Introductory Biology Assignments

WEEK 12-18 through 12-20

*TTW=the teacher will

*TSW=the students will

* All students present during the final exam WILL take the exam whether exempt or not. If students are exempt then the grade on the final will only help their average not hurt them.

DAY 1

1^st block

OFF block

2^nd block

TSW walk in the room and pass up their review guides to the teacher. TSW start their final exam.

3^rd block

TSW ask any questions that they may have about the final review. Students can work on another review for a different class if they need to. Students can go to another teacher’s room to finish up makeup work if needed IF they have a pass from that that teacher. TSW work on an activity called “The Science of Christmas”.

4^th block

TSW ask any questions that they may have about the final review. . Students can work on another review for a different class if they need to. Students can go to another teacher’s room to finish up makeup work if needed IF they have a pass from that that teacher. TSW work on an activity called “The Science of Christmas”.

DAY 2

• Different schedule for today.

3^rd block

TSW walk in the room and pass up their review guides to the teacher. TSW start their final exam.

4^th block

TSW walk in the room and pass up their review guides to the teacher. TSW start their final exam.

3^rd block

TSW finish any makeup work that they might have. The students can go to another teacher’s room IF they have a pass from that teacher to go there. TSW work on an activity called “The Science of Christmas”.

4^th block

TSW finish any makeup work that they might have. The students can go to another teacher’s room IF they have a pass from that teacher to go there. TSW work on an activity called “The Science of Christmas”.

DAY 3

Make up day. Only students required to come are those who have makeup work to perform. TSW be allowed to go to another teacher’s room to finish make up work as long as they have a pass from that teacher. TSW work on an activity with the respiratory system (using their book).

WEEK 17 12-4 through 12-8

*TTW=the teacher will

*TSW=the students will

DAY 1

TSW walk in the door and get a bell ringer template. TSW put their cell phones in the cell phone parking lot. TSW work on the bell ringer. TTW go over the bell ringer and go over what we will do for the day. TSW finish their notebooks and complete the four questions posted on the board. TSW then get the rest of their vocabulary. Some they already have and just need to highlight in their notes. While the students are doing this, TTW pass out the work from last week. TTW take up the work from last week. TTW review the four questions with the students. TTW review the worksheet 3.1 with the students from last week.

DAY 2

TSW walk in the door. TSW put their cell phones in the cell phone parking lot. TSW work on the bell ringer. TTW go over the bell ringer and go over what we will do for the day. TTW go over the lecture on producers/consumers and relationships with the students. TSW follow along taking notes in their note skeletons. TTW go over the worksheet 3.2 with the students.  TSW be given instructions to fill out an addition to the notebook on symbioses.  TSW title and draw their on food web.  Work will be individually today.  Unless teacher leads (review of worksheet 3.2).  TSW finish getting vocabulary at this time and those through will quiz one another quietly.

DAY 3

TSW walk in the door. TSW put their cell phones in the cell phone parking lot. TSW work on the bell ringer. TTW go over the bell ringer and go over what we will do for the day. TTW go over the lecture on food chains and food webs. TSW follow along taking notes in their note skeletons. TTW go over worksheet 3.3 and 3.4 with the students.  TTW play a video on the cycles of matter for the students.  TTW start the lecture on cycles of matter depending on the amount of time left in the class.  Also, TSW start their illustration of the water cycle. TSW quiz each other on vocabulary or finish getting all the vocabulary at this point.

DAY 4

TSW walk in the door. TSW put their cell phones in the cell phone parking lot. TSW work on the bell ringer. TTW go over the bell ringer and go over what we will do for the day. TTW go over nutrient cycles with the students. TSW follow along taking notes in their note skeletons. TSW work on drawing an illustration for the nutrient cycles and will explain what is going on in the illustration. TTW review the symbiotic relationship page with the students and we will share our illustration and explain them to the class.  TSW study vocabulary or start on the land biomes pages depending on the amount of time left in class.

DAY 5

TSW walk in the door. TSW put their cell phones in the cell phone parking lot. TSW work on the bell ringer. TTW go over the bell ringer and go over what we will do for the day. TSW study for their vocabulary quiz and then take the quiz. TTW go over the major biomes with the students and the students will write down short notes in their interactive notebooks on the major land and aquatic biomes. TSW begin an activity associated with the major biomes for their interactive notebooks.

