Biology I Honors with Mr. Ison

CH 9 Cornell Notes + (Topics)

2012-02-17T08:38:00.001-05:00

Cornell Notes + 9.1-9.3
p. 264 main idea
p. 269 main idea
p. 273 main idea
p. 275-277 vocab

Cornell Notes + 9.4-9.6
"Genomics & Bioinformatics" p. 280-283 vocab
"Pedigrees" p. 214 main idea
"Gene Therapy" p. 284-285 vocab

Warm-up: Ethics in Genetic Engineering

2012-02-16T08:38:00.001-05:00

Prompt:
Consider what we can do and may be able to do in the future, do you believe we should use recombinant DNA, cloning, and transgenics to improve society? Consider the risks and rewards.

15 minute free-writing. Take a stance and support your opinion. If you think we should, support that. If you think we shouldn't, support that. If you think there should be limits, then explain the limits and why. Students will be graded on whether you take an opinion and if you provide support and an explanation. Students will NOT be graded on what opinion they take.

"How Well Do I Know These Words?" Biotechnology

2012-02-13T08:38:00.000-05:00

Click Here for a chart on how to do the "How Well... words?"

WORDS: Genome, Karyotype, Pedigree, DNA Fingerprinting, Recombinant DNA, Biotechnology, Vector, Polymerase Chain Reaction (PCR), Clone, Genetic Engineering, Plasmids, Transgenic, Genomics, Gene Sequencing, Human Genome Project, Bioinformatics, DNA Microarrays, Proteomics, Gene Screening, Gene Therapy

Lesson Plans 2/10-22/12

2012-02-10T08:38:00.001-05:00

Standards:
SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues (high)
Objective:
1. Students can explain the importance of the Human Genome Project and other genomic research.
2. Students can explain the benefit and impact of recombinant DNA.
DEQ:
How is society influenced by biotechnology?
Agenda:
ENGAGE: "How Well... Words?" - Biotechnology
EXPLORE: Uses of DNA
EXPLAIN: Cornell Notes + Chapter 9
EXTEND: Genomics
EVALUATE: Biotechnology Test (LSA 3.3)

Mutations Questions

2012-02-09T08:40:00.000-05:00

p. 255 #s 1 - 6
p. 259 - 260 #s 22, 23, & 29

Ch 8 Cornell Notes + (Topics)

2012-02-09T08:38:00.000-05:00

Cornell Notes + 8.2 - 8.3
p. 232 main idea
p. 235 main idea
p. 236 "The Replication Process"
p. 238 main idea

Cornell Notes + 8.4 - 8.5
p. 239 main idea
p. 240 main idea
p. 243 main idea
p. 245 main idea

Cornell Notes + 8.7
p. 254 main idea
p. 255 main idea

Gene to Protein Questions

2012-02-07T08:38:00.000-05:00

p. 242 #s 3 & 4
p. 247 #s 1, 3 - 5
p. 259 - 260 #s 15 - 17 & 24 - 26

DNA Replication Questions

2012-02-03T08:38:00.000-05:00

p. 233 #s 5 & 6
p. 238 #s 2, 3, & 5
p. 259 #s 10 - 13, & 19

Learning Schedule Assessment 3.1 (Remediation)

2012-01-31T08:13:00.004-05:00

Students were given the category they needed to work on to improve their LSA 3.1 grade in class on Tuesday, January 31, 2012 and Wednesday, February 1, 2012. If for some reason they can't remember which one, one suggestion, do all of them.

DUE FRIDAY, FEBRUARY 10 (A-Day & 7th Period) and MONDAY, FEBRUARY 13, (B-Day).

DOMINANCE | LINKAGE | INHERITANCE

DOMINANCE
PART I. Complete the following Punnett Squares, where Tall (T) is completely dominant to the recessive allele for short (t). Be sure to identify the phenotype of each parent, draw the Punnett Squares, identify the genotype(s) of the offspring, and identify the phenotype(s) of the offspring.

1. TT * TT
2. TT * Tt
3. TT * tt
4. Tt * Tt
5. Tt * tt
6. tt * tt
7. What type of dominance is this?

PART II. Complete the following Punnett Squares, where Red (R) is not completely dominant over the recessive allele for white (r). Be sure to identify the phenotype of each parent, draw the Punnett Squares, identify the genotype(s) of the offspring, and identify the phenotype(s) of the offspring.

8. RR * RR
9. RR * Rr
10. RR * rr
11. Rr * Rr
12. Rr * rr
13. rr * rr
14. What type of dominance is this?

PART III. Complete the following Punnett Squares, where Blue (B) and Red (b) are both expressed when the allele is present. Be sure to identify the phenotype of each parent, draw the Punnett Squares, identify the genotype(s) of the offspring, and identify the phenotype(s) of the offspring.

15. BB * BB
16. BB * Bb
17. BB * bb
18. Bb * Bb
19. Bb * bb
20. bb * bb
21. What type of dominance is this?

PART IV.
22. Draw a Venn Diagram comparing and contrasting Complete and Incomplete Dominance.
23. Draw a Venn Diagram comparing and contrasting Incomplete and Codominance.
24. Draw a Venn Diagram comparing and contrasting Complete Dominance and Codominance.

LINKAGE
SEX-LINKED GENES. Complete the following Punnett Squares, where XX is female and XY is male. The allele X^C is for normal vision, X^c is the allele which leads to colorblindness, and the Y chromosome does not carry an allele for the trait.

Recall:
X^C X^C = Normal Female
X^C X^c = Normal Female (Carrier)
X^c X^c = Colorblind Female
X^C Y = Normal Male
X^c Y = Colorblind Male

1. X^C X^C * X^C Y
2. X^C X^c * X^C Y
3. X^c X^c * X^C Y
4. X^C X^C * X^c Y
5. X^C X^c * X^c Y
6. X^c X^c * X^c Y

7. What is the genotype and phenotype of the father of a daughter that is colorblind? Provide proof with Punnett Square(s).
8. What is the genotype and phenotype of the father of a daughter that is not colorblind? Provide proof with Punnett Square(s).
9. What is the genotype of a non-colorblind mother who has a son that is colorblind? Provide proof with Punnett Square(s).
10. Can a mother and mother who is not colorblind have a son that is colorblind? Explain.

Be sure to identify the phenotype of each parent, draw the Punnett Squares, identify the genotype(s) of the offspring, and identify the phenotype(s) of the offspring.

INHERITANCE
MULTIPLE ALLELES. Complete the following Punnett Squares, where the allele I^A there are A-antigens produced on red blood cells, the allele I^B there are B-antigens produced on red blood cells, and allele i there are no antigens produced on red blood cells.

Recall:
I^A I^A = Type A Blood (A antigen produced on RBCs)
I^A I^B = Type AB Blood (A & B antigens produced on RBCs)
I^A i = Type A Blood (A antigen produced on RBCs)
I^B I^B = Type B Blood (B antigen produced on RBCs)
I^B i = Type B Blood (B antigen produced on RBCs)
i i = Type O Blood (No antigen produced on RBCs)

1. I^A I^A * I^A I^A
2. I^A I^A * I^A I^B
3. I^A I^A * I^A i
4. I^A I^A * I^B I^B
5. I^A I^A * I^B i
6. I^A I^A * i i
7. I^A I^B * I^A I^B
8. I^A I^B * I^A i
9. I^A I^B * I^B I^B
10. I^A I^B * I^B i
11. I^A I^B * i i
12. I^A i * I^A i
13. I^A i * I^B I^B
14. I^A i * I^B i
15. I^A i * i i
16. I^B I^B * I^B I^B
17. I^B I^B * I^B i
18. I^B I^B * i i
19. I^B i * I^B i
20. I^B i * i i
21. i i * i i

22. Can a father who has type AB blood have a child with type O blood? Explain.
23. Can a father who has type B blood and a mother who has type A blood have a child that has type O blood? Explain.
24. Can a father and mother who have type O blood have a child that has type A blood? Explain.

Be sure to identify the phenotype of each parent, draw the Punnett Squares, identify the genotype(s) of the offspring, and identify the phenotype(s) of the offspring.

Lesson Plans 1/27-2/9/11

2012-01-30T08:38:00.001-05:00

Standards:
SC.912.L.16.3 Describe the basic process of DNA replication and how it relates to transmission and conservation of the genetic information.
Objective:
1. Students can explain the structure of DNA and how it is replicated.
2. Students can explain the structure of DNA and the role of each type.
3. Students can explain the process and purpose of transcription and translation
4. Students can explain the relationship between genes and proteins and role in the organism
5. Students can explain gene and chromosomal mutations in the DNA.
DEQ:
Why is the sequence of nucleotides in DNA molecules so important?
How do changes in the genetic code occur?
Agenda:
ENGAGE: "How Well... Words?" - DNA/RNA
EXPLORE: DNA Replication
EXPLAIN: Cornell Notes + Chapter 8
EXTEND: Gene to Protein
EVALUATE: Chapter 8 Test

Chapter 7 Test

2012-01-24T08:42:00.000-05:00

Standards:
SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Moderate
SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate them to the processes of sexual and asexual reproduction and their consequences for genetic variation. High
SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. High
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles. High

Objectives:
1. Students can explain the process of meiosis, its effect on genetic variation, and the advantages and disadvantages of sexual reproduction.
2. Students understand Mendel's laws of segregation and independent assortment.
3. Students understand the role of dominant and recessive alleles of a gene and the impact of incomplete dominance, co-dominance, sex-linked genes, multiple alleles, and polygenic traits.
4. Students can use a Punnett square to predict the probability of an organism inheriting a specific genotype and phenotype.

Essential Questions:
1. What are the advantages of sexual reproduction over asexual reproduction?
2. How do genes influence the variety of organisms that exist?

Vocabulary:
crossing over, genetic linkage, carrier, sex-linked gene, X chromosome inactivation, incomplete dominance, codominance, polygenic traits, linkage map, pedigree, karyotype

Inheritance Questions

2012-01-24T08:40:00.000-05:00

p. 207 #s 2 - 6
p. 221-2 #s 11, 12, 17, 22 & 23

Linkage Questions

2012-01-19T08:40:00.000-05:00

p. 191 #s 1 - 5
p. 211 #s 3 & 4
p. 203 #s 3 & 4

(3rd Period only below)
p. 221-2 #s 9, 15, 20 & 21

Lesson Plans 1/18-26/12

2012-01-19T08:38:00.000-05:00

Meiosis Questions

2012-01-06T08:40:00.000-05:00

Section 6.1 p. 171 #s 4-6
Section 6-2 p. 176 #s 1-5
Ch 6 Asmt p. 195-6 #s 6, 14, 20, 22 & 32

Lesson Plans 1/3-17/12

2012-01-04T08:38:00.002-05:00

Learning Schedule Assessment 2.1 (Remediation)

2011-12-07T11:41:00.005-05:00

Complete the following assignments for the standard(s) that were not met on Learning Schedule Assessment 2.1. Remediation scorecards are due Thursday, December 14 (A-Day & 7th Period) and Friday, December 15 (B-Day).

