--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits
- Warm-up: Which chemical elements can be found in all of the following types of molecules: sugars, proteins, fats, and DNA? [5]
- Discussion of biomolecules and their properties [20]
- TSOTS blog posts peer evaluations (next class period)
- Next BioSITE meeting tomorrow during tutorial
OUTSIDE OF CLASS:
- Check on your Brassica plants out in the garden, take photos
- Work on your Ecology Service Learning Project
- Finish Macromolecules (Biomolecules) graphic organizer
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research
- Warm-up: What is one concept/term/idea from unit 4 (biodiversity and evolution) that is still not quite clear or continues to be confusing for you? [5 - 10]
- Stamp Conservation article questions [~5]
- Finish Unit 4 Lecture 5: Community Disturbance and Change [10]
- Biodiversity and Evolution Quiz, Part II [25]
OUTSIDE OF CLASS:
- Work on Allelopathy Lab
- Review for Unit 4 Exam
- Read article: Otters, Urchins, Kelp, and a Whale of a Chain Reaction
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits
- Warm-up: Which chemical elements can be found in all of the following types of molecules: sugars, proteins, fats, and DNA? [5]
- Discussion of biomolecules and their properties [20]
- TSOTS blog posts peer evaluations (next class period)
- Properties of Water mini-lab is now late—turn in before Friday for late credit
- Next BioSITE meeting tomorrow during tutorial
OUTSIDE OF CLASS:
- Check on your Brassica plants out in the garden, take photos
- Work on your Ecology Service Learning Project
- Finish Macromolecules (Biomolecules) graphic organizer
---
--
-
Monday, October 31, 2016
Friday, October 28, 2016
Daily Summary 10-28
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]
- Explain the floating paperclip demo [10]
- Finish Properties of Water Discussion, complete mini-lab, turn in
- Ecology Unit Exam correction (optional, due at end of period)
- Lynx and Hare Population Lab is now late—turn in ASAP for credit
OUTSIDE OF CLASS:
- Check on your Brassica plants out in the garden
- Finish / publish TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]
- Explain the floating paperclip demo [10]
- Finish Properties of Water Discussion, complete mini-lab, turn in
- Ecology Unit Exam correction (optional, due at end of period)
- Lynx and Hare Population Lab is now late—turn in ASAP for credit
OUTSIDE OF CLASS:
- Check on your Brassica plants out in the garden
- Finish / publish TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
Thursday, October 27, 2016
Daily Summary 10-27
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]
- Explain the floating paperclip demo [10]
- Design your own “Mysteries of Water” demonstration
- Ecology Unit Exam correction (optional, due at end of period)
- Finish Properties of Water Discussion, complete mini-lab, turn in
OUTSIDE OF CLASS:
- Check on your Brassica plants out in the garden
- Finish / publish TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research
- Warm-up: Describe a hypothetical or real example which demonstrates the concepts of fundamental and realized niche. [8]
- Check Allelopathy experimental procedure and materials [~8]
- Unit 4 Lecture 3: Community Interactions [15]
- Biodiversity and Evolution Quiz, Part I [25]
- Unit 4 Lecture 4: Biodiversity Loss [15]
- Unit 4 Lecture 5: Community Disturbance and Change [15]
- Biodiversity and Evolution Quiz, Part II [25]
OUTSIDE OF CLASS:
- Work on Allelopathy Lab
- Read p.191-213 in Miller
- Article Reading and Questions: Conservation for the People; as you read, write down at least 5 questions you have about the ideas/information presented and discussed in the article
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]
- Explain the floating paperclip demo [10]
- Finish Properties of Water Discussion, complete mini-lab, turn in
- Ecology Unit Exam correction (optional, due at end of period)
- Lynx and Hare Population Lab is now late—turn in ASAP for credit
OUTSIDE OF CLASS:
- Check on your Brassica plants out in the garden
- Finish / publish TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]
- Explain the floating paperclip demo [10]
- Design your own “Mysteries of Water” demonstration
- Ecology Unit Exam correction (optional, due at end of period)
- Finish Properties of Water Discussion, complete mini-lab, turn in
OUTSIDE OF CLASS:
- Check on your Brassica plants out in the garden
