Posted by: mrborden | September 25, 2016

Week 8 protein presentations , macromolecules

Week 8
Sept 26
QFD: Since we cannot change reality, let us change the eyes which see reality.
EQ: compare and contrast 2 of the proteins you researched about
Today’s performance objective : students will finish their posters that display their knowledge about proteins
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) finish posters
2) behave for sub

Sept 27

QFD: If you don’t like something, change it. If you can’t change it, change your attitude.
EQ: describe the 9 various types of protein and compare their similarities and differences
Today’s performance objective ; students will present one category of proteins as to their structure, function, and relationship to homeostasis by completing a gallery walk
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) gallery walk

Sept 28
QFD: Never believe that a few caring people can’t change the world. For, indeed, that’s all who ever have
EQ: analyze the role of proteins in a paragraph
Today’s performance objective: students will evaluate what they have learned by completing a quiz at 70% or better concerning the similarities and differences of various protein types and their relationship to homeostasis
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) quiz on proteins

Sept 29

QFD: Everyone thinks of changing the world, but no one thinks of changing himself.
EQ: what do people mean , when they say you are what you eat, describe in a paragraph using macromolecule terms
Today’s performance objective : students will complete a Webquest on nutrition and macromolecules
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) Webquest

Sept 30
QFD: You must take personal responsibility. You cannot change the circumstances, the seasons, or the wind, but you can change yourself. That is something you have charge of.
EQ: analyze your body mass index as to overall physical health and possible situations where homeostasis may break down
Today’s performance objective : students will complete a lab about body mass index and finish by the end of the period
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) BMI lab

Posted by: mrborden | September 18, 2016

Week 7 feedback mechanisms and proteins

Sept 19
QFD: Q: Explain the concept of homeostasis?
A: It is when you stay at home all day and don’t go out
Essential Question : compare and contrast osmosis , diffusion and active transport as to homeostasis
performance object: students will demonstrate their knowledge of today’s goals by
Todays learning objective : HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis

1) text review
2) osmosis , diffusion and active transport ..Cornell notes

Sept 20
QFD: if you change the way you look at things, the things you look at begin to change
Essential Question : analyze 3 household objects that have homeostatic properties and draw a diagram to explain the receptor , control center , and action
performance object: students will demonstrate their knowledge of today’s goals by completing an activity on homeostasis
Todays learning objective : HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) activity feedback mechanisms
2) homeostasis article and questions for HW

Sept 21
QFD: Chance throws peculiar conditions in everyone’s way. If we apply intelligence, patience and special vision, we are rewarded with new creative breakthroughs. W Bradford
Essential Question : describe the various proteins invovled in homeostasis of the cell membrane
performance object: students will demonstrate their knowledge of today’s goals by competing a quiz at 70% or greater
Todays learning objective : HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) quiz on homeostasis

Sept 22

QFD: EXCITEMENT is a state of BEING in which our cells of body, mind and heart are engaged by the orchestration of our spirit.
Essential Question : Differentiate between various protein molecules and their actions
performance object: students will demonstrate their knowledge of today’s goals by taking proper Cornell notes
Todays learning objective :
HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) proteins and DNA
2) Hw

Sept 23

QFD: The rehabilitation of order as a universal principle, however, suggested at the same time that orderliness by itself is not sufficient to account for the nature of organized systems in general or for those created by man in particular.
Essential Question : describe how a hypotonic solution can lead to cell death in a paragraph
performance object: students will demonstrate their knowledge of today’s goals by competing a Google classroom assignment
Todays learning objective :
HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) activity proteins Google classroom

Posted by: mrborden | September 11, 2016

Week 6 Homeostasis Presentations, Tissues, Proteins

Mon 12
QFD: Coming together is a beginning; keeping together is progress; working together is success. h. ford
Essential Question : Analyze which part of of an experiment is the most important part and why?
performance object: students will demonstrate their knowledge of today’s goals by presenting their data from their experiment to the class
Todays learning objective : HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) presentations day 1 of 2
Tues 13
QFD: Success is not final, failure is not fatal: it is the courage to continue that counts. Winston Churchill
Essential Question: Name 2 observations you made about others presentations and describe what you would do differently if you tried their experiement
Performance object: students will demonstrate their knowledge of today’s goals by presenting their data from their experiment to the class
Todays learning objective: HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) day 2 of 2 presentations
Wed 14
QFD: Defeat is not the worst of failures. Not to have tried is the true failure. George Edward Woodberry
Essential Question : Relate structure and function to the 12 body systems by creating study quide for the test tomorrow
performance object: students will demonstrate their knowledge of today’s goals by reviewing their notes and studying an hour as hw for the test tomorrow

