Block day -- making sure Adaptive curriculum assignments are complete

Adaptive curriculum pages in notebook 

(use the blue icon at the bottom of each screen to format your notes)

Pg 56-57 Energy flow from producers to consumers

Pg 58 Food chains and food webs

Pg 59 Ecological pyramids

Pg 60 Factors affecting population growth

Pg 61-62 Parasitism

Pg 63-64 Commensalism

Pg 65-66 Mutualism

Pg 67-68 Interaction among organisms: Competition

Mid-term test

Mid-term test.  Covers all of ecology.  Good luck!

Study for mid-term

SSA should go on pgs 54-55
Look it over, make a plan for the objectives you don't know.  Remember adaptive curriculum can help!! 

Adaptive curriculum day (block day 9/30 & 10/01)

Go to adaptivecurriculum.com

Your log-on is puhsmt-ID#
Students, you should know your password ;)

Go to "Biology: Energy flow in ecosystems".  Press play and listen and follow the directions.  
You can use headphones if you have them.  
Take notes starting on pg 56.

Share your contact information

Cleaned up plant lab and wrote conclusions

Cleaned up plant lab
Wrote analysis and conclusion section.  Make sure you check the RUBRIC to ensure you have all the required parts of the lab :)

Extend activity for owl pellets -- how much energy is required for your food?

Went through the extend activity (pgs 47-50)
How does a vegetarian diet differ from an omnivore?

Block day 9/23 & 9/24 owl pellets

Looked at owl pellets again to determine if our data was correct.  Edited data as necessary.
Began talking about human's diets and how much energy is required to produce food.

Reptiles and Amphibians pgs 45-46

Watched a life episode of "Reptiles and Amphibians"
Questions should go on pgs 45-46
For an extra copy, click here

Thursday Catch up day

Dissect seeds if you haven't already.  Take notes or sketch information on pg 35
Go back to Farming in the Rye on pg 36-37 of the notebook (pg 79 of the text book)
Notebook check next week! :)

Wed 9/19 late start day

Double checked or completed the data table for the owl pellets

Review the SSA for this activity and reassess where you are

Week 7 block day (9/16 & 9/17)

Work together to collect class data from owl pellets so that you can fill out the remainder of the data table (pg 41)

Read the "explain" 1/2 sheet and tape into pg 42.  Follow the directions to create a scale model on a piece of graph paper.  You can use an entire sheet if needed, or whatever you feel is necessary -- we will be sharing them on Wednesday!! (goes on pg 43) Answer questions from purple sheet on pg 44. 

For the second hour of the block -- watch "Reptiles and Amphibians".  Answer the questions for the video, we will tape it in on Wednesday.

owl pellet pictures

Owl pellet pictures from dissection on Friday!

pgs 40-41 Owl pellet procedures and data table

pg 40 Owl Pellet procedures

pg 41 Owl pellet data table

Click here for an extra copy if needed

pgs 38-39 SSA for Ecology & Energy

Fill out the SSA on pg 38, we will fill out the goal sheet on Monday.

Click here for an extra copy if needed

Owl pellet dissection tomorrow!

pgs 36-37 Farming in the Rye

Use the book, pg 79 (or the picture below) to complete the activity.  Please copy the data table into your notebook on pg 36, create a graph from the data (use graph paper) and answer questions 2-4

pgs 34-35 Seed Germination

Seed germination slides (see below)

click here for an extra copy if needed

 We also prepared seeds for dissection (should be ready on Thursday)

pgs 32-33 Eternal Enemies Video notes

Click here for the PowerPoint that has the links to the video,
or simply "google" eternal enemies and find the 10 minutes segments on you-tube

Your notes should include how the lions and hyenas interact, what sort of ecosystem they live in and how the effect it.  Also, anything else that you find interesting about the video

2nd plant lab

Background research today if needed on how to fix your lab to get better results. 
Remember you will be graded on the rubric
Click here for an extra copy

What goes where?

Just an update on page #'s (so we are all on the same page)

• 18-21 -- 1st plant lab
• 22-24 -- Hawk, Rabbit, Grass (maybe only on 22-23, but you can use 24 for conclusion if needed)
• 25 --- Ecology packet
• 26-27 -- "Challenges of Life" video sheet
• 28-31 -- 2nd plant lab

Revision of plant lab

For today (Tuesday)

Get your plants and a whiteboard.

On the whiteboard

–What did you do?

–What did you learn?

–What conclusions can you draw?

This information should also be in your notebook on pages 18-21. 
This beginning lab will be graded on completion.  
Do you have . . . .

• a question?
• a variable table?
• procedures?
• a data table?
• conclusions?

