Foundations of Biology (Section all ) Assignments
- Instructor
- Eli Furr
- Term
- 2019-2020 School Year
- Department
- Science Department
- Description
-
Foundations of Biology is a one credit course. It is a research and inquiry-based course designed to give students the basic knowledge needed prior to attempting the rigorous Biology 1 course. The following is including in the Foundations coursework:
History of biology and its impact on society
Chemistry of life
Organization and energy in living systems
Molecular basis of heredity
Biological evolution
Ecological principals
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Week 18 Dec. 16-20, 2019
TTW=the teacher will
TSW=the students will
MONDAY
- TSW do the bell ringer.
- TTW go over it.
- TTW go over 25 questions from the review guide.
- TSW work on the review guide or vocabulary words by themselves.
TUESDAY
- TSW do the bell ringer.
- TTW go over it.
- TTW go over 25 questions from the review guide.
- TSW work on the review guide or vocabulary words by themselves.
*TSW turn in review guide and vocabulary if they are exempt
WEDNESDAY
1 and 2 block exams
THURSDAY
3 and 4 block exams
FRIDAY
Make-up day
Due:
Assignment
Week 17 Dec. 9-13, 2019
TTW=the teacher will
TSW=the students will
MONDAY
- TSW do the bell ringer.
- TTW go over it.
- TTW lead students in a power point to remind them about Ecology.
- TSW follow along taking notes in their note skeletons.
- 2nd and 4th blocks will work on finishing section 19 worksheet
- 3rd block will take a open note quiz and grade a class mates as the teacher goes over.
TUESDAY
- TSW do the bell ringer.
- TTW go over it.
- TSW take their vocabulary quiz on Ecology part 2.
- TSW “Ecological Succession: Nature’s Great Grit” by the Amoeba Sisters.
- TSW work on 21.3 by themselves or alone.
- TTW go over it.
- TSW take notes if time remains.
WEDNESDAY
- TSW do the bell ringer.
- TTW go over it.
- TSW take the exam on Ecology.
*TSW get the vocabulary for the final exam.
THURSDAY
- TSW do the bell ringer.
- TTW go over it.
- TTW go over 25 questions from the review guide.
- TSW work on review guide and vocabulary words by themselves.
FRIDAY
- TSW do the bell ringer.
- TTW go over it.
- TTW go over 25 questions from the review guide.
- TSW work on the review guide or vocabulary words by themselves.
Due:
Assignment
Week 16 Dec. 2-6, 2019
TTW=the teacher will
TSW=the students will
MONDAY
- TSW do the bell ringer.
- TTW go over it.
- practice state test to collect data, so that teacher can plan instruction for next semester.
- TSW come in and start to get their vocabulary words.
- TTW make sure students are caught up on make-up work and show students their last week test grade.
- TSW study their vocabulary if time permits.
- TSW watch a video on Ecology “Ecology-Rules for Living on Earth”.
TUESDAY
- TSW do the bell ringer.
- TTW go over it.
- TTW guide students in reading 20.1-20.2
- TSW watch a video on biomes “Biomes of World”
- TSW work on 20.3-20.5, by themselves or with a classmate.
- TTW go over them.
WEDNESDAY
- TSW do the bell ringer.
- TTW go over it. (finish section 20 if needed)
- watch osmosis jones and answer question to relate it the underlying scientific concepts.
THURSDAY
- TSW do the bell ringer.
- TTW go over it.
- finish osmosis jones from yesterday(third and fourth only)
- TSW do a vocabulary review activity, by themselves or with a classmate (second and fourth will start here on Thursday).
- TTW walk around helping students as needed.
- TTW go over Ecology power point.
FRIDAY
- TSW do the bell ringer (finish vocabulary packets)
- TSW watch the video "biological levels of organization".
- TSW then read and do section 19.1 reading activity.
- TSW watch the video "Ecological relationships"
- TSW then read and do section 19.2 reading activity.
- TSW watch the video "Food Webs and Energy Pyramids: Bedrock of Biodiversity"
- TSW then read and do section 19.3 & 19.4 reading activity.
Due:
Assignment
TTW= the teacher will
TSW=the student will
Monday
• TSW come in the room and start their bell ringer.
• TTW go over the bell ringer.
• TSW finish biotech. Web-quest from last week.
- TSW watch a video on biotechnology and its application.
- TSW follow along in their note skeletons.
- TTW go over the lecture on the biogeochemical cycles.
Tuesday
• TSW come in the room and start their bell ringer.
• TTW go over the bell ringer.
• Watch a video on the biogeochemical cycle.
• TSW get notes on greenhouse gases.
• TSW work on an activity that deals with the biogeochemical cycle and the greenhouse gases.
• TSW come in the room and start their bell ringer.
• TTW go over the bell ringer.
• TSW watch a video on the greenhouse gases.
• TTW go over the lecture on population size.
• TSW complete an activity with population size.
Thursday
• TSW come in the room and start their bell ringer.
• TTW go over the bell ringer.
• TSW come in the room and start their bell ringer.
• TTW go over the bell ringer.
• TSW take a test Ecology.
Due:
Assignment
WEEK 14,11-11→11-15-19
TSW=the students will
TTW=the teacher will
FB.4.5 Research and report genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing, DNA testing).
FB.4.6 Enrichment: Debate the pros and cons of using biotechnology to manipulate genetic information for human purpose (society).
FB.5.2 Analyze and interpret data to support claims that different types of fossils provide evidence of the diversity of life that has existed on Earth and of the relationships between past and existing life on Earth.
FB.5.3 Obtain and communicate information to explain how DNA evidence and fossil records support Darwin’s theory of evolution.
FB.5.4 Investigate how biological adaptations and genetic variations of traits in a population enchance the probability of survival in an environment (natural selection).
BIO.4.1 Use model 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, fossil record, molecular/biochemical similarities.
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 adaptation 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.
Monday
- TSW come in the room and start their bell ringer.
- TTW go over it.
- TTW lead students in completing notes from last week.
- TSW watch a video on the evidence of evolution.
*TSW do a kahoot on evolution as a review if time remains.
Tuesday
- TSW come in the room and start their bell ringer.
- TTW go over it.
- TSW start on the fossil record activity.
- TTW lead students through the first three pages of the fossil record activity.
- TTW split students into groups of 2-3 to complete the fossil record activity.
- TTW walk around helping students as needed.
- TSW do additional practice with evolution as time permits.
Wednesday
- TSW come in the room and start their bell ringer.
- TTW go over it.
- TSW take the vocabulary quiz on evolution.
- TSW work on additional practice with evolution
- TTW walk around helping students as needed.
Thursday
- TSW come in the room and start their bell ringer.
- TTW go over it.
- TSW take a test on evolution.
- TSW work on a worksheet about biotechnology.
Friday
- TSW come in the room and start their bell ringer "watch video https://www.youtube.com/watch?v=jAhjPd4uNFY."
- TTW go over the worksheet on biotechnology.
- TSW divide into pairs to complete a web quest on biotechnology.
Due:
Assignment
WEEK 13 11/4-11/8
Monday
- TSW come in the room and do their bell ringer “go over the most missed questions from exam”.
- TTW go over it.
- TTW give students their test back to see their grade and students will start their vocabulary.
- TTW go over the “Natural Selection” power point slide 1-22.
- TSW take notes in their INB with the heading “Scientist who contributed to Evolution”
- TSW use the sub headings scientist, experiments, and conclusion.
- TSW get their vocabulary and start looking over them.
Tuesday
- Mr. Furr was absent
- The students worked on individual notes 1-22 and worked on a evolution packet.
Wednesday
- TSW come in the room and do their bell ringer.
- TTW go over it.
- TTW will go over answers to 13.1 with students on spontaneous generation.
- TTW go over power point with students.
Thursday
- TSW come in the room and do their bell ringer.
- TTW go over it.
- TSW do the activity on survival of the sneakiest.
- TTW read the work on 13.2 together with the students.
- TSW complete questions at the end of the section.
- TSW watch a video on natural selection and speciation.
- TSW take notes on the video note skeleton given.
- TTW finish the lecture notes from yesterday.
Friday
- TSW come in the room and do their bell ringer.
- TTW go over it.
- TSW watch a video by the amoeba sisters on
Endosymbiotic theory. - TTW lead students in completion of 13.4 on evolutionary theory.
- TSW start an activity on building a fossil record timeline.
Due:
Assignment
- TSW come in the room and work on their bell ringer.
- TSW watch a video on mutations as part of their bell ringer.
- TSW complete an activity on mutations using the textbook.
- TTW review DNA replication and protein synthesis by power point.
- TSW come in the room and work on their bell ringer.
- TTW go over it.
- TTW go over the power point on DNA replication, protein synthesis, and mutations.
- TTW go over the practice on mutations from Wednesday.
- Test on information learned from this week.
Due:
Assignment
Week 11 Oct. 21-25
TTW=the teacher will
TSW=the student will
Monday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW start their bell ringer.
- TTW go over the bell ringer.
- TSW take their vocabulary quiz on genetics.
- TSW work on pedigrees activity.
- TTW go over or lead the students in its completion.
*the teacher will review with the class as time permits.
Tuesday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW start their bell ringer.
- TTW go over the bell ringer.
- TTW review students on genetics content covered throughout the unit.
- TSW take the test on genetics.
Wednesday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW start their bell ringer.
- TTW go over the bell ringer.
- TSW watch a video by the amoeba sisters on DNA replication and DNA structure.
- TSW take notes with the help of the teacher based of the video.
- TTW lead student in completion of an activity on DNA replication and its structure.
Thursday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW start their bell ringer.
- TTW go over the bell ringer.
- TSW take notes about protein synthesis based on an amoeba sister’s video.
- TTW help students do this.
- TTW lead students in completion of an activity with the parts of protein synthesis.
Friday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW start their bell ringer.
- TTW go over the bell ringer.
- Finish activity with protein synthesis
- TSW take notes about mutation based on an amoeba sister’s video.
- TTW help students do this.
- TTW lead students in completion of an activity on mutations.
Optional homework assignment: open note test on mutations
Students will need to go to eza test and go through the normal sign up and use the activation code given during the week. This will count as a test grade.
Due:
Assignment
Week 10 Oct. 14→18
TSW=the students will
TTW=the teacher will
Monday
- TSW walk in the room and start their bell ringers.
- TTW go over it.
- TSW add incomplete and codominance to their vocabulary words.
- TTW give students notes on incomplete and codominance.
- TSW work on practice problems with incomplete and codominance types of inheritance.
- TTW go over.*second and fourth block will get to correct their punnett square quiz form last week.
*review vocabulary if time permits.
Tuesday
Report card day, student holiday.
Parents can meet with teachers.
Wednesday
- TSW walk in the room and start their bell ringers.
- TTW go over it.
- Teacher will tell students about cancer project due on Oct. 31, 2019.
- TSW add these to their vocabulary.
- TSW finish the work on codominance and incomplete dominance if any remains.
- TSW take notes on dihybrid crosses and multiple allelic inheritance.
- TSW work on practice with multiple alleles.
- TTW go over.
Thursday
- TSW walk in the room and start their bell ringers.
- TTW go over it.
- TSW take a pop-quiz on what they have learned so far 20 min.
- TSW finish their work on multiple allelic inheritance by themselves after this.
- TSW take notes on sex-linked inheritance.
- TSW do practice on sex-linked inheritance.
- TTW go over it.
Friday
- TSW walk in the room and start their bell ringers.
- TTW go over it.
- TSW finish their work on sex-linked inheritance.
- TSW take notes on pedigrees.
- TSW watch videos on the different parts of Medellin and non-medellian inheritance
Due:
Assignment
Week 9 Oct. 7→11
TTW=the teacher will
TSW=the student will
INB=interactive notebook
MONDAY
- TSW take their nine weeks test on chromebooks.
- Those not testing today will complete an additional review guide for the nine weeks test.
TUESDAY
- TSW take their nine weeks test on chromebooks.
- Those not testing will start getting vocabulary for the section on genetics.
- TSW watch the following videos:
- Alleles and Genes
- Monohybrids and the Punnett Square Guinea Pigs
- Heredity: Crash Course Biology #9
- TSW complete worksheet “11.1 The work of Gregor Mendal”.
WEDNESDAY
- TSW walk in the room and start their bell ringers.
- TTW go over.
- TTW go over worksheet “11.1 The work of Gregor Mendal”.
- TTW go over lecture on genetics slides 1-15.
- TSW follow along in their note skeletons.
- TSW start worksheet on practice with Punnett squares.
THURSDAY
- TSW walk in the room and start their bell ringers.
- TTW go over it.
- TTW finish the lecture on Punnett squares and monohybrid crosses.
- TTW go over the practice on Punnett squares.
- TSW walk in the room and start their bell ringers.
- TTW go over it.
- TTW review students quickly on Punnett squares.
- TSW take a quiz on Punnett squares.
- TTW go over the lecture on codominance and incomplete dominance slides 16 and 17.
- TSW work on practice with codominance and incomplete dominance.
Due:
Assignment
Week 9 Sept. 30→Oct.4
TTW=the teacher will
TSW=the student will
INB=interactive notebook
*if a class finishes early additional time will be spent on playing a game to review the vocabulary words
*review guides will be worth three daily grades and vocabulary words being complete will be worth an additional daily grade.
*flash cards for the nine weeks exam are required and will be checked on Friday for a test grade.
MONDAY
- TSW come in and get a bell ringer template.
- TSW work on their bell ringer.
- TTW go over it.
- TTW go over the lecture on DNA and RNA structure and history (finish the lecture on characteristics of life and viruses for classes that didn’t finish Friday).
- TSW start working on their review guides for the nine weeks exam and finish their vocabulary words.
TUESDAY
- TSW work on their bell ringer.
- TTW go over it.
- TSW work on vocabulary.
- TSW watch the teacher as he goes over the review guide 1→16.
WEDNESDAY
- TSW work on their bell ringer.
- TTW go over it.
- TSW work on vocabulary.
- TSW watch the teacher as he goes over the review guide 17→32.
THURSDAY
- TSW work on their bell ringer.
- TTW go over it.
- TSW finish the vocabulary terms.
- TSW watch the teacher as he goes over the review guide 32→48.
FRIDAY
- TSW work on their bell ringer.
- TTW go over it.
- TSW take the vocabulary portion of the nine-weeks exam today.
- TSW finish any portion of the review guide not finished throughout the week.
Due:
Assignment
Week 8 Sept. 23-27
TTW=the teacher will
TSW=the student will
INB=interactive notebook
*students will put their cell phones in the cell phone parking lot everyday upon walking in the room
*students will start their bell ringers upon walking in the room everyday
*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)
Standards
FB.3.4 Analyze the relationship between photosynthesis and cellular respiration and explain that relationship in terms of the need for all living things to acquire energy from their environment.
FB.3.5 Use models to explain how ADP and ATP cycle to store and release chemical energy using inorganic phosphate.
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.1A.1 Develop criteria to differentiate between living and non-living.
BIO.1A.4 Use evidence from current scientific literature to support whether a virus is living or non-living.
BIO.1C.3 Contrast the structure of viruses with that of cells, and explain why viruses must use living cells to reproduce.
FB.4 Students will demonstrate and understanding of how genetic information is transferred from parent to offspring.
FB.4.1 Compare and contrast the basic structure and function of nucleic acids (e.g., DNA, RNA).
FB.4.2 Obtain and communicate information illustrating the relationships among DNA, genes, chromosomes, and proteins to the basis of life.
Monday
- TSW walk in the room and put their cell phones in the cell phone parking lot.
- TSW get a bell ringer template and start on their bell ringer.
- TTW go over the bell ringer.
- TTW review students on their foldables for photosynthesis and cellular respiration as a class.
- TSW play a game of kahoot for a prize tomorrow.
- TSW work on practice activity in small groups (teacher appointed) on ATP, photosynthesis, cellular respiration, and fermentation.
- TTW walk around and help students as needed.
- TTW post answers.
Tuesday
- TSW walk in the room and put their cell phones in the cell phone parking lot.
- TSW work on their bell ringer.
- TTW go over it.
- TSW review their vocabulary using Kahoot or teacher lead.
- TSW take their vocabulary quiz.
- TSW complete a "pop-quiz" on cellular respiration and photosynthesis, they can use notes and other resources.
- TSW work on a review guide for the test tomorrow on cellular energy acquisition.
Wednesday
- TSW walk in the room and put their cell phones in the cell phone parking lot.
- TSW work on their bell ringer.
- TTW go over it.
- TSW work on their review guide for photosynthesis and cellular respiration.
- TTW go over it with the students.
Thursday
- TSW walk in the room and put their cell phones in the cell phone parking lot.
- TSW work on their bell ringer.
- TTW go over it.
- TSW come in and review quickly before their exam.
- TSW take the test on cellular energy acquisition.
Friday
- TSW walk in the room and put their cell phones in the cell phone parking lot.
- TSW work on their bell ringer.
- TTW go over it.
- TTW go over the lecture on “characteristics of life and structure/function of viruses”.
TSW follow along taking notes in their note skeletons. - TTW go over the lecture on “DNA and RNA structure/function”.
- TSW follow along taking notes in their note skeletons.
*students will spend additional time writing about viruses, the characteristics of life, and dna/rna structure and function using the following videos:
https://www.youtube.com/watch?v=cQPVXrV0GNA
https://www.youtube.com/watch?v=JQByjprj_mA
https://www.youtube.com/watch?v=8FqlTslU22sDue:
Assignment
Week 7 Sept. 16-20
TTW=the teacher will
TSW=the student will
INB=interactive notebook
*students will put their cell phones in the cell phone parking lot everyday upon walking in the room
*students will start their bell ringers upon walking in the room everyday
*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)
Standards
FB.3.4 Analyze the relationship between photosynthesis and cellular respiration and explain that relationship in terms of the need for all living things to acquire energy from their environment.
FB.3.5 Use models to explain how ADP and ATP cycle to store and release chemical energy using inorganic phosphate.
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.1A.1 Develop criteria to differentiate between living and non-living.
BIO.1A.4 Use evidence from current scientific literature to support whether a virus is living or non-living.
BIO.1C.3 Contrast the structure of viruses with that of cells, and explain why viruses must use living cells to reproduce.
FB.4 Students will demonstrate and understanding of how genetic information is transferred from parent to offspring.
FB.4.1 Compare and contrast the basic structure and function of nucleic acids (e.g., DNA, RNA).
FB.4.2 Obtain and communicate information illustrating the relationships among DNA, genes, chromosomes, and proteins to the basis of life.
Monday
- TSW come in the room and get a bell ringer template. They will paste them in their interactive notebooks.
- TSW put their cell phones in the cell phone parking lot.
- TSW do their bell ringer.
- TSW review their vocabulary for the section on the cell cycle.
- TSW take their vocabulary quiz on the cell cycle.
- TTW go over the worksheet on meiosis with the students.
Tuesday
- TSW come in and put their cell phone in the cell phone parking lot.
- TSW do their bell ringer.
- TTW have students do a comparison chart between mitosis and meiosis.
- TTW go over it.
- TSW take their test on the cell cycle.
Wednesday
- TSW come in and put their cell phones in the cell phone parking lot.
- TSW work on their bell ringer “finish note cards on vocabulary for the next section.
- TTW go over the powerpoint on ATP with the students.
- TSW follow along taking notes in their note skeletons.
- TSW do a worksheet on ATP.
- TTW go over it.
*amoeba sisters video*
Thursday
- TSW come in and put their cell phones in the cell phone parking lot.
- TSW work on their bell ringer.
- TTW go over the lesson on photosynthesis.
- TSW follow along taking notes in their note skeletons.
- TSW do an activity with photosynthesis.
Friday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW work on their bell ringer.
- TTW go over cellular respiration.
- TSW follow along taking notes in their note skeleton.
- TSW complete a foldable about cellular respiration.
- TTW review the foldable on photosynthesis and cellular respiration with the students.
- TSW do an activity on photosynthesis.
*additional time will be spent on watching amoeba sisters.
Due:
Assignment
Week 6September 9-13
TTW=the teacher will
TSW=the student will
INB=interactive notebook
*students will put their cell phones in the cell phone parking lot everyday upon walking in the room
*Teacher may allow students to use cell phones for quizlet or if they are working individual, but this is a privilege not a right and can be taken away if abused. Students are not allowed to use their cell phones for reasons outside of the realm of enhancing their learning experience.
*students will start their bell ringers upon walking in the room everyday
*additional time each day will be spent on reviewing vocabulary words (by themselves, with Kahoot, in a group, or verbally as a group)
Standards
FB.3.6 Compare and contrast the processes and results of mitosis and meiosis.
FB.3.7 Enrichment: Research and orally communicate the possible outcomes of a failure of mitosis (cancer) or meiosis (nondisjunction).
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).
Conceptual Understanding: Offspring inherit DNA from their parents. The genes contained in the DNA (genotype) determine the traits expressed in the offspring’s phenotype. Alleles of a gene may demonstrate various patterns of inheritance. These patterns of inheritance may be followed through multiple generations within families.
Monday
- TSW come in the room and get a bell ringer template.
- TSW start their bell ringer “finish making flash cards” and affix them in their INB.
- TSW finish/start making flashcards for their vocabulary words.
- TSW study their vocabulary once they are finished making their cards.
- TTW be giving and going over personal progress reports with students and collecting any grades needed.
- TTW go over the lecture on the cell cycle with the students.
- TSW follow along in their note skeletons.
- TSW complete practice on the cell cycle.
- TTW go over the worksheet with students.
- TSW watch a video on the cell cycle by the amoeba sisters if time remains
Tuesday
- TSW watch a video by the amoeba sisters on the cell cycle and answer questions for the bell ringer “1.What happens when cells divide too much? 2.What are the two main phases of the cell cycle? 3.What are the three phases of interphase? 4.What are the phases of mitosis?”
- TTW go over the bell ringer.
- TTW go over the lecture on mitosis with the students.
- TSW follow along taking notes in their note skeleton.
- TTW instruct students on how to complete a card sort for mitosis.
- TSW make a card sort for mitosis.
- TTW lead the students in a review of the card sort.
*additional time will be spent on watching a video on mitosis and studying vocabulary
Wednesday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW start their bell ringer “Describe the events that occur during interphase of the cell cycle”
- TSW finish card sort for mitosis if needed and review the card sort on mitosis.
- TSW work on practice for mitosis “worksheet 10.2” and TTW go over it with them.
Thursday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW work on their bell ringer “study the mitosis card sort, quiz today on it”
- TSW go over the card sort on mitosis.
- TTW lead students in going over the card sort.
- Finish going over worksheet on mitosis if did not finish yesterday.
- TTW start the lecture on meiosis.
- TSW start on meiosis foldable and practice with time avaliable.
Friday
- TSW walk in the room and put their cell phones in the cell phone parking lot.
- TSW start their bell ringer “Summarize the events that occur during cell division”
- TTW go over it.
- TTW review students for quiz on mitosis.
- TSW take the quiz on mitosis.
- TTW go over the lecture on meiosis with the students.
- TSW follow along taking notes in their note skeletons
- TSW work on “meiosis worksheet”.
- TTW go over it.
Due:
Assignment
Week 5 Sept. 3-6
TTW=the teacher will
TSW=the students will
INB=interactive notebook
FB.3 Students will demonstrate an understanding of how the structure of living organisms supports the essential functions of life. FB.3.1 Compare and contrast prokaryotic/eukaryotic and plant/animal/bacteria cells. MISSISSIPPI COLLEGE- and CAREER-READINESS STANDARDS for SCIENCE 2018 91 Foundations of Biology FB.3.2 Use models to investigate and explain structures within living cells that support life (e.g., cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, Golgi, vacuoles, ER, ribosomes, chromosomes, centrioles, cytoskeleton, nucleolus, nuclear membrane). FB.3.3 Compare and contrast active and passive cellular transport. Analyze the movement of water across a cell membrane in hypotonic, isotonic, and hypertonic solutions.
Monday
Holiday
Tuesday
- TSW walk in the room and put their cell phones in the cell phone parking lot
- TSW do their bell ringer compare and contrast the golgi complex and the ER
2nd and 4th block
TTW lead students in completion of worksheet 7.2 cell organelles
TTW go over power point on cell transport
TSW follow along taking notes in their note skeleton
*additional time spent on video of cell transport
3rd block
TTW go over cell transport lecture.
TSW follow along taking notes in their note skeleton
Video on cell transport with worksheet to be completed
Wednesday
- TSW come in the room and put their cell phones in the cell phone parking lot.
- TSW start their bell ringer.
- TTW go over the bell ringer.
- Finish lecture on cell transport..
- TSW work on vocabulary review.
- TSW start 7.3 Cell Transport.
.
Thursday
- TSW start their bell ringers.
- TTW go over the bell ringer.
- TSW take their vocabulary quiz.
- TSW work on completing the review guide
*completed review guides will be worth 5 bonus points on the test.
Friday
- TSW walk in the room and put their cell phone in the cell phone parking lot.
- TSW do the bell ringer and TTW go over it.
- TTW review quickly with the students.
- TSW take the test on cells.
- TSW start their vocabulary on the next section.
Due:
Assignment
Week 3 August 26-30
TSW=the student will
TTW=the teacher will
INB=interactive notebook
*Students are allowed to listen to music during individual work time if they would like, but students are not permitted to text, call, use social media, or any other applications not specifically allowed by the teacher during class time. Violations of this policy will result in the students phones being taken.
Monday
TSW walk in the room and put their cell phones in the cell phone parking lot.
TSW complete their bell ringer “How do you feel about your grade in this class so far? What can you do to improve it?”.
TSW complete their bell ringer “Watch the Grand Cell Tour by the Amoeba” and discuss with the teacher.
TSW complete making index cards for the vocabulary on the cells.
Guided notes on cells structure (Prok. vs. Euk. and cell organelles).
TSW start INB for animal cells.
Tuesday
TSW walk in the room and put their cell phones in the cell phone parking lot.
TSW complete their bell ringer “What is your favorite cell organelle and why? ”.
TTW lead students in finishing the notes on cells and their organelles.
TSW work on completing animal and plant cell foldables.
Wednesdy
TSW walk in the room and put their cell phones in the cell phone parking lot.
TSW complete their bell ringer “Compare and contrast animal cells vs plant cells”.
TSW finish the plant cell and animal cell foldables.
TSW complete vocabulary scramble after finished.
TTW lead students in review of these foldables and their vocabulary (either by Kahoot or verbally.
TSW watch video by the amoeba sisters on "Intro. to cells"
TSW complete accompanying handout, TTW help as needed.
TSW work on 7.2 organelles by themselves or with their seat neighbor.
Thursday
TSW walk in the room and put their cell phones in the cell phone parking lot.
TSW complete their bell ringer “”.
TSW finish worksheet 7.2 and the teacher will go over it with them.
TSW review vocabulary.
TTW lead students in a lecture on cell transport if time remains.
TSW follow along taking notes in their note skeleton.
*if time is available TSW start 7.3 on cell transport.
Friday
TSW walk in the room and put their cell phones in the cell phone parking lot.
TSW complete their bell ringer “compare and contrast the differences in prokaryotic and eukaryotic cells” and "compare and contrast the different function in cell organelles smooth ER and rough ER".
TSW take quiz on cell parts and cell part functions.
TSW work on vocabulary fill in the blank.
TSW complete lecture on cell transport with remaining time.
TSW finish 7.3 and the teacher will go over it.
Due:
Assignment
Week 4 Aug. 19-23, 2019
TTW=the teacher will
TSW=the student will
INB=interactive notebook
Monday
TSW walk in the room and start their bell ringer “List and describe issues associated with interactive notebooks once you get yours back” and for Friday's bell ringer "research and describe cooperative learning groups and good group working skills".
*cell phones will be put into the cell phone parking lot.
second block
TSW finish working on their water properties, acids/bases, and pH worksheet.
TTW call students up and correct/describe what needs to be done in the interactive notebook.
third and fourth block.
TTW go over the bell ringer.
TSW watch a video on the properties of water by the amoeba sisters (from YouTube).
TTW discuss with students corrections needed in their interactive notebooks.
TSW complete a lab on water and explore it’s varies properties.
TTW be walking around helping students complete the lab and use their time wisely.
TSW work on their packet on the properties of water and acids/bases from Friday when finished with the lab activity (if this is complete they may study the vocabulary words).
TTW lead students in reviewing the lab activity.
*If time is available TSW watch a video about the biomolecules.
Tuesday
TSW walk in the room and start their bell ringer “Write the lewis dot and bohr model for the given elements” and “Describe an isotope, using your own words”.
*cell phones will be put into the cell phone parking lot.
TTW go over the bell ringer.
TTW lead students in review of the notes on the biomolecules.
TSW complete a foldable on the biomolecules.
Watch video on biomolecules.
TSW continue to work on their water properties and acids/bases worksheet as needed.
Wednesday
TSW walk in the room and start their bell ringer “Create and describe Bohr and Lewis dot models for the following elements: O, C, N, and H”.
*cell phones will be put into the cell phone parking lot.
TTW go over the bell ringer.
TSW complete the foldable on the biomolecules.
*TSW watch a video on the properties of water and complete a accompany activity.
TTW go over the worksheet on water, acids, and bases.
TTW lead students in completing work on a worksheet associated with the biomolecules.
Thursday
TSW walk in the room and start their bell ringer “The students will draw the element from the periodic table that go along with SPONCH (see notes for details), students will label sulfur and phosphorus with atomic mass and atomic number (describe each)”.
*cell phones will be put into the cell phone parking lot.
TTW go over the bell ringer.
TSW watch a video on the biomolecules and complete an accompanying activity.
TSW complete a review sheet on the vocabulary words.
TTW post the answers for this.
TSW take the vocabulary quiz.
TTW lead students in reviewing the work on for the test.
Friday
TSW walk in the room and start their bell ringer “Make sure all of your documents are fixed into your interactive notebook and review for your exam”.
*cell phones will be put into the cell phone parking lot.
TTW go over the bell ringer.
TTW review material on a as needed basis (10-15 minutes).
TSW take the exam on chemistry.
TSW start their vocabulary words for the next section on cells.
*TSW turn in their INBs to be graded.
Due:
Assignment
Week 2 Aug. 13-17
TTW=the teacher will
TSW=the student will
INB=interactive notebook
Monday
- TSW come in the room and put their cell phones in the cell phone parking lot. Students will get a bell ringer template and paste it in their INB.
- TSW start working on their bell ringer “1. Get your composition book and check if there is a note on it. Correct anything needed. Write on your bell ringer what you need to do next time before turning in your notebook. Common student mistakes: papers not fixed in notebook, name missing on notebook, papers missing from notebook (everything goes in the notebook), and papers hidden behind other papers. 2.review your vocabulary words and scientist, quiz your seat neighbor”.
- TTW call students up to his desk to turn in work that was missing as they review their vocabulary and scientist (30 minutes).
- TSW take the test on Scientist and experimental design vocabulary.
- TSW work on getting their vocabulary for the next section on chemistry.
