This week in class we....
On this page you will find information about what was completed in class each week, along with scheduled class and school events..
Thursday 3/29
Environmental Biology: Superbugs: An Evolving Concern. Bacteria lab day 3. Students will collect and analyze their final data.
Wednesday 3/28
Environmental Biology: Superbugs: An Evolving Concern. Bacteria lab day 2.
Plant Biology:
Tuesday 3/27
Environmental Biology: Superbugs: An Evolving Concern. Bacteria lab day 1.
Plant Biology:
Monday 3/26
Environmental Biology: Finish adaptive radiation lab. Today students will complete part 2 of the adaptive radiation lab. I will also stamp homework.
Plant Biology: Greenhouse. Today students will complete many tasks in the greenhouse.
Friday 3/23
Environmental Biology: Adaptive Radiation day 2. Today students continued using the online simulation to track their bird populations. HOMEWORK: watch Natural Selection: bozeman science, and complete moth simulation from earlier in the week if not already complete.
Plant Biology: Soil Productivity Lab. Today students tested their soil for pH, nitrogen, phosphorus, and pottasium. They also determined the percent of clay, sand, and silt found in their soil sample.
Thursday 3/22
Environmental Biology: Adaptive Radiation. Today students began a lesson on adaptive radiation. They will be using the website sepuplhs.org/sgi to complete a simulation that will track bird populations through different environments.
Plant Biology: Soil Productivity Lab. Today students complete the first part of Activity #2 and #4, analyzing the ability of the soil to hold plant nutrients, and analyzing the particle distribution of soil.
Wednesday 3/21
Environmental Biology: Drosophila fly lab day 2.
Plant Biology: Greenhouse. Today students planted sunflowers and cared for their plants.
Tuesday 3/10
Environmental Biology: Moth Simulation. Today students completed an online assignment involving the famous peppered moth populations that evolved in response to the industrial revolution.
Plant Biology: Soil Productivity Lab. Today students finished activity 1 of the lab that they started on Friday and spent the rest of the period in the greenhouse caring for their plants.
Monday 3/19
No School
Friday 3/16
Environmental Biology: Today students will finish their Bird beak adaptation lab by graphing their results and analyzing their data to determine which beak type was best adapted to eat certain foods and if they would have consumed enough calories to survive given the amount of food they were able to get with their beak. If analysis questions are not complete, this is homework.
Plant Biology:
Thursday 3/15
Environmental Biology:
Plant Biology:
Wednesday 3/14
Environmental Biology:
Plant Biology:
Tuesday 3/13
Environmental Biology:
Plant Biology:
Monday 3/12
Environmental Biology:
Plant Biology:
Friday 3/9
Environmental Biology: no environmental bio classes today. 1/2 day.
Thursday 3/8
Environmental Biology: Today I stamped homework (speciation video notes and what is a species analysis). We spent the majority of class going over the analysis questions together. IF YOU DIDNT FINISH THE POGIL from yesterday, it is homework due Monday.It can be found on the documents page.
Wednesday 3/7
Environmental Biology: Evolution and Selection POGIL. Today students worked in groups with their table mates to complete a packet on evolution and selection. HOMEWORK IS DUE TOMORROW: speciation video notes and analysis from what is a species.
Plant Biology: Greenhouse.
Tuesday 3/6
Environmental Biology: Today students completed the analysis questions for 'what is a species?'. I also checked in with each student individually about their progress and showed them their graded tests from the previous unit.
Plant Biology: Greenhouse.
Monday 3/5
Environmental Biology: Part B. Today students will complete part B of the what is a species activity. They are given a stack of cards explaining situations in which species have some barrier to sharing gene pools. They are asked to group the cards into piles based on what barriers they see. They record these groupings in their notebook, briefly share out with the class, and then receive another stack of cards that has the reproductive barriers that scientists have created and named. They are asked to regroup their cards and record in their notebooks. For homework students have two analysis questions to answer: Explain how geographic isolation can lead to speciation. Why is appearance no longer considered sufficient for classifying organisms? IF YOU WERE ABSENT: you will have to make up Part B of this activity in class. You may come in after school.
Plant Biology: Greenhouse
Friday 3/2
Environmental Biology: What is a Species? Today students completed part A of What is a species. They took notes about the biological species concept and learned that species are classified not according to their looks, but based on whether or not they can mate to produce offspring. Students will look at 10 different scenarios of speciation that are currently happening in the world. They will try and identify if the organisms in the scenario are the same species, separate species, or somewhere in between. In addition, they will write a 'claim evidence reasoning' for each scenario. IF YOU WERE ABSENT: Go to the documents page to get 'what is a species' activity. all of the directions and everything you need are in the document.
Plant Biology: Greenhouse
Thursday 3/1
Environmental Biology: Darwin survival game. Today students played an online game to help them understand how evolution and natural selection occur. They chose their starting population. As time goes on, environmental changes occur and they see how their population changes. HOMEWORK: answer Darwin survival game analysis questions. IF YOU WERE ABSENT: you can play the game on this website. http://coolsciencelab.com/who_wants_to_live_a_million_years.htm
Wednesday 2/21
Environmental Biology: Today students completed the 'making cladograms' assignment and were given the study guide for this unit. Answers to the study guide will be posted tomorrow after school. The exam will be given on Friday. If you were absent. Get the study guide from the documents page.
Plant Biology: Today students were given time to finish the 'Preserving the Land' assignment from last week. This assignment can be found on the classroom swift page. Students were also each given a plant species to research and become 'specialists' on. IF YOU WERE ABSENT: you will need to be assigned a plant species tomorrow.
Tuesday 2/20
Environmental Biology: Today students began an assignment 'Making Cladograms'. This cannot be uploaded to the website and must be obtained in person if you were absent.
Plant Biology: Greenhouse.
Friday 2/16:
Environmental Biology: Radioactive Dating Game. This is due as homework and should be completed over the weekend.
https://phet.colorado.edu/en/simulation/legacy/radioactive-dating-game
Plant Biology: Greenhouse.
Thursday 2/15:
Environmental Biology: Today we went over the Correlating sedimentary strata lab. We also took notes on radiometric dating. IF YOU WERE ABSENT: get the notes from the documents page. ALSO you need to make sure the analysis questions from your lab are complete, as well as the stratigraphy worksheet you were given yesterday. These can be found on the documents page as well.
Plant Biology: Greenhouse.
Wednesday 2/14
Environmental Biology: Stratigraphy. Students finish aligning their stratigraphic columns and glue them in their notebook, then complete the analysis questions from the lab. When they have finished, they will complete a stratigraphy worksheet. IF YOU WERE ABSENT: you need to complete the stratigraphy worksheet found under the documents page.
Plant Biology: Preserving soils. Students complete an online interactive lab to determine how various factors affect erosion of soil and therefor, the ability to produce food crops.
Tuesday 2/13
Environmental Biology: Correlating Sedimentary Strata. Students work in pairs for this lab. They are given drill cores showing different layers of rock and the fossils in them. They create stratigraphic columns by sketching what they see in each strata (rock layer). They then cut out their columns and work to determine which strata line up with each other from each drill core. IF YOU WERE ABSENT: this is something you will have to make up in person after school.
Plant Biology: Greenhouse.
Monday 2/12
Environmental Biology: Darwin movie.
Plant Biology: Symphony of the Soil.
Friday 2/9
Environmental Biology: Today students completed "Evidence from the Fossil Record". If you did not finish in class, it is homework. IF YOU WERE ABSENT: Read the passages from "Evidence from the Fossil Record" (found in documents page) and answer the 'stopping to think' questions in your notebook.
Plant Biology: Greenhouse.
Thursday 2/8
Environmental Biology: Today we went over the 'Using fossils to investigate whale evolution' analysis questions, and discussed the placement of fossils A and D as a class. We also watched this video about whale evolution and the discoveries that led to scientists understanding how whales evolved: https://www.youtube.com/watch?v=I2C-3PjNGok Students also began a new lesson "Evidence from the Fossil Record". IF YOU WERE ABSENT: watch the video, start a new page in your notebook titled evidence from the fossil record. Begin reading the passages (found in documents page) and answer the 'stopping to think' questions in your notebook.
Plant Biology: "How do we feed the growing population?" Today students worked on an online interactive to learn about the global use of land for agriculture/food production, how it has changed over time, and how it impacts our environment as well as our ability to sustain the human population.
Wednesday 2/7
Environmental Biology: Today students completed 'Using fossils to investigate whale evolution'. In this lesson, students are given cards containing to-scale models of fossils that scientists have found. We moved through the scientific process of sorting the fossils on similarities and using the relevant evidence we're given to determine the relative age and relationships between fossils. IF YOU WERE ABSENT: The fossil cards and directions can be found on the documents page. Please complete procedures #6-10 and analysis questions 1-3.
Plant Biology:How can we feed the growing population?
Tuesday 2/6
Environmental Biology: Today students began 'Using fossil evidence to investigate whale evolution'. In this lesson, students are given cards containing to-scale models of fossils that scientists have found. We moved through the scientific process of sorting the fossils on similarities and using the relevant evidence we're given to determine the relative age and relationships between fossils. IF YOU WERE ABSENT: The fossil cards and directions can be found on the documents page. Please complete procedures #1-5. Also, make sure you can answer the questions related to sea floor spreading found at the top of the directions page. This was a QOD that we went over extensively in class. If you are not able to answer the questions, ask me to give you a mini lesson when you get back, or use google and youtube to help you answer.
Plant Biology: Greenhouse.
Monday 2/5
Environmental Biology:
Plant Biology:
Friday 2/2
Environmental Biology:
Plant Biology:
Thursday 2/1
Environmental Biology:
Plant Biology:
Tuesday 1/23
Environmental Biology: Today students will complete a 'to-scale' timeline in their notebooks based on the class presentations about key events. They will also complete analysis questions. If you did not complete the homework last night, it is due tomorrow and you need to watch Four ways to understand the Earth's age - Joshua M. Sneideman ... video. Watch twice, take notes the second time. IF YOU WERE ABSENT: You should complete the analysis questions found on the documents page. You will also need to complete a timeline in your notebook based on your notes from yesterday (see Mrs. Willard for further directions).
Plant Biology: Wilderness Survival Guide. Today students will be formatting and printing their information for their survival guide. Some students may start constructing their book.
Monday 1/22
Environmental Biology: Today students gave presentations on their geological timeline events that they researched over the weekend. HOMEWORK: watch Four ways to understand the Earth's age - Joshua M. Sneideman ... video. Watch twice, take notes the second time. IF YOU WERE ABSENT: Students took notes on each presentation. You should get these notes from a friend or from Mrs. Willard.
Plant Biology: Wilderness Survival Guide. Today students should be done with their research. At the beginning of class we went over the grading rubric, and students were given specific directions for formatting their text and thinking about the design of their book before they begin printing.
Friday 1/19:
Environmental Biology: Geologic Timeline. Student pairs are given event cards with an event in geological history and asked to place it on a timeline that has been laid out on the floor. After the whole class had made their predictions about what our timeline should look like, they take their card back and begin doing research on their event.
Plant Biology: Today students will be working in the greenhouse.
Thursday 1/18
Environmental Biology:Today students watched a film about what scientists are doing to determine what the Earth was like before humans existed.
Plant Biology: Today students will work on their wilderness survival project. At this point students are still working on their research. This will be the last day for research in class.
Wednesday 1/17:
Environmental Biology: Today students will receive the outline for this unit on evolution. We will spend some time discussing students' beliefs on the topic and ensuring that everyone feels comfortable moving forward. Students will complete a pre-assessment and get back their tests from last week. IF YOU WERE ABSENT: make sure to ask me for your photosynthesis and respiration exam back
Plant Biology: Today students will work on their wilderness survival project. At this point students are still working on their research.
