Tuesday, 31 October, 2017

ESSENTIAL QUESTION: How do scientists think life began and continues to change on earth?

LEARNING TARGET: Identify condition that allowed life to form on Earth.

BENCHMARKS: SC.912.L.15.8; SC.912.L.15.1

LEARNING OBJECTIVES:  Students will be able to:

-Evaluate the multiple bodies of evidence that support the scientific theory of evolution.

-Make observations and record data from GBE.

-Make up Topic Assessment 1/Pre-Test

BELL RINGER - Complete notes on Theories of How Life Began

VOCABULARY: biogenesis, abiogenesis, spontaneous generation, endosymbiotic theory, prokaryote, organelle, chloroplast, mitochondria, eukaryote, organic molecule, amino acid, protein, biogeography, comparative anatomy, comparative embryology, homologous structures, analogous structure, vestigial structure, molecular biology, hominid, fossil, evolution

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

Students used the article to complete their notes on the theories of how life began on earth. We used accountable talk to review these theories.

Students then made their final Growing Beyond Earth measurements.

Students who needed to make up the first topic assessment did so.

We watched the NOVA video Common Path, Different Paths and discussed the questions using accountable talk. You can watch the video below.

WE then completed the handout below.

Thursday, 26 October, 2017

ESSENTIAL QUESTION: How do scientists think life began and continues to change on earth?

LEARNING TARGET: Identify condition that allowed life to form on Earth.

BENCHMARKS: SC.912.L.15.8; SC.912.L.15.1

LEARNING OBJECTIVES:  Students will be able to:

-Explain several scientific explanations for the origin of life (abiogenesis and biogenesis). 

-Compare different ideas about how organic molecules and cells first came about. 

-Evaluate the multiple bodies of evidence that support the scientific theory of evolution.

BELL RINGER - Biological Evolution sticky for the person you support

VOCABULARY: biogenesis, abiogenesis, spontaneous generation, endosymbiotic theory, prokaryote, organelle, chloroplast, mitochondria, eukaryote, organic molecule, amino acid, protein, biogeography, comparative anatomy, comparative embryology, homologous structures, analogous structure, vestigial structure, molecular biology, hominid, fossil, evolution

HOME LEARNING: Notebook update

AGENDA

WHOLE GROUP

Students were given the probe above and a sticky note. They were asked to write the name of the person they agreed with and place it on a graph in the front of the room. We then used accountable talk to discuss why students chose that particular person.

Students then completed the notes on how life began by using the powerpoint and the supplied article. Unfortunately, the video cannot load. I suggest you see me individually to download a copy onto your own jump drive.

You can find the link to the article below.

Seven Theories of How Life On Earth Began

Tuesday, 24 October, 2017

There was no official class today, as I had to proctor the District pre-writing test. We did move to class for the last 20 minutes, but the entire class was not present, since some students were not with me, but with other teachers and did not know of the return to class.  The time was used for the last group to present their Theory of How Life Began.

Friday, 20 October, 2017

ESSENTIAL QUESTION: How do scientists think life began and continues to change on earth?

LEARNING TARGET: Identify condition that allowed life to form on Earth.

BENCHMARKS: SC.912.L.15.8

LEARNING OBJECTIVES:  Students will be able to:

-Explain several scientific explanations for the origin of life (abiogenesis and biogenesis). 

-Identify situations or conditions contributing to the origin of life on Earth. 

-Compare different ideas about how organic molecules and cells first came about. 

-Describe the experiments done to try and prove the origin of life on Earth.

BELL RINGER - Cartoon interpretation How Life Began

Interpret and explain the theory of how life began according to this cartoon. 

VOCABULARY: biogenesis, abiogenesis, spontaneous generation, endosymbiotic theory, prokaryote, organelle, chloroplast, mitochondria, eukaryote, organic molecule, amino acid, protein

HOME LEARNING: Ecology Proposal

AGENDA

WHOLE GROUP

Students interpreted and shared their interpretations of the bell ringer comic.

The current topic was then discussed and reviewed as students shared their interpretations of the theories mentioned in the video seen last class.

Teams of students were given articles to read and interpret for: 

Name of theory, main ideas/points of theory, scientific proof for theory, arguments against the theory, and their own opinions of the validity of the theory.

Students then shared their article with the class.

Wednesday, 18 October, 2017

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

LEARNING TARGET: Interpret a carrying capacity graph

BENCHMARKS: 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.

-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes,    

  and/or succession.

-Make observations for GBE

-Research for Project proposal

BELL RINGER- EOC Review SC.912.L.15.1 Evidence of Evolution Justify your answer.

Fossil evidence shows that giraffes living 1000 years ago had much shorter necks than the giraffes seen today. Which of the following statements best explains this observation? 