WEEK 11-13/11-17

*TTW=the teacher will

*TSW=the students will

DAY 1

TSW walk in the room and get their bell ringer template. TSW put their cell phones in their cell phone parking lot. TSW begin to work on their bell ringers. TTW tell the students to go over their vocabulary terms individually or with their seat neighbor. TSW work on this and checking their worksheet form last Friday, while TTW pass out the work from last week. TTW be walking around the room getting with students about makeup work or work that they do not have turned in. TTW remind the students about sweet potatoes for extra credit, vocabulary quiz on Wednesday, and the test scheduled for Friday. TTW go over the vocabulary words with the students (verbally). TTW go over the worksheet form last Friday with the students. TSW watch the following videos: “Taxonomy: Life’s Filing System”, “Animal classification for children Classifying vertebrates and invertebrates for kids”, and “Old and Odd: Archaea Bacteria and Protista”. TSW will fill in a worksheet while watching. TTW take this up from the students. TTW stop and review the material presented in the videos periodically with the students.

DAY 2

TSW walk in the room and put their cell phones in the cell phone parking lot. TSW begin working on their bell ringers. TTW go over the bell ringers.  TSW finish the video presentations from yesterday, turning in the worksheets.  TTW Go over the vocabulary with the students afterwards.  TTW lead the students in completion of a worksheet on cladograms.  The teacher and students will work on completing the worksheet together.

DAY 3

TSW walk in the room and put their cell phones in the cell phone parking lot. TSW begin working on their bell ringers. TTW go over the bell ringers.  TSW study for their vocabulary quiz.  TSW take the vocabulary quiz.  TSW will finish up the video activity from yesterday, very quickly.  TTW lead the students in the completion of a activity on cladogram construction.  TSW start on a worksheet aimed at getting them ready for their test on Friday (basically a review guide).  TTW go over specific aspects with the students.

DAY 4

TSW walk in the room and put their cell phones in the cell phone parking lot. TSW begin working on their bell ringers. TTW go over the bell ringers.  TSW work in small teacher appointed groups to complete the questions which go along with cladograms.  TTW get with anyone who wasn't in class yesterday at this point.  TTW go over them quickly with the students (questions).  TSW start the review guide for the test tomorrow.  TTW cover any material with the students that is important to remember for their exam tomorrow.  TSW watch a video on the characteristics of plants with any additional time.

DAY 5

TSW walk in the room and put their cell phones in the cell phone parking lot. TSW begin working on their bell ringers. TTW go over the bell ringers. TSW pass the bell ringers up to the front of the row.  TSW review the information covered in the review guide from yesterday and their vocabulary.  TTW cover important concepts that we did not get to in class yesterday.  TSW take the test on classification.  TSW be given a chapter mystery to work on afterwards.  TTW discuss this with the class.  

WEEK 11-6/11-10

*TTW=the teacher will

*TSW=the students will

DAY 1

TSW walk in the door and get a bell ringer template. TSW put their cell phones in the cell phone parking lot. TSW work on the bell ringer. TTW go over the bell ringer. TTW pass out the daily work from last week for the students to look at. TTW go over the vocabulary terms using the vocabulary review from last week. TTW take up daily grades from last week. TSW take the quiz on the vocabulary terms. TTW go over worksheet 16.3/16.4. TSW will be reminded that they will have a test on evolution the next day. The teacher will play a review game with the students using the quiz application Kahoot. TSW divide up into groups of 3-4 and TTW write a statement on the over head projector.  If the students do not have a cellular device the teacher will monitor their answers, while they use pencil and paper.  TSW put their cell phones back up immediately following playing. The winners will get their choice of a bracelet or piece of candy. This will be done only if time remains during the day.

DAY 2

TSW walk in the room and start working on their bell ringer. TTW go over the bell ringer. TSW review shortly if they have any questions or would like to review shortly for 10-15 minutes. TSW take the test on evolution. TSW do the vocabulary for the chapter on organization. TSW do this in their interactive notebooks.

DAY 3

TSW walk in the room and start working on their bell ringer.  TTW pass out the test and quiz to the students, so that they can see what they made.  TTW go over the bell ringer for Monday, Tuesday, and Wednesday.  TSW finish getting their vocabulary and TTW call students up to hand their test back in (TTW record them in the grade book and file them).  TSW do the notes on classifying organism’s slides 1-14.  TSW watch a short video on the dichotomous key.  TTW do the first two problems with the class.  TSW work on a dichotomous key activity. TTW lead the students in a verbal review of the vocabulary. TSW do an exit ticket activity on the dichotomous key.

DAY 4

TSW walk in the room and start their BR.  TTW go over the bell ringer.  The students will finish up their dichotomous key activity for about 10-15 minutes.  TSW watch a video on classification from the amoeba sisters.  TTW go over the rest of the vocabulary with the students.  TTW verbally review the vocabulary with the students.  TTW go over lecture slides 15-45 with the students.  TSW follow along taking notes and discussing with the teacher as we go along.

