Honors Bio Absent Student Resource/Lessons

The Lessons webpage provides a detailed outline of everything that was accomplished in class each day. This is where you should go to find out what work you need to make-up when you have been absent. It is also a good place to go to remember which textbook pages/materials were used in class.

*Extra copies of all assignments will be available in the "While You Were Out" file crate in our classroom. You can also print a copy of the assignment from the "Today's Lesson Materials" tab on this website.

I WAS ABSENT...what do I do?
- Check to see what you missed below.
- Look at "Vocabulary" tab, and add vocabulary that you missed to your binder.
- Look at "Homework" tab.
- Print available worksheets from "Today's Lesson Materials" tab, or plan to pick them up when you return to class.
- Do ANYTHING that we did in class that you are able to do at home.
- See Mrs. Mocherman before school or during class to discuss any questions you may have about missed work.



APRIL 24-28
MONDAY:

Content Purpose:

Describe the structure and function of the immune system

Language Purpose:

Use scientific vocabulary when describing the structure and function of the immune system (ex. blood, antibody, antigen, autoimmune, etc.)

Accountable Team Task:

Work with tablemates to complete virtual inquiry lab about blood types

Today in class – students took reviewed and corrected HW and then worked with tablemates to complete the blood type inquiry lab.


TUESDAY:

Content Purpose:

Describe the structure and function of the immune system

Language Purpose:

Use scientific vocabulary when describing the structure and function of the immune system (ex. blood, antibody, antigen, autoimmune, etc.)

Accountable Team Task:

Work with tablemates to complete immune system notes

Today in class – students completed the blood type inquiry lab and then worked on the immune system notes.


WEDNESDAY:
CP: Describe the structure and function of the immune system
LP: blood, antigen, antibody, etc.
ATT: Work with tablemates to complete immune system notes
Today in class...Students completed an assessment on human reproductive anatomy, fertilization and development of an embryo.  Students then worked on their immune system notes.

THURSDAY:
CP: Explain the function of the circulatory system and the organs it is composed of.
LP: heart, veins, atrium, ventricle, arteries, blood, capilaries, etc.
ATT: Work with tablemates to complete the circulatory system inquiry Gizmo.
Today in class...
We had a class discussion of how blood types are important in blood transfusions, due to antigen and antibodies in the blood.  Students also checked and discussed the answers to their immune system notes and flowchart.  Students watched the Amoeba Sisters clip: Bacteria and the TedEd clip: How do Vaccines work?  Students spent the remainder of the period working on a circulatory system Gizmo.
If you missed today...You will need to come in tomorrow ready to turn in your completed immune system review pages and check your note and flowchart answers against today's flipchart for accuracy. 

FRIDAY:

APRIL 17-21
MONDAY: 
CP: Identify and describe angiosperm parts.
LP: stamen, pistil, ovary, sepal, etc.
ATT: Work with shoulder partner to identify flower parts, dissect, and label.
Today in class...Students checked answers to the "Reproduction in Flowering Plants" notes and diagram.  Students then began the flower dissection activity.  Students were each given a flower to examine and dissect.  They also viewed the flowers parts under a microscope.

TUESDAY:
Today in class...
Students checked their 24.1, 23.1, 23.2 notes for accuracy.  Students then watched an Amoeba Sisters clip about flowering plant reproduction.  Students spent the remainder of the period designing their capillary action experiment, using a carnation and colored water.  Students determined what they wanted to test, made predictions and set up their experiment.

WEDNESDAY:

Content Purpose:

Describe how plant tissues work together to establish and maintain nutrient levels within plants

Language Purpose:

Use scientific vocabulary when describing plant parts and their functions (ex. xylem phloem, meristem roots, capillary action, etc.)

Accountable Team Task:

Work with shoulder tablemates to complete Gizmo review.

Today in class – students reviewed and corrected last night’s homework and then shared their experimental design from yesterday (carnation) and reported results. Students then completed a Gizmo review for tomorrow’s FA.


THURSDAY:

Content Purpose:

Demonstrate an understanding of plant processes

Language Purpose:

Use scientific vocabulary when describing plant parts and their functions (ex. xylem phloem, meristem roots, capillary action, etc.)

Accountable Team Task:

No ATT – FA today

Today in class – students reviewed and corrected last night’s homework and then took the FA. If students finished early, they started their 34.3 notes.


FRIDAY:

Content Purpose:

Describe the structure and function of the reproductive system

Language Purpose:

Use scientific vocabulary when describing plant parts and their functions (ex. testes, ovaries, sperm, egg, etc.)

Accountable Team Task:

Work with tablemates to complete sort and notes on fertilization and development.

Today in class – students took VQ #30, reviewed and corrected last night’s homework and complete a sort and notes on fertilization and development.



APRIL 10-14
MONDAY:

Content Purpose:

Explain how matter cycles through an ecosystem

Language Purpose:

Use relevant scientific vocabulary (ex. evaporation, condensation, transpiration, fixation, combustion, etc.)

Accountable Team Task:

Work with shoulder partner to complete the cycles of matter diagrams and limiting factors ecosystem poster evaluation.

Today in class – students handed in their foldable notes and completed the cycles diagrams and checked them. We reviewed the symbiosis notes as a class and then students worked at their own pace within their groups to complete the limiting factors ecosystem poster evaluation. Most did not finish – but it is collaborative work, not homework, and they will finish tomorrow.


TUESDAY:
CP: Describe succession in ecosystems.
LP: primary succession, secondary succession, etc.
ATT: Work with tablemates to correct notes.
Today in class...
Students completed their ecosystems project and then shared their projects with the class.  Students then checked their answers to the succession notes from Monday.  Students spent the remainder of the period working on an ecosystem active study.

WEDNESDAY:
Assessment Day.
Today in class...Students completed the ecology formative assessment, then began work on the flower parts notes and diagram.  Notes and diagram due Tuesday.

THURSDAY:
Today in class...Students participated in a training on how to take the Biology EOC.

FRIDAY: NO SCHOOL!

APRIL 3-7
MONDAY: NO SCHOOL


TUESDAY:
CP: Describe the effects of limiting factors on populations, as well as producers and consumers.
LP: populations, ecology, ecosystem, limiting factor, carrying capacity, producer, consumer, etc.
ATT: Work with shoulder partner to gather and interpret information for the energy, producers and consumers foldable (3).
TOday in class...Students checked and corrected answers to the Rabbit virtual lab from Friday, as well as the foldable notes. Students then started their ecosystem poster by drawing the abiotic factors of their ecosystem. Students then completed foldable 3 about energy, producers and consumers, followed by phase 2 of the ecosystem poster (directions under "Today's Lesson Materials").

WEDNESDAY:

Content Purpose:

Explain how organisms obtain energy and nutrients

Language Purpose:

Use relevant scientific vocabulary (ex. biotic, abiotic, limiting factor, competition, predation, carrying capacity, producer, consumer, autotroph, heterotroph, detritivore, decomposer, etc.)

Accountable Team Task:

Work with shoulder partner to gather and obtain information to be included in the Energy, Producers and Consumers foldable notes and the Energy Flow in Ecosystem foldable notes.

Today in class – students reviewed and discussed Gizmo and homework and then continued forward on foldable notes #3 and diagram phase 2.



THURSDAY:

Content Purpose:

Explain how organisms obtain energy and nutrients

Language Purpose:

Use relevant scientific vocabulary (ex. biotic, abiotic, limiting factor, competition, predation, carrying capacity, producer, consumer, autotroph, heterotroph, detritivore, decomposer, etc.)

Accountable Team Task:

Work with shoulder partner to gather and obtain information to be included in the Energy, Producers and Consumers foldable notes and the Energy Flow in Ecosystem foldable notes.

Today in class – students reviewed and discussed Gizmo and homework and then continued forward on foldable notes #3 and diagram phase Foldable 4, 3.3, HW and then applied that information to the next phase of their ecosystem diagrams. If students finished early, they started their homework – 3.3 Review.


FRIDAY:

Content Purpose:

Explain how matter cycles through an ecosystem

Language Purpose:

Use relevant scientific vocabulary (ex. evaporation, condensation, transpiration, fixation, combustion, etc.)

Accountable Team Task:

Work with shoulder partner to complete the cycles of matter diagrams.

Today in class – students took VQ and then reviewed and discussed 3.3 Review HW. Students then completed a series of interactive information pages to complete diagrams of the carbon, nitrogen and water cycles. Most students did not finish and will begin class on Monday by completing these exercises.