TODAY’S LEARNING OBJECTIVE:

Learning objective: HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

1) review for test #1

Thurs 15
QFD: Success consists of going from failure to failure without loss of enthusiasm. Winston Churchill
Essential Question: Name 3 steps you have taken to ensure that you will do well on todays test
performance object: students will demonstrate their knowledge of today’s goals by achieving 70% or greater on today’s exam

TODAY’S LEARNING OBJECTIVE:

Learning objective: HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

1) test #1 300 pts

Fri 16
QFD: Success is how high you bounce when you hit bottom. George S. Patton
Essential Question: Name 3 items in our water that are not healthy, descibe why
performance object: students will demonstrate their knowledge of today’s goals by taking cornell notes and organizing them

TODAYS LEARNING OBJECTIVE:

Learning objective: HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

1) water case study ..google classroom

Posted by: mrborden | September 4, 2016

Week 5 experiment writeups, cells

Cellular differentiation (read as Homework)
“Cell differentiation” redirects here. For the journal, see Cell Differentiation (journal).
In developmental biology, cellular differentiation is the process by which a less specialized cell becomes a more specialized cell type. Differentiation occurs numerous times during the development of a multicellular organism as the organism changes from a simple zygote to a complex system of tissues and cell types. Differentiation continues in adulthood as adult stem cells divide and create fully differentiated daughter cells during tissue repair and during normal cell turnover. Differentiation dramatically changes a cell’s size, shape, membrane potential, metabolic activity, and responsiveness to signals. These changes are largely due to highly controlled modifications in gene expression. With a few exceptions, cellular differentiation almost never involves a change in the DNA sequence itself. Thus, different cells can have very different physical characteristics despite having the same genome.

A cell that can differentiate into all cell types of the adult organism is known as pluripotent. Such cells are called embryonic stem cells in animals and meristematic cells in higher plants. A cell that can differentiate into all cell types, including the placental tissue, is known as totipotent. In mammals, only the zygote and subsequent blastomeres are totipotent, while in plants many differentiated cells can become totipotent with simple laboratory techniques. In cytopathology, the level of cellular differentiation is used as a measure of cancer progression. “Grade” is a marker of how differentiated a cell in a tumor is.

Sept 6

QFD:

The road to success is always under construction

?FD:

write a circle thinking map and place the word cell in it, then provide 10 words that relate to cells
Students will also create a poster as artifact to document their findings from their experiments

TODAYS LEARNING OBJECTIVE: 

Learning objective:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

1) cell specialization notes
2) performance and data recovery , graphs, and data section created for lab
2) hw read the top paragraph on this site and write 3 of the main ideas into yur notebook
Sept 7

QFD:

Love me or leave me. Hey,where is everybody going ?

?FD:

name and write the proper steps in your lab on a poster board

TODAYS LEARNING OBJECTIVE: 

Learning objective:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

1) Data section and graph created , posters almost completed
Terms like controlled and experimental variables must be used
Describe the type of experiment you conducted in observation section
Hw: read and write down main ideas link http://www.medicinenet.com/stem_cells/article.htm

1) article 1 stem cells
2) article 2 honey


Sept 8

QFD:

There is no fate, yes you’re dealt the cards but it’s up to you how you play your hand.

?FD:

name 3 types of specialized cells and how homeostasis is involved with three of their functions

TODAYS LEARNING OBJECTIVE: 

Learning objective:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

1) finish posters , observation and conclusion sections
2 ) check Hw in notebook
Sept 9

QFD:

There are many paths you take in life. Some you can choose, some are chosen for you.

