Honors Biology I (Period 3) Assignments

Monday, April 1

Standard:  LS 1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.

Focus:  Overview of photosynthesis:  what it is, where it takes place, that it happens in two stages (light and dark reactions), and what the chemical formula looks like.

Objective:  I can summarize what photosynthesis is and where it takes place in the cell. I can identify the two stages of photosynthesis. I can write the chemical formula for photosynthesis.

Bell Work:

1. What organism takes in carbon dioxide and sunlight and makes water and sugar?
2. What process is this organism using to do this?

Lesson:

1. Direct instruction over what photosynthesis is, where it takes place, that it happens in two stages (light and dark reactions), and what the chemical formula looks like.
2. Students will begin by playing an interactive game about photosynthesis. https://biomanbio.com/HTML5GamesandLabs/PhotoRespgames/photointeractivehtml5page.html
3. Students will complete a photosynthesis color-by-numbers.

Closer:  Exit Ticket to be completed in their INB.

1. What process transforms sunlight and carbon dioxide into water and sugar (glucose)?
2. Where does this process take place in the cell?
3. What kind of organism can do turn sunlight and carbon dioxide into water and glucose?
4. What are the two stages of photosynthesis?
5. Complete the following chemical formula: 6H₂O + 6CO₂ à __________ + 6O₂

Homework:  Read Foundations pages 106-108. Sketch the diagram on page 108 and answer 1-5 on a separate sheet of paper.

Tuesday, April 2

Standard:  LS 1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.

Focus:  reactants and products of photosynthesis

Objective:  I can build a model of the reactants in photosynthesis. I can use this model to explain the transfer of elements into the products of photosynthesis.

Bell Work:  EOC Test prep workbook question page 30 #14.

Lesson:

1. Review Diagram from page 108 of Foundations notebook and what ATP is.
2. Read Foundations 109-111.
3. Define: pigment, chlorophyll, thylakoid, stroma, NADP+, light-dependent reactions, and light-independent reactions.

TECH BREAK no later than 9:20

4. Students will work with a partner to create marshmallow models of the reactants of photosynthesis.
5. Students will transform these reactants into the products of photosynthesis.

Closer:  Class discussion over the reactants and products of photosynthesis and balancing chemical equations.

Wednesday, April 3

Standard:  LS 1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.

Focus:  Structure of the chloroplast. Light-dependent reactions of photosynthesis.

Objective:  I can construct a model of the light-dependent reactions occurring within the chloroplast.

Bell Work:  EOC test prep question page 31 #17.

Lesson:

1. Students will read a passage about the chloroplast and use vocabulary from the passage to label a diagram of the chloroplast. We will review immediately after.
2. Read Foundations 112-113.
3. Use the reading to complete left half of a diagram of photosynthesis within the chloroplast.
4. Kahoot! Review of photosynthesis vocabulary.

Closer:  Exit Ticket to be completed in their INB.

1. What two things must go into the light-dependent reactions to get them started?
2. What three things do the light-dependent reactions produce?
3. Where do the light-dependent reactions take place within the chloroplast?

Thursday, April 4

Standard:  LS 1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.

Focus:  Light-independent reactions of photosynthesis.

Objective:  I can construct a model of the light-independent reactions occurring within the chloroplast.

Bell Work:  EOC test prep workbook page 31 #16.

Lesson: 

1. Read Foundations 113-115.
2. Use reading to complete right half of a diagram of photosynthesis within the chloroplast.
3. Review diagram of light-dependent and light-independent reactions.

Closer:  Exit Ticket to be completed in INB.

1. What reactant begins the light-independent reactions?
2. What three things are made in the light-independent reactions?
3. Where do the light-independent reactions occur within the chloroplast?

Homework:  Foundations page 116, #1 – 9.

Friday, April 5

Standard:   LS 1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.

Focus:  Assessing understanding of photosynthesis:  What it is, where it occurs, the overall chemical formula, light-dependent and light-independent reactions.

Objective:  I can demonstrate my understanding of photosynthesis via a quiz.

Bell Work: 

Lesson: 

1. Review homework.
2. Kahoot! Review over photosynthesis vocabulary.
3. Photosynthesis Quiz. (open note)

Monday, March 18

Standard:  LS 1.7 Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells.

Objective:  I can describe the various types of active transport.

Bell Work:  Create a t-chart and label one side Prokaryote and the other Eukaryote. List 3 characteristics of each in the chart you created.

