--------------------------------------------------------------------------------
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
---
--
-
Tuesday, October 31, 2017
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
--------------------------------------------------------------------------------
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!
---
--
-
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!
--------------------------------------------------------------------------------
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
--------------------------------------------------------------------------------
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!
--------------------------------------------------------------------------------
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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Wednesday, October 11, 2017
Daily Summary 10-11
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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!
---
--
-
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
--------------------------------------------------------------------------------
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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-
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
--------------------------------------------------------------------------------
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.)
---
--
-
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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