Reminder-
****You can recieve extra credit (if you have not already done so) in the following ways:
Bring in 5 of the following items for 20 points:
-Clorox Wipes
-Hand Sanitizer
-Soap
-Paper Towels
-Tissues
-Box of Markers
-Box of Colored Pencils
-National Geographic Mags.
-3 glue sticks
***If you or your parent e-mail me for the quarter at Shannon.Fulmer@pgcps.org
Friday, December 18, 2009
Dec 21 and Dec 22
Objective:
The scholars will explain where plants get their energy in order to describe the role of light and chlorophyll in photosynthesis.
Warm Up:
1. Which of the following statements about enzymes is true?
A Enzymes can usually work at their optimum, at any pH.
B Enzymes are can be carbohydrates, lipids or proteins.
C Enzymes can usually work at their optimum, at any temperature.
D Enzymes are organic catalysts.
2. A biology class measured the pH of the water in four ponds. The data are recorded in the table below. Which pond has the most acidic water?
1 6.0
2 7.5
3 7.0
4 5.3
F Pond 4
G Pond 2
H Pond 1
I Pond 3
3. An enzyme that works best in a basic environment would function best at a pH of
A 3
B 5
C 11
D 7
4. A substance that accelerates the rate of a chemical reaction is called a(an)
F molecule.
G enzyme.
H element.
I lipid.
Use the following diagram to answer Numbers 5-7.
5. Humans have a body temperature of 37.00C. Which enzyme would have the most activity in humans?
A Enzyme X
B Neither Enzyme X or Y
C Enxzyme Y
D Enzyme X and Y
6. According to Figure 1, which enzyme(s) would you expect to find in a bacterium growing in a hot spring?
F Enzyme X and Y
G Enzyme X
H Neither Enzyme X or Y
I Enzyme Y
7. At what temperature do Enzyme X and Enzyme Y have the same amount of activity?
A 850
B 100
C 400
D 450
Vocabulary:
1. autotroph
2. heterotroph
3. ATP- Adenosine Triphosphate
4. Photosynthesis
5. Pigment
Classwork:
1.Warm Up and Vocabulary
2. Hand in Homework Read and outline 8-1
3. Movie
4. Foldable
5. Closure
Tonight's Homework:
1. Read and outline 8-2
2. (only for students who are not going to be here Wednesday)- Winter Break Packet
Homework Due: Read and outline 8-1
The scholars will explain where plants get their energy in order to describe the role of light and chlorophyll in photosynthesis.
Warm Up:
1. Which of the following statements about enzymes is true?
A Enzymes can usually work at their optimum, at any pH.
B Enzymes are can be carbohydrates, lipids or proteins.
C Enzymes can usually work at their optimum, at any temperature.
D Enzymes are organic catalysts.
2. A biology class measured the pH of the water in four ponds. The data are recorded in the table below. Which pond has the most acidic water?
1 6.0
2 7.5
3 7.0
4 5.3
F Pond 4
G Pond 2
H Pond 1
I Pond 3
3. An enzyme that works best in a basic environment would function best at a pH of
A 3
B 5
C 11
D 7
4. A substance that accelerates the rate of a chemical reaction is called a(an)
F molecule.
G enzyme.
H element.
I lipid.
Use the following diagram to answer Numbers 5-7.
5. Humans have a body temperature of 37.00C. Which enzyme would have the most activity in humans?
A Enzyme X
B Neither Enzyme X or Y
C Enxzyme Y
D Enzyme X and Y
6. According to Figure 1, which enzyme(s) would you expect to find in a bacterium growing in a hot spring?
F Enzyme X and Y
G Enzyme X
H Neither Enzyme X or Y
I Enzyme Y
7. At what temperature do Enzyme X and Enzyme Y have the same amount of activity?
A 850
B 100
C 400
D 450
Vocabulary:
1. autotroph
2. heterotroph
3. ATP- Adenosine Triphosphate
4. Photosynthesis
5. Pigment
Classwork:
1.Warm Up and Vocabulary
2. Hand in Homework Read and outline 8-1
3. Movie
4. Foldable
5. Closure
Tonight's Homework:
1. Read and outline 8-2
2. (only for students who are not going to be here Wednesday)- Winter Break Packet
Homework Due: Read and outline 8-1
Thursday, December 17, 2009
Nov 17 and Nov 18
Objective:
The scholars will take Unit 4 test in order to measure progress towards success on the HSA.
Warm Up:
Take 5 minutes to study for your test
Classwork:
1. Warm Up
2. Hand in homework (review)
3. Unit 4 exam
4. start to work on read and outline 8-1
Tonight's Homework:
Read and outline 8-1
Homework due:
Unit 4 review
The scholars will take Unit 4 test in order to measure progress towards success on the HSA.
Warm Up:
Take 5 minutes to study for your test
Classwork:
1. Warm Up
2. Hand in homework (review)
3. Unit 4 exam
4. start to work on read and outline 8-1
Tonight's Homework:
Read and outline 8-1
Homework due:
Unit 4 review
Tuesday, December 15, 2009
Dec 11-Dec 16
Ok so here is the thing..I am sorry for not updating this...On Friday the 11th I only got through the lesson with my first period class...I had my second period work on their reveiw sheets. (Had an allergic reaction and it was a mess!) Monday (B day) I was absent due to another allergic reaction so they also worked on the review....
Tuesday Dec 15-
A day- reviewed
B day- did the lesson from friday and then reviewed.
Objective: The scholars will perform an activity in order to differentiate the different types of osmosis.
Warm Up:
1. Which organelle is correctly matched with the cell process it performs?
F vacuole - protein synthesis in leaf cells
G chloroplast - diffusion of water in root systems
H mitochondrion - energy production in muscle tissue
J ribosome - production of messenger RNA molecules in yeast cells
2. Keratin is a protein found in hair. What organelle is involved in the production of keratin?
A the nucleus
B the vacuole
C the ribosomes
D the mitochondria
Use the information below to answer Numbers 3 and 4.
Researchers have discovered a toxin that stops cells from releasing stored energy. Cells exposed to this toxin cannot carry out many of their normal processes.
3. Which of these cell organelles are most directly affected by this toxin?
F ribosomes
G chloroplasts
H mitochondria
J vacuoles
4. When cells are exposed to this toxin, which of these processes is least affected?
A cell division
B osmosis
C aerobic respiration
D photosynthesis
5. What would happen to an animal cell with an internal salt concentration of 0.8% if it were placed in a salt solution with a concentration of 20%?
F The cell would swell and burst, because the 20% salt solution is hypotonic with respect to the cell,
causing a net movement of water into the cell.
G The cell would swell and burst, because the 20% salt solution is hypertonic with respect to the cell,
causing a net movement of water out of the cell.
H The cell would lose water and shrivel, because the 20% salt solution is hypertonic with respect to
the cell, causing a net movement of water out of the cell.
J The cell would lose water and shrivel, because the 20% salt solution is hypotonic with respect to the
cell, causing a net movement of water into the cell.
Vocabulary:
1. Cell Membrane
2. Cell Wall
3. Lipid Bilayer
4. Concentration
5. Diffusion
P.O.A- Plan of action
1. Warm up and vocabulary
2. Hand in homework
3. Classwork- notes
4. review
Tonight's Homework:
Complete the review sheet
STUDY FOR TEST!!!
Homework due-
Read and outline 7-4
Tuesday Dec 15-
A day- reviewed
B day- did the lesson from friday and then reviewed.
Objective: The scholars will perform an activity in order to differentiate the different types of osmosis.
Warm Up:
1. Which organelle is correctly matched with the cell process it performs?
F vacuole - protein synthesis in leaf cells
G chloroplast - diffusion of water in root systems
H mitochondrion - energy production in muscle tissue
J ribosome - production of messenger RNA molecules in yeast cells
2. Keratin is a protein found in hair. What organelle is involved in the production of keratin?
A the nucleus
B the vacuole
C the ribosomes
D the mitochondria
Use the information below to answer Numbers 3 and 4.
Researchers have discovered a toxin that stops cells from releasing stored energy. Cells exposed to this toxin cannot carry out many of their normal processes.
3. Which of these cell organelles are most directly affected by this toxin?
F ribosomes
G chloroplasts
H mitochondria
J vacuoles
4. When cells are exposed to this toxin, which of these processes is least affected?
A cell division
B osmosis
C aerobic respiration
D photosynthesis
5. What would happen to an animal cell with an internal salt concentration of 0.8% if it were placed in a salt solution with a concentration of 20%?
F The cell would swell and burst, because the 20% salt solution is hypotonic with respect to the cell,
causing a net movement of water into the cell.
G The cell would swell and burst, because the 20% salt solution is hypertonic with respect to the cell,
causing a net movement of water out of the cell.
H The cell would lose water and shrivel, because the 20% salt solution is hypertonic with respect to
the cell, causing a net movement of water out of the cell.
J The cell would lose water and shrivel, because the 20% salt solution is hypotonic with respect to the
cell, causing a net movement of water into the cell.
Vocabulary:
1. Cell Membrane
2. Cell Wall
3. Lipid Bilayer
4. Concentration
5. Diffusion
P.O.A- Plan of action
1. Warm up and vocabulary
2. Hand in homework
3. Classwork- notes
4. review
Tonight's Homework:
Complete the review sheet
STUDY FOR TEST!!!
Homework due-
Read and outline 7-4
Wednesday, December 9, 2009
Dec 9 and Dec 10
Objective:
The scholars will perform an EGG-SPERIMENT in order to identify what osmosis is.
Warm Up:
1. The diffusion of water across a selectively permeable membrane is called
F osmotic pressure.
G osmosis.
H facilitated diffusion.
J active transport.
2. An animal cell that is surrounded by distilled water will burst because
A water will move into the cell.
B water will move out of the cell.
C solutes will move into the cell.
D solutes will move out of the cell.
3. Which of the following is NOT an example of active transport?
I. Facilitated Diffusion
II. Osmosis
III. Diffusion
F I only
G II only
H II and III only
J I, II, and III
4. Juan observes a cell under the microscope. He identifies it as a green plant cell and not a human cheek cell because of the presence of a
A nucleus
B cell wall
C cell membrane
D mitochondrion
Use the information below to answer Numbers 5 and 6.
A student is studying the growth of yeast, a single-celled eukaryotic organism that is used to make bread. She
adds yeast cells to a flask containing a sugar solution and then places the flask in an incubator at 300C. After 36
hours, he observes the flask to determine whether the yeast cells have grown.