- Finish / publish TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research
- Warm-up: Describe a hypothetical or real example which demonstrates the concepts of fundamental and realized niche. [8]
- Check Allelopathy experimental procedure and materials [~8]
- Unit 4 Lecture 3: Community Interactions [15]
- Biodiversity and Evolution Quiz, Part I [25]
- Unit 4 Lecture 4: Biodiversity Loss [15]
- Unit 4 Lecture 5: Community Disturbance and Change [15]
- Biodiversity and Evolution Quiz, Part II [25]
OUTSIDE OF CLASS:
- Work on Allelopathy Lab
- Read p.191-213 in Miller
- Article Reading and Questions: Conservation for the People; as you read, write down at least 5 questions you have about the ideas/information presented and discussed in the article
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]
- Explain the floating paperclip demo [10]
- Finish Properties of Water Discussion, complete mini-lab, turn in
- Ecology Unit Exam correction (optional, due at end of period)
- Lynx and Hare Population Lab is now late—turn in ASAP for credit
OUTSIDE OF CLASS:
- Check on your Brassica plants out in the garden
- Finish / publish TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
Wednesday, October 26, 2016
Daily Summary 10-26
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Ecology Unit Exam post-test Q and A: What is one question from the test we just took that really left you wondering what the best answer really was? [5]
- Properties of Water discussion and notes [20]
- Properties of Water Lab [60]
OUTSIDE OF CLASS:
- Work on questions from properties of water lab
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Ecology Unit Exam post-test Q and A: What is one question from the test we just took that really left you wondering what the best answer really was? [5]
- Properties of Water discussion and notes [20]
- Properties of Water Lab [60]
OUTSIDE OF CLASS:
- Work on questions from properties of water lab
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
Tuesday, October 25, 2016
Daily Summary 10-25
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Ecology Unit Exam post-test Q and A: What is one question from the test we just took that really left you wondering what the best answer really was? [5]
- Properties of Water discussion and notes [20]
- Properties of Water Lab [60]
OUTSIDE OF CLASS:
- Work on questions from properties of water lab
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Create procedure for allelopathy experiment using information gleaned from background research
- Warm-up: Describe allelopathy and how a researcher might determine whether or not a particular plant is using this strategy to suppress growth of potential competitors. [8]
- Finish Unit 4 Lecture 2: Speciation and Biodiversity [15] Watch portion of Planet Earth: Jungles [20]
- Unit 4 Lecture 3: Species Interactions [25]
- Work on Allelopathy Lab and/or Long-Term Research Project
OUTSIDE OF CLASS:
- Review notes for Thursday’s Biodiversity and Evolution Quiz
- Write out full procedure for Allelopathy Lab (I will check Thurs.)
- Read p.105-122 in Miller
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Ecology Unit Exam post-test Q and A: What is one question from the test we just took that really left you wondering what the best answer really was? [5]
- Properties of Water discussion and notes [20]
- Properties of Water Lab [60]
OUTSIDE OF CLASS:
- Work on questions from properties of water lab
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Ecology Unit Exam post-test Q and A: What is one question from the test we just took that really left you wondering what the best answer really was? [5]
- Properties of Water discussion and notes [20]
- Properties of Water Lab [60]
OUTSIDE OF CLASS:
- Work on questions from properties of water lab
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Create procedure for allelopathy experiment using information gleaned from background research
- Warm-up: Describe allelopathy and how a researcher might determine whether or not a particular plant is using this strategy to suppress growth of potential competitors. [8]
- Finish Unit 4 Lecture 2: Speciation and Biodiversity [15] Watch portion of Planet Earth: Jungles [20]
- Unit 4 Lecture 3: Species Interactions [25]
- Work on Allelopathy Lab and/or Long-Term Research Project
OUTSIDE OF CLASS:
- Review notes for Thursday’s Biodiversity and Evolution Quiz
- Write out full procedure for Allelopathy Lab (I will check Thurs.)
