home


 * ===Wk 9 ===

5/25
|| no School ||  ||   ||   ||
 * ===T ===

5/26
|| What does evolution rely on? || Lab report must be turned into Edmodo- 50 off for late 0 if not turned in by Friday. || Objective: Work on Bird Beak data analysis || Bird Beak Data Analysis Due tomorrow ||
 * ===W===

5/27
|| What was happening with the birds beaks in the research from the Galapagos Islands? ||  || Objective: Present findings of research projects and work on bird beak analysis || Bird Beak data analysis due tomorrow ||  ||
 * ===Th===

5/28
||  || Bird beak graph analysis due ||   ||   ||
 * ===F===

5/29
||  ||   ||   || . ||


 * ===Wk 8 ===

5/18
|| What is the relationship between natural selection and evolution? || none || Objective: Natural Selection Practice and Quiz || Lab report due the 26th Vocab due Friday ||
 * ===T ===

5/19
|| What are the parts you must include in your lab report? ||  || Objective: Collect data and write lab report || Lab report due the 26th Vocab due Friday ||
 * ===W===

5/20
||  ||   ||   ||   ||   ||
 * ===Th===

5/21
||  ||   || Objective: ||   ||
 * ===F===

5/22
|| What is disruptive selection? ||  || Objective: Work on lab report. || Lab report due Tuesday 5-26 on Edmodo- EACH student is to turn in his or her own. ||


 * ===**Date **=== || ===**Getting Started **=== || ===**Turned In **=== || ===**In Class **=== || ===**Homework **=== ||
 * ===Wk 7 ===

5/11
|| No bellringer || none || Objective: Watch mankind rising and answer the questions that go along with the video || Make sure vocab (1-18, 26)and homologous structure WS is finished. I will look at them tomorrow. ||
 * ===T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">5/12
|| What exactly did we COME from? || none || Objective: Evidences of evolution- embryology and vestigial structures ||  ||
 * ===W===

5/13
|| What is the difference between homologous and analogous? || vocab || Objective:Use embryos as evidence for evolution Survival of the sneakiest cricket cartoon reading and notes || Work on lab report-due on May 26th- groups will present their findings to the class. ||  ||
 * ===Th===

5/14
|| Define natural selection. || none || Objective:Create a natural selection cartoon || Natural selection comic due Monday ||
 * ===F===

5/15
||  ||   || Objective: Create a natural selection cartoon Work on lab report || Natural selection comic due Monday Lab report due the 26th ||



**<span style="font-family: Arial,sans-serif;">Date **
|| ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk 6 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">5/4
|| What is the difference betweeb a theory and a law? || /A || Objective: Read and respond to article on whales || None ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">5/5
|| What is one more question you have after reading the article on walking whales? || N/A || Objective: Work on vocab 1-18 and 26 Finish methods on lake research || One group member needs to submit the methods on Edmodo by 5 pm tonight ||
 * ===W===

5/6
|| List all the supplies you will need for collecting data. What specific task will you have out at the lake? ||  || Objective: Compare DNA of whales and other species || Take one of the 6 statements from the walking whale reading. Respond to one of the statements using the evidence you found within the article. It should be about a half page or so. This is due on Friday. ||  ||
 * ===Th===

5/7
|| Grab all the supplies you will need and be ready once the bell rings. ||  || Objective: Gather samples from lake || Work on Methods for Lake Research ||
 * ===F===

5/8
|| What is a difficulty you came across while collecting data? || respond to one of the 6 statements from the reading || Objective:analyze samples from lake || Finish the DNA comparison/family tree WS due Monday- the sheet to help you is in the PDF link to the left. ||



**<span style="font-family: Arial,sans-serif;">Date **
|| ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk 5 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">4/27
|| Cross a red flower with a white flower (flower color is inherited in a codominant fashion). Draw the punnett square and list ratios of genotypes and phenotypes.

