--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits
Warm-up: Name the four major categories of biomolecules and give one example of each. [5]
Biomolecules and their properties [25]
Finish Biomolecule Assembly Activity [50]
Biomolecules graphic organizer—I will check/stamp Monday [~50]
Water Lab is now late—turn in ASAP for credit!
ESLP: Sign up for a Round 2 project by Friday!
Properties of water / biomolecules quiz on Monday
OUTSIDE OF CLASS:
Work on your ESLP project
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by midnight on Friday to receive on-time scoring)
Study for Properties of water / biomolecules quiz on Monday
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Thursday, October 31, 2019
Wednesday, October 30, 2019
Daily Summary 10-30
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits
Warm-up: Which chemical elements can be found in all of the following types of molecules: sugars, proteins, fats, and DNA? [5]
Properties of water / biomolecules quick quiz next day Discussion of biomolecules and their properties [30]
Start Biomolecule Assembly Activity [50]
ESLP: Sign up for a Round 2 project by Friday!
OUTSIDE OF CLASS:
Work on your ESLP project
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by Friday to receive on-time scoring)
Finish Macromolecules (Biomolecules) graphic organizer
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Demonstrate proficiency in recognizing and explaining concepts of ecosystems dynamics by earning a 70% or higher on the Unit 4 Exam
Warm-up: Review major ideas from Otter article and last minute Q & A [10]
Unit 4 Exam [50]
Allelopathy lab work time after exam
OUTSIDE OF CLASS:
Work on Allelopathy Lab
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits
Warm-up: Which chemical elements can be found in all of the following types of molecules: sugars, proteins, fats, and DNA? [5]
Properties of water / biomolecules quick quiz next day Discussion of biomolecules and their properties [30]
Start Biomolecule Assembly Activity [50]
ESLP: Sign up for a Round 2 project by Friday!
OUTSIDE OF CLASS:
Work on your ESLP project
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by Friday to receive on-time scoring)
Finish Macromolecules (Biomolecules) graphic organizer
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Demonstrate proficiency in recognizing and explaining concepts of ecosystems dynamics by earning a 70% or higher on the Unit 4 Exam
Warm-up: Review major ideas from Otter article and last minute Q & A [10]
Unit 4 Exam [50]
Allelopathy lab work time after exam
OUTSIDE OF CLASS:
Work on Allelopathy Lab
---
--
-
Tuesday, October 29, 2019
Daily Summary 10-29
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits
Warm-up: Which chemical elements can be found in all of the following types of molecules: sugars, proteins, fats, and DNA? [5]
Finish Properties of Water notes [25]
Properties of water / biomolecules quick quiz next day
Discussion of biomolecules and their properties [10]
Start Biomolecule Assembly Activity [50]
ESLP: Sign up for a Round 2 project by Friday!
Turn in Properties of Water Lab if you haven’t
OUTSIDE OF CLASS:
Work on your ESLP project
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by Friday to receive on-time scoring)
Finish Macromolecules (Biomolecules) graphic organizer
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Correctly identify 100% of biomolecule examples in graphic organizer and accurately model 90% of common biomolecules using plastic molecular modeling kits
Warm-up: Which chemical elements can be found in all of the following types of molecules: sugars, proteins, fats, and DNA? [5]
Finish Properties of Water notes [25]
Properties of water / biomolecules quick quiz next day
Discussion of biomolecules and their properties [10]
Start Biomolecule Assembly Activity [50]
ESLP: Sign up for a Round 2 project by Friday!
Turn in Properties of Water Lab if you haven’t
OUTSIDE OF CLASS:
Work on your ESLP project
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by Friday to receive on-time scoring)
Finish Macromolecules (Biomolecules) graphic organizer
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Monday, October 28, 2019
Daily Summary 10-28
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
Warm-up: Write down three observations you made about the behavior or appearance of water during the Properties of Water Lab [5]
Properties of Water notes & paperclip demo explanation [30]
ESLP: Sign up for a Round 2 project by Friday!
