August 24, 2015
You will be introduced to Biology and your co-teachers. You will also complete a diagnostic on Science content as well as collaborate with your peers.
HOMEWORK: Student Information Sheet
Students were introduced to Biology with a placemat activity. Students also worked through a science diagnostic gallery walk to test their prior knowledge of Biology concepts.
August 26, 2015
Objective: You will preview class rules and guidelines to know what is expected of you in science.
Practice HSA Question:
Students will conduct a laboratory experiment using the following materials: a Bunsen burner, a beaker of water, glass tubing, four test tubes containing different chemicals, and rubber stoppers.
Which of these steps is most critical for students to follow when using these materials in the lab?
A wearing eye protection at all times
B writing the lab procedure in a notebook
C washing hands before starting the experiment
D placing a stopper on all test tubes before heating them?
HOMEWORK: Class Agreement, Lab Agreement and first of two single subject notebooks. Due by: September 1st!
Students reviewed the class syllabus by creating posters and presenting parts of the syllabus to each other. Students also reviewed lab safety by watching the video 'Accident at Jefferson High' and answering questions.
You will be introduced to Biology and your co-teachers. You will also complete a diagnostic on Science content as well as collaborate with your peers.
HOMEWORK: Student Information Sheet
Students were introduced to Biology with a placemat activity. Students also worked through a science diagnostic gallery walk to test their prior knowledge of Biology concepts.
August 26, 2015
Objective: You will preview class rules and guidelines to know what is expected of you in science.
Practice HSA Question:
Students will conduct a laboratory experiment using the following materials: a Bunsen burner, a beaker of water, glass tubing, four test tubes containing different chemicals, and rubber stoppers.
Which of these steps is most critical for students to follow when using these materials in the lab?
A wearing eye protection at all times
B writing the lab procedure in a notebook
C washing hands before starting the experiment
D placing a stopper on all test tubes before heating them?
HOMEWORK: Class Agreement, Lab Agreement and first of two single subject notebooks. Due by: September 1st!
Students reviewed the class syllabus by creating posters and presenting parts of the syllabus to each other. Students also reviewed lab safety by watching the video 'Accident at Jefferson High' and answering questions.
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August 28, 2015
Objective:You will identify and define experimental procedure. You will also differentiate between independent and dependent variables
Practice HSA Questions
Cheryl wants to perform an investigation that requires using hazardous chemicals. The following steps of the investigation are not in the correct order.
1. Perform the investigation.
2. Design the investigation.
3. Put on gloves, goggles, and an apron.
4. Dispose of waste materials.
Which of these is the correct sequence of steps to safely complete the investigation?
A 1-3-4-2
B 3-2-1-4
C 4-1-3-2
D 2-3-1-4
HOMEWORK: Variables worksheet (blue)
Students completed an inquiry investigation into 'Saving Sammy' utilizing the scientific method. Sudents created a foldable on the main terms associated with experimental design (independent variable, dependent variable, constants and control). Students also started a CLOZE reading on variables.
Objective:You will identify and define experimental procedure. You will also differentiate between independent and dependent variables
Practice HSA Questions
Cheryl wants to perform an investigation that requires using hazardous chemicals. The following steps of the investigation are not in the correct order.
1. Perform the investigation.
2. Design the investigation.
3. Put on gloves, goggles, and an apron.
4. Dispose of waste materials.
Which of these is the correct sequence of steps to safely complete the investigation?
A 1-3-4-2
B 3-2-1-4
C 4-1-3-2
D 2-3-1-4
HOMEWORK: Variables worksheet (blue)
Students completed an inquiry investigation into 'Saving Sammy' utilizing the scientific method. Sudents created a foldable on the main terms associated with experimental design (independent variable, dependent variable, constants and control). Students also started a CLOZE reading on variables.
