HONORS BIOLOGY DAILY AGENDA PLAN BOOK 2016-2017 Day 1...

HONORS BIOLOGY DAILY AGENDA PLAN BOOK 2016-2017

Day 1: Monday, August 22, 2016

Objective: TSW learn the classroom rules and procedures of Mr. Pittenger’s class.

1. Seating Chart (alphabetical order)

2. The instructor will Go over Syllabus & Cardinal Code

- Classroom Rules and Procedures

Day 2: Tuesday, August 23, 2016

Objectives: TSW learn the classroom rules and procedures of Mr. Pittenger’s class.

1. The instructor will Finish Reviewing Syllabus & Cardinal Code

2. The instructor will Go over Classroom Procedures and Drills

3. The instructor will Go over Electronic Device Contract

4. The students will Begin Mr. Pittenger’s Classroom Rules/Procedures Scavenger Hunt Assignment

Day 3: Wednesday, August 24, 2016

Objectives: TSW take a pretest to collect individual baseline data and measure student improvement. TSW learn how to

use Chromebooks to access class resources.

1. The students will Take the Biology First Semester Pre-Test Assessment (100 Questions)

2. The students will Take Unit 1 Vocabulary PreQuiz (29 Terms)

3. The students will Finish Mr. Pittenger’s Classroom Rules/Procedures Scavenger Hunt Assignment

Day 4: Thursday, August 25, 2016

Objectives: TSW review classroom rules/procedures. TSW learn how to use Chromebooks to access class resources.

1. The instructor Collect Syllabus and Electronic Device Contract

2. The instructor will Go over and Collect Mr. Pittenger Classroom Rules/Procedures Scavenger Hunt Assignment

3. The students will Begin Using Chromebooks to Access Class Resources

- Remind - Kahoot

- Class Website - Quizlet

- Online Textbook - Synergy StudentVue/ParentVue

Day 5: Friday, August 26, 2016

NO SCHOOL FOR STUDENTS & TEACHERS!

Day 6: Monday, August 29, 2016

Objectives: TSW define biology and identify the possible benefits from studying biology.

1. The students will complete Journal: What is biology? Why is biology important? What are you looking forward

to studying in biology?

2. The students will Finish Using Chromebooks to Access Class Resources

3. The students will Play Kahoot All About Mr. Pittenger (15 Questions)

4. The students will Complete Ten Words to Describe Myself Information Sheet

Day 6: Tuesday, August 30, 2016

Objective: L2.p1A TSW identify the characteristics of life and generate examples of the characteristics of life.

1. The students will complete Journal: A tadpole changes into a frog. Which characteristic of life is illustrated by

this example?

2. The students will Take Unit 1 Guided Notes – Characteristics of Life p. 1-2

3. The students will Complete Characteristics of Life Worksheet DUE Tomorrow Wed. 8-31-16

Day 7: Wednesday, August 31, 2016

Objective: L2.p1A TSW identify examples of the characteristics of life.

1. The students will complete Journal: Fish have a streamlined body shape that allows them to swim faster through

the water. Which characteristic of life is illustrated by this example?

2. The students will Check Answers to Characteristics of Life Worksheet

3. The students will Complete All About You Survey in Google Forms

4. Reminder: Characteristics of Life Quiz Tomorrow Thurs. 9-1-16

5. Reminder: DHS Open House Tonight 7-8:30 pm

Day 8: Thursday, September 1, 2016

Objectives: TSW be able to state the characteristics of science. TSW be able to distinguish science from pseudoscience.

1. The students will complete Journal: Contrast the terms science and pseudoscience. List examples of each.

2. The instructor will Discuss Format/Assessment for Biology Portfolio

3. The students will Take Characteristics of Life Quiz (10 pts)

4. The students will Take Unit 1 Guided Notes – Nature of Science p. 3-5

5. Reminder: Class Meeting Sophomores During 3rd Hour

Day 9: Friday, September 2, 2016

NO SCHOOL FOR STUDENTS & TEACHERS! LABOR DAY WEEKEND!

Day 10: Monday, September 5, 2016

NO SCHOOL FOR STUDENTS & TEACHERS! LABOR DAY!

Day 11: Tuesday, September 6, 2016

Objective: TSW be able to make metric conversions using the metric system.

1. The students will complete Journal: What about the format/setup of the metric system makes it a convenient

system to use? Why is the metric system used in many countries across the world?

2. The instructor will Teach House Method for Making Metric Conversions

3. The students will Complete SI Prefixes – Length Worksheet (Practice) Due Tomorrow Wed. 9-7-16

4. Reminder: Metric Conversions Quiz on Thurs. 9-8-16

Day 12: Wednesday, September 7, 2016

Objectives: TSW be able to make metric conversions using the metric system. TSW be able to discuss advantages and

disadvantages to the United States using the metric system.

1. The students will complete Journal: Convert the following measurements:

L = ___ mL 75 kg = ___ g 6700 cm = ___ m 30.05 g = ___ kg

2. The students will Complete Measurement Worksheet Due Tomorrow Thurs. 9-8-16

3. The students will Complete Metric System Writing Prompt Due Tomorrow Thurs. 9-8-16

4. Reminder: Metric Conversions Quiz Tomorrow Thurs. 9-8-16


Objectives: TSW be able to make metric conversions using the metric system. TSW be able to list and describe steps in

scientific methods.

1. The students will complete Journal: List/Describe the steps of a scientific method.

2. The students will Take Metric Conversions Quiz (10 pts)

3. The students will Take Unit 1 Guided Notes – Nature of Science p. 6-8


Objectives: TSW can identify the independent and dependent variables along with the control and experimental groups

in an experiment. TSW can identify strengths and weaknesses in experimental design.

