WEEKLY LESSON PLAN
Monday 5/20/13-Friday 5/24/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics: Final Exam & Review
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5/20/13 |
5/21/13 |
5/22/13 |
5/23/13 |
5/24/13 |
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BR: extended response prompt (6) |
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BR: extended response prompt (7) |
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· Vocabulary review board game ·
Collection of textbooks possible |
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· Bell 7
exam ·
25-minute review consisting of 40 practice multiple choice questions · 23-minute automated PowerPoint vocabulary review · Collection
of composition notebooks |
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|
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60-minute classes prior
to each exam |
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Monday: Explain the
relationship between meiosis and sexual reproduction.
Tuesday: Explain how
sexual reproduction influences the evolution of species.
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WEEKLY LESSON PLAN
Monday 5/13/13-Friday 5/17/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics: Population Growth Curves
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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5/13/13 |
5/14/13 |
5/15/13 |
5/16/13 |
5/17/13 |
|
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (4) |
BR: extended response prompt (5) |
BR: none (substitute teacher) |
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· Create a T-chart organizer from r-strategist and k-strategist
notes (3) · Complete r and k strategist practice questions ·
Conclude “A Yeast Population Study” activity ·
Symbiosis and Chapter 21-1 handouts both due Thursday |
·
View 3-min video clip: “Human Population Growth” by National
Geographic ·
Notes: density-dependent factors vs. density independent
factors ·
Lily pad growth example with questions |
·
Vocabulary Quiz · Population unit review handout |
·
Populations Unit Test · Collection of three handouts · Distribution
of Exam Study Guide ·
If time permits, self-assess areas of exam study guide
needing more study; use highlighter · Preview website resources |
·
Exam Review: Practice questions
from text concerning cell reproduction, heredity, natural selection, and
populations ·
9 practice extended response questions · Collection
of yellow papers from students with textbooks |
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Bring text tomorrow |
|
Bring text tomorrow |
Exams next week |
Vocabulary: carrying
capacity, population density, exponential growth curve, equilibrium, ecosystem,
abiotic, biotic, biodiversity, population
Monday: Identify the phase of
exponential growth. Identify the phase
when the carrying capacity is reached. List several factors that contribute to the death phase of this
population.
Tuesday: Are humans r-strategists or k-strategists? Provide 3 facts that support your answer.
Wednesday: Estimate how
much money would be earned for the month of July if you are paid one cent on
the first day, but your pay is doubled each following day.
Thursday: Compare and contrast density dependent
and density independent factors.
http://video.nationalgeographic.com/video/the-magazine/the-magazine-latest/ngm-7billion/
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WEEKLY LESSON PLAN
Monday 5/6/13-Friday 5/10/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics: Interspecies
Relationships
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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5/6/13 |
5/7/13 |
5/8/13 |
5/9/13 |
5/10/13 |
|
BR: OGT sample questions |
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
|
·
Viewing of a 20-min portion of
“Strange Days on Planet Earth: Predators” video by National Geographic with
written reflections to questions #1-4 |
· · Reading of “Impacts of the Eastern Coyote on
Wildlife Populations” article with written responses ·
Begin Chapter 21-1 questions using text- due Friday |
· Viewing of a 20-min portion of “Strange Days on
Planet Earth: Invaders” video by National Geographic with written reflections
to questions #1-4 ·
Conclude Chapter 21-1 questions using text- due Friday · Collect
composition notebooks |
· View “Little Things, Big Problems- Emerald Ash
Borers” 5 min clip & answer questions 5 & 6 of handout ·
Begin “A Yeast Population Study” activity |
·
Vocabulary Quiz ·
Collection of GATTACA final drafts ·
New Vocabulary · Collect
remaining composition notebooks |
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Bring text tomorrow |
(many
students absent due to testing) |
Quiz next Wed |
Test next Thurs/Exam the following
Thurs |
Vocabulary: predation,
parasitism, mutualism, commensalism, competition,
predator, prey, species, population,
biodiversity
Monday: Complete OGT sample
questions on Friday’s handout.
Tuesday: Describe how
predation can affect biodiversity.
Provide a specific example.
Wednesday: Describe the
similarity between parasitism, commensalism,
and mutualism. Provide one
example of each.