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September 1, 2015
Objective:You will identify and define experimental procedure. You will also differentiate between independent and dependent variables HSA Question A student conducts an experiment at home to test the effect of different covers on the melting rate of ice. The student places identical ice cubes on separate trays of known mass. The student covers each tray as shown in the image. The trays are placed on the same table. After ten minutes, the student removes the covers, discards the excess water, and calculates the mass of each ice cube. Between plastic covered, foil covered, paper towel covered and not covered, which of these is the control in the experiment? A mass of the trays B tray with no covering C mass of the ice cubes D tray with the plastic covering HOMEWORK: Write a Gist (exaclty 20 words) to paraphrase Independent and Dependent Variables Students set up their interactive notebooks. Students reviewed Independent and Dependent Variables by finishing the CLOZE reading on variables. Students also reviewed the Independent and Dependent variable homework. Students then participated in an inquiry based exercise lab to review the scientific method. |
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September 3, 2015
Objective: You will be assessed on your knowledge of experimental design. You will also review acids and bases. HSA Question #2 A scientist hypothesizes that homing pigeons use their sense of smell to find their way home. She tests this idea on two groups of pigeons. She releases the pigeons in Group 1 and records the direction of their flight. The pigeons in Group 2 are given a substance that blocks their sense of smell for a short time. The scientist then releases them and records the direction of their flight. Her data are shown on the diagram below. The hypothesis is homing pigeons use their sense of smell to find their way home. After testing, Group 1 (no change): Most pigeons fly home, Group 2 (smell blocked): All pigeons fly in different directions. From these results, what can be concluded about the scientist’s hypothesis? A It is supported by the data. B It must be modified and tested again. C It is not supported by the data. D It can be applied to all bird species. |
HOMEWORK: Venn Diagram to compare and contrast Acids and Bases
Students were assessed on what they have learned about scientific process. Students then watched a short clip on acids and bases and how detrimental both can be. Students took some notes on acids and bases. Students finished the class with a diagram of the pH scale.
Students were assessed on what they have learned about scientific process. Students then watched a short clip on acids and bases and how detrimental both can be. Students took some notes on acids and bases. Students finished the class with a diagram of the pH scale.
ph.pptx | |
File Size: | 489 kb |
File Type: | pptx |
Students watched a Brainpop on pH to review acids and bases. Students then read and answered questions relating to the pH scale. After reviewing what was read about the pH scale students reviewed their scientific method quiz.
For Homework tonight, students have the option of either researching answers to acid rain questions OR reading and answering questions about acid rain.
For Homework tonight, students have the option of either researching answers to acid rain questions OR reading and answering questions about acid rain.
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Students completed a lab called 'pHun with pH', where they tested the pH of different papers with pH paper and synthesized what they learned with lab analysis questions. Students also started power point notes on water.
**If students did not turn in their lab agreements they completed the make-up pH alternative assignment**
**If students did not turn in their lab agreements they completed the make-up pH alternative assignment**
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Students in Period 1 & 2 reviewed water with a Brainpop. These students also finished notes on water properties. As a class we also read about water properties and completed a foldable activity with water properties.
Students in Period 4 completed all notes on water properties and as a class read and completed a foldable activity on water properties.
**See September 10th for water ppt and notes handout***
Students in Period 4 completed all notes on water properties and as a class read and completed a foldable activity on water properties.
**See September 10th for water ppt and notes handout***
water_quiz_and_pre-lab_reading.doc | |
File Size: | 110 kb |
File Type: | doc |
Students completed an interactive water lab where they applied all the properties of water we learned about previously. Students also started a Macromolecule foldable.
The water lab handout and the Macromolecule foldable were attached in the interactive notebook.
The water lab handout and the Macromolecule foldable were attached in the interactive notebook.
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Students finished their Macromolecule foldable. Students also completed a webquest on Macromolecules.
The foldable and webquest were both attached in the interactive notebook.
The foldable and webquest were both attached in the interactive notebook.
macromolecule_webquest.docx | |
File Size: | 15 kb |
File Type: | docx |
Students completed a reading and questions on Macromolecules. Students also completed a 'Wanted' poster on a macromolecule.
Both the reading and poster were turned in.
**See Ms. Bugg or Ms. Persico for a copy of the Macromolecules reading and questions packet.**
Both the reading and poster were turned in.
**See Ms. Bugg or Ms. Persico for a copy of the Macromolecules reading and questions packet.**
macromolecule_awareness_poster.doc | |
File Size: | 26 kb |
File Type: | doc |
Students learned about indicators and positive and negative results for indicators for macromolecules. Students also used this information in a lab to identify macromolecules in an unknown solution.
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Students started with a 25 multiple choice quiz on pH, water and macromolecules. Students then read about and discussed the roles of enzymes and their importance to living things.
Students added to their notebook vocabulary from the enzyme reading.
See Mrs. Persico or Mrs. Bugg for reading and vocabulary
Students added to their notebook vocabulary from the enzyme reading.