1. The students will complete Journal: A structured procedure for collecting information to test a hypothesis is

called a(n) _______________________.

2. The instructor will Review Research Studies – Variables and Groups Examples

3. The students will Complete SpongeBob Scientific Method - Controls and Variables Worksheet DUE Mon. 9-12-

16

4. The students will Complete The Simpsons Variables and Groups Worksheet DUE Mon. 9-12-16


Objectives: TSW can identify the independent and dependent variables along with the control and experimental groups in an

experiment. TSW can identify strengths and weaknesses in experimental design.

1. The students will complete Journal: A scientific explanation that is supported through repeated testing over time is called

a(n) _______________________.

2. The students will Pair-Share to Discuss SpongeBob Scientific Method & Simpsons Variables and Groups Worksheet

3. The students will Complete Scientific Method Quiz Review Sheet

4. Reminder: Scientific Method Quiz on Wed. 9-14-16


Objectives: TSW generate a question to be answered through scientific inquiry. TSW develop a hypothesis to be tested. TSW

design and conduct a controlled experiment.

1. The students will complete Journal: A person is testing the effect of blue-colored light on the growth of tomato plants. What

are the independent and dependent variables in this experiment? 2. The students will Complete the Oreo Cookie Scientific Method Lab and Lab Write-Up

- Work individually

- Complete a lab write-up

- Each person will test and collect data for a regular Oreo cookie & a Double-Stuf Oreo cookie

- Record the mass of both cookies and the frosting in both cookies (show data with a table and with a bar graph)

3. Reminder: Characteristics of Life - Scientific Method Quiz Tomorrow Wed. 9-14-16

4. Reminder: Unit 1 Test on Tues. 9-20-16

5. Reminder: Unit 1 Vocabulary Quiz on Wed. 9-21-16

6. Reminder: Unit 1 Test Part 3 Scientific Method Lab Write-Up on Thurs. 9-22-16

7. Reminder: Unit 1 Portfolio and Journal Book Due Fri. 9-23-16


Objectives: TSW generate a question to be answered through scientific inquiry. TSW develop a hypothesis to be tested. TSW

design and conduct a controlled experiment.

1. The students will complete Journal: A scientist studying a topic is presented with new information that conflicts with

previous findings. What should the scientist do?

2. The students will Take Scientific Method Quiz (20 pts)

3. The students will Finish Oreo Cookie Scientific Method Lab Write-Up DUE Fri. 9-16-16


Objective: TSW be able to use technology such as Microsoft Excel 2010 to graph and draw a conclusion from data.

1. The students will complete Journal: Draw a conclusion from the data in the table:

Effects of Temperature on Cricket Chirping

Temperature ° C Cricket Chirps (per minute)

20 121

24 140

27 160

29 181

31 189

2. The students will Go to Science Computer Lab to Begin Data Analysis Lab 1.1 Effect of Temperature on Cricket Chirping

Student Copy


Objective: TSW be able to use technology such as Microsoft Excel 2010 to graph and draw a conclusion from data.

1. The students will complete Journal: “Exercise increases heart rate. The data shows heart rate increased by 20 beats while

exercising.” Which step of a scientific method is being described by these statements?

2. The instructor will Discuss Retake Policy and Request to Retest Form

3. The instructor will Discuss Unit 1 Portfolio

4. The students will Go to Science Computer Lab to Finish Data Analysis Lab 1.1 Effect of Temperature on Cricket Chirping

Student Copy and Create an Instruction Sheet for Graphing this Data in Microsoft Excel


Objectives: TSW be able identify characteristics of living things. TSW can identify the independent and dependent variables along

with the control and experimental groups in an experiment. TSW can identify strengths and weaknesses in experimental design.

1. The students will complete Journal: Differentiate between quantitative data and qualitative data and provide examples of

each.

2. The students will Review for Unit 1 Test Using Portfolio

3. Reminder: Unit 1 Test Tomorrow Tues. 9-20-16

4. Reminder: Unit 1 Vocabulary Quiz on Wed. 9-21-16

5. Reminder: Unit 1 Test Part 3 Scientific Method Lab Write-Up on Thurs. 9-22-16

6. The students will Organize Unit 1 Portfolio DUE Fri. 9-23-16




1. The students will complete Journal: Explain why a car is NOT a living thing.

2. The students will Take Ch. 1 (Unit 1) Study of Life Test Part 1 (Multiple Choice)

3. The students will Take Ch. 1 (Unit 1) Study of Life Test Part 2 (Short Answer)




1. The students will complete Journal: What is the difference between a theory and a law?

2. The students will Take Unit 1 Vocabulary Quiz (29 Terms)


Objectives: TSW develop a hypothesis to be tested. TSW design and conduct a controlled experiment.

1. The students will complete Journal: List 5 important features of a conclusion section of a lab report.

2. The students will Complete Scientific Method Penny Lab (Test Grade 14 pts)

- Question: Which side of a penny holds the most drops of water?

- Include a table and a graph to display your data


Objectives: TSW develop a hypothesis to be tested. TSW design and conduct a controlled experiment. TSW be able to identify the

particles that make up atoms. TSW be able to diagram the particles that make up an atom.

1. The students will complete Journal: Identify the 3 particles that make up atoms. What are the charges and locations of each

of these particles?


3. The students will Finish Scientific Method Penny Lab (Test Grade 14 pts)

4. The students will Organize Unit 1 Portfolio

5. Reminder: Unit 1 Portfolio Due on Mon. 9-26-16


Objective: TSW determine the # protons, # electrons, # neutrons, atomic number, and atomic mass for any element using a periodic

table.

1. The students will complete Journal: How many protons, electrons and neutrons does a potassium atom have? What is the

atomic number and atomic mass for a potassium atom?