Tuesday 1/16
Environmental Biology: Today students watched Cosmos Episode 2: Some things that molecules do. This episode introduced them to the concept of evolution by looking at the transition from wolves to dogs, the evolution of the human eye, and more. Students answered questions related to the video. IF YOU WERE ABSENT: you can find the video here https://youtu.be/ad9B2RTh6eg
Plant Biology: Today students will work on their wilderness survival project. At this point students are still working on their research.
Friday 1/12
Environmental Biology: EXAM. Today students will test on the topics covered over the previous 6 weeks- carbon cycle, ocean acidification human impact, photosynthesis, and cellular respiration. Please see the documents page for a study guide, and see the announcements page for further study resources.
Plant Biology:Wilderness Survival Project.
Thursday 1/11
Environmental Biology:Test review. Today students will play a review game to help them prepare for the upcoming exam. Please see the documents page for a study guide, and see the announcements page for further study resources.
Plant Biology:Wilderness Survival Project.
Wednesday 1/10
Environmental Biology: Today we will review the packet students completed yesterday, and answer any questions/clear up any confusion. Then students will be given the test review to prepare them for the exam on Friday. Please see the documents page for a study guide, and see the announcements page for further study resources.
Plant Biology: Wilderness Survival Project.
Tuesday 1/9
Environmental Biology: POGIL photosynthesis and respiration. IF YOU WERE ABSENT: you can get the packet from the documents page.
Plant Biology: Today students finished their labs and began a new Wilderness Survival Project.
Monday 1/8
Environmental Biology: Today students will complete analysis questions following respiring beans. These questions will not only allow them to analyze their own experimental data, but the data from their classmates.
Friday 1/5
Environmental Biology: Respiring Beans. Today students will carry out their experiments.
Plant Biology: Antibiotic properties of plants. Today students will choose a plant, prepare an extraction, and use the disk diffusion method to apply the plant extract to a bacteria growth plate. They will check their experiments when we come back to see if their plant extract inhibited bacterial growth.
Thursday 1/4
Environmental Biology: Respiring Beans. Today students will design their own labs to test the effect of some variable on the rate of cellular respiration.
Plant Biology: Antibiotic properties of plants.
Wednesday 1/3
Environmental Biology: Respiring Beans.
Plant Biology: Antibiotic properties of plants.
Tuesday 1/2
Environmental Biology: Getting back into the science content. Today will be focused on reviewing carbon cycle, and photosynthesis content that students learned before break.
Plant Biology: Final plant medicine project due.
Friday 12/25
Environmental Biology: Photosynthesis reading and review questions.
Plant Biology: Research for plant medicine project
Thursday 12/14
Environmental Biology: Floating leaf disk lab.
Plant Biology: Research for plant medicine project.
Wednesday 12/13
Environmental Biology: Today students begin a photosynthesis lab.
Plant Biology:
Tuesday 12/12
Environmental Biology: Biological Molecules. Today students finish the packet they began yesterday. If you don't finish it, it is homework. IF YOU WERE ABSENT: the packet can be found under the documents page.
Plant Biology: Today students will finish their vitamin C extraction lab, and complete a lab report that will be due tomorrow. The report should answer the question "which portion of the plant contains the most vitamin C?" and be in the format of a 'Claim, Evidence, Reasoning'. Directions can be found under the documents page. IF YOU WERE ABSENT: you may come in after school tomorrow to finish the lab or you may get data from your group members. You will be responsible for completing the lab report.
Monday 12/11
Environmental Biology: Today students started working in groups on a packet called 'biological molecules' that is designed to help them understand what the carbon in their body is used for. IF YOU WERE ABSENT: the packet can be found under the documents page.
Plant Biology: Today students worked on their vitamin C extraction lab. Most students were able to finish extracting and measuring vitamin C in the stems, but did not finish the roots. They will have limited time tomorrow to complete the lab.
Friday 12/8
No environmental Biology today. Half Day. There is homework. See below under Thursday.
Plant Biology: Vitamin C extraction lab.
Thursday 12/7
Environmental Biology: Today we finished the carbon cycle. Students worked in groups and used white boards to answer the important questions from the previous 3 days and then they explained their answer to the rest of the class. Peers were expected to ask questions and help each group refine their work. Students have HOMEWORK: https://youtu.be/D7ujMCzcVCk https://youtu.be/QKWc_mMal1A watch videos twice. The first time just watch. The second time pause and take notes. Notebooks will be stamped on Monday.
Wednesday 12/6
Environmental Biology: Carbon Cycle. Today students will finish the lesson they began yesterday. See below (description found on Monday 12/4). IF YOU WERE ABSENT: This activity can be completed at home. Instructions are under the documents page. Click the following link to go to the simulation. http://sepuplhs.org/high/sgi/teachers/carbon_sim.html
Plant Biology:
Tuesday 12/5
Environmental Biology: Carbon Cycle. Today students will finish the lesson they began yesterday. See below (description found on Monday 12/4). IF YOU WERE ABSENT: This activity can be completed at home. Instructions are under the documents page. Click the following link to go to the simulation. http://sepuplhs.org/high/sgi/teachers/carbon_sim.html
Plant Biology:
Monday 12/4
Environmental Biology: Carbon Cycle. Today students started a lesson titled 'cycles of matter'. In this lesson, they utilize an online simulation to explore the carbon cycle (both before and after the industrial revolution), complete a data table with pertinent information, and answer analysis questions. IF YOU WERE ABSENT: This activity can be completed at home. Instructions are under the documents page. Click the following link to go to the simulation. http://sepuplhs.org/high/sgi/teachers/carbon_sim.html
Plant Biology: Today we will review the analysis questions from the plant medicine game that students worked on Friday. We will spend the last portion of class playing a team building game.
Friday 11/29
Environmental Biology: Defining the problem. Today we went over the analysis from the exploring carbon labs. Then, we watched a movie called the Acid Test. This film is about the global problem of ocean acidification. Students answered open ended questions related to the issue. IF YOU WERE ABSENT: the analysis questions can be found under the documents page and the link to the video is here--> https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjEtP-moPHXAhVRImMKHaUXAmMQtwIIKTAA&url=https%3A%2F%2Fvimeo.com%2F9431503&usg=AOvVaw2_mqna_n4TQHAOpwGzVGlN
Plant Biology: Plant Medicine Game. Today students played a card game utilizing information about various medicines that are derived from plants. This game helped students to become familiar with some typical medicines, the plants they come from, their uses, toxicity, and fun facts. Students also answered analysis questions related to the game. IF YOU WERE ABSENT: the plant medicine cards and analysis questions can be found under the documents page.
Thursday 11/28
Environmental Biology: Exploring Carbon Labs. Today students finish a two day lab, which we began yesterday.
Plant Biology: Today students finished presentations on their medicine/plant.
Wednesday 11/27
Environmental Biology: Exploring Carbon Labs. Today students will begin a two day lab, which is actually a compilation of 4 mini labs that will be set up into lab stations. These labs will give students hands-on real life proof about the following: where carbon comes from naturally, the impact of modern industry, and what happens to water when carbon dioxide in the air increases.
Plant Biology: Today students were given the majority of class to finish their research. Towards to end of class, we started presentations. Each group will present their research on the plant and medical molecule that's produced by the plant. Audience members will be responsible for taking notes on each presentation.
Tuesday 11/26
Environmental Biology: Today students will be introduced to the focal problem for this unit: ocean acidification. They will each read a short news article relate to the problem and answer open ended questions related to the article. We will use information from the articles to discuss the problem as a class and create a concept map to diagram all of the inter-related parts that will frame our investigation throughout the unit.
Plant Biology: Today we finished the video clips and discussion from Botany of Desire. Students were placed into groups of 2-3 and each group was assigned a plant derived substance that is commonly used by humans. Students used an online PBS simulation to explore the plant, and the molecule in depth. They researched the history and use of the plant, the representation in popular culture, the physiological effects, and any interesting facts.
Monday 11/26
Environmental Biology: Today students will begin getting back into the swing of school after a long Thanksgiving break. Tests that were taken before the break will be passed back. The outline for the new unit 'Energy and Matter in Organisms' will be passed out. Students will take a pre-test so that I can determine what knowledge they are coming into the unit with, and gather baseline data.
Plant Biology: Botany of Desire: Today students shared out what they would like to learn about plants and medicine, as we are starting a new unit on plant medicine. We watched and discussed various clips from the Botany of Desire Documentary on PBS about humans evolutionary desire to experience altered consciousness, the molecules plants produce, and how drugs are represented in modern culture.
Tuesday 11/21
Environmental Biology: ***Exam***
Plant Biology: ***Exam***
Monday 11/20
Environmental Biology: Review study guide//test review
Plant Biology: Review study guide//test review
Friday 11/17
Environmental Biology: Animal behavior. Today students finished taking notes on population dynamics and began a new lesson on animal behavior. As a class, we read an article about the benefits of group behavior in animals that contained specific examples. Then, each student picked an animal that they will briefly research to learn about their behavior patterns (do they live in packs? are they solitary? How does their behavior help their survival? etc.) Students were given a graphic organizer to fill out as they conduct their research. After they have some basic information, they will use their research to make a meme that illustrates their animals behavior/survival tactics. The meme does not have to be 100% complete on Monday, as they will have approximately 20 min to work on it in class, but their graphic organizers are going to be due at the beginning of class. Study guides for test were also handed out (due Tuesday before the test). IF YOU WERE ABSENT: The study guide is on the documents page. Also, you need to get the Group Behavior Assignment from the documents page. This document contains EVERYTHING you need to complete the assignment.
Links for animal research: http://animals.nationalgeographic.com/animals/facts/
http://a-z-animals.com/animals/
http://enature.com/home/
http://animals.sandiegozoo.org/
Plant Biology: Plant game. Students will work in pairs and play a game with the whole class in which they will try to survive as plants. Study guide will be handed out for the test. IF YOU WERE ABSENT: the study guide can be found under the documents page. It is due Tuesday before the test. You will also need to get the analysis questions from the plant game from the documents page. They are due on Monday.
Thursday 11/16
Environmental Biology: Notes: population dynamics. Return to Wolves in Yellowstone case study for further analysis using newly honed skills.
Plant Biology: Plant game. Students will work in pairs and play a game with the whole class in which they will try to survive as plants.
Wednesday 11/15
Environmental Biology: POGIL population growth. IF YOU ARE ABSENT: the population growth packet can be found under the documents page
Plant Biology: Today students reviewed flower structure at the beginning of class. They spent the rest of the period finishing their flower dissection lab and answering the accompanying analysis questions. If students did not finish analysis questions from the lab they become homework and are due tomorrow at the start of class. IF YOU WERE ABSENT: You will have until Friday to make up the lab. This must be done after school.
Tuesday 11/14
Environmental Biology: Population Growth Lab. Today students will wrap up the population growth lab, and analyze data to write a report and complete analysis questions related to their experiments. IF YOU ARE ABSENT: write a report for your investigation that includes the following: –What question were you trying to answer? What did you do and why? What is your argument? What evidence supports your argument? Justification of your evidence: why did you include the evidence in your argument? (if you are not finished with your investigation, you can compete it here http://netlogoweb.org/launch#http://netlogoweb.org/assets/modelslib/Sample%20Models/Biology/Rabbits%20Grass%20Weeds.nlogo )
Plant Biology: Flower Notes, and flower dissection.
Monday 11/13
Environmental Biology: Today students worked on their population growth lab. Most students are nearly finished with all 3 investigations.
