--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Climate, microclimates, and the Ecology Field Day [50]
- Work time (apply as needed) [25]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~25]
HOMEWORK:
- Finish climographs and Ecology Field Day data/description table (on back of handout)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Friday, September 26, 2014
Thursday, September 25, 2014
Daily Summary 09-25
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Climate, microclimates, and the Ecology Field Day [50]
- Work time (apply as needed) [25]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~25]
HOMEWORK:
- Finish climographs and Ecology Field Day data/description table (on back of handout)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Climate, microclimates, and the Ecology Field Day [50]
- Work time (apply as needed) [25]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~25]
HOMEWORK:
- Finish climographs and Ecology Field Day data/description table (on back of handout)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Climate, microclimates, and the Ecology Field Day [50]
- Work time (apply as needed) [25]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~25]
HOMEWORK:
- Finish climographs and Ecology Field Day data/description table (on back of handout)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Climate, microclimates, and the Ecology Field Day [50]
- Work time (apply as needed) [25]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~25]
HOMEWORK:
- Finish climographs and Ecology Field Day data/description table (on back of handout)
---
--
-
Wednesday, September 24, 2014
Daily Summary 09-24
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: Think of an organism that feeds on one particular trophic level from your team’s ecosystem map poster. Describe how this ecosystem would probably be affected if this organism suddenly disappeared from your chosen ecosystem. [5]
- Food Chain Puzzle [10]
- Levels of Biological Organization and Biotic vs. Abiotic [15]
- Finish Ecosystem Map Posters [60]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: Think of an organism that feeds on one particular trophic level from your team’s ecosystem map poster. Describe how this ecosystem would probably be affected if this organism suddenly disappeared from your chosen ecosystem. [5]
- Food Chain Puzzle [10]
- Levels of Biological Organization and Biotic vs. Abiotic [15]
- Finish Ecosystem Map Posters [60]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Tuesday, September 23, 2014
Daily Summary 09-23
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: Think of an organism that feeds on one particular trophic level from your team’s ecosystem map poster. Describe how this ecosystem would probably be affected if this organism suddenly disappeared from your chosen ecosystem. [5]
- Food Chain Puzzle [10]
- Levels of Biological Organization and Biotic vs. Abiotic [15]
- Finish Ecosystem Map Posters [60]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: Think of an organism that feeds on one particular trophic level from your team’s ecosystem map poster. Describe how this ecosystem would probably be affected if this organism suddenly disappeared from your chosen ecosystem. [5]
- Seed Germination Lab Peer Evaluations [10]
- Levels of Biological Organization and Biotic vs. Abiotic [25]
- Finish Ecosystem Map Posters [50]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- Start reviewing/planning your ESLP project OR, if you are creating a project from scratch, work on your proposal
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: Think of an organism that feeds on one particular trophic level from your team’s ecosystem map poster. Describe how this ecosystem would probably be affected if this organism suddenly disappeared from your chosen ecosystem. [5]
- Food Chain Puzzle [10]
- Levels of Biological Organization and Biotic vs. Abiotic [15]
- Finish Ecosystem Map Posters [60]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: Think of an organism that feeds on one particular trophic level from your team’s ecosystem map poster. Describe how this ecosystem would probably be affected if this organism suddenly disappeared from your chosen ecosystem. [5]
- Seed Germination Lab Peer Evaluations [10]
- Levels of Biological Organization and Biotic vs. Abiotic [25]
- Finish Ecosystem Map Posters [50]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- Start reviewing/planning your ESLP project OR, if you are creating a project from scratch, work on your proposal
---
--
-
Monday, September 22, 2014
Daily Summary 09-22
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: What is a biogeochemical cycle? Describe an example. Why are they worth showing in a map like the one you are creating? [5]
- Ecosystem Map Poster Assignment [45]
- Grade check (if you did not check Thursday/Friday) [~45]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- Think about what still needs to be done on your Ecosystem Map Poster and how you will get it finished within 30 minutes. Contact your team members if necessary.
