Daily Summary 10-30

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)



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BIOLOGY
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AGENDA:

- Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits

- Warm-up: Name the four major categories of biomolecules and give one example of each. [5]

- Properties of water / biomolecules quick quiz [10]

- Finish Biomolecule Assembly Activity [40]

- Biomolecules graphic organizer [15]

- Start TSOTS Student Blog Post Assignment #3

- Water Lab is now late—turn in ASAP for credit


OUTSIDE OF CLASS:

- Check on your Brassica plants out in the garden, continue working on TSOTS Student Blog Post Assignment #3

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Daily Summary 10-29

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Demonstrate proficiency in recognizing and explaining concepts of ecosystems dynamics by earning a 70% or higher on the Unit 4 Exam

- Warm-up: FRQ scoring explanation [8]

- Unit 4 Exam FRQ peer scoring [20 - 30]

- Round 2 and 3 scrAPESbook presentations [30]

- Allelopathy lab work time

- Reminder: all improved NPP lab reports must be received by 11/6 for consideration


OUTSIDE OF CLASS:

- Work on Allelopathy Lab



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BIOLOGY
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AGENDA:

- Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits

- Warm-up: Name the four major categories of biomolecules and give one example of each. [5]

- Properties of water / biomolecules quick quiz [10]

- Finish Biomolecule Assembly Activity [40]

- Biomolecules graphic organizer [15]

- Start TSOTS Student Blog Post Assignment #3

- Water Lab is now late—turn in ASAP for credit


OUTSIDE OF CLASS:

- Check on your Brassica plants out in the garden, continue working on TSOTS Student Blog Post Assignment #3



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Daily Summary 10-28

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)



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BIOLOGY
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AGENDA:

- Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits

- Warm-up: Which chemical elements can be found in all of the following types of molecules: sugars, proteins, fats, and DNA? [5]

- Discussion of biomolecules and their properties [20]

- Biomolecule Assembly Activity [60]

- Biomolecules graphic organizer [20]

- Lynx and Hare Population Lab is now late—turn in ASAP for credit


OUTSIDE OF CLASS:

- Check on your Brassica plants out in the garden



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Daily Summary 10-27

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Demonstrate proficiency in recognizing and explaining concepts of ecosystems dynamics by earning a 70% or higher on the Unit 4 Exam

- Warm-up: Review major ideas from Otter article and last minute Q & A [10]

 -Unit 4 Exam [50]

- Remaining Round 2 scrAPESbook presentations

- Allelopathy lab work time after exam


OUTSIDE OF CLASS:

- Work on Allelopathy Lab



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BIOLOGY
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AGENDA:

- Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits

- Warm-up: Which chemical elements can be found in all of the following types of molecules: sugars, proteins, fats, and DNA? [5]

- Discussion of biomolecules and their properties [20]

- Biomolecule Assembly Activity [60]

- Biomolecules graphic organizer [20]

- Lynx and Hare Population Lab is now late—turn in ASAP for credit


OUTSIDE OF CLASS:

- Check on your Brassica plants out in the garden



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Daily Summary 10-26

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research Warm-up: What is one concept/term/idea from unit 4 that is still not quite clear or continues to be confusing for you? [5]

- Stamp Conservation article questions [~5]

- Reading: Otter Article (get laptop) [10]

- Unit 4 Lecture 5: Community Disturbance and Change [20]

- Unit 4 Exam Review Q & A

- Tomorrow: Remaining Round 2 scrAPESbook presentations and allelopathy lab work time after exam


OUTSIDE OF CLASS:

- Read Article on Sea Otters, Urchins, and Kelp

- Review for Unit 4 Exam

- Work on Allelopathy Lab





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BIOLOGY
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AGENDA:

- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab

- Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]

- Explain the floating paperclip demo [10]

- Finish Properties of Water Lab and turn in

- Lynx and Hare Population Lab is now late—turn in ASAP for credit


OUTSIDE OF CLASS:

- Check on your Brassica plants out in the garden



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AP Environmental Science: Article: Otters, Urchins, Kelp, and a Whale of a Chain Reaction

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AP ENVIRONMENTAL SCIENCE
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• Unit 4: Article: Otters, Urchins, Kelp, and a Whale of a Chain Reaction

Read the article above and create a simple diagram of the interactions between the organisms which shows how the otter acts as a keystone species.



