WEEKLY LESSON PLAN
Monday 5/24/10-Thursday
5/27/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Exam Review/Exam
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5/24/10 |
5/25/10 |
5/26/10 |
5/27/10 |
5/28/10 |
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·
Collect homework sheets ·
Distribution of Exam Study Guides ·
Bells 3 & 5: Vocabulary review game ·
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Bell 5- Jeopardy Review game |
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·
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·
Summer vacation begins! |
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HW: Review second semester vocabulary and content indicated on exam
study guide |
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Monday: Compare and contrast
natural selection and genetic drift.
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WEEKLY LESSON PLAN
Monday 5/17/10-Friday
5/21/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Water pollution
State Indicators:
Diversity and Interdependence of Life:
18. Describe
ways that human activities can deliberately or inadvertently alter the
equilibrium in ecosystems. Explain how changes in technology/biotechnology can
cause significant changes, either positive or negative, in environmental
quality and carrying capacity.
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5/17/10 |
5/18/10 |
5/19/10 |
5/20/10 |
5/21/10 |
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BR: extended response prompt (6) |
BR: extended response prompt (8) |
BR: extended response prompt (12) |
BR: extended response prompt (14) |
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·
Begin Dragonfly Pond Project ·
Bell 6- Viewing of United Streaming DNA video with completion of
written responses; complete DNA replication practice handout- finish for
homework |
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Continue Dragonfly Pond Project Bell 6- Viewing
of United Streaming cell division video with completion of written responses;
complete #12, 18, 27-30 on practice handout |
·
PowerPoint containing semester 2 practice multiple choice
questions (9,10) ·
Conclude Dragonfly Pond Project ·
Complete active reading handout |
·
“Understanding DNA” review packet with United streaming
clips (“Greatest Discoveries: Genetics” and “Gregor
Mendel’s Rules of Heredity: Using Punnett Squares”) ·
Practice genetics problems (in packet) |
·
Slide show of 2-4 genetics practice problems ·
Complete “Understanding DNA” packet ·
United Streaming “Evolution” video with fill-in questions |
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HW: Review second semester vocabulary |
HW: Answer #1-6 on p. 197 of text. (7) |
HW: Answer #2-10 even on p. 134 and #2-8 even on p. 156 of text. (11) |
HW: Answer #2-10 even on p. 184 and #1-2 on p. 185 of text. (13) |
HW: Answer #1-3 on p. 282 and #1-3 on p. 295 of text. |
Monday: Provide examples of
non-point sources of water pollution.
Tuesday: Compare and contrast DNA and RNA.
Wednesday: Compare and contrast
mitosis and meiosis.
Thursday: Compare and
contrast phenotype and genotype.
Friday: Relate the terms
homozygous, heterozygous, allele, dominant, and recessive.
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WEEKLY LESSON PLAN
Monday 5/10/10-Friday
5/14/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Populations
State Indicators:
Diversity and Interdependence of Life:
15.
Explain how living things interact with biotic and abiotic components of the environment
(e.g., predation, competition, natural disasters and weather).
16.
Relate how distribution and abundance of organisms and populations in
ecosystems are limited by the ability of the ecosystem to recycle materials and
the availability of matter, space and energy.
17.
Conclude that ecosystems tend to have cyclic fluctuations around a state of
approximate equilibrium that can change when climate changes, when one or more
new species appear as a result of immigration or when one or more species disappear.
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5/10/10 |
5/11/10 |
5/12/10 |
5/13/10 |
5/14/10 |
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BR: extended response prompt(13) |
BR: extended response prompt (14) |
BR: independent review |
BR: extended response prompt (1) |
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·
Conclude “A Yeast Population Study” activity- due tomorrow ·
Begin “Growth of the
Lily Pad Population” activity and discussion (Bell 3- exercise I, |
·
Vocabulary Quiz ·
Conclude “Growth of the Lily Pad Population” activity and
discussion ( ·
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Conclude “How Populations Grow” directed reading- due
tomorrow ·
Population study guide |
·
Populations Unit Test |
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Notes: Point and ·
Viewing of Bill Nye “Wetlands” video with completion of
written responses (4) ·
Bell 6- Conclude yesterday’s test |
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HW: Study for vocabulary quiz |
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HW: Study for population test: 17-1 & 15-1 in text |
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Vocabulary
20 list forTuesday, May 11: carrying
capacity, population density, exponential growth curve, equilibrium, ecosystem,
abiotic, biotic, biodiversity, population
Monday: Identify the type of growth curve and provide two
reasons for your choice. Tell the
carrying capacity for the rabbit population.
Tuesday: Identify the
phase of exponential growth. List several factors that contribute to the death phase of this
population.
