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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
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AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 60% 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 [60]
- Video: Planet Earth: Jungles [30]
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to one randomly by the teacher
---
--
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Wednesday, October 21, 2015
Tuesday, October 20, 2015
Daily Summary 10-20
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AP ENVIRONMENTAL SCIENCE
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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]
- Biodiversity and Evolution Quiz [35]
- Unit 4 Lecture 3: Species Interactions [30]
- Work on Allelopathy Lab and/or Long-Term Research Project
OUTSIDE OF CLASS:
- Write out procedure for Allelopathy Lab (I will check Thurs.)
- Read p.105-122 in LITE
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 60% 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 [60]
- Video: Planet Earth: Jungles [30]
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to one randomly by the teacher
---
--
-
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]
- Biodiversity and Evolution Quiz [35]
- Unit 4 Lecture 3: Species Interactions [30]
- Work on Allelopathy Lab and/or Long-Term Research Project
OUTSIDE OF CLASS:
- Write out procedure for Allelopathy Lab (I will check Thurs.)
- Read p.105-122 in LITE
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 60% 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 [60]
- Video: Planet Earth: Jungles [30]
- Lynx and Hare Population Lab DUE TODAY by 3:30
OUTSIDE OF CLASS:
- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to one randomly by the teacher
---
--
-
Monday, October 19, 2015
Daily Summary 10-19
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AP ENVIRONMENTAL SCIENCE
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AGENDA:
- Objectives: Create procedure for allelopathy experiment using information gleaned from background research
- Warm-up: Write a short paragraph explaining how allele frequency can shift in a population as a result of selective pressures and how this, coupled with reproductive isolation, might eventually lead to the formation of a new species. [10]
- Check of Bean Frequency Lab Analysis for stamp
- Wrap up Unit 4 Lecture 2: Speciation [20]
- Allelopathy Lab and Long-Term Research Project Q & A
OUTSIDE OF CLASS:
- Write out procedure for Allelopathy Lab (I will check tomorrow)
- Article: The Entangled Bank (on APES section of class website)
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) 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; (2) Prepare for Ecology Unit 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? [10]
- Finish Lynx and Hare Population Lab graph and analysis questions (DUE NEXT CLASS DAY);
- Start Unit Review
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Use Ecology Unit Review Guide to study for Ecology Unit Exam
- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to one randomly by the teacher
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Create procedure for allelopathy experiment using information gleaned from background research
- Warm-up: Write a short paragraph explaining how allele frequency can shift in a population as a result of selective pressures and how this, coupled with reproductive isolation, might eventually lead to the formation of a new species. [10]
- Check of Bean Frequency Lab Analysis for stamp
- Wrap up Unit 4 Lecture 2: Speciation [20]
- Allelopathy Lab and Long-Term Research Project Q & A
OUTSIDE OF CLASS:
- Write out procedure for Allelopathy Lab (I will check tomorrow)
- Article: The Entangled Bank (on APES section of class website)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) 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; (2) Prepare for Ecology Unit 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? [10]
- Finish Lynx and Hare Population Lab graph and analysis questions (DUE NEXT CLASS DAY);
- Start Unit Review
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Use Ecology Unit Review Guide to study for Ecology Unit Exam
- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to one randomly by the teacher
---
--
-
Friday, October 16, 2015
Daily Summary 10-16
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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
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AGENDA:
- Objectives: (1) 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; (2) transplant TSOTS seedlings into beds in agroecology garden
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [5]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Transplant Brassica oleracea seedlings into garden beds [~50]
- Report late TSOTS blog peer scores
- Turn in Ecology Scavenger Hunt to receive late credit
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Be ready to sign up for an Ecology Service Learning Project by Friday of this week
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) 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; (2) transplant TSOTS seedlings into beds in agroecology garden
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [5]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Transplant Brassica oleracea seedlings into garden beds [~50]
- Report late TSOTS blog peer scores
- Turn in Ecology Scavenger Hunt to receive late credit
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Be ready to sign up for an Ecology Service Learning Project by Friday of this week
---
--
-
Thursday, October 15, 2015
Daily Summary 10-15
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AP ENVIRONMENTAL SCIENCE
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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
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) 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; (2) transplant TSOTS seedlings into beds in agroecology garden
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [5]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Transplant Brassica oleracea seedlings into garden beds [~50]
- Report late TSOTS blog peer scores
- Turn in Ecology Scavenger Hunt to receive late credit
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Be ready to sign up for an Ecology Service Learning Project by Friday of this week
---
--
-
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: (1) 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; (2) transplant TSOTS seedlings into beds in agroecology garden
- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [5]
- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]
- Transplant Brassica oleracea seedlings into garden beds [~50]
- Report late TSOTS blog peer scores
- Turn in Ecology Scavenger Hunt to receive late credit
OUTSIDE OF CLASS:
- Finish Lynx / Hare Population Lab graph and analysis questions
- Be ready to sign up for an Ecology Service Learning Project by Friday of this week
---
--
-
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