Wed 8/29 & Thurs 8/30

Wednesday:
EQ: None
Vocab:
Homework: Bring in 3 ring binder. Sign and return syllabus by tuesday.  Bio Survey by Tuesday.
Recap: Today students became accustomed to the procedures of the classroom.  We reviewed the syllabus, classroom rules, and expectations.  Students then logged onto the laptops and accessed several websites used in the classroom.  Students should complete the Styer-Biology Survey that was emailed and shared with them on googledocs.  (Please see me if you have issues accessing the survey).


Thursday:
EQ: "How do we experiment in biology?"
Vocab: collaboration, hypothesis, control group
Homework:  Bring in 3 ring binder. Sign and return syllabus by tuesday.  Bio Survey by Tuesday.
Recap: Students were introduced to the Do First and Daily Science Journal procedure.  They recorded the three new vocab terms and received instructions on how to find definitions (1. pink packets in class, Books in class, or from a reliable source online... not wiki!).  Students then learned about Redi and his famous experiment with maggots!  Students learned about the importance of a control group and the scientific method.  Lastly, students completed a scientific method worksheet (period 2 will finish on Tuesday).

Tuesday 8/28/12

EQ: "What should I expect this year in Biology?"
Vocab: collaboration
Homework: Get parents/guardians to sign syllabus and fill out contact sheet (page 6 of syllabus).  Bring in 3-ring binder/Daily Science Journal
Class Recap: Today students were introduced to Bio.  They participated in a collaborative puzzle activity and competed against other periods to become efficient at working in a group.  Students then learned a little bit about me, and we reviewed some of the syllabus.

Results of the puzzle activity.  :)

The halls are alive with the sound of Freshman

Today was the fist day and freshman orientation.  It's wonderful to have students in the building again.  It was an amazing summer, but I am ready for the fresh start of a new year.  Smells like Fall! 

 New aquatic residents of Room 169 in their spruced-up pimped-out tank.  

Bear is clearly pumped up and ready for another school year. 

Sept 7- Nov16

Daily Recap
Sponsored by Watson and Crick ... have you appreciated your double helix today?

11/16 ThursdayCPEQ: "What is a lipid?"
Vocab Words: Unsaturated, Saturated
Students reviewed their Biochem Vocab Quizzes. We then finished our discussion on the composition of Aminio Acids and Proteins. Students then enjoyed a greasy, buttery popcorn snack as we talked about the third type of macromolecule in our bodies, LIPIDS.
HOMEWORK: Bring in a food label that has a "Nutritional Facts" label.

Gen
EQ: "How do we make/break down Carbs?" Students reviewed their Water quizzes they took yesterday. Then students learned about Carbohydrates and how they are broken down. We discussed the process of Dehydration Synthesis and how we can join many monosaccharides together to form a larger Polysaccharide.
HOMEWORK: Bring in a food label that has a "Nutritional Facts" label. 11/15 WednesdayCPEQ: "What is a protein?"
Vocab Words: Amino Acids
Students had a quick review with their vocab flashcards before they took the first Biochem Vocab Quiz on terms 1-23. Then students enjoyed a snack of peanuts while learning about proteins. IF YOU DO NOT HAVE YOUR VOCAB FLASHCARDS COMPLETED YOU MUST FINISH THEM ASAP!
HOMEWORK: None :)

Gen
EQ: "What is a Carbohydrate?" Students had a quick review with their vocab flash cards before they took a quiz on Water. Then students enjoyed a cracker snack while learning about carbohydrates. IF YOU DO NOT HAVE YOUR VOCAB FLASHCARDS COMPLETED YOU MUST FINISH THEM ASAP!
HOMEWORK: None :) 11/14 TuesdayCPEQ: "How do we make/break down Carbs?"
Students started class by completing a Do First which challenged them to construct a diagram using the terms: monosaccharide, disaccharide, polysaccharide, sugar, and carbohydrate. Students then learned about Hydrolysis and Dehydration Synthesis and how it occurs in our body. Students handed in their paragraphs on artificial sweeteners along with extra credit article they researched.
HOMEWORK: Vocab Quiz on terms (1-23)

Gen
EQ: "What is the SUPERSTAR of Biology?"
Students handed in their pH scales they made from their lab data. Students started class by doing a "Ticket In the Door" about water. After reviewing the ticket, students learned about how Carbon is the superstar of biology. We learned how Carbon is able to make 4 very stable covalent bonds. Students took notes on the 4 major macromolecules that carbon can create.
HOMEWORK: Study for Water quiz this week

11/14 Monday CPEQ: "How do we make and break down Carbs?"
Students had their homework checked. We then learned the difference between a chemical formula and a structural formula. We practiced building isomers from our molecular model kits. We learned that carbohydrate monosaccharides are isomers of each other (glucose, galactose, and fructose). We also learned that disaccharides are isomers of each other (maltose, sucrose, and lactose).
HOMEWORK: Read Article on Artificial sweeteners. WRITE a paragraph about your opinion on using artificial sweeteners.
EXTRA CREDIT CHALLENGE: In preparation for our artificial sweetener debate on Tuesday, print out a SCIENTIFIC ARTICLE about artificial sweeteners- MAKE SURE THE SOURCE OF THE ARTICLE IS RELIABLE. Remember VOCAB QUIZ is coming up!

