This biology class document outlines the agenda and targets for multiple class periods. It includes introductions to topics like the nature of science, characteristics of life, how life is organized, and ecology. Students will learn about observations, measurements, the scientific method, levels of biological organization, and food webs. Activities include a pre-test, graphing class data, lectures, videos, worksheets and a homework assignment to create a food web poster. The goal is for students to understand fundamental biology concepts and learn the essential skills of scientific inquiry.

1. Biology 2014
S t r a t t o n Openers

2. Class 1 • 9/3/14
Agenda
• Introductions
• Expectations
• Nature of Science
Targets
• Getting to know members
of class
• Understand basic
classroom procedures
• Review/learn
• Nature of Science
• Inferences
• Facts
• Hypothesis
• Open-ended questions

3. Today’s Bio News
• Why pygmies are short • Pygmy traits independently
evolved many times among
different peoples around the
world, because shorter heights
may have helped them live in
rainforests, researchers say.
• The small body sizes known
as pygmy traits are seen
worldwide, limited to peoples who
traditionally hunted and gathered
food in tropical rainforests, such
as in Central Africa and Southeast
Asia. These small statures
apparently developed
independently in these
populations, an example of
convergent evolution, much as
fish and dolphins both evolved
streamlined bodies to better swim
in their watery worlds.

4. 1. Name and nickname
2. Favorite subject
3. Previous school (& location if not
local)
4. Number of family members you
live with
5. Favorite type of music
6. Favorite singer/band
7. Favorite reading material (book,
magazine)
8. Favorite TV program
9. Something about yourself others
don’t know
10.What makes you unique
Tell Me about
You
On a sheet of
paper answer
the following
questions
A.Type of your
computer
operating
system
B.Whether you
have Internet
connection at
home.

5. Class
Sept. 5, 2014
Nat u r e o f S c i e n c e
0
2

6. Answer the following questions
On a piece of paper writer your name
& period in upper right-hand corner.
Then answer the following questions.
1. What is the difference between
qualitative and quantitative
observations?
2. Using Photo A give an example of…
a. qualitative observation.
b. quantitative observation.
3. Using Photo B give an example of…
a. a fact
b. an opinion
Photo A

7. Class 2 • 9/5/14
Agenda Targets
Nature of Science
• Making Scientific
Observations
• Review
• Qualitative
• Quantitative
• New
• Observation
• Fact
• Opinion
• Inference
• Hypothesis
• Close-ended Questions
• Open-ended Questions
• Getting to know members
of class
• Understand basic
classroom procedures
• Review/learn
• Nature of Science
• Inferences
• Facts
• Hypothesis
• Open-ended questions

8. Class
Sept. 9, 2014
Nat u r e o f S c i e n c e
0
3

9. Answer the following questions
On a piece of paper writer your name
& period in upper right-hand corner.
Then answer the following questions.
1. Using Photo A give an
example of…
a. qualitative observation.
b. quantitative observation.
2. Explain the difference
between close-ended and
open-ended questions.
3. Using Photo A write…
a. a closed-ended question.
b. an open-ended question.
Photo A

10. Biology News Fact of Day
Biologists delay the aging process
by 'remote control'
Date: September 8, 2014
Source: University of California – LA
Summary:
Biologists have identified a gene that
can slow the aging process when
activated remotely in key organ
systems. The life scientists, working
with fruit flies, activated a gene called
AMPK that is a key energy sensor in
cells. Increasing AMPK in the intestine
increased the fly's life by about 30
percent, and the fly stayed healthier
longer as well. The research could have
important implications for delaying
aging and disease in humans.
http://www.sciencedaily.com/releases/201
4/09/140908152928.htm

11. Class 3 • 9/9/14
Agenda Targets
Nature of Science
• Making Scientific
Observations
• Review
• Observation, Fact, Opinion,
Inference, Hypothesis
• Close-ended Questions
• Open-ended Questions
• Measuring
• Length
• Volume; dry & liquid
• Area
• Weight
• Getting to know members
of class
• Understand basic
classroom procedures
• Review/learn
• Nature of Science
• Inferences
• Facts
• Hypothesis
• Open-ended questions

12. Class
Sept. 11, 2014
Nat u r e o f S c i e n c e
0
4

13. Class 3 • 9/11/14
Agenda Targets
• School Emergency
Preparedness
• Nature of Science
• Pre-test, Graphing
• Getting to know members
of class
• Understand basic
classroom procedures
• Review/learn
• Nature of Science
• Inferences
• Facts
• Hypothesis
• Open-ended questions

14. General Emergency Procedures Rm. 303
• Class assembly point
• Main Parking Lot Space 41 & 42
• The expectation is students will
remain with the class until we can
reunite them with family.
• Students may need to leave items
behind so that they can evacuate
safely.

15. General Emergency Procedures Rm. 303
Lock out Lock down
The response to a
threat that is off
campus and in the
surrounding area
Our response to a
threat on campus
Students should stand out of sight of
windows.
The reason is that if a threat enters your room, you
and your students have options to respond. This
is the only difference between how we want you to
respond and the training slides provided.