See Mrs. Persico or Mrs. Bugg for reading and vocabulary
Students finished reading about enzymes in their saliva. Students watched a short clip about amylase in saliva breaking down starches and using indicators as evidence of the work that amylase does. Students also completed a handout with visuals of enzymes and substrates. Students then worked on an interactive power point with a partner on the roles of enzymes.
Students who do not yet have the class syllabus signed were ineligible to use computers and instead read and answered questions on 'What are Enzymes?'
Students who were absent will also complete the 'What are Enzymes?" reading.
Students added to their notebook today's drill, the enzyme and saliva reading, worksheet for enzymes and substrates and either "What are Enzymes? questions or Enzyme interactive power point handout.
Students who do not yet have the class syllabus signed were ineligible to use computers and instead read and answered questions on 'What are Enzymes?'
Students who were absent will also complete the 'What are Enzymes?" reading.
Students added to their notebook today's drill, the enzyme and saliva reading, worksheet for enzymes and substrates and either "What are Enzymes? questions or Enzyme interactive power point handout.
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Students reviewed what they learned from the interactive powerpoint by going over enzyme graphs together. Students then applied what we have learned about enzymes in the lab "Achy Breaky Enzyme" which pertained to enzyme specificity.
Students who do not yet have a Lab Agreement signed are ineligible to participate in lab had a Main Idea Organizer to complete from the textbook about Enzymes.
Students added to their notebook todays drill, the enzyme graphs worksheet, written in lab procedures and the lab data table and analysis questions handout. In place of the lab, some students will have the Enzyme MIO in their notebooks. Students will also add their completed homework to the notebook.
Students who do not yet have a Lab Agreement signed are ineligible to participate in lab had a Main Idea Organizer to complete from the textbook about Enzymes.
Students added to their notebook todays drill, the enzyme graphs worksheet, written in lab procedures and the lab data table and analysis questions handout. In place of the lab, some students will have the Enzyme MIO in their notebooks. Students will also add their completed homework to the notebook.
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Students reviewed enzyme graphs by answer questions with their peers. Students reviewed correct answers to the enzyme graphs. Student then reviewed for their upcoming unit test by playing GRUDGEBALL.
Added to the interactive notebook was today's drill and the enzyme graph homework worksheet. Students will also add their completed homework to the notebook.
Added to the interactive notebook was today's drill and the enzyme graph homework worksheet. Students will also add their completed homework to the notebook.
After reviewing the drill and going over questions from the review homework the previous night, students had a Unit test on Experimental Design and Biochemistry.
After the test, students identified the 5 characteristics of life and applied them to different scenarios. At the end of class students turned in their Interactive Notebooks to be graded.
Added to the interactive notebook was today's drill and a worksheet on the 5 characteristics of life
**See Mrs. Bugg or Mrs. Persico for today's worksheet.
OCTOBER 14, 2015
PSAT Day, No Period 1 or Period 2 classes. Period 4 completed an Extension Activity on Food Labels.
After the test, students identified the 5 characteristics of life and applied them to different scenarios. At the end of class students turned in their Interactive Notebooks to be graded.
Added to the interactive notebook was today's drill and a worksheet on the 5 characteristics of life
**See Mrs. Bugg or Mrs. Persico for today's worksheet.
OCTOBER 14, 2015
PSAT Day, No Period 1 or Period 2 classes. Period 4 completed an Extension Activity on Food Labels.
Students reviewed the 5 Characteristics of Life. Students also discussed how to stay healthy and the importance of good nutrition. Students viewed a Brain Pop on Nutrition. Students then completed some bookwork on Nutrtion. Students finished the day with a Bill Nye video on Nutrition.
Added to the ISN: Today's drill, homework handout (see Mrs. Bugg or Mrs. Persico for the Homework handout), Nutrition bookwork and Nutrition video questions.
Added to the ISN: Today's drill, homework handout (see Mrs. Bugg or Mrs. Persico for the Homework handout), Nutrition bookwork and Nutrition video questions.
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Students used deductive reasoning to determine if viruses should be labeled as living or non-living. Students worked through information regarding viruses compared to other organisms and argued for viruses being labeled living or non-living. Students also watched the video 'Viruses' and answered questions about viruses.
Added to the ISN: Today's drill, homework, Virus worksheet, Virus video sheet.
Added to the ISN: Today's drill, homework, Virus worksheet, Virus video sheet.
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Students defined organizations of organisms. Students also took notes on cell specialization as well as cell organization and organ systems.
