--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of cellular respiration by correctly completing independent study questions
Warm-up: Follow teacher's directions for the human slider puzzle activity. [5]
Finish photosynthesis lab write-up turn in (Must turn in by Thurs.)
Work on TSOTS SBPA #5: Seed Stories (Due Thursday)
Cellular respiration questions (notes/helpful sources on website)
Begin reviewing for final exam / Wrap up ESLP projects
OUTSIDE OF CLASS:
Finish
ESLP project (make sure you have created a blog with all of the
required information OR, if you were on the BioSITE team or the garden
clean-up team, have posted the required summaries appropriate to the
team of which you were a part)
TSOTS SBPA #5: Seed Stories
---
--
-
Wednesday, December 13, 2017
Daily Summary 12-12
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of cellular respiration by correctly completing independent study questions
Warm-up: Follow co-teachers’ directions for the human slider puzzle activity. [5]
Finish photosynthesis lab write-up turn in (Must turn in by Thurs.)
Work on TSOTS SBPA #5: Seed Stories (Due Thursday)
Cellular respiration questions (notes/helpful sources on website)
Begin reviewing for final exam / Wrap up ESLP projects
OUTSIDE OF CLASS:
Finish ESLP project (make sure you have created a blog with all of the required information OR, if you were on the BioSITE team or the garden clean-up team, have posted the required summaries appropriate to the team of which you were a part)
TSOTS SBPA #5: Seed Stories
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of cellular respiration by correctly completing independent study questions
Warm-up: Follow teacher's directions for the human slider puzzle activity. [5]
Finish photosynthesis lab write-up turn in (Must turn in by Thurs.)
Work on TSOTS SBPA #5: Seed Stories (Due Thursday)
Cellular respiration questions (notes/helpful sources on website)
Begin reviewing for final exam / Wrap up ESLP projects
OUTSIDE OF CLASS:
Finish ESLP project (make sure you have created a blog with all of the required information OR, if you were on the BioSITE team or the garden clean-up team, have posted the required summaries appropriate to the team of which you were a part)
TSOTS SBPA #5: Seed Stories
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of cellular respiration by correctly completing independent study questions
Warm-up: Follow co-teachers’ directions for the human slider puzzle activity. [5]
Finish photosynthesis lab write-up turn in (Must turn in by Thurs.)
Work on TSOTS SBPA #5: Seed Stories (Due Thursday)
Cellular respiration questions (notes/helpful sources on website)
Begin reviewing for final exam / Wrap up ESLP projects
OUTSIDE OF CLASS:
Finish ESLP project (make sure you have created a blog with all of the required information OR, if you were on the BioSITE team or the garden clean-up team, have posted the required summaries appropriate to the team of which you were a part)
TSOTS SBPA #5: Seed Stories
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of cellular respiration by correctly completing independent study questions
Warm-up: Follow teacher's directions for the human slider puzzle activity. [5]
Finish photosynthesis lab write-up turn in (Must turn in by Thurs.)
Work on TSOTS SBPA #5: Seed Stories (Due Thursday)
Cellular respiration questions (notes/helpful sources on website)
Begin reviewing for final exam / Wrap up ESLP projects
OUTSIDE OF CLASS:
Finish ESLP project (make sure you have created a blog with all of the required information OR, if you were on the BioSITE team or the garden clean-up team, have posted the required summaries appropriate to the team of which you were a part)
TSOTS SBPA #5: Seed Stories
---
--
-
Monday, December 11, 2017
Daily Summary 12-11
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What is the independent variable in the photosynthesis investigation (lab)? And the dependent variable? [5]
Finish Photosynthesis Lab (teams of 3 to 4) [40]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions (last day to get credit)
OUTSIDE OF CLASS:
Work on photosynthesis lab write-up
Finish second-round ESLP project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What is the independent variable in the photosynthesis investigation (lab)? And the dependent variable? [5]
Finish Photosynthesis Lab (teams of 3 to 4) [40]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions (last day to get credit)
OUTSIDE OF CLASS:
Work on photosynthesis lab write-up
Finish second-round ESLP project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What is the independent variable in the photosynthesis investigation (lab)? And the dependent variable? [5]
Finish Photosynthesis Lab (teams of 3 to 4) [40]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions (last day to get credit)
OUTSIDE OF CLASS:
Work on photosynthesis lab write-up
Finish second-round ESLP project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What is the independent variable in the photosynthesis investigation (lab)? And the dependent variable? [5]
Finish Photosynthesis Lab (teams of 3 to 4) [40]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions (last day to get credit)
OUTSIDE OF CLASS:
Work on photosynthesis lab write-up
Finish second-round ESLP project
---
--
-
Friday, December 8, 2017
Daily Summary 12-08
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What are the reactants for and products of the photosynthesis reactions in plant cells? What is the significance of these products for heterotrophs? [5]
Introduction to photosynthesis and a tour of the chloroplast [30]
Photosynthesis Lab (teams of 3 to 4) [70]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions
OUTSIDE OF CLASS:
Work on photosynthesis lab if you got some data--otherwise make sure you know what you are doing so you can run or re-run the experiment on Monday
Continue working on ESLP project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What are the reactants for and products of the photosynthesis reactions in plant cells? What is the significance of these products for heterotrophs? [5]
Introduction to photosynthesis and a tour of the chloroplast [30]
Photosynthesis Lab (teams of 3 to 4) [70]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions
OUTSIDE OF CLASS:
Work on photosynthesis lab if you got some data--otherwise make sure you know what you are doing so you can run or re-run the experiment on Monday
Continue working on ESLP project
---
--
-
Thursday, December 7, 2017
Daily Summary 12-07
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What are the reactants for and products of the photosynthesis reactions in plant cells? What is the significance of these products for heterotrophs? [5]
Introduction to photosynthesis and a tour of the chloroplast [30]
Photosynthesis Lab (teams of 3 to 4) [70]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions
OUTSIDE OF CLASS:
Work on photosynthesis lab if you got some data--otherwise make sure you know what you are doing so you can run or re-run the experiment on Monday
Continue working on ESLP project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What are the reactants for and products of the photosynthesis reactions in plant cells? What is the significance of these products for heterotrophs? [5]
Introduction to photosynthesis and a tour of the chloroplast [30]
Photosynthesis Lab (teams of 3 to 4) [70]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions
OUTSIDE OF CLASS:
Work on photosynthesis lab if you got some data--otherwise make sure you know what you are doing so you can run or re-run the experiment on Monday
Continue working on ESLP project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What are the reactants for and products of the photosynthesis reactions in plant cells? What is the significance of these products for heterotrophs? [5]
Introduction to photosynthesis and a tour of the chloroplast [30]
Photosynthesis Lab (teams of 3 to 4) [70]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions
OUTSIDE OF CLASS:
Work on photosynthesis lab if you got some data--otherwise make sure you know what you are doing so you can run or re-run the experiment on Monday
Continue working on ESLP project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate a basic understanding of photosynthesis by running a controlled scientific experiment to study the effects of varying CO2 concentration on rates of photosynthesis
Warm-up: What are the reactants for and products of the photosynthesis reactions in plant cells? What is the significance of these products for heterotrophs? [5]
Introduction to photosynthesis and a tour of the chloroplast [30]
Photosynthesis Lab (teams of 3 to 4) [70]
Check/stamp osmosis demonstration data table/calculations and photosynthesis tour questions
OUTSIDE OF CLASS:
Work on photosynthesis lab if you got some data--otherwise make sure you know what you are doing so you can run or re-run the experiment on Monday
Continue working on ESLP project
---
--
-
Wednesday, December 6, 2017
Daily Summary 12-06
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do you think the masses of the potato cores in the NaCl solutions have changed? Make and justify a prediction for each concentration. [5]
Inspect potato cores, record masses, and calculate % change [30]
Finish discussion of membrane transport [20]
Present Cell Analogies slideshow project to your peers [40]
Introduction to photosynthesis and photosynthesis tour (questions due Thursday)
OUTSIDE OF CLASS:
Photosynthesis tour (questions due Thursday)
Continue working on ESLP project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do you think the masses of the potato cores in the NaCl solutions have changed? Make and justify a prediction for each concentration. [5]
Inspect potato cores, record masses, and calculate % change [30]
Finish discussion of membrane transport [20]
Present Cell Analogies slideshow project to your peers [40]
Introduction to photosynthesis and photosynthesis tour (questions due Thursday)
OUTSIDE OF CLASS:
Photosynthesis tour (questions due Thursday)
Continue working on ESLP project
---
--
-
Tuesday, December 5, 2017
Daily Summary 12-05
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do you think the masses of the potato cores in the NaCl solutions have changed? Make and justify a prediction for each concentration. [5]
Inspect potato cores, record masses, and calculate % change [30]
Finish discussion of membrane transport [20]
Present Cell Analogies slideshow project to your peers [40]
Introduction to photosynthesis and photosynthesis tour (questions due Thursday)
OUTSIDE OF CLASS:
Photosynthesis tour (questions due Thursday)
Continue working on ESLP project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do you think the masses of the potato cores in the NaCl solutions have changed? Make and justify a prediction for each concentration. [5]
Inspect potato cores, record masses, and calculate % change [30]
Finish discussion of membrane transport [20]
Present Cell Analogies slideshow project to your peers [40]
Introduction to photosynthesis and photosynthesis tour (questions due Thursday)
OUTSIDE OF CLASS:
Photosynthesis tour (questions due Thursday)
Continue working on ESLP project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do you think the masses of the potato cores in the NaCl solutions have changed? Make and justify a prediction for each concentration. [5]
Inspect potato cores, record masses, and calculate % change [30]
Finish discussion of membrane transport [20]
Present Cell Analogies slideshow project to your peers [40]
Introduction to photosynthesis and photosynthesis tour (questions due Thursday)
OUTSIDE OF CLASS:
Photosynthesis tour (questions due Thursday)
Continue working on ESLP project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do you think the masses of the potato cores in the NaCl solutions have changed? Make and justify a prediction for each concentration. [5]
Inspect potato cores, record masses, and calculate % change [30]
Finish discussion of membrane transport [20]
Present Cell Analogies slideshow project to your peers [40]
Introduction to photosynthesis and photosynthesis tour (questions due Thursday)
OUTSIDE OF CLASS:
Photosynthesis tour (questions due Thursday)
Continue working on ESLP project
---
--
-
Monday, December 4, 2017
Daily Summary 12-04
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do different materials move through (both in and out) a cell’s membrane? Make a sketch/sketches if it helps to explain your answer. [5]
Discuss membrane transport [20]
Set up osmosis demonstration [15]
OUTSIDE OF CLASS:
Continue working on ESLP project (must be finished on or before 12/15)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do different materials move through (both in and out) a cell’s membrane? Make a sketch/sketches if it helps to explain your answer. [5]
Discuss membrane transport [20]
Set up osmosis demonstration [15]
OUTSIDE OF CLASS:
Continue working on ESLP project (must be finished on or before 12/15)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do different materials move through (both in and out) a cell’s membrane? Make a sketch/sketches if it helps to explain your answer. [5]
Discuss membrane transport [20]
Set up osmosis demonstration [15]
OUTSIDE OF CLASS:
Continue working on ESLP project (must be finished on or before 12/15)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: How do different materials move through (both in and out) a cell’s membrane? Make a sketch/sketches if it helps to explain your answer. [5]
Discuss membrane transport [20]
Set up osmosis demonstration [15]
OUTSIDE OF CLASS:
Continue working on ESLP project (must be finished on or before 12/15)
---
--
-
Friday, December 1, 2017
Daily Summary 12-01
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: What are the major functions of a cell’s membrane? [7]
Review cell theory [10]
Cell Theory and Cell Parts quiz [15]
Online activities explaining structure of and transport across biological cell membranes (you can find the links under “cellular transport” label on class website—use the textbook and online presentation to get additional explanations of these topics) [30]
Get Eukaryotes/Prokaryotes Venn Diagram checked/stamped
Work on Cell analogies slideshow project
OUTSIDE OF CLASS:
Finish and enzyme lab write-up on the worksheet portion of the lab guide--make sure the document is accessible in your team leader's shared Google Drive Biology folder
Finish cell analogies slideshow project
Continue working on ESLP project (must be finished on or before 12/15)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: What are the major functions of a cell’s membrane? [7]
Review cell theory [10]
Cell Theory and Cell Parts quiz [15]
Online activities explaining structure of and transport across biological cell membranes (you can find the links under “cellular transport” label on class website—use the textbook and online presentation to get additional explanations of these topics) [30]
Get Eukaryotes/Prokaryotes Venn Diagram checked/stamped
Work on Cell analogies slideshow project
OUTSIDE OF CLASS:
Finish and enzyme lab write-up on the worksheet portion of the lab guide--make sure the document is accessible in your team leader's shared Google Drive Biology folder
Finish cell analogies slideshow project
Continue working on ESLP project (must be finished on or before 12/15)
---
--
-
Daily Summary 11-30
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: What are the major functions of a cell’s membrane? [7]
Review cell theory [10]
Cell Theory and Cell Parts quiz [15]
Online activities explaining structure of and transport across biological cell membranes (you can find the links under “cellular transport” label on class website—use the textbook and online presentation to get additional explanations of these topics) [30]
Get Eukaryotes/Prokaryotes Venn Diagram checked/stamped
Work on Cell analogies slideshow project
OUTSIDE OF CLASS:
Finish and publish enzyme lab report on your TSOTS website
Finish cell analogies slideshow project
Continue working on ESLP project (must be finished on or before 12/15)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: What are the major functions of a cell’s membrane? [7]
Review cell theory [10]
Cell Theory and Cell Parts quiz [15]
Online activities explaining structure of and transport across biological cell membranes (you can find the links under “cellular transport” label on class website—use the textbook and online presentation to get additional explanations of these topics) [30]
Get Eukaryotes/Prokaryotes Venn Diagram checked/stamped
Work on Cell analogies slideshow project
OUTSIDE OF CLASS:
Finish and enzyme lab write-up on the worksheet portion of the lab guide--make sure the document is accessible in your team leader's shared Google Drive Biology folder
Finish cell analogies slideshow project
Continue working on ESLP project (must be finished on or before 12/15)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: What are the major functions of a cell’s membrane? [7]
Review cell theory [10]
Cell Theory and Cell Parts quiz [15]
Online activities explaining structure of and transport across biological cell membranes (you can find the links under “cellular transport” label on class website—use the textbook and online presentation to get additional explanations of these topics) [30]
Get Eukaryotes/Prokaryotes Venn Diagram checked/stamped
Work on Cell analogies slideshow project
OUTSIDE OF CLASS:
Finish and publish enzyme lab report on your TSOTS website
Finish cell analogies slideshow project
Continue working on ESLP project (must be finished on or before 12/15)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Use thoughtful analogies to help yourself and your peers to understand the essential functions of major cell parts
Warm-up: What are the major functions of a cell’s membrane? [7]
Review cell theory [10]
Cell Theory and Cell Parts quiz [15]
Online activities explaining structure of and transport across biological cell membranes (you can find the links under “cellular transport” label on class website—use the textbook and online presentation to get additional explanations of these topics) [30]
Get Eukaryotes/Prokaryotes Venn Diagram checked/stamped
Work on Cell analogies slideshow project
OUTSIDE OF CLASS:
Finish and enzyme lab write-up on the worksheet portion of the lab guide--make sure the document is accessible in your team leader's shared Google Drive Biology folder
Finish cell analogies slideshow project
Continue working on ESLP project (must be finished on or before 12/15)
---
--
-
Wednesday, November 29, 2017
Daily Summary 11-29
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors; (2) Cell analogies
Warm-up: What is a cell? How would you explain the concept to someone who had never been exposed to this idea before? [7]
Introduction to Cell Analogies project [7]
Cell theory and Eukaryotes/Prokaryotes Venn Diagram [20]
Review of essential cell structures (do this with your cell analogies project partner—the presentation is on the class website)
Work on Cell Analogies project
OUTSIDE OF CLASS: (BioSITE Meeting TODAY)
Work on your Enzymes laboratory experiment report (DUE Friday)
Work on your ESLP project (garden cleanup is this week)
Cell analogies slideshow project (DUE Friday)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors; (2) Cell analogies
Warm-up: What is a cell? How would you explain the concept to someone who had never been exposed to this idea before? [7]
Introduction to Cell Analogies project [7]
Cell theory and Eukaryotes/Prokaryotes Venn Diagram [20]
Review of essential cell structures (do this with your cell analogies project partner—the presentation is on the class website)
Work on Cell Analogies project
OUTSIDE OF CLASS: (BioSITE Meeting TODAY)
Work on your Enzymes laboratory experiment report (DUE Friday)
Work on your ESLP project (garden cleanup is this week)
Cell analogies slideshow project (DUE Friday)
---
--
-
Tuesday, November 28, 2017
Daily Summary 11-28
