1period:
OBJECTIVE: Students will take a test in order to gauge progress towards success on the HSA.
2nd period:
OBJECTIVE: Students will analyze a food chart in order to describe macromolecules.
WARM-UP: Describe the structure and function of proteins.
VOCABULARY:
1) acid
2) amino acid
3) atom
4) base
5) catalyst
CLASSWORK:
1) Warm-Up and Vocabulary
2) Activity
3) Closure
Thursday, November 13, 2008
Tuesday, November 11, 2008
November 11, 2008
Go to the following website:
http://lynch.maisie.googlepages.com/teacherresources
and download the file called "Evening School Activity". Follow the instructions on that worksheet. Write your answers on your own paper.
http://lynch.maisie.googlepages.com/teacherresources
and download the file called "Evening School Activity". Follow the instructions on that worksheet. Write your answers on your own paper.
Tuesday, October 28, 2008
October 28, 2008
OBJECTIVE: Students will develop a letter in order to analyze how humans impact the ecosystem.
WARM-UP: Are you a once-ler or a lorax and why?
VOCABULARY:
1) omnivore
2) parasitism
3) pollution
4) predation
5) producer
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review activity with manipulatives
3) Powerpoint/discussion of human impact on ecosystems.
3) Discussion of Lorax book
4) Development of Lorax letter
5) Closure
WARM-UP: Are you a once-ler or a lorax and why?
VOCABULARY:
1) omnivore
2) parasitism
3) pollution
4) predation
5) producer
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review activity with manipulatives
3) Powerpoint/discussion of human impact on ecosystems.
3) Discussion of Lorax book
4) Development of Lorax letter
5) Closure
Tuesday, October 21, 2008
October 21, 2008
OBJECTIVE: Students will develop a letter in order to analyze the impact humans have on ecosystems.
WARM-UP: List 3 natural resources
VOCABULARY:
1) GENETIC DIVERSITY
2) GREENHOUSE EFFECT
3) HABITAT
4) HERBIVORE
5) HETEROTROPH
CLASSWORK:
1) warm-up/vocabulary
2) finish lab
3) letter
4) closure
WARM-UP: List 3 natural resources
VOCABULARY:
1) GENETIC DIVERSITY
2) GREENHOUSE EFFECT
3) HABITAT
4) HERBIVORE
5) HETEROTROPH
CLASSWORK:
1) warm-up/vocabulary
2) finish lab
3) letter
4) closure
Monday, October 13, 2008
October 14, 2008
OBJECTIVE: Students will analyze a book in order to understand how organisms rely on each other.
WARM-UP: What would happen in the Chesapeake Bay ecosystem if the blue crab went extinct?
VOCABULARY:
1) biosphere
2) biotic factor
3) chemosynthesis
4) climate
5) community
CLASSWORK:
1) Warm-Up/ vocabulary
2) Powerpoint presentation and/or movie
3) Review trophic levels
4) Lorax
5) Closure
WARM-UP: What would happen in the Chesapeake Bay ecosystem if the blue crab went extinct?
VOCABULARY:
1) biosphere
2) biotic factor
3) chemosynthesis
4) climate
5) community
CLASSWORK:
1) Warm-Up/ vocabulary
2) Powerpoint presentation and/or movie
3) Review trophic levels
4) Lorax
5) Closure
Tuesday, October 7, 2008
October 7, 2008
OBJECTIVE: Students develop a food web in order to examine how organisms depend on one another.
WARM-UP: List 2 organisms that rely on each other so much that the death of one would cause the death of the other.
VOCABULARY:
1) abiotic factor
2) autotroph
3) biodiversity
4) biomass
5) biome
CLASSWORK:
1) Warm-Up/ vocabulary
2) Review Test
3) Begin ecology/food web
4) Review Ecology worksheets
5) Closure
WARM-UP: List 2 organisms that rely on each other so much that the death of one would cause the death of the other.
VOCABULARY:
1) abiotic factor
2) autotroph
3) biodiversity
4) biomass
5) biome
CLASSWORK:
1) Warm-Up/ vocabulary
2) Review Test
3) Begin ecology/food web
4) Review Ecology worksheets
5) Closure
Tuesday, September 30, 2008
September 30, 2008
OBJECTIVE: Students will take a test on Unit 1 in order to gauge progress towards success on the HSA
WARM-UP: Write 4 characteristics of living things.
VOCABULARY:
1) abiotic factor
2) autotroph
3) biodiversity
4) biomass
5) biome
CLASSWORK:
1) Warm-Up/ vocabulary
2) Review for test
3) Take test
4) Begin ecology/food web
5) Closure
WARM-UP: Write 4 characteristics of living things.
VOCABULARY:
1) abiotic factor
2) autotroph
3) biodiversity
4) biomass
5) biome
CLASSWORK:
1) Warm-Up/ vocabulary
2) Review for test
3) Take test
4) Begin ecology/food web
5) Closure
Thursday, September 25, 2008
September 25
OBJECTIVE: Students will review Unit 1 in order to prepare for the test next class.
WARM-UP: Write the number 3000000000000 into scientific notation.
