Posted by: mrborden | May 22, 2016

Week 18 STDS and HIV

Biology Week 18
May 23 2016. ( block schedule periods 1,3,5)
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : Determine 3 reasons why teenagers abuse drugs
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) drug free world project Google classroom. Videos
2) posters , brochures and presentations @ Anti drug

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

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

Last day to finish
May 24 2016. block schedule periods 2,4,6)
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : differentiate between the types of drugs that are legally prescribed versus the ones that are illegal
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) drug free world project Google classroom
2) posters , brochures and presentations @ Anti drug

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

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

Last day to finish
May 25 2016 regular day
QFD : Once you replace negative thoughts with positive ones, you’ll start having positive results.
?FD : Describe 3 negative things that can happen to you if you use drugs
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) presentations day 1
2) posters , brochures and presentations @ Anti drug due

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

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

May 26 2016
QFD : In order to carry a positive action we must develop here a positive vision.
?FD : Describe and analyze the methods used to cure drug addictions

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

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

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


May 27 2016

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

1) presentations about stds and hiv

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

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

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

Posted by: mrborden | May 15, 2016

Week 17 drugfreeworld

Biology Week 17
May 16 2016. ( block schedule periods 1,3,5)
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : Determine 3 reasons why teenagers abuse drugs
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) drug free world project Google classroom. Videos
2) posters , brochures and presentations @ Anti drug

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

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




May 17 2016. block schedule periods 2,4,6)
QFD : Yesterday is not ours to recover, but tomorrow is ours to win or lose.
?FD : differentiate between the types of drugs that are legally prescribed versus the ones that are illegal
Learning Objective: students will know and be able to understand how various drugs affect the human body, the drugs affects on the individuals body systems, and the adverse affects by creating a poster, video, and brochure about an assigned abused drug. By the end of this week
1) drug free world project Google classroom
2) posters , brochures and presentations @ Anti drug

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

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

May 18 2016 regular day
QFD : Once you replace negative thoughts with positive ones, you’ll start having positive results.
?FD : Describe how
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 2016 ( block schedule periods 1,3,5)
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 20 2016 ( block schedule periods 2,4,6)

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) 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

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

Posted by: mrborden | May 8, 2016

Week 16 endangered species HS LS 4-5

Biology Week 16
May 9 2016
QFD : A memory lasts forever, never will it die… true friends stay together and never say goodbye…
?FD : Determine why species become extinct
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
1) endangered species PSA
( create a 1 min video presentation and a poster ( slogan , picture, agencies #s) that includes (video)
A) a slogan b) music and text c) how many of the species are left, why we should care, where are they located, why they are going extinct , agencies with phone numbers or email addresses to help save your species )
2) finish and publish to YouTube if possible or we can play it on class computer
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124




May 10 2016
QFD : I have never found any ‘good’ in goodbye.
?FD : differentiate between the types of various types of population growth rates by drawing examples of a fast growing pop, slow moving population , a negative pop, and a stagnant population
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
1) last day for video and posters
Presentations Tomorrow

May 11 2016
QFD : Let me make this easier than saying goodbye: let me tell you hello in advance for the next time I get to see you.
?FD : Describe how natural selection helps or hinders a species chance of survival
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
1) watch 2 of the other presentations from other groups and then write 2 paragraphs describing what was good about their presentation and what you didn’t like ..make suggestions and help each other

May 12 2016 ( block schedule periods 1,3,5)
QFD : Goodbyes are not forever. Goodbyes are not the end. They simply mean I’ll miss you until we meet again.
?FD : Describe and analyze the methods ecologists use to determine a species growth rate
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
1) presentations and Anti drug selection

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 13 2016 ( block schedule periods 2,4,6)

QFD : Goodbyes are not forever. Goodbyes are not the end. They simply mean I’ll miss you until we meet again.
Essential question : Describe and analyze the methods ecologists use to determine a species growth rate
Learning Objective: HS LS 4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