?FD:

Describe 3 things you learned from conducting an experiment

TODAYS LEARNING OBJECTIVE: 

Learning objective:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
1) presentations gallery walk and explanations of experiments

What causes foodborne illnesses?
The majority of foodborne illnesses are caused by harmful bacteria and viruses.2 Some parasites and chemicals also cause foodborne illnesses.
Bacteria
Bacteria are tiny organisms that can cause infections of the GI tract. Not all bacteria are harmful to humans.
Some harmful bacteria may already be present in foods when they are purchased. Raw foods including meat, poultry, fish and shellfish, eggs, unpasteurized milk and dairy products, and fresh produce often contain bacteria that cause foodborne illnesses. Bacteria can contaminate food—making it harmful to eat—at any time during growth, harvesting or slaughter, processing, storage, and shipping.
Foods may also be contaminated with bacteria during food preparation in a restaurant or home kitchen. If food preparers do not thoroughly wash their hands, kitchen utensils, cutting boards, and other kitchen surfaces that come into contact with raw foods, cross-contamination—the spread of bacteria from contaminated food to uncontaminated food—may occur.
If hot food is not kept hot enough or cold food is not kept cold enough, bacteria may multiply. Bacteria multiply quickly when the temperature of food is between 40 and 140 degrees. Cold food should be kept below 40 degrees and hot food should be kept above 140 degrees. Bacteria multiply more slowly when food is refrigerated, and freezing food can further slow or even stop the spread of bacteria. However, bacteria in refrigerated or frozen foods become active again when food is brought to room temperature. Thoroughly cooking food kills bacteria.
Many types of bacteria cause foodborne illnesses. Examples include
Salmonella, a bacterium found in many foods, including raw and undercooked meat, poultry, dairy products, and seafood. Salmonella may also be present on egg shells and inside eggs.
Campylobacter jejuni (C. jejuni), found in raw or undercooked chicken and unpasteurized milk.
Shigella, a bacterium spread from person to person. These bacteria are present in the stools of people who are infected. If people who are infected do not wash their hands thoroughly after using the bathroom, they can contaminate food that they handle or prepare. Water contaminated with infected stools can also contaminate produce in the field.
Escherichia coli (E. coli), which includes several different strains, only a few of which cause illness in humans. E. coli O157:H7 is the strain that causes the most severe illness. Common sources of E. coli include raw or undercooked hamburger, unpasteurized fruit juices and milk, and fresh produce.
Listeria monocytogenes (L. monocytogenes), which has been found in raw and undercooked meats, unpasteurized milk, soft cheeses, and ready-to-eat deli meats and hot dogs.
Vibrio, a bacterium that may contaminate fish or shellfish.
Clostridium botulinum (C. botulinum), a bacterium that may contaminate improperly canned foods and smoked and salted fish.

Squid video

In Sheldrake’s theory of morphic resonance, similar forms (morphs, or “fields of information”) reverberate and exchange information within a universal life force. “Natural systems, such as termite colonies, or pigeons, or orchid plants, or insulin molecules, inherit a collective memory from all previous things of their kind, however far away they were and however long ago they existed,” Sheldrake writes in his 1988 book, Presence of the Past (Park Street Press). “Things are as they are because they were as they were.” In this book and subsequent ones, Sheldrake, a botanist trained at the University of Cambridge, details the theory.

Morphic resonance, Sheldrake says, is “the idea of mysterious telepathy-type interconnections between organisms and of collective memories within species” and accounts for phantom limbs, how dogs know when their owners are coming home, and how people know when someone is staring at them. “Vision may involve a two-way process, an inward movement of light and an outward projection of mental images,” Sheldrake explains. Thousands of trials conducted by anyone who downloaded the experimental protocol from Sheldrake’s Web page “have given positive, repeatable, and highly significant results, implying that there is indeed a widespread sensitivity to being stared at from behind.”

Posted by: mrborden | August 28, 2016

Week 4 Human body systems and experiments

Aug 29 2016
QFD: Don’t cry because it’s over, smile because it happened .. Dr Seuss
Essential Question of the Day: Decribe how homeostasis is maintained in the respiratory system
This weeks Learning Objective : HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Today’s performance objective : students will complete an activity that analyzes the major structure and functions of human body systems.
1) overview of human body systems Cornell notes
2) activity
August 30 2016
QFD: “It is better to be hated for what you are than to be loved for what you are not.” ― André Gide
Essential Question of the Day: which systems is most important and why?
This weeks Learning Objective : HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Today’s performance objective : students should be able to understand how each body system maintains homeostasis by completing a worksheet that interacts body systems with various activities
1) day 2 of body systems

August 31 2016
QFD: is what happens to you while you’re busy making other plans.”
― Allen Saunders
Essential Question of the Day: Which body systems are affected with TBI or epilepsy victims ? Why?
This weeks Learning Objective : HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Today’s performance objective : students will take a quiz on the human body systems and achieve 70% or higher and to understand the proper procedure for designing , and implementing a lab or experiment
1) Quiz