2. The instructor will Pass Back Papers and Tests

3. The students will Complete the Unit 1 Portfolio Test Analysis & Self-Assessment

4. The students will Turn in Unit 1 Portfolio Due by End of Class Today


Objective: TSW differentiate between an atom and an ion.

1. The students will complete Journal: How is an atom different than an ion?

2. The students will Take Unit 2 Guided Notes p. 1-4 Atomic Structure and Chemical Bonding

3. Reminder: Homecoming Kickoff Assembly 1st Hour – Freshmen, 2nd Hour – Sophomores, 3rd Hour – Juniors & Seniors


Objective: TSW compare and contrast covalent bonding and ionic bonding.

1. The students will complete Journal: Compare and contrast covalent bonding and ionic bonding.

2. The students will Take Unit 2 Guided Notes p. 5-6 Atomic Structure and Chemical Bonding


Objective: TSW compare and contrast covalent bonding and ionic bonding.

1. The students will complete Journal: List the names of the six most common elements that make up living things.

2. The students will Begin Work on Atom Drawing Assignment

- Draw any 5 atoms from atomic # 5 – 20

- Include title, key, # protons, # electrons, # neutrons, atomic #, and atomic mass

3. The students will Begin Work on ChemQuest Structure of the Atom Packet

- Answer questions #1-19


Objective: TSW differentiate between compound and molecule and between covalent bonding and ionic bonding.

1. The students will complete Journal: Is carbon dioxide (CO2) a compound and/or molecule? What type(s) of chemical bonds

are present between the atoms in O=C=O?

2. Reminder: No Class Today! Homecoming Pep Assembly during 6th Hour!

Day 30: Monday, October 3, 2016

Objective: TSW identify reactants and products in a chemical reaction. TSW write and balance chemical equations.

1. The students will complete Journal: Write and balance the following chemical reaction for cellular respiration:

Word equation: Glucose + Oxygen → Carbon dioxide + Water

2. The students will Take Unit 2 Guided Notes p. 7-8 Chemical Reactions (Balancing Chemical Reactions)

3. The students will Begin Work on Balancing Chemical Equations Worksheet

4. Reminder: Unit 2 Atomic Structure and Chemical Bonding Content Assessment on Wed. 10-5-16

Day 31: Tuesday, October 4, 2016

Objectives: TSW identify reactants and products in a chemical reaction. TSW write and balance chemical equations. TSW

distinguish between physical and chemical changes.

1. The students will complete Journal: Balance the following chemical reaction:

___ CH4 + ____ O2 → ____ CO2 + ____ H2O

2. The students will Finish/Check Balancing Chemical Equations Worksheet

3. The students will Complete Peer Assessment of Unit 1 Portfolio

4. The students will Complete Chemical vs Physical Changes Worksheet

5. The students will Study Unit 2 Vocabulary on Quizlet

6. Reminder: Unit 2 Atomic Structure and Chemical Bonding Content Assessment Tomorrow Wed. 10-5-16

Day 32: Wednesday, October 5, 2016

Objective: TSW be able to distinguish between an element, compound, and mixture.

1. The students will complete Journal: Distinguish between an element, compound, and mixture. Provide examples of each.

2. The students will Take Unit 2 Atomic Structure and Chemical Bonding Content Assessment

3. Reminder: Balancing Chemical Equations Content Assessment on Fri. 10-7-16

Day 33: Thursday, October 6, 2016

Objective: TSW distinguish between a homogeneous and heterogeneous mixture.

1. The students will complete Journal: Distinguish between a homogeneous mixture and a heterogeneous mixture. Give an

example of each type of mixture.

2. The students will Take Unit 2 Guided Notes p. 9-11 Enzymes

3. Reminder: Balancing Chemical Equations Content Assessment on Fri. 10-7-16

Day 34: Friday, October 7, 2016

Objective: TSW be able to investigate and describe how an enzyme’s activity level may be affected by environmental factors.

1. The students will complete Journal: What are enzymes? What effect do enzymes have on chemical reactions?

2. The students will Take Balancing Chemical Equations Content Assessment

3. The students will Complete Mini Lab 6.2 Investigate Enzymatic Browning

- Break into groups (3-5 people per group)

- 1 apple, 1 plate, 1 plastic knife per group

- Divide plate into 4 sections

- Form a hypothesis and record data and observations

- Answer Analysis Questions #1-2


Objective: TSW be able to investigate and describe how an enzyme’s activity level may be affected by pH, temperature, and other

substances.

1. The students will complete Journal: What environmental factors may affect an enzyme’s ability to function?

2. The instructor and students will Go over Mini Lab 6.2 Investigate Enzymatic Browning Data & Analysis Questions #1-2

3. The students will Complete Enzyme Kinesthetic Group Activity

- Answer Questions #1-20 and demonstrate what happens to the following apple wedges: untreated, lemon juice, hot

sugar water, hot water


Objective: TSW describe the differences between acids and bases.

1. The students will complete Journal: Acids have a pH ________________. Acids release ______________ ions in solution.

Bases have a pH _______________. Bases release _______________ ions in solution. A pH = 7 is

__________________________.

2. The students will Take Unit 2 Guided Notes – Properties of Water, Acids, Bases, and pH


Objective: TSW list and describe the 4 groups of macromolecules.

1. The students will complete Journal: List the 4 groups of macromolecules.

2. The students will Complete Acids and Bases Packet Due Tomorrow Thurs. 10-13-16



1. The students will complete Journal: List the functions of the 4 groups of macromolecules.

2. The students will Take Unit 2 Guided Notes - Macromolecules



1. The students will complete Journal: Which group of macromolecules contains the elements C, H, O, N, and P?

2. The instructor and students will Review Macromolecules Notes Handouts x 3

3. The instructor and students will Complete Macromolecules and Their Elements Worksheet Together

4. The students will Work on Macromolecules Worksheet #2 Using Chrome Books


Objective: TSW use molecular modeling kits to build glucose, fructose, and sucrose. TSW demonstrate dehydration synthesis and

hydrolysis of sugar molecules using molecular modeling kits.

