Students finished notes on the new crosses they were introduced to last time in class. Students practiced a few crosses as a class. Students then worked on some iincomplete dominant and codominant crosses independently.
|
|
Students wre introduced to pedigrees with a power point on how to create pedigrees. Students then practiced pedigree making in one of three practice settings that they rotated through. The pedigree practice sections were, reading, computer activity and a small learning group.
|
|
|
Students were introduced to sex-linked traits and continued to study pedigrees.
|
|
|
Students reviewed Mendelian genetics with a gallery walk review where they practiced what they have learned with various computer activities.
reveiw_mendelian_with_stations2.docx | |
File Size: | 65 kb |
File Type: | docx |
Students finished their computer review activity to prepare for a quiz they will have Tuesday February 16.
pedigree_hw.docx | |
File Size: | 15 kb |
File Type: | docx |
Students were assessed on their knowledge of Mendelian Genetics. After the quiz students completed a reading with questions and coloring of DNA.
|
|
Students took notes on DNA through power point to know the biological importance of DNA. Students then extracted DNA from a strawberry to see DNA outside of a cell.
|
|
|
Students reviewed DNA and were introduced to DNA replication. Students also participated in a class model fo DNA and answered analysis questions about their DNA structure. Students then began a POGIL activity on DNA and DNA Replication.
giant_dna_analysis_quest.docx | |
File Size: | 12 kb |
File Type: | docx |
Students were introduced to RNA and compared and contrasted RNA to DNA. Studetns took some power point notes on the nucleic acids. Students also watched an 'Amoeba's Sister' on RNA. Students finished the class period with a POGIL activity using DNA and RNA and applying it to the process of protein synthesis.
dna_and_rna_notes.ppt | |
File Size: | 554 kb |
File Type: | ppt |
Students reviewed DNA and RNA. Students then took class notes and practiced protein synthesis.
|
|
Students contiinued learning about protein synthesis with a review of DNA, RNA and using their codon chart. Students also used what they learned about transcription and translation to build a 'Snork'.
snorks_protein_synthesis.docx | |
File Size: | 20 kb |
File Type: | docx |
Students reviewed Protein Synthesis with independent questions and then a web quest on protein synthesis.
|
|
Students took a quiz on protein synthesis. Students were introduced to karyotypes and reviewed genetic mutations.
Students reviewed a normal karyotype (picture of chromosomes) and then compared it to abdormal karyotypes of genetic disorders. Students also continued to review mutations by watching an Amoeba's Sisters on mutations.
|
|
Students completed a gallary walk to learn about various DNA technologies. Students also completed a virtual gel electrophoresis to see a DNA fingerprint. Students applied what they learned about DNA fingerprint to paternity cases.
|
|
|
|
Students took notes on meiosis and the creation of gametes. Students also completed a think/pair/share activity on asexual and sexual reproduction.
|
|
|
Students reviewed the Genetics unit with a pre-test using their textbook and interactive notebooks in order to review the types of genetic questions they would see on their Genetics Unit test.
Students took their Genetics unit assessment. After the exam students started Evolution by viewing the video, 'Darwin, Evolutions Voice'
charles_darwin_video_quest.doc | |
File Size: | 28 kb |
File Type: | doc |
Students finished watching the video about Darwin's Life. Students then participated in a bird beak lab using different lab tools as bird beaks on various 'foods'. Students applied the lab to the ideas of adaptation and natural selection.
new_bird_beak_lab.docx | |
File Size: | 12 kb |
File Type: | docx |
Students took some notes on Darwin's observations and his conclusions about natural selection and survival of the fittest. Students then applied what they learned to a 'poster' activity applying Darwin's theory to a trait of an animal.
|
|
|
Students applied their knowledge of natural selection to a peppered moth lab as well as a simulation of peppered moths.
|
|
Students were introduced to different sources of evidence for evolution, like homologous structures, analogous structures, vestigial structures, embryology and fossils. Students also applied evidence information to how horses have changed over time.
|
|
|
Students continued to learn about evidence for evolution by being introduced to biochemical evidence, such as aminio acids. Students applied what they have been learning about evolution evidence to a poster acitivity.
|
|
Students completed a comparative anatomy lab to apply their knowledge of homologous structures to the skeletal anatomy of various organisms. Students were also introduced to taxonomy.
|
|
Students continued to learn about taxonomy and cladograms. Students reviewed in class for their unit exam on Friday.
|
|
Students took their Evolution Benchmark. After the unit test students reviewed Biodiversity to begin their Ecology unit.
bill_nye_biodiversity_new.docx | |
File Size: | 12 kb |
File Type: | docx |
4/27 FIELD TRIP DAY!!