Wednesday: Are humans r-strategists or k-strategists? Provide 3 facts that support your answer.
Friday: Identify several
types of water pollution. Describe the
impact water pollution has on the environment.
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WEEKLY LESSON PLAN
Monday 5/3/10-Friday
5/7/10
Teacher: Ms. Burton/Ms. Rees
Course: Biology
Text: Biology published
by Holt
Topics: Populations
State Indicators:
Diversity and Interdependence of Life:
15.
Explain how living things interact with biotic and abiotic components of the environment
(e.g., predation, competition, natural disasters and weather).
16.
Relate how distribution and abundance of organisms and populations in
ecosystems are limited by the ability of the ecosystem to recycle materials and
the availability of matter, space and energy.
17.
Conclude that ecosystems tend to have cyclic fluctuations around a state of
approximate equilibrium that can change when climate changes, when one or more
new species appear as a result of immigration or when one or more species disappear.
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5/3/10 |
5/4/10 |
5/5/10 |
5/6/10 |
5/7/10 |
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BR: extended response prompt (5) |
BR: extended response prompt (6) |
BR: extended response prompt (8) |
BR: extended response prompt (9) |
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·
·
Bells 3, 5, & 6: Viewing of
a 12-min
portion of “Strange Days on Planet Earth: Invaders” video by National
Geographic with written reflections ·
Emerald Ash Borer article & discussion questions ·
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·
New Vocabulary ·
Bill Nye: “Populations” video with discussion questions ·
Bell 5- “How Populations Grow” active reading |
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United Streaming clip: “Math Monsters: Estimations” ·
PowerPoint overview of population terminology (7) ·
Complete “Sample Census” activity |
· Check triple-entry vocabulary ·
Bells 3 & 5: “Population Size” practice problems ·
Bell 6- Conclude “Sample Census” activity ·
All classes- Begin “A Yeast Population Study” activity ·
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Notes:
r-strategists and k-strategists (10,11) ·
“How Populations Grow” directed reading |
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HW: Triple-entry vocabulary due Thursday |
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Vocabulary
20 list forTuesday, May 11: carrying
capacity, population density, exponential growth curve, equilibrium, ecosystem,
abiotic, biotic, biodiversity, population
Monday: Describe how
predation can affect biodiversity.
Provide a specific example.
Tuesday: In your own words,
define “invading species”. Describe the
impact invading species have on an existing ecosystem. Provide two specific examples.
Wednesday: From the
pictured ecosystem, list several abiotic and biotic factors.
Thursday: Differentiate between
a sample census and a true census.
Explain one advantage and one disadvantage of each.
Friday: Identify & explain which graph
illustrates population growth in the pictured situations.
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WEEKLY LESSON PLAN
Monday 4/26/10-Friday
4/30/10
Teacher: Ms. Rees/Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Species Interactions
State Indicators:
Diversity and Interdependence of Life:
15.
Explain how living things interact with biotic and abiotic components of the
environment (e.g., predation, competition, natural disasters and weather).
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4/26/10 |
4/27/10 |
4/28/10 |
4/29/10 |
4/30/10 |
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BR: notebook collection |
BR: extended response prompt (1) |
BR: extended response prompt (3) |
BR: review for vocabulary quiz |
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·
Vocabulary Quiz ·
Study Guide ·
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·
Natural Selection Unit Test |
· PowerPoint review: Animal Interactions · New vocabulary ·
Vocabulary practice ·
Directed and Active ·
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·
Viewing of a 20-min portion of “Strange
Days on Planet Earth: Predators” video by National Geographic with written
reflections to questions #1 & #2 · |
· Vocabulary Quiz ·
·
Bells 4 & 5: Predator/Prey lab activity ·
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HW:
Study for Natural Selection test |
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HW: Triple-entry vocabulary due Thursday |
HW: Study for vocabulary quiz |
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Vocabulary
19 list for Friday, April 30: Predation, Parasitism,
Mutualism, Commensalism, Competition, Predator, Prey, species, population, biodiversity
Monday: Select one of the
following pair of vocabulary terms. Describe
how each term is related using your triple-entry vocabulary.
Wednesday: Label each
pictured interspecies relationship.
Describe the nature of each relationship.
Thursday: Compare and
contrast predation and parasitism. Compare
and contrast mutualism and commensalisms.
How can humans fit into these 4 relationship types?
----------------------------------WEEKLY LESSON PLAN
Monday 4/19/10-Friday
4/23/10
Teacher: Ms. Rees/Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Genetic Drift
State Indicators:
Diversity and Interdependence of Life:
13.
