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BIOLOGY
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IN CLASS:
- Objective: SWBAT define and describe a microclimate, an ecological niche, and symbiosis
- Warm-up: Three of the common ways organisms interact in a community are through competition, predation, and symbiosis. How is symbiosis different from the other two types of interaction?
- Get Ecology Field Day, Part I stamped to go on to Part II [5]
- TURN IN LATE Ecology Scavenger Hunts [~5]
- Ecology Field Day, Part II [30]
HOMEWORK: Ecology Field Day, Part II
FRIDAY: Service learning projects
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT define and describe a microclimate, an ecological niche, and symbiosis
-
Warm-up: Three of the common ways organisms interact in a community are
through competition, predation, and symbiosis. How is symbiosis
different from the other two types of interaction?
- Get Ecology Field Day, Part I stamped to go on to Part II [5]
- TURN IN LATE Ecology Scavenger Hunts [~5]
- Ecology Field Day, Part II [30]
HOMEWORK: Ecology Field Day, Part II
FRIDAY: Service learning projects
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Thursday, March 14, 2013
Wednesday, March 13, 2013
Daily Summary 03-13
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BIOLOGY
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IN CLASS:
- Objective: SWBAT define and describe a microclimate AND ecological niche
- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?
- Ecology Field Day, Part I [15]
- TURN IN LATE Ecology Scavenger Hunts [~15]
- Ecology Field Day, Part II [20]
HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing
THURSDAY: Service learning projects
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT define and describe a microclimate AND ecological niche
- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?
- Ecology Field Day, Part I [15]
- Ecology Field Day, Part II [20]
HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing
THURSDAY: Service learning projects
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BIOLOGY
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IN CLASS:
- Objective: SWBAT define and describe a microclimate AND ecological niche
- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?
- Ecology Field Day, Part I [15]
- TURN IN LATE Ecology Scavenger Hunts [~15]
- Ecology Field Day, Part II [20]
HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing
THURSDAY: Service learning projects
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT define and describe a microclimate AND ecological niche
- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?
- Ecology Field Day, Part I [15]
- Ecology Field Day, Part II [20]
HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing
THURSDAY: Service learning projects
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Monday, March 11, 2013
Daily Summary 03-11
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BIOLOGY
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IN CLASS:
- Objective: SWBAT create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web for a selected biome
- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?
- Finish Ecosystem Map Posters & turn in [30]
TURN IN LATE WORK: Ecology Scavenger Hunt, HW Packet 2, Rat Island, Candy Bowl Lab [~30]
Start HW [~30]
HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing questions
TOMORROW: Service learning projects
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web for a selected biome
- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?
- Finish Ecosystem Map Posters & turn in [30]
HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing questions
TOMORROW: Service learning projects
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BIOLOGY
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IN CLASS:
- Objective: SWBAT create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web for a selected biome
- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?
- Finish Ecosystem Map Posters & turn in [30]
TURN IN LATE WORK: Ecology Scavenger Hunt, HW Packet 2, Rat Island, Candy Bowl Lab [~30]
Start HW [~30]
HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing questions
TOMORROW: Service learning projects
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web for a selected biome
- Warm-up: What do you think climate is? How do you think climate influences what kind of ecosystem can develop in a certain part of the biosphere?
