8/31/09
WELCOME !
Room 352
Mr. Paul J. Noto BIOLOGY and EARTH SCIENCE
7 RULES YOU ARE EXPECTED TO RESPECT AND FOLLOW:
1. Follow the teachers directions.
2. Be prepared for class.
3. Respect others and their property.
4. No food or gum is allowed.
5. All electronic devices (including i-pods,
CD players, cell phones, etc..)
must be turned off and put away
upon entering the room.
6. Be in your seat at the bell to avoid tardy.
7.Check schoolnotes.com for homework whenever you are absent
and/or lose or forget to write down the homework assignment.
Check the WBC and complete all the objectives you missed.
See me during lunch the day you return,
if you are still not sure about what to make up.
This includes students who have I.E.P's or
other modifications to their educational program.
GO TO:
www.schoolnotes.com
enter zip code 91205
click on Mr. Noto
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Grades are based on points earned.
The computer weighs those points based on
their % contribution to the grade.
This is the breakdown on how the points contribute to the grade.:
45% test/quizzes
30% labs/activities
25% classwork/homework
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During The Year:
A.Your Portfolio containing your "reflection" essay
is a very important test grade.
You will receive a handout explaining this.
Do not neglect to do it.
It is a 200 point test each time you turn it in.
The portfolio is also YOUR record of what you do in the class, in
case of any error I make in recording grades.
B.ANYONE WHO WANTS TO REVIEW THEIR GRADE WITH ME MUST
bring their portfolio at LUNCH to MY ROOM in order to review
the grade and receive a printout of grades.
C.It is up to you to check schoolnotes.com
when you are absent, for all makeup work.
However, you have as many days as
you have excused absences,
in which to make up work you missed.
_________________________________________________________________________________________________________
Second Semester Project:
Personalized Research Paper
MAKE IT PERSONAL. TAKE IT IN THE DIRECTION(s) THAT INTEREST YOU.
A. Written Report*** NO PICTURES IN THE WRITTEN REPORT!
FOLLOW INSTRUCTIONS DIRECTLY FROM THE PROJECT HANDOUT.
INK or typed (single or double spacing)
1. Part I-100 test points;due 3/9/09.
Minimum 2 pages(1 page front and back).
2. Part II- 100 test points and 400 lab points; due Thursday April 30th...
Min. 4 pages (2pages front and back).
3. Part III-100 test points and 700 lab points; due on the day you sign-up to present, May/June.
Min. 6 pages (3 pages front and back).
Include documentation as described on the handout.
B. Class Presentations***YOU MAY INCLUDE PICTURES FOR THIS.
Create a power point presentation or a full-sized display board that is patterned after parts I,II,III.
Share these three parts of your project with us.
100 test points and 400 lab points.
9/30
Biology DO NOW:
You will be required
to improve on this
"skeleton" of a lab report.
We will actually carry out the
lab on Monday.
---- When finished reading,sign up in groups of 4,
one or more group members "check off" that they
will print out these lab notes.
Bring copies for your group tomorrow.
Let's read.
Title:
Comparing the Catalase Content of Cells
Introduction:
Hydrogen peroxide is a poisonous by-product of metabolism
that can damage cells if it is not removed.
Catalase is an enzyme that speeds up the breakdown of hydrogen peroxide
into water and oxygen gas.
In this lab, you will study the enzyme, catalase,
that is found in the cells of organisms.
The name of the enzyme is catalase (KAT-uh-LAYSS);
it speeds up a reaction which breaks down hydrogen peroxide,
a toxic chemical, into 2 harmless substances-water and oxygen
The reaction is as follows:
2H2O2 ----> 2H2O + O2
This reaction is important to cells because hydrogen peroxide (H2O2)
is produced as a by-product of many normal cellular reactions.
If the cells did not break down the hydrogen peroxide,
they would be poisoned and die.
: A CATALYST is a substance that lowers the activation energy
required for a chemical reaction, and therefore
increases the rate of the reaction without being used up in the process.
CATALASE is an enzyme, a biological (organic) catalyst.
Hydrogen peroxide is the substrate for catalase.
The enzyme and the substrate fit together like
a lock and key, to form a complex.
This allows the reaction to proceed at a rate necessary for life.
Catalase is found, to some degree in every living cell.
The shape of catalase, can be altered by boiling temperatures.
On Monday, your group will need to bring in
(one tablespoon of each, minimum) raw and boiled
samples of potato,carrotREMEMBER,and, beef or chicken.
I will bring in beef or chicken liver.
Liver cells contain a lot of catalase, because
the liver of a animal detoxifies
poisons such as hydrogen peroxide,
that accumulate in the blood.
Our question is :
Do plant or animal cells contain more catalase?
The lab procedure will be provided on Thursday
and Monday your group of 4 will collect data,
on the amount of catalase
found these animal and plant cells.
Standard:
Students know enzymes are proteins that catalyze biochemical
reactions without altering the reaction equilibrium and the
activities of enzymes depend on the temperature, ionic conditions,
and the pH of the surroundings.
Objectives:
1. DO NOW-Lab information.
What enzyme will we be studying in this lab?
Where will the enzyme come from?
How do enzymes work?
2. Sketch/label fig.2-21 on page 52.
3. Identify the enzyme, the substrate,
and the products of the chemical reaction.
4. Answer the "predicting" question.
5.Read the explanation for Fig.2-21, on page 52.
This is often called the "Lock and Key model"
of enzyme function. It shows,that the enzyme
is like a lock, the substrate(es) is like a key,
and the active site(on the enzyme)is more precisely,
like a keyhole. You can see, that the shape of an enzyme
is critical to its functioning.
6.Read Fig.2-22 and answer the
"Interpreting Graphics" question.
7. Closure-review
Add #1-10 , pg. 57 to your DO NOW paper
you started today. You must
write out the words for the answers,
and you must draw the structural diagram you pick for #7
HW:
1.Make copies of the lab notes so far.
Make enough for all in your group, and bring them in.
2.Write a hypothesis to answer our lab question.
3. (If you did not turn it in in class)Finish the #1-10 on page 57.
Write out the answers(words)
and draw the structural diagram
you choose for #7.
9/30 Earth Science
DO NOW:Copy the information from
the side-board and use page 41 to
answer the questions about ecology
and the energy pyramid.
Standard:
2.Each element on Earth moves among reservoirs,
which exist in the solid earth, in oceans, in the atmosphere,
and within and among organisms as part of biogeochemical
cycles.
Objectives:
1. DO NOW:
Ecological pyramids are models of how ecosytems work.
An energy pyramid shows what happens to energy in an ecosytem.
A biomass pyramid shows what happens with biomass (living matter).
You can talk about both with the pyramid we have for our DO NOW.
What is an ecosytem?(page 39).
2. Review directed reading section 3.
3. Closure:
a.Another model of how an ecosytem works is
the food web, shown on page 41.
If this were a pyramid,Which organisms would be near
the top of a food pyramid?
b.Section 3 practice quiz.
HW: # 1-8 , page 44.
Write your answer out, in complete sentences.
You will be writing some examples
on the board.