DAY 5

TSW walk in the room and start working on their bell ringer. TTW go over the bell ringer.  TSW pass up the bell ringers to the front of the row.  TTW take them up.  TTW finish going over notes from yesterday and TSW follow along taking notes in their note skeletons.  TSW work on a  worksheet on classification using their notes and we will go over it as a class together.  TTW tell the students that they have a test next Friday and a vocabulary quiz next Wednesday.  TTW remind the students that next Wednesday is the last day for them to bring large cans of sweet potatoes for extra credit.  

WEEK 11 Oct. 16→20

*TTW=the teacher will

*TSW=the students will

DAY 1

TSW walk in the room and get their bell ringers.  TSW begin to work on their bell ringers.  TTW pass out work from last week for students to look at.  TTW take the work back up.  TTW review DNA & replication with the students.  TTW allow students to present the slides to the class and ask questions to further probe their knowledge.  TSW be instructed to take turns speaking and raise their hands before this begins.  TTW pass out worksheet 12.3 (on DNA replication) to the students and the students will work on it individually, using all their material to complete if needed.  The student absent Friday will get their information for their DNA replication foldable.  Once the students who were absent Friday have gotten their foldables complete, we will review vocabulary terms using Kahoot.  Students will be allowed to use their cell phones for this.  Those who do not may take the quiz mentally or with pencil and paper.  TSW put their cell phones up after this and we will begin to go over worksheet 12.3.  TTW call on students to read the question and answer it (TSW be called on to put the answer on the whiteboard when necessary).  TTW explain the answer further when applicable.  With remaining time the teacher will quiz the students on their foldables about DNA structure and DNA replication.

DAY 2

TSW walk in the room and put their cell phones in the cell phone parking lot.  TSW start working on their bell ringers.  After taking attendance TTW go over the bell ringers.  We will review vocabulary terms using Kahoot.  Students will be allowed to use their cell phones for this.  Those who do not may take the quiz mentally or with pencil and paper.  TSW put their cell phones up after this.  TTW go over the lecture on RNA & protein synthesis (transcription and translation).  TSW follow along taking notes in their note skeletons.  TSW start worksheet 13.1 (on RNA) individually.

DAY 3

TSW walk in the room and put their cell phones in the cell phone parking lot.  TSW start working on their bell ringers.  After taking attendance TTW go over the bell ringers.   We will review vocabulary terms using Kahoot.  Students will be allowed to use their cell phones for this.  Those who do not may take the quiz mentally or with pencil and paper.  TSW put their cell phones up after this.  TSW take the quiz on the vocabulary terms.  TTW walk around and collect the vocabulary quizzes from the students once they are finished.  TSW finish working on worksheet 13.1 quietly.  TTW go over worksheet 13.1 with the students.  TTW play a short video on the processes of transcription and translation using YouTube.

DAY 4

TSW walk in the room and put their cell phones in the cell phone parking lot.  TSW start working on their bell ringers.  After taking attendance TTW go over the bell ringers.  TTW finish any activities from Wednesday with the students that we did not get to and TSW complete a review guide for the test on DNA, DNA replication, and protein synthesis together working in teacher appointed groups.  This will be for a daily grade.  TTW be walking around periodically helping the students locate certain information from their materials (lecture notes, worksheet, and interactive notebook).  TTW go over the answers to the review guide with the students and answer in questions they might have. We will review vocabulary terms using Kahoot.  Students will be allowed to use their cell phones for this.  Those who do not may take the quiz mentally or with pencil and paper.  TSW put their cell phones up after this. 

TESTABLE material (for TEST TOMORROW)

-Vocabulary

-Lecture notes

-Worksheets

-Interactive notebook

-Study guide is best resources

DAY 5

TSW walk in the room and put their cell phones in the cell phone parking lot.  TSW start working on their bell ringers.  After taking attendance TTW go over the bell ringers. TSW pass their bell ringers to the front of the room and TTW take them up for a daily grade.   TSW be given about thirty minutes to review their notes quietly or play Kahoot.  Review activities will depend on the request of the class.  TTW take up the review guides for a daily grade.  TSW take the test on DNA, DNA replication, and protein synthesis.  TSW begin to do the vocabulary for the next section.

WEEK 10 Oct. 9-13

*TTW=the teacher will

*TSW=the students will

*Cell phone points will now be awarded for each unit test, as long as the student turn in his/her cell phone every day before that unit test. Cell phone points will not be awarded if any student has had their cell phone confiscated by the teacher during that grading period.

DAY 1

TSW pick up their bell ringers once they walk in the door and begin working on them. TTW pass out the lecture notes on DNA versus RNA. TSW follow along taking notes in their note skeletons. TTW then pass out the foldable on DNA and lead the students in taking down necessary information. TSW color their foldable and paste them together. TSW finish getting their vocabulary words and be going over them or the foldable on the structure of DNA. The teacher will quiz the students using the foldable on DNA.

DAY 2

Student holiday, REPORT CARD PICK UP DAY!!