Thursday: Summarize the
Emerald Ash Borer (EAB) article.
Friday: Explain why kudzu was
introduced to the United States. Discuss
the ecological and economic impacts of kudzu on the U.S. Suggest a method for controlling the spread
of kudzu.
http://www.emeraldashborer.info/videos.cfm
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WEEKLY LESSON PLAN
Monday 4/29/13-Friday 5/3/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics: Genetic Drift
State Indicators:
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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4/29/13 |
4/30/13 |
5/1/13 |
5/2/13 |
5/3/13 |
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BR: extended response prompt (1) |
BR: extended response prompt (4) |
BR: extended response prompt (5) |
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BR: extended response prompt (6) |
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· “Introduce rules for making cladograms ·
Create a cladogram for shapes (2,3) ·
Complete “Cladogram Challenge!” as
independent practice |
· Vocabulary Quiz: Genetic Drift ·
Test review: practice questions from associated sections of
text- due tomorrow |
· Unit Test: Natural Selection & Genetic Drift
(Sections 15-2, 16-2, and 16-3 in text) |
· Conclude/make up unit test as needed vocabulary ·
Review of Symbiosis PowerPoint notes ·
Independent practice |
·
New Vocabulary ·
Parasitism, mutualism, and commensalisms examples |
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Bring texts tomorrow |
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Several students absent due
to orchestra event |
Many students absent due to
end of course exams |
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Vocabulary: gene pool, genetic drift, variation, founder effect,
bottleneck effect, reproductive isolation, species,
allele, population, evolution
Monday: “Cheetahs have
undergone drastic population declines over the last 5,000 years. As a result, cheetahs alive today are
descendants of only a few individuals, and each cheetah is almost genetically
uniform with other members of the population.”
Is this an example of founder effect or bottleneck effect? Explain your reasoning.
Tuesday: Create a cladogram from a data table.
Wednesday: Explain why the Kaibab
and Abert’s squirrel populations are now separate
species. Name this process using your
vocabulary terms.
Friday: Write 2 observations
and 2 inferences based on the picture.
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WEEKLY LESSON PLAN
Monday 4/22/13-Friday 4/26/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics: Genetic Drift
State Indicators:
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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4/22/13 |
4/23/13 |
4/24/13 |
4/25/13 |
4/26/13 |
|
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: none |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
|
· Begin genetic drift simulation: “Genetic Drift on |
·
Conclude “Genetic Drift on Two Different Islands” |
· Answer questions corresponding to genetic drift
packet: “Mechanisms of Evolution” · Complete “Mechanisms of Evolution Open-note Quiz”
with a partner |
· Conclude “The Eyes of Nye Genetic Diversity” video
with note-taking · Begin Triple-entry vocabulary (Quiz Tuesday, April 30) |
· Conclude Triple-entry vocabulary · Complete genetic drift vocabulary practice handout |
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(substitute
teacher for inservice) |
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Next test: Wednesday, May
1 |
Vocabulary: gene pool, genetic drift, variation, founder effect, bottleneck
effect, reproductive isolation, species, allele,
population, evolution
Monday: Fruit fly embryos and
frog embryos differ from each other more than frog embryos and human embryos
do. What does this tell us about how the
three species are related?
Tuesday: Identify 4
differences and 2 similarities between the natural selection activity (The
Chips are Down) and the genetic drift activity (Genetic Drift on Two Islands).
Thursday: Interpret a sample cladogram.
Friday: Explain how the “Genetic Drift on Two
Different Islands” POGIL activity demonstrates the concept of genetic
drift. Identify which island (big or
small) was most impacted by genetic drift.
