WEEKLY LESSON PLAN
Monday 5/24/10-Thursday
5/27/10
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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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·
Check homework ·
Jeopardy review of second semester vocabulary |
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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: Differentiate between
r-strategists and k-strategists.
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WEEKLY LESSON PLAN
Monday 5/17/10-Friday
5/21/10
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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 |
BR: extended response prompt |
BR: extended response prompt |
BR: extended response prompt |
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·
Notes: Point and ·
Viewing of Bill Nye “Wetlands” video with completion of
written responses |
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Begin Dragonfly Pond Project |
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Continue Dragonfly Pond Project |
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Distribution of study guides ·
Conclude Dragonfly Pond Project |
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Vocabulary review game ·
Distribution of study guides ·
Student viewing of invasive species public service posters
and slideshows |
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HW: Review second semester vocabulary |
HW: Write a response to 10-1 objectives on p. 185 of text. |
HW: Answer #1-3 & 6-15 on p. 158 of text. |
HW: Answer #7-14 on p. 180 and #5 on p. 235 of text. |
HW: Write a response to the first three 15-2 objectives on p. 283;
answer #6 on p. 288 of text. |
Tuesday: Compare and contrast DNA and RNA.
Wednesday: Compare and
contrast mitosis and meiosis.
Thursday: Compare and
contrast phenotype and genotype.
Friday: Compare and contrast
natural selection and genetic drift.
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WEEKLY LESSON PLAN
Monday 5/10/10-Friday
5/14/10
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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: extended response prompt (15) |
BR: independent review |
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·
Create a T-chart organizer from r-strategist and k-strategist
notes (11,12) ·
Conclude “A Yeast Population Study” activity- due tomorrow ·
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·
Collection of projects ·
Vocabulary Quiz ·
Begin Connecting Concepts computer lab:
“Populations” |
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Conclude Connecting Concepts computer lab:
“Populations” ·
Begin “Growth of the Lily Pad Population” activity and discussion |
·
Bell 2- Discuss “Measuring Populations” and collect ·
Conclude “Growth of the Lily Pad Population” activity and
discussion ·
Begin test study guide |
·
Populations Unit Test |
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HW: Study for vocabulary quiz |
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HW: Study for population test: 21-1 & 20-2 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
Tuesday: Identify the type of growth curve and provide two
reasons for your choice. Tell the
carrying capacity for the rabbit population.
Wednesday: Identify the
phase of exponential growth. List
several factors that contribute to the death phase of this population.
Thursday: Are humans
r-strategists or k-strategists? Provide
3 facts that support your answer.
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WEEKLY LESSON PLAN
Monday 5/3/10-Friday
5/7/10
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology published
by Holt, Rinehart and Winston
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 (6) |
BR: extended response prompt (8) |
BR: extended response prompt (9) |
BR: extended response prompt (10) |
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·
New Vocabulary ·
·
Emerald Ash Borer article & discussion ·
Assignment of invasive species research and public service
poster |
·
United Streaming clip: “Math Monsters: Estimations” ·
PowerPoint overview of population terminology (7) ·
Begin “Sample Census” activity |
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Conclude “Sample Census” activity ·
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Begin “Population Size” practice problems |
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Conclude “Population Size” practice problems ·
Begin “A Yeast Population Study” activity |
· Check triple-entry vocabulary ·
Bill Nye: “Populations” video with discussion questions |
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HW: Triple-entry vocabulary due Thursday |
HW: Study for vocabulary quiz |
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Vocabulary
20 list forTuesday, May 11: carrying capacity, population
density, exponential growth curve, equilibrium, ecosystem, abiotic, biotic, biodiversity, population
Tuesday: In your own words,
define “invading species”. Describe the
impact invading species have on an existing ecosystem. Provide two specific examples.
Wednesday: Differentiate
between a sample census and a true census.
Explain one advantage and one disadvantage of each.