5. Which of these is directly involved in transporting nutrients from the sugar solution into the yeast?
F the cell membrane
G the nucleus
H the vacuoles
J the ribosomes
6. Which part of the yeast cell converts the nutrients in the sugar solution into energy?
A the cell membrane
B the nucleus
C the mitochondria
D the ribosomes
Vocabulary:
1. Vacuole
2. Mitochondrion
3. Chloroplast
4. Cytoskeleton
5. Centriole
Classwork:
1. Warm Up and Vocabulary
2. Hand in homework (Read and outline 7-3)
2b. NOTEBOOK CHECK :)
3. Egg-Speriment Lab
4. Diffusion activity
5. Foldable
Homework Due:
Read and Outline 7-3
Tonight's Homework:
Read and Outline 7-4
The scholars will perform an EGG-SPERIMENT in order to identify what osmosis is.
Warm Up:
1. The diffusion of water across a selectively permeable membrane is called
F osmotic pressure.
G osmosis.
H facilitated diffusion.
J active transport.
2. An animal cell that is surrounded by distilled water will burst because
A water will move into the cell.
B water will move out of the cell.
C solutes will move into the cell.
D solutes will move out of the cell.
3. Which of the following is NOT an example of active transport?
I. Facilitated Diffusion
II. Osmosis
III. Diffusion
F I only
G II only
H II and III only
J I, II, and III
4. Juan observes a cell under the microscope. He identifies it as a green plant cell and not a human cheek cell because of the presence of a
A nucleus
B cell wall
C cell membrane
D mitochondrion
Use the information below to answer Numbers 5 and 6.
A student is studying the growth of yeast, a single-celled eukaryotic organism that is used to make bread. She
adds yeast cells to a flask containing a sugar solution and then places the flask in an incubator at 300C. After 36
hours, he observes the flask to determine whether the yeast cells have grown.
5. Which of these is directly involved in transporting nutrients from the sugar solution into the yeast?
F the cell membrane
G the nucleus
H the vacuoles
J the ribosomes
6. Which part of the yeast cell converts the nutrients in the sugar solution into energy?
A the cell membrane
B the nucleus
C the mitochondria
D the ribosomes
Vocabulary:
1. Vacuole
2. Mitochondrion
3. Chloroplast
4. Cytoskeleton
5. Centriole
Classwork:
1. Warm Up and Vocabulary
2. Hand in homework (Read and outline 7-3)
2b. NOTEBOOK CHECK :)
3. Egg-Speriment Lab
4. Diffusion activity
5. Foldable
Homework Due:
Read and Outline 7-3
Tonight's Homework:
Read and Outline 7-4
Monday, December 7, 2009
Dec 7 and Dec 8
Objective: Students will perform an activity in order to describe the structure and function of organelles.
Warm Up:
1. Which of the following is a function of the cell membrane?
A breaks down lipids, carbohydrates, and proteins from foods
B stores water, salt, proteins, and carbohydrates
C keeps the cell wall in place
D regulates which materials enter and leave the cell
2. Diffusion is the movement of molecules from
F an area of low concentration to an area of high concentration.
G an area of high concentration to an area of low concentration.
H an area of equilibrium to an area of high concentration.
J all of the above
3. Which of the following organisms are prokaryotes?
A plants
B animals
C bacteria
D all of the above
4. Starch turns blue-black in the presence of iodine solution. A selectively permeable dialysis sac containing a starch solution is placed into a beaker of iodine solution.
If the dialysis sac is permeable only to water and iodine, what will the solutions in the beaker and the sac look like after two hours?
F the iodine solution in the beaker will turn blue-black, the starch solution will not change.
G the starch solution in the dialysis bag will turn blue-black; the iodine solution won’t change
H neither solution will turn blue-black
J both solutions will turn blue black
5. When the concentration of molecules on both sides of a membrane is the same, the molecules will
A move across the membrane to the outside of the cell.
B stop moving across the membrane.
C move across the membrane equally, in both directions.
D move across the membrane to the inside of the cell.
Vocabulary:
1. Nucleolus
2. Ribosome
3. Endoplasmic Reticulum
4. Golgi Apparatus
5. Lysosome
Classwork:
1. Warm Up and Vocabulary
2. Hand in homework
3. Notes on the Cell
4. Foldable (might not get to this today)
Homework Due:
Finish Lab
Tonight's Homework:
Read and Outline 7-3
Have notebooks ready for warm up and vocabulary check next class. (Nov 1-Dec 8) Counts as a test grade.
Warm Up:
1. Which of the following is a function of the cell membrane?
A breaks down lipids, carbohydrates, and proteins from foods
B stores water, salt, proteins, and carbohydrates
C keeps the cell wall in place
D regulates which materials enter and leave the cell
2. Diffusion is the movement of molecules from
F an area of low concentration to an area of high concentration.
G an area of high concentration to an area of low concentration.
H an area of equilibrium to an area of high concentration.
J all of the above
3. Which of the following organisms are prokaryotes?
A plants
B animals
C bacteria
D all of the above
4. Starch turns blue-black in the presence of iodine solution. A selectively permeable dialysis sac containing a starch solution is placed into a beaker of iodine solution.
If the dialysis sac is permeable only to water and iodine, what will the solutions in the beaker and the sac look like after two hours?
F the iodine solution in the beaker will turn blue-black, the starch solution will not change.
G the starch solution in the dialysis bag will turn blue-black; the iodine solution won’t change
H neither solution will turn blue-black
J both solutions will turn blue black
5. When the concentration of molecules on both sides of a membrane is the same, the molecules will
A move across the membrane to the outside of the cell.
B stop moving across the membrane.
C move across the membrane equally, in both directions.
D move across the membrane to the inside of the cell.
Vocabulary:
1. Nucleolus
2. Ribosome
3. Endoplasmic Reticulum
4. Golgi Apparatus
5. Lysosome
Classwork:
1. Warm Up and Vocabulary
2. Hand in homework
3. Notes on the Cell
4. Foldable (might not get to this today)
Homework Due:
Finish Lab
Tonight's Homework:
Read and Outline 7-3
Have notebooks ready for warm up and vocabulary check next class. (Nov 1-Dec 8) Counts as a test grade.
Thursday, December 3, 2009
Thursday Dec 3 and 4th
Objective: Students will be performing a lab in order to observe the cell using a light microscope.
Warm Up:
1. Which organelle would you expect to find in plant cells but not animal cells?
F mitochondrion
G ribosome
H chloroplast
J smooth endoplasmic reticulum
2. All of the following are structures involved in movement except
A cilia
B flagella
C ribosome
D psuedopodia
3. The cell wall is composed of which organic molecule
F cellulose
G fatty acid
H glucose
J amino acid
4. You will not find a cell wall in which of these kinds of organisms?
A plants
B animals
C fungi
D all of the above
5. Which of the following structures serves as the cell’s boundary from its environment?
F mitochondrion
G cell membrane
H chloroplast
J channel proteins
Vocabulary:
1. Organelle
2. Cytoplasm
3. Nuclear Envelope
4. Chromatin
5. Chromosome
Class Work:
1. Warm Up and Vocabulary
2. Hand in Homework
3. Basic Unit of Life: Observing the Cell
4. Homework
Tonight's Homework:
1. Finish Trading cards
2. Finish lab
3. get your grade sheet signed
Homework Due:
Grade Report signed
Trading Cards
***I am a little upset with the amount of people who did not turn in their trading cards. ***
Notes:
Reminder I will be checking your Warm Ups and Vocabulary next Wednesday and Thursday.
Warm Up:
1. Which organelle would you expect to find in plant cells but not animal cells?
F mitochondrion
G ribosome
H chloroplast
J smooth endoplasmic reticulum
2. All of the following are structures involved in movement except
A cilia
B flagella
C ribosome
D psuedopodia
3. The cell wall is composed of which organic molecule
F cellulose
G fatty acid
H glucose
J amino acid
4. You will not find a cell wall in which of these kinds of organisms?
A plants
B animals
C fungi
D all of the above
5. Which of the following structures serves as the cell’s boundary from its environment?
F mitochondrion
G cell membrane
H chloroplast
J channel proteins
Vocabulary:
1. Organelle
2. Cytoplasm
3. Nuclear Envelope
4. Chromatin
5. Chromosome
Class Work:
1. Warm Up and Vocabulary
2. Hand in Homework
3. Basic Unit of Life: Observing the Cell
4. Homework
Tonight's Homework:
1. Finish Trading cards
2. Finish lab
3. get your grade sheet signed
Homework Due:
Grade Report signed
Trading Cards
***I am a little upset with the amount of people who did not turn in their trading cards. ***
Notes:
Reminder I will be checking your Warm Ups and Vocabulary next Wednesday and Thursday.
Tuesday, December 1, 2009
Extra Extra EXTRA!!!!
FOR 20 EXTRA CREDIT POINTS! HAVE YOUR PARENT OR GUARDIAN E-MAIL ME AT SHANNON.FULMER@PGCPS.ORG...MAKE SURE THEY PUT YOUR NAME AS WELL!
Monday, November 30, 2009
Nov 30 and Dec 1
Objective:
The student will describe the organelles of a cell in order to explain and draw conclusions on their functions.
Warm Up:
1. Which of the following is not a principle of the cell theory?
A Cells are the basic units of life.
B All living things are made of cells.
C Very few cells reproduce.
D All cells are produced by existing cells.
2. The cell theory applies to
F bacteria.
G plants and animals.
H multicellular organisms.
J all of the above
3. Prokaryotes lack
A cytoplasm.
B a cell membrane.
C a nucleus.
D genetic material.
4. Which of the following contain a nucleus?
F prokaryotes
G bacteria
H eukaryotes
J organelles
5. Which organelles help provide cells with energy?
A mitochondria and chloroplasts
B rough endoplasmic reticulum
C smooth endoplasmic reticulum
D Golgi apparatus and ribosomes
Vocabulary:
1. Cell
2. Cell Theory
3. Nucleus
4. Eukaryote
5. Prokaryote
Classwork:
1. Warm Up and Vocabulary
2. Collection of homework
3. Cell Trading Cards (counts as a test grade)
Homework Due:
Read and Outline 7-1
Tonight's Homework:
Finish Trading Cards
Have parents sign grade report sheet
The student will describe the organelles of a cell in order to explain and draw conclusions on their functions.