Added to the ISN: Today's Drill, homework, cell organization definitions, cell organization visual, Team Work/Cell specialization worksheet.
**See teacher for handouts of cell organization definitions and visual**
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Students used microviewers to view 'Cells of Your Body'. Students created biological drawings of body cells as well as answered questions about these specialized cells and their function. Students then previewed the function of cell organelles.
Added to the ISN: Today's drill, homework and cell organization worksheet. (Turned in was Cells of Your Body Microviewer activity)
Added to the ISN: Today's drill, homework and cell organization worksheet. (Turned in was Cells of Your Body Microviewer activity)
cell_organelle_information_organizer.doc | |
File Size: | 39 kb |
File Type: | doc |
Students finished a cell organelle organizer they started last class. Students then had a notebook quiz in place of a notebook check.
**See Mrs. Persico or Mrs. Bugg to make-up the notebook quiz by Monday**
Added to the ISN: Today's drill. homework and organelle organizer.
**See Mrs. Persico or Mrs. Bugg to make-up the notebook quiz by Monday**
Added to the ISN: Today's drill. homework and organelle organizer.
organelle_hw.docx | |
File Size: | 130 kb |
File Type: | docx |
END QUARTER 1
Students took notes on cell organelle function to be sure they had a clear understanding of the job of each organelle. Students also colored pictures of plant and animal cells to be sure they could identify the cell organelles of a plant and animal cell.
Added to the ISN: Today's drill, homework, organelle power point notes, animal cell picture, plant cell picture
Added to the ISN: Today's drill, homework, organelle power point notes, animal cell picture, plant cell picture
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Students finished learning about organelles by completing a reading packet. Students then created a 'Help Wanted' Poster for one organelle. Both the organelle reading packet and 'Help Wanted' poster were turned in today.
Added to the ISN: Today's drill and homework.
See Ms. Bugg or Mrs. Persico for the organelle reading packet.
Added to the ISN: Today's drill and homework.
See Ms. Bugg or Mrs. Persico for the organelle reading packet.
help_wanted_organelle_poster.docx | |
File Size: | 154 kb |
File Type: | docx |
Students started class with a quiz on cell organelles. Students then read about energy the body uses (ATP). Students also took notes on ATP and watched the video 'All Systems Go...Again' and answered questions.
Added to the ISN: today's drill, homework, ATP/ADP reading questions, Energy notes and All System's Go video questions.
Added to the ISN: today's drill, homework, ATP/ADP reading questions, Energy notes and All System's Go video questions.
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Students were introduced to energy pathways with power point notes and Brainpop videos on both Photosynthesis and Cell Respiration. Students then worked on reading and using a graphic organizer to apply what they learned about photosynthesis and cell respiration.
Added to the ISN: Today's drill, homework, energy pathways notes, photosynthesis and cell respiration graphic organizer.
See Ms. Bugg or Mrs. Persico for Today's Homework.
Added to the ISN: Today's drill, homework, energy pathways notes, photosynthesis and cell respiration graphic organizer.
See Ms. Bugg or Mrs. Persico for Today's Homework.
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Students reviewed cell respiration and photosynthesis as a class. Students then previewed and compared chemosynthesis with photosynthesis. Students did this in three ways, rotating through all three activities. Students then viewed videos of chemosynthesis and hydrothermal vents.
Added to the ISN: Today's drill, homework, review of photosynthesis and cell respiration worksheet. Two worksheets of chemosynthesis vs. photosynthesis.
Added to the ISN: Today's drill, homework, review of photosynthesis and cell respiration worksheet. Two worksheets of chemosynthesis vs. photosynthesis.
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Students worked through a cell respiration lab to see cell respiration occurring in yeast. Students created a graph of their lab data as well as answered analysis questions. Students also reviewed Mitochondrial Endosymbiosis Theory with a video tutorial and questions.
Added to the ISN: Today's drill, homework, Respiration in Yeast Lab, Endosymbiosis worksheet, Endosymbiosis Review
Added to the ISN: Today's drill, homework, Respiration in Yeast Lab, Endosymbiosis worksheet, Endosymbiosis Review
respiration_in_yeast_lab.docx | |
File Size: | 28 kb |
File Type: | docx |
Students identified the difference between Prokayrotic and Eukaryotic cells. Studnets also completed an independent activity to verify the differences between Eukaryotic and Prokaryotic.
