--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Directions for completing ESLP evaluation form [8]
Complete / submit ESLP evaluation form [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 [30]
Sign up for BioSITE ESLP project by Monday (10/23) afternoon
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
Decide what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Directions for completing ESLP evaluation form [8]
Complete / submit ESLP evaluation form [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 [30]
Sign up for BioSITE ESLP project by Monday (10/23) afternoon
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
Decide what you’d like to do for your ESLP round 2 project
---
--
-
Thursday, October 19, 2017
Tuesday, October 17, 2017
Daily Summary 10-17
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Listen to directions for scoring Ecosystem Map Poster and ask for clarification if needed. [8]
Peer evaluate for Ecosystem Map Poster assignment [10]
Peer score Ecology Quiz #2 [15]
Review of basic population dynamics and directions for population lab [10]
Lynx and Hare Population Lab [75]
Start Interpreting Population Growth Worksheet
OUTSIDE OF CLASS:
Work on Lynx and Hare Population Lab
Finish Interpreting Population Growth Worksheet
Think about what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Listen to directions for scoring Ecosystem Map Poster and ask for clarification if needed. [8]
Peer evaluate for Ecosystem Map Poster assignment [10]
Peer score Ecology Quiz #2 [15]
Review of basic population dynamics and directions for population lab [10]
Lynx and Hare Population Lab [75]
Start Interpreting Population Growth Worksheet
OUTSIDE OF CLASS:
Work on Lynx and Hare Population Lab
Finish Interpreting Population Growth Worksheet
Think about what you’d like to do for your ESLP round 2 project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Listen to directions for scoring Ecosystem Map Poster and ask for clarification if needed. [8]
Peer evaluate for Ecosystem Map Poster assignment [10]
Peer score Ecology Quiz #2 [15]
Review of basic population dynamics and directions for population lab [10]
Lynx and Hare Population Lab [75]
Start Interpreting Population Growth Worksheet
OUTSIDE OF CLASS:
Work on Lynx and Hare Population Lab
Finish Interpreting Population Growth Worksheet
Think about what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Listen to directions for scoring Ecosystem Map Poster and ask for clarification if needed. [8]
Peer evaluate for Ecosystem Map Poster assignment [10]
Peer score Ecology Quiz #2 [15]
Review of basic population dynamics and directions for population lab [10]
Lynx and Hare Population Lab [75]
Start Interpreting Population Growth Worksheet
OUTSIDE OF CLASS:
Work on Lynx and Hare Population Lab
Finish Interpreting Population Growth Worksheet
Think about what you’d like to do for your ESLP round 2 project
---
--
-
Monday, October 16, 2017
Daily Summary 10-16
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 (exp. Vs. log.)
Warm-up: Sketch a graph of a population that is growing at its maximum biological potential (assume every individual can reproduce) and has no limiting factors affecting it. Now make another sketch on the same set of axes showing the same population during the same time period but with limiting factors in effect. [6]
Review of basic population dynamics [10]
Ecology quiz #2 [15]
Peer evaluate for Ecosystem Map Poster assignment [10]
OUTSIDE OF CLASS:
Think about what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 (exp. Vs. log.)
Warm-up: Sketch a graph of a population that is growing at its maximum biological potential (assume every individual can reproduce) and has no limiting factors affecting it. Now make another sketch on the same set of axes showing the same population during the same time period but with limiting factors in effect. [6]
Review of basic population dynamics [10]
Ecology quiz #2 [15]
Peer evaluate for Ecosystem Map Poster assignment [10]
OUTSIDE OF CLASS:
Think about what you’d like to do for your ESLP round 2 project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 (exp. Vs. log.)
Warm-up: Sketch a graph of a population that is growing at its maximum biological potential (assume every individual can reproduce) and has no limiting factors affecting it. Now make another sketch on the same set of axes showing the same population during the same time period but with limiting factors in effect. [6]
Review of basic population dynamics [10]
Ecology quiz #2 [15]
Peer evaluate for Ecosystem Map Poster assignment [10]
OUTSIDE OF CLASS:
Think about what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 (exp. Vs. log.)
Warm-up: Sketch a graph of a population that is growing at its maximum biological potential (assume every individual can reproduce) and has no limiting factors affecting it. Now make another sketch on the same set of axes showing the same population during the same time period but with limiting factors in effect. [6]
Review of basic population dynamics [10]
Ecology quiz #2 [15]
Peer evaluate for Ecosystem Map Poster assignment [10]
OUTSIDE OF CLASS:
Think about what you’d like to do for your ESLP round 2 project
---
--
-
Friday, October 13, 2017
Daily Summary 10-13
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
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 are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 – 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Turn in Part II of Ecology Field Day—it is now late.
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
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 are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 – 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Turn in Part II of Ecology Field Day—it is now late.
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
---
--
-
Thursday, October 12, 2017
Daily Summary 10-12
--------------------------------------------------------------------------------
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 are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 - 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
--------------------------------------------------------------------------------
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 are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 – 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Turn in Part II of Ecology Field Day—it is now late.
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
---
--
-
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 are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 - 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
--------------------------------------------------------------------------------
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 are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 – 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Turn in Part II of Ecology Field Day—it is now late.
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
---
--
-
Subscribe to:
Posts (Atom)