Posted by: mrborden | August 18, 2019

Week 3 CER, Serengeti , and lab write ups

August 19 2019

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: what is a claim ? Evidence? And reasoning ?…

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 by watching a video and description the claim evidence and reasoning behind it

.. .students will also write Cornell notes

https://youtu.be/iS4QrzdURz0

1) review living vs non living 

2) buffaloes ..predict 

3) 

<strong><em>Definition: Homeostasis is the ability to maintain a constant internal environment in response to environmental changes. It is a unifying principle of biology. The nervous and endocrine systems control homeostasis in the body through feedback mechanisms involving various organs and organ systems.</em></strong>

August 20 2019

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: What explains why the population of buffaloes in the Serengeti changes so much?

Describe homeostasis as it relates to various body systems

This weeks learning objective: (biology) students will know and understand the mechanisms of why populations change 

Today’s performance objective :

Biology- all students will demonstrate their knowledge about population changes

1) Google classroom reading assignment 

August 21 2019

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 and how to use a cladogram

Today’s performance objective :

Biology- complete handout

  1. quiz living things 

August 22 2019

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?

This weeks learning objective: (biology) 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) webquest #1 GC hyperdoc

image

image

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.

1) finish 1-2 hyperdoc google classroom  

https://youtu.be/NNijmxsKGbc

August 23 2019

QFD: Laughter is the best medicine but if you laugh for no reason, you need medicine.

Essential Question of the Day: describe how populations change over time 

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) webquest #1 GC hyperdoc

This weeks learning objective: (biology) Construct an explanation based on evidence how the body maintains homeostasis and the levels used to classify organisms as they relate to living things

Biology- students will use deduction to determine 3 ways in which the body maintain as homeostasis

1) lab – who stole my alligator head 

2) write up due b6 end of period 

Posted by: mrborden | August 11, 2019

Lab Safety,characteristics of living things

image

Flying Pig?

Aug 12 2019

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 .

http://youtu.be/VRWRmIEHr3A http://youtu.be/cr7roogzM8c

1) finish personality test

2) lab safety day 1

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. scimethodconvar2.pdf0scimethodconvarHoley Safari (formerly Dinosaur)Scientific Method 1) get signatures by Friday so we can staple them into your notebook

Aug 13 2019 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, Understand lab safety for this classroom , 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) Lab safety 2) Sponge bob and lab safety pics as hw use google classroom to turn in .

Aug 14 2019 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 http://youtu.be/5mqcLqTft3U True colors questionnaire

1) cladograms google classroom

2) 7 characteristics of living things

Aug 15 2019 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 understand lab safety, agendas, and the overall comparisons of the human body and understand the rules and procedures for a science classroom. Today’s performance objective : Students will perform a task that reveals their understanding of procedures for class and lab safety

1) hw lab safety sponge bob

A) Describe homeostasis and how it relates to overall health. . B) Describe 3 diseases that can affect homeostasis

Aug 16 2019 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,understand and perform a critical thinking lab Today’s performance objective : students will reveal their personality type by taking a quick assessment 1) cups activity lab safety

2) battle at Kruger

Posted by: mrborden | August 6, 2019

DOK , personality type

Cairo Egypt , summer 2018

Welcome back New Rattlers!

Vietnam spring 2019

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 7 2019 Introduction Wed..
QFD: it is better to be thought a fool , than to open your mouth and remove all doubt …
Essential Question 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
Birth date, favorite color, favorite movie, favorite song, favorite game,favorite animal,where you went this summer, Grade you received last year in science , school you went to last year , 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

DOK

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 ?

Meteora , Greece summer 2017

Thursday Aug 8 2019
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 9 2019
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
Google classroom codes
Period 1 rdjs7u
Period 3 56uqqj
Period 4 14zfro
Period 5 p1uakj
Period 6 drep0zv

Kutna hora , CZ 2018 bone church
Athens 2016
Thailand spring 2019
Thailand spring 2019
Antarctica summer 2018
Maui shark tank 2016
Belize 2017 spring

Personality test

Posted by: mrborden | May 27, 2019

STDs and HIV

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 28 2019

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 video presentations @ Stds ( 1-2 min)

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 the tolerance lessons

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

Requirements **** BE SPECIFIC

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 29 2019
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

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

May 30 2019

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

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

May 31 2019
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

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

Posted by: mrborden | May 22, 2019

Tolerance

tolerance-2

Instructional Objective : Promote empathy and perspective-taking, and help other students challenge prejudice, stereotyping and discrimination.

