--------------------------------------------------------------------------------
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: Why is the number of top-level (3rd level and higher) consumers usually so much smaller than the number of producer organisms in any given food chain? [5]
- TSOTS peer scoring [25 - 30]
- TSOTS Brassica oleracea seedling transplanting [30]
- Complete part II of Ecology Field Day [30]
OUTSIDE OF CLASS:
- Take some extra time to rest during the fall break
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines
- Warm-up: Weather, climate, and biomes quiz [25]
- Finish 1st round scrAPESbook presentations [20]
- Work on NPP lab report / Check NPP Introduction draft [45]
- Check/stamp Biome Graphic Organizer [~20]
- Water NPP grass patch [8]
- Must mass/dry/mass second NPP sample before 3:30 pm Friday
OUTSIDE OF CLASS:
- Work on NPP Lab: introduction, materials and methods (first draft should be finished by 9/29, WHOLE REPORT DUE 10/11)
- Read p. 181-187
--------------------------------------------------------------------------------
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: Why is the number of top-level (3rd level and higher) consumers usually so much smaller than the number of producer organisms in any given food chain? [5]
- Explanation of quiz retake option for Ecology Quiz 1 [2]
- TSOTS peer scoring [25 - 30]
- TSOTS Brassica oleracea seedling transplanting [30]
- Complete part II of Ecology Field Day [30]
OUTSIDE OF CLASS:
- Take some extra time to rest during the fall break
---
--
-
Thursday, September 29, 2016
Wednesday, September 28, 2016
Daily Summary 09-28
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
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]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
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]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
---
--
-
Tuesday, September 27, 2016
Daily Summary 09-27
--------------------------------------------------------------------------------
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]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines Warm-up:
- Name/describe the 4 major atmospheric layers [8]
- Unit 3: Lecture 2: Ocean Circulation [20]
- Water NPP grass patch / stamp Trophic Level Activity (p.3) [8]
- Unit 3: Lecture 3: Terrestrial Biomes [20]
- Finish 1st round scrAPESbook presentations
- Work on Biome Graphic Organizer
- Must mass/dry/mass second NPP sample before 3:30 pm Friday
- Weather, climate, and biomes quiz on Thursday
OUTSIDE OF CLASS:
- Work on NPP Lab: introduction, materials and methods (first draft should be finished by 9/29, WHOLE REPORT DUE 10/11)
- Read p. 169-172
--------------------------------------------------------------------------------
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]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
---
--
-
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]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines Warm-up:
- Name/describe the 4 major atmospheric layers [8]
- Unit 3: Lecture 2: Ocean Circulation [20]
- Water NPP grass patch / stamp Trophic Level Activity (p.3) [8]
- Unit 3: Lecture 3: Terrestrial Biomes [20]
- Finish 1st round scrAPESbook presentations
- Work on Biome Graphic Organizer
- Must mass/dry/mass second NPP sample before 3:30 pm Friday
- Weather, climate, and biomes quiz on Thursday
OUTSIDE OF CLASS:
- Work on NPP Lab: introduction, materials and methods (first draft should be finished by 9/29, WHOLE REPORT DUE 10/11)
- Read p. 169-172
--------------------------------------------------------------------------------
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]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
---
--
-
Monday, September 26, 2016
Daily Summary 09-26
--------------------------------------------------------------------------------
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, nitrogen) are present
- 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 [40]
- Grade check (if you did not check Thursday/Friday) [~40]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~40]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Verify scoring of Unit 2 Exam FRQs, continue work on NPP experiment
- Warm-up: What are some examples of weather and climate? [8]
- Unit 2 Exam FRQ scoring verification [5 - 10]
- Water NPP grass patch / last chance for stamp on Trophic Level Activity [8]
- Unit 3: Lecture 1: Weather and Climate [10 - 15]
- Finish 1st and start 2nd round scrAPESbook presentations on 9/27
OUTSIDE OF CLASS:
- Work on NPP Lab (DUE 10/11)
- Miller: Re-read pp. 147-152; read p. 152-165
--------------------------------------------------------------------------------
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, nitrogen) are present
- 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 [40]
- Grade check (if you did not check Thursday/Friday) [~40]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~40]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
---
--
-
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, nitrogen) are present
- 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 [40]
- Grade check (if you did not check Thursday/Friday) [~40]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~40]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Verify scoring of Unit 2 Exam FRQs, continue work on NPP experiment
- Warm-up: What are some examples of weather and climate? [8]
- Unit 2 Exam FRQ scoring verification [5 - 10]
- Water NPP grass patch / last chance for stamp on Trophic Level Activity [8]
- Unit 3: Lecture 1: Weather and Climate [10 - 15]
- Finish 1st and start 2nd round scrAPESbook presentations on 9/27
OUTSIDE OF CLASS:
- Work on NPP Lab (DUE 10/11)
- Miller: Re-read pp. 147-152; read p. 152-165
--------------------------------------------------------------------------------
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, nitrogen) are present
- 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 [40]
- Grade check (if you did not check Thursday/Friday) [~40]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~40]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
---
--
-
Friday, September 23, 2016
Daily Summary 09-23
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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, nitrogen) are present
- Warm-up: What is the focus of ecology? [5]
- Review ecosystems and energy flow [20]
- Work on Ecosystem Map Poster assignment [75]
- Work on Food Issue Essay using evidence from Food Inc. [~35]
- Make sure you have actually published TSOTS Blog Post Assignments #1 and #2 [~75]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~75]
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 by 9/23 midnight
- Work on Food Issue Essay based on Food Inc. focus question
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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, nitrogen) are present
- Warm-up: What is the focus of ecology? [5]
- Review ecosystems and energy flow [20]
- Work on Ecosystem Map Poster assignment [75]
- Work on Food Issue Essay using evidence from Food Inc. [~35]
- Make sure you have actually published TSOTS Blog Post Assignments #1 and #2 [~75]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~75]
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 by 9/23 midnight
- Work on Food Issue Essay based on Food Inc. focus question
---
--
-