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

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

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

Posted by: mrborden | May 1, 2016

Week 15 ecology presentations and PSA

Week 15 Biology and Biology honors
May 2 2016
QFD: My mother was the most beautiful woman I ever saw. All I am I owe to my mother. I attribute my success in life to the moral, intellectual and physical education I received from her.” —George Washington
Essential question of the Day : Make a flow map of the hierarchy of organisms
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 symbiosis by creating Cornell notes and by viewing a video clip
1) presentations day 1 of 3

HW : finish all handouts due tomorrow
May 3
QFD: Kids don’t stay with you if you do it right. It’s the one job where, the better you are, the more surely you won’t be needed in the long run.” —Barbara Kingsolve
Essential question of the Day : describe the 4 various types of trophic levels and an organism associated with each level
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 by completing a project
1) Presentations day 2
2) ecology pyramids assigned

HW : finish pyramids
May 4
QFD: Love as powerful as your mother’s for you leaves its own mark … to have been loved so deeply .. will give us some protection forever.” —J.K. Rowling
Essential question of the Day : name and describe the three types of survivorship and provide examples
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to name and describe the three types of survivorship by completing an online assignment
1) Presentations
2) pyramids due
3) work on PSA partners

HW : honors work on research papers due next Monday
May 5
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

HW : finish pg 3 website
April 29
QFD: “It does not do to dwell on dreams and forget to live.” ― J.K. Rowling,
Essential question of the Day : describe the two major sampling methods that ecologists use to determine population growth.
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to describe the two major sampling methods that ecologists use to determine population growth by creating a web page for their species describing sampling methods
1) psa presentations

HW : none accept for honors …papers due on Monday

Posted by: mrborden | April 24, 2016

Week 14 Ecology Websites

Week 14 Biology and Biology honors
April 25 2016
QFD: Don’t walk in front of me… I may not follow
Don’t walk behind me… I may not lead
Walk beside me… just be my friend”
― Albert Camus
Essential question of the Day : name and describe the three types of symbiosis
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 symbiosis by creating Cornell notes and by viewing a video clip
1) notes
2) video clip
3 ) handout

HW : finish handout due tomorrow
April 26
QFD: Always forgive your enemies; nothing annoys them so much.”
― Oscar Wilde
Essential question of the Day : describe the 4 various types of trophic levels
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 by completing a project
1) trophic level project
2) turn in pyramids by end of period
3 ) handout due

HW : start on google classroom assignment
April 27
QFD: Imperfection is beauty, madness is genius and it’s better to be absolutely ridiculous than absolutely boring.” ― Marilyn Monroe
Essential question of the Day : name and describe the three types of survivorship
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to name and describe the three types of survivorship by completing an online assignment
1) Google classroom assignment
2) creating a graph for your species

HW : finish Google classroom questions due tomorrow
April 28
QFD: The fool doth think he is wise, but the wise man knows himself to be a fool.”
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) quiz
2) website pg 3
3) place graph onto site

HW : finish pg 3 website
April 29
QFD: “It does not do to dwell on dreams and forget to live.” ― J.K. Rowling,
Essential question of the Day : describe the two major sampling methods that ecologists use to determine population growth.
This weeks learning objective : HS LS 2-1 Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Learning target : Students will be able to describe the two major sampling methods that ecologists use to determine population growth by creating a web page for their species describing sampling methods
1) pg 4 -5 website
2) website due by Monday completed

HW : practice presenting your material for next weeks presentations

Posted by: mrborden | April 17, 2016

Week 13 population ecology

Week 13 Biology and Biology honors
April 18 2016
QFD: Plot is what happens in your story. Every story needs structure, just as every body needs a skeleton. It is how you ‘flesh out and clothe’ your structure that makes each story unique. Caroline Lawrence
Essential question of the Day : define the term population ecology and give 2 examples
This weeks learning objective : HS LS 2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Learning target : Students will be able to explain biodiversity and populations in an ecosystem by taking Cornell notes and creating a website
1) notes
2) website creation
3 ) extinct animals

HW : finish page one
April 19
QFD: Once you come up with a premise, you have to work out how it all happened. It’s a bit like coming up with a spectacular roof design first. Before you can get it up there, you need to build a solid foundation and supporting structure. Linwood Barclay
Essential question of the Day : define the three types of dispersion and give an example of each
This weeks learning objective : HS LS 2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Learning target : Students will be able to explain biodiversity and populations in an ecosystem by investigation of a species of an endangered animal and plant
1) population worksheet
2) page 2 of website see Google classroom last week