Plant Biology: Today students turned in their leaf scavenger hunt. They worked in pairs to identify leaves and add up their point totals for the scavenger hunt. As a class, we went through the more confusing leaf structures and identification, using examples from students to show the class. Students were given guided notes for flower structure, which we will start tomorrow.
Thursday 11/ 9
Environmental Biology: Population growth lab. Today students complete the first of 3 investigations that they will design and conduct for the population growth lab. Students chose one variable to manipulate within the simulation (ex. grass growth rate) they then ran the simulation and printed a graph showing the grass, weed, and rabbit population.
Plant Biology: Students watched a documentary about the largest and grossest smelling flower in the world.
Wednesday 11/8
Environmental Biology: Population Growth Lab. Today students began diving into the population growth lab. We first picked apart the guiding question as a whole to understand what this investigation is asking. Students conducted a tool talk to get familiar with the lab simulation. They followed the getting started instructions on their lab packet to learn about each of the toggles in the simulation and how to manipulate specific variables. They were given an investigation proposal sheet that they will need to fill out before they can begin their experiments. IF YOU WERE ABSENT: click the link to explore the Rabbit Grass Weeds Simulation that we are using for this lab http://netlogoweb.org/launch#http://netlogoweb.org/assets/modelslib/Sample%20Models/Biology/Rabbits%20Grass%20Weeds.nlogo
Tuesday 11/8
Environmental Biology: Today students were given their tests back to view feedback and were allowed to make a few brief corrections. We moved on to a population growth lab. Students read the introduction and took background notes.
Plant Biology: Students read about leaf structure and function, and how leaves are used to identify plants. They took notes as they read. This is homework if this was not finished in class.
Monday 11/6
Environmental Biology: Exam: Ecosystems (Biodiversity and Cycling of Matter)
Friday 11.3
Environmental Biology: Kahoot- test review game
Plant Biology: Today students will begin a lesson on leaves. Introduction, discussion, notes.
Thursday 11/2
Environmental Biology: Energy Flow Through an Ecosystem. Test review handed out.
Plant Biology: Today students will complete a stems lab.
Wednesday 11/1
Environmental Biology: Today Students will finish Part C of the Producers and consumers lab, and complete analysis questions. IF YOU WERE ABSENT: you can find the lab on the documents page. You can complete part C and the analysis questions at home. HOMEWORK FOR ALL STUDENTS: analysis questions for lab due tomorrow. (can be found on documents page)
Plant Biology: Today students will finish the root stations, and begin a lesson on stems. Introduction, discussion, notes.
Tuesday 10/31
Environmental Biology: Producers and Consumers Lab. Today students will perform the lab. They will first view prepared slides of plankton, draw, and label in their notebook. After they have had this practice focusing the microscope and identifying plankton, they will prepare their own slide of pond water containing live plankton. IF YOU ARE ABSENT: you can make up this lab after school if you do it by Wednesday. After Wednesday the lab cannot be made up.
Plant Biology: Today students will finish the root lab stations.
Monday 10/30
Environmental Biology: Producers and Consumers Lab. Today we reviewed analysis questions from the food chain game that we completed on Thursday. Students also turned in their energy flow through an ecosystem packets. We then prepared for the producers and consumers lab. In this lab, students will observe various plankton under the microscope using prepared slides, and then searching for plankton on their own from a pond water source. Today, we read the introduction to the lab, talked about what plankton are and what role they play in aquatic food webs, and watched a video about microscope use. IF YOU WERE ABSENT: watch this video https://youtu.be/-b3Eejf4rDQ and do a quick google search for plankton to get some idea of what they are so you are prepared to do the lab tomorrow.
Plant Biology: Today students checked on their germination experiments, and finished root notes during the first half of class. During the second half of class we started "Root Stations". Students will move to 3 different stations around the room and read the directions posted at each station to view roots under the microscope, add definitions to notebook, compare models of roots, and answer analysis questions. IF YOU WERE ABSENT: you will need to catch up tomorrow. If you cannot catch up, most of the lab can be done at home. The lab packet is available on the documents page.
Thursday 10/26
Environmental Biology: Food Chain Game. Students will take on the role of a grasshopper, frog, or hawk in a food chain.
Wednesday 10/25
Environmental Biology: Food Chain Game. Students will take on the role of a grasshopper, frog, or hawk in a food chain.
Producers and Consumers Lab. Students will observe pond water under the microscope to search for plankton and calculate biomass.
Tuesday 10/24
Environmental Biology: Today students worked in groups on a POGIL 'Energy Transfer in Ecosystems".
Plant Biology: Today students read about the various uses of plants (industrial, agricultural, medicinal, etc) and plant taxonomy. They also answered 7 analysis questions in their notebook. IF YOU WERE ABSENT: this reading is from our "Plant and Soil Science" textbook, which I do not have a PDF version of, so I cannot post it online. You can come check out a book and do the assignment at home or do it in the classroom after school.
Monday 10/23
Environmental Biology: Yellowstone Food Web. Students used their skills from last week to create a food web of the Yellowstone ecosystem in order to analyze the feeding relationships and the direct and indirect effects of the wolves.
Plant Biology: Students worked in their lab groups to prepare their pre-lab. Tomorrow students will begin their germination experiments. Their pre-lab must be completed in their notebook before coming to class, and will not be allowed to begin their germination experiments until it is complete.
Friday 10/20
Environmental Biology: Today students finish constructing a food web in their notebooks based on a list of organisms in an ecosystems and information about their diet. Students should be able to define trophic levels, place organisms in appropriate trophic levels on their food web, and show the transfer of energy from organism to organism in the food web. When students have finished we will return to the Wolf Case Study and use our knew skills to make 2 food webs representing the flow of energy in Yellowstone National Park: when the wolves were gone, and when the wolves were present. In this way, we can scientifically diagram the changes that occur when top predators are removed from a food web and apply it to a real life scenario. IF YOU WERE ABSENT: Finish your Web of Life food web that we started yesterday. The activity can be found on the documents page. Then watch how wolves change rivers. Use the information given in the video (you can use your return of canis lupus reading as well, which should be in your notebook) to construct a food web of the Yellowstone ecosystem both with and without wolves. Here's the video https://www.youtube.com/watch?v=ysa5OBhXz-Q
Plant Biology: Today students finished and turned in their experimental design handouts, which roughly outlined their plan of action for their germination experiments. They then began working on their pre-lab. Their pre-lab should be written in their notebooks, should include their testable question, hypothesis, variables, materials, and procedures.
Thursday 10/19
Environmental Biology: Web of Life. Today students turned in their extra credit packet 'analyzing and interpreting scientific data'. We did not go over it in class, as I will be grading and giving feedback individually. We did go over the analysis questions from the 'nitrogen cycle game' as a whole class. After reviewing the analysis questions, students started a new lesson titled 'web of life'. We took brief notes reviewing definitions of producers, primary consumers, etc. and about the 10% energy transfer rule. Then students began working on creating a food web in their notebooks from a list of organisms and the items that they eat.
Plant Biology: Food Inc. Today students spent the first 15 minutes of class working on the question of the day, which challenged them to take the knowledge they have gained through class about germination, and apply it to a real life scenario. We then spent the rest of class having a whole class discussion about current agriculture and food production practices, what should be changed, how we could change it, etc. based on students ideas and reactions to the food inc. documentary.
Wednesday 10/18
Environmental Biology: Nitrogen Cycle Game. Today we played the nitrogen cycle game. In the game, students were taking on the form of a nitrogen atom moving through the nitrogen cycle. With each turn, they flipped coins to determine where they would end up next. In their notebook, they made a record of their life as a nitrogen atom, writing down where they went, in what form, and how they were converted from one form to another. HOMEWORK: Analysis questions (can be found on documents page).
Plant Biology: Food Inc. Today students watched a documentary about food production and answered analysis questions regarding their reactions and beliefs about our current food system and what can be done to create positive change.
Tuesday 10/17
Environmental Biology: Today we finished notes on the nitrogen cycle and then students were given cards containing parts of the nitrogen cycle. They worked in groups to arrange the parts of the nitrogen cycle and draw arrows showing the ways in which nitrogen can move throughout the cycle. When they were finished and I had checked off on their work, they drew their newly created diagram in their notebook.
Plant Biology: Today students were introduced to the "Germination Lab". In this lab, students will work to design and conduct their own experiments in order to answer a question about germination that they are interested in. Students met in their lab groups to begin brainstorming ideas for their experiments. When they had decided on a rough outline, they wrote down their testable question on the class sign up sheet, and were given a graphic organizer to begin planning in more detail.
Monday 10/16
Environmental Biology: Nitrogen Cycle. Today students were given the first half of class to work in groups on question 1 of the wolf biodiversity assessment. Extra credit packets were also handed out to students who wanted them. These packets are due on Thursday. The second half of class students took notes on the nitrogen cycle. This powerpoint can be found on the documents page.
Plant Biology: Germination notes. Today students finished taking notes on germination that were started on Friday.
Friday
Environmental Biology: Today we finished 'return of Canis lupus', and watched a video about how wolves change rivers.
Plant Biology: Today students begin taking notes on germination. This powerpoint can be found on the documents page.
Thursday 10/12
Environmental Biology: Today we went over the analysis questions from the Ecosystems and Biodiversity Lab. We also began reading 'Return of Canis lupus' a case study about wolves in Yellowstone. Students were to finish the reading tonight for homework.
Plant Biology: Today we finished cleaning the green house. It is now prepped and ready for use!
Wednesday 10/11
PSAT and SAT testing
Tuesday 10/10
Environmental Biology: Today students used their data to answer the guiding question "how does food web complexity affect biodiversity in an ecosystem?" They wrote and presented their 'claim evidence reasoning' to a group of their peers.
Plant Biology: Greenhouse clean up crews
Monday 10/9
Environmental Biology: Today students finished their experiments, analyze their data by creating graphs, and answered analysis questions. HOMEWORK: if you did not finish any of the things listed above, it is homework. Analysis questions will be due Thursday.
Plant Biology: Today I passed back tests from Unit 1 and we spent some time going over testing and grading procedures so that students could understand their grade and plan a re-take if they needed to. We then went on a tour of the greenhouse, and students were given time to discuss their grade, missing assignment, test, etc. with me individually.
Friday 10/6
Environmental Biology: Ecosystems and Biodiversity Day 4. Today students conducted their experiments and collected data.
Plant Biology: Today we began a new unit: Germination and Growth. We opened with discussion about what seeds are and whether or not they are alive, how they sprout, etc. We took notes about seed anatomy, and then students dissected two different types of seeds, located and identified each component of the seed.
Thursday 10/5
Environmental Biology: Ecosystems and Biodiversity Day 3. Today students complete their investigation proposal. Each group will need to have their proposal signed off before they can begin.
Plant Biology: Exam.
Wednesday 10/4
Environmental Biology: Ecosystems and Biodiversity Day 2. Now that students are familiar with the assignment and the online simulation tools, they will begin designing their experiments. We will briefly review the necessary components of an experiment and data collection, then they will work in groups to start an investigation proposal.
Plant Biology: We will do a Kahoot- a review game that the whole class can play to get prepared for the test.
Tuesday 10/3
Environmental Biology: Ecosystems and Biodiversity: Today students will begin a 3-4 day lesson, in which they will design and conduct their own experiments through an online simulation to answer the guiding question "how does food web complexity affect biodiversity in ecosystems?" During this class we will only get through the background information/notes, directions and expectations for the assignment, demonstration of the online simulation, and time to get comfortable using the simulation.
Plant Biology: Today we will finish up the last few presentations, determine the winner of the Celery Challenge, and students will be given a test study guide to work on individually with the remainder of the class time.
