WEEKLY LESSON PLAN

Monday 4/21/14-Friday 4/25/14

                                     

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.

 

4/21/14

4/22/14

4/23/14

4/24/14

4/25/14

Bell Ringer: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

·    Lily pad growth example with questions

·    Video- “Eyes of Nye- Human Population” with questions (23-minutes)

·    Begin “A Yeast Population Study” activity data collection

 

·    Review density dependent and density independent limiting factors

·    Conclude “A Yeast Population Study” activity

 

 

·    Review r-strategist and k-strategist notes

·    Complete r and k strategist practice questions

·    Complete “Reproductive Strategies” activity

 

 

·    Vocabulary Quiz

·    Population dynamics worksheet

·    Begin population study guide

 

 

 

·    Populations Unit Test

 

 

 

 

 

 

 

Vocabulary: carrying capacity, population density, exponential growth curve, equilibrium, ecosystem, logistic growth curve, R-strategist, K-strategist, population, density-dependent factors

Monday:  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.

Tuesday: 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. 

Wednesday: Compare and contrast density independent and density dependent factors. Provide examples of each. 

Thursday: Are humans r-strategists or k-strategists? Provide 3 facts that support your answer.

Friday: Identify & explain which graph illustrates population growth in these situations:

 

https://www.youtube.com/watch?v=fClV21X4EIs (Eyes of Nye)

http://www.nero.noaa.gov/protected/scutes/teachers/science/reproductive_strategies.pdf

http://mdilleymillbrook.wikispaces.com/file/view/Survivorship+curves+and+growth+model+worksheet.doc

 

--------------------------------
WEEKLY LESSON PLAN

Monday 4/14/14-Friday 4/18/14

                                     

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.

 

4/14/14

4/15/14

4/16/14

4/17/14

4/18/14

Bell Ringer: none

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

 

·    Populations triple-entry vocabulary

·    Complete “How Populations Grow” directed reading handout using pages 320-325 in the blue Biology text

 

·    PowerPoint overview of population estimation terminology

·    Complete “Sample Census” activity

 

 

·    Conclude “Sample Census” discussion questions

·    Begin POGIL- Population Growth (How is population growth naturally regulated?)

 

 

·    Conclude POGIL- Population Growth (How is population growth naturally regulated?)

 

 

 

·    No School- Good Friday

 

 

 

 

 

 

 

Vocabulary: carrying capacity, population density, exponential growth curve, equilibrium, ecosystem, logistic growth curve, R-strategist, K-strategist, population, density-dependent factors

 

Tuesday: Draw and label the pattern of dispersion for each pictured population.

Wednesday: Differentiate between a sample census and a true census.  Explain one advantage and one disadvantage of each.

Thursday: Identify the type of growth curve and provide two reasons for your choice. Tell the carrying capacity for the rabbit population.

 

 http://www.tesd.net/cms/lib/PA01001259/Centricity/Domain/1103/29%20Population%20Growth-S%20POGIL.pdf

 

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WEEKLY LESSON PLAN

Monday 4/7/14-Friday 4/11/14

                                     

Teacher:  Ms. Burton

Course:  Honors Biology

Text:  Modern Biology published by Holt, Rinehart and Winston

Topics:  Interspecies 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).

 

4/7/14

4/8/14

4/9/14

4/10/14

4/11/14

Bell Ringer: extended response prompt

BR: none

BR: none

BR: extended response prompt

BR: extended response prompt

·    View “Protein Synthesis and the Lean, Mean Ribosome Machine” video clip and complete associated questions

·    Conclude “Protein Synthesis Worksheet”

·    As time permits, complete “Fundamentals of Genetics” and “Cell Reproduction” active readings

 

·    SLO Post-assessment

 

 

·    SLO Post-assessment

 

 

·    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 local coyote article- provide a written response

·    Reading of “Impacts of the Eastern Coyote on Wildlife Populations” article with written responses

·    View Florida panther segment of NOVA “Wild Predator Invasions”

 

 

 

 

(shortened bell)

 

 

Vocabulary: Refer to Blizzard Bag #1

 

Monday: Name the three types of RNA and describe their function.

Thursday: 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.

Friday: Describe how predation can affect biodiversity. Provide a specific example.

