Biology
Biology is first year science class that emphasizes standard biology curriculum (ecology, cell biology, basic biochemistry, and evolution). We will occasionally go outdoors (especially at the beginning of the year) so be sure to dress accordingly.
Daily Calendar
06/11 Monday
Bean Bunny Evolution Data & Graph
We watched a short video on how microbes evolve. Evolving ideas: Why does Evolution Matter Now? We also watched The Five Fingers of Evolution
06/08 Friday
Students finished the Bean Bunny Evolution activity.
Assigned today: Study guide for final test
06/06 Wednesday
Due Today: completed Punnett Square lab from Monday
We watched the first 15 minutes of Cosmos, A Space Time Odyssey Season 1 Episode 2 on dog and bear evolution.
Students took notes on genetic variation and natural selection.
We played a bunny evolution game where students observed how natural selection can impact populations.
Bean Bunny Game Explanation Powerpoint.
Bean Bunny Evolution Data Collection Sheet
06/04 Monday
Today we finished up our genetics unit. Students received feedback on several assignments. We finished reviewing the Gattaca questions. Students worked on a punnett square lab. We finished watching the PBS NOVA Cracking Your Genetic Code video and answering questions on the worksheet.
06/01 Friday
Today we learned about how the location of a gene mutation can impact the outcome of a genetic disorder. Human genetic disorders powerpoint.
Students worked on interpreting and making pedigrees. Pedigree worksheet.
We then watched a PBS NOVA episode "Cracking Your Genetic Code." Students answered questions on a worksheet while watching the video.
PBS NOVA Cracking Your Genetic Code
05/30 Wednesday
We continued to learn about genetics today. We reviewed meiosis and started learning how to make/read Punnett Squares and pedigrees.
Powerpoint for today starts at the 9th slide. Human Inheritance and Pedigree Analysis Lab.
Announcement: The DNA quiz has been postponed. No quiz on Friday!
05/25 Friday
Today we continued to learn about genetics. Genetics Powerpoint.
Students worked in pairs to do an inherited traits lab.
If students have time, they can work on the summarizing the protein synthesis game assignment.
05/23 Wednesday
Today we finished watching Gattaca and discussed the movie questions.
DNA Quiz next Friday, June 1st: To prepare for the quiz we reviewed the DNA practice assessment that students took on Monday. Students also started working on summarizing the protein synthesis game that we played on Monday. This will be a part of the quiz next Wednesday.
At the end of class we began our new unit on genetics. Students took notes in their notebooks. Notes from today.
05/21 Monday
Warm-up and review powerpoint.
Today we continued to practice synthesizing proteins from DNA by playing a game. Students worked in table groups and completed one DNA transcription & translation worksheet.
We continued to watch the movie Gattaca and discuss how genetics is impacting the lives of the characters in the film.
Homework due today: transcription & translation coloring worksheet.
05/16 Wednesday
Lecture Notes from today Start at slide 12.
Today we learned about translation, the next step of synthesizing proteins. Students practiced creating a sequence of amino acids from the mRNA code and determining the tRNA anticodons from the mRNA.
Homework: complete the DNA transcription and translation coloring worksheet. Due Monday, May 21st.
05/14 Monday
Today we started learning about the Central Dogma of Biology; how DNA is used to make protein. We learned about the differences between DNA and RNA. Students practiced transcribing a strand of DNA into mRNA.
We then continued to watch Gattaca and students filled out a worksheet on the movie.
05/11 Friday
Today we reviewed the strawberry DNA extraction lab. Students discussed what each step did to the cell organelles of the strawberry. We learned why many are people interested in extracting DNA form human cells.
We did an activity where students simulated running a gel electrophoresis in order to determine the criminal from a group of suspects.
We started learning about why DNA replication is necessary for life and how it works. Students replicated sections of the DNA molecule which we built in the last class.
We watched a few minutes of the movie Gattaca at the end of class.
05/09 Wednesday
Notes from today. Today we finished our DNA molecule models. We then learned how to extract DNA from a strawberry in the lab. Students completed the Strawberry DNA lab handout. We will discuss the lab on Friday. We then started watching the movie Gattaca.
05/07 Monday
Due today: DNA webquest assignment; turn in to Showbie
Today we began our next unit, DNA. We will begin by learning what is known as the Central Dogma of Molecular Biology:
1. All cells contain DNA.
2. DNA contains regions that are called genes.
3. The sequence of genes contains instructions that code for proteins.
4. Groups of specialized cells (tissues) use proteins to carry out functions that are essential to the organism.
Today we focused on understanding the structure of DNA. Students built a DNA double helix paper model as a class.
Structure of DNA Powerpoint Notes.