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by Friday to receive on-time scoring)
Work on your Ecology Service Learning Project
Finish Properties of Water Lab if you haven’t (DUE tomorrow!)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]
Properties of Water notes & paperclip demo explanation [30]
Turn in Properties of Water Lab if you haven’t
ESLP: Sign up for a Round 2 project by Friday!
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by Friday to receive on-time scoring)
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research
Warm-up: What is one concept/term/idea from unit 4 (biodiversity and evolution) that is still not quite clear or continues to be confusing for you? [5 - 10]
Stamp Conservation article questions [~5]
Unit 4 Lecture 5: Community Disturbance & Change [10]
Biodiversity and Evolution Quiz, Part II [15]
Start work on Allelopathy Lab
OUTSIDE OF CLASS:
Work on Allelopathy Lab
Review for Unit 4 Exam
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
Warm-up: Write down three observations you made about the behavior or appearance of water during the Properties of Water Lab [5]
Properties of Water notes & paperclip demo explanation [30]
ESLP: Sign up for a Round 2 project by Friday!
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by Friday to receive on-time scoring)
Work on your Ecology Service Learning Project
Finish Properties of Water Lab if you haven’t (DUE tomorrow!)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
Warm-up: Briefly explain why water coheres (sticks to itself) and adheres (sticks to other substances) to certain other substances so well. Use the terms “polar” and “hydrogen bonding” in your answer. [5]
Properties of Water notes & paperclip demo explanation [30]
Turn in Properties of Water Lab if you haven’t
ESLP: Sign up for a Round 2 project by Friday!
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4 (Must be published by Friday to receive on-time scoring)
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research
Warm-up: What is one concept/term/idea from unit 4 (biodiversity and evolution) that is still not quite clear or continues to be confusing for you? [5 - 10]
Stamp Conservation article questions [~5]
Unit 4 Lecture 5: Community Disturbance & Change [10]
Biodiversity and Evolution Quiz, Part II [15]
Start work on Allelopathy Lab
OUTSIDE OF CLASS:
Work on Allelopathy Lab
Review for Unit 4 Exam
---
--
-
Friday, October 25, 2019
Daily Summary 10-25
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Have you signed up for co-teaching?
Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
Warm-up: Construct a hypothesis to explain the floating paperclip demonstration using prior knowledge and some imagination! [10]
Properties of Water Inquiry Lab [60 - 80]
Properties of Water discussion and notes [20]
This week is your last chance to make improvements to your Ecosystem Map Posters—final scores assigned next week!
ESLP: Sign up for a Round 2 project by Friday!
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research
Warm-up: Describe a hypothetical or real example which demonstrates the concepts of fundamental and realized niche. [8]
Review Lectures 3 and 4 from Unit 4 [10 - 15]
Biodiversity and Evolution Quiz, Part I [25]
Unit 4 Lecture 5: Community Disturbance and Change [15]
Biodiversity and Evolution, Part II [25]
Check in on Allelopathy experiment and get the first draft of your report checked [20]
OUTSIDE OF CLASS:
Work on Allelopathy Lab; Read p.191-213 in Miller;
Article Reading and Questions: Conservation for the People: As you read, write down at least 5 questions you have about the ideas/information presented and discussed in the article
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Have you signed up for co-teaching?
Objectives: Demonstrate a basic understanding of water’s fundamental properties by correctly answering 80% or more of the questions on the Properties of Water Lab
Warm-up: Construct a hypothesis to explain the floating paperclip demonstration using prior knowledge and some imagination! [10]
Properties of Water Inquiry Lab [60 - 80]
Properties of Water discussion and notes [20]
This week is your last chance to make improvements to your Ecosystem Map Posters—final scores assigned next week!
ESLP: Sign up for a Round 2 project by Friday!