VOCABULARY:
1) experiment
2) experimental design
3) graduated cylinder
4) Gram
5) hypothesis
CLASSWORK:
1) Warm-Up/ vocabulary
2) Review for test
3) Scientific Notation
4) closure
WARM-UP: Write the number 3000000000000 into scientific notation.
VOCABULARY:
1) experiment
2) experimental design
3) graduated cylinder
4) Gram
5) hypothesis
CLASSWORK:
1) Warm-Up/ vocabulary
2) Review for test
3) Scientific Notation
4) closure
Monday, September 22, 2008
September 23- Unit 1
OBJECTIVE: Students will review Unit 1 in order to prepare for the test next class.
WARM-UP: Write the number 3000000000000000000000000000 m in Scientific Notation.
VOCABULARY:
1) analysis
2) centi-
3) conclustion
4) control
5) data
CLASSWORK:
1) Warm-Up/ Vocabulary
2) Review Scientific Notation and metric system.
3) Graphing lab
4) Test questions
5) Closure
HANDOUTS:
Graphing Lab
TONIGHT'S HOMEWORK:
Study for test next class. Review notes, warm-ups and labs and read all of Chapter 1 to prepare for test.
HOMEWORK DUE:
none
ANNOUNCEMENTS
TEST NEXT CLASS
WARM-UP: Write the number 3000000000000000000000000000 m in Scientific Notation.
VOCABULARY:
1) analysis
2) centi-
3) conclustion
4) control
5) data
CLASSWORK:
1) Warm-Up/ Vocabulary
2) Review Scientific Notation and metric system.
3) Graphing lab
4) Test questions
5) Closure
HANDOUTS:
Graphing Lab
TONIGHT'S HOMEWORK:
Study for test next class. Review notes, warm-ups and labs and read all of Chapter 1 to prepare for test.
HOMEWORK DUE:
none
ANNOUNCEMENTS
TEST NEXT CLASS
Thursday, September 18, 2008
September 18- Unit 1
OBJECTIVE: Students will practice the scientific method in order to understand how scientists do experiments.
WARM-UP: What is the scientific method?
VOCABULARY:
1) analysis
2) centi
3) conclusion
4) control
5) data
CLASSWORK:
1) Review warm-up and vocabulary
2) Scientific Method activity
3) Closure
WARM-UP: What is the scientific method?
VOCABULARY:
1) analysis
2) centi
3) conclusion
4) control
5) data
CLASSWORK:
1) Review warm-up and vocabulary
2) Scientific Method activity
3) Closure
Tuesday, May 20, 2008
Tuesday, May 20
OBJECTIVE: Students will take their final exame and review 3rd quarter material in order to prepare for the HSA.
WARM-UP: Identify the differences between DNA and RNA.
VOCABULARY:
1) resource
2) predation
3) symbiosis
4) mutualism
5) commensalism
6) parasitism
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review
3) Final Exam
4) Closure
WARM-UP: Identify the differences between DNA and RNA.
VOCABULARY:
1) resource
2) predation
3) symbiosis
4) mutualism
5) commensalism
6) parasitism
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review
3) Final Exam
4) Closure
Thursday, May 15, 2008
Thursday, May 15, 2008
OBJECTIVE: Students will review 2nd quarter in order to prepare for the HSA.
WARM-UP: Name the 4 groups of macromolecules, their building blocks and function.
VOCABULARY:
1) denitrification
2) nitrogen fixation
3) biotic factor
4) abiotic factor
5) habitat
6) niche
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review 2nd quarter material
3) Closure
ANNOUNCEMENTS:
HSA next week.
WARM-UP: Name the 4 groups of macromolecules, their building blocks and function.
VOCABULARY:
1) denitrification
2) nitrogen fixation
3) biotic factor
4) abiotic factor
5) habitat
6) niche
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review 2nd quarter material
3) Closure
ANNOUNCEMENTS:
HSA next week.
Tuesday, May 13, 2008
Tuesday, May 13, 2008
OBJECTIVE:
Students will review material from 1st and 2nd quarters in order to prepare for the HSA.
WARM-UP:
Name the types of matter that cycle through the biosphere.
VOCABULARY:
1) food web
2) trophic level
3) ecological pyramid
4) biomass
5) evaporation
6) transpiration
CLASSWORK:
1) Grade HSA Review Packet
2) HSA REVIEW
ANNOUNCEMENTS:
HSA is next week, ARE YOU READY?
Students will review material from 1st and 2nd quarters in order to prepare for the HSA.
WARM-UP:
Name the types of matter that cycle through the biosphere.
VOCABULARY:
1) food web
2) trophic level
3) ecological pyramid
4) biomass
5) evaporation
6) transpiration
CLASSWORK:
1) Grade HSA Review Packet
2) HSA REVIEW
ANNOUNCEMENTS:
HSA is next week, ARE YOU READY?
Tuesday, May 6, 2008
Tuesday, May 6, 2008
OBJECTIVE: Students will take a test in order to gauge their progress towards the HSA.
WARM-UP: List three examples of abiotic factors and three examples of biotic
factors in an environment.