We finished the lesson by starting to watch Gattaca. Students answered questions in their notebooks while watching the movie.
05/01 Wednesday
We will start the day with our cell unit test. When students are done with the test they can work on the DNA webquest assignment. You must turn the sound off on your Chromebook or plug in headphones before going to the website. Students can turn the DNA webquest assignment in on Showbie.
Assigned today: DNA webquest assignment due Monday, May 7th!
04/30 Monday
We will start our lesson with a practice quiz. Students will self-correct their quiz in order to get a better idea of what they still need to study for the test on Wednesday.
Unit Test on Wednesday, May 2nd!!!!!!!!!!!
We will continue to work on the cell unit review packet: due Wednesday
Students will also work through the Cell unit study guide (this will guide students in studying for the test and making notes to use on the test). If students complete both the review packet and study guide/notes for the test, they should retake the socrative quiz on photosynthesis. Go to socrative.com and use the class code EVA7508.
Cell Unit Test: Wednesday, May 2nd! The test will be similar to the last two quizzes but longer. You can use two pages of notes, front and back. We will have some time in class to make study guides but you should review the Cell unit study guide at home.
04/27 Friday
Powerpoint with Warm up. We started the day by reviewing our class expectations for maintaining a safe, respectful and responsible classroom.
We watched a part of video on respiration https://www.youtube.com/watch?v=00jbG_cfGuQ
We then reviewed the yeast respiration lab. https://www.youtube.com/watch?v=qoxY0z8ukUQ
We then watched a short video on cellular respiration and photosynthesis.
We started reviewing for the unit test on cell structures, cell transport mechanisms (osmosis, diffusion and active/passive transport), photosynthesis and respiration. Students worked independently on their review packets to prepare them for the test. The packet contains a writing assignment comparing photosynthesis to respiration, an animal cell coloring worksheet, a cell organelle worksheet, a photosynthesis worksheet, an osmosis and diffusion worksheet and a diffusion worksheet. This packet should be finished by the end of class on Wednesday.
Assigned today:
Cell unit review guide: due Wednesday
Cell unit study guide: this will guide you in your studying for the test next Wednesday
Cell Unit Test: Next Wednesday, May 2nd! The test will be similar to the last two quizzes but longer. You can use two pages of notes, front and back. We will have some time in class to make study guides but you should review the Cell unit study guide at home.
04/25 Wednesday
Today we started learning about cellular respiration. Warm up question.
Students then continued the Respiration Challenge lab. Students competed to see who could increase the rate of respiration in yeast cells the most. Students made their 3 treatments using no more than 1/8 teaspoon of yeast in 5 ml of their chosen solutions. Students collected data and analyze their results. While students are waiting to collect data they can work on their Eggsperiment Comic Assignment or take the online socrative quiz on cellular respiration.
04/23 Monday
Today we started learning about cellular respiration. Cellular respiration powerpoint.
Students then started the Respiration Challenge lab. Students made predictions about what solution would make yeast respire the most. Students were provided with supplies like sugar, starch, flour and students decided which 3 treatments they would make using no more than 1/8 teaspoon of yeast in 5 ml of their chosen solutions.
04/18 Wednesday
Quiz today: Cells and cell transport (open note!)
We finished the Eggsperiment which we began last Wednesday. Students massed their eggs after soaking in distilled water for two days. Students finished their lab worksheets on the Eggsperiment and started working on the Eggsperiment Comic Assignment.
Students took an open note quiz on cells and cell transport.
04/16 Monday
Homework due today: Red Onion Osmosis Lab Questions
Today we reviewed cell transport by making a concept map in our notebooks. Cell Transport Powerpoint.
We continued the Eggsperiment which we began last Wednesday. Students massed their eggs after soaking in syrup over the weekend. Students placed their eggs in distilled water today and made predictions of what would happen to their eggs after soaking until Wednesday.
We reviewed the Red Onion Osmosis Lab questions as a class and students took a Kahoot quiz on cell transport.
We watched an animated video on the Inner Life of the Cell. We reviewed the parts of a cell and how proteins are made using the nucleus, RNA, ribsomes and the endoplasmic reticulum.
We will have a quiz on the parts of the cell and cell transport on Wednesday (April 18th). Students can use their notebooks on the quiz.
04/13 Friday
Today we continued to learn about osmosis and how hypo-, iso- and hypertonic solutions impact cells. Cell Transport Powerpoint.
We continued the Eggsperiment which we began on Wednesday. Students massed their eggs after soaking in vinegar for two days and placed them in corn syrup. Students made predictions for what would happen to their eggs as they soak in syrup over the weekend. We also observed the dialysis tubing demonstration which we started on Wednesday. Students then observed how salt water and distilled water impact onion cells under a microscope. Red Onion Osmosis lab.