Warm Up:
1. Which of the following is not a principle of the cell theory?
A Cells are the basic units of life.
B All living things are made of cells.
C Very few cells reproduce.
D All cells are produced by existing cells.
2. The cell theory applies to
F bacteria.
G plants and animals.
H multicellular organisms.
J all of the above
3. Prokaryotes lack
A cytoplasm.
B a cell membrane.
C a nucleus.
D genetic material.
4. Which of the following contain a nucleus?
F prokaryotes
G bacteria
H eukaryotes
J organelles
5. Which organelles help provide cells with energy?
A mitochondria and chloroplasts
B rough endoplasmic reticulum
C smooth endoplasmic reticulum
D Golgi apparatus and ribosomes
Vocabulary:
1. Cell
2. Cell Theory
3. Nucleus
4. Eukaryote
5. Prokaryote
Classwork:
1. Warm Up and Vocabulary
2. Collection of homework
3. Cell Trading Cards (counts as a test grade)
Homework Due:
Read and Outline 7-1
Tonight's Homework:
Finish Trading Cards
Have parents sign grade report sheet
Wednesday, November 18, 2009
Nov 23 aqnd Nov 24
Objective:
Students will take Unit 3 test in order to measure progress towards success on the HSA.
Warm Up:
Take 10 minutes to study for your test.
Vocabulary:
1. Ribonucleic Acid (RNA)
2. Deoxyribonucleic Acid (DNA)
3. Protein
4. Amino Acid
5. Chemical Reaction
Classwork:
1. Warm Up and Vocabulary
2. Hand in Review sheet
3. Unit 3 test
Homework:
Read and Outline 7-1
Students will take Unit 3 test in order to measure progress towards success on the HSA.
Warm Up:
Take 10 minutes to study for your test.
Vocabulary:
1. Ribonucleic Acid (RNA)
2. Deoxyribonucleic Acid (DNA)
3. Protein
4. Amino Acid
5. Chemical Reaction
Classwork:
1. Warm Up and Vocabulary
2. Hand in Review sheet
3. Unit 3 test
Homework:
Read and Outline 7-1
Nov 19 and Nov 20
OBJECTIVE:
Students will perform an activity in order to distinguish between a solvent, solute and suspension.
Warm Up:
1. Macromolecules always contain which elements?
A. C and H
B. C, H, and O
C. C, H, O and N
D. C, H, O, N, and P
2. Which of these is the correct function of a mineral?
F. stores genetic information
G. nerve transmission and muscular contractions
H. supply energy to cells
J. build proteins
3. Glucose is a building block of carbohydrates. Which of these best describes glucose?
A. lipid
B. monsaccharide
C. protein
D. amino acid
4. Which of the following is least likely to provide energy for an organism to use ?
F. carbohydrates
G. lipids
H. proteins
J. nucleic acids
5. A scientist was given a sample to test for the presence of sugar or starch. He split the sample into two parts
and added 5 drops of Benedict’s solution to part one and 5 drops of iodine to part two. One part turned black.
What can you conclude from the results?
A. The original sample contained simple sugars.
B. The original sample contained starch.
C. The original sample contained protein.
Vocabulary:
1. Monosaccharide
2. Polysaccharide
3. Lipid
4. Nucleic Acid
5. Nucleotide
Classwork:
1. Warm Up and Vocabulary
2. Hand in homework
3. Grade Print outs for 2nd quarter so far
4. Melts in your mouth- but how long lab
5. Closure
Tonights Homework:
Finish the rest of the review sheet
Study for test
Homework Due:
pH Lab
page 155 and 156 of review sheet
Students will perform an activity in order to distinguish between a solvent, solute and suspension.
Warm Up:
1. Macromolecules always contain which elements?
A. C and H
B. C, H, and O
C. C, H, O and N
D. C, H, O, N, and P
2. Which of these is the correct function of a mineral?
F. stores genetic information
G. nerve transmission and muscular contractions
H. supply energy to cells
J. build proteins
3. Glucose is a building block of carbohydrates. Which of these best describes glucose?
A. lipid
B. monsaccharide
C. protein
D. amino acid
4. Which of the following is least likely to provide energy for an organism to use ?
F. carbohydrates
G. lipids
H. proteins
J. nucleic acids
5. A scientist was given a sample to test for the presence of sugar or starch. He split the sample into two parts
and added 5 drops of Benedict’s solution to part one and 5 drops of iodine to part two. One part turned black.
What can you conclude from the results?
A. The original sample contained simple sugars.
B. The original sample contained starch.
C. The original sample contained protein.
Vocabulary:
1. Monosaccharide
2. Polysaccharide
3. Lipid
4. Nucleic Acid
5. Nucleotide
Classwork:
1. Warm Up and Vocabulary
2. Hand in homework
3. Grade Print outs for 2nd quarter so far
4. Melts in your mouth- but how long lab
5. Closure
Tonights Homework:
Finish the rest of the review sheet
Study for test
Homework Due:
pH Lab
page 155 and 156 of review sheet
November 17 and Nov. 18
SORRY FOR FALLING BEHIND....I DO APOLOGIZE!
OBJECTIVE:
Students will learn to determine pH of common substances in order to identify solutions as acidic or basic.
Warm Up:
1. Which of the following are inorganic substances essential for cellular processes?
F. carbohydrates
G. proteins
H. minerals
J. lipids
2. A substance with a pH of 10 is
A. a base
B. an acid
C. both an acid and a base
D. neither an acid nor a base
3. Which of the following best describes how vitamins aid in homeostasis?
F. assist with process of blood clotting to conserve blood loss
G. assist with process of wound healing to keep out infection
H. assist with bone growth to keep up with development
J. all of the above
4. Which of the following is not a reason water is attracted to other water molecules?
A. Water has magnetism.
B. Water is a polar molecule.
C. Water makes hydrogen bonds with other water molecules.
D. Water is covalently bonded.
5. A scientist believes that a factory has been dumping acid into a local river. To test this hypothesis, which property of water should the scientist monitor?
F. density
G. pH
H. polarity
J. temperature
Vocabulary:
1. Base
2. Buffer
3. Monomer
4. Polymer
5. Carbohydrate
Classwork:
1. Warm Up and Vocabulary
2. Hand in homework
3. Solution and Suspension Demo
4. pH Lab
5. Closure
Tonight's Homework:
1. Finish lab graph
2. Review packet pg 155 and 156 only
3. STUDY FOR TEST! CHAPTER 2!!!!!
Homework Due:
Workbook 2-4
OBJECTIVE:
Students will learn to determine pH of common substances in order to identify solutions as acidic or basic.
Warm Up:
1. Which of the following are inorganic substances essential for cellular processes?
F. carbohydrates
G. proteins
H. minerals
J. lipids
2. A substance with a pH of 10 is
A. a base
B. an acid
C. both an acid and a base
D. neither an acid nor a base
3. Which of the following best describes how vitamins aid in homeostasis?
F. assist with process of blood clotting to conserve blood loss
G. assist with process of wound healing to keep out infection
H. assist with bone growth to keep up with development
J. all of the above
4. Which of the following is not a reason water is attracted to other water molecules?
A. Water has magnetism.
B. Water is a polar molecule.
C. Water makes hydrogen bonds with other water molecules.
D. Water is covalently bonded.
5. A scientist believes that a factory has been dumping acid into a local river. To test this hypothesis, which property of water should the scientist monitor?
F. density
G. pH
H. polarity
J. temperature
Vocabulary:
1. Base
2. Buffer
3. Monomer
4. Polymer
5. Carbohydrate
Classwork:
1. Warm Up and Vocabulary
2. Hand in homework
3. Solution and Suspension Demo
4. pH Lab
5. Closure
Tonight's Homework:
1. Finish lab graph
2. Review packet pg 155 and 156 only
3. STUDY FOR TEST! CHAPTER 2!!!!!
Homework Due:
Workbook 2-4
Nov 13 and Nov 16
OBJECTIVE:
Students will learn to determine pH of common substances in order to identify solutions as acidic or basic.
Warm Up:
1. Which of the following are inorganic substances essential for cellular processes?
F. carbohydrates
G. proteins
H. minerals
J. lipids
2. A substance with a pH of 10 is
A. a base
B. an acid
C. both an acid and a base
D. neither an acid nor a base
3. Which of the following best describes how vitamins aid in homeostasis?
F. assist with process of blood clotting to conserve blood loss
G. assist with process of wound healing to keep out infection
H. assist with bone growth to keep up with development
J. all of the above
4. Which of the following is not a reason water is attracted to other water molecules?
A. Water has magnetism.
B. Water is a polar molecule.
C. Water makes hydrogen bonds with other water molecules.
D. Water is covalently bonded.
5. A scientist believes that a factory has been dumping acid into a local river. To test this hypothesis, which property of water should the scientist monitor?
F. density
G. pH
H. polarity
J. temperature
Vocabulary:
1. Base
2. Buffer
3. Monomer
4. Polymer
5. Carbohydrate
Classwork:
Warm Up and Vocabulary
Hand in Homework
Classwork workbook 2-3
Tonights Homework
Workbook 2-4
Homework Due
2-2 workbook
Students will learn to determine pH of common substances in order to identify solutions as acidic or basic.
Warm Up:
1. Which of the following are inorganic substances essential for cellular processes?
F. carbohydrates
G. proteins
H. minerals
J. lipids
2. A substance with a pH of 10 is
A. a base
B. an acid
C. both an acid and a base
D. neither an acid nor a base
3. Which of the following best describes how vitamins aid in homeostasis?
F. assist with process of blood clotting to conserve blood loss
G. assist with process of wound healing to keep out infection
H. assist with bone growth to keep up with development
J. all of the above
4. Which of the following is not a reason water is attracted to other water molecules?
A. Water has magnetism.
B. Water is a polar molecule.
C. Water makes hydrogen bonds with other water molecules.
D. Water is covalently bonded.
5. A scientist believes that a factory has been dumping acid into a local river. To test this hypothesis, which property of water should the scientist monitor?
F. density
G. pH
H. polarity
J. temperature
Vocabulary:
1. Base
2. Buffer
3. Monomer
4. Polymer
5. Carbohydrate
Classwork:
Warm Up and Vocabulary
Hand in Homework
Classwork workbook 2-3
Tonights Homework
Workbook 2-4
Homework Due
2-2 workbook
November 10 and Nov 12
Objective:
Students will learn how to describe macromolecules in order to analyze their roles in living systems.
