Posted by: mrborden | January 7, 2015

Semester 2 How Life Begins – Genetics


rattlers
Welcome back to school new Rattlers!
Jan 12 2015
QFD : Coming together is a beginning; keeping together is progress; working together is success.
Essential Question of the Day: draw a circle map with the word mitosis in the middle and explain 5 things you already know about the subject
Today’s learning objective: To understand and comprehend the rules and procedures for second semester Biology and general concepts of mitosis
1) Google classroom and newsela sign up
2) dok
3) mitosis and meosis
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.
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Jan 13 2015
QFD : Every new beginning comes from some other beginning’s end. Seneca
Essential Question of the Day:
Today’s learning objective: LS1.A: STRUCTURE AND FUNCTION
How do the structures of organisms enable life’s functions?

A central feature of life is that organisms grow, reproduce, and die. They have characteristic structures (anatomy and morphology), functions (molecular-scale processes to organism-level physiology), and behaviors (neurobiology and, for some animal species, psychology). Organisms and their parts are made of cells, which are the structural units of life and which themselves have molecular substructures that support their functioning. Organisms range in composition from a single cell (unicellular microorganisms) to multicellular organisms, in which different groups of large numbers of cells work together to form systems

[) video clip on meiosis
2) Google classroom assignment HW
Jan 14 2015
QFD : It is our attitude at the beginning of a difficult task which, more than anything else, will affect its successful outcome. William James
Essential Question of the Day: compare and contrast cellular respiration and photosynthesis
Today’s learning objective: LS1.A: STRUCTURE AND FUNCTION
How do the structures of organisms enable life’s functions?

A central feature of life is that organisms grow, reproduce, and die. They have characteristic structures (anatomy and morphology), functions (molecular-scale processes to organism-level physiology), and behaviors (neurobiology and, for some animal species, psychology). Organisms and their parts are made of cells, which are the structural units of life and which themselves have molecular substructures that support their functioning. Organisms range in composition from a single cell (unicellular microorganisms) to multicellular organisms, in which different groups of large numbers of cells work together to form systems
1) quiz or shirt writing assessment
** honors long term project discussed

Jan 15 2015 block schedule periods 1-3-5
QFD : Learning is the beginning of wealth. Learning is the beginning of health. Learning is the beginning of spirituality. Searching and learning is where the miracle process all begins.
Essential Question of the Day:
Today’s learning objective: LS1.A: STRUCTURE AND FUNCTION
How do the structures of organisms enable life’s functions?

A central feature of life is that organisms grow, reproduce, and die. They have characteristic structures (anatomy and morphology), functions (molecular-scale processes to organism-level physiology), and behaviors (neurobiology and, for some animal species, psychology). Organisms and their parts are made of cells, which are the structural units of life and which themselves have molecular substructures that support their functioning. Organisms range in composition from a single cell (unicellular microorganisms) to multicellular organisms, in which different groups of large numbers of cells work together to form systems
Jan 16 2015 Block schedule periods 2-4-6
QFD : the beginning is the most important part of the work. Plato
Essential Question of the Day:
Today’s learning objective:LS1.A: STRUCTURE AND FUNCTION
How do the structures of organisms enable life’s functions?

A central feature of life is that organisms grow, reproduce, and die. They have characteristic structures (anatomy and morphology), functions (molecular-scale processes to organism-level physiology), and behaviors (neurobiology and, for some animal species, psychology). Organisms and their parts are made of cells, which are the structural units of life and which themselves have molecular substructures that support their functioning. Organisms range in composition from a single cell (unicellular microorganisms) to multicellular organisms, in which different groups of large numbers of cells work together to form systems

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Responses

  1. Does our science fair projects have to be on specific subject? or can it be on anything?

    • It can be on any topic discussed in class I believe


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