--------------------------------------------------------------------------------
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
---
--
-
Friday, October 21, 2016
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
--------------------------------------------------------------------------------
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.)
---
--
-
Monday, October 17, 2016
Daily Summary 10-17
--------------------------------------------------------------------------------
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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