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors; (2) Cell analogies
Warm-up: What is a cell? How would you explain the concept to someone who had never been exposed to this idea before? [7]
Introduction to Cell Analogies project [7]
Cell theory and Eukaryotes/Prokaryotes Venn Diagram [20]
Review of essential cell structures (do this with your cell analogies project partner—the presentation is on the class website)
Work on Cell Analogies project
OUTSIDE OF CLASS: (BioSITE Meeting TODAY)
Work on your Enzymes laboratory experiment report (DUE Friday)
Work on your ESLP project (garden cleanup is this week)
Cell analogies slideshow project (DUE Friday)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors; (2) Cell analogies
Warm-up: What is a cell? How would you explain the concept to someone who had never been exposed to this idea before? [7]
Introduction to Cell Analogies project [7]
Cell theory and Eukaryotes/Prokaryotes Venn Diagram [20]
Review of essential cell structures (do this with your cell analogies project partner—the presentation is on the class website)
Work on Cell Analogies project
OUTSIDE OF CLASS:
Work on your Enzymes laboratory experiment worksheet (the bottom portion of the Enzyme Lab Guide) (DUE Friday)
Work on your ESLP project (garden cleanup is this week)
Cell analogies slideshow project (DUE Friday)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors; (2) Cell analogies
Warm-up: What is a cell? How would you explain the concept to someone who had never been exposed to this idea before? [7]
Introduction to Cell Analogies project [7]
Cell theory and Eukaryotes/Prokaryotes Venn Diagram [20]
Review of essential cell structures (do this with your cell analogies project partner—the presentation is on the class website)
Work on Cell Analogies project
OUTSIDE OF CLASS: (BioSITE Meeting TODAY)
Work on your Enzymes laboratory experiment report (DUE Friday)
Work on your ESLP project (garden cleanup is this week)
Cell analogies slideshow project (DUE Friday)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors; (2) Cell analogies
Warm-up: What is a cell? How would you explain the concept to someone who had never been exposed to this idea before? [7]
Introduction to Cell Analogies project [7]
Cell theory and Eukaryotes/Prokaryotes Venn Diagram [20]
Review of essential cell structures (do this with your cell analogies project partner—the presentation is on the class website)
Work on Cell Analogies project
OUTSIDE OF CLASS:
Work on your Enzymes laboratory experiment worksheet (the bottom portion of the Enzyme Lab Guide) (DUE Friday)
Work on your ESLP project (garden cleanup is this week)
Cell analogies slideshow project (DUE Friday)
---
--
-
Monday, November 27, 2017
Daily Summary 11-27
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Review your enzyme lab progress—what have you done and what do you still have yet to do? [3]
Finish Enzymes Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme
Function—assemble your materials and complete your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Work on your Enzymes laboratory experiment report
Work on your Ecology Service Learning Project (garden cleanup is available Tuesday through Thursday of this week)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Review your enzyme lab progress—what have you done and what do you still have yet to do? [3]
Finish Enzymes Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme
Function—assemble your materials and complete your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Work on your Enzymes laboratory experiment worksheet (the bottom portion of the Enzyme Lab Guide)
Work on your Ecology Service Learning Project (garden cleanup is available Tuesday through Thursday of this week)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Review your enzyme lab progress—what have you done and what do you still have yet to do? [3]
Finish Enzymes Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme
Function—assemble your materials and complete your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Work on your Enzymes laboratory experiment report
Work on your Ecology Service Learning Project (garden cleanup is available Tuesday through Thursday of this week)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Review your enzyme lab progress—what have you done and what do you still have yet to do? [3]
Finish Enzymes Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme
Function—assemble your materials and complete your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Work on your Enzymes laboratory experiment worksheet (the bottom portion of the Enzyme Lab Guide)
Work on your Ecology Service Learning Project (garden cleanup is available Tuesday through Thursday of this week)
---
--
-
Tuesday, November 21, 2017
Daily Summary 11-21
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Directions for enzymes take-home quiz [2]
Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function—make sure you have had your procedure reviewed and approved by the instructor before beginning, then assemble your materials and start your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Enzymes take-home quiz (due next class at start of period)
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Directions for enzymes take-home quiz [2]
Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function—make sure you have had your procedure reviewed and approved by the instructor before beginning, then assemble your materials and start your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Enzymes take-home quiz (due next class at start of period)
Work on your Ecology Service Learning Project
---
--
-
Daily Summary 11-20
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Directions for enzymes take-home quiz [2]
Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function—make sure you have had your procedure reviewed and approved by the instructor before beginning, then assemble your materials and start your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Enzymes take-home quiz (due next class at start of period)
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Directions for enzymes take-home quiz [2]
Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function—make sure you have had your procedure reviewed and approved by the instructor before beginning, then assemble your materials and start your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Enzymes take-home quiz (due next class at start of period)
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Directions for enzymes take-home quiz [2]
Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function—make sure you have had your procedure reviewed and approved by the instructor before beginning, then assemble your materials and start your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Enzymes take-home quiz (due next class at start of period)
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph and analyze the results with no major errors
Warm-up: Directions for enzymes take-home quiz [2]
Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function—make sure you have had your procedure reviewed and approved by the instructor before beginning, then assemble your materials and start your investigations—there’s no time to waste!
OUTSIDE OF CLASS:
Enzymes take-home quiz (due next class at start of period)
Work on your Ecology Service Learning Project
---
--
-
Thursday, November 16, 2017
Daily Summary 11-16
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph the results with no major errors
Warm-up: What are enzymes (structurally speaking) and what specifically can/do they do? How do they basically work? [5]
Review enzymes notes [10]
Finish/submit Toothpickase Enzyme activity write-up—due today
Day 1 of Enzyme Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function
OUTSIDE OF CLASS:
Make sure your lab team’s enzyme experiment procedure is ready
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph the results with no major errors
Warm-up: What are enzymes (structurally speaking) and what specifically can/do they do? How do they basically work? [5]
Review enzymes notes [10]
Finish/submit Toothpickase Enzyme activity write-up—due today
Day 1 of Enzyme Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function
OUTSIDE OF CLASS:
Make sure your lab team’s enzyme experiment procedure is ready
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph the results with no major errors
Warm-up: What are enzymes (structurally speaking) and what specifically can/do they do? How do they basically work? [5]
Review enzymes notes [10]
Finish/submit Toothpickase Enzyme activity write-up—due today
Day 1 of Enzyme Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function
OUTSIDE OF CLASS:
Make sure your lab team’s enzyme experiment procedure is ready
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2) Investigate the function of an enzyme under various conditions (temperature, pH, concentration) and graph the results with no major errors
Warm-up: What are enzymes (structurally speaking) and what specifically can/do they do? How do they basically work? [5]
Review enzymes notes [10]
Finish/submit Toothpickase Enzyme activity write-up—due today
Day 1 of Enzyme Laboratory experiment: Environmental Factors Affecting Peroxidase Enzyme Function
OUTSIDE OF CLASS:
Make sure your lab team’s enzyme experiment procedure is ready
Work on your Ecology Service Learning Project
---
--
-
Wednesday, November 15, 2017
Daily Summary 11-15
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Provide fair and honest feedback to an assigned peer on his/her TSOTS blog post assignments #3 and #4; (2a) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2b) Simulate the function of an enzyme under various conditions and graph the results with no major errors
Warm-up: What is the general meaning of “catalyst”? [5]
Introduction to enzymes [20]
Activity: Toothpickase Enzyme Simulation [45]
Scoring of TSOTS blog posts for your assigned peer
Finish Biomolecule Assembly and submit the sheet