SC.912.L.14.1 (L.14.1)
Using "Biology ClassZone" complete the following assignments, print out your "Scorecard" with your name and class period, and submit it to the instructor with the respective minimal scores.
1. Under "Chapter 3: Cell Structure and Function" review the "Key Concepts" for Section 1 and Section 2 with minimum time of 5 minutes each.
2. Under "Concept Maps" complete Section 1 (min 9/9) and Section 2 (min 12/14) with the notated minimal scores. You must have made 2 attempts if your score is not a perfect score.
4. Under "Quizzes" complete Section 1 and Section 2 with both scores being 5/5.
*REMEMBER YOU ONLY GET 2 ATTEMPTS, SO TAKE YOUR TIME!!!*

SC.912.L.14.3 (L.14.3)
1. Under "Chapter 3:" review the "Key Concepts" for Section 2, Section 3, and Section 4 with a minimum time of 5 minutes each.
2. Under "Concept Maps" complete Section 2 (min 12/14), Section 3 (min 12/14), and Section 4 (12/14) with the notated minimum scores. You must have made 2 attempts if your score is not a perfect score.
3. Under "Quizzes" complete Section 2, Section 3, and Section 4 with all scores being 5/5.
*REMEMBER YOU ONLY GET 2 ATTEMPTS, SO TAKE YOUR TIME!!!*

SC.912.L.14.7 (L.14.7)
1. Under "Chapter 21: Plant Structure and Function" review the "Key Concepts" for Section 1, Section 3, and Section 4 with a minimum time of 5 minutes each.
2. Under "Concept Maps" complete Section 1 (min 12/14), Section 3 (min 12/14), and Section 4 (min 12/14) with the notated minimum scores. You must have made 2 attempts if your score is not a perfect score.
3. Under "Quizzes" complete Section 1, Section 3, and Section 4 with all scores being 5/5.
*REMEMBER YOU ONLY GET 2 ATTEMPTS, SO TAKE YOUR TIME!!!*

SC.912.L.18.9 (L.18.9)
1. Under "Chapter 4: Cells and Energy" review the "Key Concepts" for Section 1, Section 2, Section 4, and Section 6 with a minimum time of 5 minutes each.
2. Under "Concept Maps" complete Section 1 (min 11/13), Section 2 (min 10/12), Section 4 (min 12/14), and Section 6 (min 12/14) with the notated minimal scores. You must have made 2 attempts if your score is not a perfect score.
3. Under "Quizzes" complete Section 1, Section 2, Section 4, and Section 6 with all scores being 5/5.
*REMEMBER YOU ONLY GET 2 ATTEMPTS, SO TAKE YOUR TIME!!!*

Students completing the remediatory work will be allowed to retake the test, thus getting an opportunity to raise their grade.

Drawing Rubric

2011-12-07T08:54:00.005-05:00

Here is the rubric to be used for all scientific drawings in this course.

TITLE (10%)
4: Title is informative, centered, and larger than other text.
3: Title is informative and larger than other text.
2: Title is informative and centered.
1: The title is incomplete and does not clearly indicate what was assigned to be pictured.

LABELS (10%)
4: Every item that needs to be identified has a label. It is clear which label goes with which structure.
3: Almost all items (90%) that need to be identified have labels. It is clear which label goes with which structure.
2: Most items (75-89%) that need to be identified have labels. It is clear which label goes with which structure.
1: Less than 75% of the items that need to be identified have labels OR it is not clear which label goes with which item.

GENERAL FORMATTING (20%)
4: Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner. There is a figure caption that describes the drawing. The caption includes information about magnification, when appropriate.
3: Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner.
2: Unlined paper is used. The drawing is a little too large or a little too small. Student name, class, and date are in the lower left corner.
1: Lined paper is used AND/OR the drawing is much too small or much too large.

DRAWING - GENERAL (20%)
4: Lines are clear and not smudged. There are almost no erasures or stray marks on the paper. Color is used carefully to enhance the drawing. Stippling is used instead of shading. Overall, the quality of the drawing is excellent.
3: There are a few erasures, smudged lines or stray marks on the paper, but they do not greatly detract from the drawing. Color is used carefully to enhance the drawing. Overall, the drawing is good.
2: There are a few erasures, smudged lines or stray marks on the paper, which detract from the drawing OR color is not used carefully. Overall, the quality of the drawing is fair.
1: There are several erasures, smudged lines or stray marks on the paper, which detract from the drawing. Overall, the quality of the drawing is poor.

DRAWING - DETAILS (20%)
4: All assigned details have been added. The details are clear and easy to identify.
3: Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify.
2: Almost all assigned details (at least 85%) have been added. A few details are difficult to identify.
1: Fewer than 85% of the assigned details are present OR most details are difficult to identify.

ACCURACY (20%)
4: 95% or more of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.
3: 94-85% of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.
2: 94-85% of the assigned structures are drawn accurately and are recognizable. 94-85% of the assigned structures are labeled accurately.
1: Less than 85% of the assigned structures are drawn AND/OR labeled accurately.

Lesson Plans 11/29-12/16/11

2011-12-06T08:38:00.000-05:00

Standard:
SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.
SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.
Objective: Students will understand the process of mitosis and the importance of maintaining chromosome number through the process.
DEQ: When and how do cells make more cells?
Agenda:
ENGAGE: "How well do I know these words" - Mitosis (Day 0), IG 10-1 "Getting Through" (Day 1), IG 10-2 "Cell Cycle" (Day 2)
EXPLORE: Animated Biology - Mitosis and Cytokinesis
EXPLAIN: Cornell Notes + Chapter 5 (Cell Division)
EXTEND: Mitosis Slides, Mitosis Drawing
EVALUATE: Cell Division Quiz

Benchmark Testing

2011-12-05T10:36:00.002-05:00

Students were taking the Interim Benchmark Assessment for Biology in class Wednesday, November 30 through Monday, December 5, 2011.

"How Well Do I Know These Words?" CH 5

2011-11-22T08:40:00.000-05:00

Click Here for a chart on how to do the "How Well... words?"

WORDS: DNA, double helix, cell cycle, chromosome, chromatin, chromatid, centromere, telomere, diploid, DNA replication, interphase, mitosis, cytokinesis, mutation, asexual reproduction, somatic

Learning Schedule Assessment 2.1

2011-11-17T14:18:00.002-05:00

Learning Schedule Assessment 2.1 will be Monday, November 21 and Tuesday, November 22, 2011. The assessment will cover chapters 3, 4, and 21.

Carbon RAFT

2011-11-17T09:54:00.002-05:00

Imagine that you are a carbon atom. Describe your journey from the air into a dandelion, then into a rabbit that eats the dandelion and finally back into the air.

(R)OLE: You are a carbon atom.
(A)UDIENCE: You are to write as if you're addressing your classmates.
(F)ORMAT: You are to write it as if you're telling a story.
(T)OPIC: The movement of carbon through photosynthesis and cellular respiration.

RUBRIC:
FOCUS ON ASSIGNED TOPIC (3 pts maximum)
3.0 = The entire story is related to the assigned topic and allows the reader to understand much more about the topic.
2.0 = Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.
1.0 = Some of the story is related to the assigned topic, but a reader does not learn much about the topic.
0.0 = No attempt has been made to relate the story to the assigned topic.

ACCURACY OF FACTS (2.5 pts maximum)
2.5 = All facts presented in the story are accurate.
1.7 = Almost all facts presented in the story are accurate.
0.8 = Most facts presented in the story are accurate (at least 70%).
0.0 = There are several factual errors in the story.

ORGANIZATION (2 pts maximum)
2.0 = The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.
1.3 = The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.
0.7 = The story is a little hard to follow. The transitions are sometimes not clear.
0.0 = Ideas and scenes seem to be randomly arranged.

CREATIVITY (1.5 pts maximum)
1.5 = The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. Many vivid, descriptive words are used to tell when and where the story took place.
1.0 = The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. Some vivid, descriptive words are used to tell the audience when and where the story took place.
0.5 = The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. The reader can figure out when and where the story took place, but the author didn't supply much detail.
0.0 = There is little evidence of creativity in the story. The author does not seem to have used much imagination. The reader has trouble figuring out when and where the story took place.

INTRODUCTION (1 pt maximum)
1.0 = First paragraph has a "grabber" or catchy beginning.
0.7 = First paragraph has a weak "grabber".
0.3 = A catchy beginning was attempted but was confusing rather than catchy.
0.0 = No attempt was made to catch the reader's attention in the first paragraph.

Grade will be determined by the total points earned out of 10 possible points. Points will be rounded upward to the next whole number (ie. 6.8 will be a 7, 7.5 will be a 8, and 9.1 will be a 10).

"How Well Do I Know These Words?" CH 4

2011-11-09T08:40:00.000-05:00

Click Here for a chart on how to do the "How Well... words?"

WORDS: ATP, ADP, Chemosynthesis, Photosynthesis, Chlorophyll, Thylakoid, Light-Dependent Reactions, Light-Independent Reactions, Stroma, Granum, Chloroplast, Cellular Respiration, Mitochondrion, Aerobic, Glycolysis, Anaerobic, Kreb's Cycle (aka Citric Acid Cycle), Fermentation, Lactic Acid

IG 8-3 "A Look Into The Future"

2011-11-07T08:40:00.000-05:00

It is 100 years in the future and you are a research scientist. An enormous volcanic eruption has recently sent huge quantities of dust and ash into the atmosphere.

Make a list of how this event will affect each of the following:

1. Photosynthesis
2. Plant life
3. Animal life
4. Human societies

Lesson Plans 11/4-22/11

2011-11-07T08:38:00.001-05:00

Standard:
SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L.18.10 Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
Objective:
Students will understand the processes of photosynthesis and cellular respiration and how they relate to each other.
DEQ: How is energy acquired and used by organisms?
Agenda:
ENGAGE: "A Look into the Future" (Day 1), "How Well Do I Know These Words?" CH4 (Day 2), "Feel the Burn" (Day 3)
EXPLORE: Cellular Respiration Lab
EXPLAIN: QAR/Cornell Notes+ CH4
EXTEND: Carbon RAFT
EVALUATE: Learning Schedule Assessment 2.1

Lesson Plans 10/24-11/3/11

2011-10-25T08:38:00.001-04:00

Standard: SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes.
Objectives: Students will know the physiological processes of plants and the organs that carry them out.
DEQ:How have the structures and functions of plants allowed them to survive?
Agenda:
Engage: "Letting the Water Flow" (Day 1), "Root Words" (Day 2), "Stem Study" (Day 3), "Up Close and Personal" (Day 4)
Explore: Jigsaw - Plant Structure and Function (Day 1 & 2)
Explain: Cornell Notes, Teacher Review (Day 3)
Extend: Data Analysis p. 649, Connecting Concepts #5 on pages 642, 651, & 655 (Day 3)
Evaluate: Plant Structure and Function Quiz (Day 4)

Cell Diagram

2011-10-10T13:54:00.003-04:00

Make a diagram comparing the plant and animal cells structural and functional similarities and differences. Be sure to identify the organelles (all 17 found on page 74 in the textbook) and describe their functions. The diagram must be in color (colored pencils).

Students should already know the organelles and their functions, this is a review. Be sure to point out which organelles are specific to either the plant or animal cell and which ones are found in both.

Due: Tuesday 10/11 for 7th Period, Wednesday 10/12 for A-Day, and Thursday 10/13 for B-Day.

Lesson Plans 10/6-21/11

2011-10-07T08:38:00.001-04:00

Standards:
SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.14.2 Explain the role of cell membranes as a highly selective barrier (passive and active transport).
Objectives:
1. Student can compare and contrast plant/animal cells and prokaryotic/eukaryotic cells, while also identifying the functions of the organelles.
2. Student can explain the movement of molecules and substances across a cell membrane.
Daily Essential Question (DEQ):
What are the structures and functions cell organelles?
Agenda:
EXPLAIN: "Stem Cell Research" QAR (Day 1)
EXPLORE: Cell Diagram
EXPLAIN: "The Cell" - Cornell Notes
EXTEND: Cell Membrane Lab
EVALUATE: Assessment 1.2

Discovery of the Cell

2011-10-03T08:40:00.001-04:00

How did the work of the scientists below contribute to the cell theory?

Zacharias Janssen, Robert Hooke, Anton van Leeuwenhoek, Matthias Schleiden, Theodor Schwann, and Rudolph Virchow

*include a description of their work and how it impacted the next discovery

Learning Schedule Assessment 1.1 (Remediation)

2011-09-29T13:14:00.002-04:00

Parents,
Students have been provided with remediatory work for the first common assessment. Students that have not met or mastered the standard are required to do the remediation.

What were the standards that were assessed?
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.L.18.12 Discuss the properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four categories of biological macromolecules.

SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors such as pH and temperature, and their effect on enzyme activity.

How do I know whether they met or mastered the standard?
Students were handed back their answer sheets with this information written on it. If for some reason they have lost their answer sheet or do not have this to show you the information is also available through MyGrade Portal.

On the test, if you see any of the following: N.1.6, L.18.12, L.18.1, and/or L.18.11, then those standards were not met. This letter and number combination refers to one of the four standards listed above.

