Posted by: mrborden | February 11, 2018

Modes of inheritance and genetic engineering

Biology
Feb 12 2018
QFD: For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela
Essential question of the day : Name and describe an inherited disease and why males ar mainly affected
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take and complete a Test concerning pedigrees and modes of inheritance
1) test 250 points

Feb 13 2018
QFD: Whatever we believe about ourselves and our ability comes true for us.” — Susan L. Tayloru
Essential question of the day : how can environmental issues affect a species ? How can genetic engineering play a role in developing species?
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take Cornell notes into their notebooks and write down 3 questions they may have concerning genetic engineering
1) GMOs genetic engineering
2) video clip
3) notes



Feb 14 2018
QFD: Hate is too great a burden to bear. It injures the hater more than it injures
the hated.-Coretta Scott King,
Essential question of the day : Analyze the methods for genetic engineering and describe your results
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will take notes into their notebooks concerning the video clips and the main points viewed and write down 3 questions they may have concerning Cloning
1) ethics of cloning humans
2) article Google classroom
IMG_2961
IMG_2962
Feb 15 2018
QFD: One of the hardest things in life is having words in your heart that you can’t utter. James Earl Jones
Essential question of the day : List 5 reasons why genetic engineering cloning is good for humanity and 5 reasons it is not
This weeks learning objective : HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Today’s Learning Target: Students will have a formal debate on the pros and cons of genetic engineering and cloning
1) pros and cons of genetic engineering
2) debate




Video: Clone – National Geographic
What animal was cloned in 1997?
Why was this amazing?
List the two goals of cloning.
What short term treatment is now used to treat kidney failure?
What would be the cloning solution for kidney failure?
Why can’t we currently transplant pig organs into humans?
Currently, what is the problem with cloning? (Hint: Do all embryos develop?)
Why does someone want to copyright people’s DNA?
All clones are identical – is this a true statement? Explain.
What are the implications of cloning related to “being human”?
What is genetic engineering?
Why are chickens being cloned?
Which Australian animal do researchers want to bring back with cloning?
What is the term given to keeping the DNA from animals all in one place?
Why was Noah important?
What other functions within the body may be affected if immune cells are cloned?
Why is the use of stem cells so controversial?

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Posted by: mrborden | January 21, 2018

Genetic probabilities

image

Week 4 Genetic probability
Jan 22 2018
QFD: I have learned over the years that when one’s mind is made up, this diminishes fear. Rosa Parks
Essential question of the day : compare and contrast the terms homozygous dominant, heterozygous and homozygous recessive
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) lecture story of genes alleles and chromosomes
2) group problems co dominance
Hw : read article on Google classroom , highlight important facts .. We will answer questions in class

Jan 23 2018
QFD: Laundry is the only thing that should be separated by color.
-Author Unknown
Essential question of the day : analyze the probability of two random events occurring during meiosis
This weeks learning objective : HS-LS 4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
1) group practice mono and dyhybrid cross

Hw : Finish problems

Jan 24 2018
QFD: I was raised to believe that excellence is the best deterrent to racism or sexism.
-Oprah Winfrey, media proprietor

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

Materials: Other students in class with clothes on
Procedure:
1) Students will draw 25 punnett squares on a separate sheet of paper and title it the observation section
2) Mark a little X in the corner of 1 of the 4 boxes in all punnett squares
3) Students will pair up with 5 members of the opposite sex in the class and trade genotypes.
4) The genotypes are as follows:
Boys –Shoes(ear type)D=dangling dd attached tennis shoes receive DD all other shoes dd
Girls – Shoes Sandals Dd shoes dd
Boys shirt color = blood type white AB blue AO red BO green AA purple BB all others OO
Girls shirt/blouse color = blood type white AB blue AO red BO green AA purple BB all others OO
Boys Pants = Hair color shorts = Bb brown hair pants = BB black hair blue shorts = bb Blonde hair
Girls Pant/skirts = Hair color shorts = Bb brown hair pants = BB black hair blue shorts/skirt = bb Blonde hair
Boys – Eye Color wears a watch = EE ( brown eyes) No watch Ee (green eyes) wears or has a hat or over 3 earrings ee (blue)
Girls– Eye Color wears a watch = EE ( brown eyes) No watch Ee (green eyes) wears or has a hat or over 3 earrings ee (blue)
Boys – Sex type boy/girl wear a belt – X does not wear a belt Y
Girls with 2 ears – X

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

3) problems on Google classroom …Mendel


Jan 26 2018
QFD: Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome while trying to succeed.
-Booker T. Washington, author and politician

