Thursday, 30 November, 2017

ESSENTIAL QUESTION: What factors affect the functioning of the circulatory system?

LEARNING TARGET: Identify factors that affect blood flow and analyze how these factors affect blood flow through the cardiovascular system.

BENCHMARKS: SC.912.L.14.36

LEARNING OBJECTIVES:  Students will be able to:

-identify and investigate the general functions of the circulatory system.

-Explain the factors that directly or indirectly affect blood flow.

-Data chat

BELL RINGER - Answer and justify.

Which of the following is NOT true about the first living things? 

a. The first living things may have used oxygen.
b. The first living things were prokaryotic.
c. The first living things were unicellular. 

d. The first living things had a cell membrane. 

VOCABULARY: myocardium, artery, blood pressure, capillary, circulatory system, heart disease, heart, vein, cardiovascular system, stroke, cholesterol, plasma, viscosity, atrium, ventricle

HOME LEARNING: HL 4 Functions of the circulatory system

AGENDA

WHOLE GROUP

Students answered and justified their answers to the above question for their bell ringer.

Home learning 4 was distributed and explained. As part of the lab, we reviewed the circulatory system. You can find the links below to review the information.

Amazing Heart Facts

Heart and Circulatory System: Blood Flow

Circulatory System

Students were assigned groups so that we could rotate through the 5 stations of the lab:

Station 1 - Blood Pressure and Blood Flow

Station 2 - Effect of Exercise on Blood Flow

Station 3 - Effect of Resistance on Blood Flow

Station 4 - Effect of Blood Viscosity on Blood Flow

Station 5 - Effect of Blood Volume on Blood Flow

We did not have time to write up the lab, but will conclude next class.

Tuesday, 28 November, 2017

ESSENTIAL QUESTION: NA

LEARNING TARGET: Review Brain/Natural Selection/Scientific Thinking

BENCHMARKS: SC.912.N.1.1; SC.912.L.14.26; SC.912.L.15.13

-Define a problem based on a specific body of knowledge and: pose questions, conduct observations, and generate explanations.

-Identify the major parts of the brain on diagrams or models.

-Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which results in differential reproductive success.

LEARNING OBJECTIVES:  Students will be able to:

-Interact with a natural selection activity.

-Participate in data chat for recent exam.

BELL RINGER - Answer the questions on the handout.

VOCABULARY: NA

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students were given the questions from Natural Selection from the Unit 2 assessment and asked to answer them prior to discussion.

We then discussed the answers, concentrating on what each question asked, finding the question stem, and eliminating wrong choices.

Students were then grouped by their lowest scoring benchmark and either did Edgenuity to review the brain, worked on Natural Selection activity with me, or did an experiment testing scientific knowledge/STEM skills.

Tuesday, 21 November, 2017

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

LEARNING TARGET: Review Natural Selection

BENCHMARKS: SC.912.L.15.8; SC.912.L.15.1; SC.912.L.15.3; SC.92L.14.26

LEARNING OBJECTIVES:  Students will be able to:

-Interact with a natural selection activity.

-Participate in data chat for recent exam.

BELL RINGER - Read the information on the handout.

VOCABULARY: NA

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Due to the activities of Spirit week, including the movie, there were few students in class. We worked on an extra credit assignment, entitled Natural Selection, found a peppermoths.weebly.com.

Friday, 17 November, 2017

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

LEARNING TARGET: Debrief the Unit 2 Assessment Exam on Evolution/Natural Selection/Brain

BENCHMARKS: SC.912.L.15.8; SC.912.L.15.1; SC.912.L.15.3; SC.92L.14.26

LEARNING OBJECTIVES:  Students will be able to:

-Debrief the Unit 2 assessment.

BELL RINGER - Head your paper: Name, date, period, Biology Unit 2 Assessment Correction.

For any questions you missed (except for questions 5, 9, 13, and 20. DO NOT answer these questions.

VOCABULARY: NA

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students who needed to take the Unit 2 Assessment did so while students who've already taken the exa corrected their exam. Both grades will be entered in the gradebook.

Students then were placed in groups of three and asked to work together to review the most missed questions on the exam. Groups wrote their answer and reasoning for each of the four questions and argued their point to their class members.

Wednesday, 15 November, 2017

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

LEARNING TARGET: Analyze conditions required for natural selection that result in differential reproductive success. Analyze how and why organisms are hierarchically classified based on evolutionary relationships.

BENCHMARKS: SC.912.L.15.3; SC.912.L.15.6

LEARNING OBJECTIVES:  Students will be able to:

-Review for Assessment 2.

-Take assessment 2.

BELL RINGER - study session

VOCABULARY: evolution, natural selection, extinction, speciation, fitness, adaptation, mutation, ancestor, gene flow, gene pool, genetic drift, bottleneck, founder effect, artificial selection, adaptive radiation, coevolution, convergent evolution, gradualism, punctuated equilibrium, binomial nomenclature, taxonomy, taxon, domain, kingdom, phylum, division, class, order, family, genus, species, phylogenic tree, cladogram, common ancestor, derived characters, monera, bacteria, eubacteria, archaea, protista, fungi, plantae, animalia

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students had a study session prior to taking the Unit 2 Biology Assessment. Unfortunately, Dropbox wasn't working, so we could not use the prepared presentation, Instead, we reviewed by using Quizizz. However, you can find the presentation below.

Students then took the assessment. WE will correct the exam next class period.