MARCH 27-31
MONDAY:
CP: Describe how living organisms are organized and classified.
LP: domain, kingdom, phylum, etc.
ATT: Work with tablemates to collect information for the classification mini project.
Today in class...
Students checked their 18.1 notes for completion and accuracy, watched a video clip about classification, then began work on 18.3 notes.  Students spent the remainder of the period working on their classification mini project (due Wed.).

TUESDAY:
Continued from Monday...Students checked 18.3 notes for completion and accuracy.  They then worked on their classification project and 18.1 &18.3 review page.

Wednesday, March 29th BIO


Content Purpose:

Describe the current taxonomic classification system

Language Purpose:

Use relevant scientific vocabulary (ex. domain, kingdom, order, family, phylum, class, genus, species, etc.)

Accountable Team Task:

No ATT – FA today

Today in class – students reviewed and corrected homework review and then completed the Classification FA.

Thursday, March 30th BIO


Content Purpose:

Explain how organisms obtain energy and nutrients

Language Purpose:

Use relevant scientific vocabulary (ex. biotic, abiotic, limiting factor, competition, predation, etc.)

Accountable Team Task:

Work with shoulder partners to complete ecology foldable notes #1 & #2

Today in class – students completed the foldable notes #1 from yesterday and then went on to foldable #2 since the internet was not working and we had to change plans slightly.

Friday, March 31st                                    BIO

Content Purpose:

Explain how organisms obtain energy and nutrients

Language Purpose:

Use relevant scientific vocabulary (ex. biotic, abiotic, limiting factor, competition, predation, etc.)

Accountable Team Task:

Work with shoulder partners to complete Gizmo and begin ecosystem diagram if you finish

Today in class – students took VQ #27 and then reviewed and discussed Foldable note #2. Students then worked with shoulder partners to complete the Gizmo and if they finished, began working on the ecosystem diagram.


MARCH 20-24

MONDAY: 
CP: Describe the current hypothesis about the formation of early Earth and origin of life.
LP: endosymbiotic theory, amino acids, condensation, microspheres, DNA RNA, etc.
ATT: Work with tablemates to gather information to be included in the Formation of Earth poster.
Today in class...Students began class by sharing and discussing answers to the article about human evolution.  Students then worked with their tablemates to complete an inquiry entrance slip, enterpreting data about gases in early Earth, compared to today, from pie charts.  Students spent the remainder of the period reading information about early Earth formation and making a team poster depicting the information.

TUESDAY:
CP: Describe the current hypothesis about the formation of early Earth and origin of life.
LP: endosymbiotic theory, amino acids, condensation, microspheres, DNA RNA, etc.
ATT: Work with tablemates to gather information to be included in the 19.3 windowpane notes
Today in class... Students shared their Early Earth posters from yesterday.  Students then listened as Mrs. M. read sections from 19.3.  They listened and drew pictures based on the content.  Students spent the remainder of the period writing the note portion of the windowpane notes. Complete for HW.

WEDNESDAY:
CP: Describe the symbiotic theory.
LP: endosymbiotic theory, amino acids, condensation, microspheres, etc.
ATT: Work with tablemates to review 19.3 concepts.
Today in class...
Students checked their 19.3 windowpane and Cornell notes for accuracy and completion.  Students also watched video clips about Miller-Urey experiment and the Endosymbiotic Theory.  Students started the 19.3 review in class.

THURSDAY:
CP: Describe the ways in which living organisms are classified.
LP: classification, taxon, binomial nomenclature, genus, species, domain, kingdom, etc.
ATT: Work with shoulder partner to complete the classification virtual lab.
Today in class...
Students checked their answers to the 19.3 review activity, asking questions.  Students then took the 19.3 formative assessment.  Students then completed an inquiry sort of living things.  Students spent the remainder of the period working on the classificiation virtual lab.

FRIDAY:
Continued from yesterday...Students took VQ #26, then went back to working on the classification virtual lab.  Students then read and took notes on pages 510-515 (a portion of 18.1).  Students will complete the notes for HW.

MARCH 6-10
MONDAY: 
Today in class...Students reviewed concepts for Wednesday's Common Assessment.  Study Guides were handed out last week.  Quiz, Quiz, Trade review questions/answers are on the "Today's Lesson Materials" tab.

TUESDAY:
No class today - FSA Writing Test

WEDNESDAY:
CP: Demonstrate knowledge of genetics and evolution.
LP: Use appropriate scientific vocabulary: DNA, nucleus, RNA, heredity, genetics, Punnett square, pedigree, natural selection, adaptions, etc.
ATT: No ATT today - assessment day
Today in class...Students completed Common Assessment 3.  Students worked on the Human Evolution Gizmo from last week when all were finished.

THURSDAY:
CP: Describe the species and steps involved in human evolution.
LP: primate hominine, prehensial tail, ape, etc.
ATT Work with shoulder partner to complete the human evolution Gizmo.
Today in class...Students began class by completing the human evolution Gizmo that was started in class last Friday.  We checked answers to the Gizmo, then checked 26.3 notes.  Students watched a video clip about human evolution, then read an article about how food processing may have affected evolution.  Students will complete the scientific method questions about the article for HW - due 3/20.

FRIDAY: 
Today in class...Students learned about some specific animal adaptations.  Students then designed a moth that was perfectly camouflaged for our classroom.  Students from Mrs. Swick's class searched for their moths and we searched for theirs. It was a fun day of light competition. :)

FEB. 27-MARCH 3
MONDAY:
Today in class...Students checked answers to the Amino Acid Sequences activity from Friday.  Students then completed the chapter 16 formative assessment.

TUESDAY:
CP: Identify how environmental changes can lead to adaptations in species over time.
LP: mutation, variation, adaptation, natural selection, etc.
ATT: Work with shoulder partner to complete he Rainfall and Bird Beak Gizmo.
Today in class...Students explored the ideas of adaptations in the Galapagos finches by completing a virtual lab about bird beak sizes during times of greater and less rainfall.  Students checked their answers when they were done, then went on to start the chapter 17 Cornell notes.  Complete notes for HW.

WEDNESDAY:
CP: Describe and illustrate factors, other than natural selection, that affect the genetic diversity of a population.
LP: polygenic trait, natural selection, allele, directional selection, stabilizing selection, disruptive selection, genetic drift, gene pool, bottleneck effect, etc.
ATT: Work with shoulder partner to create a genetic drift and genetic equilibrium poster.
Today in class...

THURSDAY:
CP: Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size and jaw size.
LP: Use scientific vocabulary when describing the hominid evolution (ex. binocular vision, prehensile tail, anthropoid, hominoid, hominine, bipedal, opposable thumb, etc.)
ATT: Work with shoulder partner to complete Human Evolution Skull Analysis GIZMO lab.
Today in class...Students completed yesterday's genetic drift and genetic equilibrium poster, which we shared around the class.  Students then checked the review that was completed for HW last night.  Students then began work on the Evolution Skull Analysis GIZMO as an introduction to human evolution.  Study guides for next Wednesday's CA were handed out.

FRIDAY:
Continued from yesterday...
Today in class: Students completed vocabulary quiz 24.  Students then completed the Human Evolution inquiry GIzmo simulation.  We will finish on Wednesday after the CA.  Students were given 26.3 notes to be completed by Thursday, March 9.

FEB. 20-24
MONDAY: no school

TUESDAY:
Content Purpose: Explain the role that mutations may play in the fitness of an organism within in a populationand how that fitness may affect natural selection.
Language Purpose: Use scientific vocabulary (mutation, allele, chromosome, genotype, phenotype, fitness, evolution) when describing how mutations affect natural selection.
Accountable Team Task: Work with your tablemates to complete Evolution: Mutation and Selection Virtual 
Lab.
Today in class...Students checked 16.4 notes (1-14) for completion accuracy.  Students then took a few minutes to complete the Bird Beak lab from Friday.  We checked and discussed those answers.  Students spent the remainder of the class period working on the Gizmo for mutations and natural selection.


WEDNESDAY:
Content Purpose:Explain how variations within a population affect the abilities of individuals to compete, survive and reproduce in a given environment and how this is related to the concept of natural selection.
Language Purpose:Use scientific vocabulary when explaining the effects of different variations on an organism's ability to compete, survive and reproduce (ex. population, competition, adaptation, trait, variation, environment, predator, camouflage, reproduction, etc.)
Accountable Team Task:Work with tablemates to complete the Gizmo lab Evolution: Mutation and Selection.
Today in class – students “shared around” their answers for the homework and then finished the Gizmo about mutation and selection and checked their answers.