- Finish Ecosystem Map Posters & turn in [30]
HOMEWORK: Read sections 4-1 and 4-2 and answer ALL CHECKPOINT, Inferring, Predicting, and Observing questions
TOMORROW: Service learning projects
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Friday, March 8, 2013
Daily Summary 03-08
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BIOLOGY
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IN CLASS:
- Objective: SWBAT demonstrate proficiency with basic ecosystem vocabulary and concepts by earning a 15 or higher on quiz AND create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web
- Warm-up: Take out a piece of binder paper, give it a standard heading and title it “Ecology Quiz 1”
- Ecology Quiz 1 [10]
- Turn in Ecology Scavenger Hunt write-up [5]
- Read section 3-3 and start Ecosystem Map Posters
HOMEWORK: Finish Ecosystem Map Posters
MONDAY: Discuss / develop service learning projects
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT demonstrate proficiency with basic ecosystem vocabulary and concepts by earning a 15 or higher on quiz AND create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web
- Warm-up: Take out a piece of binder paper, give it a standard heading and title it “Ecology Quiz 1”
- Ecology Quiz 1 [10]
- Turn in Ecology Scavenger Hunt write-up [5]
- Read section 3-3 and start Ecosystem Map Posters
HOMEWORK: Finish Ecosystem Map Posters
MONDAY: Discuss / develop service learning projects
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BIOLOGY
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IN CLASS:
- Objective: SWBAT demonstrate proficiency with basic ecosystem vocabulary and concepts by earning a 15 or higher on quiz AND create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web
- Warm-up: Take out a piece of binder paper, give it a standard heading and title it “Ecology Quiz 1”
- Ecology Quiz 1 [10]
- Turn in Ecology Scavenger Hunt write-up [5]
- Read section 3-3 and start Ecosystem Map Posters
HOMEWORK: Finish Ecosystem Map Posters
MONDAY: Discuss / develop service learning projects
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT demonstrate proficiency with basic ecosystem vocabulary and concepts by earning a 15 or higher on quiz AND create a mini-poster accurately representing 3 major biogeochemical cycles and typical food web
- Warm-up: Take out a piece of binder paper, give it a standard heading and title it “Ecology Quiz 1”
- Ecology Quiz 1 [10]
- Turn in Ecology Scavenger Hunt write-up [5]
- Read section 3-3 and start Ecosystem Map Posters
HOMEWORK: Finish Ecosystem Map Posters
MONDAY: Discuss / develop service learning projects
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Thursday, March 7, 2013
Daily Summary 03-07
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BIOLOGY
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IN CLASS:
- Objective: SWBAT use examples of producers, consumers, etc. from WGHS GOLD main garden to create food webs and energy pyramids
- Warm-up: Why are decomposers so essential to an ecosystem? What would happen if they were to all disappear tomorrow?
- Get into TSOTS groups and work on Ecology Scavenger Hunt write-up (due Friday)
- Read section 3-3 and start planning Ecosystem Map Posters
HOMEWORK: Finish Ecology Scavenger Hunt Food Web and Energy Pyramid
TOMORROW: Quiz on Energy Flow in Ecosystems AND Work on Ecosystem Map Posters
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT use examples of producers, consumers, etc. from WGHS GOLD main garden to create food webs and energy pyramids
- Warm-up: Why are decomposers so essential to an ecosystem? What would happen if they were to all disappear tomorrow?
- Get into TSOTS groups and work on Ecology Scavenger Hunt write-up (due Friday)
- Read section 3-3 and start planning Ecosystem Map Posters
HOMEWORK: Finish Ecology Scavenger Hunt Food Web and Energy Pyramid
TOMORROW: Quiz on Energy Flow in Ecosystems AND Work on Ecosystem Map Posters
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BIOLOGY
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IN CLASS:
- Objective: SWBAT use examples of producers, consumers, etc. from WGHS GOLD main garden to create food webs and energy pyramids
- Warm-up: Why are decomposers so essential to an ecosystem? What would happen if they were to all disappear tomorrow?
- Get into TSOTS groups and work on Ecology Scavenger Hunt write-up (due Friday)
- Read section 3-3 and start planning Ecosystem Map Posters
HOMEWORK: Finish Ecology Scavenger Hunt Food Web and Energy Pyramid
TOMORROW: Quiz on Energy Flow in Ecosystems AND Work on Ecosystem Map Posters
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HONORS BIOLOGY
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IN CLASS:
- Objective: SWBAT use examples of producers, consumers, etc. from WGHS GOLD main garden to create food webs and energy pyramids
- Warm-up: Why are decomposers so essential to an ecosystem? What would happen if they were to all disappear tomorrow?
- Get into TSOTS groups and work on Ecology Scavenger Hunt write-up (due Friday)
- Read section 3-3 and start planning Ecosystem Map Posters
HOMEWORK: Finish Ecology Scavenger Hunt Food Web and Energy Pyramid
TOMORROW: Quiz on Energy Flow in Ecosystems AND Work on Ecosystem Map Posters
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