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: What is a biogeochemical cycle? Describe an example. Why are they worth showing in a map like the one you are creating? [5]
- Ecosystem Map Poster Assignment [45]
- Grade check (if you did not check Thursday/Friday) [~45]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- Start reviewing/planning your ESLP project OR, if you are creating a project from scratch, work on your proposal
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: What is a biogeochemical cycle? Describe an example. Why are they worth showing in a map like the one you are creating? [5]
- Ecosystem Map Poster Assignment [45]
- Grade check (if you did not check Thursday/Friday) [~45]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- Think about what still needs to be done on your Ecosystem Map Poster and how you will get it finished within 30 minutes. Contact your team members if necessary.
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen) are shown
- Warm-up: What is a biogeochemical cycle? Describe an example. Why are they worth showing in a map like the one you are creating? [5]
- Ecosystem Map Poster Assignment [45]
- Grade check (if you did not check Thursday/Friday) [~45]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~45]
HOMEWORK:
- Start reviewing/planning your ESLP project OR, if you are creating a project from scratch, work on your proposal
---
--
-
Friday, September 19, 2014
Daily Summary 09-19
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen)
- Warm-up: What is the focus of ecology? [5]
- Finish notes on ecosystems and energy flow [20]
- Ecosystem Map Poster Assignment [75]
- Finish TSOTS Blog Post Assignments #1 and #2 [~75]
- Grade check [~75]
- Seed planting for TSOTS teams with no surviving seedlings [~75]
HOMEWORK:
- Start reviewing/planning your ESLP projects OR, if you are creating a project from scratch, work on your proposal (ecoslp.blogspot.com)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen)
- Warm-up: What is the focus of ecology? [5]
- Finish notes on ecosystems and energy flow [20]
- Ecosystem Map Poster Assignment [75]
- Finish TSOTS Blog Post Assignments #1 and #2 [~75]
- Grade check [~75]
- Seed planting for TSOTS teams with no surviving seedlings [~75]
HOMEWORK:
- Start reviewing/planning your ESLP projects OR, if you are creating a project from scratch, work on your proposal (ecoslp.blogspot.com)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Thursday, September 18, 2014
Daily Summary 09-18
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen)
- Warm-up: What is the focus of ecology? [5]
- Finish notes on ecosystems and energy flow [20]
- Ecosystem Map Poster Assignment [75]
- Finish TSOTS Blog Post Assignments #1 and #2 [~75]
- Grade check [~75]
- Seed planting for TSOTS teams with no surviving seedlings [~75]
HOMEWORK:
- Start reviewing/planning your ESLP projects OR, if you are creating a project from scratch, work on your proposal
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen)
- Warm-up: What is the focus of ecology? [5]
- Finish notes on ecosystems and energy flow [20]
- Ecosystem Map Poster Assignment [75]
- Finish TSOTS Blog Post Assignments #1 and #2 [~75]
- Grade check [~75]
- Seed planting for TSOTS teams with no surviving seedlings [~75]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~75]
HOMEWORK:
- Start reviewing/planning your ESLP project OR, if you are creating a project from scratch, work on your proposal
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen)
- Warm-up: What is the focus of ecology? [5]
- Finish notes on ecosystems and energy flow [20]
- Ecosystem Map Poster Assignment [75]
- Finish TSOTS Blog Post Assignments #1 and #2 [~75]
- Grade check [~75]
- Seed planting for TSOTS teams with no surviving seedlings [~75]
HOMEWORK:
- Start reviewing/planning your ESLP projects OR, if you are creating a project from scratch, work on your proposal
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, and nitrogen)
- Warm-up: What is the focus of ecology? [5]
- Finish notes on ecosystems and energy flow [20]
- Ecosystem Map Poster Assignment [75]
- Finish TSOTS Blog Post Assignments #1 and #2 [~75]
- Grade check [~75]
- Seed planting for TSOTS teams with no surviving seedlings [~75]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~75]
HOMEWORK:
- Start reviewing/planning your ESLP project OR, if you are creating a project from scratch, work on your proposal
---
--
-
Wednesday, September 17, 2014
ECOSYSTEM MAP POSTER ASSIGNMENT Documents
--------------------------------------------------------------------------------
BIOLOGY and HONORS BIOLOGY
--------------------------------------------------------------------------------
ECOSYSTEM MAP POSTER ASSIGNMENT Documents:
---
--
-
BIOLOGY and HONORS BIOLOGY
