Biology Week 12 and 13 evolution/ecology
April 1/2 Block schedule
QFD: Some people can’t be fooled on April Fool’s Day because they were fooled too many times during their entire lifetime.”
?FD : Differentiate between the various types of natural selection
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) handouts on squid webquest and article 30 min (complete webquest, highlight and summarize article in a few paragraphs

2) squid dissection plus webquest handout 25 min https://www.squid-world.com/facts-about-squids/
squid video
link 10. https://ocean.si.edu/ocean-life/invertebrates/giant-squid-beak-and-radula

bioluminescence
squid sexual reproduction
#16 uses of bioluminescence
Break 5 min
3)Draw color and label a picture of the nitrogen cycle, carbon cycle, global carbon cycle by end of Thursday and a detailed explanation of what the picture reveals I hr
3) ecology EC google classroom

http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124

April 4/5 2019 periods
QFD : April is the cruelest month, breeding lilacs out of the dead land, mixing memory and desire, stirring dull roots with spring rain.” ― T.S. Eliot, The Waste Land
?FD : how long did you study for the test ?
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce
1) test evolution

2) finish coloring
3) vocabulary ecology ( vocabulary.com)

April 3 2019

QFD: the world is its own magic.” ― Shunryu Suzuki
?FD : Have you ever created a website before ? Do u remember the one we created at the beginning of the school year and your password?
Learning Objective: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) presentations of pictures and how abiotic factors affect biotic factors
2) pick an endangered species to study and investigate

April 8/9/10 2019
QFD : rain in April is abominable,”Like a slap in the face when you expected a kiss.”
?FD : Describe and analyze the methods scientists use to prove the theory of evolution
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
**** Evolve – Shape https://youtu.be/5iQrV3laG2s
1) endangered species project
Pick a biome habitat and endangered species
Create a poster colored that reveals information about why your species is becoming endangered, what factors are affecting it, where does it live, what does it eat, what eats it, how many are left on earth and a graph of the decline of the species over the last 10-20 years… a 3d poster will get you 50 pts ec
1) poster design

2) endangered species project ( individual – all posters should be different)

1)Step one , create a poster, and pick a endangered species of a plant and animal from the list http://www.earthsendangered.com/search-regions3.asp?search=1&sgroup=allgroups&ID=38

2) Explains the who what where when and why these species have become endangered include pictures and graphs to emphasize your findings ( at least 1-2 paragraphs per section)

3) create a graph using excel or spreadsheet that demonstrates the decline in the species you have chosen over the last 20 years

4) create a conservation management plan (1-2 pages) that illustrates how you would help your chosen species grow their population (a conservation management plan explains what you would do if you were president of the ” ” foundation and you were given an assignment to bring back the species. What would you do to specifically help the animals gain health and to increase their numbers. what would you do the people caught smuggling? what abiotic factors may affect their numbers? What punishment, or laws would you enact to make sure your species survives

5) list the consequences that humans have had on your species and what steps ie. laws could help to ensure that the species will survive and be protected

6) (partners) create a 1 min video that serves as a public service announcement to help your species using all of the information you gathered from your website
***find an endangered plant and use the back of the poster to display data

Notes on endangered species

April 11/12
Groups of 1-3
2) movies on endgangered species


1) film about endangered species

2) finish poster project turn it in to sub

********REMINDER GOOGLE CLASSROOM EC ASSIGNMENT APRIL 20 midnight …TIGERS AND ELEPHANTS
yes sat night

4/9
QFD : You cannot change what you refuse to confront.
?FD : Differentiate between the various types of natural selection
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) film clip
2) Hyperdoc GC

http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124
4/10
QFD : Love and appreciate your parents. We are often so busy growing up, we forget they are also growing old.
?FD :Name 3 vestigial structures
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

1) film clip
2) natural selection posters
3) test on hardy weinberg (google classroom)
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124
1) vocab worksheet due

4/11
QFD : Sometimes people don’t notice the things others do for them until they stop doing them.
?FD : Describe the difference between gene flow and genetic drift
Learning Objective: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) natural selection poster presentations
4/12 1/3/5
QFD : Saying someone is ugly doesn’t make you any prettier
?FD : Describe and analyze the methods scientists use to prove the theory of evolution
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) test evolution Google classroom

4/13 2/4/6

QFD : Don’t say you don’t have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michaelangelo, Mother Teresea, Leonardo da Vinci, Thomas Jefferson, Albert Einstein, etc…
?FD : Describe how genes play a role in evolution of species, be specific
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) film about ecological principles