Thursday, September 22, 2016
Daily Summary 09-22
--------------------------------------------------------------------------------
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, nitrogen) are present
- Warm-up: What is the focus of ecology? [5]
- Review ecosystems and energy flow [20]
- Work on Ecosystem Map Poster assignment [75]
- Work on Food Issue Essay using evidence from Food Inc. [~35]
- Make sure you have actually published TSOTS Blog Post Assignments #1 and #2 [~75]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~75]
OUTSIDE OF CLASS:
- Finish / publish Seed experiment lab reports by 9/22 MIDNIGHT
- Finish Student Blog Post Assignment #2 by 9/22 midnight
- Work on Food Issue Essay based on Food Inc. focus question
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Correct Unit 2 Exam FRQs
- Warm-up: Draw a food web diagram using at least 8 of the following organisms and representing at least 4 trophic levels: mallow plant, rye grass, valley oak, dragonfly, stink beetle, spider, ladybug, snake, hawk, California quail, scrub jay, jackrabbit, coyote, fox, black-tailed deer, bobcat, mountain lion. [10]
- Unit 2 Exam FRQ Scoring [50]
- AP Environmental Science Exam format [10]
- Go over formal lab report expectations and guidelines [10]
- Water NPP grass patch [8]
- Continue 1st round scrAPESbook presentations
- TODAY is THE LAST day to make up Rock Lab Practical
OUTSIDE OF CLASS:
- Work on NPP Lab (DUE 10/11)
--------------------------------------------------------------------------------
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, nitrogen) are present
- Warm-up: What is the focus of ecology? [5]
- Review ecosystems and energy flow [20]
- Work on Ecosystem Map Poster assignment [75]
- Work on Food Issue Essay using evidence from Food Inc. [~35]
- Make sure you have actually published TSOTS Blog Post Assignments #1 and #2 [~75]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~75]
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 by 9/23 midnight
- Work on Food Issue Essay based on Food Inc. focus question
---
--
-
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, nitrogen) are present
- Warm-up: What is the focus of ecology? [5]
- Review ecosystems and energy flow [20]
- Work on Ecosystem Map Poster assignment [75]
- Work on Food Issue Essay using evidence from Food Inc. [~35]
- Make sure you have actually published TSOTS Blog Post Assignments #1 and #2 [~75]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~75]
OUTSIDE OF CLASS:
- Finish / publish Seed experiment lab reports by 9/22 MIDNIGHT
- Finish Student Blog Post Assignment #2 by 9/22 midnight
- Work on Food Issue Essay based on Food Inc. focus question
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Correct Unit 2 Exam FRQs
- Warm-up: Draw a food web diagram using at least 8 of the following organisms and representing at least 4 trophic levels: mallow plant, rye grass, valley oak, dragonfly, stink beetle, spider, ladybug, snake, hawk, California quail, scrub jay, jackrabbit, coyote, fox, black-tailed deer, bobcat, mountain lion. [10]
- Unit 2 Exam FRQ Scoring [50]
- AP Environmental Science Exam format [10]
- Go over formal lab report expectations and guidelines [10]
- Water NPP grass patch [8]
- Continue 1st round scrAPESbook presentations
- TODAY is THE LAST day to make up Rock Lab Practical
OUTSIDE OF CLASS:
- Work on NPP Lab (DUE 10/11)
--------------------------------------------------------------------------------
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, nitrogen) are present
- Warm-up: What is the focus of ecology? [5]
- Review ecosystems and energy flow [20]
- Work on Ecosystem Map Poster assignment [75]
- Work on Food Issue Essay using evidence from Food Inc. [~35]
- Make sure you have actually published TSOTS Blog Post Assignments #1 and #2 [~75]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~75]
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 by 9/23 midnight
- Work on Food Issue Essay based on Food Inc. focus question
---
--
-
Wednesday, September 21, 2016
Daily Summary 09-21
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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 companies (or individuals) be able to own the DNA contained in plant seeds (or any other organisms)? [8]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [30] (DUE ON SECOND BLOCK DAY OF NEXT WEEK: 9-29 or 9-30)
- Seed planting for TSOTS teams with no surviving seedlings [~30]
- Discuss ESLP project ideas with Mr. Bursch [~30]
- Food Issue Essay Food Inc. [35]
- Turn in Assignment Stamp Log #1 Turn in Seed Germination Lab--it is now late!
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 BY MIDNIGHT of 9/23
- Work on Food Issue Essay based on Food Inc. focus question (DUE FIRST BLOCK DAY OF NEXT WEEK: 9-27 or 9-28)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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 companies (or individuals) be able to own the DNA contained in plant seeds (or any other organisms)? [8]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [30] (DUE ON SECOND BLOCK DAY OF NEXT WEEK: 9-29 or 9-30)
- Seed planting for TSOTS teams with no surviving seedlings [~30]
- Discuss ESLP project ideas with Mr. Bursch [~30]
- Food Issue Essay Food Inc. [35]
- Turn in Assignment Stamp Log #1 Turn in Seed Germination Lab--it is now late!
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 BY MIDNIGHT of 9/23
- Work on Food Issue Essay based on Food Inc. focus question (DUE FIRST BLOCK DAY OF NEXT WEEK: 9-27 or 9-28)
---
--
-
Tuesday, September 20, 2016
Daily Summary 09-20
--------------------------------------------------------------------------------
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 companies (or individuals) be able to own the DNA contained in plant seeds (or any other organisms)? [8]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [30] (DUE ON SECOND BLOCK DAY OF NEXT WEEK: 9-29)
- Seed planting for TSOTS teams with no surviving seedlings [~30]
- Discuss ESLP project ideas with Mr. Bursch [~30]
- Food Issue Essay Food Inc. [35]
- Turn in Assignment Stamp Log #1
OUTSIDE OF CLASS:
- Finish / publish Seed experiment lab reports by 9/22 MIDNIGHT
- Finish Student Blog Post Assignment #2 by 9/22 MIDNIGHT
- Work on Food Issue Essay based on Food Inc. focus question (DUE FIRST BLOCK PERIOD OF NEXT WEEK: 9-27)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of energy flow and earth systems to correctly answer 70% or more of questions on Unit 2 Exam Warm-up: Unit 2: Last Chance Q & A [10]
- Unit 2 Exam [50]
- Go over NPP experiment and report requirements [10]
- Water NPP grass patch and collect first round of data [20 – 30]
- Continue 1st round scrAPESbook presentations
OUTSIDE OF CLASS:
- Fill out free and reduced lunch program application to be eligible for $5 AP exams
- Continue 1st round scrAPESbook presentations
NEXT CLASS PERIOD:
- AP Exam format and scoring [10]
- FRQ peer scoring instructions and scoring [30]
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: Should companies (or individuals) be able to own the DNA contained in plant seeds (or any other organisms)? [8]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [30] (DUE ON SECOND BLOCK DAY OF NEXT WEEK: 9-29 or 9-30)
- Seed planting for TSOTS teams with no surviving seedlings [~30]
- Discuss ESLP project ideas with Mr. Bursch [~30]
- Food Issue Essay Food Inc. [35]
- Turn in Assignment Stamp Log #1 Turn in Seed Germination Lab--it is now late!
