Mr. Bursch's Science Site: 03/01/2013

Friday, March 29, 2013

Daily Summary 03-29

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BIOLOGY
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IN CLASS:

- Objective: SWBAT use any/all resources available to continue planning their particular ESLP project with their teammates

- Warm-up: What is your “must do” item for yesterday/today on your ESLP team’s “to do list”

- Show Mr. Bursch your Population Biology Web Quest assignment (CHECKPOINT and Analyzing Data) for points [30]

- Population Biology Virtual Lab (2nd part of Population Biology Web Quest) DUE Tuesday, 4/2

- Work on ESLP projects [~30]

HOMEWORK: Work on ESLP projects

TOMORROW: Work on ESLP projects

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT use any/all resources available to continue planning their particular ESLP project with their teammates

- Warm-up: What is your “must do” item for yesterday/today on your ESLP team’s “to do list”
BRING IT Presentation

- Show Mr. Bursch your Population Biology Web Quest assignment (CHECKPOINT and Analyzing Data) for points [30]

- Population Biology Virtual Lab (2nd part of Population Biology Web Quest) DUE Tuesday, 4/2

- Work on ESLP projects [~30]

HOMEWORK: Work on ESLP projects

TOMORROW: Work on ESLP projects

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Thursday, March 28, 2013

Daily Summary 03-28

Wednesday, March 27, 2013

Daily Summary 03-27

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BIOLOGY
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IN CLASS:

- Objective: SWBAT define the terms population density, immigration, emigration, exponential and logistic growth, and carrying capacity and corectly apply them them in answering population questions

- Warm-up: What is one example of a way in which a population can change (short-term OR long-term)?

- Work on Population Biology Web Quest [50]

HOMEWORK: Finish Population Biology Web Quest

TOMORROW: ESLP

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT define the terms population density, immigration, emigration, exponential and logistic growth, and carrying capacity and correctly apply them them in answering population questions

- Warm-up: What is one example of a way in which a population can change (short-term OR long-term)?

- Work on Population Biology Web Quest [40]

- BRING IT! [10]

HOMEWORK: Finish Population Biology Web Quest

TOMORROW: ESLP

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Population Biology Web Quest

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BIOLOGY and HONORS BIOLOGY --------------------------------------------------------------------------------

Create a Google Docs document and give it a standard heading (Name, Date, Period and title of assignment--the title is "Population Biology Web Quest")
Read section 5-1 and answer the "CHECKPOINT" and "Analyzing Data" questions (p. 123) in your Google Doc--make the graphs on paper, though
Visit http://glencoe.mcgraw-hill.com/sites/dl/free/0078757134/383928/BL_04.html and complete the virtual population lab--answer the questions in your Google Doc

Tuesday, March 26, 2013

Daily Summary 03-26

Monday, March 25, 2013

Daily Summary 03-25

Friday, March 22, 2013

Daily Summary 03-22

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BIOLOGY
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IN CLASS:

- Objective: SWBAT use any/all resources available to begin planning their particular ESLP project with their teammates

- Warm-up: Take out your climate diagram assignment and wait for directions

- Notebook checks start today Friday--leave in basket

- Work on ESLP [45]

- Monday is last day to turn in LATE Ecology Field Day assignments (it’s worth 73 points).

ESLP:

- Work on proposals OR join a team (last day)

- Start/update team LOGS* on Google Drive

- Agree on a tentative basic plan for your team’s project--this will become the basis for your detailed plan, your timeline, and your budget(s)

- Research the materials you think you will need to complete your project. Some questions you should ask for each type of item you plan to acquire: Where can we get this? Does it have to be new? What is the price range for this thing?