Gen
EQ: "What is pH?" (day 2)
We started class by revising the list of acids, bases, and neutral compounds we made on Thursday. We discussed the lab from Thursday and learned that acidic compounds are those that donate H+ions. We learned that basic compounds are those that donate OH- ions when added to water. We learned that pH is a way of measuring those acids and bases.
HOMEWORK: Finish drawing your pH scale from the data you collected during Thursday's lab. ALSO!!! Be prepared for a quick quiz on water when you come into class tomorrow. 11/9 ThursdayCPEQ: "What is a Carbohydrate?"
Students started class off with a Do First question reviewing the unique properties of Carbon. We then began a discussion on Carbohydrates and their structure and function. Notes are powerpoints will be posted if you are absent and you need to make up the notes. EXTRA CREDIT CHALLENGE: In preparation for our artificial sweetener debate on Monday, print out a SCIENTIFIC ARTICLE about artificial sweeteners- MAKE SURE THE SOURCE OF THE ARTICLE IS RELIABLE.
HOMEWORK: Read and Highlight pages 65-68 in "Chemistry of Biology" packets. VOCAB QUIZ next week. STUDY STUDY STUDY! (21 terms total so far) Happy 3 day weekend!!!

Gen
EQ: "What is pH??"
We started class with a Do First list assigning whether several common household items are either Acidic, basic, or neutral compounds. We then performed an inquiry lab to discover pH using litmus identification paper. Students will be discussing the results of the lab on Monday.
HOMEWORK: Finish drawing your pH scale from the data you collected during today's lab. Due Monday. Happy 3 day weekend!!
(Left) Yiorgo and Alexa testing substances for pH values! (Right) Keith and Montana testing the pH of lemon juice!

11/8 Wednesday CPEQ: "What makes Carbon so unique?"
Students started class off with a Do First question in which they had to match several different characteristics of acids and bases. We then discussed yesterday's pH lab and shared some of our findings. Then we learned about the superstar of all Biological elements... CARBON. Students learned what makes Carbon unique, and why carbon is the bases of all life forms. Students handed in their pH scale to be graded. WEBQUESTS ARE DUE AT 3:00. DO NOT ALTER WEBQUESTS AFTER 3pm TODAY!!!
HOMEWORK: None :)

GenEQ: "How does water move through plants?"
We started off class with a Do First Picasso challenge where students had to draw a certain amount of water molecules and count the possible number of hydrogen bonds. Students then watched a teacher demo about how pepper can be supported by the surface tension of water. The class discussed how water can be pulled through plants using something called capillary action.
HOMEWORK: None :)11/7 Monday CPEQ: "What is pH?"
Students started class off with a Do First question where they listed items in a Venn Diagram that would either be an acid, a base, or a neutral substance. Then we talked about preconceptions about what acids and bases are. We then took a few notes on how scientists define acids and bases, and drew what it looks like when the molecules dissociate in water. Acids donate a hydrogen ion (H+) when they are added to water, and Bases donate a Hydroxide ion(OH-) when they are added to water. With any remaining time in class, we watched a short part of the video that was regularly scheduled for Friday.
HOMEWORK: Work on Webquest DUE WEDNESDAY

GenEQ: "What makes water so amazing??"
Students started class off by taking a T/F questionnaire about water. Students then watched a life-changing, inspirational, motivational, revolutionary video clip that introduced the wonderful compound that is WATER!!! Students then did the Penny Drop lab where they attempted to drop as many water drops as they could on the surface of a penny. They then compared their results to how many drops of Isopropyl (Rubbing) Alcohol they could fit on the surface of a penny.
HOMEWORK: Show Miss Styer homework that was due from Friday. 11/4 Friday (Miss Styer out)CPEQ: "Can surface tension allow humans to walk on water?"
Students watched a video on Eyewitness accounts that related to the unit.
HOMEWORK: Work on Webquest

GenEQ: "Can surface tension allow humans to walk on water?"
Students watched a video on Eyewitness accounts that related to the unit.
HOMEWORK: Bring homework due today on Monday.

11/3 Thursday CPEQ: "How does water act as the universal solvent?"
Vocab words:
Today in class students 'tried' to login to the laptops to take an online quiz on water. Students took a few notes on water as a solvent. We watched how polar molecules break apart ionic bonds in a solution, and polar water molecules separate covalently bonded molecules from other molecules in a solution.
HOMEWORK: Work on Water Webquest

GenEQ: "Day two- bonding?"
Vocab words:
Today we reviewed the Final Five quizzes from yesterday. After all the questions were answered, students took a quiz on Atoms and bonding.
HOMEWORK: Read pages 62-64 in the "Chemistry of Biology" packet. Read and highlight and answer the questions.