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WEEKLY LESSON PLAN
Monday 4/15/13-Friday 4/19/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics: 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:
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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4/15/13 |
4/16/13 |
4/17/13 |
4/18/13 |
4/19/13 |
|
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
BR: Conclude DNA technology columns of triple-entry vocabulary |
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· Begin lab activity: “The Chips are Down- a Natural
Selection Simulation” |
·
Conclude lab activity for “The Chips are Down- a Natural Selection
Simulation” |
· Computer
lab: Complete guided questions to
Berkeley site titled “What Did T.Rex Taste like?” |
·
Complete report for lab activity: “The Chips are Down- a
Natural Selection Simulation” · Begin viewing “The Eyes of Nye Genetic Diversity”
video with note-taking |
·
Vocabulary Quiz ·
“Genetic Diversity” article with questions and summarization
(cheetahs) |
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(tech. prob. w/video) |
Vocabulary: population, adaptation, natural selection, adaptive
radiation, evolution, species, mutation
Monday: Are people, in an effort to outwit raccoons,
actually making them smarter and unwittingly contributing to their evolutionary
success?
Tuesday:
Hypothesize a reason for the similar appearance of these unrelated animals.
Define “convergent” in your own words as it applies to these species.
Wednesday: Discuss how your
survivor populations compared to your original population. If the chips were really animals, predict how
Charles Darwin would explain the changes that occurred.
Thursday: Discuss the relationship between any three
vocabulary terms.
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WEEKLY LESSON PLAN
Monday 4/8/13-Friday 4/12/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics: 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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4/8/13 |
4/9/13 |
4/10/13 |
4/11/13 |
4/12/13 |
|
Bell Ringer: Set up composition notebook for video notes |
BR: None |
BR: Darwin vs. Lamarck scenarios (3) |
BR: extended response prompt (4) |
BR: extended response prompt (6) |
|
· The Jeff Corwin Experience- Galapagos; compare
adaptations of marine & land iguanas (1) · 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 (2) |
· Text assignment: “Theories of Evolution” handout and
section review questions on page 288 |
· Complete Independent practice: “Darwin’s Natural
Selection Worksheet” · Students who attended yesterday’s fieldtrip will
complete “Theories of Evolution” handout |
· United Streaming clip with note-taking (3 personal
& 3 professional facts): A Brief Biography
of Charles Darwin: Childhood, Personal Life: Life-long Interest in Natural
Science (5) · Conclude DNA technology columns of triple-entry
vocabulary · Complete natural selection triple-entry vocabulary · Bell
7: turn in composition notebooks |
· Collection of GATTACA persuasive essays (first
draft) ·
View segments from “Nature- Raccoon Nation” regarding
adaptations to urban environments |
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(substitute
teacher) |
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Vocabulary: population, adaptation, natural selection, adaptive radiation,
evolution, species, mutation
Wednesday: Read the two
scenarios of “Comparing Mechanisms of Evolution: A Sample Study”. Answer the
first three bulleted questions in your composition notebook.
Describe 4 adaptations that help this animal survive in its
environment. (chameleon)
Thursday: Use a Venn diagram to compare and contrast
Social Darwinism and Darwin’s theory of natural selection.
Friday:
Explain the relationship of the Galapagos iguanas to each other using the term adaptive
radiation.
http://video.pbs.org/video/2192070266/ (Raccoon Nation)
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WEEKLY LESSON PLAN
Monday 3/25/13-Friday 3/29/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
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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3/25/13 |
3/26/13 |
3/27/13 |
3/28/13 |
3/29/13 |
|
Bell Ringer: record 3 prompts in your composition notebook (7) |
BR: Read “Design-a-Baby” article and respond to 3 prompts |
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·
View NOVA ScienceNOW segment:
“Personal DNA Testing” and write responses to prompts · Complete plot & research organizer · Work on “house” persuasive paper organizer |
· Conclude work on “house” persuasive paper organizer |
· Composing/typing GATTACA persuasive paper in
computer lab · Submit first draft via email by 4/12/13 |
· Conclusion of “Dolphin Tale” |
· No school- Spring break begins |
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WEEKLY LESSON PLAN
Monday 3/18/13-Friday 3/22/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
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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3/18/13 |
3/19/13 |
3/20/13 |