If you look online there are standards written under the test category with a grade. These grades are out of 100. This number is the percent mastery. If a student earned under 70% then they are said to not have met the standard. Students receiving less than 70% are required to do the remediatory work for that standard.

NOTE: Do not confuse the "Learning Schedule Assessment 1.1" with the standards (noted with "(Standard)"). The (LSA) Learning Schedule Assessment is entered as points out of 52 possible points.

What is the remediatory work?
SC.912.N.1.6 (N.1.6)
Using "Biology ClassZone" complete the following assignments, print out your "Scorecard" with your name and class period, and submit it to the instructor with the respective minimal scores.
1. Under "Chapter 1: Biology in the 21st Century" review the "Key Concepts" for Section 1, Section 2, and Section 3 with minimum time of 5 minutes each.
2. Under "Vocabulary Games" complete the "Crossword Puzzle" with a 20/20 within 2 attempts.
3. Under "Concept Maps" complete Section 1 (min 12/14), Section 2 (min 11/13), and Section 3 (min 12/14) with the notated minimal scores. You must have made 2 attempts if your score is not a perfect score.
4. Under "Quizzes" complete Section 1, Section 2, and Section 3 with all scores being 5/5.
*REMEMBER YOU ONLY GET 2 ATTEMPTS, SO TAKE YOUR TIME!!!*

SC.912.L.18.12 (L.18.12)
1. Under "Chapter 2: Chemistry of Life" review the "Key Concepts" for Section 2 with a minimum time of 5 minutes.
2. Under "Concept Maps" complete Section 2 with a minimum score of 12/14. You must have made 2 attempts if your score is not a perfect score.
3. Under "Quizzes" complete Section 2 with a score of 5/5.
*REMEMBER YOU ONLY GET 2 ATTEMPTS, SO TAKE YOUR TIME!!!*

SC.912.L.18.1 (L.18.1)
1. Under "Chapter 2: Chemistry of Life" review the "Key Concepts" for Section 3 with a minimum time of 5 minutes.
2. Under "Concept Maps" complete Section 3 with a minimum score of 12/14. You must have made 2 attempts if your score is not a perfect score.
3. Under "Quizzes" complete Section 3 with a score of 5/5.
*REMEMBER YOU ONLY GET 2 ATTEMPTS, SO TAKE YOUR TIME!!!*

SC.912.L.18.11 (L.18.11)
1. Under "Chapter 2: Chemistry of Life" review the "Key Concepts" for Section 4 and Section 5 with a minimum time of 5 minutes each.
2. Under "Concept Maps" complete Section 4 (min 10/12) and Section 5 (min 12/14) with the notated minimal scores. You must have made 2 attempts if your score is not a perfect score.
3. Under "Quizzes" complete Section 4 and Section 5 with all scores being 5/5.
*REMEMBER YOU ONLY GET 2 ATTEMPTS, SO TAKE YOUR TIME!!!*

When is the remediatory work due?
For students in A-Day Classes the Scorecard(s) are due at the beginning of class on Monday, October 10, 2011 (including 7th period). For students in B-Day Classes the Scorecard(s) are due at the beginning of class on Tuesday, October 11, 2011.

What if my child lost his Learning Schedule Assessment 1.1 answer sheet?
If a student has lost their answer sheet the information can be found on MyGrade Portal. See "How do I know whether they met or mastered the standard?" above.

How will the remediatory work be applied to my child's grade?
Students completing the remediatory work will be allowed to retake the test, thus getting an opportunity to raise their grade.

What if my student doesn't do the remediatory work?
It is imperative that this not happen. Not only has the student failed to demonstrate the required knowledge of the standard, but has failed to complete the remediatory work. This may result in the student receiving a failing grade for the quarter.

What if my student met all of the standards?
If a student has met all of the standards, but did not receive all 52 possible points he/she may retake the test without having to complete the remediation work.

IG 7.1 "Are All Cells Alike?"

2011-09-29T08:40:00.001-04:00

All living things are made up of cells. Some organisms are composed of only one cell. Other organisms are made up of many cells.

1. What are the advantages of a one-celled organism?
2. What are the advantages of an organism that is made up of many cells?

(QAR) Question-Answer Relationships

2011-09-28T14:41:00.010-04:00

Lesson Plans 9/23-10/5/11

2011-09-27T08:38:00.003-04:00

Standards:
SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the processes of science.
Objectives:
1. Students can make logical arguments using observation made of cells to support the development of the cell theory.
2. Students can explain the three major principles of the cell theory.
Daily Essential Question (DEQ):
How does the development of the cell theory demonstrate the powerful nature of science and its ability to make statements with evidence to support them?
Agenda:
Engage: Learning Schedule Assessment 1.1 (Day 1), IG 7-1 "Are Cells Alive?" (Day 2)
Explore: Cell Theory - Connect (QAR) (Day 1 & 2), Discovery of the Cell (Day 2 & 3)
Explain: "Cell Theory" - Cornell Notes
Extend: "Black Box Model"
Evaluate: Teacher observation
Homework:Finish Cell Theory - Connect QAR (A-Day due 9/30, B-Day due 10/3); Discovery of the Cell (A-Day due 10/4, B-Day due 10/5)

Data Analysis - Enzymes

2011-09-22T10:23:00.001-04:00

Learning Schedule Assessment 1.1 (Review)

2011-09-22T08:48:00.003-04:00

STANDARDS:
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.L.18.12 Discuss the properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four categories of biological macromolecules.
SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors such as pH and temperature, and their effect on enzyme activity.
OBJECTIVES:
1. Students can distinguish between observations and inferences.
2. Students can observe and classify objects as living or non-living based on the characteristics of life.
3. Student can identify and explain the shape of the water molecule and how it provides to the unique properties of water (polarity, solubility, cohesion, adhesion, changes in state, pH).
4. Student can explain the properties of carbon atoms that allow bond formation.
5. Student can draw the molecular structure of carbon-based molecules (Carbohydrates, lipids, proteins, and nucleic Acid).
6. Student can explain the functions of carbon-based molecules.
7. Student can explain the role of monomers in forming polymers.
8. Students can explain what occurs during a chemical reaction in regards to bonding and energy.
9. Student can draw representations of chemical reactions in formulas and explain them in words.
10. Student can explain the role of catalysts, enzymes, substrates in chemical reactions.
11. Student can explain how pH and temperature affect enzyme activity and why the lock and key enzyme model is representative of an enzyme-substrate reaction.

My GradePortal (Updated)

2011-09-21T11:33:00.004-04:00

Grades are currently being put into grade portal and may not match the grade on the progress reports given by the school. The grade on grade portal is the most accurate, as it represents the teacher's current gradebook. Please keep checking back as grades are continuously being updated. Please check frequently as grades do fluctuate early in the quarter since there are a low number of assignments entered. As the quarter continues this grade will begin to stabilize to what your student's grade will be.

Students that did not turn in the assignment have a "0" (zero) inserted for their grade. Assignments can be turned in late for 2 points off, but must be submitted during a class period within a week of the original due date.

Students that have turned in an assignment either have a grade or "x" if the grade has not been entered yet.

As grades appear you may see other symbols besides a numerical grade. "NC" means that the assignment was disqualified or given "no credit." There are various reasons an assignment would receive this grade including cheating, less than 50% correctly completed, etc. "R" means that the assignment was given back to the student to "redo." The student has two class periods to turn in this assignment correctly or it will be graded as is.

Please also recognize the importance of not getting zeros. The following chart should show you the damage a zero can do to your grade:

Important Message to Parents (Academic Honesty)

2011-09-21T10:06:00.002-04:00

Parents,

Please have a discussion with your student about academic honesty. There have already been reports from other teachers that students are attempting to copy the work of other students. This will not be tolerated. Students should understand that both the person doing the copying and the person allowing the copying are both guilty of cheating.

I have also had a discussion with the students about copying (plagarizing) text directly from the book. Even with the Cornell Notes, students do not talk exactly like the textbook and should write their notes as if they were the one doing the talking.

Website Updated

2011-09-21T10:00:00.003-04:00

The website has been down since sometime Friday (Sept 16, 2011), this is why the lesson plans, warm-ups, etc were not posted online when they were scheduled. The website began working around 8:00am this morning (Wednesday, September 21, 2011). This should not be an excuse for any student to not have their work. Students that were to complete make-up work were given directions in class along with the fact they were directed to copy them from the board. The website is supplemental as far as class assignment directions, lesson plans, notes, and warm-ups are concerned. All information was and will be provided to the students in class. This is the first issue of this sort concerning blogger over the last 3 years and is not typical. Please take the time to look back at the information that is posted.

Chemical Reactions and Enzymes - Cornell Notes

2011-09-21T08:40:00.000-04:00

Complete Cornell Notes + for sections 2.4 and 2.5.

1. Students should have their subtopics clearly written in the left column.
2. Notes for the main ideas should be in the right column.
3. Generally, a rule of thumb would be to have one bullet per paragraph (average).
4. All highlighted words are important and should be addressed.
5. The notes should also include visuals to help with understanding the concepts and ideas being addressed (Venn diagrams, tables, examples, equations, graphs, drawings, etc).

The Cornell Notes must also finish with a summary. It has been suggested that the student pick out 10 (+/- as needed) and write a paragraph that links the words together (using the words in their proper context).

IG 2.4 "Matter and Energy"

2011-09-21T08:38:00.000-04:00

Have you ever sat around a campfire or watched flames flicker in a fireplace? The burning of wood is a chemical reaction – a process that changes one set of chemicals into another set of chemicals. A chemical reaction always involves changes in chemical bonds that join atoms in compounds. The elements or compounds that enter into a chemical reaction are called reactants. The elements or compounds produced by a chemical reaction are called products. As wood burns, molecules of cellulose are broken down and combine with oxygen to form carbon dioxide and water vapor, and energy is released.

1. What are the reactants when wood burns?
2. What are the products when wood burns?
3. What kinds of energy are given off when wood burns?
4. Wood doesn’t burn all by itself. What must you do to start a fire? What does this mean in terms of energy?
5. Once the fire gets started, it keeps burning. Why don’t you need to keep restarting the fire?

Macromolecule Diagram

2011-09-16T08:42:00.000-04:00

1. Diagram the four main types of carbon-based molecules (Carbohydrates, proteins, lipids, and nucleic acids).
2. Describe their structures.
3. Describe their functions.

After making your drawings and writing your descriptions answer the following in a complete sentence:
4. What role do monomers play in forming polymers?

Students have been provided printer paper in class and 30 minutes to work on this assignment. All diagrams, descriptions, and the answer should be on ONE SIDE of the paper. Extra credit will be provided to assignments that are neat, clear, and standout. Work that is incomplete or late are not eligible for extra credit.

IG 2.3 "Life's Backbone"

2011-09-16T08:40:00.000-04:00

Most of the compounds that make up living things contain carbon. In fact, carbon makes up the basic structure, or “backbone,” of these compounds. Each atom of carbon has four electrons in its outer energy level, which makes it possible for each carbon atom to form four bonds with other atoms. As a result, carbon atoms can form long chains. A huge number of different carbon compounds exist. Each compound has a different structure. For example, carbon chains can be straight or branching. Also, other kinds of atoms can be attached to the carbon chain.

1. Make a list of at least ten things that contain carbon.
2. Do you have any things on your list that contain only carbon? List them.
3. If you know other elements that are in any items on your list, write those items.

Lesson Plans 9/15-23/11

2011-09-16T08:38:00.000-04:00

Standards:
SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four categories of biological macromolecules.
Objectives:
1. Student can explain the properties of carbon atoms that allow bond formation, the structure of carbon-based compounds, and their functions.
2. Student can explain the role of monomers in forming polymers.
Daily Essential Question (DEQ):
Why are carbon-based molecules the foundation of life?
Agenda:
Engage: IG 2.3 "Life's Backbone" (Day 1), IG 2.4 "Matter and Energy" (Day 2)
Explore: "Macromolecule Diagram"
Explain: "Chemical Reactions and Enzymes" Cornell Notes
Extend: Data Analysis - Enzymes
Evaluate: Teacher observation
Homework:Finish "Macromolecule Diagram" for homework (Due 9/20 A-Day, 9/21 B-Day), Complete Cornell Notes on Sections 2.4 & 2.5 for homework (Due 9/22 A-Day, 9/23 B-Day)

Pasteur's Broth Experiment

2011-09-14T13:22:00.006-04:00

Outline Pasteur's experiment in scientific method format:

1. Observation - Identify the problem. What is it that Pasteur is looking at? Why is it of any significance?

2. Inference - Use your prior knowledge (also a term currently being used in your English class) to discuss what Pasteur already knew at the time of his research.