--------------------------------------------------------------------------------
ECOSYSTEM MAP POSTER ASSIGNMENT Documents:
---
--
-
Daily Summary 09-17
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: Should food producers (companies and individuals) be able to decide what information to give consumers about the food they produce? Why or why not? [5]
- Continue watching Food Inc., chapters 6 - 9 [40]
- Post-film discussion: What is your greatest concern about our modern food system? Why? What will you do to help address this problem? [15]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [20]
- Seed planting for TSOTS teams with no surviving seedlings [~15]
HOMEWORK:
- Sketch plans for your ecosystem map posters
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: Should food producers (companies and individuals) be able to decide what information to give consumers about the food they produce? Why or why not? [5]
- Continue watching Food Inc., chapters 6 - 9 [40]
- Post-film discussion: What is your greatest concern about our modern food system? Why? What will you do to help address this problem? [15]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [20]
- Seed planting for TSOTS teams with no surviving seedlings [~15]
HOMEWORK:
- Sketch plans for your ecosystem map posters
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Tuesday, September 16, 2014
Daily Summary 09-16
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: Should food producers (companies and individuals) be able to decide what information to give consumers about the food they produce? Why or why not? [5]
- Continue watching Food Inc., chapters 6 - 9 [40]
- Post-film discussion: What is your greatest concern about our modern food system? Why? What will you do to help address this problem? [15]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [20]
- Seed planting for TSOTS teams with no surviving seedlings [~15]
HOMEWORK:
- Sketch plans for your ecosystem map posters
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: Should food producers (companies and individuals) be able to decide what information to give consumers about the food they produce? Why or why not? [5]
- Continue watching Food Inc., chapters 6 - 9 [40]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [30]
- Seed planting for TSOTS teams with no surviving seedlings [~30]
- Discuss ESLP project ideas with Mr. Bursch [~30]
HOMEWORK:
- Sketch plans for your ecosystem map posters
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: Should food producers (companies and individuals) be able to decide what information to give consumers about the food they produce? Why or why not? [5]
- Continue watching Food Inc., chapters 6 - 9 [40]
- Post-film discussion: What is your greatest concern about our modern food system? Why? What will you do to help address this problem? [15]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [20]
- Seed planting for TSOTS teams with no surviving seedlings [~15]
HOMEWORK:
- Sketch plans for your ecosystem map posters
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: Should food producers (companies and individuals) be able to decide what information to give consumers about the food they produce? Why or why not? [5]
- Continue watching Food Inc., chapters 6 - 9 [40]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [30]
- Seed planting for TSOTS teams with no surviving seedlings [~30]
- Discuss ESLP project ideas with Mr. Bursch [~30]
HOMEWORK:
- Sketch plans for your ecosystem map posters
---
--
-
Monday, September 15, 2014
Daily Summary 09-15
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems,
- Warm-up: What part(s) of our modern food system do you think are the most mysterious or most poorly understood by the public? How do you think this lack of understanding affects us? [5]
- Continue watching Food Inc., chapters 5 and 6 [25]
- Turn in Assignment Stamp Log #1 to box lid on front table
- Turn in Seed Germination Lab if you have not (it is now late)
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: What part(s) of our modern food system do you think are the most mysterious or most poorly understood by the public? How do you think this lack of understanding affects us? [5]
Continue watching Food Inc., chapters 5 and 6 [25]
HOMEWORK:
- Finish your Seed Germination/Growth experiment lab reports and publish them to your team’s The Story of the Seed blogs (DUE TOMORROW NIGHT BY MIDNIGHT)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems,
- Warm-up: What part(s) of our modern food system do you think are the most mysterious or most poorly understood by the public? How do you think this lack of understanding affects us? [5]
- Continue watching Food Inc., chapters 5 and 6 [25]
- Turn in Assignment Stamp Log #1 to box lid on front table