1. The students will complete Journal: Glucose (monosaccharide) and fructose (monosaccharide) bond together to make

sucrose (disaccharide) and water. Identify and describe the process that forms sucrose and water.

2. The students will Begin Building Sugar Molecules Lab Activity

- Divide class into 8 groups total (2-3 people per group)

- Build glucose and fructose in your group; combine glucose and fructose to build sucrose

- Have instructor initial each task when completed

- Answer questions #4 & #5 at bottom of sheet

3. Reminder: Unit 2 – Chemical Reactions, Enzymes, Acids/Bases/Water, and Macromolecules Quiz on Thurs. 10-20-16


Objective: TSW distinguish between dehydration synthesis and hydrolysis chemical reactions.

1. The students will complete Journal: Explain how a starch molecule (polysaccharide) which is made of repeating glucose

monomers can be broken down. Name the process that breaks down large molecules such as starch into smaller molecules or

subunits.

2. The students will Finish Macromolecules Worksheet #2 Using Chrome Books

3. The students will Complete Dehydration Synthesis/Hydrolysis Worksheet



Objective: TSW summarize the four major families of macromolecules. TSW compare the functions of each group of

macromolecules.

1. The students will complete Journal: Which group of macromolecules contains the elements C, H, and O in a 1:2:1 ratio?

2. The students will Complete Macromolecules Table Exit Card Group Activity

- Break into assigned groups

- Fill in Elements, Subunit, Job/Function, and Examples for each Macromolecule using cutout pieces in envelope



Objective: TSW summarize the four major families of macromolecules. TSW compare the functions of each group of

macromolecules.

1. The students will complete Journal: Explain how living things would react to NOT having carbohydrates, lipids, proteins,

and nucleic acids.

2. The students will Take Unit 2 – Chemical Reactions, Enzymes, Acids/Bases/Water, and Macromolecules Quiz (33 pts)


NO SCHOOL FOR STUDENTS! TEACHER PD DAY! INTERSESSION BEGINS!


Objective: TSW identify examples of macromolecules: carbohydrates, lipids, proteins, and nucleic acids.

1. The students will complete Journal: Is the following macromolecule a carbohydrate, lipid, protein or nucleic acid?

2. The instructor and students will Go over Unit 2 – Chemical Reactions, Enzymes, Acids/Bases/Water, and Macromolecules

Quiz

3. The students will Study Unit 2 Chemistry of Life Vocabulary Terms on Quizlet using Chromebooks

4. Reminder: Unit 2 Chemistry of Life Vocabulary Quiz on Wed. 11-2-16

5. Reminder: Unit 2 Chemistry of Life Test on Thurs. 11-3-16

Day 46: Tuesday, November 1, 2016


1. The students will complete Journal: Glycogen, used to store energy in the liver, is an example of which type of

macromolecule?

2. The students will Review for Unit 2 Chemistry of Life Test (Using Learning Targets and Notes)

3. Reminder: Unit 2 Chemistry of Life Vocabulary Quiz on Wed. 11-2-16

4. Reminder: Unit 2 Chemistry of Life Test on Thurs. 11-3-16

Day 47: Wednesday, November 2, 2016

Objective: TSW compare and contrast dehydration synthesis and hydrolysis chemical reactions.

1. The students will complete Journal: Compare and contrast dehydration synthesis and hydrolysis chemical reactions.

2. The students will Take Unit 2 Chemistry of Life Vocabulary Quiz (38 Terms)

Day 48: Thursday, November 3, 2016


1. The students will complete Journal: Amino acids are the building blocks of which macromolecule?

2. The students will Take Unit 2 Chemistry of Life Test (Part 1 Multiple Choice & Part 2 Short Answer)

Day 49: Friday, November 4, 2016

Objective: TSW will summarize the principles of the cell theory.

1. The students will complete Journal: What is a cell? What is the relationship between atoms/macromolecules and cells?

2. The students will Finish Unit 2 Chemistry of Life Test

3. The students will Take Unit 3 Cells Vocabulary PreQuiz (33 Terms)

4. The students will Complete Ch. 7.1 Cell Theory and Scientists Guided Reading Worksheet p. 182-183

Day 50: Monday, November 7, 2016

Objective: TSW will summarize the principles of the cell theory.

1. The students will complete Journal: List the 3 postulates of the cell theory.

2. The students will Watch “The Wacky History of the Cell Theory” YouTube Video

3. The students will Take Unit 3 Cells Notes – Ch. 7.1 Cell Theory and Scientists and Ch. 7.2 Notes – Plasma Membrane

4. Reminder: Unit 3 Ch. 7.1 Cell Theory and Scientists and Ch. 7.2– Plasma Membrane Quiz on Wed. 11-9-16

5. Reminder: Unit 2 Chemistry of Life Portfolio DUE Tomorrow Thurs. 11-10-16


Objective: TSW differentiate between a prokaryotic cell and a eukaryotic cell.

1. The students will complete Journal: Compare and contrast prokaryotic and eukaryotic cells. Give examples of each cell

type.

2. The students will Complete Plasma Membrane Labeling Sheet

3. The students will Complete Plasma Membrane Basic Concepts Worksheet

4. Reminder: Unit 3 Ch. 7.1 Cell Theory and Scientists and Ch. 7.2– Plasma Membrane Quiz Tomorrow Wed. 11-9-16



Objective: TSW identify the structure and function of the parts of the plasma membrane.