Wednesday Aug 28th

Finish up the Chapt 3 ecology packet from the block day.  If you complete this, then start work on the second set of ecology sheets. 
Don't forget Open House is tomorrow night :)

Block day week 4 (8/25-8/26)

Don't forget to check your plants and water as needed.  Remember the goal is not to drown the seedlings, but to have something grow.  You can adjust your procedures if needed.

Watch the first episode of Life "Challenges of Life" and fill out the video viewing form.  Click here for an additional copy.

You should have the data from Hawk, Rabbit, Grass on pg 22-23 (if you don't, get it from a neighbor) Please make a graph for your class data.  If we ran the simulation again, how should we start the community so that it doesn't "crash & burn" by the end?

Write a conclusion paragraph, think of the following questions

•What did the data tell us? (Make a CLAIM)

•How does the data(evidence) support your claim?

•At your table, make a whiteboard that visually shows what a successful (stable?) community would look like (#s of each organism) 

•How many of each organism would you recommend starting this simulation with to create a stable ecosystem? 

Once you have completed your conclusion paragraph, begin working on the ecology packet.  All of the answers can be found in the textbook (Chapter 3)

late start day 8-21-13

Plant your seeds! We only have 30 minutes, so we need to be quick :)

Block Day week 3

1,2,3, of Energy

The following slides go on pg 11, then the energy stations go on pgs 12-15

Notebook Set-up

We finished notebook set-up today.  If you didn't finish it, the slides are below

First week

Welcome!

Happy New School Year!  This is the place to check for information about Biology!

Grades are updated, Final is on Wednesday

Grades are updated as of 4PM on Thursday.  If you need to fix things in your notebook you have through Tuesday to turn in revision (sticky note on the front with page #'s)

The final test is on Wednesday (10% of your final semester grade)

pgs 100-101 Bio 2 Review

The Bio 2 review packet will go on page 101 so that it opens like the book instead of against the book.

Click here for a PDF copy (although if you print it, it won't be in cool booklet format)

Your books will be checked today, you have the remainder of the week to work on the review and anything else in your notebook that needs to be fixed.

If you fix something, attach a sticky note with the page #'s on the front.  I will be checking notebooks again on Wednesday. 

pgs95-99 Sorting and Identifying fossils

Another adaptive curriculum lesson
Go to adaptive curriculum
Log on (puhsmt-#####)

Complete the lesson "sorting and identifying fossils"  there are two different activities to complete.  Answer the questions from the blue activity sheet, complete the enrichment activities and take the assessment.  You have 5 pages (95-99) to complete both activities.

 

pgs92-94 Evidence for Evolution activities

go to adaptive curriculum
Log-on (puhsmt-#####)
Click play "Evidence of Evolution"  
There are 6 small activities assigned to you
Each activity should have questions to answer.   
Two activities per page.

pgs 88-91 Shark Dichotomous Key

pg 88

pg 89

pg 90

 pg 91

pgs 86-87 Becoming Human part 2

Becoming Human Part 2

Questions 8-13 go on page 86 (most of these questions should be answered from part 1 -- click here for video)

Questions 14-20 go on page 87 
Click here for the link to episode 2

pg 81 Conclusion questions for allelic frequency lab

Remember this information for the conclusion questions below

NATURAL SELECTION AND ALLELIC FREQUENCY

Evolution can best be described as a change in the number of genes for a trait over time. Natural selection can place pressure on specific phenotypes (brown rabbit or white rabbit). In this activity you will simulate the effects of the eagles preying on the rabbits. In this environment white rabbits (genotype bb) were easiest to spot.

The brown rabbits (BB or Bb) blend in better than the white rabbits, therefore only 25% of the brown rabbits die each generation, whereas 100% of the white rabbits die.

CONCLUSION QUESTIONS 
(USE THESE TO WRITE 2 PARAGRAPHS ON PG 81)

Did either allele disappear? Why or why not?
What does your graph show about allelic frequencies and natural selection? 
What would happen to the allelic frequencies if the number of eagles declined?
What did you learn or find interesting in this lab?
What did you find difficult or hard to understand in this lab? 

Fixing stuff

Notebook check tomorrow (Thursday)
Please have everything up through page 85 completed

• This includes pages 82-83 constructed response when the sub was here
• REMEMBER -- constructed response does not necessarily equal essay!!  
• Click here for the original post

pg 85 Becoming Human (questions 1-7)

While watching Becoming Human, please answer the questions provided in class

Click here if you missed the video to watch

pg 84 What Darwin Never Knew notes

Today you will watch the video "What Darwin Never Knew"
Please take notes as you watch the video, and if you have any questions, write those down as well

Click here for a link to the video

pgs 82-83 Constructed respose prompts

You will receive 2 constructed response questions.  Please answer one on each page (82 & 83)

You may work with a partner, you will be given some short readings on Lamarck and Darwin to help with one of the prompts.  You will be given 30-40 minutes to complete your responses (Use the generic rubric on the back of the page to help).  You will then be given a content specific rubric to compare your answer to.

