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 :(
Wednesday, October 28, 2009
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
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