3. Hypothesis - If, then, because...

4. Experiment - Identify all of the variables (controlled, independent, and dependent). Draw diagrams to help show what steps were taken. It should be diagrammed so that anyone could repeat the experiment. Explain all of the steps. Think cook book recipe.

5. Data - Design a table that is organized and clear collecting all the data collected from the experiment. Be sure to also include a short paragraph describing the information that is found in the table.

6. Conclusion - Did you fail to disprove your hypothesis? Did you disprove your hypothesis? What did Pasteur discover? What's the significance of his results?

Redi's Experiment

2011-09-14T10:32:00.005-04:00

Francesco Redi was an italian doctor and one of the first to disprove the idea of spontaneous generation.

Spontaneous generation is the idea that organisms originate directly from nonliving matter, or "life from nonlife." During his time the common belief was that abiogenesis (a-not, bio-life, genesis-origin) occurred.

Redi's problem: where do maggots come from? Redi realized that when meat was left out in the open that flies would come around and that maggots would eventually appear on the meat. He knew the flies were able to come around due to their ability to fly. Maggots however did not have this ability.

Redi hypothesized that maggots came from flies.

To test this idea Redi put meat into three separate jars. The first jar was left open so that flies could easily access the meat. The second jar was covered with sack cloth, so that the flies could not get in direct contact with the meat, but could still be around the meat. The third jar was completely sealed from the outside.

From his experiment Redi found that in the first jar, where flies were able to directly land on the meat, the maggots appeared on the meat. In the second jar, where the flies could only land on the sack cloth, the maggots began to appear on the the sack cloth. Finally, in the third jar, that was completely sealed, Redi observed that no maggots appeared on the lid of the container or on the meat.

From Redi's experiment it was concluded that spontaneous generation was not occurring. He observed that the maggots were appearing where the flies were able to land. Redi concluded that the maggots arose from eggs laid by the flies.

Shells and Snowflakes (Warm-up 9/12-13/11)

2011-09-13T08:40:00.001-04:00

How can we distinguish between living and nonliving things, such as a radiolarian and a snowflake? A radiolarian is a tiny living thing that is covered with a glasslike shell and lives in the ocean. A snowflake is a crystal made of frozen water.

1. What are some similarities between the snowflake and the glass shell of the radiolarian?
2. What are some of the differences between the snowflake and the glass shell?
3. Would you classify the shell as a living thing or a nonliving thing? Explain your answer.

Lesson Plans 9/9-14/11

2011-09-12T08:38:00.001-04:00

Standards:
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide some examples from the content being studied (Characteristics of Life)
Objectives:
1. Students The student should know the characteristics that define life.
2. The student should be able to classify things as living or non-living.
Daily Essential Question (DEQ):
What inferences can we make about living things from our observations?
Agenda:
Engage: Section 1-3 IG - "Shells and Snowflakes"
Explore: "What characterizes between something that is living and non-living?" (QAR)
Explain: "Scientific Method" (Teacher)
Extend: "Pasteur's Broth Experiement"
Evaluate: Teacher observation

Assignment Rubric

2011-09-08T08:40:00.000-04:00

Above is the Assignment Rubric for your reference. Click on the picture above to make it larger.

Water of Life (Warm-up 8/26-29/11)

2011-08-29T08:40:00.000-04:00

When astronomers look for evidence of life on other planets, they typically search for evidence of water.

1. Is there water anywhere else in our solar system? If so, where?
2. List 5 reasons you believe as why water so important to life.

Water, Water Everywhere (Warm-up 8/24-25/11)

2011-08-25T08:40:00.000-04:00

If you have ever seen a photograph of Earth from space, you know that much of the planet is covered by water. Water makes life on Earth possible. If life as we know it exists on some other planet, water must be present to support that life.

1. Make a list of ten things that have water in them.
2. Does your list contain any living things? What living things does your list contain?

Lesson Plans 8/24-9/8/2012

2011-08-25T08:38:00.003-04:00

Standards:
SC.912.L.18.12 Discuss the properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
Objectives:
1. Students should be able to explain the impact of the properties of water (polarity, solubility, cohesion, adhesion, changes in state, pH) and demonstrate some of these properties.
2. Students should be able to explain the impact of hydrogen bonding on the shape of a water molecule.
Daily Essential Questions:
How do the unique properties of water allow life to exist on Earth?
Agenda
SCIENCE BENCHMARK TESTING - AUG 29 THROUGH SEPT 1
Engage: Water, Water, Everywhere
Explore: Cornell Notes on Section 2-2
Explain: Teacher led-discussion on Properties of Water
Extend: Properties of Water
Evaluation: Teacher observation and student discussion
Homework: Think about it: How would the world be different if solid water (ice) did not float on liquid water?

Course Policies & Procedures 2011-2012

2011-08-15T08:38:00.001-04:00

Food & Drinks
1. Food is to be consumed in the cafeteria.
2. Bottled drinks are permitted in the classroom area as long as they have a lid. If you spill a drink clean it up. Failure to clean up your mess will result in drink privileges being revokes for the ENTIRE CLASS.
3. Trash goes in the trash can.

Dress Code
1. You are required to follow the dress code.
2. Administration is the final judge to whether an item of clothing is considered appropriate.
3. Closed toe shoes must be worn in the lab during lab days.
4. Hats belong in your locker or at home. Hats worn in the building will be confiscated.
5. The temperature is set to the instructor's comfort, dress accordingly.

Beginning of Class
1. Enter the classroom quietly. Horseplay will be left in the hallway.
2. Place work in the assigned homework bin. Work is only taken out by the instructor.
3. Pick up a Classroom Copy of the textbook, if needed.
4. Check the board for a warm-up assignment. If a warm-up exercise or quiz is available, begin working quietly.
5. On test days, sit quietly until directed by the instructor on what procedures you need to follow. This time would also be a good time to study your notes.
6. Have all supplies ready to use, that means paper and pens on your desk and pencils already sharpened. Books and bags go under your desk to prevent a tripping or a fire hazard.
7. When the tardy bell rings you are on my time!

Tardy Policy
1. You are considered "on time" if your ENTIRE body is through the threshold of the door when the late bell rings. This is determined by the instructor.
2. Any student hanging out in the doorway or hindering another students entry into the class will be considered late.
3. If you are tardy, go get a tardy.
4. If you are more than 10 minutes late you are skipping.
5. If you are more than 45 minutes late you are absent.
6. Knock on the door only if you have a tardy pass (properly documented from the dean) or a security escort (where the escort will attest to your arrival before you are admitted).
7. Sign the tardy log when you arrive to class.

Seating Assignments
1. Classroom seating is assigned by the instructor.
2. Desks are arranged how the instructor wants them and may be moved with permission given only by the instructor.
3. Students may be asked to move at anytime and are expected to move without attitude or hesitation.

Lab Area
1. The lab area may be used only during lab or once all class work has been completed for the day.
2. If you have completed the day's assignments you may work in the lab area with your group mates, if they have finished their work also, on your project.
3. If a lab is set up or an experiment is set up in the lab area, please refrain from messing with it. It may be important for another student's grade.
4. The lab area may be dangerous, therefore horseplay is absolutely prohibited in this area.

Cell Phones and Other Electronics
1. Any visible cell phone, regardless of whether it is in use, will be confiscated. Cell phones are to remain in your lockers until the end of the day.
2. Other electronics, such as (but not limited to) iPods and PSPs, are allowed ONLY in the hallways. They need to be put up and off while in the classroom unless specifically permitted on a specific and case-by-case basis and for educational purposes only.
3. Duval County School Policy states that cell phones must be set to the "off position" during school hours.

Hall Passes
1. Students need to use the restrooms before and after class.
2. Hall passes are only given during the middle 30 minutes of class, if a dire emergency is deemed by the instructor.
3. Students must have an ID badge to use a Hall Pass without exception.
4. Hall passes are only granted during 1st, 2nd, and 4th periods due to the lunch schedule.
5. Hall passes are a PRIVILEGE and ONLY FOR EMERGENCIES.

Fire Drills
1. The class will be dismisssed by the instructor. Please remain seated until dismissed.
2. Leave books and bags in the classroom. Ladies, please take your purses with you.
3. Maintain order and leave in a quick and orderly fashion when you are dismissed.
4. Report to the assigned area and stay until time to return to the building.
5. Fire Drills are serious in nature, failure to take it seriously or follow directions will result in severe consequences!

PA Expectations
1. When the announcements come on please stop what you are doing and listen. There may be something important that you, your peers, or the instructor may need to hear.

Class Dismissal
1. The bell is to inform you of when class is scheduled to end, but the instructor dismisses the class.
2. Students should remain in the class until dismissed by the instructor. Forming lines at the door is unsafe and prohibited.
3. When leaving the class please use the assigned door to alleviate safety concerns.
4. Upon exiting the classroom, throw away all trash, be sure all work that is due is turned in, and all boks are returned to the proper spot on the shelf. Failure to keep the room clean will result in a stricter class atmosphere.

Final Exam Review

2011-05-17T08:40:00.000-04:00

Ecology
1. How would one determine whether something was living or nonliving?
2. Describe the two sources of energy that fuel life on Earth.
3. How does a food web differ from a food chain?
4. Describe the three types of ecological pyramids.
5. Describe the roles of bacteria in the nitrogen cycle.
6. How might a large input of phosphorus affect a freshwater lake over time?
7. Explain how ocean currents originate and affect Earth’s climates.
8. Describe the greenhouse effect and explain how it maintains Earth’s temperature range.
9. Name and define the three main classes of symbiotic relationships. Give examples of each.
10. What is a microclimate? Give an example.
11. Discuss four ways population size can change.
12. Differentiate between exponential and logistic growth.
13. Explain the limiting factors that control population growth.
14. Differentiate between density-dependent and density-independent limiting factors.
15. What are introduced species? How are they a threat to biodiversity?

Biochemistry, Cells, and Cellular Energy
1. Compare and contrast adhesion and cohesion, using capillary action as an example.
2. Compare enzyme activity to a lock and key.
3. What is the difference between inference and observation?
4. Can a theory change over time? Explain your answer.
5. Summarize three statements from the cell theory. Explain the significance of the cell theory to biology.
6. Compare the cell membrane to a mosaic.
7. How do facilitated diffusion and active transport differ?
8. Describe three main functions of a plant leaf.
9. Discuss the relationship between autotrophs and heterotrophs. Do heterotrophs depend on autotrophs for their survival? Explain your answer.
10. Compare the storage capacity of ATP and glucose. How does the cell use each of these molecules to store energy?
11. Describe how pigments obtain energy from light. Use chlorophyll as an example of the process you describe.
12. Identify three factors that affect the rate of photosynthesis, and explain the effect of each.
13. Trace the events that occur in the thylakoid membrane during the light-dependent reactions.
14. List the main events of glycolysis. How many ATP molecules are produced and consumed by glycolysis? What effect does the presence of oxygen have on the events that follow glycolysis?
15. Compare lactic acid fermentation with alcoholic fermentation. Where does each process occur? What are the products of each process?