10/2 Friday Bio DO NOW:
Decide which lab partner will make copies
of this procedure for your group.
You can re-write it later to make it easier to follow.
Lab Procedure:
1.Mark a line 1cm from the bottom of each of 8 test tubes.
2.Chop up the raw and boiled samples you brought in
with a razor blade and petri dish.
3.Obtain a small amount of boiled and raw liver from your teacher
and chop it up.
4.Fill each of your samples, raw, and boiled
to the line on each test tube.
4.Start with the tube containing the raw liver provided by the teacher.
add 5ml of hydrogen peroxide to the tube and record what happens.
(This will be #10 on a scale of bubbling, 1-10.)
5.Each person in your group will rate the amount of bubbling,
as they observe the reaction, on a scale of 1-10.
6.Add 5ml of hydrogen peroxide to each tube
and compare the amount of bubbling you observe,
on a scale of 1-10.
1=least , 10=greatest(the raw liver is the standard).
7.organize this data into a data table.
Standard:
Students know enzymes are proteins that catalyze biochemical
reactions without altering the reaction equilibrium and the
activities of enzymes depend on the temperature, ionic conditions,
and the pH of the surroundings.
Objectives:
1.DO NOW on lab procedure.
2.Hand back and review of the chapter 2 study guide.
3.Closure:
Students read/underline or highlight important concepts/
and answer the questions in the Standards Review Worksheet.
10/2/09 DO NOW:
Earth Science
Complete the concept map
using the vocabulary to fill in the
missing parts.
We will start by passing back the section 3
Standard:
2.Each element on Earth moves among reservoirs,
which exist in the solid earth, in oceans, in the atmosphere,
and within and among organisms as part of biogeochemical
cycles.
Objectives:
1. DO NOW
2. review section 3 directed reading.
Keep your books open to pg. 39.
3. Independent reading.
Use each section in chapter 2 to complete each of three practice quizzes.
4. Closure-we will review each practice quiz.
HW: Finish the review worksheets
for pages 27-42 that we began yesterday in class.
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10/5/09 Monday
BIO DO NOW:
ALL CLASSES COPY THE DO NOW
"Logical Steps to Improve Your Grade".
I will quickly show you your 5-week grade at your desk.
We had one test, and one lab report during the5 weeks.
Those 2 grades affected your current grade.
Standard:
Students know enzymes are proteins that catalyze biochemical
reactions without altering the reaction equilibrium and the
activities of enzymes depend on the temperature, ionic conditions,
and the pH of the surroundings.
Objectives:
1.DO NOW-Review #1-5 on the Board.
Pass out extra copies of the extra credit for the class.
Pass out extra copies of the directions for the 200 test point portfolios.
2.
Lab questions:
These are part of Your Analysis and Conclusion Section of your lab report.
1.Does your data support or refute the hypotheis
we agreed on for this lab?
2.Identify, acording to our
discussion of the "lock and key"
model: a. The lock.
b. The key
c. The key-hole, is it on the enzyme or the substrate?
3.Did the plant, or the animal cells contain more catalase?
4.Do plants obtain their nutrients the same way animals do?
5.Which metabolism do you think generates more hydrogen peroxide?
6. Give a possible reason for the answer you wrote to #5.
7. What gas is being given off during the reaction?
(What is the source of the bubbles you observed?)
3.Closure:
CHECK who is bringing these in TOMORROW for your group:
A.Copies of the Lab notes to share
with members of your group. These notes are found
on schoolnotes.com,under the dates 9/30/09, 10/1, 10/2, and 10/5.
B. A minimim of 1 tablespoon of each
of the following raw AND boiled cells:
1.carrot
2.potato
3.muscle (chicken or beef).
*** I will bring the liver.
C. Extra copies of How to Write A lab Report.
Our hypothesis is not an "If...then" statement for this lab.
What are the 2 possible hypotheses?
IF TIME ALLOWS, we will also finish
going over the ch.2 study guide.
HW: Bring in your materials and lab notes.
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10/5/09
Earth Science:
ALL CLASSES COPY THE DO NOW
"Logical Steps to Improve Your Grade".
I will quickly show you your 5-week grade at your desk.
Standard:
2.Each element on Earth moves among reservoirs,
which exist in the solid earth, in oceans, in the atmosphere,
and within and among organisms as part of biogeochemical
cycles.
Objectives:
1. DO NOW/ and pass out a second copy of the guidelines
for those who did not return the tear-offs.
Pass out additional copies of the extra credit,
and portfolio directions.
2. Review the ch. 2 Concept review.
3. Closure:
a.Practice for our quiz tomorrow.
b.Students will practice with extra credit articles,
by choosing one of the three eaxample articles
provided by your teacher.
These came from my favorite link #17
Geology.com.
10/6/09
Biology:
DO NOW
Sit in your groups.
Copy our list of materials.
You must trade your student I.D.
for a razor blade.
Standard:
Students know enzymes are proteins that catalyze biochemical
reactions without altering the reaction equilibrium and the
activities of enzymes depend on the temperature, ionic conditions,
and the pH of the surroundings.
Objectives:
1.DO NOW-share the important standards.
2. Group work with the lab.
We have 2 goals-get all our data-and clean up.
You may borrow one of my lab direction sheets,
by trading your I.D. if you forgot yours.
A group of 4 people means 4 ratings on a scale of 1-10
during data collection, for each type of cells.
You will generate a lot of quantitative data.
3. Closure:
Standards Review worksheet.
HW:
1. Complete the standards review worksheet
by highlighting or underlining notes as you read
and answering the multiple choice questions.
2.Begin analyzing the data you collected.
Does it support or refute the hypothesis you chose?
We are practicing for a quiz
we will have at the end of class.
Paper out!
Standard:
2.Each element on Earth moves among reservoirs,
which exist in the solid earth, in oceans, in the atmosphere,
and within and among organisms as part of biogeochemical
cycles.
Objectives:
1.DO NOW-Remembering important words in
the definitions.Hand back papers.
2. Review The Standards Review worksheet.
3. Vocabulary Quiz.
4.Closure:Picking One of Three Articles
after a preview of my favorite link #17.
www.geology.com
Re: Articles
HW: 1.Read the article you picked.
2. Identify some key words (vocabulary)in it,
that you could use to write a summary.
Choose words you think you would also find in your book.
3. Bring the article and the word list to class.
4. Bring the handout to do the Earth Science article
Journals back to class.
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10/7/09 Bio DO Now: Sit with your group
and gather together your data.
If you have several people's rankings for the same
cells, average them.
RAW BOILED
Carrot ? ?
Potato ? ?
chicken or ? ?
beef
beef liver 10 .......?
a. Was the data conclusive for you?
Which cells contain more catalase?
b. Was there any difference between
the boiled cells, as compared to the raw cells?
Standard:
Students know enzymes are proteins that catalyze biochemical
reactions without altering the reaction equilibrium and the
activities of enzymes depend on the temperature, ionic conditions,
and the pH of the surroundings.
Objectives:
1. The DO NOW/Lab Data:
Share information and move back to seats.