|| N/A || Objective: Identify exceptions to Mendel's Laws- Readings- question stations || None ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">4/28
|| What are the genotypes and phenotypes of a cross with a father who has hemophilia and a mother who is a carrier of hemophilia? (It is a recessive sex linked disease). ||  || Objective: Work on Review guide objectives || Study for test and finish review guide ||
 * ===W===

4/29
|| List the possible gametes for an individual that is heterozygous for both short fur(F) and tail(T). ||  || Objective: Review Game for unit 4 part 2 || Study for test and finish review guide ||   ||
 * ===Th===

4/30
|| What kinds of information can you tell about an information from a karyotype? || Review Guide || Objective: Take Unit 4 test || Work on Methods for Lake Research ||
 * ===F===

5/1
||  ||   || Objective: Develop Methods for research. ||  ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk 4 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">4/20
|| No warmup || N/A || Objective: Watch Gattaca and answer questions in movie guide || None ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">4/21
|| No warmup || N/A || Objective: Watch Gattaca and answer questions in movie guide || None ||
 * ===W===

4/22
|| Are traits only dominant or recessive?

Can there be

exceptions? Explain. || N/A || Objective: Define Mendel's 3 Laws Differentiate between codomiance and incomplete dominance

Inheritance Poster •**On the front- Mendel’s 3 laws of inheritance** –For each: •List law name •Define in your own words •Include a picture •**On the back-split page in half between codominance and incomplete dominance** –For each: •Name type of inheritance •Define in your own words •Include an example •Provide a picture •At the bottom explain how the two are different

Notes: || Finish the inheritance poster- front and back ||   ||
 * ===Th===

4/23
|| What is the difference between independent assortment and segregation? || inheritance poster Gattacca WS || Objective: Finish Gattacca WS on codomiance and incomplete dominance Begin to type up your lab report -work on introduction and methods(use the documents below to help you.) ||  ||
 * ===F===

4/24
||  ||   ||   ||   ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk3 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">4/13
|| Why might we look like one parent more than the other when each provide the same amount of genetic info? || N/A || Objective: Differentiate between genes, alleles, and traits 1. Research and find background info on Mastodon Lake. [|Lake timeline] This will come in handy for Mastodon Lake Research

2.Develop question with group for research

For Friday you must have researched your question. It must be developed into a hypothesis. This hypothesis must be supported by other research you find. || Research question/hypothesis due Friday

Finish Packet on Genetics(4pages) ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">4/14
|| Can there be more than 2 different DNA sequences for a particular gene? Can you think of any examples? Explain. || Genetics Packet || Objectives: Discuss HW from yesterday- including sickle cell Visit Lake HW Punnett Squares || Do punnett square activity ||
 * ===W===

4/15
|| In rats, black coat color is dominant over white coat color. If some of the offspring of a cross between a black rat and a white rat are white, the black rat must have been || Punnett Square || Objectives: 1.Determine the goals & objectives of your project--why it’s needed, who will use the data, and how the data will be used. 2.Collect background information to help you in designing your project. 3.Refine your project’s goals once you’ve collected more information. 4. Design your project’s sampling, analytical & data requirements-- essentially, what, how, when, and where you’ll be monitoring.

|| Due Friday: Goal of project, question, hypothesis, and background information ||  ||
 * ===Th===

4/16
|| If a parent has the following genotype AaNnRR, what would be the possible gametes the parent could produce? ||  || Objective: Dihybrid punnett squares Finish lake question/hypothesis || ON PAPER 1 question, hypothesis, and background research/reasoning due tomorrow PER group ||
 * ===F===

4/17
|| Provide an example of a phenotype and genotype. || Lake research Hypothesis Due || Objective: Punnett Square quiz Mendel's || Continue to think about your lake research and how you will conduct the measurements. How many? Why Where will you take them and how will you measure? ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk1 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">4/6
|| How can you determine the chances of having a baby with certain traits? || None || Objective: Relate probability to genetics

Coin Flipping lab || None ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">4/7
|| What is the chance of having 2 female children in a row? || Coin Flip Lab || Objective: Relate probability to genetics

[|Our Sewer Isn't A Trash Can] Read 1.Where are these chemicals coming from? 2.What is the potential harm of the chemicals? 3.Why aren't they being filtered out? 4.What might be a way to solve this problem? 5. How might this topic affect genetics( of any living thing)?