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Daily Summary 10-23

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)



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BIOLOGY
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AGENDA:

- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab

- Warm-up: Ecology Unit Exam post-test Q & A: What is one question from the test we just took that really left you wondering what the best answer really was? [5]

- Properties of Water discussion and notes [20]

- Properties of Water Lab [60]

- Lynx and Hare Population Lab is now late—turn in ASAP for credit


OUTSIDE OF CLASS:

- Work on questions from properties of water lab

- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to a project by the teacher



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Daily Summary 10-22

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research

- Warm-up: Describe a hypothetical or real example which demonstrates the concepts of fundamental and realized niche. [8]

- Check Allelopathy experimental procedure and materials [~8]

- Unit 4 Lecture 4: Biodiversity Loss [20]

- Biodiversity and Evolution Quiz #2 [35]

- Unit 4 Lecture 5: Community Disturbance and Change [20]

- Remaining Round 2 scrAPESbook presentations [20]


OUTSIDE OF CLASS:

- Work on Allelopathy Lab

- Read p.191-213 in LITE

- Article Reading and Questions: Conservation for the People As you read, write down at least 5 questions you have about the ideas/information presented and discussed in the article



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BIOLOGY
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AGENDA:

- Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab

- Warm-up: Ecology Unit Exam post-test Q & A: What is one question from the test we just took that really left you wondering what the best answer really was? [5]

- Properties of Water discussion and notes [20]

- Properties of Water Lab [60]

- Lynx and Hare Population Lab is now late—turn in ASAP for credit


OUTSIDE OF CLASS:

- Work on questions from properties of water lab

- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to a project by the teacher



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Daily Summary 10-21

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)



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BIOLOGY
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AGENDA:

- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 60% or more of the questions on the Unit 2 (Ecology) Exam

- Warm-up: What is the difference between immigration and emigration? [5]

- Unit 2 (Ecology) Exam [60]

- Video: Planet Earth: Jungles [30]

- Lynx and Hare Population Lab DUE TODAY by 3:30


OUTSIDE OF CLASS:

- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to one randomly by the teacher



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Daily Summary 10-20

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Create procedure for allelopathy experiment using information gleaned from background research

- Warm-up: Describe allelopathy and how a researcher might determine whether or not a particular plant is using this strategy to suppress growth of potential competitors. [8]

- Biodiversity and Evolution Quiz [35]

- Unit 4 Lecture 3: Species Interactions [30]

- Work on Allelopathy Lab and/or Long-Term Research Project


OUTSIDE OF CLASS:

- Write out procedure for Allelopathy Lab (I will check Thurs.)

- Read p.105-122 in LITE



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BIOLOGY
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AGENDA:

- Objectives: Demonstrate basic understanding of ecological principles by correctly answering 60% or more of the questions on the Unit 2 (Ecology) Exam

- Warm-up: What is the difference between immigration and emigration? [5]

- Unit 2 (Ecology) Exam [60]

- Video: Planet Earth: Jungles [30]

- Lynx and Hare Population Lab DUE TODAY by 3:30


OUTSIDE OF CLASS:

- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to one randomly by the teacher



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Daily Summary 10-19

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Create procedure for allelopathy experiment using information gleaned from background research

- Warm-up: Write a short paragraph explaining how allele frequency can shift in a population as a result of selective pressures and how this, coupled with reproductive isolation, might eventually lead to the formation of a new species. [10]

- Check of Bean Frequency Lab Analysis for stamp

- Wrap up Unit 4 Lecture 2: Speciation [20]

- Allelopathy Lab and Long-Term Research Project Q & A


OUTSIDE OF CLASS:

- Write out procedure for Allelopathy Lab (I will check tomorrow)

- Article: The Entangled Bank (on APES section of class website)



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BIOLOGY
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AGENDA:

- Objectives: (1) Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes; (2) Prepare for Ecology Unit Exam

- Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there?

- What is this phenomenon called? [10]

- Finish Lynx and Hare Population Lab graph and analysis questions (DUE NEXT CLASS DAY);

- Start Unit Review


OUTSIDE OF CLASS:

- Finish Lynx / Hare Population Lab graph and analysis questions

- Use Ecology Unit Review Guide to study for Ecology Unit Exam

- Sign up for an Ecology Service Learning Project by Friday of this week or you will be assigned to one randomly by the teacher



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Daily Summary 10-16

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)



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BIOLOGY
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AGENDA:

- Objectives: (1) Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes; (2) transplant TSOTS seedlings into beds in agroecology garden

- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [5]

- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]

- Transplant Brassica oleracea seedlings into garden beds [~50]

- Report late TSOTS blog peer scores

- Turn in Ecology Scavenger Hunt to receive late credit


OUTSIDE OF CLASS:

- Finish Lynx / Hare Population Lab graph and analysis questions

- Be ready to sign up for an Ecology Service Learning Project by Friday of this week

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Daily Summary 10-15

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results

- Warm-up: What are the mechanisms providing the natural variation upon which the selective forces of nature act? [5] Complete Bean Frequency Lab [40 - 60]