Monday 10/2
Environmental Biology: Biomes and abiotic factors. Today students added biomes, abiotic, and biotic to their glossary. Their learning target was to understand how abiotic factors affect the carrying capacity and biodiversity in different ecosystems. To accomplish this, each group of students were assigned climate graphs showing the rainfall and temperature throughout the year for 2 different locations in the world. They were also given a packet with descriptions of each biome (including climate data). Students had to read through each biome description to determine which biome their location belonged to and write a claim, evidence, reasoning on a white board. If two groups of students claimed the same biome, they had a scientific argumentation session using evidence and logic to determine which claim was justified.
Plant Biology: Students presented their projects today. They did a WONDERFUL job and all of their hard work was very apparent.
Friday 9/29
Environmental Biology: Today we reviewed the analysis questions from the yeast population lab. We began looking at climate data for two different locations and discussing if the precipitation and temperature in ecosystems can affect the biodiversity found there.
Plant Biology: Although yesterday was supposed to be the final project day, and groups were going to present their projects after 15 minutes preparation time in class, every group was working extremely hard to complete the final touches on their poster and rehearse their presentation. I could see how hard they were working and that no groups were prepared to present, so they were given the rest of class to work on it with the understanding that it would be due as soon as the bell rings on Monday.
Thursday 9/28
Environmental Biology: Post lab. Now that students have completed the yeast population lab, we went over what needs to be included in their lab notebooks for every lab they complete this year (this info can also be found on the blue sheet inside their notebook cover). After going over the format, students were given the rest of the period/30min. to complete the analysis/calculations section for the yeast lab (they were instructed to create a line graph from their data) and the analysis question section (they were given 7 analysis questions to answer). This is HOMEWORK due tomorrow if students were not able to finish it during class today. Any students who need help with the graph or analysis can come in after school today and we will work on it together.
Plant Biology: FInal project day. Students were given the class period to work on their presentations. This is the last day that students will have the full class period to work on this project. Some time will be given tomorrow to make final adjustments/ finish minor details.
Wednesday 9/27
Environmental Biology: Students completed the yeast population growth lab. They were required to have the prelab done when they came to class (see Tuesday below). As they completed the lab, they recorded data in their data tables.
Plant Biology: Students were given the class period to work on their presentations.
Tuesday 9/26
Environmental Biology: Yeast Population Growth Pre-lab. Students were introduced to a lab that we are doing tomorrow. For the lab, they will create 3 different ecosystems in beakers: one with no sugar, one with 6% sugar, and one with 12% sugar. They will add the same amount of yeast to each beaker. They will record the population growth of yeast in each 'ecosystem' by placing a balloon over each beaker and measuring growth of the balloon. This is possible because yeast produce carbon dioxide gas which will blow up the balloon. The bigger the balloon, the bigger the population
We reviewed the components of experimental design as a class: testable question, hypothesis, variables. We discussed what each of the terms mean and went over some examples. Students were given a blue sheet that they taped to the inside cover of their notebooks. This sheet contains specific directions for how their labs should be written and formatted in their lab notebooks.
For homework, students completed the PRE-LAB for the yeast population experiment. They needed to determine a testable question, hypothesis, and variables for the lab. This is due before they can begin the lab tomorrow.
Plant Biology: Storyboard Presentations. Students were given directions for creating a storyboard presentation for the water movement experiments they designed and conducted. They will be presenting their experiment, data, and explanation of water movement to the class. They were also given a rubric that shows each category they are graded on. They were given the remainder of the class period to assign roles to their group members and create an outline for their presentation.
Monday 9/25
Environmental Biology: Documentary, Seasonal Forest Ecosystems, Analysis questions
Plant Biology: Students went to the class swift page to find a list of links to videos, simulations, and readings related to the content for this unit. They selected 4 to click on and took notes on the info provided.
Friday 9/22
Environmental Bio: Today we checked off on the assignment from yesterday and went over them in a whole class discussion to ensure that all students can analyze and understand changes in ecosystems, how they affect the environment, economy, and social dimensions, as well as how changes alter the sustainability of an ecosystem. Students also completed a pre-test for ecology.
Plant Bio: Today students watched a documentary called "What Plants Talk About", which explains how scientific research is proving that plants are much better at communicating than we previously assumed.
Thursday 9/21
Environmental Bio: Today students finished presenting their case studies to their table mates. They then worked together to group the changes illustrated in each case as naturally occurring or human caused, made predictions about what would happen in 50 years if nothing was done in each case, and made general conclusions about what type of changes make an ecosystem less sustainable. IF YOU WERE ABSENT: you need to do the 3 analysis prompts described above in your lab notebook.
Plant Bio: Today is day 2 of students working on the experiments they designed earlier in the week. They will record data, clean up the lab, and begin trying to analyze/make sense of their data in their lab groups. IF YOU WERE ABSENT: get your groups data from a lab partner.
Wednesday 9/20
Environmental Biology: Students went back to their table groups and presented their case study to their table mates by creating a diagram of events on a poster sized white boards. Students took pictures of each white board presentation and emailed them to me so I could print them off and each student will have a copy in their notebook. IF YOU WERE ABSENT: You will need to ask me and/or your group members to make sure you get a copy of the diagram illustrating the events for each of the 4 case studies. You may also want to ask your group members to briefly summarize their case study for you, as you will need to know about each one in order to complete the analysis for this assignment.
Plant Biology: Today students made the final edits on their lab procedures that they created yesterday, and then had the remaining period to do their experiments. IF YOU WERE ABSENT: your group already started your experiment today and you will need to get the data from them tomorrow.
Tuesday 9/19
Environmental Biology: Today students read through a case study on an environmental change, learned how to annotate the text as they read, discussed the case study, and worked in groups to identify the causes and effects of the changes illustrated in the case study. IF YOU WERE ABSENT: your group members assigned you a case study to read. You will need to ask me for a copy of it when you return to class.
Plant Biology: Pre-Lab. Today students worked in groups to write out the pre-lab for the experiments they began designing yesterday. They will work together to determine their materials, procedures, and create a diagram showing the process. PRE LAB IS DUE TOMORROW
Monday 9/18/2017
Environmental Biology: Ecosystems and Change. Today students began a new lesson on ecosystems and change. We discussed as a class the changes that we have seen in our own lives. One student mentioned a river by his house that slowly shrank and dried up after a dam was built upstream. Another brought up the copper smelter that used to sit where Point Ruston is now. we then watched a spoken word video to get students thinking about what these changes might hold in store for future generations. https://youtu.be/eRLJscAlk1M We also added the terms 'ecosystem' and 'sustainable' to the lab notebook glossary. IF YOU WERE ABSENT: look up the terms ecosystem and sustainable and add them to your glossary.
Plant Biology: Today students shared out some of the questions they came up with after doing the two labs last week. We then talked about what makes a question a 'testable question', took notes on proper format for a testable question, variables, etc. Then students worked in groups to begin designing their lab. Today they got through deciding on their testable question and variables. Tomorrow they will work on materials and procedures. IF YOUWERE ABSENT: Talk to someone in your group to get the 'experimental design' worksheet filled out.
Friday 9/15/17
Environmental Biology: Jaffrey Lake. Today students finish collecting data (water testing). They will determine which locations on thei map have levels of phosphate and/or nitrate that is higher than the local acceptable limit. They will answer analysis questions and write a claim evidence reasoning. IF YOU WERE ABSENT: get the data from your lab partners. You will need to answer analysis question #3 and write a claim evidence reasoning. The claim: what is the source of contamination? Evidence: What data supports your claim? Reasoning: Make sense of the data, logically connect the dots (this may be stating the obvious to you.) THIS HOMEWORK CAN BE FOUND ON THE DOCUMENTS PAGE
Plant Biology: Investigating water movement: students completed their analysis questions from the lab. IF YOU WERE ABSENT: answer the analysis questions (found on the documents page)
Thur. 9/14/17
Environmental Biology: Jaffrey Lake. Today students will work in lab groups to determine the source of water contamination. They will select 12 areas around the lake to conduct phosphate and nitrate testing, test water samples from those areas, and record their results. IF YOU ARE ABSENT: you need to get the data from your lab partners.
Plant Biology: Investigating water movement in plants. Students will finish collecting data from their labs. IF YOU ARE ABSENT: you need to get the data from your lab partners.
Wed. 9/13/17
Environmental Biology: Jaffrey Lake. Students are conducting a field study on Jaffrey Lake to determine why the fish are dying and the water is murky and green. They will test samples of water from various areas of the lake for phosphate and nitrate in order to determine the source of the contamination. Today students shared their research about nitrate and phosphate. We then watched a video on eutrophication, and made a model showing the process. Students then glued the map of Jaffrey lake in their notebook to prepare for water sampling tomorrow. IF YOU WERE ABSENT: watch eutrophication video: https://www.youtube.com/watch?v=6LAT1gLMPu4 and make a diagram in your notebook that explains the process of eutrophication. Check with your lab partners tomorrow to make sure your notebook is filled out completely and ready to start conducting water testing.
Plant Biology: Investigating water movement in plants. Students collected data from their labs. IF YOU WERE ABSENT: ask your your lab partners to use their notebooks and get the data in your notebook.
Tue. 9/12/17
Environmental Biology: Today students watched chasing coral, a documentary about coral bleaching. Students answered analysis questions related to the documentary. Students also started researching nitrate and phosphate for an upcoming lab regarding water pollution. IF YOU WERE ABSENT: research nitrate and phosphate briefly. What are they and where are they found? Why are they good? Why can they be harmful for living things?
Plant Biology: Investigating Water Movement in Plants. Students began a lab using celery to determine 2 things: How does salt affect celery bending? and how does water move throughout the plant? They placed celery in salt solutions to answer the first question. To answer the second question they placed celery in colored water. We set up their lab notebooks with the appropriate data tables before beginning the lab. Tomorrow they will see what happened to their celery after soaking overnight. IF YOU WERE ABSENT: get with your lab partners to copy down their data tables and be prepared to collect data tomorrow.
9/11/17
Environmental Biology: Today students watched chasing coral, a documentary about coral bleaching. Students answered analysis questions related to the documentary.
Plant Biology: Today we began an Investigation of Water Movement in Plants. We created a model of water movement together as a class with the help of a few short youtube videos and student input. Then students completed background research and notes for the lab. IF YOU WERE ABSENT: get the 'Investigation of Water Movement in Plants' packet from the documents page, read the background information and take notes.
9/8/2017
Environmental Biology: Today we finished setting class rules, set up lab notebooks, and began watching the first few minutes of a documentary about the bleaching of coral reefs to open our new unit on Ecosystems.
Plant Biology: Today we finished setting class rules, set up lab notebooks, and took a pre-test so that I can evaluate where students are at in their understanding of previously learned biology concepts and their ability to apply it to plant science.
9/7/2017
Environmental Biology: Today we went over the syllabus and lab safety contract. Students also had a class meeting to determine the classroom norms they would like to set for their class period.
Plant Biology: Today we went over the syllabus and lab safety contract. Students also had a class meeting to determine the classroom norms they would like to set for their class period.
9/6/2017
Environmental Biology: Today students were introduced to the classroom and the teacher briefly, and filled out a student survey that will allow me to get to know each of them as individuals. Students completed the 'Marshmallow Tower Challenge'- a group exercise that allowed them to get to know their lab partners and began a classroom culture of collaboration to create.. and edit.. and RE-edit our ideas.
Plant Biology: Today students were introduced to the classroom and the teacher briefly, and filled out a student survey that will allow me to get to know each of them as individuals. Students completed the 'Marshmallow Tower Challenge'- a group exercise that allowed them to get to know their lab partners and began a classroom culture of collaboration to create.. and edit.. and RE-edit our ideas.