- Turn in Seed Germination Lab if you have not (it is now late)
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: What part(s) of our modern food system do you think are the most mysterious or most poorly understood by the public? How do you think this lack of understanding affects us? [5]
Continue watching Food Inc., chapters 5 and 6 [25]
HOMEWORK:
- Finish your Seed Germination/Growth experiment lab reports and publish them to your team’s The Story of the Seed blogs (DUE TOMORROW NIGHT BY MIDNIGHT)
---
--
-
Friday, September 12, 2014
Daily Summary 09-12
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems, work on setting up TSOTS blog
- Warm-up: What individual or collective actions are you willing to take to improve our food system, and what would be their impact? Take out Textbook Scavenger Hunt and your stamp log. [10]
- Set up TSOTS team blog and complete Student Blog Post Assignment #1 [30]
- Continue watching Food Inc., chapters 5 – 8 (POSTPONED) [40]
- Turn in Assignment Stamp Log #1 to box lid on front table
- Turn in Seed Germination Lab if you have not (it is now late)
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems, work on setting up TSOTS blog
- Warm-up: What individual or collective actions are you willing to take to improve our food system, and what would be their impact? Take out Textbook Scavenger Hunt and your stamp log. [10]
- Set up TSOTS team blog and complete Student Blog Post Assignment #1 [30]
- Continue watching Food Inc., chapters 5 – 8 (POSTPONED) [40]
- Turn in Assignment Stamp Log #1 to box lid on front table
- Turn in Seed Germination Lab if you have not (it is now late)
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Thursday, September 11, 2014
Daily Summary 09-11
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems, work on setting up TSOTS blog
- Warm-up: What individual or collective actions are you willing to take to improve our food system, and what would be their impact? Take out Textbook Scavenger Hunt and your stamp log. [10]
- Set up TSOTS team blog and complete Student Blog Post Assignment #1 [30]
- Continue watching Food Inc., chapters 5 – 8 (POSTPONED) [40]
- Turn in Assignment Stamp Log #1 to box lid on front table
- Turn in Seed Germination Lab if you have not (it is now late)
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: What individual or collective actions are you willing to take to improve our food system, and what would be their impact [10]
- Conclude and clean up your experiments and work on your final lab reports / TSOTS blogs [35]
- Student Blog Post Assignments #1 and #2 [55]
- Continue watching Food Inc., chapters (POSTPONED) 5 - 8
- Turn in Assignment Stamp Log #1 to box lid on front table
HOMEWORK:
- Finish your Seed Germination/Growth experiment lab reports and publish them to your team’s The Story of the Seed blogs
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems, work on setting up TSOTS blog
- Warm-up: What individual or collective actions are you willing to take to improve our food system, and what would be their impact? Take out Textbook Scavenger Hunt and your stamp log. [10]
- Set up TSOTS team blog and complete Student Blog Post Assignment #1 [30]
- Continue watching Food Inc., chapters 5 – 8 (POSTPONED) [40]
- Turn in Assignment Stamp Log #1 to box lid on front table
- Turn in Seed Germination Lab if you have not (it is now late)
HOMEWORK:
- NONE
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: What individual or collective actions are you willing to take to improve our food system, and what would be their impact [10]
- Conclude and clean up your experiments and work on your final lab reports / TSOTS blogs [35]
- Student Blog Post Assignments #1 and #2 [55]
- Continue watching Food Inc., chapters (POSTPONED) 5 - 8
- Turn in Assignment Stamp Log #1 to box lid on front table
HOMEWORK:
- Finish your Seed Germination/Growth experiment lab reports and publish them to your team’s The Story of the Seed blogs
---
--
-
Tuesday, September 9, 2014
Daily Summary 09-09
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems
- Warm-up: Can you name at least one farm or farmer directly responsible for producing some of the food you eat? Why do you think it might be important for us to know who manages the production of our foods? In what ways do you think farmers might behave/work as biologists (scientists)? [10]
- Begin watching Food Inc., chapters 1 - 4 [45]
- Socratic discussion: Do people have a right to know what is in their food? [40]
- Turn in Seed Germination Lab if you have not (it is now late) [2]
HOMEWORK:
- Textbook scavenger hunt (DUE next class day)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems
- Warm-up: Think about the definition of ecology. How exactly do you think the study of ecology might be applied to farming (the production of plants, fungi, and animals for food and fiber)? [8]