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Conduct allelopathy experiment using your procedure and information gleaned from background research
Warm-up: Describe a hypothetical or real example which demonstrates the concepts of fundamental and realized niche. [8]
Review Lectures 3 and 4 from Unit 4 [10 - 15]
Biodiversity and Evolution Quiz, Part I [25]
Unit 4 Lecture 5: Community Disturbance and Change [15]
Biodiversity and Evolution, Part II [25]
Check in on Allelopathy experiment and get the first draft of your report checked [20]
OUTSIDE OF CLASS:
Work on Allelopathy Lab; Read p.191-213 in Miller;
Article Reading and Questions: Conservation for the People: As you read, write down at least 5 questions you have about the ideas/information presented and discussed in the article
---
--
-
Tuesday, October 22, 2019
Daily Summary 10-22
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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 [80]
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab now late--submit by 3:30 Friday for late credit
ESLP: Sign up for a Round 2 project by Friday!
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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 [80]
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab now late--submit by 3:30 Friday for late credit
ESLP: Sign up for a Round 2 project by Friday!
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)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Monday, October 21, 2019
Daily Summary 10-21
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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 main difference between primary succession and secondary succession? [5]
Use Unit 2 (Ecology) Comprehensive Review to prepare for the unit test—exam is on Tuesday
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab is now late
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Use Unit 2 (Ecology) Comprehensive Review to prepare for the unit test—exam is on Tuesday (tomorrow)
Work on your Round 2 Ecology Service Learning Project
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 80% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: What is the main difference between primary succession and secondary succession? [5]
Use Unit 2 (Ecology) Comprehensive Review to prepare for the unit test—exam is on Wednesday
Work on TSOTS Student Blog Post Assignments #3 and #4
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Use Unit 2 (Ecology) Comprehensive Review to prepare for the unit test—exam is on Wednesday
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results
Warm-up: Describe allelopathy and how a researcher might determine whether or not a particular plant is using this strategy to suppress growth of potential competitors. [8]
Get Bean Frequency Lab write-up checked and stamped [~8]
More scrAPESbooks presentations [15]
Work on Allelopathy Lab
OUTSIDE OF CLASS:
Reading assignment: The Entangled Bank (see class website for link)
Write out full detailed introduction, materials and methods, and procedure for Allelopathy Lab
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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 main difference between primary succession and secondary succession? [5]
Use Unit 2 (Ecology) Comprehensive Review to prepare for the unit test—exam is on Tuesday
Work on TSOTS Student Blog Post Assignments #3 and #4
Lynx and Hare Population Lab is now late
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Use Unit 2 (Ecology) Comprehensive Review to prepare for the unit test—exam is on Tuesday (tomorrow)
Work on your Round 2 Ecology Service Learning Project
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
Objectives: Demonstrate basic understanding of ecological principles by correctly answering 80% or more of the questions on the Unit 2 (Ecology) Exam
Warm-up: What is the main difference between primary succession and secondary succession? [5]
Use Unit 2 (Ecology) Comprehensive Review to prepare for the unit test—exam is on Wednesday
Work on TSOTS Student Blog Post Assignments #3 and #4
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Use Unit 2 (Ecology) Comprehensive Review to prepare for the unit test—exam is on Wednesday
Work on your Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results
Warm-up: Describe allelopathy and how a researcher might determine whether or not a particular plant is using this strategy to suppress growth of potential competitors. [8]
Get Bean Frequency Lab write-up checked and stamped [~8]
More scrAPESbooks presentations [15]
Work on Allelopathy Lab
OUTSIDE OF CLASS:
Reading assignment: The Entangled Bank (see class website for link)
Write out full detailed introduction, materials and methods, and procedure for Allelopathy Lab
---
--
-
Friday, October 18, 2019
Daily Summary 10-18
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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]
Introduction to ecological succession [15]
Ecological Succession Online Activity [30]
Explanation of TSOTS Student Blog Post Assignments #3 and #4
Work on TSOTS Student Blog Post Assignments #3 and #4 [40]
Lynx and Hare Population Lab DUE TODAY by 2:30
Unit 2 (Ecology) Exam Review—test is on first block day next week