Biology
mon March 18 2019
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) quiz review
2) video clip on natural selection
3 ) notes

HW : vocabulary terms

tues 3/19/19
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a Model that reveals information about lines of evidence of evolution concerning speciation by the end of the period
1) speciation
2) watch videos at home about the other types of evidence

EVOLVE: EYES Name _____________________________________ Prd. _______________ Date_______________

1. ________________ of the Animal Kingdom, share the power of sight.
2. The sharpest eyes in the Animal Kingdom belong to __________________________________.
3. Evolutionary mistakes are referred to as ______________________________________.
4. ___________________ light makes jellyfish relax and drop to the ocean floor, ___________________ light makes the jellyfish speed up and rise toward the surface.
5. The ____________________________ explosion is the dawn of evolutionary change.
6. Compound eyes have many _______________________.
7. Trilobite eyes were made of ____________________________.
8. Insects have ______________________________ eyes.
9. The dragonfly has ____________________________ lenses and flies at speeds up to _____________________mph.
10. Binocular vision (seeing with two eyes) allows for ____________________ judgment and _________ imaging.
11. The Allosaurus is an ____________________ predator, waiting for its prey to come to it, like an alligator.
12. Animals that are prey for others can see in _____________________ vision.
13. The eyes of nocturnal animals, have very large _______________________________.
14. Tarsiers eyes are larger than their _______________________________.
15. Glowing eyes is known as ___________________________________.
16. Human eyes can see __________________________________ colors.
17. ____________________________ were used to gather leaves high in the canopy.
18. ____________________ leaves are more nutritious than green leaves.
19. Binocular vision in primates, made ______________________________________ important for survival.
20. Group living was the reason that __________________________ evolved to a larger size.

https://quizlet.com/122835703/spacerace/embed
wed 3/20/19
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution
1) quiz
thurs 3/21/19
QFD: “The past is a ghost, the future a dream. All we ever have is now.” -Bill Cosby
Essential question of the Day : hypothesize which aspect of evolution is most important to prove the theory
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a test that reveals information about lines of evidence of evolution and the various types of evolution by the end of the period
1) watch natural selection and Charles Darwin video

2) watch video on selection types and draw pictures to ensure you understand the idea, then write  paragraph describing each type of selection
Friday 3/22/19
QFD: don’t want a Black History Month. Black history is American history. ~Morgan Freeman
Essential question of the day : Who was Charles Darwin and what is his significance to the theory of natural selection
This weeks learning objective : HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will view a video that re explains that reveals information about lines of evidence of evolution andnatural selection by the end of the period
1) either finish movie or move to Hardy Weinberg principle

Week 7 second semester
Biology Cp

march 11 2019
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) video clip on evidence
2) notes

HW : vocabulary terms

 

March 12 2019
Virtual lab
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a Model that reveals information about lines of evidence of evolution by the end of the period
1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

In your booklet – Evolution Evidence

Includes a picture of a type of evolutionary evidence and explains the evidence in 1-2 paragraphs. Under the picture and description, on the back page create 3 questions at levels 1,2,3 and answer them

1. fossil evidence ( fossil record)
2. Embryological evidence
3. Bio-geography
4. Homologous Structures
5. DNA Genetic information

Due by next monday

March 13 2019

QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution
1) finish posters and place on wall , go comment on another groups poster of which u think is important , and any info that you disagree with
2) gallery walk
March 14 2019
QFD: “The past is a ghost, the future a dream. All we ever have is now.” -Bill Cosby
Essential question of the Day : hypothesize which aspect of evolution is most important to prove the theory
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a test that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) quiz due
2) watch natural selection and Charles Darwin video
March 15 2019
QFD: don’t want a Black History Month. Black history is American history. ~Morgan Freeman
Essential question of the day : Who was Charles Darwin and what is his significance to the theory of natural selection
This weeks learning objective : HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) size video and questions
Evolve: Size​​Name _______________________________________ Per___

Objective: Students will understand why certain factors influence how animals have changed in size over time.

1. Explain what advantage the pigmy (small) mammoth had over the giant mammoths.
2. Explain why “bugs” at periods in the past could grow so much larger than the “bugs” now.
3. Describe how whales have changed in size over time. Include the theory of why the change occurred.
4. Explain how it is possible for the Sauropods to be so large.
5. Explain why tiny mammals survived when the dinosaurs (and other large animals) became extinct?
6. Explain this theory of why humans have become taller. How is this related to “survival of the fittest”?
7. Summary of main idea: What factors affect the size of animals?

