, products, and/or basic function of photosynthesis, aerobic and anaerobic cellular respiration.

-connect the role of ATP to energy transfers within the cell.

-continue Journey To Mars Project.

-set up and explain Million Orchid Project

BELL RINGER - read over lab handout and discuss safety precautions

VOCABULARY: autotroph, photosynthesis, heterotroph, ATP, aerobic respiration, anaerobic respiration, chloroplast, mitochondria

HOME LEARNING: Biology report on the cell

AGENDA

WHOLE GROUP

We reviewed class correlations and tie-ins to the focus calendar.

Students performed the cellular respiration lab.

The remaining time was spent working on the biology report, which can be found below It is due in class by Friday, 5 February.

These are the instructions on how to write your cell report. Be careful to follow them. Check your work before submitting. 

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who complete work early should go to Edgenuity and work on assigned topics.

HOTS: 

-Which process (photosynthesis or cellular respiration) do you think began first on earth? Explain your answer.

-Describe how a planet like Mars could be terraformed because of the process of photosynthesis.

EXIT STRATEGY: 

Three things I learned, two things I found interesting, one question I still have.

Wednesday, Thursday, 26/27 January, 2016

ESSENTIAL QUESTION: How are photosynthesis and cellular respiration related?  

RELEVANCE: I owe my life to a plant! 

NGSSS: SC.912.L.18.9; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa.

-explain how photosynthesis stores energy in organic compounds and cellular respiration releases energy from organic compounds.

-identify the reactants, products, and/or basic function of photosynthesis, aerobic and anaerobic cellular respiration.

-connect the role of ATP to energy transfers within the cell.

-continue Journey To Mars Project.

-set up and explain Million Orchid Project

BELL RINGER - pretest on cellular respiration and photosynthesis (via Kahoot.it). (P5) 

    P6 Freyer Model Vocabulary

VOCABULARY: autotroph, photosynthesis, heterotroph, ATP, aerobic respiration, anaerobic respiration, chloroplast, mitochondria

HOME LEARNING: NA

RESOURCES: Pearson text, youtube,  Kahoot.it

AGENDA

WHOLE GROUP

We reviewed the reading and writing tie-ins from the focus calendar.

The bell ringer was a pre-test for Kahoot for some classes and to make a Frayer model vocabulary map for other classes.

Vocabulary lists were distributed and explained. You can find it below.

Complete the vocabulary by writing examples or illustrating the concepts.

Students watched the video photosynthesis vs respiration. You can see the video below.

Watch the video to see the relationship between photosynthesis and cellular respiration.

Students completed a chart on photosynthesis and cellular respiration by reading from their text. They then wrote a summary of the relationship between the two by answering who, what, when, where, why, and how for each. The handout is found below.

Complete after reading information from your text. Then, use this information to write a summary comparing photosynthesis and cellular respiration.

Students then received the explanation for the biology report on cellular organelles. You can find the explanation below. Reports are due in class by February 5.

Use this information to write your book on cell organelles.

Classes also continued the Million Orchid Project and the Growing Beyond Earth Project.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who complete work early should go to Edgenuity and work on assigned topics.

HOTS: 

-Which process (photosynthesis or cellular respiration) do you think began first on earth? Explain your answer.

-Describe how a planet like Mars could be terraformed because of the process of photosynthesis.

EXIT STRATEGY: 

Three things I learned, two things I found interesting, one question I still have.

Fairchild Gardens Projects - Growing Beyond Earth and Million Orchid Project Links

Click the link below for the data sheet for the Growing Beyond Earth Google Docs Data Sheet

Growing Beyond Earth

Click the link below for the data sheet for the Million Orchid Project Google Docs Data Sheet

Million Orchid Project

Use these links to check data and to make your graphs and compose your tweets.

Remember, to tweet means extra credit!

You MUST also tweet me with what you wrote!

My Twitter account is DrGCOPE

Friday, 15 throughTuesday, 26 January, 2016

Due to the excessive number of absences, exams, and other school wide activities, we did not begin a new topic, but worked on individual areas in need of improvement. Students who have not completed their Edgenuity assignments MUST have them done by Wednesday, 21 January.