THURSDAY:
Content Purpose:Describe the different forms of support of the biological theory of evolution.
Language Purpose:Use scientific vocabulary when explaining the effects of different variations on an organism's ability to compete, survive and reproduce (ex. population, competition, adaptation, trait, variation, environment, predator, camouflage, reproduction, etc.)
Accountable Team Task:Work with shoulder partner to complete the “Evidence of Evolution” dry lab.
Today in class – students “shared around” their answers for the homework and then began the “Evidence of Evolution” dry lab. Some shoulder partners finished and others will finish at the beginning of class tomorrow.


FRIDAY:
Content Purpose:Explain how amino acids determine how closely an organism is related to another organism.
Language Purpose:Use scientific vocabulary when explaining the effects of different variations on an organism's ability to compete, survive and reproduce (ex. population, competition, adaptation, trait, variation, environment, predator, camouflage, reproduction, etc.)
Accountable Team Task:Work with shoulder partner to complete the “Amino Acid Sequences: Indicators of Evolution” lab.
Today in class – students “shared around” their answers for the homework then reviewed and discussed the “Evidence of Evolution” dry lab from class yesterday. They then continued on to work on the “Amino Acid Sequences: Indicators of Evolution” lab with shoulder partners.




FEB. 13-17

MONDAY:
CP: Describe how Darwin's observations led to the theory of evolution by natural selection.
LP: adaptation, natural selection, species, evolution, etc.
ATT: Work with shoulder partner to complete 16.1 & 16.2 notes.
Today in class...Students checked their mutations HW assignment and asked questions as needed.  Students then watched two video clips to introduce evolution by natural selection (TedEd and Amoeba Sisters).  Students spent the remainder of the period reading 16.1 & 16.2 and completing notes. Notes will be finished for HW.

TUESDAY:
Continued from Monday...
Today in class...
Students checked answers and discussed chapters 16.1 and 16.2.  Students spent the remainder of the period working on the Bunny Population PhET simualation.

WEDNESDAY:
Today in class...Students continued the Bunny Population PhET simulation.  We then checked answers as a whole group.  Students the watched 10 minutes of a video about the Galapagos Islands and the animal adaptations present there. Students should complete notes for chapter 16.3 tonight for HW.

THURSDAY:
Content Purpose:Explain how variations within a population affect the abilities of individuals to compete, survive and reproduce in a given environment.
Language Purpose:Use scientific vocabulary when explaining the effects of different variations on an organism's ability to compete, survive and reproduce (ex. population, competition, adaptation, trait, variation, environment, predator, camouflage, reproduction, etc.)
Accountable Team Task:Work with tablemates to complete and discuss listening guide and analysis question related to Galapagos Islands video.
Today in class – students discussed and reviewed homework and then completed the Galapagos Islands video and discussion questions from yesterday.


FRIDAY:
Content Purpose:Explain how variations within a population affect the abilities of individuals to compete, survive and reproduce in a given environment. and how this is related to the concept of natural selection.
Language Purpose:Use scientific vocabulary when explaining the effects of different variations on an organism's ability to compete, survive and reproduce (ex. population, competition, adaptation, trait, variation, environment, predator, camouflage, reproduction, etc.)
Accountable Team Task:Work with tablemates to complete the Bird Beak lab.
Today in class – students took VQ #22, reviewed last night’s homework and then worked as a table group to complete the bird beak lab and answer the analysis questions. Whatever was not finished became homework due Tuesday.



FEB 6-10
Monday, February 6th 

Content Purpose:Describe RNA and the part it plays in protein synthesis
Language Purpose:Use scientific vocabulary (ex. codon, anticodon, mRNA, tRNA, rRNA, etc.)
Accountable Team Task:Work with shoulder partner to complete protein synthesis, including transcription and translation
Today in class – students checked the Gizmo and reviewed their homework. We also watched a short video and students who finished everything started working on the transcription/translation protein synthesis practice homework due tomorrow.
If you missed today – you’ll need to review and correct your homework and complete the Gizmo and homework independently at home. The video was a BrainPOP video on RNA that you can watch at home if permitted to do so.

Tuesday, February 7th

Content Purpose:Explain the steps of protein synthesis from transcription in the nucleus to the release of the protein.
Language Purpose:Use scientific vocabulary (transcription, translation, tRNA, mRNA, codon, anti-codon, amino acid, protein, start codon, stop, codon)
Accountable Team Task:Work with tablemates to create protein synthesis poster.
Today in class – students reviewed and corrected their answers for the Gizmo and protein synthesis practice and then began working on a collaborative poster as a final review for tomorrow’s FA.
If you missed today – you’ll need to review and correct your Gizmo answers and protein synthesis practice homework independently at home. You will also need to complete the comic independently since the other students have already started theirs. Let me know if you have any questions.


Wednesday, February 8th

Content Purpose:Explain the steps of protein synthesis from transcription in the nucleus to the release of the protein.
Language Purpose:Use scientific vocabulary (transcription, translation, tRNA, mRNA, codon, anti-codon, amino acid, protein, start codon, stop, codon)
Accountable Team Task:Work with tablemates to complete 13.3 notes.
Today in class – Students reviewed protein synthesis, then took the formative assessment.  Students read 13.3 and took notes (to be completed for HW).
If you missed today – You'll need to arrange a time to make up the formative assessment, read 13.3 and request the notes up on your return. 


Thursday, Feb. 9

Content Purpose: Describe different types of mutations and their effects.

Language Purpose: gene mutation, insertion, deletion, replacement, point mutation, substitution, etc.

Accountable Team Task: Work with tablemates to complete mutations virtual lab.

Today in class...Students reviewed 13.3 notes about mutations.  Students then participated in an online activity where they identified different mutations, using the bases in DNA, then evaluated their effects.  Students began working on their 13.3 review page.


Friday, Feb. 10

Continued from Thursday...Students completed VQ21, then continued working on the mutations lab from yesterday. After sharing the mutation lab findings, students began work on a sickle cell anemia and mutations challenge page.  Students should complete an acrostic on MUTATIONS for Monday.





Jan. 30-Feb. 3

MONDAY:
Today in class
...Students began class by checking their 12.3 notes that they completed for HW.  10 minutes were given to complete Friday's virtual lab (Gizmo), then those answers were checked.  STudents then watched an Amoeba Sisters video clip about DNA Replication.  Students finished out the class by completing an exit slip about DNA replication.

TUESDAY:
CP: Describe the structure and function of DNA
LP: replication, phosphate group, etc.
ATT: Work with tablemates to complete the DNA Extraction lab.
Today in class...Students checked the answers to their 12.3 review exercise.  Students then worked on the Strawberry DNA Extraction lab where they were able to extract and examine strawberry DNA.

Wednesday, February 1st 
Content Purpose:Describe the process of protein synthesis
Language Purpose:Use the following applicable vocabulary: mRNA, tRNA, rRNA, transcription, translation, etc.
Accountable Team Task:Work with shoulder partner to simulate the process of protein synthesis.
Today in class – students reviewed/corrected homework, watched two short amoeba sisters videos and then applied what they learned to a protein synthesis simulation activity.
If you missed today – you’ll need to check your homework answers with someone at your table get the DNA extraction questions to complete with help – since you missed the lab activity and complete at least one protein synthesis “sentence” – let me know if you have any questions.


Thursday, February 2nd
Content Purpose:Describe the process of protein synthesis
Language Purpose:Use the following applicable vocabulary: mRNA, tRNA, rRNA, transcription, translation, etc.
Accountable Team Task:Work with shoulder partner to simulate the process of protein synthesis and then apply what you’ve learned to the RNA Protein Synthesis Gizmo.
Today in class – students completed the protein synthesis activity with shoulder partners, handed it in for credit, and then began working as a table group on the Gizmo.
If you missed today – you’ll need to make sure that you did enough of the protein synthesis simulation yesterday to understand the process – ask me if you have questions – and finish the Gizmo with your group. If your group has finished, then you’ll need to complete this independently at home.

Friday, February 3rd 
Content Purpose:Demonstrate an understanding of Chapter 12 concepts and pedigrees
Language Purpose:Demonstrate an understanding of the scientific vocabulary associated with Chapter 12 and pedigrees
Accountable Team Task:No ATT – Formative Assessment today
Today in class – students completed VQ #20 and a Formative Assessment and then started on the homework if they finished early.
If you missed today – you’ll need to arrange a time to make-up the VQ and FA.


Jan. 23-27
MONDAY:
CP: Use a pedigree to interpret genetic relationships.
LP: Use the following applicable vocabulary: allele, phenotype, genotype, dominant, recessive, gene, heterozygous, homozygous, carrier, etc.
ATT: Work with tablemates to complete pedigree practice activities.
Today in class...Students reviewed/corrected the pedigree practice homework and then took the FA.