- Read p.105-122 in Miller
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
- Warm-up: Ecology Unit Exam post-test Q and A: What is one question from the test we just took that really left you wondering what the best answer really was? [5]
- Properties of Water discussion and notes [20]
- Properties of Water Lab [60]
OUTSIDE OF CLASS:
- Work on questions from properties of water lab
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
Monday, October 24, 2016
Daily Summary 10-24
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 80% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: Set up Unit 2 Exam answer sheet [2]
- Unit 2 (Ecology) Exam [40]
- Work on TSOTS Student Blog Post Assignments #3 and #4
OUTSIDE OF CLASS:
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results Warm-up: Describe allelopathy and how a researcher might determine whether or not a particular plant is using this strategy to suppress growth of potential competitors. [8 - 10]
- Check Bean Frequency Lab write-up [~8]
- Unit 4 Lecture 2: [20]
- Work on Allelopathy Lab
OUTSIDE OF CLASS:
- Reading assignment: The Entangled Bank (see class website for link)
- Write out full detailed introduction, materials and methods, and procedure for Allelopathy Lab
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: Set up Unit 2 Exam answer sheet [2]
- Unit 2 (Ecology) Exam [40]
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Lynx and Hare Population Lab now late--submit by 3:30 Friday for late credit
OUTSIDE OF CLASS:
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 80% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: Set up Unit 2 Exam answer sheet [2]
- Unit 2 (Ecology) Exam [40]
- Work on TSOTS Student Blog Post Assignments #3 and #4
OUTSIDE OF CLASS:
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results Warm-up: Describe allelopathy and how a researcher might determine whether or not a particular plant is using this strategy to suppress growth of potential competitors. [8 - 10]
- Check Bean Frequency Lab write-up [~8]
- Unit 4 Lecture 2: [20]
- Work on Allelopathy Lab
OUTSIDE OF CLASS:
- Reading assignment: The Entangled Bank (see class website for link)
- Write out full detailed introduction, materials and methods, and procedure for Allelopathy Lab
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: Set up Unit 2 Exam answer sheet [2]
- Unit 2 (Ecology) Exam [40]
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Lynx and Hare Population Lab now late--submit by 3:30 Friday for late credit
OUTSIDE OF CLASS:
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
Friday, October 21, 2016
Daily Summary 10-21
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?
- What is this phenomenon called? What is the difference between immigration and emigration? [8]
- Unit 2 (Ecology) Exam Review [30]
- Video: Planet Earth: Jungles [30]
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
-Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?
- What is this phenomenon called? What is the difference between immigration and emigration? [8]
- Unit 2 (Ecology) Exam Review [30]
- Video: Planet Earth: Jungles [30]
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
-Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
Thursday, October 20, 2016
Daily Summary 10-20
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: What is the difference between immigration and emigration? [5]
- Unit 2 (Ecology) Exam Review [30]
- Video: Planet Earth: Jungles [30]
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results
- Warm-up: What are the mechanisms providing the natural variation upon which the selective forces of nature act? [5]
- Complete Bean Frequency Lab [40 - 60]
- Unit 4 Lecture 2: [20]
- Introduce/Begin Allelopathy Lab
OUTSIDE OF CLASS:
- Complete Bean Frequency Lab Analysis in your lab notebooks for Monday, 10/19
- LITE reading assignment (see Unit 4 Instructional Calendar)
- Write out procedure for Allelopathy Lab
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?