11/2 Wednesday CPEQ: "What is pH?"
Vocab words:
Today in class students were on the laptops and started work on the Water Webquest. Student who missed class should check their GoogleDocs and click on "Miss Styer Water Webquest Template". Follow the directions on the template for resaving the document and then begin the webquest.
HOMEWORK: Work on water webquest And STUDY for Water quiz on Thursday

GenEQ: "How do Ionic bonds compare to Covalent bonds?"
Vocab words:
Today students practiced drawing Ionic and Covalent bonds. We discussed the strengths of the two different bonds. The class then took a Final Five quiz. The class took a short trip to the cafeteria to see how cafeteria tables can compare to the valence electrons in atoms.
HOMEWORK: Study for Atoms and Bonding quiz on Thursday.

11/1 Tuesday CPEQ: "What gives water it's amazing properties??"
Vocab words: Surface tension, capillary action
Homework: Finish flashcards by tomorrow.Today we reviewed the Atoms and Bonding quiz that students took on Thursday. We then finished some notes on the properties of water (see ppt) We discussed what capillary action was and we saw it in action in carnation flowers drawing up food coloring up their stems. We discussed that surface tension is due to the stronger interaction of Hydrogen bonds on the surface layer of molecules in water. we saw a short demo of how pepper is able to float on water due to the hydrogen bonds, and how the surface tension can be broken with a drop of soap.

GenEQ: "How do atoms bond together? (Day 2)"
Vocab words: Covalent bond
Today students learned about covalent bonds and how to draw the electrons in bonds. Students drew covalent bonds on their worksheets first between two Chlorine molecules, and then between the atoms in a water molecule.
HOMEWORK: None10/31 Monday -Happy Halloweeeeen!CPEQ: "What type of bonding occurs between multiple water molecules?"
Vocab words: Hydrogen bonding, Polar, Cohesion, Adhesion
Homework: Finish filling out vocab definition cards from today. Today students did a Do First that was collected for a grade. Students then created a pattern of water molecules and how they fit together using model molecules. They discovered that there is a certain way that water molecules can fit together. Students learned that water molecules are polar and have slight charges on either end of the molecules. These slight charges are what form Hydrogen bonds between water molecules. Hydrogen bonding in water molecules give water some amazing properties such as High specific heat, Low density as a solid (ice), Cohesion, surface tension, and Adhesion. (Please look at the attached Section 2 powerpoint to get notes if you missed class.)

GenEQ: "How do we join two atoms together?"
Vocab words: Ion, Ionic Bond
Today students did a Do First that was collected for a grade. We then reviewed how to calculate valence electrons. Students learned how ions are formed and how ionic bonds are formed.
HOMEWORK: Read pages 57-58 in "Chemistry in Biology" packets. Complete the "4 square" worksheet for Ionic Bonding AND Covalent Bonding. 10/28 FridayCPEQ: "What gives water it's amazing properties?"
Vocab words:
Students worked on drawing covalent and ionic bonds within their groups. Students met individually to ensure they understood each process. Students then took a quiz on Atoms and Bonding. The purple molecule paper was checked for homework.

GenEQ: "How do we join two atoms together?"
Vocab words: Valence electron,
Today we started class by reviewing what a solid, a liquid, and a gas is and briefly discussing "What's the Matter". WE then checked the homework from last night. The students learned about valence electrons and the energy levels of an atom. We ended class with a few review questions. 10/27 ThursdayCPEQ: "What makes water so amazing??"
Vocab words:
Periods 2 & 7/8 finished their bonding skits. Students watched a clip about the properties of water. Students then performed an inquiry lab to discover how many drops of WATER could fit on the surface of a penny. Students quickly discovered one of water's amazing properties- COHESION. Students watched as the water formed a bubble. The most drops we could get on the surface of the penny was 110 drops!!!! The water was forming a rounded bubble on the top of the penny because of an intricate arrangement of many water molecules. We will be talking more about this topic tormorrow in class. Students handed in their colored and cut-out water molecules. HOMEWORK: purple "Break it Down" worksheet. *** Please cross out the first column labeled "number of molecules" complete only the second column labeled "Number of each kind of atom.

GenEQ: "What is an atom composed of"
Today students learned the intricate particles located inside of each atom: protons, neutrons, and electrons. We drew the structure of the atom, and discussed the charges and their interactions. Students then learned how to use their periodic tables to calculate the number of protons, electrons, and neutrons.
HOMEWORK: finish the white "Atomic Mass and Atomic Number Worksheet" 10/26 WednesdayCPEQ: "What are the differences between ionic and covalent bonds?"
Vocab words:
Today Miss Styer checked the homework from last night. We saw a demonstration involving cafeteria tables which demonstrated the valence elctron positions of each of the bonds. Students then worked together in groups to create bonding skits. Period 2 and Period 9 will be presenting skits first thing tomorrow. HOMEWORK: Color and cut out the water molecules. Please make them neat. (Period 1- you will get these worksheets tomorrow)
GenEQ: "What is Biochemistry?" - Day 2
Today students finished part two of their inquiry lab. We talked about how substances can only be broken down into pieces so far. These small pieces are called atoms. We learned that the periodic table is a collection of each type of atoms called elements. We learned how to use the periodic table. We learned where the atomic mass, atomic number, symbol, and groups are located. We also learned that the most common elements found in Biology are CHNOPS. :)
HOMEWORK:

10/25 TuesdayCPEQ: "How do we put join two atoms together?"
Vocab words: Covalent bond, Ionic Bond
Today Miss Styer checked the homework from last night (Reading and completing the 4square handout, and finishing the worksheet on Protons, Neutrons, and Electrons) We learned what makes an atom become an ion. We learned how atoms can be bonded by ether ionic bonds or covalent bonds. HOMEWORK: Read pages 62-64 in "chemistry of biology" packet- highlight important words and answer the questions in the margins.
GenEQ: "What is Biochemistry?"
Today students reviewed the Topic 2 tests. We cleaned out our notebooks and put all the papers in the front filing cabinets. Then students started part 1 of an intro to Biochem lab that we will finish tomorrow.
10/24 MondayCPEQ: "How are atoms organized?"
Vocab words: Valence
Today Miss Styer checked the homework from over the weekend (Reading/Highlighting/Answering questions from the "chemistry of Biology" packet) We then learned about how to calculate protons, electrons, and neutrons based on the information we can gather from the periodic table. We learned how electrons can fall into different energy levels. HOMEWORK: Read pages 57-58 in "chemistry of biology" packet- highlight important words and answer the questions & fill out the white "Definition/Characteristic" Worksheet for Ionic and Covalent Bonds
GenEQ: "What do cells look like under a microscope?"
Students started out by taking a microscope quiz to make sure they knew the proper technique in focusing a microscope. Students then began the "Discovering Cells" microscope lab. Pictures below.

ABOVE: BLOOD CELLS

ABOVE: BONE CELL - OSTEONS

ABOVE: Muscle Cells

ABOVE: Ameoba Cell

ABOVE: Onion Root Tip
10/21 FridayCPEQ: "How do biologist use the periodic table?"
Vocab words: Atomic Mass, Atomic Number
Today we learned how to read the periodic table. We then took notes (see the linked slideshow and notes sheet in module above) on what elements, atoms, and subatomic particles are. We learned how a hula-hoop'ing Miss Styer can be an analogy of an atom. HOMEWORK: Read pages 55-56 in "chemistry of biology" packet- highlight important words and answer the questions.
GenEQ: "How do I use a microscope properly in Biology?"
Today we learned about the parts and procedures involving microscopes in preparation for the microscope lab on Monday. Students took a notebook quiz, and made up the last section of their test. HOMEWORK: None :)10/20 ThursdayCPEQ: "How do biologists learn about things we can't see/taste/smell/touch/or hear?"
Vocab words: Atoms
We started class with a Do First activity on phases of matter. We then did an inquiry lab involving three mystery substances. We discovered that substances which look/feel/smell/taste/sound REACT differently to certain things. We discussed that the reactions occur at an atomic level. Each student received a periodic table. Students then filled out a PRE- Topic Test about basic chemistry and atoms (if you did not finish it in class, please complete for homework)HOMEWORK: If you did not finish the Pre-test in class, please complete for homework.
Also, please plan to have computer access sometime this weekend to take a Moodle quiz due next Tuesday (more info to come!)
GenEQ: Test Day :)
We started class with a quick review using white boards. Students then took their Topic Two Test on Basic Biological Principles.HOMEWORK: None :)

10/19 WednesdayCPEQ: Test Day :)
Vocab words: Endocytosis, Exocytosis, Phagocytosis.
We took the Topic 2 Test on Basic Biological PrinciplesHOMEWORK: None :)

GenEQ: "What do I need to study for the test?"
Vocab words:
We started by having students share their cell organelle presentations. We then busted out the white boards and reviewed concepts for the test tomorrow.HOMEWORK: Study for TEST next Thursday (10/20)

10/18 TuesdayCPEQ: "What do I need to study for the test?"
Vocab words:
Handed in questions notecards. Reviewed Endocytosis, Excoytosis, Phagocytosis and how they apply to white blood cells, and bacteria. We learned the theory about how chloropasts and mitochondria first came into eukaryotic cells. We then played a review game to prepare for the test.HOMEWORK: Study for TEST Wednesday (10/19)

GenEQ: "What is another way cells can transport things through their membrane?"
Vocab words: Endocytosis, Exocytosis
Today I checked everyone's homework (hilighting packet, getting quiz signed, cell analogy cards) We then went over endocytosis, exocytosis. HOMEWORK: Finish Organelle analogy cards(bring in an object that represents your organelle) Study for TEST next Thursday (10/20)

10/17 MondayCPEQ: "How else can a cell transport materials through the membrane?"
Vocab words: Endocytosis, Exocytosis, Phagocytosis.
Today we started class with a notebook quiz. We then reviewed the 5 functions of a plasma membrane. We then talked about how our cells can transport particles into/out of our plasma membranes. We talked about the process of white blood cells attacking bacteria using phagocytosis.HOMEWORK: Study for TEST Wednesday (10/19)

