Week of May 15 - 22

Week of May 15 - 21

Date	Classwork	Eval	Homework	Assessment Criteria
May 15	Finish Digestion Activity,			Describe cellular respiration as the process cells use to change the energy of glucose into energy in the form of ATP and/or the process that provides the energy source for most living organisms.
18	Draw diagram in notebook
19	Prepare for Cellular Respiration Lab		Finish Experimental Design	Describe a plan to answer a given question for a controlled experiment with the following attributes:  At least two controlled variables  One manipulated (independent) variable with three or more conditions  One responding (dependent) variable  Experimental control condition, when appropriate  Additional validity measure  Data to be gathered and recorded from multiple trials  Logical steps
20/21	Carry out Respiration Lab		Finish Conclusions and Constraints	Collect, analyze, and display data using calculators, computers, or other technical devices when available.

PR - Parent/Guardian Signature and Comments:

Extra Credit

Check out the following links.

The following links will help you visualize the process of mitosis.

Mitosis http://cellsalive.com/mitosis.htm

This site contains an activity that allows you to identify the steps of mitosis. http://learngenetics.utah.edu/

The following links will help you visualize the process of meiosis.

Meiosis: http://cellsalive.com/meiosis.htm

Meiosis: How Chromosomes are passed from Parent to offspring http://www.contexo.info/DNA_Basics/Meiosis.htm

This site contains an activity that allows you to identify the steps of meiosis. http://learngenetics.utah.edu/

Answer these questions in your notebook:

1. Describe the overall process of mitosis.  Address why mitosis occurs, in what types of cells it occurs, and chromosome numbers for parent and daughter cells.

2. Diagram how DNA replication occurs and mention why DNA replication is an essential part of the cell cycle.

3. How do sex cells differ from regular body cells?

4. Why are the offspring of two parents different than one another?

5, If two parents are both heterozygous for two traits, what is the chance their offspring be homozygous recessive for both traits?

6. A cell is about to divide by meiosis.  The cell has 6 chromosomes:  2 Long, 2 medium, and 2 short.  Draw in the combinations of chromosomes that would be in the 4 sex cells (sperm or egg) after meiosis.

Week of May 11

Date	Classwork	Eval	Homework	Assessment criteria
May 8	How are Humans Related to other Hominidae - Continued		none	Generate a logical conclusion that is supported by evidence from the investigation and/or provide a scientific reason to explain the trend in data given a description of and the results from a scientific
11	How are Humans Related to other Hominidae - Collect Data
12	How are Humans Related to other Hominidae - Make conclusions		Activity Questions if not finished in class.
13/14	Digestion Activity			(1) Describe that large molecules in food are broken down into smaller molecules by cells to provide energy or building blocks (2) Describe that cells build large molecules required for cell functions from smaller molecules  (3) Describe enzymes as proteins that regulate reactions that break down and/or build molecules needed by cell structures and/or functions.

PR - Parent/Guardian signature:

Extra Credit : EOC Prep

Check out these resources

https://www.dropbox.com/home/BIOLOGY%20EOC%20%26%20COE%20Boot%20Camp?preview=4++Carbohydrates+to+Sugars.docx

Carbon Cycle: http://earthobservatory.nasa.gov/Features/CarbonCycle/page3.php

Cellular Respiration Application: http://www.teachersdomain.org/resource/oer08.sci.life.reg.exercise/

http://www.teachersdomain.org/asset/oer08_vid_exercise/

Cellular Respiration Simulation:  http://www.teachersdomain.org/asset/lsps07_int_cellenergy/

Answer these questions in your notebook:

1. What is the big picture of cellular respiration? What are the inputs and outputs (both matter and

energy)?  What is the equation for respiration? What is the purpose of respiration?

2. How is it that carbon is an atom that allows organisms to both store and release energy?

What are two reasons that large biomolecules are broken down into smaller biomolecules in organisms?

3. What are the subunits that the following molecules made from or broken down into

a. Proteins                           b. Fats                  c. Carbohydrates                              d. Nucleic acids (DNA)

4. Explain how enzymes break large food molecules down into smaller molecules and how these molecules become available for the cell to make new molecules.

Week of May 4

Date	Classwork	Eval	Homework	Assessment Criteria
May 4	Finish Field Investigation Review for test		Review for test on Chapters 12 and 14
5	How are Humans Related to other Hominidae		Review for test	(1) Explain that species alive today have diverged from a common ancestor
6	Video - Take notes - Record evidence to support that this is a new species and evidence to support that it is a dwarf human		Review for test	PR +Ride your bike to school (or anything that reduces your carbon footprint)
7	Test		None - Turn in notebook
8	How are Humans Related to other Hominidae		None	Generate a logical conclusion that is supported by evidence from the investigation and/or provide a scientific reason to explain the trend in data given a description of and the results from a scientific

Parent/Guardian Signature:

Extra Credit - EOC Test Prep: 1) I can describe the cycle of nitrogen through ecosystems (e.g., nitrogen in air is taken in by bacteria in soil, then made directly available to plants through the soil, and returned to the soil and atmosphere when the plants decompose).