Explain that the variation of organisms within a species increases the
likelihood that at least some members of a species will survive under gradually
changing environmental conditions.
Evolutionary Theory:
20.
Recognize that a change in gene frequency (genetic composition) in a population
over time is a foundation of biological evolution.
24.
Analyze how natural selection and other evolutionary mechanisms (e.g. genetic
drift, immigration, emigration, mutation) and their consequences provide a
scientific explanation for the diversity and unity of past life forms, as
depicted in the fossil record, and present life forms.
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4/19/10 |
4/20/10 |
4/21/10 |
4/22/10 |
4/23/10 |
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BR: extended response prompt |
BR: extended response prompt |
BR: “Genetic Diversity” article with questions |
BR: extended response prompt |
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·
Complete guided questions to |
· ·
·
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Begin genetic drift simulation: “Genetic Drift on ·
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· Conclude “Genetic Drift on Two Different · · |
· Bell 3:
Note-taking: “Population Change and Speciation”; use remaining time to
conclude “Genetic Drift on Two Different Islands” activity; complete additional
review questions from honors text for bonus ·
· |
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HW:
Incomplete handouts are due tomorrow |
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HW: Study for Monday’s vocabulary quiz |
Vocabulary 18 list for Monday, April 26: gene pool, genetic drift, variation,
founder effect, bottleneck effect, reproductive isolation, species, allele, population, evolution
Monday: Explain what happens
over time to the number of different traits in a population.
Tuesday: Draw the pictured cladogram. Identify
the common ancestor of ferns and flowering plants and explain your reasoning.
Wednesday: Draw the
pictured cladogram.
Which group has the most recent common ancestor?
Friday: Discuss what you
noticed during the bead activity in relationship to gene frequency. Describe these changes. How and why do they occur?
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WEEKLY LESSON PLAN
Monday 4/12/10-Friday
4/16/10
Teacher: Ms. Rees/Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Theory of Natural
Selection
State Indicators:
Diversity
and Interdependence of Life:
13.
Explain that the variation of organisms within a species increases the
likelihood that at least some members of a species will survive under gradually
changing environmental conditions.
14.
Relate diversity and adaptation to structures and their functions in living
organisms (e.g., adaptive radiation).
Evolutionary Theory:
22. Describe historical
scientific developments that occurred in evolutionary thought (e.g., Lamarck and Darwin, Mendelian
Genetics and modern synthesis).
21.
Explain that natural selection provides the following mechanism for evolution;
undirected variation in inherited characteristics exist within every species.
These characteristics may give individuals an advantage or disadvantage
compared to others in surviving and reproducing. The advantaged offspring are
more likely to survive and reproduce. Therefore, the proportion of individuals
that have advantageous characteristics will increase. When an environment changes,
the survival value of some inherited characteristics may change.
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4/12/10 |
4/13/10 |
4/14/10 |
4/15/10 |
4/16/10 |
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BR: extended response prompt |
BR: writing prompt |
BR: writing prompt |
BR: extended response prompt |
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· Charles Darwin and Lamarck
PowerPoint notes with graphic organizer · “ |
· · · |
· · · |
· · ·
New vocabulary; natural selection handout packet and p. 292
Section 3 Review from text- due Friday · |
· · · viewing of Galapagos video |
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HW:
GATTACA paper due tomorrow |
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HW: Bell 6 GATTACA paper due tomorrow |
HW: Study for vocabulary quiz |
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Vocabulary 17 list for Friday, April 16: population, adaptation, natural
selection, adaptive radiation, evolution, species,
mutation
Tuesday: Design a creature that
is well-adapted to the pictured alien environment. Give your creature two specific adaptations
and explain how these adaptations would aid in its survival in the environment.
Wednesday: What is an
adaptation? Identify and describe one adaptation of any animal.
Thursday: Write a
statement connecting the following vocabulary terms: species, mutation,
population, adaptation, natural selection, evolution, and adaptive radiation.
Friday:
Explain the relationship of
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WEEKLY LESSON PLAN
Monday 4/5/10-Friday
4/9/10
Teacher: Ms. Rees/Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: DNA Technology &
Bioethics; Natural Selection
State Indicators:
Understanding
Technology:
1. Cite
examples of ways that scientific inquiry is driven by the desire to understand
the natural world and how technology is driven by the need to meet human needs
and solve human problems.
2.
Describe examples of scientific advances and emerging technologies and how they
may impact society.