pgs 80-81 Allelic Frequency Lab

Procedures

1. Place 50 dark beans and 50 light beans into the bag. 
2. Shake the bag. Remove two beans. These represent 1 rabbit’s genotype (BB or Bb or bb).
3. As you remove pairs of beans, arrange and neatly organize the beans in two columns representing the two possible phenotypes (brown or white).
4. Examine the columns. Remove 25% (every 4th one) of the brown rabbits and 100% (all) of the white rabbits. 
5. Count the number of dark beans and white beans remaining. Record data in your data table.
6. Calculate % of both alleles. Record in your data table.
7. Begin the next generation by placing 100 beans into the bag. The proportions of beans should be the same as the percentages you calculated in Step 6.
8. Repeat steps 3 through 8 collecting data for 5 generations 
9. Graph the % or frequencies for each allele over 5 generations. Use a different color for each allele   (B or b). 

What you need on page 80 (completed with your data) as well as a graph (1 GRAPH 2 LINES) with the % or frequency over 5 generations.  We will complete page 81 next week.

 

pgs 78-79 Intro to Natural Selection

Go to adaptivecurriculum.com (puhsmt-######)

Click on assignments (top left).  The assignment Natural selection should be assigned to you
Go through the module with a partner, write down information that you think is important on pages 78-79 including answers to the questions found in the learner journal.

Once you have completed the module take the assessment individually (one person takes it and then logs out of adaptive curriculum, the other person then logs in and takes the assessment)

AIMS prep (Thursday & Friday)

The AIMS science test is next Wednesday April 10th.
To prepare, we are going through the study guide and practice test.  
You can also log-onto study island and there are tutorials there.
Although it isn't required for graduation, you can only take the test once and it goes on your transcript forever.  As long as you take the test seriously and take your time (remember it is un-timed), there is no reason why you shouldn't be able to meet or exceed on this test.

pgs74-75 Function Finders

From a DNA sequence, determine the amino acid sequence and then the protein produced (as well as it's function)
It is amazing what proteins can do!! :)

Click here for the DNA sequence sheet
Click here for the DNA codon wheel
Click here for the protein profiles

Tree Map pg 72-73

Using the Investigation sheet from adaptive curriculum (pg 72) 

Create a tree map on pg 73

Welcome Back! Protein synthesis activity (pgs 70-71)

We are going to focus this week on DNA's function.  
In groups of three, get a computer
Go to Adaptive Curriculum
I will give you the log-on number to use (it isn't the computer's # this time)
Once logged on, search for DNA
Go through the lesson titled "DNA to Protein Synthesis"
 
Answer the following questions in your notebook on pages 70-71

Section 1 (#1) Section 2 (#2-8) Section 3 (#9-10) Section 4 (#11) Section 5 (#12)

1. Is there an ideal condition at which bacteria can survive?  Explain
2. Where does protein synthesis begin in a cell?  Explain
3. What is needed to start protein synthesis?
4. What is the base pairing rule? What is the difference between DNA and RNA rules?
5. What does AUG code for?
6. What is a codon?
7. What is a stop codon?
8. What do antibiotics do?
9. What is the "central dogma" process?
10. What is the start codon?
11. Give two examples of proteins that perform vital functions within the cell
12. How are proteins used in the metabolic processes of the cells within an organism?

Take the assessment at the end and write down your score on page 71 (retake if you don't get 100%)

finishing things up

Working on finishing things up for the quarter. 
Notebook check on Tuesday!!!!


pg 65 read and fill in blanks for this page that we didn't get to on Thursday

pg 60 Ladybug karyotype analysis and conclusion
•Which type of chromosome abnormality is the most difficult to detect by means of a karyotype? Explain
•How can duplication of a chromosome of the first pair produce a double head and, at the same time, affect the wing pigmentation and body segmentation?
•What kind of information is required in using karyotypes to detect genetic disorders in real organisms?

pgs 64-66 DNA extraction

DNA extraction lab goes on pages 64-66


Make sure that you copied the whiteboard into your table on page 66

Answer all questions on all pages

pg 61 DNA notes

Notes for DNA should be on page 61

pgs62-63 SSA and goal sheet

pg 62 Student self assessment for DNA intro and extraction

pg 63 Goal sheet for learning the information

pgs 56-60 Ladybug karyotype

What is a karyotype?  Why are they important in Biology?

Complete the karyotype activity.  
pgs 56-57 Background info and procedures
pgs 58-59 Karyotypes
pg 60 Analysis and conclusion

(extra copy of the lab here)

pg 54-55 Gender and Sex determination

Log on, check it out, read it carefully, and answer the questions :-)  Click here for handout
Site 1: www.pbs.org/wgbh/nova/gender
Site 2: http://www.hhmi.org/biointeractive/gender/