- What is this phenomenon called? What is the difference between immigration and emigration? [8]
- Unit 2 (Ecology) Exam Review [30]
- Video: Planet Earth: Jungles [30]
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
-Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: What is the difference between immigration and emigration? [5]
- Unit 2 (Ecology) Exam Review [30]
- Video: Planet Earth: Jungles [30]
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results
- Warm-up: What are the mechanisms providing the natural variation upon which the selective forces of nature act? [5]
- Complete Bean Frequency Lab [40 - 60]
- Unit 4 Lecture 2: [20]
- Introduce/Begin Allelopathy Lab
OUTSIDE OF CLASS:
- Complete Bean Frequency Lab Analysis in your lab notebooks for Monday, 10/19
- LITE reading assignment (see Unit 4 Instructional Calendar)
- Write out procedure for Allelopathy Lab
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?
- What is this phenomenon called? What is the difference between immigration and emigration? [8]
- Unit 2 (Ecology) Exam Review [30]
- Video: Planet Earth: Jungles [30]
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
-Work on TSOTS Student Blog Post Assignments #3 and #4
- Work on your Ecology Service Learning Project
---
--
-
Wednesday, October 19, 2016
Daily Summary 10-19
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?
- What is this phenomenon called? [8]
- Explanation of ecological succession [15]
- Go over Interpreting Population Growth worksheet
OUTSIDE OF CLASS:
-Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Discuss origins of life on Earth and speculate as to how life has evolved since this time
- Warm-up: What are some of the significant realizations humans have made about the evolution of life on earth from studying the fossil record? [5]
- Unit 4 Lecture 1, Part 2 [15]
OUTSIDE OF CLASS:
- Complete Bean Frequency Lab pre-lab for tomorrow
- Independent Research Project: Preliminary Research
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?
- What is this phenomenon called? [8]
- Explanation of ecological succession [15]
- Turn in Ecology Field Day to receive late credit
- Go over Interpreting Population Growth worksheet
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?
- What is this phenomenon called? [8]
- Explanation of ecological succession [15]
- Go over Interpreting Population Growth worksheet
OUTSIDE OF CLASS:
-Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Discuss origins of life on Earth and speculate as to how life has evolved since this time
- Warm-up: What are some of the significant realizations humans have made about the evolution of life on earth from studying the fossil record? [5]
- Unit 4 Lecture 1, Part 2 [15]
OUTSIDE OF CLASS:
- Complete Bean Frequency Lab pre-lab for tomorrow
- Independent Research Project: Preliminary Research
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?
- What is this phenomenon called? [8]
- Explanation of ecological succession [15]
- Turn in Ecology Field Day to receive late credit
- Go over Interpreting Population Growth worksheet
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
---
--
-
Tuesday, October 18, 2016
Daily Summary 10-18
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [10]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Check on Brassica oleracea seedlings (photograph too) [~50]
- Work on Interpreting Population Growth worksheet [~50]
- Turn in Ecology Field Day to receive late credit
- Start TSOTS Student Blog Post Assignments #3 and #4 [50]
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Finish Interpreting Population Growth worksheet (DUE Wed.)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [10]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Check on Brassica oleracea seedlings (photograph too) [~50]
- Work on Interpreting Population Growth worksheet [~50]
- Turn in Ecology Field Day to receive late credit
- Start TSOTS Student Blog Post Assignments #3 and #4 [50]
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Finish Interpreting Population Growth worksheet (DUE Wed.)
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Monday, October 17, 2016
Daily Summary 10-17
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HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [10]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Check on Brassica oleracea seedlings (photograph too) [~50]
- Get Interpreting Population Growth worksheet stamped [~50]
- Start TSOTS Student Blog Post Assignments #3 and #4 [50]
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Correctly score two Unit 3 Exam FRQ sections of peers using provided rubric and scoring sheets; Warm-up: Describe the Earth’s asthenosphere and its relevance to plate tectonics. [8]
- Unit 2 Exam MC breakdown [20]
- Unit 4 Lecture 1, Part 1 [15]
- Continue 2nd round scrAPESbook presentations [30]
- Quick stretch [5]
- Independent Research Project: Preliminary Research [10]
OUTSIDE OF CLASS:
- LITE reading assignment (see Unit 4 Instructional Calendar)
- Was Darwin Wrong?