Thursday: Explain how two
populations can be the same size but have different densities.
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. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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: extended response prompt (1) |
BR: extended response prompt (3) |
BR: extended response prompt (5) |
BR: independent review of vocabulary |
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·
Natural Selection Unit Test |
· PowerPoint review: Animal Interactions · New vocabulary ·
Vocabulary practice ·
·
Study Guide 21-1 (due Friday) |
· ·
Viewing of a 20-min portion of
“Strange Days on Planet Earth: Predators” video by National Geographic with
written reflections · |
·
“Impacts of the Eastern Coyote on Wildlife Populations”
article with written responses ·
“Feeding Frenzy” lab activity · · Check triple-entry vocabulary |
· Vocabulary Quiz ·
Conclude “Feeding Frenzy” report- due Monday ·
Viewing of a 12-min portion of “Strange
Days on Planet Earth: Invaders” video by National Geographic with written
reflections |
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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
Tuesday: Label each pictured
interspecies relationship. Describe the
nature of each relationship.
Wednesday: Evaluate the effectiveness
of camouflage as a defense mechanism and as a weapon. Provide an example of each found in
nature.
Thursday: Describe how
predation can affect species diversity.
Provide a specific example.
----------------------------------WEEKLY LESSON PLAN
Monday 4/19/10-Friday
4/23/10
Teacher: Ms. Rees/Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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 |
· New vocabulary ·
Begin genetic drift simulation: “Genetic Drift on |
· Begin note-taking: “Population Change and
Speciation” ·
Conclude genetic drift simulation: “Genetic Drift on |
· Conclude note-taking · Begin test review |
· Vocabulary Quiz ·
Complete guided questions to University of
Wisconsin site titled “Natural Selection” |
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HW:
Incomplete handouts are due tomorrow |
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HW: Study for vocabulary quiz |
HW: Study for the Natural Selection Unit Test to be given on Monday |
Vocabulary 18 list for Friday, April 23: 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?
----------------------------------WEEKLY LESSON PLAN
Monday 4/12/10-Friday
4/16/10
Teacher: Ms. Rees/Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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 · “ |
· Collection of papers · Adaptation exercise to be completed with video clips · “ |
· Begin “The Chips are Down” natural selection
simulation |
· Continue “The Chips are Down” natural selection
simulation |
· Vocabulary Quiz · Conclude “The
Chips are Down” natural selection (10 min.) · · |
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HW:
GATTACA paper due tomorrow |
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HW: Study for vocabulary quiz |
HW: “The Chips are Down” summaries are due Monday |
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: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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 · Complete left (plot) side of graphic organizer- due
tomorrow |
· “Genetic Trait Selection” POGIL activity |
· Conclude “Genetic Trait Selection” POGIL activity
(20 min) · Introduce GATTACA writing assignment |
· Natural Selection vocabulary · Study Guide 15-2 |
· Peer review of GATTACA papers · Complete Active reading from Natural Selection
packet · Begin paper revisions based on feedback |
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HW:
Organizer and plot summary |
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HW: Rough draft due Friday |
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HW: GATTACA paper due Tuesday |
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: 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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3/22/10 |
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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· Answer 5 genetics practice problems · Student survey · As a class, collect data for “Indentifying Dominant
& Recessive Traits” activity |
· Begin viewing GATTACA; be prepared to recall
and discuss main ideas and characters · Answer #1-5 plot questions |
· 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 |
· Continue viewing GATTACA; be prepared to
write about main ideas, characters, and current research |
· Stamp
homework; collect OGT review handouts · Read and discuss IVF article · View GATTACA (10-25 min) · Distribution of prewriting graphic organizers |
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HW:
Complete summary |
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(Most of bell 4 was 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: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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: “biomes” extended response |
BR: |
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: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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 |
BR: extended response prompt |
BR: set up composition notebook for notes |
BR: extended response prompt |
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· Collect family tree pedigree · Pedigree practice · Colorblindness pedigree practice |
· Collect homework · Genetic Ethics case studies completed with a partner · OGT-style pedigree practice- finish for homework |
· Symbiosis PowerPoint Notes · “Types of Symbiosis” handout · 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 · “Theory of Natural Selection” application sheet with
practice OGT questions- finish for homework |
· “Categories of Pollution” organizer · “Types of Pollution” article with questions · Video clip: · Practice OGT questions |
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HW:
Finish packet from 3/5/10 |
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HW: Any remaining |
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Monday:
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.