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

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

Posted by: mrborden | January 15, 2018

Mutations and Genetics

Week 2
Biology CP
Jan 16 2018 Tuesday
QFD: Breakdowns can create breakthroughs. Things fall apart so things can fall together
Essential question of the day : define a positive mutation
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) pictures of mutations
2) video clips on probability

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

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

Jan  17 2018 Wednesday
QFD: A gem cannot be polished without friction, nor a man perfected without trials.
Chinese proverb
Essential question of the day : Explain why more mutations are harmful to humans than are helpful and include environmental factors
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) genetics notes
2) quiz mutations
Jan 18 2018 Thursday
QFD: The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.
Martin Luther King Jr.
Essential question of the day : Name and describe 3 different types of mutations caused during replication
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) spongebob genetics 1 and 2


Jan 19 2018 Friday
QFD: The difference between stumbling blocks and stepping stones is how you use them
Essential question of the day : Compare and contrast a mutation caused during meiosis and mitosis and give an example
This weeks learning objective : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
1) spongebob 3
2) finish all questions over the weekend

Posted by: mrborden | January 7, 2018

Semester 2 mutations

Week 1 second semester
Jan 8 2018
QFD: The world is a tragedy to those who feel, but a comedy to those who think.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : compare and contrast the various types of mutations in a paragraph
Today’s learning objective : students will know and understand how and when various mutations occur
1) rules and procedures for 2nd semester and expectations

*** seating chart
2) video clip on mutations
3) notes (Cornell) on mutation types




Jan 9 2018
QFD: I was brought up to believe that how I saw myself was more important than how others saw me.
this weeks learning object : NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : what causes albinism ?
Today’s learning objective : students will demonstrate a knowledge of mutations by completing a Webquest
1) web investigation google classroom

Link to questions
Jan 10 2018
QFD: Everything has got a moral if you can only find it.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : name and describe 3 forms of mutations
Today’s learning objective : students will know and be able to : understand genetic vs somatic mutations and how they affect the overall organism and homeostasis
1) notes

2) quiz on mutations
BFAE77ED-E3C8-42E9-9722-6FCCB88DEA4D
Jan 11 2018
QFD: Don’t confuse being ‘soft’ with seeing the other guy’s point of view.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : what does a mutation look like ?
Today’s learning objective : students will know and be able to : demonstrate knowledge of genetic combinations that have errors, by reading, highlighting, and answering questions about genetic mutations
1) article :



2)activity … Design a creature ..Google classroom
Jan 12 2018
QFD: A loving person lives in a loving world. A hostile person lives in a hostile world. Everyone you meet is your mirror.
NGSS : HS 3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Essential question of the day : describe a somatic mutation and how it differs from a germline mutations?
Today’s learning objective : students will know and be able to :
Building a model of a mutation
1) investigate one of the various types of mutations and describe in a paragraph the changes in the DNA for your organism.. Be specific
2) build a model of the DNA for your organism using any household objects
3) evaluate how this mutation could affect a organism on earth
4) build a model of your organism and be able to demonstrate and describe the mutation to class on monday

http://potlocker.me/embed.php?vid=25fe384be

Posted by: mrborden | December 13, 2017

Final Exams and protein synthesis

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Google Galápagos class code aolhgi4
Dec 11 2017

QFD: image

This weeks learning objective : Students will know and be able to : demonstrate their knowledge of the standards and objectives during the first semester

Essential Question of the Day: Describe the process involved in making proteins

  1. review for final

Dec 12 2017

QFD: image

This weeks learning objective : Students will know and be able to : demonstrate their knowledge of the standards and objectives during the first semester

Essential Question of the Day: did you study for the final?

  1. final exam day one

 

Dec 13 2017 regular start 1/2 day periods 1+4

QFD: image

This weeks learning objective : Students will know and be able to : demonstrate their knowledge of the standards and objectives during the first semester

Essential Question of the Day: on a scale of one to five , how well did you understand the making of proteins .. 1 being understood completely, 5 meaning , don’t have a clue

  1. Final exam

 

Dec 14 2017 1/2 day periods 2+5

QFD: image

This weeks learning objective : Students will know and be able to : demonstrate their knowledge of the standards and objectives during the first semester

Essential Question of the Day: on a scale of one to five , how well did you understand the making of proteins .. 1 being understood completely, 5 meaning , don’t have a clue

  1. Final exam

 

Dec 15 2017 1/2 day periods 3+6

QFD: image

This weeks learning objective : Students will know and be able to : demonstrate their knowledge of the standards and objectives during the first semester

Essential Question of the Day: on a scale of one to five , how well did you understand the making of proteins .. 1 being understood completely, 5 meaning , don’t have a clue