Homework assigned today: Finish the Red Onion Osmosis Lab Questions (Due Monday, April 16th)
04/11 Wednesday
Today we started learning about how things get in and out of cells. Cell Transport Powerpoint.
We started the Eggsperiment which we will have running over the next few days. Students massed their eggs and placed them in vinegar. We also observed how dialysis tubing works.
04/09 Monday
Today we continued to learn about cells and organelles. We started learning about the endoplasmic reticulum and vacuoles. We briefly reviewed chloroplasts. Cell powerpoint.
Students continued working in pairs on their cell analogy poster. Students should finish the Cell as a City Posters today. Students will evaluate at least 2 Cell as a City Posters from their peers. Cell as a City Evaluation.
04/04 Wednesday
Today we continued to learn about cells and organelles. We started learning about ribosomes and mitochondria. Cell powerpoint.
Students took a Kahoot quiz on the function of cell organelles.
Students continued working in pairs on their cell analogy poster. Each student should finish the Cells as a City Poster Ideas today. Students will turn in their ideas on Showbie. Students can then start working on making their actual Cell as a City Posters.
04/02 Monday
Today we continued to learn about cells and organelles. We briefly reviewed cell membranes and started learning about cell walls and the nucleus. Cell powerpoint.
Students started working in pairs on their cell analogy poster. Each student should finish the Cells as a City Poster Ideas today. Students can turn in their ideas on Showbie. Students can then start working on making their actual Cell as a City Posters.
03/23 Friday
Today we collected our last set of data from the Arabidopsis study. Students recorded maximum leaf length, total number of leaves and leaf color from their plants treated with protein.
Here is the html color code website. https://htmlcolorcodes.com/ Remember to click on "chart" and then scroll down to the third color chart.
We started learning about phospholipids, how they make up cell membranes and some of the properties of cell membranes. Students then made micelles using oil, water and phospholipids and observed how they make stable membrane bound structures under the microscope.
03/21 Wednesday
Quiz today on photosynthesis! Remember to bring a sheet of notes.
Students took a test today on photosynthesis. Here is the photosynthesis study guide.
Students continued to work on the cheek cell lab.
If there is time we will watch this video on the cell theory.
https://www.youtube.com/watch?v=4OpBylwH9DU
03/19 Monday
Today we took 45 minutes to study and make notes for the upcoming quiz on photosynthesis (Wednesday, March 21st). Here is the study guide.
Students then spent the rest of the lesson observing, drawing and labeling cheek, plant and animal cells using a compound microscope. Cheek Cell Lab.
03/13 Wednesday
Today we announced the upcoming quiz on photosynthesis (Wednesday, March 21st).
Students augmented their Arabidopsis plants with 15 ml of the protein solution and collected leaf and color data.
Students worked in pairs to treat one plant after collecting data on the number of leaves of their plant and the color of the plant using the html color codes website:
Click on chart at the top of the page and scroll down to the third color chart!
Students explored the Cells Alive web page and completed the Cells Alive Assignment.
03/11 Monday
Today we finished our unit on photosynthesis. Students used teacher feedback (written and verbal) to write their final report on the pea study in class. Here is the pea study report assignment.
Mrs. Wolfe demonstrated how to make the graph for the color of pea plants in no light, low light and high light. Students then used the data they collected on pea height to create a graph and analyze the results for no light, low light and high light. Here is the data spreadsheet for the pea study.
03/7 Wednesday
Today we started class by learning some of the basics about creating graphs (dependent vs. independent variables, labels, axes, etc.). This will become important as students continue to analyze data from scientific studies throughout the school year.
Students then took a Socrative quiz on the last lab investigation we did. Students can login to EVA7508 on socrative.com. The purpose of the Socrative quiz is to help students review the content from the Bubbling Cabomba lab. We then went over the quiz as a class.
Students then started treating Arabidopsis plants with one of the macromolecule solutions (proteins, nucleic acids, carbohydrates, phospholipids). This has been an ongoing research study and plants are now big enough to treat.
Here is the protocol for the macromolecule solutions. Students worked in pairs to treat one plant after collecting data on the number of leaves of their plant and the color of the plant using the html color codes website:
Click on chart at the top of the page and scroll down to the third color chart!
Data was collected in student notebooks.
03/5 Monday
Today we started class by finishing up the photosynthesis models. Students can turn in their movies to Showbie.
We then reviewed the lab investigation on plant chloroplasts. We discussed the follow up questions and worked through the sentence frames on the chloroplast lab handout.
Here is the powerpoint from today with additional videos to watch on chloroplast movement and photosynthesis .
Students then entered their pea data into the whole class spreadsheet.