VOCABULARY:
1) herbivore
2) carnivore
3) omnivore
4) detritivore
5) decomposer
6) food chain
CLASSWORK:
1) Warm-Up/Vocab
2) Test
3) Closure
WARM-UP: List three examples of abiotic factors and three examples of biotic
factors in an environment.
VOCABULARY:
1) herbivore
2) carnivore
3) omnivore
4) detritivore
5) decomposer
6) food chain
CLASSWORK:
1) Warm-Up/Vocab
2) Test
3) Closure
Thursday, May 1, 2008
Thursday, May 1, 2008
OBJECTIVE: Students will complete a lab in order to investigate the dynamics of populations and population growth.
WARM-UP: What is the difference between a food chain and a food web?
VOCABULARY:
1) autotroph
2) producer
3) photosynthesis
4) chemosynthesis
5) heterotroph
6) consumer
CLASSWORK:
1) Warm-Up/Vocabulary
2) Yeast Lab
3) Worksheets Section 3-1, 3-2 and 3-3 from workbook
4) Closure
ANNOUNCEMENTS:
None
WARM-UP: What is the difference between a food chain and a food web?
VOCABULARY:
1) autotroph
2) producer
3) photosynthesis
4) chemosynthesis
5) heterotroph
6) consumer
CLASSWORK:
1) Warm-Up/Vocabulary
2) Yeast Lab
3) Worksheets Section 3-1, 3-2 and 3-3 from workbook
4) Closure
ANNOUNCEMENTS:
None
Tuesday, April 29, 2008
Tuesday, April 29, 2008
OBJECTIVE: Students will discuss food chains and trophic levels in order to explain the flow of energy in an ecosystem.
WARM-UP: Inquiry Activity p. 62
VOCABULARY:
1) ecology
2) biosphere
3) species
4) population
5) community
6) ecosystem
7) biome
CLASSWORK:
1) Warm-Up/Vocabulary/Warm-Up Review
2) Presentation Pro 3-1 and 3-2
3) Food Web: Use diagram on p. 71 Choose at least 4 organisms from the diagram
a. Create visual describing the feeding patterns of your four organisms
b. Use arrows and label your diagram
6) BCR #34
7) Closure
ANNOUNCEMENTS:
WARM-UP: Inquiry Activity p. 62
VOCABULARY:
1) ecology
2) biosphere
3) species
4) population
5) community
6) ecosystem
7) biome
CLASSWORK:
1) Warm-Up/Vocabulary/Warm-Up Review
2) Presentation Pro 3-1 and 3-2
3) Food Web: Use diagram on p. 71 Choose at least 4 organisms from the diagram
a. Create visual describing the feeding patterns of your four organisms
b. Use arrows and label your diagram
6) BCR #34
7) Closure
ANNOUNCEMENTS:
Tuesday, April 22, 2008
Thursday, April 24, 2008
OBJECTIVE: Students will take a test in order to determine their comprehension of Evolution.
Tuesday, April 22, 2008
OBJECTIVE: Students will diagram a concept map in order to recall evidence for evolution.
WARM-UP:
List the types of evidence known today to support the theory of evolution.
VOCABULARY:
1) gene pool
2) relative frequency
3) single-gene trait
4) polygenic trait
5) speciation
CLASSWORK:
1. Warm-Up/Vocabulary
2. Discuss/Notes
a. Evidence for the relatedness of species on Earth (fossil record, geographic distribution of living species, homologous structures, anatomical similarities, and biochemistry similarities of DNA base sequences and/or amino acid
sequences)
b. All species on Earth today are related by a common ancestor
c. DNA code is virtually the same for all life forms
3) Amino Acid Lab
4) Review BCR from Review Sheet
5) Closure
WARM-UP:
List the types of evidence known today to support the theory of evolution.
VOCABULARY:
1) gene pool
2) relative frequency
3) single-gene trait
4) polygenic trait
5) speciation
CLASSWORK:
1. Warm-Up/Vocabulary
2. Discuss/Notes
a. Evidence for the relatedness of species on Earth (fossil record, geographic distribution of living species, homologous structures, anatomical similarities, and biochemistry similarities of DNA base sequences and/or amino acid
sequences)
b. All species on Earth today are related by a common ancestor
c. DNA code is virtually the same for all life forms
3) Amino Acid Lab
4) Review BCR from Review Sheet
5) Closure
Sunday, April 13, 2008
Thursday, April 17
OBJECTIVE: Students will examine variation among organisms in order to recognize its importance in evolution.
