--------------------------------------------------------------------------------
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)
---
--
-
Friday, September 29, 2017
Thursday, September 28, 2017
Daily Summary 09-28
--------------------------------------------------------------------------------
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)
---
--
-
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)
---
--
-
Wednesday, September 27, 2017
Daily Summary 09-27
--------------------------------------------------------------------------------
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
---
--
-
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
--------------------------------------------------------------------------------
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
--------------------------------------------------------------------------------
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
---
--
-
Friday, September 22, 2017
Daily Summary 09-22
--------------------------------------------------------------------------------
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
---
--
-
Wednesday, September 13, 2017
Daily Summary 09-13
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
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AGENDA:
Objectives: Use knowledge of ecological principles, a basic understanding of nutrition, and original ideas to participate in a Socratic discussion about modern food systems
Warm-up: Do animals have the right to a certain quality of life? [10]
Start watching Food Inc., chapters 1 - 4 [20]
Socratic Discussion: Do people have the right to know what is in their food? [30]
Finish watching Food Inc., chapters 5 - 6 [30]
OUTSIDE OF CLASS:
Continue thinking about your ESLP project
Make sure everyone on your the Story of the Seed team now has access to your team’s blog—SBPA#1 and SBPA#2 will be evaluated next class period
---
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
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AGENDA:
Objectives: Use knowledge of ecological principles, a basic understanding of nutrition, and original ideas to participate in a Socratic discussion about modern food systems
Warm-up: Do animals have the right to a certain quality of life? [10]
Start watching Food Inc., chapters 1 - 4 [20]
Socratic Discussion: Do people have the right to know what is in their food? [30]
Finish watching Food Inc., chapters 5 - 6 [30]
OUTSIDE OF CLASS:
Continue thinking about your ESLP project
Make sure everyone on your the Story of the Seed team now has access to your team’s blog—SBPA#1 and SBPA#2 will be evaluated next class period
---
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Tuesday, September 12, 2017
Daily Summary 09-12
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HONORS BIOLOGY
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AGENDA:
Objectives: Be able to describe strengths and weaknesses of our modern food production systems; finish seed experiments
Warm-up: Think about the definition of ecology. How exactly do you think the study of ecology might be applied to farming (the production of plants, fungi, and animals for food and fiber)? [8]
Begin watching Food Inc., chapters 1 - 3 [35]
Socratic discussion: Do people have a right to know what is in their food? [35]
Check in on your experiments / work on lab reports [20] Begin ESLP signups [~15]
OUTSIDE OF CLASS:
Continue working on your seed germination labs (DUE Thursday)
Finish and publish your SBPA #2 on The Story of the Seed blog
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BIOLOGY
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AGENDA:
Objectives: Use knowledge of ecological principles, a basic understanding of nutrition, and original ideas to participate in a Socratic discussion about modern food systems
Warm-up: Do animals have the right to a certain quality of life? [10]
Start watching Food Inc., chapters 1 - 4 [20]
Socratic Discussion: Do people have the right to know what is in their food? [30]
Finish watching Food Inc., chapters 5 - 6 [30]
OUTSIDE OF CLASS:
Continue thinking about your ESLP project
Make sure everyone on your the Story of the Seed team now has access to your team’s blog—SBPA#1 and SBPA#2 will be evaluated next class period
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to describe strengths and weaknesses of our modern food production systems; finish seed experiments
Warm-up: Think about the definition of ecology. How exactly do you think the study of ecology might be applied to farming (the production of plants, fungi, and animals for food and fiber)? [8]
Begin watching Food Inc., chapters 1 - 3 [35]
Socratic discussion: Do people have a right to know what is in their food? [35]
Check in on your experiments / work on lab reports [20] Begin ESLP signups [~15]
OUTSIDE OF CLASS:
Continue working on your seed germination labs (DUE Thursday)
Finish and publish your SBPA #2 on The Story of the Seed blog
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Use knowledge of ecological principles, a basic understanding of nutrition, and original ideas to participate in a Socratic discussion about modern food systems
Warm-up: Do animals have the right to a certain quality of life? [10]