[|microplastics-pollution- in Great Lakes] Here is an other interesting article [|Lake timeline] This will come in handy for Mastodon Lake Research || HW Read Out Sewer isn't a trash can and answer the questions that go with it. ||
 * ===W===

4/8
|| What is the difference between theoretical probability and experimental probability? || Questions on Lake Reading || Objective: Define Probability Solve Probability Questions Define gene, allele, and trait ||  ||   ||
 * ===Th===

4/9
|| What is the probability of landing on tails 4 times in a row? ||  || Objective: Please be wonderful students that I know you all are!!!

Complete crossword, probability questions, and questions 1-8 on Lake Proposal(TURN INTO EDMODO)

You need to answer the 7 questions and also put down 2 basic ideas of what you might be interested in researching concerning Mastodon Lake. This is due Friday. Type into the document and then submit it on EDMODO.
 * Lake Proposal:**

Lake Research Documents || Vocab due tomorrow 24-34

Genetic Crossword/probability questions

Lake Proposal

Quiz tomorrow on Probability and vocab ||
 * ===F===

4/10
||  || Vocab Due

Genetic Crossword/probability questions

Lake Proposal(EDMODO) || QUIZ ||  ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk10 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3/23
|| How do you remember the difference between mitosis and meiosis? ||  ||   || Test on Wed, Review due Wed ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3/24
|| What is a gene, chromosome, and chromatin? How are they related? ||  ||   || Test on Wed, Review due Wed ||
 * ===W===

3/25
|| What is a question you still have for the test? || Unit 4 Review Guide Due || Unit 4 Test || Annotated Bibliography due tomorrow ||  ||
 * ===Th===

3/26
|| What questions do you have about the debate? || annotated bib due- turn in on Edmodo || Objective: Research topics to construct a debate with evidence



Starting articles: [] Designer Babies [] Hybrid embryos [] Extinct []Extinct Species

[]

xenotransplantation

Must include Annotated bibliography •Must have at least 3 reputable sources •2 on your stance •1 on the other •All must be cited- AT LEAST ONE MUST COME FROM RESEARCH DATABASE •Each must have a paragraph summary with main points you would want to share in the debate

Sources: http://destiny.kaneroe.org/ Ebsco:Tomcats Password East || Be ready for debate tomorrow! ||
 * ===F===

3/20
||  ||   || Debate || No HW- Enjoy Spring Break ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk9 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3/16
|| What is genetic variation? provide two examples. ||  || Objective: How does meiosis increase genetic variation?

Create PowerPoint to explain the ways meiosis creates genetic diversity.

Include the following: Slides to include: 1.Title slide- with name 2.Why genetic diversity is important to life 3.Define meiosis and explain the purpose(s) of it 4.Crossing over in Meiosis 5.Independent assortment in Meiosis 6.Random Fertilization in Meiosis 7.The other way to increase genetic diversity …mistakes 8.Explain one way humans are decreasing genetic diversity in other living organisms
 * USE YOUR OWN WORDS- Include Websites on each slide*
 * Include what goes in and comes out of the process- be specific
 * Include picture
 * Include picture
 * Include your own description
 * Include picture
 * Include your own description and number of possible outcomes in human egg or sperm
 * Include picture
 * Include your own description
 * Total unique egg and sperm combinations one human couple could produce
 * What are some causes of these mistakes
 * Possible outcomes- pictures are welcome
 * Include the example
 * Explain why this is a negative for the living organisms || Work on Meiosis PPT project- Must be turned into Edmodo on Thursday ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3/17
|| If a mother developed skin cancer during her pregnancy would her child come out with skin cancer? || Turn in Movie Guide || Objective: How can mutations arise?