Lesson:

1. Take up review sheet and extra credit.
2. Amoeba Sisters Video on passive and active transport and fill in notes. https://www.youtube.com/watch?v=Ptmlvtei8hw
3. Students will fill in their active transport organizer.

TECH BREAK

4. Remainder of class to finish cell organelle poster.

Tuesday, March 19

Standard:  LS 1.1 . . . Engage in an argument about the designation of viruses as non-living based on these characteristics.

Objective:  I can engage in an argument that viruses are living or non-living based on the characteristics of life and the cell theory.

Bell Work:  Draw a big box that takes up the whole page under your objective. Label the box, Cell Theory. Number 1-3 inside the box, skipping several lines between. Grab a bright marker and in LARGE print write the 3 parts of the cell theory.

Lesson: 

1. Video introduction to viruses: https://www.youtube.com/watch?v=Rpj0emEGShQ.
2. Vote with your Feet Activity: Students will vote on whether or not they think that viruses are living or non-living. They will complete a handout that will ask them to organize what we have already learned from the beginning of the semester (they will use their INBs). Then the students will re-vote. We will discuss if anyone changed their minds and why.
3. Video on what scientists think viruses are today: https://www.youtube.com/watch?v=VvTfkMhEw3g.
4. Quizlet review over the cell theory and prokaryotes vs. eukaryotes. https://quizlet.com/_6bikaa

Wednesday, March 20

Standard:  LS 1.1 . . . Engage in an argument about the designation of viruses as non-living based on these characteristics.

LS 1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.

LS 1.7 Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells.

Objective:  I can review cellular structure and function including the cell theory, prokaryotes and eukaryotes, cellular transport, and viruses.

Bell Work:  A protein in the cell membrane opens to allow a large virus through. Is this an example of passive or active transport.

Lesson:

1. Hand back review sheet. Students will be timed for 10 minutes to find others that have correct answers to their review packet.
2. Quizlet Review over the cell theory and prokaryotes vs. eukaryotes
3. Go over the review packet section that covers the cell theory and prokaryotes and eukaryotes.
4. Cell Transport task cards.
5. Go over the sections on the review packet that cover cellular transportation.
6. Kahoot over Unit 4.

Thursday, March 21

Standard:  LS 1.1 . . . Engage in an argument about the designation of viruses as non-living based on these characteristics.

LS 1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.

LS 1.7 Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells.

Objective:  I can demonstrate my knowledge of the cell theory, prokaryotes and eukaryotes, cellular transport, and viruses on a CFA.

Bell Work:  Pictured right is the cell membrane. Explain what a phospholipid is and how its structure contributes to the functioning of the cell membrane.

Lesson:

1. Students must turn in their review packet for a grade.
2. Students will have the entire period to take the Unit 4 CFA.

Friday, March 22

Standard:  LS 1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.

Focus:  Overview of photosynthesis:  what it is, where it takes place, that it happens in two stages (light and dark reactions), what the chemical formula looks like.

Objective:  I can model the process of photosynthesis.

Bell Work: 

1. What organism takes in carbon dioxide and sunlight and makes water and sugar?
2. What process is this organism using to do this?

Lesson:

1. Students will begin by playing an interactive game about photosynthesis. https://biomanbio.com/HTML5GamesandLabs/PhotoRespgames/photointeractivehtml5page.html
2. Students will complete a photosynthesis color-by-numbers.

Monday 02-04-19

Standard:  LS 1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life.

LS 1.2 . . . organic molecules that make up cellular structures.

LS 1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.

LS 2.4 Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels.

Objective:  I can review the characteristics of life, chemical bonds, macromolecules, enzymes, and energy pyramids.

Bell Work:  EOC Questions

Lesson: 

1. Go over Review Packet
2. CFA 1 Jeopardy

Tuesday 02-05-19

Standard:  LS 1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life.

LS 1.2 . . . organic molecules that make up cellular structures.

LS 1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.

LS 2.4 Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels.

Objective:  I can demonstrate my knowledge of the characteristics of life, chemical bonds, macromolecules, enzymes, and energy pyramids.

Bell Work:  Look through your interactive notebook and write one question you want answered before the CFA on an index card.

Lesson:    CFA 1 covering Unit 1:  Chemistry of Life and Unit 2:  Ecosystems. Topics include characteristics of life, chemical bonds, macromolecules, enzymes, and energy pyramids.

Wednesday 02-06-19

Standard:  LS 2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.

LS 2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.

Objective:  I will investigate the water and carbon cycles and relate them to global climate change.

