Fabian Herazo runs a blog called Redesherazo where he shares his thoughts and experiences. The blog appears to be written in Spanish and focuses on Fabian's life and perspective on various topics. In under 3 sentences, the summary provides the name and topic of the blog as well as the language it is written in.
This unit plan template outlines a 1-week unit on ecology for second year high school students. The unit will introduce students to the key components of ecosystems and how living and nonliving things interact and depend on one another. Students will learn about biotic and abiotic factors, energy flow, populations, succession, and human impacts. Assessments include surveys, worksheets, tests, and a reaction paper after a field trip to the zoo. The unit aims to help students understand ecosystems and humanity's relationship with the environment.
Fabian Herazo runs a blog called Redesherazo where he shares his thoughts and experiences. The blog appears to be written in Spanish and focuses on Fabian's life and perspective on various topics. In under 3 sentences, the summary provides the name and topic of the blog as well as the language it is written in.
This unit plan template outlines a 1-week unit on ecology for second year high school students. The unit will introduce students to the key components of ecosystems and how living and nonliving things interact and depend on one another. Students will learn about biotic and abiotic factors, energy flow, populations, succession, and human impacts. Assessments include surveys, worksheets, tests, and a reaction paper after a field trip to the zoo. The unit aims to help students understand ecosystems and humanity's relationship with the environment.
This unit plan focuses on teaching ecology to second year high school biology students over approximately one week. The unit will explore the interactions between living and non-living things in ecosystems and how humans impact environments. Students will learn about food webs, energy flow, succession, and human influences on ecosystems. Assessments will include surveys, worksheets, tests, and a reaction paper following a field trip to the zoo. The unit aims to help students understand interdependence within ecosystems and both positive and negative human environmental impacts.
This unit plan focuses on teaching ecology to second year high school biology students over approximately one week. The unit will explore the interactions between living and non-living things in ecosystems and how humans impact environments. Students will learn about food webs, energy flow, succession, and human influences on ecosystems. Assessments will include surveys, worksheets, tests, and a reaction paper following a field trip to the zoo. The unit aims to help students understand that all life is interdependent and ecosystems seek to maintain balance.
The document provides an introduction to ecology and ecosystems. It defines ecology as the study of ecosystems and defines an ecosystem as a system including all living organisms (autotrophs and heterotrophs) and non-living factors in an environment. Energy and materials are transferred within ecosystems via food webs and food chains. The document then discusses various ecological concepts like energy flow, trophic levels, and the 10% energy transfer rule between trophic levels, which results in ecological pyramids of numbers and biomass.
1) Students play thumb wars to learn the scientific method and identify sources of experimental error.
2) They measure their wrists, thumb length, and circumference to form hypotheses on what makes a good thumb wrestler.
3) Students then play thumb wars in rounds, recording winners, and graph their results alongside the class averages to analyze which traits best predict winning.
Students will learn the scientific method by measuring their reflexes in catching a ruler dropped by a partner using their sense of touch, sight, and sound. Working in pairs, one student will drop the ruler while the other catches it using each sense, recording the results over multiple trials to calculate averages. They will then create a bar graph to analyze which sense resulted in the fastest reflexes and determine the independent and dependent variables. This activity allows students to experience the scientific process hands-on.
The document describes the steps of the scientific method which are used to investigate natural occurrences and phenomena. It outlines the 7 main steps as: 1) asking a question, 2) researching background information, 3) forming a hypothesis, 4) conducting an experiment, 5) collecting and analyzing data, 6) drawing a conclusion, and 7) sharing results. It then provides an example of a student, John, using these steps to determine how the amount of sugar affects the rising of bread dough.
This unit plan focuses on teaching ecology to second year high school biology students over approximately one week. The unit will explore the interactions between living and non-living things in ecosystems and how humans impact environments. Students will learn about food webs, energy flow, succession, and human influences on ecosystems. Assessments will include surveys, worksheets, tests, and a reaction paper following a field trip to the zoo. The unit aims to help students understand interdependence within ecosystems and both positive and negative human environmental impacts.
This unit plan focuses on teaching ecology to second year high school biology students over approximately one week. The unit will explore the interactions between living and non-living things in ecosystems and how humans impact environments. Students will learn about food webs, energy flow, succession, and human influences on ecosystems. Assessments will include surveys, worksheets, tests, and a reaction paper following a field trip to the zoo. The unit aims to help students understand that all life is interdependent and ecosystems seek to maintain balance.
The document provides an introduction to ecology and ecosystems. It defines ecology as the study of ecosystems and defines an ecosystem as a system including all living organisms (autotrophs and heterotrophs) and non-living factors in an environment. Energy and materials are transferred within ecosystems via food webs and food chains. The document then discusses various ecological concepts like energy flow, trophic levels, and the 10% energy transfer rule between trophic levels, which results in ecological pyramids of numbers and biomass.
1) Students play thumb wars to learn the scientific method and identify sources of experimental error.
2) They measure their wrists, thumb length, and circumference to form hypotheses on what makes a good thumb wrestler.
3) Students then play thumb wars in rounds, recording winners, and graph their results alongside the class averages to analyze which traits best predict winning.
Students will learn the scientific method by measuring their reflexes in catching a ruler dropped by a partner using their sense of touch, sight, and sound. Working in pairs, one student will drop the ruler while the other catches it using each sense, recording the results over multiple trials to calculate averages. They will then create a bar graph to analyze which sense resulted in the fastest reflexes and determine the independent and dependent variables. This activity allows students to experience the scientific process hands-on.
The document describes the steps of the scientific method which are used to investigate natural occurrences and phenomena. It outlines the 7 main steps as: 1) asking a question, 2) researching background information, 3) forming a hypothesis, 4) conducting an experiment, 5) collecting and analyzing data, 6) drawing a conclusion, and 7) sharing results. It then provides an example of a student, John, using these steps to determine how the amount of sugar affects the rising of bread dough.