HW : finish handout
April 20
QFD: Major organizational changes create uncertainty. Irene Rosenfeld
Essential question of the Day :
This weeks learning objective : HS LS 2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Learning target : Students will be able to explain biodiversity and populations in an ecosystem by describing how ecologists sample populations
1) population questions
2) handout
3 ) website pg 3

HW : finish questions
April 21
QFD: The degree of loving is measured by the degree of giving. Edwin Louis Cole
Essential question of the Day : Describe and Analyze the terms population dynamics and how to calculate the rate f change in a population
This weeks learning objective : HS LS 2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Learning target : Students will be able to explain biodiversity and populations in an ecosystem by creating and investing the number of the population involved with regard to their endangered species
1) survivorship types
2) rating and reading graphs
HW : finish graph on your endangered species
April 22
QFD: If you cut down a forest, it doesn’t matter how many sawmills you have if there are no more trees. Susan George
Essential question of the Day : give 3 examples of predation and compare th term to mutualism , and commensalism
This weeks learning objective : HS LS 2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Learning target : Students will be able to explain biodiversity and populations in an ecosystem by viewing a film on predation
1) film predation
2) types of interactions

HW : finish film questions

Posted by: mrborden | April 10, 2016

Week 12 Ecology

Biology Week 12 ecology
April 11 2016
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) film clip
2) notes review for test

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

April 12 2016
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 13 2016

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 14 2016
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

Step one , create a website that explains the who what where when and why of a endangered species and include pictures and graphs to emphasize your findings

April 15 2016

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) website finish step one …

-Ecology Website STUDENT

Posted by: mrborden | April 3, 2016

Week 11 Evolution Review

Biology Week 11
April 4 2016
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) notes
3) vocab worksheet
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124
April 5 2016
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) vocab worksheet due

April 6 2016
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) evolution webquest , test review

April 7 2016
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

April 8 2016

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

2) film questions due out the door


http://www.pbs.org/video/1386970191/

Posted by: mrborden | March 13, 2016

Week 10 Natural Selection Types

Biology Week 10
March 14 2014
QFD : “Challenges are what make life interesting and overcoming them is what makes life meaningful.” – Joshua J. Marine
?FD : differentiate between the 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) notes
http://bivalves.teacherfriendlyguide.org/index.php?option=com_content&view=article&id=42&Itemid=124

March 15 2014
QFD : “I am thankful for all of those who said NO to me. Its because of them I’m doing it myself.” – Albert Einstein
?FD :name 3 adaptations made by mammals over the last 500 years
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) handout on natural selection

March 16 2014
QFD : “Go where you are celebrated – not tolerated. If they can’t see the real value of you, it’s time for a new start.” – Unknown
?FD : describe the difference between divergent and convergent 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) evolution webquest

March 17 2016
QFD : “I am thankful for all of those who said NO to me. Its because of them I’m doing it myself.” – Albert Einstein
?FD :name 3 adaptations made by mammals over the last 500 years
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

Multiple Choice Test
Please answer all questions
1 The effects of natural selection may be countered by
A) gene flow
B) genetic drift
C) mutation
D) inbreeding

2 In relation to natural selection, evolution is the
A) process
B) outcome
C) mechanism
D) purpose

3 Scientists generally agree that heterozygous advantage is
A) rare
B) frequent
C) pervasive
D) none of the above

4 The occurrence of large or small beak sizes among seed crackers in the absence of medium-sized beaks is an example of
A) directional selection
B) stabilizing selection
C) disruptive selection
D) none of the above

5 Sickle-cell trait in humans is a classic example of ____________________.
A) how mutations can lead only to tragic outcomes
B) why outbreeding is important
C) the superior fitness seen in heterozygotes
D) how every organism is an integrated gene complex

6 A person with sickle cell trait, having one S allele and one normal, will be resistant to malaria and eventually develop sickle cell anemia.
A) True
B) False