The mid-year assessment in biology will be on January 26 and 27, so be sure to review ALL of the material presented this semester. Also, be on time and in place to take the exam!

Wednesday/Thursday, 13/14 January, 2016

ESSENTIAL QUESTION: How do scientists think life continues to change on Earth?  

RELEVANCE: Do people really change? 

NGSSS: SC.912.L.15.13; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-identify the conditions required for natural selection.

-relate the conditions required for natural selection to differential reproductive success.

-Continue Journey To Mars Project.

-take an assessment on natural selection.

BELL RINGER - NA

VOCABULARY: adaptation, adaptive radiation, ancestor, artificial selection, bottleneck, coevolution, convergent evolution, directional selection, disruptive selection, evolution, extinction, fitness, founder effect, gene glow, gene pool, genetic drift, gradualism, mutation, natural selection, punctuated equilibrium, speciation, stabilizing selection

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

We reviewed class correlations and tie-ins to focus calendar.

Students were given a short study period prior to the beginning of the exam to study and ask clarifying questions.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who complete work early should go to Edgenuity and work on the topics they received less than 70% from the last exam

HOTS: 

-How does Darwin address the uncertainties surrounding his theory of descent with modification? What do his methods reveal about the nature of scientific inquiry?

-Does Darwin’s theory of natural selection suggest an optimistic or a pessimistic view of the world?

EXIT STRATEGY: 

Three things I learned, two things I found interesting, one question I still have.

Monday/Tuesday, 11/12 January, 2016

                                      **********ANNOUNCEMENT!!!!!!!*************

The grading scale for the second grading period, and those beyond has been changed. You received the new grading scale. It is to be taped/glued over the old scale in your class syllabus. Remember, the grading scale now is:

CATEGORY BASIS FOR GRADE

Home learning 20%

Laboratory write-ups (wet labs and virtual labs) 5%

Notebook (including classwork) 30%

Reports/Projects 5%

Assessments (exams, exit slips, etc.)  30%

Differentiated Instruction Assignments 10%

Total  100%

Be sure to act accordingly as you complete and submit your assignments!

In addition, all graded assignments must be submitted by Wednesday, 20 January, NO EXCEPTIONS!!!!! 

ESSENTIAL QUESTION: How do scientists think life continues to change on Earth?  

RELEVANCE: Do people really change? 

NGSSS: SC.912.L.15.13; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-identify the conditions required for natural selection.

-relate the conditions required for natural selection to differential reproductive success.

-Continue Journey To Mars Project.

BELL RINGER - EOC study questions

VOCABULARY: adaptation, adaptive radiation, ancestor, artificial selection, bottleneck, coevolution, convergent evolution, directional selection, disruptive selection, evolution, extinction, fitness, founder effect, gene glow, gene pool, genetic drift, gradualism, mutation, natural selection, punctuated equilibrium, speciation, stabilizing selection

HOME LEARNING: study for natural selection assessment

AGENDA

WHOLE GROUP

We reviewed class correlations and tie-ins to the focus calendar.

The bell ringer was a biology EOC review. You can find the questions below.

This is the bell ringer. It will be placed in your folder.

Home learning 8 was collected.

Students received science fee letters. Fees are due by January 22.

The remainder of the class time was spent completing the GIZMO Natural Selection. If you do not have the handout, you can find it online when you log into your account. If you do not remember your user name and password, please email me and I will send it to you. You MUST take the five question assessment at the end of the GIZMO. It will serve as a quiz on the information.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who complete work early should go to Edgenuity and work on the topics they received less than 70% from the last exam

HOTS: 

-How does Darwin address the uncertainties surrounding his theory of descent with modification? What do his methods reveal about the nature of scientific inquiry?

-Does Darwin’s theory of natural selection suggest an optimistic or a pessimistic view of the world?

EXIT STRATEGY: 

Three things I learned, two things I found interesting, one question I still have.

Thursday/Friday, 07/08 January, 2016

ESSENTIAL QUESTION: How do scientists think life continues to change on Earth?  

RELEVANCE: Do people really change? 

NGSSS: SC.912.L.15.13; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-identify the conditions required for natural selection.

-relate the conditions required for natural selection to differential reproductive success.

-Continue Journey To Mars Project.

BELL RINGER - Kahoot.it Natural Selection

VOCABULARY: adaptation, adaptive radiation, ancestor, artificial selection, bottleneck, coevolution, convergent evolution, directional selection, disruptive selection, evolution, extinction, fitness, founder effect, gene glow, gene pool, genetic drift, gradualism, mutation, natural selection, punctuated equilibrium, speciation, stabilizing selection

HOME LEARNING: HL 8 Photosynthesis vs cellular respiration comic strip

AGENDA

WHOLE GROUP

We reviewed tie-ins to the focus calendar.

Students then participated in a Kahoot.it on Natural Selection, with the winner receiving a home learning pass.

We reviewed home learning 7 and received instructions for HL 8. You can find HL 8 instructions below.

This is HL 8. You cannot use a home learning pass for this assignment.

We introduced the topics of photosynthesis and cellular respiration by watching a video. You can find the video below.

This is the video. Use it to help with your home learning assignment.

We then reviewed the handouts received last class on how photosynthesis is related to cellular respiration.

We reviewed the cacti and deer handout received last class.

We completed our notes on natural selection from the reading passage assigned in December. You can find the  handout on the blog from December 14/15.

We began, but did not finish the GIZMO on Natural Selection. 

HOTS: 

-How does Darwin address the uncertainties surrounding his theory of descent with modification? What do his methods reveal about the nature of scientific inquiry?

-Does Darwin’s theory of natural selection suggest an optimistic or a pessimistic view of the world?

EXIT STRATEGY: 

Three things I learned, two things I found interesting, one question I still have.

Tuesday/Wednesday, 05/06 January, 2016

ESSENTIAL QUESTION: How do scientists think life continues to change on Earth?  

RELEVANCE: Do people really change? 

NGSSS: SC.912.L.15.13; MAFS.912.N-Q.1.1; LAFS.910.SL.1.1

LEARNING OBJECTIVES:  Students will be able to:

-identify the conditions required for natural selection.

-relate the conditions required for natural selection to differential reproductive success.

-Continue Journey To Mars Project.

BELL RINGER - How the zebra got its stripes cloze activity

VOCABULARY: adaptation, adaptive radiation, ancestor, artificial selection, bottleneck, coevolution, convergent evolution, directional selection, disruptive selection, evolution, extinction, fitness, founder effect, gene glow, gene pool, genetic drift, gradualism, mutation, natural selection, punctuated equilibrium, speciation, stabilizing selection

HOME LEARNING: HL 7 Natural Selection Cartoons

AGENDA

WHOLE GROUP

We reviewed the correlations and class tie-ins.

The bell ringer was to watch the video, powerpoint presentation, and then complete the handout, after having a shoulder buddy discussion on the question why do you think zebras have stripes? You can find the video, a video of the powerpoint presentation, and the handout below.

Movie presentation of the slide show. You can find the actual slide show by clicking the link 

How the zebra got its stripes

You may also want to watch the following videos:

Now, complete the handout below. There is one mistake on the handout that might not match the words in the box. Use the word changes instead of change in the environment.

Complete this as your bell ringer.

Home learning 7 was distributed and explained. You are to look at each cartoon and explain how it demonstrates natural selection. You can find the handout below.

Be sure to explain how each cartoon demonstrates natural selection.

Students reviewed the last exam by getting into small groups and discussing the answers with team mates. We then reviewed orally the entire exam.

WE reviewed the cacti and deer handout, which can be found below.

This is not home learning. We reviewed this in class to learn more about natural selection and adaptations.

Finally, students received the following pages and should read through them prior to next class so that we can have an informed discussion. The pages are listed below.

Please be prepared to discuss this next class session.

SMALL GROUP/INDEPENDENT PRACTICE/DI

Students who complete work early should go to Edgenuity and work on the topics they received less than 70% from the last exam

HOTS: 

-How does Darwin address the uncertainties surrounding his theory of descent with modification? What do his methods reveal about the nature of scientific inquiry?

-Does Darwin’s theory of natural selection suggest an optimistic or a pessimistic view of the world?

EXIT STRATEGY: 

Three things I learned, two things I found interesting, one question I still have.