- Begin watching Food Inc., chapters 1 - 4 [45]
- Socratic discussion: Do people have a right to know what is in their food? [35]
- Check in on your experiments / work on lab reports [10]
HOMEWORK:
- Continue working on your Seed Germination/Growth experiment lab reports
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems
- Warm-up: Can you name at least one farm or farmer directly responsible for producing some of the food you eat? Why do you think it might be important for us to know who manages the production of our foods? In what ways do you think farmers might behave/work as biologists (scientists)? [10]
- Begin watching Food Inc., chapters 1 - 4 [45]
- Socratic discussion: Do people have a right to know what is in their food? [40]
- Turn in Seed Germination Lab if you have not (it is now late) [2]
HOMEWORK:
- Textbook scavenger hunt (DUE next class day)
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HONORS BIOLOGY
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AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems
- Warm-up: Think about the definition of ecology. How exactly do you think the study of ecology might be applied to farming (the production of plants, fungi, and animals for food and fiber)? [8]
- Begin watching Food Inc., chapters 1 - 4 [45]
- Socratic discussion: Do people have a right to know what is in their food? [35]
- Check in on your experiments / work on lab reports [10]
HOMEWORK:
- Continue working on your Seed Germination/Growth experiment lab reports
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Monday, September 8, 2014
Daily Summary 09-08
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BIOLOGY
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AGENDA:
- Objectives: (1) Submit your Seed Germination Lab, (2) earn 70% or better on ESS Unit Quiz, (3) transplant your seedlings
- Warm-up: Take out a pencil and listen carefully to instructions for setting up
- Essential Science Skills quiz answer sheet [4]
- Essential Science Skills Unit Quiz [20]
- Turn in Seed Germination Lab [2]
- Transplant your seedlings into flats of soil AND work on textbook scavenger hunt [25]
- Hand out planners (period 3 only) [~5]
HOMEWORK:
- Textbook scavenger hunt (DUE next class day)
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HONORS BIOLOGY
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AGENDA:
- Objectives: Continue your team’s seed germination experiment, work on setting up TSOTS team blog
- Warm-up: Can you name at least one farm or farmer directly responsible for producing some of the food you eat? Why do you think it might be important for us to know who manages the production of our foods? In what ways do you think farmers might behave/work as biologists (scientists)? [10]
- Breaking Down the Walls schedule, Monday 9/15 [1]
- Tutorial policy (for Mr. Bursch) [5]
- Work on Germination of Seeds lab with TSOTS teams [25]
- Begin ESLP signups [~25]
HOMEWORK:
- Continue working on your seed germination labs
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Submit your Seed Germination Lab, (2) earn 70% or better on ESS Unit Quiz, (3) transplant your seedlings
- Warm-up: Take out a pencil and listen carefully to instructions for setting up
- Essential Science Skills quiz answer sheet [4]
- Essential Science Skills Unit Quiz [20]
- Turn in Seed Germination Lab [2]
- Transplant your seedlings into flats of soil AND work on textbook scavenger hunt [25]
- Hand out planners (period 3 only) [~5]
HOMEWORK:
- Textbook scavenger hunt (DUE next class day)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Continue your team’s seed germination experiment, work on setting up TSOTS team blog
- Warm-up: Can you name at least one farm or farmer directly responsible for producing some of the food you eat? Why do you think it might be important for us to know who manages the production of our foods? In what ways do you think farmers might behave/work as biologists (scientists)? [10]
- Breaking Down the Walls schedule, Monday 9/15 [1]
- Tutorial policy (for Mr. Bursch) [5]
- Work on Germination of Seeds lab with TSOTS teams [25]
- Begin ESLP signups [~25]
HOMEWORK:
- Continue working on your seed germination labs
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Friday, September 5, 2014
Daily Summary 09-05
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Finish your team’s seed germination experiment, create TSOTS team blog, earn 70% or better on ESS Unit Quiz
- Warm-up: Take out Essential Science Skills (ESS) Unit Pre-Test; compare answers with your seat neighbors and note differences in any of your answers; bring unresolved questions to the attention of Mr. Bursch during pre-quiz review session [8]
- Pre-quiz review session: go over metric conversion practice and Essential Science Skills Unit Pre-Test [15 - 20]