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 BY MIDNIGHT of 9/23
- Work on Food Issue Essay based on Food Inc. focus question (DUE FIRST BLOCK DAY OF NEXT WEEK: 9-27 or 9-28)
---
--
-
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 companies (or individuals) be able to own the DNA contained in plant seeds (or any other organisms)? [8]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [30] (DUE ON SECOND BLOCK DAY OF NEXT WEEK: 9-29)
- Seed planting for TSOTS teams with no surviving seedlings [~30]
- Discuss ESLP project ideas with Mr. Bursch [~30]
- Food Issue Essay Food Inc. [35]
- Turn in Assignment Stamp Log #1
OUTSIDE OF CLASS:
- Finish / publish Seed experiment lab reports by 9/22 MIDNIGHT
- Finish Student Blog Post Assignment #2 by 9/22 MIDNIGHT
- Work on Food Issue Essay based on Food Inc. focus question (DUE FIRST BLOCK PERIOD OF NEXT WEEK: 9-27)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of energy flow and earth systems to correctly answer 70% or more of questions on Unit 2 Exam Warm-up: Unit 2: Last Chance Q & A [10]
- Unit 2 Exam [50]
- Go over NPP experiment and report requirements [10]
- Water NPP grass patch and collect first round of data [20 – 30]
- Continue 1st round scrAPESbook presentations
OUTSIDE OF CLASS:
- Fill out free and reduced lunch program application to be eligible for $5 AP exams
- Continue 1st round scrAPESbook presentations
NEXT CLASS PERIOD:
- AP Exam format and scoring [10]
- FRQ peer scoring instructions and scoring [30]
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
- Warm-up: Should companies (or individuals) be able to own the DNA contained in plant seeds (or any other organisms)? [8]
- Introduction to Ecology [20]
- Ecosystem Map Poster Assignment [30] (DUE ON SECOND BLOCK DAY OF NEXT WEEK: 9-29 or 9-30)
- Seed planting for TSOTS teams with no surviving seedlings [~30]
- Discuss ESLP project ideas with Mr. Bursch [~30]
- Food Issue Essay Food Inc. [35]
- Turn in Assignment Stamp Log #1 Turn in Seed Germination Lab--it is now late!
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 BY MIDNIGHT of 9/23
- Work on Food Issue Essay based on Food Inc. focus question (DUE FIRST BLOCK DAY OF NEXT WEEK: 9-27 or 9-28)
---
--
-
Monday, September 19, 2016
Biology 1-2: Food Issue Essay
----------------------------------------------------
BIOLOGY
----------------------------------------------------
Demonstrate your understanding of an issue raised in the film Food, Inc. by composing a 3 to 5 paragraph essay around one focus question (or a related question) from one of the chapters.
PLANNING AND WRITING YOUR ESSAY
Remember that this is essentially a persuasive essay—you want most of your sentences to support your belief or position on the issue you are discussing. However, you must be sure to spend at least three or four sentences (one paragraph) exploring the opposing point of view (these would be reasons or explanations from the side of your graphic organizer opposite of the one you are favoring).
If you have NOT already selected a focus question to discuss, choose one and complete the graphic organizer FIRST.
DEVELOPING YOUR ARGUMENTS / IDEAS
Should access to healthy food be a right for everyone?
Take that question, for example. In your mind/heart, you may already have felt very strongly that, YES, all people should have as a natural right access to healthy food. BUT, consider some of the attitudes you heard about during the film—companies like Tyson the meat processor aren't particularly interested in the healthiness of their products. Rather they care most about selling product and making profits. They might argue (and you could say) that people must earn access to foods they want or need and that there is a cost to everything. On the "NO" side you might bring up issues like who ensures this access (government, etc.) and who decides / defines what is "healthy"? On the "YES" side you could say that since nutrition is so essential to life and liberty (other ideals supposedly protected by the constitution) that it ought to be guaranteed by a nation to its people.
Don't worry so much about the total number of paragraphs as you do the quality of the points / arguments you make—a really well written 3 paragraph essay is better than a poorly written 5 paragraph essay with weak or unclear ideas.
Spanish:
Biología: Alimentos Tema Ensayo
-------------------------------------------------- -
BIOLOGÍA
-------------------------------------------------- -
Demostrar su comprensión de una cuestión planteada en la película Food, Inc. componiendo un ensayo de 3 a 5 el párrafo en torno a una pregunta de enfoque (o una pregunta relacionada) de uno de los capítulos.
PLANIFICACIÓN Y escribir su ensayo
Recuerde que este es esencialmente un ensayo-desea la mayoría de sus oraciones para apoyar su creencia o posición sobre el tema que se está discutiendo persuasivo. Sin embargo, usted debe estar seguro de pasar por lo menos tres o cuatro frases (un párrafo) que exploran el punto de vista opuestos (estas razones serían o explicaciones desde el lado de la gráfica organizadora opuesto de la que está favoreciendo).
Si usted no ha seleccionado una pregunta de enfoque para discutir, elegir uno y completa el organizador gráfico PRIMERO.
DESARROLLO DE SUS ARGUMENTOS / IDEAS
En caso de acceder a una alimentación sana es un derecho para todos?
Tome esa pregunta, por ejemplo. En su mente / corazón, es posible que ya han sentido muy fuertemente que, sí, todas las personas deben tener como acceso natural derecho a la alimentación saludable. PERO, tenga en cuenta algunas de las actitudes que usted oído hablar durante la película-empresas como Tyson el procesador de carne no están particularmente interesados en la salubridad de sus productos. Más bien se preocupan más acerca de la venta de productos y la obtención de beneficios. Ellos podrían argumentar (y se podría decir) que las personas deben obtener el acceso a los alimentos que desean o necesitan y que no hay un costo para todo. Por el lado de "NO" es posible hacer referencia a cuestiones como quién garantiza este acceso (gobierno, etc.) y que decide / define lo que es "saludable"? Por el lado de "SI" se podría decir que, dado que la nutrición es tan esencial para la vida y la libertad (otros ideales supuestamente protegidos por la Constitución) que debe ser garantizado por una nación a su pueblo.
No te preocupes tanto por el número total de puntos como lo hace la calidad de los puntos / argumentos que usted hace-un muy bien escrito 3 párrafo ensayo es mejor que un mal escrito ensayo de 5 párrafos con las ideas débiles o poco claros.
---
--
-
BIOLOGY
----------------------------------------------------
Demonstrate your understanding of an issue raised in the film Food, Inc. by composing a 3 to 5 paragraph essay around one focus question (or a related question) from one of the chapters.