Monday, 13 November, 2017

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

LEARNING TARGET: Analyze conditions required for natural selection that result in differential reproductive success. Analyze how and why organisms are hierarchically classified based on evolutionary relationships.

BENCHMARKS: SC.912.L.15.3; SC.912.L.15.6

LEARNING OBJECTIVES:  Students will be able to:

-Describe the conditions required for natural selection, which are overproduction of offspring, inherited variation, and the struggle to survive.

-Show how and why organisms are hierarchically classified based on evolutionary relationships.

BELL RINGER - Kahoot survey Natural Selection

VOCABULARY: evolution, natural selection, extinction, speciation, fitness, adaptation, mutation, ancestor, gene flow, gene pool, genetic drift, bottleneck, founder effect, artificial selection, adaptive radiation, coevolution, convergent evolution, gradualism, punctuated equilibrium, binomial nomenclature, taxonomy, taxon, domain, kingdom, phylum, division, class, order, family, genus, species, phylogenic tree, cladogram, common ancestor, derived characters, monera, bacteria, eubacteria, archaea, protista, fungi, plantae, animalia

HOME LEARNING: Study for Topic Assessment

AGENDA

WHOLE GROUP

Students took a Natural Selection survey via Kahoot to determine ideas they had or what they already know about natural selection.

Students then watched a video on Natural Selection. YOu can find a link to 

Students then took notes on Natural Selection. Find the notes handout and the movie of the power point below.

(sorry it's upside down!)

We then did a sample Natural Selection activity. You can find the activity at the link below:

How Can Natural Selection Be Modeled?

Be sure to check the table/graph icon for the handout. Also, check the journal and answer the questions.

We then took notes on Classification, using the handout below.

The power point in movie form can be found below and used to complete the chart above.

Students also received a handout to practice cladograms, but because of a fire drill, we did not get to complete the activity. You can visit the link below to learn more about cladograms before the assessment on Wednesday!

Making Cladograms

We didn't get a chance to take our exit qui on quizizz, but I promise to give it to you next time we have time!

Wednesday, 08 November, 2017

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

LEARNING TARGET: Describe trends in hominid evolution and the identify the parts of the human brain.

BENCHMARKS: SC.912.L.15.1; SC.912.L.14.26

LEARNING OBJECTIVES:  Students will be able to:

-Analyze information to determine basic trends in hominid evolution.

-Identify the major parts of the brain on diagrams.

BELL RINGER - Dissection of pythons and boa constrictors show that these snakes have tiny hind leg bones buried in muscles toward their tail ends. Create a claim and reasoning to explain how this evidence supports the theory of evolution. 

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: Study for Topic Assessment

AGENDA

WHOLE GROUP

Students wrote a paragraph creating a claim and a reason for the bell ringer of the evidence stated above.

Students watched the film on Trends in Hominid Evolution and took notes. They supplemented this information with information from another site. You can find the links to both below.

Trends in Hominid Evolution

Climbing Along the Hominid Family Tree

We then reviewed the parts of the human brain. You can make your own flashcards by cutting out each picture and placing the correct structure on the back of the card. 

Students completed an exit ticket on the information presented in class today.

Monday, 06 November, 2017

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

LEARNING TARGET: How do homologous structures and biogeography support the Theory of Evolution.?

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.

BELL RINGER - SC.912.L17.20 Human Impact on the Environment

A growing mass of plastic garbage is collecting in an area of the Pacific Ocean. This is caused by plastic garbage that is discarded by people, and it ends up in rivers that carry it to the ocean. As these plastics slowly break down, chemicals enter the water, and can enter ocean organisms that we might eventually use for food. This sequence of events illustrates that

A)  human activities alter ecosystems as a result of population growth, consumption, and technology. 


B)  human activities that degrade ecosystems result in an increase in diversity of ecosystems. 


C)  when humans modify ecosystems by adding specific organisms, serious consequences could result. 


D)  industrialization brings a reduced demand for fossil and nuclear fuels.


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: HL 2: Evidence for Evolution

AGENDA

WHOLE GROUP

Students completed and discussed the bell ringer above.

Students then discussed the nature of evidence, especially the need for multiple sources to prove a theory. We then took notes on the Theories of Evolution. You can find the notes handout and a movie of the power point below.

Use this sheet to take notes for the presentation below.

Home Learning 2: Evidence for Evolution was distributed and explained. You can find a copy above.

We then shared information from the homologous structures handout that was received in class on Thursday. Check Thursday's blog for a copy of the handout.

Thursday, 02 November, 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.

BELL RINGER - SC.912.L15.8 Origins of Life Answer and justify your answer

One of the accepted scientific theories describing the origin of life on Earth is known as chemical evolution. According to this theory, which of the following events would need to occur first for life to evolve?

A.   onset of photosynthesis

B.   origin of genetic material

C.  synthesis of organic molecules

D.  formation of the plasma membrane

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: HL 1: Fossils: Evidence for Evolution Worksheet

Be sure to place answers on your own paper. Use complete sentences to answer.

AGENDA

WHOLE GROUP

Students completed and discussed the above bell ringer, using accountable talk.

We then completed the embryonic evolution section by completing the activity Guess the Embryo handout. You can find it below.

Home learning 1: Fossils: Evidence for Evolution was distributed and explained. Be sure to answer on your own paper. Head your papers correctly. Also use complete sentences.

We then reviwed the process of evolution by likening it to the evolution of a bicycle. You can find the handout below.

We began the Homologous Structures: Evidence for Evolution handout, but did not complete it. Please complete at home for discussion on Monday. You can find the handout below.