Question Answer Correct Answer
1) This system is made up of organs that break down food into protein, vitamins, minerals, carbohydrates, and fats, which the body needs for energy, growth, and repair.
2) A system that is made up of bones, ligaments and tendons. It shapes the body and protects organs.
3) This is made up of the brain, spinal cord, and nerves. It is your body’s control system
4) This system brings air into the body and removes carbon dioxide.
5) It allows humans to produce children.
6) It is made up of a group of organs that transport blood throughout the body.
7) This system is made up of a group of glands that produce the body’s long-distance messengers, or hormones.
8) This system is our body’s defense against infections and diseases.
9) This system is a defense system. It filters out organisms that cause disease, produces white blood cells, and generates disease-fighting antibodies. It also distributes fluids and nutrients in the body and drains excess fluids and protein so that tissues do not swell.
10) This is made up of tissues that work with the skeletal system to control movement of the body.
11) This system eliminates waste from the body,
Honor bio
Sept 1 2016
QFD: Two things are infinite: the universe and human stupidity; and I’m not sure about the universe.”
Essential Question of the Day: Compare and contrast the terms quantitiative vs qualitative
This weeks Learning Objective : HS LS 1-3.Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Today’s performance objective : students will create a PowerPoint that displays all of the body systems including the structure and function of each systems w pictures by conducting an experiment they created ( see Google classroom)
1) conducting an experiment day 4 of 5
2) Google classroom. Observation and conclusion …perform your experiment
Sept 2 2016
QFD: stay safe this holiday and enjoy yourself
Essential Question of the Day: compare and contrast a controlled and experimental variable
This weeks Learning Objective : HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. And hs LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Today’s performance objective : students will create a PowerPoint that displays all of the body systems including the structure and function of each systems w pictures by conducting an experiment they created
1) conducting an experiment day 3 of 5
2) Google classroom. perform experiment graph results and data onto poster board

Posted by: mrborden | August 21, 2016

Week 3 characteristics of living things, homeostasis

August 22 2016
QFD: When science finally locates the center of the universe, some people will be surprised to learn they’re not it.
Wod: abiogenesis – or spontaneous generation
1.the now discredited theory that living organisms can arise spontaneously from inanimate matter; spontaneous generation.
Essential Question of the Day: Name 3 qualities that all living things share … For a and p name 3 elements that all living things have
This weeks learning objective: (biology) students will know and understand the similarities and differences between non living and living things and be able to demonstrate knowledge concerning homeostasis

Today’s performance objective : students will learn the proper note taking technique required for this class
Biology- notes . Living vs non living things ..students will demonstrate their understanding of homeostasis by completing a drawing demonstrating an object that also has works on the same principles .. .students will also write Cornell notes on the differences between living and non living things and turn them in by the start of the period on Tuesday


1) living vs non living things

August 23 2016
QFD: There is no fate, yes you’re dealt the cards but it’s up to you how you play your hand.

Essential Question of the Day: Describe homeostasis as it relates to various body systems
This weeks learning objective: (biology) students will know and understand the similarities and differences between non living and living things

Today’s performance objective :
Biology- all students will demonstrate their knowledge of homeostasis and the nature of living things

1) You will create a document that displays 3 non living and 3 living from your own house..examples ..take pictures of these objects and make them into a document using google docs labeling them as living or non living things or print them out and be able to show the class on Wednesday ..you must also state why the object is living or non living

2) on the bottom of the document, you will place a picture of a non living object and relate it to homeostasis and explain 3 things that can affect the object and disturb homeostasis

August 24 2016
QFD: There are many paths you take in life. Some you can choose, some are chosen for you.
Essential Question of the Day: give an example of how homeostasis can be demonstrated in every day life!
This weeks learning objective: (biology) students will know and understand the similarities and differences between non living and living things

Today’s performance objective :
Biology- pass quiz at 70% or greater honors 80% or greater
Article
August 25 2016
QFD: Love me or leave me. Hey,where is everybody going ?
Essential Question of the Day: What is the lowest level of organization for an organism ? The highest?
Create a flow chart demonstrating the levels of organization in a human body
Anatomy and physiology : what are the four major types of carbohydrates?
This weeks learning objective: (biology) students will know and understand the similarities and differences between the various levels of organization as they relate to homeostasis

Marking the text

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Domain Eukarya
-Organisms have cells with a true nucleus and membrane-bound organelles.
Kingdom Animalia
-Organisms are multicellular with no cell walls and are heterotrophs.
Phylum Chordata
-Organisms possess notochord, postanal tail and pharyngeal pouches at some point during their life cycle. Organisms have bilateral symmetry, segmented bodies, developed coelom, dorsal nerve cord, closed circulatory systems, complete digestive system and an endoskeleton.
Subphylum Vertebrata
-Organisms have a vertebral column or a backbone. They move due to muscles attached to their endoskeletons. These organisms also have a digestive system with large glands (pancreas and liver) and a ventral heart with 2-4 chambers.
Class Mammalia
-Organisms have 3 middle ear bones, hair, and produce milk from mammary glands.
Order Carnivora
-Organisms primarily eat meat. They have 4 to 5 toes on each leg or arm and have sharp canine teeth.
Family Canidae
-Organisms have elongated feet and legs, 5 toes on the forefeet and 4 toes on the hindfeet, non-retractile claws, and usually form packs with strict social hierarchy systems.
Genus Canis
-This includes wolves, coyotes, jackals and domestic dogs.
Subspecies Canis lupus familiaris
-Canis is the Latin word for dog. Domestic dogs are ancestors of the grey wolf.

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August 26 2016
QFD: Laughter is the best medicine but if you laugh for no reason, you need medicine.
Essential Question of the Day: describe 3 programs you can use to upload a video youtube ?
This weeks learning objective: (biology) Construct an explanation based on evidence for today’s lab and justify why you believe that one of these teachers stole the alligator head
Biology- students will use deduction to determine who stole the alligator head .. Lab 1

Copy of Who stole my aligator head

Experiment Write Up

 

Posted by: mrborden | August 13, 2016

Week 2 lab safety, Intro to Biology

image Flying Pig?
Aug 15 2016
QFD: Science is a wonderful thing if one does not have to earn one’s living at it. Albert Einstein
Essential Question of the Day: have you ever taken a personality test before? If so what did it reveal?
This weeks learning objective : students should know and be able to identify their personality type, create a website for this class, and understand the rules and procedures for a science classroom.
Today’s performance objective : students will understand the rules and procedures for this class and the grading policies at this school and department .


1) finish personality test
2) lab safety day 1


labsafetycartoon

1) List 3 Unsafe activities and explain 2) List 3 correct activities 3) What should Bob do after the accident 4) How could sue have avoided the accident? 5) Compare Luke and Dukes lab techniques 6) What are 3 things shown in this cartoon that shouldn’t be in a lab? 7) compare Joe and Carl’s techniques 8) List 3 safety items shown in the cartoon 9) What is betty doing wrong? 10) Write this statement on the bottom of your paper, ” I agree to use safe and logical lab techniques during any lab this year” then sign your name.

scimethodworksheet

labsafetycartoon

Aug 16 2016
QFD: The whole of science is nothing more than a refinement of everyday thinking. Albert Einstein
Essential Question of the Day: do you understand that your actions lead to consequences in life? Give a few examples of how this applies to this classroom
This weeks learning objective : students should know and be able to identify their personality type, create a website for this class, and understand the rules and procedures for a science classroom.
Today’s performance objective : students will read course description , the rules for the class, and have the paper signed by a parent by Friday. This document will be glued or taped into the front cover of their notebook or first page.
1) Notebook set up
2) safety day 2
Aug 17 2015
QFD: In science the credit goes to the man who convinces the world, not to the man to whom the idea first occurs. William Osler
Essential Question of the Day: what is a sharps container?
This weeks learning objective : students should know and be able to identify their personality type, and understand the rules and procedures for a science classroom, and lab safety procedures
Today’s performance objective : students will understand the safety procedures for this classroom and school by taking a quiz on lab safety

True colors questionnaire
1) Lab safety quiz 25 pts paragraph how to write up a lab
2) seating chart