Environmental Biology: Superbugs: An Evolving Concern. Bacteria lab day 3. Students will collect and analyze their final data.
Wednesday 3/28
Environmental Biology: Superbugs: An Evolving Concern. Bacteria lab day 2.
Plant Biology:
Tuesday 3/27
Environmental Biology: Superbugs: An Evolving Concern. Bacteria lab day 1.
Plant Biology:
Monday 3/26
Environmental Biology: Finish adaptive radiation lab. Today students will complete part 2 of the adaptive radiation lab. I will also stamp homework.
Plant Biology: Greenhouse. Today students will complete many tasks in the greenhouse.
Friday 3/23
Environmental Biology: Adaptive Radiation day 2. Today students continued using the online simulation to track their bird populations. HOMEWORK: watch Natural Selection: bozeman science, and complete moth simulation from earlier in the week if not already complete.
Plant Biology: Soil Productivity Lab. Today students tested their soil for pH, nitrogen, phosphorus, and pottasium. They also determined the percent of clay, sand, and silt found in their soil sample.
Thursday 3/22
Environmental Biology: Adaptive Radiation. Today students began a lesson on adaptive radiation. They will be using the website sepuplhs.org/sgi to complete a simulation that will track bird populations through different environments.
Plant Biology: Soil Productivity Lab. Today students complete the first part of Activity #2 and #4, analyzing the ability of the soil to hold plant nutrients, and analyzing the particle distribution of soil.
Wednesday 3/21
Environmental Biology: Drosophila fly lab day 2.
Plant Biology: Greenhouse. Today students planted sunflowers and cared for their plants.
Tuesday 3/10
Environmental Biology: Moth Simulation. Today students completed an online assignment involving the famous peppered moth populations that evolved in response to the industrial revolution.
Plant Biology: Soil Productivity Lab. Today students finished activity 1 of the lab that they started on Friday and spent the rest of the period in the greenhouse caring for their plants.
Monday 3/19
No School
Friday 3/16
Environmental Biology: Today students will finish their Bird beak adaptation lab by graphing their results and analyzing their data to determine which beak type was best adapted to eat certain foods and if they would have consumed enough calories to survive given the amount of food they were able to get with their beak. If analysis questions are not complete, this is homework.
Plant Biology:
Thursday 3/15
Environmental Biology:
Plant Biology:
Wednesday 3/14
Environmental Biology:
Plant Biology:
Tuesday 3/13
Environmental Biology:
Plant Biology:
Monday 3/12
Environmental Biology:
Plant Biology:
Friday 3/9
Environmental Biology: no environmental bio classes today. 1/2 day.
Thursday 3/8
Environmental Biology: Today I stamped homework (speciation video notes and what is a species analysis). We spent the majority of class going over the analysis questions together. IF YOU DIDNT FINISH THE POGIL from yesterday, it is homework due Monday.It can be found on the documents page.
Wednesday 3/7
Environmental Biology: Evolution and Selection POGIL. Today students worked in groups with their table mates to complete a packet on evolution and selection. HOMEWORK IS DUE TOMORROW: speciation video notes and analysis from what is a species.
Plant Biology: Greenhouse.
Tuesday 3/6
Environmental Biology: Today students completed the analysis questions for 'what is a species?'. I also checked in with each student individually about their progress and showed them their graded tests from the previous unit.
Plant Biology: Greenhouse.
Monday 3/5
Environmental Biology: Part B. Today students will complete part B of the what is a species activity. They are given a stack of cards explaining situations in which species have some barrier to sharing gene pools. They are asked to group the cards into piles based on what barriers they see. They record these groupings in their notebook, briefly share out with the class, and then receive another stack of cards that has the reproductive barriers that scientists have created and named. They are asked to regroup their cards and record in their notebooks. For homework students have two analysis questions to answer: Explain how geographic isolation can lead to speciation. Why is appearance no longer considered sufficient for classifying organisms? IF YOU WERE ABSENT: you will have to make up Part B of this activity in class. You may come in after school.
Plant Biology: Greenhouse
Friday 3/2
Environmental Biology: What is a Species? Today students completed part A of What is a species. They took notes about the biological species concept and learned that species are classified not according to their looks, but based on whether or not they can mate to produce offspring. Students will look at 10 different scenarios of speciation that are currently happening in the world. They will try and identify if the organisms in the scenario are the same species, separate species, or somewhere in between. In addition, they will write a 'claim evidence reasoning' for each scenario. IF YOU WERE ABSENT: Go to the documents page to get 'what is a species' activity. all of the directions and everything you need are in the document.
Plant Biology: Greenhouse
Thursday 3/1
Environmental Biology: Darwin survival game. Today students played an online game to help them understand how evolution and natural selection occur. They chose their starting population. As time goes on, environmental changes occur and they see how their population changes. HOMEWORK: answer Darwin survival game analysis questions. IF YOU WERE ABSENT: you can play the game on this website. http://coolsciencelab.com/who_wants_to_live_a_million_years.htm
Wednesday 2/21
Environmental Biology: Today students completed the 'making cladograms' assignment and were given the study guide for this unit. Answers to the study guide will be posted tomorrow after school. The exam will be given on Friday. If you were absent. Get the study guide from the documents page.
Plant Biology: Today students were given time to finish the 'Preserving the Land' assignment from last week. This assignment can be found on the classroom swift page. Students were also each given a plant species to research and become 'specialists' on. IF YOU WERE ABSENT: you will need to be assigned a plant species tomorrow.
Tuesday 2/20
Environmental Biology: Today students began an assignment 'Making Cladograms'. This cannot be uploaded to the website and must be obtained in person if you were absent.
Plant Biology: Greenhouse.
Friday 2/16:
Environmental Biology: Radioactive Dating Game. This is due as homework and should be completed over the weekend.
https://phet.colorado.edu/en/simulation/legacy/radioactive-dating-game
Plant Biology: Greenhouse.
Thursday 2/15:
Environmental Biology: Today we went over the Correlating sedimentary strata lab. We also took notes on radiometric dating. IF YOU WERE ABSENT: get the notes from the documents page. ALSO you need to make sure the analysis questions from your lab are complete, as well as the stratigraphy worksheet you were given yesterday. These can be found on the documents page as well.
Plant Biology: Greenhouse.
Wednesday 2/14
Environmental Biology: Stratigraphy. Students finish aligning their stratigraphic columns and glue them in their notebook, then complete the analysis questions from the lab. When they have finished, they will complete a stratigraphy worksheet. IF YOU WERE ABSENT: you need to complete the stratigraphy worksheet found under the documents page.
Plant Biology: Preserving soils. Students complete an online interactive lab to determine how various factors affect erosion of soil and therefor, the ability to produce food crops.
Tuesday 2/13
Environmental Biology: Correlating Sedimentary Strata. Students work in pairs for this lab. They are given drill cores showing different layers of rock and the fossils in them. They create stratigraphic columns by sketching what they see in each strata (rock layer). They then cut out their columns and work to determine which strata line up with each other from each drill core. IF YOU WERE ABSENT: this is something you will have to make up in person after school.
Plant Biology: Greenhouse.
Monday 2/12
Environmental Biology: Darwin movie.
Plant Biology: Symphony of the Soil.
Friday 2/9
Environmental Biology: Today students completed "Evidence from the Fossil Record". If you did not finish in class, it is homework. IF YOU WERE ABSENT: Read the passages from "Evidence from the Fossil Record" (found in documents page) and answer the 'stopping to think' questions in your notebook.
Plant Biology: Greenhouse.
Thursday 2/8
Environmental Biology: Today we went over the 'Using fossils to investigate whale evolution' analysis questions, and discussed the placement of fossils A and D as a class. We also watched this video about whale evolution and the discoveries that led to scientists understanding how whales evolved: https://www.youtube.com/watch?v=I2C-3PjNGok Students also began a new lesson "Evidence from the Fossil Record". IF YOU WERE ABSENT: watch the video, start a new page in your notebook titled evidence from the fossil record. Begin reading the passages (found in documents page) and answer the 'stopping to think' questions in your notebook.
Plant Biology: "How do we feed the growing population?" Today students worked on an online interactive to learn about the global use of land for agriculture/food production, how it has changed over time, and how it impacts our environment as well as our ability to sustain the human population.
Wednesday 2/7
Environmental Biology: Today students completed 'Using fossils to investigate whale evolution'. In this lesson, students are given cards containing to-scale models of fossils that scientists have found. We moved through the scientific process of sorting the fossils on similarities and using the relevant evidence we're given to determine the relative age and relationships between fossils. IF YOU WERE ABSENT: The fossil cards and directions can be found on the documents page. Please complete procedures #6-10 and analysis questions 1-3.
Plant Biology:How can we feed the growing population?
Tuesday 2/6
Environmental Biology: Today students began 'Using fossil evidence to investigate whale evolution'. In this lesson, students are given cards containing to-scale models of fossils that scientists have found. We moved through the scientific process of sorting the fossils on similarities and using the relevant evidence we're given to determine the relative age and relationships between fossils. IF YOU WERE ABSENT: The fossil cards and directions can be found on the documents page. Please complete procedures #1-5. Also, make sure you can answer the questions related to sea floor spreading found at the top of the directions page. This was a QOD that we went over extensively in class. If you are not able to answer the questions, ask me to give you a mini lesson when you get back, or use google and youtube to help you answer.
Plant Biology: Greenhouse.
Monday 2/5
Environmental Biology:
Plant Biology:
Friday 2/2
Environmental Biology:
Plant Biology:
Thursday 2/1
Environmental Biology:
Plant Biology:
Tuesday 1/23
Environmental Biology: Today students will complete a 'to-scale' timeline in their notebooks based on the class presentations about key events. They will also complete analysis questions. If you did not complete the homework last night, it is due tomorrow and you need to watch Four ways to understand the Earth's age - Joshua M. Sneideman ... video. Watch twice, take notes the second time. IF YOU WERE ABSENT: You should complete the analysis questions found on the documents page. You will also need to complete a timeline in your notebook based on your notes from yesterday (see Mrs. Willard for further directions).
Plant Biology: Wilderness Survival Guide. Today students will be formatting and printing their information for their survival guide. Some students may start constructing their book.
Monday 1/22
Environmental Biology: Today students gave presentations on their geological timeline events that they researched over the weekend. HOMEWORK: watch Four ways to understand the Earth's age - Joshua M. Sneideman ... video. Watch twice, take notes the second time. IF YOU WERE ABSENT: Students took notes on each presentation. You should get these notes from a friend or from Mrs. Willard.
Plant Biology: Wilderness Survival Guide. Today students should be done with their research. At the beginning of class we went over the grading rubric, and students were given specific directions for formatting their text and thinking about the design of their book before they begin printing.
Friday 1/19:
Environmental Biology: Geologic Timeline. Student pairs are given event cards with an event in geological history and asked to place it on a timeline that has been laid out on the floor. After the whole class had made their predictions about what our timeline should look like, they take their card back and begin doing research on their event.
Plant Biology: Today students will be working in the greenhouse.
Thursday 1/18
Environmental Biology:Today students watched a film about what scientists are doing to determine what the Earth was like before humans existed.
Plant Biology: Today students will work on their wilderness survival project. At this point students are still working on their research. This will be the last day for research in class.
Wednesday 1/17:
Environmental Biology: Today students will receive the outline for this unit on evolution. We will spend some time discussing students' beliefs on the topic and ensuring that everyone feels comfortable moving forward. Students will complete a pre-assessment and get back their tests from last week. IF YOU WERE ABSENT: make sure to ask me for your photosynthesis and respiration exam back
Plant Biology: Today students will work on their wilderness survival project. At this point students are still working on their research.