  1. final exam
Posted by: mrborden | December 3, 2017

DNA replication and protein synthesis

Monday dec 4
QFD : Nothing says holidays, like a cheese log.
Ellen DeGeneryes

This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and understand the role of enzymes involved in DNA replication and protein synthesis
Essential question of the Day: describe he role enzymes play in making proteins
1) video clip notes
2) handout

Key Vocabulary:
Transformation
Deoxyribonucleic acid
Nucleotide
Nitrogenous base
Double helix
Pyrimidine
Purine
DNA Replication
DNA polymerase
Adenine
Guanine
Thymine
Cytosine

Tuesday dec 5

QFD : I learned from my grandmother, who grew up in devastating war times, how important it is to keep with tradition and celebrate the holidays during tough times.
This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and be able to : describe the three major steps involved in protein synthesis
Essential question of the Day: analyze how replication , transcription, and translation are necessary processes that contribute to homeostasis

1) notes video
2) handout

Key Vocabulary:
Ribonucleic acid
mRNA
tRNA
rRNA
Transcription
Translation
Codon
Anticodon

Wednesday dec 6

QFD : I find that it’s the simple things that remind you of family around the holidays.Amy Adams
This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and be able to : create a visual representation of one of the parts involved in protein synthesis
Essential question of the Day: what does the structure of DNA actually look like ? What do the parts represent ?
1) students will create a visual representation of a component of DNA replication ( assigned parts)
Thursday dec 7
QFD : Holidays are all different depending on the company and time of your life.
This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and be able to : demonstrate an understanding of the objective by achieving 70% or higher on a test
Essential question of the Day: what role does DNA play in creating proteins?
1) test
Friday dec 8
QFD : The holidays stress people out so much. I suggest you keep it simple and try to have as much fun as you can.Giada De Laurentiis
This weeks learning objective : LS1.A: Structure and Function
All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
Today’s performance objective: students will know and be able to : deo,on started and understand of protein synthesis and DNA replication by performing a kinesthetic demonstration
Essential question of the Day: which components are most necessary for DNA replication to occur, rank them in order and justify your ranking in a few words
1) DNA Lab

Posted by: mrborden | November 26, 2017

Mitosis and Meiosis

Nov 27 2017
QFD: Every single thing that has ever happened in your life is preparing you for a moment that is yet to come.
Essential question of the day : Why is it necessary for a cell’s chromosomes to be distributed to its daughter cells in such a precise manner
This weeks learning objective:NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS-1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : students will know and be able to explain why Mutations in genes that control mitosis may cause uncontrolled cell division which leads to cancer.
1) review of district benchmark
2) pyramid fixing ? Names
3) mitosis meiosis video
and notes


Nov 28 2017
QFD: Someone else doesn’t have to be wrong for you to be right.
Essential question of the day : How do plants evolve over time?
This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS-1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : students will know and be able to explain how cell division can result in cancer by reading and annotating an article
1) mitosis web quest

Nov 29. 2017
QFD: Go confidently in the direction of your dreams and live the life you have imagined.” —Henry David Thoreau
Essential Question of the Day: describe how Cell division can used in the human body

meiosis webquest
Cell Division and Differentiation
Nov 30
QFD: Not what we say about our blessings, but how we use them, is the true measure of our thanksgiving.” ― W.T. Purkiser
THis week’s learning objective : HS – LS 1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : Students will know and be able to explain how a cell differentiates cell division by the processes of mitosis and meiosis by:, investigating the processes, answering questions and creating a sequence concept map that explains both processes
Essential question : Describe the differences between mitosis and meiosis as they relate to cell differentiation

Cell Division and Differentiation

Make a special section in your notebook titled “Cell Division”
record answers to the following questions into your notebook :
look them up on the Internet
1. In your journal, draw a chromosome and indicate the location of a gene on the chromosome.
2. Skin cells are constantly being shed. How does your body replace these lost cells?
3. How are genes passed on from the cell of a father to his son?
4. How are many specialized cells in the human body generated from one fertilized egg?