TUESDAY:
Today in class...Students checked their answers to the Green Genes and Dye Job pedigree HW.  Students identified whether traits were autosomal or sex-linked, using the pedigrees as evidence.  We watched the Amoeba Sisters about multiple alleles and blood types.  Students will complete 14.1 notes for HW.

WEDNESDAY:
Today in class...
Students checked the answers to 14.1 notes and Pedigrees of the Rich and Famous.  Students then completed an inquiry entrance slip with their tables about the roles of DNA.  Students compared DNA to a book with chapters and copies of the book.  Students then watched a video clip about DNA.  Students spent the remainder of the period completing notes on 12.1 & 12.2.

THURSDAY:
CP: Describe the structure of DNA.
LP: replication, phosphate group, nitrogen base, etc.
ATT: Work with shoulder partner to model and replicate a model of DNA.
Today in class...
Students checked their answers to 12.1 & 12.2 notes.  Students then watched a video clip about Rosalind Frank (an important scientist in DNA research).  Students spent the remainder of the period using paperclips and pipe cleaners to make a strand of DNA with their shoulder partner.  They then separated and shared their half strands with the partners across the table and replicated DNA.  Students will complete the questions for this lab as well as a 12.1 & 12.2 review exercise for HW.

FRIDAY:
Today in class...
VQ #19. Students checked answers to the DNA modeling lab from Thursday.  Students then checked answers to the 12.1 and 12.2 review page.  We watched Amoeba Sisters: DNA Structure and Function.  Students then worked on the Gizmo: Building DNA.  Students will complete 12.3 notes for HW.

Jan. 16-20
MONDAY: No School
TUESDAY: No School
WEDNESDAY:
Today in class...(shortened class due to principal's forum)  Students checked the Spongebob codominance practice and the Mouse Genetics Gizmo (2 traits).  Students spent the remainder of the period working on a web-based activity reviewing the types of dominance in heredity.  To be completed for HW.

THURSDAY: (1.5 hour class time, due to advisory schedule)
CP: Describe Gene Linkage and how Gene Maps are used.
LP: Law of Independent Assortment, Gene Linkage, dominant, recessive, etc.
ATT: Work with tablemates to complete the Gene Linkage and Gene Maps notes.
Today in class...
Students checked their answers to the dominance review from yesterday.  Students then read pages 328-329 and completed a Cloze note activity about Gene Linkage and Gene Maps.  We then checked the notes as a class.  Students spent the remainder of the period working on a chapter 11 review...to be completed for HW.

Friday
Content Purpose:
Use a pedigree to interpret genetic relationships
Language Purpose:
Use the following applicable vocabulary: allele, phenotype, genotype, dominant, recessive, gene, heterozygous, homozygous, carrier etc.

Accountable Team Task:
Work with table mates to complete pedigree practice activities.

Today in class – students reviewed/corrected the Chapter 11 review HW and then completed pedigree practice activities as a collaborative group.

If you missed today – you’ll need to review the pedigree practice activities and use the link to access the interactive practice online - this is the website address: http://www.zerobio.com/drag_gr11/pedigree11_flash.htm. Let me know if you have any questions.



Jan. 9-13
MONDAY:
Continued from Friday...Today in class...Students completed their Mouse Genetics virtual lab, which we checked as a class.  Students practiced Punnett squares as a table team, as I went around and checked and corrected mistakes.  Students watched a TedEd video clip about Mendel and his research, along with Punnett Squares.  Students who had time started on tonight's HW.

TUESDAY:
CP: Describe codominance and incomplete dominance in genetic inheritance.
LP: dominant, allele, gene, codominance, incomplete dominance, etc.
ATT: Work with tablemates to edit and revise codominance and incomplete dominance review page.
Today in class (shortened periods, due to writing simulation in the morning):
Students checked, revised and edited their notes (ws) on incomplete and co- dominance.  Students then watched an Amoeba Sisters about the topic.  Students were introduced to tomorrow's activity.

WEDNESDAY:
CP: Identify genotypes and phenotypes using a Punnett Square.
LP: heterozygous, homozygous, codominance, etc.
ATT: Work with shoulder partner to complete the Smiley Face Lab.
Today in class... STudents checked their answers to last night's Spongebob Genetics worksheet.  Students then began collecting data by flipping a coin and calculating the probability of particular traits in the Smiley Face Genetics Lab.  We will complete this lab on Friday.

THURSDAY:
BIOLOGY MIDTERM

FRIDAY:
CP: Use Punnett squares to predict the probability of receiving 2 combined phenotypes.
LP: heterozygous, phenotype, dominance, genotype, etc.
ATT: Work with shoulder partner to complete Mouse Genetics (2 traits)
Today in class...
Students took VQ #17.  They completed an entrance slip concerning Punnett squares.  Students also checked their answers to the smiley face genetics lab.  Students spent the remainder of the period completing the Mouse Genetics Gizmo (2 traits).  To be completed for HW.

Jan. 2-6
MONDAY: No School

TUESDAY: 
CP: Compare/Contrast mitosis & meiosis
LP: Kiploid cell, haploid cell, chromosome, anaphase I, anaphase II, prophase, I, prophase II, etc.
ATT: Work with shoulder partner to complete a mitosis/meiosis Venn diagram
Today in class...Students reviewed meiosis by completing a team entrance slip, sorting meiosis phases names and pictures.  Students then checked the answers to the meiosis review (completed before the break).  We watched a 10 minute video clip (Khan Academy) about fertilization, which described the numbers of chromosomes during the process of meiosis and fertilization.  Students spent the remainder of the period completing a Venn diagram about meiosis and mitosis - to be completed for HW.

WEDNESDAY:
CP: Identify genetic traits and use a genetic wheel to explain how they're related to genetic diversity within our classroom.
LP: Use accurate scientific vocabulary: meiosis, haploid, diploid, sexual reproduction, etc.
ATT: Work with your shoulder partner to observe, identify and record your physical traits and then use them to determine your number from a genetic wheel and answer analysis questions.
Today in class...
Students checked their answers to the meiosis/mitosis Venn diagram.  Students then started the "Class Traits" activity where they observed 7 traits of their own and compared to the same traits of classmates.  Student spent the last 10 minutes of class reading 11.1 and filling in their notes. Notes will be completed for HW.

THURSDAY:
CP: Describe Menedel's research by explaining how different traits from parents are distributed to offspring.
LP: heterozygous, homozygous, allele, gene, dominant, recessive, etc.
ATT: Work with shoulder partner to complete the "Intro. to Dominant and Recessive Genes" activity.
Today in class...
Students checked their 11.1 notes for accuracy and edited as needed.  Students then completed the inquiry activity "Intro. to dominant and recessive genes".  We checked this in class, then students tried it on their own with an exit slip.  Students spent the remainder of the period reading lesson 11.2 and completing notes that they will continue for HW.

FRIDAY:
Today in class...
Students completed VQ #16 and the Extra VQ for quarter 2.  We checked answers to the 11.2 notes (Applying Mendel's Research).  Students spent the remainder of the period working on a Gizmo virtual lab, called Mouse Genetics, exploring Mendel's findings through experimentation and Punnett squares.

Dec. 12-16
MONDAY: 
CP: Identifiy and describe the events that occur during each phase of meiosis.
LP: haploid cell, diploid cell, chromosome, chromatid, gene, homologous chromosome
ATT: Work with shoulder partner to complete the meiosis modeling activity.
TOday in class...Students watched an Amoeba Sisters video clip about meiosis. Students checked their meiosis notes against the answer key and we discussed the concepts.  Students then watched a Bozeman Science video clip about modeling chromosomes during meiosis.  Students spent the remainder of the period using pipe cleaners and beads to represent chromosomes during the stages of meiosis.  To be continued Wednesday.

TUESDAY: Junior Achievement - no Bio class

WEDNESDAY:
CP: Review cell topics for Thursday's Common Assessment
LP: Use appropriate scientific vocabulary
ATT: Work with tablemates to complete a Send-A-Problem review.
Today in class...
Students spent the period answering questions at their tables as a review for tomorrow's Common Assessment.  All questions and answers have been posted in "Today's Lesson Materials."

THURSDAY:
Common Assessment #2

FRIDAY:
Today in class...Students completed their meiosis modeling, using pipe cleaners and beads.  We discussed the changes in chromosomes throughout the process.  We spent the rest of the class period playing vocabulary Bingo for a little bit of fun before the winter break!  Happy Holidays!

Dec. 5-9
MONDAY:
CP: Name and describe the stages of mitotic cell division.
LP: mitosis, interphase, prophase, metaphase, anaphase, telophase, etc.
ATT: Work with classmates to review mitotic cell cycle, using the quiz, quiz, trade format.
Today in class...Students visited other tables in teh classroom, peer reviewing each other's mitosis comics.  Students also observed the microscopic images of cells captured by the other tables.  Students were then all given a different question/answer card representing information for tomorrow's formative assessment.  We partnered up with Mrs. Swick's biology class and reviewed, using "quiz, quiz, trade".  
If you missed today....plan to take the FA tomorrow with your classmates.