2.Periods 1,2,3 Powerpoint lecture:
Organic Compounds Structure and Function
Period 5 continue in groups.
How many parts ARE there to a lab report?
How many people in your group?
Assign parts to write. Use Your lab notes,
text, and dictionaries to write your parts.
3. Closure:
Standards Practice pg. 59
HW: (Those students who did not turn in the standards practice, do it today.)
Pers 1,2,3: Use your text, and work, to make a half-sheet
of notes to use on tomorrows test.
Lab reports are due Tuesday.
Period 5: Bring your lab materials back,
and the handout on how to write a lab report.
You will work on your group lab reports.
Your test is Friday.
10/7/09
Earth Science
DO NOW:
COPY and Answer these questions from Pg. 27.
What is the distance around the earth from pole-to-pole?
What is the distance around the equator?
Both are around 40,000km, but the difference between them
gives earth the shape of an________ ____________.
Standard:
2.Each element on Earth moves among reservoirs,
which exist in the solid earth, in oceans, in the atmosphere,
and within and among organisms as part of biogeochemical
cycles.
Objectives:
1. DO NOW/test questions.
2. Earning extra credit/Earth Science Article Journals.
a. Read the instructions
on how to write a summary essay.
You can do it in 3 paragraphs.
An Introduction paragraph.
A body(facts) paragraph.
And a Summary Paragraph.
-------------
Using some of the vocabulary you selected
as part of your homework last night,
and the index of your book to locate
information in our book,
Write an Introduction paragraph
to the topic in the Article.
Use both the inforamtion in the article,
and the book, to do so.
----------------------------------------
3. Share out 2 example paragraphs
and turn in the introduction paragraphs.
4. Closure:Review for the ch. 2 test tomorrow
and final make-up work before the test.
Pg 41. Answer test questions.
a.The transfer of energy thoughout an ecosytem
begins with_____________________ in plants.
Pg. 40
b. Ecological responses to change usually restore
__________ in an ecosytem.
HW: 1. Using your work and notes, make
a half sheet of notes to use on the ch.2 test.
2. Bring your articles back so we can work on a facts paragraph.
1. Students know most macromolecules
(polysaccharides, nucleic acids, proteins, lipids)
in cells and organisms are synthesized from a small collection of simple precursors.
2. Students know enzymes are proteins that catalyze biochemical
reactions without altering the reaction equilibrium and the
activities of enzymes depend on the temperature, ionic conditions,
and the pH of the surroundings.
Objectives:
1. DO NOW standards practice.
2. Ch. 2 test
3. Closure:
pg.63-next unit:
What is Ecology?
Return to the Study guide
3/1 and 3/2
10/8/09
Earth Science
DO NOW: Copy and answer on the paper
you turned in yesterday.
This question is about Earth's internal and
external energy sources.
Fill in the blanks:
The three important sources
for energy in the Earth system
are the _ _ _ , internal _ _ _ _ _ _ _ _ _ _ (of heat from the core),
and _ _ _ _ _ _ _( hint:Sir Isaac Newton).
Standard:
2.Each element on Earth moves among reservoirs,
which exist in the solid earth, in oceans, in the atmosphere,
and within and among organisms as part of biogeochemical
cycles.
Objectives:
1.DO Now/pass out papers made in class)
to continue with today's do now.
2.Take out your half sheet of test notes,
you made to use on the test.
Turn these in with Test ch 2.
4.Chapter 3 vocabulary list pg. 69.
5.Closure: Tonight you will finish a rough draft,
by completing the Body and Summary paragraphs
of the Earth Science Article Journal practice.
These articles are also on my schoolnotes.com!
Thhey are on Favorite link #17,
under articles. You may find it easier to go there
(if the print is too small/hard to read).
INTRODUCTION
(One or two paragraphs) BODY
SUMMARY
HW:Bring your rough drafts
of your articles to class.
10/9/09
Biology DO NOW:
How is an ecosystem described
in your book?-pg. 64
What is a Biome?-pg.64,98.
Today, you will see a preview of these
topics and more as we study Ecology.
It is often described as the study of ecosytems.
6.Stability in an ecosystem is a balance between
competing effects. As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem resulting
from changes in climate, human activity, introduction of
nonnative species, or changes in population size.
Objectives:
1.DO NOW
2. The Secret of Life On Earth
a. What is meant by the term,
"the green contract"?
b. What did you learn about the
relationships between different organisms?
Give examples.
c. How has man impacted his environment,
both negatively AND positively?
d. What may be the greatest environmental challenge
we are facing today?
e. Sustainable Development (pgs. 145-149)
What is said in this DVD, about sustainable practices?
3. Closure:
Debrief questions covered today
HW: 1. Makeup for the ch.2test is moved to MONDAY after school(10/12).
2. Lab Reports due Tuesday.
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10/9/09
Earth Science:
What is it about Earth
that makes it so comfortable for life?
see pg. 698.
The answer has a lot to do with our
place in the Solar System.
Standards:
1. Astronomy and planetary exploration reveal
the solar systemfs structure, scale, and change over time.
a. Students know how the differences and similarities among the sun,
the terrestrial planets, and the gas planets may have been established
during the formation of the solar system.
c. Students know the evidence from geological studies of Earth
and other planets suggest that the early Earth was very different from Earth today.
Objectives:
1. DO NOW:
Earth's place in the Solar System.
2."Down to Earth"
a.How is Earth different from other planets
described?
b. What is Earth's external heat engine?
c. What is Earth's biggest internal heat engine?
d.What new vocabulary words did you hear in this video?
3. Closure:
Debrief and review the hw.
HW:
1.Make a final draft of the essay for your article.
underline at least 5 science or earth science words
in that essay.
Complete steps 4,5, and 6.(see the handout).
2. Make up for the ch. 2 test is moved
to MONDAY 10/12 ,after school.
10/12/09
Bio Do Now:
Return to the notes and questions to
wrap up The Secret of Life.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
d. Students know how water, carbon, and nitrogen cycle
between abiotic resources and organic matter in the ecosystem
and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
f. Students know at each link in a food web some energy
is stored in newly made structures but much energy is dissipated
into the environment as heat. This dissipation may be
represented in an energy pyramid.
g.* Students know how to distinguish between
the accommodation of an individual organism to its environment
and the gradual adaptation of a lineage of organisms
through genetic change.
Objectives:
1. DO NOW-Wrap up Ecology preview
via dvd questions.
2. Review sections 1 and 2 of the study guide.
3. Closure:
Review standards 6, 6a., and 6b.
in light of chapter 3 and The Secret of Life.
HW:
Ch. 3 study guide is due THURSDAY.
Period 5 group labs are due Thursday.
10/12/09
Earth Science DO NOW:pages 53,54.
What is Latitude?, Longitude?
Where is 0 degrees latitude?
Where is 0 degrees longitude?
To reads maps, we need to know
about longitude and latitude.
Standards:
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals that are characteristic of
natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).
Objectives:
1. DO NOW-review.
Notes: graphs, and maps
on powerpoint.
2. Closure:
We are starting chapter 3, but we are laying
the groundwork or future studies.