Part 2
Sequence map – place the cards in the correct order that you think occurs within the cell and create a sequence concept map to represent your discovery for both mitosis and meiosis

Part 3 write. Reflection that describes at least 3 differences between the two processes
Hw:

, define the following words
Vocabulary:
• mitosis
• meiosis
• gonad
• gene
• chromosome
• chromatid
• centromere
• centriole
• nuclear membrane
• cytokinesis
• replication
• stem cell
• pluripotential cells
• totipotential cells
• cell differentiation
• embryo
• cell
• tissue
• diploid
• haploid
• tetrad
• crossing over
• gamete
• zygote

Dec 1 2017
QFD: As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them. ~John Fitzgerald Kennedy
THis week’s learning objective : HS – LS 1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : Students will create a concept map for mitosis and meiosis, and will take Cornell notes on the main ideas of cell division
Essential question : Hypothesize which obstacles a cell must overcome in order to produce another cell.



concept maps created on paper and places around room
Film clips on mitosis and mitosis ( Cornell notes)
A multicellular organism that is diploid (2n) develops gametes (egg or sperm cells) that are haploid (n).
Fertilization occurs when an egg and a sperm cell (n + n) join to produce a zygote (2n).
The cells of the zygote divide through the process of mitosis and they differentiate to form various parts of the body. Mitosis continues to promote growth and development.
A multicellular organism is produced that is diploid (2n).
Cornell notes
Sequence map created by students for both meiosis and mitosis

Hw: use 10 of the vocabulary words to describe mitosis , then draw a simple picture that represents your paragraph

Ok only because you think I was born with gray hair )

Posted by: mrborden | November 12, 2017

Performance task energy pyramid biome projects

Week 15 Biology
Nov 14 2017
QFD: No matter how many mistakes you make or how slow you progress, you are still way ahead of everyone who isn’t trying.
Essential question of the day : What evidence is there to suggest that the organic compounds produced by plants are the primary source of energy and nutrients for most living things?
This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Today’s performance objective : Students will know and be be able to understand to describe how:
Living organisms carry out life processes in order to survive
as demonstrated by taking the district performance task on photosynthesis and cellular respiration
1) reading assignment
2) Check biomes
3) study for performance task

Nov 15 2017
QFD: Life is 10% of what happens to you and 90% of how you react to it.
Essential question of the day : How are the processes of photosynthesis and cellular respiration interrelated?
This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Today’s performance objective : students will know and be able to demonstrate an understanding of How living things accomplish life functions by taking the district performance test .
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by taking the district performance task on photosynthesis and cellular respiration
1) performance task

Nov 16 2017
QFD: Every single thing that has ever happened in your life is preparing you for a moment that is yet to come.
Essential question of the day : Why is it necessary for a cell’s chromosomes to be distributed to its daughter cells in such a precise manner
This weeks learning objective:NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. HS-LS-1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : students will know and be able to explain why Mutations in genes that control mitosis may cause uncontrolled cell division which leads to cancer.
1) review of modeling and of district benchmark



1) biome project due by Friday

2) mitosis video
and notes
Nov 16 2017
QFD: Someone else doesn’t have to be wrong for you to be right.
Essential question of the day : How do plants evolve over time?
This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS-1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Today’s performance objective : students will know and be able to explain how cell division can result in cancer by reading and annotating an article
1) energy pyramid
2) notes

3) mitosis web quest

Friday Nov 17
QFD: Go confidently in the direction of your dreams and live the life you have imagined.” —Henry David Thoreau
Essential Question of the Day: describe how Cell division can used in the human body

finish biome project due groups

Posted by: mrborden | November 5, 2017

Cellular Respiration and ATP

Monday Nov 6
QFD: If things go wrong, don’t go with them.” Roger Barrett

Essential Question of the Day: How does an animal respirate ? What organ systems and organs are involved in this process ? Which molecules are necessary for cellular respiration to take place?
Academic language: ATP, cellular respiration, glycolysis, Kreb cycle , and oxidative phosphorylation

This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
.
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by : taking proper Cornell notes,
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their booklets
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1)students will take Cornell notes concerning the process of cellular respiration
2) students will observe their biomes and record observations
3) Students will view film clip on cellular respiration and complete questions concerning the process of cellular respiration and explain the interrelationship between the processes of photosynthesis and cellular respiration (recycling of oxygen and carbon dioxide),
And be able to compare and contrast photosynthesis and cellular respiration
Homework: write a paragraph to determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
http://www.ehow.com/how-does_5466091_role-enzymes-cellular-respiration.html


http://video.mit.edu/watch/cellular-respiration-11636/


image

image

Cellular Respiration
Tuesday Nov 7
QFD: Trust yourself. You know more than you think you do.” —Dr. Benjamin Spock

Essential Question of the Day: Analyze which molecules are essential for aerobic respiration to take place? Why ? Explain in a few sentences
Academic language: cell energy, fermentation, Krebs cycle , electron transport chain

This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
NGSS 1-6 Students who demonstrate understanding can construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their booklets
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1) Students will read and investigate the process of Photosynthesis cellular respiration and the formation of ATP by completing a webquest (Google classroom assignment )