TUESDAY:
No ATT today: Assessment
Today in class...Students completed the formative assessment for 10.1 and 10.2.  Students spent the remainder of the period reading the article "What Elephants Can Tell Us About Cancer Treatement" and completing questions about the article.

WEDNESDAY:
CP: Describe how the cell cycle is regulated and how cancer cells are different from other cells.
LP: cyclin, growth factor, apoptosis, cancer, tumor
ATT: Work with shoulder partner to ready 10.3 and complete provided notes page.
Today in class...
We discussed the answers to the Elephant article, then watched the Amoeba Sisters clip: Cell Cycle and Cancer.  Students spent the remainder of the period reading chapter 10.3 with their shoulder partner and filling in the provided note page.

THURSDAY:

Thursday, December 8th               BIO

Content Purpose:

Explain the relationship between the cell cycle and the development of cancer due to uncontrolled cell growth.

Language Purpose:

Use scientific vocabulary (cyclin, apoptosis, cancer, tumor, benign, malignant, etc.)

Accountable Team Task:

Work with tablemates to complete Cancer Investigation

Today in class – students reviewed and corrected the homework and then completed the questions for the cancer investigation activity – this was done collaboratively on the flipchart and we will review and discuss these tomorrow. It was also announced that there will be a Common Assessment next Thursday and a study guide was passed out.

If you missed today – you’ll need to arrange a time to watch the videos and answer the questions for the Cancer Investigation. Check the make-up folder for your study guide.

Check the homework page or back board


FRIDAY:
CP: Describe the process of meiosis
LP: meiosis, sperm egg, haploid, diploid, gamete, allele, etc.
ATT: Work with shoulder partner to read pages 323-325 and complete the meiosis notes.
TOday in class...
Students were given a few minutes to complete yesterday's cancer investigation.  We then shared and checked answers as a whole class.  Students then completed a sort of the names, descriptions and pictures of the phases of meiosis.  Students spent the remainder of the period reading pages 323-325 and completing the meiosis notes.
If you missed today...You will need to look at today's flipchart on Today's Lesson Materials to check the answers to the cancer investigation.  Also, update your vocabulary.


Nov. 28-Dec. 2
MONDAY:
CP: Describe why and how cells divide
LP: asexual reproduction, sexual reproduction, mitosis, metaphase, telophase, etc.
ATT: Work with tablemates to complete the inquiry mitosis sort.
Today in class...Students listened to Mrs. M's introduction to today's lesson, describing why cells must be small and what happens when they increase in size.  Students watched an intro. to chapter 10 video clip from the textbook.  Students then read 10.1 and completed notes, checking them against the answer key when they were done.  Students spent the remainder of the period working as a table on an inquiry sort about mitosis, organizing pictures and descriptions of the stages of mitosis.  Students printed the sort for their notes.  Students who did not have time to print will print tomorrow.

TUESDAY:
Today in class...Students read an article entitled "Bye Bye Bananas" and answered questions as a table about why genetically identical bananas are a disadvantage to the species. Students then checked their answers and discussed with the class.  Students then checked their 10.2 notes for accuracy and made necessary corrections.  We then watched the Amoeba Sisters clip about mitosis.  Students spent the remainder of the period working on the 10.1 and 10.2 review exercises.

WEDNESDAY:
CP: Identify and describe the stages of the mitotic cell cycle.
LP: mitosis, metaphase, anaphase, telophase, cytokinesis, etc.
ATT: Work with tablemates to identify stages of the mitotic cell cycle from microscope pictures.
Today in class...
Students checked the first page of the 10.1/10.2 review page for accuracy. We discussed important points.  Students then were given a picture on their table computers of cells at different stages of the cell cycle (plant).  Students were asked to circle and label the stages with their tablemates, then complete sentences justifying their reasoning on why they chose that cell.  Students spent the remainder of the period coming to the front, circling the cell their table chose and explaining.  Lots of great discussion today!!

THURSDAY:
ATT: Work with tablemates to plan your mitotic comic strip
Today in class...Students checked the answers to their 10.1 and 10.2 review and added some information provided by Mrs. M.  Students then spent the remainder of the period working on their mitotic cell division comic.  To be completed for HW - directions are in "Today's Lesson Materials" tab.

FRIDAY:
CP: Identify and describe the stages of the cell theory, using the microscope and prepared slides.
LP: "This is an image of _______________ stage of cell theory.  I know this because _____."
ATT: Work with tablemates to view prepared slides under a microscope and make a flipchart of images and descriptions.
Today in class...Students completed VQ #13.  Then students spent the remainder of the period using the microscopes to view cells at different stages of cell cycle under the microscope.  Students captured digital images of the cells, comparing them to provided diagrams.  They placed all pictures in a flipchart and added descriptions.

Nov. 21-22
MONDAY: Review for tomorrow's photosynthesis, respiration and fermentation formative assessment using the Snakes and Ladders review game.

TUESDAY: Complete the photosynthesis, respiration and fermentation formative assessment.  Then, read and complete the enrichment assignment (due Nov. 29).

Nov. 14-18
MONDAY:
Continued from Friday...Students completed a photosynthesis inquiry flipchart page and checked it against the Gizmo lab. We then checked 8.1 HW and 8.2 (Photosynthesis) notes as a whole class.  Students spent the remainder of the period completing the 8.2 review pages and starting their Active Study HW. 

TUESDAY:
CP: Identify and describe the reactants and products of photosynthesis.
LP: reactants, products, chemical reaction, etc.
ATT: Work with shoulder partner to complete the "Plants & Snails" Gizmo.
Today in class...Students completed a photosynthesis entrance slip identifying the reactants and products.  Students then checked their 8.2 review page against the key.  They made corrections and asked questions.  Students spent the remainder of the period completing the Plants and Snails Gizmo, comparing the reactants of photosynthesis and cellular respiration.

WEDNESDAY:
CP: Descirbe cellular respiration and how it relates to photosynthesis.
LP: reactants, products, chemical reaction, glycoloysis, aerobic anaerobic, etc.
ATT: Work with tablemates to complete the flipchart activity identifying the photosynthesis/respiration relationship.
Today in class...Students began class by checking the cloze notes for 9.1 &9.3.  Students then watched the cellular respiration and fermentation Amoeba Sisters video clip.  Students revisited the "Godt a Minute" question from yesterday that referred to why we breathe and the difference between respiration and breathing.  Lastly students completed the cell processes inquiry challenge, comparing the processes of photosynthesis and cellular respiration.

THURSDAY:
Today in class...Students spent some time exploring in the Cell Energy Gizmo.  Then we checked last night's cell respiration homework.  Students then completed some practice questions as a group in their flipchart. Students spent the remainder of class planning and starting their cellular respiration and photosynthesis comparison poster.  Entire flipchart is in Today's Lesson Materials.

FRIDAY:
Today in class...Students completed VQ12.  Students spent the remainder of the period working on their photosynthesis and cell respiration poster.  The poster is due Tuesday.

Nov. 7-11
MONDAY:
Continued from Friday...Students checked the answers to Friday's lab.  Then, students took the formative assessment over cell transport.  Students then started a flipchart where they described levels of organization in living things and identified applicable pictures. We will finish the flipchart tomorrow.

TUESDAY:
CP: Define cell specialization and explain the relationship between cell differentiation and organization within a multi-cellular organism.
LP: Use scientific vocabulary (cell specialization, stem cell, tissue, organ, organ system, organism)
ATT: Work with tablemates to complete a flipchart that illustrates and explains the relationship between cell differentiation and the organization within multi-cellular organisms.
Today in class...Students completed vocabulary entries, then an entrance slip (on whiteboard).  Students then continued working on their table's flipchart.  We discussed the flipchart as a class.  Students spent the rest of the period reading pages 214-217 and taking Cornell notes.

WEDNESDAY:
Today in class...
Students watched the Cell Specialization BrainPop and the Amoeba Sisters: Homeostasis video clips.  Students completed a practice entrance slip about stem cells and cell specialization.  Students then checked their Cornell notes for 7.4 for accuracy and added/edited as needed.  Students then read 8.1 and completed Cornell notes.

THURSDAY:
CP: Identify and describe the reactants and products of photosynthesis and factors that affect the rate of photosynthesis.
LP: reactants, products, chemical reaction, etc.
ATT: Work with tablmates to complete Photosynthesis Gizmo simulation.
Today in class...Students completed a graded entrance slip over 7.4 (homeostasis and cell specialization).  Students then worked on a Gizmo simulation, testing different variables of photosynthesis to find their effects on the rate.  