Genetics
1. What kinds of problems does growth cause for cells? How does cell division help a cell solve these problems?
2. List and describe the main events of the cell cycle. Illustrate your description with a diagram of the cell cycle.
3. Describe what happens during the four phases of mitosis.
4. Describe how the skin cells near a cut behave. What role does contact with other cells have in the behavior of cells near a cut?
5. Describe how cancer cells are different from other cells. Based on these differences, explain why cancer has been such a difficult condition to cure.
6. You wish to determine whether a tall pea plant is homozygous or heterozygous for tallness. What cross should you perform to arrive at your answer? Explain your choice of cross.
7. Explain the difference between incomplete dominance and codominance.
8. The stages of meiosis are classified into two divisions: meiosis I and meiosis II. Compare and contrast these two divisions.
9. Describe the structure of a DNA molecule.
10. Contrast the functions of the three main types of RNA.
11. Mendel might have been surprised to learn that genes simply contain the instructions for assembling proteins. What do proteins have to do with the phenotype of an organism?
12. Why do some kinds of point mutations cause greater changes in proteins than others?
13. Contrast the techniques used in genetic engineering and in selective breeding to produce organisms with desired traits.
14. In what general ways are transgenic organisms useful to people today?
15. Explain why the father of a girl who is colorblind must also be colorblind.

Lesson Plans 5/10-17/11

2011-05-11T08:38:00.000-04:00

Standards:
SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.
SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.L.15.10 Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
Objectives:
1. Students can explain how the fossil record provides evidence for the history of life on Earth, how adaptations are related to fitness for an environment, and how evidence from Darwin's observations support the theory of evolution.
2. Students can demonstrate mastery knowledge of observations, inferences, hypotheses, theories, and laws in forming a model and explanation of how natural selection changes a population over time and increases a species' fitness in its environment.
3. Student can compare the physical characteristics and DNA of three primates (humans, chimpanzees, and gorillas) and explain the basic trends in hominid evolution from early ancestors including: brain size, jaw size, language, and tool making.
Daily Essential Questions:
How does the evidence used to support evolution help us connect past life forms to those living today?
Agenda
Engage: Skimming/Scanning Section 15-1 (Day 1), Section 15-2 (Day 2), & Section 15-3 (Day 3)
Explore: "Endless Forms Most Beautiful" Video
Explain: Teacher-led Discussion on "The Work of Charles Darwin"
Extend: Change Over Time Activity
Evaluate: Common Assessment 4.2.b (Covers Chapter 15)
Homework: "How Well Do I Know These Words?" (paleontologist, observation, inference, theory, adaptation, natural selection, evolution, population, species, comparative anatomy, embryology, homologous structure, vestigial organ, fossil record, biogeography, geologic time, hominid)

Writing in Science: Ethics of Genetic Engineering

2011-05-04T08:32:00.003-04:00

Biologists may one day be able to easily alter the DNA of organisms. When should this ability be used? When should it not be used? You will be writing a persuasive paper (introduction, 3 paragraph body, and conclusion) expressing your views on genetic engineering. Possible topics you could use, but are not limited to, are: Curing Genetic Disorders or Ailments, Curing Cancer, Medicines, Genetic Testing, DNA Fingerprinting, Insurance use, Cosmetics, Improvements to the species, Crops/Agricultural improvements, etc.

All of the topics above could be used to argue for or against genetic engineering. You will be graded solely on your paper structure and support for your argument.

RUBRIC:
FOCUS OR THESIS STATEMENT (10%)
(4) Above the Standard - The thesis statement names the topic of the essay and outlines the main points to be discussed.
(3) Meets the Standard - The thesis statement names the topic of the essay.
(2) Approaching the Standard - The thesis statement outlines some or all of the main points to be discussed but does not name the topic.
(1) Below the Standard - The thesis statement does not name the topic AND does not preview what will be discussed.

SUPPORT FOR POSITION (60%)
(4) Above the Standard - Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
(3) Meets the Standard - Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.
(2) Approaching the Standard - Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.
(1) Below the Standard - Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). Evidence and examples are NOT relevant AND/OR are not explained.

CLOSING PARAGRAPH (10%)
(4) Above the Standard - The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.
(3) Meets the Standard - The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.
(2) Approaching the Standard - The author's position is restated within the closing paragraph, but not near the beginning.
(1) Below the Standard - There is no conclusion - the paper just ends.

AUDIENCE (20%)
(4) Above the Standard - Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.
(3) Meets the Standard - Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.
(2) Approaching the Standard - Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.
(1) Below the Standard - It is not clear who the author is writing for.

SCORING:
Focus or Thesis Statement ____ pts x 1 = ____ pts
Support for Position ____ pts x 6 = ____ pts
Closing Paragraph ____ pts x 1 = ____ pts
Audience ____ pts x 2 = ____ pts
SUM OF TOTALS = ____ pts / 40 pts

Pedigree Chart Key

2011-05-02T12:26:00.002-04:00

Genetic Engineering Activity

2011-04-29T08:40:00.001-04:00

1. SELECTIVE BREEDING. What is selective breeding and what benefits would humans have in taking advantage of it? Do you see any forseeable disadvantage?
2. SELECTIVE BREEDING. Differentiate between hybridization and inbreeding. What are the benefits and disadvantages of each? (MAKE A TABLE)
3. INCREASING VARIATION. Mutations increase genetic variation. What are two examples the book provides? What are the advantages and disadvantages of these mutations? (ANSWER SHOULD NOT BE CONFINED STRICTLY TO WHAT IS WRITTEN IN THE TEXT)
4. TRANSGENIC ORGANISMS. How are transgenic organisms benefitual for human beings (include microorganisms, plants, and animals)?
5. CLONING. How does cloning work (describe the process)? What benefit and disadvantages would cloning provide?
6. OPINION. From your understanding of selective breeding and biotechnology, do you think it is ethical for humans to alter and tamper with the breeding and genetic engineering of organisms? You may agree with all, disagree with all, or agree partly, but support your opinion.

Common Assessment 4.1 Remediation

2011-04-27T08:40:00.001-04:00

Students scoring below a 45 (75/C overall grade) on Common Assessment 4.1 must complete the following assignment to be eligible for the remediation assessment. Any students who scored above a 45 (75/C overall grade) this assignment is optional, but highly recommended.

PART 1:
Design a diagram (IN COLOR) demonstrating what occurs in the production of a protein (including transcription and translation). Be sure to show in your drawing the correct pairing of bases and what they code for (DNA -> mRNA, mRNA w tRNA, mRNA -> amino acid). Be sure to label all of the molecules included (such as, but not limited to, DNA, mRNA, tRNA, ribosome, Amino Acid, polypeptide chain, etc) and provide a description of what is occuring throughout the process.

PART 2:
Short and Extended Response:
1. Explain how and why the genetic code is universal and is common to almost all organisms.
2. Describe how mutation and genetic recombination increase genetic variation.
3. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
4. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

Due Friday, May 6, 2011 (A-Day) and Monday, May 9, 2011 (B-Day)

Lesson Plans 4/26-5/9/11

2011-04-27T08:38:00.002-04:00

Standards:
SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
HE.912.C.1.4 Analyze how heredity and family history can impact personal health.
SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
Objectives:
1. Students can explain the importance of the Human Genome project and other genomic research and how recombinant technology can benefit humankind.
2. Students can utilize sources of scientific information and explain their reliability, including investigating common genetic disorders (e.g., sickle cell anemia, Tay-Sachs, Huntington‟s disease, trisomy 21).
3. Student can create a karyotype and use it to identify gender and a human chromosomal abnormality.
Daily Essential Questions:
How is society influenced by biotechnology?
Agenda
Engage: Skimming/Scanning Sections 13-1 & 13-4 (Day 1)
Explore: Genetic Engineering Activity
Explain: Teacher-led Discussion on Genetic Engineering
Extend: Pedigree Chart Activity, Writing in Science: Ethics of Genetic Engineering
Evaluate: Common Assessment 4.2.a (Covers Sections 13-1, 13-4, 14-1, 14-2, & 14-3)
Homework: "How Well Do I Know These Words?" (Selective Breeding, Hybridization, Inbreeding, Transgenic, Clone, Karyotype, Sex Chromosome, Autosome, Pedigree, Sex-Linked Gene, Nondisjunction, DNA Fingerprinting, Genome, Recombinant DNA)

RNA Activity

2011-04-19T08:40:00.001-04:00

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12-4 Notes: Mutations

2011-04-18T08:42:00.000-04:00

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12-3 Notes: RNA and Protein Synthesis

2011-04-18T08:41:00.001-04:00

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12-2 Notes: Chromosomes and DNA Replication

2011-04-18T08:40:00.003-04:00

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How Well Do I Know These Words?

2011-04-05T09:37:00.002-04:00

Lesson Plans 4/4-21/11

2011-04-05T08:38:00.001-04:00

Standards:
SC.912.L.16.3 Describe the basic process of DNA replication and how it relates to transmission and conservation of the genetic information.
SC.912.L.16.5 Explain the basic processes of transcription and translation, and how they result in the expression of genes.
SC.912.L.16.4 Explain how mutations in DNA sequences may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all organisms.
Objectives:
1. Student understands the components and structure of DNA molecules and the process and purpose of DNA replication.
2. Student understands the relationship among DNA, chromosomes, and genes.
3. Student understands the structure of RNA, the three types of RNA, and the purpose and process of transcription and translation.
4. Student understands the role of proteins in organisms and the effects of mutations in DNA and its result.
5. Student can construct the correct amino acid sequence in a protein when given a series of DNA base pairs and a codon and amino acid table or wheel.
Daily Essential Questions:
Why is the sequence of nucleotides in DNA molecules so important? How do changes in the genetic code occur?
Agenda
Engage: Skamming Sect 12-1
Explore: Scientific Method (DNA) Activity
Explain: Teacher-led Discussion of Transcription/Translation
Extend: Transcription/Translation Activity
Evaluate: Common Assessment 4.1 (Covers Chapter 12)
Homework: "How Well Do I Know These Words?" (Replication, DNA, Nucleotide, Adenine, Thymine, Guanine, Cytosine, Transcription, RNA, Uracil, Translation, mRNA, tRNA, rRna, Protein, Amino Acid, Codon)

Lesson Plans 3/15-24/11

2011-03-16T08:38:00.002-04:00

Standards:
SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.
SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate them to the processes of sexual and asexual reproduction and their consequences for genetic variation.
SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.
Objectives:
1. Student knows the effect of meiosis on genetic variation, the process of meiosis (including independent assortment and crossing over), and the advantages and disadvantages of sexual reproduction
2. Student can model meiosis to show the number of chromosomes in the resulting cells.
3. Student can compare and contrast mitosis and meiosis in terms of the number of chromosomes in the resulting cells and their effect on genetic variation.
Daily Essential Questions:
What are the advantages of sexual reproduction over asexual reproduction?
Agenda
Focus Lesson: Using Pie Charts, Bar Graphs, and Line Graphs to aid the reader's understanding of the text.
Engage: Skim/Scan on Sect 11-4 + Asexual Reproduction (p. 333 - "Cloning", p. 622-623 - "Vegetative Plant Reproduction", p. 667 - "Sponge Budding", p. 686 - "Flatworm Fission")
Explore: Meiosis Drawing
Explain: Cornell Notes + (Sect 11-4), Teacher-led Discussion on Meiosis
Extend: Meiosis Activity
Evaluate: Common Assessment 3.3 (Covers Meiosis, Asexual Reproduction, and Mitosis)
Homework: "How Well Do I Know These Words?" (asexual reproduction, budding, cloning, crossing over, diploid, fission, gamete, haploid, homologus, independent assortment, internal fertilization, meiosis, tetrad)

Post-Assessment Assignment

2011-03-14T08:40:00.001-04:00

1. Skamming Sect 11-4 (Meiosis)
+ Asexual Reproduction (p. 333 - "cloning", p. 622-623 - "vegetative plant reproduction", p. 686 - "flatworm fission", p. 667 "sponge budding")

2. How Well Do I Know These Words?
Independent Assortment, Haploid, Diploid, Gamete, Homologous, Cloning, Fission, Meiosis, Crossing over, Budding, Asexual reproduction, Tetrad, Internal Fertilization

Common Assessment 3.2 Remediation

2011-03-11T11:44:00.004-05:00

Students scoring below a 36 (60/D overall grade) on Common Assessment 3.1 must complete the following assignment to be eligible for the remediation assessment. Any students who scored above a 36 (60/D overall grade) this assignment is optional, but highly recommended.

PART 1:
Draw the cell cycle (including the phases of mitosis). Thoroughly describe what occurs at each stage of the cell cycle (including each stage of interphase and each individual phase of mitosis). MUST BE IN COLOR.
[SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.]