WARM-UP: In what ways can organisms of the same species vary? (Think about the lima bean lab)
VOCABULARY:
1) survival of the fittest
2) natural selection
3) descent with modification
4) common descent
5) homologous structures
6) vestigial organ
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review lima bean lab, bird and natural selection labs
3) Review 16-1 and 16-2
4) Discuss/Notes on natural selection as a mechanism for change
a. evolution occurs at population level
b. finite supply of resources required for life
c. genetic variation (mutations and recombination of genes)
d. selection of favored variations by environmental pressures
e. resulting offspring are more likely to survive and reproduce
a. Factors that influence natural selection (diet, climate,
weather, predators, and environment)
b. Natural selection leads to the development of a new species
c. Use of technology (gel electrophoresis) to determine
evolutionary relationships among species
5) BCR #34
6) Closure
WARM-UP: In what ways can organisms of the same species vary? (Think about the lima bean lab)
VOCABULARY:
1) survival of the fittest
2) natural selection
3) descent with modification
4) common descent
5) homologous structures
6) vestigial organ
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review lima bean lab, bird and natural selection labs
3) Review 16-1 and 16-2
4) Discuss/Notes on natural selection as a mechanism for change
a. evolution occurs at population level
b. finite supply of resources required for life
c. genetic variation (mutations and recombination of genes)
d. selection of favored variations by environmental pressures
e. resulting offspring are more likely to survive and reproduce
a. Factors that influence natural selection (diet, climate,
weather, predators, and environment)
b. Natural selection leads to the development of a new species
c. Use of technology (gel electrophoresis) to determine
evolutionary relationships among species
5) BCR #34
6) Closure
Tuesday, April 15
OBJECTIVE: Students will complete a lab in order to determine the relatedness of different organisms.
WARM-UP:
List two ways that you can determine if two organisms are related to each other.
VOCABULARY:
1) evolution
2) theory
3) fossil
4) artificial selection
5) struggle for existence
6) fitness
7) adaptation
CLASSWORK:
1) Warm-Up and Vocabulary
2) Work independently to complete lab on pages 86-90 "Amino Acid Sequencing and Evolutionary Relationships"
3) Complete Worksheets from Chapter 16
4) Closure
WARM-UP:
List two ways that you can determine if two organisms are related to each other.
VOCABULARY:
1) evolution
2) theory
3) fossil
4) artificial selection
5) struggle for existence
6) fitness
7) adaptation
CLASSWORK:
1) Warm-Up and Vocabulary
2) Work independently to complete lab on pages 86-90 "Amino Acid Sequencing and Evolutionary Relationships"
3) Complete Worksheets from Chapter 16
4) Closure
Friday, April 11, 2008
Thursday, April 10
OBJECTIVE: Students will complete a lab in order to determine what adaptations birds have.
WARM-UP: Identify 3 adaptations that organisms have.
CLASSWORK:
1) Career talk
2) Warm-Up
3) Begin lab
4) Closure
WARM-UP: Identify 3 adaptations that organisms have.
CLASSWORK:
1) Career talk
2) Warm-Up
3) Begin lab
4) Closure
Tuesday, April 8, 2008
Sunday, March 30, 2008
Tuesday, April 8, 2008
OBJECTIVE: Students will examine variation among organisms in order to recognize its importance in evolution.
WARM-UP: Interest Grabber 15-1
VOCABULARY:
1) Archaea
2) Archaebacteria
3) Eukarya
4) Protista
5) Fungi
6) Plantae
7) Animalia
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review 15-1
3) Activity p. 368- Do Lima Beans Show Variation?
4) Review pictures/slides of organisms found on the Galápagos with class discussion of organisms and their adaptations. Students to share ideas in pairs.
5) Video on Darwin's expedition
6) Closure: What is evolution and how does it explain the fact that so
many plants and animals are well suited to the environment they
inhabit?
ANNOUNCEMENTS:
None
WARM-UP: Interest Grabber 15-1
VOCABULARY:
1) Archaea
2) Archaebacteria
3) Eukarya
4) Protista
5) Fungi
6) Plantae
7) Animalia
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review 15-1
3) Activity p. 368- Do Lima Beans Show Variation?
4) Review pictures/slides of organisms found on the Galápagos with class discussion of organisms and their adaptations. Students to share ideas in pairs.
5) Video on Darwin's expedition
6) Closure: What is evolution and how does it explain the fact that so
many plants and animals are well suited to the environment they
inhabit?
ANNOUNCEMENTS:
None
Tuesday, April 1, 2008
OBJECTIVE: Students will categorize organisms by similar traits in order to classify using the three domain system of classification.
WARM-UP: Presentation Pro 18.3
Categories that are used to organize an assortment of things should be valid. That is, they should be based on real information. However, categories should be useful, too. Suppose that you are taking a survey of traffic. You sit at the side of a busy intersection and record the vehicles you see in one hour.
1. What categories could you use to organize your count of vehicles?
2. Look at your list of categories. Are all of them equally useful?
3. Is there more than one valid and useful way to organize living things?
VOCABULARY:
1) derived character
2) cladogram
3) molecular clock
4) domain
5) bacteria
6) Eubacteria
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review of 18-2 and 18-3 using PresentationPro
3) QuickLab in Section 18-2
4) "Go Fish"
5) Closure
ANNOUNCEMENTS:
None
WARM-UP: Presentation Pro 18.3
Categories that are used to organize an assortment of things should be valid. That is, they should be based on real information. However, categories should be useful, too. Suppose that you are taking a survey of traffic. You sit at the side of a busy intersection and record the vehicles you see in one hour.