03/2 Friday
Today we continued to learn about the chemical reaction of photosynthesis. Students learned that the rate of photosynthesis is dependent on the amount of available water, carbon dioxide, and sunlight. Here are the notes on the rate of photosynthesis.
Students investigated how different light intensities impact the rate of oxygen bubbles being formed in a lab.
Photosynthetic Rate in Cabomba.
For the rest of the period students continued to make their photosynthesis models and create their narrated movies using the models.
02/28 Wednesday
Today we continued to learn about the process of photosynthesis. Students learned more about inputs and outputs of matter and the transfer and transformation of energy during photosynthesis in plants. Here are the notes on the process of photosynthesis.
Students made a model of photosynthesis in a leaf and created a 1 minute video on the process. Here is the assignment for the model and movie on photosynthesis.
Students collected more data on their peas today. If we have time students will enter data. Here is the link for the html color codes: https://htmlcolorcodes.com/
Click on chart and scroll down to the third chart option. Write down the three RGB values after clicking on the most similar color.
02/26 Monday
Today we started learning about how photosynthesis can transform the energy from the sun into chemical energy. Students observed two demonstrations; one on light energy and one on chemical energy.
We took notes on chloroplasts and photosynthesis(pdf).
Using compound microscopes students observed, drew and labeled two aquatic plants and answered follow up questions on the Chloroplasts and Photosynthesis worksheet.
Students observed their pea plants and watered them.
02/21 Wednesday
Today we learned about the energy needs of life on Earth. Energy and Life Notes.
We read the article "Does Everything in the World Need the Sun to Survive?"
http://scienceline.ucsb.edu/getkey.php?key=5412
Students collected for and against arguments from the article on whether everything depends on the sun. Then students watched this Woods Hole Oceanographic Institute video on hydrothermal vents:
https://www.youtube.com/watch?v=-3mPEPjOnyI
Students filled out the worksheet on Energy and Life for today's lesson.
For the second half of today's lesson students revised or made a first draft of their predictions on pea plant growth in different light intensities. Students then collected data on pea growth according to the method outlined in the Pea Data Collection powerpoint.
02/15 Friday
Today we took our Biochemistry Unit Test.
After the test students took a 5 minute break.
Then students read through the following resources:
- http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/environment/1_food_factory2.shtml
- https://ask.extension.org/questions/167106
- https://www.thespruce.com/lighting-for-houseplants-1902691 (don't read the last section about foot candles)
Students made a prediction based off of the three readings. A sentence structure is provided for the prediction along with an unrelated example of how to write a prediction. Students turned in their predictions by the end of class.
02/14 Wednesday
Today students were given time to study and make two pages of notes for the upcoming test on Friday. Here is a study guide Biochemistry Review Study Guide.
Students took a quiz on Socrative about water, solutions, pH and carbon. This should give students an idea of how prepared they are for that section of the test on Friday. Students can take the test by clicking on this link: https://socrative.com/
and signing in to EVA7508
Students planted pea seeds in preparation for the upcoming study on the impact of light levels on photosynthesis in pea plants.
Students started to fill out the Pea Study Data Collection Sheet for the pea study after planting peas.
02/12 Monday
Today we finished the macromolecule models. Students were asked a few questions about the structure and function of two of their models.
Here is the macromolecule model rubric that was used to determine what students knew and still need to practice before the test on Friday.
Students planted pea seeds in preparation for the upcoming study on the impact of light levels on photosynthesis in pea plants.
Students started to fill out the Pea Study Data Collection Sheet for the pea study after planting peas.
02/09 Friday
Today we continued to work on the structure and function of the 4 macromolecule groups by making models. We will finish making our models in class and then present the models.
Biochemical Compound Model Assignment
We reviewed the practice quiz on macromolecules that we took on Monday.
Upcoming Test: On Friday, February 16th
Here is a study guide Biochemistry Review Study Guide
02/07 Wednesday
Today we will start by taking a practice quiz on macromolecules. Go to socrative.com and log in to EVA7508.
We will discuss the upcoming schedule for the next two weeks and how to prepare for the test (February 16th).
Students will learn more about the structure and function of the 4 macromolecule groups by making models. We will use class time today and on Friday to make the models, describe how they work and then present the models.
Biochemical Compound Model Assignment
02/05 Monday
Today we will be thinking about what behaviors help us succeed in school as well as practicing a few routines to help our class run more smoothly.
Personal Reflection Writing Assignment
01/31 Wednesday
Today we will be starting Arabidopsis thaliana seeds for our macromolecule plant study.
Students will continue to learn about experimental design and start to brainstorm ideas for their study in a Macromolecule Augmentation Study Design, Hypotheses, and Question document. Students should turn in their work on Showbie at the end of the lesson.