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4/5/10 |
4/6/10 |
4/7/10 |
4/8/10 |
4/9/10 |
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BR: extended response prompt |
BR: writing prompt |
BR: writing prompt |
BR: extended response prompt |
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· View remaining 30 minutes of GATTACA · Conclude plot questions- due tomorrow · Bells 3 & 5: Complete left (plot) side of graphic organizer- due tomorrow |
· · · |
· · · |
· Natural Selection vocabulary · · · |
· · · |
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HW:
Plot questions and graphic organizer |
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HW: Rough draft due Friday (Monday for bell 6) |
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HW: GATTACA paper due Tuesday (Thurs. for bell 6) |
Vocabulary 17 list for Friday, April 16: population, adaptation,
natural selection, adaptive radiation, evolution, species, mutation
Monday: Vincent refers to himself as a “borrowed
ladder”. What does this mean? Explain this term using knowledge you have
learned in biology.
Tuesday: Identify and explain
2 major events in GATTACA which define the topic of genetic design.
Wednesday: What career do you
want to hold as an adult? How do you
think genetics are important to this career?
Thursday: Write down
everything you remember about Charles Darwin and Jean-Baptiste
Lamarck.
Friday:
(Platypus) Describe
the environment that would best support survival of this animal. Identify 3 structures/features of the animal
that support your decision.
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WEEKLY LESSON PLAN
Monday 3/22/10-Friday
3/26/10
Teacher: Ms. Rees/Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: DNA Technology;
Bioethics
State Indicators:
Understanding Technology:
1. Cite
examples of ways that scientific inquiry is driven by the desire to understand
the natural world and how technology is driven by the need to meet human needs
and solve human problems.
2.
Describe examples of scientific advances and emerging technologies and how they
may impact society.
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3/22/10 |
3/23/10 |
3/24/10 |
3/25/10 |
3/26/10 |
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BR: Complete conclusion questions to yesterday’s activity |
BR: extended response prompt |
BR: extended response prompt |
BR: extended response prompt |
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Bells 3 & 6: · Answer 4 genetics practice problems · As a class, collect data for “Indentifying
Dominant & Recessive Traits” activity · Warm-up: In your own words, define osmosis. Compare osmosis and diffusion · Answer side one of Osmosis Jones question
sheet · Conclude Osmosis Jones and answer remaining
questions |
Bells 3 & 6: · Begin viewing GATTACA; be prepared to recall
and discuss main ideas and characters · Warm-up: Set up T-chart for note-taking · Read “Hand Sanitizer vs. Hand Washing” and take
notes · Begin viewing GATTACA |
Bells 3 & 6: · Read “What is Gene Therapy?” as a class and discuss · Read either article- “Enhancement: Gene Therapy
& Science Fiction” or “Design a Baby” · Take notes using a graphic organizer · As a class, complete “Indentifying
Dominant & Recessive Traits” activity · View NOVA segment |
Bells 3 & 6: · Supply check · Continue viewing GATTACA; be prepared to
write about main ideas, characters, and current research · Read “What is Gene Therapy?” as a class and discuss · Read “Enhancement: Gene Therapy & Science
Fiction” article · Take notes using a graphic organizer · View GATTACA |
· Stamp
homework; collect OGT review handouts · · View GATTACA (10-25 min) · · Take notes
using a graphic organizer · View GATTACA · Collect OGT review and pollution handouts |
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HW:
Complete summary |
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(50% of students on a field trip) |
HW: finish plot questions #1-9 |
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Monday: In your own words,
define 2 of the terms listed: allele, dominant, recessive,
genotype, phenotype, heterozygous, homozygous, Punnett square, gene, chromosome
Wednesday: Explain the
significance of the movie’s title, GATTACA. Would you choose to design your child if the
technology were available to you? Why or
why not? If you would, what traits would
you choose? After having Vincent
"naturally," his parents decided to genetically engineer their second
son.
Thursday: After having
Vincent "naturally," his parents decided to genetically engineer
their second son.
Explain how they came to this decision. What do
you think their motives were?
How did they feel about Vincent afterwards? How
did they feel about his brother?
How did Vincent and his brother feel about each other?
Friday: In
what ways is discrimination shown against Vincent? Why is he discriminated against? What does Vincent do to get the opportunities
he wants?
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WEEKLY LESSON PLAN
Monday 3/15/10-Friday
3/19/10
Teacher: Ms. Rees/Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: OGT Preparation
43-minute class periods
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3/15/10 |
3/16/10 |
3/17/10 |
3/18/10 |
3/19/10 |
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· |
BR: “Pollution Practice OGT questions” |
BR: extended response prompt |
BR: none |
BR: |
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· Practice scoring and answering science extended
response questions: “watermelons” and “lagoon” questions |
· Practice scoring and answering science extended
response questions: “watermelons” and “lagoon” questions |
· Bingo biology vocabulary review game |
· View Bill Nye: Pollution Solutions · View NOVA segment: Genetic Screening |
· Sophomores go
home at 10:00 am |
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HW: Review OGT Blitz booklets and biology vocabulary prior to
tomorrow’s test |
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Monday:
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WEEKLY LESSON PLAN
Monday 3/8/10-Friday
3/12/10
Teacher: Ms. Rees/Ms. Burton
Course: Biology
Text: Biology published by
Holt
Topics: Mendelian
Genetics/OGT Blitz
State Indicators:
Heredity: 6.