- Independent Research Project: Preliminary Research
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [10]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Check on Brassica oleracea seedlings (photograph too) [~50]
- Work on Interpreting Population Growth worksheet [~50]
- Turn in Ecology Field Day to receive late credit
- Start TSOTS Student Blog Post Assignments #3 and #4 [50]
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Finish Interpreting Population Growth worksheet (DUE Wed.)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [10]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Check on Brassica oleracea seedlings (photograph too) [~50]
- Get Interpreting Population Growth worksheet stamped [~50]
- Start TSOTS Student Blog Post Assignments #3 and #4 [50]
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Correctly score two Unit 3 Exam FRQ sections of peers using provided rubric and scoring sheets; Warm-up: Describe the Earth’s asthenosphere and its relevance to plate tectonics. [8]
- Unit 2 Exam MC breakdown [20]
- Unit 4 Lecture 1, Part 1 [15]
- Continue 2nd round scrAPESbook presentations [30]
- Quick stretch [5]
- Independent Research Project: Preliminary Research [10]
OUTSIDE OF CLASS:
- LITE reading assignment (see Unit 4 Instructional Calendar)
- Was Darwin Wrong?
- Independent Research Project: Preliminary Research
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [10]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Check on Brassica oleracea seedlings (photograph too) [~50]
- Work on Interpreting Population Growth worksheet [~50]
- Turn in Ecology Field Day to receive late credit
- Start TSOTS Student Blog Post Assignments #3 and #4 [50]
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Work on TSOTS Student Blog Post Assignments #3 and #4
- Finish Interpreting Population Growth worksheet (DUE Wed.)
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--
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Friday, October 14, 2016
RECENT AND UPCOMING DUE DATES FOR BIOLOGY / HONORS BIOLOGY
ASSIGNMENT NAME {DUE DATE}
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- Ecosystem Map Poster (100 points, Classwork and Homework) {Friday, 9/30
- Ecology Field Day (50 points, Classwork and Homework) {Monday, 10/10}
- Online Population Biology Lesson (60 points, Classwork and Homework) {Friday, 10/14}
- Climate Diagrams Practice (10 points, Classwork and Homework) {Friday, 10/14}
- Interpreting Population Growth (10 points, Classwork and Homework) {Monday – Tuesday, 10/17 – 10/18}
- Predator Prey Simulation Lab (60 points, Labs) {Friday, 10/21}
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Daily Summary 10-14
--------------------------------------------------------------------------------
HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
- Check climate diagrams (climographs) and go over [15]
- Introduction to population dynamics [15]
- Lynx and Hare Population Lab [60]
- Clear up TSOTS blog peer scoring issues [~15]
- Be signed up for an Ecology Service Learning Project by today
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE TONIGHT)
- Work on Lynx and Hare Population Lab
- Interpreting Population Growth Worksheet
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--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
- Check climate diagrams (climographs) and go over [15]
- Introduction to population dynamics [15]
- Lynx and Hare Population Lab [60]
- Clear up TSOTS blog peer scoring issues [~15]
- Be signed up for an Ecology Service Learning Project by today
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE TONIGHT)
- Work on Lynx and Hare Population Lab
- Interpreting Population Growth Worksheet
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-
Thursday, October 13, 2016
Daily Summary 10-13
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes Warm-up: What are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
- Check climate diagrams (climographs) and go over [15]
- Introduction to population dynamics [15]
- Lynx and Hare Population Lab [60]
- Clear up TSOTS blog peer scoring issues [~15]
- Be signed up for an Ecology Service Learning Project by today
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE TONIGHT)
- Work on Lynx and Hare Population Lab
- Interpreting Population Growth Worksheet
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Correctly answer 70% or more of Unit 3 Exam questions on climate and biomes