Warm Up:
Which of the following is a supplier of dietary fiber?
A. proteins
B. carbohydrates
C. nucleic acids
D. lipids
2. In circulatory systems, a large part of the fluid is water. For example, human blood plasma is approximately 90% water. What property of water makes it ideal material for transporting necessary chemical substances?
F. It evaporates at 1000 C.
G. It freezes at 00 C.
H. It is a solvent for many substances.
J. It is made of hydrogen and oxygen.
Use the following diagrams to answer questions 23 through 25 that follow.
A.
B.
C.
D.
3. Which of the above diagrams represents the structure of a lipid?
A. A
B. B
C. C
D. D
4. Which of the above diagrams represent the structure of DNA?
F. A
G. B
H. C
J. D
5. Amylase is an enzyme in saliva that allows humans to digest starches in the mouth. Which of the above diagram best represents part of the structure of amylase?
A. A
B. B
C. C
D. D
Vocabulary
1. Solute
2. Solvent
3. Suspension
4. pH Scale
5. Acid
Classwork:
Warm Up and Vocabulary
Hand in homework
Macromolecules Project
Tonights Homework
Workbook 2-2
Homework due:
Workbook 2-1
Students will learn how to describe macromolecules in order to analyze their roles in living systems.
Warm Up:
Which of the following is a supplier of dietary fiber?
A. proteins
B. carbohydrates
C. nucleic acids
D. lipids
2. In circulatory systems, a large part of the fluid is water. For example, human blood plasma is approximately 90% water. What property of water makes it ideal material for transporting necessary chemical substances?
F. It evaporates at 1000 C.
G. It freezes at 00 C.
H. It is a solvent for many substances.
J. It is made of hydrogen and oxygen.
Use the following diagrams to answer questions 23 through 25 that follow.
A.
B.
C.
D.
3. Which of the above diagrams represents the structure of a lipid?
A. A
B. B
C. C
D. D
4. Which of the above diagrams represent the structure of DNA?
F. A
G. B
H. C
J. D
5. Amylase is an enzyme in saliva that allows humans to digest starches in the mouth. Which of the above diagram best represents part of the structure of amylase?
A. A
B. B
C. C
D. D
Vocabulary
1. Solute
2. Solvent
3. Suspension
4. pH Scale
5. Acid
Classwork:
Warm Up and Vocabulary
Hand in homework
Macromolecules Project
Tonights Homework
Workbook 2-2
Homework due:
Workbook 2-1
Tuesday, November 10, 2009
Nov 6 and Nov 9
Objective:
Students will learn how to describe macromolecules in order to analyze their roles in living systems.
Warm Up:
1. A bear hibernates in the winter for four months. What is its main source of energy during the hibernation period?
F. carbohydrates
G. lipids
H. proteins
J. nucleic acids
2. Water molecules are polar, with the
A. oxygen side being slightly positive and the hydrogen side being slightly negative.
B. oxygen and hydrogen sides being slightly positive.
C. oxygen and hydrogen sides being slightly negative.
D. oxygen side being slightly negative and the hydrogen side being slightly positive.
3. A map of eastern North America, showing the pH of rainfall in the various states, indicates that the pH of rain in New York State varies from 4.22 to 4.40. According to these figures, the most acidic level of rainfall in New York State has a pH of
F. 4.22.
G. 4.30.
H. 4.35.
J. 4.40.
4. Which of the following organic compounds is the main source of long-term stored energy for living things?
A. carbohydrates
B. lipids
C. nucleic acids
D. proteins
5. Which of the following best describes the function of nucleic acids?
F. store and transmit heredity
G. help to fight disease
H. control the rate of reactions and regulate cell processes
J. build tissues such as bone and muscle
Vocabulary:
1. Van Der Waals Forces
2. Cohesion
3. Adhesion
4. Mixture
5. Solution
Classwork:
1. Warm Up and Vocabulary
2. Homework collected
3. Macromolecules activity
4. Closure
Students will learn how to describe macromolecules in order to analyze their roles in living systems.
Warm Up:
1. A bear hibernates in the winter for four months. What is its main source of energy during the hibernation period?
F. carbohydrates
G. lipids
H. proteins
J. nucleic acids
2. Water molecules are polar, with the
A. oxygen side being slightly positive and the hydrogen side being slightly negative.
B. oxygen and hydrogen sides being slightly positive.
C. oxygen and hydrogen sides being slightly negative.
D. oxygen side being slightly negative and the hydrogen side being slightly positive.
3. A map of eastern North America, showing the pH of rainfall in the various states, indicates that the pH of rain in New York State varies from 4.22 to 4.40. According to these figures, the most acidic level of rainfall in New York State has a pH of
F. 4.22.
G. 4.30.
H. 4.35.
J. 4.40.
4. Which of the following organic compounds is the main source of long-term stored energy for living things?
A. carbohydrates
B. lipids
C. nucleic acids
D. proteins
5. Which of the following best describes the function of nucleic acids?
F. store and transmit heredity
G. help to fight disease
H. control the rate of reactions and regulate cell processes
J. build tissues such as bone and muscle
Vocabulary:
1. Van Der Waals Forces
2. Cohesion
3. Adhesion
4. Mixture
5. Solution
Classwork:
1. Warm Up and Vocabulary
2. Homework collected
3. Macromolecules activity
4. Closure
Wednesday, November 4, 2009
Nov. 4 and Nov 5
OBJECTIVE:
Students will learn how soap affects the stickiness of
water in order to analyze its properties.
Warm Up:
1. DNA and RNA are both types of
A. carbohydrate
B. lipid
C. nucleic acids
D. protein
2. A scientist removed the cell membranes from bacteria cells in a culture. She analyzed the cell membranes for specific molecules. Which of these was probably the most common type of molecule present in the bacteria cell membranes?
F. lipid
G. amino acid
H. nuclei acid
J. carbohydrate
3. Enzymes belong to which macromolecule group?
A. carbohydrates
B. proteins
C. lipids
D. nucleic acids
4. Which of the following is not a property of water?
F. It is able to stick to itself.
G. It is an excellent solvent.
H. It is more dense as a solid than a liquid.
J. It is responsible for capillary action.
5. Which of the following are inorganic molecules?
A. lipids and water
B. water and minerals
C. vitamins and minerals
D. carbohydrates and water
Vocabulary:
1. Compound
2. Ionic Bond
3. Ion
4. Covalent Bond
5. Molecule
Classwork:
1. Homework and Vocabulary
2. Hand in homework
3. Penny Lab
Homework Due:
Read and Outline 2-4 (B days)
Workbook 2-1 (A days)
Tonight's Homework:
Workbook 2-1 and 2-2 B days
Workbook 2-2 A days
QUIZ next class on Warm last 2 warm ups.
Students will learn how soap affects the stickiness of
water in order to analyze its properties.
Warm Up:
1. DNA and RNA are both types of
A. carbohydrate
B. lipid
C. nucleic acids
D. protein
2. A scientist removed the cell membranes from bacteria cells in a culture. She analyzed the cell membranes for specific molecules. Which of these was probably the most common type of molecule present in the bacteria cell membranes?
F. lipid
G. amino acid
H. nuclei acid
J. carbohydrate
3. Enzymes belong to which macromolecule group?
A. carbohydrates
B. proteins
C. lipids
D. nucleic acids
4. Which of the following is not a property of water?
F. It is able to stick to itself.
G. It is an excellent solvent.
H. It is more dense as a solid than a liquid.
J. It is responsible for capillary action.
5. Which of the following are inorganic molecules?
A. lipids and water
B. water and minerals
C. vitamins and minerals
D. carbohydrates and water
Vocabulary:
1. Compound
2. Ionic Bond
3. Ion
4. Covalent Bond
5. Molecule
Classwork:
1. Homework and Vocabulary
2. Hand in homework
3. Penny Lab
Homework Due:
Read and Outline 2-4 (B days)
Workbook 2-1 (A days)
Tonight's Homework:
Workbook 2-1 and 2-2 B days
Workbook 2-2 A days
QUIZ next class on Warm last 2 warm ups.
Monday, November 2, 2009
Nov. 2 and Nov 3
Objective:
Students will learn to describe the structure of an atom in order to know how atoms bond to one another.
Warm Up:
1. When cells of most organisms freeze, they burst. Which property of water causes this to occur?
A. Water is a universal solvent.
B. Water changes temperature rapidly.
C. Water is less dense as a solid than as a liquid.
D. Water is a nonpolar molecule.
2. Which of the following makes up a molecule of water?
A. one atom of hydrogen and one atom of oxygen
B. one atom of sodium and one atom of chlorine
C. one atom of hydrogen and two atoms of oxygen
D. two atoms of hydrogen and one atom of oxygen
3. Solutions like tomato juice or vinegar that measure a pH lower than pure water are _________.
F. buffers
G. acids
H. bases
J. neutral
4. Which of the following is not a function of proteins?
A. store and transmit heredity
B. help to fight disease
C. control the rate of reactions and regulate cell processes
D. build tissues such as bone and muscle
5. Enzymes are composed of
F. amino acids
G. monosaccharides
H. fatty acids
J. nucleic acids
Vocabulary:
1. atom
2. nucleus
3. electron
4. element
5. isotope
Classwork:
1. Warm Up and Vocabulary
2. Notes
3. Activity
4. Wrap Up
Homework Due:
Read and Outlines: 2-1, 2-2 and 2-3
Tonight's Homework:
Read and outline 2-4
Students will learn to describe the structure of an atom in order to know how atoms bond to one another.
Warm Up:
1. When cells of most organisms freeze, they burst. Which property of water causes this to occur?
A. Water is a universal solvent.
B. Water changes temperature rapidly.
C. Water is less dense as a solid than as a liquid.
D. Water is a nonpolar molecule.
2. Which of the following makes up a molecule of water?
A. one atom of hydrogen and one atom of oxygen
B. one atom of sodium and one atom of chlorine
C. one atom of hydrogen and two atoms of oxygen
D. two atoms of hydrogen and one atom of oxygen
3. Solutions like tomato juice or vinegar that measure a pH lower than pure water are _________.
F. buffers
G. acids
H. bases
J. neutral
4. Which of the following is not a function of proteins?
A. store and transmit heredity
B. help to fight disease
C. control the rate of reactions and regulate cell processes
D. build tissues such as bone and muscle
5. Enzymes are composed of
F. amino acids
G. monosaccharides
H. fatty acids
J. nucleic acids
Vocabulary:
1. atom
2. nucleus
3. electron
4. element
5. isotope
Classwork:
1. Warm Up and Vocabulary
2. Notes
3. Activity
4. Wrap Up
Homework Due:
Read and Outlines: 2-1, 2-2 and 2-3
Tonight's Homework:
Read and outline 2-4
Wednesday, October 28, 2009
Oct 26-Oct 29
Objective:
Students will be taking the F.A.S.T (benchmark) to guage their progress towards passing the HSA.
Warm Up:
None
Vocabulary:
None
P.O.A - Plan of Action-
Take the F.A.S.T. test- It is going to take 2 days- Lots of reading :(
Students will be taking the F.A.S.T (benchmark) to guage their progress towards passing the HSA.
Warm Up:
None
Vocabulary:
None
P.O.A - Plan of Action-
Take the F.A.S.T. test- It is going to take 2 days- Lots of reading :(
Friday, October 23, 2009
Oct 23 and Oct 26
Oct 23 and Oct 24
Objective:
Students will be reviewing the Unit 2 test in order to gauge progress towards the HSA.
Warm Up:
1. Nucleotide is to DNA as monosaccharide is to
F. lipid
G. DNA
H. carbohydrate
J. protein
2. Which of these supply the main energy source used by organisms?
A. lipids
B. amino acids
C. nucleic acids
D. carbohydrates
3. A dog gets many nutrients from its food including amino acids. Which of these can be built directly using the
amino acids?
F. proteins
G. carbohydrates
H. lipids
J. minerals
4. If you stir salt into boiling water, you produce a
A. solute
B. solution
C. solvent
D. compound
5. The cell wall of a plant helps the plant cell maintain its shape. What is the main structural component of the cell
wall of a plant?
F. lipid
G. cellulose
H. amino acids
J. nucleic acids
Vocabulary:
1. atom
2. nucleus
3. electron
4. element
5. isotope
Classwork:
1. Warm Up and Vocabulary
2. Homework review
3. Going over test (2nd and 4th period) 1st period- recycle
Homework Due:
Read and Outline 2-1
Tonights Homework:
1st period only - Warm Up and Vocab sheet and read and outline 2-2
Read and outline 2-2
Dont forget the end of the marking period is next Thursday. If you want extra credit you can hand in 5 items..see last blog.
Objective:
Students will be reviewing the Unit 2 test in order to gauge progress towards the HSA.
Warm Up:
1. Nucleotide is to DNA as monosaccharide is to
F. lipid
G. DNA
H. carbohydrate
J. protein
2. Which of these supply the main energy source used by organisms?
A. lipids
B. amino acids
C. nucleic acids
D. carbohydrates
3. A dog gets many nutrients from its food including amino acids. Which of these can be built directly using the
amino acids?
F. proteins
G. carbohydrates
H. lipids
J. minerals
4. If you stir salt into boiling water, you produce a
A. solute
B. solution
C. solvent
D. compound
5. The cell wall of a plant helps the plant cell maintain its shape. What is the main structural component of the cell
wall of a plant?
F. lipid
G. cellulose
H. amino acids
J. nucleic acids
Vocabulary:
1. atom
2. nucleus
3. electron
4. element
5. isotope
Classwork:
1. Warm Up and Vocabulary
2. Homework review
3. Going over test (2nd and 4th period) 1st period- recycle
Homework Due:
Read and Outline 2-1
Tonights Homework:
1st period only - Warm Up and Vocab sheet and read and outline 2-2
Read and outline 2-2
Dont forget the end of the marking period is next Thursday. If you want extra credit you can hand in 5 items..see last blog.
Wednesday, October 21, 2009
Oct. 21 (A day) and Oct. 22 (B day)
Objective:
Students will be completing Unit 2 test in order to gauge progress towards success on the HSA.
Warm Up:
Take 10 minutes to study for your test.
Vocabulary:
NONE
Classwork:
1. Hand in homework
2. Study for test
3. Test
4. Start on homework
Homework Due:
Review sheet
- (bday students need to hand in their ecological pyramid)
Tonight's Homework:
Read and Outline 2-1
** Extra Credit: bring in paper towels, hand sanatizer, tissues, hand soap, national geographic magazine and clorox wipes for 20 extra credit points (min of 5 items)- Due Oct 29....
Students will be completing Unit 2 test in order to gauge progress towards success on the HSA.
Warm Up:
Take 10 minutes to study for your test.
Vocabulary:
NONE
Classwork:
1. Hand in homework
2. Study for test
3. Test
4. Start on homework
Homework Due:
Review sheet
- (bday students need to hand in their ecological pyramid)
Tonight's Homework:
Read and Outline 2-1
** Extra Credit: bring in paper towels, hand sanatizer, tissues, hand soap, national geographic magazine and clorox wipes for 20 extra credit points (min of 5 items)- Due Oct 29....
Monday, October 19, 2009
Oct 19 and Oct 20
Oct 19 and Oct 20
OBJECTIVE:
Students will learn to review Unit 2 in order to prepare for their test next class.
WARM-UP:
Describe 2 types of relationships organisms can have with each other.
Vocabulary:
1. biogeochemical cycle
2. evaporation
3. transpiration
4. nutrient
5. nitrogen fixation
Classwork:
1. Warm Up and Vocabulary
2. Homework Review
3. Review for Unit 2 test
Tonights Homework:
Study for test- Chapters 3 and 4
Homework Due:
Handout.
OBJECTIVE:
Students will learn to review Unit 2 in order to prepare for their test next class.
WARM-UP:
Describe 2 types of relationships organisms can have with each other.
Vocabulary:
1. biogeochemical cycle
2. evaporation
3. transpiration
4. nutrient
5. nitrogen fixation
Classwork:
1. Warm Up and Vocabulary
2. Homework Review
3. Review for Unit 2 test
Tonights Homework:
Study for test- Chapters 3 and 4
Homework Due:
Handout.
Sunday, October 11, 2009
Oct 12 and 13
October 12 (A day) and October 13 (B Day)
Objective:
The student will review nutrient cycles in order to describe the movement of water, carbon and nitrogen between living organisms and the environment.
Warm Up:
Use the information below to answer questions 1 and 2 that follow.
A scientist wanted to find out if low numbers of fish found in a nearby lake were related to acid rain. During his three-year study, he analyzed the rainwater, collected regular fish samples and data regarding the lake water samples. By gathering samples of fish, he estimated the number of fish in the lake. Each year he found that both the rainwater and lake water became more acidic, and the number of fish decreased. He believes that his data suggests that acid rain may be responsible for the decrease in the number of fish found in the lake. The lake ecosystem also includes frogs, freshwater algae, and inorganic sediment.
1. What most likely led to the rainwater’s increasing acidity?
F. ultraviolet radiation
G. sedimentation
H. burning fossil fuels
J. denitrification
2. What is the dependent variable measured by the scientist?
A. number of fish
B. amount of dissolved nitrogen
C. acidity of the lake
D. temperature changes in the lake
3. Although three different bird species all inhabit the same type of tree in an area, competition between the birds rarely occurs. The most likely explanation for this lack of competition is that these birds
A. are unable to interbreed
B. have a limited supply of food
C. share food with each other
D. have different ecological niches
Use the information below to answer questions 4 and 5 that follow.
Black skimmers are water birds that live along coastal beaches, bays, estuaries, and marshes. They fly just above the surface of the water using their lower jaw to catch small fish, shrimp, and other small crustaceans. These birds nest in simple, unlined depressions in the sand. Scientists have observed a decline in the number of nests. Some causes of this decline include a lack of suitable nesting sites, beach erosion, and human disturbances. When people approach their nests, the birds become aggressive and chase away intruders. Other animals, like crows, will take advantage of the unprotected nests and feed on the eggs.
4. A continued decrease in black skimmer populations will most likely lead to
F. a decrease in predator populations like the crow
G. an increase in producer populations
H. a decrease in the shrimp population
J. no change in any populations
5. Which of the following best describes the relationship between the black skimmer and small fish?
A. competition
B. parasite-host
C. predator-prey
D. mutualism
Vocabulary
1. Omnivore
2. Detritivore
3. Decomposer
4. Ecological Pyramid
5. Biomass
Classwork:
1. Warm Up and Vocabulary
2. Go over both
3. Work on remainder of worksheet (15 min)
4. Prymids
5. Cycles
Tonight's Homework:
Hand Out
Homework Due:
None!
Objective:
The student will review nutrient cycles in order to describe the movement of water, carbon and nitrogen between living organisms and the environment.
Warm Up:
Use the information below to answer questions 1 and 2 that follow.
A scientist wanted to find out if low numbers of fish found in a nearby lake were related to acid rain. During his three-year study, he analyzed the rainwater, collected regular fish samples and data regarding the lake water samples. By gathering samples of fish, he estimated the number of fish in the lake. Each year he found that both the rainwater and lake water became more acidic, and the number of fish decreased. He believes that his data suggests that acid rain may be responsible for the decrease in the number of fish found in the lake. The lake ecosystem also includes frogs, freshwater algae, and inorganic sediment.
1. What most likely led to the rainwater’s increasing acidity?
F. ultraviolet radiation
G. sedimentation
H. burning fossil fuels
J. denitrification
2. What is the dependent variable measured by the scientist?
A. number of fish
B. amount of dissolved nitrogen
C. acidity of the lake
D. temperature changes in the lake
3. Although three different bird species all inhabit the same type of tree in an area, competition between the birds rarely occurs. The most likely explanation for this lack of competition is that these birds
A. are unable to interbreed
B. have a limited supply of food
C. share food with each other
D. have different ecological niches
Use the information below to answer questions 4 and 5 that follow.
Black skimmers are water birds that live along coastal beaches, bays, estuaries, and marshes. They fly just above the surface of the water using their lower jaw to catch small fish, shrimp, and other small crustaceans. These birds nest in simple, unlined depressions in the sand. Scientists have observed a decline in the number of nests. Some causes of this decline include a lack of suitable nesting sites, beach erosion, and human disturbances. When people approach their nests, the birds become aggressive and chase away intruders. Other animals, like crows, will take advantage of the unprotected nests and feed on the eggs.