 

March 4 2019
QFD: The cost of liberty is less than the price of repression.”
—W.E.B. Du Bo
Essential question of the day : Compare and contrast the eras in Earths History
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
***** due genetic engineering product
2 appt for grades

1)  film review, write down at least 15 facts about each era in Earths history

March 5 2019
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution

Students will create  a booklet(individual) demonstrates how earth, the species of plants and animals, the environment has changed over time by examining one of the four eras in earths history (Precambrian / Cambrian , Paleozoic, Mesozoic, and Cenozoic )
Precambrian/Cambrian (inside cover and next page)
Paleozoic (pg 3 + 4)
Mesozoic (pg 5 + 6)
Cenozoic (back over)
Included in your booklet: pictures for each era, written explanation for the above requirements, you name/names and a title slide.

Include all of this information for each era on earths history:(paragraph each)
**Time period, and description of Era
**Changes in the Animals from the beginning to end of period
**Changes in plant life from the beginning to end of period
**Changes in the atmosphere and climate
**Changes in the land masses
**Major events that transpired during this time period

All info must be included brochure as well if that is your choice
due by Friday or
due by next Monday
https://www.khanacademy.org/science/biology/history-of-life-on-earth
https://www.newscientist.com/article/dn17453-timeline-the-evolution-of-life/
March 6 2019
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a brochure to demonstrate their understanding of the changes in species on earth over time

1. finish booklets
2. presentation of facts

March 7 2019
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution

1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

https://quizlet.com/122835703/flashcards/embed

https://quizlet.com/122835703/flashcards/embed

March 8 2019
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) video clip on evidence

2) notes

Biology CP

Feb 25 2019
QFD: One of the hardest things in life is having words in your heart that you can’t utter. James Earl Jones
Essential question of the day : List 5 reasons why genetic engineering cloning is good for humanity and 5 reasons it is not
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will have a formal debate on the pros and cons of genetic engineering and cloning
1) pros and cons of genetic engineering
2) presentations of papers

MLA formatting
2 page typed double spaced, MLA paper explaining the pros and cons of genetic engineering. Must have 3 references as well, rough draft due by Tuesday

Feb 26 2019
QFD: For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela
Essential question of the day : should humans clone humans ? Justify your answer
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take a and complete a quiz concerning genetic engineering and the ethics of cloning
1) Finish brochure
Feb 27 2019
QFD: Hate is too great a burden to bear. It injures the hater more than it injures the hated.”—Loretta Scott King
Essential question of the day : Describe why dinosaurs do not exist anymore
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a PowerPoint demonstration that reveals information about lines of evidence of evolution by the end of Wednesday
1) the geologic time scale
2) video clip
3) video project , Google slides, honors – individual , CP – pairs
Students will create a 15 slide PowerPoint or a brochure that demonstrates how earth, the species of plants and animals, the environment has changed over time by examining one of the four eras in earths history ( Precambrian / Cambrian , Paleozoic, Mesozoic, and Cenozoic )
Included in your presentation : pictures that demonstrate the slide meaning, written explanation for the above requirements, you name/names and a title slide. (Doesn’t count in 15)
Biology Genetics Poster/PowerPoint

Create poster or Brochure that includes the following;

1. A new genetic engineering product.
2. How was the DNA changed? (mutation)
3. How much does it cost?
4. Target Audience
5. How does your product affect the environment?
6. Explain in detail how it specifically affects the food chain?
7. Are there any health benefits with your product?
8. Any negative symptoms?

All info must be included brochure as well if that is your choice

HW : continue in PowerPoint

Feb 28 2019
QFD: One day our descendants will think it incredible that we paid so much attention to things like the amount of melanin in our skin or the shape of our eyes or our gender instead of the unique identities of each of us as complex human beings.” —Franklin Thomas,
Essential question of the day : analyze the various eras in earths history
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a PowerPoint demonstration that reveals information about lines of evidence of evolution by the end of today
1) finish power points
2) watch videos at home about the other eras
March 1 2019
QFD: Never be limited by other people’s limited imaginations.”
—Dr. Mae Jemison,
Essential question of the day : Differentiate between mass extinctions according to their type
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will present a PowerPoint that demonstrates information about lines of evidence of evolution
1) presentations
2) final draft due

Feb 19 2019
QFD: He who is not courageous enough to take risks will accomplish nothing in life. ? Muhammad Ali
Essential question of the day : Who was Gregor Mendel ? What was the two laws he proposed concerning genetics?
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) Gregor Mendel
2) Finish all handouts on pedigrees