Students took notes on the microscope, how to make wet-mount slides and how to use the microscope. Students then applied what the learned in a lab making wet-mount slides of Elodea and Protists. Students created biological drawings of what they saw under the microscope.
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Students were assessed o n their knowedge of prokaryotes, eukaryotes, cell respiration, photosynthesis and chemosynthesis. Students were then introduced to cell size with some notes, then read about the cell membrane while comleting an organizer, students also colored a picture of the cell membrane to have an understanding of its sturcture, to understand its function.
Added to the ISN: Today's drill, cell size notes, cell membrane organizer and cell membrane picture.
Added to the ISN: Today's drill, cell size notes, cell membrane organizer and cell membrane picture.
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Students reviewed their previous quiz on Eukaroytic vs. Prokarytoic and Energy Pathways. Students were offered a redo on the quiz if they chose (the redo must be taken by Friday 12/4)
Students also took notes on the cell membrane as well as supplimented what they learned previously about the cell membrane with a reading and questions. Students also made a model of the cell membrance with marshmallows and licorice and answered questioned to showcase what they learned.
Added to the ISN: Todays' drill, homework, power point notes and reading questions.
Students also took notes on the cell membrane as well as supplimented what they learned previously about the cell membrane with a reading and questions. Students also made a model of the cell membrance with marshmallows and licorice and answered questioned to showcase what they learned.
Added to the ISN: Todays' drill, homework, power point notes and reading questions.
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Students started the Egg Lab to showcase membrane transport. Students also took notes on membrane transport and colored a diagram of diffusion.
Added to the ISN: Today's drill, homework, power pointnotes, colored diagram of diffusion.
Added to the ISN: Today's drill, homework, power pointnotes, colored diagram of diffusion.
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Students continued with their egg lab, making observations of the effects of vinegar and then placing their eggs in maple syrup, to continue to see the effects of membrane transport. Students also continued to learn about osmosis and diffusion with some review notes. Students then read and answered 'close' style questions about diffusion. Students finished class watching a video about cells and cell membrane transport and writing down 10 facts about osmosis and diffusion.
Added to the ISN: Today's drill, homework, diffusion/osmosis notes, reading questions, 10 facts from movie
Added to the ISN: Today's drill, homework, diffusion/osmosis notes, reading questions, 10 facts from movie
Students continued with their egg lab, making observations of the effects of syrup on their egg and then placing their egg in distilled water to continue to see the effects of membrane transport. Students also previewed mitosis with notes and then applied what they learned to a microviewer activity, looking at plant mitosis as well as animal (ascaris) mitosis.
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Students finished the egg lab by making observations of thir eggs after being in distilled water. Students also completed analysis ad extension questions about osmosis. Students then previewed stem cells with a reading and came up with thier own definitions for stem cells. Students finished today by watching a film about cloning and how stem cells can be used.
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Students were introduced to cancer and its link to mitosis. Students also reviewed for their upcoming Cells Unit test.
cell_bio_review_new_2013.docx | |
File Size: | 97 kb |
File Type: | docx |
Students took their Cells Unit Exam. After the exam students completed a 'close' reading on Rosalind Franklin and her contributions to Genetics.
Students took a quiz on Genetic root words. Students also watched the video Photo 51 to learn more about Rosalind Franklin and her controbutions to the structure of DNA.
photo_51_vidoe_questions.doc | |
File Size: | 26 kb |
File Type: | doc |
Students were introduced to how traits pass from partent to offspring through a "Making Babies' Lab, where students partenred up and flipped a coin to decide if they would pass on a dominant or a recessive trait to their offspring. Students drew pictures of their created babies and traits at the end of the lab.
making_babies_lab.doc | |
File Size: | 664 kb |
File Type: | doc |
Students continued to learn about Genetics and were introduced to Genetics vocabulary with a power point about Gregor Mendel and then a video titled "Genes and Heredity"
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Students completed a web activity on Gregor Mendel and his pea plants to have a better understanding of the results Mendel used to come up with his conclusion on Genetics and Inheritance. Students also completed a Human Inheritance lab, identifing if their own traits are dominant or recessive.
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Students reviewed genotype and phenotype. Students were also introduced to Punnett squares. Students practiced genotypes, phenotypes and punnett squares.
Students were introduced to genotypic and phenotypic ratios. Students also worked independently on Punnett Squares to show their knowledge of traits being passed from parent to offspring.
Students had a notebook quiz. Students were also introduced to other crosses through a power point that focused on co-dominace, mulitple alleles and incomplete dominance.