Students learned more about plants and what they need to be healthy by watching these videos:
Short film on needs of plants: https://www.youtube.com/watch?v=cwwlm3CrRjY
Bill Nye talks about plants: https://www.youtube.com/watch?v=LyqIjiDfChE
01/29 Monday
Today we revisited the Macromolecule Sorting Activity. Students were asked to sort the macromolecules into 10 groups that they felt extremely confident about. After checking in with Mr. Beran and Mrs. Wolfe, students then attempted to organize the macromolecules into the four macromolecule groups. Students reviewed and summarized their current understanding of the structure and function of the 4 major macromolecule groups in an updated version of the Macromolecule Sorting Activity.
Students finished their Biochemical Compounds Research Assignment and turned their work in on Showbie.
01/24 Wednesday
Today we reviewed part 1 of the Macromolecule Augmentation Research. We discussed the information found in this paper which will help us design a study on the impact of lipids/fats on Arabidopsis plants.
Students then did a sorting activity where they looked for structural similarities in macromolecules. They sorted examples of molecules based on structure, put them into groups and then explained why their groups made sense. When students finished this activity they worked on follow up questions in the Macromolecule Pattern Matching Activity.
01/22 Monday
Assigned today: Biochemical Compounds Research Assignment (Due Wednesday, 1/24/18)
Today we learned about the 4 major macromolecules in greater depth; carbohydrates, lipids, proteins and nucleic acids.
We continued to discuss our upcoming plant study and prepared filled pots with soil for the plant study.
Students worked independently to research the major biochemical compounds. Biochemical Compounds Research Assignment. Turn this assignment into Showbie at the end of class even if you have not finished. Students will complete the assignment for homework and turn their completed assignment in on Showbie in the same place by Wednesday, 1/24/18)
01/17 Wednesday
Today we started our next topic which is Biochemistry. We first looked at the 6 most abundant elements in living things which can be represented by this made up word CHONPS.
We briefly discussed the four major large molecules that make up living things and that living things depend on to function. Carbohydrates, Lipids, Proteins, and Nucleic Acids.
After being quickly introduced to the macromolecules we also got started on a longer term project where we will be working with these various molecules to see how they affect the growth of plants.
Macromolecule Augmentation Research Students should turn in what they have finished today in Showbie.
01/12 Friday
Due Today: Carbon Introduction Worksheet
Today we reviewed what we learned during the pH lab and watched several demonstrations on pH changes. pH review powerpoint.
We started to learn about the carbon cycle by playing a carbon cycle game in which students mimic how carbon atoms move around the earth. Students drew the carbon cycle based off of their experience.
Students started to work on the carbon cycle follow up questions on their Chromebooks. Students turned in their work at the end of the lesson to Showbie.
01/10 Wednesday
Due today: Red Cabbage Lab (you will have some class time to finish this assignment)
Today we learned about carbon, where it is found on earth and why it is so important. Here are the notes from today Introduction to Carbon
Assigned today: Students did web research to answer questions about carbon Carbon Introduction Worksheet. Make a copy of this worksheet to be able to edit it and turn it in on Showbie. Due Friday January 12th by the beginning of class!
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
01/08 Monday
Assigned today: Red Cabbage Lab
Today we learned about
- Acids and bases
- The pH scale
- Using indicators to study the pH of substances
- The pH of common household substances
Here are the notes from today. Acids, bases and pH notes
Lab: Students combined several common household substances with red cabbage juice. Students observed color changes due to pH and documented their findings on the Red Cabbage Lab handout.
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
12/20 Thursday
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
12/19 Wednesday
Due today! completed Water Olympics Worksheet
Today we learned about
- hydrogen bonding (the intermollecular attractive force between water molecules)
- hydrophilic and hydrophobic substances
- the high specific heat of water and how that regulates the temperature in the environment and organisms
- water as a universal solvent and talked about the importance of water in the human body.
We watched this short video about these properties of water. https://www.youtube.com/watch?v=HVT3Y3_gHGg. Here are notes from the clip about water. Water Notes Continued
Lab: Students combined several salt solutions and observed whether or not reactions occurred. Students recorded observations about what those reactions looked like (color changes, precipitate formation). We learned the about the important role that water plays in reactions in the human body.
Chemical Solutions Research Questions
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
12/18 Monday
Today students made observations about cohesion, adhesion, surface tension, and diffusion by comparing a polar (water) with a relatively non-polar substance (isopropyl alcohol). Students will complete the Water Olympics Worksheet during this lab.