2) I can identify inputs and/or outputs of matter and/or energy in photosynthesis using words and/or chemical formulas (i.e., inputs are carbon dioxide, water and energy. The outputs are C6H12O6 + Oxygen)

These website provide information on the nitrogen and carbon cycles. http://www.classzone.com/books/ml_science_share/vis_sim/em05_pg20_nitrogen/em05_pg20_nitrogen.swf

http://earthobservatory.nasa.gov/Features/CarbonCycle/page3.php

Testing for Understanding:

1. Trace a carbon atom from a rotting log in the forest to a black bear in the forest
2. What role does nitrogen play in living things? What are nitrogen sources in the environment?
3. How does energy move from the sun through living things? As energy moves through an ecosystem, what transformations can be identified?
4. How do carbon and nitrogen cycles bring essential elements from the environment to living things?

Complete EOC Review document All standards are covered in this 18 page document

Week of April 24-30

Date	Classwork	Eval	Homework	Assessment Criteria
April 24	Design Home Field Study Finish Nitrogen Cycle		Home Field Study
27	SBAC		Home Field Study
28	Review for Test - Please note change to By Catch Engineering Activity.  Watch Video Read Article  Take notes on reading about Sustainable fishing, What is By catch and why is it a problem?What is overfishing? Why is it a problem? What are the kinds of fishing gear and which have by catch problems? Why? Design Rubric		Study for Test Home Field Study	See all AC’s for Chapter 12 and 14
29	SCAB		Study for Test Home Field Study
30	Test on Chapter 12 and 14 - Please Note Changes - Finish By Catch Engineering Activity - Analyze Data, Conclusions, Constraints. Evaluate Rubric		Home Field Study Due Monday, May 4 Homework: Write a  paper that answers the following questions: 1) What is By Catch? Why is reducing by catch important? 2) Why is sustainable fishing important? 3) How can engineering design help address the problem of bycatch? 4) How can scientist and engineers work together to ensure that fishing is more sustainable?

Week of April 17 - 23

Date	Classwork	Eval	Homework	Assessment Criteria
April 17	Explain Part II Pgs 727 - 733, p/p 1 - 6		Page 733 R/C 1-3	) Describe the transfers and transformations of matter and/or energy in an ecosystem (e.g., sunlight transforms to chemical energy during photosynthesis, chemical energy and matter are transferred when animals eat plants or other animals, carbon dioxide produced by animals and plants during respiration is used by plants and transformed to glucose during photosynthesis, decomposition of organisms produces carbon dioxide).
20	Nitrogen Cycle		Click on PR tab on website	Describe the cycle of nitrogen through ecosystems (e.g., nitrogen in air is taken in by bacteria in soil, then made directly available to plants through the soil or to the plants through animal waste, and returned to the soil and atmosphere when the plants decompose).
21	Elaborate, page 727 - 742 p/p 1 - 6		Page 743, R/C 1 - 2	Explain how a change to a factor (e.g., matter, energy, space, predatory, or competing organisms) would limit the population of a species.
22/23	Kah Tai Field Trip - design field investigation		Field Investigation	Describe a plan to answer a given question for a field study with the following attributes:  Method for collecting data (controlled variable)  Conditions to be compared (independent/manipulated variable)  Data to be collected (dependent/responding variable)  Data to be gathered and recorded from multiple observations  Environmental conditions recorded  Logical steps

Parent/Guardian Signature

HS-LS2-4.

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Week of April 13 - 16

Date	Classwork	Eval	Homework	Assessment Criteria
April 13	Climate Change Presentations Engage – Page 706, P/P 1-4,		Page 707, R/C 1-2 PR watch these videos and write a description of exponential growth Video and Must watch video	(2) Describe population density and/or the factors that affect population density. (3) Calculate population density given an area and the number of a given organism within the area.
14	Explore - Part II, Pages 713-719, P/P 1-6		Pages 719-720, R/C 1-5
15/16	Explain – Pages 720-725, 1-4, Page 726 S/T 1-4		No homework,  turn in notebook	1) Describe factors that limit growth of plant and/or animal populations in a natural ecosystem. Explain how a change to a factor (e.g., matter, energy, space, predatory,or competing organisms) would limit the population of a species.

PR – Parent/guardian Signature and Comments –

Next Generation Science Standards

HS-LS2-1.	Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales
HS-LS2-6.	Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Week of April 6 - 10

Week of April 6

Date	Classwork	Eval	Homework	Assessment Criteria
Apr 6	How has climate change affected bird migration? - Identify Task, design method of data collection			Explain how a change to a factor (e.g., matter, energy, space, predatory, or competing organisms) would limit the population of a species.
7	Collect Data
8/9	Analyze data, develop argument, Complete Argumentation Session, Reflection		Individuals write investigative report
10	Double Blind Peer Review and present Climate Change projects		Revise and resubmit report

Parent/Guardian Signature

Next Generation Science Standard

HS-LS2-2.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.