Posted by: mrborden | October 30, 2016

Week 13 biome project and photosynthesis

Happy Halloween
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Monday Oct 31
QFD: Start by doing what’s necessary; then do what’s possible; and suddenly you are doing the impossible. -Francis of Assisi

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

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

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

Tuesday Nov 1
QFD: The only thing that overcomes hard luck is hard work. -Harry Golden
Essential Question of the Day: How do cells transform, store, and use energy to maintain the survival of organisms?
Academic language: cell energy, fermentation, Krebs cycle , electron transport chain

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

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

Today’s performance objective:
1) Students will read and investigate the process of Photosynthesis (Google classroom assignment )
2) Students will be given words related to photosynthesis to be placed into a concept map which will then be copied by students into their notebooks
Homework: finish placing perfect paragraphs into ppt and create an additional perfect paragraphs that explains the light independent phase and Calvin cycle of photosynthesis
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Wed. Nov 3
QFD: Turn your wounds into wisdom. -Oprah Winfrey
Essential Question of the Day: How are the light independent cycle and the Calvin cycle different? How are they similar?
Academic language: thylakoids, Grannum, oxidative phosphorylation

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

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

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Thursday Nov 3
QFD: Believe you can and you’re halfway there. -Theodore Roosevelt

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

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

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

Friday Nov 4
QFD: There is no education like adversity. Diberali
Essential Question of the Day: Analyze which elements might be necessary for life to exist on other planets

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

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

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Posted by: mrborden | October 23, 2016

Week 12 cellular respiration

Oct 24
QFD: Be who you are and say what you feel, because those who mind don’t matter and those who matter don’t mind.”-Dr. Seuss
Essential Question of the Day:Describe the difference between osmosis and diffusion
Today’s learning objective:HS LS 1-5 students will be able to Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Today’s performance objective: students will demonstrate an understanding of photosynthesis and cellular respiration by creating a sequence map
1) project review cells

2) Cornell notes

3) 2 liter bottles by Friday
Oct 25
QFD:Wanting to be someone else is a waste of who you are.”-Kurt Cobain
Essential Question if the Day: what is the formula for photosynthesis
Today’s learning objective: HS LS 1-5 students will be able to Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Today’s performance objective : Students will demonstrate their knowledge of photosynthesis and cellular respiration by taking Cornell notes
1) notes video clip

2) webquest
Oct 26
QFD:Don’t look for society to give you permission to be yourself.”
-Steve Maraboli
Essential Question if the Day:Explain how you can balance a chemical equation
Today’s learning objective: HS LS 1-5 students will be able to Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Today’s performance objective : Students will demonstrate their knowledge of photosynthesis and cellular respiration by perf ring at 70 % or better on a quiz

1) quiz
Oct 27
QFD: Do what you feel in your heart to be right, for you’ll be criticized anyway.” -Eleanor Roosevelt
Essential Question if the Day: what is the formula for cellular respiration?
Today’s learning objective: HS LS 1-5 students will be able to Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Today’s performance objective : Students will demonstrate their knowledge of photosynthesis and cellular respiration by perform,it an experiment
1) lab photosynthesis

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Oct 28
QFD: “I will not let anyone walk through my mind with their dirty feet.”-Mahatma Gandhi
Essential Question if the Day:
Today’s learning objective:HS LS 1-5 students will be able to Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Today’s performance objective : Students will demonstrate their knowledge of photosynthesis and cellular respiration by performing and experiment
1) day 2 of lab, write up

Posted by: mrborden | October 16, 2016

Week 11 cell types

Biology week 11


Oct 17
QFD: There are only two ways to live your life.
One is as though nothing is a miracle.
The other is as though everything is a miracle.
– Albert Einstein
Essential Question of the Day : describe the hierarchical nature of the human body
Today’s performance objective : Students should know and be able to demonstrate an understanding of the similarities and differences between a eukaryotic and prokaryotic cell by completing Cornell notes
This weeks learning objective : LS1.A: Structure and Function
* Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.
* 1) Cornell notes cell structure
2) bacteria cultures ** which is dirtier the cell phone or the toilet


