Biology 2016-2017


SECOND SEMESTER

This link should get you to our textbook on-line if you want to utilize that:
http://ocas.pearsonschool.com/ph/cd/0-13-115540-7/?token=53616c7465645f5f638771ac05c2e0a74545733fbd0cb3115b7bfa71e27f2657b1cb1a3284e91597a9c4f992b121414f924546c00f8e8ee4ed7d716921064911

This is just an interesting link with biology information.
http://www.phschool.com/science/biology_place/biocoach/

Week 7, February 13-17, 2017

Monday, February 13.  Notebook make-up day.  Mrs. Roripaugh at in-service.  Homework this week:  Review your notes and pages 1031 - 1040 on the immune system -- Make yourself a review sheet for the assessment.  Be sure to include information on the human body's "Lines of Defense" against infection;  make a diagram showing the different elements of these defenses in a visual way.

Tuesday, February 14. Posters of cells with legends for organelle function.  Homework:  Review the Agents of disease discussed on pages 1031-1042.

To know for the assessment:
How do scientists isolate bacterial pathogens?  [Koch's postulates]
What is a way to make a vaccine?
Be able to describe the body's lines of defenses against infection.
What are several ways diseases are transmitted?
Name some types of pathogens.

Wednesday, February 15.  Assessment on the human immune system.  TURN IN NOTEBOOKS!

Thursday, February 16.  Mock Trial. 

Friday, February 17. 


Week 6, February 6-10, 2017

Monday, February 6.  Basketball Game

Tuesday, February 7.  Basketball Game - SNOW DAY

Wednesday, February 8.  In-class reading 1045-1047 and computer research on AIDs virus;  record notes in notebook.  Notes on methods of vaccine development and discussion of difficulty of creating a vaccine for the AIDs virus.  Homework:  Finish Bullet points for Debate on AIDs-related spending.  15-minute write on AIDs spending in your notebook.

Thursday, February 9.  SNOW DAY

Friday, February 10. Notebook work.  Reading pages 42-43 and diagram on page 45 from 7-8th grade life science text with thinking map.  TURN IN YOUR NOTEBOOKS.


Week 5, January 30 - February 3, 2017

Monday, January 30.  How viruses work in cells.  Class study and present for agents of disease on page 1033-1034.  TURN IN NOTEBOOKS.

Tuesday, January 31.  Read page 1048 and then follow with computer research on the Question:  What is the best course of action for spending on the AIDs epidemic?  Prepare five bullet points in your notebook to support your point of view drawn from the text and your computer research.  Consider other points of view in your notebook in order to defend your ideas against opposing claims.  Homework:  Thinking map for How diseases are spread reference page 1034 - Try a tree diagram.
.
Wednesday, February 1.  

Group read and present for the pages 1036-1040;  take notes on everybody's topic, including your own.  Our bodies’ immune systems act like a fortified castle with several layers of defenses from the outside to the cell level.  Topics are ordered as such and are divided as follows:  1)  James – First Line of Defense on page 1036;  2) Stephanie and Gio – Second Line of Defense on page 1037;  3)  Ben and Claire - Humoral Immunity on page 1038-1039;  4) Augustus – Cell Mediated Immunity on page 1040.


Thursday, February 2.  Basketball Game

Friday, February 3.   Basketball Game


Week 4, January 23-27, 2017


 Monday, January 23.   SNOW DAY

Tuesday, January 24.  Class discussion of plant hormones.  Finish posters.  Reading from Lab Girl.  NOTEBOOKS DUE TODAY.  Homework:  Use the plant and animal cells on page 175 to locate the parts of cells.  Use pages 174-181 to explain explain the purposes of the following organelles:  nucleus, endoplasmic reticulum, ribosomes, cell wall, cell membrane, mitochondrion, Golgi apparatus, vacuole, centrioles, chloroplasts, and lysomomes.

Wednesday, January 25.  Review of biology of injuries.

Thursday, January 26.  Review structure of bacteria, diagram page 472.  Class studies pages 475-477 and everybody takes notes.  Homework:  Read 1031-1032 and be ready to demonstrate with props how to identify the bacteria that causes infectious disease.

Friday, January 27.  Class works together to demonstrate the homework.  Notes on procedure.  Review of Agents of Disease.  Homework:  Read pages 478-479 and "Viruses and Living Cells" on pages 482-483.  Explain whether or not you think viruses are alive using the information in the text as evidence.