Tuesday 1/16
Environmental Biology: Today students watched Cosmos Episode 2: Some things that molecules do. This episode introduced them to the concept of evolution by looking at the transition from wolves to dogs, the evolution of the human eye, and more. Students answered questions related to the video. IF YOU WERE ABSENT: you can find the video here https://youtu.be/ad9B2RTh6eg
Plant Biology: Today students will work on their wilderness survival project. At this point students are still working on their research.
Friday 1/12
Environmental Biology: EXAM. Today students will test on the topics covered over the previous 6 weeks- carbon cycle, ocean acidification human impact, photosynthesis, and cellular respiration. Please see the documents page for a study guide, and see the announcements page for further study resources.
Plant Biology:Wilderness Survival Project.
Thursday 1/11
Environmental Biology:Test review. Today students will play a review game to help them prepare for the upcoming exam. Please see the documents page for a study guide, and see the announcements page for further study resources.
Plant Biology:Wilderness Survival Project.
Wednesday 1/10
Environmental Biology: Today we will review the packet students completed yesterday, and answer any questions/clear up any confusion. Then students will be given the test review to prepare them for the exam on Friday. Please see the documents page for a study guide, and see the announcements page for further study resources.
Plant Biology: Wilderness Survival Project.
Tuesday 1/9
Environmental Biology: POGIL photosynthesis and respiration. IF YOU WERE ABSENT: you can get the packet from the documents page.
Plant Biology: Today students finished their labs and began a new Wilderness Survival Project.
Monday 1/8
Environmental Biology: Today students will complete analysis questions following respiring beans. These questions will not only allow them to analyze their own experimental data, but the data from their classmates.
Friday 1/5
Environmental Biology: Respiring Beans. Today students will carry out their experiments.
Plant Biology: Antibiotic properties of plants. Today students will choose a plant, prepare an extraction, and use the disk diffusion method to apply the plant extract to a bacteria growth plate. They will check their experiments when we come back to see if their plant extract inhibited bacterial growth.
Thursday 1/4
Environmental Biology: Respiring Beans. Today students will design their own labs to test the effect of some variable on the rate of cellular respiration.
Plant Biology: Antibiotic properties of plants.
Wednesday 1/3
Environmental Biology: Respiring Beans.
Plant Biology: Antibiotic properties of plants.
Tuesday 1/2
Environmental Biology: Getting back into the science content. Today will be focused on reviewing carbon cycle, and photosynthesis content that students learned before break.
Plant Biology: Final plant medicine project due.
Friday 12/25
Environmental Biology: Photosynthesis reading and review questions.
Plant Biology: Research for plant medicine project
Thursday 12/14
Environmental Biology: Floating leaf disk lab.
Plant Biology: Research for plant medicine project.
Wednesday 12/13
Environmental Biology: Today students begin a photosynthesis lab.
Plant Biology:
Tuesday 12/12
Environmental Biology: Biological Molecules. Today students finish the packet they began yesterday. If you don't finish it, it is homework. IF YOU WERE ABSENT: the packet can be found under the documents page.
Plant Biology: Today students will finish their vitamin C extraction lab, and complete a lab report that will be due tomorrow. The report should answer the question "which portion of the plant contains the most vitamin C?" and be in the format of a 'Claim, Evidence, Reasoning'. Directions can be found under the documents page. IF YOU WERE ABSENT: you may come in after school tomorrow to finish the lab or you may get data from your group members. You will be responsible for completing the lab report.
Monday 12/11
Environmental Biology: Today students started working in groups on a packet called 'biological molecules' that is designed to help them understand what the carbon in their body is used for. IF YOU WERE ABSENT: the packet can be found under the documents page.
Plant Biology: Today students worked on their vitamin C extraction lab. Most students were able to finish extracting and measuring vitamin C in the stems, but did not finish the roots. They will have limited time tomorrow to complete the lab.
Friday 12/8
No environmental Biology today. Half Day. There is homework. See below under Thursday.
Plant Biology: Vitamin C extraction lab.
Thursday 12/7
Environmental Biology: Today we finished the carbon cycle. Students worked in groups and used white boards to answer the important questions from the previous 3 days and then they explained their answer to the rest of the class. Peers were expected to ask questions and help each group refine their work. Students have HOMEWORK: https://youtu.be/D7ujMCzcVCk https://youtu.be/QKWc_mMal1A watch videos twice. The first time just watch. The second time pause and take notes. Notebooks will be stamped on Monday.
Wednesday 12/6
Environmental Biology: Carbon Cycle. Today students will finish the lesson they began yesterday. See below (description found on Monday 12/4). IF YOU WERE ABSENT: This activity can be completed at home. Instructions are under the documents page. Click the following link to go to the simulation. http://sepuplhs.org/high/sgi/teachers/carbon_sim.html
Plant Biology:
Tuesday 12/5
Environmental Biology: Carbon Cycle. Today students will finish the lesson they began yesterday. See below (description found on Monday 12/4). IF YOU WERE ABSENT: This activity can be completed at home. Instructions are under the documents page. Click the following link to go to the simulation. http://sepuplhs.org/high/sgi/teachers/carbon_sim.html
Plant Biology:
Monday 12/4
Environmental Biology: Carbon Cycle. Today students started a lesson titled 'cycles of matter'. In this lesson, they utilize an online simulation to explore the carbon cycle (both before and after the industrial revolution), complete a data table with pertinent information, and answer analysis questions. IF YOU WERE ABSENT: This activity can be completed at home. Instructions are under the documents page. Click the following link to go to the simulation. http://sepuplhs.org/high/sgi/teachers/carbon_sim.html
Plant Biology: Today we will review the analysis questions from the plant medicine game that students worked on Friday. We will spend the last portion of class playing a team building game.
Friday 11/29
Environmental Biology: Defining the problem. Today we went over the analysis from the exploring carbon labs. Then, we watched a movie called the Acid Test. This film is about the global problem of ocean acidification. Students answered open ended questions related to the issue. IF YOU WERE ABSENT: the analysis questions can be found under the documents page and the link to the video is here--> https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjEtP-moPHXAhVRImMKHaUXAmMQtwIIKTAA&url=https%3A%2F%2Fvimeo.com%2F9431503&usg=AOvVaw2_mqna_n4TQHAOpwGzVGlN
Plant Biology: Plant Medicine Game. Today students played a card game utilizing information about various medicines that are derived from plants. This game helped students to become familiar with some typical medicines, the plants they come from, their uses, toxicity, and fun facts. Students also answered analysis questions related to the game. IF YOU WERE ABSENT: the plant medicine cards and analysis questions can be found under the documents page.
Thursday 11/28
Environmental Biology: Exploring Carbon Labs. Today students finish a two day lab, which we began yesterday.
Plant Biology: Today students finished presentations on their medicine/plant.
Wednesday 11/27
Environmental Biology: Exploring Carbon Labs. Today students will begin a two day lab, which is actually a compilation of 4 mini labs that will be set up into lab stations. These labs will give students hands-on real life proof about the following: where carbon comes from naturally, the impact of modern industry, and what happens to water when carbon dioxide in the air increases.
Plant Biology: Today students were given the majority of class to finish their research. Towards to end of class, we started presentations. Each group will present their research on the plant and medical molecule that's produced by the plant. Audience members will be responsible for taking notes on each presentation.
Tuesday 11/26
Environmental Biology: Today students will be introduced to the focal problem for this unit: ocean acidification. They will each read a short news article relate to the problem and answer open ended questions related to the article. We will use information from the articles to discuss the problem as a class and create a concept map to diagram all of the inter-related parts that will frame our investigation throughout the unit.
Plant Biology: Today we finished the video clips and discussion from Botany of Desire. Students were placed into groups of 2-3 and each group was assigned a plant derived substance that is commonly used by humans. Students used an online PBS simulation to explore the plant, and the molecule in depth. They researched the history and use of the plant, the representation in popular culture, the physiological effects, and any interesting facts.
Monday 11/26
Environmental Biology: Today students will begin getting back into the swing of school after a long Thanksgiving break. Tests that were taken before the break will be passed back. The outline for the new unit 'Energy and Matter in Organisms' will be passed out. Students will take a pre-test so that I can determine what knowledge they are coming into the unit with, and gather baseline data.
Plant Biology: Botany of Desire: Today students shared out what they would like to learn about plants and medicine, as we are starting a new unit on plant medicine. We watched and discussed various clips from the Botany of Desire Documentary on PBS about humans evolutionary desire to experience altered consciousness, the molecules plants produce, and how drugs are represented in modern culture.
Tuesday 11/21
Environmental Biology: ***Exam***
Plant Biology: ***Exam***
Monday 11/20
Environmental Biology: Review study guide//test review
Plant Biology: Review study guide//test review
Friday 11/17
Environmental Biology: Animal behavior. Today students finished taking notes on population dynamics and began a new lesson on animal behavior. As a class, we read an article about the benefits of group behavior in animals that contained specific examples. Then, each student picked an animal that they will briefly research to learn about their behavior patterns (do they live in packs? are they solitary? How does their behavior help their survival? etc.) Students were given a graphic organizer to fill out as they conduct their research. After they have some basic information, they will use their research to make a meme that illustrates their animals behavior/survival tactics. The meme does not have to be 100% complete on Monday, as they will have approximately 20 min to work on it in class, but their graphic organizers are going to be due at the beginning of class. Study guides for test were also handed out (due Tuesday before the test). IF YOU WERE ABSENT: The study guide is on the documents page. Also, you need to get the Group Behavior Assignment from the documents page. This document contains EVERYTHING you need to complete the assignment.
Links for animal research: http://animals.nationalgeographic.com/animals/facts/
http://a-z-animals.com/animals/
http://enature.com/home/
http://animals.sandiegozoo.org/
Plant Biology: Plant game. Students will work in pairs and play a game with the whole class in which they will try to survive as plants. Study guide will be handed out for the test. IF YOU WERE ABSENT: the study guide can be found under the documents page. It is due Tuesday before the test. You will also need to get the analysis questions from the plant game from the documents page. They are due on Monday.
Thursday 11/16
Environmental Biology: Notes: population dynamics. Return to Wolves in Yellowstone case study for further analysis using newly honed skills.
Plant Biology: Plant game. Students will work in pairs and play a game with the whole class in which they will try to survive as plants.
Wednesday 11/15
Environmental Biology: POGIL population growth. IF YOU ARE ABSENT: the population growth packet can be found under the documents page
Plant Biology: Today students reviewed flower structure at the beginning of class. They spent the rest of the period finishing their flower dissection lab and answering the accompanying analysis questions. If students did not finish analysis questions from the lab they become homework and are due tomorrow at the start of class. IF YOU WERE ABSENT: You will have until Friday to make up the lab. This must be done after school.
Tuesday 11/14
Environmental Biology: Population Growth Lab. Today students will wrap up the population growth lab, and analyze data to write a report and complete analysis questions related to their experiments. IF YOU ARE ABSENT: write a report for your investigation that includes the following: –What question were you trying to answer? What did you do and why? What is your argument? What evidence supports your argument? Justification of your evidence: why did you include the evidence in your argument? (if you are not finished with your investigation, you can compete it here http://netlogoweb.org/launch#http://netlogoweb.org/assets/modelslib/Sample%20Models/Biology/Rabbits%20Grass%20Weeds.nlogo )
Plant Biology: Flower Notes, and flower dissection.
Monday 11/13
Environmental Biology: Today students worked on their population growth lab. Most students are nearly finished with all 3 investigations.
