biology agenda and targets 2014. real 10 21 14

S t ra t ton Openers

Biology 2014

Class 1 • 9/3/14

Agenda

• Introductions

• Expectations

• Nature of Science

Targets

• Getting to know members

of class

• Understand basic

classroom procedures

• Review/learn


• Inferences

• Facts

• Hypothesis

• Open-ended questions

Today’s Bio News

• Why pygmies are short • Pygmy traits independently evolved many times among different peoples around the world, because shorter heights may have helped them live in rainforests, researchers say.

• The small body sizes known as pygmy traits are seen worldwide, limited to peoples who traditionally hunted and gathered food in tropical rainforests, such as in Central Africa and Southeast Asia. These small statures apparently developed independently in these populations, an example of convergent evolution, much as fish and dolphins both evolved streamlined bodies to better swim in their watery worlds.

http://www.huffingtonpost.com/2014/08/19/why-pygmies-are-short_n_5689302.html?utm_hp_ref=biology

http://www.livescience.com/19929-pygmy-height-genetics.html

1. Name and nickname

2. Favorite subject

3. Previous school (& location if not local)

4. Number of family members you live with

5. Favorite type of music

6. Favorite singer/band

7. Favorite reading material (book, magazine)

8. Favorite TV program

9. Something about yourself others don’t know

10. What makes you unique

On a sheet of

paper answer

the following

questions

Tell Me about

You

A.Type of your

computer

operating

system

B.Whether you

have Internet

connection at

home.

Class

38N a t u r e o f S c i e n c e

Sept. 5, 20140

2

6

On a piece of paper writer your name & period in upper right-hand corner. Then answer the following questions.

1. What is the difference between qualitative and quantitative observations?

2. Using Photo A give an example of…

a. qualitative observation.b. quantitative observation.

3. Using Photo B give an example of…

a. a factb. an opinion

Answer the following

questions

Photo A

Agenda Targets

Class 2 • 9/5/14

Nature of Science• Making Scientific

Observations

• Review• Qualitative

• Quantitative

• New• Observation

• Fact

• Opinion

• Inference

• Hypothesis

• Close-ended Questions

• Open-ended Questions


of class



• Review/learn


• Inferences

• Facts

• Hypothesis


Class


Sept. 9, 20140

3

9

On a piece of paper writer your name & period in upper right-hand corner. Then answer the following questions.

1. Using Photo A give an

example of…

a. qualitative observation.

b. quantitative observation.

2. Explain the difference

between close-ended and

open-ended questions.

3. Using Photo A write…

a. a closed-ended question.

b. an open-ended question.

Answer the following

questions

Photo A

Biologists delay the aging process

by 'remote control'

Date: September 8, 2014

Source: University of California – LA

Summary:

Biologists have identified a gene that

can slow the aging process when

activated remotely in key organ

systems. The life scientists, working

with fruit flies, activated a gene called

AMPK that is a key energy sensor in

cells. Increasing AMPK in the intestine

increased the fly's life by about 30

percent, and the fly stayed healthier

longer as well. The research could have

important implications for delaying

aging and disease in humans.

Biology News Fact of Day

http://www.sciencedaily.com/releases/201

4/09/140908152928.htm

sciencedaily.com Delay aging process

Agenda Targets

Class 3 • 9/9/14

Nature of Science

• Making Scientific

Observations

• Review• Observation, Fact, Opinion,

Inference, Hypothesis

• Close-ended Questions

• Open-ended Questions

• Measuring• Length

• Volume; dry & liquid

• Area

• Weight


of class



• Review/learn


• Inferences

• Facts

• Hypothesis


Class


Sept. 11, 20140

4

Agenda Targets

Class 3 • 9/11/14

• School Emergency

Preparedness


• Pre-test, Graphing


of class



• Review/learn


• Inferences

• Facts

• Hypothesis


General Emergency Procedures

Rm. 303

• Class assembly point

• Main Parking Lot Space 41 & 42

• The expectation is students will remain

with the class until we can reunite them

with family.

• Students may need to leave items

behind so that they can evacuate safely.

General Emergency Procedures

Rm. 303

Lock out Lock down

The response to a

threat that is off

campus and in the

surrounding area

Our response to a

threat on campus

Students should stand out of sight of

windows.