1. The students will complete Journal: Describe in detail the structure and function of the plasma membrane.

2. The instructor and students will Go over Plasma Membrane Labeling and Plasma Membrane Basic Concepts Worksheets

3. The students will Take Unit 3 Ch. 7.1 Cell Theory and Scientists and Ch. 7.2– Plasma Membrane Content Assessment


5. Reminder: Parent Teacher Conferences Tonight 4:30-7:30 pm


Objective: TSW contrast a compound light microscope with an electron microscope.

1. The students will complete Journal: Identify at least one advantage of using an electron microscope over using a compound

light microscope.

2. The students will Complete Unit 2 Test Analysis

3. The students will Organize and Submit Unit 2 Chemistry of Life Portfolio DUE NOW

4. Reminder: Parent Teacher Conferences Today 2:30-7:30 pm


No School for Students and Teachers!


Objective: TSW compare and contrast plant, animal, and bacteria cells.

1. The students will complete Journal: Compare and contrast a plant cell, animal cell, and bacteria cell using a Venn diagram or

column chart.

2. The students will Begin Animal & Plant Cell Coloring Sheet (use p. 192)

3. The students will Begin Cells Practice Worksheet (Use p. 199)

4. The students will Begin Cell Structures Matching Worksheet (use p. 199)

5. Reminder: Ch. 7.3 Animal & Plant Cell Organelles Labeling Quiz on Fri. 11-18-16



1. The students will complete Journal: How does a vacuole in a plant cell compare to a vacuole in an animal cell?

2. The students will Continue Animal & Plant Cell Coloring Sheet (use p. 192)

3. The students will Continue Cells Practice Worksheet (Use p. 199)

4. The students will Continue Cell Structures Matching Worksheet (use p. 199)




1. The students will complete Journal: Name 4 similarities and 4 differences between plant and animal cells.

2. The students will Finish Animal & Plant Cell Coloring Sheet (use p. 192)

3. The students will Finish Cells Practice Worksheet (Use p. 199)

4. The students will Finish Cell Structures Matching Worksheet (use p. 199)

5. The students will Complete Animal & Plant Cell Organelles Labeling Worksheet




1. The students will complete Journal: Which cell organelle is considered to be the power house of the cell because it converts

glucose/food into usable energy for the cell?

2. The instructor and students will Go over Plant & Animal Cell Coloring Sheet, Cells Practice Worksheet, Cell Structures

Matching Worksheet, and Animal & Plant Cell Organelles Labeling Worksheet

3. The students will Take Guided Notes – Ch. 7.3-7.4 Cell Structures & Cellular Transport




1. The students will complete Journal Choose any cell organelle/structure and describe its function. 2. The students will Take Ch. 7.3 Animal & Plant Cell Organelles Labeling Quiz

3. Reminder: Unit 3 Cells Test Tomorrow Tues. 11-22-16

4. Reminder: Unit 3 Cells Vocabulary Quiz (35 Terms) on Wed. 11-23-16


Objective: TSW compare and contrast passive and active transport.

1. The students will complete Journal: Compare and contrast passive transport and active transport. Provide examples of each

type of cellular transport.

2. The students will Study for Unit 3 Cells Test

- Complete Top 3 Understandings using Learning Targets

3. Reminder: Unit 3 Cells Test Tomorrow Tues. 11-22-16

4. Reminder: Unit 3 Cells Vocabulary Quiz (35 Terms) on Wed. 11-23-16


Objective: TSW predict the effect of a hypotonic, hypertonic, or isotonic solution on a cell.

1. The students will complete Journal: Show and explain how a cell would change in an isotonic, hypotonic, and hypertonic

solution.

2. The students will Take Unit 3 Ch. 7 Cells Test (Part 1 Multiple Choice and Part 2 Short Answer)


Objective: TSW take Unit 3 Cells Vocabulary Quiz.

1. No Journal!

2. The students will Take Unit 3 Ch. 7 Cells Vocabulary Quiz (35 Terms)


No School for Students and Teachers! Thanksgiving Break!


No School for Students and Teachers! Thanksgiving Break!


Objective: TSW describe how ATP works to release energy in a cell.

1. The students will complete Journal: What does ATP stand for? How does ATP function to release energy in a

cell? p. 221

2. The students will Take Unit 4 Cellular Energy Vocabulary PreQuiz (19 Terms)

3. The students will Take Unit 4 Ch. 8 Guided Notes – Cellular Energy

4. Reminder: Unit 4 Ch. 8 Cell Energy Unit Test and Vocabulary Quiz on Fri. 12-2-16


Objective: TSW write and balance the chemical equations for photosynthesis and cellular respiration. TSW predict what

will happen to eggs placed in distilled water and corn syrup.

1. The students will complete Journal: Write the general equations for photosynthesis and cellular respiration and

identify the reactants and products.

2. The students will Continue Egg Osmosis Lab and Lab Report

- Record mass of egg #1, then egg #2

- Place egg #1 in distilled water and egg #2 in corn syrup

3. The students will Work on Unit 4 (Ch. 8) Cellular Energy Packet

- Use Unit 4 Ch. 8 Guided Notes and Vocabulary Sheet



Objective: TSW summarize the processes of photosynthesis and cellular respiration and identify the cell structures

involved in photosynthesis and cellular respiration.

1. The students will complete Journal: Stacks of thylakoids inside of chloroplasts are called ___________.

2. The students will Finish Unit 4 (Ch. 8) Cellular Energy Packet


Day 68: Thursday, December 1, 2016

Objective: TSW compare and contrast photosynthesis and cellular respiration.

1. The students will complete Journal: Compare and contrast photosynthesis and cellular respiration (3 each).

Identify where each process occurs and examples of living organisms that perform each process.