Get Biomolecules graphic organizer checked (last day—seriously)
OUTSIDE OF CLASS:
Finish Toothpickase Enzyme Simulation write-up
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Provide fair and honest feedback to an assigned peer on his/her TSOTS blog post assignments #3 and #4; (2a) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2b) Simulate the function of an enzyme under various conditions and graph the results with no major errors
Warm-up: What is the general meaning of “catalyst”? [5]
Introduction to enzymes [20]
Activity: Toothpickase Enzyme Simulation [45]
Scoring of TSOTS blog posts for your assigned peer
Finish Biomolecule Assembly and submit the sheet
Get Biomolecules graphic organizer checked (last day—seriously)
OUTSIDE OF CLASS:
Finish Toothpickase Enzyme Simulation write-up
Work on your Ecology Service Learning Project
---
--
-
Tuesday, November 14, 2017
Daily Summary 11-14
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2) Simulate the function of an enzyme under various conditions and graph the results with no major errors
Warm-up: What is the general meaning of “catalyst”? [5]
Introduction to enzymes [20]
Activity: Toothpickase Enzyme Simulation [45]
Finish Biomolecule Assembly and submit the sheet with all of your model approval stamps if you have not done so already
Get Biomolecules graphic organizer checked (last day--seriously)
Make sure you report TSOTS blog scores for your assigned peer
OUTSIDE OF CLASS:
Finish Toothpickase Enzyme Simulation write-up
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Provide fair and honest feedback to an assigned peer on his/her TSOTS blog post assignments #3 and #4; (2a) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2b) Simulate the function of an enzyme under various conditions and graph the results with no major errors
Warm-up: What is the general meaning of “catalyst”? [5]
Introduction to enzymes [20]
Activity: Toothpickase Enzyme Simulation [45]
Scoring of TSOTS blog posts for your assigned peer
Finish Biomolecule Assembly and submit the sheet
Get Biomolecules graphic organizer checked (last day—seriously)
OUTSIDE OF CLASS:
Finish Toothpickase Enzyme Simulation write-up
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2) Simulate the function of an enzyme under various conditions and graph the results with no major errors
Warm-up: What is the general meaning of “catalyst”? [5]
Introduction to enzymes [20]
Activity: Toothpickase Enzyme Simulation [45]
Finish Biomolecule Assembly and submit the sheet with all of your model approval stamps if you have not done so already
Get Biomolecules graphic organizer checked (last day--seriously)
Make sure you report TSOTS blog scores for your assigned peer
OUTSIDE OF CLASS:
Finish Toothpickase Enzyme Simulation write-up
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: (1) Provide fair and honest feedback to an assigned peer on his/her TSOTS blog post assignments #3 and #4; (2a) Correctly describe the basic composition and essential function of all enzymes with no major factual errors; (2b) Simulate the function of an enzyme under various conditions and graph the results with no major errors
Warm-up: What is the general meaning of “catalyst”? [5]
Introduction to enzymes [20]
Activity: Toothpickase Enzyme Simulation [45]
Scoring of TSOTS blog posts for your assigned peer
Finish Biomolecule Assembly and submit the sheet
Get Biomolecules graphic organizer checked (last day—seriously)
OUTSIDE OF CLASS:
Finish Toothpickase Enzyme Simulation write-up
Work on your Ecology Service Learning Project
---
--
-
Monday, November 13, 2017
Daily Summary 11-13
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Provide fair and honest feedback to an assigned peer on his/her TSOTS blog post assignments #3 and #4
Warm-up: What does the “R” on an organic molecule drawing stand for, as in the generic structure of amino acids? Draw an amino acid, circle the amino group, and box the carboxylic acid group. [5]
Turn in assignment stamp log #2 (was due last Thursday)
Get Biomolecules graphic organizer checked (last day)
Make sure you report TSOTS blog scores for your assigned peer
OUTSIDE OF CLASS:
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Provide fair and honest feedback to an assigned peer on his/her TSOTS blog post assignments #3 and #4 Warm-up: What does the “R” on an organic molecule drawing stand for, as in the generic structure of amino acids? Draw an amino acid, circle the amino group, and box the carboxylic acid group. [5]
Turn in assignment stamp log #2 (was due last week)
Properties of water / biomolecules quiz [30]
Get Biomolecules graphic organizer checked (last day)
Begin scoring of TSOTS blog posts for your assigned peer
OUTSIDE OF CLASS:
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Provide fair and honest feedback to an assigned peer on his/her TSOTS blog post assignments #3 and #4
Warm-up: What does the “R” on an organic molecule drawing stand for, as in the generic structure of amino acids? Draw an amino acid, circle the amino group, and box the carboxylic acid group. [5]
Turn in assignment stamp log #2 (was due last Thursday)
Get Biomolecules graphic organizer checked (last day)
Make sure you report TSOTS blog scores for your assigned peer
OUTSIDE OF CLASS:
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Provide fair and honest feedback to an assigned peer on his/her TSOTS blog post assignments #3 and #4 Warm-up: What does the “R” on an organic molecule drawing stand for, as in the generic structure of amino acids? Draw an amino acid, circle the amino group, and box the carboxylic acid group. [5]
Turn in assignment stamp log #2 (was due last week)
Properties of water / biomolecules quiz [30]
Get Biomolecules graphic organizer checked (last day)
Begin scoring of TSOTS blog posts for your assigned peer
OUTSIDE OF CLASS:
Work on your Ecology Service Learning Project
---
--
-
Thursday, November 9, 2017
Daily Summary 11-09
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 4 categories of biomolecules and describe the monomer / component molecules of each category. [5]
Properties of water / biomolecules quiz [20]
Finish Biomolecule Assembly Activity [45 - 60]
Turn in assignment stamp log #2
Get Biomolecules graphic organizer checked
Make sure you report TSOTS blog scores for your assigned peer (postponed)
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 4 categories of biomolecules and describe the monomer / component molecules of each category. [5]
Properties of water / biomolecules quiz [20]
Finish Biomolecule Assembly Activity [45 - 60]
Turn in assignment stamp log #2
Get Biomolecules graphic organizer checked
Make sure you report TSOTS blog scores for your assigned peer (postponed)
Properties of Water mini-lab is now late—turn in ASAP!
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo (extra credit--not required)
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 4 categories of biomolecules and describe the monomer / component molecules of each category. [5]
Properties of water / biomolecules quiz [20]
Finish Biomolecule Assembly Activity [45 - 60]
Turn in assignment stamp log #2
Get Biomolecules graphic organizer checked
Make sure you report TSOTS blog scores for your assigned peer (postponed)
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 4 categories of biomolecules and describe the monomer / component molecules of each category. [5]
Properties of water / biomolecules quiz [20]
Finish Biomolecule Assembly Activity [45 - 60]
Turn in assignment stamp log #2
Get Biomolecules graphic organizer checked
Make sure you report TSOTS blog scores for your assigned peer (postponed)
Properties of Water mini-lab is now late—turn in ASAP!
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo (extra credit--not required)
Work on your Ecology Service Learning Project
---
--
-
Wednesday, November 8, 2017
Daily Summary 11-08
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 4 categories of biomolecules and describe the monomer / component molecules of each category. [5]
Properties of water / biomolecules quiz [20]
Finish Biomolecule Assembly Activity [45 - 60]
Turn in assignment stamp log #2
Get Biomolecules graphic organizer checked
Make sure you report TSOTS blog scores for your assigned peer (postponed)
Properties of Water mini-lab is now late—turn in ASAP!
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 4 categories of biomolecules and describe the monomer / component molecules of each category. [5]
Properties of water / biomolecules quiz [20]
Finish Biomolecule Assembly Activity [45 - 60]
Turn in assignment stamp log #2
Get Biomolecules graphic organizer checked
Make sure you report TSOTS blog scores for your assigned peer (postponed)
Properties of Water mini-lab is now late—turn in ASAP!
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
---
--
-
Tuesday, November 7, 2017
Daily Summary 11-07
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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]
Start Biomolecule Assembly Activity Bring Macromolecules (Biomolecules) graphic organizer
Properties of water / biomolecules quick quiz next day
Properties of Water mini-lab is now late—turn in ASAP!
Next BioSITE meeting tomorrow during tutorial
TSOTS blog posts peer evaluations will take place Thursday
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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]
Start Biomolecule Assembly Activity Bring Macromolecules (Biomolecules) graphic organizer
Properties of water / biomolecules quick quiz next day
Properties of Water mini-lab is now late—turn in ASAP!
Next BioSITE meeting tomorrow during tutorial
TSOTS blog posts peer evaluations will take place Thursday
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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]
Start Biomolecule Assembly Activity Bring Macromolecules (Biomolecules) graphic organizer
Properties of water / biomolecules quick quiz next day
Properties of Water mini-lab is now late—turn in ASAP!