GenEQ: "What are the functions of the plasma membrane?"
Vocab words:
Today we started by checking the homework you were to have completed over the weekend. Those students who got their organelle quiz signed by their parents/guardians could retake the quiz for a better score. We then learned the five functions of the plasma membrane. HOMEWORK: Finish Organelle analogy cards(bring in an object that represents your organelle) Study for TEST next Thursday (10/20)

10/12 Wednesday *** 22 min periods*** PSAT testing dayCPEQ: "How do we properly use a microscope?"
Vocab words:
Today we started class with an Organelle review quiz. We then learned how to properly carry, store, and focus a microscope. We also reviewed how to calculate Total Magnification. HOMEWORK: Finish "Know your Microscope" worksheet by tomorrow, or you will not participate in lab. Organize notebooks for Notebook quiz, Study for TEST next Wednesday (10/19)

GenEQ: "How do we properly use a microscope?"
Vocab words:
Today we started class with an Organelle review quiz. We then learned how to properly carry, store, and focus a microscope. We also reviewed how to calculate Total Magnification. HOMEWORK: REVIEW ORGANELLES to re-take/review quiz tomorrow!! Have plant drawing finished. Organize notebooks for Notebook quiz, Study for TEST next Wednesday (10/19)

10/11 TuesdayCPEQ: "What features make the plasma membrane so important to cells?" (DAY 2)
Vocab words: Bilayer, Hydrophobic, Hydrophillic
Today we started class out by taking another look at the cell membranes we made yesterday. We reviewed the functions and analogies of cell by doing a "match-up" activity. We then investigated the plasma membrane in closer depth. We looked at how phospholipids form a bilayer. Within that bilayer there are hydrophillic and hydrophobic regions. HOMEWORK: Study for Organelle quiz, Organize notebooks for Notebook quiz, Study for TEST next Wednesday (10/19)

GenEQ: "What features make the plasma membrane so important to cells?" (DAY 2)
Today we started class out by taking another look at the cell membranes we made yesterday. We reviewed the functions and analogies of cell by doing a "match-up" activity. We then investigated the plasma membrane in closer depth. We looked at how phospholipids form a bilayer. Within that bilayer there are hydrophillic and hydrophobic regions. We then finished our Plant Cell drawings.
HOMEWORK: Finish Plant cell drawings.
Study for Organelle quiz, Organize notebooks for Notebook quiz, Study for TEST next Wednesday (10/19)
10/10 MondayCPEQ: "What features make the plasma membrane so important to cells?"
Vocab words: Bilayer
Today we started class with a quick DO FIRST activity on number of cells in our body... and the gross amounts of cells we lose each day. We then participated in a challenge to make cell membranes, and discover how it is possible to make a barrier out of fluids only. We finished off by taking notes on the features of cell membranes.
HOMEWORK: CP- None- unless you did not do the "What is the cell structure" - Cell Rap
GEN- "What is the cell structure" - Cell Rap10/7 FridayCP-EQ: "How do cells function like factories?"
Vocab Words: Organelle
Today we reviewed the organelle within a Plant.of an Animal cell and related how each structure can be compared to a factory. We discussed how the overall "product" of cells is to manufacture proteins. We finished class with a skit of how the different organelles work together to produce proteins.
GEN-
Students Today we drew the components of an Animal cell and related how each structure can be compared to a factory. We discussed how the overall "product" of cells is to manufacture proteins.

10/6 ThursdayCP-EQ: "How do cells function like factories?"
Today we drew the components of an Animal cell and related how each structure can be compared to a factory. We discussed how the overall "product" of cells is to manufacture proteins.
HOMEWORK: Take the organelle we learned today, plus the three differences between plant and animal cells and try to draw a plant cell.
GEN-
Students learned the story of Robert Hooke and how he first discovered cells. We discussed the Cell Theory and what it means for us as humans.

10/5 Wednesday
CPEQ: "How were cells first discovered??"
Vocab words: prokaryote, eukaryote
Today we started out class by extrapolating data from a graph about insect population. We then introduced 8 of our new classroom pets (pictures to come!!) Students then learned about Robert Hooke and the story of how he first discovered cells. We discussed the Cell Theory and what it means for us as humans.
HOMEWORK: READ from book Pages 219-220. Be prepared to answer questions about the reading. Also make sure your flashcards are up to date. Notebook quiz is in the near future!! Is your notebook in order???

GeneralEQ: "What is the difference between a prokaryote and a eukaryote?"
Vocab word: prokaryote, eukaryote
Students worked on the Prokaryote vs. Eukaryote POGIL activity.
HOMEWORK: Characteristics of Life WORKSHEET. Finish up to number 25. 26,27, & 28 are extra credit if you would like to complete them.

10/4 Tuesday
CPEQ: "What is the difference between a prokaryotic cell and a eukaryotic cell?" (DAY 2)
Vocab words: prokaryote, eukaryote
Today we finished working in groups with our POGIL activity. Groups finished their Roles Reports and handed them in with their completed POGIL. Students then had time to work on their flashcards and get their binders organized in preparation for the upcoming notebook quiz.
HOMEWORK: Characteristics of Life WORKSHEET (EXCEPT 1ST PERIOD!!!) Also finish number 28 on the POGIL if you did not hand it in at the end of the class period. Also make sure your flashcards are up to date. Notebook quiz is in the near future!! Is your notebook in order???

GeneralEQ: "What is the difference between a prokaryote and a eukaryote?"
Vocab word: prokaryote, eukaryote
Today we started class off with a quick review of the different levels of biological organization with a "Pyramid Powah" challange. We also learned a about a new type of learning activity called POGIL's. Students learned the different roles within a POGIL group. Students were then assigned roles, and began working on the Prokaryote vs. Eukaryote POGIL activity
HOMEWORK: Characteristics of Life WORKSHEET. Complete flashcards, and make sure notebook is in order.

10/3 Monday
CPEQ: "What is the difference between a prokaryotic cell and a eukaryotic cell?"
Vocab words: prokaryote, eukaryote
Today we started class off with a quick review of the different levels of biological organization with a "Pyramid Powah" challange. We then learned a little about a new type of learning activity called POGIL's. Students learned the different roles within a POGIL group. Students were then assigned roles, and began working on the Prokaryote vs. Eukaryote POGIL activity. Most classes completed the first two sections of the activity and will complete the remainder tomorrow.
HOMEWORK: Please make sure your flashcards are up to date. Notebook quiz is in the near future!! Is your notebook in order???

GeneralEQ: "What is the difference between a prokaryote and a eukaryote?"
Vocab word: Homeostasis, Stimuli, Unicellular, MulticellularToday we used to catch up on information from last week. We were able to finially finish our discussion and notes about the final 3 characteristics of life. We were also able to review the levels of biological organization and complete the puzzle of those levels. Tomorrow we will be focusing in on Biology at the cellular level when we learn the difference between prokaryotic cells and eukaryotic cells.
HOMEWORK: Complete flashcards, and make sure notebook is in order.
9/29 Friday
CP&GeneralEQ: "How do the seven characteristics of life define all living things?"
Vocab word: Homeostasis, Stimuli, Unicellular, Multicellular
Worm Lab reports were due today for students in CP. "Rain Rain Go Away graphing assignments were due today for general students. In class we continued our discovery of the 7 characteristics of life. We watched an AWESOME clip from Discovery's Planet Earth, and reflected on the questions posed in the video. Students found they could answer the questions with the knowledge the class accumulated yesterday. We then looked more in depth at each of the characteristics.
HOMEWORK:None

9/26 Monday
CPEQ: "How can we use graphs to predict (extrapolate) data?
Vocab word: ExtrapolateToday we extended our use of graphs to extrapolation. We learned how to read graphs and make predictions using known data. We worked on a Do First question which reviewed properly labeling independent and dependent variables on a graph. We then spent time reviewing the Quest we took on Friday. We also talked briefly about expectations for the worm lab reports which are due this THURSDAY!! If you would like me to take a look at them before you submit them for a grade, please have specific questions or highlight certain sections you want me to critique. DO NOT WAIT UNTIL WEDNESDAY NIGHT TO DO THIS ASSIGNMENT! Periods 1,2,3 we had time to take a PSSA prep quiz. And all of the students added a PSSA Log to include in their binders (linked above).
HOMEWORK: Worm Lab Report and the completed worm lab packet are due on Thursday (9/29). The "Rain Rain Go Away" Graphing assignment is due on Wednesday.

General EQ: "How can we use graphs to predict (extrapolate) data?Vocab word: ExtrapolateToday we extended our use of graphs to extrapolation. We learned how to read graphs and make predictions using known data. We worked on a Do First question which reviewed properly labeling independent and dependent variables on a graph. We then spent time reviewing the Quest we took on Friday. Then the class started the "Rain Rain Go Away" graphing assignment. The assignment (graph and letter to the landlord) is due this THURSDAY!!
HOMEWORK: "Rain Rain Go Away" graphing assignment is due on Thursday.
9/23 Friday
CP&General EQ: Today we took the Unit 0 Quest on:
Scientific Method
Lab Equipment
Lab Safety
Variables/Controls
Scientific Skepticism in Advertisement
Vocabulary Words

HOMEWORK: (CP only) Worm Lab Report due on Thursday. Remember- I will answer any specific questions you have. Please bring your lab report to me if you have ANY questions. DO NOT WAIT UNTIL WEDNESDAY NIGHT!!!
(General) None :)
9/22 Thursday
CP&General EQ: "How do scientists make sense of data they collect?"
Today we learned how scientists present their data to others in the form of graphs. We learned 5 tips from the "Graphing Guru" and how to apply them to graphs we make in Biology class. We then practiced setting up a line graph and how to create a proper descriptive title. We also learned how DRY MIX can help us identify which variable goes on which axis.
HOMEWORK: Unit 0 Quest tomorrow!!! (Lab equipment, Scientific Method, Defining variables, Lab Safety, Vocab words, and Scientific skepticism in advertisement)
9/21 Wednesday

CP EQ: "Why do scientists have a universal format for lab reports?"
Today we had the laptop cart in the classroom. We discussed why it is necessary for scientists to have a standard format for a lab report. We talked how a universal lab report format helps scientists share experimental discoveries internationally. Students were shown Miss Styer's Moodle. They were also shown how to log onto their Google Apps accounts. Each student has access to a Lab Report Template called "STYER Lab Report Template" which which was shared to their account. The class reviewed expectations for their lab reports and what they must include in each section.
HOMEWORK: Work on Lab Report. Finish Lab Safety Cartoon by Thursday.