HOMEWORK: Work on project plans

MONDAY: ESLP

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT use any/all resources available to begin planning their particular ESLP project with their teammates

- Warm-up: Settle in quickly and listen for directions

- Notebook checks start today, Friday--leave in basket

- Work on project proposals and/or plans [50]

HOMEWORK: Work on project plans

MONDAY: ESLP

ESLP:

- Work on proposals OR join a team (last day)

- Start/update team LOGS* on Google Drive

- Agree on a tentative basic plan for your team’s project--this will become the basis for your detailed plan, your timeline, and your budget(s)

- Research the materials you think you will need to complete your project. Some questions you should ask for each type of item you plan to acquire: Where can we get this? Does it have to be new? What is the price range for this thing?

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Thursday, March 21, 2013

Daily Summary 03-21

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BIOLOGY
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IN CLASS:

- Objective: SWBAT use any/all resources available to begin planning their particular ESLP project with their teammates

- Warm-up: Take out your climate diagram assignment and wait for directions

- Notebook checks start this Friday--leave in basket

- Work on project proposals and/or plans (see ESLP Agenda below) [45]

- Monday is last day to turn in LATE Ecology Field Day assignments (it’s worth 73 points).

ESLP AGENDA:

- Work on proposals OR join a team

- Start team LOGS* on Google Drive
*One to three concise statements about what you got done that day AND what you need to work on next

- Agree on a tentative basic plan for your team’s project--this will become the basis for your detailed plan, your timeline, and your budget(s)

HOMEWORK: Work on project plans

TOMORROW: ESLP

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT use any/all resources available to begin planning their particular ESLP project with their teammates

- Warm-up: Take out your climate diagram assignment and wait for directions

- Notebook checks start this Friday--leave in basket

- Work on project proposals and/or plans (see ESLP Agenda below) [45]

ESLP AGENDA:

- Work on proposals OR join a team

- Start team LOGS* on Google Drive
*One to three concise statements about what you got done that day AND what you need to work on next

- Agree on a tentative basic plan for your team’s project--this will become the basis for your detailed plan, your timeline, and your budget(s)

HOMEWORK: Work on project plans

TOMORROW: ESLP

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Wednesday, March 20, 2013

Daily Summary 03-20

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BIOLOGY
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IN CLASS:

- Objective: SWBAT use climate data to accurately produce a climate diagram (a.k.a. “climatogram” or “climograph”) and to make reasonable predictions about the characteristics of a biome

- Warm-up: What is precipitation? Give examples. What is temperature? What units are used to measure these quantities? How do temperature and precipitation generally determine what a particular ecosystem/biome looks like?

- Discuss climate, climate diagrams, and how to make one [20]

- Create two climate diagram on your own (climate diagram handout) [20]

HOMEWORK: Finish climate diagram

TOMORROW: ESLP

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT use climate data to accurately produce a climate diagram (a.k.a. “climatogram” or “climograph”) and to make reasonable predictions about the characteristics of a biome

- Warm-up: What is precipitation? Give examples. What is temperature? What units are used to measure these quantities? How do temperature and precipitation generally determine what a particular ecosystem/biome looks like?

- Discuss climate, climate diagrams, and how to make one [20]

- Create a climate diagram on your own [20]

- Read section 4-4, do Analyzing Data on p. 111

HOMEWORK: Finish climate diagram, Analyzing Data

TOMORROW: ESLP

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Tuesday, March 19, 2013

Daily Summary 03-19

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BIOLOGY
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IN CLASS:

- Objective: SWBAT gather in ESLP teams, greet each other, discuss the overall goal of their particular project, volunteer strengths and interests, and assign tentative roles to each team member (adjustments will likely need to be made later)

- Warm-up: Listen for directions and, when dismissed to teams, find your project’s sign and be seated.
- If you have not yet selected/proposed a project, get a computer and review project options, then join a team OR work on your own project proposal [8]

- Check out laptops & begin preliminary research [20]

- Discuss questions, concerns, and/or ideas with Mr. Bursch as he visits with each team [20]

HOMEWORK: Sign up for a project if you did not do so during class today OR work on proposal for your own (due this FRIDAY)

TOMORROW: Climate diagrams

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT gather in ESLP teams, greet each other, discuss the overall goal of their particular project, volunteer strengths and interests, and assign tentative roles to each team member (adjustments will likely need to be made later)