 

https://www.youtube.com/watch?v=h5mJbP23Buo (Protein Synthesis and the Lean, Mean Ribosome Machine)

http://www.youtube.com/watch?v=SIXAytRvDQ0 (Strange Days on Planet Earth: Predators)

 

--------------------------------
WEEKLY LESSON PLAN

Monday 3/31/14-Friday 4/4/14

                                     

Teacher:  Ms. Burton

Course:  Honors Biology

Text:  Modern Biology published by Holt, Rinehart and Winston

Topics:  Qtr. 1-3 Review

 

State Indicators: 

Diversity and Interdependence of Life:  9. Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some

energy is stored and much is dissipated into the environment as thermal energy (e.g., food webs and energy pyramids).

Diversity and Interdependence of Life: 11.Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement).

Heredity:  5. Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism.

 

3/31/14

4/1/14

4/2/14

4/3/14

4/4/14

Bell Ringer: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

·    View “Food Chains, Food Webs, Energy Pyramids in Ecosystems” video clip with note-taking

·    Begin “Ecological Pyramids” POGIL in assigned groups

 

·    View “Dead Stuff- The Secret Ingredient in our Food Chain” video clip

·    Conclude “Ecological Pyramids” POGIL in assigned groups- due today

 

 

·    View “The Simple but Fascinating Story of Photosynthesis and Food” video clip and complete associated questions

·    Begin “Photosynthesis and Respiration” POGIL (#1-10) in assigned groups

 

·    Conclude “Photosynthesis and Respiration” POGIL (#11-20) in assigned groups

·    Continue work on Blizzard Bag #2 as time permits

 

·    View “Why RNA is Just as Cool as DNA” video clip and complete associated questions

·    Fill in DNA & RNA codes on “Protein Synthesis Worksheet”

 

 

 

 

 

(shortened bell)

(substitute teacher)

 

Vocabulary: Refer to Blizzard Bag #1

 

Monday: Identify the organisms of the food web with no natural predators.

Tuesday: List five organisms that would increase in population if the fox were eliminated from the food web. Identify one organism that would decrease in population if the fox were eliminated. 

Wednesday: Differentiate between a “green” and a “brown” food chain. Provide an example of a brown food chain that includes a producer, a primary consumer, and a secondary consumer.

Friday: Compare and contrast photosynthesis and cellular respiration. Include in your answer their purpose, reactants, and location.

 

https://www.youtube.com/watch?v=SWvtRf4TAO4

http://www.sciencepdx.org/environmental_science_1/documents/26%20Ecological%20Pyramids-S.pdf

http://ed.ted.com/lessons/dead-stuff-the-secret-ingredient-in-our-food-chain-john-c-moore

http://ed.ted.com/lessons/the-simple-but-fascinating-story-of-photosynthesis-and-food-amanda-ooten

https://www.youtube.com/watch?v=0Elo-zX1k8M

--------------------------------
WEEKLY LESSON PLAN

Monday 3/17/14-Friday 3/21/14

                                     

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).

 

3/17/14

3/18/14

3/19/14

3/20/14

3/21/14

Bell Ringer: none

BR: none

BR: extended response prompt

BR: extended response prompt

BR: blizzard bag instructions

·    Triple-entry vocabulary using highlighted terms from pp. 362-365 in blue Biology text

·    In the “your definition” column describe at least one example of each term

·    Answer Section 1 Review questions #1-5 on page 364 of text

 

·    Independent practice- Complete Chapter 21-1 questions using text- due Friday

 

 

 

·    Review new vocabulary

·    Check “Types of Symbiosis” handout using PowerPoint of parasitism, mutualism, and commensalisms examples

·    Conclude any remaining questions- due Friday

 

·    Vocabulary Quiz

·    Viewing of a 20-min portion of “Strange Days on Planet Earth: Invaders” video by National Geographic; answer questions #1-4

 

·    View “Little Things, Big Problems- Emerald Ash Borers” 5 min clip & answer questions 5 & 6 of handout

·    Distribute Blizzard bags

 

 

(substitute teacher)

(substitute teacher)

(shortened bell)

 

 

Vocabulary: predation, coevolution, secondary compound, niche, symbiosis, parasitism, mutualism, commensalism, competition, predator, prey,

 

Wednesday: Write 2 observations and 2 inferences based on the picture. 

