Wednesday, October 28, 2015
Ch. 4 test - ecology; last day to turn in Q1 work!
-Use first 15 minutes of class to study for your Ch. 4 test and finish up notebooks
-Turn in interactive notebook for 50 points
-It's the end of Q1! Today is the last day to turn in late work
-Test taking procedures:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do homework, listen to music quietly.
Creepy Creatures Halloween Video! (15 min)
-Turn in interactive notebook for 50 points
-It's the end of Q1! Today is the last day to turn in late work
-Test taking procedures:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do homework, listen to music quietly.
Creepy Creatures Halloween Video! (15 min)
Ch. 4 test review Jeopardy! (study guide here)
Reminders:
Chapter 4 test is this Wed. 10/28
Ch. 4 Interactive Notebooks are due Wed. 10/28
Last day to turn in/retake any Q1 work is Thurs. 10/29
No school on Fri. 10/30
Periods 6 & 8: check for 'Biodiversity Evaluation datasheet' completion & glue into notebooks
Period 7: 4.3 Cycling of Matter packet (glue into notebook)
Honors Presentations
Chapter 4 Test Review Jeopardy! (study guide here)
Chapter 4 test is this Wed. 10/28
Ch. 4 Interactive Notebooks are due Wed. 10/28
Last day to turn in/retake any Q1 work is Thurs. 10/29
No school on Fri. 10/30
Periods 6 & 8: check for 'Biodiversity Evaluation datasheet' completion & glue into notebooks
Period 7: 4.3 Cycling of Matter packet (glue into notebook)
Honors Presentations
Chapter 4 Test Review Jeopardy! (study guide here)
Monday, October 19, 2015
Periods 6 & 8 Walking Field Trip: Biodiversity Evaluation
Reminders:
-No school Wed, Thurs, Fri this week
-Conferences Wed & Thurs this week
-Mon 10/26 Honors presentations (per 6&8) & Ch.4 Jeopardy
-Wed 10/28 Ch. 4 test & interactive notebook due
-Thurs 10/29 Last day to turn in Q1 work!
We've been learning about ecosystems - let's go outside and investigate the ecosystem around Franklin's campus! (If you miss this class, complete the datasheet by doing a biodiversity evaluation of your yard at home)
Biodiversity Evaluation datasheet - worth 20 points
Make sure you have these important notes before doing your evaluation:
Biodiversity Evaluation datasheet with notes
Expectations:
-Same rules as classroom - be respectful, be responsible, be engaged
-Be quiet in the hallways
-Stay together as a class but work in groups:
Time Keeper - keep a close eye on the time
Recorder - keeping notes for your team (important!)
Task Manager - keep team engaged
Materials Manager - bring device for compass
-No school Wed, Thurs, Fri this week
-Conferences Wed & Thurs this week
-Mon 10/26 Honors presentations (per 6&8) & Ch.4 Jeopardy
-Wed 10/28 Ch. 4 test & interactive notebook due
-Thurs 10/29 Last day to turn in Q1 work!
We've been learning about ecosystems - let's go outside and investigate the ecosystem around Franklin's campus! (If you miss this class, complete the datasheet by doing a biodiversity evaluation of your yard at home)
Biodiversity Evaluation datasheet - worth 20 points
Make sure you have these important notes before doing your evaluation:
Biodiversity Evaluation datasheet with notes
Expectations:
-Same rules as classroom - be respectful, be responsible, be engaged
-Be quiet in the hallways
-Stay together as a class but work in groups:
Time Keeper - keep a close eye on the time
Recorder - keeping notes for your team (important!)
Task Manager - keep team engaged
Materials Manager - bring device for compass
Thursday, October 15, 2015
Period 7: The Great Volume Exchanger!
-Roses, thorns, or buds to share? :)
Business items:
-tutorial today in room C13
-Honors presentations Monday 10/19 (questions?)
-Chapter 4 test & notebook check Wed. 10/28
-Last day to turn in Q1 work Wed. 10/28
-Return Root Word Quiz #2 (good job!)
-(Right side) 10/15/15
Learning Objective: I can explain the steps of the scientific method, compare/contrast observations, and analyze and interpret data to create a model by observing the Great Volume Exchanger demonstration.
Now for the fun stuff...
Ms. Ferro's Invention...The Great Volume Exchanger!
It's still in the testing phase of production and isn't commercially available yet, but I can show you the prototype as an example of a natural phenomenon so you can practice using your powers of observation, much as a scientist would.
-We have a problem here! What is it? Under your diagram, state the problem briefly in your own words.
-Materials Manager, please get one piece of paper & a marker for your group.
Nature of Science Concepts-GVE
Start at 12:05
Business items:
-tutorial today in room C13
-Honors presentations Monday 10/19 (questions?)
-Chapter 4 test & notebook check Wed. 10/28
-Last day to turn in Q1 work Wed. 10/28
-Return Root Word Quiz #2 (good job!)
-(Right side) 10/15/15
Learning Objective: I can explain the steps of the scientific method, compare/contrast observations, and analyze and interpret data to create a model by observing the Great Volume Exchanger demonstration.
Now for the fun stuff...
Ms. Ferro's Invention...The Great Volume Exchanger!
The Great Volume Exchanger (GVE) will spontaneously generate liquid matter!
With our water shortages, you can imagine the potential! We could supply the water needs of an entire community at a fraction of the cost of our current system.
With our water shortages, you can imagine the potential! We could supply the water needs of an entire community at a fraction of the cost of our current system.
I will make sooo much money $$$$$$$!
It's still in the testing phase of production and isn't commercially available yet, but I can show you the prototype as an example of a natural phenomenon so you can practice using your powers of observation, much as a scientist would.
The GVE in Action
-On the right hand side of your interactive notebook, draw what you see (the GVE setup) independently in your notebook. Leave room underneath for some writing.
-I need a volunteer to read the water volume of the beaker before I pour it in. Record in notes.
-Watch and listen very carefully as I demonstrate the GVE. Observe everything that is done in detail.
-I need a volunteer to read the water volume of the beaker before I pour it in. Record in notes.
-Watch and listen very carefully as I demonstrate the GVE. Observe everything that is done in detail.
-Take a liquid measurement again (volunteer to take volume). Calculate difference between how much went in and how much came out, write down under diagram.
-We have a problem here! What is it? Under your diagram, state the problem briefly in your own words.
-Take 5 minutes independently to form a hypothesis by drawing a cross section of what you think is happening inside the GVE in your notebook. Use observations and be specific, labeling your drawing with an explanation.
-Materials Manager, please get one piece of paper & a marker for your group.
-Now each person will share their ideas with their team, voting for the best idea and drawing it on your team's paper. You can also collaborate to come up with a new group model (hypothesis). (10 mins)
-Reporter in each group shares out the best selected idea. Be able to describe in detail what you think is happening and HOW, and use your drawing to demonstrate it. Be able to answer questions from fellow classmates about your model and how it works.
-Which group's model seems most likely to be the best one, and why?
In science, Occam's razor is used as a heuristic technique (discovery tool) to guide scientists in the development of theoretical models, rather than as an arbiter between published models.[8][9] In the scientific method, Occam's razor is not considered an irrefutable principle of logic or a scientific result; the preference for simplicity in the scientific method is based on the falsifiability criterion. For each accepted explanation of a phenomenon, there is always an infinite number of possible and more complex alternatives, because one can always burden failing explanations with ad hoc hypothesis to prevent them from being falsified; therefore, simpler theories are preferable to more complex ones because they are more testable.
-Which group's model seems most likely to be the best one, and why?
In science, Occam's razor is used as a heuristic technique (discovery tool) to guide scientists in the development of theoretical models, rather than as an arbiter between published models.[8][9] In the scientific method, Occam's razor is not considered an irrefutable principle of logic or a scientific result; the preference for simplicity in the scientific method is based on the falsifiability criterion. For each accepted explanation of a phenomenon, there is always an infinite number of possible and more complex alternatives, because one can always burden failing explanations with ad hoc hypothesis to prevent them from being falsified; therefore, simpler theories are preferable to more complex ones because they are more testable.
Sorry...I can't reveal my invention yet, it's not copyrighted! ;)
Nature of Science Concepts-GVE
-Models are used in science to explain and predict how things work.
-Science is uncertain because scientists can make more than one workable model to explain their observations.
-We limit the uncertainty through collaboration.
Start at 12:05
Exit Slip: How do you think you could test your ideas? Write down a proposed experiment to challenge your hypothesis. (5 mins)
Periods 6 & 8: 4.3 Cycling of Matter
Business items:
-tutorial today in C13
-Walking Field Trip permission form by Monday
-Going outside Monday (dress appropriately)
-Chapter 4 test & notebook check Wed. 10/28
-Last day to turn in Q1 work Wed. 10/28
-Return Root Word Quiz #2
4.3 Cycling of Matter
Learning Objective: I can explain why water, carbon, phosphorus, and nitrogen are critical resources for organisms, including humans.
Watch ecology video: (start at 3:06)
-Pick one person to work with and complete 4.3 Cycling of Matter packet together
-Glue into right side of notebook and do solo processing IN COLOR! :)
-tutorial today in C13
-Walking Field Trip permission form by Monday
-Going outside Monday (dress appropriately)
-Chapter 4 test & notebook check Wed. 10/28
-Last day to turn in Q1 work Wed. 10/28
-Return Root Word Quiz #2
4.3 Cycling of Matter
Learning Objective: I can explain why water, carbon, phosphorus, and nitrogen are critical resources for organisms, including humans.
Watch ecology video: (start at 3:06)
-Pick one person to work with and complete 4.3 Cycling of Matter packet together
-Glue into right side of notebook and do solo processing IN COLOR! :)
Tuesday, October 13, 2015
Honors Biology requirements here!
Welcome to Honors Biology! The honors credential will have a positive impact on your transcript and may help you attain internships and scholarships in the future. You also have the opportunity to explore science concepts that are interesting to you that we will not cover in the general freshman biology class.
What do you need to do to earn honors credit in biology?
-Earn an A in the class
-Earn a B or higher on all tests & quizzes
-Complete a project on a topic of your choice from chapters 20-41 in the textbook (ones that we will not cover in class). Ask the teacher if you need help deciding, but go with what interests you most!
-Attend the end of quarter meetings (teacher will announce) to participate in presentations from your fellow honors biology students. This will usually be over 2 lunch periods or tutorial.
-Keep in mind that you are not required to take AP biology next year if you do honors biology this year, but it will prepare you well if you do decide to take it during sophomore, junior, or senior year.
More details:
Choose a topic from chapters 20-41 in the textbook & complete one project per quarter, 2 per semester
You may choose from one of the four assignments below (one per quarter)
Present a visual presentation (PowerPoint, Prezi, etc.) outlining your topic. Be prepared to answer questions from your audience.
Present a chapter in the form of a children’s book with both written portions as well as labeled and colored drawings.
Prepare a labeled and colored poster that outlines the chapter of your choice.
Take an exam on the chapter and earn a score of 85% or better.
Each quarter’s project must be turned in on the designated date before the end of the quarter.
Root Word #2 quiz; check 4.2 Cycling of Matter worksheet
-Review answers to 4.3 worksheet Cycling of Matter
10 minutes to study with 9 o'clock partner on Root Words
Root Word Quiz #2
10 minutes to study with 9 o'clock partner on Root Words
Root Word Quiz #2
Thursday, October 8, 2015
4.2 Energy Flow in Ecosystems
(Left Side)
Warm Up 10/8/15
1. What is an ecosystem?
2. What are the two factors that determine a biome?
3. What is the difference between a biotic and abiotic factor in an ecosystem? Do these two factors affect each other?
Business Items:
You MUST see me after school in room C13 to make up any Chapter 1 work TODAY!
Sign up for Honors Biology project & pick presenting date
6 more class periods of biology in quarter 1! (whoa)
Root Word quiz #2 on Tuesday 10/13
Chapter 4.2 Energy Flow in Ecosystems
10/8/15 Learning Objective: I can explain why the flow of energy through an ecosystem is critical to the ecosystem's productivity and its ability to support its species.
Watch video on Food Chains
Roles in table groups: each person has a job
Materials Manager (gets & returns glue sticks, papers, scissors, etc. for your whole group)
Task Manager (reads directions, keeps group focused on the job at hand, asks group members for participation)
Time Keeper (manages time for group and checks in periodically with group on how much time is left)
Recorder/Reporter (does any group writing and reports the group's work out verbally to the class if asked; can be split up in larger table groups)
In your table groups, have Materials Manager get enough 4.2 worksheets for each group member and 2 glue sticks.
Task Manager will read directions and questions out loud to the group and check to make sure all group members are understanding.
Each student is writing down their own answers
After designated time (pay attention, Time Keeper!), each group's Reporter will share out answers.
Spend remaining time glueing worksheet onto right hand side of notebook, doing color processing on the left side, & cleaning up materials before you leave.
HAVE A GOOD LONG WEEKEND! :)
Warm Up 10/8/15
1. What is an ecosystem?
2. What are the two factors that determine a biome?
3. What is the difference between a biotic and abiotic factor in an ecosystem? Do these two factors affect each other?
Business Items:
You MUST see me after school in room C13 to make up any Chapter 1 work TODAY!
