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BIOLOGY
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AGENDA:
- Objectives: Be able to describe and explain basic properties of water: cohesion, adhesion, surface tension, high specific heat
- Warm-up: Observe the “floating” paper clip in the beaker of water on your teacher’s desk. Despite being more dense than water, this object is on the surface of the water. How is this possible? [5]
- Introduction to the essential properties of water (H2O) [15]
- Finish Brassica Seedling Transplanting (take photos!!) [80]
- Complete Ecology Field Day (EFD), Parts I and II, turn in to box lid on Mr. Bursch’s desk [~80]
- Finish online population lesson (DUE FRIDAY) [~80]
- Make sure all TSOTS blog posts (#1 and #2) are done [~80]
HOMEWORK:
- Finish online population lesson (DUE FRIDAY NIGHT)
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HONORS BIOLOGY
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AGENDA:
- Objectives: Be able to describe and explain basic properties of water: cohesion, adhesion, surface tension, high specific heat
- Warm-up: Observe the “floating” paper clip in the beaker of water on your teacher’s desk. Despite being more dense than water, this object is on the surface of the water. How is this possible? [5]
- Ecological Succession [10]
- Properties of Water Mini-Lab (DUE MONDAY) [40]
- Complete Online Population Activity [30]
- Make sure all TSOTS assignments (Student Blog Post Assignments #1 and #2) are done AND post pictures from Tuesday’s planting event [~30]
HOMEWORK:
- Finish online population ecology lesson (DUE TONIGHT)
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Thursday, October 9, 2014
Daily Summary 10-08
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BIOLOGY
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AGENDA:
- Objectives: Be able to (1) classify factors that limit a population’s growth as density-independent / density-dependent, (2) predict what will happen to a population’s size based on death / birth rate changes, etc. (3) interpret 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] Complete Ecology Field Day (EFD), Part I, get stamped [20]
- Brassica Seedling Transplanting (take photos!!) [35 - 45]
- Work on Ecology Field Day (EFD), Part II, [20]
- Make sure all TSOTS blog posts (#1 and #2) are done [~40]
HOMEWORK:
- Finish online population lesson and EFD parts I and II (DUE FRIDAY)
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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: 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]
- Brassica Seedling Transplanting (take photos!!) [35 - 45]
- Complete Ecology Field Day Assignment, Part II, then turn in [40]
- Make sure all TSOTS assignments (Student Blog Post Assignments #1 and #2) are done [~40]
HOMEWORK:
- Finish online population ecology lesson (DUE THURSDAY)
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BIOLOGY
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AGENDA:
- Objectives: Be able to (1) classify factors that limit a population’s growth as density-independent / density-dependent, (2) predict what will happen to a population’s size based on death / birth rate changes, etc. (3) interpret 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] Complete Ecology Field Day (EFD), Part I, get stamped [20]
- Brassica Seedling Transplanting (take photos!!) [35 - 45]
- Work on Ecology Field Day (EFD), Part II, [20]
- Make sure all TSOTS blog posts (#1 and #2) are done [~40]
HOMEWORK:
- Finish online population lesson and EFD parts I and II (DUE FRIDAY)
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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: 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]
- Brassica Seedling Transplanting (take photos!!) [35 - 45]
- Complete Ecology Field Day Assignment, Part II, then turn in [40]
- Make sure all TSOTS assignments (Student Blog Post Assignments #1 and #2) are done [~40]
HOMEWORK:
- Finish online population ecology lesson (DUE THURSDAY)
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Tuesday, October 7, 2014
Daily Summary 10-07
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BIOLOGY
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AGENDA:
- Objectives: Be able to (1) classify factors that limit a population’s growth as density-independent / density-dependent, (2) predict what will happen to a population’s size based on death / birth rate changes, etc. (3) interpret 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]
- Complete Ecology Field Day (EFD), Part I, get stamped [20]
- Brassica Seedling Transplanting (take photos!!) [35 - 45]
- Work on Ecology Field Day (EFD), Part II, [20]
- Make sure all TSOTS blog posts (#1 and #2) are done [~40]
HOMEWORK:
- Finish online population lesson and EFD parts I and II (DUE FRIDAY)
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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: 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]
- Brassica Seedling Transplanting (take photos!!) [35 - 45]
- Complete Ecology Field Day Assignment, Part II, then turn in [40]
- Make sure all TSOTS assignments (Student Blog Post Assignments #1 and #2) are done [~40]
HOMEWORK:
- Finish online population ecology lesson (DUE THURSDAY)
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BIOLOGY
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AGENDA:
- Objectives: Be able to (1) classify factors that limit a population’s growth as density-independent / density-dependent, (2) predict what will happen to a population’s size based on death / birth rate changes, etc. (3) interpret 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]
- Complete Ecology Field Day (EFD), Part I, get stamped [20]
- Brassica Seedling Transplanting (take photos!!) [35 - 45]
- Work on Ecology Field Day (EFD), Part II, [20]
- Make sure all TSOTS blog posts (#1 and #2) are done [~40]
HOMEWORK:
- Finish online population lesson and EFD parts I and II (DUE FRIDAY)
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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: 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]
- Brassica Seedling Transplanting (take photos!!) [35 - 45]
- Complete Ecology Field Day Assignment, Part II, then turn in [40]
- Make sure all TSOTS assignments (Student Blog Post Assignments #1 and #2) are done [~40]
HOMEWORK:
- Finish online population ecology lesson (DUE THURSDAY)
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Sunday, October 5, 2014
Population Biology Lesson
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BIOLOGY / HONORS BIOLOGY
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Complete the following lesson online with your Story of the Seed team. All of your responses will need to be typed onto the lesson document. To do this, you will first need to make a copy of the lesson file in your own Google Drive. While you have the lesson document open in your browser window, click on the Google Docs "File" menu and select "Make a Copy." You now have a copy of the lesson in your own Google Drive account and can type on it and save any changes. At the end of this week, you will need to submit this document for scoring by placing it in a shared folder in your Google Drive with a folder label formatted in the following way:
Biology-P#-LastName-FirstName
EXAMPLE:
Biology-P4-Bursch-Justin
Make sure this folder gets shared with me (jsbursch@gmail.com) and allows me full access--many of your electronic assignments for biology will be submitted through this folder.
Population biology lesson
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BIOLOGY / HONORS BIOLOGY
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Complete the following lesson online with your Story of the Seed team. All of your responses will need to be typed onto the lesson document. To do this, you will first need to make a copy of the lesson file in your own Google Drive. While you have the lesson document open in your browser window, click on the Google Docs "File" menu and select "Make a Copy." You now have a copy of the lesson in your own Google Drive account and can type on it and save any changes. At the end of this week, you will need to submit this document for scoring by placing it in a shared folder in your Google Drive with a folder label formatted in the following way:
Biology-P#-LastName-FirstName
EXAMPLE:
Biology-P4-Bursch-Justin
Make sure this folder gets shared with me (jsbursch@gmail.com) and allows me full access--many of your electronic assignments for biology will be submitted through this folder.
Population biology lesson
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Friday, September 26, 2014
Daily Summary 09-26
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BIOLOGY
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AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Climate, microclimates, and the Ecology Field Day [50]
- Work time (apply as needed) [25]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~25]
HOMEWORK:
- Finish climographs and Ecology Field Day data/description table (on back of handout)
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
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AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Climate, microclimates, and the Ecology Field Day [50]
- Work time (apply as needed) [25]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~25]
HOMEWORK:
- Finish climographs and Ecology Field Day data/description table (on back of handout)
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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