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

Posted by: mrborden | February 28, 2016

Week 8 Natural Selection

Week 8 second semester

Biology and Biology honors
Feb 29 2016
QFD: Don’t worry about being worried. You’re heading out on an adventure and you can always change your mind along the way and try something else.”
Essential question of the Day : Analyze why Charles Darwin’s discoveries were significant to 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 take notes and view a clip that reveals information about Charles Darwin and his discoveries of evolution and will complete homework of vocabulary terms listed to evolution
1) notes
2) video clip on natural selection

HW : vocabulary terms

http://evolution.berkeley.edu/evolibrary/article/evo_31 

March 1 2016
QFD: Every single cell in the human body replaces itself over a period of seven years. That means there’s not even the smallest part of you now that was part of you seven years ago.”
Essential question of the day : Analyze various adaptations that organisms have and why scientists believe this is proof 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 create a Model that reveals information about lines of evidence of evolution by the end of the period
1) web quest mimicry , camouflage, and adaptations
2) watch videos at home about the other types of evidence
Hw : finish Webquest
March 2 2016
QFD: There are two mistakes one can make along the road to truth… not going all the way, and not starting.”
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) 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 3 2016
QFD: Spring is the time of plans and projects
Essential question of the Day : hypothesize which aspect of evolution ate 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 charles Darwin , and adaptations regarding the theory of evolution by the end of the period
1) quiz due

March 4 2016
QFD: It is spring again. The earth is like a child that knows poems by heart. – Rainer Maria Rilke
Essential question of the day : What adaptations does a squid 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 lab by dissecting a squid by the end of the period
1) Squid dissection
2) pairs handout

Posted by: mrborden | February 21, 2016

Week 7 Evidence of Evolution

Week 7 second semester
Biology and Biology honors
Feb 22 2016
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 due..
2) video clip on natural selection
3 ) notes

 

HW : vocabulary terms
Feb 23 2016
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

https://quizlet.com/122835703/spacerace/embed
Feb 24 2016
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
Feb 25 2016
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
Feb 26 2016
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) Charles Darwin video and handout

Posted by: mrborden | February 15, 2016

Week 6 Evolution Evidence

Week 6 second semester
Biology and Biology honors Seating chart
Feb 16 2016
QFD: Hate is too great a burden to bear. It injures the hater more than it injures the hated.”—Loretta Scott King
Essential question of the day : Describe why dinosaurs do not exist anymore
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 PowerPoint demonstration that reveals information about lines of evidence of evolution by the end of Wednesday
1) the geologic time scale
2) video clip
3) video project , Google slides, honors – individual , CP – pairs
Students will create a 15 slide PowerPoint that 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 presentation : pictures that demonstrate the slide meaning, written explanation for the above requirements, you name/names and a title slide. (Doesn’t count in 15)

Slides 1-2 time period, and description of Era

Slides 3-4 Changes in the Animals from the beginning to end of period

Slides 5-6 Changes in plant life from the beginning to end of period

Slides 7-9 changes in the atmosphere and climate

Slides 10-12 Changes in the land masses

SLides 13-15 Major events that transpired during this time period
HW : continue in PowerPoint


Feb 17 2016
QFD: One day our descendants will think it incredible that we paid so much attention to things like the amount of melanin in our skin or the shape of our eyes or our gender instead of the unique identities of each of us as complex human beings.” —Franklin Thomas,
Essential question of the day : analyze the various 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 create a PowerPoint demonstration that reveals information about lines of evidence of evolution by the end of today
1) finish power points
2) watch videos at home about the other eras
Feb 18 2016
QFD: Never be limited by other people’s limited imaginations.”
—Dr. Mae Jemison,
Essential question of the day : Differentiate between mass extinctions according to their type
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 present a PowerPoint that demonstrates information about lines of evidence of evolution
1) presentations
2) take home quiz HOMEWORK


Feb 19 2016
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) quiz due , webquest assigned

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