video on mutations || Finish ppt for HW due Thurs ||
 * ===W===

3/18
|| What did you learn from the mutation video? ||  || How does meiosis increase genetic variation? Discuss Video Time to work on meiosis genetic variation ppt || Finish ppt for HW due tomorrow before class ||  ||
 * ===Th===

3/19
|| What are some example of how humans decrease genetic diversity? || Turn in PPT || Objective: Research topics to construct a debate with evidence



Starting articles: [] Designer Babies [] Hybrid embryos [] Extinct []Extinct Species

[|http://emedicine.medscape.com/article/432418-overview]

xenotransplantation

Must include Annotated bibliography •Must have at least 3 reputable sources •2 on your stance •1 on the other •All must be cited- AT LEAST ONE MUST COME FROM RESEARCH DATABASE •Each must have a paragraph summary with main points you would want to share in the debate

Sources: http://destiny.kaneroe.org/ Ebsco:Tomcats Password East ||  ||
 * ===F===

3/20
||  ||   ||   ||   ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk8 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3/9
|| How are sex cells different from the rest of our body cells? || N/A || Objective: What is meiosis?

Went over quiz Took notes on meiosis || Vocab 13-23 due Thursday ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3/10
|| What is an example of a haploid cell? How about a diploid cell? || none || Objective: What are the steps of meiosis?

Took notes on meiosis Introduced debate topics

•Should we clone endangered species? •Assisted reproduction: IVF •When does life begin? •Should human reproductive cloning be banned and punishments leveled against it? •Should we try to bring back extinct species? • Recently, a Californian genetics company has started to offer a cat cloning service for $50,000 per animal. Do you think this is ethical? •Should we allow xenotransplantation- animal transplant organs into humans •Cloning animals is only a step towards cloning humans. •Embryo rights? using early embryos in research •Production of designer babies – producing ‘desirable’ characteristics •hybrid embryos

Must include •Must have at least 3 reputable sources •2 on your stance •1 on the other •All must be cited MLA •Each must have a paragraph summary with main points you would want to share in the debate || Vocab 13-23 due Thursday Meiosis Packet 1-15 due tomorrow

think about debate topics ||
 * ===W===

3/11
|| How many cells and how many sets of chromosomes are produced in meiosis? || Meiosis 1-15 Packet || Objective: How do meiosis and mitosis connect?

Should we clone endangered species? •Assisted reproduction: IVF •When does life begin? •Should human reproductive cloning be banned and punishments leveled against it? •Should we try to bring back extinct species? • Recently, a Californian genetics company has started to offer a cat cloning service for $50,000 per animal. Do you think this is ethical? •Should we allow xenotransplantation- animal transplant organs into humans •Cloning animals is only a step towards cloning humans. •Embryo rights? using early embryos in research •Production of designer babies – producing ‘desirable’ characteristics •hybrid embryos

Must include •Must have at least 3 reputable sources •2 on your stance •1 on the other •All must be cited MLA •Each must have a paragraph summary with main points you would want to share in the debate

Sources: http://destiny.kaneroe.org/ Ebsco:Tomcats Password East || Vocab 13-23 Due tomorrow ||  ||
 * ===Th===

3/12
|| What is the difference between mitosis and meiosis || Vocab 13-23 || Objective: Explain main phases of meiosis || HW finish meiosis coloring Quiz tomorrow on vocab/meiosis ||
 * ===F===

3/13
|| What if your body produces cells through meiosis that are missing several chromosomes? || Meiosis coloring WS due || Objective: Quiz on meiosis

[|http://blogs.discovermagazine.com/notrocketscience/2010/02/21/extra-chromosomes-allow-all-female-lizards-to-reproduce-without-males/#.VQLYKZK1GSo]