Due today! Periodic Table Scavenger Hunt
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
12/13 Wednesday
Today students continued to make models to describe ionic and covalent bonding. Chemical Bond Model Assignment Once students finished this assignment and demonstrated their models they started working on the Periodic Table Scavenger Hunt. This will be turned on Showbie. If students do not finish the scavenger hunt it will be assigned as homework (due by Monday, 12/18/17 at the latest).
We started learning about water and its unique properties that make life possible. Students watched the NBC Learn video: Molecule Profile: H2O Water. You can search for this video here http://www.nbclearn.com/portal/site/learn/search
We discussed some of the key points from the video about the polarity of water, cohesion, adhesion and surface tension.
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
12/11 Monday
Today we learned more about the Periodic Table and chemical bonds and ions. Periodic Table & Ions Powerpoint
Students watched a demonstration of sodium ions forming in water and continued to work on their chemical bond models. Chemical Bond Model Assignment
Homework: Students started working on a Periodic Table Scavenger Hunt. This will be turned in to Showbie by Wednesday 12/13
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
12/08 Friday
Today we reviewed what students observed in the lab about physical and chemical changes. Physical and chemical changes lab. Here is a powerpoint with videos about what students observed Physical and Chemical Changes Powerpoint This powerpoint can be used if you were absent for the lab.
Due today: Complete lab handout Physical and chemical changes lab
We started learning about chemical compounds and how ionic bonds and covalent bonds are formed. Chemical Compounds Powerpoint. Students started brainstorming how to make models to describe ionic and covalent bonding. Chemical Bond Model Assignment
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
12/06 Wednesday
Today we started learning about atoms as the basic unit of matter. Students were introduced to the structure of atoms and chemical elements. Students started working on an Introduction to Chemistry Study Guide
Due today: Chemical and Physical Changes Lab Physical and chemical changes lab from Monday and completed Table on Page 25 in the Chemistry Study Guide
Homework extension due today:
If students did not turn in their Food Wed assignment last Monday they can turn it in today. Students will lose points for turning the assignment in late!
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
12/04 Monday
Today we learned about matter and investigated physical and chemical properties of matter. Students learned that matter is constantly changing. Students did a lab about physical and chemical changes. Physical and chemical changes lab
Due today: Food web assignment
Homework due Wednesday:
Students should answer the remaining lab questions on the handout and be ready to discuss them on Wednesday.
Extension: If students did not turn in their Food Wed assignment today they can turn it in by Wednesday. Students will lose points for turning the assignment in late!
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
11/29 Wednesday
We went over a few more reviews for the test using Kahoots.
Students took the Ecology Unit Test.
Students worked on their soil food web project. Soil Food Web Assignment Due Monday, 12-4-17.
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
11/27 Monday
We went over the review activity and discused the content for the test in more detail using a Powerpoint presentation. Ecology Review Powerpoint Students can reference this powerpoint if they need help studying for the test.
We went over how to study for the Ecology Unit test which will take place on Wednesday, November 29th. Students can refer to the Ecology Unit test study guide. This guide lets students know which terms and concepts to study for the test.
Students worked on their soil food web project. Soil Food Web Assignment
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
11/20 Monday
Today we will work in small groups to answer questions that will be important for the Ecology unit test. Ecology Unit Review Activity
We will go over the activity and discuss the content for the test in more detail using a Powerpoint presentation. Ecology Review Powerpoint Students can reference this powerpoint if they need help studying for the test.
We will go over how to study for the Ecology Unit test which will take place on Wednesday, November 29th. Students can refer to the Ecology Unit test study guide. This guide lets students know which terms and concepts to study for the test.
If we have time students can work on their soil food web project. Soil Food Web Assignment
Students still need to turn in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
11/17 Friday
Today we will talk about biodiversity and t-tests using a powerpoint. Soil Lesson 3 We will continue our soil community study. Students will review the first draft of their hypothesis. As a class we will write a second draft. Students will turn in their second draft to Showbie. Students will review their soil study data in the whole class spreadsheet and make a bar graph from the biodiversity indexes and do a T-test. Students will turn in their spreadsheets to Showbie. If there is time students will work on answering questions about soil organisms as bioindicators on their Chromebook.
Students turned in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
11/15 Wednesday
Today we will continue our soil community study. Students will revise their observations worksheet and work on generating a hypothesis for their study. Students will sort, identify and collect data from their samples. Students will enter their data in whole class spreadsheet and turn in the data sheet from their sample. If there is time students will work on answering questions about soil organisms as bioindicators on their Chromebook. Data collection and research worksheet
Students turned in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
11/12 Monday
Today we began our soil study. We are investigating the differences in soil communities from the forest and the farmed field on the west side of CV. Students made observations of physical (non-living) and biological factors at both sites and documented them in a graphic organizer. Observation worksheet. Students built a Berlese funnel and collected soil samples in small groups. The soil samples were placed in the Berlese funnels until Wednesday to collect soil organisms.