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Round 2 Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results
Warm-up: What are the mechanisms providing the natural variation upon which the selective forces of nature act? [5]
Unit 4 Lecture 2, part I [15]
Check Bean Frequency Lab pre-lab [10]
Complete Bean Frequency Lab [40 - 60]
Unit 4 Lecture 2, part II [20]
Introduce/Begin Allelopathy Lab
OUTSIDE OF CLASS:
Review Miller LITE reading assignment from Wednesday
Write out procedure for Allelopathy Lab, be ready to set up on Monday (at the latest)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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]
Introduction to ecological succession [15]
Ecological Succession Online Activity [30]
Explanation of TSOTS Student Blog Post Assignments #3 and #4
Work on TSOTS Student Blog Post Assignments #3 and #4 [40]
Lynx and Hare Population Lab DUE TODAY by 2:30
Unit 2 (Ecology) Exam Review—test is on first block day next week
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Round 2 Ecology Service Learning Project
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Complete Bean Frequency Natural Selection Simulation Lab and a thorough analysis of your results
Warm-up: What are the mechanisms providing the natural variation upon which the selective forces of nature act? [5]
Unit 4 Lecture 2, part I [15]
Check Bean Frequency Lab pre-lab [10]
Complete Bean Frequency Lab [40 - 60]
Unit 4 Lecture 2, part II [20]
Introduce/Begin Allelopathy Lab
OUTSIDE OF CLASS:
Review Miller LITE reading assignment from Wednesday
Write out procedure for Allelopathy Lab, be ready to set up on Monday (at the latest)
---
--
-
Thursday, October 17, 2019
Daily Summary 10-17
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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]
Introduction to ecological succession [15]
Ecological Succession Online Activity [30]
Explanation of TSOTS Student Blog Post Assignments #3 and #4
Work on TSOTS Student Blog Post Assignments #3 and #4 [40]
Lynx and Hare Population Lab DUE TODAY by 2:30
Unit 2 (Ecology) Exam Review—test is on first block day next week
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Round 2 Ecology Service Learning Project
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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]
Introduction to ecological succession [15]
Ecological Succession Online Activity [30]
Explanation of TSOTS Student Blog Post Assignments #3 and #4
Work on TSOTS Student Blog Post Assignments #3 and #4 [40]
Lynx and Hare Population Lab DUE TODAY by 2:30
Unit 2 (Ecology) Exam Review—test is on first block day next week
OUTSIDE OF CLASS:
Work on TSOTS Student Blog Post Assignments #3 and #4
Work on your Round 2 Ecology Service Learning Project
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
---
--
-
Wednesday, October 16, 2019
Daily Summary 10-16
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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: ESLP self-evaluation / peer-evaluation directions [5]
ESLP self-evaluation / peer-evaluation [15]
ESLP Round 2 has begun!
Get Interpreting Population Growth worksheet stamped today or next class day
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
Have you signed up for co-teaching?
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: ESLP self-evaluation / peer-evaluation directions [5]
ESLP self-evaluation / peer-evaluation [15]
ESLP Round 2 has begun!
Get Interpreting Population Growth worksheet stamped today or next class day
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Describe the conditions on earth at the time life is thought to have first evolved;
Warm-up: What are some of the significant realizations humans have made about the evolution of life on earth from studying the fossil record? [5]
Unit 4 Lecture 1 [10]
OUTSIDE OF CLASS:
Allelopathy experiment procedure
Complete Bean Frequency Lab pre-lab for Friday
Miller: read pp. 88-101
Independent Research Project: Preliminary Research
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching?
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: ESLP self-evaluation / peer-evaluation directions [5]
ESLP self-evaluation / peer-evaluation [15]
ESLP Round 2 has begun!
Get Interpreting Population Growth worksheet stamped today or next class day
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
Have you signed up for co-teaching?
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: ESLP self-evaluation / peer-evaluation directions [5]
ESLP self-evaluation / peer-evaluation [15]
ESLP Round 2 has begun!
Get Interpreting Population Growth worksheet stamped today or next class day
OUTSIDE OF CLASS:
Finish Lynx / Hare Population Lab graph and analysis questions
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Describe the conditions on earth at the time life is thought to have first evolved;
Warm-up: What are some of the significant realizations humans have made about the evolution of life on earth from studying the fossil record? [5]
Unit 4 Lecture 1 [10]
OUTSIDE OF CLASS:
Allelopathy experiment procedure
Complete Bean Frequency Lab pre-lab for Friday
Miller: read pp. 88-101
Independent Research Project: Preliminary Research
---
--
-
Tuesday, October 15, 2019
Daily Summary 10-15
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Have you signed up for co-teaching?
Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? What factors besides prey availability could affect the numbers of a real lynx population? [8]
Finish Lynx and Hare Population Lab data collection [40]
Lynx and Hare Population graph explanation and work time [20]
Interpreting population graphs practice [20]
Check on Brassica seedlings, photograph, replant if needed [~20]
Last chance to get online population ecology lesson checked / stamped for full credit;
Wednesday: ESLP peer/self evaluations
OUTSIDE OF CLASS:
(1) Finish Lynx and Hare Population Lab analysis questions and graph (DUE FRI.);
(2) Interpreting population graphs practice
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Correctly score two Unit 3 Exam FRQ sections of peers using provided rubric and scoring sheets;
Warm-up: Describe the Earth’s asthenosphere and its relevance to plate tectonics. [8]
Peer scoring of Unit 3 Exam FRQ section [25]
Finish 1st round scrAPESbook presentations Unit 4 Lecture 1
OUTSIDE OF CLASS:
Miller LITE reading assignment (see Unit 4 Instructional Calendar)
Was Darwin Wrong?
Independent Research Project: Preliminary Research
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA: Have you signed up for co-teaching?
Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? What factors besides prey availability could affect the numbers of a real lynx population? [8]
Finish Lynx and Hare Population Lab data collection [40]
Lynx and Hare Population graph explanation and work time [20]
Interpreting population graphs practice [20]
Check on Brassica seedlings, photograph, replant if needed [~20]
Last chance to get online population ecology lesson checked / stamped for full credit;
Wednesday: ESLP peer/self evaluations
OUTSIDE OF CLASS:
(1) Finish Lynx and Hare Population Lab analysis questions and graph (DUE FRI.);
(2) Interpreting population graphs practice
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AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Correctly score two Unit 3 Exam FRQ sections of peers using provided rubric and scoring sheets;
Warm-up: Describe the Earth’s asthenosphere and its relevance to plate tectonics. [8]
Peer scoring of Unit 3 Exam FRQ section [25]
Finish 1st round scrAPESbook presentations Unit 4 Lecture 1
OUTSIDE OF CLASS:
Miller LITE reading assignment (see Unit 4 Instructional Calendar)
Was Darwin Wrong?
Independent Research Project: Preliminary Research
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Monday, October 14, 2019
Daily Summary 10-14
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching? Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? What factors besides prey availability could affect the numbers of a real lynx population? [8]
Finish Lynx and Hare Population Lab data collection [40]
Lynx and Hare Population graph explanation and work time [20]
Interpreting population graphs practice [20]
Check on Brassica seedlings, photograph, replant if needed [~20]
Last chance to get online population ecology lesson checked / stamped for full credit; Wednesday: ESLP peer/self evaluations
OUTSIDE OF CLASS:
(1) Finish Lynx and Hare Population Lab analysis questions and graph (DUE THURS.);
(2) Interpreting population graphs practice
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
Have you signed up for co-teaching? Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What is carrying capacity? Did your lynx hunting hares simulation seem to show carrying capacities? What are they? What factors besides prey availability could affect the numbers of a real lynx population? [8]
Finish Lynx and Hare Population Lab data collection [40]
Lynx and Hare Population graph explanation and work time [20]
Interpreting population graphs practice [20]
Check on Brassica seedlings, photograph, replant if needed [~20]
Last chance to get online population ecology lesson checked / stamped for full credit; Wednesday: ESLP peer/self evaluations
OUTSIDE OF CLASS:
(1) Finish Lynx and Hare Population Lab analysis questions and graph (DUE THURS.);
(2) Interpreting population graphs practice
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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Friday, October 11, 2019
Daily Summary 10-11
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
TSOTS seed re-planting TODAY!
Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
Introduction to population dynamics [20]
Lynx and Hare Population Lab [70]
Finish online population ecology lesson and get it stamped [~70]
Have your Climate Diagram practice and Ecology Field Day (EFD) Part 1 been checked and stamped? Is your EFD Part 2 done?
OUTSIDE OF CLASS:
Make sure ESLP is in by 2:30, 10/11
Work on Lynx and Hare Population Lab analysis questions and graph (DUE NEXT WEDNESDAY)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Correctly answer 70% or more of Unit 3 Exam questions on climate and biomes
Warm-up: Set up unit exam answer sheet [2]
Unit 3 Exam [48]
5 minute stretch
Continue 1st round scrAPESbook presentations [30] (POSTPONED)
NPP Lab Report DUE today—submit before you leave class
Independent Research Project: Preliminary Research [10-20]
Get coral reef paragraph checked and stamped [~10-20]
Class shirt design contest?
OUTSIDE OF CLASS:
Independent Research Project: preliminary research, possible questions and tentative hypotheses
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BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
TSOTS seed re-planting TODAY!
Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What are some factors that can affect the size of a population of organisms? Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
Introduction to population dynamics [20]
Lynx and Hare Population Lab [70]
Finish online population ecology lesson and get it stamped [~70]
Have your Climate Diagram practice and Ecology Field Day (EFD) Part 1 been checked and stamped? Is your EFD Part 2 done?
OUTSIDE OF CLASS:
Make sure ESLP is in by 2:30, 10/11
Work on Lynx and Hare Population Lab analysis questions and graph (DUE NEXT WEDNESDAY)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
Objectives: Correctly answer 70% or more of Unit 3 Exam questions on climate and biomes
Warm-up: Set up unit exam answer sheet [2]
Unit 3 Exam [48]
5 minute stretch
Continue 1st round scrAPESbook presentations [30] (POSTPONED)
NPP Lab Report DUE today—submit before you leave class
Independent Research Project: Preliminary Research [10-20]
Get coral reef paragraph checked and stamped [~10-20]
Class shirt design contest?
OUTSIDE OF CLASS:
Independent Research Project: preliminary research, possible questions and tentative hypotheses
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Thursday, October 10, 2019
Daily Summary 10-10
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
TSOTS seed re-planting TODAY!
Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What are some factors that can affect the size of a population of organisms?
Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
Introduction to population dynamics [20]
Lynx and Hare Population Lab [70]
Finish online population ecology lesson and get it stamped [~70]
Have your Climate Diagram practice and Ecology Field Day (EFD) Part 1 been checked & stamped? Is your EFD Part 2 done? Make sure your TSOTS SBPAs #1 and #2 have been scored and recorded by me—if not, present to me ASAP [~10]
OUTSIDE OF CLASS:
Make sure ESLP is in by 2:30, 10/11
Work on Lynx and Hare Population Lab analysis questions and graph (DUE NEXT WEDNESDAY)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
TSOTS seed re-planting TODAY!
Objectives: Simulate a predator-prey relationship using a model and principles of population dynamics, then create a graph using the data generated to represent observed changes
Warm-up: What are some factors that can affect the size of a population of organisms?
Make a list of as many as you can think of in 3 minutes and then identify each factor as biotic or abiotic [8]
Introduction to population dynamics [20]
Lynx and Hare Population Lab [70]
Finish online population ecology lesson and get it stamped [~70]
Have your Climate Diagram practice and Ecology Field Day (EFD) Part 1 been checked & stamped? Is your EFD Part 2 done? Make sure your TSOTS SBPAs #1 and #2 have been scored and recorded by me—if not, present to me ASAP [~10]
OUTSIDE OF CLASS:
Make sure ESLP is in by 2:30, 10/11
Work on Lynx and Hare Population Lab analysis questions and graph (DUE NEXT WEDNESDAY)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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Wednesday, October 9, 2019
Daily Summary 10-09
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
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/compare various graphs of population growth
Warm-up: Could the group of plants we are planting in the garden 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]
Poster Peer Evaluations [25]
Online population ecology lesson [60] (NOTE: Eco. Quiz retakes)
Have your Climate Diagram practice and Ecology Field Day Part 1 been checked and stamped?