Feb 20 2019
QFD: For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela
Essential question of the day : Name and describe an inherited disease and why males ar mainly affected
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take and complete a Test concerning pedigrees and modes of inheritance
1) test 300 points
Feb 21 2019
QFD: Whatever we believe about ourselves and our ability comes true for us.” — Susan L. Tayloru
Essential question of the day : how can environmental issues affect a species ? How can genetic engineering play a role in developing species?
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take Cornell notes into their notebooks and write down 3 questions they may have concerning genetic engineering
1) GMOs genetic engineering
2) video clip
3) notes




Feb 22 2019
QFD: Hate is too great a burden to bear. It injures the hater more than it injures
the hated.-Coretta Scott King,
Essential question of the day : Analyze the methods for genetic engineering and describe your results
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take notes into their notebooks concerning the video clips and the main points viewed and write down 3 questions they may have concerning Cloning
1) ethics of cloning humans
2) 2 page typed double spaced, MLA paper explaining the pros and cons of genetic engineering. Must have 3 references as well, rough draft due by Tuesday
http://redpath-staff.mcgill.ca/hendry/writingtips.pdf

http://surveys.panoramaed.com/palmsprings

Feb 11 2019
QFD: He who is not courageous enough to take risks will accomplish nothing in life. ? Muhammad Ali
Essential question of the day : determine the mechanisms for mutation in genes
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) genetic mutations and probability
2) X linked genes

3) problems on Google classroom …Mendel

Human Pedigree Analysis Problem Sheet

There are a number of different types of human pedigrees that you may encounter, however, there are only a few different modes of inheritance that you will need to be familiar. The following pedigrees show you different examples of human traits that can be traced through generations. See if you can identify the modes of inheritance, and answer any questions directly related to each pedigree. While you are working on this, keep the following clues in mind:
Clues for Autosomal Inheritance

Recessive
• individual expressing trait has 2 normal parents
• two affected parents can not have an unaffected child
Dominant
• every affected person has at least one affected parent
• each generation will have affected individuals

Clues for Sex-linked Inheritance

Recessive
• no father-to-son transmission
• predominantly males affected
• trait my skip generations

Pedigree Hints
1)
If anyone whose phenotype is different from both their parents then they are probably RECESSIVE
If anyone whose phenotype is the same as either their parents then they are probably DOMINANT
2) If a girl with a recessive phenotype has a father or son with a dominant phenotype then it must be Autosomal
If a girl with a recessive phenotype does not have a father or son with a dominant phenotype then it must be X linked

Feb 12 2019
QFD: Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed.
-Booker T. Washington, author and politician

Essential question of the day : what would a model of a genetic mutation look like ?

This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) Finish all problems by tomorrow

Feb 13 2019
QFD: For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela
Essential question of the day : Name and describe an inherited disease and why males ar mainly affected
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take and complete a Test concerning pedigrees and modes of inheritance
1) test 250 points

Feb 14 2019
QFD: Whatever we believe about ourselves and our ability comes true for us.” — Susan L. Tayloru
Essential question of the day : how can environmental issues affect a species ? How can genetic engineering play a role in developing species?
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take Cornell notes into their notebooks and write down 3 questions they may have concerning genetic engineering
1) GMOs genetic engineering
2) video clip
3) notes



Feb 15 2019
QFD: Hate is too great a burden to bear. It injures the hater more than it injures
the hated.-Coretta Scott King,
Essential question of the day : Analyze the methods for genetic engineering and describe your results
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take notes into their notebooks concerning the video clips and the main points viewed and write down 3 questions they may have concerning Cloning
1) ethics of cloning humans
2) article Google classroom

Week 4 Genetic probability
Jan 28 2019
QFD: I have learned over the years that when one’s mind is made up, this diminishes fear. Rosa Parks
Essential question of the day : compare and contrast the terms homozygous dominant, heterozygous and homozygous recessive
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) lecture story of genes alleles and chromosomes
2) group problems co dominance
Hw : read article on Google classroom , highlight important facts .. We will answer questions in class

Jan 30 2019

QFD: Laundry is the only thing that should be separated by color.
-Author Unknown
Essential question of the day : analyze the probability of two random events occurring during meiosis
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) group practice mono and dyhybrid cross

Hw : Finish problems

Jan 31 2019
QFD: I was raised to believe that excellence is the best deterrent to racism or sexism.
-Oprah Winfrey, media proprietor

Essential question of the day : predict the phenotype from the genotype of individuals
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) genotype and phenotype … Mating game