Tuesday: Is mid-digital
hair a dominant or recessive trait?
Explain your reasoning.
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. Rees/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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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 · Independent practice- finish for homework |
· Small group vocabulary assignment: ~7 minutes
planning time · Discussion of homework problems · Instruction and completion of the probability
problems from the “Mendelian Genetics” packet · Independent practice- finish for homework |
· Stamp homework · Discussion of homework problems · Small-group vocabulary assignment: ~7 minutes
planning time · “Sex Determination” handout · Begin “Sex Linked Traits” packet |
· Stamp triple-entry vocabulary · Small group vocabulary presentations · Finish “Sex Linked Traits” packet |
· Vocabulary
Quiz · Brief PowerPoint overview of pedigree vocabulary and
symbols · Practice pedigree problems |
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|
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HW: “Natural Selection” and “Ethics” |
HW: Family Tree |
Vocabulary 16 list for Friday, March 5 quiz: allele, dominant,
recessive, genotype, phenotype, heterozygous, homozygous, Punnett square, gene, chromosome
Monday: Using
your vocabulary, define dominant and recessive.
Can you think of a gene example with 2 different alleles?
Tuesday: The ability to taste PTC is dominant to the inability
to taste PTC. A heterozygous female is
mated with a homozygous recessive male. Complete a Punnett square, providing the
genotypic and phenotypic ratios.
Wednesday: A cleft chin is dominant to no cleft chin. Cross a homozygous recessive female with a
heterozygous male. What is the
probability of an offspring with a cleft chin?
What are the genotypic and phenotypic ratios?
Thursday: Sarah completes a cross between 2 heterozygotes (Bb x
Bb). She thinks the genotypic ratio is
1:1, with a 50% probability of the offspring expressing the dominant
trait. Is Sarah correct? Explain your reasoning.
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WEEKLY LESSON PLAN
Monday 2/22/10-Friday
2/26/10
Teacher: Ms. Rees/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.
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2/22/10 |
2/23/10 |
2/24/10 |
2/25/10 |
2/26/10 |
|
|
BR: extended response prompt |
BR: Independent review of vocabulary |
BR: Organization of unit packets |
BR: KWL chart |
|
· Collect meiosis packet; stamp triple-entry
vocabulary · Conclude “Modeling Meiosis” POGIL activity |
· View “Bill Nye Greatest Discoveries: Mitosis and
Meiosis” and write 3 important statements from each clip · Using a Venn diagram, compare and contrast meiosis
and mitosis · Complete mitosis and meiosis labeling pages · Complete mitosis and meiosis comparison checklist for
homework · Take home a unit checklist and organize papers for
collection on Thursday |
· Vocabulary quiz · Discussion and correction of homework paper · Jeopardy review game in groups |
· Mitosis and Meiosis Unit Test |
· Distribution
of vocabulary lists and vocabulary group assignments- due March 4 · “Introduction to Genetics” video with guided
questions · “Mendel” Study Guide- due Monday |
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|
|
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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
Tuesday: “Draw a homologous chromosome pair. Label the following: chromosome, chromatid,
centromere, and an area in which crossing over has occurred. In which process of cell division do
homologous chromosomes appear?”
Friday: Complete “What do you know? Want to know?