FRIDAY:
Today in class...After VQ 11, Students completed the Gizmo simulation from Thursday and we checked answers. We then watched the Amoeba Sisters video about photosynthesis.  Students then checked their 8.1 notes for accuracy and edited as needed.  Students will complete 8.1 review assignment for HW - due Monday.


Oct. 31-Nov. 4
MONDAY:
CP: Describe the ways in which materials are transported across cellular membranes.
LP: Use the following vocabulary: osmosis, diffusion, hypertonic, hypotonic, isotonic, etc.
ATT: Work with tablemates to analyze the videos about cellular transport.
Today in class...Students checked the answers to last week's virtual labs and HW.  Then they completed an entrance slip applying the concepts of hypertonic, isotonic and hypotonic solutions, shared ideas with their table and came up with a team answer.  Then, students began watching the cell transport video clips and completing the video analysis questions.

TUESDAY:
CP: Explain how the concentration of water inside a cell changes in response to changes in the substances surrounding the cell.
LP: Use scientific vocabulary: cell membrane, concentration, semi-permeable membrane, hypertonic, hypotonic, isotonic, etc.
ATT: Work with tablemates to complete the osmosis practice.
Today in class...Students completed an entrance slip about osmosis.  Then, students worked together to complete the video tutorials about diffusion from Monday.  We then discussed and shared answers about the video. Students spent the rest of class starting on some practice scenarios in their flipchart.

WEDNESDAY:
Today in class...Students ccompleted their observations and measurements for the Egg-Speriment, then completed their analysis questions. Students completed the district Benchmark test. 
Absent students will need to plan to complete the Benchmark test upon their return.

THURSDAY:
Today in class...we watched the Amoeba Sisters video clip about Osmosis.  Students checked their osmosis flipchart practice scenarios and shared answers.  We checked the HW review pages.  Students then completed some more practice osmosis scenarios in their flipchart with their tables.  We checked the answers.

FRIDAY:
CP: Identify changes in plant cells as a result of osmosis.
LP: "The cell is (hypertonic/hypertonic) to the salt solution.  I know this because ____."
ATT: Work with tablemates to collect pictures of plant cells from the microscope activity and put them in a flipchart, demonstrating before and after the application of a salt solution.
Today in class...Students completed vocab. quiz #10.  Then, students made slides of elodea leaves.  Students viewed the plant cells under the microscope, took pictures, applied salt water, took video, then took an after picture.  Students will complete the analysis questions for HW.

Oct 24-28
MONDAY: No School
TUESDAY:
Continued from Friday...
Today in class...Students made slides of animal cells using their own cheek cells.  Students then captured a picture and added it, along with labels, to their flipchart.  We shared everyone's flipchart pictures and answers with the class.  Students then had time to complete their plant/animal cell venn diagram notes.

WEDNESDAY:
Today in class...Students participated in Quiz, Quiz Trade for some last-minute review before today's formative assessment over cell structure and function.  Students then completed the formative assessment.  Students then spent the rest of the period reading about cell transport on pages 208-213 in the textbook and completing Cornell Notes on the section - complete for HW.

THURSDAY:
CP: Describe methods a cell uses to transport materials across a cell membrane.
LP: Use appropriate scientific vocabulary: active transport, passive transport, osmosis, diffusion, exocytosis, endocytosis, etc.
ATT: Work with tablemates to complete the "Cells in Different Environments" virtual lab.

Today in class...Students completed two new vocabulary words (diffusion & passive transport).  Then, we watched the video clip from Amoeba Sisters about cell transport.  We then discussed cell transport as we checked their Cornell notes for accuracy.  Students spent the rest of the class period working on "Cells in Different Environments" virtual lab.

FRIDAY:
Continued from yesterday...
Today in class...Students completed two new vocabulary words and VQ #9.  Students then started the Egg-Speriment where they will see the effects of osmosis first hand over the next week.  Students spent the rest of the class period working on the PhET virtual lab: Membrane Channels and the Content Practice Worksheet.

Oct. 17-21
MONDAY:
CP: Identify and describe organelles and their functions in the cell
LP: Use scientific vocabulary when describing cells (ex. prokaryote, eukaryote, nucleus, cytoplasm, DNA, cell wall, cell membrane, mitochondrion, endocytosis, etc.
ATT: Work with tablemates to gather and interpret information to be included in the cell organelle content frame.
Today in class...Students Worked on the cell organelles content frame, including the description, location, function, as well as what part of a factory it resembles.  Students will complete for HW.

TUESDAY:
Today in class...
Students checked their cell organelle notes (content frame) for accuracy.  Students spent the rest of class working on the cell organelle analogy project.  This is a tablegroup activity where students are being asked to compare a cell to a location (grocery store, amusement park, etc.)  They are making analogy statements about the cell organelles compared to the different parts of the location they are assigned, making a flipchart page for each cell organelle.  Students will continue the project tomorrow.

WEDNESDAY:
CP:
Describe cell organelle functions, using analogies.
LP: Use scientific vocabulary: prokaryotic, eukaryotic, nucleus, cytpolasm, DNA, cell wall, etc.
ATT: Work with tablemates to create an analogous comparison between cell organelles and a particular location.
Today in class...Students continued their cell analogy flipchart project.  Students will complete and share their flipchart projects tomorrow.

THURSDAY:
CP: Differentiate between plant and animal cells and their organelles.
LP: Use scientific vocabulary when describing cells (nucleus, cytoplasm, cell wall, cell membrane, chloroplast, mitochondria, etc.)
ATT: Work with tablemates to complete Plant and Animal Cell Organelle Sort and Venn Diagram.
Today in class...Students shared their organelle analogy projects on their flipcharts by rotating to other tables and evaluating their projects. Students then completed a sort on their screens where they placed the names and descriptions of organelles in the correct location on plant and animal cells. Students used the information to complete a plant and animal cell venn diagram.

FRIDAY:
CP: Compare and contrast plant and animal cells.
LP: Use the following sentence frames: "Plant and animal cells are alike because _____."  "Plant and animal cells are different because ___."
ATT: Work with tablemates to prepare slides and collect images of plant and animal cells.
Today in class...Students checked the Key Concept Builder answers for accuracy.  Then students made slides of elodea plant cells to view under the microscope.  Students posted pictures of their plant cells with labels on their flipchart to save for Tuesday when we add animal cells to their flipchart.


Oct. 10-14
MONDAY:
CP: IDescribe the differences between a scientific theory and a scientific law.
LP: "___________ is a scientific law, because ________."
"___________ is a scientific law, because ___________."
ATT: Work with your table group to complete the theory and law notes.
Today in class...STudents completed an inquiry sort about which of the ideas were theories or laws in science.  THen students watched a tutorial about scientific theories and laws.  Students completed notes and returned to their sort to revise.  We checked the notes in class.

TUESDAY:
CP: Identify and describe the parts of a compound microscope and explain how to correctly use it to view samples. Identify the people involved in developing the cell theory and their contributions.
LP: Use scientific vocabulary (magnification, objective, stage, coarse adjustment knob, etc.) to label and describe the objects viewed under the microscope.
ATT: Work with your table group to complete the "Use and Care of a Microscope" and "Cell Theory" foldable.
Today in class...Students took notes on their microscope page, as Mrs. Mocherman demonstrated and explained the parts and use of a compound light microscope.  Students then viewed a piece of cork under the microscope for practice in using it.  Then, students read pgs. 190-192 about microscopes and the development of the cell theory.  Students started their Cell Theory foldable.

WEDNESDAY:
Today in class...
Students completed the cell theory and microscope information in their notes. We then checked the notes for accuracy and watched a TedEd video clip (The Wacky History of the Cell Theory).  Students then began reading pgs. 193-205 about cells, with the purpose of identifying differences and similarities between eukaryotic and prokaryotic cells and complete a venn diagram.  To be continued tomorrow.

THURSDAY:
CP:
Compare and contrast prokaryotic and eukaryotic cells.
LP: Use scientific vocabulary when describing cells (ex. prokaryote, eukaryote, nucleus, membrane, cytoplasm, DNA, etc.)
ATT: Work with tablemates to complete Prokaryotic and Eukaryotic Cells Venn diagram
Today in class...Students completed the Venn diagram for prokaryotic and eukaryotic cells that was started late in class yesterday.  We checked the answers as a whole class.  Students spent the rest of the period working on a review page for tomorrow's FA.

FRIDAY:
Today in class...
We reviewed our practice pages from yesterday, then students completed the formative assessment on cell types, microscopes, cell theory and scientific theory vs. scientific law.  Students spent the rest of the class period reading pages 196-207 about cell organelles and starting to fill in their content frame notes.  Students will complete the notes in class on Monday.

Oct. 3-7
Monday:
CP: Describe the effectiveness of enzymes at different temperatures.
LP: Use scientific vocabulary when  completing the lab: catalyst, enzymes, activation energy, reactant, product, etc.
ATT: Work with shoulder partner to complete the Enzymes and Temp. lab.
Today in class...Students checked their answers to Friday's Key Concept Builder assignment.  Then, we completed the Enzymes and Temperature lab, where students compared how the effectiveness of enzymes was impacted by different temperature conditions.

Tuesday:
CP: Describe the effectiveness of enzymes at different temperatures.
LP: Use scientific vocabulary when completing the lab: catalyst, enzymes, activation energy, reactant, product, etc.
ATT: Work with shoulder partner to complete the Enzymes and pH lab.
Today in class...
Students completed the questions to yesterday's Enzymes and Temp. lab.  We then checked the answers and discussed the results.  Students then completed the Enzymes and pH lab procedures and questions.  Students finished up class completing some enzyme practice questions.

Wednesday
CP:
Review Chemistry of Life concepts.
LP: Use appropriate scientific vocabulary.
ATT: Work with tablemates to use "Send a Problem" to review for tomorrow's Common Assessment.
Today in class...Students checked their answers to the pH and Enzymes lab, as well as the Enzymes review questions.  Students spent the rest of the class period reviewing information for tomorrow's common assessment, using send a problem (answer problem first on white board individually, share with table, discuss, reveal answer on screen).
If you missed today...CA review questions are under "Today's Lesson Materials".  Be prepared to take the CA upon your return to class.

Thursday
Today in class...
Students completed Common Assessment #1 over atoms, water, & carbon compounds.

Sept. 26-60
Monday:
CP:
Identify unknown samples of macromolecules and explain how they are used by living things.
LP:  Use scientific vocabulary (ex. monomer, polymer, carbohydrate, sugar, starch, lipid, protein, etc.)
ATT: Work with shoulder partner to perform the Creepy Creatures Lab procedures.
Today in class...Students corrected their carbon compound content frame.  Then students were presented with a mystery.  The way to solve the mystery is to test different mystery substances for presence of particular macromolecules.  Students collected data.  To be continued tomorrow.
If you missed today...Check HW and Vocab. tabs. Gather data from classmates and complete lab with class tomorrow.

Tuesday:
Today in class...
Students completed the carbon compound tests for the Creepy Creature Lab.  They will complete the analysis statements for HW.

Wednesday:
CP: Review macromolecule identification and properties.
LP: Use scientific vocabulary: monomer, polymer, carbohydrate, lipid, protein nucleic acid, etc.
ATT: Work with tablemates to play the Snakes and Ladders review game, taking note of problem topics.
Today in class...Students completed the Creepy Creatures Lab and checked analysis statements as a class.  Students then watched a 5 minute video about biological molecules.  Students then completed the review game about macromolecules in preparation for tomorrow's formative assessment.
If you missed today...Check HW and Vocab. tabs.  Check Creepy Creatures lab analysis statements with the answer key in "Today's Lesson Materials".  Be prepared to take tomorrow's FA.

Thursday:
Today in class...
Students completed a formative assessment about carbon compounds.  Then, students worked on reading chapter 2, lesson 4 about chemical reactions in the body and how enzymes affect them.  They then started the Cornell notes on the reading.  

Friday: 
CP:
Explain what chemical reactions are and describe therole that enzymes play in the chemical reactions that take place within living things.
LP: Use scientific vocabulary: reactant, product, activation energy, enzyme, catalyst
ATT: Work with tablemates to complete the chemical reactions and enzymes Key Concept Builder.
Today in class...Students completed VQ #5.  Students then checked their notes against my notes.  We discussed the concepts of chemical reactions and how enzymes work in living things.  Students then worked on an application assignment - Key Concept Builder. 

Sept. 19-23
Monday:
CP: Describe the properties of carbon that give it the ability to form the large molecules of life and identify the major elements that carbond bonds with to make these molecules of life.
LP: Use scientific vocabulary when describing carbon compounds (monomer, polymer, macromolecules, carbohydrate, protein, lipid, nucleic acid, monosaccharaide, polysaccharide, etc.)
ATT: Work with tablemeates to gather and interpret information to be included in the Carbon Compounds foldable notes. Build models of carbon compounds.
Today in class... Students did an inquiry activity about the meaning of organic.  Students then created digital models of carbon compounds.  They made a foldable that will incorporate all 4 of the major types of carbon compounds.  Mrs. M. presented information about carbon compounds in general and we completed the back of the foldable.
Tuesday: Today in class...Students completed a short entrance ticket about carbon compounds and carbohydrates.  Then, students checked answers to teh review questions 1-9.  We added the picture of glucose to number 10  Students then completed the notes on lipids from the text and from information given in class.
Wednesday: Today in class...Students completed an entrance ticket analyzing data about lipids.  Students then checked the lipid notes.  We moved on to nucleic acids where students identified the key parts of a nucleic acid molecule.  Students then read the text and completed the nucleic acid notes.
Thursday:
Today in class...Students completed an entrance slip about nucleic acids, which we checked in class.  Students then checked their notes and review answers for nucleic acids.  Mrs. M. presented some new information about proteins from the flipchart.  Students then, re-read the proteins section of the textbook and completed the protein notes.
Friday: 
Today in class...Students completed VQ4 and an entrance slip about proteins.  Students then checked their answers to the review questions and the protein notes.  Students then began work on the Carbon Compounds Content Frame.  Answer key is posted online for students to check their work.  


Sept. 12-16

Monday: 
Today in class...Students checked their "properties of water" notes from Friday.  They then used their notes to analyze their observations from last week's water station lab.  Students applied properties of water to each of the lab stations and explained how the station was an example of that property.  We then checked the answers to the lab stations and students added any missing information to their papers.

Tuesday:
Today in class...Students completed a formative assessment on atoms and bonding.  Students also checked their water graphic organizer for accuracy. Students were then given a choice of two active studies to complete in class/home.  Students had 30 minutes in class to work on the active study.

Wednesday:
CP: Describe the relationship among acids, bases and buffers and how they relate to the pH scale.
LP: Use scientific vocabulary (ex. pH, pH scale, hydronium ion, hydroxide ion, hydrogen ion, buffer, etc.
ATT: Collect info. from your textbook to be included in a foldable graphic organizer
Today in class...Students shared their active studies from yesterday.  There were some really great examples!  As a whole class, we checked and enhanced our water review questions.  Lastly, students read pg. 43-44 in the textbook and created foldable notes about acids, bases and buffer.  They then recreated a pH scale with examples on the back.

Thursday:
CP: Explain how the presence of a weak acid or a weak base affects how easily the pH of a solution can be changed.
LP: Use scientific vocabulary: pH, pH scale, hydrogen ion, hydroxide ion, buffer, acid, base, etc.
ATT: Work with shoulder partner to complete Buffer Lab.
Today in class...Students checked the Acids, Bases, Buffer notes and added missing information.  Then students completed the buffer lab, testing the affect of a weak acid and weak base in a solution to see how much it impacts the effects of HCl.  Students will complete the analysis and conclusion for HW.
If you missed today...Check HW and Vocab. tabs.  Check your notes using the answer key in "Today's Lesson Materials".  

Friday
Today in class..
.We checked the answers to the water review questions and buffer lab.  Students took the water properties and pH FA.  Students began readying pgs. 45-49.  Read for HW if not finished in class.

Sept. 5-9
Monday: No School
Tuesday:
CP: Identify and describe the 3 types of subatomic particles and how a neutral atom changes.
LP: Use scientific vocabulary when describing subatomic particles (neutron, electron, proton, nucleus, etc.)
ATT: Work with tablemates to complete the Atom and Bonding Review Gizmo, part 1: Element Builder
Today in class...Students completed an entrance slip.  Then, students began work on the Element Builder Gizmo.  This will serve as a review of atoms and bonding as we begin discussing the chemistry of life. Students checked the Gizmo after they were finished and asked questions as needed.
If you missed today...Check HW and Vocab. tabs.  You will need to come in early tomorrow to take your entrance slip. You will need to use the link provided in the "Links" tab to complete the Gizmo on your own.  You may print the Gizmo page from "Today's Lesson Materials".

Wednesday: 
Today in class...
Students checked the Elements Gizmo from yesterday and completed the Bonding Gizmo in class today.  All students checked their answers and asked questions as needed.  Be preparing for a Formative Assessment coming up this Monday or Tuesday.