Work on Ecology Field Day Parts 2--DUE FRIDAY [~60]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRIDAY)
Finish Ecology Field Day Part 2--DUE FRIDAY
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA: lab station cleanup reminder / class shirt
Objectives: Complete NPP lab report with all sections done per lab report guidelines
Warm-up: What is the major difference between marine and freshwater environments? How are they connected/related? [7]
Trees to the Rescue? A Look at Some Numbers [10]
Continue 1st round scrAPESbook presentations [15]
Unit 3, Quiz #2 [15]
Unit 3: Lecture 4: Freshwater Life Zones [20]
Unit 3: Lecture 4: Marine Life Zones [20]
Work on NPP experiment and lab report; check NPP first draft [35]
NPP report hard copy must be submitted by 2:30 pm on 10/11 Last chance to get Biome Graphic Organizer stamped [~20]
OUTSIDE OF CLASS:
Work on NPP Lab: introduction, materials and methods (first draft should be finished by today, WHOLE REPORT DUE 10/11)
Review for Unit 3 Exam
Read p. 168, 172-181; write threats to coral paragraph (DUE FRI.) In a paragraph, summarize threats to coral and coral reefs as well as consequences of reef destruction and possible remedial actions humans could take
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BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
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/compare various graphs of population growth
Warm-up: Could the group of plants we are planting in the garden 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]
Poster Peer Evaluations [25]
Online population ecology lesson [60] (NOTE: Eco. Quiz retakes)
Have your Climate Diagram practice and Ecology Field Day Part 1 been checked and stamped?
Work on Ecology Field Day Parts 2--DUE FRIDAY [~60]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRIDAY)
Finish Ecology Field Day Part 2--DUE FRIDAY
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA: lab station cleanup reminder / class shirt
Objectives: Complete NPP lab report with all sections done per lab report guidelines
Warm-up: What is the major difference between marine and freshwater environments? How are they connected/related? [7]
Trees to the Rescue? A Look at Some Numbers [10]
Continue 1st round scrAPESbook presentations [15]
Unit 3, Quiz #2 [15]
Unit 3: Lecture 4: Freshwater Life Zones [20]
Unit 3: Lecture 4: Marine Life Zones [20]
Work on NPP experiment and lab report; check NPP first draft [35]
NPP report hard copy must be submitted by 2:30 pm on 10/11 Last chance to get Biome Graphic Organizer stamped [~20]
OUTSIDE OF CLASS:
Work on NPP Lab: introduction, materials and methods (first draft should be finished by today, WHOLE REPORT DUE 10/11)
Review for Unit 3 Exam
Read p. 168, 172-181; write threats to coral paragraph (DUE FRI.) In a paragraph, summarize threats to coral and coral reefs as well as consequences of reef destruction and possible remedial actions humans could take
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Tuesday, October 8, 2019
Daily Summary 10-08
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: TSOTS seedling transplanting Thursday
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/compare various graphs of population growth
Warm-up: Could the group of plants we are planting in the garden 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: Poster Peer Evals)
Ecosystem Map Poster Gallery Walk and Peer Evaluation [30]
Online population ecology lesson [60] (NOTE: Eco. Quiz retakes)
Has your Climate Diagram practice been checked & stamped? Is your Ecology Field Day (Parts 1 and 2) sheet turned in? [~60]
Make sure your TSOTS SBPAs #1 and #2 have been scored and recorded by me—if not, present to me ASAP [~60]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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-
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: TSOTS seedling transplanting Thursday
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/compare various graphs of population growth
Warm-up: Could the group of plants we are planting in the garden 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: Poster Peer Evals)
Ecosystem Map Poster Gallery Walk and Peer Evaluation [30]
Online population ecology lesson [60] (NOTE: Eco. Quiz retakes)
Has your Climate Diagram practice been checked & stamped? Is your Ecology Field Day (Parts 1 and 2) sheet turned in? [~60]
Make sure your TSOTS SBPAs #1 and #2 have been scored and recorded by me—if not, present to me ASAP [~60]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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Monday, October 7, 2019
Daily Summary 10-07
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA: TSOTS seed re-planting by Thursday
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/compare various graphs of population growth
Warm-up: Ecosystem Map Poster peer evaluations [10 - 15]
Work on online population ecology lesson
Have your Climate Diagram practice and Ecology Field Day, Part 1 been checked and stamped? Is your Ecology Field Day, Part 2 (observations table) finished (DUE THURSDAY)?