- Warm-up: Listen for directions and, when dismissed to teams, find your project’s sign and be seated.
- If you have not yet selected/proposed a project, get a computer and review project options, then join a team OR work on your own project proposal [8]

- Check out laptops & begin preliminary research [20]

- Discuss questions, concerns, and/or ideas with Mr. Bursch as he visits with each team [20]

HOMEWORK: Sign up for a project if you did not do so during class today OR work on proposal for your own (due this FRIDAY)

TOMORROW: Climate diagrams

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Monday, March 18, 2013

Daily Summary 03-18

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BIOLOGY
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IN CLASS:

- Objective: SWBAT explain concept of service learning and the purpose of our garden-based, food-centered service learning projects

- Warm-up: What are some of your strongest interests? What do you consider to be some of your best skills or strengths?

- Introduction to GROW RAMS Initiative [5]

- Explanation of Biology 2 Garden-Based, Food-Centered Service Learning Projects [10]

- Sign up, meet others in your team, discuss interests and possibilities [15]

HOMEWORK: Sign up for a project if you did not do so during class today OR work on proposal for your own (due this FRIDAY)

TOMORROW: Service learning projects

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT explain concept of service learning and the purpose of our garden-based, food-centered service learning projects

- Warm-up: What are some of your strongest interests? What do you consider to be some of your best skills or strengths?

- Introduction to GROW RAMS Initiative [5]

- Explanation of Biology 2 Garden-Based, Food-Centered Service Learning Projects [10]

- Sign up, meet others in your team, discuss interests and possibilities [15]

HOMEWORK: Sign up for a project if you did not do so during class today OR work on proposal for your own (due this FRIDAY)

TOMORROW: Service learning projects

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Friday, March 15, 2013

Daily Summary 03-15

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BIOLOGY
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IN CLASS:

- Objective: SWBAT explain concept of service learning and the purpose of our garden-based, food-centered service learning projects

- Warm-up: What are some of your strongest interests? What do you consider to be some of your best skills or strengths?

- Explanation of Biology 2 Garden-Based, Food-Centered Service Learning Projects [10]

- TURN IN LATE Ecology Scavenger Hunts [~5]

HOMEWORK: Think about what kind of project would most inspire you

MONDAY: Service learning projects

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT explain concept of service learning and the purpose of our garden-based, food-centered service learning projects

- Warm-up: What are some of your strongest interests? What do you consider to be some of your best skills or strengths?

- Introduction to GROW RAMS Initiative [15]

- Explanation of Biology 2 Garden-Based, Food-Centered Service Learning Projects [10]

HOMEWORK: Think about what kind of project would most inspire you

MONDAY: Service learning projects

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Thursday, March 14, 2013

Daily Summary 03-14

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BIOLOGY
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IN CLASS:

- Objective: SWBAT define and describe a microclimate, an ecological niche, and symbiosis

- Warm-up: Three of the common ways organisms interact in a community are through competition, predation, and symbiosis. How is symbiosis different from the other two types of interaction?

- Get Ecology Field Day, Part I stamped to go on to Part II [5]

- TURN IN LATE Ecology Scavenger Hunts [~5]

- Ecology Field Day, Part II [30]

HOMEWORK: Ecology Field Day, Part II

FRIDAY: Service learning projects

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT define and describe a microclimate, an ecological niche, and symbiosis

- Warm-up: Three of the common ways organisms interact in a community are through competition, predation, and symbiosis. How is symbiosis different from the other two types of interaction?

- Get Ecology Field Day, Part I stamped to go on to Part II [5]

- TURN IN LATE Ecology Scavenger Hunts [~5]

- Ecology Field Day, Part II [30]

HOMEWORK: Ecology Field Day, Part II

FRIDAY: Service learning projects

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Wednesday, March 13, 2013

Daily Summary 03-13

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BIOLOGY
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IN CLASS:

- Objective: SWBAT define and describe a microclimate AND ecological niche

- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?