Week 3, January 17-20, 2017

Tuesday, January 17.  Student Presentations on Reproduction in Animals.  Reproduction in Plants.  Study the diagrams on pages 558, 563, 611, and 614;  copy and annotate at least two of these diagrams into your notebook (one from the first two and one from the second two).  Homework:  Thinking map compare/contrast between reproduction in plants vs. animals. 

Wednesday, January 18.  Basketball Game.

Thursday, January 19.  Posters of reproduction in plants.  Also include information about seed dispersal, seed germination, and vegetative propagation from pages 618-621.  Homework:  Read pages 634-638 and be prepared to discuss one of the plant hormones:  Auxins (Ben, Claire, and Gio), Cytokinins (Augustus), Gibberellins (Stephanie), and Ethylene (James).

Friday, January 20.  SNOW DAY


Week 2, January 9-13, 2017

Monday, January 9.  Male Reproductive system and development of the embryo.  Homework due tomorrow:  Be prepared to discuss the reproduction for your animal... have handouts and a 3-5 minute presentation ready.

Tuesday, January 10.  SNOW DAY

Wednesday, January 11.  SNOW DAY

Thursday, January 12.  Work on student presentations for reproduction for your animal class.  TURN IN NOTEBOOKS.

Friday, January 13.  Student presentations on Reproduction in Animals. 



Week 1, January 3-6, 2017

Standards Addressed:

Tuesday, December 3Introduction to the Human Reproductive System - female organs.  Read pages 1008-1009 and 1013-1014.  Come to class tomorrow prepared to discuss the purpose of the hormones:  FSH, LH, Estrogen, and Progesterone.

Wednesday, December 4.  The hormones of the menstrual cycle.  Human Reproductive System - male organs.  Homework:  Read pages 661, Fig. 26-3, and 1018-1019.  Answer the question on google classroom and come prepared to discuss early development of an embryo.

Thursday, December 5.  Early development.  Homework:  Read pages 658-659, and check out the following list of animal categories for possible report topics:  Cnidarians, Annelids and Molluscs, Arthropods, Fish, Reptiles, Amphibians, and Birds.  Click on the link below for the assignment


Friday, December 6.  Check the assignment link above and find your name.  Divide the topics among you as described on the assignment.  Today, work on your research on report topics.  E-MAIL ME WHO IS DOING WHAT!  Homework:  Come to class on Tuesday prepared to discuss Reproductive Form and Function for your animal category.

FIRST SEMESTER

Week 16, December 5-9, 2016
Standards Addressed: 
NGSS HS-LS4-1.  Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.


NGSS HS-LS4-4.  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Monday, December 5.  Skulls lab.  Homework:  Read pages 436-438 and answer questions on Googleclassroom.

Tuesday, December 6.  Guided reading in Graphic Novel.  Homework Read pages 382-385 and answer questions on Googleclassroom.

Wednesday, December 7.  Embryology lab.  Homework:  Read pages 417-419 and answer questions on Googleclassroom.

Thursday, December 8.  Lecture on the geologic record.  Constructing and evolutionary tree.  Homework:  Post your questions that you have about the content for the exam on googleclassroom -- students feel free to reply to questions.

Friday, December 9.  Exam review and notebooks.

Week 15, November 28 - December 2, 2016

Unit Objective Question:  What is the evidence for the Theory of Evolution?

Standards Addressed: 
NGSS HS-LS4-1.  Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

NGSS HS-LS4-3.  Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

NGSS HS-LS4-4.  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Monday, November 28, Do the homework on Googleclassroom, and put the answers in your notebook.  The homework is repeated for your reference below.
Reference pages 379-381 in your textbook to answer the following questions:
What is artificial selection?
What is "survival of the fittest", and how does it relate to natural selection?
What is "descent with modification"?

Tuesday, November 29.  Homework is on Google classroom.  Answer the following questions for the reading in the textbook pages 404-407.  Classwork is the Bird Classification Performance Task.
How do we know if organisms belong to the same species?
In your notebook, name three types of reproductive isolation with an example for each one.
What type of reproductive isolation did the Grants observe in the Galapagos Finches? Explain how you know.

Wednesday, November 30.  Homework is on Google classroom.  Read in the textbook pages 417 and 435.  In the Graphic Adaptation of the Origin of the Species, read 73-74 and 90-92.

