Posted by: mrborden | August 6, 2018

Week 1 DOK, Personality Types

Welcome back New Rattlers!

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 8 2018 – 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 ?

Thursday Aug 9 2018
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 10 2018
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 2 7t8u8yt
Period 3 3ish38p
Period 4 9padbha
Period 5 d6nlaz
Period 6 9hcvqg

 

 

 

Personality test

Posted by: mrborden | June 3, 2018

Final Exam week

A time to say aloha , which means neither hello or goodbye , as I am sure we will see each other again next school year ..have a wonderful and safe summer
6BAB6D54-46C1-405A-A79D-FA9B3A3636CD

Biology – this section is mandated by district to meet the health requirements for high school, any student opting out of in class presentations will have to investigate on their own about STDs and write a 6-8 page paper typed dbl spaced about HIV , transmission , and techniques to avoid acquiring this disease
June 4 2018
Due by finals plus google classroom assignments

QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : Determine 3 reasons why teenagers don’t use protection
Learning Objective: students will know and be able to understand how various stds affect the human body, the STDs  affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds

3) you will research one of the following STDs for a presentation in class that will include the same parameters as the last project assignment for anti drugs

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

June 6-8 final exam schedule every day 8:05 – 12:50
June 6 periods 1+4
June 7 periods 2+5
June 8 periods 3+6

https://study.com/academy/exam/course/introduction-to-biology.html

Posted by: mrborden | May 28, 2018

HIV and STDS

Biology Week 18 this section is mandated by district to meet the health requirements for high school, any student opting out of in class presentations will have to investigate on their own about STDs and write a 6-8 page paper typed dbl spaced about HIV , transmission , and techniques to avoid acquiring this disease
May 29 2018

QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : Determine 3 reasons why teenagers don’t use protection
Learning Objective: students will know and be able to understand how various stds affect the human body, the STDs  affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds

3) you will research one of the following STDs for a presentation in class that will include the same parameters as the last project assignment for anti drugs

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 30 2018
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : differentiate between the types of drugs that are legally prescribed versus the ones that are illegal
Learning Objective: Students will know and be able to understand how various stds affect the human body, the STDs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds

3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for anti drugs

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

May 31 2018

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

 

 

June 1 2018
QFD : In order to carry a positive action we must develop here a positive vision.
?FD : Describe and analyze the methods used to cure drug addictions

Learning Objective: Students will know and be able to understand how various stds affect the human body, the STDs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) Std project Google classroom. Videos
2) posters , brochures and presentations @ Stds

3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for anti drugs

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



Posted by: mrborden | May 17, 2018

drug free world

Biology Week 18

last week to turn in missing assignments none will count after 19th
May 17 2018
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : Determine 3 reasons why teenagers abuse drugs
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week

*** project is completed after you are finished with Final Exam
1) drug free world project Google classroom.
2) (posters or brochures) and (presentations or videos) @ Anti drug

3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for endangered species
Who what where when why do these topics affect teenagers

Alcohol, tobacco, marijuana , heroin, crystal meth, methamphetamine and prescription drugs, cocaine, mushrooms, LSD, Mollies, other prescription drugs , lean, suicide, cutters, abuse, inhalants, xanax, ritalin,, pain killers, ecstasy, synthetic drugs (k2)

A) a slogan b) how many teenagers experiment with the drug, why we should care, where do they get the drugs from, why is the drug bad ( be specific) , how does it affect the body ( be specific), what are the symptoms of abuse? What can happen to you if you take the drug, Is this drug addicting?, how many teenagers die from this drug, what are some street names, what are the effects of the drug, short and long term affects, agencies with phone numbers or email addresses to help save addicted teens ) draw a picture on front cover

2) presentations – 1-2 PSA same requirements

3) finish and publish to YouTube if possible or we can play it on class computer

May 18 2018
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : differentiate between the types of drugs that are legally prescribed versus the ones that are illegal
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) drug free world project Google classroom
2) posters , brochures and presentations @ Anti drug