- Ecology Field Day, Part I [15]

- TURN IN LATE Ecology Scavenger Hunts [~15]

- Ecology Field Day, Part II [20]

HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing

THURSDAY: Service learning projects

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT define and describe a microclimate AND ecological niche

- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?

- Ecology Field Day, Part I [15]

- Ecology Field Day, Part II [20]

HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing

THURSDAY: Service learning projects

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Monday, March 11, 2013

Daily Summary 03-11

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BIOLOGY
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IN CLASS:

- Objective: SWBAT create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web for a selected biome

- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?

- Finish Ecosystem Map Posters & turn in [30]

TURN IN LATE WORK: Ecology Scavenger Hunt, HW Packet 2, Rat Island, Candy Bowl Lab [~30]
Start HW [~30]

HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing questions

TOMORROW: Service learning projects

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web for a selected biome

- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?

- Finish Ecosystem Map Posters & turn in [30]

HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing questions

TOMORROW: Service learning projects

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Friday, March 8, 2013

Daily Summary 03-08

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BIOLOGY
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IN CLASS:

- Objective: SWBAT demonstrate proficiency with basic ecosystem vocabulary and concepts by earning a 15 or higher on quiz AND create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web

- Warm-up: Take out a piece of binder paper, give it a standard heading and title it “Ecology Quiz 1”

- Ecology Quiz 1 [10]

- Turn in Ecology Scavenger Hunt write-up [5]

- Read section 3-3 and start Ecosystem Map Posters

HOMEWORK: Finish Ecosystem Map Posters

MONDAY: Discuss / develop service learning projects

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT demonstrate proficiency with basic ecosystem vocabulary and concepts by earning a 15 or higher on quiz AND create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web

- Warm-up: Take out a piece of binder paper, give it a standard heading and title it “Ecology Quiz 1”

- Ecology Quiz 1 [10]

- Turn in Ecology Scavenger Hunt write-up [5]

- Read section 3-3 and start Ecosystem Map Posters

HOMEWORK: Finish Ecosystem Map Posters

MONDAY: Discuss / develop service learning projects

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Thursday, March 7, 2013

Daily Summary 03-07

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BIOLOGY
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IN CLASS:

- Objective: SWBAT use examples of producers, consumers, etc. from WGHS GOLD main garden to create food webs and energy pyramids

- Warm-up: Why are decomposers so essential to an ecosystem? What would happen if they were to all disappear tomorrow?

- Get into TSOTS groups and work on Ecology Scavenger Hunt write-up (due Friday)

- Read section 3-3 and start planning Ecosystem Map Posters

HOMEWORK: Finish Ecology Scavenger Hunt Food Web and Energy Pyramid

TOMORROW: Quiz on Energy Flow in Ecosystems AND Work on Ecosystem Map Posters

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT use examples of producers, consumers, etc. from WGHS GOLD main garden to create food webs and energy pyramids
- Warm-up: Why are decomposers so essential to an ecosystem? What would happen if they were to all disappear tomorrow?

- Get into TSOTS groups and work on Ecology Scavenger Hunt write-up (due Friday)

- Read section 3-3 and start planning Ecosystem Map Posters

HOMEWORK: Finish Ecology Scavenger Hunt Food Web and Energy Pyramid

TOMORROW: Quiz on Energy Flow in Ecosystems AND Work on Ecosystem Map Posters

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Wednesday, March 6, 2013

Daily Summary 03-06

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BIOLOGY
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IN CLASS:

- Objective: SWBAT define basic ecology terms (see scavenger hunt list) and identify examples of each in and around the WGHS GOLD main garden

- Warm-up: Write definitions for the six terms on your Ecology Scavenger Hunt form (starting w/ producer)

- Ecology Scavenger Hunt (write-up due Friday)

- Remember: (1) Keep your mind open, (2) Push / put aside your prejudices, (3) Stretch yourself / push yourself to your limits, (4) Find and tap into your passion

HOMEWORK: Work on finishing Ecology Scavenger Hunt (due Friday)