1. What is unique about this species of lizards? 2. Why do most complex animals rely on sexual reproduction? 3. So do two eggs come together then? Explain. 4. How is meiosis different in these lizards? 5. How did scientists determine meiosis was different in these lizards? 6. How might the ability of eggs to have extra chromosomes occurred? 7. If a male was present and sexual reproduction occurred would fertilization occur? Explain. 8. Would all the lizards be clones? Explain. ||  ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk7 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3/2
|| What is the order of the cell cycle? || Cell Cycle Pogil || Objective: Describe the cell cycle LS4-1 <span style="font-family: Arial,sans-serif; font-size: 8pt;">Explain the relationship between cancer and mitosis LS4-1 <span style="font-family: Arial,sans-serif; font-size: 10.6666669845581px;">Notes on cell cycle and cancer

<span style="font-family: Arial,sans-serif; font-size: 8pt;">[] Telomere Inclass reading-

<span style="font-family: Arial,sans-serif; font-size: 8pt;"> Answer questions on a separate sheet of paper(you do not have to read the entire article)

<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 8pt;">1.What is a telomere?

<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 8pt;">2. Why is a telomere important if it doesn’t code for anything?(It isn’t a gene to make a protein)

<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 8pt;">3.How do they relate to mitosis?

<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 8pt;"> 4. What types of cells are considered immortal?

<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 8pt;">5. How come most cells are not immortal?

<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 8pt;">6.What is the relationship between telomeres and cancer?

<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 8pt;">7. Why wouldn’t you want to make a clone from a human that is 50 years old? (relate to telomeres). || Finish Reading and questions on a separate sheet of paper - DUE WED ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">3/3
|| NO CLASS SCHOOL WIDE TESTING Early Release || N/A || N/A || N/A ||
 * ===W===

3/4
|| Draw a chromosome and chromatin. What is the difference between the two? || Telomere HW

Lab Sheet || Objective: Explain movement of DNA during cell division Cell Cycle Inquiry Lab with onion root tip cells || vocab 1-12 due Friday Quiz on cell division, cancer, and central dogma on Friday ||  ||
 * ===Th===

3/5
|| Extreme Delayed Start school starts at 11:25. No lunch periods.

You get a blister on your toe from walking to school. Provide a story for how your body replaces your cells. Include the phases, chromosome numbers, and what is happening in your cells. ||  || ====== Create a cartoon/diagram to explain the story of cell division WITH A MUTATION- ======

=
WORDS I WOULD SUGGEST YOU USE/UNDERSTAND--Nucleus dissolves, Chromosomes condense, replicate, split of nucleus, G1, G2, G0, Mitosis, S, end number of chromosomes/diploid cells, mutations, telomeres, and anything else you find important ====== || vocab 1-12 due Friday Cartoon/diagram due tomorrow Quiz on cell division, cancer, and central dogma on Friday ||
 * ===F===

3/6
|| If you wanted to find cells that were dividing where would you want to look? || Vocab due 1-12 Cartoon due || Quiz on central dogma and cell cycle || No HW ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk 6 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2.24
|| What is the central dogma of biology? || N/A || Objective: <span style="font-family: Arial,sans-serif; font-size: 8pt;">Organize the steps of central dogma-LS3

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Watched and answered questions on DNA genome- introduction to genetics || Finish Central Dogma WS ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2.25
|| Q?- What do you think of when you hear the word succession? || Central Dogma WS || Objective: <span style="font-family: Arial,sans-serif; font-size: 8pt;">14 Analyze direct and indirect consequences of an anthropogenic event <span style="font-family: Arial,sans-serif; font-size: 8pt;">16Research an ecological problem and generate a possible solution <span style="font-family: Arial,sans-serif; font-size: 8pt;">Organize the steps of central dogma-LS3 || FInish Acid rain lab and turn into EDMODO- TONIGHT ||
 * ===W===

2.26
|| What are some main components of a cell? || Acid Rain lab to Edmodo || Objective: Determine how a cell divides and reasons why it would divide || None- Just bring Cell Division Modeling packet to class tomorrow ||
 * ===Th===

2.27
|| Half Day***Parent Teacher Conferences 5-8 pm**** ||  ||   || Finish Cell Cycle Packet due Monday ||
 * ===F===