Bell Work:  Analyze the nutrient cycle shown and answer the following below the objective:  1. Which biogeochemical cycle is this? 2. Predict what would happen if there were no bacteria in the soil.

Lesson:

1. Students will google a water cycle and a carbon cycle and create a diagram of each.
2. Direct instruction over the water and carbon cycles.
3. Students will complete a Nutrient Cycles POGIL activity. They will have to read and interpret diagrams of the water cycle and the carbon cycle.
4. Exit Ticket:  What effect has increased carbon emissions from the combustion of fossil fuels had on the environment?

Thursday 02-07-19

Standard:  LS 2.2 Create a model tracking carbon atom between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.

LS 2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.

LS 2.1 Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance.

Focus:  Evaluate biogeochemical cycles. What is a population? What do ecologists need to know to study populations? And, how are populations distributed?

Objective: 

I can demonstrate my knowledge of both the water and carbon cycles via a quiz.

I can model patterns of population distribution.

Bell Work:  EOC question covering the carbon cycle.

Lesson:

Biogeochemical Quiz

1. Introduce key vocabulary terms using Explicit Vocabulary Technique: population, density, distribution
2. Vocabulary graphic organizer: population density, population distribution, age structure
3. Read Foundations page 53-54 out loud as a class. Emphasize Key Question throughout, “How do ecologists study populations?”
4. Model random, clumped, and uniform population distribution as a class.

Friday 02-08-19

Standard:  LS 2.1 Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance.

Focus:  What factors affect population growth? What happens during exponential growth? What happens during logistic growth?

Objective:  I can infer the limiting factor of a population by using what I know about plants and animals. I can describe carrying capacity and various factors that would raise or lower carrying capacity.

Bell Work:  [Image of mature deciduous forest] 1. What kind of population distribution do the trees have? 2. Do you think anymore large trees would grow here? Why or why not?

Lesson:

1. Introduce key vocabulary terms using Explicit Vocabulary Technique: population growth and capacity
2. Vocabulary graphic organizer: immigration, emigration, exponential growth, logistic growth, carrying capacity
3. Read Foundation page 54-56 out loud with a partner.

TECH BREAK

1. Direct instruction over exponential and logistic growth and carrying capacity.
2. Carrying Capacity and Limiting Factors Worksheet – Due end of class. 15 points

Monday 01-28-19

Standard:  LS 2.4 Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels.

Objective:  I will construct a model to represent the transfer of energy through trophic levels.

Bell Work:  EOC practice questions on the source of energy in ecosystems and trophic level effects.

Lesson:

Finish building energy pyramid.

Quizlet vocabulary practice:  https://quizlet.com/_60hnl8

Direct Instruction:  Law of conservation of energy and mass and how it pertains to trophic levels.

Exit Ticket:  Interpret an energy pyramid.

Tuesday 01-29-19

Standard:  LS 2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.

LS 2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.

Objective:  I will research the cycling of matter in our biosphere.

Bell Work:  You are part of a food web. When you consume food what else does your body receive besides energy?

Lesson:

Direct instruction over biogeochemical cycles and nutrients.

Biogeochemical Jigsaw Day One:  Students will be grouped to research one of four biogeochemical cycles:  the Water Cycle, the Carbon Cycle, the Nitrogen Cycle, and the Phosphorus Cycle. They must be prepared to share their findings the following day.

Exit:  Students will list their name, their biogeochemical cycle, and one key term from their research on a post-it and stick to the door.

Wednesday 01-30-19

Standard:  LS 2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.

LS 2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.

Objective:  I will explain how biogeochemical cycles are critical for ecosystem function using a model.

Bell Work:  Analyze the nutrient cycle shown and answer the following below the objective:  1. Which biogeochemical cycle is this? 2. Predict what would happen if there were no bacteria in the soil.

Lesson:

Biogeochemical Cycle Jigsaw Day Two:  Students will gather in different groups (whole class for 3^rd block) and share their research with one another. All students are expected to have a completed sketch, key terms, and connections to phenomena for each biogeochemical cycle.

Direct Instruction covering biogeochemical cycles for clarification purposes.

Exit:  Write two test questions using only a figure of the carbon cycle. Each question must be a complete sentence and include an answer.

Thursday 01-31-19

Standard:  LS 1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life.

LS 1.2 . . . organic molecules that make up cellular structures.

LS 1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.

LS 2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.

LS 2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.

Objective:  I can review the characteristics of life, chemical bonds, macromolecules, enzymes, energy pyramids, and biogeochemical cycles.