Materials: Other students in class with clothes on
Procedure:
1) Students will draw 25 punnett squares on a separate sheet of paper and title it the observation section
2) Mark a little X in the corner of 1 of the 4 boxes in all punnett squares
3) Students will pair up with 5 members of the opposite sex in the class and trade genotypes.
4) The genotypes are as follows:
Boys –Shoes(ear type)D=dangling dd attached tennis shoes receive DD all other shoes dd
Girls – Shoes Sandals Dd shoes dd
Boys shirt color = blood type white AB blue AO red BO green AA purple BB all others OO
Girls shirt/blouse color = blood type white AB blue AO red BO green AA purple BB all others OO
Boys Pants = Hair color shorts = Bb brown hair pants = BB black hair blue shorts = bb Blonde hair
Girls Pant/skirts = Hair color shorts = Bb brown hair pants = BB black hair blue shorts/skirt = bb Blonde hair
Boys – Eye Color Iphone = EE ( brown eyes) No Phone Ee (green eyes)android ee (blue)
Girls– Eye Color iphone = EE ( brown eyes) No phone Ee (green eyes) android ee (blue)
Boys – Sex type boy/girl boys flip a coin heads boy tails girl

5) Record the data for each encounter in the punnett squares. Record the boys genotype on top and the girls genotype on the left (3 people X 5 traits = 15 boxes)
6) After you are finished with a member of the opposite sex , record your data using the Xs you marked earlier. For instance you may have a Dangling eared, AB blood type, Blonde haired, green eyed, Boy. Write the combination of traits next to the punnett squares
Jan 25 2018
QFD: He who is not courageous enough to take risks will accomplish nothing in life. ? Muhammad Ali
Essential question of the day : determine the mechanisms for mutation in genes
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) genetic mutations and probability
2) X linked genes

3) problems on Google classroom …Mendel

February 1 2019
QFD: Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed.
-Booker T. Washington, author and politician

Essential question of the day : what would a model of a genetic mutation look like ?

This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) Finish all problems by Monday

Week 2
Biology CP
Jan 22 2019 Tuesday
QFD: Breakdowns can create breakthroughs. Things fall apart so things can fall together
Essential question of the day : define a positive mutation
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) Models due plus stories …exchange appts
2) video clips on probability

What is the name of your organism ?
How many types of the species are there ? Describe
How many are there and how do they reproduce ? Describe
What environment does your species live in ? Compare the environment and what affect this might have on your species ?
How long has your species lived in earth ?
Write a short story (1 page ) explaining how and where you found this creature and why it is a new species.
1. What is human nature? To understand human nature, what topics must you address
2. Do you think your personality was shaped more by how you were raised or by your genes?
3. When scientists learn that a particular brain structure or chemical is associated with a personality trait, how is that knowledge valuable? Does it help us understand the trait better? Does it have practical implications?
4. If you have siblings, was the family environment in which you grew up the same as, or different from, theirs? If different, do these variations account for how you and your siblings turned out?
5. Is there anything useful about depression? Would a person who was unable to experience depression have problems as a result? Can a person learn anything, or benefit in any way, from being depressed?

6. If you could choose, would you rather be high or low on sociosexuality?
7. Women who are high on agreeableness make more accurate assessments of their “mate value,” their attractiveness to the opposite sex. The study that reported this finding did not offer a very clear explanation. Can you come up with one?
8. Do you agree or disagree with evolutionary psychology’s conclusions about sex differences? Do you think these differences exist in the way the theory suggests? Could they be explained as well or better by culture?
9. If you are a woman, would you be comfortable marrying a man who had less education and made less money than you? (If you are a man, would you be comfortable marrying a woman who had more education and made more money than you?) Why? Are these attitudes changing?
10. Do you think psychology will eventually be replaced by biology?
11. Are people just another species of animal? In what ways are people similar to, and different from, “other” animals?
Hw : finish questions

Jan 23 2019 Wednesday
QFD: A gem cannot be polished without friction, nor a man perfected without trials.
Chinese proverb
Essential question of the day : Explain why more mutations are harmful to humans than are helpful and include environmental factors
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) genetics notes
2) quiz mutations
Jan 24 2019 Thursday
QFD: The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.
Martin Luther King Jr.
Essential question of the day : Name and describe 3 different types of mutations caused during replication
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) spongebob genetics 1 and 2

Jan 25 2019 Friday
QFD: The difference between stumbling blocks and stepping stones is how you use them
Essential question of the day : Compare and contrast a mutation caused during meiosis and mitosis and give an example
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) spongebob 3
2) finish all questions over the weekend