4. A continued decrease in black skimmer populations will most likely lead to
F. a decrease in predator populations like the crow
G. an increase in producer populations
H. a decrease in the shrimp population
J. no change in any populations
5. Which of the following best describes the relationship between the black skimmer and small fish?
A. competition
B. parasite-host
C. predator-prey
D. mutualism
Vocabulary
1. Omnivore
2. Detritivore
3. Decomposer
4. Ecological Pyramid
5. Biomass
Classwork:
1. Warm Up and Vocabulary
2. Go over both
3. Work on remainder of worksheet (15 min)
4. Prymids
5. Cycles
Tonight's Homework:
Hand Out
Homework Due:
None!
Oct 7 and Oct 8
Objective:
Students will discuss food chains and trophic levels in order to explain the flow of energy in an ecosystem.
Warm Up:
Use the following diagram to answer questions 1 and 2.
1. A pond community is represented in the diagram above. Which term defines the interactions between the organisms of this community and the physical factors of their environment?
F. Population
G. Ecosystem
H. Biotic
J. Competition
2.This pond ecosystem will be self-sustaining if
A. the organisms labeled A outnumber the organisms labeled B
B. the type of organisms represented by B are eliminated
C. the organisms labeled A are equal in number to the organisms labeled B
D. materials cycle between the organisms labeled A and the organisms labeled B
3. Which is a biotic factor that affects the size of a population in a specific ecosystem?
F. average temperature of the ecosystem
G. type of soil in the ecosystem
H. number and kinds of predators in the ecosystem
J. concentration of oxygen in the ecosystem
4. Which of the following is not true about matter in the biosphere?
A. Matter is recycled in the biosphere.
B. Biogeochemical cycles transform and reuse molecules.
C. The total amount of matter decreases over time.
D. Water and nutrients pass between organisms and the environment.
5. A student measured different variables affecting the interactions in an aquarium in a biology laboratory. Which of the following represents one of the abiotic factors the student most likely recorded as data?
F. the weight and color of each type of scavenger
G. the temperature and oxygen content of the water
H. the size and number of each species of fish
J. the number of each type of green plant and each type of snail
Vocabulary:
1. Chemosynthesis
2. Heterotroph
3. Consumer
4. Herbivore
5. Carnivore
Classwork
1. Warm Up and Vocabulary
2. Go over warm up and vocab
3. Partners- Ecology worksheet
Homework Due:
Read and Outline 3-3
Tonight's Homework:
None
Students will discuss food chains and trophic levels in order to explain the flow of energy in an ecosystem.
Warm Up:
Use the following diagram to answer questions 1 and 2.
1. A pond community is represented in the diagram above. Which term defines the interactions between the organisms of this community and the physical factors of their environment?
F. Population
G. Ecosystem
H. Biotic
J. Competition
2.This pond ecosystem will be self-sustaining if
A. the organisms labeled A outnumber the organisms labeled B
B. the type of organisms represented by B are eliminated
C. the organisms labeled A are equal in number to the organisms labeled B
D. materials cycle between the organisms labeled A and the organisms labeled B
3. Which is a biotic factor that affects the size of a population in a specific ecosystem?
F. average temperature of the ecosystem
G. type of soil in the ecosystem
H. number and kinds of predators in the ecosystem
J. concentration of oxygen in the ecosystem
4. Which of the following is not true about matter in the biosphere?
A. Matter is recycled in the biosphere.
B. Biogeochemical cycles transform and reuse molecules.
C. The total amount of matter decreases over time.
D. Water and nutrients pass between organisms and the environment.
5. A student measured different variables affecting the interactions in an aquarium in a biology laboratory. Which of the following represents one of the abiotic factors the student most likely recorded as data?
F. the weight and color of each type of scavenger
G. the temperature and oxygen content of the water
H. the size and number of each species of fish
J. the number of each type of green plant and each type of snail
Vocabulary:
1. Chemosynthesis
2. Heterotroph
3. Consumer
4. Herbivore
5. Carnivore
Classwork
1. Warm Up and Vocabulary
2. Go over warm up and vocab
3. Partners- Ecology worksheet
Homework Due:
Read and Outline 3-3
Tonight's Homework:
None
Tuesday, October 6, 2009
Oct 5 (B Day) and Oct 6 (A day)
Objective:
The student will discuss food chains and trophic levels in order to explain the flow of energy in an ecosystem. The student will illustrate how all organisms are part of and depend on two major global food webs that are positively or negatively influenced by human activity and technology.
Warm Up:
1. A summer camp was built near a lake in the mountains. The campers used the lake for swimming, fishing, and boating. The relationships between three organisms found in the lake are shown below.
Striped fish are affected by biotic and abiotic factors in their environment. Which of these factors is biotic?
A. water temperature
B. mineral nutrients
C. freshwater algae
D. inorganic sediments
2. What would happen to the forest food web if the trees were all cut down?
A. Only the deer would be affected.
B. Only the mountain lion would be affected.
C. The deer and the mountain lion would be affected.
D. The cricket and the frog would be affected.
3. Which of these shows how energy is usually transferred in a food chain?
F. herbivore –› producer –› carnivore
G. producer –› carnivore –› herbivore
H. carnivore –› herbivore –› producer
J. producer –› herbivore –› carnivore
Use the following technical passage and diagram to answer questions 4 and 5 that follow.
Scientists have recently discovered hydrothermal vent communities on the ocean floor. A diagram of a hydrothermal vent community is shown in the figure below.
The organisms in this community live near vents that are heated by magma under the earths surface. Inorganic compounds such as sulfides mix with extremely hot water when they are released from the vents. Bacteria use the
sulfides to make food for themselves and other animals. Many of these bacteria live in the bodies of the giant tubeworms and the giant white clams that live in this community. The bacteria provide food to the tubeworms and the
tubeworms provide a place for the bacteria to live.
4. Which of these is an abiotic factor that influences this ecosystem?
A. food
B. bacteria
C. sulfide concentration
D. giant tubeworms
5. Which of the following best describes the process that the vent bacteria use to make their own food?
F. photosynthesis
G. succession
H. chemosynthesis
J. denitrification
Vocabulary:
1. ecosystem
2. biome
3. autotroph
4. producer
5. photosynthesis
Classwork:
1. Warm Up and Vocabulary
2. reveiw of homework
3. Notes 3-2
4. Closure
Tonight's Homework:
1. Read and Outline 3-3
2. Have Bee book ready to be handed in on Wednesday/Thursday
points possible
Bee Book- 20 points- Assessment
Vocabulary(40 words)- 40 points- Classwork
Warm Ups (8 stamped warm ups)- 40 points- classwork
Homework Due:
Read and Outline 3-2
Grade report signed
The student will discuss food chains and trophic levels in order to explain the flow of energy in an ecosystem. The student will illustrate how all organisms are part of and depend on two major global food webs that are positively or negatively influenced by human activity and technology.
Warm Up:
1. A summer camp was built near a lake in the mountains. The campers used the lake for swimming, fishing, and boating. The relationships between three organisms found in the lake are shown below.
Striped fish are affected by biotic and abiotic factors in their environment. Which of these factors is biotic?
A. water temperature
B. mineral nutrients
C. freshwater algae
D. inorganic sediments
2. What would happen to the forest food web if the trees were all cut down?
A. Only the deer would be affected.
B. Only the mountain lion would be affected.
C. The deer and the mountain lion would be affected.
D. The cricket and the frog would be affected.
3. Which of these shows how energy is usually transferred in a food chain?
F. herbivore –› producer –› carnivore
G. producer –› carnivore –› herbivore
H. carnivore –› herbivore –› producer
J. producer –› herbivore –› carnivore
Use the following technical passage and diagram to answer questions 4 and 5 that follow.
Scientists have recently discovered hydrothermal vent communities on the ocean floor. A diagram of a hydrothermal vent community is shown in the figure below.
The organisms in this community live near vents that are heated by magma under the earths surface. Inorganic compounds such as sulfides mix with extremely hot water when they are released from the vents. Bacteria use the
sulfides to make food for themselves and other animals. Many of these bacteria live in the bodies of the giant tubeworms and the giant white clams that live in this community. The bacteria provide food to the tubeworms and the
tubeworms provide a place for the bacteria to live.
4. Which of these is an abiotic factor that influences this ecosystem?
A. food
B. bacteria
C. sulfide concentration
D. giant tubeworms
5. Which of the following best describes the process that the vent bacteria use to make their own food?
F. photosynthesis
G. succession
H. chemosynthesis
J. denitrification
Vocabulary:
1. ecosystem
2. biome
3. autotroph
4. producer
5. photosynthesis
Classwork:
1. Warm Up and Vocabulary
2. reveiw of homework
3. Notes 3-2
4. Closure
Tonight's Homework:
1. Read and Outline 3-3
2. Have Bee book ready to be handed in on Wednesday/Thursday
points possible
Bee Book- 20 points- Assessment
Vocabulary(40 words)- 40 points- Classwork
Warm Ups (8 stamped warm ups)- 40 points- classwork
Homework Due:
Read and Outline 3-2
Grade report signed
Thursday, October 1, 2009
Objective:
Students will be discuss food chains and trophic levels in order to explain the flow of energy in an ecosystem.
Warm Up:
Scientists classify humans as omnivores, based on their teeth. As omnivores, humans eat
A. Only fungi
B. Mostly plants and animals
C. Only animals
D. Mostly bacteria and fungi
A team of marine scientists is studying biotic and abiotic factors that affect the stability of a deep-sea ecosystem.
The scientists discovered a species of fish that eats other fish and decaying organisms. Which of these does not
describe the newly discovered fish?
F. consumer
G. predator
H. scavenger
J. producer
Which of these is NOT an example of a producer-consumer relationship in the forest food web?
F. Bacteria feeds on dead deer.
G. Rabbit feeds on the grasses and shrubs.
H. Mouse feeds on grasses.
J. Deer feeds on trees.
Which of these describe the role of the mountain lion in the forest food web?
A. Omnivore
B. Carnivore
C. Herbivore
D. Parasite
Vocabulary:
1. Ecology
2. Biosphere
3. Species
4. Population
5. Community
Engagement: Interest Grabber- 3-2 “Pass it along”
Explanation:
1. Review homework (read and outline 3-1)
2. Explain Energy flow and feeding relationships (3.2)
Elaboration:
Build science skills- making models – pg 71
Evaluation:
Figure 3-8 on pg 71
Closure:
What are the consequences, if any, of removing an organism from a food chain.
I learned, I wonder, WOW
Tonight's Homework:
Read and outline 3-2
Homework Due:
Read and outline 3-1
Students will be discuss food chains and trophic levels in order to explain the flow of energy in an ecosystem.