- Warm-up: Set up unit exam answer sheet [2]
- Unit 3 Exam [48]
- 5 minute stretch
- Start 2nd round scrAPESbook presentations [30]
- Independent Research Project: Preliminary Research [10-20]
OUTSIDE OF CLASS:
- Independent Research Project: Preliminary Research
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
- Check climate diagrams (climographs) and go over [15]
- Introduction to population dynamics [15]
- Lynx and Hare Population Lab [60]
- Clear up TSOTS blog peer scoring issues [~15]
- Be signed up for an Ecology Service Learning Project by today
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE TONIGHT)
- Work on Lynx and Hare Population Lab
- Interpreting Population Growth Worksheet
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes Warm-up: What are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
- Check climate diagrams (climographs) and go over [15]
- Introduction to population dynamics [15]
- Lynx and Hare Population Lab [60]
- Clear up TSOTS blog peer scoring issues [~15]
- Be signed up for an Ecology Service Learning Project by today
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE TONIGHT)
- Work on Lynx and Hare Population Lab
- Interpreting Population Growth Worksheet
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Correctly answer 70% or more of Unit 3 Exam questions on climate and biomes
- Warm-up: Set up unit exam answer sheet [2]
- Unit 3 Exam [48]
- 5 minute stretch
- Start 2nd round scrAPESbook presentations [30]
- Independent Research Project: Preliminary Research [10-20]
OUTSIDE OF CLASS:
- Independent Research Project: Preliminary Research
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
- Check climate diagrams (climographs) and go over [15]
- Introduction to population dynamics [15]
- Lynx and Hare Population Lab [60]
- Clear up TSOTS blog peer scoring issues [~15]
- Be signed up for an Ecology Service Learning Project by today
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE TONIGHT)
- Work on Lynx and Hare Population Lab
- Interpreting Population Growth Worksheet
---
--
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Wednesday, October 12, 2016
Daily Summary 10-12
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: What is an organism’s habitat? What about its niche? Briefly define these two terms and compare and contrast them. [8]
- Ecosystem Map Poster peer evaluations [10 - 15]
- Climate diagrams (climographs) [30]
- Work on online population ecology lesson [45]
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY / FRIDAY)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: What is an organism’s habitat? What about its niche? Briefly define these two terms and compare and contrast them. [8]
- Ecosystem Map Poster peer evaluations [10 - 15]
- Climate diagrams (climographs) [30]
- Work on online population ecology lesson [45]
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY / FRIDAY)
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Tuesday, October 11, 2016
Daily Summary 10-11
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: What is an organism’s habitat? What about its niche? Briefly define these two terms and compare and contrast them. [8]
- Ecosystem Map Poster peer evaluations [10 - 15]
- Climate diagrams (climographs) [30]
- Work on online population ecology lesson [45]
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Prepare for Unit 3 Exam on climate and biomes
- Warm-up: Name and briefly describe the two major categories of freshwater life zones. What are the major differences between these zones? [7]
- Unit 3: Lecture 4: Freshwater Life Zones, Recap [10]
- Unit 3: Lecture 5: Marine Life Zones [25]
- NPP Lab Report hard copy DUE today by 3:30 pm
- Coral in Peril Discussion (5 points for summary paragraph) [15-20]
- Unit 3 Exam Review [30]
- Start 2nd round scrAPESbook presentations [20]
OUTSIDE OF CLASS:
- Review entire Unit 3 Study Guide in preparation for Unit 3 Exam
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: What is an organism’s habitat? What about its niche? Briefly define these two terms and compare and contrast them. [8]
- Ecosystem Map Poster peer evaluations [10 - 15]
- Climate diagrams (climographs) [30]
- Work on online population ecology lesson [45]
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY / FRIDAY)
