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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]
- Check on your Brassica plants (take photos!!) [5 - 8]
- Complete Part II of Ecology Field Day assignment, then turn in
- Make sure all TSOTS scores have been reported and recorded
- Start online population ecology lesson
OUTSIDE OF CLASS:
- Finish online population ecology lesson (DUE THURSDAY)
NOTE: Ecosystem Map Poster peer evaluations will take place in class tomorrow
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AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- 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]
- Unit 3: Lecture 4: Freshwater Life Zones [25]
- NPP Lab Report DUE tomorrow—must submit hard copy no later than 3:30 pm (10/11)
- Start 2nd round scrAPESbook presentations
OUTSIDE OF CLASS:
- Finish NPP Lab and print hard copy for submission (WHOLE REPORT DUE 10/11)
- Read p. 168, 172-181
- 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
--------------------------------------------------------------------------------
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]
- Check on your Brassica plants (take photos!!) [5 - 8]
- Complete Part II of Ecology Field Day assignment, then turn in
- Make sure all TSOTS scores have been reported and recorded
Start online population ecology lesson
NOTE: Ecology Quiz 1 retakes are happening this week--see Mr. Bursch for details
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY/FRIDAY)
---
--
-
Monday, October 10, 2016
Thursday, September 29, 2016
Daily Summary 09-29
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HONORS 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: Why is the number of top-level (3rd level and higher) consumers usually so much smaller than the number of producer organisms in any given food chain? [5]
- TSOTS peer scoring [25 - 30]
- TSOTS Brassica oleracea seedling transplanting [30]
- Complete part II of Ecology Field Day [30]
OUTSIDE OF CLASS:
- Take some extra time to rest during the fall break
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines
- Warm-up: Weather, climate, and biomes quiz [25]
- Finish 1st round scrAPESbook presentations [20]
- Work on NPP lab report / Check NPP Introduction draft [45]
- Check/stamp Biome Graphic Organizer [~20]
- Water NPP grass patch [8]
- Must mass/dry/mass second NPP sample before 3:30 pm Friday
OUTSIDE OF CLASS:
- Work on NPP Lab: introduction, materials and methods (first draft should be finished by 9/29, WHOLE REPORT DUE 10/11)
- Read p. 181-187
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: Why is the number of top-level (3rd level and higher) consumers usually so much smaller than the number of producer organisms in any given food chain? [5]
- Explanation of quiz retake option for Ecology Quiz 1 [2]
- TSOTS peer scoring [25 - 30]
- TSOTS Brassica oleracea seedling transplanting [30]
- Complete part II of Ecology Field Day [30]
OUTSIDE OF CLASS:
- Take some extra time to rest during the fall break
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: Why is the number of top-level (3rd level and higher) consumers usually so much smaller than the number of producer organisms in any given food chain? [5]
- TSOTS peer scoring [25 - 30]
- TSOTS Brassica oleracea seedling transplanting [30]
- Complete part II of Ecology Field Day [30]
OUTSIDE OF CLASS:
- Take some extra time to rest during the fall break
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines
- Warm-up: Weather, climate, and biomes quiz [25]
- Finish 1st round scrAPESbook presentations [20]
- Work on NPP lab report / Check NPP Introduction draft [45]
- Check/stamp Biome Graphic Organizer [~20]
- Water NPP grass patch [8]
- Must mass/dry/mass second NPP sample before 3:30 pm Friday
OUTSIDE OF CLASS:
- Work on NPP Lab: introduction, materials and methods (first draft should be finished by 9/29, WHOLE REPORT DUE 10/11)
- Read p. 181-187
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: Why is the number of top-level (3rd level and higher) consumers usually so much smaller than the number of producer organisms in any given food chain? [5]
- Explanation of quiz retake option for Ecology Quiz 1 [2]
- TSOTS peer scoring [25 - 30]
- TSOTS Brassica oleracea seedling transplanting [30]
- Complete part II of Ecology Field Day [30]
OUTSIDE OF CLASS:
- Take some extra time to rest during the fall break
---
--
-
Wednesday, September 28, 2016
Daily Summary 09-28
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HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
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AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
---
--
-
Tuesday, September 27, 2016
Daily Summary 09-27
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HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines Warm-up:
- Name/describe the 4 major atmospheric layers [8]
- Unit 3: Lecture 2: Ocean Circulation [20]