Make sure your TSOTS SBPAs #1 and #2 have been scored and recorded by me—if not, present to me ASAP [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA: TSOTS seed re-planting by Thursday
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/compare various graphs of population growth
Warm-up: Ecosystem Map Poster peer evaluations [10 - 15]
Work on online population ecology lesson
Have your Climate Diagram practice and Ecology Field Day, Part 1 been checked & stamped?
Is your Ecology Field Day, Part 2 (observations table) finished (DUE FRIDAY)?
Make sure your TSOTS SBPAs #1 and #2 have been scored and recorded by me—if not, present to me ASAP [~10]
Both parts of your Seed Germination Lab submitted and scored?
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRIDAY)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA: Class shirt????
Objectives: Complete NPP lab report with all sections done per lab report guidelines
Warm-up: NPP lab report Q and A NPP Lab Report DUE Friday—must submit hard copy no later than 3:30 pm (10/11)
Preview Unit 3: Lecture 4: Freshwater Life Zones and Unit 3: Lecture 5: Marine Life Zones [20]
Mass, dry, and re-mass optional third NPP sample by 3:30 pm
OUTSIDE OF CLASS:
Work on NPP Lab: introduction, materials and methods (first draft should be finished by 10/10, WHOLE REPORT DUE 10/12)
View and study Unit 3: Lecture 4: Freshwater Life Zones and Unit 3: Lecture 5: Marine Life Zones
Read p. 168, 172-181; write threats to coral paragraph: in a paragraph, summarize threats to coral / coral reefs as well as consequences of reef destruction and possible remedial actions
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BIOLOGY
--------------------------------------------------------------------------------
AGENDA: TSOTS seed re-planting by Thursday
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/compare various graphs of population growth
Warm-up: Ecosystem Map Poster peer evaluations [10 - 15]
Work on online population ecology lesson
Have your Climate Diagram practice and Ecology Field Day, Part 1 been checked and stamped? Is your Ecology Field Day, Part 2 (observations table) finished (DUE THURSDAY)?
Make sure your TSOTS SBPAs #1 and #2 have been scored and recorded by me—if not, present to me ASAP [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA: TSOTS seed re-planting by Thursday
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/compare various graphs of population growth
Warm-up: Ecosystem Map Poster peer evaluations [10 - 15]
Work on online population ecology lesson
Have your Climate Diagram practice and Ecology Field Day, Part 1 been checked & stamped?
Is your Ecology Field Day, Part 2 (observations table) finished (DUE FRIDAY)?
Make sure your TSOTS SBPAs #1 and #2 have been scored and recorded by me—if not, present to me ASAP [~10]
Both parts of your Seed Germination Lab submitted and scored?
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE FRIDAY)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA: Class shirt????
Objectives: Complete NPP lab report with all sections done per lab report guidelines
Warm-up: NPP lab report Q and A NPP Lab Report DUE Friday—must submit hard copy no later than 3:30 pm (10/11)
Preview Unit 3: Lecture 4: Freshwater Life Zones and Unit 3: Lecture 5: Marine Life Zones [20]
Mass, dry, and re-mass optional third NPP sample by 3:30 pm
OUTSIDE OF CLASS:
Work on NPP Lab: introduction, materials and methods (first draft should be finished by 10/10, WHOLE REPORT DUE 10/12)
View and study Unit 3: Lecture 4: Freshwater Life Zones and Unit 3: Lecture 5: Marine Life Zones
Read p. 168, 172-181; write threats to coral paragraph: in a paragraph, summarize threats to coral / coral reefs as well as consequences of reef destruction and possible remedial actions
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