Tuesday
- TSW do their bell ringer “looking at their grades from last week and expressing their fillings about them. Could I have done better? Am I happy with this grade? What will I do next time to achieve a higher grade?”
- TSW work on finishing vocabulary first and the teacher will call them up to view their grade.
- TSW complete an "Atomic Structure" foldable using page 45 of the textbook. TTW have a completed example for the classroom.
- TTW lecture students on slides 1-10 and students will follow along filling out their note skeletons.
- TSW complete a work sheet on a Bohr model and lewis dots by themselves "Atomic Basics", as time permits.
Wednesday
- TSW come in the room and put their cell phones in the cell phone parking lot. TSW start their bell ringers “Describe the difference between electrons, protons, and neutrons also describe the difference between compounds and molecules.
- Do atomic basics foldable if not already done.
- TTW lecture on slides 1-14. TSW follow along taking notes in their note skeletons.
- TSW work on drawing lewis dots and Bohr models of varies atoms by themselves.
- TTW go over this with the students and guide them in completion of the first couple if required.
- TTW go over the lecture on acids and bases. TSW follow along taking notes in their note skeletons.
- TSW complete an activity on acids and bases by themselves.
Thursday
- TSW come in the room and put their cell phones in the cell phone parking lot. TSW start their bell ringer “compare and contrast using a Venn diagram the differences between ionic and covalent bonds, the difference between monomers and polymers, and the differences between adhesion and cohesion."
- TSW work on and finish the "Atomic structures worksheet". TTW go over it with them.
- TTW cover lecture slides through the properties of water.
- Additional time will be spent working on acids and bases activity.
Friday
- TSW come in the room and put their cell phones in the cell phone parking lot. TSW start their bell ringer “Compare and contrast bases, acids, neutral, and puffers” and "compare and contrast "catalyst and enzymes".
- TTW present the discussion on power point through the slides on water and its properties.
- TSW work on activity with the properties of water, acids, basis, and buffers.
Due:
Assignment
TTW=the teacher will
TSW=the student will
INB= interactive notebook
Tuesday
TSW walk in and get a bell ringer template along with a copy of the syllabus (seat anywhere).
TSW do the bell ringer “Tell me about yourself. Example, hobbies, favorite subject, and what you did this summer”.
When finished students read over the syllabus and sign up for the remind application.
1st block code: text this message “@e4hh9” to this number “81010”
2nd block code: text this message “@hac4dc” to this number “81010”
3rd block code: text this message “@adcd4b” to this number “81010”
TTW go over due dates, where they will be located on the board, assigned seats, etc…
SUPPLY LIST
1 composition notebook (100 pages)
1 packs of loose-leaf paper
Pen (black or blue ink ONLY)
Pencils
Colored Pencils
2-3 glue sticks
Zipper pencil case (optional)
Hand sanitizer
Index cards or card stock (to make flashcards)
*some students would rather do quizlet as opposed to flashcards both are acceptable, but if you know your child has gotten into trouble with their cell phone at school before it is probably a good idea to get them flashcards instead of allowing them to use their cell phones
Due next Monday Aug. 12, 2019
TTW go over the syllabus via a power point.
TSW complete a learning styles inventory.
TTW take this up along with the bell ringer.
TTW go over lab safety information and send form home to be signed.
TSW watch two videos on lab safety as time permits “Ultimate Lab Safety” on YouTube and “General Lab Safety by Amoeba Sisters” on YouTube.
TSW work on “Textbook Scavenger Hunt”.
TSW take home syllabus and lab safety to get signed by parents due Aug. 12.
TSW work on vocabulary words with time remaining.
Wednesday
TSW come in the door and find the shape in the room that they think represents themselves the most and go over to it and talk to the people in their group about what they liked about the shape.
TSW go back to their seats as they normally would.
TTW pass student bell ringers back out.
TTW go over the characteristics that define each shape.
TSW write down 2-3 characteristics that define their shape and how they display those characteristics.
TSW study their syllabus for the quiz (about 10 minutes).
TSW take the syllabus quiz.
TSW finish their vocabulary words if they have not yet and study them if they are finished (about 10 minutes after they are finished with the syllabus quiz).
TTW start the lecture on the different scientist and their major contributions.
Thursday
TSW walk in the room and start their bell ringer “Compare and contrast independent variable and the dependent variable”. Collect signed syllabus and lab safety papers now.
TSW start their work on the pop-up scientist activity.
TSW start working on a timeline of the major scientific ideas and principles if time remains.
Friday (test moved to Monday)
Collect signed syllabus and lab safety papers now.
TTW show students how to complete a scientist timeline.
Start vocabulary for section on chemistry if time remains.