Next BioSITE meeting tomorrow during tutorial
TSOTS blog posts peer evaluations will take place Thursday
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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]
Start Biomolecule Assembly Activity Bring Macromolecules (Biomolecules) graphic organizer
Properties of water / biomolecules quick quiz next day
Properties of Water mini-lab is now late—turn in ASAP!
Next BioSITE meeting tomorrow during tutorial
TSOTS blog posts peer evaluations will take place Thursday
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
---
--
-
Monday, November 6, 2017
Daily Summary 11-06
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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]
Start Biomolecule Assembly Activity Bring Macromolecules (Biomolecules) graphic organizer
Properties of water / biomolecules quick quiz next day
Properties of Water mini-lab is now late—turn in ASAP!
Next BioSITE meeting tomorrow during tutorial
TSOTS blog posts peer evaluations will take place Thursday
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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]
Start Biomolecule Assembly Activity Bring Macromolecules (Biomolecules) graphic organizer
Properties of water / biomolecules quick quiz next day
Properties of Water mini-lab is now late—turn in ASAP!
Next BioSITE meeting tomorrow during tutorial
TSOTS blog posts peer evaluations will take place Thursday
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Work on your Ecology Service Learning Project
---
--
-
Friday, November 3, 2017
Daily Summary 11-03
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 Water discussion / notes [15]
Properties of Properties of Water Lab [35 - 45]
Design your own “Mysteries of Water” demonstration (extra credit)
OUTSIDE OF CLASS:
Finish / publish TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
Design, record, and publish your own “Mysteries of Water” demo
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 Water discussion / notes [15]
Properties of Properties of Water Lab [35 - 45]
Design your own “Mysteries of Water” demonstration (extra credit)
OUTSIDE OF CLASS:
Finish / publish TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
Design, record, and publish your own “Mysteries of Water” demo
---
--
-
Thursday, November 2, 2017
Daily Summary 11-02
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 Water discussion / notes [15]
Properties of Properties of Water Lab [35 - 45]
Design your own “Mysteries of Water” demonstration
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Finish / publish TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 Water discussion / notes [15]
Properties of Properties of Water Lab [35 - 45]
Design your own “Mysteries of Water” demonstration (extra credit)
OUTSIDE OF CLASS:
Finish / publish TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
Design, record, and publish your own “Mysteries of Water” demo
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 Water discussion / notes [15]
Properties of Properties of Water Lab [35 - 45]
Design your own “Mysteries of Water” demonstration
OUTSIDE OF CLASS:
Design, record, and publish your own “Mysteries of Water” demo
Finish / publish TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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 Water discussion / notes [15]
Properties of Properties of Water Lab [35 - 45]
Design your own “Mysteries of Water” demonstration (extra credit)
OUTSIDE OF CLASS:
Finish / publish TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
Design, record, and publish your own “Mysteries of Water” demo
---
--
-
Wednesday, November 1, 2017
Daily Summary 11-01
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Get your Unit 2 Exam answer sheet and a copy of the test from lab table 8 [3]
Unit 2 (Ecology) Exam, last look [20]
Properties of Water discussion and notes [20]
Properties of Water Lab [60]
OUTSIDE OF CLASS:
Work on questions from properties of water lab
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Get your Unit 2 Exam answer sheet and a copy of the test from lab table 8 [3]
Unit 2 (Ecology) Exam, last look [20]
Properties of Water discussion and notes [20]
Properties of Water Lab [60]
OUTSIDE OF CLASS:
Work on questions from properties of water lab
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
Tuesday, October 31, 2017
Daily Summary 10-31
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Get your Unit 2 Exam answer sheet and a copy of the test from lab table 8 [3]
Unit 2 (Ecology) Exam, last look [20]
Properties of Water discussion and notes [20]
Properties of Water Lab [60]
OUTSIDE OF CLASS:
Work on questions from properties of water lab
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Get your Unit 2 Exam answer sheet and a copy of the test from lab table 8 [3]
Unit 2 (Ecology) Exam, last look [20]
Properties of Water discussion and notes [20]
Properties of Water Lab [60]
OUTSIDE OF CLASS:
Work on questions from properties of water lab
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Get your Unit 2 Exam answer sheet and a copy of the test from lab table 8 [3]
Unit 2 (Ecology) Exam, last look [20]
Properties of Water discussion and notes [20]
Properties of Water Lab [60]
OUTSIDE OF CLASS:
Work on questions from properties of water lab
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Get your Unit 2 Exam answer sheet and a copy of the test from lab table 8 [3]
Unit 2 (Ecology) Exam, last look [20]
Properties of Water discussion and notes [20]
Properties of Water Lab [60]
OUTSIDE OF CLASS:
Work on questions from properties of water lab
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
Monday, October 30, 2017
Daily Summary 10-30
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Set up Unit 2 Exam answer sheet [2]
Unit 2 (Ecology) Exam [40]
Work on TSOTS Student Blog Post Assignments #3 and #4
If you still want to sign up for the BioSITE ESLP, see me before 3:30 today and be sure to attend tomorrow’s meeting
If you completed the Unit 2 (Ecology) Exam Review and want the bonus credit, I will stamp it tomorrow
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Set up Unit 2 Exam answer sheet [2]
Unit 2 (Ecology) Exam [40]
Work on TSOTS Student Blog Post Assignments #3 and #4
If you still want to sign up for the BioSITE ESLP, see me before 3:30 today and be sure to attend tomorrow’s meeting
If you completed the Unit 2 (Ecology) Exam Review and want the bonus credit, I will stamp it tomorrow
Lynx and Hare Population Lab is now late
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Set up Unit 2 Exam answer sheet [2]
Unit 2 (Ecology) Exam [40]
Work on TSOTS Student Blog Post Assignments #3 and #4
If you still want to sign up for the BioSITE ESLP, see me before 3:30 today and be sure to attend tomorrow’s meeting
If you completed the Unit 2 (Ecology) Exam Review and want the bonus credit, I will stamp it tomorrow
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: Set up Unit 2 Exam answer sheet [2]
Unit 2 (Ecology) Exam [40]
Work on TSOTS Student Blog Post Assignments #3 and #4
If you still want to sign up for the BioSITE ESLP, see me before 3:30 today and be sure to attend tomorrow’s meeting
If you completed the Unit 2 (Ecology) Exam Review and want the bonus credit, I will stamp it tomorrow
Lynx and Hare Population Lab is now late
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
Friday, October 27, 2017
Daily Summary 10-27
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: What is the difference between immigration and emigration? [5]
If you still want to sign up for the BioSITE ESLP, see me before 3:30 Friday—there are still a few spots left!
Video: Planet Earth: Jungles (verbal description instead--video not available)
Work on Unit 2 (Ecology) Exam Review
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab DUE TODAY by 3:30
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: What is the difference between immigration and emigration? [5]
If you still want to sign up for the BioSITE ESLP, see me before 3:30 Friday—there are still a few spots left!
Video: Planet Earth: Jungles (verbal description instead--video not available)
Work on Unit 2 (Ecology) Exam Review
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab DUE TODAY by 3:30
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
Thursday, October 26, 2017
Daily Summary 10-26
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: What is the difference between immigration and emigration? [5]
If you are signed up or still want to sign up for the BioSITE ESLP, be sure to stay for tutorial today!
Video: Planet Earth: Jungles [30]
Work on Unit 2 (Ecology) Exam Review
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab DUE TODAY by 3:30
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: What is the difference between immigration and emigration? [5]
If you still want to sign up for the BioSITE ESLP, see me before 3:30 Friday—there are still a few spots left!
Video: Planet Earth: Jungles (verbal description instead--video not available)
Work on Unit 2 (Ecology) Exam Review
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab DUE TODAY by 3:30
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: What is the difference between immigration and emigration? [5]
If you are signed up or still want to sign up for the BioSITE ESLP, be sure to stay for tutorial today!
Video: Planet Earth: Jungles [30]
Work on Unit 2 (Ecology) Exam Review
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab DUE TODAY by 3:30
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 70% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: What is the difference between immigration and emigration? [5]
If you still want to sign up for the BioSITE ESLP, see me before 3:30 Friday—there are still a few spots left!
Video: Planet Earth: Jungles (verbal description instead--video not available)
Work on Unit 2 (Ecology) Exam Review
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab DUE TODAY by 3:30
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
---
--
-
Tuesday, October 24, 2017
Daily Summary 10-24
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: SWBAT use and develop models to predict the progressive ecosystem changes known as succession
Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there? What is this phenomenon called? [8]
Formal introduction of Co-Teaching Experience [10]
Explanation of ecological succession [15]
Online ecological succession activity [45 – 55]
If you are interested in the BioSITE ESLP, sign up ASAP and come to tutorial this Thursday!
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS: (Round 2 of ESLP has begun!)
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: SWBAT use and develop models to predict the progressive ecosystem changes known as succession
Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there? What is this phenomenon called? [8]
Formal introduction of Co-Teaching Experience [10]
Explanation of ecological succession [15]
Online ecological succession activity [45 – 55]
If you are interested in the BioSITE ESLP, sign up ASAP and come to tutorial this Thursday!
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS: (Round 2 of ESLP has begun!)
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: SWBAT use and develop models to predict the progressive ecosystem changes known as succession
Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there? What is this phenomenon called? [8]
Formal introduction of Co-Teaching Experience [10]
Explanation of ecological succession [15]
Online ecological succession activity [45 – 55]
If you are interested in the BioSITE ESLP, sign up ASAP and come to tutorial this Thursday!
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS: (Round 2 of ESLP has begun!)
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: SWBAT use and develop models to predict the progressive ecosystem changes known as succession
Warm-up: What usually happens in a place for years after a powerful natural disaster like a landslide, flood, fire, volcano or extended drought virtually destroys the ecosystem that existed there? What is this phenomenon called? [8]
Formal introduction of Co-Teaching Experience [10]
Explanation of ecological succession [15]
Online ecological succession activity [45 – 55]
If you are interested in the BioSITE ESLP, sign up ASAP and come to tutorial this Thursday!
Check on Brassica oleracea seedlings (photograph too)
OUTSIDE OF CLASS: (Round 2 of ESLP has begun!)
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
---
--
-
Monday, October 23, 2017
Daily Summary 10-23
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Simulate a predator-prey relationship using a model based on principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: Take out Lynx and Hare Population Simulation
Discuss Lynx and Hare Population simulation data and work on graph and analysis questions (write-up due Thursday/Friday)
Review directions for TSOTS SBPAs #3 and #4
If you are interested in participating in BioSITE ESLP, sign up for this project by 3:30 this afternoon, come to tutorial Thursday
Check on Brassica oleracea seedlings (photograph too)
TOMORROW:
Formal introduction of Co-Teaching Experience
OUTSIDE OF CLASS:
(Round 2 of ESLP has begun!)
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Simulate a predator-prey relationship using a model based on principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: Take out Lynx and Hare Population Simulation
Complete / submit ESLP evaluation form (period 4 only) [10]
Discuss Lynx and Hare Population simulation data and work on graph and analysis questions (write-up due Thursday/Friday)
Assignment of TSOTS Student Blog Post Assignments #3 and #4
If you are interested in participating in BioSITE ESLP, sign up for this project by 3:30 this afternoon, come to tutorial Thursday
Check on Brassica oleracea seedlings (photograph too)
TOMORROW:
Introduction of Co-Teaching Experience
OUTSIDE OF CLASS:
(Round 2 of ESLP has begun!)
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Simulate a predator-prey relationship using a model based on principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: Take out Lynx and Hare Population Simulation
Discuss Lynx and Hare Population simulation data and work on graph and analysis questions (write-up due Thursday/Friday)
Review directions for TSOTS SBPAs #3 and #4
If you are interested in participating in BioSITE ESLP, sign up for this project by 3:30 this afternoon, come to tutorial Thursday
Check on Brassica oleracea seedlings (photograph too)
TOMORROW:
Formal introduction of Co-Teaching Experience
OUTSIDE OF CLASS:
(Round 2 of ESLP has begun!)
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Simulate a predator-prey relationship using a model based on principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: Take out Lynx and Hare Population Simulation
Complete / submit ESLP evaluation form (period 4 only) [10]
Discuss Lynx and Hare Population simulation data and work on graph and analysis questions (write-up due Thursday/Friday)
Assignment of TSOTS Student Blog Post Assignments #3 and #4
If you are interested in participating in BioSITE ESLP, sign up for this project by 3:30 this afternoon, come to tutorial Thursday
Check on Brassica oleracea seedlings (photograph too)
TOMORROW:
Introduction of Co-Teaching Experience
OUTSIDE OF CLASS:
(Round 2 of ESLP has begun!)
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
---
--
-
Friday, October 20, 2017
Daily Summary 10-20
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Directions for completing ESLP evaluation form [8]
Complete / submit ESLP evaluation form [10]
Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50] Check on Brassica oleracea seedlings (photograph too) [~50]
Get Interpreting Population Growth worksheet stamped [~50]
Start TSOTS Student Blog Post Assignments #3 and #4 [30]
Sign up for BioSITE ESLP project by Monday (10/23) afternoon
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
Decide what you’d like to do for your ESLP round 2 project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Directions for completing ESLP evaluation form [8]
Complete / submit ESLP evaluation form [10]
Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50] Check on Brassica oleracea seedlings (photograph too) [~50]
Get Interpreting Population Growth worksheet stamped [~50]
Start TSOTS Student Blog Post Assignments #3 and #4 [30]
Sign up for BioSITE ESLP project by Monday (10/23) afternoon
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
Decide what you’d like to do for your ESLP round 2 project
---
--
-
Thursday, October 19, 2017
Daily Summary 10-19
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Directions for completing ESLP evaluation form [8]
Complete / submit ESLP evaluation form [10]
Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50] Check on Brassica oleracea seedlings (photograph too) [~50]
Get Interpreting Population Growth worksheet stamped [~50]
Start TSOTS Student Blog Post Assignments #3 and #4 [30]
Sign up for BioSITE ESLP project by Monday (10/23) afternoon
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
Decide what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Directions for completing ESLP evaluation form [8]
Complete / submit ESLP evaluation form [10]
Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50] Check on Brassica oleracea seedlings (photograph too) [~50]
Get Interpreting Population Growth worksheet stamped [~50]
Start TSOTS Student Blog Post Assignments #3 and #4 [30]
Sign up for BioSITE ESLP project by Monday (10/23) afternoon
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
Decide what you’d like to do for your ESLP round 2 project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Directions for completing ESLP evaluation form [8]
Complete / submit ESLP evaluation form [10]
Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50] Check on Brassica oleracea seedlings (photograph too) [~50]
Get Interpreting Population Growth worksheet stamped [~50]
Start TSOTS Student Blog Post Assignments #3 and #4 [30]
Sign up for BioSITE ESLP project by Monday (10/23) afternoon
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
Decide what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Directions for completing ESLP evaluation form [8]
Complete / submit ESLP evaluation form [10]
Finish Lynx and Hare Population Lab data collection and work on graph and analysis questions [50] Check on Brassica oleracea seedlings (photograph too) [~50]
Get Interpreting Population Growth worksheet stamped [~50]
Start TSOTS Student Blog Post Assignments #3 and #4 [30]
Sign up for BioSITE ESLP project by Monday (10/23) afternoon
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
Work on TSOTS Student Blog Post Assignments #3 and #4
Decide what you’d like to do for your ESLP round 2 project
---
--
-
Tuesday, October 17, 2017
Daily Summary 10-17
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Listen to directions for scoring Ecosystem Map Poster and ask for clarification if needed. [8]
Peer evaluate for Ecosystem Map Poster assignment [10]
Peer score Ecology Quiz #2 [15]
Review of basic population dynamics and directions for population lab [10]
Lynx and Hare Population Lab [75]
Start Interpreting Population Growth Worksheet
OUTSIDE OF CLASS:
Work on Lynx and Hare Population Lab
Finish Interpreting Population Growth Worksheet
Think about what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Listen to directions for scoring Ecosystem Map Poster and ask for clarification if needed. [8]
Peer evaluate for Ecosystem Map Poster assignment [10]
Peer score Ecology Quiz #2 [15]
Review of basic population dynamics and directions for population lab [10]
Lynx and Hare Population Lab [75]
Start Interpreting Population Growth Worksheet
OUTSIDE OF CLASS:
Work on Lynx and Hare Population Lab
Finish Interpreting Population Growth Worksheet
Think about what you’d like to do for your ESLP round 2 project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Listen to directions for scoring Ecosystem Map Poster and ask for clarification if needed. [8]
Peer evaluate for Ecosystem Map Poster assignment [10]
Peer score Ecology Quiz #2 [15]
Review of basic population dynamics and directions for population lab [10]
Lynx and Hare Population Lab [75]
Start Interpreting Population Growth Worksheet
OUTSIDE OF CLASS:
Work on Lynx and Hare Population Lab
Finish Interpreting Population Growth Worksheet
Think about what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
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: Listen to directions for scoring Ecosystem Map Poster and ask for clarification if needed. [8]
Peer evaluate for Ecosystem Map Poster assignment [10]
Peer score Ecology Quiz #2 [15]
Review of basic population dynamics and directions for population lab [10]
Lynx and Hare Population Lab [75]
Start Interpreting Population Growth Worksheet
OUTSIDE OF CLASS:
Work on Lynx and Hare Population Lab
Finish Interpreting Population Growth Worksheet
Think about what you’d like to do for your ESLP round 2 project
---
--
-
Monday, October 16, 2017
Daily Summary 10-16
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth (exp. Vs. log.)