Let's return for a moment to our
articles and extra credit practice homework.
It isn't extra credit.
HW:
1.Make a final draft of the essay for your article.
underline at least 5 science or earth science words
in that essay.
Complete steps 4,5, and 6.(see the handout).
2. Make up for the ch. 2 test is moved
to MONDAY 10/12 ,after school.
10/13/09 BIO
DO NOW:(Chapter 3-pg. 63.)
As I collect lab reports,
sequence these levels of
organization from smallest
to largest.
(draw arrows between the terms):
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
d. Students know how water, carbon, and nitrogen cycle
between abiotic resources and organic matter in the ecosystem
and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
f. Students know at each link in a food web some energy
is stored in newly made structures but much energy is dissipated
into the environment as heat. This dissipation may be
represented in an energy pyramid.
g.* Students know how to distinguish between
the accommodation of an individual organism to its environment
and the gradual adaptation of a lineage of organisms
through genetic change.
Objectives:
1.DO NOW/collect lab reports.
Check Fig 3-2, page 64.
The biosphere is the largest ecosytem of all.
2. Pg. 63-How far does the biosphere extend?
See favorite link #16 to convert these measurements
into english units. The biosphere is vast!
From the peaks of the highest mtns, to the depths below the ocean.
3. Section 3-2 powerpoint lecture
and ecological pyramids.
4.Section 3-2 #1-4 page 73.
5.Closure:
Complete the flowchart and review the questions.
HW:
DATE MOVED UP!
Study guide for ch. 3 is due THURSDAY,
because you do not have class friday.
10/13/09
Earth Science
DO NOW: I am collecting yesterday's notes.
What is the difference between degrees, minutes,
and seconds, when locating points
on maps?
These allow us to say, precisely,
where something is located.
Lines of latitude(horizontal)
and longitude(vertical) are easy
to find on a map or globe.
Simple enough.
But we can be very precise as to the location of
any place on earth.
copy:
Each degree is made up of 60 minutes('),
and each minute is divided into 60 seconds(").
Find Washington, DC on the map.
What is its precise latitude?
(pg. 53).
What is its precise longitude?
(pg. 54).
Standards:
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals that are characteristic of
natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).
Objectives:
1.DO NOW/intoduction to map reading.
2. Powerpoint Review of section 1
3.Complete the first page of the Directed reading, section 1.
4.Lines of latitude are referred to as parallels.
Lines of longitude are referred to as ?
Continue the directed reading.
5.Closure:
Take out the earth-Science article handout.
There are parts to complete,
in this practice, using the article
you picked, and your textbook.
HW: Your extra credit practice is due Monday
because you do not have school Friday.
10/15 with all the parts, as described on the handout.
This will count as a 150 point lab/activity.
It is not optional.
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10/14/09
Bio DO NOW: Pg. 75
Look at Figure 3-11 and read the caption.
a. What are 2 ways water can enter the atmosphere?
b. What process moves water through
the cycle from the air to the ground?
c.What are 2 routes by which water might
make its way to the ocean?
(for this, read the last paragaph on pg. 75.)
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
d. Students know how water, carbon, and nitrogen cycle
between abiotic resources and organic matter in the ecosystem
and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
f. Students know at each link in a food web some energy
is stored in newly made structures but much energy is dissipated
into the environment as heat. This dissipation may be
represented in an energy pyramid.
g.* Students know how to distinguish between
the accommodation of an individual organism to its environment
and the gradual adaptation of a lineage of organisms
through genetic change.
Objectives:
1. DO now
2.Powerpoint notes on Section 3-3.
3.Standards review worksheet.
4.Closure:
Which standard did you take notes on today?
Which standard(s) was(were)
covered in the standards worksheet?
HW: **Change in due date!!!!
1.Ch 3 study guide is THURSDAY.
THAT MEANS YOU MUST FINISH TONIGHT!
THE DATE HAS BEEN MOVED UP,
because you are not here on Friday.
10/14/09
Earth Science DO NOW:
P. 57
What is cartography?
What is a cartographer?
Standards:
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals that are characteristic of
natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem).
Objectives:
1.DO NOW/homework check.
2.Finish the directed reading worksheets
for section 1 of chapter 3.
3.Review the above pages.
4.Start the section 2 powerpoint notes
on Mapping Earth's Surface.
5.Closure:
Finishing your practice extra credit(150 lab points)
involves turning in a copy of the article
and completing all the steps(2,3,4 and 5).
10/5/09
BIO DO NOW:
Complete the Standards Review
worsheet on biogeochemical cycles.
Underline or highlight important terms/ideas
and answer the questions.
Standards:
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
d. Students know how water, carbon, and nitrogen cycle
between abiotic resources and organic matter in the ecosystem
and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
Objectives:
1.DO NOW review/collect study guides.
Why is nitrogen such an important nutrient?
Remember from our previous notes on nutrient cycling.
2.Complete Analyzing data,and set it aside to
review during closure.
3.Closure:
Review Analyzing data.
collect them.
10/15/09
Earth Science DO NOW:
pg. 55 Copy these questions.
Read Connection to Geography.
a. Why was it so important to establish a prime meridian?
b. Who established it, and when?
c. What is the International Date Line?
d. What happens when you cross it?
Answer these questions.
Standards:
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives:
1. DO NOW.add(copy)
Each time you pass through a meridian
an hour is gained,or lost depending on
the direction you are traveling.
When you travel East you gain
an hour for each meridian you cross.
When you travel West you lose
an hour each time you cross a meridian.
The International Date line is
the place where another day begins
2. FavoriteLink #16 demonstrates
what happens when you cross meridians.
Copy the map.
We will review it.
a. Why are Tonga and Samoa one day apart?
b. Why is it the same time in Tonga and Samoa,
despite their being a day apart?
3.Closure:
Hand back and review
the first page of the directed reading
worksheets.(section1 sarts on pg. 53).
Keep your book open as a reference.
HW: Finish all of the section 1
directed reading worksheets for chapter 3.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
d. Students know how water, carbon, and nitrogen cycle
between abiotic resources and organic matter in the ecosystem
and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
f. Students know at each link in a food web some energy
is stored in newly made structures but much energy is dissipated
into the environment as heat. This dissipation may be
represented in an energy pyramid.
g.* Students know how to distinguish between
the accommodation of an individual organism to its environment
and the gradual adaptation of a lineage of organisms
through genetic change.
Objectives:
1.DO NOW
The stability of an ecosysytem depends on the
stability of its producers and decomposers.
2.Review of the ch 3 study guide.
3. Closure:
Help in handing back
your work/
Review the Portfolio 200 point test
and DUE DATE NOV. 3.
10/19/09
Earth Science DO NOW:
Read the first paragraph
on pg. 744.
Have meteroites changed
the geography of the Earth?
meteoroid-When in space.
meteor-When in our atmosphere(shooting star).
meteorite-When it hits Earth.
asteroid- Most come from the
asteroid belt. These are really
another name for a LARGE meteoroid.