2. The instructor and students will Review for the Unit 4 Cellular Energy Test (Play Kahoot)

3. Reminder: Unit 4 Ch. 8 Cell Energy Unit Test and Vocabulary Quiz Tomorrow Fri. 12-2-16

Day 69: Friday, December 2, 2016

Objective: TSW compare and contrast photosynthesis and cellular respiration.

1. The students will complete Journal: The breakdown of pyruvate into carbon dioxide releasing further energy is

known as the________________.

2. The students will Take Unit 4 Ch. 8 Cellular Energy Test (Parts 1 & 2)

3. The students will Take Unit 4 Cellular Energy Vocabulary Quiz (19 Terms)

Day 70: Monday, December 5, 2016

Objectives: TSW explain why cells need to be small in size.

1. The students will complete Journal: Why do cells need to be small & explain how a high surface area to volume ratio

benefits a cell?


3. The students will Finish Egg Osmosis Lab and Lab Write-Up

Day 71: Tuesday, December 6, 2016

Objectives: TSW describe the result of mitosis and meiosis and why these processes are essential to the survival of living things.

1. The students will complete Journal: What is the result of mitosis and meiosis? Explain why cell division is essential to the

survival of living things?

2. The students will Take Unit 5 Guided Notes – Cell Size Limitations

3. The students will Work on Mini-Lab Investigate Cell Size Calculations Worksheet

Day 72: Wednesday, December 7, 2016

Objectives: B4.3 TSW describe the events of cell division (mitosis).

1. The students will complete Journal: The typical growth period of a cell occurs during which stage of the cell cycle? 2. The students will Finish Mini-Lab Investigate Cell Size Calculations Worksheet


Objectives: TSW describe the events of each stage of mitosis. TSW explain the process of cytokinesis. TSW explain why mitosis is

essential for the survival of living organisms.

1. The students will complete Journal: Does mitosis occur in all cells of the body throughout life? Explain your reasoning why

you said yes or no.

2. The students will Take Unit 5 Guided Notes – Cell Cycle (Mitosis)


Objectives: TSW demonstrate the events of the cell cycle/mitosis.

1. The students will complete Journal: Identify which phase of the cell cycle is shown in the following picture.

2. The students will Watch Amoeba Sisters Videos – Mitosis and Meiosis

3. The students will Complete Amoeba Sisters Mitosis and Meiosis Video Sheets

4. The students will Complete Cell Cycle (Mitosis) Labeling Sheet


NO SCHOOL! SNOW DAY!


Objective: TSW demonstrate and describe the events of the cell cycle/mitosis.

1. The students will complete Journal: The cell cycle is regulated by ____________________ and ___________________.

2. The students will Demonstrate the Stages of the Cell Cycle/Mitosis with Pipe Cleaners in Groups

- Students will Answer Demonstration Assessment Questions Checklist using YouTube Video


Objective: TSW define cancer and describe how cancer develops.

1. The students will complete Journal: What is cancer? How are cancer cells different than “normal” cells?

1. The students will Read Article “How Cancer Develops and Characteristics of Cancer Cells”

2. The students will Finish How Cancer Develops & Characteristics of Cancer Cells Worksheet


Objective: TSW demonstrate and describe the events of the cell cycle/mitosis.

1. The students will complete Journal: What are stem cells? and how may they be used?

2. The students will Demonstrate the Stages of the Cell Cycle/Mitosis with Pipe Cleaners in Groups

- Students will Answer Demonstration Assessment Questions Checklist using YouTube Video


Objective: TSW compare and contrast mitosis and meiosis.

1. The students will complete Journal: What is the result of meiosis?

2. The students will Take Notes - Meiosis


Objectives: TSW compare and contrast mitosis and meiosis.

1. No Journal!

2. The instructor and students will Go Over p. 6 Unit 5 Guided Notes – Meiosis Compare/Contrast Mitosis and Meiosis

3. The students will Review for Unit 5 Cellular Reproduction Test


Objectives: TSW compare and contrast mitosis and meiosis.

1. No Journal!

2. The students will Take Unit 5 Cellular Reproduction Test – Part 1 Multiple Choice



1. No Journal!

2. The students will Take Unit 5 Cellular Reproduction Vocabulary Quiz



1. No Journal!

2. The instructor will Collect Journal Books Dates 12/5 to 12/16

3. The students will Take Unit 5 Cellular Reproduction Test – Part 2 Short Answer


No School! Winter Break December 23 – January 2

Day 85: Monday, January 2, 2017

No School! Winter Break December 23 – January 2

Day 86: Tuesday, January 3, 2017

Objective: TSW describe the structure and function of DNA. TSW diagram and label the parts of a DNA molecule.

1. The students will complete Journal: What does DNA stand for? Name the four nitrogen bases make up DNA?

2. The students will Take Unit 6 DNA Vocabulary PreQuiz

3. The students will Pick up DNA Structure & Replication Notes Handout Packet

4. The students will Take Unit 6 Notes – DNA Structure

5. The instructor will Review DNA Structure using DNA Model

6. The students will Complete DNA Structure Quiz Review Sheet

Day 87: Wednesday, January 4, 2017

Objective: TSW demonstrate DNA replication with candy.

1. The students will complete Journal: Where in the cell does DNA replication occur? When during the cell cycle does DNA

replication occur?

2. The instructor and students will Review DNA Replication Notes Handouts

3. The students will Demonstrate DNA Replication with Candy

Day 88: Thursday, January 5, 2017

Objective: Objective: TSW describe DNA transcription and RNA translation.

1. The students will complete Journal: Compare and contrast DNA and RNA.

2. The instructor and students will Take Notes – DNA Transcription and RNA Translation Picture Notes

3. The students will Watch Translation Animation Video Clip

4. The instructor will Assign Protein Synthesis Worksheet

Day 89: Friday, January 6, 2017

Objective: TSW categorize the different kinds of mutations that can occur in DNA. TSW compare the effects of different kinds of

mutations on cells and organisms.