Thursday:
CP: Investigate, define and describe the properties of water.
LP: Use appropriate scientific vocabulary (adhesion, surface tension, etc.) when defining and describing the properties of water in notes and data analysis.
ATT: Work with tablemates to complete water properties investigations, complete water properties notes and analyze water properties lab investigations.
Today in class...Students checked their answers to last night's HW and were returned their entrance slip from Tuesday. We discussed answers and any questions.  Then, students began an inquiry investigation into the properties of water, utilizing many different activity stations.  Students will complete the stations tomorrow.
If you missed today...Check HW and Vocab. tabs.  Ask Mrs. M for your entrance slip tomorrow.  Check answers to your HW questions in class tomorrow on the flipchart.  Get a copy of the lab and catch up with your tablemates, using their observations to fill in any gaps.

Friday:
Today in class...
Students completed VQ #2, then I returned last week's formative assessment to them.  Then, they worked on the water properties lab stations. We watched a TedEd video clip about the properties of water.  Students then read pgs. 40-42 and began working on a notes page about water properties.  Students should complete the notes for HW.
If you missed today...Check HW and Vocab. tabs.  Plan to make up VQ2 next Friday.  Ask me for your FA when you return.  Complete the reading and obtain a copy of the notes ("Today's Lesson Materials) by Monday, if possible. 

Aug. 29-Sept. 2
Monday
CP:
Identify and describe the characteristics of a comparison experiment and a controlled experiment.
LP: Use applicable scientific vocabulary: control group, experimental group, independent variable, dependent variable
ATT: Work with shoulder partner to complete the controlled/comparison experiment, using the Gizmo simulation.
Today in class...We discussed the difference between a controlled experiment and a comparison experiment.  Students then used the Gizmo simulation: Growing Plants to develop their own experiment, utilizing the scientific method.  
If you missed today...Check HW and Vocab. tabs.  Obtain a copy of the Growing Plants Gizmo scientific method practice and use the logins on the "Links" page to complete the assignment.

Tuesday
Today in class...
We checked yesterday's Gizmo, reinforcing the differences between comparison and controlled experiments.  Students then completed a practice page about comparison and controlled experiments, which we checked in class.  Students were given a few minutes at the end of class to start the Scientific Method active study: graphic organizer.  Last Friday's scientific method quiz was returned and discussed.  Quiz reflections are due Tuesday, 9/6.
If you missed today...Check HW and Vocab. tabs.  Use today's flipchart to check your answers to the Gizmo.  Obtain a copy of the practice page to complete.  Complete your sci method active study assignment.  See Mrs. M. for your graded quiz from Friday.

Wednesday
CP: Review scientific method components.
LP: Use scientific method vocabulary: hypothesis, conclusion, analysis, independent variable, dependent variable, controlled variables, etc.
ATT: Work with tablemates to complete the scientific method practice and revisit the pretest.
Today in class...Students turned in their active study for HW credit.  Students then were given an explanation about how to complete an assessment reflection for formative assessments (to earn back 1/2 points missed on formative assessments) and were given a directions page to keep in their "permanent forms" in their binder.  Students then completed a scientific method practice page with a scenario about blowing bubbles.  The first 10 minutes was done independently, then students worked with group members.  Answers were checked in class.  Students were then given back their pretest from the 2nd day of school and asked to revisit it and make corrections.  Lastly, students shared their active study assignments with their tablemates and made additions or corrections.
If you missed today...Check HW and Vocab. tabs.  Turn in your active study upon your return.  Obtain and complete the scientific method practice page.  Also obtain a copy of the reflection guidelines.  (Both available under "Today's Lesson Materials" or in the "While you were out" crate in the classroom)  Ask Mrs. M. for your pretest upon your return.

Thursday
CP: Differentiate between scientific and non-scientific statements.
LP: Use the words "science" and "pseudoscience" accurately as you classify examples.
ATT: Work with shoulder parter to use the six criteria to identify scientific statements.
Today in class...Students were introduced to six criteria that can be used to identify whether something is science or not and were given examples and non-examples for each.  Then, students were given a statement that they put to the test, using the criteria, in order to defend whether the statement was science or not.  Interesting conversations and reasoning was wide-spread!
IF you missed today...Check HW and Vocab. tabs.  Read through today's flipchart to familiarize yourself with what was taught in class today.  

Friday
Today in class...
Students completed vocabulary quiz #1 and the scientific method formative assessment.
If you missed today...Check HW and Vocab. tabs.  Arrange a time to make up the missed formative assessment within the number of days you were absent.  If you were at school Thursday, but not Friday, I will expect you to make up the assessment Tuesday before school, during lunch or in class.  The vocabulary quiz can be made up during next Friday's VQ, unless you would like to do it sooner.

Aug. 22-26
Friday 
Today in class...
We corrected the scientific method practice pertaining to the science article about artificial sweeteners.  Then, students took a scientific method quiz about all that we have been practicing this week.  This week's topics were all review from the past two years of scientific method materials.  Lastly, students viewed a video clip of a TEDTalk about "Procrastination"  ;-)
If you missed today...Check HW and Vocab. tabs.  You will need to check your answers for the scientific method article from yesterday.  You will also need to arrange a time to make up today's quiz as soon as possible.

Thursday
CP: Identify and describe the scientific method component in a scientific news article.
LP: Use scientific method sentence frames.
ATT: Work with shoulder partner to read the article and complete the scientific method activity.
Today in class...Students shared their data from yesterday's experiment with other groups and answered the last question. Then, we checked the whole assignment as a class, emphasizing the use of required sentence frames, and the purpose of repetition and replication. Students were then given a science news article and were asked to highlight anything in the article that described the scientific method. Then, students were asked to answer questions requiring them to identify the steps of the scientific method in the described experiment. Students will complete questions for HW.
If you missed today...Check HW and Vocab. tabs. You need to check your answers from yesterday's lab, using today's flipchart. Get a copy of today's article and activity sheet on "Today's Lesson Materials" or tomorrow in class.


Wednesday
CP:
Identify and describe repetition and replication in a science inquiry activity and explain why they are important.
LP: Replication occurs when ______ and is used by investigators to ___________. Repetition occurs when __________ and is used by investigators to ____________.
ATT: Work with shoulder partner and then tablemates to complete Sci Method lab #2: Ruler lab.
Today in class...Students shared their answers from the clothespin lab with the rest of the table, made corrections and enhancements, then we discussed as a class. Then, students completed another lab to practice scientific method in which the students partnered up. One student dropped a ruler between the fingers of another. The catching student then had to catch the falling ruler as soon as possible and measure the distance. Students were determining whether or not the length of their arm impacted the results. The focus of this activity was using the scientific method sentence frames and identifying repetition and replication in today's and yesterday's labs. Finish questions for HW.
If you missed today...Check HW and Vocab. tabs. Check last yesterday's lab answers against the answers in today's flipchart (found in "Today's Lesson Materials"). Be prepared to acquire data from a tablemate and complete the lab upon your return.


Tuesday
Content Purpose:
Use the steps of the scientific method and the appropriate sentence frames to complete an inquiry investigation.
Language Purpose: Use the provided sentence frames when identifying and describing parts of the scientific method
Accountable Team Task: Work with tablemates to complete Sci Method Lab #1: Clothespin Lab
Today in class...Students took a scientific method pretest that will be used to plan instruction and for revision after scientific method unit. Students were then given the procedures for a simple experiment. They used the procedures to identify scientific method components. Then, students completed the experiment, collecting data (how many times can you pinch a clothespin in one minute...). Analysis and Conclusion are to be completed for HW.
If you missed today...Check HW and Vocab. tabs. Plan to come in early or during lunch to complete the pretest. You can catch up on the lab upon your return to class.

Monday
Content Purpose: Identify and describe appropriate behaviors in the science lab for safety and success.
Language Purpose: "_________ is an inappropriate lab behavior because _____. The student should have _______ instead."
Accountable Team Task: Work with tablemates to use the provided picture to identify examples and non-examples of appropriate lab behavior. Then match the pictures with one or more of the lab safety rules from the Lab Safety Contract.
Today in class...Students were given the class expectations and guidelines, parent/student survey, and lab safety contract. We also reviewed how to use Mrs. Mocherman's website, as well as classroom routines. Students were then given a picture of examples and non-examples of appropriate lab behaviors. Students worked together at their tables to match the pictures to one of the rules on the Lab Safety Contract. We quickly reviewed the rules. If students had enough time, they participated in an interactive lab safety activity.
If you missed today...You will need to get copies of the expectations, lab safety rules and parent/student survey upon your return. Also, see HW tab.