Basically , both are made of te same aterial
Standards:
f.Students know the evidence for the dramatic effects that
asteroid impacts have had in shaping the surface of planets
and their moons and in mass extinctions of life on Earth
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives:
1. DO NOW/hand back papers for portfolio
2.Review the directed reading For section 1.
3. Directed reading For Section 2.
4. Closure:
Review of the portfolio and reflection due
Nov. 3rd.
HW: Complete the
Directed reading for section 2.
----------------------------------------------
10/20/09
Bio DO NOW:
Complete the Standards Review Worksheet.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
d. Students know how water, carbon, and nitrogen cycle
between abiotic resources and organic matter in the ecosystem
and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
f. Students know at each link in a food web some energy
is stored in newly made structures but much energy is dissipated
into the environment as heat. This dissipation may be
represented in an energy pyramid.
g.* Students know how to distinguish between
the accommodation of an individual organism to its environment
and the gradual adaptation of a lineage of organisms
through genetic change.
Objectives:
1. DO NOW and standards addressed.
2.Review the rest of the study guide.
3.Review pg. 83 #1-25
4. Closure:
Standards practice pg. 85
write out the letters and words for the answers.
HW: You chapter 3 test is tomorrow.
Review the study guide,section-by-section with your text
and the pictures in your text.
1. Make one-half page (front and back) of notes
to use on your test and turn in.
(Period 5 only can make a whole page, front and back).
10/20/09
Earth Science DO NOW:
Take the section quiz for section 1
of chapter 3.
Standards:
f.Students know the evidence for the dramatic effects that
asteroid impacts have had in shaping the surface of planets
and their moons and in mass extinctions of life on Earth
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives:
1. DO NOW and check HW.
2. Powerpoint notes on Section 3.
4. Closure: Take the section quiz for section 2 in ch. 3.
If we run out of time, this is HW.
HW: 1.See above.
2. Also, anyone not done
with the Section 2 Directed Reading
Worksheets must finish them.
10/21/09
BIO DO NOW:
Receive and review the
organization of life
handout.
Into which section of your portfolio
do you file such "handouts" ?
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
d. Students know how water, carbon, and nitrogen cycle
between abiotic resources and organic matter in the ecosystem
and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
f. Students know at each link in a food web some energy
is stored in newly made structures but much energy is dissipated
into the environment as heat. This dissipation may be
represented in an energy pyramid.
Objectives:
1. DO NOW as review for test.
2. Review the answers for the Standards Review,
pg.85.
3. Ch. 3 test
4.Closure: Tomorrow you will have a substitute.
It is possible to get 10 extra credit test points
on your test IF the class is rated as
EXCELLENT by the substitute.
Be on your best behavior tomorrow,
and remind the other students in the class.
DO NOW:
Use section 3 types of Maps (pg. 63)
to complete the section quiz.
Standards:
f.Students know the evidence for the dramatic effects that
asteroid impacts have had in shaping the surface of planets
and their moons and in mass extinctions of life on Earth.
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives:
1. DO NOW/section quiz/collect hw.
2. Review the front board/complete and review the Time Zone worksheet.
3.Closure:
Finish the section 3 powerpoint notes on Soil maps.
***Tomorrow you will have a substitute.
It is possible to get 10 extra credit test points
on your test IF the class is rated as
EXCELLENT by the substitute.
Be on your best behavior tomorrow,
and remind the other students in the class.
10/22/09 EARTH SCIENCE
DO NOW: Written on the front board.
Have students share out at least 3 good sentences.
If it takes too long, pause after 10-15 minutes to share out at least 3 example sentences.
Students will turn these in.
Standards:
f.Students know the evidence for the dramatic effects that
asteroid impacts have had in shaping the surface of planets
and their moons and in mass extinctions of life on Earth.
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives:
1.DO NOW (Front Board)- Share out at least 3 good sentences.
Turn in the sentences as they are completed and pick up the Directed Reading Worksheets.
2. Dir. Read. Wrkshts come from Section 3:Types of Maps pgs. 63-68.
Work until about 2:50.
2. Closure:
See the Front Board
Students will attempt to correctly match
the vocab. on this practice quiz.
Go over the answers just before you leave,
and remind them to study their practice quiz
for the real quiz on friday.
HW: Study for your quiz tomorrow.
Finish the first 3 pages of the
directed reading worksheets and return them tomorrow.
10/22/09
DO Now BIO:
What is a biome?(pg. 98)
Give 2 examples(figure 4-11, pg. 99)
Remember that a biome is really a
big ecosystem, made up of smaller ones.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
Objectives:
1. Complete the DO NOW.-file it in your portfolio.
2. Complete and TURN IN the Standards Review /Ecology worksheets.
Remember to: Highlight or underline as you read,
and answer the mult. choice questions.
3.Complete and turn in the vocabulary list
for chapter 4, ONLY sections 4-1 and 4-2 (from pg.pg. 114).
4.Complete at least 2 sections of the ch. 4 study guide.
(They Get them from the back shelf, for their period.)
(If they can't find it,you can remove ch.4 from the extra workbooks I have)
Staple the pages together and TURN THIS IN at the end of the period.
(whether they are done or not.)
10/23/09 Biology
Do Now:
Read these standards and
think "Tropical Rainforest".
Write down some questions
a person might ask about Tropical Rainforests.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
Objectives::
1. DO NOW response
and additional questions for:
A. "Rain Forest- Heroes of the High Frontier".
1.Where are the Tropical Rainforests?
2.What makes a Tropical Rainforest
unique?
3. How does this Biome affect the rest of the Biosphere?
4. How are humans affecting the Tropical Rainforests?
5. What are we learning about the Tropical Rainforest?
6. How can the Rainforest benefit humans?
10/23/09
Earth Science DO NOW:
Have Asteroids and Meteoroids changed the geography of Earth?
Have weathering and erosion hidden much of the evidence of their
impacts?
What affect have they had on life, and climate?
Define :
Asteroid, meteoroid,
meteorite, and meteor(shootingstar).
Standards:
f.Students know the evidence for the dramatic effects that
asteroid impacts have had in shaping the surface of planets
and their moons and in mass extinctions of life on Earth.
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
10/26/09
BIO DO NOW:Copy/Answer.
Human beings have become density independent
limiting factors on populations of rain forest species.
This means that we impact populatons regardless of how large or
how dense their populations.
What are 3 ways humans can
upset the ecosystem balance,
and populations in a rain forest?
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
Objectives::
1. DO NOW/review student responses.
2. Finish the film and debreif the questions.
A. "Rain Forest- Heroes of the High Frontier".
1.Where are the Tropical Rainforests?
2.What makes a Tropical Rainforest
unique?
3. How does this Biome affect the rest of the Biosphere?
4. How are humans affecting the Tropical Rainforests?
5. What are we learning about the Tropical Rainforest?
6. How can the Rainforest benefit humans?
Humans mst damage ecosystems in 3 ways: Destruction of habitat,
by building on it or using up resources and
through pollution.
By introducing non-native species on purpose or accidently.
By poachingillegal hunting) or overhunting, or overplanting.
Humans can also have a positive impact.
3. Closure-The upcoming project-
Overview on schoolnotes.
Picking partners.
HW: Print out the details of the APPLIED ECOLOGY PROJECT
from schoolnotes and bring it to class tomorrow.
Tomorrow, it is first come first served on signing up
for the organization each pair of students will research.
Part I. 800 lab activity points
Each Pair of students signs up for a different environmental organzation to research
, and creates a poster (total of 2 posters) on the
Environmental Organization.
There are 6 questions to answer, divided 3 to each student.
Each must write the questions and answers on their poster.
The posters must be large, standard-sized project posters.
The posters must be colorful, creative, and educational.
There must be pictures related to the organization
and/or drawings on the poster.
This may also include graphs, charts, or tables.
You must write the questions and answers on the poster.
These are the 6 Questions to answer in paragraph form.
1.What are several ways you can contact this organization,
or someone from this organization?
a.Which ways have worked for you?
b. Is it possible to conduct an actual interview
with someone from the orgaization?
2. What does this organization publish?
a. What can you read from this organization, and how can you get it.
3. What is the mission or purpose of the organization?
a.What environmental concerns does it address?
4. Give examples of the impact this organization has had on its area of concern.
a. What have they done?
b. Is their work local, state-wide, on a national scale, or international scale?
5. What is the history/Who are the founders of the organization?
a. Provide details and background on both.
6. How can people get involved?
a. Are there opportunities for employment, internships,
or experience volunteering with the organization?
b.How is the organization funded?
--------------------------------------------------------------------
400 lab/activity points
PART II-The Presentation-sign-ups for
presentations starting Monday, November 16th.
Pairs of students "walk us though" their posters and the q/a's.
Point out the pictures, facts, etc. on your poster.
LIST OF ORGANIZATIONS:( You may look these up by doing a search on the internet.
Make sure ou locate their home webpage as well.
Other resources may include books, magazines, newspapers, video/or T.V.)
1. Union of Concerned Scientists
2. Anti-Vivisection Society
3. Earth Island Institute
4. Defenders of Wildlife
5. Greenpeace International
6. World Wildlife Fund/World Wildlife Federation
7. Sierra Club
8. Animal Defense League
9. Humane Society
10. Rainforest Action Network
11. Ducks Unlimited
12. Heal the Bay
13. Cousteau Society
14. National Wildlife Federation
15. Nature Conservancy
16. People For the Ethical Treatment of Animals (PETA)
17. American Forests
18. Environmental Law Institute
19. Friends of the Earth
20. National Audubon Society
21. The League of Conservation Voters
22. The Natural Resources Defense Council
23. The Wilderness Society
24. National Council for Science and the Environment
25. Great Plains Restoration Council
26. Clean Air Council
27. Acterra: Action for a Sustainable Earth
28. Green Cross International
29. Environmental Literacy Council
30. Free the Planet!
31. Save the Planet USA
32. Environmentalhealth Council.
33. The National Oceanic and Atmospheric Administration(NOAA)
34. The David Suzuki Foundation
35. U.S. Climate Action Network
36. World Resouces Institute
37. Wildlife Conservation Society
38.Woods Hole Research Center
39. Conservation International
40. The Ocean Conservancy
41. Whale and Dolphin Conservation Society
42. United States Forest Service
43. United States Department of the Interior
44. Earth Repair Foundation
45. Global Response
46. Rainforest Foundation
47. The African Conservation Foundation
48. American Oceans Campaign
49. Center for Ecosystem Survival
50. Coast Alliance
51. UNEP (United Nations Environment Programme)
52. Earth System Governance Project
53. GLOBE Europe
10/26/09
Earth Science
DO NOW
Remember that remote sensing can be used toconstruct maps.
Read pg. 683 "Landsat Maps of the Earth"
though the section called "Say Cheese!".
1. What is a Landsat?
2. What is a Thematic Mapper?
3. What is a thematic map?
Standards:
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives
1. DO NOW questions
2. Finish pg. 683.
Additional:
What are 5 useful applications of Landsat images?
3.Use your text, pgs. 876-877, to assist in completing
the ch. 3 Standards Review starting on pg. 10(green workbooks).
4. Closure: General Review.
Word find-Useful vocabulary.
model, geologic map, topographic map, crust, asthenosphere,
latitude,thematic map, contour line, international date line.
10/27/09
Biology DO NOW:
A. Take out your printouts (HW)
of the APPLIED ECOLOGY PROJECT.
Write down any questions you have.
I will be sending around a sign-up sheet
during class.
B. Tuesday, November 3rd-Portfolios are due.
***reflections are worth how many test points?
C. Monday, November 16th-Applied Ecology
Project is due. Early projects are OK.
How many lab/activity points is
Part I? PartII?
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
Objectives:
1. DO NOW
2. vocabulary sections 4-3, 4-4. TURN IN.
3. I need a count of how many people
turned in the ch. 4 study guide.
4. On a seperate piece of paper:
a.Sketch/label Figure 4-17, page 109.
b. FIll IN:
Marine(ocean) zones are based on
________ __________and also on
________ and the _________
from the shore.
c. Number 6 zones on your sketch.
Ocean trench is not a zone, because it is part of the
______ _______.
5. Closure:
Add the Q/A checkpoints from pages
109, and 110 to your setch.
Review and turn in.
HW:
1.Complete Objective 4 as
it is written on the WBC today(10/27).
2.Anyone that still has a chapter 4 study
guide in their possession must brng it back
tomorrow. You were not suppossed to keep them.
10/27/09
Earth Science
DO NOW:COPY the Word find vocabulary words
model, geologic map, topographic map, crust, asthenosphere,
latitude,thematic map, contour line, international date line
Standards:
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives:
1.DO NOW-the vocabulary
includes words we learned earlier
this semester.
2.Worksheet-Directions for Part A.
See directions.
* Some words can also be spelled backwards
in the word find.
* There are no diagonally (/) spelled words.
3.Review the word find.
4. Write out the answers for
the Standards Assessment, pgs 72-73.
5. Closure: Review
Standards Assessment.
10/28 Bio DO NOW:
Pg. 117 Standards Practice
#8 and 9
Standard6b-Analyzing changes
in an ecosystem, is our focus
here and in much of chapter 5.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
d. Students know how water, carbon, and nitrogen cycle
between abiotic resources and organic matter in the ecosystem
and how oxygen cycles through photosynthesis and respiration.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
f. Students know at each link in a food web some energy
is stored in newly made structures but much energy is dissipated
into the environment as heat. This dissipation may be
represented in an energy pyramid.
Objectives:
1. DO NOW
2. Complete the ch. 4 study guide.
TURN IT IN.
Help pass back papers for portfolio.
3. I AM COMBINING CHAPTERS 4 AND 5.
Complete the vocabulary list for ch. 5 from pg.134.
TURN IT IN.
4. Closure:
1.Oral review of #1-7 Standards practice
pg.117
2.We will start signing up partners
tomorrow for the APPLIED ECOLOGY PROJECT.
BRING your printouts from Schoolnotes.