Warm Up:
Scientists classify humans as omnivores, based on their teeth. As omnivores, humans eat
A. Only fungi
B. Mostly plants and animals
C. Only animals
D. Mostly bacteria and fungi
A team of marine scientists is studying biotic and abiotic factors that affect the stability of a deep-sea ecosystem.
The scientists discovered a species of fish that eats other fish and decaying organisms. Which of these does not
describe the newly discovered fish?
F. consumer
G. predator
H. scavenger
J. producer
Which of these is NOT an example of a producer-consumer relationship in the forest food web?
F. Bacteria feeds on dead deer.
G. Rabbit feeds on the grasses and shrubs.
H. Mouse feeds on grasses.
J. Deer feeds on trees.
Which of these describe the role of the mountain lion in the forest food web?
A. Omnivore
B. Carnivore
C. Herbivore
D. Parasite
Vocabulary:
1. Ecology
2. Biosphere
3. Species
4. Population
5. Community
Engagement: Interest Grabber- 3-2 “Pass it along”
Explanation:
1. Review homework (read and outline 3-1)
2. Explain Energy flow and feeding relationships (3.2)
Elaboration:
Build science skills- making models – pg 71
Evaluation:
Figure 3-8 on pg 71
Closure:
What are the consequences, if any, of removing an organism from a food chain.
I learned, I wonder, WOW
Tonight's Homework:
Read and outline 3-2
Homework Due:
Read and outline 3-1
Tuesday, September 29, 2009
Sept 29 (B day) and Sept 30
Objective:
Students will analyze the interrelationships and interdependencies among organisms in order to determine how they contribute to the stability of an ecosystem.
Warm Up:
What abiotic and biotic factos affect a clown fish in the ocean.
Vocabulary:
1. Density
2. Dietary Fiber
3. Digestion
4. DNA
5. Inorganic
Classwork:
1. Warm up and vocabulary
2. Activity
3. Think-pair-share
4. Presentation Pro
5. Go over homework guidelines
6. Closure
Tonight's homework:
Read and outline 3-1
Don't forget to feed my fish and look on the blog!!! EXTRA EXTRA by Wednesday night!!!
Homework Due:
NONE
Students will analyze the interrelationships and interdependencies among organisms in order to determine how they contribute to the stability of an ecosystem.
Warm Up:
What abiotic and biotic factos affect a clown fish in the ocean.
Vocabulary:
1. Density
2. Dietary Fiber
3. Digestion
4. DNA
5. Inorganic
Classwork:
1. Warm up and vocabulary
2. Activity
3. Think-pair-share
4. Presentation Pro
5. Go over homework guidelines
6. Closure
Tonight's homework:
Read and outline 3-1
Don't forget to feed my fish and look on the blog!!! EXTRA EXTRA by Wednesday night!!!
Homework Due:
NONE
Thursday, September 24, 2009
Sept 23 (B day) and Sept 24 (A day)
EXTRA CREDIT: E-mail me at shannon.fulmer@pgcps.org just to say HI!!! Please make sure you leave your name! Due before Sept. 30th.
Objective:
Students will be completing Unit 1 test in order to gauge progress towards success on the HSA.
Warm Up:
Take 10 minutes to study!!!
Vocabulary:
NONE!!!!
Classwork:
1. Study for test
2. Complete Unit 1 HSA
Tonight's Homework:
NONE...Enjoy your 4 day weekend!!
Homework Due:
Graphing Lab (A day students)
Objective:
Students will be completing Unit 1 test in order to gauge progress towards success on the HSA.
Warm Up:
Take 10 minutes to study!!!
Vocabulary:
NONE!!!!
Classwork:
1. Study for test
2. Complete Unit 1 HSA
Tonight's Homework:
NONE...Enjoy your 4 day weekend!!
Homework Due:
Graphing Lab (A day students)
Tuesday, September 22, 2009
Sept. 22
Objectve:
Students will complete an activity in graphing in order to identify trends and analyze them.
Warm Up:
1. Which of these describe the role of the mountain lion in the forest food web?
a. Omnivore
b. Carnivore
c. Herbivore
d. Parasite
2. A student measured different variables affecting the interactions in an aquarium in a biology laboratory. Which of the following represents one of the abiotic factors the student most likely recorded as data?
f. the weight and color of each type of scavenger
g. the temerature and oxygen content of the water
h. the size and number of each species of fish
j. the number of each type of green plant and each type of snail
3. A moss-covered log is overturned by a hungry bear looking for insects to eat. The bear distrubes an ant colony, and some chipmunks leave the hollow log to search for another home in the forest. Which relationship do these organisms have with each other?
f. they are all of the same species
g. they all require the same type of food
h. they are part of a community
j. they are abiotic factors in a forest
Vocabulary:
1. Consumer
2. Producer
3. Commensalism
4. Parasitism
5. Prey
Classwork:
1. Warm Up and Vocabulary
2. Discussion
3. Graphing Lab
4. Pass out books
5. Closure
Tonight's Homework:
Finish lab and STUDY FOR UNIT 1 TEST
Homework Due:
Food Web
Students will complete an activity in graphing in order to identify trends and analyze them.
Warm Up:
1. Which of these describe the role of the mountain lion in the forest food web?
a. Omnivore
b. Carnivore
c. Herbivore
d. Parasite
2. A student measured different variables affecting the interactions in an aquarium in a biology laboratory. Which of the following represents one of the abiotic factors the student most likely recorded as data?
f. the weight and color of each type of scavenger
g. the temerature and oxygen content of the water
h. the size and number of each species of fish
j. the number of each type of green plant and each type of snail
3. A moss-covered log is overturned by a hungry bear looking for insects to eat. The bear distrubes an ant colony, and some chipmunks leave the hollow log to search for another home in the forest. Which relationship do these organisms have with each other?
f. they are all of the same species
g. they all require the same type of food
h. they are part of a community
j. they are abiotic factors in a forest
Vocabulary:
1. Consumer
2. Producer
3. Commensalism
4. Parasitism
5. Prey
Classwork:
1. Warm Up and Vocabulary
2. Discussion
3. Graphing Lab
4. Pass out books
5. Closure
Tonight's Homework:
Finish lab and STUDY FOR UNIT 1 TEST
Homework Due:
Food Web
Friday, September 18, 2009
Sept. 18 (A day) and Sept 21 (B-day)
September 18 (A day) and September 21 (B-day)
Objective:
Students will analyze the relationship between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.
Warm Up:
How would you describe yourself in terms of your family, school, and community?
Vocabulary:
1. atoms
2. carbohydrates
3. cellullose
4. compounds
5. covalent bonding
Classwork:
1. Warm Up/ Vocabulary
2. Activity
3. Think/Pair/Share
4. Presentation Pro
5. Closure
Tonight's Homework:
Study for your test
Finish Drawing or getting pictures of 5 organisms for the food web that you started in class.
Homework Due:
None
Objective:
Students will analyze the relationship between biotic diversity and abiotic factors in environments and the resulting influence on ecosystems.
Warm Up:
How would you describe yourself in terms of your family, school, and community?
Vocabulary:
1. atoms
2. carbohydrates
3. cellullose
4. compounds
5. covalent bonding
Classwork:
1. Warm Up/ Vocabulary
2. Activity
3. Think/Pair/Share
4. Presentation Pro
5. Closure
Tonight's Homework:
Study for your test
Finish Drawing or getting pictures of 5 organisms for the food web that you started in class.
Homework Due:
None
Wednesday, September 16, 2009
September 16 (A Day) and September 17 (B Day)
Objective:
Students will review for the Unit 1 test in order to identify areas to focus on.
Warm Up:
Convert the numbers using scientific notation:
1. 3428000000
2. .0003456
3. 389.094
4. 2300000000000000000000
5. 1.234
Vocabulary:
1. reproduction
2. synthesis
3. taxonomy
4. tissue
5. Amino Acids
Classwork:
1. Warm Up and Vocabulary
2. Review homework
3. Unit 1 Review activity
4. Closure
Tonight's Homework:
Study for test
Homework Due:
Review Sheet
Announcements:
Unit 1 test will be moved to Thursday Sept 24 (A Day) and Friday Sept 25 (B day). We will be moving on to Unit 2 next class so there will be a little bit of an overlap!
Students will review for the Unit 1 test in order to identify areas to focus on.
Warm Up:
Convert the numbers using scientific notation:
1. 3428000000
2. .0003456
3. 389.094
4. 2300000000000000000000
5. 1.234
Vocabulary:
1. reproduction
2. synthesis
3. taxonomy
4. tissue
5. Amino Acids
Classwork:
1. Warm Up and Vocabulary
2. Review homework
3. Unit 1 Review activity
4. Closure
Tonight's Homework:
Study for test
Homework Due:
Review Sheet
Announcements:
Unit 1 test will be moved to Thursday Sept 24 (A Day) and Friday Sept 25 (B day). We will be moving on to Unit 2 next class so there will be a little bit of an overlap!
Monday, September 14, 2009
Sept 14 (A day) and Sept 15 (B day)
OBJECTIVE:
Students will review for the Unit 1 test in order to identify areas to focus on.
WARM-UP: Convert the number 3,578,000 using scientific notation.
VOCABULARY:
1) metabolism
2) organ
3) organelle
4) organ system
5) prokaryotes
CLASSWORK:
1) Warm-up and vocabulary
2) Review homework
3) Unit 1 Review activities
4) Closure
Tonight's Homework:Study for test, do Unit 1 review
Homework Due: Scientific Notation worksheet #2
Students will review for the Unit 1 test in order to identify areas to focus on.
WARM-UP: Convert the number 3,578,000 using scientific notation.
VOCABULARY:
1) metabolism
2) organ
3) organelle
4) organ system
5) prokaryotes
CLASSWORK:
1) Warm-up and vocabulary
2) Review homework
3) Unit 1 Review activities
4) Closure
Tonight's Homework:Study for test, do Unit 1 review
Homework Due: Scientific Notation worksheet #2
Friday, September 11, 2009
Sept 10 (A day) and Sept 11 (B-day)
OBJECTIVE: Students will complete exercises on scientific notation in order to practice and properly use scientific notation.
Warm Up: Same as last class. Explained it for my B-day class.
Vocabulary:
Lucky you...none!