3/21/13 |
3/22/13 |
|
Bell Ringer: Pre-assessment: define in-vitro fertilization, genetic
engineering, DNA fingerprinting, & genetic screening |
BR: Copy 2 possible prompts for GATTACA persuasive paper (5) |
BR: Answer plot questions #1-5 |
BR: extended response prompt (6) |
BR: Answer plot questions #6-10 |
|
· New triple-entry vocabulary |
· Begin viewing GATTACA (~33 min); be prepared to
recall and discuss main ideas and characters |
· Continue viewing GATTACA (~43 min); be
prepared to write about main ideas, characters, and current research |
· Conclude GATTACA (~30 minutes) and plot questions |
· Discuss plot questions · Summary of GATTACA quiz · Begin plot aspects of organizer · Students received either "Court takes up question of arrestee DNA
sampling" or “’Designer
Babies’ Ethical?” in English class |
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HW: Quiz tomorrow over GATTACA plot |
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Thursday: Within
the society portrayed in the movie GATTACA, people like Vincent are called
derogatory names. Explain the meaning of
the following negative terms: “borrowed ladder”, “faith birth”, & “de-gene-erate”
http://www.cbsnews.com/stories/2009/03/03/earlyshow/health/main4840346.shtml
http://www.nbcnews.com/id/50944673
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WEEKLY LESSON PLAN
Monday 3/11/13-Friday 3/15/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics: Week of OGT
|
3/11/13 |
3/12/13 |
3/13/13 |
3/14/13 |
3/15/13 |
|
Bell Ringer: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
|
|
|
· Jeopardy vocabulary review game |
· OGT vocabulary review board game |
· View Bill Nye “Stuff Happens” in the Kitchen
regarding environmental impact of aluminum and complete associated handout · Discuss OGT scoring practice from last Friday |
· Science OGT in morning · View movie: “Dolphin Tale” |
· Conclude movie: “Dolphin Tale” |
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Monday: Released OGT with diagram: “A snowboarder
begins his run from rest (1) on top of a hill.
He moves straight down the slope until he reaches the bottom of the hill
(4) and the ground levels off. The
snowboarder continues to move horizontally across the level ground and
eventually comes to a stop (5). Using the same board, the snowboarder decides
to make another run down the hill to see if he can increase his speed. Describe one thing the snowboarder could do
to increase his speed on the slope.
Explain why this would cause his speed to increase.”
Tuesday:
Released OGT with diagram: “In terms of electrons, describe the difference
between the formation of the covalent bond in Cl2 and the ionic bond
in NaCl.”
Wednesday: Identify two savings that result from
recycling aluminum cans and explain one ecological benefit of each.
--------------------------------
WEEKLY LESSON PLAN
Monday 3/4/13-Friday 3/8/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics:
Heredity; Pedigrees
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.
|
3/4/13 |
3/5/13 |
3/6/13 |
3/7/13 |
3/8/13 |
|
Bell Ringer: extended response prompt (7) |
BR: extended response prompt (9) |
|
|
BR: extended response prompt (1) |
|
· Notes titled “Patterns to Consider in Pedigrees” as
time permits (8) · Complete “Human Pedigrees” “Cystic fibrosis
pedigree” · Complete “Colorblindness Problem Set” as time
permits |
· Test Review using text (10,11) |
· No school (snow day) |
· Heredity Unit Test |
· Score extended response questions from released OGT.
· Turn
in composition notebooks & 4 completed genetics handouts |
|
Bring textbooks tomorrow |
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Monday:
Construct a pedigree based on the following information. Is the inherited trait dominant or
recessive? Explain your reasoning. Fill in the genotypes (or partial) of the
individuals and hypothesize the genotypes of Mark and Alan’s parents.
Tuesday:
Determine the inheritance pattern of the pictured pedigree and explain your
decision.
Friday: Released OGT with diagram: “Which area is likely the oldest crust and
why?”
--------------------------------
WEEKLY LESSON PLAN
Monday 2/25/13-Friday 3/1/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
Topics:
Heredity; Pedigrees
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.
|
2/25/13 |
2/26/13 |
2/27/13 |
2/28/13 |
3/1/13 |
|
Bell Ringer: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (5) |
BR: extended response prompt (6) |
|
· Sex-linked trait instruction · “Sex-linked Traits” practice problems |
· Check #4-6 on the board · Begin mixed genetics problems |
· Sex-linked trait video clip (4) · Additional whole-class practice solving sex-linked
problems · Check #1-4 mixed problems on the board · Conclude mixed problems |
· Check 5 mixed problems on the board · Begin “Interpreting Information in a Pedigree” as a
class |
· Punnett Square Quiz (problem-solving) · Complete “Pedigree Practice- OGT Style”
independently & check |
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Monday:
Explain the difference between complete dominance, incomplete dominance, and codominance.