1. What categories could you use to organize your count of vehicles?
2. Look at your list of categories. Are all of them equally useful?
3. Is there more than one valid and useful way to organize living things?
VOCABULARY:
1) derived character
2) cladogram
3) molecular clock
4) domain
5) bacteria
6) Eubacteria
CLASSWORK:
1) Warm-Up/Vocabulary
2) Review of 18-2 and 18-3 using PresentationPro
3) QuickLab in Section 18-2
4) "Go Fish"
5) Closure
ANNOUNCEMENTS:
None
Thursday, March 27, 2008
Thursday, March 27, 2008
OBJECTIVE: Students will examine how organisms are organized for study in order to use a dichotomous key to classify living things.
WARM-UP: How can you determine if one organism is related to another?
VOCABULARY:
1) order
2) class
3) phylum
4) kingdom
5) phylogeny
6) evolutionary classification
CLASSWORK:
1) Vocabulary and Warm-Up
2) Take Ch. 12/13 test
3) Finish Lab
4) Closure
ANNOUNCEMENTS:
None
WARM-UP: How can you determine if one organism is related to another?
VOCABULARY:
1) order
2) class
3) phylum
4) kingdom
5) phylogeny
6) evolutionary classification
CLASSWORK:
1) Vocabulary and Warm-Up
2) Take Ch. 12/13 test
3) Finish Lab
4) Closure
ANNOUNCEMENTS:
None
Tuesday, March 25, 2008
Tuesday, March 25, 2008
OBJECTIVE: Students will examine how organisms are organized for study in order to use a dichotomous key to classify living things.
WARM-UP: How would you classify a snicker's bar?
VOCABULARY:
1) taxonomy
2) binomial nomenclature
3) genus
4) family
5) species
CLASSWORK:
1) Warm-Up/ Vocabulary
2) Review Sheet for Ch. 12/13 test
3) Review Section 18-1 of textbook
4) Movie
5) Lab activity
6) Closure
ANNOUNCEMENTS:
TEST ON CH. 12/13 NEXT CLASS
WARM-UP: How would you classify a snicker's bar?
VOCABULARY:
1) taxonomy
2) binomial nomenclature
3) genus
4) family
5) species
CLASSWORK:
1) Warm-Up/ Vocabulary
2) Review Sheet for Ch. 12/13 test
3) Review Section 18-1 of textbook
4) Movie
5) Lab activity
6) Closure
ANNOUNCEMENTS:
TEST ON CH. 12/13 NEXT CLASS
Tuesday, March 11, 2008
Tuesday, March 11, 2008
OBJECTIVE: Students will review Chapters 12 and 13 in order to prepare for their Chapter test next class.
WARM-UP: If a fly has 16 chromosomes in its sperm cells, how many chromosomes will be in its wing cell? Explain how you came up with your answer.
VOCABULARY:
1) recombinant DNA
2) polymerase chain reaction (PCR)
3) plasmid
4) genetic marker
5) transgenic
6) clone
CLASSWORK:
1) Warm-Up and Vocabulary
2) New Seating chart
3) Discuss and Finish 12 and 13 Review Sheet
4) Make-up work time
5) Work on Spring Break Packet
TONIGHT'S HOMEWORK:
Study for test
HOMEWORK DUE:
Review Sheet
ANNOUNCEMENTS: TEST RIGHT AFTER SPRING BREA
WARM-UP: If a fly has 16 chromosomes in its sperm cells, how many chromosomes will be in its wing cell? Explain how you came up with your answer.
VOCABULARY:
1) recombinant DNA
2) polymerase chain reaction (PCR)
3) plasmid
4) genetic marker
5) transgenic
6) clone
CLASSWORK:
1) Warm-Up and Vocabulary
2) New Seating chart
3) Discuss and Finish 12 and 13 Review Sheet
4) Make-up work time
5) Work on Spring Break Packet
TONIGHT'S HOMEWORK:
Study for test
HOMEWORK DUE:
Review Sheet
ANNOUNCEMENTS: TEST RIGHT AFTER SPRING BREA
Sunday, February 24, 2008
Thursday, March 6, 2008
OBJECTIVE: Students will perform a lab in order to describe how biotechnology can benefit a farmer.
WARM-UP: Describe 3 types of genetic mutations.
VOCABULARY:
1) selective breeding
2) hybridization
3) inbreeding
4) genetic engineering
5) restriction enzyme
6) gel electrophoresis
CLASSWORK:
1) Warm-Up/Vocabulary
2) Perform "Old MacDonald had a genetically engineered farm" Lab.
3) Review for test next class
3) Closure
TONIGHT'S HOMEWORK:
Review sheet for test.
HOMEWORK DUE:
None
ANNOUNCEMENTS:
Test is next week on Ch.12/13
WARM-UP: Describe 3 types of genetic mutations.
VOCABULARY:
1) selective breeding
2) hybridization
3) inbreeding
4) genetic engineering
5) restriction enzyme
6) gel electrophoresis
CLASSWORK:
1) Warm-Up/Vocabulary
2) Perform "Old MacDonald had a genetically engineered farm" Lab.
