Wednesday, January 30, 2013 - WUP #7

WARM UP #7

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Objective:

Learners will :  

• review the parts of the microscope and its proper use
• observe prokaryotic and eukaryotic cells to note size and
  gross diversity differences. 
• note the difference between the resolution of light microscope
  objectives and the resolution of microscopes with greater or lesser
  magnification
  
  
  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. Identify the components of the cell theory.
2. When would it be advantageous to employ a SEM over a TEM and why?
3. Concept Check 6.1 #2 

        Now Collecting:

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

Today's Menu of Activities/Classwork:

• Cell Size Simulation
• Microscope Parts/Function
• Mini Lab Activity

Closure: 

• Exit Reflection
• Class Meeting 

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, January 28 – COMPEL (v.) – to force
Students should be motivated into taking rigorous courses and not compelled into taking
them.

Tuesday, January 29 – COMPLICIT (adj.) – being an accomplice in a wrongful act
Huck was complicit in the many schemes that Tom inspired.

Wednesday, January 30 – COMPLIMENT (n.) – an expression of praise, admiration or congratulation
Do not expect compliments for everything that you do because most of what you do in life goes unrecognized.

Thursday, January 31 – CONCEDE (v.) – to give in; to yield
After the SGA election results were revealed, Paul had to concede to Joan, the winner of the election.

Friday, February 1 – CONCILIATORY (adj.) – agreeable, friendly
On the first day of school, the principal got on the PA and made some conciliatory
remarks to the student body. 

Announcements:

• Tonight at 10:00 p.m. Virtual Chat/Study Sessions Facilitated by Mrs. Berkeley, Led by Study Captains.  Check the following link: www.todaysmeet.com/apbiostudysession

• 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.tinyurl.com/berkeleysymbaloo

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, January 29, 2013 - WUP#6

WARM UP #6

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Objective:

Learners will :  

• review the parts of the microscope and its proper use
• observe prokaryotic and eukaryotic cells to note size and
  gross diversity differences. 
• note the difference between the resolution of light microscope
  objectives and the resolution of microscopes with greater or lesser
  magnification
  
  
  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. How many times bigger is a bacterium compared to a virus?
2. How many times bigger is an animal cell compared to a bacterium?
3. What type of microscope would you need to see each of these organisms clearly? 

        Now Collecting:

1. Notes:  Ch. 6
2. Reading Guide:  Ch. 6

Today's Menu of Activities/Classwork:

• Notes:  Ch. 6
• Cell Size Simulation
• Microscope Parts/Function

Closure:

• Exit Reflection
• Begin thinking of a story line or brief script that can be used to re-enact the parts of the cell using iMovie.  Your movie will be incorporated into a published book (iBooks Author) that you will write for my son, who is a 2nd grader.

Homework:

• Cell Movie Brainstorm
• Class Flip:  Complete Video Notes/Concept Map on the following:

1. Tour of the Cell Video  

 

                        2.  Cellular Organelles

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, January 28 – COMPEL (v.) – to force
Students should be motivated into taking rigorous courses and not compelled into taking
them.

Tuesday, January 29 – COMPLICIT (adj.) – being an accomplice in a wrongful act
Huck was complicit in the many schemes that Tom inspired.

Wednesday, January 30 – COMPLIMENT (n.) – an expression of praise, admiration or congratulation
Do not expect compliments for everything that you do because most of what you do in life goes unrecognized.

Thursday, January 31 – CONCEDE (v.) – to give in; to yield
After the SGA election results were revealed, Paul had to concede to Joan, the winner of the election.

Friday, February 1 – CONCILIATORY (adj.) – agreeable, friendly
On the first day of school, the principal got on the PA and made some conciliatory
remarks to the student body. 

Announcements:

• Tonight at 10:00 p.m. Virtual Chat/Study Sessions Facilitated by Mrs. Berkeley, Led by Study Captains.  Check the following link: www.todaysmeet.com/apbiostudysession

• 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.tinyurl.com/berkeleysymbaloo

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, January 28, 2013 - WUP #5

WARM UP #5

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Objective:

Students will complete Reading Guide Ch. 7 in order to survey concepts related to cellular structure and function.  

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

Essential knowledge 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule.

Learning Objectives:

• The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties.
• The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer.
• The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule.

Warm Up/Things to Do:

1. Textbook Inventory

        Now Collecting:

1. 
   

Today's Menu of Activities/Classwork:

• Reading Guide Ch. 7 

Closure:

•  

Homework:

• Complete Reading Guide Ch. 7
• Begin Notes Ch. 7
• Council Meeting Agenda Development

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, January 28 – COMPEL (v.) – to force
Students should be motivated into taking rigorous courses and not compelled into taking
them.

Tuesday, January 29 – COMPLICIT (adj.) – being an accomplice in a wrongful act
Huck was complicit in the many schemes that Tom inspired.