PART 2:
Answer the following questions:
1. How do cells regulate the cell cycle (provide specific examples of internal and external regulators)?
2. What sort of errors could occur with the regulators you mentioned previously and what would the results be?
[SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.]

PART 3:
Complete the following identifying the phenotypes of the parents, drawing a Punnett Square, the genotypes of the offspring, and the phenotypes of the offspring:

Complete Dominance (T = Tall, t = short)
1. TT * TT
2. TT * Tt
3. TT * tt
4. Tt * Tt
5. Tt * tt
6. tt * tt

Incomplete Dominance (R = Red, r = White)
7. RR * RR
8. RR * Rr
9. RR * rr
10. Rr * Rr
11. Rr * rr
12. rr * rr

Codominance (R = Red, r = blue)
13. RR * RR
14. RR * Rr
15. RR * rr
16. Rr * Rr
17. Rr * rr
18. rr * rr

Sex-Linked Traits
XX = Female
XY = Male
X^C = Normal Vision
X^c = Color-Blind
Y = Nothing

19. X^C X^C * X^C Y
20. X^C X^c * X^C Y
21. X^c X^c * X^C Y
22. X^C X^C * X^c Y
23. X^C X^c * X^c Y
24. X^c X^c * X^c Y

Multiple Alleles
I^A = A Antigens produced on Red Blood Cells
I^B = B Antigens produced on Red Blood Cells
i = No Antigens produced on Red Blood Cells

25. I^A I^A * I^B I^B
26. I^A I^B * I^A I^B
27. I^A I^B * I^B i
28. I^A i * I^B I^B
29. I^B I^B * I^B I^B
30. I^B i * I^B i

Dihybrid Crosses (R = Round, r = wrinkled; G = Green, g = yellow)
31. RRGg * RrGg
32. RrGg * RrGg
33. Rrgg * rrGG

Polygenic Traits
34. AaBbCc * AaBbCc
35. aaBBcc * aabbCC
[SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. AND SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles.]

Due Wednesday, March 23, 2011 (A-Day) and Thursday, March 24, 2011 (B-Day)

Dominance Notes

2011-03-09T09:45:00.012-05:00

Complete Dominance
The dominant gene produces a protein that causes the corresponding trait to be fully expressed in the offspring whether it is homozygous dominant (TT) or heterozygous (Tt). The recessive gene does not produce a protein.

Incomplete Dominance
The dominant gene produces a protein that causes the corresponding trait to be partially expressed in the offspring. When the offspring is homozygous dominant (TT) for the gene the trait is fully expressed. When the offspring is heterozygous (Tt) for the gene the trait is only partially expressed, resulting in an intermediate. The recessive gene does not produce a protein.

Codominance
The dominant gene produces a protein that causes the corresponding trait to be expressed. The recessive gene also produces a protein that causes the corresponding trait to be expressed. When the offspring is homozygous dominant (TT) the dominate trait is fully expressed. When the offspring is homozygous recessive (tt) the recessive trait is fully expressed. When the offspring is heterozygous (Tt) both traits are expressed resulting in an intermediate. The key to remember is that BOTH the dominant and recessive gene produce a protein.

Multiple Alleles Equations

2011-03-09T09:23:00.006-05:00

KEY:
I^A = A Antigens produced on Red Blood Cells
I^B = B Antigens produced on Red Blood Cells
i = No Antigens produced on Red Blood Cells

I^A I^A = Type A Blood (A antigen produced on RBCs)
I^A I^B = Type AB Blood (A & B antigens produced on RBCs)
I^A i = Type A Blood (A antigen produced on RBCs)
I^B I^B = Type B Blood (B antigen produced on RBCs)
I^B i = Type B Blood (B antigen produced on RBCs)
i i = Type O Blood (No antigen produced on RBCs)

EQUATIONS:
1. I^A I^A * I^A I^A
2. I^A I^A * I^A I^B
3. I^A I^A * I^A i
4. I^A I^A * I^B I^B
5. I^A I^A * I^B i
6. I^A I^A * i i
7. I^A I^B * I^A I^B
8. I^A I^B * I^A i
9. I^A I^B * I^B I^B
10. I^A I^B * I^B i
11. I^A I^B * i i
12. I^A i * I^A i
13. I^A i * I^B I^B
14. I^A i * I^B i
15. I^A i * i i
16. I^B I^B * I^B I^B
17. I^B I^B * I^B i
18. I^B I^B * i i
19. I^B i * I^B i
20. I^B i * i i
21. i i * i i

Student must provide the phenotypes for the parents, the Punnett Square, genotypes of the offspring, and phenotypes of the offspring for all problems assigned.

Period 1 - Complete All 21 Problems
Period 3 - Complete Problems 3, 6, 9, 12, 15, 18, & 21
Period 4 - Complete Problems 3, 6, 9, 12, 15, 18, & 21
Period 5 - Complete Odd Problems
Period 6 - Complete Problems 3, 6, 9, 12, 15, 18, & 21
Period 7 - Complete Odd Problems

Sex-Linked Genes Equations

2011-03-08T13:34:00.002-05:00

KEY:
XX = Female
XY = Male

X^C = Normal Vision
X^c = Color-Blind
Y = Nothing

X^C X^C = Normal Female
X^C X^c = Normal Female (Carrier)
X^c X^c = Color-Blind Female
X^C Y = Normal Male
X^c Y = Color-Blind Male

PROBLEMS:
1. X^C X^C * X^C Y
2. X^C X^c * X^C Y
3. X^c X^c * X^C Y
4. X^C X^C * X^c Y
5. X^C X^c * X^c Y
6. X^c X^c * X^c Y

Be sure to identify the phenotype of the parents, draw a Punnett Square for the cross, identify the genotypes, and identify the phenotypes.

Example provided in class (#2)
X^C X^c * X^C Y

Mother is a normal female (X^C X^c)
Father is a normal male (X^C Y)

The Punnett Square shows
Genotype:
X^C X^C 1/4
X^C X^c 1/4
X^C Y 1/4
X^c Y 1/4

Phenotype:
Normal Female 2/4 (X^C X^C and X^C X^c)
Normal Male 1/4 (X^C Y)
Color-Blind Male 1/4 (X^c Y)

Common Assessment 3.1 Remediation

2011-03-02T11:24:00.004-05:00

Lesson Plans 2/25-3/14/11

2011-03-02T08:39:00.003-05:00

Standards:
SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles.
SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.
Objectives:
1. Students can explain Mendel's Laws of Segregation and Independent Assortment.
2. Students can explain incomplete dominance, co-dominance, sex-linked genes, multiple alleles, and polygenic traits.
3. Students can use a Punnett Square to predict the probability of an organism inheriting a specific genotype and phenotype.
Daily Essential Questions:
How do genes influence the variety of organisms that exist?
Agenda
Focus Lesson: Using Bold and Italics to aid the reader's understanding of the text.
Engage: Skim/Scan (Sections 11-1, 11-2, & 11-3)
Explore: "How Well Do I Know These Words?" (gene, allele, trait, dominant, recessive, genotype, phenotype, Punnett Square, co-dominant, multiple alleles, sex-linked traits, polygenic traits, segregation, homozygous, heterozygous)
Explain: Cornell Notes + (Chapter 11), Teacher-led Discussion on Mendelian Genetics
Extend: Mendelian Genetics Activity (Modeling and Predicting using Punnett Squares)
Evaluate: Common Assessment #2 (Covers Chapter 10 & 11)
Homework: Complete unfinished classwork

Lesson Plans 2/16-24/11

2011-02-24T08:38:00.000-05:00

Standards:
SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.
SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
SC.912 L.16.15 Compare and contrast binary fission and mitotic division.
SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.
Objectives:
1. Students should be able to explain the purpose of the cell cycle.
2. Students should be able to explain the events in the cell cycle during interphase and mitosis.
3. Students should understanding and be able to explain the relationship between the cell cycle and cancer.
4. Students should be able to model mitosis to show the movement of chromosomes during the process.
Daily Essential Questions:
When and how do cells make more cells?
Agenda
Focus Lesson: Use of Titles, Subtitles, Headings, and Subheadings to aid the reader's understanding of the text.
Engage: Skim/Scan (Sections 10-1, 10-2, & 10-3)
Explore: Building of Study Guide Questions
Explain: Cornell Notes + (Chapter 10)
Extend: Mitosis Drawing
Evaluate: Teacher observation and Discussion
Homework: Complete unfinished classwork

Common Assessment 3.1

2011-02-08T12:26:00.002-05:00

The first Common Assessment for the 3rd Quarter will be on Monday, February 14 (A-Day) and Tuesday, February 15 (B-Day). The following will be covered on the Common Assessment:

Standards
SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.N.1.1 Define a problem based on a specific body of knowledge(botany) and
 Pose a question about the natural world;
 Plan an investigation;
 Conduct systematic observations;
 Infer the meaning of data collected to answer the question; and
 Communicate the data and explanations to others.
SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.10 Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.

Objectives
1. Student can identify and explain the relationships between a specific plant structure and its function(s).
2. Student understands the role of photosynthesis in plants.
3. Student can identify what goes into and is the result of the chemical reactions of photosynthesis.
4. Student can explain the benefit and use of ATP/ADP in energy storage and release.
5. Students can track the path of water through cellular respiration and photosynthesis.
6. Students can track the path of energy trans-formations in photosynthesis and respiration from light energy to mechanical energy in animals.
7. Students can identify the reactants, products, and basic functions of cellular respiration and photosynthesis.
8. Students can differentiate between aerobic and anaerobic cellular respiration.

Lesson Plans 2/2-15/11

2011-02-03T08:38:00.001-05:00

Standards:
SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
Objectives:
1. Students can track the path of water through cellular respiration and photosynthesis.
2. Students can track the path of energy trans-formations in photosynthesis and respiration from light energy to mechanical energy in animals.
3. Students can identify the reactants, products, and basic functions of cellular respiration and photosynthesis.
4. Students can differentiate between aerobic and anaerobic cellular respiration.
Daily Essential Questions:
How is energy acquired and used by organisms?
Agenda
Engage: Skim/Scan (Sect 9-1 & 9-2)
Explore: Compare/Contrast of Chloroplast/Mitochondria
Explain: Teacher-led Discussion on Cellular Respiration/Photosynthesis
Extend: Understanding Concepts (Ch 8 & Ch 9)
Evaluate: Teacher observation, Common Assessment 3.1 (Feb 14 & 15)
Homework: Complete unfinished classwork

Jigsaw - Plants & Photosynthesis Questions

2011-01-24T08:40:00.001-05:00

ATP/ADP
1. What is ATP? ADP?
2. What is the difference between ADP/ATP?
3. Why is it benefitual in energy storage?
VAN HELMONT/PRIESTLEY/INGENHOUSZ
1. What was each scientist's contribution to science?
2. What did they do (provide an outline to each experiment)?
LIGHT & PIGMENT
1. What are pigments?
2. What pigments do plants use?
3. How do pigments work?
SEED PLANT STRUCTURE
1. What are the 3 main structures?
2. Describe their function.
PLANT TISSUES
1. What are the 3 types of tissue?
2. What are the functions of the 3 types?
MERISTEMATIC TISSUE
1. What is meristematic tissue (location/function)?
2. Why is it important?