Warm-up: Sketch a graph of a population that is growing at its maximum biological potential (assume every individual can reproduce) and has no limiting factors affecting it. Now make another sketch on the same set of axes showing the same population during the same time period but with limiting factors in effect. [6]
Review of basic population dynamics [10]
Ecology quiz #2 [15]
Peer evaluate for Ecosystem Map Poster assignment [10]
OUTSIDE OF CLASS:
Think about what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth (exp. Vs. log.)
Warm-up: Sketch a graph of a population that is growing at its maximum biological potential (assume every individual can reproduce) and has no limiting factors affecting it. Now make another sketch on the same set of axes showing the same population during the same time period but with limiting factors in effect. [6]
Review of basic population dynamics [10]
Ecology quiz #2 [15]
Peer evaluate for Ecosystem Map Poster assignment [10]
OUTSIDE OF CLASS:
Think about what you’d like to do for your ESLP round 2 project
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth (exp. Vs. log.)
Warm-up: Sketch a graph of a population that is growing at its maximum biological potential (assume every individual can reproduce) and has no limiting factors affecting it. Now make another sketch on the same set of axes showing the same population during the same time period but with limiting factors in effect. [6]
Review of basic population dynamics [10]
Ecology quiz #2 [15]
Peer evaluate for Ecosystem Map Poster assignment [10]
OUTSIDE OF CLASS:
Think about what you’d like to do for your ESLP round 2 project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
IN CLASS:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth (exp. Vs. log.)
Warm-up: Sketch a graph of a population that is growing at its maximum biological potential (assume every individual can reproduce) and has no limiting factors affecting it. Now make another sketch on the same set of axes showing the same population during the same time period but with limiting factors in effect. [6]
Review of basic population dynamics [10]
Ecology quiz #2 [15]
Peer evaluate for Ecosystem Map Poster assignment [10]
OUTSIDE OF CLASS:
Think about what you’d like to do for your ESLP round 2 project
---
--
-
Friday, October 13, 2017
Daily Summary 10-13
--------------------------------------------------------------------------------
HONORS BIOLOGY
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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 (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: What are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 – 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Turn in Part II of Ecology Field Day—it is now late.
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
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--
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HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: What are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 – 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Turn in Part II of Ecology Field Day—it is now late.
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
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Thursday, October 12, 2017
Daily Summary 10-12
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HONORS BIOLOGY
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AGENDA:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: What are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 - 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: What are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 – 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Turn in Part II of Ecology Field Day—it is now late.
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
---
--
-
HONORS BIOLOGY
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AGENDA:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: What are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 - 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: What are some factors that will affect (positively and negatively) the growth rates and numbers of plants growing in our garden? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [10]
Introduction to population dynamics [15 – 20]
Finish on Ecosystem map posters (due 10/13) [60]
Continue online population ecology lesson (due 10/13) [~60]
Turn in Part II of Ecology Field Day—it is now late.
Check on your Brassica plants (take photos!!)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
Finish ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
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--
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Wednesday, October 11, 2017
Daily Summary 10-11
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HONORS BIOLOGY
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Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals)
Check on your Brassica plants (take photos!!
Last chance to turn in Part II of Ecology Field Day assignment
Continue online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
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BIOLOGY
--------------------------------------------------------------------------------
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals) Check on your Brassica plants (take photos!!)
Last chance to turn in Part II of Ecology Field Day for full credit
Continue online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals)
Check on your Brassica plants (take photos!!
Last chance to turn in Part II of Ecology Field Day assignment
Continue online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals) Check on your Brassica plants (take photos!!)
Last chance to turn in Part II of Ecology Field Day for full credit
Continue online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRI. NIGHT)
ESLP (if not yet done—DUE FRI.) Garden cleanup crew see me!
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Tuesday, October 10, 2017
Daily Summary 10-10
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
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Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals)
Check on your Brassica plants (take photos!!) [5 - 8]
Complete Part II of Ecology Field Day assignment, then turn in
Start online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
Transplant your Brassica oleracea plants to the garden [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
Finish ESLP (if not yet done—DUE FRI.)
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--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals)
Check on your Brassica plants (take photos!!) [5 - 8]
Complete Part II of Ecology Field Day assignment, then turn in
Start online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
Transplant your Brassica oleracea plants to the garden [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
Finish ESLP (if not yet done—DUE FRI.)
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--
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Monday, October 9, 2017
Daily Summary 10-09
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HONORS BIOLOGY
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Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Eval. scores should have been reported weeks ago!)
Check on your Brassica plants (take photos!!) [5 - 8]
Complete Part II of Ecology Field Day assignment, then turn in
Start online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
Transplant your Brassica oleracea plants to the garden [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
Finish ESLP (if not yet done—DUE FRI.)
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BIOLOGY
--------------------------------------------------------------------------------
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals)
Check on your Brassica plants (take photos!!) [5 - 8]
Complete Part II of Ecology Field Day assignment, then turn in
Start online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
Transplant your Brassica oleracea plants to the garden [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
Finish ESLP (if not yet done—DUE FRI.)
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Eval. scores should have been reported weeks ago!)
Check on your Brassica plants (take photos!!) [5 - 8]
Complete Part II of Ecology Field Day assignment, then turn in
Start online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
Transplant your Brassica oleracea plants to the garden [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
Finish ESLP (if not yet done—DUE FRI.)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals)
Check on your Brassica plants (take photos!!) [5 - 8]
Complete Part II of Ecology Field Day assignment, then turn in
Start online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
Transplant your Brassica oleracea plants to the garden [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
Finish ESLP (if not yet done—DUE FRI.)