3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for endangered species

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

May 19 2018
QFD : Once you replace negative thoughts with positive ones, you’ll start having positive results.
?FD : Describe how a drug can affect your brain
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) drug free world project Google classroom
2) posters , brochures and presentations @ Anti drug

3) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for endangered species

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

May 20 2018
QFD : In order to carry a positive action we must develop here a positive vision.
?FD : Describe and analyze the methods

Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) posters , brochures and presentations @ Anti drug

2) you will research one of the following drugs for a presentation in class that will include the same parameters as the last project assignment for endangered species

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

May 21 2018

QFD : In order to carry a positive action we must develop here a positive vision
Essential question : Describe and analyze the methods
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week

1) presentations and Anti drug selection / teenage suicide / cutters

2) APPT TIMES FOR 3 STUDENTS

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

Make sure your presentation is appropriate, conveys the clear message that drug use is bad , due by Tuesday May 25/26

Posted by: mrborden | April 22, 2018

Ecology Projects

https://drive.google.com/open?id=0B0QVHim1yGHmR1lEUkRrSVRWNTQ

April 23 2018

QFD: the world is its own magic.” ― Shunryu Suzuki
?FD : Have you ever created a website before ? Do u remember the one we created at the beginning of the school year and your password?
Learning Objective: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) poster recreation
2) pick an endangered species to study and investigateand add the following :
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) poster design

2) endangered species project ( individual – all posters should be different)

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

5) list the consequences that humans have had on your species and what steps ie. laws could help to ensure that the species will survive and be protected

6) (partners) create a 1 min video that serves as a public service announcement to help your species using all of the information you gathered from your website
***find an endangered plant and use the back of the poster to display data

April 24 2018
QFD : Rain in April is abominable,”Like a slap in the face when you expected a kiss.”
?FD : Describe and analyze the methods scientists use to prove the theory of evolution
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation

Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.

Finish action plan and graph, attach to poster

April 25 2018

QFD : April showers bring May flowers.. Unless you live near coachella , then your flowers die due to the rain precipitated by the patrons ..
?FD : Describe how genes play a role in evolution of species, be specific
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation

Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.


1) film about endangered species

2) finish poster completely and start video …

-Ecology Website STUDENT

 

April 26
QFD: Love as powerful as your mother’s for you leaves its own mark … to have been loved so deeply .. will give us some protection forever.” —J.K. Rowling
Essential question of the Day : name and describe the three types of survivorship and provide examples
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to name and describe the three types of survivorship by completing an online assignment

LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
LS4.C: Adaptation

Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Adaptation also means that the distribution of traits in a population can change when conditions change.
1) project day 4 of 5
2) pyramids due
3) work on PSA partners

April 29
QFD: My mother is my root, my foundation. She planted the seed that I base my life on, and that is the belief that the ability to achieve starts in your mind.” —Michael Jordan
Essential question of the Day : analyze the differences in density dependent and density independent factors that affect populations
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will analyze the differences in density dependent and density independent factors that affect populations by taking a quiz
1) PSA finished by end of period

3) place graph onto site

 

Posted by: mrborden | April 15, 2018

Evolution Review and ecology intro

Biology Week 12 ecology
April 16
QFD: Some people can’t be fooled on April Fool’s Day because they were fooled too many times during their entire lifetime.”
?FD : Differentiate between the various types of natural selection
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

1)Draw color and label a picture of the nitrogen cycle
2) Read article on composting and write a 1 page paper on why composting is important and the science behind it

http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124

April 17 2018
QFD : April is the cruelest month, breeding lilacs out of the dead land, mixing memory and desire, stirring dull roots with spring rain.” ― T.S. Eliot, The Waste Land
?FD : how long did you study for the test ?
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce
1) test evolution

April 18 2018

QFD: the world is its own magic.” ― Shunryu Suzuki
?FD : Have you ever created a website before ? Do u remember the one we created at the beginning of the school year and your password?
Learning Objective: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) website creation
2) pick an endangered species to study and investigate

April 19 2018
QFD : rain in April is abominable,”Like a slap in the face when you expected a kiss.”
?FD : Describe and analyze the methods scientists use to prove the theory of evolution
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*

Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) website design

2) endangered species project

Notes on endangered species

Pick a biome habitat and endangered species
Create a poster colored that reveals information about why your species is becoming endangered, what factors are affecting it, where does it live, what does it eat, what eats it, how many are left on earth and a graph of the decline of the species over the last 10-20 years

April 20 2018

QFD : April showers bring May flowers.. Unless you live near coachella , then your flowers die due to the rain precipitated by the patrons ..
?FD : Describe how genes play a role in evolution of species, be specific
Learning Objective: HS 2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.