3) Review for test next class
3) Closure
TONIGHT'S HOMEWORK:
Review sheet for test.
HOMEWORK DUE:
None
ANNOUNCEMENTS:
Test is next week on Ch.12/13
Tuesday, March 4, 2008
OBJECTIVE: Students will take the 3rd quarter HSA Benchmark in order to gauge their progress towards success on the Biology HSA in May.
WARM-UP: Write 5 review questions on DNA and RNA
VOCABULARY:
1) diffusion
2) osmosis
3) eukaryote
4) prokaryote
5) mutation
CLASSWORK:
1) Warm-Up/Vocabulary
2) BLAST Gel Electrophresis
3) Review Mutations
4) HSA 3rd quarter Benchmark
5) Closure
When finished with the Benchmark, work on the worksheets for Chapter 12 in your workbooks.
WARM-UP: Write 5 review questions on DNA and RNA
VOCABULARY:
1) diffusion
2) osmosis
3) eukaryote
4) prokaryote
5) mutation
CLASSWORK:
1) Warm-Up/Vocabulary
2) BLAST Gel Electrophresis
3) Review Mutations
4) HSA 3rd quarter Benchmark
5) Closure
When finished with the Benchmark, work on the worksheets for Chapter 12 in your workbooks.
Thursday, February 28, 2008
OBJECTIVE: Students will review chapter 12 and qtr. 1 and 2 in the computer lab in order to prepare for the HSA Benchmark next class.
WARM-UP: N/A
VOCABULARY:
N/A
CLASSWORK:
1) Complete activities in the computer lab
2) Closure
TONIGHT'S HOMEWORK:
Finish review sheet to be checked before test. HSA Benchmark NEXT CLASS.
HOMEWORK DUE:
none
ANNOUNCEMENTS:
HSA Benchmark NEXT CLASS
WARM-UP: N/A
VOCABULARY:
N/A
CLASSWORK:
1) Complete activities in the computer lab
2) Closure
TONIGHT'S HOMEWORK:
Finish review sheet to be checked before test. HSA Benchmark NEXT CLASS.
HOMEWORK DUE:
none
ANNOUNCEMENTS:
HSA Benchmark NEXT CLASS
Sunday, February 17, 2008
Tuesday, February 26, 2008
OBJECTIVE:
1) Students will relate the DNA molecule to chromosomal structure in order to explain the correlation between DNA and genes.
2) Students will describe the three types of RNA in order to complete a brief constructed response (BCR).
WARM-UP: Draw and label the parts of a nucleotide.
VOCABULARY:
1) gene
2) messenger RNA (mRNA)
3) ribosomal RNA (rRNA)
4) transfer RNA (tRNA)
5) transcription
6) RNA polymerase
CLASSWORK:
1) Warm-Up and Vocabulary
2) Review Section 12-4 and 12-5 in textbook. Get Concept Map from 12-3.
3) DNA/RNA foldable activity
4) Closure
TONIGHT'S HOMEWORK:
none
HOMEWORK DUE:
none
ANNOUNCEMENTS:
none
1) Students will relate the DNA molecule to chromosomal structure in order to explain the correlation between DNA and genes.
2) Students will describe the three types of RNA in order to complete a brief constructed response (BCR).
WARM-UP: Draw and label the parts of a nucleotide.
VOCABULARY:
1) gene
2) messenger RNA (mRNA)
3) ribosomal RNA (rRNA)
4) transfer RNA (tRNA)
5) transcription
6) RNA polymerase
CLASSWORK:
1) Warm-Up and Vocabulary
2) Review Section 12-4 and 12-5 in textbook. Get Concept Map from 12-3.
3) DNA/RNA foldable activity
4) Closure
TONIGHT'S HOMEWORK:
none
HOMEWORK DUE:
none
ANNOUNCEMENTS:
none
Thursday, February 21, 2008
OBJECTIVE:
1) Students will relate the DNA molecule to chromosomal structure in order to explain the correlation between DNA and genes.
2) Students will describe the three types of RNA in order to complete a brief constructed response (BCR).
WARM-UP: List and explain three things you know about DNA.
VOCABULARY:
1) chromatin
2) histone
3) replication
4) DNA polymerase
CLASSWORK:
1) Warm-Up and Vocabulary
2) Review 12-2 and 12-3 in textbook using Presentation Pro and online textbook
3) DNA movie
4) Quick lab: Interpreting DNA
5) To library for activity
5) Closure
TONIGHT'S HOMEWORK:
none
HOMEWORK DUE:
none
ANNOUNCEMENTS:
none
1) Students will relate the DNA molecule to chromosomal structure in order to explain the correlation between DNA and genes.
2) Students will describe the three types of RNA in order to complete a brief constructed response (BCR).
WARM-UP: List and explain three things you know about DNA.