Thursday: Describe the similarity between parasitism, commensalism, and mutualism.  Provide one example of each.  

Friday: Read the “Emerald Ash Borer” article.  Write a summary of the article using the W5H method (who, what, when, where, why, & how).

 

http://www.emeraldashborer.info/videos.cfm

http://www.youtube.com/watch?v=a_HWqlmvX1k (Strange Days on Planet Earth: Invaders)

--------------------------------
WEEKLY LESSON PLAN

Monday 3/10/14-Friday 3/14/14

Teacher:  Ms. Burton

Course:  Honors Biology

Text:  Modern Biology published by Holt, Rinehart and Winston

Topics:  Week of OGT

 

3/10/14

3/11/14

3/12/14

3/13/14

3/14/14

 

 

 

 

 

·    Bells 1 & 2 did not meet

 

·    Bells 1 & 2 did not meet

 

 

 

 

·    Bells 1 & 2 did not meet

 

·    Bells 1 & 2 did not meet

 

·    Bells 1 & 2 did not meet

 

 

 

 

 

 

--------------------------------

WEEKLY LESSON PLAN

Monday 3/3/14-Friday 3/7/14

Teacher:  Ms. Burton

Course:  Honors Biology

Text:  Modern Biology published by Holt, Rinehart and Winston

Topics: OGT Prep

 

3/3/14

3/4/14

3/5/14

3/6/14

3/7/14

 

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

·    No School- Snow Day

·    Finish OGT Review Pre-assessment as needed

·    Individualized OGT Review using “Mastering the OGT” workbooks

 

 

 

 

·    Individualized OGT Review using “Mastering the OGT” workbooks

 

·    Individualized OGT Review using “Mastering the OGT” workbooks

 

·    Individualized OGT Review using “Mastering the OGT” workbooks

 

(43-min bell)

(43-min bell)

(shortened bell)

(43-min bell)

(43-min bell)

 

Tuesday:  In terms of electrons, describe the difference between the formation of the covalent bond Cl2 and the ionic bond NaCl. (2 points)

Wednesday: A sailboat is moving at a constant velocity of 8 km/h eastward as shown in the picture below. Describe two opposing forces acting on the boat and explain how each force affects the boat. (2 points)

Thursday:  Thousands of acres of tropical rainforests are cut down each year, primarily for farming and wood products. Identify two negative environmental consequences of rainforest destruction. Explain the negative impact of each consequence. (4 points) 

Friday:  State two factors and explain how each influences the weather in Ohio. (4 points) 

--------------------------------

WEEKLY LESSON PLAN

Monday 2/24/14-Friday 2/28/14

Teacher:  Ms. Burton

Course:  Honors Biology

Text:  Modern Biology published by Holt, Rinehart and Winston

Topics:  Mendelian genetics, 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.

2/24/14

2/25/14

2/26/14

2/27/14

2/28/14

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: quietly organize for test-taking

BR: receive instructions and scan sheet

·    Begin “Interpreting Information in a Pedigree” as a class

·    Complete “Pedigree Practice- OGT Style” independently & check

·    Distribution of link to Punnett square tutorial based on Friday’s quiz

·    Extension: “Colorblindness Problem Set”

 

·    Notes titled “Patterns to Consider in Pedigrees” as time permits

·    Complete “Human Pedigrees” & “Evaluating a Pedigree”

·    Independent practice: evaluate 3 additional pedigrees

·    Extension: “Colorblindness Problem Set”

 

·    Discuss/correct yesterday’s independent practice

·    Complete test review with assigned partner using text, notes, and/or electronic devices

 

·    Heredity Unit Test

 

·    OGT Review Pre-assessment

 

(43-min bell)

(43-min bell)

(shortened bell)

(43-min bell)

(43-min bell)

Monday: (Bell 1) 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?

Monday: (Bell 2) In a dihybrid cross between two heterozygous parents, the probability of obtaining an offspring that is homozygous recessive for both traits would be a) none b) 9/16 c) 3/16 d) 1/16 List the possible gametes for each parent and explain your multiple choice response.

