A time to say aloha , which means neither hello or goodbye , as I am sure we will see each other again next school year ..have a wonderful and safe summer
Biology – this section is mandated by district to meet the health requirements for high school, any student opting out of in class presentations will have to investigate on their own about STDs and write a 6-8 page paper typed dbl spaced about HIV , transmission , and techniques to avoid acquiring this disease
June 4 2018
Due by finals plus google classroom assignments
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : Determine 3 reasons why teenagers don’t use protection
Learning Objective: students will know and be able to understand how various stds affect the human body, the STDs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds
3) you will research one of the following STDs for a presentation in class that will include the same parameters as the last project assignment for anti drugs
Biology Week 18 this section is mandated by district to meet the health requirements for high school, any student opting out of in class presentations will have to investigate on their own about STDs and write a 6-8 page paper typed dbl spaced about HIV , transmission , and techniques to avoid acquiring this disease
May 29 2018
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : Determine 3 reasons why teenagers don’t use protection
Learning Objective: students will know and be able to understand how various stds affect the human body, the STDs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds
3) you will research one of the following STDs for a presentation in class that will include the same parameters as the last project assignment for anti drugs
how many teens have stds, and how many adults have contracted it
how does this disease affect the body both short and long term
what are the symptoms of the disease
can you die from this disease – how, what organs are affected
what are the main stages of the disease
explain how the disease affect men and women
include pictures
Agencies or local clinics # and address where someone can get help that has a STD
May 30 2018
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : differentiate between the types of drugs that are legally prescribed versus the ones that are illegal
Learning Objective: Students will know and be able to understand how various stds affect the human body, the STDs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds
3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for anti drugs
QFD : Once you replace negative thoughts with positive ones, you’ll start having positive results.
?FD : Describe 3 negative things that can happen to you if you get an std
Learning Objective: Students will know and be able to understand how various stds affect the human body, the STDs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds
3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for anti drugs
June 1 2018
QFD : In order to carry a positive action we must develop here a positive vision.
?FD : Describe and analyze the methods used to cure drug addictions
Learning Objective: Students will know and be able to understand how various stds affect the human body, the STDs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds
3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for anti drugs
last week to turn in missing assignments none will count after 19th
May 17 2018
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : Determine 3 reasons why teenagers abuse drugs
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
*** project is completed after you are finished with Final Exam
1) drug free world project Google classroom.
2) (posters or brochures) and (presentations or videos) @ Anti drug
3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for endangered species
Who what where when why do these topics affect teenagers
A) a slogan b) how many teenagers experiment with the drug, why we should care, where do they get the drugs from, why is the drug bad ( be specific) , how does it affect the body ( be specific), what are the symptoms of abuse? What can happen to you if you take the drug, Is this drug addicting?, how many teenagers die from this drug, what are some street names, what are the effects of the drug, short and long term affects, agencies with phone numbers or email addresses to help save addicted teens ) draw a picture on front cover
2) presentations – 1-2 PSA same requirements
3) finish and publish to YouTube if possible or we can play it on class computer
May 18 2018
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : differentiate between the types of drugs that are legally prescribed versus the ones that are illegal
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) drug free world project Google classroom
2) posters , brochures and presentations @ Anti drug
3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for endangered species
May 19 2018
QFD : Once you replace negative thoughts with positive ones, you’ll start having positive results.
?FD : Describe how a drug can affect your brain
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) drug free world project Google classroom
2) posters , brochures and presentations @ Anti drug
3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for endangered species
May 20 2018
QFD : In order to carry a positive action we must develop here a positive vision.
?FD : Describe and analyze the methods
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) posters , brochures and presentations @ Anti drug
2) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for endangered species
QFD : In order to carry a positive action we must develop here a positive vision
Essential question : Describe and analyze the methods
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) presentations and Anti drug selection / teenage suicide / cutters
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) poster recreation
2) pick an endangered species to study and investigateand add the following :
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) poster design
2) endangered species project ( individual – all posters should be different)
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
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
April 24 2018
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.*
LS4.B: Natural Selection
Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation
Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.
Finish action plan and graph, attach to poster
April 25 2018
QFD : April showers bring May flowers.. Unless you live near coachella , then your flowers die due to the rain precipitated by the patrons ..
?FD : Describe how genes play a role in evolution of species, be specific
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.
LS4.B: Natural Selection
Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation
Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.
1) film about endangered species
2) finish poster completely and start video …
April 26
QFD: Love as powerful as your mother’s for you leaves its own mark … to have been loved so deeply .. will give us some protection forever.” —J.K. Rowling
Essential question of the Day : name and describe the three types of survivorship and provide examples
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to name and describe the three types of survivorship by completing an online assignment
LS4.B: Natural Selection
Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation
Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.
1) project day 4 of 5
2) pyramids due
3) work on PSA partners
April 29
QFD: My mother is my root, my foundation. She planted the seed that I base my life on, and that is the belief that the ability to achieve starts in your mind.” —Michael Jordan
Essential question of the Day : analyze the differences in density dependent and density independent factors that affect populations
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will analyze the differences in density dependent and density independent factors that affect populations by taking a quiz
1) PSA finished by end of period
Biology Week 12 ecology
April 16
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)Draw color and label a picture of the nitrogen cycle
2) Read article on composting and write a 1 page paper on why composting is important and the science behind it
April 17 2018
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
April 18 2018
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) website creation
2) pick an endangered species to study and investigate
April 19 2018
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.
1) website design
2) endangered species project
Notes on endangered species
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
April 20 2018
QFD : April showers bring May flowers.. Unless you live near coachella , then your flowers die due to the rain precipitated by the patrons ..
?FD : Describe how genes play a role in evolution of species, be specific
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.
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) natural selection posters
3) hardy weinberg (google classroom) 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
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 3 20 2018
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 3/21/18
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 3/22/18
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 3/23/18
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
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
march 12 2018
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 13 2018 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
fossil evidence ( fossil record)
Embryological evidence
Bio-geography
Homologous Structures
DNA Genetic information
Due by next monday
March 14 2018
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 15 2018
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 18 2018
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: SizeName _______________________________________ 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 5 2018
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
1) film review, write down at least 15 facts about each era in Earths history
March 6 2018
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(partners or 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 )
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:
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 next monday
March 7 2018
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
finish booklets
presentation of facts
March 8 2018
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
March 9 2018
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
Feb 26 2018
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
Create poster or Brochure that includes the following;
A new genetic engineering product.
How was the DNA changed? (mutation)
How much does it cost?
Target Audience
How does your product affect the environment?
Explain in detail how it specifically affects the food chain?
Are there any health benefits with your product?
Any negative symptoms?
Feb 27 2018
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 28 2018
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)
Page 1-2 time period, and description of Era
Pages 3 Changes in the Animals from the beginning to end of period
Pages 4 Changes in plant life from the beginning to end of period
Pages 5 changes in the atmosphere and climate
Pages 6 Changes in the land masses
Pages 7 Major events that transpired during this time period
All info must be included brochure as well if that is your choice
HW : continue in PowerPoint
March 2 2018
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
Feb 17 2018
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) take home quiz HOMEWORK
Week 7 second semester
mrborden
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