PLANNING AND WRITING YOUR ESSAY
Remember that this is essentially a persuasive essay—you want most of your sentences to support your belief or position on the issue you are discussing. However, you must be sure to spend at least three or four sentences (one paragraph) exploring the opposing point of view (these would be reasons or explanations from the side of your graphic organizer opposite of the one you are favoring).
If you have NOT already selected a focus question to discuss, choose one and complete the graphic organizer FIRST.
DEVELOPING YOUR ARGUMENTS / IDEAS
Should access to healthy food be a right for everyone?
Take that question, for example. In your mind/heart, you may already have felt very strongly that, YES, all people should have as a natural right access to healthy food. BUT, consider some of the attitudes you heard about during the film—companies like Tyson the meat processor aren't particularly interested in the healthiness of their products. Rather they care most about selling product and making profits. They might argue (and you could say) that people must earn access to foods they want or need and that there is a cost to everything. On the "NO" side you might bring up issues like who ensures this access (government, etc.) and who decides / defines what is "healthy"? On the "YES" side you could say that since nutrition is so essential to life and liberty (other ideals supposedly protected by the constitution) that it ought to be guaranteed by a nation to its people.
Don't worry so much about the total number of paragraphs as you do the quality of the points / arguments you make—a really well written 3 paragraph essay is better than a poorly written 5 paragraph essay with weak or unclear ideas.
Spanish:
Biología: Alimentos Tema Ensayo
-------------------------------------------------- -
BIOLOGÍA
-------------------------------------------------- -
Demostrar su comprensión de una cuestión planteada en la película Food, Inc. componiendo un ensayo de 3 a 5 el párrafo en torno a una pregunta de enfoque (o una pregunta relacionada) de uno de los capítulos.
PLANIFICACIÓN Y escribir su ensayo
Recuerde que este es esencialmente un ensayo-desea la mayoría de sus oraciones para apoyar su creencia o posición sobre el tema que se está discutiendo persuasivo. Sin embargo, usted debe estar seguro de pasar por lo menos tres o cuatro frases (un párrafo) que exploran el punto de vista opuestos (estas razones serían o explicaciones desde el lado de la gráfica organizadora opuesto de la que está favoreciendo).
Si usted no ha seleccionado una pregunta de enfoque para discutir, elegir uno y completa el organizador gráfico PRIMERO.
DESARROLLO DE SUS ARGUMENTOS / IDEAS
En caso de acceder a una alimentación sana es un derecho para todos?
Tome esa pregunta, por ejemplo. En su mente / corazón, es posible que ya han sentido muy fuertemente que, sí, todas las personas deben tener como acceso natural derecho a la alimentación saludable. PERO, tenga en cuenta algunas de las actitudes que usted oído hablar durante la película-empresas como Tyson el procesador de carne no están particularmente interesados en la salubridad de sus productos. Más bien se preocupan más acerca de la venta de productos y la obtención de beneficios. Ellos podrían argumentar (y se podría decir) que las personas deben obtener el acceso a los alimentos que desean o necesitan y que no hay un costo para todo. Por el lado de "NO" es posible hacer referencia a cuestiones como quién garantiza este acceso (gobierno, etc.) y que decide / define lo que es "saludable"? Por el lado de "SI" se podría decir que, dado que la nutrición es tan esencial para la vida y la libertad (otros ideales supuestamente protegidos por la Constitución) que debe ser garantizado por una nación a su pueblo.
No te preocupes tanto por el número total de puntos como lo hace la calidad de los puntos / argumentos que usted hace-un muy bien escrito 3 párrafo ensayo es mejor que un mal escrito ensayo de 5 párrafos con las ideas débiles o poco claros.
---
--
-
Daily Summary 09-19
--------------------------------------------------------------------------------
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? [8]
- Finish watching Food Inc., chapters 7, 8, and 9 [35]
Assignment Stamp Log #1 will be collected on the next class day
OUTSIDE OF CLASS:
- Finish your Seed Germination/Growth experiment lab reports and publish them to your team’s The
- Story of the Seed blogs (DUE 9/22 BY MIDNIGHT)
Finish Student Blog Post Assignment #2 (DUE 9/22 BY MIDNIGHT)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of energy flow and trophic levels to complete Trophic Level Activity with no more than 1 error
- Warm-up: At which trophic levels do you feed? Sketch a food web diagram based on your typical eating habits with you in the middle and including all of the organisms that go into your food. [10]
- Show Trophic Level Activity and Dimensional Analysis Practice (if I did not get to you on
- Thursday) for stamp [~10]
- NPP sampling procedure and data collection [10]
- Go over Unit 1 Exam FR [10]
- Continue scrAPESbook presentations [10]
- Lab notebooks due by end of day today for 1st scoring round
- Watch State of the Planet with David Attenborough on YouTube (recommended but not required)
OUTSIDE OF CLASS:
- Review for Unit 2 exam (testing tomorrow)
--------------------------------------------------------------------------------
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? [8]
- Finish watching Food Inc., chapters 7, 8, and 9 [35]
- Concluding Q and A / discussion on the film [5]
- Assignment Stamp Log #1 will be collected on the next class day
- Turn in Seed Germination Lab if you have not yet done so—don’t forget the graph! This assignment is now late!
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 (DUE 9/23 BY MIDNIGHT)
- Begin planning your ESLP project
---
--
-
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? [8]
- Finish watching Food Inc., chapters 7, 8, and 9 [35]
Assignment Stamp Log #1 will be collected on the next class day
OUTSIDE OF CLASS:
- Finish your Seed Germination/Growth experiment lab reports and publish them to your team’s The
- Story of the Seed blogs (DUE 9/22 BY MIDNIGHT)
Finish Student Blog Post Assignment #2 (DUE 9/22 BY MIDNIGHT)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of energy flow and trophic levels to complete Trophic Level Activity with no more than 1 error
- Warm-up: At which trophic levels do you feed? Sketch a food web diagram based on your typical eating habits with you in the middle and including all of the organisms that go into your food. [10]
- Show Trophic Level Activity and Dimensional Analysis Practice (if I did not get to you on
- Thursday) for stamp [~10]
- NPP sampling procedure and data collection [10]
- Go over Unit 1 Exam FR [10]
- Continue scrAPESbook presentations [10]
- Lab notebooks due by end of day today for 1st scoring round
- Watch State of the Planet with David Attenborough on YouTube (recommended but not required)
OUTSIDE OF CLASS:
- Review for Unit 2 exam (testing tomorrow)
--------------------------------------------------------------------------------
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? [8]
- Finish watching Food Inc., chapters 7, 8, and 9 [35]
- Concluding Q and A / discussion on the film [5]
- Assignment Stamp Log #1 will be collected on the next class day
- Turn in Seed Germination Lab if you have not yet done so—don’t forget the graph! This assignment is now late!