Tuesday: Compare and contrast a pedigree with a Punnett square.  Consider the types of information contained in each and how that information is organized.

Wednesday: Determine the inheritance pattern of the pictured pedigree and explain your decision.

 

http://rhoyle.cusd.claremont.edu/mm/Course%20Assets/Biology/Assignments/pdf%20-%20Pedigree%20Worksheet.pdf

--------------------------------
WEEKLY LESSON PLAN

Monday 2/17/14-Friday 2/21/14

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.

2/17/14

2/18/14

2/19/14

2/20/14

2/21/14

 

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

·    No School- Presidents’ Day

 

·    One additional practice problem: cat dihybrid cross

·    Bell 1: Utilize small groups to conclude & check Friday’s handout

·    Bell 2: Complete “Genetic Crosses” guided reading handout (may use pp. 166-179 of CP text)

·    Dihybrid exit slip problem

 

 

 

 

 

 

·    Video clip: “Sex determination: More complicated than you thought” with discussion questions

·    “Sex Determination” handout to be completed as a class

·    Sex-linked trait instruction

·    “Sex-linked Traits” example problem to be completed as a class

·    Distribution of additional dihybrid practice based on exit slip (seeds, squash problems to bell 2; “Genetic Crosses” to bell 1)

 

·    View color-blindness online test

·    Complete “Sex-linked Traits” problems with a partner

·    Extension: Incomplete dominance reading and practice

 

·    United Streaming clip: Greatest Discoveries with Bill Nye- Genetics-“Genes are Located on Chromosomes” with note-taking

·    Mixed genetics problems partner practice

·    Punnett Square Problem-solving Quiz

 

 

 

 

 

 

Vocabulary list: allele, dominant, recessive, genotype, phenotype, heterozygous, homozygous, Punnett square, gene, chromosome

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)?

Wednesday: Explain how the sex of a baby is determined in humans. Predict whether or not this system also determines the sex of other animals.

Thursday: Define “sex-linked trait” in your own words. List two examples of a sex-linked trait.

Friday: In humans colorblindness (b) is an example of a sex-linked recessive trait.  A male with colorblindness marries a female who is not colorblind but carries the (b) allele.  Complete a Punnett square. What are the genotypic and phenotypic ratios?

Additional Bell 2 practice: 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?

 

 

http://ed.ted.com/lessons/sex-determination-more-complicated-than-you-thought#watch (Sex determination: More complicated than you thought)

http://www.youtube.com/watch?v=cL2ZTnOHp38 (Thomas Hunt Morgan & Sex-Linked Inheritance)

 

--------------------------------
WEEKLY LESSON PLAN

Monday 2/10/14-Friday 2/14/14

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.

2/10/14

2/11/14

2/12/14

2/13/14

2/14/14

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

·    United Streaming clip: Greatest Discoveries with Bill Nye- Genetics- “Laws of Inheritance” with note-taking (3:43 min)

·    Review vocabulary terms

·    Genetics Pre-assessment

·    “Mendel’s Legacy” guided reading handout- side one due tomorrow

 

 

·    Homework check

·    Discuss pre-assessment

·    Begin POGIL- “The Statistics of Inheritance” (groups defined by pre-assessment)

 

 

 

 

·    Conclude “The Statistics of Inheritance” POGIL as needed

·    Monohybrid cross post-assessment using “alien genetics” question

 

·    Laws of Heredity notes

·    Conclude “Mendel’s Legacy” handout using notes

·    Small-group monohybrid review using Sponge Bob genetics (groups defined by post-assessment)

·    Vocabulary Quiz

·    Whole-group dihybrid crosses instruction and practice

·    Distribution of additional practice (page 2 of SpongeBob Genetics) to select students

 

 

 

(shortened bells)

 

 

Vocabulary list: allele, dominant, recessive, genotype, phenotype, heterozygous, homozygous, Punnett square, gene, chromosome

Monday:  “How do you explain the different fur colors seen in this litter of rodents?”

Tuesday:  Explain why Gregor Mendel is known as the “father of genetics”. 

Wednesday:  Rabbit prompt vocabulary practice

Thursday:  A male with the genotype BB mates with a female who is Bb. What is the probability of the male giving his offspring a B allele? What is the probability of the female giving her offspring a B allele? What is the probability that one of their offspring will get a B from each parent? Verify your answer with a Punnett square.