Tuesday:
Coat color in cats is a codominant trait and is also located
on the X chromosome. Cats can be black,
yellow, or calico. A calico cat has
black and yellow splotches. In order to
be calico, the cat must have an allele for the black color and an allele for
the yellow color. Use a Punnett square
to show why there are no male calico cats.
Wednesday: In fruit flies, eye color is X-linked and red
eye color is dominant to white. In a cross between 2 flies, 50% of the male and
50% of the female offspring had red eyes. The other half of the males and
females had white eyes. What are the genotypes of the parents?
Thursday: Define “sex-linked trait” in your own words.
List two examples of a sex-linked trait.
Friday: Compare and contrast a pedigree with a
Punnett square. Consider
the types of information contained in each and how that information is
organized.
http://www.youtube.com/watch?v=cL2ZTnOHp38
(sex-linked traits)
--------------------------------
WEEKLY LESSON PLAN
Tuesday 2/19/13-Friday 2/22/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
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.
|
2/18/13 |
2/19/13 |
2/20/13 |
2/21/13 |
2/22/13 |
|
|
Bell Ringer: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
|
|
· No school |
· Discussion of blood types · Introduction of multiple allele problems, including
blood types · Independent practice |
· Student completion of multiple allele problems on
the board · Independent completion of allele frequency activity
using maps · Signing of scheduling sheets |
· United Streaming clip: Greatest Discoveries with
Bill Nye- Genetics-“Genes are Located on Chromosomes” with note-taking · “Sex Determination” handout to be completed
independently · Signing of scheduling sheets |
· Study Island Computer Lab |
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|
Snow delay- 35 min. classes |
Vocabulary list: allele, dominant, recessive, genotype, phenotype,
heterozygous, homozygous, Punnett square, gene,
chromosome
Monday: In
Mendel's experiments, the spherical seed character (SS) is completely dominant
over the dented seed character (ss). If the
characters for height were incompletely dominant, such that TT are tall, Tt are intermediate and tt are
short, what would be the phenotypes resulting from crossing a spherical-seeded,
short (SStt) plant to a dented-seeded, tall (ssTT) plant?
Tuesday:
Create a genetics problem involving blood types. Trade your composition notebook with another
student and ask him/her to solve the problem.
Check the solution to the problem and give feedback.
Wednesday:
In cattle, being hornless is dominant to having horns. Also, when red cattle are bred to white
cattle they produce roan offspring (red and white hairs interspersed.) What proportion of the offspring will be
hornless and roan in a cross between a heterozygous hornless red bull and a
horned roan cow?
--------------------------------
WEEKLY LESSON PLAN
Monday 2/11/13-Friday 2/15/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
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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2/11/13 |
2/12/13 |
2/13/13 |
2/14/13 |
2/15/13 |
|
Bell Ringer: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
BR: extended response prompt (7) |
|
· Dihybrid crosses instruction and practice |
· Check Dihybrid cross
practice problems · Begin “Genetic Crosses” text handout |
· Introduce incomplete dominance · Independent practice · Conclude “Genetic Crosses” text handout- due
tomorrow |
· Vocabulary Quiz · Read and take notes over pages 941-943 in text (5) · Answer #4 & 5 of section review (6) |
· Review of dihybrid crosses · Dihybrid Cross Qui · Discussion of scheduling choices |
|
|
Bring texts |
Bring texts |
Bring texts |
Collect CNB |
Vocabulary list: allele, dominant, recessive, genotype, phenotype,
heterozygous, homozygous, Punnett square, gene,
chromosome
Monday: 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.
Tuesday: In
guinea pigs, short hair is dominant to long hair. Also in guinea pigs, black eyes are dominant
to red eyes. A male guinea pig that is
heterozygous for both traits is crossed with a female that is long-haired and
red-eyed. What are the expected
phenotypes of their offspring and in what proportion (ratio)?
– Write a step by step procedure to explain how you
solved the problem.
Wednesday:
Identify the genotypes and phenotypes of the parents in the shown dihybrid cross.