DAY 3

TSW walk in the door and complete their bell ringers. TTW go over the bell ringer. TTW lead the students in completion of worksheet 12.2 on the structure of DNA. TTW appoint the students certain passages to read aloud. TTW let the students begin working using the information from the text and their foldable. TTW go over certain questions once most students have gotten to them. TTW be walking around the room making sure students stay on task. . TTW lead the student in reviewing their vocabulary words using the quiz application Kahoot. TSW team up or work individually to complete this activity. Students who do not have a cell phone or enough data will follow along quizzing themselves or will complete the quiz using pencil and paper. TSW return their cell phones to the cell phone parking lot. The teacher will go over the lecture on DNA replication with the students. TSW follow along taking notes in their note skeletons. TTW play a short video on DNA replication from YouTube. TTW give the students the necessary information to complete their foldable on DNA replication and the students will label the necessary enzymes and TTW quiz the students on DNA replication using their foldable.

DAY 4

TSW walk in the door and complete their bell ringers. TTW go over the bell ringer. TSW finish their foldable on DNA replication from yesterday and the teacher will quiz the students on DNA replication. . TTW lead the student in reviewing their vocabulary words using the quiz application Kahoot. TSW team up or work individually to complete this activity. Students who do not have a cell phone or enough data will follow along quizzing themselves or will complete the quiz using pencil and paper. TSW return their cell phones to the cell phone parking lot. TSW complete worksheet 12.3 using the information from the text and their foldable on DNA replication. TTW appoint students to read the text aloud to the class. TSW complete the worksheet. TTW go over answers and theory once students get to a certain point. TTW be walking around the room making sure everyone is staying on task.

DAY 5

60% day, HOMECOMING, no homeroom

TSW walk in the door and complete their bell ringers. TTW go over the bell ringer. TTW quiz the students on the Structure of DNA and DNA replication using their foldables. TTW lead the student in reviewing their vocabulary words using the quiz application Kahoot. TSW team up or work individually to complete this activity. Students who do not have a cell phone or enough data will follow along quizzing themselves or will complete the quiz using pencil and paper. TSW return their cell phones to the cell phone parking lot. TSW complete a handout (12 Vocabulary and 13 vocabulary review) to review them on the vocabulary terms.

WEEK 9 Oct. 2-6

*TTW=the teacher will

*TSW=the students will

DAY 1

TSW walk in the room and get their bell ringer (putting their phones up as they walk past the cell phone parking lot).  TTW hand out last week’s test, bell ringers, and graded worksheet.  TSW do the bell ringer and the teacher will go over it with them.  TTW pass out the review guide numbers 1-24 to the students.  They will finish their vocabulary words and start looking through their old notes for the answers to the review guide.  TTW take back up last week’s graded work answering any questions the students might have about them.  TTW go over the answers for numbers 1-24 with the students.  TTW review the students on the vocabulary words for the midterm by using Kahoot (Inquiry and chemistry).

DAY 2

TSW walk in the room and start working on their bell ringers.  TTW go over the bell ringer.  TTW hand out questions 25-48 for the midterm review.   TSW be appointed into groups to work on questions 25-48 form their review guides.  TSW be given 30 minutes to complete the questions or whenever most groups have completed the required questions.  TSW use their old notes and interactive notebooks to complete the answers.  TTW go over the correct answers with the students.  TSW review the vocabulary using the quiz app Kahoot (cells and respiration).  TSW review their vocabulary words for the midterm at this point.

DAY 3

TSW walk in the room and start working on their bell ringers.  TTW go over the bell ringer.  TTW hand out questions 49-73 for the midterm review.  TSW be appointed into groups to work on questions 49-73.  TSW be given 30 minutes to complete the questions or whenever most groups have completed the required questions.  TTW go over the answers to the questions with the students.  TSW review their vocabulary words for the midterm at this point using the quiz app Kahoot (cell division, cellular respiration, and genetics).  TSW turn in their bell ringers before leaving the class today.

DAY 4

Midterm exams 2^nd & 4^th blocks

Students not taking the midterm may study quietly for their next block exam or work on vocabulary for the next section.  Students who are finished with both will begin to work on their interactive notebooks for DNA replication and protein synthesis.  Students that finish these activities will study quietly.

DAY 5

Midterm exams 1^st & 3^rd blocks

Students not taking the midterm may study quietly for their next block exam or work on vocabulary for the next section.  Students who are finished with both will begin to work on their interactive notebooks for DNA replication and protein synthesis.  Students that finish these activities will study quietly.

*TSW be allowed to get their cell phones to participate in the Kahoot quizzes only!