No Drill Today, Students on the field trip went to the Maryland Science Center and worked thorugh a scavenger hunt to reveiw Bilogy topics covered in class like cells and geologic time.
Students not on the field trip reviewed for the HSA by taking a practice exam and then watching a movie about Ecology,.
No Drill Today, Students on the field trip went to the Maryland Science Center and worked thorugh a scavenger hunt to reveiw Bilogy topics covered in class like cells and geologic time.
Students not on the field trip reviewed for the HSA by taking a practice exam and then watching a movie about Ecology,.
Students matched Ecology vocabulary to their definition. Students then applied the terminiology to a poster activity.
abiotic_vs_biotic_factorshw.docx | |
File Size: | 96 kb |
File Type: | docx |
Students reviewed Ecology vocabulary with a power point. Students then watched a short video on the Wolves of Yellowstone Natinoal Park and a short video of the 1950's cat drop in Bornio to identify how interrelated biotic and abiotic factors are. After this students reviewed food chains and expanded them to food webs, trophic levels and energy pyramids.
|
|
Students continued to learn about trophic levels, energy pyrmaids and the 10% rule. Students were also introduced to symbiotic relationships.
|
|
|
Students completed an application acitivity about symbiotic relationships. Students were given 15 relationships and they had to identify if it represented mutualism, parasatism or commensalism. Students then took notes on biogeochemical cycles and were introduced to greenhouse gases.
|
|
Students reviewed the 3 major biogeochemical cycles with brainpops and diagrams of each cycle. Students also were introduced to ozone and watersheds. Students also started reseraching biomes.
|
|
|
Students finished their biome organizers and completed a coloring activity to have a visual of biome boundaries in North America. Students then started power point notes on succession.
|
|
Students finished notes on succession and watched a Bozeman science clip on ecological succession. Students also reviewed popluations and applied their knowledge to human populations.
|
|
|
Students were assessed on their knowledge of Ecology. Students also began reviewing for the HSA with a gallery walk activity.
|
|
|
June 1, 2016
Final Review before HSA testing. Students worked on a cumulative review packet and watched a video about cells and characteristics of life.
June 3, 2016
HSA testing day for most students. Students who have already tested watched a video about Typhoid Mary and Infectious Diseases.
June 7-9, 2016
Students completed their final Notebook Quiz and started their service learning project. The service learning project about infectious diseases is one part researching and creating an advertisement about an infectious disease. The second part is bringing in an item that helps prevent infectious diseases to share wtih the school community. Examples of items to help the spread of diseases include, a box of tissues, a bottle of hand sanitizer, a bottle of hand soap, a box of bandaids, a roll or paper towels. Only one item per partnership is needed to fulfill the requirements of the project.
June 10-15, 2016
Final Exams Start!!
June 16-17, 2016
Final Exam Make-up Days
Final Review before HSA testing. Students worked on a cumulative review packet and watched a video about cells and characteristics of life.
June 3, 2016
HSA testing day for most students. Students who have already tested watched a video about Typhoid Mary and Infectious Diseases.
June 7-9, 2016
Students completed their final Notebook Quiz and started their service learning project. The service learning project about infectious diseases is one part researching and creating an advertisement about an infectious disease. The second part is bringing in an item that helps prevent infectious diseases to share wtih the school community. Examples of items to help the spread of diseases include, a box of tissues, a bottle of hand sanitizer, a bottle of hand soap, a box of bandaids, a roll or paper towels. Only one item per partnership is needed to fulfill the requirements of the project.
June 10-15, 2016
Final Exams Start!!
June 16-17, 2016
Final Exam Make-up Days