1. The students will complete Journal: Fill in the following table:

DNA mRNA Amino Acid

TAC ? ?

ACC ? ?

AAG ? ?

2. The instructor will Review DNA Mutations Notes – Point Mutations vs Frameshift Mutations

3. The students will Complete DNA Mutations Worksheet


Objective: TSW prepare for the semester exam.

1. The students will Work on First Semester Exam Review Packet


NO SCHOOOL! SNOW DAY!


Objective: TSW prepare for the semester exam.

1. The instructor and students will Review for Semester Exam




DELAYED DAY! SEMESTER EXAMS HOURS 1 & 2!


NO SCHOOL! TEACHER WORK DAY!







End of 1st Semester! Second Semester Begins!

Biology 2nd Semester


Objectives: TSW take 2nd Semester Pretest.

1. No Journal!

2. The students will Take Honors Biology 2nd Semester Pretest

3. The students will Take Unit 7 Vocabulary PreQuiz


Objectives: TSW explain the significance of Mendel’s experiments to the study of genetics. TSW predict the possible offspring from

a cross using a Punnett square.

1. The students will complete Journal: What is the relationship between genetics and heredity?

2. The students will Take Ch. 10.2 Mendelian Genetics Notes

3. The instructor will show students how to do a Monohybrid Cross using a Punnett Square

4. The students will Complete Pod Color/Black Sheep Worksheet


Objectives: TSW explain the significance of Mendel’s experiments to the study of genetics. TSW predict the possible offspring from

a cross using a Punnett square.

1. The students will complete Journal: Genes located on homologous chromosomes may have alternate (variant) forms that

control different forms of a trait. These alternate forms of a gene are called ___________________________.

2. The students will Finish Pod Color/Black Sheep Worksheet

3. The students will Complete Writing Alleles Worksheet

4. Reminder: Ch. 10.2 Mendelian Genetics Quiz on Fri. 1-27-17


Objectives: B4.1e TSW determine genotype and phenotype of a monohybrid cross using a Punnett square.

1. The students will complete Journal: Distinguish between the terms genotype and phenotype. Provide examples of each.

2. The instructor will Go over Pod Color/Black Sheep Worksheet

3. The students will Complete Mendelian Genetics – The Basics Worksheet

4. The students will Complete Unit Guided Notes Practice Problems #1-3

5. The students will Begin SpongeBob Bikini Bottom Genetics Worksheet DUE Fri. 1-27-17

6. Reminder: Ch. 10.2 Mendelian Genetics Quiz on Fri. 1-27-17


Objective: B4.1e TSW determine genotype and phenotype of a monohybrid cross using a Punnett square.

1. The students will complete Journal: Distinguish between homozygous and heterozygous genotypes. Provide examples of

each.

2. The students will Finish and Check Mendelian Genetics Basics, Unit 7 Guided Notes Practice Problems #1-3, SpongeBob

Bikini Bottom Genetics Worksheet

3. The students will Begin Smiley Face Genetics Lab DUE Tomorrow @ End of Class Fri. 1-27-17

4. The students will Begin Determination of Genotypes from Phenotypes Human Traits Lab DUE Tomorrow @ End of Class

Fri. 1-27-17

5. Reminder: Ch. 10.2 Mendelian Genetics Quiz Tomorrow Fri. 1-27-17


Objective: TSW determine genotype and phenotype ratios of a monohybrid cross using a Punnett square.

1. The students will complete Journal: Cross two heterozygous pea plants and show the results using a Punnett square. Pea plant

height is the trait being analyzed.

2. The students will Take Ch. 10.2 Mendelian Genetics Monohybrid Cross Punnett Square Quiz

3. The students will Finish Smiley Face Genetics Lab

4. The students will Finish Determination of Genotypes from Phenotypes Human Traits Lab


Objective: TSW determine genotype and phenotype ratios of a dihybrid cross using a Punnett square.

1. The students will complete Journal: In mink, brown fur color is dominant to silver-blue fur color. If a heterozygous brown mink

is mated with a silver-blue mink and 8 offspring are produced, how many would be expected to be silver blue?

2. The instructor will Demonstrate Dihybrid Cross Punnett Square Example Problem

3. The students will Begin Work on SpongeBob Bikini Bottom Genetics Dihybrid Crosses Worksheet


Objective: TSW perform a dihybrid cross using a Punnett square.

1. The students will complete Journal: What are the possible gamete genotypes from a parent with a BbDd genotype?

2. The students will Finish and Check SpongeBob Bikini Bottom Genetics Dihybrid Crosses Worksheet DUE Tomorrow 2-1-17

3. The students will Study Unit 7 Mendelian Genetics Vocabulary Terms on Quizlet using a Chromebook

4. The students will Organize Unit 7 Portfolio Using Unit 7 Table of Contents

5. Reminder: Unit 7 Mendelian Genetics Test & Vocabulary Quiz on Tues. 2-7-17

Day 107: Wednesday, February 1, 2017

Objective: TSW perform a dihybrid cross using a Punnett square.

1. The students will complete Journal: What is the phenotypic ratio of a dihybrid cross with two parents who are heterozygous for

both traits?

2. The students will Take Dihybrid Cross Quiz


Day 108: Thursday, February 2, 2017

Objective: TSW define polyploidy and describe situations when polyploidy is beneficial and harmful in living organisms.

1. The students will complete Journal: What is polyploidy? List one positive and one negative consequence to polyploidy.

2. The students will Complete Genetic Recombination, Gene Linkage, Polyploidy, & Dihybrids Worksheet

3. The students will Study Unit 7 Mendelian Genetics Vocabulary Terms on Quizlet using a Chromebook


Day 109: Friday, February 3, 2017

Objective: TSW describe Mendel’s genetic laws of segregation and independent assortment.

