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