- Unit 4 Lecture 2: [20]

- Introduce/Begin Allelopathy Lab


OUTSIDE OF CLASS:

- Complete Bean Frequency Lab Analysis in your lab notebooks for Monday, 10/19

- LITE reading assignment (see Unit 4 Instructional Calendar)

- Write out procedure for Allelopathy Lab



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BIOLOGY
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AGENDA:

- Objectives: (1) Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes; (2) transplant TSOTS seedlings into beds in agroecology garden

- Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? [5]

- Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50]

- Transplant Brassica oleracea seedlings into garden beds [~50]

- Report late TSOTS blog peer scores

- Turn in Ecology Scavenger Hunt to receive late credit


OUTSIDE OF CLASS:

- Finish Lynx / Hare Population Lab graph and analysis questions

- Be ready to sign up for an Ecology Service Learning Project by Friday of this week



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AP Environmental Science: Bean Frequency Lab

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AP ENVIRONMENTAL SCIENCE
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Complete the pre-lab for tomorrow's lab:

• Unit 4: Lab: Bean Frequency

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Daily Summary 10-14

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Review lecture 1 on origins of life

- 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]

- Independent Research Project: Questions for Mr. Bursch [5]


OUTSIDE OF CLASS:

- Complete Bean Frequency Lab Pre-Lab for tomorrow

- LITE reading assignment (see Unit 4 Instructional Calendar)

- Was Darwin Wrong?



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BIOLOGY
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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: Have you completed an evaluation of Student Blog Post Assignments #1 and #2 for your assigned peer? Have you shown this completed evaluation to Mr. Bursch? [5]

- Clear up TSOTS blog peer scoring issues [20]

- We will finish Lynx and Hare Population Lab on next class day

- Turn in Ecology Scavenger Hunt by Monday in order to receive late credit


HOMEWORK:

- Be ready to sign up for an Ecology Service Learning Project by Friday of this week—if you have not signed up by next Friday, I will assign you to a project of my choosing.



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Daily Summary 10-13

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)



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BIOLOGY
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AGENDA:

- Objectives: 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 are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]

- Check climate diagrams and go over (climographs) [20]

- Introduction to population dynamics [20]

- Lynx and Hare Population Lab [40]

- Clear up TSOTS blog peer scoring issues [~15–20]

- Ecology Scavenger Hunt (DUE today): turn in to box lid by end of period


HOMEWORK:

- Work on Lynx and Hare Population Lab

- Be ready to sign up for Ecology Service Learning Project by Th/Fr



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Daily Summary 10-12

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AP ENVIRONMENTAL SCIENCE
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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 3, Part 1 [15]

- Continue 2nd round scrAPESbook presentations [30]

- Quick stretch [5]

- Unit 4 Lecture 3, Part 1 [15 - 20]

- 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



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BIOLOGY
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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 are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]

- Check climate diagrams and go over (climographs) [20]

- Introduction to population dynamics [20]

- Lynx and Hare Population Lab [40]

- Clear up TSOTS blog peer scoring issues [~15–20]

- Ecology Scavenger Hunt (DUE today): turn in to box lid by end of period


HOMEWORK:

- Work on Lynx and Hare Population Lab

- Be ready to sign up for Ecology Service Learning Project by Th/Fr



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AP Environmental Science: Article: Was Darwin Wrong?

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AP ENVIRONMENTAL SCIENCE
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• Unit 4: Article: Was Darwin Wrong?

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Daily Summary 10-09

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)



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BIOLOGY
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AGENDA:

- Objectives: Demonstrate basic understanding of typical community interactions in ecosystems and the connections these interactions have to biogeochemical cycles like N, C, and H2O by scoring a 70% (20 questions) on Ecology Midpoint Quiz

- Warm-up: What is an organism’s habitat? What about its niche? Briefly define these two terms and compare and contrast them. [8]

- Ecology Midpoint Quiz [30]

- TSOTS blog peer scoring [30]

- Climate diagrams (climographs) [30]

- Ecology Scavenger Hunt (DUE today): turn in to box lid by end of period


HOMEWORK:

- Finish Climate Diagram (Climograph) assignment (all parts)



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Daily Summary 10-08

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Correctly answer 70% or more of Unit 3 Exam questions on climate and biomes

- Warm-up: Set up unit exam answer sheet [2]

- Unit 3 Exam [48]

- 5 minute stretch

- Start 2nd round scrAPESbook presentations [30]

- Independent Research Project: Preliminary Research [10-20]


OUTSIDE OF CLASS:

- Independent Research Project: Preliminary Research



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BIOLOGY
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AGENDA:

- Objectives: Demonstrate basic understanding of typical community interactions in ecosystems and the connections these interactions have to biogeochemical cycles like N, C, and H2O by scoring a 70% (20 questions) on Ecology Midpoint Quiz

- Warm-up: What is an organism’s habitat? What about its niche? Briefly define these two terms and compare and contrast them. [8]

- Ecology Midpoint Quiz [30]

- TSOTS blog peer scoring [30]

- Climate diagrams (climographs) [30]

- Ecology Scavenger Hunt (DUE today): turn in to box lid by end of period


HOMEWORK:

- Finish Climate Diagram (Climograph) assignment (all parts)



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Daily Summary 10-07

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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)



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BIOLOGY
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AGENDA:

- Objectives: Be able to describe typical community interactions within an ecosystem and the connections these interactions have to nutrient cycles (biogeochemical cycles like N, C, and H2O)

- Warm-up: Two or more organisms working to get at the same resource is known as what? What are some real examples of this interaction in nature? [8]

- Work on Ecosystem Map Poster Assignment (DUE today) [30]

- Ecology Scavenger Hunt (DUE next class day) [60]


HOMEWORK:

- Make sure TSOTS Student Blog Post Assignments #1 and #2 are visible on your TSOTS website (scoring will happen on Thu/Fri)

- Finish Ecology Scavenger Hunt assignment (all parts)

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Daily Summary 10-06

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Prepare for Unit 3 Exam on climate and biomes

- Warm-up: Name and briefly describe the two major categories of freshwater life zones. What are the major differences between these zones? [7]

- Unit 3: Lecture 4: Freshwater Life Zones, Recap [10]

- Unit 3: Lecture 5: Marine Life Zones [25]

- NPP Lab Report hard copy DUE today by 3:30 pm

- Coral in Peril Discussion (5 points for summary paragraph) [15-20]

- Unit 3 Exam Review [30]

- Start 2nd round scrAPESbook presentations [20]


OUTSIDE OF CLASS:

- Review entire Unit 3 Study Guide in preparation for Unit 3 Exam




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BIOLOGY
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AGENDA:

- Objectives: Be able to describe typical community interactions within an ecosystem and the connections these interactions have to nutrient cycles (biogeochemical cycles like N, C, and H2O)

- Warm-up: Two or more organisms working to get at the same resource is known as what? What are some real examples of this interaction in nature? [8]

- Work on Ecosystem Map Poster Assignment (DUE today) [30]

- Ecology Scavenger Hunt (DUE next class day) [60]


HOMEWORK:

- Make sure TSOTS Student Blog Post Assignments #1 and #2 are visible on your TSOTS website (scoring will happen on Thu/Fri)

- Finish Ecology Scavenger Hunt assignment (all parts)



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Daily Summary 10-05

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AP ENVIRONMENTAL SCIENCE
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AGENDA:

- Objectives: Complete NPP lab report with all sections done per lab report guidelines

- Warm-up: What is the major difference between marine and freshwater environments? How are they connected/related? [7]

- Unit 3: Lecture 4: Freshwater Life Zones [25]

- NPP Lab Report DUE tomorrow (10/6)

- Start 2nd round scrAPESbook presentations


OUTSIDE OF CLASS:

- Finish NPP Lab and print hard copy for submission (WHOLE REPORT DUE 10/06)

- Read p. 168, 172-181

- In a paragraph, summarize threats to coral and coral reefs as well as consequences of reef destruction and possible remedial actions humans could take



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BIOLOGY
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AGENDA:

- Objectives: Be able to describe typical community interactions within an ecosystem and the connections these interactions have to nutrient cycles (biogeochemical cycles like N, C, and H2O)

- Warm-up: Look at each picture in the slideshow and, in your warm-up notebook, write down the terms you see in parentheses. Then, next to the term and in [square brackets], identify the named factor as “biotic” or “abiotic.” [10]

- Work on Ecosystem Map Poster Assignment (DUE next day) [25]

- Turn in Stamp Log #1 today if you did not do it before break


HOMEWORK:

- Make sure TSOTS Student Blog Post Assignments #1 and #2 are visible on your TSOTS website (scoring will happen on Thu/Fri)

- Work on poster outside of class if all members of group agree one person should take it home, otherwise leave in classroom



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AP Environmental Science: Readings: Coral in Peril

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AP ENVIRONMENTAL SCIENCE
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Assigned Readings:

• Coral in Peril (Full Text from National Geographic Article)
• Coral in Peril (Images from Print Version)
• Coral Reefs Show Remarkable Ability to Recover from Near Death (More Recent Article from Scientific American on Coral Reefs)

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