Oct 18
QFD: Nothing great was ever achieved without enthusiasm.
– Ralph Waldo Emerson
Essential Question of the Day : analyze a eukaryotic and prokaryotic cell, and a bacteria
Today’s performance objective : Students should know and be able to demonstrate an understanding of the similarities and differences between a eukaryotic and prokaryotic cell by competing a webquest
This weeks learning objective : LS1.A: Structure and Function
* Systems of specialized cells within organisms help them perform the essential functions of life.
* All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)
1. * finish notes
2. Booklet on a cell types
Draw color label an animal, plant cell l virus and bacteria on a half sheet of paper

2) for every picture : 3 paragraphs, describe the main parts of the cell, compare and contrast each cell type with another cell type, discuss how the cell reproduces

Oct 19
QFD: The word ‘happiness’ would lose its meaning if it were not balanced by sadness.
Essential Question of the Day : analyze a eukaryotic and prokaryotic cell, virus and a bacteria
Today’s performance objective : Students should know and be able to demonstrate an understanding of the similarities and differences between a eukaryotic and prokaryotic viruses and bacteria cells by competing a booklet
This weeks learning objective : LS1.A: Structure and Function
* Systems of specialized cells within organisms help them perform the essential functions of life.
* All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)
1. Webquest due
2. Booklet on a cell types day 2 descriptions of all pictures as to the structure and function of various cells, comparing their similarities and differences
Oct 20
QFD: Every day we have plenty of opportunities to get angry, stressed or offended. But what you’re doing when you indulge these negative emotions is giving something outside yourself power over your happiness. You can choose to not let little things upset you.
Essential Question of the Day : analyze a eukaryotic and prokaryotic cell, virus and a bacteria
Today’s performance objective : Students should know and be able to demonstrate an understanding of the similarities and differences between a eukaryotic and prokaryotic viruses and bacteria cells by competing a booklet
This weeks learning objective : LS1.A: Structure and Function
* Systems of specialized cells within organisms help them perform the essential functions of life.
* All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)
1. Webquest due
2. Booklet on a cell types day 3 descriptions of all pictures as to the structure and function of various cells, comparing their similarities and differences… also include the role of DNA, mitochondria, and water regulation in each of the cell types

Oct 21
QFD: We hold these truths to be self-evident: that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.
Essential Question of the Day : analyze a eukaryotic and prokaryotic cell, virus and a bacteria
Today’s performance objective : Students should know and be able to demonstrate an understanding of the similarities and differences between a eukaryotic and prokaryotic viruses and bacteria cells by competing a booklet
This weeks learning objective : LS1.A: Structure and Function
* Systems of specialized cells within organisms help them perform the essential functions of life.
* All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (Note: This Disciplinary Core Idea is also addressed by HS-LS3-1.)
1. Booklet on a cell types due
2. Lab on cell types

Posted by: mrborden | October 10, 2016

Week 10 rat dissection

Oct 12 2016
QFD: What we think, we become.
All that we are arises with our thoughts.
With our thoughts, we make the world.
– The Buddha
Essential Question of the Day : name and describe 3 things you discovered by completing the dissection of the rat
Today’s performance objective : Students should know and be able to demonstrate an understanding of the various body systems by completing a lab write up
This weeks learning objective : LS1.A: Structure and Function
* Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.
* 1) lab review questions.  Google classroom
2) rat dissection safety day 1

 


Oct 13
QFD: Let your life lightly dance on the edges
of Time like dew on the tip of a leaf.
– Rabindranath Tagore
Essential Question of the Day : compare and contrast 2 body systems of the a rat and a human
Today’s performance objective : Students should know and be able to demonstrate an understanding of the various body systems by achieving 70 % or better on a test
This weeks learning objective : LS1.A: Structure and Function
* Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.
* 1) Day 2 rat dissections
1) Homeostasis is something that all organisms, whether they are a rat, human, or cactus, need to have. What is homeostasis and how do the organ systems help the body maintain it? In your response, include 3 examples of how the organ systems contribute to homeostasis in the body.