VOCABULARY:
1) chromatin
2) histone
3) replication
4) DNA polymerase
CLASSWORK:
1) Warm-Up and Vocabulary
2) Review 12-2 and 12-3 in textbook using Presentation Pro and online textbook
3) DNA movie
4) Quick lab: Interpreting DNA
5) To library for activity
5) Closure
TONIGHT'S HOMEWORK:
none
HOMEWORK DUE:
none
ANNOUNCEMENTS:
none
Saturday, February 9, 2008
Tuesday, February 19, 2008
OBJECTIVE: Students will learn about the structure of DNA in order to explore how it relates to the function of DNA.
WARM-UP: Presentation Pro 12.1 (How many 3 letter words can you make from the word CATS)
VOCABULARY:
1) transformation
2) bacteriophage
3) nucleotide
4) base pairing
CLASSWORK:
1) Warm-Up and Vocabulary
2) Discussion of the structure of DNA
3) Begin DNA Foldable
4) DNA Movie
5) DNA Replication Review and drawing
6) Closure- What did you learn?
TONIGHT'S HOMEWORK:
none
HOMEWORK DUE:
none
ANNOUNCEMENTS:
NONE
WARM-UP: Presentation Pro 12.1 (How many 3 letter words can you make from the word CATS)
VOCABULARY:
1) transformation
2) bacteriophage
3) nucleotide
4) base pairing
CLASSWORK:
1) Warm-Up and Vocabulary
2) Discussion of the structure of DNA
3) Begin DNA Foldable
4) DNA Movie
5) DNA Replication Review and drawing
6) Closure- What did you learn?
TONIGHT'S HOMEWORK:
none
HOMEWORK DUE:
none
ANNOUNCEMENTS:
NONE
Thursday, February 14, 2008
OBJECTIVE: Students will take a test in order to gauge their progress towards success on the HSA.
WARM-UP: Is it possible for a female to inherit a sex-linked trait? If so, how?
VOCABULARY:
Review vocabulary words in preparation for the test. Make sure you know nondisjunction as well.
CLASSWORK:
1) Warm-Up and vocabulary review
2) Work on Review Sheet/BCRs
3) Review BCRs as a class
4) A little extra time to study
5) Test
6) Discussion of next Unit- DNA
TONIGHT'S HOMEWORK:
None
HOMEWORK DUE:
BEE Book
ANNOUNCEMENTS:
None
WARM-UP: Is it possible for a female to inherit a sex-linked trait? If so, how?
VOCABULARY:
Review vocabulary words in preparation for the test. Make sure you know nondisjunction as well.
CLASSWORK:
1) Warm-Up and vocabulary review
2) Work on Review Sheet/BCRs
3) Review BCRs as a class
4) A little extra time to study
5) Test
6) Discussion of next Unit- DNA
TONIGHT'S HOMEWORK:
None
HOMEWORK DUE:
BEE Book
ANNOUNCEMENTS:
None
Thursday, February 7, 2008
Thursday, February 7, 2008
OBJECTIVE: Students will take a test in order to gauge their progress towards success on the HSA.
WARM-UP: Look at the picture on the screen- How is it possible that these two fraternal twin sisters are born to these parents? (Both parents are biracial). Can you draw a pedigree of the family?
VOCABULARY:
Review vocabulary words in preparation for the test. Make sure you know nondisjunction as well.
CLASSWORK:
1) Warm-Up and vocabulary review
2) Work on Review Sheet/BCRs
3) Jeopardy Review Game
4) A little extra time to study
TONIGHT'S HOMEWORK:
None
HOMEWORK DUE:
BEE Book
ANNOUNCEMENTS:
None
WARM-UP: Look at the picture on the screen- How is it possible that these two fraternal twin sisters are born to these parents? (Both parents are biracial). Can you draw a pedigree of the family?
VOCABULARY:
Review vocabulary words in preparation for the test. Make sure you know nondisjunction as well.
CLASSWORK:
1) Warm-Up and vocabulary review
2) Work on Review Sheet/BCRs
3) Jeopardy Review Game
4) A little extra time to study
TONIGHT'S HOMEWORK:
None
HOMEWORK DUE:
BEE Book
ANNOUNCEMENTS:
None
Monday, February 4, 2008
Tuesday, February 5, 2008
OBJECTIVE:
Students will review genetics in order to prepare for the test.
WARM-UP:
Write down one strategy that you will use to prepare for the test next class.
VOCABULARY:
1) gene map
2) karyotype
3) sex chromosome
4) autosome
5) pedigree
CLASSWORK:
1) Warm-Up and Vocabulary
2) Finish Pedigree Lab
3) Review blood typing
4) Review Sheet
5) Closure
TONIGHT'S HOMEWORK:
Study for test next class- hour 2 of class
HOMEWORK DUE:
BEE Book
Students will review genetics in order to prepare for the test.
WARM-UP:
Write down one strategy that you will use to prepare for the test next class.
VOCABULARY:
1) gene map
2) karyotype
3) sex chromosome
4) autosome
5) pedigree
CLASSWORK:
1) Warm-Up and Vocabulary
2) Finish Pedigree Lab
3) Review blood typing
4) Review Sheet
5) Closure
TONIGHT'S HOMEWORK:
Study for test next class- hour 2 of class
HOMEWORK DUE:
BEE Book
Wednesday, January 30, 2008
EXTRA CREDIT!!!