Plant Biology: Today students turned in their leaf scavenger hunt. They worked in pairs to identify leaves and add up their point totals for the scavenger hunt. As a class, we went through the more confusing leaf structures and identification, using examples from students to show the class. Students were given guided notes for flower structure, which we will start tomorrow.
Thursday 11/ 9
Environmental Biology: Population growth lab. Today students complete the first of 3 investigations that they will design and conduct for the population growth lab. Students chose one variable to manipulate within the simulation (ex. grass growth rate) they then ran the simulation and printed a graph showing the grass, weed, and rabbit population.
Plant Biology: Students watched a documentary about the largest and grossest smelling flower in the world.
Wednesday 11/8
Environmental Biology: Population Growth Lab. Today students began diving into the population growth lab. We first picked apart the guiding question as a whole to understand what this investigation is asking. Students conducted a tool talk to get familiar with the lab simulation. They followed the getting started instructions on their lab packet to learn about each of the toggles in the simulation and how to manipulate specific variables. They were given an investigation proposal sheet that they will need to fill out before they can begin their experiments. IF YOU WERE ABSENT: click the link to explore the Rabbit Grass Weeds Simulation that we are using for this lab http://netlogoweb.org/launch#http://netlogoweb.org/assets/modelslib/Sample%20Models/Biology/Rabbits%20Grass%20Weeds.nlogo
Tuesday 11/8
Environmental Biology: Today students were given their tests back to view feedback and were allowed to make a few brief corrections. We moved on to a population growth lab. Students read the introduction and took background notes.
Plant Biology: Students read about leaf structure and function, and how leaves are used to identify plants. They took notes as they read. This is homework if this was not finished in class.
Monday 11/6
Environmental Biology: Exam: Ecosystems (Biodiversity and Cycling of Matter)
Friday 11.3
Environmental Biology: Kahoot- test review game
Plant Biology: Today students will begin a lesson on leaves. Introduction, discussion, notes.
Thursday 11/2
Environmental Biology: Energy Flow Through an Ecosystem. Test review handed out.
Plant Biology: Today students will complete a stems lab.
Wednesday 11/1
Environmental Biology: Today Students will finish Part C of the Producers and consumers lab, and complete analysis questions. IF YOU WERE ABSENT: you can find the lab on the documents page. You can complete part C and the analysis questions at home. HOMEWORK FOR ALL STUDENTS: analysis questions for lab due tomorrow. (can be found on documents page)
Plant Biology: Today students will finish the root stations, and begin a lesson on stems. Introduction, discussion, notes.
Tuesday 10/31
Environmental Biology: Producers and Consumers Lab. Today students will perform the lab. They will first view prepared slides of plankton, draw, and label in their notebook. After they have had this practice focusing the microscope and identifying plankton, they will prepare their own slide of pond water containing live plankton. IF YOU ARE ABSENT: you can make up this lab after school if you do it by Wednesday. After Wednesday the lab cannot be made up.
Plant Biology: Today students will finish the root lab stations.
Monday 10/30
Environmental Biology: Producers and Consumers Lab. Today we reviewed analysis questions from the food chain game that we completed on Thursday. Students also turned in their energy flow through an ecosystem packets. We then prepared for the producers and consumers lab. In this lab, students will observe various plankton under the microscope using prepared slides, and then searching for plankton on their own from a pond water source. Today, we read the introduction to the lab, talked about what plankton are and what role they play in aquatic food webs, and watched a video about microscope use. IF YOU WERE ABSENT: watch this video https://youtu.be/-b3Eejf4rDQ and do a quick google search for plankton to get some idea of what they are so you are prepared to do the lab tomorrow.
Plant Biology: Today students checked on their germination experiments, and finished root notes during the first half of class. During the second half of class we started "Root Stations". Students will move to 3 different stations around the room and read the directions posted at each station to view roots under the microscope, add definitions to notebook, compare models of roots, and answer analysis questions. IF YOU WERE ABSENT: you will need to catch up tomorrow. If you cannot catch up, most of the lab can be done at home. The lab packet is available on the documents page.
Thursday 10/26
Environmental Biology: Food Chain Game. Students will take on the role of a grasshopper, frog, or hawk in a food chain.
Wednesday 10/25
Environmental Biology: Food Chain Game. Students will take on the role of a grasshopper, frog, or hawk in a food chain.
Producers and Consumers Lab. Students will observe pond water under the microscope to search for plankton and calculate biomass.
Tuesday 10/24
Environmental Biology: Today students worked in groups on a POGIL 'Energy Transfer in Ecosystems".
Plant Biology: Today students read about the various uses of plants (industrial, agricultural, medicinal, etc) and plant taxonomy. They also answered 7 analysis questions in their notebook. IF YOU WERE ABSENT: this reading is from our "Plant and Soil Science" textbook, which I do not have a PDF version of, so I cannot post it online. You can come check out a book and do the assignment at home or do it in the classroom after school.
Monday 10/23
Environmental Biology: Yellowstone Food Web. Students used their skills from last week to create a food web of the Yellowstone ecosystem in order to analyze the feeding relationships and the direct and indirect effects of the wolves.
Plant Biology: Students worked in their lab groups to prepare their pre-lab. Tomorrow students will begin their germination experiments. Their pre-lab must be completed in their notebook before coming to class, and will not be allowed to begin their germination experiments until it is complete.
Friday 10/20
Environmental Biology: Today students finish constructing a food web in their notebooks based on a list of organisms in an ecosystems and information about their diet. Students should be able to define trophic levels, place organisms in appropriate trophic levels on their food web, and show the transfer of energy from organism to organism in the food web. When students have finished we will return to the Wolf Case Study and use our knew skills to make 2 food webs representing the flow of energy in Yellowstone National Park: when the wolves were gone, and when the wolves were present. In this way, we can scientifically diagram the changes that occur when top predators are removed from a food web and apply it to a real life scenario. IF YOU WERE ABSENT: Finish your Web of Life food web that we started yesterday. The activity can be found on the documents page. Then watch how wolves change rivers. Use the information given in the video (you can use your return of canis lupus reading as well, which should be in your notebook) to construct a food web of the Yellowstone ecosystem both with and without wolves. Here's the video https://www.youtube.com/watch?v=ysa5OBhXz-Q
Plant Biology: Today students finished and turned in their experimental design handouts, which roughly outlined their plan of action for their germination experiments. They then began working on their pre-lab. Their pre-lab should be written in their notebooks, should include their testable question, hypothesis, variables, materials, and procedures.
Thursday 10/19
Environmental Biology: Web of Life. Today students turned in their extra credit packet 'analyzing and interpreting scientific data'. We did not go over it in class, as I will be grading and giving feedback individually. We did go over the analysis questions from the 'nitrogen cycle game' as a whole class. After reviewing the analysis questions, students started a new lesson titled 'web of life'. We took brief notes reviewing definitions of producers, primary consumers, etc. and about the 10% energy transfer rule. Then students began working on creating a food web in their notebooks from a list of organisms and the items that they eat.
Plant Biology: Food Inc. Today students spent the first 15 minutes of class working on the question of the day, which challenged them to take the knowledge they have gained through class about germination, and apply it to a real life scenario. We then spent the rest of class having a whole class discussion about current agriculture and food production practices, what should be changed, how we could change it, etc. based on students ideas and reactions to the food inc. documentary.
Wednesday 10/18
Environmental Biology: Nitrogen Cycle Game. Today we played the nitrogen cycle game. In the game, students were taking on the form of a nitrogen atom moving through the nitrogen cycle. With each turn, they flipped coins to determine where they would end up next. In their notebook, they made a record of their life as a nitrogen atom, writing down where they went, in what form, and how they were converted from one form to another. HOMEWORK: Analysis questions (can be found on documents page).
Plant Biology: Food Inc. Today students watched a documentary about food production and answered analysis questions regarding their reactions and beliefs about our current food system and what can be done to create positive change.
Tuesday 10/17
Environmental Biology: Today we finished notes on the nitrogen cycle and then students were given cards containing parts of the nitrogen cycle. They worked in groups to arrange the parts of the nitrogen cycle and draw arrows showing the ways in which nitrogen can move throughout the cycle. When they were finished and I had checked off on their work, they drew their newly created diagram in their notebook.
Plant Biology: Today students were introduced to the "Germination Lab". In this lab, students will work to design and conduct their own experiments in order to answer a question about germination that they are interested in. Students met in their lab groups to begin brainstorming ideas for their experiments. When they had decided on a rough outline, they wrote down their testable question on the class sign up sheet, and were given a graphic organizer to begin planning in more detail.
Monday 10/16
Environmental Biology: Nitrogen Cycle. Today students were given the first half of class to work in groups on question 1 of the wolf biodiversity assessment. Extra credit packets were also handed out to students who wanted them. These packets are due on Thursday. The second half of class students took notes on the nitrogen cycle. This powerpoint can be found on the documents page.
Plant Biology: Germination notes. Today students finished taking notes on germination that were started on Friday.
Friday
Environmental Biology: Today we finished 'return of Canis lupus', and watched a video about how wolves change rivers.
Plant Biology: Today students begin taking notes on germination. This powerpoint can be found on the documents page.
Thursday 10/12
Environmental Biology: Today we went over the analysis questions from the Ecosystems and Biodiversity Lab. We also began reading 'Return of Canis lupus' a case study about wolves in Yellowstone. Students were to finish the reading tonight for homework.
Plant Biology: Today we finished cleaning the green house. It is now prepped and ready for use!
Wednesday 10/11
PSAT and SAT testing
Tuesday 10/10
Environmental Biology: Today students used their data to answer the guiding question "how does food web complexity affect biodiversity in an ecosystem?" They wrote and presented their 'claim evidence reasoning' to a group of their peers.
Plant Biology: Greenhouse clean up crews
Monday 10/9
Environmental Biology: Today students finished their experiments, analyze their data by creating graphs, and answered analysis questions. HOMEWORK: if you did not finish any of the things listed above, it is homework. Analysis questions will be due Thursday.
Plant Biology: Today I passed back tests from Unit 1 and we spent some time going over testing and grading procedures so that students could understand their grade and plan a re-take if they needed to. We then went on a tour of the greenhouse, and students were given time to discuss their grade, missing assignment, test, etc. with me individually.
Friday 10/6
Environmental Biology: Ecosystems and Biodiversity Day 4. Today students conducted their experiments and collected data.
Plant Biology: Today we began a new unit: Germination and Growth. We opened with discussion about what seeds are and whether or not they are alive, how they sprout, etc. We took notes about seed anatomy, and then students dissected two different types of seeds, located and identified each component of the seed.
Thursday 10/5
Environmental Biology: Ecosystems and Biodiversity Day 3. Today students complete their investigation proposal. Each group will need to have their proposal signed off before they can begin.
Plant Biology: Exam.
Wednesday 10/4
Environmental Biology: Ecosystems and Biodiversity Day 2. Now that students are familiar with the assignment and the online simulation tools, they will begin designing their experiments. We will briefly review the necessary components of an experiment and data collection, then they will work in groups to start an investigation proposal.
Plant Biology: We will do a Kahoot- a review game that the whole class can play to get prepared for the test.
Tuesday 10/3
Environmental Biology: Ecosystems and Biodiversity: Today students will begin a 3-4 day lesson, in which they will design and conduct their own experiments through an online simulation to answer the guiding question "how does food web complexity affect biodiversity in ecosystems?" During this class we will only get through the background information/notes, directions and expectations for the assignment, demonstration of the online simulation, and time to get comfortable using the simulation.
Plant Biology: Today we will finish up the last few presentations, determine the winner of the Celery Challenge, and students will be given a test study guide to work on individually with the remainder of the class time.
Monday 10/2
Environmental Biology: Biomes and abiotic factors. Today students added biomes, abiotic, and biotic to their glossary. Their learning target was to understand how abiotic factors affect the carrying capacity and biodiversity in different ecosystems. To accomplish this, each group of students were assigned climate graphs showing the rainfall and temperature throughout the year for 2 different locations in the world. They were also given a packet with descriptions of each biome (including climate data). Students had to read through each biome description to determine which biome their location belonged to and write a claim, evidence, reasoning on a white board. If two groups of students claimed the same biome, they had a scientific argumentation session using evidence and logic to determine which claim was justified.
Plant Biology: Students presented their projects today. They did a WONDERFUL job and all of their hard work was very apparent.
Friday 9/29
Environmental Biology: Today we reviewed the analysis questions from the yeast population lab. We began looking at climate data for two different locations and discussing if the precipitation and temperature in ecosystems can affect the biodiversity found there.
Plant Biology: Although yesterday was supposed to be the final project day, and groups were going to present their projects after 15 minutes preparation time in class, every group was working extremely hard to complete the final touches on their poster and rehearse their presentation. I could see how hard they were working and that no groups were prepared to present, so they were given the rest of class to work on it with the understanding that it would be due as soon as the bell rings on Monday.
Thursday 9/28
Environmental Biology: Post lab. Now that students have completed the yeast population lab, we went over what needs to be included in their lab notebooks for every lab they complete this year (this info can also be found on the blue sheet inside their notebook cover). After going over the format, students were given the rest of the period/30min. to complete the analysis/calculations section for the yeast lab (they were instructed to create a line graph from their data) and the analysis question section (they were given 7 analysis questions to answer). This is HOMEWORK due tomorrow if students were not able to finish it during class today. Any students who need help with the graph or analysis can come in after school today and we will work on it together.
Plant Biology: FInal project day. Students were given the class period to work on their presentations. This is the last day that students will have the full class period to work on this project. Some time will be given tomorrow to make final adjustments/ finish minor details.
Wednesday 9/27
Environmental Biology: Students completed the yeast population growth lab. They were required to have the prelab done when they came to class (see Tuesday below). As they completed the lab, they recorded data in their data tables.
Plant Biology: Students were given the class period to work on their presentations.
Tuesday 9/26
Environmental Biology: Yeast Population Growth Pre-lab. Students were introduced to a lab that we are doing tomorrow. For the lab, they will create 3 different ecosystems in beakers: one with no sugar, one with 6% sugar, and one with 12% sugar. They will add the same amount of yeast to each beaker. They will record the population growth of yeast in each 'ecosystem' by placing a balloon over each beaker and measuring growth of the balloon. This is possible because yeast produce carbon dioxide gas which will blow up the balloon. The bigger the balloon, the bigger the population
We reviewed the components of experimental design as a class: testable question, hypothesis, variables. We discussed what each of the terms mean and went over some examples. Students were given a blue sheet that they taped to the inside cover of their notebooks. This sheet contains specific directions for how their labs should be written and formatted in their lab notebooks.
For homework, students completed the PRE-LAB for the yeast population experiment. They needed to determine a testable question, hypothesis, and variables for the lab. This is due before they can begin the lab tomorrow.
Plant Biology: Storyboard Presentations. Students were given directions for creating a storyboard presentation for the water movement experiments they designed and conducted. They will be presenting their experiment, data, and explanation of water movement to the class. They were also given a rubric that shows each category they are graded on. They were given the remainder of the class period to assign roles to their group members and create an outline for their presentation.
Monday 9/25
Environmental Biology: Documentary, Seasonal Forest Ecosystems, Analysis questions
Plant Biology: Students went to the class swift page to find a list of links to videos, simulations, and readings related to the content for this unit. They selected 4 to click on and took notes on the info provided.
Friday 9/22
Environmental Bio: Today we checked off on the assignment from yesterday and went over them in a whole class discussion to ensure that all students can analyze and understand changes in ecosystems, how they affect the environment, economy, and social dimensions, as well as how changes alter the sustainability of an ecosystem. Students also completed a pre-test for ecology.
Plant Bio: Today students watched a documentary called "What Plants Talk About", which explains how scientific research is proving that plants are much better at communicating than we previously assumed.
Thursday 9/21
Environmental Bio: Today students finished presenting their case studies to their table mates. They then worked together to group the changes illustrated in each case as naturally occurring or human caused, made predictions about what would happen in 50 years if nothing was done in each case, and made general conclusions about what type of changes make an ecosystem less sustainable. IF YOU WERE ABSENT: you need to do the 3 analysis prompts described above in your lab notebook.
Plant Bio: Today is day 2 of students working on the experiments they designed earlier in the week. They will record data, clean up the lab, and begin trying to analyze/make sense of their data in their lab groups. IF YOU WERE ABSENT: get your groups data from a lab partner.
Wednesday 9/20
Environmental Biology: Students went back to their table groups and presented their case study to their table mates by creating a diagram of events on a poster sized white boards. Students took pictures of each white board presentation and emailed them to me so I could print them off and each student will have a copy in their notebook. IF YOU WERE ABSENT: You will need to ask me and/or your group members to make sure you get a copy of the diagram illustrating the events for each of the 4 case studies. You may also want to ask your group members to briefly summarize their case study for you, as you will need to know about each one in order to complete the analysis for this assignment.
Plant Biology: Today students made the final edits on their lab procedures that they created yesterday, and then had the remaining period to do their experiments. IF YOU WERE ABSENT: your group already started your experiment today and you will need to get the data from them tomorrow.
Tuesday 9/19
Environmental Biology: Today students read through a case study on an environmental change, learned how to annotate the text as they read, discussed the case study, and worked in groups to identify the causes and effects of the changes illustrated in the case study. IF YOU WERE ABSENT: your group members assigned you a case study to read. You will need to ask me for a copy of it when you return to class.
Plant Biology: Pre-Lab. Today students worked in groups to write out the pre-lab for the experiments they began designing yesterday. They will work together to determine their materials, procedures, and create a diagram showing the process. PRE LAB IS DUE TOMORROW
Monday 9/18/2017
Environmental Biology: Ecosystems and Change. Today students began a new lesson on ecosystems and change. We discussed as a class the changes that we have seen in our own lives. One student mentioned a river by his house that slowly shrank and dried up after a dam was built upstream. Another brought up the copper smelter that used to sit where Point Ruston is now. we then watched a spoken word video to get students thinking about what these changes might hold in store for future generations. https://youtu.be/eRLJscAlk1M We also added the terms 'ecosystem' and 'sustainable' to the lab notebook glossary. IF YOU WERE ABSENT: look up the terms ecosystem and sustainable and add them to your glossary.
Plant Biology: Today students shared out some of the questions they came up with after doing the two labs last week. We then talked about what makes a question a 'testable question', took notes on proper format for a testable question, variables, etc. Then students worked in groups to begin designing their lab. Today they got through deciding on their testable question and variables. Tomorrow they will work on materials and procedures. IF YOUWERE ABSENT: Talk to someone in your group to get the 'experimental design' worksheet filled out.
Friday 9/15/17
Environmental Biology: Jaffrey Lake. Today students finish collecting data (water testing). They will determine which locations on thei map have levels of phosphate and/or nitrate that is higher than the local acceptable limit. They will answer analysis questions and write a claim evidence reasoning. IF YOU WERE ABSENT: get the data from your lab partners. You will need to answer analysis question #3 and write a claim evidence reasoning. The claim: what is the source of contamination? Evidence: What data supports your claim? Reasoning: Make sense of the data, logically connect the dots (this may be stating the obvious to you.) THIS HOMEWORK CAN BE FOUND ON THE DOCUMENTS PAGE
Plant Biology: Investigating water movement: students completed their analysis questions from the lab. IF YOU WERE ABSENT: answer the analysis questions (found on the documents page)
Thur. 9/14/17
Environmental Biology: Jaffrey Lake. Today students will work in lab groups to determine the source of water contamination. They will select 12 areas around the lake to conduct phosphate and nitrate testing, test water samples from those areas, and record their results. IF YOU ARE ABSENT: you need to get the data from your lab partners.
Plant Biology: Investigating water movement in plants. Students will finish collecting data from their labs. IF YOU ARE ABSENT: you need to get the data from your lab partners.
Wed. 9/13/17
Environmental Biology: Jaffrey Lake. Students are conducting a field study on Jaffrey Lake to determine why the fish are dying and the water is murky and green. They will test samples of water from various areas of the lake for phosphate and nitrate in order to determine the source of the contamination. Today students shared their research about nitrate and phosphate. We then watched a video on eutrophication, and made a model showing the process. Students then glued the map of Jaffrey lake in their notebook to prepare for water sampling tomorrow. IF YOU WERE ABSENT: watch eutrophication video: https://www.youtube.com/watch?v=6LAT1gLMPu4 and make a diagram in your notebook that explains the process of eutrophication. Check with your lab partners tomorrow to make sure your notebook is filled out completely and ready to start conducting water testing.
Plant Biology: Investigating water movement in plants. Students collected data from their labs. IF YOU WERE ABSENT: ask your your lab partners to use their notebooks and get the data in your notebook.
Tue. 9/12/17
Environmental Biology: Today students watched chasing coral, a documentary about coral bleaching. Students answered analysis questions related to the documentary. Students also started researching nitrate and phosphate for an upcoming lab regarding water pollution. IF YOU WERE ABSENT: research nitrate and phosphate briefly. What are they and where are they found? Why are they good? Why can they be harmful for living things?
Plant Biology: Investigating Water Movement in Plants. Students began a lab using celery to determine 2 things: How does salt affect celery bending? and how does water move throughout the plant? They placed celery in salt solutions to answer the first question. To answer the second question they placed celery in colored water. We set up their lab notebooks with the appropriate data tables before beginning the lab. Tomorrow they will see what happened to their celery after soaking overnight. IF YOU WERE ABSENT: get with your lab partners to copy down their data tables and be prepared to collect data tomorrow.
9/11/17
Environmental Biology: Today students watched chasing coral, a documentary about coral bleaching. Students answered analysis questions related to the documentary.
Plant Biology: Today we began an Investigation of Water Movement in Plants. We created a model of water movement together as a class with the help of a few short youtube videos and student input. Then students completed background research and notes for the lab. IF YOU WERE ABSENT: get the 'Investigation of Water Movement in Plants' packet from the documents page, read the background information and take notes.
9/8/2017
Environmental Biology: Today we finished setting class rules, set up lab notebooks, and began watching the first few minutes of a documentary about the bleaching of coral reefs to open our new unit on Ecosystems.
Plant Biology: Today we finished setting class rules, set up lab notebooks, and took a pre-test so that I can evaluate where students are at in their understanding of previously learned biology concepts and their ability to apply it to plant science.
9/7/2017
Environmental Biology: Today we went over the syllabus and lab safety contract. Students also had a class meeting to determine the classroom norms they would like to set for their class period.
Plant Biology: Today we went over the syllabus and lab safety contract. Students also had a class meeting to determine the classroom norms they would like to set for their class period.
9/6/2017
Environmental Biology: Today students were introduced to the classroom and the teacher briefly, and filled out a student survey that will allow me to get to know each of them as individuals. Students completed the 'Marshmallow Tower Challenge'- a group exercise that allowed them to get to know their lab partners and began a classroom culture of collaboration to create.. and edit.. and RE-edit our ideas.
Plant Biology: Today students were introduced to the classroom and the teacher briefly, and filled out a student survey that will allow me to get to know each of them as individuals. Students completed the 'Marshmallow Tower Challenge'- a group exercise that allowed them to get to know their lab partners and began a classroom culture of collaboration to create.. and edit.. and RE-edit our ideas.