General-
EQ: "Why is safety important in the Lab?"
Today we learned several important lab safety techniques. We identified the features of our lab such as the eye wash station, fire extinguisher, sharps container, fire blanket, and evacuation plans. We had a good class discussion about repercussions that could occur if safety procedures were not followed. Students had a chance to work on the Science Lab Safety Cartoon before the end of class.
GEN HOMEWORK: Finish Lab Safety Cartoon. Due Tomorrow. 9/20 Tuesday
EQ: "What type of environment do worms prefer?"
CP & General- WORM LAB! Today all students should have come to class with a written procedure. (CP students should a second draft of their peer reviewed procedure from yesterday.) After I checked all the procedures groups were allowed to begin the experiment. Students discovered several behaviors of worms, and also which environment worms prefer. Classes then discussed WHY the worm prefers wet & dark environments.
CP HOMEWORK: Finish Worm Lab Questions by tomorrow. Finish Lab Safety Cartoon by Thursday.
GEN HOMEWORK: Finish Worm Lab Questions by tomorrow.

Argenis and his little worm buddy!

Zach and Katie working with their worms. Zach is testing light vs. dark environment.

9/19 Monday EQ: "What can I learn about animal behavior through scientific method?"
CP- For today's class students were to write a rough draft of the worm lab procedure. During class, we learned how to properly peer critique another student's work. Students will have to correct the peer critique suggestions and re-write a clean version of the procedure for tomorrows lab. We then learned about Lab Safety and why it is important in the lab setting. Students also learned a nifty trick for taking notes on a powerpoint slide printout.
HOMEWORK: Re-write lab procedure in order to participate in today's lab.
GENERAL- Today students were to read over the Worm Lab we will be doing on Tuesday. During class we went over the procedure of what students will be doing for tomorrows lab. We then took a look at the animal we will be working with tomorrow... WORMS. We made qualitative and quantitative observations about the worms and discussed what we know already about their habitat and lifestyle. We discussed why it is important to write a detailed procedure for science labs. We reviewed what we will be doing for the experiment on Tuesday, and then students were instructed to write a first draft of a procedure for homework due tomorrow.
HOMEWORK: Write a procedure to follow during tomorrow's experiment with worms. You MUST have a completed procedure to participate in the lab.
9/16 Friday
EQ: "What can I learn about animal behavior through scientific method?"
CP- Today we gave the advertisement groups a chance to finish their presentations if they hadn't don so already. We then took a look at the animal we will be working with next week... .WORMS. We made qualitative and quantitative observations about the worms and discussed what we know already about their habitat and lifestyle. We discussed why it is important to write a detailed procedure for science labs. We reviewed what we will be doing for the experiment on Tuesday, and then students were instructed to write a first draft of a procedure for homework over the weekend. The rough drafts of the procedures will be peer critiqued on Monday.
HOMEWORK: Write a detailed lab procedure for the Worm Lab we will be conducting on Tuesday of next week.

Hanna and Tori both look at the fascinating worm we will be experimenting with on Tuesday.

Gen-
EQ- "What can I learn about animal behavior (of termites) through the scientific method?"
Students performed an inquiry lab on animal behavior. They investigated the behavior of termites and how they react to different lines drawn with pens. Students worked in partners to test several different hypotheses. We discussed why this may occur and why it is important to have background information on a subject before we begin experimentation.
HOMEWORK- Read the background information on the Worm Lab

(Above)<-- Axel, Cam, and Devin investigating how termites are attracted to certain types of pen ink.

9/15 Thursday
EQ: "What can I learn about animal behavior through scientific method?"
CP- Students performed an inquiry lab on animal behavior. They investigated the behavior of termites and how they react to different lines drawn with pens. Students worked in partners to test several different hypotheses. We discussed why this may occur and why it is important to have background information on a subject before we begin experimentation.
HOMEWORK- None

Gen- Students started to work again in their advertisement groups. At the end of the period we had group presentations of what the group found out about their advertisement, and also how they would create an experiment to make the advertisement more factual. (Charles and Alexa will present tomorrow)
HOMEWORK- (for Friday!!!) Read pages 8-10 (the Explain section) and summarize/explain what we will be doing in class on Friday!!
9/14 Wednesday
EQ: "How can I be a smart consumer using what I know about the Scientific Method and experimental design?" (day 2)
Vocab Word(s): Appeal, claim, weasel word (day 2)
CP- Students started to work again in their advertisement groups. At the end of the period we had group presentations of what the group found out about their advertisement, and also how they would create an experiment to make the advertisement more factual.
Gen- Students started out with a ticket in the door on identifying parts of an experiment. We then discussed why it is important for students to be skeptical of information they get on a daily basis from companies, advertisements, and the media. Students learned several tactics used by advertisers to sway audiences. Students then were grouped and selected advertisements from magazines. They discussed these advertisements and identified the appeals, claims, and weasel words used in the add. Groups then discussed how to design an experiment so that the advertisement would be more scientific.
HOMEWORK
(for Thursday!!!) Read pages 8-10 (the Explain section) and summarize/explain what we will be doing in class on Thursday.

!!!REMIND PARENTS AND GUARDIANS ABOUT BACK TO SCHOOL NIGHT TONIGHT!!!!9/13 Tuesday
EQ: "How can I be a smart consumer using what I know about the Scientific Method and experimental design?" (day 1)
Vocab Word(s): Appeal, claim, weasel word
CP- Students started out with a ticket in the door on identifying parts of an experiment. We then discussed why it is important for students to be skeptical of information they get on a daily basis from companies, advertisements, and the media. Students learned several tactics used by advertisers to sway audiences. Students then were grouped and selected advertisements from magazines. They discussed these advertisements and identified the appeals, claims, and weasel words used in the add. Groups then discussed how to design an experiment so that the advertisement would be more scientific. (posters and presentations to come tomorrow)
Gen- Students got back their Final Five quizzes and we reviewed the answers as a class- as well as study strategies we can use to prepare for quizzes in science class. Students then did a Ticket in the Door. We then worked to review the Spongebob activity and became more familiar with identifying variables and critiquing experimental design.
HOMEWORK
(for Thursday) Read pages 8-10 (the Explain section) and summarize/explain what we will be doing in class on Thursday.
!!!REMIND PARENTS AND GUARDIANS ABOUT BACK TO SCHOOL NIGHT TOMORROW!!!!

9/12 Monday
EQ: "How do I apply the scientific Method and variables to actual experiments?"
Vocab Word(s): (Independent variable, Dependent variable, Control group)
(Periods 1,2 & 7/8)- Today after discussing a quote from Albert Einstein, we reviewed the 20 questions scavenger hunt. We talked as a class about how the textbook we will be using this year is different that other Biology textbooks. We discussed some of the pros and cons of the textbook. We then took a trip to Bikini bottom to examine some experiments done by Spongebob and Patrick. In groups we worked to identify hypotheses, variables, control groups, and conclusions. Some classes had time to review the Final Five quizzes from the other day (other classes will do that tomorrow).
(Periods 3 & 9) We learned about Redi and the problems his village had with maggots! We learned that Redi performed one of the first experiments recorded using the Scientific Method- even thought the Sci Meth hadn't been discovered yet! Period 9 worked on the Spongebob activity until the end of class and agreed to work on it tonight for homework.
HOMEWORK
REMIND PARENTS AND GUARDIANS ABOUT BACK TO SCHOOL NIGHT!!!
** All students should be looking for advertisements (either in magazines, newspapers, books, internet, TV, or radio) that use poor science to try to sway consumers. In other words, bring in an article that uses numbers or statistics to try to sway the opinion of buyers. Please print it out or email it to me to print out! 9/9 Friday
EQ: "How do you set up a scientific experiment?"
Vocab Word(s): Independent, Dependent
Today in class I checked to make sure everyone had their books covered and titled. The students who were able to turn in their 20 questions Book Scavenger Hunt were awarded 1 bonus pt. However students may still hand the scavenger hunt on Monday. Students then learned about Redi and his first experiment with spontaneous generation. We learned how to pick out variables and how to label them as either Independent or Dependent.... ( Remember! " The _____________ changes the _______________.") Students then had time to start working on the Spongebob worksheet on variables. Periods 1,2,3,& 9 were able to take a Final Five quiz.) HAVE A SAFE AND HAPPY WEEKEND!
HOMEWORK
Due Mon- Book Scavenger Hunt
(Periods 1,2, & 7/8) Questions on Spongebob worksheet due Monday
(Period 9) Finish the Scientific Method foldable by Monday

9/8 Thursday ** SCHOOL CLOSED DUE TO FLOODING **
HOMEWORK
Due Fri- COVER BOOK!!!!
Due Fri- Book Scavenger Hunt

9/7 Wednesday
EQ: "How do scientists answer questions?
Vocab Word(s): Hypothesis, Variable
Today we finished handing out books to all sections, we introduced the Book Scavenger hunt which will be due on Friday of this week. We then performed a class experiment to investigate different variables affect heart rate (salt, exercise, and nervousness). After the class went for a spirited jog around the classroom we were able to compare data and draw conclusions of factors that affect heart rate. We discussed how the experiment could be broken into the different stages of the Scientific Method. Students realized that the Scientific Method is a natural progression of steps in which scientists use to answer questions. Students received a handout of the scientific method and made their own foldable study tool with the steps of the scientific method.
(Note: due to early dismissal, this recap may differ for Period 9)
HOMEWORK
Due Thurs- COVER BOOK!!!!
Due Fri- Book Scavenger Hunt