2) Think about the rat dissection and name two organs that are located in close proximity to each other. Explain how they may work together to maintain homeostasis and which specific body systems are in involved

3) Name two body systems and compare and contrast the function of those systems (how do they work together to achieve homeostasis and how they differ)

4) In order to grow and develop, a rat would need nutrients and water. Where does it get these and how does every cell get what they need?

5) 4. Name an organ that can be considered part of more than one body system. Explain its roles in each body system that it belongs to (one organ in at least 2 different systems).


Oct 14
QFD: There are only two ways to live your life.
One is as though nothing is a miracle.
The other is as though everything is a miracle.
– Albert Einstein
Essential Question of the Day : describe the hierarchical nature of the human body
Today’s performance objective : Students should know and be able to demonstrate an understanding of the similarities and differences between a eukaryotic and prokaryotic cell by completing Cornell notes
This weeks learning objective : LS1.A: Structure and Function
* Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.
* 1) performance task homeostasis

 

 

Posted by: mrborden | October 2, 2016

Week 9/10 body systems rat dissection

Oct 3
QFD: The greatest mistake you can make in life is to be continually fearing you will make one.- Elbert Hubbard
Essential Question of the Day : Justify why humans are considered very complex organisms ?
This weeks learning objective : Students will know and understand HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms by completing a presentation
Today’s performance Objective : students will demonstrate their understanding of a body system by creating a 10 slide  PowerPoint or poster that describes the major structures and functions of a body system and provides 3 levels of questions for class to answer, in addition they will present one case study where the homeostatic properties of their body system are not in balance by creating a stimulus feedback loop
1) presentations and Cornell notes on body systems day 1 of 2

Rubric : 100 points ..on time , uses proper scientific terms and defines all major parts or organs of the system, has 3 levels of questions and answered correctly and a stimulus feedback loop
90 points has all of the above but does not answer questions correctly
80 points has all of the above but omits one major organ or does not describe the function of the part, missing one question
70 points : missing more than one item or doesn’t include a body part or questions in presentation
60 missing more than 2 parts to this assignment
50 : missing more than three parts to this assignment … All Body parts, functions, or questions

Slides

  1. name , period # topic
  2. describe the overall body system main parts + pic
  3. describe the overall function of the body system and an example
  4. Picture of the main organs involved in system
  5. Compare and contrast your body system with another body system (1)
  6. Compare and contrast your body system with another body system (2)
  7. Case study – disease or disorder that affects your body system
  8. how does the disease or disorder relate to homeostasis
  9. draw the pic or create a pic about homeostasis ( stimulus – response -etc)
  10. 3 questions at 3 levels about your body system
  11. answers to questions

topics

  1. integumentary
  2. skeletal
  3. immune
  4. muscular
  5. reproductive
  6. excretory
  7. lymphatic
  8. digestive
  9. cardiovascular
  10. nervous

Oct 4
QFD: Life is either a daring adventure or nothing.
– Helen Keller
Essential Question of the Day : describe and analyze another body system that works with the system you are doing  your presentation on
This weeks learning objective : Students will know and understand HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms by completing a presentation
Today’s performance Objective : students will demonstrate their understanding of a body system by creating a 10 slide PowerPoint that describe them major structures and functions of a body system and provides 3 levels of questions for class to answer
1) presentations and Cornell notes on body systems day 2 of 2
Oct 5
QFD: Be the change that you wish to see in the world. -Mahatma Gandhi
Essential Question of the Day : what is the waste product in urine ?
This weeks learning objective : Students will know and understand HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms
Today’s performance Objective : students will finish their presentations about the various body systems and share them w 2 other groups by the end of the period
1) Finish presentation

2 ) share your presentation w 2 other groups in class

3 ) analyze a grade for the other presentations and justify why they deserve that grade according to the rubric


Oct 7
QFD: The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking. -Albert Einstein
Essential Question of the Day : compare and contrast the various body systems of the rat with your knowledge you have obtained this week concerning the body system that you have been researching
This weeks learning objective : Students will know and understand HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms
Today’s performance Objective : students will use proper lab techniques to examine the various body systems of a rat and answer questions
1) day 1 of 2 rat dissection
Sept 18 2015
QFD: I hate how Monday is so far away from Friday and Friday is so close to Monday
Essential Question of the Day :which system is the most important and why, justify your answer in complete sentences
This weeks learning objective : Students will know and understand HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms
Today’s performance Objective : students will finish the second half of the rat dissection by the end of the period using proper lab safety techniques
1) finish lab

2 lab write up is due by end of the period

Hw : over the weekend complete the assignment in body systems by reviewing 2 other presentation and then send them back your results

Posted by: mrborden | September 25, 2016

Week 8 protein presentations , macromolecules

Week 8
Sept 26
QFD: Since we cannot change reality, let us change the eyes which see reality.
EQ: compare and contrast 2 of the proteins you researched about
Today’s performance objective : students will finish their posters that display their knowledge about proteins
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) finish posters
2) behave for sub

Sept 27

QFD: If you don’t like something, change it. If you can’t change it, change your attitude.
EQ: describe the 9 various types of protein and compare their similarities and differences
Today’s performance objective ; students will present one category of proteins as to their structure, function, and relationship to homeostasis by completing a gallery walk
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) gallery walk

Sept 28
QFD: Never believe that a few caring people can’t change the world. For, indeed, that’s all who ever have
EQ: analyze the role of proteins in a paragraph
Today’s performance objective: students will evaluate what they have learned by completing a quiz at 70% or better concerning the similarities and differences of various protein types and their relationship to homeostasis
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) quiz on proteins

Sept 29

QFD: Everyone thinks of changing the world, but no one thinks of changing himself.
EQ: what do people mean , when they say you are what you eat, describe in a paragraph using macromolecule terms
Today’s performance objective : students will complete a Webquest on nutrition and macromolecules
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) Webquest

Sept 30
QFD: You must take personal responsibility. You cannot change the circumstances, the seasons, or the wind, but you can change yourself. That is something you have charge of.
EQ: analyze your body mass index as to overall physical health and possible situations where homeostasis may break down
Today’s performance objective : students will complete a lab about body mass index and finish by the end of the period
This weeks objective : HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells
1) webquest lipids

Posted by: mrborden | September 18, 2016

Week 7 feedback mechanisms and proteins

Sept 19
QFD: Q: Explain the concept of homeostasis?
A: It is when you stay at home all day and don’t go out
Essential Question : compare and contrast osmosis , diffusion and active transport as to homeostasis
performance object: students will demonstrate their knowledge of today’s goals by
Todays learning objective : HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis

1) text review
2) osmosis , diffusion and active transport ..Cornell notes

Sept 20
QFD: if you change the way you look at things, the things you look at begin to change
Essential Question : analyze 3 household objects that have homeostatic properties and draw a diagram to explain the receptor , control center , and action
performance object: students will demonstrate their knowledge of today’s goals by completing an activity on homeostasis
Todays learning objective : HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) activity feedback mechanisms
2) homeostasis article and questions for HW

Sept 21
QFD: Chance throws peculiar conditions in everyone’s way. If we apply intelligence, patience and special vision, we are rewarded with new creative breakthroughs. W Bradford
Essential Question : describe the various proteins invovled in homeostasis of the cell membrane
performance object: students will demonstrate their knowledge of today’s goals by competing a quiz at 70% or greater
Todays learning objective : HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) quiz on homeostasis

Sept 22

QFD: EXCITEMENT is a state of BEING in which our cells of body, mind and heart are engaged by the orchestration of our spirit.
Essential Question : Differentiate between various protein molecules and their actions
performance object: students will demonstrate their knowledge of today’s goals by taking proper Cornell notes
Todays learning objective :
HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) proteins and DNA
2) Hw

Sept 23

QFD: The rehabilitation of order as a universal principle, however, suggested at the same time that orderliness by itself is not sufficient to account for the nature of organized systems in general or for those created by man in particular.
Essential Question : describe how a hypotonic solution can lead to cell death in a paragraph
performance object: students will demonstrate their knowledge of today’s goals by competing a Google classroom assignment
Todays learning objective :
HS LS 1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) activity proteins Google classroom

Posted by: mrborden | September 11, 2016

Week 6 Homeostasis Presentations, Tissues, Proteins

Mon 12
QFD: Coming together is a beginning; keeping together is progress; working together is success. h. ford
Essential Question : Analyze which part of of an experiment is the most important part and why?
performance object: students will demonstrate their knowledge of today’s goals by presenting their data from their experiment to the class
Todays learning objective : HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) presentations day 1 of 2
Tues 13
QFD: Success is not final, failure is not fatal: it is the courage to continue that counts. Winston Churchill
Essential Question: Name 2 observations you made about others presentations and describe what you would do differently if you tried their experiement
Performance object: students will demonstrate their knowledge of today’s goals by presenting their data from their experiment to the class
Todays learning objective: HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
1) day 2 of 2 presentations
Wed 14
QFD: Defeat is not the worst of failures. Not to have tried is the true failure. George Edward Woodberry
Essential Question : Relate structure and function to the 12 body systems by creating study quide for the test tomorrow
performance object: students will demonstrate their knowledge of today’s goals by reviewing their notes and studying an hour as hw for the test tomorrow

TODAY’S LEARNING OBJECTIVE:

Learning objective: HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

1) review for test #1

Thurs 15
QFD: Success consists of going from failure to failure without loss of enthusiasm. Winston Churchill
Essential Question: Name 3 steps you have taken to ensure that you will do well on todays test
performance object: students will demonstrate their knowledge of today’s goals by achieving 70% or greater on today’s exam

TODAY’S LEARNING OBJECTIVE:

Learning objective: HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

1) test #1 300 pts

Fri 16
QFD: Success is how high you bounce when you hit bottom. George S. Patton
Essential Question: Name 3 items in our water that are not healthy, descibe why
performance object: students will demonstrate their knowledge of today’s goals by taking cornell notes and organizing them

TODAYS LEARNING OBJECTIVE:

Learning objective: HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

1) water case study ..google classroom

Posted by: mrborden | September 4, 2016

Week 5 experiment writeups, cells

Cellular differentiation (read as Homework)
“Cell differentiation” redirects here. For the journal, see Cell Differentiation (journal).
In developmental biology, cellular differentiation is the process by which a less specialized cell becomes a more specialized cell type. Differentiation occurs numerous times during the development of a multicellular organism as the organism changes from a simple zygote to a complex system of tissues and cell types. Differentiation continues in adulthood as adult stem cells divide and create fully differentiated daughter cells during tissue repair and during normal cell turnover. Differentiation dramatically changes a cell’s size, shape, membrane potential, metabolic activity, and responsiveness to signals. These changes are largely due to highly controlled modifications in gene expression. With a few exceptions, cellular differentiation almost never involves a change in the DNA sequence itself. Thus, different cells can have very different physical characteristics despite having the same genome.

A cell that can differentiate into all cell types of the adult organism is known as pluripotent. Such cells are called embryonic stem cells in animals and meristematic cells in higher plants. A cell that can differentiate into all cell types, including the placental tissue, is known as totipotent. In mammals, only the zygote and subsequent blastomeres are totipotent, while in plants many differentiated cells can become totipotent with simple laboratory techniques. In cytopathology, the level of cellular differentiation is used as a measure of cancer progression. “Grade” is a marker of how differentiated a cell in a tumor is.

Sept 6

QFD:

The road to success is always under construction

?FD:

write a circle thinking map and place the word cell in it, then provide 10 words that relate to cells
Students will also create a poster as artifact to document their findings from their experiments

TODAYS LEARNING OBJECTIVE: 

Learning objective:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

1) cell specialization notes
2) performance and data recovery , graphs, and data section created for lab
2) hw read the top paragraph on this site and write 3 of the main ideas into yur notebook
Sept 7

QFD:

Love me or leave me. Hey,where is everybody going ?

?FD:

name and write the proper steps in your lab on a poster board

TODAYS LEARNING OBJECTIVE: 

Learning objective:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

1) Data section and graph created , posters almost completed
Terms like controlled and experimental variables must be used
Describe the type of experiment you conducted in observation section
Hw: read and write down main ideas link http://www.medicinenet.com/stem_cells/article.htm

1) article 1 stem cells
2) article 2 honey


Sept 8

QFD:

There is no fate, yes you’re dealt the cards but it’s up to you how you play your hand.

?FD:

name 3 types of specialized cells and how homeostasis is involved with three of their functions

TODAYS LEARNING OBJECTIVE: 

Learning objective:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

1) finish posters , observation and conclusion sections
2 ) check Hw in notebook
Sept 9

QFD:

There are many paths you take in life. Some you can choose, some are chosen for you.

?FD:

Describe 3 things you learned from conducting an experiment

TODAYS LEARNING OBJECTIVE: 

Learning objective:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
1) presentations gallery walk and explanations of experiments

What causes foodborne illnesses?
The majority of foodborne illnesses are caused by harmful bacteria and viruses.2 Some parasites and chemicals also cause foodborne illnesses.
Bacteria
Bacteria are tiny organisms that can cause infections of the GI tract. Not all bacteria are harmful to humans.
Some harmful bacteria may already be present in foods when they are purchased. Raw foods including meat, poultry, fish and shellfish, eggs, unpasteurized milk and dairy products, and fresh produce often contain bacteria that cause foodborne illnesses. Bacteria can contaminate food—making it harmful to eat—at any time during growth, harvesting or slaughter, processing, storage, and shipping.
Foods may also be contaminated with bacteria during food preparation in a restaurant or home kitchen. If food preparers do not thoroughly wash their hands, kitchen utensils, cutting boards, and other kitchen surfaces that come into contact with raw foods, cross-contamination—the spread of bacteria from contaminated food to uncontaminated food—may occur.
If hot food is not kept hot enough or cold food is not kept cold enough, bacteria may multiply. Bacteria multiply quickly when the temperature of food is between 40 and 140 degrees. Cold food should be kept below 40 degrees and hot food should be kept above 140 degrees. Bacteria multiply more slowly when food is refrigerated, and freezing food can further slow or even stop the spread of bacteria. However, bacteria in refrigerated or frozen foods become active again when food is brought to room temperature. Thoroughly cooking food kills bacteria.
Many types of bacteria cause foodborne illnesses. Examples include
Salmonella, a bacterium found in many foods, including raw and undercooked meat, poultry, dairy products, and seafood. Salmonella may also be present on egg shells and inside eggs.
Campylobacter jejuni (C. jejuni), found in raw or undercooked chicken and unpasteurized milk.
Shigella, a bacterium spread from person to person. These bacteria are present in the stools of people who are infected. If people who are infected do not wash their hands thoroughly after using the bathroom, they can contaminate food that they handle or prepare. Water contaminated with infected stools can also contaminate produce in the field.
Escherichia coli (E. coli), which includes several different strains, only a few of which cause illness in humans. E. coli O157:H7 is the strain that causes the most severe illness. Common sources of E. coli include raw or undercooked hamburger, unpasteurized fruit juices and milk, and fresh produce.
Listeria monocytogenes (L. monocytogenes), which has been found in raw and undercooked meats, unpasteurized milk, soft cheeses, and ready-to-eat deli meats and hot dogs.
Vibrio, a bacterium that may contaminate fish or shellfish.
Clostridium botulinum (C. botulinum), a bacterium that may contaminate improperly canned foods and smoked and salted fish.

Squid video

In Sheldrake’s theory of morphic resonance, similar forms (morphs, or “fields of information”) reverberate and exchange information within a universal life force. “Natural systems, such as termite colonies, or pigeons, or orchid plants, or insulin molecules, inherit a collective memory from all previous things of their kind, however far away they were and however long ago they existed,” Sheldrake writes in his 1988 book, Presence of the Past (Park Street Press). “Things are as they are because they were as they were.” In this book and subsequent ones, Sheldrake, a botanist trained at the University of Cambridge, details the theory.

Morphic resonance, Sheldrake says, is “the idea of mysterious telepathy-type interconnections between organisms and of collective memories within species” and accounts for phantom limbs, how dogs know when their owners are coming home, and how people know when someone is staring at them. “Vision may involve a two-way process, an inward movement of light and an outward projection of mental images,” Sheldrake explains. Thousands of trials conducted by anyone who downloaded the experimental protocol from Sheldrake’s Web page “have given positive, repeatable, and highly significant results, implying that there is indeed a widespread sensitivity to being stared at from behind.”

Posted by: mrborden | August 28, 2016

Week 4 Human body systems and experiments

Aug 29 2016
QFD: Don’t cry because it’s over, smile because it happened .. Dr Seuss
Essential Question of the Day: Decribe how homeostasis is maintained in the respiratory system
This weeks Learning Objective : HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Today’s performance objective : students will complete an activity that analyzes the major structure and functions of human body systems.
1) overview of human body systems Cornell notes
2) activity
August 30 2016
QFD: “It is better to be hated for what you are than to be loved for what you are not.” ― André Gide
Essential Question of the Day: which systems is most important and why?
This weeks Learning Objective : HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Today’s performance objective : students should be able to understand how each body system maintains homeostasis by completing a worksheet that interacts body systems with various activities
1) day 2 of body systems

August 31 2016
QFD: is what happens to you while you’re busy making other plans.”
― Allen Saunders
Essential Question of the Day: Which body systems are affected with TBI or epilepsy victims ? Why?
This weeks Learning Objective : HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Today’s performance objective : students will take a quiz on the human body systems and achieve 70% or higher and to understand the proper procedure for designing , and implementing a lab or experiment
1) Quiz

Question Answer Correct Answer
1) This system is made up of organs that break down food into protein, vitamins, minerals, carbohydrates, and fats, which the body needs for energy, growth, and repair.
2) A system that is made up of bones, ligaments and tendons. It shapes the body and protects organs.
3) This is made up of the brain, spinal cord, and nerves. It is your body’s control system
4) This system brings air into the body and removes carbon dioxide.
5) It allows humans to produce children.
6) It is made up of a group of organs that transport blood throughout the body.
7) This system is made up of a group of glands that produce the body’s long-distance messengers, or hormones.
8) This system is our body’s defense against infections and diseases.
9) This system is a defense system. It filters out organisms that cause disease, produces white blood cells, and generates disease-fighting antibodies. It also distributes fluids and nutrients in the body and drains excess fluids and protein so that tissues do not swell.
10) This is made up of tissues that work with the skeletal system to control movement of the body.
11) This system eliminates waste from the body,
Honor bio
Sept 1 2016
QFD: Two things are infinite: the universe and human stupidity; and I’m not sure about the universe.”
Essential Question of the Day: Compare and contrast the terms quantitiative vs qualitative
This weeks Learning Objective : HS LS 1-3.Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Today’s performance objective : students will create a PowerPoint that displays all of the body systems including the structure and function of each systems w pictures by conducting an experiment they created ( see Google classroom)
1) conducting an experiment day 4 of 5
2) Google classroom. Observation and conclusion …perform your experiment
Sept 2 2016
QFD: stay safe this holiday and enjoy yourself
Essential Question of the Day: compare and contrast a controlled and experimental variable
This weeks Learning Objective : HS LS 1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. And hs LS 1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Today’s performance objective : students will create a PowerPoint that displays all of the body systems including the structure and function of each systems w pictures by conducting an experiment they created
1) conducting an experiment day 3 of 5
2) Google classroom. perform experiment graph results and data onto poster board

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