2) Google classroom
Codes per 1 p1yadg per 2 0164qvi per 6 4t2uvwm
Aug 18 2015
QFD: The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.
William Bragg, Sr.
Essential Question of the Day: can you work in a group safely to accomplish a task?
This weeks learning objective : students should know and be able to identify their personality type, create a website for this class, and understand the rules and procedures for a science classroom.
Today’s performance objective : Students will perform a task that reveals their understanding of lab safety
1) Websites Weebly.com
2) Biology CP
A) Describe homeostasis and how it relates to overall health.
B) Describes the 4 major macromolecules and the various molecules and compounds that they are made up from.
C) Compare and contrast the 4 major macromolecules as to their similarities and differences using a sequence thinking map.
D) rank in order from most important to least important the 4 major macromolecules and justify your order .
E) Describe 3 diseases that can affect homeostasis

Name and describe 20 anatomical terms on your website
Place pictures for each term onto site of you or your partner demonstrating the term
you also need 5 – 3 sec videos demonstrating 5 anatomical movements

Aug 19 2015
QFD: When science finally locates the center of the universe, some people will be surprised to learn they’re not it.
Anonymous
Essential Question of the Day: have you ever created a website before ? If so what program did you use?
This weeks learning objective : students should know and be able to identify their personality type, create a website for this class, and understand the rules and procedures for a science classroom.
Today’s performance objective : students will reveal their personality type by taking a quick assessment and then students will create a website using weebly
1) website activity
2) seating chart
pg12013cd

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Posted by: mrborden | August 6, 2016

Week 1 DOK

Welcome back to school Rattlers!

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We are all very lucky to be apart of this learning community at this beautiful new school. We need to respect our campus, each other, and all those who step Into this classroom.

Aug 10 2016 – Introduction
QFD: it is better to be thought a fool , than to open your mouth and remove all doubt …
Essential Queetion of the Day : Are you excited to be back at school? Why or why not..explain in a paragraph
This weeks learning Objective : Students should know and be able to understand the various levels of questioning concerning depth of knowledge
Today’s performance objective : Students will reveal a few personal details about themselves to other students in the classroom, and prepare to introduce their partner student to the class on Friday.

1) fill out card which states the following:
Name , period, class
Birthdate favorite color, favorite movie, favorite song, favorite game, Grade you received last year in science , explain why you received this grade as well

Hw: read DOK below and bookmark this class website on your home computer
Science, then write the site address in your inside cover of your notebook

Level 1: Recall Level 1 includes the recall of information such as a fact, definition, term, or simple procedure, as well as performing a simple task or applying a concept.Level 1 activity include “identify,” “recall,” “recognize,” “use,” and “measure.” Verbs such as “describe” and “explain” could be classified at different levels depending on what is to be described and explained.

Level 2: Skill/Concept Level 2 includes the engagement of some mental processing beyond a habitual response. A Level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas a Level 1 item requires students to demonstrate a rote response, perform a a skill, follow a set procedure (like a recipe), or perform a clearly defined series of steps. Key words and phrases that generally distinguish a Level 2 item include “classify,” “organize,” “estimate,” “make observations,” “collect and display data,” and “compare data.” These actions imply more than one step. For example, to compare data may require first identifying characteristics of the objects and then grouping or ordering the objects.

Level 3: Strategic Thinking Level 3 requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most instances, requiring students to explain their thinking is a Level 3 activity. Activities that require students to make conjectures are also at this level. The cognitive demands at Level 3 are complex and abstract. The complexity does not result from the fact that there are multiple answers, a possibility at both Levels 1 and 2, but because the task requires more demanding reasoning. An activity, however, that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3 activity.Other Level 3 activities include drawing conclusions from observations, citing evidence and developing a logical argument for concepts, explaining phenomena in terms of concepts, and using concepts to solve problems.

Level 4: Extended Thinking Level 4 requires complex reasoning, planning, developing, and thinking—most likely over an extended period of time. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. For example, if a student has to take the water temperature from a river each day for a month and then construct a graph using scientific data, this would be classified as a Level 2 activity. However, if the student is to conduct a river study that requires taking into consideration a number of variables, this would be a Level 4 activity.

At Level 4, the cognitive demands of the task should be high and the work should be very complex. Students should be required to make several connections—relate ideas within the content area or among content areas—and have to select one approach among many alternatives on how the situation should be solved. Level 4 activities include designing and conducting experiments; making connections between a finding and related concepts and phenomena; combining and synthesizing ideas into new concepts; and critiquing experimental designs.

3) make up a level 1,2,3,4 question about what you learned from the card you received and talking with the person
image Where is this located ?