Wednesday, January 30 – COMPLIMENT (n.) – an expression of praise, admiration or congratulation
Do not expect compliments for everything that you do because most of what you do in life goes unrecognized.

Thursday, January 31 – CONCEDE (v.) – to give in; to yield
After the SGA election results were revealed, Paul had to concede to Joan, the winner of the election.

Friday, February 1 – CONCILIATORY (adj.) – agreeable, friendly
On the first day of school, the principal got on the PA and made some conciliatory
remarks to the student body. 

Announcements:

• Tonight at 10:00 p.m. Virtual Chat/Study Sessions Facilitated by Mrs. Berkeley, Led by Study Captains.  Check the following link: www.todaysmeet.com/apbiostudysession

• 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.tinyurl.com/berkeleysymbaloo

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, January 22, 2013 - WUP #4

WARM UP #4

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Objective:

Students will review concepts related to organic compounds in order to demonstrate their understanding through a written assessment.  

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

Essential knowledge 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule.

Learning Objectives:

• The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties.
• The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer.
• The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule.

Warm Up/Things to Do:

1. Review and complete the Nomination Ballot for class officers.  Officers will be determined by the end of the period.

        Now Collecting:

1. 
   

Today's Menu of Activities/Classwork:

• Class Elections/Class Meeting
• Reading Guide Chapter 6
• Review:  Notes:  Ch. 5:  Nucleic Acids
• Review:
• The Structure and Function of Macromolecules 
• Organic chemistry is the study of carbon containing compounds
• A few chemical groups are the key to the functioning of biological molecules. 

Closure:

•  

Homework:

• Complete Macromolecule Foldable
• Study for tomorrow's exam

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:

Friday, January 11 – CLAUSTROPHOBIA (n.) – an abnormal fear of closed or crowded spaces
Rather than walk up ten flights of stairs, the man decided to take the elevator despite his claustrophobia.

Monday, January 14 – CLICHÉ (n.) – a trite or overused expression
When writing your research paper, be original and do not use clichés.

Tuesday, January 15 – COALESCE (v.) – to combine into one
In the advanced art class, the teacher showed the students how two colors can coalesce into a new color.

Wednesday, January 16 – COGENT (adj.) – intelligent, viable
After viewing the student’s hypothesis for his science project, the teacher said that his idea was very cogent.

Thursday, January 17 – COLLUSION (n.) – a conspiracy, a secret agreement

The collusion amongst the bankers was soon revealed during the senate hearing. 

Announcements:

• Tonight at 10:00 p.m. Virtual Chat/Study Sessions Facilitated by Mrs. Berkeley, Led by Study Captains.  Check the following link: www.todaysmeet.com/apbiostudysession

• 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.tinyurl.com/berkeleysymbaloo

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, January 16, 2013 - WUP #3

WARM UP #3

Big Idea 2: Biological systems utilize free energy and

molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis.

Objective:

Students will review concepts related to organic compounds in order to demonstrate their understanding through a written assessment.  

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

Essential knowledge 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule.

Learning Objectives:

• The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties.
• The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer.
• The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule.

Warm Up/Things to Do:

1. On your own and using Page 90, identify the 8 types of proteins and provide the function of each. 
2. Page 91 #8 /5 - 7 minutes

        Now Collecting:

1. 
   

Today's Menu of Activities/Classwork:

• Review:  Notes:  Ch. 5:  Nucleic Acids
• Review:
• The Structure and Function of Macromolecules 
• Organic chemistry is the study of carbon containing compounds
• A few chemical groups are the key to the functioning of biological molecules. 

Closure:

• Exit Quiz 

Homework:

• Complete Macromolecule Foldable
• Begin Studying for this Thursday's exam.

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:

Friday, January 11 – CLAUSTROPHOBIA (n.) – an abnormal fear of closed or crowded spaces
Rather than walk up ten flights of stairs, the man decided to take the elevator despite his claustrophobia.

Monday, January 14 – CLICHÉ (n.) – a trite or overused expression
When writing your research paper, be original and do not use clichés.

Tuesday, January 15 – COALESCE (v.) – to combine into one
In the advanced art class, the teacher showed the students how two colors can coalesce into a new color.

Wednesday, January 16 – COGENT (adj.) – intelligent, viable
After viewing the student’s hypothesis for his science project, the teacher said that his idea was very cogent.

Thursday, January 17 – COLLUSION (n.) – a conspiracy, a secret agreement

The collusion amongst the bankers was soon revealed during the senate hearing. 

Announcements:

• Virtual Chat/Study Sessions Facilitated by Mrs. Berkeley, Led by Study Captains.  Check the following link: www.todaysmeet.com/apbiostudysession

• 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.tinyurl.com/berkeleysymbaloo

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