Lesson Plans 1/20-2/1/11

2011-01-24T08:38:00.000-05:00

Standards:
SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis.
SC.912.L.18.10 Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
Objectives:
1. Student can identify and explain the relationships between a specific plant structure and its function(s).
2. Student understands the role of photosynthesis in plants.
3. Student can identify what goes into and is the result of the chemical reactions of photosynthesis.
4. Student can explain the benefit and use of ATP/ADP in energy storage and release.
Daily Essential Questions:
How have the structures and functions of plants enabled them to survive? How is energy acquired and used by organisms?
Agenda
Engage: Skim/Scan 23-1 (Day 1), "Saving For A Rainy Day" (Day 2), "Leaves-Up Close and Personal" (Day 3), "Trapping Energy" (Day 4)
Explore: Jigsaw - Photosynthesis and Plants (ATP/ADP, Van Helmont, Priestley, Ingenhousz, Light & Pigments, Seed Plant Structure, Plant Tissues, Meristematic Tissue)
Explain: Teacher-led discussion on Plants (Vascular System, Leaf Structure, and Photosythesis) and Leaf Collection
Extend: Vascular System (Writing in Science p. 583), Leaf Structure (Graphing Leaves), and Photosynthesis (Photosynthesis Flow Chart Diagram)
Evaluate: Teacher Observations and Quizzes
Homework: "How Well Do I Know These Words?" (Stomata, Grana, Stroma, Guard Cells, Thylakoid Membrane, Chlorophyll, Chloroplast, Photosynthesis, Glucose, Chemical Reaction, Reactants, Products, Conservation of Mass)

Semester Exam Review

2011-01-11T13:52:00.003-05:00

1. Food Webs (Sect 3-1 & 3-2)
2. Scientific Method (Sect 1-3)
3. Cycles of Matter (Sect 3-3)
4. Succession (Sect 4-2)
5. Water Ecosystems (Sect 4-4)
6. Populations (Sect 5-1 & 5-2)
7. Biodiversity (Sect 6-3)
8. Human Activity (Sect 6-1)
9. Resources (Sect 6-2)
10. Properties of Water (Sect 2-2)
11. Carbon Compounds (Sect 2-3)
12. Reactions and Enzymes (Sect 2-4)
13. Cell Theory (Sect 7-1)
14. Scientific Theory (Sect 1-2)
15. Cell Comparison (Sect 7-1 & 7-2)
16. Cell Membrane (Sect 7-3)
17. Scientific Method (Sect 1-1 & 1-2)
18. Reproduction (Sect 39-3 & 39-4)

Common Assessment #3 Remediation

2011-01-11T13:50:00.003-05:00

Assignment: Reproduction (SC.912.L.16.13)
1. Describe the path the gametes (both) travel through the reproductive system.
2. What happens if fertilization occurs (describe)?
3. Describe what occurs during each trimester (make a table).

Timeline Summary (Ch 39)

2011-01-07T12:43:00.001-05:00

Part 1: Create a timeline tracing hormone activity and follicle development during the menstrual cycle.
Part 2: Describe what occurs during each of the trimesters.

Lesson Plans 1/3-19/11

2011-01-05T08:38:00.003-05:00

Standards:
SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
Objectives:
Students can trace human development from fertilization to birth.
Daily Essential Questions:
How do cells become specialized after fertilization?
Agenda
Engage: "Skamming" (Skim/Scan) for Sections 39-3 & 39-4 (EXCLUDING p. 1015)
Explore: "How Well Do I Know These Words?" (Vocabulary on pages 1009-1014 & 1016-1021)
Explain: "Cornell Notes +" for Sections 39-3 & 39-4 (EXCLUDING p. 1015)
Extend: "Timeline Summary"
Evaluate: Teacher Observations and Quiz
Homework: Work on Remediation for Common Assessment #2, time has also been provided in class.

2nd Quarter - Common Assessment #2 Remediation

2010-12-17T08:40:00.005-05:00

What is remediation?
Remediation is the reteaching or relearning of materials already covered inside the classroom, to help students gain a grasp on ideas or concepts they did not pass in previous teaching.

How do I know if I need remediation?
Student's scores for each standard is posted on Oncourse (MyGrade Portal). ALL students and parents should have their log-in information, it is the same as last year. If you do not have your log in information you may contact curriculum to gain that information. The school phone number is (904) 381-3930. If on campus, go by room 107. On Oncourse look at the assignments labeled "SC.912.L.14.3", "SC.912.N.3.1", "SC.912.L.14.2", "SC.912.L.14.1", and "SC.912.N.1.1". Students who scored below 6 on any standard associated with the common assessment will be required to complete remediation. Students who scored below a 10 have the option of doing remediation for the specific standard to improve their grade.

What is being remediated right now?
Remediation is available for the standards associated with Biochemistry, which was covered on Common Assessment #2 for the 2nd Quarter. These standards are:

SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the processes of science.

SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.

SC.912.L.14.2 Explain the role of cell membranes as a highly selective barrier (passive and active transport).

SC.912.N.1.1 Define a problem based on a specific body of knowledge (cells)

What are the remediation assignments?

"Cell Theory" (Standard: SC.912.L.14.1)
Do Writing in Science p. 171, however, you will write a written report instead of an oral report. Word Count minimum is 500 words. The report MUST BE TYPED (If doing during Winter Break, the public library has computers if you do not have access to one at home).

Directions for "Writing in Science" p. 171 in case you do not have your book:
Use the library or the Internet to research a new discovery relating to the cell or its structures. Be sure to include the scientist(s) responsible for the discovery. Then, present your findings in the form of [a written report].

"Scientific Theories" (Standard: SC.912.N.3.1)
PART 1: Find and research a scientific theory (excluding the cell theory). You may search "Scientific Theories" to get ideas on what theories exist. Design a timeline to include the dates, scientists, and contributions each scientist made in establishing this theory.
PART 2: Write a paragraph relating the theory that you choose in Part 1 with its overall contribution to science.

"Cell Comparison" (Standard: SC.912.L.14.3)
PART 1: Thinking Visually p. 173
PART 2: Follow the same directions as Part 1 but compare and contrast plant and animal cells.

Directions for "Thinking Visually" p. 173 in case you do not have your book:
Make a three-column chart comparing prokaryotes with eukaryotes. In the first column, list the traits found in all cells. In the second column, list the features of prokaryotes. In the third column, list the features of eukaryotes.

"Cell Membranes" (Standard: SC.912.L.14.2)
Do Connecting Concepts on page 189.

Directions for "Connecting Concepts" p. 189 in case you do not have your book:
What is the relationship between active transport and homeostasis? Give one example of active transport in an organism, and explain how the organism uses energy to maintain homeostasis. ...

"Scientific Method" (Standard: SC.912.N.1.1)
Review the Diffusion Lab. Write a lab for how you would test the effects of varying temperatures on the rate of diffusion of the iodine and starch.
1. Be sure to write your Observation.
2. Write out what inferences you can make about the movement of molecules across membranes and the effects temperature has on the rate in which particles move.
3. Write a hypothesis (If... then...) with the needed specifics.
4. Design your experiment (list materials and procedures). Draw diagrams where needed.
5. Design a table in which you would collect the data.
Note: See Diffusion Lab post for an example and recall what you did in class for the Diffusion Lab. If you don't recall, you can perform the lab at home with a parent's supervision. Be sure to use gloves and protect your eyes and clothing (iodine can stain clothes).

When is the remediation assignments due?
Remediation will be due during class time on either Tuesday, January 11, 2011 (A-Day) or Wednesday, January 12, 2011 (B-Day).

What if the remediation is not turned in on time or not complete?
Only students completing the remediation (100% COMPLETION) and on time will be allowed to take the mini-quiz for that specific standard. Students will not be permitted to take the remediation mini-quizzes without the completed remediation assignment. NO EXCEPTIONS!!!

Diffusion Lab

2010-12-15T13:38:00.002-05:00

Lab write up was designed by students with the assistance of Mr. Ison.

Observation:
How can you model permeability of a cell?
Inferences:
1. Water can cross the cell membrane (osmosis)
2. Small particles can cross the cell membrane (diffusion)
3. Things have a tendency to move from high concentration to low concentration until it reaches equilibrium.
Hypothesis:
If small particles are put in high concentration on one side of a membrane, then they will move to the side with lower concentration until it reaches equilibrium.
Experiment:
Materials - sandwich bag, cup, iodine, starch, and water
Procedures:
1. Fill the cup with water about half full.
2. Add about 1 mL of iodine to the cup.
3. Put 3 scoops of starch into the sandwich bag.
4. Put a small amount of water into the sandwich bag until it is of milky texture.
5. Tie off the top of the bag.
6. Rinse the bag and your hands to remove any starch.
7. Place the bag inside the cup.
8. Observe after about 10-15 minutes.
Data:
The inner contents of the bag was white initially. After allowing the experiment to run the inner contents of the bag was purple. The contents of the cup was a golden brown color. After allowing the experiment to run the contents of the cup was of a golden brown color, but had slightly lightened.
Conclusion:
*Students were to write their own conclusions and answer the 3 questions on page 187.

Lesson Plan 12/3-15/10

2010-12-06T08:38:00.001-05:00

Standards:
SC.912.L.14.2 Explain the role of cell membranes as a highly selective barrier (passive and active transport).
Objectives:
1. Students understand the structure and function of a cell membrane.
2. Students understand the role of the cell membrane as a highly selective membrane.
Daily Essential Questions:
How do cell membranes influence cell survival?
Agenda
Engage: "Skamming" (Skim/Scan) for Section 7-3 (Day 1), "In or Out?" [Day 2]
Explore: Analyzing Data p. 188 [Day 1]
Explain: Teacher led discussion of "Cell Boundaries" (Sect 7-3) [Day 2]
Extend: Diffusion Lab [Day 2]
Evaluate: Teacher Observations, Discussion, and Quiz on Cell Boundaries [Day 2]
Homework: "How well do I know these words?" for Section 7-3

RAFT - Prokaryote/Eukaryote Dating Ad

2010-11-29T08:41:00.000-05:00

You will write as though you are a prokaryote or eukaryote writing something to be read by another prokaryotic or eukaryotic cell. The writing will take the form of a dating ad and will be a description of what you are and what you are looking for. Include a drawing of yourself (the prokaryote or eukaryote). Your piece of writing's purpose will be to INFORM someone about what a prokaryote and/or eukaryote is.

(R)OLE: Prokaryotic or Eukaryotic Cell
(A)UDIENCE: Another Prokaryotic or Eukaryotic Cell
(F)ORMAT: Dating Ad
(T)OPIC: Description of Prokaryotic/Eukaryotic Cells
(S)TRONG VERB: to INFORM

2nd Quarter - Common Assessment #1 Remediation

2010-11-23T10:38:00.007-05:00

What is remediation?
Remediation is the reteaching or relearning of materials already covered inside the classroom, to help students gain a grasp on ideas or concepts they did not pass in previous teaching.

How do I know if I need remediation?
Student's scores for each standard is posted on Oncourse (MyGrade Portal). ALL students and parents should have their log-in information, it is the same as last year. If you do not have your log in information you may contact curriculum to gain that information. The school phone number is (904) 381-3930. If on campus, go by room 107. On Oncourse look at the assignments labeled "SC.912.L.18.12", "SC.912.L.18.1", and "SC.912.18.11". Students who scored below 6 on any standard associated with the common assessment will be required to complete remediation. Students who scored below a 10 have the option of doing remediation for the specific standard to improve their grade.

What is being remediated right now?
Remediation is available for the standards associated with Biochemistry, which was covered on Common Assessment #1 for the 2nd Quarter. These standards are:

SC.912.L.18.12 Discuss the properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four categories of biological macromolecules.

SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors such as pH and temperature, and their effect on enzyme activity.

What are the remediation assignments?

"Properties of Water Concept Map" (Standard: SC.912.L.18.12)
PART 1: Draw a concept map for the Properties of Water to include at least the following terms: Acids, Adhesion, Bases, Bleach, Buffers, Cohesion, Covalent Bond, Hydrogen, Hydrogen Bonds, Lemon Juice, Milk of Magnesia, Mixture, Ocean Water, Oxygen, pH, Polarity, Properties of Water, Pure Water, Rain Water, Solute, Solution, Solvent, Stomach Acid, and Suspension. Include a fact with each term. See picture below for an example.

PART 2: Answer the following questions:
1. Suppose you wanted to increase the pH of a solution. What could you add to the solution to increase the pH? Explain your prediction.
2. Silica is a hard, glassy material that does not dissolve in water. Suppose sodiuam chloride is accidentally mixed with silica. Describe a way to remove the sodium chloride.

"Macromolecules" (Standard: SC.912.L.18.1)
PART 1: Make a compare/contrast table entitled "Four Groups of Organic Compounds." Column heads should read Group Name, Chemical Composition, Examples, and Function in Living Things. Fill in the table with the appropriate information.
PART 2: Explain the levels of organization of each molecule beginning with the smallest structure (atomic level) to its largest structure (completed polymer).
PART 3: Suggest one or two simple experiments to determine whether a solid white substance is a lipid or a carbohydrate. What evidence would you need to support each hypothesis?

"Enzyme Activity" (Standard: SC.912.L.18.11)
PART 1: Answer the following questions:
1. Why is it important that energy releasing reactions take place in living organisms? Give an example of this process.
2. Changing the temperature or pH can change an enzyme's shape. Describe how changing the temperature or pH might affect the function of the enzyme in figure 2-21(see page 52 in text).
3. Explain why a lock and key are used to describe the way an enzyme works. Describe any ways in which the analogy is not perfect.
PART 2: Draw an energy-absorbing and an energy-releasing reaction. Label the reactants, products, activation energy, x-axis, and y-axis. Describe what would occur if an enzyme was utilized in the reaction and draw it's pathway with a different color.

When is the remediation assignments due?
Remediation will be due during class time on either Tuesday, December 7, 2010 or Wednesday, December 8, 2010.

What if the remediation is not turned in on time or not complete?
Only students completing the remediation completely and on time will be allowed to take the mini-quiz for that specific standard. Students will not be permitted to take the remediation mini-quizzes without the completed remediation assignment.

Lesson Plans 11/19-12/2/10

2010-11-23T09:22:00.006-05:00

Standards:
SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the processes of science.
SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions
SC.912.N.2.1 Identify what is science, and what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science)
SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.
Objectives:
1. Students can identify observations of cells that led to the cell theory
2. Students can identify and explain the three major concepts behind the cell theory
3. Student can explain the difference between a theory and a law
4. Students can develop a logical argument supporting the cell theory over the theory of spontaneous generation
Daily Essential Questions:
How does the development of the cell theory demonstrate the powerful nature of science and its ability to make statements with evidence to support them?
Agenda
2nd Quarter - Common Assessment #1 (11/19-22/10)
Engage: "Skamming" (Skim/Scan) for Section 7-1, "Are All Cells Alike?"
Explore: RAFT - Prokaryote/Eukaryote Dating Ad
Explain: "Cornell Notes+" for Section 7-1
Extend: Black Box Model (LAB)
Evaluate: Teacher Observations, Discussion, and Quiz on Cell Theory
Homework: "How well do I know these words?" for Section 7-1

Nutrition Questions

2010-11-17T08:40:00.002-05:00

1. List three foods that would provide a good source of protein and explain why they are necessary for good bodily function.
2. List three foods that would provide a good source of carbohydrates and explain why they are necessary for good bodily function.
3. List three foods that would provide a good source of fats and explain why they are necessary for good bodily function.
4. Why is it important not to take more than the recommended amount of certain vitamins?
5. Why do you think some cities and towns add fluoride to their water supplies?
6. Fad diets that boast of rapid weight loss often become popular. Many of these diets involve eating only a limited variety of foods. Explain why these diets are an unhealthy way to lose weight.
7. In some countries, people have diets that contain more complex carbohydrates and fewer fats and proteins than the typical American diet. What are two reasons such diets might be healthier than the typical American diet?

Lesson Plans 11/16-18/10

2010-11-17T08:29:00.002-05:00

Standards:
SC.912.L.18.2 Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.
SC.912.L.18.3 Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo.
SC.912.L.18.4 Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.
Objectives:
1. Students can identify the functions and sources of the four basic macromolecules (carbohydrates, lipids, proteins, and nucleic acids).
Daily Essential Questions:
Why do different types of carbon chains meet our needs?
Agenda
Engage: "How healthy is your diet?"
Explore: Nutrition Questions
Explain: Teacher led Food Pyramid Discussion
Extend: Essential Nutrients Brochure
Evaluate: Teacher Observation and Discussion
Homework: Study for Common Assessment #1

Important Date Information

2010-11-15T08:36:00.003-05:00

COMMON ASSESSMENT #1: The first common assessment will be on Friday, November 19, 2010 and Monday, November 22, 2010. While Fall Break begins on Wednesday (Weather Day) students are expected to attend school on Monday. The Common assessment will cover the biochemistry in Chapter 2 of the textbook, which includes the properties of water (and pH), carbon compounds (structure & function), and enzyme reactions.

HONORS PROJECT: Honors Project forms are being given out to class. The form is due to Mr. Ison by Tuesday, November 23, 2010. If students are going to be out the week of Thanksgiving, the form is to be turned in BEFORE the student goes for Thanksgiving. Also due is an "Experiment Design." The experiment design shall include the problem, materials needed, and the procedures (or design) of the experiment. For examples of "Experiment Design" see the "Design an Experiment" at the end of each chapter. Two words of warning, these cannot be used as the honors project and the honors project will likely require more procedures/directions than the "Design an Experiment" shows.

Students may work in groups, but the group has to be with the student's normal classroom group.

Students may pick topics in the following categories: Biology, Chemistry, Earth/Space Science, Engineering, and Physics. Note: Experts in each field will be utilized when grading.

Lesson Plans 11/10-15/10

2010-11-15T08:18:00.001-05:00

Standards:
SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four categories of biological macromolecules.
SC.912.L.18.2 Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.
SC.912.L.18.3 Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo.
SC.912.L.18.4 Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.
SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure.
SC.912.P.8.12 Describe the properties of the carbon atom that make the diversity of carbon compounds possible.
Objectives:
1. Students can tell the role of monomers in forming polymers.
2. Students can draw the structures, identify the functions functions and sources of the four basic macromolecules (carbohydrates, lipids, proteins, and nucleic acids).
3. Students can draw the formula representations elements and compounds.
4. Students can describe the role of the carbon atom in building larger carbon based molecules.
Daily Essential Questions:
Why can we all be considered carbon-based life forms? Why do different types of carbon chains meet our needs?
Agenda
Reteach & Remediation of Macromolecules (Sect 2-3)
Directions:
A. Draw the molecular formula for each macromolecule (see Mr. Ison for drawing of Nucleic Acid or search "nucleic acid molecular formula" in google images, be sure to pick one that shows the nitrogenous base, 5-carbon sugar, and phosphate group). Identify what makes this structure unique.
B. Write out the functions of each macromolecule.
Homework: Review Macromolecules molecular structures and functions.

Lesson Plans 11/3-9/10

2010-11-05T08:11:00.003-04:00

Standards:
SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors such as pH and temperature, and their effect on enzyme activity.
Objectives:
1. Student can draw a representation of chemical reactions in formulas and explain it in words.
2. Student knows the role of catalysts in chemical reactions and the role of enzymes in organisms.
3. Student knows how pH and temperature affect enzyme activity.
4. Student can interpret a graph of the effect of an enzyme on the activation energy in a chemical reaction.
Daily Essential Questions:
Why are the actions of enzymes important to us?
How can changes in an enzyme‟s surroundings influence its action?
Agenda
(11/3-4/10)
Engage: "Lock and Key"
Explore: Jigsaw - Chemical Reactions and Enzymes
(11/7-8/10)
Explain: Teacher Reviews Chemical Reactions and Enzymes
Extend: Analysis of Enzyme Activity
Evaluation: Quiz on Section 2-4
Homework: Complete Analysis of Enzyme Activity

Lesson Plans 10/28-11/2/10

2010-11-01T07:52:00.002-04:00

Standards:
SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four categories of biological macromolecules.
SC.912.L.18.2 Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.
SC.912.L.18.3 Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo.
SC.912.L.18.4 Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.
SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure.
SC.912.P.8.12 Describe the properties of the carbon atom that make the diversity of carbon compounds possible.
Objectives:
1. Students can tell the role of monomers in forming polymers.
2. Students can draw the structures, identify the functions functions and sources of the four basic macromolecules (carbohydrates, lipids, proteins, and nucleic acids).
3. Students can draw the formula representations elements and compounds.
4. Students can describe the role of the carbon atom in building larger carbon based molecules.
Daily Essential Questions:
Why can we all be considered carbon-based life forms? Why do different types of carbon chains meet our needs?
Agenda
Engage: What is Carbon?
Explore: Students take Cornell Notes on Section 2-3
Explain: Teacher-led discussion of Monomers & Polymers
Extend: Student Presentations on Carbon Compounds
Evaluation: Carbon Compounds Quiz
Homework: Section 2-3 Assessment (periods 1, 3, & 7 only)

Lesson Plans 10/21-27/10

2010-10-27T08:11:00.001-04:00

Standards:
SC.912.L.18.12 Discuss the properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.
Objectives:
1. Students understand the properties of water (polarity, solubility, cohesion, adhesion, changes in state, pH) due to its molecular structure.
2. Students can identify and explain covalent, ionic, and hydrogen bonds.
Daily Essential Questions:
How does water enable you to survive?
Agenda
Common Assessment #3 (10/21-22/10)
Engage: Water, Water, Everywhere
Explore: Cornell Notes on Section 2-2
Explain: Teacher led-discussion on Properties of Water
Extend: Properties of Water
Evaluation: Teacher observation and student discussion
Homework: What other molecule besides water floats as a solid on its own pure liquid state? (Ice:Water::___:___)

Lesson Plans 10/15-20/10

2010-10-18T08:38:00.002-04:00

Standards:
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
Objectives:
Students know renewable and non-renewable resources such as water, energy, fossil fuels, wildlife, and forests and can evaluate the costs and benefits of their loss.
Daily Essential Questions:
How do the needs and wants of humans affect their surroundings?
Agenda
Engage: "Invading Species"
Explore: Student-led discussion of "Invading Species"
Explain: Section 6-3 Cornell Notes
Extend: "Writing in Science" p. 155
Evaluation: Teacher Observation
Homework: Finish "Writing in Science" p. 155

Common Assessment #3

2010-10-14T14:10:00.002-04:00

Standards on Common Assessment #3
SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

Associated Sections
1. Know "Community Interactions" in Section 4-2
2. Be able to analyze and explain population graphs (Chapter 5)
3. Know the impact of human activities on the ecosystem (Section 6-1)
4. Know the impact of renewable and non-renewable resources (Section 6-2)
5. Know the rewards and benefits biodiversity and the impact of threats on biodiversity (Section 6-3)

Lesson Plans 10/9-14/10

2010-10-12T08:38:00.001-04:00

Standards:
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
Objectives:
Students know the factors that affect biodiversity, that affect the ozone layer and global climate, and the importance of sustainable development (sustainability).
Daily Essential Questions:
How do the needs and wants of humans affect their surroundings?
Agenda
Engage: "You and Your Community" p. 143
Explore: Investigation of Resources
Explain: Teacher-led discussion Resources & Sustained Development
Extend: "Writing in Science" p. 149
Evaluation: Teacher Observation and Discussion
Homework: Finish "Writing in Science" p. 149

Common Assessment #2 Recovery

2010-10-07T13:28:00.002-04:00

L.17.10
"L.17.10 Recovery"
Diagram and explain, in paragraph form, the water, carbon, and nitrogen cycle. Be sure to label all the processes and draw the arrows pointed in the direction in which matter moves. For example, Carbon travels from CO2 in the atmosphere to plants by the process of photosynthesis. An arrow should go from the label "CO2" to the "Tree" and the arrow should be labeled "Photosynthesis."

L.17.4
"L.17.4 Recovery"
Write a 5 paragraph explanatory paper explaining how seasonal variations, climate changes, and succession help shape the ecosystems. Be sure to explain how seasonal variations, climate changes, and successions are caused in your paper.

L.17.2
"L.17.2 Recovery"
Create a table comparing the 6 factors (chemistry, geography, light, depth, salinity, and temperature) and life for the 11 aquatic ecosystems (running water, standing water, wetlands, unique wetlands, salt marshes, mangrove swamps, coastal ocean, continental ocean, coral reefs, open ocean, and benthic zone). Draw a venn diagram for each factor (except geography, focus on oxygen levels for chemistry) comparing what life is found in each condition. For example, a venn diagram for salinity may have a circle for freshwater overlapping with a circle for salt water, where the overlapping area is brackish water. You would then write the name (common names are acceptable v. scientific names) of an organism in each portion of the venn diagram.