Students turned in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
11/8 Wednesday
Today we continued to learn about organisms in the soil. Students read an article on the topic and reflected on the questions. Denizens of the Soil.
Students started their soil food web assignment. Soil Food Web Assignment Students can use this Food webs Powerpoint if they need a refresher on food chains, food webs, and trophic levels
Students turned in their video permission slips. DONUTS when they are all turned in! Here is the form if you still need it! VIDEO PERMISSION FORM
11/6 Monday
Today we started our soil unit. Students looked at two different soil samples. One from the forest and one from a garden. Students recorded their observations on a worksheet in their notebooks.
Students were asked to bring back signed video permission slips.
Students took a pre-assessment about soil.
Objectives for today were:
Understand that soil is not just dirt, it is a complex ecosystem.
Students will be able to identify some of the organisms living in the soil.
Students took notes on the soil ecosystem and some of the organisms that live in the soil. Soil ecosystem Powerpoint
11/1 Wednesday
Today we focused on Predator/prey interactions with these Community Interactions Notes
Objectives for today were:
Be able to describe how predators regulate prey populations
Show how predators affect the evolution of a prey species.
We also talked about the coevolution of a predator and prey organism.
10/30 Monday
We will start with a warm up question about symbiosis.
We will then look at spotted oak galls from Garry oak trees. Students will make three labeled drawings and answer a few questions on a worksheet. We will update our notebook table of contents and tape the worksheet into the notebook.
Students will watch a short video clip on the parasitic wasps that cause the growth of oak galls. Oak gall PowerPoint.
Homework due today!: Do some research in the internet about oak galls and lichen. Write down a written explanation of what oak galls and lichen are.
10/25 Wednesday
You will have more time to work on your final report. You should be working on your discussion if you haven't already. Here is an outline for the discussion. Discussion Turn in your final version with your discussion section complete on Showbie by next Monday 10/30.
If we have time we will talk about the salmon eggs in the class that we will be hatching and releasing in the stream. A part of this is calculating heat units and how they impact hatching rates.
Homework due Monday: Do some research in the internet about oak galls and lichen. Write down a written explanation of what oak galls and lichen are.
10/23 Monday
Today we started our lesson by watching the Living Together part of the Trials of Life video. Students started filling out a worksheet on symbiosis. We spent some time outside looking at different organisms and how they interact with their environment and neighboring organisms. We collected oak galls and lichen which we observed in greater detail in the classroom.
Check Showbie to read feedback on your final report. We will continue to work on your report on Wednesday.
Homework due Wednesday 10/25: Do some research in the internet about oak galls and lichen. Write down a written explanation of what oak galls and lichen are. You will turn this in on Wednesday in class.
10/20 Friday
Today we will spend a little bit of time outside looking at various community interactions. Community Observations
Community Interactions Observations Worksheet (To be filled out as a class discussion or on your own if we run out of time in class)
Students will be given the second half of class to work on their Final Report Brick Pack
Some Final Paper Guidelines to Follow
The final paper will be due at the end of the period on Friday.
10/18 Wednesday
Today we spent a few minutes reviewing the functional feeding groups and the stream macroinvertebrates.
Students then took the macroinvertebrate and functional feeding groups quiz.
Afterwards, students were given time to work on their Final Report Brick Pack
There will be at least 45 minutes of class time to work on these papers on Friday. The final paper will be due at the end of the period on Friday.
Here is the information on what is expected in their final report and a sample report:
10/16 Monday
Warm-up: Positive News in Biology
Today we will discuss a few of the functional feeding groups found in stream macroinvertebrates.
Students will take a short kahoot quiz to get an idea of how prepared they are for our open-note quiz coming up on Wednesday, October 18th.
Kahoot webpage where students can enter game code:
https://kahoot.com/welcomeback/
Click on "play" in the upper right corner.
Students will begin to write the methods section of their final report for our stream survey. Students should turn in their work in progress to Showbie at the end of class.
Here is the information on what is expected in their final report and a sample report:
10/10 Wednesday
Today we will discuss t-tests and continue to analyze our macroinvertebrate data.
If we have time we will discuss the final report which will be due on Friday, October 20th.
Here is an outline for the final report and a sample.
10/9 Monday
Our goal for today is to start gathering information about the macroinvertebrate species that we found in our leaf pack samples. This information will be helpful when we write our final report.
Groups of 3-4 students will be assigned to one question about macroinvertebrate biology. Each group will create a google slideshow consisting of two slides. Students will present their information to the rest of the class and teach their peers about their topic. Students will be required to take notes during the presentations. Notes should be taken on page 13.