WEEK 8 Sept. 25-29

*TTW=the teacher will

*TSW=the students will

DAY 1

TSW get a bell ringer once they walk in the door and put up their cell phones (in the cell phone parking lot).   TSW work on the bell ringer.  TTW go over the bell ringer once attendance has been taken.  TTW pass out the quiz from last week along with the bell ringers.  TTW take this up once the students have reviewed them.  TSW watch a video on incomplete and codominance.  TTW pass out the lecture skeletons for genetics part 2.  TTW go over the lecture on genetics part 2.  TSW follow along filling out their note skeletons.  TSW go get their cell phones in an orderly fashion.  TTW pass out copy paper to the students so that they can create their own foldables of codominance, incomplete dominance, polygenic traits, and multiple allelic inheritance patterns.  TTW have useful definitions on the board and will show the students what to cut/paste.  TTW pass out worksheet 11.3 “other patterns of inheritance”.  TSW work on the worksheet when finished.  TTW be calling students up to grade their notebooks on the genetics vocabulary words done last week.  Once the teacher has graded the student’s notebooks we will review vocabulary.  TTW go over the vocabulary with the students using the quiz app Kahoot.  TSW work alone or individually.  Students who do not have a cell phone or have limited data will go over the quiz mentally or will use pencil and paper.  TTW clarify vocabulary words that students seem to be struggling with.

DAY 2

TSW walk in the room and begin their bell ringers.  TTW go over the bell ringer.  TTW go over the vocabulary with the students using the quiz app Kahoot.  TSW work alone or individually.  Students who do not have a cell phone or have limited data will go over the quiz mentally or will use pencil and paper.  TTW clarify vocabulary words that students seem to be struggling with.  TTW have the students read the passages aloud on the worksheet from yesterday or the teacher will read them aloud.  TTW go over the answers with rationale once the students have attempted them.  TTW pass out the worksheet “Practice: Incomplete and Codominance”.  TTW go over two example problems with the students and appoint them in groups to work quietly.  TTW be walking around the room discussing the problems with the students and helping them if they have questions.  TTW call groups to come up to the board to explain and perform the certain problems.

DAY 3

TSW walk in the room and begin their bell ringers.  TTW go over the bell ringer.  We will finish reviewing any problems that we did not cover Tuesday form the worksheet.  TTW pass out a worksheet “Practice: Multiple Alleles” to the students and we will work through it together.  TTW have students read the passages to the class and the teacher will give students time to attempt the problems then call on students to answer questions while the teacher works out the answers on the whiteboard.  TTW answer in problems and address any misconceptions at this time.  TTW go over the vocabulary with the students using the quiz app Kahoot.  TSW work alone or individually.  Students who do not have a cell phone or have limited data will go over the quiz mentally or will use pencil and paper.  TTW clarify vocabulary words that students seem to be struggling with.  TTW start the lecture on pedigrees at this time.

DAY 4

TSW walk in the room and begin their bell ringers.  TTW go over the bell ringer.  TTW briefly cover x-linked inheritance and sex-linked inheritance with the students.  TTW give a lecture on pedigrees with the students at this time.  TSW follow along filling out their notes on pedigrees.  TTW lead the completion of a worksheet on pedigrees with the students.  We will go through analyzing them the teacher will use the overhead and call on students.  TSW keep up with answers on their paper and TTW take them up at the end of the period.  TTW go over the vocabulary with the students using the quiz app Kahoot.  TSW work alone or individually.  Students who do not have a cell phone or have limited data will go over the quiz mentally or will use pencil and paper.  TTW clarify vocabulary words that students seem to be struggling with. 

DAY 5

TSW walk in the room and begin their bell ringers.  TTW go over the bell ringer.  TSW pass up their bell ringers and the teacher will collect them.  TTW review the students on genetics shortly and TSW be given a short amount of time to study for their test.  TSW take the test on genetics.  TSW be given their vocabulary for the nine weeks exam to begin working on afterwards. 

WEEK 7 Sept. 18-22

*TTW=the teacher will

*TSW=the students will

DAY 1

TSW walk in the door and get a bell ringer template. TSW start the bell ringer. TTW go over the vocabulary with the students using the quiz app Kahoot. TSW work alone or individually. Students who do not have a cell phone or have limited data will go over the quiz mentally or will use pencil and paper. TTW clarify vocabulary words that students seem to be struggling with. TSW go up to the front of the room and place their cell phones in the cell phone parking lot at this time. TTW go over the phases of mitosis and interphase with the students using their interactive notebooks. TTW give the students 10-15 minutes to review mitosis, interphase, and their vocabulary words. TSW take a quiz on mitosis, interphase, and the vocabulary words. TSW be instructed to finish up coloring and reviewing their interactive notebook foldable on meiosis once they are finished with the quiz. TTW walk around the room and take up the quizzes once the students are finished. TSW start worksheet 11.4 on meiosis once finished with their foldable.

DAY 2

TSW do the bell ringer and TTW go over the bell ringer. TTW lead the completion of worksheet 11.4. TSW read the passages aloud or TTW read the passage. TTW be walking around the room helping students locate information if needed and discussing. TTW go over specific questions once the students have attempted them. TTW pass out interactive notebook activity on genetics vocabulary words to the students and the students will cut them out and paste them. TTW also play a video on genetic from YouTube for the students to watch during this time. TSW look over their vocabulary words once they are finished copying and pasting them. The students can color the interactive notebook if they want to at this time. TTW pass out the note skeletons on genetics to the students. TTW begin the lecture on genetics “first part” on monohybrid crosses with the students. TTW lead the students in completion of practice problems “Monohybrid Cross Practice: Give Peas a Chance”.

DAY 3

TSW do the bell ringer and TTW go over the bell ringer. TTW finish leading the students in completion of practice problems. TSW be given a worksheet to complete individually. TTW be walking around answering questions and working out certain problems students seem to be struggling with. TSW take a quiz on monohybrid crosses. TTW take them up and pass them back out to other students. TSW correct any mistakes as the teacher works each problem out on the board. Half of the grade will be determined based off of the student’s behavior while performing this activity. TTW pass out the note skeletons for the lecture on genetics part two. TTW play a video off of YouTube about the different patterns of inheritance. TTW begin the lecture on the second part of genetics. TSW follow along completing their notes along with the teacher.

DAY 4

TSW do the bell ringer and TTW go over the bell ringer. TTW finish the lecture on genetics the second part with the students. TTW lead the students in completion of worksheet 11.3. TSW read aloud or TTW. TTW be walking around the room directing students to certain parts of their notes and discussing with them. TTW go over certain questions as the students get to them. TSW be instructed to review their vocabulary terms once they are through with the worksheet. TTW read the definition aloud to the students and call on students to answer them. TSW be instructed to complete vocabulary foldable for the terms codominance, incomplete dominance, polygenic, and sex-linked inheritance patterns. TSW use printer paper and create a foldable during this activity. Students who finish early will be instructed to study their vocabulary terms.

DAY 5

TTW lead the students in completion of “Practice: Incomplete and Codominance”. TTW read the passages aloud or TSW read them aloud. This will be practice using punnett squares to determine possible offspring for traits that follow incomplete and codominance inheritance. TTW lead students in review of their vocabulary words using their interactive notebooks. TTW read the definition aloud and call on students to find the information in their notebooks. Volunteers will be encouraged, but all students are expected to participate. TTW go over x-linked inheritance and TSW write down the concepts on the back of their note packets. TSW begin a worksheet on complex inheritance parents. TSW be instructed to work in teacher assigned groups or individually depending on the class period. TTW be walking around the room helping students find information and discussing concepts with them. TTW go over certain question students seem to be struggling with. TTW discuss answers with students once everyone has finished (using the overhead projector and whiteboard).

WEEK 6 Sept. 11-15

*TSW=the students will

*TTW=the teacher will

DAY 1

TSW do the bell ringer and the teacher will go over the bell ringer. TSW finish their vocabulary words in their interactive notebooks. Once the students are finished TTW play a video on the cell cycle from YouTube. TTW be walking around the room and making sure the students are paying attention. TTW pass out the note skeletons to the students while they are watching the video. TTW go over the lecture on the cell cycle and TSW follow along taking notes with their note skeletons. TTW then pass out a worksheet on the cell cycle. TTW lead the students in completion of the worksheet. TSW take turns reading aloud or TTW read the passage aloud to the students. TSW use their notes and the passage from the worksheet to complete the cell cycle worksheet. TTW be walking around answer any questions students might have and discussing with them. TTW refer students to certain passages and their notes when applicable. TTW begin the lecture on mitosis and TSW take notes using their note skeletons.

DAY 2

TSW do the bell ringer and the teacher will go over the bell ringer. TSW finish their cell cycle worksheet from yesterday and TTW go over it with them. TTW explain how to complete the foldable with the students. TTW use his notebook as an example. TSW complete their foldable and the teacher will be helping guide students in the completion of the notebook. TSW use their foldables to review the material once they have finished. The teacher and students will review their vocabulary words using the quiz app kahoot. Students will work both alone and individually for this activity. TSW use their cell phones to do this. If a student does not have a cell phone or has limited data restrictions, then they will take the quiz mentally or on pencil and paper. TSW start the worksheet on mitosis. TSW read the worksheet aloud or TTW do this. TSW use their notes, notebook, and the passages from the worksheet to complete the worksheet.

DAY 3

TSW do the bell ringer and the teacher will go over the bell ringer. TSW finish their worksheet on mitosis from yesterday if not already finished. TTW go over the answers with the students. The teacher and students will review their vocabulary words using the quiz app kahoot. Students will work both alone and individually for this activity. TSW use their cell phones to do this. If a student does not have a cell phone or has limited data restrictions, then they will take the quiz mentally or on pencil and paper. TTW go over the interactive notebook with the students. TSW follow along using their interactive notebooks. TTW go over the lecture on reproduction with the students. TSW follow along taking notes in their note skeletons. The teacher and the students will go over a worksheet (on the board using the projector) about reproduction types. TTW read the passage aloud with the students. TSW use their notes and a short description about each organism to label it’s type of reproduction. TTW go over the correct answers with the students and the correct rationale. TTW start the lecture on meiosis with the students. TSW follow along with their note skeleton.

DAY 4

TSW do the bell ringer and the teacher will go over the bell ringer.

REALITY TOWN IS TODAY

Students not taking part in reality town will finish their foldable on mitosis if they are not already done and TSW will work on a vocabulary building activity.  TTW show the students how to go over their mitosis foldable and we will do this together as a class. The teacher and students will review their vocabulary words using the quiz app kahoot. Students will work both alone and individually for this activity. TSW use their cell phones to do this. If a student does not have a cell phone or has limited data restrictions, then they will take the quiz mentally or on pencil and paper. TSW watch a movie on Darwin and the history of evolution. TSW be asked to write a reflection on the movie.

DAY 5

TSW do the bell ringer and the teacher will go over the bell ringer. TSW pass their bell ringers to the front of the class and TTW take them up. TTW finish the lecture on meiosis and review from Wednesday. TSW follow along taking notes in their note skeletons. The teacher and students will review their vocabulary words using the quiz app kahoot. Students will work both alone and individually for this activity. TSW use their cell phones to do this. If a student does not have a cell phone or has limited data restrictions, then they will take the quiz mentally or on pencil and paper. TTW go over the notebook on mitosis with the students. TSW follow along with the teacher using the notebook. TSW be asked if they would like to stand up in front of the class and go over a certain phase of mitosis. TTW lead the students in the completion of a worksheet on meiosis. TSW read assigned passages or TTW read them aloud. TSW work on completing the worksheet using their notes, notebook, or the passage from the worksheet. TTW go over the correct answers.

HOMEROOM

TSW work on select practice Math ACT questions for the week. TTW go over them periodically throughout the week

TSW be able to use their cell phones as a calculator, but will be instructed to only be on a calculator application.

TTW review the math worksheet with the students each day except for on Monday.

Week 5 Aug. 4-8

TSW=the student will

TTW=the teacher will

DAY 1

Labor day no school

DAY 2

Teacher will pass out last week’s tests and bell ringers.  TTW pass out the notebooks for the students to look at their grades.  They will reflect on their current performance in their bell ringers.  TTW take up the test papers and old bell ringers along with one student helper.  The teacher will go over photosynthesis as a whole using the interactive notebooks for the students.  TSW be advised to do this every day at least after doing their bell ringers. TTW lead the students in going over a worksheet on photosynthesis.  Students will be asked to read the worksheet aloud or the teacher will do this.  TTW let the students review their vocabulary using the quiz app Kahoot.  We will do this individually.   TTW play the students a video on cellular respiration (on YouTube).  TTW go over the lecture on cellular respiration and TSW take notes in their note skeletons. 

DAY 3

TSW do their bell ringers upon entering the room.  The teacher will go over the bell ringer.  TTW finish up any of the lecture not finished from Tuesday.  TSW work on their cellular respiration foldable.  Anyone who is finished will be asked to study their foldable on cellular respiration and photosynthesis.  Once the students are finished the teacher will go over the cellular respiration process using the foldable.  The students will be advised to do the same daily.  The students will review their vocabulary using the quiz app Kahoot.  TTW lead the students in the completion of a worksheet on cellular respiration.

DAY 4

TSW do their bell ringers.  TTW go over the bell ringers.  TSW start working on their review sheets in groups or individually.  The teacher will go over the review sheet question after certain time intervals.  TTW be walking around the room noting where most students are and helping the students locate their material.  TTW also discuss the information with the students.  TSW go over their vocabulary and their interactive notebooks quizzing themselves or their neighbors. 

DAY 5

TSW do their bell ringers.  TTW go over the bell ringers.  TSW pass them up to the front of the row once they are done.  TSW review their interactive notebooks and study guides once they are finished with the bell ringers.  TSW be able to ask the teacher any questions they might still have about the material.  TSW take the test on cellular respiration.  After the test TSW work on their vocabulary in their interactive notebooks.

Week 3

Aug. 21-25 2017

*TSW=the student will

*TTW=the teacher will

Day 1

TSW do the bell ringer.  TTW go over the bell ringer.  TTW pass out the vocabulary quizzes from Tuesday, so he students can see what they need to make sure they cover before the test tomorrow.  TSW work in groups to complete the review guide.  TSW use their notes to complete the review guide in small groups.  TTW review the vocabulary with the students once they have finished their review guides.  TSW be able to get 5 bonus points on their test if they complete the review guide.  TTW be walking around the room discussing the material with the students and helping them find their information.  TTW go over the review guide once everyone is finished.  The students who finish their review guide early my work on a water and enzyme foldable to go in their interactive notebooks.

Day 2

TSW do the bell ringer.  TTW go over the bell ringer.  TTW finish going over the review guide if not finished from yesterday.  TTW go over the vocabulary for chemistry.  TSW turn in their completed review guides.  TSW take the test chemistry.  TSW work on finishing their interactive notebooks.  If there is any time left the teacher will go over the vocabulary for the chapter on cells.

Day 3

TSW do the bell ringer.  TTW go over the bell ringer.  TTW go over the vocabulary for the chapter on cells.  TSW write down the blanks from their vocabulary skeletons.  TTW go over the lecture on cells.  TSW take notes on their note skeleton during the lecture.  With any left over time TSW begin working on their interactive notebooks (plant cell and animal cell components).

Day 4

TSW do the bell ringer.  TTW go over the bell ringer.  TSW go over the vocabulary with the teacher using Kahoot.  TSW complete their interactive notebooks for the parts of the animal cell and plant cell.  TSW be given a worksheet on parts of the cells to complete once they are through with their interactive notebooks.

Day 5

TSW do the bell ringer.  TTW go over the bell ringer.  TTW take up the bell ringers.  TTW go over the vocabulary with the students.  TSW leave their interactive notebooks with Mr. Furr so that they can be graded.  TSW watch the video on the parts of the cell.  TTW go over the parts of the cell worksheet with the students.  TTW give the lecture on movement in/ out of the cell.  TSW take notes on their note skeletons.  Any time left will be devoted to the student’s last chance to finish their notebooks or individual work on the cell movement worksheet. 

Week 2 08/14-08/18

Reminders

• vocabulary quiz Thursday
• composition book check Friday

Day 1

TSW look on the whiteboard to do their bell ringer.  It will say, “Finish your interactive notebook assignment from Friday.  If you are done study your vocabulary quietly.  I will pass out tests and bell ringers from last week.  When you get them tell me the following: 1.  How the grade makes you feel. 2. What you think YOU can do to make it better.”  Once this is done the students will continue to work on their interactive notebooks until everyone is done or 30 minutes has passed.  If they did not finish, then they should do this at home.  TTW give the students the note skeletons for the first chemistry notes section.  TTW lecture this and TSW follow along.  With any additional time TSW work on worksheet 1.  TTW work this with the students and go over certain sections of the worksheet.

Day 2

TSW work on the bell ringer once they walk in the room and TTW go over the bell ringer.  TTW finish the lecture form yesterday.  TSW finish worksheet 1 and TTW go over it.  TTW be walking around the room helping the students stay on task and discussing the worksheet.  TTW review the vocabulary words with the students after this.  We will watch a short video on the properties of water.  TTW go over the lecture on water molecules after this.  TSW follow along with the teacher, filling out their notes.  TSW work on the worksheet to further their understanding of atoms.  TTW give them a short time to read the information and we will go over the information together and individually for some parts.

Day 3

TSW work on the bell ringer once they walk in the room and TTW go over the bell ringer.  The students and teacher will finish the worksheet from yesterday (if not already finished).  TTW present the lecture on carbon compounds to the students.  TSW follow along, filling out their notes.  TTW give the students the worksheet on water.  TSW read the information and start the worksheet.  TTW answer questions about the worksheet and walk around the room discussing the worksheet with the students.  TTW go over the worksheet once most students are finished.  TTW review vocabulary with any additional time left in class.

Day 4

TSW work on the bell ringer once they walk in the room and TTW go over the bell ringer. TSW review their vocabulary once they are finished working on the bell ringer.  TTW pass out the vocabulary quiz to the students.  TSW take the vocabulary quiz.  TSW read the worksheet on carbon and macromolecules once they are finished and they will continue to work on it individually.  TTW go over the worksheet once they have finished.  TTW then go over the “Chemistry of life notes 2” with the students.  TSW follow along, filling out their notes. 

Day 5

TSW work on their bell ringer once they walk in the room and TTW go over the bell ringer.  TSW read the information about macromolecules and enzymes and work on the worksheet.  TTW go over the worksheet with the students.  TSW work on their interactive notebooks.  This will include their foldable on water and enzyme worksheets.  TSW review their notes if they are finished with this activity.  TSW have a vocabulary review puzzle to work on.