Email me at margaret.lynch@pgcps.org and tell me what heterozygous means for 5 extra credit points. This extra credit opportunity expires on 2/8/08.
Thursday, January 31, 2008
OBJECTIVE:
1) Students will solve a family pedigree problem in order to analyze how traits are passed from one generation to another.
2) Students will describe the inheritance patterns that exist aside from simple dominance in order to explain how Mendel's principles apply to all organisms.
WARM-UP: What is a pedigree?
VOCABULARY:
1) homologous
2) diploid
3) haploid
4) meiosis
5) tetrad
6) crossing-over
CLASSWORK:
1) Warm-Up and Vocabulary
2) Review of sex-linked traits and Genetics Worksheet
3) Pedigree Lab
4) Closure
HOMEWORK DUE:
1) BEE Book set-up
TONIGHT'S HOMEWORK:
1) Study for Test on Punnett Squares next Thursday: Complete Review Sheet
2) BEE Book due next Tuesday
ANNOUNCEMENTS:
None
1) Students will solve a family pedigree problem in order to analyze how traits are passed from one generation to another.
2) Students will describe the inheritance patterns that exist aside from simple dominance in order to explain how Mendel's principles apply to all organisms.
WARM-UP: What is a pedigree?
VOCABULARY:
1) homologous
2) diploid
3) haploid
4) meiosis
5) tetrad
6) crossing-over
CLASSWORK:
1) Warm-Up and Vocabulary
2) Review of sex-linked traits and Genetics Worksheet
3) Pedigree Lab
4) Closure
HOMEWORK DUE:
1) BEE Book set-up
TONIGHT'S HOMEWORK:
1) Study for Test on Punnett Squares next Thursday: Complete Review Sheet
2) BEE Book due next Tuesday
ANNOUNCEMENTS:
None
Tuesday, January 29, 2008
Tuesday, January 29, 2008
OBJECTIVE: Students will describe the inheritance patterns that exist aside from simple dominance in order to explain how Mendel's principles apply to all organisms.
WARM-UP: What inheritance patterns exist besides simple inheritance?
VOCABULARY:
1) independent assortment
2) incomplete dominance
3) codominane
4) multiple alleles
5) polygenic traits
CLASSWORK:
1) Warm-Up and Vocabulary
2) Review phenotypic and genotypic ratios
3) Introduce incomplete and codominance
4) Work on Sponge Bob worksheets
5) Closure
TONIGHT'S HOMEWORK:
1) Put together BEE Book by next Tuesday
HOMEWORK DUE:
BEE Book
ANNOUNCEMENTS:
None
WARM-UP: What inheritance patterns exist besides simple inheritance?
VOCABULARY:
1) independent assortment
2) incomplete dominance
3) codominane
4) multiple alleles
5) polygenic traits
CLASSWORK:
1) Warm-Up and Vocabulary
2) Review phenotypic and genotypic ratios
3) Introduce incomplete and codominance
4) Work on Sponge Bob worksheets
5) Closure
TONIGHT'S HOMEWORK:
1) Put together BEE Book by next Tuesday
HOMEWORK DUE:
BEE Book
ANNOUNCEMENTS:
None
Tuesday, January 22, 2008
Thursday, January 24, 2008
OBJECTIVE: Students will explore the principles of probability in order to predict the outcome of genetic corsses using Punnett Squares.
WARM-UP: Who do you look like? Why do you think so?
VOCABULARY:
1) probability
2) Punnett square
3) homozygous
4) heterozygous
5) phenotype
6) genotype
CLASSWORK:
1) Warm-Up and Vocabulary
2) Email list
3) Review and discussion of online resources
4) Passing out of textbooks
5) Investigating Inherited Traits Lab
6) Sponge Bob Activity
7) Closure
TONIGHT'S HOMEWORK:
1) Finish Flashcards and Sponge Bob Activity
HOMEWORK DUE:
None
ANNOUNCEMENTS:
NONE
WARM-UP: Who do you look like? Why do you think so?
VOCABULARY:
1) probability
2) Punnett square
3) homozygous
4) heterozygous
5) phenotype
6) genotype
CLASSWORK:
1) Warm-Up and Vocabulary
2) Email list
3) Review and discussion of online resources
4) Passing out of textbooks
5) Investigating Inherited Traits Lab
6) Sponge Bob Activity
7) Closure
TONIGHT'S HOMEWORK:
1) Finish Flashcards and Sponge Bob Activity
HOMEWORK DUE:
None
ANNOUNCEMENTS:
NONE
Tuesday, January 22, 2008
OBJECTIVE: Students will explore the principles of probability in order to predict the outcomes of genetic crosses.
WARM-UP: Get to know you- introductions
VOCABULARY: None
CLASSWORK:
1) Review of class rules
2) Review of class structure
3) Probability Activity
4) Closure
HOMEWORK:
None
WARM-UP: Get to know you- introductions
VOCABULARY: None
CLASSWORK:
1) Review of class rules
2) Review of class structure
3) Probability Activity
4) Closure
HOMEWORK:
None
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