Tuesday, March 5, 2013 - WUP#2

WARM UP #2

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Objective:

Learners will :  

• analyze the structure of the fluid mosaic model and consider how form fits cellular function in order to practice writing and analyzing a FR essay.
• also gain a visual and kinesthetic understanding of how the cell membrane can be both dynamic and stable at the same time.  

Enduring understanding 2.B:                                                               Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.

Essential knowledge:

• 2.B.1: Cell membranes are selectively permeable due to their structure.

• 2.B.2: Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.

Learning Objectives:

• LO 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.
• LO 2.11 The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function.

• LO 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes.

Warm Up/Things to Do:

1. Sitting with your 2 o'clock partner, share two of your Higher Order Thinking questions and wait for a response.  
2. Once you are done, please visit the back lab bench to visualize a model of the lipid bilayer.

        Now Collecting:

1. W-S-Q Activity (at end of class)
2. Reading Guide 7.4 - 7.5
3. Figure 7.5 pg. 127

Today's Menu of Activities/Classwork:

• Debrief - Class Flip Assignment
• Cell Membrane Summary Charts 
• Notes Ch. 7

Closure: 

• Exit Reflection - Video Debrief on DNA Extraction

Homework:

• Free Response Essay
• 
  
  
  
  Write an essay using the “main point plus three” structure for the following question:  “How does form fit function in regard to the fluid mosaic structure of the plasma membrane?  Essays should be typed and attached to this sheet.
  
  
  Write your outline here using the following structure:
  
  
  Main Point
      Supporting statement 1
      Supporting statement 2
      Supporting statement 3
  
  

The 2-1-4 Challenge - Challenge #10

3 Bonus Points towards next exam

2 Facts:

• 
  

1 Clue:

• 
  

4 Pictures:

SAT Word of the Day:

Tuesday, March 5 – DELETERIOUS (adj.) – harmful
In the health class, the students learned on the deleterious effects of smoking.

Wednesday, March 6 – DELUDE (v.) – to deceive, to mislead
The class tried to delude the teacher into thinking that they had done all the work for the substitute, but the truth came out when they failed the pop quiz.

Thursday, March 7 – DELUGE (n.) – a great flood or something that overwhelms like a flood
Many epic poems in the world mention a deluge which destroyed all life.

Friday, March 8 – DERELICT (adj.) – deserted, lifeless
Do not be derelict of your school work or you will end up doing all the assignments at once.

Announcements:

• Please water your plants, which may be found in either Ms. Gunn's or Ms. Siebert's room.

Writing Prompts:

• Delineate -- to describe, portray, or set forth with accuracy or in detail 

• Describe -- Give an account in words of (someone or something), including all the relevant characteristics, qualities, or events.

• Contrast -- to compare in order to show unlikeness or differences;
• Defend -- to support an argument, theory, etc.) in the face of criticism; prove the validity of
• Evaluate -- to judge or determine the significance, worth, orquality of

Important Links:

www.tinyurl.com/thebuzzwithberk

www.edmodo.com -- Group Access 9nr351

twitter:  @thebuzzwithberk

study chat room:  www.todaysmeet.com/apbiostudysession

www.masteringbiology.com

Student Access Code:

SSNAST-CLXII-BLAND-HENNA-TOPAZ-MILES

  

Class Calendar 

Monday, March 4, 2013 - WUP#1

WARM UP #1

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Objective:

Learners will :  

• extract DNA from a banana in order to segue from a discussion on the cell to the cell membrane.

Enduring understanding 2.B:                                                               Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.

Essential knowledge:

• 
  

  2.B.1: Cell membranes are selectively permeable due to their structure.

• 2.B.2: Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.

Learning Objectives:

• LO 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.
• LO 2.11 The student is able to construct models that connect the movement

  of molecules across membranes with membrane structure and function.
  
  

  Essential knowledge.

  LO 2.12 The student is able to use representations and models to analyze

  situations or solve problems qualitatively and quantitatively to investigate

  whether dynamic homeostasis is maintained by the active movement of

  molecules across membranes.

Warm Up/Things to Do:

1. Complete Lab Analysis questions on DNA Extraction Activity

        Now Collecting:

1. 
   

Today's Menu of Activities/Classwork:

• Debrief - Class Flip Assignment

Closure: 

• Exit Reflection - Facebook Entry

Homework:

• Reading Guide - 7.4 - 7.5
• Figure 7.5 ~ Pg. 127

The 2-1-4 Challenge - Challenge #10

3 Bonus Points towards next exam

2 Facts:

• 
  

1 Clue:

• 
  

4 Pictures:

SAT Word of the Day:

Tuesday, March 5 – DELETERIOUS (adj.) – harmful
In the health class, the students learned on the deleterious effects of smoking.

Wednesday, March 6 – DELUDE (v.) – to deceive, to mislead
The class tried to delude the teacher into thinking that they had done all the work for the substitute, but the truth came out when they failed the pop quiz.

Thursday, March 7 – DELUGE (n.) – a great flood or something that overwhelms like a flood
Many epic poems in the world mention a deluge which destroyed all life.

Friday, March 8 – DERELICT (adj.) – deserted, lifeless
Do not be derelict of your school work or you will end up doing all the assignments at once.

Announcements:

• Please water your plants, which may be found in either Ms. Gunn's or Ms. Siebert's room.

Writing Prompts:

• Delineate -- to describe, portray, or set forth with accuracy or in detail 

• Describe -- Give an account in words of (someone or something), including all the relevant characteristics, qualities, or events.

• Contrast -- to compare in order to show unlikeness or differences;
• Defend -- to support an argument, theory, etc.) in the face of criticism; prove the validity of
• Evaluate -- to judge or determine the significance, worth, orquality of

Important Links:

www.tinyurl.com/thebuzzwithberk

www.edmodo.com -- Group Access 9nr351

twitter:  @thebuzzwithberk

study chat room:  www.todaysmeet.com/apbiostudysession

www.masteringbiology.com

Student Access Code:

SSNAST-CLXII-BLAND-HENNA-TOPAZ-MILES

  

Class Calendar 

Thursday, February 21, 2013 - WUP #10

WARM UP #10

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Student Leader:  Breyana Addison

Objective:

Learners will :  

• engage in a Socratic Seminar in order to discuss extracellular components and connections between cells and how they are used to coordinate cellular activities.

Enduring understanding: 4.A: Interactions within biological systems lead to complex properties. 

Essential knowledge: 4.A.2: The structure and function of subcellular components, and their interactions, provide essential cellular processes.

• Learning Objectives:
  
  • The student is able to make a prediction about the interactions of subcellular organelles.
  • The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions.
  • The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.

Warm Up/Things to Do:

1. Sit with your 8 o'clock partner 
2. Pick up handouts in the back of the room.  
3. We will re-arrange the classroom 
4. Using highlighters, red pens, etc., read the provided text and identify any key issues, questions you may have or anything of concern to you.

        Now Collecting:

1. n/a

Today's Menu of Activities/Classwork:

• Reading Passage/Markup
• Question drafting
• Socratic Seminar 
• Debrief 

Closure: 

• Exit Reflection - Voicethread

Homework:

• Cytoskeleton Foldable 

The 2-1-4 Challenge - Challenge #10

3 Bonus Points towards next exam

2 Facts:

• This place is best known for its role during the War of 1812
• Named after an individual who served as Secretary of War under one of our most famous presidents

1 Clue:

• Located less than 45 minutes from Parkdale High School

4 Pictures:

 

  

SAT Word of the Day:

Monday, February 4 – CONCOCT (v.) – to make up or invent
When the chemistry teacher was not watching, some of his students began to concoct all kinds of strange solutions.

Tuesday, February 5 – CONCORD (n.) – agreement
The School Board’s meeting finally ended with a concord concerning the budget.

Wednesday, February 6 – CONDUIT (n.) – a pipe, passage, channel
While planning the new annex, the architect had to provide for the many conduits used for the electrical lines and plumbing.

Thursday, February 7 – CONFLUENCE (n.) – a convergence, a coming together
The confluence of the river into the bay could be detected by the appearance of muddy water.

Friday, February 8 – CONFOUND (v.) – to frustrate
What confounded the parent was that the school called to say that her son was absent after she had just driven him there herself.

Announcements:

• Please water your plants, which may be found in either Ms. Gunn's or Ms. Siebert's room.

Writing Prompts:

• Delineate -- to describe, portray, or set forth with accuracy or in detail 

• Describe -- Give an account in words of (someone or something), including all the relevant characteristics, qualities, or events.

• Contrast -- to compare in order to show unlikeness or differences;
• Defend -- to support an argument, theory, etc.) in the face of criticism; prove the validity of
• Evaluate -- to judge or determine the significance, worth, orquality of

Important Links:

www.tinyurl.com/thebuzzwithberk

www.edmodo.com -- Group Access 9nr351

twitter:  @thebuzzwithberk

study chat room:  www.todaysmeet.com/apbiostudysession

www.masteringbiology.com

Student Access Code:

SSNAST-CLXII-BLAND-HENNA-TOPAZ-MILES

  

Class Calendar 

Wednesday, February 6, 2013 - WUP #9

WARM UP #9

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Student Leader:  Ayo Ogunibe

Objective:

Learners will :  

• review the parts of the animal and plant cell in order to correlate its structure with its function
• observe prokaryotic and eukaryotic cells to note size and
  gross diversity differences. 

• in order to construct explanations based on scientific evidence through a student-produced iMovie

Enduring understanding: 4.A: Interactions within biological systems lead to complex properties. 

Essential knowledge: 4.A.2: The structure and function of subcellular components, and their interactions, provide essential cellular processes.

• Learning Objectives:
  
  • The student is able to make a prediction about the interactions of subcellular organelles.
  • The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions.
  • The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.

Warm Up/Things to Do:

1. Sit in Movie Production Teams
2. iMovie Tutorial

        Now Collecting:

1. 
   

Today's Menu of Activities/Classwork:

• iMovie Tutorial
• Cell Movie Production Work
• Microscope Parts/Function
• Bio Flix Sheets
• Animal/Plant Cell Diagram

Closure: 

• Exit Reflection - Videolicious
• Selected students

Homework:

• Meet with Movie Group Online to discuss Movie Production

The 2-1-4 Challenge - Challenge #10

3 Bonus Points towards next exam

2 Facts:

• This place is best known for its role during the War of 1812
• Named after an individual who served as Secretary of War under one of our most famous presidents

1 Clue:

• Located less than 45 minutes from Parkdale High School

4 Pictures:

 

  

SAT Word of the Day:

Monday, February 4 – CONCOCT (v.) – to make up or invent
When the chemistry teacher was not watching, some of his students began to concoct all kinds of strange solutions.

Tuesday, February 5 – CONCORD (n.) – agreement
The School Board’s meeting finally ended with a concord concerning the budget.

Wednesday, February 6 – CONDUIT (n.) – a pipe, passage, channel
While planning the new annex, the architect had to provide for the many conduits used for the electrical lines and plumbing.

Thursday, February 7 – CONFLUENCE (n.) – a convergence, a coming together
The confluence of the river into the bay could be detected by the appearance of muddy water.

Friday, February 8 – CONFOUND (v.) – to frustrate
What confounded the parent was that the school called to say that her son was absent after she had just driven him there herself.

Announcements:

• Please water your plants, which may be found in either Ms. Gunn's or Ms. Siebert's room.

Writing Prompts:

• Delineate -- to describe, portray, or set forth with accuracy or in detail 

• Describe -- Give an account in words of (someone or something), including all the relevant characteristics, qualities, or events.

• Contrast -- to compare in order to show unlikeness or differences;
• Defend -- to support an argument, theory, etc.) in the face of criticism; prove the validity of
• Evaluate -- to judge or determine the significance, worth, orquality of

Important Links:

www.tinyurl.com/thebuzzwithberk

www.edmodo.com -- Group Access 9nr351

twitter:  @thebuzzwithberk

study chat room:  www.todaysmeet.com/apbiostudysession

www.masteringbiology.com

Student Access Code:

SSNAST-CLXII-BLAND-HENNA-TOPAZ-MILES

  

Class Calendar 

Tuesday, February 5, 2013 - WUP #8

WARM UP #8

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Student Leader:  Ayo Ogunibe/Eliza Cordero

Objective:

Learners will :  

• review the parts of the animal and plant cell in order to correlate its structure with its function
• observe prokaryotic and eukaryotic cells to note size and
  gross diversity differences. 

• in order to construct explanations based on scientific evidence 

Enduring understanding: 4.A: Interactions within biological systems lead to complex properties. 

Essential knowledge: 4.A.2: The structure and function of subcellular components, and their interactions, provide essential cellular processes.

• Learning Objectives:
  
  • The student is able to make a prediction about the interactions of subcellular organelles.
  • The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions.
  • The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions.

Warm Up/Things to Do:

1. Sit with 1 o'clock partner
2. Write about why cells are small
3. THINK-PAIR-SHARE -->  Why cells are small.  

        Now Collecting:

1. Flipped Homework Video Notes (30 points)
2. Movie Script 

Today's Menu of Activities/Classwork:

• Microscope Parts/Function
• Bio Flix Sheets
• Animal/Plant Cell Diagram

Closure: 

• Exit Reflection - Exit Quizzes

Homework:

• Meet with Movie Group Online to discuss 

The 2-1-4 Challenge - Challenge #10

3 Bonus Points towards next exam

2 Facts:

• This place is best known for its role during the War of 1812
• Named after an individual who served as Secretary of War under one of our most famous presidents

1 Clue:

• Located less than 45 minutes from Parkdale High School

4 Pictures:

 

  

SAT Word of the Day:

Monday, February 4 – CONCOCT (v.) – to make up or invent
When the chemistry teacher was not watching, some of his students began to concoct all kinds of strange solutions.

Tuesday, February 5 – CONCORD (n.) – agreement
The School Board’s meeting finally ended with a concord concerning the budget.

Wednesday, February 6 – CONDUIT (n.) – a pipe, passage, channel
While planning the new annex, the architect had to provide for the many conduits used for the electrical lines and plumbing.

Thursday, February 7 – CONFLUENCE (n.) – a convergence, a coming together
The confluence of the river into the bay could be detected by the appearance of muddy water.

Friday, February 8 – CONFOUND (v.) – to frustrate
What confounded the parent was that the school called to say that her son was absent after she had just driven him there herself.

Announcements:

• Please water your plants, which may be found in either Ms. Gunn's or Ms. Siebert's room.

Writing Prompts:

• Delineate -- to describe, portray, or set forth with accuracy or in detail 

• Describe -- Give an account in words of (someone or something), including all the relevant characteristics, qualities, or events.

• Contrast -- to compare in order to show unlikeness or differences;
• Defend -- to support an argument, theory, etc.) in the face of criticism; prove the validity of
• Evaluate -- to judge or determine the significance, worth, orquality of

Important Links:

www.tinyurl.com/thebuzzwithberk

www.edmodo.com -- Group Access 9nr351

twitter:  @thebuzzwithberk

study chat room:  www.todaysmeet.com/apbiostudysession

www.masteringbiology.com

Student Access Code:

SSNAST-CLXII-BLAND-HENNA-TOPAZ-MILES

  

Class Calendar