Homework: finish webquest

Wed. Nov 8
QFD: “Inaction breeds doubt and fear. Action breeds confidence and courage. If you want to conquer fear, do not sit home and think about it. Go out and get busy.” —Dale Carnegie
Essential Question of the Day: Explain how Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms and Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Academic language: all previous words for this section

This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their booklets
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1) students will complete an quiz on photosynthesis , cellular respiration, osmosis and diffusion and score 70% or better

HW : None

Thursday Nov 9
QFD: Why should I care what other people think of me? I am who I am. And who I wanna be.” —Avril Lavigne

Essential Question of the Day: Describe how energy flows into living things

This weeks learning objective: NGSS LS 1-6 Students who demonstrate understanding can construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their booklets
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1) students will demonstrate their understanding by creating a ppt presentation
2) biome check in
HW : Create a concept map that demonstrates Cellular respiration

Friday Nov 10
QFD: Go confidently in the direction of your dreams and live the life you have imagined.” —Henry David Thoreau
Essential Question of the Day: describe how carbon-based molecules can be assembled into larger molecules and are used in the human body

This weeks learning objective: NGSS 1-6 Students who demonstrate understanding can construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their booklets
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1) ) Students will Finish ppt presentations

HW: finish ppt presentations on mon

Posted by: mrborden | October 29, 2017

Biome building and photosynthesis

Happy Halloween

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Monday Oct 30
QFD: Start by doing what’s necessary; then do what’s possible; and suddenly you are doing the impossible. -Francis of Assisi

Essential Question of the Day: How do living things carry out life processes?
Academic language: ATP, Photosynthesis, cellular respiration, chloroplast, mitochondria, Grana, stroma, stomata

This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their ppt presentations
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1)students set up their ppt on photosynthesis
2) students will place pictures eukaryotic cells , mitochondria and chloroplast on to separate slides and describe the structure and function of each
3) Students will read handout on photosynthesis and complete questions concerning
the process of photosynthesis, explain the interrelationship between the processes of photosynthesis and cellular respiration (recycling of oxygen and carbon dioxide),
comparing and contrasting photosynthesis and cellular respiration reactions
4) turn handout in by the end of the period
Homework: finish rewriting their perfect paragraphs for ppt

Tuesday Oct 31
QFD: The only thing that overcomes hard luck is hard work. -Harry Golden
Essential Question of the Day: How do cells transform, store, and use energy to maintain the survival of organisms?
Academic language: cell energy, fermentation, Krebs cycle , electron transport chain

This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their booklets
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1) Students will read and investigate the process of Photosynthesis (Google classroom assignment )
2) Students will be given words related to photosynthesis to be placed into a concept map which will then be copied by students into their notebooks
Homework: finish placing perfect paragraphs into ppt and create an additional perfect paragraphs that explains the light independent phase and Calvin cycle of photosynthesis
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Wed. Nov 1
QFD: Turn your wounds into wisdom. -Oprah Winfrey
Essential Question of the Day: How are the light independent cycle and the Calvin cycle different? How are they similar?
Academic language: thylakoids, Grannum, oxidative phosphorylation

This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their ppt presentations
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1) Students will investigate the process of cellular respiration energy in a plant cell by completing an online investigation Webquest and will be able to describe
the process of photosynthesis and explain the differences between the light dependent phase and Calvin cycle as evidenced by completing a handout

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Thursday Nov 2
QFD: Believe you can and you’re halfway there. -Theodore Roosevelt

Essential Question of the Day: Analyze why leaves change in Autumn?

This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their booklets
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1) students will demonstrate their understanding of photosynthesis and cellular respiration by building a model and completing the lab successfully
2) biomes so they are completely enclosed and ready to be observed

Friday Nov 3
QFD: There is no education like adversity. Diberali
Essential Question of the Day: Analyze which elements might be necessary for life to exist on other planets

This weeks learning objective: NGSS LS 1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Students will know and be be able to understand :
Living organisms carry out life processes in order to survive
as demonstrated by investigating, creating and building a biome to house a plant and animal for 21 days.
Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth as demonstrated by their booklets
Explain the interrelationship between the processes of photosynthesis and cellular respiration (e.g., recycling of oxygen and carbon dioxide), comparing and contrasting photosynthesis and cellular respiration reactions
Determine what factors affect the processes of photosynthesis and cellular respiration (i.e., light intensity, availability of reactants, temperature)
Cells carry out chemical transformations that use energy for the synthesis or breakdown of organic compounds

Today’s performance objective:
1) ) Students will perform a lab about the process of photosynthesis using elodea
2) Students will be provided with instructions and handout on how to perform lab successfully
HW: finish lab write up at home

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