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HONORS BIOLOGY
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Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Eval. scores should have been reported weeks ago!)
Check on your Brassica plants (take photos!!) [5 - 8]
Complete Part II of Ecology Field Day assignment, then turn in
Start online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
Transplant your Brassica oleracea plants to the garden [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
Finish ESLP (if not yet done—DUE FRI.)
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BIOLOGY
--------------------------------------------------------------------------------
Objectives: Be able to (1) classify examples of factors that limit a population’s growth as either density-independent or density-dependent, (2) predict what will happen to a population’s size based on changes to growth / birth rates, migration in or out, (3) interpret two different graphs of population growth
Warm-up: Could the group of plants we are adding to the garden today be considered as a population? Why or why not? What are some limiting factors that will affect the growth rates and numbers of plants growing in the garden? [5]
(NOTE: TSOTS Peer Evals)
Check on your Brassica plants (take photos!!) [5 - 8]
Complete Part II of Ecology Field Day assignment, then turn in
Start online population ecology lesson (due 10/13)
Work on Ecosystem map posters (due 10/13)
Transplant your Brassica oleracea plants to the garden [~10]
OUTSIDE OF CLASS:
Finish online population ecology lesson (DUE THURSDAY)
Finish ESLP (if not yet done—DUE FRI.)
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Monday, October 9, 2017
Friday, September 29, 2017
Daily Summary 09-29
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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: 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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
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HONORS BIOLOGY
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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: 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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
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Thursday, September 28, 2017
Daily Summary 09-28
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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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
--------------------------------------------------------------------------------
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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
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--
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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: 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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
--------------------------------------------------------------------------------
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]
Report TSOTS peer scores TODAY!
Ecology Quiz #1 (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions) [30]
Understanding climate and climate diagrams [30]
Complete part II of Ecology Field Day (due first day back from break) OR work on Ecosystem map posters (due 10/13) [30]
Get new stamp log (#2)
OUTSIDE OF CLASS:
Finish Ecology Field Day and ESLP (if necessary/possible)
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--
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Wednesday, September 27, 2017
Daily Summary 09-27
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HONORS BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
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--
-
HONORS BIOLOGY
--------------------------------------------------------------------------------
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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
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Tuesday, September 26, 2017
Daily Summary 09-26
--------------------------------------------------------------------------------
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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
--------------------------------------------------------------------------------
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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
--------------------------------------------------------------------------------
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]
Climate, microclimates, and the Ecology Field Day [50]
Get new stamp log (#2) Ecology Quiz #1 on next class day (biogeochemical cycles, energy flow through ecosystems, food webs, and specific community interactions)
OUTSIDE OF CLASS:
Finish Ecology Field Day
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