Have Learned?” chart regarding genetics
----------------------------------
WEEKLY LESSON PLAN
Tuesday 2/16/10-Friday
2/19/10
Teacher: Ms. Rees/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.
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2/15/10 |
2/16/10 |
2/17/10 |
2/18/10 |
2/19/10 |
|
|
BR: |
BR: “Mitosis stage review using foldable, PowerPoint slides, and answer
document |
BR: Independent review of vocabulary |
BR: none |
|
· No school- Presidents’ Day |
· No school- Snow Day |
· Stamp triple-entry vocabulary · Completion of mitosis post-assessment · “Introduction to Meiosis” PowerPoint · Begin meiosis vocabulary and note-taking packet- due
Monday |
· Vocabulary quiz · Collect comic strip or storybook of mitosis · Begin “Modeling Meiosis” POGIL activity |
· Completion of
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|
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HW: “Earth History” and “Geological Events” |
HW: Meiosis vocabulary and note-taking packet due Monday |
Vocabulary 14 list for Thursday, Feb. 18 quiz: mitosis, interphase,
prophase, metaphase, anaphase, telophase, cytokinesis, homologous chromosome, centromere, chromatid
----------------------------------
WEEKLY LESSON PLAN
Monday 2/8/10-Friday
2/12/10
Teacher: Ms. Rees/Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
2/8/10 |
2/9/10 |
2/10/10 |
2/11/10 |
2/12/10 |
|
|
BR: |
BR: |
BR: receive vocabulary list |
BR: extended response prompt (29-minute classes) |
|
· Discussion of mini-research project and requirements · Introduction to Cell Cycle presentation with
coloring and guided notes · Viewing of mitosis animation · Mitosis vocabulary review with foldable- draw
sketches of stages |
· No school- Snow Day |
· No school- Snow Day |
· Collection of mini-research papers · Mitosis Stage Overview presentation with students
adding summary information to foldable · Mitosis animation- identify two phases and provide
supporting reasons · Cancer article- read and highlight 3 ways cancer
relates to the cell cycle · Receive guidelines for mitosis storybook/comic
strip- due Thursday |
· Mitosis simulation involving all class members as
“actors” |
|
|
|
|
HW: “Human Environmental Impact” and “Math, Science, &
Technology” |
HW: triple-entry vocabulary due Tuesday HW: comic strip or storybook of mitosis |
Vocabulary 14 list for Wednesday, Feb. 17 quiz: mitosis, interphase,
prophase, metaphase, anaphase, telophase, cytokinesis, homologous chromosome, centromere, chromatid
Monday: “Using your completed reading outline, define
the cell cycle. Describe the
major events which take place.”
Friday: “List the 4 phases of mitosis and provide one
distinguishing feature of each phase.”
----------------------------------WEEKLY LESSON PLAN
Monday 2/1/10-Friday
2/5/10
Teacher: Ms. Rees/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.
|
2/1/10 |
2/2/10 |
2/3/10 |
2/4/10 |
2/5/10 |
|
|
BR: extended response prompt |
BR: extended response prompt |
BR: Pre-assessment II |
BR: extended response prompt |
|
· Begin triple-entry vocabulary · View DNA wrapping animation from · Demonstration of DNA wrapping · Read “DNA and Chromosomes”; take summary notes and
provide section headings · |
· Discuss “DNA and Chromosomes” article · “Cut and Paste Karyotyping Activity” · |
· Pre-assessment I · Karyotype computer simulation to be completed in the
computer lab |
· Stamp vocabulary · Discuss and recommend student courses for 2010-2011
school year · Guided note-taking: chromosome abnormalities |
· Vocabulary Quiz · Assignment of mini-research project- due Tuesday · Cell cycle outline notes- due Monday |
|
Bring
texts Thursday |
|
HW: triple-entry vocabulary due tomorrow |
HW: “ |
|
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: “Define a chromosome and describe the process
of packaging DNA into a cell.”
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.”