The reason is that if a threat enters your room, you

and your students have options to respond. This

is the only difference between how we want you to

respond and the training slides provided.

Emergency Procedures • Period 1

• SRP slide show cover the sections on

Evacuation and Shelter in place portions

of the slide show (start at slide 24 thru

36)

• Class assembly point Main Parking Lot

space 41.

• The expectation is students will remain

with the class until we can reunite them

with family.

• Students may need to leave items

behind so that they can evacuate safely.


• Student handbooks and materials for the

district wide “Due Process Presentation.”

• How to find handbook online.• http://www.nclack.k12.or.us/site/Default.aspx?PageType=1&SiteID=322&Chann

elID=362&DirectoryType=6

http://www.nclack.k12.or.us/site/Default.aspx?PageType=1&SiteID=322&ChannelID=362&DirectoryType=6


SRP slide show lockout and lockdown procedures — slides 5

- 23

• Other items to mention:

• Lesson from Reynolds High School last spring, Law

Enforcement asks that students do not capture video

during an active shooter response. Video of Law

Enforcement response actions can potentially place

officers at risk as social posts of video are nearly “in

real time.”

• Follow all instructions as these are tense times. No

sudden movements and you maybe instructed to

hold hands as you exit the building. This is done for

your and officer safety.

• Lockouts are a precaution - it is expected that class

Class


Sept. 15, 20140

5

Agenda Targets

Class 3 • 9/11/14


• Pre-test, Graphing


of class



• Measure your partner

• Record height on chart

• Create a graph of the class

height

Opener

Write the following on top right corner

A. Name

B. Period

C. Date

1 What is a fact?

2 What is a hypothesis?

3 Name three types of graphs.

Pretest; Storytelling

Graphing

• Graphs communicate information about data.

• Graphs tell a story.

• An effective graph will quickly show… • an experiment

outcome

• an interesting trend

• Your challenge is to make 2–3 graphs communicating something about a group of numbers.

The Initial Task

• Determine your height

in centimeters (cm).

• You might want to

work with a partner for

this.

The Initial Task

• Find your name and record height on

sheet for the class to view.

• Make a data table to record the height

of every student in the class.

¥our Name

Here

Datum

1

Datum

2

Datum

3Avg.

The Challenge

• Make 2 or 3 graphs “telling a story” about the

data.

• The graphs can be of any type that you

choose.

• They can be organized in any way.

• There is not one “right” way to do this.

• There are many possible ways to graph the

same data.

Class


Sept. 17, 20140

6

Agenda Targets

Class 6 • 9/17/14


• Video: Ott Planetariumhttp://www.nclack.k12.or.us/Page/23820

• Answer questions & take notes to turn in

• Characteristics of Life• Video: Introduction to the

Characteristics of Lifehttp://www.nclack.k12.or.us/Page/23890

• Watch video

• Video: The Characteristics of Life

• Take notes listing the characteristics

• Continue to learn about

nature of science

• Listen, take notes and

answer questions on video.

Despite what the video states

fire and clouds

do NOT reproduce, they

spread. Water can’t move on

its own. Ice and rock do not

"react" to their surroundings.

They become reactants in

physical or chemical processes

without any regard for

homeostasis.

http://www.nclack.k12.or.us/Page/23820

http://www.nclack.k12.or.us/Page/23890

Class


Sept. 19, 20140

7

Agenda Targets

Class 7 • 9/19/14

• Lecture:

• Biology: The science of

studying living organisms

(What is Life?)

• Homework

• View and read the last

section of PowerPoint on

Sammy.

• Be ready to discuss

whether Sammy is alive

next class.

• Listen to lecture while filling in guided notes on what biologists consider living.

• Learn the 7 things biology examines.

• Learn the 5 unifying principles forming the foundation of modern biology.

• Learn the 7 characteristics biologists accept as all or mostly exhibited by living organisms.

• Be able to explain how DNA is the hereditary moleculefound in all living organisms.

Class


Sept. 23, 20140

8

Opener • 9/23

• Take out paper. Write name,

date and period.

• Answer the following questions:

1. What does the term biology

mean to you?