Bell Work:  EOC Questions

Lesson: 

Quizlet Live review for CFA 1 covering Unit 1:  Chemistry of Life and Unit 2:  Ecosystems. Topics include characteristics of life, chemical bonds, macromolecules, enzymes, energy pyramids, and biogeochemical cycles.

https://quizlet.com/_5yaj8k

Friday 02-01-19

Standard:  LS 1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life.

LS 1.2 . . . organic molecules that make up cellular structures.

LS 1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.

LS 2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.

LS 2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.

Objective:  I can review the characteristics of life, chemical bonds, macromolecules, enzymes, energy pyramids, and biogeochemical cycles.

Bell Work:  Look through your interactive notebook and write one question you want answered before the CFA on an index card.

Lesson:  CFA 1 Quizlet Review covering Unit 1:  Chemistry of Life and Unit 2:  Ecosystems. Topics include characteristics of life, chemical bonds, macromolecules, enzymes, energy pyramids, and biogeochemical cycles.

https://quizlet.com/_60hnl8

Review packet.

Tuesday 01-22-19

Standard:  LS 1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.

Objective:  I will create a graph and use it as evidence to argue the importance of temperature and pH on the functioning of enzymes.

Bell Work: 

Lesson:

Short introduction into chemical reaction rates and the factors that affect them.

Virtual Amylase Lab:  http://www.mhhe.com/biosci/genbio/virtual_labs/BL_11/BL_11.html Students will work with a partner to test various concentrations of enzymes and pH levels on reaction rates. They will generate a graph and email it to me.

Enzyme Review:  models and board

Wednesday 01-23-19

Standard:  LS 1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life.

LS 1.2 . . . organic molecules that make up cellular structures.

LS 1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.

Objective:  I can review concepts relating to characteristics of life, chemical bonds, macromolecules, and enzymes.

Bell Work:

Lesson: 

Students will complete task cards scattered around the room.

Enzyme Crossword

Thursday   01-24-19

Standard:  LS 2.4 Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomena in a mathematical model to describe the transfer of energy and matter between trophic levels.

Objective: 

I can demonstrate my knowledge of the characteristics of life, chemical bonds, macromolecules, and enzymes via a quiz.

I can construct explanations and design solutions to problems about food webs and food chains.

Bell Work:  List 5 characteristics all living things share.

Lesson:

Unit 1 Quiz

Check out textbooks and workbooks.

Complete pages 41 through 43 in the workbook.

Friday 01-25-19

Standard:  LS 2.4 Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomena in a mathematical model to describe the transfer of energy and matter between trophic levels.

Objective:  I will use mathematical reasoning and models to explain the transfer of energy through trophic levels.

Bell Work:

1. Which shows greater biodiversity, a food chain or a food web?
2. This is all of the organisms that live in a place and their nonliving environment.
3. This is the complete role an organism has within an ecosystem.
4. This is an organism that can capture energy from nonliving sources and convert it into forms living cells can use.

Lesson:

Direct instruction over trophic levels and ecological pyramids.

Video:  https://www.youtube.com/watch?v=-oVavgmveyY

Create a three-dimensional ecological pyramid

Exit Ticket:  Interpret an energy pyramid.

Monday

Standard:  LS1.1:  Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life.

Objective:  I will engage in an argument from evidence in order to show the characteristics of life highlighting observed patterns.

Bell Work:  Create a chart on page 7 of INB with headings, “Object”, “Living”, “Non-living”, and “Reasoning” to prep for class

Lesson

1. Walk outside (or look out window if cold and wet) and classify 6 objects as either living or non-living
2. Class discussion over living and non-living
3. Amoeba Sisters: Characteristics of Life
4. Exit Ticket: Using one of the characteristics of life, explain why you are considered living

Tuesday

Standard:  LS1.2:  . . . organic molecules that make up cellular structures.

Objective:  I will use a model to show one of the chemical bonds that make up organic molecules highlighting structure and function.

Bell Work:  Students will attempt to answer the question, “Why is this man trying to drink water?” while being shown a picture of man in a desert with an empty water bottle.

Lesson:

Wednesday

Standard:  LS1.2:  . . . organic molecules that make up cellular structures.

Objective:  I will ask questions to demonstrate my understanding of macromolecules highlighting their structure and function.

Bell Work:  How are systems in your everyday life similar to systems in your body?

Lesson:

Friday

Standard:  LS1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.

Objective:  I will create a model of an enzymatic reaction

Bell Work:  Why can lactose intolerant people eat yogurt?

Lesson: