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Dates |
State Standards / Objectives |
Learning Activities |
Jan 30 (1 hr) Mon |
Students will recognize the usefulness and limitations of models and theories as scientific representations of reality by comparing truth-finding systems.. | 1) Revisit success behaviors |
Jan 31 & Feb 1 (2 hrs) Tues & Wed |
Students will know how natural selection determines the differential survival of groups of organisms. | Bring book (it's a block day) 1) Ch 15 Study Sheet (will work on again Thurs & Fri in class...you should be half done on Tues & Wed) 2) Discussion of Darwin's 5 ideas of how evolution occurs 3) Natural Selection lab |
Feb 2 & 3 (2 hrs) Thurs & Fri |
Students will know how natural selection determines the differential survival of groups of organisms of varying phenotypes. | Bring Book on Block Days |
Feb 6 Mon |
Students will know how natural selection determines the differential survival of groups of organisms of varying phenotypes. | No Book needed 1) The "Bell Curve" lab due (with 4 questions) 2) Students describe how organisms get their traits by natural selection. |
Feb 7 & 8 |
Students will know new mutations are constantly being generated in a gene pool. Students will know reproductive or geographic isolation affects speciation. |
Bring Book 1) Peer evaluation of writing from Monday 2) Mechanisms of Evolution 3) Video showing scientist working on evolution in the field |
Feb 9 & 10 |
Students will know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. | Bring Book 1) Pitts' favorite animal adaptations! 2) Peer evaluation of CH 15 vocabulary and cues (yes it's due) 3) Vocab Review 4) Hypothetical Creatures on new Planet Santiago |
Feb 14 & 15 Tues & Wed |
Students will know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. |
Bring Book 1) Planet Santiago Creature writeups & pictures due 2) Evidences that organisms are related 3) How do they date those fossils? Beanium to Cornium Lab |
Feb 16 & 17 Thur & Fri |
Bring Book 1) Ch 16 Vocab Due 2) Finish presentation of planet santiago creatures 3) Evidences for Evolution (fossils, biochemical lesson, embryo, homologous & vestigial structures) 4) Test Review & vocab |
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| Students will know at each link in a food web some energy is stored in newly made structures | Bring Book
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Feb 23 & 24 Thurs & Fri |
Students will know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. | 1) Due: Ch 3 & Preview Sheet 2) Finish food web activity and discussion (hand in questions) 3) Introduction of Ecological Pyramids 4) Ch 3 Vocabulary with clues |
Feb 27 Mon |
Students will know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. | 1) Finish discussion questions on Ecological Pyramids lab 2) Ecosystems video from United Streaming (defining key words) |
Feb 28 & Mar 1 Tues & Wed |
Students will know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. | 1) Finish the video & vocab 2) Add vocab with cues 3) Geochemical Cycles Acted Out in groups 4) Label diagrams and answer questions 5) Preview Biome Projects |
Mar 2 & 3 Thurs & Fri |
Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. | 1) Biome presentation work
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Mar 6 & 7 Mon & Tues |
Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. | Bring Text Book it's a block day! 1) Biome presentations and summary notes (summary table with answers) 2) Ecology vocab due on Wed. |
Wed 8 Minimum Day |
1) Vocab Due 2) Deer oh Deer population simulation |
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Mar 9 & 10 Thurs & Fri |
1) Deer oh Deer due 2) Kaibob Plateau case study 3) Review for Test to be taken on Monday |
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Mar 13 Mon |
1) Ecology Vocab Review 2) Ecology Test Review |
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| 1) Finish Ecology Test Review 2) Take Ecology Test (includes Ecology Vocab Review and multiple choice over biomes, biogeochemical cycles, & organism interactions) 3) Human Disease Preview |
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Mar 16 & 17 Thurs & Fri |