A. The two groups of giraffes are not related.

B. The two groups of giraffes arose as a result of convergent evolution.

C. The giraffes acquired longer necks through the continuing process of natural selection.

D, The difference in neck length supports Lamarck's hypothesis.

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: Complete proposal

AGENDA

WHOLE GROUP

Students completed and discussed the bell ringer.

Students then made their Growing Beyond Earth observations and measurements. Follow us on Twitter to see our results! You can also post your own individual results (and earn bonus points!) by:

signing into our school account: 

User name COPESouthSci   

Password sciencerocks62

When you post, include: Day of experiment (#), your observation, your first and last initials, and the handles @growbeyondearth @COPESouthSci

EXAMPLE:

Day 15:Measurement Day! Ag @growbeyondearth @COPESouthSci

You may also post pictures if you have them. 

Remember to keep it professional and that you are representing our proud school!

Students then updated their interactive notebook.

Students worked on finding information (research) for the ecology proposal that is due. The deadline has been extended to Monday.

Monday, 16 October, 2017

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

LEARNING TARGET: Interpret a carrying capacity graph

BENCHMARKS: 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.

-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes,    

  and/or succession.

-Make observations for GBE

-Research for Project proposal

BELL RINGER- EOC Review 17.5 Population Ecology 

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 7 Carrying Capacity

AGENDA

WHOLE GROUP

Students completed the bell ringer above on their bell ringer sheet.

Students then received HL 7 on carrying capacity. Answers are to be on your own paper.

Students reviewed and discussed carrying capacity, making analogies from every day experiences to explain the concept. The handout below is to be placed in the notes.

Students made observations on their GBE assigned plants. 

Students then did research on their assigned topic for their ecological proposal.

Some students made up exams missed on prior dates.

Thursday, 12 October, 2017

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

LEARNING TARGET: Interpret a carrying capacity graph

BENCHMARKS: 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.

-Recognize the potential changes to an ecosystem resulting from seasonal variations, climate changes,    

  and/or succession.

-Make observations for GBE

-Research for Project proposal

BELL RINGER- EOC Review 17.5 Population Ecology 

Students used their bell ringer recording sheet to record and justify their answer to the following:

Researchers have found that a local squirrel population fluctuates from year to year, increasing one year and decreasing the next. Which of the following factors would cause the squirrel population to grow?

A. the birth rate is equal to the death rate.

B. emigration is greater than immigration

C. the death rate is higher than the birth rate

D. the birth rate is greater than the death rate

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 7 Carrying Capacity

AGENDA

WHOLE GROUP

Students completed the population ecology bell ringer above and used accountable talk to discuss and defend their statements to their classmates.

Students then received HL 7, which was explained.

Students completed notes on aquatic ecosystems. I am reposting the movie of the powerpoint, as it was posted several posts agos. You can find it below.

Students worked on finding information on their chosen (assigned) topic for the biology proposal. More time will be given in class next class period to work on the proposal.

Tuesday, 10 October, 2017

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

BENCHMARKS: 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.

-Take the topic 1 exam in Biology

-Bubble in answer sheets from pre-test

BELL RINGER- Study period/review

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

Today, students took the Topic 1 Exam in biology. We used the first 20 minutes of class time to review and ask questions.

Students then took the assessment.

Students then were asked to bubble in their bubble sheets for the previously completed pre test in biology.

After all students completed testing, students interacted with the Growing Beyond Earth project. No measurements were made, but students observed and noted growth in their assigned plants.

We also worked on writing up the seed germination experiment in our lab journal.

Friday, 06 October, 2017

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

BENCHMARKS: 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- EOC Review   SC.L.16.10  Impact of Biotechnology

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: Study for Topic Assessment 1

AGENDA

WHOLE GROUP

Mrs. Goins spoke to the class about the upcoming PSAT exam next week.

Students completed the bell ringer question on biotechnology and discussed their reasoning for choosing the answer.

Home learning 6 was collected and reviewed. The home learning tonight is to study for the first topic assessment.

Students also received the information for their project, which is to write a proposal about a local environmental threat to South Florida. You can find the information below.

Students interacted with the Growing Beyond Earth project. Students were assigned a plant and we reviewed the data that is to be collected for each plant.

Students then completed the observations for the Seed Germination experiment. Unfortunately, only one group's seeds germinated. We used this a a discussion on how often our hypothesis is not supported by our data and that we must then go back and redesign our experiment.

We spent the remainder of the period reviewing for the first assessment. It will cover topics as listed on the year at a glance.

Wednesday, 04 October, 2017

Students worked independently today, as I was proctoring an exam. They read articles on interactions of organisms.

Students received HL 6, which can be found below.