- Essential Science Skills Unit Quiz [25]
- Work on Seed Germination Lab: collect final data and graph it [40]
- TSOTS blog creation (instructions: storyoftheseed.blogspot.com) [~40]
HOMEWORK:
- Continue setting up TSOTS blogs (POSTPONED UNITIL NEXT WEEK)
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Finish your team’s seed germination experiment, create TSOTS team blog, earn 70% or better on ESS Unit Quiz
- Warm-up: Take out Essential Science Skills (ESS) Unit Pre-Test; compare answers with your seat neighbors and note differences in any of your answers; bring unresolved questions to the attention of Mr. Bursch during pre-quiz review session [8]
- Pre-quiz review session: go over metric conversion practice and Essential Science Skills Unit Pre-Test [15 - 20]
- Essential Science Skills Unit Quiz [25]
- Work on Seed Germination Lab: collect final data and graph it [40]
- TSOTS blog creation (instructions: storyoftheseed.blogspot.com) [~40]
HOMEWORK:
- Continue setting up TSOTS blogs (POSTPONED UNITIL NEXT WEEK)
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HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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Thursday, September 4, 2014
Daily Summary 09-04
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Finish your team’s seed germination experiment, create TSOTS team blog, earn 70% or better on ESS Unit Quiz
- Warm-up: Take out Essential Science Skills (ESS) Unit Pre-Test; compare answers with your seat neighbors and note differences in any of your answers; bring unresolved questions to the attention of Mr. Bursch during pre-quiz review session [8]
- Pre-quiz review session: go over metric conversion practice and Essential Science Skills Unit Pre-Test [15 - 20]
- Essential Science Skills Unit Quiz [25]
- Work on Seed Germination Lab: collect final data and graph it [40]
- TSOTS blog creation (instructions: storyoftheseed.blogspot.com) [~40]
- LINK TO UNTAMED SCIENCE VIDEOS ON BRASSICA OLERACEA:
http://www.untamedscience.com/biodiversity/wild-cabbage/
HOMEWORK:
- Continue setting up TSOTS blogs
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HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
-Objectives: Continue your team’s seed germination experiment, create TSOTS team blog, earn 80% or better on ESS Unit Quiz
- Warm-up: Take out Essential Science Skills (ESS) Unit Pre-Test; compare answers with your seat neighbors and note differences in any of your answers; bring unresolved discrepancies to the attention of Mr. Bursch during pre-quiz review session [8]
- Pre-quiz review session [10]
- Essential Science Skills Unit Quiz [35]
- Work on Germination of Seeds lab with TSOTS teams [50]
- TSOTS blog creation (instructions: storyoftheseed.blogspot.com) [~50]
- Begin ESLP signups [~50]
- More information on Brassica oleracea (5th period only) [10]
- LINK TO UNTAMED SCIENCE VIDEOS ON BRASSICA OLERACEA:
http://www.untamedscience.com/biodiversity/wild-cabbage/
HOMEWORK:
- Continue working on your seed germination labs
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-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Finish your team’s seed germination experiment, create TSOTS team blog, earn 70% or better on ESS Unit Quiz
- Warm-up: Take out Essential Science Skills (ESS) Unit Pre-Test; compare answers with your seat neighbors and note differences in any of your answers; bring unresolved questions to the attention of Mr. Bursch during pre-quiz review session [8]
- Pre-quiz review session: go over metric conversion practice and Essential Science Skills Unit Pre-Test [15 - 20]
- Essential Science Skills Unit Quiz [25]
- Work on Seed Germination Lab: collect final data and graph it [40]
- TSOTS blog creation (instructions: storyoftheseed.blogspot.com) [~40]
- LINK TO UNTAMED SCIENCE VIDEOS ON BRASSICA OLERACEA:
http://www.untamedscience.com/biodiversity/wild-cabbage/
HOMEWORK:
- Continue setting up TSOTS blogs
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
-Objectives: Continue your team’s seed germination experiment, create TSOTS team blog, earn 80% or better on ESS Unit Quiz
- Warm-up: Take out Essential Science Skills (ESS) Unit Pre-Test; compare answers with your seat neighbors and note differences in any of your answers; bring unresolved discrepancies to the attention of Mr. Bursch during pre-quiz review session [8]
- Pre-quiz review session [10]
- Essential Science Skills Unit Quiz [35]
- Work on Germination of Seeds lab with TSOTS teams [50]
- TSOTS blog creation (instructions: storyoftheseed.blogspot.com) [~50]
- Begin ESLP signups [~50]
- More information on Brassica oleracea (5th period only) [10]
- LINK TO UNTAMED SCIENCE VIDEOS ON BRASSICA OLERACEA:
http://www.untamedscience.com/biodiversity/wild-cabbage/
HOMEWORK:
- Continue working on your seed germination labs
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Wednesday, September 3, 2014
Daily Summary 09-03
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BIOLOGY
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AGENDA:
- Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) convert between SI units
- Warm-up: What is a unit of measure? I don’t mean for you to just name specific units (like grams, for example), I also mean what purpose or function do units of measure serve for humans? [8]
- Stamp Graphing and SpongeBob scientific methods practice [~8]
- Check on Seed Germination Lab seeds, collect data [15]
- Answer questions on Seed Germination Lab, graph data [25]
- Metric Conversion and beginning of practice [25]
- Essential Science Skills Unit Review [20]
- ESSENTIAL SCIENCE SKILLS QUIZ THIS THURSDAY/FRIDAY
HOMEWORK:
- Metric conversion practice AND Essential Science Skills Unit Review, DUE NEXT CLASS DAY
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) convert between SI units
- Warm-up: What is a unit of measure? I don’t mean for you to just name specific units (like grams, for example), I also mean what purpose or function do units of measure serve for humans? [8]
- Stamp Graphing and SpongeBob scientific methods practice [~8]
- Check on Seed Germination Lab seeds, collect data [15]
- Answer questions on Seed Germination Lab, graph data [25]
- Metric Conversion and beginning of practice [25]
- Essential Science Skills Unit Review [20]
- ESSENTIAL SCIENCE SKILLS QUIZ THIS THURSDAY/FRIDAY
HOMEWORK:
- Metric conversion practice AND Essential Science Skills Unit Review, DUE NEXT CLASS DAY
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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Tuesday, September 2, 2014
Daily Summary 09-02
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BIOLOGY
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AGENDA:
- Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) convert between SI units
- Warm-up: What is a unit of measure? I don’t mean for you to just name specific units (like grams, for example), I also mean what purpose or function do units of measure serve for humans? [8]
- Stamp Graphing and SpongeBob scientific methods practice [~8]
- Check on Seed Germination Lab seeds, collect data [15]
- Answer questions on Seed Germination Lab, graph data [25]
- Metric Conversion and beginning of practice [25]
- Essential Science Skills Unit Review [20]
- ESSENTIAL SCIENCE SKILLS QUIZ THIS THURSDAY/FRIDAY
HOMEWORK:
- Metric conversion practice AND Essential Science Skills Unit Review, DUE NEXT CLASS DAY
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Continue your team’s seed germination experiment
- Warm-up: Make a T-chart in which you list observations from your seed labs—qualitative on the left, quantitative on the right. [10]
- Work on Germination of Seeds lab with TSOTS teams [25 - 30]
- Introduction to the Ecology Service Learning Project (ESLP) [10]
- WGHS GOLD gardens tour [20 - 35]
- More information on Brassica oleracea [10]
- Essential Science Skills Unit Review [15]
- Begin ESLP signups [~15]
HOMEWORK:
- Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ ON THURSDAY, 9/4) Research Brassica oleracea to see if you can explain some of the observations you have made during your experiments
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) convert between SI units
- Warm-up: What is a unit of measure? I don’t mean for you to just name specific units (like grams, for example), I also mean what purpose or function do units of measure serve for humans? [8]
- Stamp Graphing and SpongeBob scientific methods practice [~8]
- Check on Seed Germination Lab seeds, collect data [15]
- Answer questions on Seed Germination Lab, graph data [25]
- Metric Conversion and beginning of practice [25]
- Essential Science Skills Unit Review [20]
- ESSENTIAL SCIENCE SKILLS QUIZ THIS THURSDAY/FRIDAY
HOMEWORK:
- Metric conversion practice AND Essential Science Skills Unit Review, DUE NEXT CLASS DAY
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Continue your team’s seed germination experiment
- Warm-up: Make a T-chart in which you list observations from your seed labs—qualitative on the left, quantitative on the right. [10]
- Work on Germination of Seeds lab with TSOTS teams [25 - 30]
- Introduction to the Ecology Service Learning Project (ESLP) [10]
- WGHS GOLD gardens tour [20 - 35]
- More information on Brassica oleracea [10]
- Essential Science Skills Unit Review [15]
- Begin ESLP signups [~15]
HOMEWORK:
- Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ ON THURSDAY, 9/4) Research Brassica oleracea to see if you can explain some of the observations you have made during your experiments
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