- Water NPP grass patch / stamp Trophic Level Activity (p.3) [8]
- Unit 3: Lecture 3: Terrestrial Biomes [20]
- Finish 1st round scrAPESbook presentations
- Work on Biome Graphic Organizer
- Must mass/dry/mass second NPP sample before 3:30 pm Friday
- Weather, climate, and biomes quiz on Thursday
OUTSIDE OF CLASS:
- Work on NPP Lab: introduction, materials and methods (first draft should be finished by 9/29, WHOLE REPORT DUE 10/11)
- Read p. 169-172
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Complete NPP lab report with all sections done per lab report guidelines Warm-up:
- Name/describe the 4 major atmospheric layers [8]
- Unit 3: Lecture 2: Ocean Circulation [20]
- Water NPP grass patch / stamp Trophic Level Activity (p.3) [8]
- Unit 3: Lecture 3: Terrestrial Biomes [20]
- Finish 1st round scrAPESbook presentations
- Work on Biome Graphic Organizer
- Must mass/dry/mass second NPP sample before 3:30 pm Friday
- Weather, climate, and biomes quiz on Thursday
OUTSIDE OF CLASS:
- Work on NPP Lab: introduction, materials and methods (first draft should be finished by 9/29, WHOLE REPORT DUE 10/11)
- Read p. 169-172
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to explain how an area’s climate influences/shapes the biogeochemical cycles that occur there and how this, in turn, determines the kinds of life able to exist in that place
- Warm-up: If you had to argue for two organism classes (trophic levels) as being essential to the operation and survival of any ecosystem type, for which two kinds of organisms would you argue and how would you defend your argument? [5]
- Community Interactions [20]
- Ecology Quiz #1 [25]
- Climate, microclimates, and the Ecology Field Day [50]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
- Finish Ecology Field Day
---
--
-
Monday, September 26, 2016
Daily Summary 09-26
--------------------------------------------------------------------------------
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, nitrogen) are present
- Warm-up: What is a biogeochemical cycle? Describe an example. Why are they worth showing in a map like the one you are creating? [5]
- Ecosystem Map Poster Assignment [40]
- Grade check (if you did not check Thursday/Friday) [~40]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~40]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Verify scoring of Unit 2 Exam FRQs, continue work on NPP experiment
- Warm-up: What are some examples of weather and climate? [8]
- Unit 2 Exam FRQ scoring verification [5 - 10]
- Water NPP grass patch / last chance for stamp on Trophic Level Activity [8]
- Unit 3: Lecture 1: Weather and Climate [10 - 15]
- Finish 1st and start 2nd round scrAPESbook presentations on 9/27
OUTSIDE OF CLASS:
- Work on NPP Lab (DUE 10/11)
- Miller: Re-read pp. 147-152; read p. 152-165
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, nitrogen) are present
- Warm-up: What is a biogeochemical cycle? Describe an example. Why are they worth showing in a map like the one you are creating? [5]
- Ecosystem Map Poster Assignment [40]
- Grade check (if you did not check Thursday/Friday) [~40]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~40]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
---
--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, nitrogen) are present
- Warm-up: What is a biogeochemical cycle? Describe an example. Why are they worth showing in a map like the one you are creating? [5]
- Ecosystem Map Poster Assignment [40]
- Grade check (if you did not check Thursday/Friday) [~40]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~40]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Verify scoring of Unit 2 Exam FRQs, continue work on NPP experiment
- Warm-up: What are some examples of weather and climate? [8]
- Unit 2 Exam FRQ scoring verification [5 - 10]
- Water NPP grass patch / last chance for stamp on Trophic Level Activity [8]
- Unit 3: Lecture 1: Weather and Climate [10 - 15]
- Finish 1st and start 2nd round scrAPESbook presentations on 9/27
OUTSIDE OF CLASS:
- Work on NPP Lab (DUE 10/11)
- Miller: Re-read pp. 147-152; read p. 152-165
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Be able to draw and describe a detailed food web in which all trophic levels are identified and diagrams of the major biogeochemical cycles (water, carbon, nitrogen) are present
- Warm-up: What is a biogeochemical cycle? Describe an example. Why are they worth showing in a map like the one you are creating? [5]
- Ecosystem Map Poster Assignment [40]
- Grade check (if you did not check Thursday/Friday) [~40]
- Discuss ESLP project ideas with Mr. Bursch and sign up [~40]
OUTSIDE OF CLASS:
- Finish final draft of Food Issue Essay (based on Food Inc. focus question) and make sure the document is in your Google Drive shared biology folder
---
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-
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