How does the process of extinction, which kills off species in the short term, act to increase biodiversity (or the number of different species) in the long term?
How does Darwin answer the question, "Why, if species have descended from other species by fine gradations, do we not everywhere see innumerable transitional forms?"
Look at the figure on page 73 (attached below). Interpret the time-sequenced diagrams to explain why Species B went extinct, whereas Species A and C did not.

Week 13, November 7-10, 2016

Unit Objective Question:  How does natural selection act as a force for biological change in populations?

Monday, November 7, Exam Review. 
ĉ
Midterm1.review.docx

Tuesday, November 8.  Notebooks

Wednesday and Thursday, November 9-10.  Exam

Week 12, October 31-November 4, 2016

Unit Objective Question:  How does natural selection act as a force for biological change in populations?

NGSS HS-LS4-4.  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

NGSS HS-LS2-8.  Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.

Monday, October 31.  Betta Fish pre-lab, see page 883 (Diagram, procedure, hypotheses, data table).

Tuesday, November 1.  Video-logs on group behavior.  Here are the links to the videos you will need:
Video #1 Musk Ox and Wolves
http://www.discovery.com/tv-shows/frozen-planet/videos/musk-ox-save-calf-from-wolves/
Video #2  Orcas pack hunting
http://video.nationalgeographic.com/video/orca-juvenile-training-lex
Video #3-4, Hornets vs. Honeybees
https://www.youtube.com/watch?v=JDSf3Kshq1M
https://www.youtube.com/watch?v=K6m40W1s0Wc

Copy of videolog that you should include in your notes: 
ĉ
behavioral selection videolog.docx 

Ask any questions regarding Betta Fish lab due Friday.
HOMEWORK:  Read Chapter 8 in the Keller graphic novel pages 105-112.  Put two examples of behavioral adaptations of species from the text into your notebook, either with diagrams or words.

Wednesday, November 2.  Conduct Betta Fish lab.  Homework:  Write up your results to share tomorrow in class. 

Thursday, November 3.  Share results from Betta Fish lab.  In class: Write discussion to include explanation of your own data and summary/analysis of the class data. 

Homework:  Read this web page:  https://www.biologycorner.com/worksheets/articles/how_females_choose.html  and then describe in your notes what these three terms mean:  1) runaway selection;  2) copycat mating;  and 3) the handicap principle.

Friday, November 4.  Class discussion of the topic of "Runaway Selection", copycat mating, and the handicap principle graded as a quiz.  That means, your contribution to the discussion will be graded as a quiz.

Week 11, October 24-28, 2016

Unit Objective Question:  How does natural selection act as a force for biological change in populations?

NGSS HS-LS4-4.  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

NGSS HS-LS4-2.  Construct an explanation based on evidence that the process of evolution primarily results from four factors:  (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of the those organisms that are better able to survive and reproduce in the environment.

NGSS HS-LS2-8.  Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.

Monday, October 24, 2016.  Finish Carlsbeek and Cox.  Homework:  Reading pages 871-873 and page 876; define and contrast learned and innate behaviors in your notes.  Also answer the question:  Is your example of sexual selection a learned or innate behavior, and WHY do you think that?

Tuesday, October 25, 2016.  Sexual selection mini lessons. 

Wednesday, October 26, 2016.  Finish sexual selection reports.  Homework:  Read pages 878-882 and create a thinking map in your notes with examples of all the types of "Adaptive Behaviors" presented in those pages.

Thursday, October 27, 2016. 

Friday, October 28, 2016.  Quiz. 

Week 10, October 17-21, 2016
Unit Objective Question:  How does natural selection act as a force for biological change in populations?

NGSS HS-LS4-4.  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

NGSS HS-LS4-3.  Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

NGSS HS-LS4-2.  Construct an explanation based on evidence that the process of evolution primarily results from four factors:  (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of the those organisms that are better able to survive and reproduce in the environment.

Monday, October 17, 2016   Start sexual selection report -- Due next Tuesday.... have three references to put in your notebook by the end of class.  Homework:  Due last Wednesday's homework.

Tuesday, October 18, 2016.   Organize Wednesday night's homework into class poster.  Homework:  Last Wednesday night's homework.

Wednesday, October 19, 2016.  Finish poster.  Cricket dramatization.  Sexual selection discussion - status of reports.

Thursday, October 20, 2016.  Read Carlsbeek and Cox - competition vs. predation as limiting factors;  learning to read an academic research publication.

Friday, October 21, 2016.  Read Carlsbeek and Cox.  Quiz.  Homework for weekend: Work on sexual selection mini-lesson/report.




Week 9, October 10-14, 2016
Unit Objective Question:  How does natural selection act as a force for biological change in populations?

NGSS HS-LS4-4.  Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

NGSS HS-LS4-3.  Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Monday, October 10.  Students will fill out "Claim Support Organizer" in class.  Homework:  1)  Students will write a short essay elaborating on the ideas presented in their claim support organizer.  2)  Students will read pages 1-14 in the Graphic Adaptation of the Origin of the Species-- Be able to answer questions about Darwin's research and travels.

Tuesday, October 11.  Class discussion of pages 1-14.  Google Earth tour of Darwin's journey.  Exercise with colored beans with hypothesis, results and discussion in notebook.  Vocab words:  density independent and density dependent limiting factors.  Galapagos Finch reading log from textbook p. 407 in notebook.  Homework:  Read pages 15-43 in the Graphic Adaptation of the Origin of the Species.

Wednesday, October 12.  Class discussion of pages 15-43.  Peppered moth reading and notebook work:  Homework:  For pages 41-73, cite 5 examples from the text of "limiting factors for survival and how they act to decrease survival and/or reproduction in populations."  For example:  Deer and birds compete for the same limited supply of berries for food in the Winter.  Then cite 5 examples of inherited traits that "enhance survival and/or reproduction and how they achieve that".  For example, red ptarmigans are less likely to be preyed upon by hawks because their coloration camouflages them in their natural environment.

Thursday, October 13.  Peppered Moth - organizing evidence into claim support organizer.

Friday, October 14.  Quiz. 

Week 8, October 3-7, 2016.

NGSS-HS-LS2-6.  Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

NGSS-HS-LS2-2.  Use mathematical relationships to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Monday, October 3, 2016.  Students will review their vocabulary poster of the preceding week.  An understanding of these vocabulary terms and the impacts on ecosystems they describe, along with the graphical/mathematical relationships of those impacts, will be a focus on the exam scheduled for Thursday.  Students will each spend 5-8 minutes leading a class discussion on their vocabulary word and the graphical representation they made for the poster.  Each student should take notes for EACH vocabulary word in their notebook;  habitat fragmentation, invasive species, biological magnification, extinction (if Claire finishes it) and desertification.

Tuesday, October 4, 2016.  Video on desertification.  Homework:  Reading of contrasting viewpoint from http://www.thewildlifenews.com/2013/03/18/alan-savory-gives-a-popular-and-very-misleading-ted-talk/.  10-minute write contrasting viewpoints.  Suggestions for writing topics:  Is this critique of Alan Savory's talk valid?  Does this critique have an important point to make as well?  What political forces do you think drive the authors of these two points of view?

Wednesday, October 5, 2016.  Go over Midterm Review Sheet.  Practice making food webs from videos.

Thursday, October 6, 2016.  Exam.

Friday, October 7, 2016.  Review of exam results.



Week 7: Sept. 26-30, 2016
NGSS-HS-LS2-6.  Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

NGSS-HS-LS2-2.  Use mathematical relationships to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Monday, September 26.  Review the video:  "How wolves change rivers".  https://www.youtube.com/embed/ysa5OBhXz-Q?feature=player_embedded  Copy this link into your browser to find the video.  Then read page 128.  Prepare bullet points for debate regarding whether or not wolves should be declassified from the endangered species list from page 128 in the text.  You must have at least three bullet points for BOTH SIDES OF THE ISSUE.  Debate will be held on Tuesday, and all members of the class will be expected to participate.

Tuesday, September 27.  Debate regarding whether or not wolves should be declassified.  Bullet points due at the beginning of class.  Homework:  Read and take notes about the following 2016 article:  https://ww2.kqed.org/science/2016/07/25/about-that-17-billion-water-project-delta-tunnels-101/
Watch and take notes about the video heading up last year's (2015) article:  http://abc30.com/politics/gov-brown-defends-cuts-to-wetland-restoration-near-tunnels/689942/
Be prepared to write about them in class after our lesson on estuaries tomorrow (10-minute-write).

Wednesday, September 28.  Watch video together in class.  Take notes on Estuaries Powerpoint.  Reading assignment in class about subsidence due to groundwater pumping in California's Central Valley.  Homework:  10-minute write about Governor Brown's proposal. 

Thursday, September 29.  Class draws a food web for the San Francisco Bay Delta.  Using vocabulary words as a basis, create diagrams to illustrate the quantitative changes in populations in the San Francisco Bay Delta Regions for a number of different anthropological changes:  habitat fragmentation, extinction, biological magnification, invasive species, desertification, and sustainable development of agriculture.

Friday, September 30.  Quiz.  Catch up on notebooks day.


Week 6: Sept. 19-23, 2016
NGSS-HS-LS2-6.  Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

NGSS-HS-LS2-2.  Use mathematical relationships to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Monday, September 19.  Field trip to Conway Ranch and vicinity.  Student presentations.  Homework, work on your presentation if you haven't given it already.

Tuesday, September 20.  Substitute teacher. 
    1.  Observations of phosphate lab and microscopic succession labs. 
    2.  Write up results according to lab report rubric.  This is homework for the weekend if you don't finish it in class. 
    3.  Homework:  Reading log about ways to determine stream health.  [SEE ATTACHED DOCUMENT AT THE BOTTOM OF THIS PAGE.]  You should make notes in your notebook about the ways we test stream health to show you understand the reading.

Wednesday, September 21, Field trip to Mill Creek.  Student presentations.
Thursday - Friday.  Field trip to Yosemite.

Week 5: Sept. 12-16, 2016
NGSS-HS-LS2-6.  Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

NGSS-HS-LS2-2.  Use mathematical relationships to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Monday, September 12.  Introduction to the box model using the example of ocean productivity and graph the solutions;  include carbon cycle.  However, read succession lab on page 81 and phosphate lab on page 113;  have each lab partner write a pre-lab for one of these two and photocopy for the other partner.

Tuesday, September 13.  Start succession lab and phosphate lab.  

Wednesday, September 14.  Start succession lab and phosphate lab.  Using the microscopes to observe slides, etc.  Homework for tomorrow: 1) Read handout about the use of the microscope; 2) Write down observations from microscope today; 3) Come up with phosphate lab hypothesis.

Thursday, September 15.  Finish phosphate lab hypothesis.  Make lab observations.  Hand out field trip report topics (See description attached to this web page).  Homework:  Read pages 139-155 in the text and pick a report topic.

Friday:  Work on report in class... draft due by the end of the period. 



Week 4: Sept. 6-9, 2016
NGSS-HS-LS2-6.  Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Tuesday, Work on Biome Reports in class.  Powerpoint due shared on my drive this evening.

Wednesday, Watch "How wolves change rivers" video.  https://www.youtube.com/embed/ysa5OBhXz-Q?feature=player_embedded
Introduce the concept of box models and connect to mathematics and graphs.  Homework tonight:  Read pages 119-128 and provide definitions for all 10 highlighted words.  

Thursday, Present Biome reports. 
Friday, Present Biome Reports.

Week 3:   August 29, 2016 - September 2, 2016

Standards Addressed.
NGSS-HS-LS2-5.  Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
NGSS-LS2-4.  Use mathematical representations to support claims for the cylcing of matter and flow of energy among organisms in an ecosystem.
NGSS-HS-LS2-6.  Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Monday, August 29, 2016.  Continue with oceanic cycling of nitrogen and carbon.  Attach the oceanic food web with energy pyramid.  Introduce concept of ecological succession with algal bloom after introduction of nitrogen (limited resource) from upwelling cold-current.  HOMEWORK:  Read pp. 94-97 for tomorrow's field trip;  be prepared to apply concepts of ecological succession on field trip.

Tuesday, August 30, 2016.  Examine succession after a burn.  Count species in the "climax community" to determine carrying capacity.  Count species in the burn area to identify pioneer species and to compare with climax community.  Postulate about the type of growth that will occur after the burn (logistic or exponential).  Also discuss the carbon cycle in the Mono Basin from the viewpoint.  Homework for tomorrow:  Make food web for upland Mono Basin.

Wednesday, August 31, 2016. 
Discuss carbon cycle in the Mono Basin.  Start with the burn.  Sketch in notebook.  Get ready for tomorrow's field trip.
Homework for tomorrow:  Read pages 106-108

Thursday, September 1, 2016
Field trip to Deschambeau ponds.  Carbon cycle, water cycle, food web.  Record data in your notebook.  Abiotic factors:  temperature of air, water in different places.  pH of water in different places.  Biotic factors:  biological communities present in each, predator-prey relationships, food web partials, etc.  Take samples for back at the school - phosphate lab.  Homework:  Write up field trip report.

Friday, September 2, 2016
Quiz and finish writing up field trip report.

Vocabulary to remember this week:  ecological succession, limited resource, primary producer, primary and secondary consumers, top predator, photoautotroph, heterotroph, carbon cycle, pioneer species, phytoplankton, zooplankton.


Week 2:   August 22, 2016 - August 26, 2016
Standards Addressed: 
NGSS-HS-LS1-5.  Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
NGSS-HS-LS2-5.  Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Monday, 8/22/16
Quiz.
Finish writing up greenhouse effect experiment.  Lab report due Tuesday in class.
Work on Biome Reports - some progress due today.  Make sure you have read pages 90-93.  

Tuesday, 8/23/16
Take notes on activities researching oceanic acidification.

Wednesday, 8/24/16
Tag-team lesson - coral reefs and kelp forests.  Compare/contrast thinking maps in your notebook.  Students create food-web poster for coastal zones.  Homework is to work on your Biome Report.

Thursday, 8/25/16
pH and seawater lab.  Take notes on depth and productivity in the ocean, and plankton as the basis for the oceanic food web. Homework is to read pages 67-73 and listing a simple definition for all of the highlighted vocabulary words in your notebook.  Also work on your Biome Report.

Friday, 8/26/2016, Minimum Day
Quiz
_______________________________________________
Week 1:   August 15, 2016 - August 19, 2016
Science Standards Addressed:  NGSS-HS-LS2-6.  Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Monday, 8/15/16
Hand out class guide and expectations.

Tuesday, 8/16/16
Model note-taking of powerpoint presentation, North Atlantic Deep Water and El Nino.
Hand out homework to accompany reading pp. 87-89 and pp. 98-105:  homework to be pasted into notebook.  Students to choose biome for upcoming report... choices due on Friday.

Wednesday, 8/17/16
Design lab procedure to test greenhouse effect.  Note-taking on lecture about the greenhouse effect.  Hand out reading log about ozone depletion referencing pages:  157-158.

Thursday, 8/18/16
Model reading log about ozone depletion, emphasizing reading accompanied by independent research on the internet.  Homework is to condense this information into one page to be copied/pasted into notebook.  Set out experiments and collect some data.  Hand out global warming articles to read before tomorrow.

Friday, 8/19/16
Choose biomes for report due Thursday, September 8, 2016:  Clair - tropical rainforest;  James - deep ocean (benthic);  Stephanie - tropical savannah;  Augustus - tundra;  Ben - temperate woodland;  Gio - coniferous forest.  Reading assigned to go with this project is pages 90-97, and specific parts will be reread in the coming weeks (see ahead).  See attached rubric and project description.
Set out experiments and collect data.  Lab Report due at the end of class on Tuesday, 8/23/16.  Discuss global warming articles and politics.

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Liz Roripaugh,
Oct 10, 2016, 3:43 PM
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Liz Roripaugh,
Jan 5, 2017, 4:40 PM
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Liz Roripaugh,
Aug 20, 2016, 3:04 PM
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Liz Roripaugh,
Nov 30, 2016, 1:50 PM
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Liz Roripaugh,
Oct 10, 2016, 2:18 PM
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Liz Roripaugh,
Sep 15, 2016, 3:18 PM
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Liz Roripaugh,
Dec 8, 2016, 3:15 PM
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Liz Roripaugh,
Aug 20, 2016, 4:23 PM
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Liz Roripaugh,
Aug 20, 2016, 3:07 PM
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Liz Roripaugh,
Nov 7, 2016, 10:55 AM
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Liz Roripaugh,
Oct 12, 2016, 7:35 AM
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Liz Roripaugh,
Aug 20, 2016, 3:04 PM
ĉ
Liz Roripaugh,
Oct 17, 2016, 3:43 PM
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Liz Roripaugh,
Nov 1, 2016, 7:13 AM
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Liz Roripaugh,
Sep 20, 2016, 11:57 AM
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