Start watching Food Inc., chapters 1 - 4 [20]
Socratic Discussion: Do people have the right to know what is in their food? [30]
Finish watching Food Inc., chapters 5 - 6 [30]
OUTSIDE OF CLASS:
Continue thinking about your ESLP project
Make sure everyone on your the Story of the Seed team now has access to your team’s blog—SBPA#1 and SBPA#2 will be evaluated next class period
---
--
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Monday, September 11, 2017
Daily Summary 09-11
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HONORS BIOLOGY
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AGENDA:
Objectives: Continue your team’s seed germination experiment, work on setting up TSOTS team blog
Warm-up: Can you name at least one farm or farmer directly responsible for producing some of the food you eat? Why do you think it might be important for us to know who manages the production of our foods? In what ways do you think farmers might behave/work as biologists (scientists)? [10]
Tutorial policy (for Mr. Bursch) [5]
Check in on your experiments / work on lab reports [30]
Continue ESLP signups [~25]
Tomorrow we will begin watching Food Inc., chapters 1-3
OUTSIDE OF CLASS:
Continue working on your seed germination labs (DUE Thursday)
Finish and publish your SBPA #2 on The Story of the Seed blog
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BIOLOGY
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AGENDA:
Objectives: Brainstorm ideas for your ESLP project and sign up
Warm-up: Can you name at least one farm or farmer directly responsible for producing some of the food you eat? Why do you think it might be important for us to know who manages the production of our foods? In what ways do you think farmers might behave/work as biologists (scientists)? [10]
More about the Ecology Service Learning Project (ESLP) and why its primary focus is on food (periods 4 and 5 watch Finley talk) [10]
Tour of WGHS GOLD main garden [10]
ESLP Brainstorm and begin ESLP signups [10]
Tomorrow we will begin watching Food Inc., chapters 1-3 Turn in Germination of Seeds lab (it is now late) [2]
OUTSIDE OF CLASS:
Finish and publish your SBPA #2 on your team's The Story of the Seed blog before midnight
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HONORS BIOLOGY
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AGENDA:
Objectives: Continue your team’s seed germination experiment, work on setting up TSOTS team blog
Warm-up: Can you name at least one farm or farmer directly responsible for producing some of the food you eat? Why do you think it might be important for us to know who manages the production of our foods? In what ways do you think farmers might behave/work as biologists (scientists)? [10]
Tutorial policy (for Mr. Bursch) [5]
Check in on your experiments / work on lab reports [30]
Continue ESLP signups [~25]
Tomorrow we will begin watching Food Inc., chapters 1-3
OUTSIDE OF CLASS:
Continue working on your seed germination labs (DUE Thursday)
Finish and publish your SBPA #2 on The Story of the Seed blog
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Brainstorm ideas for your ESLP project and sign up
Warm-up: Can you name at least one farm or farmer directly responsible for producing some of the food you eat? Why do you think it might be important for us to know who manages the production of our foods? In what ways do you think farmers might behave/work as biologists (scientists)? [10]
More about the Ecology Service Learning Project (ESLP) and why its primary focus is on food (periods 4 and 5 watch Finley talk) [10]
Tour of WGHS GOLD main garden [10]
ESLP Brainstorm and begin ESLP signups [10]
Tomorrow we will begin watching Food Inc., chapters 1-3 Turn in Germination of Seeds lab (it is now late) [2]
OUTSIDE OF CLASS:
Finish and publish your SBPA #2 on your team's The Story of the Seed blog before midnight
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Friday, September 8, 2017
Daily Summary 09-08
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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: (1) Submit your seed germination experiment lab write-up; (2) Review for Fundamental Science Skills Unit Test
Warm-up: Take out Essential Science Skills (ESS) Unit Review/Pre-Test; compare answers with your seat neighbors and note differences in any of your answers [8]
Go over Fundamental Science Skills Unit Review [10]
Fundamental Science Skills quiz [30]
Finish and turn in Germination of Seeds [20]
Complete Student Blog Post Assignment #2 from TSOTS [30]
Plant seeds for The Story of the Seed project [~30]
Begin ESLP signups [~30]
Tour of WGHS GOLD gardens [15 – 20]
OUTSIDE OF CLASS:
Finish and publish your SBPA #2 on The Story of the Seed blog before midnight Monday
---
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: (1) Submit your seed germination experiment lab write-up; (2) Review for Fundamental Science Skills Unit Test
Warm-up: Take out Essential Science Skills (ESS) Unit Review/Pre-Test; compare answers with your seat neighbors and note differences in any of your answers [8]
Go over Fundamental Science Skills Unit Review [10]
Fundamental Science Skills quiz [30]
Finish and turn in Germination of Seeds [20]
Complete Student Blog Post Assignment #2 from TSOTS [30]
