Biology Assignment Calendar 2017-2018
Daily Biology Assignments
September 5: Assign books, begin Process and procedure p. 30 brainstorm and answer questions 3a, 3b, 3c
September 6: p. 30-33-- answer question 6. Group discussion of 7, answer questions 7a-7c. Answer Analysis questions 1-3. Participate in Extension activity.
September 7: p. 36-38 "Primates Exploring Primates," Process and Procedure, Part A 2 and 3. With your partner, you will observe how your partner use the following tools: forceps, lock and key, roll of tape, hammer, jar and lid, scissors, and stopwatch. Read the sidebar (p. 40-41) and use the vocabulary described for the different types of grips to discuss the different ways humans use and hold objects. Record this information as you are observing your neighbor using each of the above tools being as descriptive as you can. Trade off using each of the tools with your partner so that they can make the same observations.
September 8: Cornell Notes for video, "Charles Darwin & The Tree of Life." Enter at least one page of notes in your biology notebook. Turn in notebook for grading.
September 11: Review board notes from Friday's video. Continue Primates Exploring Primates--Process and Procedure #4-7.
September 12: Pages 38-42, Process and Procedure #7-9.
September 13: Pages 38-42, Process and Procedure #10-13.
September 14: Pages 38-42, Process and Procedure #14-17.
September 15: Pages 38-42, Process and Procedure # 18-19. Cornell notes for the documentary "The Invasion of the Land," found on Youtube at: https://www.youtube.com/watch?v=RxNZ90us50M We will watch the first half today and the second half on Monday. Notebook grading for this week is as follows:
Biology Notebook Grading 9/15/2017
Name__________________________________
Cornell Notes for “Charles Darwin & The Tree of Life” (10)
p. 37 #3 (3)
p. 37, #4-5 (3)
p. 38, #7a, b, c (3)
#8, 10 Brainstorming, selection of testable questions (3)
#9 Is either a or b testable? Explain. (2)
#11, 12 Pick a testable question and make a prediction. (2)
#13 Record steps for your testing protocol (5)
#14 Data table (5)
#15, 16 Use data to answer your question (2)
#17 (2)
#19 Reflection of what parts of the inquiry process from p.15 you participated in. (2)
Total points out of 42 ______
September 18: Finish Cornell notes of "Invasion of the Land." Start Process and Procedure, Part B, "All Brains on Board," p. 43. Start a glossary in the back of your notebook of any words that are important or unfamiliar to you. You will be drawing the preserved sheep brain from several angles, examining and labeling the cerebrum and cerebellum.
September 19: p. 43-47, Process and Procedure, Part B, 3-5.
September 20: Process and Procedure
Part B, p. 48-51
Analysis
1. Different animals show very different behaviors. How might these differences be related to the differences in their brains? Explain your answer. Use what you know about the behavior of fish, amphibians, reptiles, birds, sheep, other nonhuman mammals, and humans. Think about what you have learned from the observations that you made yesterday.
2. List 2 additional questions that your have about the brain as a result of your observations and readings in this activity.
Read sidebar: “Brains and More Brains.”
If time allows, continue as follows:
Start taking Cornell Notes: Life on Earth, “The Compulsive Communicators.”
https://www.dailymotion.com/video/x2ietkh
We will continue this on Thursday.
September 21: In The News--Read the article on crocodiles and sharks eating each other.
Finish Cornell Notes on video, "The Compulsive Communicators."
September 22: Start on page 56 and read the introduction to "Explaining Humankind." Examine the rubric for your group project.
https://www.youtube.com/watch?v=CH7SJf8BnBI&feature=player_embedded
Septermber 22: Explaining Humankind, Process and Procedure, Part A, p. 57-58 1-4.
September 25: Explaining Humankind, Process and Procedure, Part A, p. 58, 5-7. Answer the questions in 7 before and after reading the article, "The Importance of Being Children."
September 26: Explaining Humankind, Process and Procedure. Review question 7a-f. Then start Part B, p. 58 1-5. All Responses to these questions need to entered into your notebook, and they will help guide you and your partner in your research project, which will be presented to the rest of the class. You will need to follow the rubric handed out in class, but your project can take the form of a musical composition with accompanying narration, poem, sonnet essay, newsletter (with range of articles), poster, video, skit, play or slide presentation. Read Sidebar "On Being Human" and take notes on human adaptations necessary for our dexterous hands, bipedal mobility, and our learned and innate behaviors.