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2 (DUE 9/23 BY MIDNIGHT)
- Begin planning your ESLP project
---
--
-
Friday, September 16, 2016
Daily Summary 09-16
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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: What individual or collective actions are you willing to take to improve our food system and what could be their impact [10]
- Continue watching Food Inc., chapters 5 – 7 [25]
- Q and A / discussion on chapters watched so far [10]
- Finish watching Food Inc., chapters 8 – 9 [20]
- Concluding Q and A / discussion on the film [10]
- Student Blog Post Assignment #2 [25]
- Continue ESLP signups [~25]
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2
- Begin planning your ESLP project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
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: What individual or collective actions are you willing to take to improve our food system and what could be their impact [10]
- Continue watching Food Inc., chapters 5 – 7 [25]
- Q and A / discussion on chapters watched so far [10]
- Finish watching Food Inc., chapters 8 – 9 [20]
- Concluding Q and A / discussion on the film [10]
- Student Blog Post Assignment #2 [25]
- Continue ESLP signups [~25]
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2
- Begin planning your ESLP project
---
--
-
Thursday, September 15, 2016
Daily Summary 09-15
--------------------------------------------------------------------------------
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 could be their impact [10]
- Conclude and clean up your experiments and work on your final lab reports / TSOTS blogs [35]
- Continue watching Food Inc., chapters 5 – 7 [35]
- Student Blog Post Assignment #2 [25]
- Continue ESLP signups [~25]
OUTSIDE OF CLASS:
- Finish your seed germination lab reports and publish by 9/20
- Finish Student Blog Post Assignment #2
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of energy flow and trophic levels to complete Trophic Level Activity with no more than 1 error
- Warm-up: Sketch the water cycle and label your drawing. [8]
- Finish Unit 2: Lecture 5: Nutrients [10]
- Unit 2: Lecture 6: Energy Movement (through Earth systems) [15]
- Go over Dimensional Analysis Practice [15]
- Continue scrAPESbook presentations [15]
- Go over Unit 1 Exam, MC and FR [15]
- Trophic Level Activity (problem sheet is on website) [20]
- Lab notebooks due by end of day Monday for 1st scoring round
NOTE: SUMMER READING QUESTIONS MUST BE SUBMITTED ON OR BEFORE FRIDAY, SEPTEMBER 23 IN ORDER TO RECEIVE ANY CREDIT!
OUTSIDE OF CLASS:
- Trophic Level Activity (DUE 9/19)
- NPP hypothesis and procedure in lab notebook by Monday
- Review for Unit 2 exam
--------------------------------------------------------------------------------
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 could be their impact [10]
- Continue watching Food Inc., chapters 5 – 7 [25]
- Q and A / discussion on chapters watched so far [10]
- Finish watching Food Inc., chapters 8 – 9 [20]
- Concluding Q and A / discussion on the film [10]
- Student Blog Post Assignment #2 [25]
- Continue ESLP signups [~25]
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2
- Begin planning your ESLP project
---
--
-
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 could be their impact [10]
- Conclude and clean up your experiments and work on your final lab reports / TSOTS blogs [35]
- Continue watching Food Inc., chapters 5 – 7 [35]
- Student Blog Post Assignment #2 [25]
- Continue ESLP signups [~25]
OUTSIDE OF CLASS:
- Finish your seed germination lab reports and publish by 9/20
- Finish Student Blog Post Assignment #2
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of energy flow and trophic levels to complete Trophic Level Activity with no more than 1 error
- Warm-up: Sketch the water cycle and label your drawing. [8]
- Finish Unit 2: Lecture 5: Nutrients [10]
- Unit 2: Lecture 6: Energy Movement (through Earth systems) [15]
- Go over Dimensional Analysis Practice [15]
- Continue scrAPESbook presentations [15]
- Go over Unit 1 Exam, MC and FR [15]
- Trophic Level Activity (problem sheet is on website) [20]
- Lab notebooks due by end of day Monday for 1st scoring round
NOTE: SUMMER READING QUESTIONS MUST BE SUBMITTED ON OR BEFORE FRIDAY, SEPTEMBER 23 IN ORDER TO RECEIVE ANY CREDIT!
OUTSIDE OF CLASS:
- Trophic Level Activity (DUE 9/19)
- NPP hypothesis and procedure in lab notebook by Monday
- Review for Unit 2 exam
--------------------------------------------------------------------------------
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 could be their impact [10]
- Continue watching Food Inc., chapters 5 – 7 [25]
- Q and A / discussion on chapters watched so far [10]
- Finish watching Food Inc., chapters 8 – 9 [20]
- Concluding Q and A / discussion on the film [10]
- Student Blog Post Assignment #2 [25]
- Continue ESLP signups [~25]
OUTSIDE OF CLASS:
- Finish Student Blog Post Assignment #2
- Begin planning your ESLP project
---
--
-
Wednesday, September 14, 2016
Daily Summary 09-14
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of ecological principles, a basic understanding of nutrition, and original ideas to participate in a Socratic discussion about modern food systems
- Warm-up: Do animals have the right to a certain quality of life? [10]
- Start watching Food Inc., chapters 1 - 3 [35]
- Socratic Discussion: Do people have the right to know what is in their food? [30]
- Finish watching Food Inc., chapters 4 - 6 [20]
OUTSIDE OF CLASS:
- Continue thinking about your ESLP project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of ecological principles, a basic understanding of nutrition, and original ideas to participate in a Socratic discussion about modern food systems
- Warm-up: Do animals have the right to a certain quality of life? [10]
- Start watching Food Inc., chapters 1 - 3 [35]
- Socratic Discussion: Do people have the right to know what is in their food? [30]
- Finish watching Food Inc., chapters 4 - 6 [20]
OUTSIDE OF CLASS:
- Continue thinking about your ESLP project
---
--
-
Tuesday, September 13, 2016
Daily Summary 09-13
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems; finish seed experiments
- 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 - 3 [35]
- Socratic discussion: Do people have a right to know what is in their food? [35]
- Check in on your experiments / work on lab reports [20]
- Begin ESLP signups [~15]
OUTSIDE OF CLASS:
- Continue working on your seed germination labs
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use Rock ID Book to correctly identify / describe 90% or more of rock categories and specimens displayed in class
- Warm-up: Sketch a diagram of the rock cycle. Use simple illustrations and appropriate vocabulary in your diagram. [8]
- Review yesterday’s warm-up [3]
- Rock Lab practical [20]; Check Heat of Combustion lab [~15]
- Unit 2: Lecture 5: Nutrients [15]
- Unit 2: Lecture 6: Energy Movement (through Earth systems) [15]
- Dimensional Analysis Practice (problem sheet is on website) [20]
- Continue scrAPESbook presentations [15]
- Go over Unit 1 Exam, MC and FR
OUTSIDE OF CLASS:
- Dimensional Analysis Practice (DUE 9/15)
- Reading in Miller: pp. 66-74; “Systems” pp.48-51
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of ecological principles, a basic understanding of nutrition, and original ideas to participate in a Socratic discussion about modern food systems
- Warm-up: Do animals have the right to a certain quality of life? [10]
- Start watching Food Inc., chapters 1 - 3 [35]
- Socratic Discussion: Do people have the right to know what is in their food? [30]
- Finish watching Food Inc., chapters 4 - 6 [20]
OUTSIDE OF CLASS:
- Continue thinking about your ESLP project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to describe strengths and weaknesses of our modern food production systems; finish seed experiments
- 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 - 3 [35]
- Socratic discussion: Do people have a right to know what is in their food? [35]
- Check in on your experiments / work on lab reports [20]
- Begin ESLP signups [~15]
OUTSIDE OF CLASS:
- Continue working on your seed germination labs
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use Rock ID Book to correctly identify / describe 90% or more of rock categories and specimens displayed in class
- Warm-up: Sketch a diagram of the rock cycle. Use simple illustrations and appropriate vocabulary in your diagram. [8]
- Review yesterday’s warm-up [3]
- Rock Lab practical [20]; Check Heat of Combustion lab [~15]
- Unit 2: Lecture 5: Nutrients [15]
- Unit 2: Lecture 6: Energy Movement (through Earth systems) [15]
- Dimensional Analysis Practice (problem sheet is on website) [20]
- Continue scrAPESbook presentations [15]
- Go over Unit 1 Exam, MC and FR
OUTSIDE OF CLASS:
- Dimensional Analysis Practice (DUE 9/15)
- Reading in Miller: pp. 66-74; “Systems” pp.48-51
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use knowledge of ecological principles, a basic understanding of nutrition, and original ideas to participate in a Socratic discussion about modern food systems
- Warm-up: Do animals have the right to a certain quality of life? [10]
- Start watching Food Inc., chapters 1 - 3 [35]
- Socratic Discussion: Do people have the right to know what is in their food? [30]
- Finish watching Food Inc., chapters 4 - 6 [20]
OUTSIDE OF CLASS:
- Continue thinking about your ESLP project
---
--
-
Monday, September 12, 2016
Daily Summary 09-12
--------------------------------------------------------------------------------
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]
- Tutorial policy (for Mr. Bursch) [5]
- Check in on your experiments / work on lab reports [25]
- Begin ESLP signups [~25]
OUTSIDE OF CLASS:
- Continue working on your seed germination labs
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Create Rock ID Book and be able to correctly identify and describe 90% or more of rock specimens displayed in class
- Warm-up: What are the three main types of rock? What is the difference between a mineral and a rock? Now, take out a sheet of lined paper for your quiz and put a proper heading on it. [8]
- Energy and geological processes quiz [15]
- Work on Rock ID book in preparation for lab practical [25]
- Get Heat of Combustion class data if you did not yet do so [~10]
OUTSIDE OF CLASS:
- Finish Rock ID Book (DUE 9/13)
- Heat of Combustion Lab Write-up: Analysis questions (DUE 9/13)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Submit your seed germination experiment lab write-up; (2) Brainstorm ideas for your ESLP project Warm-up: Take out Germination of Seeds lab write-up, make sure it is neat and complete and that your graph is properly stapled to the original lab handout—make sure your name is on it too! [5]
- Turn in Germination of Seeds lab [2]
- Tour of WGHS GOLD main garden [10 - 15]
- More about the Ecology Service Learning Project (ESLP) and why its primary focus is on food [5]
- ESLP Brainstorm [10 - 15]
- Begin ESLP signups [~10 - 15]
- Begin watching Food Inc., chapters 1 [10]
OUTSIDE OF CLASS:
- Continue thinking about your ESLP project
---
--
-
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]
- Tutorial policy (for Mr. Bursch) [5]
- Check in on your experiments / work on lab reports [25]
- Begin ESLP signups [~25]
OUTSIDE OF CLASS:
- Continue working on your seed germination labs
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Create Rock ID Book and be able to correctly identify and describe 90% or more of rock specimens displayed in class
- Warm-up: What are the three main types of rock? What is the difference between a mineral and a rock? Now, take out a sheet of lined paper for your quiz and put a proper heading on it. [8]
- Energy and geological processes quiz [15]
- Work on Rock ID book in preparation for lab practical [25]
- Get Heat of Combustion class data if you did not yet do so [~10]
OUTSIDE OF CLASS:
- Finish Rock ID Book (DUE 9/13)
- Heat of Combustion Lab Write-up: Analysis questions (DUE 9/13)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Submit your seed germination experiment lab write-up; (2) Brainstorm ideas for your ESLP project Warm-up: Take out Germination of Seeds lab write-up, make sure it is neat and complete and that your graph is properly stapled to the original lab handout—make sure your name is on it too! [5]
- Turn in Germination of Seeds lab [2]
- Tour of WGHS GOLD main garden [10 - 15]
- More about the Ecology Service Learning Project (ESLP) and why its primary focus is on food [5]
- ESLP Brainstorm [10 - 15]
- Begin ESLP signups [~10 - 15]
- Begin watching Food Inc., chapters 1 [10]
OUTSIDE OF CLASS:
- Continue thinking about your ESLP project
---
--
-
Friday, September 9, 2016
Daily Summary 09-09
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Submit your seed germination experiment lab write-up; (2) Review for Fundamental Science Skills Unit Test
- Warm-up: Take out Essential Science Skills (ESS) Unit Review/Pre-Test; compare answers with your seat neighbors and note differences in any of your answers [8]
- Go over Fundamental Science Skills Unit Review [10]
- Fundamental Science Skills quiz [30]
- Discuss Germination of Seeds lab results, look at sample graph then create your own turn in the lab [20]
- Finish Student Blog Post Assignment #1 from TSOTS
- Begin ESLP signups
- Tour of WGHS GOLD gardens [15 – 20]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog before midnight tonight
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Submit your seed germination experiment lab write-up; (2) Review for Fundamental Science Skills Unit Test
- Warm-up: Take out Essential Science Skills (ESS) Unit Review/Pre-Test; compare answers with your seat neighbors and note differences in any of your answers [8]
- Go over Fundamental Science Skills Unit Review [10]