HW: Finish the study guide
and/or vocabulary list (for ch. 5).
10/28/09
Earth Science DO NOW:
Read pg. 13-Observations and Models
1.Define- model.
Add notes:
They provide information.
They can help us understand difficult
or complex concepts.
They can help us understand
phenomena that occur over long
periods of time or that we are unable
to observe directly.
Answer:
2.What 2 kinds of models are shown in Figure 5?
3.What kinds of models are the subject of chapter 3?
Standards:
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives:
1. DO now and discussion.
2. Use the brown study guides.
Open textbooks to chapter 3, page 53.
Complete and review pg. 5 and 6 of the study guide,
called Concept Review.
3.Review it-TURN IT IN.
When you turn in your paper, pick up
your copy of the Standards Assessment and
open your text to pg. 72.
4. Closure: Use the following words
to complete your chapter 3 concept map.
Hint-Each part of the concept map is discussed in a section of chapter 3.
contour lines scales cylindrical projections
relief longitude surface features
maps legends latitude
conic projections map projections
elevation azimuthal projections
topography
HW: IMPORTANT!
Make 2 pages of notes (a single sheet of paper front and back.)
from chapter 3, that will help you do well on your chapter 3 test tomorrow.
This counts as 100 activity points.
10/29/09
Biology DO NOW:
pg. 117 Standards practice
#1-7
(I will collect the study guides and ch. 5 vocabulary lists)
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
Objectives:
1. DO NOW and review.
2. Get your chapter 5 study guides, and complete
two sections.
As you finish, turn them in and write your name
next to the organization you want to research
for the APPLIED BIOLOGY PROJECT.
As others finish, they will add their name to yours
and this is how you will be paired up with a partner.
3. Closure:
A. What is the easiest way to begin
researching your environmental organization?
B. What are some other ways to research them?
C. Ask me questions you have about the project.
HW: Organize your portfolios and
work on your reflections(essays).
This 200 point test is due Tuesday, November 3rd.
10/29/09
Earth Science DO NOW:
Take out your concept maps
from yesterday's closure.
We will review before the test.
-----------------------------
I will collect your homework(test study notes),
and return them to you during the test.
-------------------------------
left branch-longitude and latitude
middle branch-(descending order) surface features
elevation topography relief
legends contour lines scales
right branch- map projections
conic projections azimuthal projections cylindrical projections
---------------------------------------------------------------
I will read each branch of the concept map.
Concept maps connect vocabulary with ideas(concepts).
They can be read. They can help you remember.
Standards:
c. Students know the movements of matter among reservoirs.
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals
that are characteristic of
natural phenomena (e.g., relative ages of rocks,
locations of planets over time, and succession
of species in an ecosystem).
Objectives:
1. DO NOW-go over the concept maps.
2. Volunteers/Hand back papers for the portfolio
due Tuesday(worth 200 test points).
3.Chapter 3 test
Use the test notes you made on your test.
4.Closure:
Our next chapter is Earth Chemistry, chapter 4.
Do the vocabulary definitions
for chapter 4, pg. 93.
HW:
1.Finish the unfinished vocabulary list.
2.Put together your portfolio, and begin writing
your reflections (essays).
Portfolios are due Tuesday 11/3.
10/30
BIO DO NOW:
Copy the side board re: symbiosis.
When done, keep your paper, and sign up
for an environmental organization.
Whoever signs next to your name is your partner.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
Objectives:
1. DO NOW and project sign-up
2. Living Together video.-Copy notes.
Kingdoms are the biggest classification category for living things.
The narrator talks about photsynthetic algae
and photosynthetic bacteria as "plants",
but remember they are actually not in the same Kingdom.
Algae are in the Protist Kingdom.
Photosynthetic bacteria are in the Eubacteria Kingdom.
Plants are in the Plant Kingdom.
They all have photosynthesis in common.
Algae are thought to have evolved before plants,
and are related to plants through evolution.
3.Closure:
Competition is a density dependent limiting factor
on populations.Can symbiosis reduce competition for a species?
What example(s) from the video help(s) an organism
get what it needs without having to compete with
other species for that resource?
HW:
Organize your portfolios and use the handout I
gave you to help write your Reflection Essay.
Portfolios are due Tuesday.
10/30/09
Earth Science DO NOW:
Copy the concept map from the board,
and define:
1.atom,2.element,3.chemical)compound,
4.mineral, 5.rock, 6.igneous rock, 7.sedimentary rock,
8.metamorphic rock, 9.rock cycle.
Standards:
c. Students know the movements of matter among reservoirs.
1.Students know how to explain the properties of rocks.
Objectives:
1.DO NOW:
Review the concept map
and definitions.
2. Earth Revealed: Minerals
from Favorite Link #11.
Write 2 pages of notes.
Focus on what minerals are made of, their characteristics,
types, and the formation of rocks.
3.Closure:
Minerals are made of elements(usually more than 1).
Elements are arranged in the Periodic Table
according to their chemical symbol, atomic number,
and atomic mass(sometimes called mass number, or atomic weight).
Define these terms.
HW: 1.Using chapter 4's discussion of the Periodic Table,
complete the worksheet on the elements.
2.Organize your portfolios and use the handout I
gave you to help write your Reflection Essay.
Portfolios are due Tuesday.
11/02/09
BIO DO NOW:
Receive back the notes from Friday.
Debrief:
What examples of symbiosis have you seen so far?
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
Objectives:
1. Symbiosis-"Living Together"
2. Predator-prey relationships are also
important to ecosystems.
The relationship can be seen in a population growth curve.
Exponential and Logistic growth of populations are 2 ways
poulations can grow. Predators are usually a part of
a logistic growth pattern in both predator and prey poulations.
HW:
1.Unfinished classwork Analyzing Data.
2.Your portfolios with reflection essays are due tomorrow.
3.Applied Ecology Projects are Due Nov. 16th.
Search for the home pages on the internet.
11/02/09
Earth Science DO NOW.
pg. 83.
1.What is the difference between Atomic Number,
and Atomic Mass (Mass Number)for atoms?
2.What is an isotope?
pg. 86
What is shown in Figure 4?
Standards:
c. Students know the movements of matter among reservoirs.
1.Students know how to explain the properties of rocks.
Objectives:
1. Review the DO NOW
2. 2 short videos on Matter and the Periodic table.
3. Section 1 quiz.
3. Complete #1-9 of our ch. 4 Worksheet.
4. Review #1-9
Closure:
Your Portfolios with a reflection
Essay is due tomorrow. What are some
of the things you an write about?
HW: Portfolios.
and complete #1-9 if not done.
11/03/09 BIO DO NOW:
1.Place your portfolios
in the open door by the bulletin board.
2.Place Analyzing Data, pg. 123,
on my front desk.
3.Read the description of our Field Trip in December.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
Objectives:
1. DO NOW
2. Chapter 5 study guide
4. Closure: field trip parent consent forms.
HW: APPLIED ECOLOGY PROJECT due Monday, November 16th.
Search the internet with the name of your organization.
Find the homepage in order to start your research.
*** field triop Dec. 14th.
Begin returning the parent
consent forms and $10.00.
