This week we will begin our unit on genetics. 

This week we will begin by exploring the journey of a photon through photosynthesis and cellular respiration by sharing projects that students completed (due Monday). From there, we will review and finish the week with an assessment over energy flow.

This week, we will review the journey of a photon and energy flow, overall, in preparation for an assessment to be taken upon return from break.

This week we will continue our exploration of “energy flow” by looking at Photosynthesis and cellular respiration. We will round out the week by reviewing “energy flow” in the context of food webs. For this upcoming test, students may choose to complete their concept 3,4, & 5 study guide to earn them the opportunity of referencing their notes during the upcoming assessment. Students who do not complete the study guide prior to this assessment will not be able to reference their notes.

This week, students will review for an assessment over concepts 1 and 2, to be done on Wednesday. Their concepts 1 and 2 study guides are due on Monday. From there, we will move on to learn more about energy flow.

This week, we will begin our exploration of Unit 3: energy flow. Students will receive their Unit two test on Wednesday. Those who would like to take a retake may do so Wednesday, after school. I will also offer students the opportunity to submit corrections for up to half of what they would have earned on the test.

We will begin by taking pictures for the new classroom attendance system. Students will be responsible for moving their picture to designated areas before class and after class. From there, we will begin by reviewing procedures and expectations before moving on to our test review.

Student letters to the president about stem cell research are due, today.  

Wednesday, students will take their assessment over cells. Friday, we will begin our unit on Energy Flow. 

 

Students have been invited to a Microsoft Office “group” which will allow them access to a calendar with the lesson objective(s), daily agenda, and homework assignments. Please encourage them to utilize this newly created resource. If you would like access to this information, I also created a google calendar that you are welcomed to access. You can find it here: https://calendar.google.com/calendar?cid=cnRqcGpjcXU0MXEyajJjNWw1M2hxaGRwaDBAZ3JvdXAuY2FsZW5kYXIuZ29vZ2xlLmNvbQ

This week, students will get caught up with their Study Guides and review the material for the assessment, tentatively scheduled for Wednesday, October 17^th. Those who have not completed or remitted them will be asked to complete doodle notes over the concepts outlined in the Study Guides for full credit on these missed assignments.

Question: What’s a Doodle Note?

Answer: A coloring book page with questions about various cell systems and processes. A place to doodle and take notes, even if you’re not the most artistic!

Note: Students who have completed their study guides may complete these doodle notes for extra credit. ^_^

Those who are caught up will research for their letter to the president regarding stem cell research. Last week, students were assigned this research and given time in class to work on it. Each student is to research 3 pros and 3 cons before writing their letter. This letter will be due the Monday we return from break (October 15^th). Students will have time in class to complete these letters. However, most of the class will be dedicated to reviewing.  

We’ll start the week with an organelle quiz. Students will continue their exploration of cells by moving into cellular transport. At the conclusion of this week, students will be able to differentiate between passive and active transport mechanisms and will have a firm grasp of osmosis. Study guide one is due Monday (today) and study guide two will be due on Friday. Projects will be due at the conclusion of the unit.

Students will also bring home a lab safety agreement this week to be reviewed by parents and signed. It’s of utmost importance that students understand the need to stay on task during lab activities. I also encourage you to discuss proper decorum with your student regarding the idea that, while this is a classroom, it’s also a lab. Occasionally, we’ll have to have samples, etc. in the room, requiring the use of glassware (graduated cylinders, etc.) and the like. I’ll be going over lab safety again when we return from break. That said, this is a great opportunity for us to work together to make these activities possible. ^_^ 

We will begin this week with an assessment over Bio basics. From there, we will begin our exploration of cells. At the conclusion of this unit, students will be able to:

• List the 3 principles of cell theory.
• Explain the difference between multicellular and unicellular organisms.
• Compare and contrast prokaryotic and eukaryotic cells.
• Compare and contrast plant and animal cells.
• Describe the function of the following organelles: Nucleus, Mitochondria, Vesicles, Lysosome, Chloroplast, Vacuoles, Ribosomes, Cilia, Flagella, Cell membrane (phospholipid bilayer), Cell wall, Cytoplasm, Golgi apparatus, Endoplasmic reticulum (Rough and Smooth), Centrioles (Centrosomes).
• Identify an organelle based on a diagram or description.
• Identify a cell as eukaryotic, prokaryotic, plant, or animal based on a description or diagram.
• Predict the consequences of the failure or absence of an organelle inside a eukaryotic cell.
• Define homeostasis and explain the importance of the cell membrane in maintaining it.
• Create a Venn Diagram to compare and contrast passive and active transport.
• List the six types of transport and examples of the substances moved in each.
• Explain the differences between hypotonic, isotonic, and hypertonic solutions. Students will be able to use a picture to help them describe.
• Classify a type of cellular transport as active or passive based on a diagram or description.
• Infer which type of cell transport would be best suited to move a given substance across the cell membrane.
• Classify solutions as hypertonic, hypotonic or isotonic based on a diagram or description.
• List and define each of the five levels of organization.
• Explain the difference between differentiated/specialized cells and stem cells.
• Summarize the importance of stem cells and the differences between adult and embryonic.
• List the two main purposes for cell division.
• Describe ALL PHASES of the cell cycle, as well as the stages of mitosis in order.
• Explain how cells know when they need to divide. Also, explain the difference between internal and external regulation.
• Define cancer, causes of cancer, and the types of tumors that may result.
• Identify what stage of mitosis a cell is in based on a description or diagram.
• Predict consequences of a failure during a given phase of the cell cycle or mitosis.

Students will solve a murder mystery using their knowledge of macromolecules. Students will analyze the presence of macromolecules in different meals and will then test for the presence of these macromolecules in the evidence sample from the scene of the crime. Students will use this information to determine the murderer and answer analysis questions. Students will also prepare for an assessment to be done this week, time permitting.

This week, we will continue our exploration of Introduction to Biology. Students will complete an online simulation to explore macromolecules and, if time permits, we will complete a lab on Wednesday.

 

 

Welcome to Biology! In week one, we began our exploration of biology basics by learning about the nature of science and the scientific method. In week two, we reviewed lab safety, measurement, and more. 

This week, we will explore the scientific method by inquiring whether hand sanitizer or soap kills more bacteria. We will also foray into technological design with the water tower challenge.