TOMORROW: Community Interactions

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT define basic ecology terms (see scavenger hunt list) and identify examples of each in and around the WGHS GOLD main garden

- Warm-up: Write definitions for the six terms on your Ecology Scavenger Hunt form (starting w/ producer)

- Ecology Scavenger Hunt (write-up due Friday)

- Remember: (1) Keep your mind open, (2) Push / put aside your prejudices, (3) Stretch yourself / push yourself to your limits, (4) Find and tap into your passion

HOMEWORK: Work on finishing Ecology Scavenger Hunt (due Friday)

TOMORROW: Community Interactions

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Tuesday, March 5, 2013

Daily Summary 03-05

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BIOLOGY
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IN CLASS:

- Warm-up: Read "The Energy Pyramid" side of the color plate handout you received

- Mr. Bursch's Special Message {(1) Keep your mind open, (2) Push / put aside your prejudices, (3) Stretch yourself / push yourself to your limits, (4) Find and tap into your passion}

- Notes: Energy Flow in Ecosystems

- Start HW

HOMEWORK: Read and finish coloring "The Energy Pyramid" and "The Food Web" color plates handout you received

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HONORS BIOLOGY
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IN CLASS:

- Warm-up: Read "The Energy Pyramid" side of the color plate handout you received

- Mr. Bursch's Special Message {(1) Keep your mind open, (2) Push / put aside your prejudices, (3) Stretch yourself / push yourself to your limits, (4) Find and tap into your passion}

- Notes: Energy Flow in Ecosystems

- Start HW

HOMEWORK: Read and finish coloring "The Energy Pyramid" and "The Food Web" color plates handout you received

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Monday, March 4, 2013

Daily Summary 03-04

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BIOLOGY
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IN CLASS:

- Objective: SWBAT define ecology and list & discuss some examples of interactions they have observed or learned about

- Warm up: In your notebook, create an entry called “Battle at Kruger” with today’s date. Start by writing this question: what is happening at the beginning of this video? [2]

- Introduction to ecology [20]

- Turn in (1) Rat Island Poster Project, (2) Candy Bowl Selection Lab, and (3) HW Packet #2 [3]

HOMEWORK: Read section 3-1 and answer ALL section assessment, p. 65

TOMORROW: Energy Flow

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT define ecology and list & discuss some examples of interactions they have observed or learned about

- Warm up: In your notebook, create an entry called “Battle at Kruger” with today’s date. Start by writing this question: what is happening at the beginning of this video? [2]

- Introduction to ecology [20]

- Turn in (1) Rat Island Poster Project, (2) Candy Bowl Selection Lab, and (3) HW Packet #2 [3]

HOMEWORK: Read section 3-1 and answer ALL section assessment, p. 65

TOMORROW: Energy Flow

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Friday, March 1, 2013

Daily Summary 03-01

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BIOLOGY
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IN CLASS:

- Objective: SWBAT demonstrate basic mastery of evolution major concepts by earning a minimum of 30 out of 40 on Evolution Unit Exam
- Warm up: Take out a sharpened pencil and know your student ID # [1]

-Work on Rat Island Poster Project [30]

- Turn in Candy Bowl Selection Lab [~30]

- Check your grade @ teacher’s desk [~30]

HOMEWORK: Finish Rat Island Mini-Posters & put together HW Packet #2

MONDAY: Rat Island Posters due with HW Packet #2

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HONORS BIOLOGY
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IN CLASS:

- Objective: SWBAT demonstrate basic mastery of evolution major concepts by earning a minimum of 36 out of 40 on Evolution Unit Exam

- Warm up: Take out a sharpened pencil and know your student ID # [1]

- Work on Rat Island Poster Project [30]

- Turn in Candy Bowl Selection Lab [~30]

- Check your grade @ teacher’s desk [~30]

HOMEWORK: Finish Rat Island Mini-Posters & put together HW Packet #2

MONDAY: Rat Island Posters due with HW Packet #2

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