11/03/09
Earth Science DO NOW:
1.Place your portfolios in the
open door cabinet.
2.Turn in #1-9.
3.Use Ch. 4:section 1, pg. 81-86
to complete the section quiz.
4.Read the handout on the
field trip.
Standards:
c. Students know the movements of matter among reservoirs.
1.Students know how to explain the properties of rocks.
Objectives:
1. DO NOW-Review.
2. Powerpoint notes:
Combinations of Atoms
3. Closure: Earth Science
How to qualify for the field trip Dec. 14th.
a.
You must have an S in citizenship
by the 10 week grade(November13th).
b. For now:
I will only give parent consent forms to a
student I know will have that.
Anyone else, must wait and see.
c.
See me when the bell rings,
for the parent consent forms.
HW: Complete the section 2 quiz.
see me for the parent consent form/re: field trip.
11/04/09
Bio DO NOW:
pg. 144
What is the difference between a renewable resource
and a non-renewable resource?
1.Name 2 Examples of each
2. If a species goes extinct,
is that species a renewable or non-renewable resource?
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
Objectives:
1. DO NOW
2. Vocabulary definition pg. 162.
3. Finish the ch. 5 study guide.
4. Closure: thinking visually, pg. 134.
HW: 1.APPLIED ECOLOGY PROJECT due Mon. November 16th.
Thursday, November 12th,
bring in your posters for a
check on your progress.
2. Finish the ch. 5 study guide.
--------------------------------------------------------------------------------------
11/05/09:
Bio DO NOW:
Page 124-127:
a. What is a limiting factor?
b. List the types of density-dependent,
and density-independent limiting factors
provided in the text.
c. Are humans density-dependent or
density-independent limiting factors
on populations that they influence?
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
Objectives:
1. DO NOW. Humans impact their biosphere
as density-independent limiting factors.
2. Define "adaptation".
In our next film BBC EARTH:
a.Note examples of physical traits and
behaviors that help each species to survive
in their habitat.
b.Note any impact humans are having on those habitats.
c.Describe examples of interactions between
organisms and their physical environment, or each other.
3. Closure:
Species adapt to their environments through
a process of evolution.
But if the environment changes too rapidly,
extinction can occur, and that
removes an organism from its niche
in the ecosystem.
This creates imbalance that must be restored,
to maintain health at all levels.
HW: APPLIED ECOLOGY PROJECT due Monday. Nov. 16th.
Thursday, November 12th,
bring in your posters for a
check on your progress.
11/04/09
Earth science
DO NOW:
Read Connection to Chemistry pg. 89.
1.What are the three states of matter?
2.How are they described in the reading?
3. The addition of _______ _______ is necessary to change
matter from one state to another state,
as molecules move faster.
4. What does the graph show?
Standards:
c. Students know the movements of matter among reservoirs.
1.Students know how to explain the properties of rocks.
Objectives:
1.DO NOW
2.Copy Notes:
Atoms and compounds have both
physical and chemical properties.
A. Examples of physical properties are: color, smell, freezing point,
boiling point, melting point, infra-red spectrum, attraction or
repulsion to magnets, viscosity and density.
Define viscosity. Define density.
Note that measuring each of these properties
will not alter the basic nature of the substance.
B.Examples of chemical properties are:
heat of combustion, reactivity with water, PH,
and general reactivity.
Procedure: Physical and Chemical Properties.
a. Take a level teaspoon of compound A(from the beaker),
and place it in a glass petri dish.
Do the same for compound B.
Write down any physical properties you can observe for each.
b. Fill a 10ml graduated cylinder with 10ml of vinegar.
c. Pour 5ml of vinegar into powder A.-Describe any reaction.
Are the chemical properties:
highly reactive, somewhat reactive, or non-reactive?
d. Pour 5ml of vinegar into powder B.-Describe any reaction.
Are the chemical properties:
highly reactive, somewhat reactive, or non-reactive?
e. Which powder does NOT react,
but instead forms a solution with the vinegar?
f. Vinegar reacts with baking soda,
but not with corn starch.
Write down the correct names for compound A and B.
3.Closure: Review the results,
and identify compounds A and B.
11/05/09
Earth Science DO NOW:
A.Copy the chemical equation that shows
the chemical reaction(for photosynthesis)
from the front board.
------------------------------
Count and list the number of atoms
of each element
shown on the reactants side.
Count and list the number of atoms
of each element on the products side.
Are they the same?
Why , or why not?
------------------------------
Standards:
c. Students know the movements of matter among reservoirs.
1.Students know how to explain the properties of rocks.
Objectives:
1. DO NOW-go over it.
2. Notes to answer the DO NOW questions.
A. Equations must be balanced.
The number of atoms of the elements shown on the
"reactants side" of an equation must equal the number
of atoms of elements on the "products side"
because of the Law of Conservation of Matter.
This is also called the Law of Conservation of Mass.
It states; Matter(Mass)
can neither be created nor destroyed
in a chemical reaction.
B. The coefficient tells you how many molecues you have,
the subscript tells you how many atoms of an element are in a molecule.
Whenever no number is written, it is understood to be 1.
REVIEW:
3.What are the 2 types of chemical bonds that can form between atoms?
What are Polar Covalent bonds?(pg. 91).
What compound is a good example of this?
4.Closure: Complete the ch. 4 Concept Map.
HW:
Write 10 sentences for the following words.
Underline the words in your sentences(or highlight them).
You will be having a vocabulary quiz on these,
Monday, November 9th.
1. isotope, 2. electron, 3.covalent bond,4.proton,
5.ionic bond, 6.matter, 7.neutron,8. mixture, 9.ion, 10.compound.
11/06/09 Bio DO NOW:
Complete the Standards Practice
worksheet.
Standards:
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept:
a. Students know biodiversity is the sum total of different
kinds of organisms and is affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem
resulting from changes in climate, human activity, introduction
of nonnative species, or changes in population size.
c. Students know how fluctuations in population size
in an ecosystem are determined by the relative rates of birth,
immigration, emigration, and death.
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers
Objectives:
1. DO NOW
2. per 1-only-complete the ch. 6 study gd.
2a. Other classes complete BBC Earth.
3. Closure:
Note that Thursday, Nov. 12th
we will have a project check.
You will bring in your posters and
whatever you ave done so far.
Take a moment to meet with your partner and decide
which 3 questions each of you will answer on your posters.
Have both of you found the homepage of the organization?
HW: Per 1 finish th study gd., ch. 6.
All-Applied Ecology Project.
11/06/09
Earth Science DO NOW
HW check, and:
Answer(write it out)
#1-5 Standards Assesment, pg.96.
Standards:
c. Students know the movements of matter among reservoirs.
1.Students know how to explain the properties of rocks
Objectives:
1. DO NOW-
When answering a question, you can look up
the answer. First, identify key terms in the question.
Then locate the discussion of one or more of those
key terms( science vocabulary)in the chapter.
2. Share out ten sentences
3. Finish the Standards Assessment.
4. Closure:Practice for Monday's vocabulary quiz.
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