Sign up for Honors Biology project & pick presenting date
6 more class periods of biology in quarter 1! (whoa)
Root Word quiz #2 on Tuesday 10/13
Chapter 4.2 Energy Flow in Ecosystems
10/8/15 Learning Objective: I can explain why the flow of energy through an ecosystem is critical to the ecosystem's productivity and its ability to support its species.
Watch video on Food Chains
Roles in table groups: each person has a job
Materials Manager (gets & returns glue sticks, papers, scissors, etc. for your whole group)
Task Manager (reads directions, keeps group focused on the job at hand, asks group members for participation)
Time Keeper (manages time for group and checks in periodically with group on how much time is left)
Recorder/Reporter (does any group writing and reports the group's work out verbally to the class if asked; can be split up in larger table groups)
In your table groups, have Materials Manager get enough 4.2 worksheets for each group member and 2 glue sticks.
Task Manager will read directions and questions out loud to the group and check to make sure all group members are understanding.
Each student is writing down their own answers
After designated time (pay attention, Time Keeper!), each group's Reporter will share out answers.
Spend remaining time glueing worksheet onto right hand side of notebook, doing color processing on the left side, & cleaning up materials before you leave.
HAVE A GOOD LONG WEEKEND! :)
Tuesday, October 6, 2015
Ecology preassessment; Crash Course ecology video; Root Word list #2
(LEFT SIDE)
10/6/15 Warm Up
Without looking back at your notes, name the 7 Properties of Life that we learned about in our last class.
Business Items:
-If you need to take or retake (less than 70%) the Chapter 1 test, you must come to room C13 Tuesday or Thursday this week.
Next up: ecology! Take ecology pre-assessment
Crash Course video: Introduction to Ecology!
Guided notetaking handout option; take own notes if preferred
Discuss video highlights
Time for left-side processing on ecology notes
Root Word List #2 Make flashcards and put in notebook;
quiz next week on Tuesday, 10/13/15
10/6/15 Warm Up
Without looking back at your notes, name the 7 Properties of Life that we learned about in our last class.
Business Items:
-If you need to take or retake (less than 70%) the Chapter 1 test, you must come to room C13 Tuesday or Thursday this week.
Next up: ecology! Take ecology pre-assessment
Crash Course video: Introduction to Ecology!
Guided notetaking handout option; take own notes if preferred
Discuss video highlights
Time for left-side processing on ecology notes
Root Word List #2 Make flashcards and put in notebook;
quiz next week on Tuesday, 10/13/15
Friday, October 2, 2015
Return Ch.1 tests & notebooks; 7 Properties of Life
-Return notebooks and tests
-Go over test answers
-Review how to do Interactive Notebooks, look at examples
Here's a video that explains IN's really well!
(LEFT SIDE)
10/2/15 Warm Up
What makes something ALIVE?
List as many characteristics that you can think of that qualifies something as a living being.
Find your 4 o'clock partner and share your answer.
Watch 'Introduction to the Characteristics of Life' video
Hand out Properties of Life worksheet (glue on right side)
Read passage out loud together as a class.
In table groups, complete questions 1-3 on worksheet.
Review answers together.
Now on your left hand side do color processing (concept map, drawings, etc.) that shows the 7 Properties of Life. Be creative with this!
-Go over test answers
-Review how to do Interactive Notebooks, look at examples
Here's a video that explains IN's really well!
(LEFT SIDE)
10/2/15 Warm Up
What makes something ALIVE?
List as many characteristics that you can think of that qualifies something as a living being.
Find your 4 o'clock partner and share your answer.
Watch 'Introduction to the Characteristics of Life' video
Hand out Properties of Life worksheet (glue on right side)
Read passage out loud together as a class.
In table groups, complete questions 1-3 on worksheet.
Review answers together.
Now on your left hand side do color processing (concept map, drawings, etc.) that shows the 7 Properties of Life. Be creative with this!
Thursday, October 1, 2015
Interactive Science Notebook Info!
Here's a video that explains how to do Interactive Notebooks
Biology Table of Contents example here!
(up to date as of 10/1/15)
Notes & processing example 1
Notes & processing example 2
Notes & processing example 3
Biology Table of Contents example here!
(up to date as of 10/1/15)
Notes & processing example 1
Notes & processing example 2
Notes & processing example 3
Subscribe to:
Posts (Atom)