Stratton Biology agenda and targets 2014

Biology 2014
Stratton Openers

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

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.

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.

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

6
Answer the following
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
questions
Photo A

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
of class
• Review/learn
• Inferences
• Facts
• Hypothesis

Class
Sept. 9, 2014
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

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

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
of class
• Review/learn
• Inferences
• Facts
• Hypothesis

Class
Sept. 11, 2014
0
4

Class 3 • 9/11/14
Agenda Targets
• School Emergency
Preparedness
• Pre-test, Graphing
of class
• Review/learn
• Inferences
• Facts
• Hypothesis

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.

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.

Slide
Emergency Procedures • Period 1 16
•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

Slide
• 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&Chann
elID=362&DirectoryType=6

Slide
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

Class
Sept. 15, 2014
0
5

Class 3 • 9/11/14
Agenda Targets
• Pre-test, Graphing
of class
• Measure your partner
• Record height on chart
• Create a graph of the class
height

Slide
Opener 21
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.

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.

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

Slide
The Initial Task 24
¥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.

Slide
The Challenge 25
• 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.

Class
Sept. 17, 2014
0
6

Class 6 • 9/17/14
Agenda Targets
• 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.

Class
Sept. 19, 2014
0
7

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.

Class
Sept. 23, 2014
0
8

Slide
Opener • 9/23 31
• 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?

Slide
Biology in the News 32
• 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/

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

Class
Sept. 25, 2014
0
9

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

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

Slide
Socrative Student Logon 37
296186

Slide
Sign into Program 38
• Last name, first name

Class
Sept. 29, 2014
1
0

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.

Slide
Opener • 9/29 41
• Take out paper. Write name, date and period.
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?

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

Class
Oct. 1, 2014
1
1

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

Slide
Opener • 10/01 45
• Take out paper. Write name, date and period.
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

Class
Oct. 3, 2014
1
2

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

Slide
Food Web Poster4 R8 ubric
• 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.

Class
Oct. 7, 2014
1
3

Opener • 10/07
• Take out paper. Write name, date
and period.
1. What is a trophic level?
2. How does the amount of
energy change when
going from a lower trophic
level to a higher level?
3. Draw a simple food web
using the following
organisms: fox, bear,
salmon, caddisfly (Photo A),
algae, grass, mouse,
salmon berry, pine tree
(Photo B), golden mantle
ground squirrel
4. What is a taxon?
Photo A

Agenda Targets
• Opener
• Activity
• Continue to work on
Food Chains and Webs
What’s for Dinner? (due
end of class)
• Presentations
• Homework
• Finish poster (past due)
• If done with your posters
none.
web.
• Food webs
• Trophic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts

Slide
Food Web Poster5 R2 ubric
• 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.

Class
Oct. 9, 2014
1
4

Agenda Targets
• Period 1 only
• 9:15 Bus evacuations
• Bus 10
• Quiz
• Do not turn on
computers
• Presentations
• Homework Due
• Food Chains & Webs
worksheet
• Take quiz using
web.
• Food webs
• Trophic levels
• Producers
• Consumers
• Heterotrophs
• Autotrophs
• Energy amounts

Quiz 2
• Go to class
website
• Go to Quizzes
& Tests page
• Click on
http://socrat
ive.com/
• Choose student
Room: 296186

Slide
296186

Slide
• Use your legal name

Class
Oct. 14, 2014
1
5

Opener
1. What does Image
A represent?
2. What does Image
B represent?
3. Give two examples
of when secondary
succession would
occur.
4. Define pioneer
species.
5. Name a NW area
which has
undergone
secondary
I
m
a
g
e
B

Agenda Targets
Lecture & Notes
• Origin & Distribution
of Terrestrial Biomes
1. Know Earth’s Terrestrial
biomes.
2. Understand the
development of a
community's ecological
succession.
• Know the two types of
ecological succession
• Know the stages of
ecological succession.
• Know the first organisms to
colonize bare rock.
colonize bare rock.

Class
Oct. 17, 2014
1
6

Agenda Targets
Lecture & Note (Cont.)
• Origin & Distribution of
Terrestrial Biomes
Homework
• Last two pages of notes
1. North America Biomes
2. Graphic Organizer on
terrestrial biomes
• Due next class
1. Know Earth’s Terrestrial
biomes.
2. Understand the
development of a
community's ecological
succession.
colonize bare rock.
colonize bare rock.