September 27: Take notes from the slide show, "More About the Brain." Question 2, p. 62: In your group, decide on the type of project you will do illustrate your understanding of what it means to be human, from a scientific perspective. Next, use your rubric, notes, and readings to answer the questions in 5a-g on page 63 This will guide you in planning for your project. You can use the Internet and information in the sidebar to help you to add content and work towards completion of your presentation.
September 28: Finish responding to parts a-g in question 5, p. 63. Then go on to question 6. List 4 or 5 concepts from the essays and activities that you plan to incorporate into your project. Use the TSAR (thinking, sharing, advising and revising technique to edit the design and execution of your project as you continue to work on your project. We will be presenting projects next week.
September 29: Continue working on your group project, "Evaluate: What Does it Mean to be Human." Make sure your project makes comparisons between humans and another animal for each of your 5 selected physical characteristics and 3 behavioral characteristics.
October 2: Work in groups to prepare to present your project, including preparing notecards that you can refer to during the presentation.
October 9: Begin unit: Animals Like Us, Process and Procedure 1-4
October 10: Process and Procedure 5-7
October 11: Cornell Notes for video "Animals Like Us, Medicine."
October 12: Read pp 78-81. Finish chart of unifying concepts, finish video.
October 16: Sheep brain dissection lab.
October 17: Identifying parts of the brain. Research your group's assigned part and present to the rest of the class.
October 18: Chapter 2, Process and Procedure 1-6.
October 19: Analysis 1 and 2. Exploring Change, Process and Procedure Part A (pp. 91-95).
October 20: Finish part A.
October 23: Process and Procedure Part B, pp. 95-97.
October 24: Glue graph paper into your notebook. See the example graph on page 97. Graph your data. Finish answering questions through #9.
October 25: Cornell notes for "Life: Mammals."
October 26: Answer questions for Part C "Modeling Change" #1-7.
October 27: Finish Part C. Turn in notebooks for grading from Oct. 18 to 24.
October 30: Pages 100-101, Finish graph, and questions 10-12. Also, answer Analysis 1-3 questions.
October 31: Cornell Notes for "Life-Birds."
November 1: p. 102-103 answer questions 1-4 and read pages 103-104.
November 2: Read Sidebar: "The Finch Scientists of the Galapgos, pp. 105-108. Answer questions 7 and 8 on page 108.
November 6: Answer questions 9-12 on pages 108-112.
November 7: Midterm Test. Use notes from the quarter through "Natural Selection" and up to page 112 in the text.
November 8: Cornell Notes for video, "Planet Earth--Caves."
November 9: Page 114, "The Zebra's Stripes," #1-5.
November 13: "The Zebra's Stripes p. 115-116 #6, 7, Analysis 1-3
November 14: Video Notes for Planet Earth, Deserts.
November 15 "Can You Stand the Heat" p. 210.
November 16: "Cells in Action" #1-5 p. 213-219.
November 17: "Cells in Action" #7-11.
November 20: "Cells in Action" #12-13 a, b, c, d.
November 21: Video Notes "Martian."
November 22: Continue video notes "Martian"
November 27: Finish video notes "Martian"
November 28: "Observing Cell Activity," Part B, #1-4 p. 219
November 29: "Observing Cell Activity," Part B, #5-11, p. 219-223
November 30: Finish observing and drawing cells in distilled water.
December 1: Analysis #1-4, Read p. 224-226, Start video notes for "Planet Earth," Ice Worlds.
December 4: Finish video and video notes for Ice Worlds.
December 5: "A Cell Model," p. 227 #1-4.
December 6: "A Cell Model," p. 228 #5-7 (See Fig. 4.12)
December 7: "A Cell Model," p. 229, #8-11
December 8: " A Cell Model," p. 229-230, 12-16
December 11, "A Cell Model, "18-Read p. 231-235, Finish experiment, if needed, Define the following words: osmosis, diffusion, passive transport, active transport, lipid bilayer.
December 12, "Start video notes for "Lorenzo's Oil"
January 1: Read p. 236. Add Biology C Circulation handout (pages B47-B54) notes and questions to your notebook. Read and begin answering questions.
January 2: Watch the video lecture for "The Circulatory System," and finish answering handout questions in your notebook.
January 3: Go over any questions you have about questions in the handout. Watch "Circulatory System for Kids" video. Take quiz on The Circulatory System.