Classwork:
1. Discuss warm up
2. White board activity - scientific notation
3. Scientific Notation worksheet
Tonights Homework:
Finish Scientific Notation Worksheet
Homework Due:
1st Scientific Notation worksheet
Warm Up: Same as last class. Explained it for my B-day class.
Vocabulary:
Lucky you...none!
Classwork:
1. Discuss warm up
2. White board activity - scientific notation
3. Scientific Notation worksheet
Tonights Homework:
Finish Scientific Notation Worksheet
Homework Due:
1st Scientific Notation worksheet
Tuesday, September 8, 2009
September 8 (A Day) and Sept. 9 (B day)
Objective: Students will complete exercises on scientific notation in order to practice and properly use scientific notation.
Warm Up:
Write instructions for tying your shoe and then give them to a partner to see if you can follow them.
Classwork:
1. Go over warm up
2. Scientific Notation worksheet
3. Go over worksheet
4. Closure: review of scientific notation
Tonight's homework:
Finish Scientific Notation worksheet
Homework Due:
Graphing Lab
Warm Up:
Write instructions for tying your shoe and then give them to a partner to see if you can follow them.
Classwork:
1. Go over warm up
2. Scientific Notation worksheet
3. Go over worksheet
4. Closure: review of scientific notation
Tonight's homework:
Finish Scientific Notation worksheet
Homework Due:
Graphing Lab
Thursday, September 3, 2009
Sept 3 (A Day) and Sept 4 (B Day)
Objective:
Students will develop graphs in order to analyze them and make predictions.
Warm Up:
Define Independent Variable
Define Dependent Variable
Vocabulary:
NONE
Classwork:
1. review of scientific method
2. Graphing Lab
3. Wrap Up
Closure:
Lab Review
Tonight's Homework
Finish Lab
Homework Due:
Sponge lab
Announcements:
E-mail me at Shannon.Fulmer@pgcps.org for 10 extra credit points.
Students will develop graphs in order to analyze them and make predictions.
Warm Up:
Define Independent Variable
Define Dependent Variable
Vocabulary:
NONE
Classwork:
1. review of scientific method
2. Graphing Lab
3. Wrap Up
Closure:
Lab Review
Tonight's Homework
Finish Lab
Homework Due:
Sponge lab
Announcements:
E-mail me at Shannon.Fulmer@pgcps.org for 10 extra credit points.
Monday, August 31, 2009
Sept 1 (A day) and Sept 2 (B day)
September 1 (A Day) and September 2 (B Day)
Objective: Students will use the scientific method in order to make predictions and analyze data from an experiment.
Warm-Up: What are the steps we use for scientific experiement:
Vocabulary:
observation
opinion
research
plan
conclusion
data
Classwork:
1) Discussion of scientific method
2) "Sponge Animal" lab
3) Review lab
Closure:
Identify characteristics of animals that help them to escape predators.
Tonight's Homework:
Finish lab
Think of a dilemma you’ve recently encountered and develop a solution based on the steps of the scientific method.
Homework due:
Rafael (Lab Safety) BCR
Safety Contract signed
Complete lab if you did not already do so
Handouts:
Sponge Lab
Announcements:None
Objective: Students will use the scientific method in order to make predictions and analyze data from an experiment.
Warm-Up: What are the steps we use for scientific experiement:
Vocabulary:
observation
opinion
research
plan
conclusion
data
Classwork:
1) Discussion of scientific method
2) "Sponge Animal" lab
3) Review lab
Closure:
Identify characteristics of animals that help them to escape predators.
Tonight's Homework:
Finish lab
Think of a dilemma you’ve recently encountered and develop a solution based on the steps of the scientific method.
Homework due:
Rafael (Lab Safety) BCR
Safety Contract signed
Complete lab if you did not already do so
Handouts:
Sponge Lab
Announcements:None
Thursday, August 27, 2009
Friday August 28 (A Day) and Monday August 31 (B Day)
Objective:
Students will identify lab equipment in order to perform laboratory investigations properly.
Warm-Up: Describe 3 unsafe lab procedures.
Vocabulary:
Gram
Hypothesis
independent (manipulated) variable
KiloLiter
Classwork:
1) Confection Connection on (Resource Book)
2) Students are to complete p.18 of Identifying Laboratory Equipment (HSA Lab Manual) as a class or by rotating among stations previously set up with the various lab equipment found on p.17 of lab manual.
3) Students are to complete Analysis and Conclusion on p.19 (HSA Lab Manual) as a class, group or individually.
4) Using Presentation Pro, review Section 1.1 – Observation and Inference
5) Scientific Method – Creature Features Activity p. 28 (HSA Lab Manual)
Closure:
Identify characteristics of the creatures that help them to escape predators.
Tonight's Homework:
Lab safety contract signedBCR – Rafael’s Setup (Resource Book)
Homework due:
Finish lab (living/nonliving/dead
In your own words explain what homeostasis is
In your own words explain the difference between sexual and asexual reproduction
**Dont forget school supplies are due by Sept 3rd.
Handouts:
Identifying Lab Equipments and Creature Features
Rafael's BCR
Announcements:None
Students will identify lab equipment in order to perform laboratory investigations properly.
Warm-Up: Describe 3 unsafe lab procedures.
Vocabulary:
Gram
Hypothesis
independent (manipulated) variable
KiloLiter
Classwork:
1) Confection Connection on (Resource Book)
2) Students are to complete p.18 of Identifying Laboratory Equipment (HSA Lab Manual) as a class or by rotating among stations previously set up with the various lab equipment found on p.17 of lab manual.
3) Students are to complete Analysis and Conclusion on p.19 (HSA Lab Manual) as a class, group or individually.
4) Using Presentation Pro, review Section 1.1 – Observation and Inference
5) Scientific Method – Creature Features Activity p. 28 (HSA Lab Manual)
Closure:
Identify characteristics of the creatures that help them to escape predators.
Tonight's Homework:
Lab safety contract signedBCR – Rafael’s Setup (Resource Book)
Homework due:
Finish lab (living/nonliving/dead
In your own words explain what homeostasis is
In your own words explain the difference between sexual and asexual reproduction
**Dont forget school supplies are due by Sept 3rd.
Handouts:
Identifying Lab Equipments and Creature Features
Rafael's BCR
Announcements:None
Wednesday, August 26, 2009
For 10 extra credit points have your parents email me at shannon.fulmer@pgcps.org ( if ur parents dont have an email address u can email me)... Just a quick hello will do. Must be sent by Aug 30
Tuesday, August 25, 2009
August 26 (A day) August 27 (B day)
Students will also describe the characteristics of life in order to classify an unknown item as living or nonliving.
Warm Up: What is Science? What is Biology?
VOCABULARY:
analysis
centi
conclusion
control
Classwork:
1. Think, Pair, and Share: What characteristics do all living things share?
2. Classroom discussion about warm-up
3. Presentation Pro Chapter 1A – “It’s Alive” (2 minutes)
4. Students are to complete “To Live or Not To Live” (Student Resource Book)
5. Students will assume the role of a scientist that needs to determine whether “the blob” is a living or nonliving thing.
6. Review “To Live or Not To Live” (Student Resource Book)
CLOSURE:
Students are to provide 2 examples of how organisms maintain homeostasis.
TONIGHT'S HOMEWORK:
Get school supplies
BCR- Students are to justify their position in a 1-2 paragraph brief constructed response using the characteristics of life terminology
HOMEWORK DUE:
PINK INFORMATION SHEET
Warm Up: What is Science? What is Biology?
VOCABULARY:
analysis
centi
conclusion
control
Classwork:
1. Think, Pair, and Share: What characteristics do all living things share?
2. Classroom discussion about warm-up
3. Presentation Pro Chapter 1A – “It’s Alive” (2 minutes)
4. Students are to complete “To Live or Not To Live” (Student Resource Book)
5. Students will assume the role of a scientist that needs to determine whether “the blob” is a living or nonliving thing.
6. Review “To Live or Not To Live” (Student Resource Book)
CLOSURE:
Students are to provide 2 examples of how organisms maintain homeostasis.
TONIGHT'S HOMEWORK:
Get school supplies
BCR- Students are to justify their position in a 1-2 paragraph brief constructed response using the characteristics of life terminology
HOMEWORK DUE:
PINK INFORMATION SHEET
Sunday, August 23, 2009
August 24 (A Day), August 25 (B Day)
Objective: Students will become acquainted with classroom rules and procedures in order to become successful in Biology class this year.
Students will also describe the characteristics of life in order to classify an unknown item as living or nonliving.
Warm Up: What is Science? What is Biology?
VOCABULARY:
analysis
centi
conclusion
control
Classwork:
1. Think, Pair, and Share: What characteristics do all living things share?
2. Classroom discussion about warm-up
3. Explanation of classroom rules and procedures
4. Presentation Pro Chapter 1A – “It’s Alive” (2 minutes)
5. Students are to complete “To Live or Not To Live” (Student Resource Book)
6. Students will assume the role of a scientist that needs to determine whether “the blob” is a living or nonliving thing. Students are to justify their position in a 1-2 paragraph brief constructed response using the characteristics of life terminology
7. Review “To Live or Not To Live” (Student Resource Book)
CLOSURE:
Students are to provide 2 examples of how organisms maintain homeostasis.
TONIGHT'S HOMEWORK
Get school supplies
HOMEWORK DUE
None
HANDOUTS
Student Information, Parent Contact, BEE Book, To Live or Not to Live
Students will also describe the characteristics of life in order to classify an unknown item as living or nonliving.
Warm Up: What is Science? What is Biology?
VOCABULARY:
analysis
centi
conclusion
control
Classwork:
1. Think, Pair, and Share: What characteristics do all living things share?
2. Classroom discussion about warm-up
3. Explanation of classroom rules and procedures
4. Presentation Pro Chapter 1A – “It’s Alive” (2 minutes)
5. Students are to complete “To Live or Not To Live” (Student Resource Book)
6. Students will assume the role of a scientist that needs to determine whether “the blob” is a living or nonliving thing. Students are to justify their position in a 1-2 paragraph brief constructed response using the characteristics of life terminology
7. Review “To Live or Not To Live” (Student Resource Book)
CLOSURE:
Students are to provide 2 examples of how organisms maintain homeostasis.
TONIGHT'S HOMEWORK
Get school supplies
HOMEWORK DUE
None
HANDOUTS
Student Information, Parent Contact, BEE Book, To Live or Not to Live
Wednesday, August 19, 2009
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