2.28
|| No school ||  ||   ||   ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk 5 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2.16
|| No school ||  ||   ||   ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2.17
|| Q?- What do you think of when you hear the word succession? || N/A || Objective: Types of succession and anthropogenic effects [|Acid Rain Reading]

|| Test Friday Read over acid lab and 5 sentences on what it is about ||
 * ===W===

2.18
|| Q? What is the difference between secondary and primary succession? || 3-5 Sentences in Prep for Acid Rain Lab || Objective: Types of succession and anthropogenic effects [|Acid Rain Reading]

|| Test Friday We will review in class tomorrow. 2nd hour we have a presentation- you will have to review on your own!- I will not be collecting the review. ||
 * ===Th===

2.19
|| List an anthropogenic effect that decreases biodiversity. || N/A || Objective review for test unit 3 Study guide was passed out yesterday. || Test tomorrow Study!!! ||
 * ===F===

2.20
|| Hope you are ready for the test || N/A || Test on Unit 3 || No HW ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk 4 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2.9
|| Provide an example of logistic growth- Describe the growth over time.

|| Part 1 Logistic and Exponential Growth- Edmodo || Objectives: <span style="font-family: Arial,sans-serif; font-size: 8pt;">7 Identify factors of population growth- both density independent and density dependent

Continue working on Logistic vs Exponential Activity

Additional WS on Logistic and Exponential Growth -Must use the Excel table to determine R values-

Work on Vocab Begin to research lakes, ponds, etc. -Restoration, human negative effects, qualities of a healthy pond || Vocab 2 and 27-33 Due Thursday

Magnet Growth Curve Graphing- DUE TODAY-Turn in on EDMODO

Additional PAPER WS on Logistic and Exponential growth- Due in class tomorrow ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2.10
|| Q?- You have a starting population of 4 rats. The population grows at a rate of 6 for 2 years. What is the expected final population?

|| Paper copy of part 2 Logistic and Exponential growth || Objective: Use case study to hypothesize what specific factors affect an iguana population || Vocab 2 and 27-33 Due Thursday

Iguana Case study due Friday ||
 * ===W===

2.11
|| What do you know about global warming? || N/A || Objective: How have humans led the planet to climate change and what can we do now? || Vocab 2 and 27-33 Due Thursday

Iguana Case study due Friday ||
 * ===Th===

2.12
|| What did you learn from the presentation yesterday? || Vocab Ws from presentation || Objective: Analyze data to explain why a population of iguanas is greatly decreasing || Short population quiz tomorrow Finish Iguana Case Study ||
 * ===F===

2.13
|| List the differences between logistic and exponential graphs. || Iguana case study || Objective: Analyze data to explain why a population of iguanas is greatly decreasing Predict what our pollution does to rain water

Begin to work with pH meters || Ecology Test Next Friday ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk 3 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2.2
|| ====== No school snow day ====== || N/A || N/A || N/A ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">2.3
|| Why live with a group vs alone?

|| Biotic Interaction PPT on Edmodo || Objective: <span style="font-family: Arial,sans-serif; font-size: 8pt;">6 Summarize group behaviors and how they increase probability of survival <span style="font-family: Arial,sans-serif; font-size: 8pt;">7 Identify factors of population growth <span style="font-family: Arial,sans-serif; font-size: 8pt;">8 discuss relationships between carrying capacity and limiting factors

<span style="font-family: Arial,sans-serif; font-size: 8pt;">-Go over quiz on biotic interactions <span style="font-family: Arial,sans-serif; font-size: 8pt;">-Sign up for Edmodo and turn in biotic interactions PPT <span style="font-family: Arial,sans-serif; font-size: 8pt; line-height: 1.5;">-Discuss groups and population changes <span style="font-family: Arial,sans-serif; font-size: 8pt; line-height: 0px; overflow: hidden;"> || Vocab 20-26 Due Thursday ||
 * ===W===