16. Emergency Procedures • Period 1
• SRP slide show cover the sections on
Evacuation and Shelter in place portions
of the slide show (start at slide 24 thru
36)
• Class assembly point Main Parking Lot
space 41.
• The expectation is students will remain
with the class until we can reunite them
with family.
• Students may need to leave items behind
so that they can evacuate safely.

17. Emergency Procedures • Period 2
• Student handbooks and materials for
the district wide “Due Process
Presentation.”
•How to find handbook online.
• http://www.nclack.k12.or.us/site/Default.aspx?PageType=1&SiteID=322&
ChannelID=362&DirectoryType=6

18. Emergency Procedures • Period 2
SRP slide show lockout and lockdown procedures — slides 5
- 23
• Other items to mention:
• Lesson from Reynolds High School last spring, Law
Enforcement asks that students do not capture video
during an active shooter response. Video of Law
Enforcement response actions can potentially place
officers at risk as social posts of video are nearly “in
real time.”
• Follow all instructions as these are tense times. No
sudden movements and you maybe instructed to
hold hands as you exit the building. This is done for
your and officer safety.
• Lockouts are a precaution - it is expected that class
goes on.

19. Class
Sept. 15, 2014
Nat u r e o f S c i e n c e
0
5

20. Class 3 • 9/11/14
Agenda Targets
• Nature of Science
• Pre-test, Graphing
• Getting to know members
of class
• Understand basic
classroom procedures
• Measure your partner
• Record height on chart
• Create a graph of the
class height

21. Opener
Write the following on top right corner
A. Name
B. Period
C. Date
1 What is a fact?
2 What is a hypothesis?
3 Name three types of graphs.

22. Pretest; Storytelling
Graphing
• Graphs communicate
information about data.
• Graphs tell a story.
• An effective graph will
quickly show…
• an experiment outcome
• an interesting trend
• Your challenge is to
make 2–3 graphs
communicating
something about a
group of numbers.

23. The Initial Task
• Determine your height
in centimeters (cm).
•You might want to
work with a partner for
this.

24. The Initial Task
¥our Name
Here
Datum
1
Datum
2
Datum
3
Avg.
• Find your name and record height on
sheet for the class to view.
•Make a data table to record the height
of every student in the class.

25. The Challenge
• Make 2 or 3 graphs “telling a story” about the
data.
• The graphs can be of any type that you choose.
• They can be organized in any way.
• There is not one “right” way to do this.
• There are many possible ways to graph the
same data.

26. Class
Sept. 17, 2014
Nat u r e o f S c i e n c e
0
6

27. Class 6 • 9/17/14
Agenda Targets
• Nature of Science
• Video: Ott Planetarium
http://www.nclack.k12.or.us/Page/238
20
• Answer questions & take
notes to turn in
• Characteristics of Life
• Video: Introduction to the
Characteristics of Life
http://www.nclack.k12.or.us/Page/238
90
• Watch video
• Video: The Characteristics
of Life
• Take notes listing the
characteristics
• Continue to learn about
nature of science
• Listen, take notes and
answer questions on
video.
Despite what the video states
fire and clouds
do NOT reproduce, they
spread. Water can’t move on
its own. Ice and rock do not
"react" to their surroundings.
They become reactants in
physical or chemical processes
without any regard for
homeostasis.

28. Class
Sept. 19, 2014
Nat u r e o f S c i e n c e
0
7

29. Class 7 • 9/19/14
Agenda Targets
• Lecture:
• Biology: The science of
studying living organisms
(What is Life?)
• Homework
• View and read the last
section of PowerPoint on
Sammy.
• Be ready to discuss
whether Sammy is alive
next class.
• Listen to lecture while filling
in guided notes on what
biologists consider living.
• Learn the 7 things biology
examines.
• Learn the 5 unifying
principles forming the
foundation of modern
biology.
• Learn the 7 characteristics
biologists accept as all or
mostly exhibited by living
organisms.
• Be able to explain how DNA
is the hereditary molecule
found in all living organisms.

30. Class
Sept. 23, 2014
Nat u r e o f S c i e n c e
0
8

31. Opener • 9/23
• Take out paper. Write name, date
and period.
• Answer the following questions:
1. What does the term biology
mean to you?
2. How do you tell if something is
living or when something is
alive?
3. From the PowerPoint last
class: explain whether
Sammy is alive?
4. What does hierarchical mean?
5. What is a scientific name?