7 For a woman living in central Africa, which genotype would be the most advantageous to have?
A) homozygous for the sickle cell allele
B) heterozygous for the sickle cell allele
C) homozygous for the normal hemoglobin allele
D) it doesn’t matter; all are equally advantageous

8 Mating with relatives is called
A) inbreeding
B) outcrossing
C) random mating
D) clines
E) polymorphic

9 The random loss of alleles in a population is called
A) mutation
B) selection
C) genetic drift
D) electrophoresis
E) gene flow

10 Which of the following factors is most likely to contribute to gene flow between populations?
A) random mating
B) migration
C) mutation
D) genetic drift
E) inbreeding

11 In the Hardy-Weinberg equation, the term 2pq represents the frequency of the
A) dominant homozygotes
B) recessive homozygotes
C) dominant allele
D) recessive allele
E) heterozygotes

12 A scientist measures the circumference of acorns in a population of oak trees and discovers that the most common circumference is 2 cm. What would you expect the most common circumference(s) to be after 10 generations of stabilizing selection?
A) 2 cm
B) greater than 2 cm or less than 2 cm
C) greater than 2 cm and less than 2 cm
D) can’t tell from the information given

13 Refer to question 16, but this time answer what you would expect after 10 generations of disruptive selection.
A) 2 cm
B) greater than 2 cm or less than 2 cm
C) greater than 2 cm and less than 2 cm
D) can’t tell from the information given

14 Refer to question 16, but this time answer what you would expect after 10 generations of directional selection.
A) 2 cm
B) greater than 2 cm or less than 2 cm
C) greater than 2 cm and less than 2 cm
D) can’t tell from the information given

15 Why is genetic polymorphism important to evolution?
A) individual variability provides the raw material for natural selection to act on
B) genes cannot mutate unless they are polymorphic
C) only heterozygous individuals are selected in natural populations
D) the Hardy-Weinberg equilibrium is less likely to be disturbed in polymorphic populations
E) none of the above; genetic polymorphism is not important to evolution

16 In a population of wildflowers, the frequency of the allele for red flowers was 0.8. What was the frequency of the white allele, the only other allele for flower color?
A) 0.8
B) 0.4
C) 0.6
D) 0.2
E) 0.1

17 Referring to question 16, what is the frequency of homozygous red flower plants in the population?
A) 0.04
B) 0.16
C) 0.32
D) 0.48
E) 0.64

18 Referring to question 16, what is the frequency of homozygous white flower plants in the population?
A) 0.04
B) 0.16
C) 0.32
D) 0.48
E) 0.64

19 Referring to question 16, what is the frequency of plants in the population that are heterozygous for flower color?
A) 0.04
B) 0.16
C) 0.32
D) 0.48
E) 0.64

20 What is the ultimate source of genetic variability?
A) mutation
B) migration
C) genetic drift
D) nonrandom mating
E) selection

21 The movement of new genes into a population as a result of migration or hybridization is called
A) founder principle
B) selection
C) gene flow
D) bottleneck effect
E) adaptation

22 A virus killed most of the seals in the North Sea (e.g., dropped the population from 8000 to 800). In an effort to help preserve the species, scientists caught 20 seals and used them to start a new population in the northwest Pacific Ocean. Which of the following factors would most likely have the least impact in this new population?
A) founder effect
B) random mating
C) genetic drift
D) bottleneck effect

23 Inbreeding
A) increases the rate of mutation
B) increases the proportion of homozygous individuals in a population
C) never occurs in plants
D) all of the above
E) none of the above

24 Evolution by natural selection works best on a population having no variation.
A) True
B) False

25 According to Darwin’s theory of evolution, evolution occurs through natural selection operating on populations in ecosystems.
A) True
B) False

26 The theory of population genetics and how evolution occurs includes all but which one of the following
A) Mating must be random.
B) The size of the population is small.
C) There is no influx of genes from other populations.
D) No genotype has selective advantage over another.