Class
Oct. 21, 2014
1
7

Opener
1. Image A: where does
this organism fit in a
food web?
2. What biome does
Image B represent?
3. Which biome has less
than 4 cm of rainfall
per year?
4. Which biome has as
much as 600 cm of
rain per year?
Image A
Image B

Agenda Targets
• Period 1 only
• Assembly: Breaking
Down the Walls
• Opener
• Grades
• Lecture & notes
• Aquatic Biomes
1. Know Earth’s biomes.
2. Know the aquatic biomes.
3. Understand aquatic biomes
have layers just like terrestrial
biomes.
4. Know how depth and sunlight
determine marine biome’s
layers.
5. Know what is unique about
organisms living in deep
waters.
6. Know the different kinds of
shores and the affects of
tides on life.
7. Understand similarities and

Class
Oct. 23, 2014
1
8

Agenda Targets
• Remember we’ve been
looking a different
aquatic biomes
• Watch videos and
answer questions.
1. Planet Earth: Ocean Deep
2. Planet Earth: Shallow Sea
Don’t forget:
• Test • 30 pts.
• Wednesday, Oct. 29
• Biomes Terrestrial & Aquatic
(most)
• Succession
• Biology organization (few)
• Nature of science (few)
• Check website for more info
3. Understand aquatic
biomes have layers just
like terrestrial biomes.
4. Know how depth and
sunlight determine marine
biome’s layers.
waters.
organisms living in shallow
seas.

Class
Oct. 27, 2014
1
9

Agenda Targets
• Grades
• Lecture & notes
• Aquatic Biomes
Don’t forget:
• Wednesday, Oct. 29
• Biomes Terrestrial & Aquatic
(most)
• Succession
• Biology organization (few)
• Check website for more
info
biomes.
layers.
waters.
tides on life.

Class
Oct. 29, 2014
2
0

Agenda Targets
• Biomes Terrestrial &
Aquatic (most)
• Succession
• Biology organization
(few)
biomes.
layers.
waters.
tides on life.

Slide
296186

Slide
• Use your legal name

Class
Nov. 4, 2014
2
1

Opener
1. Which biome is the
largest?
2. What is biodiversity?
3. Image A: These two
dogs show what kind
of diversity? Hint:
Think about how they
are related to each
other biologically.
4. What type of
biodiversity threat
does Image B show?
I
m
a
g
e
A
Image B

Agenda Targets
Opener
Grades
• Back work Nov. 7
• See me if you need
extension (have
reason)
Lecture & Notes
• Biodiversity
1. Know what biodiversity is.
2. Understand the threats to
biodiversity.
3. Understand what invasive
species are and the
dangers they create.
4. Know the causes for loss
of biodiversity.
5. Know the effects of habitat
destruction.
6. Understand why people
should care about loss of
biodiversity.

Class
Nov. 6, 2014
2
2

Opener
1. Which biome is the
driest?
2. What is biodiversity?
3. Image A: These two
plants show what
kind of diversity?
Hint: Think about
how they are related
to each other
biologically.
4. What type of
biodiversity threat
does Image B show?
Image B

Agenda Targets
Opener
Lecture & Notes
• Biodiversity
1. Know what biodiversity is.
2. Understand the threats to
biodiversity.
3. Understand what invasive
species are and the
dangers they create.
4. Know the causes for loss
of biodiversity.
5. Know the effects of habitat
destruction.
biodiversity.

Class
Nov. 10, 2014
2
3

Opener
1. Image A: What kind of
diversity? Hint: Think
about everything in
photo.
2. What is a niche?
3. What does Image B
show?
4. What are factors
acting to decrease or
limit the size of a
population called?
Image A
Image B

Opener
1.Image A: What kind of
diversity? Hint: Think
about everything in
photo.
Species Diversity
2.What is a niche?
The ecological role of a species
in a community
3.What does Image B
show?
A growing then declining
population
4.What are factors acting
to decrease or limit the
size of a population
Image A
Image B

Agenda Targets
Opener
Lecture & Notes
• Biodiversity
(finish)
•Populations
biology
biodiversity.
2. Explain the different limiting
factors on a population.
3. Understand predator/prey
relationships.
4. Understand the relationship
of density on a population.
5. Be able to distinguish the
following curves and/or
graphs:
• population growth
curves
• S-shaped curves
• death rates
• birthrates

Class
Nov. 13, 2014
2
4
Inclement Weather
No School

Class
Nov. 17, 2014
2
5

Opener
1. Image A: What type
of relationship is
shown in this
graph?
Image A
2. What relationship
does Image B
show?
Image B
3. Give two examples
of limiting factors?

Agenda Targets
Opener
Lecture & Notes
• Variables
Activity
• Dependent &
Independent
Variables
• Acid Rain Bean Lab
1.Understand why
people should care
about loss of
biodiversity.
2. Explain the different
limiting factors on a
population.
3.Understand the
differences between
dependent,
independent & control
variables in an
experiment.
4. Be able to design an

Stratton Biology agenda and targets 2014

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Stratton Biology agenda and targets 2014

Similar to Stratton Biology agenda and targets 2014 (20)

More from Lorraine Stratton

More from Lorraine Stratton (20)

Recently uploaded

Recently uploaded (20)

Stratton Biology agenda and targets 2014