----------------------------------
WEEKLY LESSON PLAN
Monday 1/25/10-Friday
1/29/10
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
1/25/10 |
1/26/10 |
1/27/10 |
1/28/10 |
1/29/10 |
|
|
BR: Complete “DNA Scavenger Hunt” background questions (8) |
BR: none |
BR: extended response prompt (12) |
BR: extended response prompt (14) |
|
· 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) |
· View animation from
resources/3d/Translation Basic_withFX0.html · Complete translation notes on foldable (9) · Complete practice handouts: “Science Skills” and
“Biology” workbook page (10,11) |
· Protein Synthesis activities to be completed in the
computer lab |
· 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 notebook, orange foldable and
review papers |
|
Bring
texts Thursday |
|
HW: triple-entry vocabulary due tomorrow |
HW: “Atoms” and “Physical Characteristics” |
|
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.”
----------------------------------
WEEKLY LESSON PLAN
Tuesday 1/19/10-Friday
1/22/10
Teacher: Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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.
|
1/18/10 |
1/19/10 |
1/20/10 |
1/21/10 |
1/22/10 |
|
· |
BR: Distribution of Kamico answer sheets |
BR: Conclude OGT Benchmark Testing |
BR: extended response prompt (1) |
BR: Introduction to third quarter |
|
· No School |
· OGT Benchmark Testing · Collect Experimental Reports |
· Begin triple-entry vocabulary (3 stamps) · Begin 10-1 (DNA) and 10-2 (RNA) Study Guides |
· View United Streaming “Biologix: Transcription of
DNA to Messenger RNA” (first 5 sections; 7.5 minutes) · Complete transcription notes on foldable (2) · Complete 10-1 and 10-2 Study Guides- due Friday (3,4) |
· Completion of two |
|
Bring
texts Tuesday |
|
|
|
|
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.”
----------------------------------
WEEKLY LESSON PLAN
Monday 1/11/10-Friday
1/15/10
Teacher:
Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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 (3) |
BR: extended response prompt (4) |
BR: conclude Watson & Crick article (5) |
BR: extended response prompt (8) |
|
· Conclude APA “Citation Practice” activity in
computer lab- due Wednesday |
· Continue “Investigating DNA Structure” activity |
· Complete written responses to DNA model building and
turn in for a lab grade- due Thursday · Read article: “Watson & Crick describe structure
of DNA” and respond to provided questions |
· DNA Replication POGIL activity (6,7) |
· Vocabulary Quiz · Create DNA foldable and fill in DNA replication
notes (9) |
|
Bring
texts Tuesday, Wednesday & Friday |
HW: Citation Practice due Wednesday |
HW: Investigation DNA Structure due Thursday |
|
HW: Experimental Reports (final drafts) due Tuesday |
Vocabulary 11 list for Friday’s quiz: DNA, RNA, replication, cytosine, guanine,
adenine, thymine, double helix, nucleus,
ribosome
Tuesday: “Using your new vocabulary definitions,
identify two characteristics shared by cytosine, guanine, thymine, and
adenine.”
Wednesday:
“Identify the 3 parts of a nucleotide.
List the 4 bases that make up DNA.”
Friday: “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
----------------------------------
WEEKLY LESSON PLAN
Tuesday 1/5/10-Friday
1/8/10
Teacher:
Ms. Burton
Course: Honors Biology
Text: Modern Biology
published by Holt, Rinehart and Winston
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-minute classes) |
BR: Review APA citations and bibliography |
BR: |
BR: Review directions for computer activity; check binders (30-minute classes) |
|
· No school |
· Overview of third quarter · Binder organization assignment · Type I prompt (2) |
· Begin triple-entry vocabulary (3 stamps) · Begin “Investigating DNA Structure” activity |
· Snow day |
· Begin APA “Citation Practice” activity in computer
lab |
|
|
|
HW: clean out binders as directed (2 stamps) |
|
|
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?”