2.4
|| What is the carrying capacity of the following graph? || Biotic Interaction PPT on Edmodo || Objectives: <span style="font-family: Arial,sans-serif; font-size: 8pt;">7 Identify factors of population growth <span style="font-family: Arial,sans-serif; font-size: 8pt;">8 discuss relationships between carrying capacity and limiting factors

<span style="font-family: Arial,sans-serif; font-size: 8pt;">-Carrying Capacity activity- determining squirrel number <span style="font-family: Arial,sans-serif; font-size: 8pt;"> <span style="font-family: Arial,sans-serif; font-size: 8pt;"> Do on computer- Turn in on Edmodo

<span style="font-family: Arial,sans-serif; font-size: 8pt;">-Human Overpopulation? || Read article on human Population- Answer the following: 1.What is the author's claim? 2. What do they say about carrying capacity? 3. Will overpopulation be a future problem? 4. Prepare to debate the topic of over population tomorrow. ||
 * ===Th===

2.5
|| What are 3 factors that could change a populations carrying capacity? || Vocab 20-26 Population reading/4 questions || Objectives: <span style="font-family: Arial,sans-serif; font-size: 8pt;">7 Identify factors of population growth <span style="font-family: Arial,sans-serif; font-size: 8pt;">8 discuss relationships between carrying capacity and limiting factors

-Discussion of human overpopulation- <span style="font-family: Arial,sans-serif; font-size: 8pt;">-Carrying Capacity activity- determining squirrel number <span style="font-family: Arial,sans-serif; font-size: 8pt;"> <span style="font-family: Arial,sans-serif; font-size: 8pt;">Do on computer- Turn in on Edmodo ||  ||
 * ===F===

2.6
|| How do you get public support? Ex such as support that we need to do something about overpopulation. || N/A || Objectives: <span style="font-family: Arial,sans-serif; font-size: 8pt;">7 Identify factors of population growth <span style="font-family: Arial,sans-serif; font-size: 8pt;">8 discuss relationships between carrying capacity and limiting factors

- Finish Squirrel and tree activity - Begin working on Logistic vs Exponential Activity || Finish carrying capacity of squirrels- make sure it gets turned into edmodo ||


 * ===**<span style="font-family: Arial,sans-serif;">Date **=== || ===**<span style="font-family: Arial,sans-serif;">Getting Started **=== || ===**<span style="font-family: Arial,sans-serif;">Turned In **=== || ===**<span style="font-family: Arial,sans-serif;">In Class **=== || ===**<span style="font-family: Arial,sans-serif;">Homework **=== ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">Wk 2 ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">1.26
|| ====== Define the word relationship. Describe the different types of relationships you have had or currently have in your life (include- friends, boyfriends/girlfriends, family etc.) ====== || ===N/A=== || Objective: Standard Deviation in Graphing || ===<span style="font-family: Arial,sans-serif; font-size: 8pt;">vocab numbers: 13-17 Due Wed ===

<span style="font-family: Arial,sans-serif; font-size: 8pt;">5 graphs on Excel Due tomorrow ||
 * ===<span style="font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="font-family: Arial,sans-serif; font-size: 10pt;">1.27
|| What are some things you can to have credibility in your data/results from a lab?

|| 5 Graphs on Excel- show to Ms. Scanlin || Objective: Determine the different types of symbiotic relationships(3 kinds)

|| ===<span style="font-family: Arial,sans-serif; font-size: 8pt;">vocab numbers:13-17 Due Wed ===

PPT on biotic interactions/symbiosis due Wed/Tomorrow ||
 * ===W===

1.28
|| Fill in table:3 types of symbiosis and a brief description.

|| Vocab 13-17 PPT Symbiosis and Predator/Prey || Objective: <span style="font-family: Arial,sans-serif; font-size: 8pt;">Determine how community interactions(competition) impact an ecosystem

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Go over problems with Excel Graphing Competition reading/questions [|Competition Reading] Add competition types(2) to Powerpoint || Study for Quiz Vocab # 18-19 ||
 * ===Th===