27 Using the Hardy-Weinberg Principle, which expression represents the frequency of the homozygous recessive genotype?
A) p2
B) 2pq
C) q2
D) q

28 Which statement most accurately reflects what population geneticists refer to as “fitness”?
A) Fitness is the measure of an organism’s adaptability to various habitats.
B) Fitness reflects the number of mates each individual of the population selects.
C) Fitness refers to the relative health of each individual in the population.
D) Fitness is a measure of the contribution of a genotype to the gene pool of the next generation.

29 Mutation is a relatively unimportant source of variation and is not the foundation for evolution.
A) True
B) False

30 The fact that the majority of human newborns weigh around 7 pounds is reflective of ________________.
A) directional selection
B) stabilizing selection
C) disruptive selection
D) None of these is correct.

31 Organisms that are least likely to experience extinction over the long term are most likely to be found in _______________.
A) areas inhabited by humans
B) very stable habitats
C) desert
D) savanna

32 Which one of the following would cause the Hardy-Weinberg principle to be inaccurate?
A) The size of the population is very large.
B) Individuals mate with one another at random.
C) Natural selection is present.
D) There is no source of new copies of alleles from outside the population.
E) None of the answers is correct.

33 Which one of the following populations would most quickly lead to two groups with few shared traits?
A) a population with disruptive selection
B) a population with directional selection
C) a population with stabilizing selection
D) a population with no selection
E) none of the above

34 Mutations tend to have little effect on the allele frequency in a population.
A) True
B) False

35 The effects of genetic drift are most apparent in small populations.
A) True
B) False

March 18 2014

QFD : “Being happy doesn’t mean that everything is perfect. it means that you’ve decided to look beyond the imperfections.” – Unknown
?FD : describe how genes play a role in evolution of species
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 adaptations

Posted by: mrborden | March 6, 2016

Week 9 Populations and Evolution

Week 9 second semester
Biology and Biology honors
March 7 2016
QFD: Be not afraid of life. Believe that life is worth living, and your belief will help create the fact.
Essential question of the Day : Analyze why populations are important to study in terms of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Learning target : Students will take notes and view a clip that reveals information about Hardy Weinberg and population genetics
1) notes
2) problems Google classroom

HW : finish 3 problems



March 8 2016
QFD: It’s never too late to be what you might have been.George Eliot
Essential question of the day : Analyze various adaptations that organisms have are advantageous for survival
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will solve problems involving hardy Weinberg formula by the end of the period
1) hardy Weinberg problems day 2
Hw : finish all problems

1) Genetic drift – a change in allele frequency due to random chance
Causes a loss of diversity
Affects small populations.. leads to a bottleneck ( drastic reduction in the number of species small populations can lead to a new population called the founder affect
2) Gene flow – occurs when populations join new populations and reproduce and increases the chances of a different species evolving ( liger) (Mule) less likely a species will be able to adapt or reproduce
3) Mutations – leads to genetic variation needed for evolution to occur
4) Sexual Selection selects traits to improve the species and for mating success’
5) Natural Selection selects traits most advantageous for survival
***Mechanisms of change – (mutations, Migration, genetic drift and natural selection)
6) co-evolution is used to describe cases where two (or more) species reciprocally affect each other’s evolution. Co-evolution is likely to happen when different species have close ecological interactions with one another. These ecological relationships include:
Predator/prey and parasite/host
Competitive species
Mutualistic species
March 9 2016
QFD: a single act of kindness throws out roots in all directions, and the roots spring up and make new trees.Amelia Earhart
Essential question of the Day : Name and describe 3 ways in which some organisms have adapted to their environment and why these changes are significant for survival
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a drawing that illustrates the findings of Charles Darwin , adaptation, and an example of survival of the fittest
1) quiz Hardy Weinberg

March 10 2016
QFD: Creativity requires the courage to let go of certainties.
Essential question of the Day : analyze why populations of animals change over time which aspect of evolution are most important to prove the theory of evolution
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Learning target : Students will complete a test that reveals information about evolution , and adaptations regarding the theory of evolution by the end of the period
1) test due

March 11 2016
QFD: Joy is a net of love in which you can catch souls. Mother Teresa
Essential question of the day : What adaptations do humans possess?
This weeks learning objective : HS LS 4-3 Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
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 handout concerning the evolution of size by the end of the period
1) dogs decoded
2) handout due on way out of class

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