September 5: Assign books, begin Process and procedure p. 30 brainstorm and answer questions 3a, 3b, 3c
September 6: p. 30-33-- answer question 6. Group discussion of 7, answer questions 7a-7c. Answer Analysis questions 1-3. Participate in Extension activity.
September 7: p. 36-38 "Primates Exploring Primates," Process and Procedure, Part A 2 and 3. With your partner, you will observe how your partner use the following tools: forceps, lock and key, roll of tape, hammer, jar and lid, scissors, and stopwatch. Read the sidebar (p. 40-41) and use the vocabulary described for the different types of grips to discuss the different ways humans use and hold objects. Record this information as you are observing your neighbor using each of the above tools being as descriptive as you can. Trade off using each of the tools with your partner so that they can make the same observations.
September 8: Cornell Notes for video, "Charles Darwin & The Tree of Life." Enter at least one page of notes in your biology notebook. Turn in notebook for grading.
September 11: Review board notes from Friday's video. Continue Primates Exploring Primates--Process and Procedure #4-7.
September 12: Pages 38-42, Process and Procedure #7-9.
September 13: Pages 38-42, Process and Procedure #10-13.
September 14: Pages 38-42, Process and Procedure #14-17.
September 15: Pages 38-42, Process and Procedure # 18-19. Cornell notes for the documentary "The Invasion of the Land," found on Youtube at: https://www.youtube.com/watch?v=RxNZ90us50M We will watch the first half today and the second half on Monday. Notebook grading for this week is as follows:
Biology Notebook Grading 9/15/2017
Name__________________________________
Cornell Notes for “Charles Darwin & The Tree of Life” (10)
p. 37 #3 (3)
p. 37, #4-5 (3)
p. 38, #7a, b, c (3)
#8, 10 Brainstorming, selection of testable questions (3)
#9 Is either a or b testable? Explain. (2)
#11, 12 Pick a testable question and make a prediction. (2)
#13 Record steps for your testing protocol (5)
#14 Data table (5)
#15, 16 Use data to answer your question (2)
#17 (2)
#19 Reflection of what parts of the inquiry process from p.15 you participated in. (2)
Total points out of 42 ______
September 18: Finish Cornell notes of "Invasion of the Land." Start Process and Procedure, Part B, "All Brains on Board," p. 43. Start a glossary in the back of your notebook of any words that are important or unfamiliar to you. You will be drawing the preserved sheep brain from several angles, examining and labeling the cerebrum and cerebellum.
September 19: p. 43-47, Process and Procedure, Part B, 3-5.
September 20: Process and Procedure
Part B, p. 48-51
Analysis
1. Different animals show very different behaviors. How might these differences be related to the differences in their brains? Explain your answer. Use what you know about the behavior of fish, amphibians, reptiles, birds, sheep, other nonhuman mammals, and humans. Think about what you have learned from the observations that you made yesterday.
2. List 2 additional questions that your have about the brain as a result of your observations and readings in this activity.
Read sidebar: “Brains and More Brains.”
If time allows, continue as follows:
Start taking Cornell Notes: Life on Earth, “The Compulsive Communicators.”
https://www.dailymotion.com/video/x2ietkh
We will continue this on Thursday.
September 21: In The News--Read the article on crocodiles and sharks eating each other.
Finish Cornell Notes on video, "The Compulsive Communicators."
September 22: Start on page 56 and read the introduction to "Explaining Humankind." Examine the rubric for your group project.
https://www.youtube.com/watch?v=CH7SJf8BnBI&feature=player_embedded
Septermber 22: Explaining Humankind, Process and Procedure, Part A, p. 57-58 1-4.
September 25: Explaining Humankind, Process and Procedure, Part A, p. 58, 5-7. Answer the questions in 7 before and after reading the article, "The Importance of Being Children."
September 26: Explaining Humankind, Process and Procedure. Review question 7a-f. Then start Part B, p. 58 1-5. All Responses to these questions need to entered into your notebook, and they will help guide you and your partner in your research project, which will be presented to the rest of the class. You will need to follow the rubric handed out in class, but your project can take the form of a musical composition with accompanying narration, poem, sonnet essay, newsletter (with range of articles), poster, video, skit, play or slide presentation. Read Sidebar "On Being Human" and take notes on human adaptations necessary for our dexterous hands, bipedal mobility, and our learned and innate behaviors.