1. The students will complete Journal: Describe Mendel’s law of segregation and law of independent assortment.

2. The students will Complete Marshmallow Meiosis & Fertilization Activity

- Work in Pairs to Build Your Marshmallow Baby Reebop (Take a picture)

- Answer Marshmallow Meiosis Analysis Questions #1-13


Day 110: Monday, February 6, 2017

Objective: TSW describe Mendel’s genetic laws of segregation and independent assortment.

1. The students will complete Journal: Mendel's law of segregation states that during meiosis, the factors (alleles) that control

each trait separate, and only ________________ from each pair is/are passed to the offspring in the gamete from each parent.

2. The students will Finish Marshmallow Meiosis & Fertilization Activity

- Work in Pairs to Build Your Marshmallow Baby Reebop (Take a picture)

- Answer Marshmallow Meiosis Analysis Questions #1-13

3. The students will Complete Genetic Recombination, Gene Linkage, Polyploidy, & Dihybrids Worksheet

Day 111: Tuesday, February 7, 2017

Objective: B4.1e TSW perform a monohybrid cross for incomplete dominance using a Punnett square.

1. The students will complete Journal: The type of inheritance shown when a red-flowering plant is crossed with a white-flowering

plant and all pink offspring are produced is ________________________.

2. The students will Take Unit 7 Mendelian Genetics Vocabulary Quiz

3. The students will Take Unit 7 Mendelian Genetics Test

4. The students will Take Notes from Board - Incomplete Dominance Punnett Square Example Problem

5. The students will Work on SpongeBob Incomplete Dominance Worksheet Due Tomorrow


Objective: B4.1e TSW determine genotype and phenotype of a monohybrid cross for codominance using a Punnett square.

1. The students will complete Journal: In cattle, a cross between a red bull and white cow produces roan offspring having both red and

white hairs. This type of inheritance pattern is called _____________________________.

2. The instructor will Demonstrate Codominance Punnett Square Example Problem

3. The students will Complete Incomplete and Codominance Worksheet DUE Tomorrow


Objective: TSW define and give an example of a trait having multiple alleles.

1. The students will complete Journal: Define multiple alleles. Provide an example of a trait having multiple alleles.

2. The students will Watch YouTube Video: Understanding Blood Types: ABO and Rh by PenguinProf

3. The students and instructor will complete Understanding ABO Blood Types Worksheet

4. The students will Work on ABo Blood Type Critical Thinking Worksheet


Objectives: B4.1e TSW determine genotype and phenotype of a monohybrid cross for codominance using a Punnett square.

1. The students will complete Journal: Show a cross between a woman with type AB blood and a man with type O blood. Write the

possible genotypes and phenotypes of the F1 offspring.

2. The students will Finish ABo Blood Type Critical Thinking Worksheet

3. The students will Complete Codominance Blood Typing Worksheet

4. The students will Complete Genetics of Sickle Cell Anemia Codominance Worksheet

Day 115: Monday, February 13, 2017

Objective: TSW perform an actual blood typing procedure to observe the antigen/antibody reaction in simulated blood.

1. The students will complete Journal: The dominance hierarchy for fur color in rabbits is as follows:

Grey (C) > chinchilla (cch) > Himalayan (ch) > albino (c). Cross two parents C ch x cch ch and predict the genotypes and

phenotypes of the offspring.

2. The students will Perform Ward’s Simulated ABO & Rh Blood Typing Lab Activity in Groups of 3-4

- Read intro p. 1-4; procedure p. 5-6; complete Assessment Questions p. 8-9, skip p. 10-11

3. Reminder: Unit 8 Ch. 11 Complex Inheritance Punnett Square Quiz (75 pts): Incomplete Dominance, Codominance, Multiple

Alleles, and Sex-Linked Traits on Thurs. 2-16-17

Day 116: Tuesday, February 14, 2017

Objective: TSW determine genotype and phenotype of a monohybrid cross for codominance using a Punnett square.

1. The students will complete Journal: A man heterozygous for blood type A marries a woman heterozygous for blood type B. The

chance that their child will have type O is _________________.

2. The students will Finish Codominance Blood Typing Worksheet

3. The students will Finish Genetics of Sickle Cell Anemia Codominance Worksheet

4. The students will Finish Ward’s Simulated ABO & Rh Blood Typing Lab Assessment Questions


Alleles, and Sex-Linked Traits on Thurs. 2-16-17


Objective: TSW determine genotype and phenotype of a monohybrid cross for X-linked traits using a Punnett square.

1. The students will complete Journal: Describe sickle-cell anemia and explain how being heterozygous for the sickle-cell trait could

be an advantage under certain circumstances.

2. The instructor will Demonstrate Sex-Linked (X-linked) Traits Example Problems (Sex-Linked Traits Worksheet)

3. The students will Complete Genetics X-Linked Traits Worksheet


Alleles, and Sex-Linked Traits Tomorrow Thurs. 2-16-17


Objective: TSW determine genotype and phenotype of a monohybrid cross for X-linked traits using a Punnett square.

1. The students will complete Journal: Red-green color blindness is a sex-linked (X-linked) recessive trait. Show a cross

between a woman carrier and a color-blind male. What % of the sons color blind? What % of the daughters color blind?

2. The students will Take Unit 8 Ch. 11 Complex Inheritance Punnett Square Quiz (75 pts): Incomplete Dominance,

Codominance, Multiple Alleles, and Sex-Linked Traits


NO SCHOOL! INTERSESSION BEGINS! Feb. 17-26

HONORS BIOLOGY DAILY AGENDA PLAN BOOK 2016-2017 Day 1...

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