Create a genetics problem (story form) based on this Punnett square.
Thursday:
Suppose you have two rose plants, both with pink flowers. You cross the two
plants and are surprised to find that, while most of the offspring are pink,
some are red and some are white. You decide that you like the red flowers and
would like to make more. What cross would you perform to produce the most red flowered plants?
Your mother decides she would like some of the pink flowered roses.
Which cross would give you the most pink flowered
plants?
Friday: In
summer squash, white fruit color (W) is dominant over yellow fruit color (w)
and disk-shaped fruit (D) is dominant over sphere-shaped fruit (d). If a squash
plant true-breeding for white, disk-shaped fruit is crossed with a plant
true-breeding for yellow, sphere-shaped fruit, what
will the phenotypic ratios be for: a.
the F1 generation? b. the F2
generation?
--------------------------------
WEEKLY LESSON PLAN
Monday 2/4/13-Thursday 2/7/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern
Biology published by Holt, Rinehart and Winston
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.
|
2/4/13 |
2/5/13 |
2/6/13 |
2/7/13 |
2/8/13 |
|
BR: extended response prompt (2) |
BR: extended response prompt (4) |
BR: extended response prompt (6) |
|
|
|
· United Streaming clip: Greatest Discoveries with
Bill Nye- Genetics- “Laws of Inheritance” with note-taking (3) · “Mendel’s Legacy” handout- due Wednesday · Collection
of composition notebooks
|
· Solving Genetics Problems notes with sample Punnett
square problems (5) · Partner practice with “Sponge Bob Genetics” · Collection
of composition notebooks
|
· Laws of Heredity notes (7) · Independent practice: 2 Section Reviews from blue
biology text (8,9) |
· Study Island Computer Lab |
· No School- Waiver day |
|
|
|
|
|
|
Vocabulary list:
allele, dominant, recessive, genotype, phenotype,
heterozygous, homozygous, Punnett square, gene,
chromosome
Monday: Rabbit prompt vocabulary practice
Tuesday: Explain why Gregor
Mendel is known as the “father of genetics”.
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.
--------------------------------
WEEKLY LESSON PLAN
Monday 1/28/13-Friday 2/1/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
1/28/13 |
1/29/13 |
1/30/13 |
1/31/13 |
2/1/13 |
|
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (4) |
BR: extended response prompt (5) |
BR: extended response prompt (1) |
|
· Collect research papers · Discuss individualized Study Island assignments · Triple-entry vocabulary · Continue
Meiosis directed reading handout |
· View “Bill Nye Greatest Discoveries: Mitosis and
Meiosis” · Using a Venn diagram, compare and contrast meiosis
and mitosis (3)
· Conclude “Meiosis” Directed reading questions |
·
Vocabulary Quiz · Meiosis and mitosis comparison questions · Magic Square vocabulary review |
· Cell Reproduction
unit test over chapter 8 |
· Triple-entry vocabulary |
|
|
|
|
|
35 min. classes due to snow
delay |
Vocabulary list: meiosis, haploid, diploid, gamete, zygote, homologous chromosome, centromere, chromatid, metaphase,
anaphase
Monday: Identify the diploid cells in the
picture. Explain your choice.
Tuesday: “Draw and label the following terms: zygote, gamete, egg cell, sperm cell, haploid, and diploid.
Wednesday: Choose 2 terms and explain their connection:
zygote, egg cell, sperm cell, meiosis, mitosis, gamete, haploid, diploid
Thursday: Contrast mitosis and meiosis: purpose,
location, resulting cells.
Friday: “How do you explain the different fur colors
seen in this litter of rodents?”
--------------------------------
WEEKLY LESSON PLAN
Tuesday 1/22/13-Friday 1/25/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
1/21/13 |
1/22/13 |
1/23/13 |
1/24/13 |
1/25/13 |
|
|
BR: extended response prompt (1) |
BR: extended response prompt (2) |
BR: extended response prompt (3) |
|
|
· No School |
· Begin Meiosis POGIL · Collect composition notebooks |
· Conclude Meiosis POGIL · Conclude “Cell Division” handout as time permits · Collect composition notebooks |
· Peer review of chromosomal abnormality papers · Begin Meiosis directed reading handout as time
permits |
· Study Island Computer Lab |
|
|
|
|
|
|
Vocabulary list: meiosis, haploid, diploid, gamete, zygote, homologous chromosome, centromere, chromatid, metaphase,
anaphase
Tuesday: Identify where mitosis takes place in the
body. Describe two reasons mitosis
occurs.
Wednesday: “Using your Modeling Meiosis packet, define crossing
over. At what stage of meiosis does
it occur?
Thursday: “Name both series of pictures below (mitosis
& meiosis). Using complete sentences, provide 3 reasons to support your decision.”
--------------------------------
WEEKLY LESSON PLAN
Monday 1/14/13-Friday 1/18/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
Topics: Cell Cycle/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.
|
1/14/13 |
1/15/13 |
1/16/13 |
1/17/13 |
1/18/13 |
|
Bell Ringer: extended response prompt (2) |
BR: extended response prompt (3) |
BR: extended response prompt (4) |
BR: extended response prompt (5) |
BR: extended response prompt (6) |
|
· Mitosis POGIL |
· Begin mitosis triple-entry vocabulary · Conclude Mitosis POGIL |
· Collect topics/resources · Complete vocabulary drawings using text p. 150 · Begin “Cell Division” handout |
· Mitosis Notes · Begin Study Island Pre-assessment |
· Vocabulary
Quiz (mitosis) · Conclude Study Island Pre-assessment · Conclude “Cell Division” handout |
|
|
Quiz Fri. Jan. 18 |
Bring textbook |
|
|
Vocabulary list: mitosis, interphase, prophase,
metaphase, anaphase, telophase, cytokinesis,
homologous chromosome, centromere, chromatid
Monday: In your own words, define “genetic
screening”. Describe one positive and
one negative consequence of requesting genetic screening.
Tuesday: “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.”
Wednesday: “Write 3
observations based on the cell cycle graphic.”
Thursday: Sketch each of the cells pictured and count
the chromosomes in each cell.
Friday: “List the 4 phases of mitosis and provide one
distinguishing feature of each phase.”
http://www.nature.com/scitable/topicpage/cell-cycle-control-by-oncogenes-and-tumor-14191459
http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/labs/BL_03/index.html
--------------------------------
WEEKLY LESSON PLAN
Monday 1/7/13-Friday 1/11/13
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
1/7/13 |
1/8/13 |
1/9/13 |
1/10/13 |
1/11/13 |
|
|
BR: extended response prompt (2) |
BR: Complete pre-lab questions |
BR: extended response prompt (3) |
BR: extended response prompt (1) |
|
· Distribution of 2nd semester notebooks,
folders, & yellow sheets · Triple-entry vocabulary · Begin side two of 8-1 handout: “Chromosomes” |
· View “DNA wrapping” from Dolan Learning Center site and
write a summary sentence · Chromosome-wrapping demonstration · Read the article “Chromosomal
Abnormalities”; write a summary using W5H format; content
questions optional- to be collected Thurs. |
· Karyotyping Computer Lab Activity |
· Genetic Screening activity with Pro and Con
viewpoints |
· Vocabulary Quiz (chromosomes) · Conclude Genetic Screening, part 3 · Distribute and introduce Chromosome Abnormalities Mini Research
Assignment with Down Syndrome article- topics due January 16 · Cell cycle color-coding |
|
HW:
Complete side one of “Chromosomes”- due Thurs. |
|
|
|
|
Vocabulary list: chromosome, autosome, chromatid, centromere, homologous
chromosomes, karyotype, gene, mutation, DNA, DNA replication
Monday: “Using a sentence, relate the terms within each
vocabulary set: nucleus, DNA, eukaryote; autotroph, trophic level, species; cytosine, double helix, molecule”
Tuesday: “Compare and contrast the terms DNA and
chromosome.” “Draw a chromosome. Label
the centromere and a chromatid.”
Thursday: In your own words, define “chromosome
abnormality”. Identify one example of a chromosomal abnormality and describe
several associated symptoms.
Friday: Explain the relationship within each group of
words: DNA/mutation/gene; karyotype/autosome/homologous
chromosomes; chromosome/chromatid/centromere
http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html