1) film about endangered species

2) finish poster project

-Ecology Website STUDENT

Posted by: mrborden | April 8, 2018

Evolution and natural selection


4/9
QFD : You cannot change what you refuse to confront.
?FD : Differentiate between the various types of natural selection
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
1) film clip
2) natural selection posters
3) hardy weinberg (google classroom)
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124
4/10
QFD : Love and appreciate your parents. We are often so busy growing up, we forget they are also growing old.
?FD :Name 3 vestigial structures
Learning Objective:Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS2-8.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

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

Posted by: mrborden | March 18, 2018

Natural selection

Biology
mon 3 20 2018
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) quiz review
2) video clip on natural selection
3 ) notes

HW : vocabulary terms

vocan evolution
tues 3/21/18
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a Model that reveals information about lines of evidence of evolution concerning speciation by the end of the period
1) speciation
2) watch videos at home about the other types of evidence


EVOLVE: EYES Name _____________________________________ Prd. _______________ Date_______________

1. ________________ of the Animal Kingdom, share the power of sight.
2. The sharpest eyes in the Animal Kingdom belong to __________________________________.
3. Evolutionary mistakes are referred to as ______________________________________.
4. ___________________ light makes jellyfish relax and drop to the ocean floor, ___________________ light makes the jellyfish speed up and rise toward the surface.
5. The ____________________________ explosion is the dawn of evolutionary change.
6. Compound eyes have many _______________________.
7. Trilobite eyes were made of ____________________________.
8. Insects have ______________________________ eyes.
9. The dragonfly has ____________________________ lenses and flies at speeds up to _____________________mph.
10. Binocular vision (seeing with two eyes) allows for ____________________ judgment and _________ imaging.
11. The Allosaurus is an ____________________ predator, waiting for its prey to come to it, like an alligator.
12. Animals that are prey for others can see in _____________________ vision.
13. The eyes of nocturnal animals, have very large _______________________________.
14. Tarsiers eyes are larger than their _______________________________.
15. Glowing eyes is known as ___________________________________.
16. Human eyes can see __________________________________ colors.
17. ____________________________ were used to gather leaves high in the canopy.
18. ____________________ leaves are more nutritious than green leaves.
19. Binocular vision in primates, made ______________________________________ important for survival.
20. Group living was the reason that __________________________ evolved to a larger size.

https://quizlet.com/122835703/spacerace/embed
wed 3/22/18
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution
1) quiz
thurs 3/23/18
QFD: “The past is a ghost, the future a dream. All we ever have is now.” -Bill Cosby
Essential question of the Day : hypothesize which aspect of evolution is most important to prove the theory
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a test that reveals information about lines of evidence of evolution and the various types of evolution by the end of the period
1) watch natural selection and Charles Darwin video

2) watch video on selection types and draw pictures to ensure you understand the idea, then write  paragraph describing each type of selection
friday
QFD: don’t want a Black History Month. Black history is American history. ~Morgan Freeman
Essential question of the day : Who was Charles Darwin and what is his significance to the theory of natural selection
This weeks learning objective : HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will view a video that re explains that reveals information about lines of evidence of evolution andnatural selection by the end of the period
1) either finish movie or move to Hardy Weinberg principle

Posted by: mrborden | March 11, 2018

Evidence of Evolution

img_1443plates2Week 7 second semester
Biology Cp


march 12 2018
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) video clip on evidence
2) notes

HW : vocabulary terms

 

March 13 2018
Virtual lab
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a Model that reveals information about lines of evidence of evolution by the end of the period
1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