1.29
|| What are the 3 main types of ecological interactions between living things? || None || Objective: Quiz on 4 and 5

Ecological Interaction and Excel Graphing Quiz || NO HW! :) ||
 * ===F===

1.30
|| What are some factors that affect population changes within an ecosystem? || Turn in Bellringer

Turn in responses to Odd Animal Couples Video || Objective: Hypothesize why strange biotic interactions occur

-Watch and respond to odd animal couples || NO HW! :) enjoy the snow! ||


 * < ===**<span style="color: #000000; font-family: Arial,sans-serif;">Date **=== ||< ===**<span style="color: #000000; font-family: Arial,sans-serif;">Getting Started **=== ||< ===**<span style="color: #000000; font-family: Arial,sans-serif;">Turned In **=== ||< ===**<span style="color: #000000; font-family: Arial,sans-serif;">In Class **=== ||< ===**<span style="color: #000000; font-family: Arial,sans-serif;">Homework **=== ||
 * < ===<span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">Wk 1 ===
 * < ===<span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">Wk 1 ===

<span style="background-color: transparent; color: #000000; font-family: Arial,sans-serif; font-size: 10pt; line-height: 1.1;">1.19
||< ===No school=== ||< ===N/A=== ||< ===N/A=== ||< ===N/A=== ||
 * < ===<span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;">T ===

<span style="color: #000000; font-family: Arial,sans-serif; font-size: 10pt;"> 1.20
||< ===<span style="color: #000000; font-family: Arial,sans-serif; font-size: 9.5pt;">What is ecology? ===

[[image:http://science.lotsoflessons.com/science_ecology.gif width="101" height="69"]]
||<  ||< # ===<span style="background-color: transparent; color: inherit; font-family: inherit; font-size: 1.1em; line-height: 1.5;">**Go over expectations** ===
 * 1) ===Talk about essential questions of Unit 3===
 * 2) ===[[file:Unit 3 objective sheet.doc]]===
 * 3) ===[[file:Vocab Words chart fill in unit 3.docx]]=== ||< ===<span style="font-family: Arial,sans-serif; font-size: 8pt;">vocab numbers: 1,3,4, 7-12 – due Friday === ||
 * < ===W===

1.21
||< === Goldfish population is greatly decreasing, which ecological level on the pyramid do you think is most important to investigate? Explain. ===

[[image:http://eschooltoday.com/ecosystems/images/Levels-of-Organization-in-an-Ecosystem.jpg width="383" height="327"]]
||<  || ===Objectives covered: 1 and 2===

1.Levels of ecological pyramid 2.PBL how can changing abiotic factors influence biotic factors- ex: cold icy winter 3.Notes on Levels ||< === ===

<span style="font-family: Arial,sans-serif; font-size: 8pt;">vocab numbers: 1,3,4, 7-12 – due Friday
<span style="font-family: Arial,sans-serif; font-size: 8pt;">Finish Humans Affect... WS-Due Thurs

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Bring Laptop for the next two days. ||
 * ===Th===

1.22
|| =How are living things= =dependent on living and non-living things?= || Checked Humans affect... WS

In class Partner Biome activity || ===Objectives covered: Continued 1 and 2===

-Biome reading
-Partner Biome activity -Work on Excel Graphing Tutorial || <span style="font-family: Arial,sans-serif; font-size: 8pt;">vocab numbers: 1,3,4, 7-12 – due Friday

Living earth WS

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Bring Laptop for the next two days.

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Study for quiz tomorrow ||
 * ===F===

1.23
|| How might an ecosystem be affected by a flood? || Checked Vocab || Objectives 1 and 2 Quiz on objectives 1 and 2 Excel Graphing tutorial- ||  ||

<span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 5471.5px; width: 1px;"> In rats, black coat color is dominant over white coat color. If some of the offspring of a cross between a black rat and a white rat are white, the black rat must have been
 * A) a mutation. || B) homozygous. || C) heterozygous. || D) a polyploid. ||