Biology 2023/2024 S2 Assignments
- Instructor
- Eli Furr
- Term
- 2023-2024 School Year
Upcoming Assignments
Due:
Week 18
Week 18
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
*second block will watch the lion king and complete a worksheet on the Ecological relationships present.
Monday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- Start Human Body Systems Project
Tuesday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- Continue to work on Human Body Systems Project
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- Start review for the final exam if not exempt.
- Continue to work on human body system project.
Thursday
- TSW come in and work on the bell ringer.
- TTW determine exemptions for students.
- Continue to work on the exam review.
- Continue to work on human body system project.
Friday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- Take the practice test to prepare for the exam.
- Turn in human body system project.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Past Assignments
Due:
Week 17
Week 17
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
*second block will watch the lion king and complete a worksheet on the Ecological relationships present.
Monday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW complete section 21.3 reading guide
Tuesday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW complete section 21.4 reading guide
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TSW complete reading guide 25.3
Thursday
- TSW come in and work on the bell ringer.
- TTW determine exemptions for students.
- TSW complete the reading guide 26.1
Friday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW work on questions from the book
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 16
Week
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
All
Monday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TTW lead students in reviewing before the statte test tomorrow.
Tuesday
- Students will take the Biology State Test
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over information on viruses.
- TSW complete a reading guide.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over information on protest.
- TSW complete a reading guide.
Friday
- TSW come in and work on the bell ringer.
- TTW go over information on fungi.
- TSW complete a reading guide.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 15
Week 15
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
All
Monday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW go over the review on cells.
- TTW go over the correct answers.
Tuesday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW go over the review on biomolecules.
- TTW go over the correct answers.
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the review on photosynthesis and cellular respiration.
Thursday
- TSW come in and work on the bell ringer.
- TSW complete the review on genetics.
- TTW go over the answers.
Friday
- TSW come in and work on the bell ringer.
- TTW lead students in completing practice state test style question with intermissions of vocabulary study time as well.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur
Due:
Week 14
Week 14
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.5 Students will Investigate and evaluate the interdependence of living organisms and their environment.
BIO.5.1 Illustrate levels of ecological hierarchy, including organism, population, community, ecosystem, biome, and biosphere.
BIO.5.2 Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem.
BIO.5.3 Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases on the carbon dioxide cycle and global climate.
BIO.5.4 Develop and use models to describe the flow of energy and amount of biomass through food chains, food webs, and food pyramids.
BIO.5.5 Evaluate symbiotic relationships (e.g., mutualism, parasitism, and commensalism) and other coevolutionary (e.g., predator-prey, cooperation, competition, and mimicry) relationships within specific environments.
BIO.5.6 Analyze and interpret population data, both density-dependent and density-independent, to define limiting factors. Use graphical representations (growth curves) to illustrate the carrying capacity within ecosystems.
BIO.5.7 Investigate and evaluate factors involved in primary and secondary ecological succession using local, real world examples.
BIO.5.8 Enrichment: Use an engineering design process to create a solution that addresses changing ecological conditions (e.g., climate change, invasive species, loss of biodiversity, human population growth, habitat destruction, biomagnification, or natural phenomena).* BIO.5.9 Enrichment: Use an engineering design process to investigate and model current technological uses of biomimicry to address solutions to real-world problems.*
Monday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW section 15 in the green and white workbook
*continue as time permits.
Tuesday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW section 16 in the green and white workbook.
*continue as time permits.
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TSW sedition 17 in the green and white workbook.
*continue as time permits.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW complete vocabulary review for section 12-17
*continue as time permits.
Friday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW take an open note quiz on section 12-17 and then the vocabulary part (closed note) for 12-17.
*continue as time permits.
*Students will study vocabulary words, and Boom cards as time permits.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 13
Week 13
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life.
BIO.4.1 Use models to differentiate between organic and chemical evolution, illustrating the steps leading to aerobic heterotrophs and photosynthetic autotrophs.
BIO.4.2 Evaluate empirical evidence of common ancestry and biological evolution, including comparative anatomy (e.g., homologous structures and embryological similarities), fossil record, molecular/biochemical similarities (e.g., gene and protein homology), and biogeographic distribution.
BIO.4.3 Construct cladograms/phylogenetic trees to illustrate relatedness between species.
BIO.4.4 Design models and use simulations to investigate the interaction between changing environments and genetic variation in natural selection leading to adaptations in populations and differential success of populations.
BIO.4.5 Use Darwin's Theory to explain how genetic variation, competition, overproduction, and unequal reproductive success acts as driving forces of natural selection and evolution.
BIO.4.6 Construct explanations for the mechanisms of speciation (e.g., geographic and reproductive isolation).
BIO.4.7 Enrichment: Construct explanations for how various disease agents (bacteria, viruses, chemicals) can influence natural selection. Biology
Monday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- Finish section 11 as needed per class.
Tuesday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- Continue through section 13
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- Review content for benchmark exam taken on tomorrow.
Thursday
BENCHMARK test for students
Friday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW finish section 13 and start section 14 on Ecology.
*Students will study vocabulary words, and Boom cards as time permits.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 12
Week 12
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life.
BIO.4.1 Use models to differentiate between organic and chemical evolution, illustrating the steps leading to aerobic heterotrophs and photosynthetic autotrophs.
BIO.4.2 Evaluate empirical evidence of common ancestry and biological evolution, including comparative anatomy (e.g., homologous structures and embryological similarities), fossil record, molecular/biochemical similarities (e.g., gene and protein homology), and biogeographic distribution.
BIO.4.3 Construct cladograms/phylogenetic trees to illustrate relatedness between species.
BIO.4.4 Design models and use simulations to investigate the interaction between changing environments and genetic variation in natural selection leading to adaptations in populations and differential success of populations.
BIO.4.5 Use Darwin's Theory to explain how genetic variation, competition, overproduction, and unequal reproductive success acts as driving forces of natural selection and evolution.
BIO.4.6 Construct explanations for the mechanisms of speciation (e.g., geographic and reproductive isolation).
BIO.4.7 Enrichment: Construct explanations for how various disease agents (bacteria, viruses, chemicals) can influence natural selection. Biology
Monday
Student holiday
Tuesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW continue through section 10 as time allows.
- TTW start section 11 as time permits.
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW continue through section 10 as time allows.
- TTW start section 11 as time permits.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TTW continue through section 10 as time allows.
- TTW start section 11 as time permits.
Friday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- Vocabulary quiz on section 10 and 11.
*Students will study vocabulary words, and Boom cards as time permits.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 11
Week 11
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.4 Students will analyze and interpret evidence to explain the unity and diversity of life.
BIO.4.1 Use models to differentiate between organic and chemical evolution, illustrating the steps leading to aerobic heterotrophs and photosynthetic autotrophs.
BIO.4.2 Evaluate empirical evidence of common ancestry and biological evolution, including comparative anatomy (e.g., homologous structures and embryological similarities), fossil record, molecular/biochemical similarities (e.g., gene and protein homology), and biogeographic distribution.
BIO.4.3 Construct cladograms/phylogenetic trees to illustrate relatedness between species.
BIO.4.4 Design models and use simulations to investigate the interaction between changing environments and genetic variation in natural selection leading to adaptations in populations and differential success of populations.
BIO.4.5 Use Darwin's Theory to explain how genetic variation, competition, overproduction, and unequal reproductive success acts as driving forces of natural selection and evolution.
BIO.4.6 Construct explanations for the mechanisms of speciation (e.g., geographic and reproductive isolation).
BIO.4.7 Enrichment: Construct explanations for how various disease agents (bacteria, viruses, chemicals) can influence natural selection. Biology
Monday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TTW go over section 12 on classification of organisms.
- TSW follow along taking notes in their workbook.
- TSW work through section 12
*continue as time permits.
Tuesday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- The class will continue working through section 12
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW lead students through completing a lab on cellular energy.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW complete the section 12 review and take a vocabulary quiz on section 12 words.
Friday
Student Holiday
*Students will study vocabulary words, and Boom cards as time permits.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 10
Week 10
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.3B Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.
BIO.3B.1 Demonstrate Mendel’s law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios by constructing Punnett squares with both homozygous and heterozygous allele pairs.
BIO.3B.2 Illustrate Mendel’s law of independent assortment using Punnett squares and/or the product rule of probability to analyze monohybrid crosses.
BIO.3B.3 Investigate traits that follow non-Mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles in human blood types, and sex-linkage).
BIO.3B.4 Analyze and interpret data (e.g., pedigrees, family, and population studies) regarding Mendelian and complex genetic traits (e.g., sickle-cell anemia, cystic fibrosis, muscular dystrophy, color-blindness, and hemophilia) to determine patterns of inheritance and disease risk.
Monday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over section 9 material with students..
*Study vocabulary as time permits
Tuesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over section 9 material with students.
*will continue as time permits
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over the review guide for genetics.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW finish section 8 and 9 review (open book) for a test grade (split with vocabulary taken tomorrow)
*students will study their vocabulary.
Friday
- TSW come in and work on the bell ringer “macromolecules”
- TTW go over the bell ringer.
- TSW take a vocabulary quiz on sections 8 & 9.
*Students will study vocabulary words, and Boom cards as time permits.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 9
Week 9
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.3C.1 Develop and use models to explain the relationship between DNA, genes, and chromosomes in coding the instructions for the traits transferred from parent to offspring.
BIO.3C.2 Evaluate the mechanisms of transcription and translation in protein synthesis.
BIO.3C.3 Use models to predict how various changes in the nucleotide sequence (e.g., point mutations, deletions, and additions) will affect the resulting protein product and the subsequent inherited trait.
BIO.3C.4 Research and identify how DNA technology benefits society. Engage in scientific argument from evidence over the ethical issues surrounding the use of DNA technology (e.g., cloning, transgenic organisms, stem cell research, and the Human Genome Project, gel electrophoresis).
BIO.3C.5 Enrichment: Investigate current biotechnological applications in the study of the genome (e.g., transcriptome, proteome, individualized sequencing, and individualized gene therapy).
BIO.3B.1 Demonstrate Mendel’s law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios by constructing Punnett squares with both homozygous and heterozygous allele pairs.
BIO.3B.2 Illustrate Mendel’s law of independent assortment using Punnett squares and/or the product rule of probability to analyze monohybrid crosses
Monday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over section 8.2 on dihybrid punnett squares.
- TSW follow along taking notes.
- TSW take the practice questions.
- TTW refview.
*TSW work on reviewing vocabulary for nine weeks exam.
Tuesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over section 9.1.
- TSW follow along taking notes.
- TSW complete the section.
*TSW work on reviewing vocabulary for nine weeks exam.
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW continue through section 9 as time permits.
*TSW work on reviewing vocabulary for nine weeks exam.
Thursday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW finish section 9.
- TSW complete sections 5, 6, 8, and 9 reviews.
*TSW work on reviewing vocabulary for nine weeks exam.
Friday
TSW take there nine weeks exam on biology terms.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 8
Week 8
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
*The students will take the benchmark exam.
Standards Covered
BIO.3A Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.
BIO.3A.1 Model sex cell formation (meiosis) and combination (fertilization) to demonstrate the maintenance of chromosome number through each generation in sexually reproducing populations. Explain why the DNA of the daughter cells is different from the DNA of the parent cell.
BIO.3A.2 Compare and contrast mitosis and meiosis in terms of reproduction.
BIO.3A.3 Investigate chromosomal abnormalities (e.g., Down syndrome, Turner’s syndrome, and Klinefelter syndrome) that might arise from errors in meiosis (nondisjunction) and how these abnormalities are identified (karyotypes).
BIO.3C Students will construct an explanation based on evidence to describe how the structure and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.
BIO.3C.1 Develop and use models to explain the relationship between DNA, genes, and chromosomes in coding the instructions for the traits transferred from parent to offspring.
BIO.3C.2 Evaluate the mechanisms of transcription and translation in protein synthesis. BIO.3C.3 Use models to predict how various changes in the nucleotide sequence (e.g., point mutations, deletions, and additions) will affect the resulting protein product and the subsequent inherited trait.
BIO.3C.4 Research and identify how DNA technology benefits society. Engage in scientific argument from evidence over the ethical issues surrounding the use of DNA technology (e.g., cloning, transgenic organisms, stem cell research, and the Human Genome Project, gel electrophoresis).
BIO.3C.5 Enrichment: Investigate current biotechnological applications in the study of the genome (e.g., transcriptome, proteome, individualized sequencing, and individualized gene therapy).
Monday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over information from sec. 6.
- TSW follow along working through problems and taking notes
Tuesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over information from sec. 7.
- TSW follow along working through problems and taking notes.
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over state test style questions with students related to content learned throughout the semester.
Thursday
*The students will take the benchmark exam.
Friday
- TSW come in and work on the bell ringer “macromolecules”
- TTW go over the bell ringer.
- TTW go over the content from sec. 8.
- TSW follow along taking notes and doing questions.
*Benchmark exam on Thursday
*Students will study vocabulary words, and Boom cards as time permits.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 7
Week 7
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.2.2 Develop models of the major reactants and products of photosynthesis to demonstrate the transformation of light energy into stored chemical energy in cells. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored.
BIO.2.3 Develop models of the major reactants and products of cellular respiration (aerobic and anaerobic) to demonstrate the transformation of the chemical energy stored in food to the available energy of ATP. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored.
BIO.2.4 Conduct scientific investigations or computer simulations to compare aerobic and anaerobic cellular respiration in plants and animals, using real world examples.
BIO.2.5 Enrichment: Investigate variables (e.g., nutrient availability, temperature) that affect anaerobic respiration and current real-world applications of fermentation.
BIO.2.6 Enrichment: Use an engineering design process to manipulate factors involved in fermentation to optimize energy production.*
Monday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over section 4.2, material
- TSW follow along, taking notes.
*will continue through section 4 as time permits.
Tuesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over the diagram on photosynthesis and cellular respiration.
- TSW answer questions as the teacher prompts them with the diagram.
*will continue through section 4 as time permits.
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over the diagram on photosynthesis and cellular respiration.
- TSW answer questions as the teacher prompts them with the diagram.
*will continue through section 4 as time permits.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW collaborate to complete the section 4 review
*will review vocabulary as time permits..
Friday
- TSW come in and work on the bell ringer “macromolecules”
- TTW go over the bell ringer.
- TTW review with the students.
- TSW take the test on cellular energy.
*will continue as time permits.
*TEST on Friday
*Students will study vocabulary words, and Boom cards as time permits.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 6
Week 6
TSW=the student will
TTW=the teacher will
*Test on cells and cell transport for Wednesday.
Standards Covered
BIO.1A.2 Describe the tenets of cell theory and the contributions of Schwann, Hooke, Schleiden, and Virchow.
BIO.1A.3 Using specific examples, explain how cells can be organized into complex tissues, organs, and organ systems in multicellular organisms.
BIO.1C Students will relate the diversity of organelles to a variety of specialized cellular functions.
BIO.1C.1 Develop and use models to explore how specialized structures within cells (e.g., nucleus, cytoskeleton, endoplasmic reticulum, ribosomes, Golgi apparatus, lysosomes, mitochondria, chloroplast, centrosomes, and vacuoles) interact to carry out the functions necessary for organism survival.
BIO.1C.2 Investigate to compare and contrast prokaryotic cells and eukaryotic cells, and plant, animal, and fungal cells.
BIO.1C.3 Contrast the structure of viruses with that of cells, and explain why viruses must use living cells to reproduce
BIO.1D Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.
BIO.1D.1 Plan and conduct investigations to prove that the cell membrane is a semi-permeable, allowing it to maintain homeostasis with its environment through active and passive transport processes.
BIO.1D.2 Develop and use models to explain how the cell deals with imbalances of solute concentration across the cell membrane (i.e., hypertonic, hypotonic, and isotonic conditions, sodium/potassium pump).
BIO.2 Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.
BIO.2.1 Use models to demonstrate that ATP and ADP are cycled within a cell as a means to transfer energy.
BIO.2.2 Develop models of the major reactants and products of photosynthesis to demonstrate the transformation of light energy into stored chemical energy in cells. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored.
BIO.2.3 Develop models of the major reactants and products of cellular respiration (aerobic and anaerobic) to demonstrate the transformation of the chemical energy stored in food to the available energy of ATP. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored. BIO.2.4 Conduct scientific investigations or computer simulations to compare aerobic and anaerobic cellular respiration in plants and animals, using real world examples. BIO.2.5 Enrichment: Investigate variables (e.g., nutrient availability, temperature) that affect anaerobic respiration and current real-world applications of fermentation. BIO.2.6 Enrichment: Use an engineering design process to manipulate factors involved in fermentation to optimize energy production.*
Monday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TSW finish sec 2 and 3 review as needed.
- TSW come in and start their review for their test.
Tuesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over the review guide to
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TSW take the exam on cells and cell transport.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TTW start on section 4 on cell energy
Friday
- TSW come in and work on the bell ringer “macromolecules”
- TTW go over the bell ringer.
- TSW continue working through section 4 on cellular energy.
*Students will study vocabulary words, and Boom cards as time permits.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 5
Week 5
Feb. 5- Feb. 9
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.1A.2 Describe the tenets of cell theory and the contributions of Schwann, Hooke, Schleiden, and Virchow.
BIO.1A.3 Using specific examples, explain how cells can be organized into complex tissues, organs, and organ systems in multicellular organisms.
BIO.1C Students will relate the diversity of organelles to a variety of specialized cellular functions.
BIO.1C.1 Develop and use models to explore how specialized structures within cells (e.g., nucleus, cytoskeleton, endoplasmic reticulum, ribosomes, Golgi apparatus, lysosomes, mitochondria, chloroplast, centrosomes, and vacuoles) interact to carry out the functions necessary for organism survival.
BIO.1C.2 Investigate to compare and contrast prokaryotic cells and eukaryotic cells, and plant, animal, and fungal cells.
BIO.1C.3 Contrast the structure of viruses with that of cells, and explain why viruses must use living cells to reproduce
BIO.1D Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.
BIO.1D.1 Plan and conduct investigations to prove that the cell membrane is a semi-permeable, allowing it to maintain homeostasis with its environment through active and passive transport processes.
BIO.1D.2 Develop and use models to explain how the cell deals with imbalances of solute concentration across the cell membrane (i.e., hypertonic, hypotonic, and isotonic conditions, sodium/potassium pump).
Monday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TSW work on finishing sec 2.4 and continue on through sec. 2.6
Tuesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TSW start section 3 work on cell membranes
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW continue through sec. 3 work.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW do a lab on movement across the cell membrane.
Friday
- TSW come in and work on the bell ringer “macromolecules”
- TTW go over the bell ringer.
- TSW work to complete section 2 and 3 reviews.
Due:
Week 4
Week 4
Jan 29 - Feb 2
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Upcoming Test/quiz on cell organelles and sec. 2 vocabulary planned for Friday February 2 2024
Standards Covered
BIO.1A.2 Describe the tenets of cell theory and the contributions of Schwann, Hooke, Schleiden, and Virchow.
BIO.1A.3 Using specific examples, explain how cells can be organized into complex tissues, organs, and organ systems in multicellular organisms.
BIO.1C Students will relate the diversity of organelles to a variety of specialized cellular functions.
BIO.1C.1 Develop and use models to explore how specialized structures within cells (e.g., nucleus, cytoskeleton, endoplasmic reticulum, ribosomes, Golgi apparatus, lysosomes, mitochondria, chloroplast, centrosomes, and vacuoles) interact to carry out the functions necessary for organism survival.
BIO.1C.2 Investigate to compare and contrast prokaryotic cells and eukaryotic cells, and plant, animal, and fungal cells.
BIO.1C.3 Contrast the structure of viruses with that of cells, and explain why viruses must use living cells to reproduce
BIO.1D Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.
BIO.1D.1 Plan and conduct investigations to prove that the cell membrane is a semi-permeable, allowing it to maintain homeostasis with its environment through active and passive transport processes.
BIO.1D.2 Develop and use models to explain how the cell deals with imbalances of solute concentration across the cell membrane (i.e., hypertonic, hypotonic, and isotonic conditions, sodium/potassium pump).
Monday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TSW starts section 2.1
- Continue as time permits.
*TTW go over the information for the quiz on Friday
Tuesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over section 2.2
- TSW follow along taking notes in the green and white workbook.
- Continue as time permits.
*TTW go over the information for the quiz on Friday
Wednesday
- TSW come into the classroom and complete the bell ringer.
- TTW go over the bell ringer.
- TTW go over section 2.3
- TSW follow along taking notes in the green and white workbook.
- Continue as time permits
*TTW go over the information for the quiz on Friday
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW do a lab on plant and animal cells.
*TTW go over the information for the quiz on Friday
Friday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW take the quiz on cell organelles and section 2 vocabulary
Upcoming Test/quiz on cell organelles and sec. 2 vocabulary planned for Friday February 2 2024
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 3
Week 3
Jan 22-Jan 26
TSW=the student will
TTW=the teacher will
Standards Covered
BIO.1A.1 Develop criteria to differentiate between living and non-living things.
BIO.1B Students will analyze the structure and function of the macromolecules that make up cells.
BIO.1B.1 Develop and use models to compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids (DNA and RNA) in organisms. BIO.1B.2 Design and conduct an experiment to determine how enzymes react given various environmental conditions (i.e., pH, temperature, and concentration). Analyze, interpret, graph, and present data to explain how those changing conditions affect the enzyme activity and the rate of the reactions that take place in biological organisms.
Monday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- Review lab safety and microscope parts
- TSW take lab safety test
- TSW work on review guide for macromolecules.
Tuesday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW go to the lab for intro to microscopes lab
- TSW study vocabulary as time permits
Wednesday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TTW go over the review for macromolecules
- TSW follow along and take notes.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW finish the review guide.
- TSW use blooket to study their vocabulary words.
Friday
TSW come in and work on the bell ringer “macromolecules”
- TSW do the bell ringer and teacher will go over it.
- TSW take the exam on macromolecules
Due:
Week 2
Week 2
Jan 18, 2023-Jan 19, 2023
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.1A.1 Develop criteria to differentiate between living and non-living things.
BIO.1B Students will analyze the structure and function of the macromolecules that make up cells.
BIO.1B.1 Develop and use models to compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids (DNA and RNA) in organisms. BIO.1B.2 Design and conduct an experiment to determine how enzymes react given various environmental conditions (i.e., pH, temperature, and concentration). Analyze, interpret, graph, and present data to explain how those changing conditions affect the enzyme activity and the rate of the reactions that take place in biological organisms.
Thursday
- TSW come in and work on the bell ringer.
- TTW go over the bell ringer.
- TSW work on 1.7 and the review for macromolecules
Friday
TSW come in and work on the bell ringer “macromolecules”
- TSW do the bell ringer and teacher will go over it.
- TTW go over microscope and lab safety.
- TSW learn to use the microscope one-on-one with instructor.
- Student will work together to complete the review on macromolecules
Lab safety test schedule for next Monday
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.
Due:
Week 1
Week 1
Jan 8, 2023-Jan 12, 2023
TSW=the student will
TTW=the teacher will
*Students will have vocabulary words to study for a quiz each week of school.
Standards Covered
BIO.1A.1 Develop criteria to differentiate between living and non-living things.
BIO.1B Students will analyze the structure and function of the macromolecules that make up cells.
BIO.1B.1 Develop and use models to compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids (DNA and RNA) in organisms. BIO.1B.2 Design and conduct an experiment to determine how enzymes react given various environmental conditions (i.e., pH, temperature, and concentration). Analyze, interpret, graph, and present data to explain how those changing conditions affect the enzyme activity and the rate of the reactions that take place in biological organisms.
Monday
Staff Development
Tuesday
- TSW come into the classroom and complete the bell ringer on “Chararestics of life”
- TTW go over the bell ringer.
- TTW go over the intro to class powerpoint.
- TTW go over any required handbook pages.
- TSW complete section 1.1 in their green and white workbook.
- TTW go over section 1.1.
- TTW go over lab safety information.
Wednesday
- TSW come into the classroom and complete the bell ringer “microscopic activity”
- TTW go over the bell ringer.
- TTW go over the lecture on macromolecules and stopping completing individual workbook sections as time permits. Example, we will go over a short lecture on section 1.2 “organic chemistry” on the lecture slides, then students will complete the portion in their workbook individually or in small groups (individual classroom dependent). TTW then go over section 1.2, we will continue to work until the end of class.
Section labels include the following: 1.3 Carbohydrates 1.4 Lipids 1.5 Proteins 1.6 Enzymes 1.7 Nucleic Acids 1.8 Macromolecule Review
Thursday
- TSW come in and work on the bell ringer “microscope”
- TTW lead students in completion of the lab safety activity.
- The class will continue to work through section 1 in the green and white workbook.
Friday
- TSW come in and work on the bell ringer “macromolecules”
- TTW go over the bell ringer.
- TTW quiz students on parts of the microscope using a real microscope brought into the classroom.
- TSW play interactive technology game on lab safety information and parts of the microscope.
Lab safety test schedule for Monday 8-14-23, use quizlet vocabulary linked at the top of the module to study as needed.
*Students will be allowed to use cell phones during long individual work times at teacher discretion, this is a privilege to help promote good study habits. Privilege will be revoked at teacher discretion warnings and contact home will occur.