Link to questions to be presented:
10/6 Friday
Our goal today is to calculate a biodiversity index for each brick pack. This is a number that will allow us to compare the diversity of each sample with other samples throughout the stream.
If time we will also make a bar graph comparing average biodiversity for each of our habitats.
10/4 Wednesday
Today we will take a look at species biodiversity and enter our class data into a spread sheet so we can begin analyzing it.
Blank Macro Invertebrate Data Sheet and Day 1 Graphing Exercise Instructions for filling out the data sheet and making the first graph are on the assignment.
10/2 Monday
We will learn to identify the most common macroinvertebrates found in our leaf packs (common macroinvertebrate examples).
Students will paste a data sheet into their notebooks to keep track of the macroinvertebrates they find.
We will collect our brick packs from the stream and sort, count and keep track of the macroinvertebrates we find.
Your homework is to finish your Macro-Invertebrate Poster Assignment. It is due on Wednesday and we will not have time in class to finish it.
9/27 Wednesday
We will have a test on the plants we studied during the plant portfolio assignment.
Students will get a chance to review each others macroinvertebrate posters before they are due next week. Students will fill out a macroinvertebrate poster evaluation form for 4 different posters. This should provide feedback to students on how to improve the quality of their poster before the final version is handed in.
9/25 Monday
Today we talked a little more about our first experiment and students took a few notes on what we were going to be looking at over the next week or two and made note of the variables we are going to study.
We then went outside to check on the bricks and take a few notes on habitat where our bricks are located. At a minimum, students should have in their notebooks a description of the water quality and substrate and location of their brick.
Afterwards we came back to the classroom and started researching some of the invertebrates we will be seeing when we pull the bricks out of the stream with the following
Macro-Invertebrate Poster Assignment
Students will work in pairs and will be signed up for a particular macorinvertebrate to work on: Macroinvertebrate Poster Groups
Students then placed their leaf bricks in the stream and recorded the location in their notebooks on page 5.
9/22 Friday
We started preparing for our stream macroinvertebrate investigation today. Over the next few weeks we will be looking at macroinvertebrate communities in streams and how they vary depending on environmental factors. Our objective for this experiment is to study how local macroinvertebrate communities will be affected by water depth (shallow vs. deep) and leaf litter (Oregon ash vs. white alder).
Students were assigned to small groups and made leaf brick packs using either white alder or Oregon ash leaves. Here is where you can find which group you are in: Brick Pack Groups
Students then placed their leaf bricks in the stream and recorded the location in their notebooks on page 5.
9/20 Wednesday
We looked at our last 2 plants on the Plant Portfolio Assignment.. Students were then given time to look at the feedback that was given to them on their check in assignment and allowed to fix the problems and finish if they need to. Students were also given a chance to see if they can identify some of the plants we have been looking at.
This is the final work day for the Plant Portfolio Assignment due on Showbie today
9/18 Monday
We did a quick review of Ecosystem organization. Afterwards students were given time to work on the Plant Portfolio Assignment. Students were then given some time to continue working on their presentation. At the end of the class they turned in what they had completed on Showbie.
Students should have at least 10 slides completed at this point.
9/13 Wednesday
Today we took notes on how we define Ecology and Community Interactions Notes. Afterwards we went out and took some more notes on the plants up through the cow parsnip on this Plant Portfolio Assignment. Students were then given some time to continue working on their presentation.
Students should have at least 4 to 5 slides completed by the beginning of next week. This assignment will be due on Friday 9/22
9/11 Monday
Today we organized our notebook with a Table of Contents for the Ecology Unit and a stamp sheet that was put in the back of your notebook. Please see the Notebook link under Biology class to see a current Table of Contents that will be updated throughout the year.
9/8 Friday
We went over the Course Syllabus today and then started organizing our notebooks.
You should now have all of the pages up through 40 numbered in the manner that was shown during class, a table of contents, and a stamp sheet. Please make sure to see a friend or come see Mr. B. if you have any questions about how your notebooks should be organized.
Afterwards we started this by taking a few notes on some of the plants and then taking a tour of part of the campus to see some of the plants.
9/6 Wednesday
Short introduction to the class and Mr. B's classroom.
Students were asked to use the Chromebooks to fill out this short questionnaire. Biology Introduction Questions
HOMEWORK for the first day:
- Read the Course Syllabus posted here (a hard copy will not be provided, nor will it be needed). Bring your questions for the next class period.
- Print out the last page of the Course Syllabus and return it signed by both you and your parents. This insures that all students are able to access and obtain materials off of the class website and that parents and students understand class expectations.
- Print, read, and then sign this Safety Contract. Have your parents sign this contract as well. Signed Safety Contracts are to be returned to class prior to participating in lab activities.