Students will know there are important differences between viral and bacterial structure and function | 1) Vocabulary for Ch 19 (definition and cues) 2) Lecture on bacterial key structures 3) Identify these bacteria applying what you learned 4) Most Wanted Moneran Poster |
Mar 20 Mon |
Students will know there are important differences between viral and bacterial structure and function | 1) Most Wanted Moneran Poster |
Mar 21 & 22 Tues & Wed |
Students will know there are important differences between viral and bacterial structure and function | 1) Poster session for bacterial posters (summarize 10 other posters on summary table) |
Mar 23 & 24 Thurs & Fri |
Students will know there are important differences between viral and bacterial structure and function | 1) Viruses Vocab |
Mar 27 Mon |
Students will know the roles of antibodies, phagocytes, B-lymphocytes, and T-lymphocytes in the body's response to infection. | 1) Notes on Immunity 2) A Viral Story: Students will summarize the roles of antibodies, phagocytes, B-lymphocytes, and T-lymphocytes |
Mar 28 & 29 Tues & Wed |
Students will know the roles of antibodies, phagocytes, B-lymphocytes, and T-lymphocytes in the body's response to infection. | 1) Finish immunity notes 2) Preview Ch 40 3) Infection Story 4) Immune Vocabulary |
Mar 30 & 31 Thurs & Fri |
Students will know the roles of antibodies, phagocytes, B-lymphocytes, and T-lymphocytes in the body's response to infection. | 1) 20 min work time (stories, vocab, preview ch 40) 2) Peer review of stories 3) simulation of immunity |
April 3 Mon |
Students will know how vaccination protects an individual from infectious diseases. | 1) Preparation for vaccination debate 2) Vocab to know for TEST ON THURS OR FRI |
April 4 & 5 Tues & Wed |
Students will know how vaccination protects an individual from infectious diseases. | 1) vaccination debates 2) vocabulary review for disease & immunity unit 3) AIDS video ("Ending the Epidemic") |
April 6 & 7 Thurs & Fri |
1) test over disease & immunity 2) human body systems overview |
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April 8-16 Spring Break |
R & R | |
April 17 & 18 |
1) see results of "disease & immunity" test 2) STAR Review Booklet |
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April 19 |
1) STAR Review | |
April 20 & 21 |
1) STAR Review 2) Activity on Genetic Drift |
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April 24 Mon |
1) STAR Review (answers) | |
1) Finish Star Review Booklet |
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April 27 & 28 |
1) Nervous System & Control | |
May 4 & 5 |
1) Vocab due |
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May 8 Monday |
1) Nervous system open note mc test 2) Vocabulary test |
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May 9 & 10 Tues & Wed |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) Circulatory Vocab (BRING YOUR TEXT!) |
May 11 & 12 |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) Ch 37 Vocab & cues |
May 15 & 16 |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) Circulation Review 2) Fold it/cut it for circulation (blood vessel types) 3) Respiratory Worksheet |
May 22 Mon |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) What's in food (using food labels 2) Label digestive system (Hand in) 3) Video on digestive disorders |
May 23 & 24 Tues & Wed |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) Digestive Vocab, Definition, & Cues (see page 978) 2) Digestive Fold It 3) Digestive Simulation (using crackers, nuts, tennis balls, panty hose, ziplocks, and water) |
May 25 & 26 Thurs & Fri |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) Excretory Vocab, Definitions, & Cues (see page 985) 2) Excretory Fold It (with diagram & functions of kidneys, ureters, bladder, & urethra) 3) Digestion Vocab Review 4) Excretory Video Clips |
May 30 & 31 Tues & Wed |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) Test over the digestive system (20 MC & Vocab) |
June 1 & 2 Thurs & Fri |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) Vocabulary test over excretory system 2) Endocrine system introduction 3) Endocrine Vocab 4) Endocrine glands, hormones, target organs, & effects |
June 5 Mon |
Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. | 1) Endocrine system role playing activity 2) Endocrine Vocabulary Review |