2. How do you tell if something

is living or when something

is alive?

3. From the PowerPoint last

class: explain whether

Sammy is alive?

4. What does hierarchical

mean?

Biology in the News

• Over 2,800 rallies were held in 166 countries Sunday in a worldwide call for action to confront climate change, just days ahead of a U.N. summit expected to chart a path forward for global climate treaty negotiations in Paris in December 2015.

• With an estimated 125,000-311,000* people gathering in New York City for a two-mile march through midtown and satellite events drawing 40,000 in London, 30,000 in Melbourne, 4,000 in Berlin, and thousands more elsewhere, the "People's Climate March" easily lived up to its billing as "the largest climate change protest in global history.”

• Thousands flooded downtown Portland Sunday afternoon to support the People's Climate March in New York City, which was taking place at the same time.

•http://peoplesclimate.org/

http://www.firemtn.blogspot.com/2014/09/once-more-on-counting-crowds-at-demos.html

http://www.nytimes.com/2014/09/22/nyregion/new-york-city-climate-change-march.html?_r=0

http://peoplesclimate.org/

http://peoplesclimate.org/

Agenda Targets

Class 8 • 9/23/14

Lecture:

• “How Life is Organized”

Homework:

• Study for quiz (15 pts.) on• Observations• Measurement• Characteristics of Living

Organisms• Levels of organization• Three domains• Six kingdoms• Scientific Names

• Listen to lecture while filling in guided notes on “How Life is Organized.”

• Understand the following terms: hierarchical,

• Be able to remember how life is organized into 9 levels of hierarchy.

• Know the 3 domains & 6 kingdoms.

• Understand how scientific names fit into the levels of organization.

Meet in Room 300 next class

Class


Sept. 25, 20140

9

Agenda Targets

Biology Class 9 • 9/25/14

• In Room 300

• Do not turn on

computers

• Quiz

• Lecture• Ecology Introduction

• Take quiz using

http://socrative.com/

• Listen to lecture while

taking notes on what

ecology.

• Listen to basic

introduction about

ecology


• Go to class

website

• Go to Quizzes

& Tests page

• Click on

http://socrat

ive.com/

• Choose student

Quiz 1


Room: 296186



Socrative Student Logon

296186

Sign into Program

• Last name, first name

Class


Sept. 29, 20141

0

Agenda Targets


• Opener

• Lewis and Clark

CELS program

• Lecture• Ecology Introduction

• Listen to lecture while

taking notes on what

ecology.

• Listen and watch to basic

introduction about

ecology.

Opener • 9/29

• Take out paper. Write name, date and period.


1. What does the term ecology mean

to you?

2. How do you tell if something is living

or when something is alive?

3. What is the hierarchical order of life

mean?

4. What are the parts of a scientific

name?

CELS: Community Engagement and Leadership in

Science Program

• The Community Engagement and Leadership in

Science Program at Lewis and Clark is a great

opportunity.

• During the year, you will get to go on field trips,

participate in hands on science projects, complete a

community service project, and have the opportunity

to apply for a paid internship working with professors

at Lewis and Clark College and doctors at OHSU. In

the past, students have worked on cancer research,

drinking behaviors of college students, and much

more.

• Being part of the CELS program, means that you will

have experiences to prepare you for college, activities

to write on college or job applications, and an

exceptional chance to participate in cutting edge

scientific research.

• The program starts in October and continues through

May making this a full year commitment.

• They meet once a week after school. If you are

interested in the program, please fill out this

application and answer the questions on the back

Class


Oct. 1, 20141

1

Agenda Targets


• Opener

• Lecture• Finish Ecology

Introduction

• Worksheet• Food Chains and Webs

What’s for Dinner?

• Homework• Food Web Poster

• Listen and watch to basic introduction about ecology.

• Fill out worksheet to learn more about

• Food webs

• Tropic levels

• Producers

• Consumers

• Heterotrophs

• Autotrophs

• Energy amounts

• Equilibrium in a community

Opener • 10/01



1. What are the hierarchical taxons

(classifications) of life? Hint: there are 8

2. What are the parts of a scientific

name? Hint: binomial nomenclature

3. Draw an energy pyramid showing

four tropic levels? Label your

drawing.

4. How much energy is transferred

from one tropic level to the next

Class


Oct. 3, 20141

2

Agenda Targets


• No opener

• Activity• Continue to work on Food

Chains and Webs What’s

for Dinner? (due end of

next class)

• Presentations

• Homework• Finish poster (past due)

• If done with your posters none

— it’s the weekend! Have fun!

Stay safe!

• Listen to student

presentations on food

web.

• Learn more about:

• Food webs

• Tropic levels

• Producers

• Consumers

• Heterotrophs

• Autotrophs

• Energy amounts


Food Web Poster Rubric

• Orange half sheet

of paper.

• The top is how your

are graded on

poster.

• The bottom is what

I’m looking for in

your presentation.

Class


Oct. 7, 20141

3



1. What is a trophic level?

2. How does the amount of energy change when going from a lower trophic level to a higher level?

3. Draw a simple food web using the following organisms: fox, bear, salmon, caddisfly (Photo A), algae, grass, mouse, salmon berry, pine tree (Photo B), golden mantle ground squirrel

4. What is a taxon?

Opener • 10/07

Photo A

Agenda Targets


• Opener

• Activity• Continue to work on

Food Chains and Webs

What’s for Dinner? (due

end of class)

• Presentations

• Homework• Finish poster (past due)

• If done with your posters

none.

• Listen to student

presentations on food

web.

• Learn more about:

• Food webs

• Trophic levels

• Producers

• Consumers

• Heterotrophs

• Autotrophs

• Energy amounts


Food Web Poster Rubric

• Orange half sheet

of paper.

• The top is how your

are graded on

poster.

• The bottom is what

I’m looking for in

your presentation.

Class


Oct. 9, 20141

4

Agenda Targets


• Period 1 only

• 9:15 Bus evacuations

• Bus 10

• Quiz

• Do not turn on computers

• Presentations

• Homework Due• Food Chains & Webs

worksheet

• Take quiz using http://socrative.com/

• Listen to student presentations on food web.

• Learn more about: • Food webs

• Trophic levels

• Producers

• Consumers

• Heterotrophs

• Autotrophs

• Energy amounts



• Go to class

website

• Go to Quizzes

& Tests page

• Click on

http://socrat

ive.com/

• Choose student

Quiz 2


Room: 296186




296186

Sign into Program


• Use your legal name

Class


Oct. 14, 20141

5

Opener

1. What does Image A represent?

2. What does Image B represent?

3. Give two examples of when secondary succession would occur.

4. Define pioneer species.

5. Name a NW area which has undergone secondary succession.

I

m

a

g

e

B

Agenda Targets


Lecture & Notes

• Origin & Distribution

of Terrestrial Biomes

1. Know Earth’s Terrestrial biomes.

2. Understand the development of a community's ecological succession.

• Know the two types of ecological succession

• Know the stages of ecological succession.

• Know the first organisms to colonize bare rock.




Class


Oct. 17, 20141

6

Agenda Targets


Lecture & Note (Cont.)

• Origin & Distribution of

Terrestrial Biomes

Homework• Last two pages of notes

1. North America Biomes

2. Graphic Organizer on

terrestrial biomes

• Due next class

1. Know Earth’s Terrestrial biomes.

2. Understand the development of a community's ecological succession.







Class


Oct. 21, 20141

7

Opener

1. Image A: where does

this organism fit in a

food web?

2. What biome does

Image B represent?

3. Which biome has less

than 4 cm of rainfall

per year?

4. Which biome has as

much as 600 cm of

rain per year?

Image A

Image B

Agenda Targets


• Period 1 only

• Assembly: Breaking

Down the Walls

• Opener

• Grades

• Lecture & notes

• Aquatic Biomes

1. Know Earth’s biomes.

2. Know the aquatic biomes.

3. Understand aquatic biomes

have layers just like terrestrial

biomes.

4. Know how depth and sunlight

determine marine biome’s

layers.

5. Know what is unique about

organisms living in deep

waters.

6. Know the different kinds of

shores and the affects of

tides on life.

7. Understand similarities and

Class


Oct. 23, 20141

8

Agenda Targets


• Remember we’ve been looking a different aquatic biomes

• Watch videos and answer questions.1. Planet Earth: Ocean Deep

2. Planet Earth: Shallow Sea

Don’t forget:

• Test • 30 pts.

• Wednesday, Oct. 29

• Biomes Terrestrial & Aquatic (most)

• Succession

• Biology organization (few)

• Nature of science (few)

• Check website for more info



3. Understand aquatic

biomes have layers just

like terrestrial biomes.

4. Know how depth and

sunlight determine marine

biome’s layers.



waters.


organisms living in shallow

seas.

Class


Oct. 27, 20141

9

Agenda Targets


• Grades

• Lecture & notes

• Aquatic Biomes

Don’t forget:


• Wednesday, Oct. 29

• Biomes Terrestrial & Aquatic

(most)

• Succession

• Biology organization (few)


• Check website for more

info





biomes.



layers.



waters.



tides on life.


Class


Oct. 29, 20142

0

Agenda Targets



• Biomes Terrestrial &

Aquatic (most)

• Succession

• Biology organization

(few)






biomes.



layers.



waters.



tides on life.


• Go to class

website

• Go to Quizzes

& Tests page

• Click on

http://socrat

ive.com/

• Choose student

Quiz 2


Room: 296186




296186

Sign into Program


• Use your legal name

Class


Nov. 4, 20142

1

Opener

1. Which biome is the largest?

2. What is biodiversity?

3. Image A: These two dogs show what kind of diversity? Hint: Think about how they are related to each other biologically.

4. What type of biodiversity threat does Image B show?

I

m

a

g

e

A

Image B

Agenda Targets


Opener

Grades• Back work Nov. 7

• See me if you need

extension (have

reason)

Lecture & Notes

• Biodiversity

1. Know what biodiversity is.

2. Understand the threats to

biodiversity.

3. Understand what invasive

species are and the

dangers they create.

4. Know the causes for loss

of biodiversity.

5. Know the effects of habitat

destruction.

6. Understand why people

should care about loss of

biodiversity.

Class


Nov. 6, 20142

2

Opener

1. Which biome is the driest?

2. What is biodiversity?

3. Image A: These two plants show what kind of diversity? Hint: Think about how they are related to each other biologically.

4. What type of biodiversity threat does Image B show?

Image B

Agenda Targets


Opener

Lecture & Notes

• Biodiversity

1. Know what biodiversity is.

2. Understand the threats to

biodiversity.

3. Understand what invasive

species are and the

dangers they create.

4. Know the causes for loss

of biodiversity.

5. Know the effects of habitat

destruction.

6. Understand why people

should care about loss of

biodiversity.

Class


Nov. 10, 20142

3

Opener

1. Image A: What kind of

diversity? Hint: Think

about everything in

photo.

2. What is a niche?

3. What does Image B

show?

4. What are factors

acting to decrease or

limit the size of a

population called?

Image B

Image A

Opener

1.Image A: What kind of

diversity? Hint: Think

about everything in

photo.Species Diversity

2.What is a niche?The ecological role of a species

in a community

3.What does Image B

show?A growing then declining

population

4.What are factors acting

to decrease or limit the

size of a population

Image B

Image A

Agenda Targets


Opener

Lecture & Notes

• Biodiversity

(finish)

• Populations

biology

1. Understand why people should care about loss of biodiversity.

2. Explain the different limiting factors on a population.

3. Understand predator/prey relationships.

4. Understand the relationship of density on a population.

5. Be able to distinguish the following curves and/or graphs:

• population growth curves

• S-shaped curves

• death rates

• birthrates

• predator/prey

Class


Nov. 13, 20142

4

Inclement Weather

No School

Class


Nov. 17, 20142

5

Opener

1. Image A: What type

of relationship is

shown in this

graph?

2. What relationship

does Image B

show?

3. Give two examples

of limiting factors?

Image B

Image A

Agenda Targets


Opener

Lecture & Notes

• Variables

Activity

• Dependent &

Independent

Variables

• Acid Rain Bean Lab

1. Understand why people should care about loss of biodiversity.

2. Explain the different limiting factors on a population.

3. Understand the differences between dependent, independent & control variables in an experiment.

4. Be able to design an experiment.

biology agenda and targets 2014. real 10 21 14

Education