Friday: 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 2/3/14-Friday 2/7/14

                                     

Teacher:  Ms. Burton

Course:  Honors Biology

Text:  Modern Biology published by Holt, Rinehart and Winston

Topics:  Cell Cycle, 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.

2/3/14

2/4/14

2/5/14

2/6/14

2/7/14

BR: Discuss scheduling options

BR: extended response prompt

 

BR: extended response prompt

BR: extended response prompt

·    Video clip: “Meiosis!” song

·    Triple-entry vocabulary

·    Begin meiosis partner review activity

 

 

 

·    Collect meiosis guided reading handout

·    Conclude meiosis partner review activity

·    “Meiosis” active reading & science skills questions- due Thursday

 

 

 

 

·    No School- Snow Day

 

·    View “Bill Nye Greatest Discoveries: Mitosis and Meiosis”

·    Meiosis and mitosis comparison questions

·    Magic Square vocabulary review

 

·    Cell Reproduction Test

·    Begin genetics vocabulary

 

 

 

 

 

 

Vocabulary: meiosis, haploid, diploid, gamete, zygote, homologous chromosome, centromere, chromatid, metaphase, anaphase

 

Tuesday: Draw and label the following terms: zygote, gamete, egg cell, sperm cell, haploid, and diploid.

Thursday: Compare & contrast mitosis and meiosis: purpose, location, resulting cells.

Friday: Name both series of pictures below.  Using complete sentences, provide 3 reasons to support your decision.

 

https://www.youtube.com/watch?v=hOuzYLNEuA4 “Meiosis!” song (5 min)

--------------------------------


WEEKLY LESSON PLAN

Monday 1/27/14-Friday 2/1/14

                                     

Teacher:  Ms. Burton

Course:  Honors Biology

Text:  Modern Biology published by Holt, Rinehart and Winston

Topics:  Cell Cycle, 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.

1/27/14

1/28/14

1/29/14

1/30/14

2/1/14

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

·    Collect chromosomal abnormality papers

·    Video clip: “Why Cancer is the Lawbreaker of the Cell Cycle”

·    Review the cell cycle handout; answer questions on reverse side.

·    Begin “Cell Division” handout, as time permits- due Thursday

 

 

 

·    No school- Weather closure

 

 

·    Video clip: “Eukaryotic Cell Cycle”

·    Cell cycle & Mitosis Bingo game

·    Mitosis Vocabulary Quiz

 

·    Collect “Cell Division” handouts

·    Begin Meiosis POGIL

 

·    Video clip: animated stages of meiosis

·    Conclude Meiosis POGIL- due Monday

·    Begin Meiosis guided reading handout- due Tuesday

 

 

 

 

(35-min classes)

 

 

Vocabulary: mitosis, interphase, prophase, metaphase, anaphase, telophase, cytokinesis, homologous chromosome, centromere, chromatid

 

Monday: Read the article titled “Cancer Reference Information”.  Summarize the article using the W5H format.

Wednesday: Explain why interphase and cytokinesis are not steps of mitosis.

Thursday: In your own words, define cell cycle.  Identify several events which take place during the cell cycle.

Friday:   Using your Modeling Meiosis Handout, define crossing over.  At what stage of meiosis does it occur?

http://www.youtube.com/watch?v=lpAa4TWjHQ4 “Why Cancer is the Lawbreaker of the Cell Cycle”

http://www.youtube.com/watch?v=O3_PNiLWBjY “Eukaryotic Cell Cycle”

http://www.sumanasinc.com/webcontent/animations/content/meiosis.html Meiosis animation

--------------------------------

 

WEEKLY LESSON PLAN

Monday 1/20/14-Friday 1/24/14

                                     

Teacher:  Ms. Burton

Course:  Honors Biology

Text:  Modern Biology published by Holt, Rinehart and Winston

Topics:  Mitosis & the Cell Cycle

 

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.