In your booklet – Evolution Evidence

Includes a picture of a type of evolutionary evidence and explains the evidence in 1-2 paragraphs. Under the picture and description, on the back page create 3 questions at levels 1,2,3 and answer them

  1. fossil evidence ( fossil record)
  2. Embryological evidence
  3. Bio-geography
  4. Homologous Structures
  5. DNA Genetic information

Due by next monday

dok

March 14 2018

QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution
1) finish posters and place on wall , go comment on another groups poster of which u think is important , and any info that you disagree with
2) gallery walk
March 15 2018
QFD: “The past is a ghost, the future a dream. All we ever have is now.” -Bill Cosby
Essential question of the Day : hypothesize which aspect of evolution is most important to prove the theory
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a test that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) quiz due
2) watch natural selection and Charles Darwin video
March 18 2018
QFD: don’t want a Black History Month. Black history is American history. ~Morgan Freeman
Essential question of the day : Who was Charles Darwin and what is his significance to the theory of natural selection
This weeks learning objective : HS LS 4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1) size video and questions
Evolve: Size​​Name _______________________________________ Per___

Objective: Students will understand why certain factors influence how animals have changed in size over time.

1. Explain what advantage the pigmy (small) mammoth had over the giant mammoths.
2. Explain why “bugs” at periods in the past could grow so much larger than the “bugs” now.
3. Describe how whales have changed in size over time. Include the theory of why the change occurred.
4. Explain how it is possible for the Sauropods to be so large.
5. Explain why tiny mammals survived when the dinosaurs (and other large animals) became extinct?
6. Explain this theory of why humans have become taller. How is this related to “survival of the fittest”?
7. Summary of main idea: What factors affect the size of animals?


 


Virtual lab http://www.pbs.org/wgbh/nova/labs/lab/evolution/

Posted by: mrborden | March 4, 2018

Evolution

March 5 2018
QFD: The cost of liberty is less than the price of repression.”
—W.E.B. Du Bo
Essential question of the day : Compare and contrast the eras in Earths History
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will complete a webquest that reveals information about lines of evidence of evolution and the geologic time scale by the end of the period
1)  film review, write down at least 15 facts about each era in Earths history

 

March 6 2018
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution

Students will create  a booklet(partners or individual) demonstrates how earth, the species of plants and animals, the environment has changed over time by examining one of the four eras in earths history ( Precambrian / Cambrian , Paleozoic, Mesozoic, and Cenozoic )
Included in your booklet: pictures for each era, written explanation for the above requirements, you name/names and a title slide.

Include all of this information for each era on earths history:
Time period, and description of Era
Changes in the Animals from the beginning to end of period
Changes in plant life from the beginning to end of period
Changes in the atmosphere and climate
Changes in the land masses
Major events that transpired during this time period

All info must be included brochure as well if that is your choice

due by next monday

March 7 2018
QFD: Prejudice is the child of ignorance. ~W
Essential question of the day : Analyze various embryos and why scientists believe this is proof of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will create a brochure to demonstrate their understanding of the changes in species on earth over time

  1. finish booklets
  2. presentation of facts

March 8 2018
QFD: Racism is man’s gravest threat to man – the maximum of hatred for a minimum of reason. ~Abraham Joshua Heschel
Essential question of the Day : why are amino acid sequences proof of common ancestors ?
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will finish that demonstrates information about lines of evidence of evolution

1) draw a model of : common ancestors,homologous structures, embryo logic evidence, DNA evidence, and vestigial structures (draw a diagram or picture that describes the evidence for evolution, and then write a 1-2 paragraphs about why scientists believe this proves the theory of evolution)
2) watch videos at home about the other types of evidence

https://quizlet.com/122835703/flashcards/embed

https://quizlet.com/122835703/flashcards/embed

March 9 2018
QFD: Enslave the liberty of but one human being and the liberties of the world are put in peril. ~William Lloyd Garrison
Essential question of the Day : Name and describe 3 different types of evidence of evolution
This weeks learning objective : HS LS 4-1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Learning target : Students will take notes and view a clip that reveals information about lines of evidence of evolution and will complete homework of vocabulary terms listed to evolution
1) video clip on evidence

2) notes

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