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-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: What is an organism’s habitat? What about its niche? Briefly define these two terms and compare and contrast them. [8]
- Ecosystem Map Poster peer evaluations [10 - 15]
- Climate diagrams (climographs) [30]
- Work on online population ecology lesson [45]
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Prepare for Unit 3 Exam on climate and biomes
- Warm-up: Name and briefly describe the two major categories of freshwater life zones. What are the major differences between these zones? [7]
- Unit 3: Lecture 4: Freshwater Life Zones, Recap [10]
- Unit 3: Lecture 5: Marine Life Zones [25]
- NPP Lab Report hard copy DUE today by 3:30 pm
- Coral in Peril Discussion (5 points for summary paragraph) [15-20]
- Unit 3 Exam Review [30]
- Start 2nd round scrAPESbook presentations [20]
OUTSIDE OF CLASS:
- Review entire Unit 3 Study Guide in preparation for Unit 3 Exam
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: What is an organism’s habitat? What about its niche? Briefly define these two terms and compare and contrast them. [8]
- Ecosystem Map Poster peer evaluations [10 - 15]
- Climate diagrams (climographs) [30]
- Work on online population ecology lesson [45]
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY / FRIDAY)
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Monday, October 10, 2016
Daily Summary 10-10
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
- Check on your Brassica plants (take photos!!) [5 - 8]
- Complete Part II of Ecology Field Day assignment, then turn in
- Make sure all TSOTS scores have been reported and recorded
- Start online population ecology lesson
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY)
NOTE: Ecosystem Map Poster peer evaluations will take place in class tomorrow
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines Warm-up: What is the major difference between marine and freshwater environments? How are they connected/related? [7]
- Unit 3: Lecture 4: Freshwater Life Zones [25]
- NPP Lab Report DUE tomorrow—must submit hard copy no later than 3:30 pm (10/11)
- Start 2nd round scrAPESbook presentations
OUTSIDE OF CLASS:
- Finish NPP Lab and print hard copy for submission (WHOLE REPORT DUE 10/11)
- Read p. 168, 172-181
- In a paragraph, summarize threats to coral and coral reefs as well as consequences of reef destruction and possible remedial actions humans could take
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
- Check on your Brassica plants (take photos!!) [5 - 8]
- Complete Part II of Ecology Field Day assignment, then turn in
- Make sure all TSOTS scores have been reported and recorded Start online population ecology lesson
NOTE: Ecology Quiz 1 retakes are happening this week--see Mr. Bursch for details
OUTSIDE OF CLASS: Finish online population ecology lesson (DUE THURSDAY/FRIDAY)
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-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
- Check on your Brassica plants (take photos!!) [5 - 8]
- Complete Part II of Ecology Field Day assignment, then turn in
- Make sure all TSOTS scores have been reported and recorded
- Start online population ecology lesson
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY)
NOTE: Ecosystem Map Poster peer evaluations will take place in class tomorrow
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines Warm-up: What is the major difference between marine and freshwater environments? How are they connected/related? [7]
- Unit 3: Lecture 4: Freshwater Life Zones [25]
- NPP Lab Report DUE tomorrow—must submit hard copy no later than 3:30 pm (10/11)
- Start 2nd round scrAPESbook presentations
OUTSIDE OF CLASS:
- Finish NPP Lab and print hard copy for submission (WHOLE REPORT DUE 10/11)
- Read p. 168, 172-181
- In a paragraph, summarize threats to coral and coral reefs as well as consequences of reef destruction and possible remedial actions humans could take
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
- Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
- Check on your Brassica plants (take photos!!) [5 - 8]
- Complete Part II of Ecology Field Day assignment, then turn in
- Make sure all TSOTS scores have been reported and recorded Start online population ecology lesson
NOTE: Ecology Quiz 1 retakes are happening this week--see Mr. Bursch for details
OUTSIDE OF CLASS: Finish online population ecology lesson (DUE THURSDAY/FRIDAY)
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