- Fundamental Science Skills quiz [30]
- Discuss Germination of Seeds lab results, look at sample graph then create your own turn in the lab [20]
- Finish Student Blog Post Assignment #1 from TSOTS
- Begin ESLP signups
- Tour of WGHS GOLD gardens [15 – 20]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog before midnight tonight
---
--
-
Thursday, September 8, 2016
Daily Summary 09-08
--------------------------------------------------------------------------------
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 [25]
- Work on Germination of Seeds lab with TSOTS teams [50]
- TSOTS blog creation (instructions: storyoftheseed.blogspot.com) [~50]
- Begin ESLP signups [~50]
OUTSIDE OF CLASS:
- Continue working on your seed germination labs
- Finish and publish your SBPA #1 on The Story of the Seed blog
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Carry out NPP and HOC experiments independently
- Warm-up: What is the essence of the second law of thermodynamics? Provide a real-life example of this law. [8]
- Video clip: Earth’s Energy Explained [5]
- Unit 2: Lecture 2: Earth’s Layers [15]
- Share Heat of Combustion (HOC) Experiment data [10]
- Unit 2: Lecture 3: Geologic Change [15]
- Unit 2: Lecture 4: Rocks and Minerals (including "rock walk”) [30]
- Go over Unit 1 Exam MC OR scrAPESbook presentations (2) [10]
OUTSIDE OF CLASS:
- Finish Rock ID Book (DUE 9/13)
- Energy and geological processes quiz on Monday [15]
- Heat of Combustion Lab Write-up: Analysis questions (DUE 9/13) Read pp. 355-357
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Submit your seed germination experiment lab write-up; (2) Review for Fundamental
- Science Skills Unit Test
- Warm-up: Take out Essential Science Skills (ESS) Unit Review/Pre-Test; compare answers with your seat neighbors and note differences in any of your answers [8]
- Go over Fundamental Science Skills Unit Review [10]
- Fundamental Science Skills quiz [30]
- Discuss Germination of Seeds lab results, look at sample graph then create your own turn in the lab [20]
- Finish Student Blog Post Assignment #1 from TSOTS
- Begin ESLP signups
- Tour of WGHS GOLD gardens [15 – 20]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog before midnight tonight
---
--
-
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 [25]
- Work on Germination of Seeds lab with TSOTS teams [50]
- TSOTS blog creation (instructions: storyoftheseed.blogspot.com) [~50]
- Begin ESLP signups [~50]
OUTSIDE OF CLASS:
- Continue working on your seed germination labs
- Finish and publish your SBPA #1 on The Story of the Seed blog
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Carry out NPP and HOC experiments independently
- Warm-up: What is the essence of the second law of thermodynamics? Provide a real-life example of this law. [8]
- Video clip: Earth’s Energy Explained [5]
- Unit 2: Lecture 2: Earth’s Layers [15]
- Share Heat of Combustion (HOC) Experiment data [10]
- Unit 2: Lecture 3: Geologic Change [15]
- Unit 2: Lecture 4: Rocks and Minerals (including "rock walk”) [30]
- Go over Unit 1 Exam MC OR scrAPESbook presentations (2) [10]
OUTSIDE OF CLASS:
- Finish Rock ID Book (DUE 9/13)
- Energy and geological processes quiz on Monday [15]
- Heat of Combustion Lab Write-up: Analysis questions (DUE 9/13) Read pp. 355-357
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Submit your seed germination experiment lab write-up; (2) Review for Fundamental
- Science Skills Unit Test
- Warm-up: Take out Essential Science Skills (ESS) Unit Review/Pre-Test; compare answers with your seat neighbors and note differences in any of your answers [8]
- Go over Fundamental Science Skills Unit Review [10]
- Fundamental Science Skills quiz [30]
- Discuss Germination of Seeds lab results, look at sample graph then create your own turn in the lab [20]
- Finish Student Blog Post Assignment #1 from TSOTS
- Begin ESLP signups
- Tour of WGHS GOLD gardens [15 – 20]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog before midnight tonight
---
--
-
Wednesday, September 7, 2016
Daily Summary 09-07
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Finish your 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]
- Introduction to the Ecology Service Learning Project (ESLP) [10]
- Last day of Germination of Seeds lab
- Get data from day 9 (day 8 for some groups) of experiment [5 - 10]
- Complete analysis questions and graph [30]
- Transplant surviving seedlings to plastic pots [~40]
- Essential Science Skills Unit Review (on class website) [15]
- Work on Student Blog Post Assignment #1 from TSOTS [20 – 35]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
- Finish Seed lab questions and graph (DUE NEXT CLASS)
- Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ NEXT CLASS DAY)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Finish your 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]
- Introduction to the Ecology Service Learning Project (ESLP) [10]
- Last day of Germination of Seeds lab
- Get data from day 9 (day 8 for some groups) of experiment [5 - 10]
- Complete analysis questions and graph [30]
- Transplant surviving seedlings to plastic pots [~40]
- Essential Science Skills Unit Review (on class website) [15]
- Work on Student Blog Post Assignment #1 from TSOTS [20 – 35]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
- Finish Seed lab questions and graph (DUE NEXT CLASS)
- Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ NEXT CLASS DAY)
---
--
-
Tuesday, September 6, 2016
Daily Summary 09-06
--------------------------------------------------------------------------------
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 [30]
- More information on Brassica oleracea [8]
- Essential Science Skills Unit Review (on class website) [15]
- Begin ESLP signups [~15]
OUTSIDE OF CLASS:
- Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ ON THURSDAY, 9/8)
- Finish and publish your SBPA #1 on The Story of the Seed blog
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Carry out NPP and HOC experiments independently (with minimal instructor assistance)
- Warm-up: What is combustion and how is it relevant to our study of the environment? Be very specific with your responses, citing as many real-life examples as you can. (Pre-lab check) [8]
- Lecture 1: Energy, video clip (Planet Earth) [15]
- Heat of Combustion (HOC) Experiment [45]
- Water NPP grass patch [7]
- Lecture 2: Earth’s Layers [15]
- Go over Unit 1 Exam MC [10 – 15]
OUTSIDE OF CLASS:
- Finish How Much Space Do We Need? (DUE tonight by midnight)
- Heat of Combustion Lab Write-up: Analysis questions (DUE 9/8)
- Read pp. 41-51, 347-354
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Finish your 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]
- Introduction to the Ecology Service Learning Project (ESLP) [10]
- Last day of Germination of Seeds lab
- Get data from day 9 (day 8 for some groups) of experiment [5 - 10]
- Complete analysis questions and graph [30]
