Tuesday, February 5, 2013

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:
Closure: 
  • Exit Reflection - Exit Quizzes
    Homework:
    • Meet with Movie Group Online to discuss 

    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
      Student Access Code:
      SSNAST-CLXII-BLAND-HENNA-TOPAZ-MILES
        TweetIt from HubSpot

      Class Calendar 




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