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Friday, September 29, 2017
Daily Summary 09-29
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HONORS BIOLOGY
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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 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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
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--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
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: 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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
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Thursday, September 28, 2017
Daily Summary 09-28
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HONORS BIOLOGY
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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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
--------------------------------------------------------------------------------
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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
---
--
-
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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
--------------------------------------------------------------------------------
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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
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--
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Wednesday, September 27, 2017
Daily Summary 09-27
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HONORS BIOLOGY
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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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
---
--
-
Tuesday, September 26, 2017
Daily Summary 09-26
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HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
Community Interactions [20]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
Community Interactions [20]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
Community Interactions [20]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
---
--
-
Monday, September 25, 2017
Daily Summary 09-25
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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 also 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]
Work on Ecosystem Map Poster Assignment [40]
Grade check (voluntary) [~40]
Make sure you are signed up for and ESLP project! [~40]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project
--------------------------------------------------------------------------------
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 also 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]
Work on Ecosystem Map Poster Assignment [40]
Grade check (voluntary) [~40]
Make sure you are signed up for and ESLP project! [~40]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project
---
--
-
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 also 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]
Work on Ecosystem Map Poster Assignment [40]
Grade check (voluntary) [~40]
Make sure you are signed up for and ESLP project! [~40]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project
--------------------------------------------------------------------------------
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 also 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]
Work on Ecosystem Map Poster Assignment [40]
Grade check (voluntary) [~40]
Make sure you are signed up for and ESLP project! [~40]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project
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--
-
Friday, September 22, 2017
Daily Summary 09-22
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HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, nitrogen) are present
Warm-up: What is the focus of ecology? [5]
Biogeochemical cycles, ecosystems and energy flow [30]
Work on Ecosystem Map Poster assignment [65]
Work on Food Issue Essay using evidence from Food Inc. (additional writing resources available on class website) [~35]
Turn in Stamp Log #1, Continue ESLP signups [~25]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project plans
Finish your Food Issue essay and place in your shared Google Drive Biology folder
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, nitrogen) are present
Warm-up: What is the focus of ecology? [5]
Biogeochemical cycles, ecosystems and energy flow [30]
Work on Ecosystem Map Poster assignment [65]
Work on Food Issue Essay using evidence from Food Inc. (additional writing resources available on class website) [~35]
Turn in Stamp Log #1, Continue ESLP signups [~25]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project plans
Finish your Food Issue essay and place in your shared Google Drive Biology folder
---
--
-
Thursday, September 21, 2017
Daily Summary 09-21
--------------------------------------------------------------------------------
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]
Biogeochemical cycles, ecosystems and energy flow [30]
Work on Ecosystem Map Poster assignment [65]
Work on Food Issue Essay using evidence from Food Inc. (additional writing resources available on class website) [~35]
Turn in Stamp Log #1, Continue ESLP signups [~25]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project plans
Finish your Food Issue essay and place in your shared Google Drive Biology folder
--------------------------------------------------------------------------------
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]
Biogeochemical cycles, ecosystems and energy flow [30]
Work on Ecosystem Map Poster assignment [65]
Work on Food Issue Essay using evidence from Food Inc. (additional writing resources available on class website) [~35]
Turn in Stamp Log #1, Continue ESLP signups [~25]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project plans
Finish your Food Issue essay and place in your shared Google Drive 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 the focus of ecology? [5]
Biogeochemical cycles, ecosystems and energy flow [30]
Work on Ecosystem Map Poster assignment [65]
Work on Food Issue Essay using evidence from Food Inc. (additional writing resources available on class website) [~35]
Turn in Stamp Log #1, Continue ESLP signups [~25]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project plans
Finish your Food Issue essay and place in your shared Google Drive Biology folder
--------------------------------------------------------------------------------
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]
Biogeochemical cycles, ecosystems and energy flow [30]
Work on Ecosystem Map Poster assignment [65]
Work on Food Issue Essay using evidence from Food Inc. (additional writing resources available on class website) [~35]
Turn in Stamp Log #1, Continue ESLP signups [~25]
Did you report your assigned peer’s Student Blog Post Assignment peer evaluation score for TSOTS posts #1, #2?
OUTSIDE OF CLASS:
Work on ESLP project plans
Finish your Food Issue essay and place in your shared Google Drive Biology folder
---
--
-
Wednesday, September 20, 2017
Daily Summary 09-20
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
Warm-up: Should 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 [20]
Discuss ESLP project ideas with Mr. Bursch [~30]
Food Issue Essay Food Inc. [20]
Turn in Assignment Stamp Log #1 Student Blog Post Assignment peer evaluation, posts #1, #2 [30]
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Choose an ESLP project or write a proposal for your own
Finish your Food Issue essay and place in your shared Google Drive Biology folder
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
Warm-up: Should 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 [20]
Discuss ESLP project ideas with Mr. Bursch [~30]
Food Issue Essay Food Inc. [20]
Turn in Assignment Stamp Log #1 Student Blog Post Assignment peer evaluation, posts #1, #2 [30]
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Choose an ESLP project or write a proposal for your own
Finish your Food Issue essay and place in your shared Google Drive Biology folder
---
--
-
Tuesday, September 19, 2017
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: 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 [20]
Discuss ESLP project ideas with Mr. Bursch [~30]
Food Issue Essay Food Inc. [20]
Turn in Assignment Stamp Log #1 Student Blog Post Assignment peer evaluation, posts #1, #2 [30]
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Choose an ESLP project or write a proposal for your own
Finish your Food Issue essay and place in your shared Google Drive Biology folder
--------------------------------------------------------------------------------
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 [20]
Discuss ESLP project ideas with Mr. Bursch [~30]
Food Issue Essay Food Inc. [20]
Turn in Assignment Stamp Log #1 Student Blog Post Assignment peer evaluation, posts #1, #2 [30]
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Choose an ESLP project or write a proposal for your own
Finish your Food Issue essay and place in your shared Google Drive Biology folder
---
--
-
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 [20]
Discuss ESLP project ideas with Mr. Bursch [~30]
Food Issue Essay Food Inc. [20]
Turn in Assignment Stamp Log #1 Student Blog Post Assignment peer evaluation, posts #1, #2 [30]
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Choose an ESLP project or write a proposal for your own
Finish your Food Issue essay and place in your shared Google Drive Biology folder
--------------------------------------------------------------------------------
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 [20]
Discuss ESLP project ideas with Mr. Bursch [~30]
Food Issue Essay Food Inc. [20]
Turn in Assignment Stamp Log #1 Student Blog Post Assignment peer evaluation, posts #1, #2 [30]
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Choose an ESLP project or write a proposal for your own
Finish your Food Issue essay and place in your shared Google Drive Biology folder
---
--
-
Monday, September 18, 2017
Daily Summary 09-18
--------------------------------------------------------------------------------
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. [30]
Start outlining Food Issue essay—Google Drive folder set up? Assignment Stamp Log #1 will be collected on the next class day Student Blog Post Assignment peer evaluation, posts #1, #2 [30]
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Choose an ESLP project or write a proposal for your own
Outline your Food Issue essay
--------------------------------------------------------------------------------
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 8 – 9 (periods 4 and 5) [20]
Start outlining Food Issue essay—Google Drive folder set up?
Assignment Stamp Log #1 will be collected on the next class day
Student Blog Post Assignment peer evaluation, posts #1, #2, 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:
Continue thinking about your ESLP project—sign up by Friday!
Outline your Food Issue essay
---
--
-
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. [30]
Start outlining Food Issue essay—Google Drive folder set up? Assignment Stamp Log #1 will be collected on the next class day Student Blog Post Assignment peer evaluation, posts #1, #2 [30]
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Choose an ESLP project or write a proposal for your own
Outline your Food Issue essay
--------------------------------------------------------------------------------
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 8 – 9 (periods 4 and 5) [20]
Start outlining Food Issue essay—Google Drive folder set up?
Assignment Stamp Log #1 will be collected on the next class day
Student Blog Post Assignment peer evaluation, posts #1, #2, 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:
Continue thinking about your ESLP project—sign up by Friday!
Outline your Food Issue essay
---
--
-
Friday, September 15, 2017
Daily Summary 09-15
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
Warm-up: 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 peer evaluation, posts #1, #2 [30] (Postponed to Monday)
OUTSIDE OF CLASS:
Continue thinking about your ESLP project
Improve your blog posts using peer feedback for re-evaluation
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to describe strengths and weaknesses of our modern food production systems citing evidence from Food, Inc.
Warm-up: 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 peer evaluation, posts #1, #2 [30] (Postponed to Monday)
OUTSIDE OF CLASS:
Continue thinking about your ESLP project
Improve your blog posts using peer feedback for re-evaluation
---
--
-
Thursday, September 14, 2017
Daily Summary 09-14
--------------------------------------------------------------------------------
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 the impact of these actions [10]
Conclude and clean up your experiments and work on your final lab reports (DUE by MIDNIGHT) / TSOTS blogs [30]
Continue watching Food Inc., chapters 5 – 6 [30]
Student Blog Post Assignment peer evaluation, posts #1, #2 [30] (Postponed to Monday)
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Finish your seed germination lab reports and publish by midnight
Choose an ESLP project or write a proposal for your own
--------------------------------------------------------------------------------
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 peer evaluation, posts #1, #2 [30] (Postponed to Monday)
OUTSIDE OF CLASS:
Continue thinking about your ESLP project
Improve your blog posts using peer feedback for re-evaluation
---
--
-
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 the impact of these actions [10]
Conclude and clean up your experiments and work on your final lab reports (DUE by MIDNIGHT) / TSOTS blogs [30]
Continue watching Food Inc., chapters 5 – 6 [30]
Student Blog Post Assignment peer evaluation, posts #1, #2 [30] (Postponed to Monday)
Continue ESLP signups [~25]
OUTSIDE OF CLASS:
Finish your seed germination lab reports and publish by midnight
Choose an ESLP project or write a proposal for your own
--------------------------------------------------------------------------------
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 peer evaluation, posts #1, #2 [30] (Postponed to Monday)
OUTSIDE OF CLASS:
Continue thinking about your ESLP project
Improve your blog posts using peer feedback for re-evaluation
---
--
-
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