Thursday Aug 11 2016
QFD: without rules, chaos persists
Essential Question of the day: name 5 rules you believe are fair in a classroom
This weeks learning Objective : Students should know and be able to understand the various levels of questioning concerning depth of knowledge and to learn about their classmates..
Today’s performance objective : Students will demonstrate their knowledge of DOK by creating 3 questions concerning their partner ( g rated ) at the three different levels and introduce their partner to class.

1) exchange cards w another student
1)Discussion on DOK 15 min
2) presenting of facts about their partner student in class

Friday Aug 11 2016
QFD: in the land of the blind the one eye is king
Essential Question of the day : are you able to place all of your fear about public speaking away at this school ?.. We are a performing arts school🙂 explain how you will do so in a paragraph in your notebook
This weeks learning Objective : Students should know and be able to understand the various levels of questioning concerning depth of knowledge and to learn about their classmates..
Today’s performance objective : Students will demonstrate their knowledge of their classmates and themselves by taking a personality test or the name game
1)Discussion on HW and DOK 10 min

2) finish introductions , expectations
3) Personality inventory or name game

Personality test 

Posted by: mrborden | May 30, 2016

Week 19 STDs and HIV

May 31

QFD : when life gives you lemons , try ice tea
Essential question : Describe and analyze the methods used to prevent catching an std or hiv
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 about stds and hiv due by Friday

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

Chlamydia , herpes, hepatitis , syphilis, crabs, HIV, gonorhea, HPV, bacterial vaginosis, trichomoniasis

Make sure your presentation is appropriate, conveys the clear message that drug use is bad ,

June 1

QFD : hugs or pugs not drugs or thugs
Essential question : Describe and analyze the methods used to prevent stds transferring to unborn babies
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 about stds and hiv due by Friday

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

Chlamydia , herpes, hepatitis , syphilis, crabs, HIV, gonorhea, HPV, bacterial vaginosis, trichomoniasis

Make sure your presentation is appropriate, conveys the clear message that drug use is bad ,

June 2

QFD : if mice before men , then we would all have the plaque
Essential question : Describe and analyze 3 stds
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 about stds and hiv due by Friday

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

Chlamydia , herpes, hepatitis , syphilis, crabs, HIV, gonorhea, HPV, bacterial vaginosis, trichomoniasis

Make sure your presentation is appropriate, conveys the clear message that drug use is bad ,

June 3 my cats 24th bday )

QFD : trixie is 24 hope she holds on for one more … Year
Essential question : Describe and analyze the methods used t prevent catching an std or hiv
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 about stds and hiv due by end of period

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

Chlamydia , herpes, hepatitis , syphilis, crabs, HIV, gonorhea, HPV, bacterial vaginosis, trichomoniasis

Make sure your presentation is appropriate, conveys the clear message that drug use is bad ,

Posted by: mrborden | May 22, 2016

Week 18 STDS and HIV

Biology Week 18
May 23 2016. ( block schedule periods 1,3,5)
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
1) drug free world project Google classroom. Videos
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

Alcohol, tobacco, marijuana , heroin, crystal meth, methamphetamines and prescription drugs, cocaine, mushrooms, LSD, Mollies, other prescription drugs , lean, suicide, cutters, abuse

Last day to finish
May 24 2016. block schedule periods 2,4,6)
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

Alcohol, tobacco, marijuana , heroin, crystal meth, methamphetamines and prescription drugs, cocaine, mushrooms, LSD, Mollies, other prescription drugs , lean, suicide, cutters, abuse

Last day to finish
May 25 2016 regular day
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 use 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
1) presentations day 1
2) posters , brochures and presentations @ Anti drug due

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

Alcohol, tobacco, marijuana , heroin, crystal meth, methamphetamines and prescription drugs, cocaine, mushrooms, LSD, Mollies, other prescription drugs , lean, suicide, cutters, abuse

May 26 2016
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 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) film stds and hiv

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

Chlamydia , herpes, hepatitis , syphilis, crabs, HIV, gonorhea, HPV, bacterial vaginosis, trichomoniasis


May 27 2016

QFD : In order to carry a positive action we must develop here a positive vision
Essential question : Describe and analyze the methods used t prevent catching an std or hiv
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 about stds and hiv

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

Chlamydia , herpes, hepatitis , syphilis, crabs, HIV, gonorhea, HPV, bacterial vaginosis, trichomoniasis

Make sure your presentation is appropriate, conveys the clear message that stds are bad ,

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