Plant seeds for The Story of the Seed project [~30]
Begin ESLP signups [~30]
Tour of WGHS GOLD gardens [15 – 20]
OUTSIDE OF CLASS:
Finish and publish your SBPA #2 on The Story of the Seed blog before midnight Monday
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Thursday, September 7, 2017
Daily Summary 09-07
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HONORS BIOLOGY
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AGENDA:
Objectives: Continue your team’s seed germination experiment, complete TSOTS SBPA#2, earn 80% or better on ESS Unit Quiz
Warm-up: Take out Essential Science Skills (ESS) Unit Pre-Test; compare answers with your seat neighbors and note differences in any of your answers; bring unresolved discrepancies to the attention of Mr. Bursch during pre-quiz review session [8]
Pre-quiz review session [10]
Essential Science Skills Unit Quiz [25]
Work on Germination of Seeds lab with TSOTS teams [50]
Complete TSOTS SBPA#2 [~50] Begin ESLP signups [~50]
OUTSIDE OF CLASS:
Continue working on your seed germination labs
Finish and publish your SBPA #2 on The Story of the Seed blog before midnight Monday
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: (1) Submit your seed germination experiment lab write-up; (2) Review for Fundamental Science Skills Unit Test
Warm-up: Take out Essential Science Skills (ESS) Unit Review/Pre-Test; compare answers with your seat neighbors and note differences in any of your answers [8]
Go over Fundamental Science Skills Unit Review [10]
Fundamental Science Skills quiz [30]
Finish and turn in Germination of Seeds [20]
Complete Student Blog Post Assignment #2 from TSOTS [30]
Plant seeds for The Story of the Seed project [~30]
Begin ESLP signups [~30]
Tour of WGHS GOLD gardens [15 – 20]
OUTSIDE OF CLASS:
Finish and publish your SBPA #2 on The Story of the Seed blog before midnight Monday
---
--
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HONORS BIOLOGY
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AGENDA:
Objectives: Continue your team’s seed germination experiment, complete TSOTS SBPA#2, earn 80% or better on ESS Unit Quiz
Warm-up: Take out Essential Science Skills (ESS) Unit Pre-Test; compare answers with your seat neighbors and note differences in any of your answers; bring unresolved discrepancies to the attention of Mr. Bursch during pre-quiz review session [8]
Pre-quiz review session [10]
Essential Science Skills Unit Quiz [25]
Work on Germination of Seeds lab with TSOTS teams [50]
Complete TSOTS SBPA#2 [~50] Begin ESLP signups [~50]
OUTSIDE OF CLASS:
Continue working on your seed germination labs
Finish and publish your SBPA #2 on The Story of the Seed blog before midnight Monday
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: (1) Submit your seed germination experiment lab write-up; (2) Review for Fundamental Science Skills Unit Test
Warm-up: Take out Essential Science Skills (ESS) Unit Review/Pre-Test; compare answers with your seat neighbors and note differences in any of your answers [8]
Go over Fundamental Science Skills Unit Review [10]
Fundamental Science Skills quiz [30]
Finish and turn in Germination of Seeds [20]
Complete Student Blog Post Assignment #2 from TSOTS [30]
Plant seeds for The Story of the Seed project [~30]
Begin ESLP signups [~30]
Tour of WGHS GOLD gardens [15 – 20]
OUTSIDE OF CLASS:
Finish and publish your SBPA #2 on The Story of the Seed blog before midnight Monday
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Wednesday, September 6, 2017
Daily Summary 09-06
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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: Finish your seed germination experiment
Warm-up: Make a T-chart in which you list observations from your seed labs—qualitative on the left, quantitative on the right. [10]
How to make a tutorial appointment / Set up Google Drive folder Introduction to the Ecology Service Learning Project (ESLP) [10]
More information on Brassica oleracea [8]
Last day of seed lab: get data from day 8 of experiment [10]
Complete analysis questions and graph [30]
Practice assignments correction and Q and A [15]
Essential Science Skills Unit Review (on class website) [20]
OUTSIDE OF CLASS:
Finish and publish your SBPA #1 on The Story of the Seed blog
Finish Seed lab questions and graph (DUE NEXT CLASS)
Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ NEXT CLASS DAY)
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HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Finish your seed germination experiment
Warm-up: Make a T-chart in which you list observations from your seed labs—qualitative on the left, quantitative on the right. [10]
How to make a tutorial appointment / Set up Google Drive folder Introduction to the Ecology Service Learning Project (ESLP) [10]
More information on Brassica oleracea [8]
Last day of seed lab: get data from day 8 of experiment [10]
Complete analysis questions and graph [30]
Practice assignments correction and Q and A [15]
Essential Science Skills Unit Review (on class website) [20]
OUTSIDE OF CLASS:
Finish and publish your SBPA #1 on The Story of the Seed blog
Finish Seed lab questions and graph (DUE NEXT CLASS)
Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ NEXT CLASS DAY)