Google Classroom assignments on various topics related to tolerance

1) complete all assignments
2) create a 10 slide power point and a poster (piece of paper) that explains one aspect of intolerance, what can be done to change opinions, what we can do as a school, community and society to create change. Include a poem that illustrates the issue. Include pictures , detailed description of intolerance, examples of real life situations ( use fictitious names )

Poster should have a colored picture and a slogan that illustrates intolerance

**Race & Ethnicity. Cultivate positive identity formation, encourage students to confront racial and ethnic injustice, and prepare them to live and work together in a diverse world.
**Religion. …Explore the diversity of religious beliefs within the United States, questions of religious freedom, and tensions surrounding the separation of church and state.
**Ability. …Bring the voices of people with diverse abilities into your classroom, and create a learning environment that rejects ableism.(physical disabilities)
**Class. …Build a deeper understanding of wealth, poverty and systems of economic class.
**Immigration. …Tell complex stories about immigration in the United States and find strategies for serving immigrant students and families.
**Gender & Sexual Identity. …
**Bullying & Bias. …Teach the facts about sex assigned at birth, sexual orientation, gender identity and gender expression, and learn how to advocate for LGBTQ youth.

Tolerance Hyperdoc

https://docs.google.com/document/d/1kp1loYoUvbA9_KFyPSX-d9IAxt3vgT7_lvP4yNZ-m9Y/edit?usp=sharing

Posted by: mrborden | May 12, 2019

Final Exam Living Earth

May 13
QFD : Let me make this easier than saying goodbye: let me tell you hello in advance for the next time I get to see you.
?FD : Describe how natural selection helps or hinders a species chance of survival
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.
1) watch 3 of the other website presentations from other groups and then write 1 paragraph each describing what was good about their presentation and what you didn’t like ..make suggestions and help each other , give them a grade based on what they didn’t cover entirely

Take 1 letter grade off for each area missing
Website : a) animals b) plants c) abiotic factors d) maps e) graphs f) demographic features g) hazards h) resources i) populations j) niche k) a food chain that exists in that region.

PSA: A) a slogan b) music and text c) how many of the species are left d)why we should care e) where are they located f) why they are going extinct g) agencies with ph

May 14
?FD : Define your knowledge by completing a final exam and achieve a 70% or greater on it
Learning Objective: to demonstrate your knowledge of this course by taking a cumulative final exam test

1) final exam prep
May 15 ******** LAST DAY TO TURN IN LATE ASSIGNMENTS
?FD : Describe how natural selection helps or hinders a species chance of survival
Define your knowledge by completing a final exam and achieve a 70% or greater on it
Learning Objective: to demonstrate your knowledge of this course by taking a cumulative final exam test
.
1) final exam day 1
May 16
?FD : Define your knowledge by completing a final exam and achieve a 70% or greater on it
Learning Objective: to demonstrate your knowledge of this course by taking a cumulative final exam test
1) final exam day 2

May 17
?FD Define your knowledge by completing a final exam and achieve a 70% or greater on it
Learning Objective: to demonstrate your knowledge of this course by taking a cumulative final exam test
1) film human body

Why Adolescent Substance Abuse is Rising

Posted by: mrborden | May 5, 2019

Ecology websites and PSAs

https://apple.news/AD5oObOWuQpWVuGAkuSldLA

May 6
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
1) work on PSA partners
PSA ( create a 1 min video presentation and a poster ( slogan , picture, agencies #s) that includes (video)
A) a slogan b) music and text c) how many of the species are left, why we should care, where are they located, why they are going extinct , agencies with phone numbers or email addresses to help save your species )
2) finish and publish to YouTube if possible or we can play it on class computer
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124

3) create a passport website (weebly.com) that demonstrates your understanding of 1 biome on Earth, it’s animals, plants and abiotic factors . This is a like a travel brochure including maps , graphs , demographic features, hazards, resources, populations , niche , a food chain that exists in that region. The design is up to you and your partner

May 7
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 creating a website
1) PSA work day
2) work on website
HW : finish pg 2 website

May 8
QFD: “It does not do to dwell on dreams and forget to live.” ― J.K. Rowling,
Essential question of the Day : describe the two major sampling methods that ecologists use to determine population growth.
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 describe the two major sampling methods that ecologists use to determine population growth by creating a web page for their species describing sampling methods
1) test ecology terms and standards
HW : work on website , PSA due by tomorrow



May 9
QFD : I have never found any ‘good’ in goodbye.
?FD : differentiate between the types of various types of population growth rates by drawing examples of a fast growing pop, slow moving population , a negative pop, and a stagnant population
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.
1) last day for video and posters
Presentations Tomorrow

May 10
QFD : Let me make this easier than saying goodbye: let me tell you hello in advance for the next time I get to see you.
?FD : Describe how natural selection helps or hinders a species chance of survival
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.
1) watch 2 of the other website presentations from other groups and then write 2 paragraphs describing what was good about their presentation and what you didn’t like ..make suggestions and help each other , give them a grade based on what they didn’t cover entirely

Posted by: mrborden | April 30, 2019

Ecology Hyperdoc

whitetigers

April 29 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) webquest #1 GC hyperdoc

April 30 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.*

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) finish # 2 +3 hyperdoc GC (summaries on videos)

May 1 2019

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) #4 graphing worksheet

May 2 2019
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) #4+5 due by tomorrow

May 3
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) handout on human population due by end if the period

 

Posted by: mrborden | March 31, 2019

Evolution review / ecology intro

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
squid parts
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

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

Posted by: mrborden | March 25, 2019

Mechanisms of Evolution


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

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