1/20/14

1/21/14

1/22/14

1/23/14

1/24/14

 

 

BR: extended response prompt

BR: extended response prompt

BR: extended response prompt

·    No School- MLK Jr. Day

 

 

 

 

 

 

 

 

 

·    No School- Snow Day

 

 

·    Video clip with note-taking: “NOVA ScienceNow: Personal DNA Testing”

·    Triple-entry vocabulary

 

·    Peer review of chromosomal abnormality papers

·    Complete vocabulary drawings using text p. 150

 

 

·    Video clip: “Mitosis Rap”

·    Cell Cycle color-coding

·    Add Cell cycle PowerPoint notes to colored handout

·    Begin cell cycle handout on reverse side.

 

 

 

 

 

 

 

 

 

Vocabulary list: mitosis, interphase, prophase, metaphase, anaphase, telophase, cytokinesis, homologous chromosome, centromere, chromatid

 

Wednesday:  Sketch each of the cells pictured and count the chromosomes in each cell.

Thursday:  “List the 4 phases of mitosis and provide one distinguishing feature of each phase.”

Friday:  Identify where mitosis takes place in the body.  Describe two reasons mitosis occurs.

 

http://www.pbs.org/wgbh/nova/body/personal-dna-testing.html “NOVA ScienceNOW

http://www.youtube.com/watch?v=pOsAbTi9tHw “Mitosis Rap: Mr. W’s Cell Division Song”

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WEEKLY LESSON PLAN

Monday 1/13/14-Friday 1/17/14

                                     

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.

1/13/14

1/14/14

1/15/14

1/16/14

1/17/14

Bell Ringer: complete pre-lab questions

 

BR: extended response prompt

 

BR: extended response prompt

 

BR: extended response prompt

 

BR: extended response prompt

 

·    Karyotyping Computer Lab Activity

 

 

 

 

 

 

 

 

 

·    Read Down Syndrome article and identify research assignment details

·    Conclude computer lab as needed and begin researching for paper topics

 

·    Collect topics/resources

·    Complete Genetic Screening activity with Pro and Con viewpoints

 

·    Mitosis POGIL

 

·    Vocabulary Quiz

·    Conclude Mitosis POGIL- due today

 

 

 

 

 

 

 

(shortened bells)

 

 

Vocabulary list: chromosome, autosome, chromatid, centromere, homologous chromosomes, karyotype, gene, mutation, DNA, DNA replication

 

Tuesday: In your own words, define “chromosome abnormality”. Identify one example of a chromosomal abnormality and describe several associated symptoms.

Wednesday: Explain how chromosomes are matched to make homologous pairs. Be specific.

Thursday:  In your own words, define “genetic screening”.  Describe one positive and one negative consequence of requesting genetic screening.

Friday:  Discuss (in writing) the difference between these two medical tests: a karyotype and a genetic screening. Hint: consider the type of results reported and possible reasons for requesting each test

 

http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html

http://learn.genetics.utah.edu/content/chromosomes/intro/

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WEEKLY LESSON PLAN

Monday 1/6/14-Friday 1/10/14

                                     

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.

1/6/14

1/7/14

1/8/14

1/9/14

1/10/14

 

 

 

BR: extended response prompt

 

BR: extended response prompt

 

·    No School- Weather Closure

 

 

 

 

 

 

 

 

 

·    No School- Weather Closure

·    Pre-assessment

·    Begin triple-entry vocabulary

 

·    Conclude vocabulary

·    View “DNA wrapping” from Dolan Learning Center site and write a summary sentence

·    Chromosome-wrapping demonstration

·    Complete 8-1 handout: “Chromosomes”- due tomorrow

 

 

 

·    Read the article “Chromosomal Abnormalities” and answer content questions; class discussion of content

·    Video clip (7 min): “Cracking the Code: Understanding Rare Chromosome Disorders”

·    Distribute and introduce Chromosome Abnormalities Research Assignment- topics due January 15

 

 

 

(2-hr delay for students)

 

 

Vocabulary list: chromosome, autosome, chromatid, centromere, homologous chromosomes, karyotype, gene, mutation, DNA, DNA replication

 

Thursday:  “Compare and contrast the terms DNA and chromosome.” “Draw a chromosome.  Label the centromere and a chromatid.”

Friday:  “In your own words, define “karyotype”.  Tell how many autosomes and sex chromosomes are in a normal human karyotype.

 

http://www.youtube.com/watch?v=k4Lps1kIyR0