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Tuesday, September 5, 2017
Daily Summary 09-05
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HONORS BIOLOGY
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AGENDA:
Objectives: Continue your team’s seed germination experiment
Warm-up: Make a T-chart in which you list observations from your seed labs—qualitative on the left, quantitative on the right. [10]
How to make a tutorial appointment [5]
More information on Brassica oleracea [8]
Work on Germination of Seeds lab with TSOTS teams [25 – 30]
Introduction to the Ecology Service Learning Project (ESLP) [10]
Practice assignments correction and Q and A [15]
WGHS GOLD gardens tour [30]
Essential Science Skills Unit Review (on class website) [15]
Begin ESLP signups [~15]
OUTSIDE OF CLASS:
Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ ON THURSDAY, 9/8)
Finish and publish your SBPA #1 on The Story of the Seed blog
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BIOLOGY
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AGENDA:
Objectives: Finish your seed germination experiment
Warm-up: Make a T-chart in which you list observations from your seed labs—qualitative on the left, quantitative on the right. [10]
How to make a tutorial appointment / Set up Google Drive folder Introduction to the Ecology Service Learning Project (ESLP) [10]
More information on Brassica oleracea [8]
Last day of seed lab: get data from day 8 of experiment [10]
Complete analysis questions and graph [30]
Practice assignments correction and Q and A [15]
Essential Science Skills Unit Review (on class website) [20]
OUTSIDE OF CLASS:
Finish and publish your SBPA #1 on The Story of the Seed blog
Finish Seed lab questions and graph (DUE NEXT CLASS)
Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ NEXT CLASS DAY)
---
--
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HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Continue your team’s seed germination experiment
Warm-up: Make a T-chart in which you list observations from your seed labs—qualitative on the left, quantitative on the right. [10]
How to make a tutorial appointment [5]
More information on Brassica oleracea [8]
Work on Germination of Seeds lab with TSOTS teams [25 – 30]
Introduction to the Ecology Service Learning Project (ESLP) [10]
Practice assignments correction and Q and A [15]
WGHS GOLD gardens tour [30]
Essential Science Skills Unit Review (on class website) [15]
Begin ESLP signups [~15]
OUTSIDE OF CLASS:
Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ ON THURSDAY, 9/8)
Finish and publish your SBPA #1 on The Story of the Seed blog
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Finish your seed germination experiment
Warm-up: Make a T-chart in which you list observations from your seed labs—qualitative on the left, quantitative on the right. [10]
How to make a tutorial appointment / Set up Google Drive folder Introduction to the Ecology Service Learning Project (ESLP) [10]
More information on Brassica oleracea [8]
Last day of seed lab: get data from day 8 of experiment [10]
Complete analysis questions and graph [30]
Practice assignments correction and Q and A [15]
Essential Science Skills Unit Review (on class website) [20]
OUTSIDE OF CLASS:
Finish and publish your SBPA #1 on The Story of the Seed blog
Finish Seed lab questions and graph (DUE NEXT CLASS)
Complete Essential Science Skills Unit Review and study it to prepare for unit quiz (UNIT QUIZ NEXT CLASS DAY)
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Friday, September 1, 2017
Daily Summary 09-01
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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 accurately (1) relate graphs and the data from which they are generated, (2) create a blog post on Blogger
Warm-up: Convert the following mass values into milligrams: (a) 550 g (b) 6.3 kg (c) 1224 μg [8]
Q & A on graphing review and metric conversion practice [10]
Check on seeds from seed germination lab in teams [10]
More information on The Story of the Seed project [10]
Create The Story of the Seed blogs and publish SBPA #1 [45]
Get the following checked and stamped: (1) hypothesis writing practice, (2) science methods practice, (3) graphing review and (4) metric conversion practice [~45]
Make sure you have created Google Drive Biology folder [5]
OUTSIDE OF CLASS:
Finish and publish your SBPA #1 on The Story of the Seed blog
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Objectives: Be able to accurately (1) relate graphs and the data from which they are generated, (2) create a blog post on Blogger
Warm-up: Convert the following mass values into milligrams: (a) 550 g (b) 6.3 kg (c) 1224 μg [8]
Q & A on graphing review and metric conversion practice [10]
Check on seeds from seed germination lab in teams [10]
More information on The Story of the Seed project [10]
Create The Story of the Seed blogs and publish SBPA #1 [45]
Get the following checked and stamped: (1) hypothesis writing practice, (2) science methods practice, (3) graphing review and (4) metric conversion practice [~45]
Make sure you have created Google Drive Biology folder [5]
OUTSIDE OF CLASS:
Finish and publish your SBPA #1 on The Story of the Seed blog
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