September 27: Take notes from the slide show, "More About the Brain." Question 2, p. 62: In your group, decide on the type of project you will do illustrate your understanding of what it means to be human, from a scientific perspective. Next, use your rubric, notes, and readings to answer the questions in 5a-g on page 63 This will guide you in planning for your project. You can use the Internet and information in the sidebar to help you to add content and work towards completion of your presentation.
September 28: Finish responding to parts a-g in question 5, p. 63. Then go on to question 6. List 4 or 5 concepts from the essays and activities that you plan to incorporate into your project. Use the TSAR (thinking, sharing, advising and revising technique to edit the design and execution of your project as you continue to work on your project. We will be presenting projects next week.
September 29: Continue working on your group project, "Evaluate: What Does it Mean to be Human." Make sure your project makes comparisons between humans and another animal for each of your 5 selected physical characteristics and 3 behavioral characteristics.
October 2: Work in groups to prepare to present your project, including preparing notecards that you can refer to during the presentation.
October 9: Begin unit: Animals Like Us, Process and Procedure 1-4
October 10: Process and Procedure 5-7
October 11: Cornell Notes for video "Animals Like Us, Medicine."
October 12: Read pp 78-81. Finish chart of unifying concepts, finish video.
October 16: Sheep brain dissection lab.
October 17: Identifying parts of the brain. Research your group's assigned part and present to the rest of the class.
October 18: Chapter 2, Process and Procedure 1-6.
October 19: Analysis 1 and 2. Exploring Change, Process and Procedure Part A (pp. 91-95).
October 20: Finish part A.
October 23: Process and Procedure Part B, pp. 95-97.
October 24: Glue graph paper into your notebook. See the example graph on page 97. Graph your data. Finish answering questions through #9.
October 25: Cornell notes for "Life: Mammals."
October 26: Answer questions for Part C "Modeling Change" #1-7.
October 27: Finish Part C. Turn in notebooks for grading from Oct. 18 to 24.
October 30: Pages 100-101, Finish graph, and questions 10-12. Also, answer Analysis 1-3 questions.
October 31: Cornell Notes for "Life-Birds."
November 1: p. 102-103 answer questions 1-4 and read pages 103-104.
November 2: Read Sidebar: "The Finch Scientists of the Galapgos, pp. 105-108. Answer questions 7 and 8 on page 108.
November 6: Answer questions 9-12 on pages 108-112.
November 7: Midterm Test. Use notes from the quarter through "Natural Selection" and up to page 112 in the text.
November 8: Cornell Notes for video, "Planet Earth--Caves."
November 9: Page 114, "The Zebra's Stripes," #1-5.
November 13: "The Zebra's Stripes p. 115-116 #6, 7, Analysis 1-3
November 14: Video Notes for Planet Earth, Deserts.
November 15 "Can You Stand the Heat" p. 210.
November 16: "Cells in Action" #1-5 p. 213-219.
November 17: "Cells in Action" #7-11.
November 20: "Cells in Action" #12-13 a, b, c, d.
November 21: Video Notes "Martian."
November 22: Continue video notes "Martian"
November 27: Finish video notes "Martian"
November 28: "Observing Cell Activity," Part B, #1-4 p. 219
November 29: "Observing Cell Activity," Part B, #5-11, p. 219-223
November 30: Finish observing and drawing cells in distilled water.
December 1: Analysis #1-4, Read p. 224-226, Start video notes for "Planet Earth," Ice Worlds.
December 4: Finish video and video notes for Ice Worlds.
December 5: "A Cell Model," p. 227 #1-4.
December 6: "A Cell Model," p. 228 #5-7 (See Fig. 4.12)
December 7: "A Cell Model," p. 229, #8-11
December 8: " A Cell Model," p. 229-230, 12-16
December 11, "A Cell Model, "18-Read p. 231-235, Finish experiment, if needed, Define the following words: osmosis, diffusion, passive transport, active transport, lipid bilayer.
December 12, "Start video notes for "Lorenzo's Oil"
January 1: Read p. 236. Add Biology C Circulation handout (pages B47-B54) notes and questions to your notebook. Read and begin answering questions.
January 2: Watch the video lecture for "The Circulatory System," and finish answering handout questions in your notebook.
January 3: Go over any questions you have about questions in the handout. Watch "Circulatory System for Kids" video. Take quiz on The Circulatory System.