Explain that a unit of hereditary information is called a gene, and genes may
occur in different forms called alleles (e.g., gene for pea plant height has
two alleles, tall and short).
8. Use the concepts
of Mendelian and non-Mendelian
genetics (e.g., segregation, independent assortment, dominant and recessive
traits, sex-linked traits and jumping genes) to explain inheritance.
43-minute class periods
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3/8/10 |
3/9/10 |
3/10/10 |
3/11/10 |
3/12/10 |
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BR: extended response prompt (19) |
BR: extended response prompt (22) |
BR: set up composition notebook for notes |
BR: extended response prompt (31) |
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· “Human Genetics: Pedigree Analysis” packet · |
· “Pedigree Practice- OGT Style” (20) |
· Symbiosis PowerPoint Notes (23) · “Types of Symbiosis” handout (24,25) · Eight Practice OGT questions |
· United Streaming clip: “World’s Best Series: Bizarre
Creatures: · Create a Lamarck vs.
Darwin Venn Diagram either based on teacher-given notes or p. 171 of Mastering
the Ohio Graduation Test
in Science workbook (28) · “Theory of Natural Selection” application sheet with
practice OGT questions (29,30) |
· “Categories of
Pollution” organizer · “Types of Pollution” article with questions · Video clip: · Practice OGT questions |
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HW: Any remaining |
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Monday: In a
cross between a white-eyed female fruit fly and red-eyed male, what percent of
the female offspring will have white eyes? (White eyes are X-linked, recessive)
Tuesday: Predict the
possible phenotypes of a child born to the F2 son if the son marries a woman
who does not carry the cystic fibrosis trait.
Wednesday:
“Write 2 observations and 2 inferences.” (Nile crocodile and Egyptian plover)
Thursday:
“Write 4 environmental challenges and 4 adaptations.” after two viewings of
“Bizarre Creatures” clip
Friday:
“Define pollution. Describe what
pollution looks like.”
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WEEKLY LESSON PLAN
Monday 3/1/10-Friday
3/5/10
Teacher: Ms. Burton/Ms. Rees
Course: Biology
Text: Biology published
by Holt
Topics: Mendelian
Genetics
State Indicators:
Heredity: 6.
Explain that a unit of hereditary information is called a gene, and genes may
occur in different forms called alleles (e.g., gene for pea plant height has
two alleles, tall and short).
8. Use the concepts
of Mendelian and non-Mendelian
genetics (e.g., segregation, independent assortment, dominant and recessive
traits, sex-linked traits and jumping genes) to explain inheritance.
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3/1/10 |
3/2/10 |
3/3/10 |
3/4/10 |
3/5/10 |
|
|
BR: extended response prompt |
BR: extended response prompt |
BR: extended response prompt |
BR: Independent review of vocabulary |
|
· “Mendelian Genetics”
packet: review of vocabulary and its usage; note-taking pertaining to steps to
completing a Punnett square · Class practice questions · |
· “Mendelian Genetics”
packet completed as a class · Completion of Punnett square practice from “Origins
of Genetics” packet · |
· Three volunteers to complete 3 Punnett square
problems on the board · Independent practice: “Sponge Bob Genetics” · Bell 5:
Warm-up (9); Check 2 Punnett square pages;
“One-factor Crosses” packet for practice (10,11,12) |
· · · |
· Vocabulary
Quiz · Completion of two · All 12 assignments are due on or before March 12 · Check Progress Book and · |
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HW: “Natural Selection” and “Ethics” |
|
Vocabulary 16 list for Friday, March 5 quiz: allele, dominant, recessive,
genotype, phenotype, heterozygous, homozygous, Punnett square, gene, chromosome
Tuesday:
Gregor Mendel is known as the “father of genetics”. Describe Gregor Mendel’s experiments. Identify 2 of his discoveries.
Wednesday: In garden peas, purple flowers are dominant
over white flowers. A homozygous
purple-flowering plant is crossed with a white-flowering plant. What percentage of the offspring will produce
white flowers?
–
Solve the
problem.
–
Write a step by
step procedure to explain how you solved the problem.
Thursday: In goats, a recessive gene causes the goats
to “faint” when startled. A farmer
breeds two goats that have never fainted and their first offspring faints two
days after its birth.
–
What must the
parents’ genotypes have been?
–
Explain how you solved the problem.
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WEEKLY LESSON PLAN
Monday 2/22/10-Friday
2/26/10
Teacher: Ms. Burton/Ms. Rees
Course: Biology
Text: Biology published
by Holt
Topics: Meiosis
State Indicators:
Cell Division & Differentiation:
4. Summarize the general processes of cell division and
differentiation, and explain why specialized cells are useful to organisms and
explain that complex multicellular organisms are formed
as highly organized arrangements of differentiated cells.
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2/22/10 |
2/23/10 |
2/24/10 |
2/25/10 |
2/26/10 |
|
|
BR: extended response prompt (19) |
BR: extended response prompt (23) |
BR: none |
BR: Begin triple-entry vocabulary with PowerPoint slides (3 stamps) |
|
· Conclude “Modeling Meiosis” POGIL activity · |
· Collect meiosis packet; stamp triple-entry
vocabulary (3 stamps) · Using a Venn diagram, compare and contrast meiosis
and mitosis (20) · Complete 2-page packet containing additional meiosis
and mitosis comparisons- due tomorrow (21,22) |
· Stamp homework · Vocabulary quiz · View “Bill Nye Greatest Discoveries: Mitosis and
Meiosis” and complete a comparison chart (24) · Complete mitosis and meiosis study guide (25,26) |
· Mitosis and Meiosis Unit Test · Collect composition notebooks |
· United
Streaming clip: “Greatest Discoveries with Bill Nye- Laws of Inheritance”
with note-taking
and summary sentence · “Origins of Genetics” Directed and Active · |
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HW: “Collect and Interpret Data” and “Experimental Design” |
|
Vocabulary 15 list for Wednesday, Feb. 24 quiz: meiosis, haploid, diploid,
gamete, zygote, homologous chromosome, centromere,
chromatid, metaphase, anaphase
Monday: “Summarize
the connections between the following vocabulary words: chromosome, centromere,
chromatid, crossing over, and homologous chromosomes.”
Tuesday: “Name both series of pictures below. Using complete sentences,
provide 3 reasons to support your decision.”
Wednesday: “Relate the terms meiosis, zygote,
gamete, haploid, and diploid using logical sentences which
convey meaning.”
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WEEKLY LESSON PLAN
Tuesday 2/16/10-Friday
2/19/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Meiosis
State Indicators:
Cell Division & Differentiation:
4. Summarize the general processes of cell division and
differentiation, and explain why specialized cells are useful to organisms and
explain that complex multicellular organisms are
formed as highly organized arrangements of differentiated cells.
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2/15/10 |
2/16/10 |
2/17/10 |
2/18/10 |
2/19/10 |
|
|
BR: |
BR: extended response prompt (10) |
BR: none |
BR: none |
|
· No school- Presidents’ Day |
· No School- Snow Day |
· Stamp triple-entry vocabulary · Collect “Mitosis and Cytokinesis” packets · Cut and tape mitosis review activity (11,12,13) · Begin homework assignment: Identifying phases of
mitosis handout- due tomorrow (14) · |
· Vocabulary quiz · Begin “Modeling Meiosis” POGIL activity |
· Completion of
two · All 12 assignments are due on or before March 12 · Check Progress Book and · Distribution of “Meiosis” packet with new
vocabulary- due Tuesday Feb. 23 (15,16,17) |
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HW: “Earth History” and “Geological Events” |
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Vocabulary 14 list for Wednesday, Feb. 17 quiz: mitosis, interphase,
prophase, metaphase, anaphase, telophase, cytokinesis, homologous chromosome, centromere, chromatid
Tuesday: “List the 4 phases of mitosis and provide one
distinguishing feature of each phase.”
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WEEKLY LESSON PLAN
Monday 2/8/10-Friday
2/12/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Mitosis
State Indicators:
Cell Division & Differentiation:
4. Summarize the general processes of cell division and
differentiation, and explain why specialized cells are useful to organisms and
explain that complex multicellular organisms are
formed as highly organized arrangements of differentiated cells.
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2/8/10 |
2/9/10 |
2/10/10 |
2/11/10 |
2/12/10 |
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BR: |
BR: |
BR: extended response prompt (4) |
BR: extended response prompt (6)
(29-minute classes) |
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· United Streaming with note-taking: “Cell Cycle- Life
cycle of a cell and cell division” (1) · Cell Cycle color-coding (2) · “The Cell Cycle” Directed and Active |
· No school- Snow Day |
· No school- Snow Day |
· · Cell Cycle PowerPoint Notes- add to colored handout · Bells 3 & 6: Conclude coloring · Begin creation of a phases of mitosis foldable with
student drawings using text pp. 130-131 (5) |
· Collection of “Cell Cycle” packets · · Complete a phases of mitosis foldable with student note-taking
from PowerPoint slides (7) · Begin homework assignment: “Mitosis and Cytokinesis”
Directed and Active readings- due Tuesday (8,9) |
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HW:
Active |
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HW: “Human Environmental Impact” and “Math, Science, &
Technology” |
HW: triple-entry vocabulary due Tuesday |
Vocabulary 14 list for Wednesday, Feb. 17 quiz: mitosis, interphase, prophase,
metaphase, anaphase, telophase, cytokinesis, homologous
chromosome, centromere, chromatid
Thursday: “Using your
cell cycle handout, estimate the amount of time a cell spends in interphase;
then estimate the amount of time a cell spends in mitosis. In your own
words, define interphase and mitosis.”
Friday: “Identify the phase of mitosis pictured
below. Provide a reason for your
choice.”
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WEEKLY LESSON PLAN
Monday 2/1/10-Friday
2/5/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Chromosomes
State Indicators:
Cell Division & Differentiation:
4. Summarize the general processes of cell division and
differentiation, and explain why specialized cells are useful to organisms and
explain that complex multicellular organisms are
formed as highly organized arrangements of differentiated cells.
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2/1/10 |
2/2/10 |
2/3/10 |
2/4/10 |
2/5/10 |
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|
BR: extended response prompt (5) |
BR: extended response prompt (8) |
BR: complete background definitions on computer sheet (9) |
BR: extended response prompt (11) |
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· Begin triple-entry vocabulary (3 stamps) · Read “DNA and Chromosomes”; take summary notes and
provide section headings (2,3,4) |
· View DNA wrapping animation from · Conclude “DNA and Chromosomes” note-taking activity-
due Friday · · |
· · · Finish Karyotyping
activity |
· Discuss and recommend student courses for 2010-2011
school year · Preview computer lab directions · “Karyotyping and Genetic
Disorders” computer lab activity (10) · |
· Vocabulary Quiz · Completion of two · All 12 assignments are due on or before March 12 · Check Progress Book and |
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Bring
texts Tuesday |
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HW: triple-entry vocabulary due Friday |
HW: “ |
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Vocabulary 13 list for Friday, Feb. 5 quiz: chromosome, autosome, chromatid,
centromere, homologous chromosomes, karyotype, DNA,
DNA replication, gene, mutation
Monday: “Draw a sketch of DNA. Describe DNA’s structure and function.”
Tuesday: “Draw a chromosome. Label the centromere and a chromatid.”
Wednesday: “In your own words, define the
“karyotype”. Tell how many homologous
chromosomes are in a normal human karyotype.
Tell how many autosomes are in a normal human karyotype.”
Friday: “Summarize the connections between the
following vocabulary words: chromosome, centromere, chromatid,
autosome, homologous chromosomes, and karyotype.”
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WEEKLY LESSON PLAN
Monday 1/25/10-Friday
1/29/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: Protein synthesis
State Indicators:
Heredity: 5. Illustrate the relationship of the structure and function of DNA
to protein synthesis and the characteristics of an organism.
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1/25/10 |
1/26/10 |
1/27/10 |
1/28/10 |
1/29/10 |
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BR: Complete “DNA Scavenger Hunt” background questions (8) |
BR: computer lab directions |
BR: extended response prompt-foldable (12) |
BR: extended response prompt (14) |
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· View United Streaming “The Language of Life:
Understanding the Genetic Code” (first 5 sections; 7.5 minutes) · Complete handouts: “Decoding the Genetic Code” and
“DNA Scavenger Hunt” (6,7) · |
· Bells 3 & 6: Complete “DNA Scavenger Hunt” · View translation animation from · Complete translation notes on foldable (9) · Complete side one of practice questions (10) · |
· Collect bell 6 practice questions · · Protein Synthesis activities to be completed in the
computer lab (11) · |
· Vocabulary Quiz · Return of papers; binder organization · Test review to be completed using binder handouts
and texts (13) · |
· Unit test over DNA, RNA, and protein synthesis · Turn in composition notebooks and review papers |
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Bring
texts Thursday |
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HW: triple-entry vocabulary due tomorrow |
HW: “Atoms” and “Physical Characteristics” |
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Vocabulary 12 list for Thursday, Jan. 28 quiz: amino acid, gene, mutation,
synthesis, transcription, translation, uracil, protein,
RNA, ribosome
Monday: “Describe the process of transcription using
at least 4 vocabulary words.”
Thursday: “Use a Venn diagram to compare and contrast
DNA and RNA.”
Friday: “Describe what is happening in the
picture. Include the following words in
your description: DNA, nucleotide, cytosine, guanine,
adenine, and thymine.”
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WEEKLY LESSON PLAN
Tuesday 1/19/10-Friday
1/22/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: DNA structure &
function
State Indicators:
Heredity: 5. Illustrate the relationship of the structure and function of DNA
to protein synthesis and the characteristics of an organism.
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1/18/10 |
1/19/10 |
1/20/10 |
1/21/10 |
1/22/10 |
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· |
BR: Distribution of Kamico answer sheets |
BR: Conclude OGT Benchmark Testing |
BR: extended response prompt (2) |
BR: Introduction to third quarter |
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· No School |
· OGT Benchmark Testing |
· Begin triple-entry vocabulary (3 stamps) · · Complete transcription coloring page (bonus stamp) |
· View United Streaming “Biologix:
Transcription of DNA to Messenger RNA” (first 5 sections; 7.5 minutes) · Complete transcription notes on foldable (3) · Complete 6 transcription practice questions (4) · |
· Completion of two |
|
Bring
texts Tuesday & Wednesday |
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|
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Vocabulary 12 list for Thursday, Jan. 28 quiz: amino acid, gene, mutation,
synthesis, transcription, translation, uracil, protein,
RNA, ribosome
Thursday: “Compare and contrast an image of DNA and
RNA.”
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WEEKLY LESSON PLAN
Monday 1/11/10-Friday
1/15/10
Teacher: Ms. Burton
Course: Biology
Text: Biology published
by Holt
Topics: DNA structure & function
State Indicators:
Heredity: 5. Illustrate the relationship of the structure and function of DNA
to protein synthesis and the characteristics of an organism.
|
1/11/10 |
1/12/10 |
1/13/10 |
1/14/10 |
1/15/10 |
|
· |
BR: extended response prompt (5) |
BR: extended response prompt (9) |
BR: review POGIL responses; check for completion and accuracy |
BR: extended response prompt (13) |
|
· Conclude “Investigating DNA Structure” activity · Complete written responses to DNA model building and
turn in for a lab grade · |
· Read article: “Watson & Crick describe structure
of DNA” and respond to provided questions (6,7) · Complete “The Structure of DNA” directed reading-
due tomorrow (8) · |
· DNA Replication POGIL activity (10,11) · |
· Complete drawings for triple-entry vocabulary · Create DNA foldable and fill in DNA replication
notes (12) · |
· Vocabulary Quiz · Complete “The
Replication of DNA” directed reading- due at the end of the bell (14,15) |
|
Bring
texts Tuesday & Friday |
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Vocabulary 11 list for Friday’s quiz: DNA, RNA, replication, cytosine, guanine,
adenine, thymine, double helix, nucleus,
ribosome
Monday: “Draw a double helix and describe its
structure.”
Tuesday: “Identify the 3 parts of a nucleotide. List the 4 bases that make up DNA.”
Wednesday: “Draw the DNA strand that is complementary to
this template:
G-C-C-T-C-A-G-T-C-A-A-T-C-C-T
Friday: “Describe the process of DNA replication and
explain its purpose. Include at least 5
vocabulary words in your response.
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WEEKLY LESSON PLAN
Tuesday 1/5/10-Friday
1/8/10
Teacher:
Ms. Burton
Course:
Biology
Text: Biology
published by Holt
Topics:
DNA structure & function
State Indicators:
Heredity: 5. Illustrate the relationship of the structure and function of DNA
to protein synthesis and the characteristics of an organism.
|
1/4/10 |
1/5/10 |
1/6/10 |
1/7/10 |
1/8/10 |
|
· |
· (30-min. classes) |
BR: Set up composition notebook for triple-entry (3 stamps) |
BR: |
BR: extended response prompt (3);
binder check (2 stamps) (30-min. classes) |
|
· No school |
· Overview of third quarter · Binder organization assignment · Type I prompt (2) · |
· Begin triple-entry vocabulary · Begin/continue “Investigating DNA Structure”
activity |
· Snow Day |
· Continue “Investigating DNA Structure” activity · · |
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HW: clean out binders as directed |
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Vocabulary 11 list for Friday’s quiz: DNA, RNA, replication, cytosine, guanine,
adenine, thymine, double helix, nucleus,
ribosome
Tuesday: “What do you know about DNA?”
Wednesday/Friday: “Using your new vocabulary
definitions, identify two characteristics shared by cytosine, guanine, thymine,
and adenine.”