- Transplant surviving seedlings to plastic pots [~40]
- Essential Science Skills Unit Review (on class website) [15]
- Work on Student Blog Post Assignment #1 from TSOTS [20 – 35]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
- Finish Seed lab questions and graph (DUE NEXT CLASS)
- Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ 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 [30]
- More information on Brassica oleracea [8]
- Essential Science Skills Unit Review (on class website) [15]
- Begin ESLP signups [~15]
OUTSIDE OF CLASS:
- Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ ON THURSDAY, 9/8)
- Finish and publish your SBPA #1 on The Story of the Seed blog
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Carry out NPP and HOC experiments independently (with minimal instructor assistance)
- Warm-up: What is combustion and how is it relevant to our study of the environment? Be very specific with your responses, citing as many real-life examples as you can. (Pre-lab check) [8]
- Lecture 1: Energy, video clip (Planet Earth) [15]
- Heat of Combustion (HOC) Experiment [45]
- Water NPP grass patch [7]
- Lecture 2: Earth’s Layers [15]
- Go over Unit 1 Exam MC [10 – 15]
OUTSIDE OF CLASS:
- Finish How Much Space Do We Need? (DUE tonight by midnight)
- Heat of Combustion Lab Write-up: Analysis questions (DUE 9/8)
- Read pp. 41-51, 347-354
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Finish your 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]
- Introduction to the Ecology Service Learning Project (ESLP) [10]
- Last day of Germination of Seeds lab
- Get data from day 9 (day 8 for some groups) of experiment [5 - 10]
- Complete analysis questions and graph [30]
- Transplant surviving seedlings to plastic pots [~40]
- Essential Science Skills Unit Review (on class website) [15]
- Work on Student Blog Post Assignment #1 from TSOTS [20 – 35]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
- Finish Seed lab questions and graph (DUE NEXT CLASS)
- Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ NEXT CLASS DAY)
---
--
-
Friday, September 2, 2016
Daily Summary 09-02
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) create a blog post on Blogger
Warm-up: Convert the following mass values into milligrams: (a) 550 g (b) 6.3 kg (c) 1224 μg [8]
- Q & A on graphing review and metric conversion practice [10]
- Check on seeds from seed germination lab in teams [10]
- More information on The Story of the Seed project [10]
- Create The Story of the Seed blogs and publish SBPA #1 [45]
- Get the following checked and stamped: (1) hypothesis writing practice, (2) science methods practice, (3) graphing review and (4) metric conversion practice [~45]
- Make sure you have created Google Drive Biology folder [5]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) create a blog post on Blogger
Warm-up: Convert the following mass values into milligrams: (a) 550 g (b) 6.3 kg (c) 1224 μg [8]
- Q & A on graphing review and metric conversion practice [10]
- Check on seeds from seed germination lab in teams [10]
- More information on The Story of the Seed project [10]
- Create The Story of the Seed blogs and publish SBPA #1 [45]
- Get the following checked and stamped: (1) hypothesis writing practice, (2) science methods practice, (3) graphing review and (4) metric conversion practice [~45]
- Make sure you have created Google Drive Biology folder [5]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
---
--
-
Thursday, September 1, 2016
Daily Summary 09-01
--------------------------------------------------------------------------------
HONORS 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: Convert the following mass values into milligrams: (a) 550 g (b) 6.3 kg (c) 1224 μg [8]
- Set up Germination of Seeds lab with TSOTS teams [35 – 50]
- Get the following checked and stamped: (1) graphing review and (2) metric conversion practice [~25]
- Q & A on graphing review and metric conversion practice [10]
- More information on The Story of the Seed project [10]
- Create The Story of the Seed blogs and publish SBPA #1 [45]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: SWBAT demonstrate understanding of fundamental concepts and themes in environmental science by correctly answering 70% or more of the questions on the Unit 1 Exam
- Warm-up: Last-minute Q & A [5]
- Unit 1 Exam [40]
- scrAPESbook presentations [30]
- Net Primary Productivity (NPP) Pre-Lab [20]
OUTSIDE OF CLASS:
- Finish Happy Fishing Game lab write-up (DUE 9/6)
- Finish How Much Space Do We Need? (DUE 9/6)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) create a blog post on Blogger
Warm-up: Convert the following mass values into milligrams: (a) 550 g (b) 6.3 kg (c) 1224 μg [8]
- Q & A on graphing review and metric conversion practice [10]
- Check on seeds from seed germination lab in teams [10]
- More information on The Story of the Seed project [10]
- Create The Story of the Seed blogs and publish SBPA #1 [45]
- Get the following checked and stamped: (1) hypothesis writing practice, (2) science methods practice, (3) graphing review and (4) metric conversion practice [~45]
- Make sure you have created Google Drive Biology folder [5]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
---
--
-
HONORS 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: Convert the following mass values into milligrams: (a) 550 g (b) 6.3 kg (c) 1224 μg [8]
- Set up Germination of Seeds lab with TSOTS teams [35 – 50]
- Get the following checked and stamped: (1) graphing review and (2) metric conversion practice [~25]
- Q & A on graphing review and metric conversion practice [10]
- More information on The Story of the Seed project [10]
- Create The Story of the Seed blogs and publish SBPA #1 [45]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: SWBAT demonstrate understanding of fundamental concepts and themes in environmental science by correctly answering 70% or more of the questions on the Unit 1 Exam
- Warm-up: Last-minute Q & A [5]
- Unit 1 Exam [40]
- scrAPESbook presentations [30]
- Net Primary Productivity (NPP) Pre-Lab [20]
OUTSIDE OF CLASS:
- Finish Happy Fishing Game lab write-up (DUE 9/6)
- Finish How Much Space Do We Need? (DUE 9/6)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) create a blog post on Blogger
Warm-up: Convert the following mass values into milligrams: (a) 550 g (b) 6.3 kg (c) 1224 μg [8]
- Q & A on graphing review and metric conversion practice [10]
- Check on seeds from seed germination lab in teams [10]
- More information on The Story of the Seed project [10]
- Create The Story of the Seed blogs and publish SBPA #1 [45]
- Get the following checked and stamped: (1) hypothesis writing practice, (2) science methods practice, (3) graphing review and (4) metric conversion practice [~45]
- Make sure you have created Google Drive Biology folder [5]
OUTSIDE OF CLASS:
- Finish and publish your SBPA #1 on The Story of the Seed blog
---
--
-
Subscribe to:
Posts (Atom)