32. Biology in the News
• Over 2,800 rallies were held in 166
countries Sunday in a worldwide call
for action to confront climate change,
just days ahead of a U.N. summit
expected to chart a path forward for
global climate treaty negotiations in
Paris in December 2015.
• With an estimated 125,000-311,000*
people gathering in New York City for
a two-mile march through midtown
and satellite events drawing 40,000
in London, 30,000 in Melbourne,
4,000 in Berlin, and thousands more
elsewhere, the "People's Climate
March" easily lived up to its billing as
"the largest climate change protest in
global history.”
• Thousands flooded downtown
Portland Sunday afternoon to support
the People's Climate March in New
York City, which was taking place at
the same time.
•
http://peoplesclimate.org/

33. Class 8 • 9/23/14
Agenda Targets
Lecture:
• “How Life is Organized”
Homework:
• Study for quiz (15 pts.) on
• Observations
• Measurement
• Characteristics of Living
Organisms
• Levels of organization
• Three domains
• Six kingdoms
• Scientific Names
• Listen to lecture while filling
in guided notes on “How
Life is Organized.”
• Understand the following
terms: hierarchical,
• Be able to remember how
life is organized into 9
levels of hierarchy.
• Know the 3 domains & 6
kingdoms.
• Understand how scientific
names fit into the levels of
organization.
Meet in Room 300 next class

34. Class
Sept. 25, 2014
Nat u r e o f S c i e n c e
0
9

35. Biology Class 9 • 9/25/14
Agenda Targets
• In Room 300
• Do not turn on
computers
• Quiz
• Lecture
• Ecology Introduction
• Take quiz using
http://socrative.com/
• Listen to lecture while
taking notes on what
ecology.
• Listen to basic
introduction about
ecology

36. • Go to class
website
• Go to Quizzes
& Tests page
• Click on
http://socrat
ive.com/
• Choose student
Quiz 1
http://socrative.com/
Room: 296186

37. Socrative Student Logon
296186

38. Sign into Program
• Last name, first name

39. Class
Sept. 29, 2014
Nat u r e o f S c i e n c e
1
0

40. Biology Class 10 • 9/29/14
Agenda Targets
• Opener
• Lewis and Clark
CELS program
• Lecture
• Ecology Introduction
• Listen to lecture while
taking notes on what
ecology.
• Listen and watch to basic
introduction about
ecology.

41. Opener • 9/29
• Take out paper. Write name, date and period.
• Answer the following questions:
1. What does the term ecology mean
to you?
2.How do you tell if something is living
or when something is alive?
3. What is the hierarchical order of life
mean?
4. What are the parts of a scientific
name?

42. CELS: Community Engagement and Leadership in Science Program
• The Community Engagement and Leadership in
Science Program at Lewis and Clark is a great
opportunity.
• During the year, you will get to go on field trips,
participate in hands on science projects, complete a
community service project, and have the opportunity
to apply for a paid internship working with professors
at Lewis and Clark College and doctors at OHSU. In
the past, students have worked on cancer research,
drinking behaviors of college students, and much
more.
• Being part of the CELS program, means that you will
have experiences to prepare you for college, activities
to write on college or job applications, and an
exceptional chance to participate in cutting edge
scientific research.
• The program starts in October and continues through
May making this a full year commitment.
• They meet once a week after school. If you are
interested in the program, please fill out this
application and answer the questions on the back

43. Class
Oct. 1, 2014
Nat u r e o f S c i e n c e
1
1

44. Biology Class 11 • 10/01/14
Agenda Targets
• Opener
• Lecture
• Finish Ecology
Introduction
• Worksheet
• Food Chains and Webs
What’s for Dinner?
• Homework
• Food Web Poster
• Listen and watch to basic
introduction about
ecology.
• Fill out worksheet to learn
more about
• Food webs
• Tropic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts
• Equilibrium in a
community

45. Opener • 10/01
• Take out paper. Write name, date and period.
• Answer the following questions:
1. What are the hierarchical taxons
(classifications) of life? Hint: there are 8
2. What are the parts of a scientific
name? Hint: binomial nomenclature
3. Draw an energy pyramid showing
four tropic levels? Label your
drawing.
4.How much energy is transferred
from one tropic level to the next

46. Class
Oct. 3, 2014
Nat u r e o f S c i e n c e
1
1

47. Biology Class 11 • 10/03/14
Agenda Targets
• No opener
• Activity
• Continue to work on Food
Chains and Webs What’s
for Dinner? (due end of
next class)
• Presentations
• Homework
• Finish poster (past due)
• If done with your posters
none — it’s the weekend!
Have fun! Stay safe!
• Listen to student
presentations on food
web.
• Learn more about:
• Food webs
• Tropic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts
• Equilibrium in a community

48. Food Web Poster Rubric
• Orange half sheet
of paper.
• The top is how your
are graded on
poster.
• The bottom is what
I’m looking for in
your presentation.

49. Class
Oct. 6, 2014
Nat u r e o f S c i e n c e
1
2

50. Biology Class 12 • 10/06/14
Agenda Targets
• No opener
• Activity
• Continue to work on
Food Chains and Webs
What’s for Dinner? (due
end of next class)
• Presentations
• Homework
• Finish poster (past due)
• If done with your posters
none.
• Listen to student
presentations on food
web.
• Learn more about:
• Food webs
• Tropic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts
• Equilibrium in a community

51. Food Web Poster Rubric
• Orange half sheet
of paper.
• The top is how your
are graded on
poster.
• The bottom is what
I’m looking for in
your presentation.