Biodiversity: Environment Poster
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HW: Work on your ReUse Project over the weekend.
CW: Complete Biodiversity Poster with Calculations.
DN: Name 3 types of ecosystems/environments.
Reminders: [1] Start working on your ReUse Project [2] Take care of your plants. If you are done, turn it in.
RESOURCES
Biodiversity Poster with Calculations Example
LESSON OUTLINE
5min Students complete the Do Now by answering the question.
5min Teacher assigns a specific ecosystem/environment to each student. Teacher outlines the assignment and shows examples.
5min Class provides examples of organisms that live in each ecosystem/environment.
20-25min Biodiversity Poster Calculations. Students draw 32 organism (mix of plants, animals, insects, etc.) for a specific ecosystem/environment and calculate the biodiversity. Students add a touch of color to their illustrations.
5min Collect materials. Clean up. Wrap up.
Genetics: Punnett Practice
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CW: [1] Complete the Genetics Worksheet 2 [2] Article Summary & Answers (No notations.)
Reminders: Take care of your plants. If you are done, turn it in.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by answering the question.
15min Genetics Worksheet 2. Turn in paper or via google classroom.
5min Class goes over answers.
15min Muscle Genetics Article. Read. Read again. Answer questions and summarize.
5min Class shares summary paragraphs.
5min Collect materials. Clean up. Wrap up.
Genetics: Genetic Biodiversity
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CW: Completed Chuck-Ken Survival Game Sheet and Paragraph.
DN: If a person has ‘Uu’, what kind of chin do they have?
Reminders: Take care of your plants. If you are done, turn it in.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by answering the question.
25min Chuck-Ken Survival Game. Students draw a chuck-ken. Things happen by chance (Hurricanes, Invasive Species, Diseases, etc). Some survive to pass on their genes, others don’t. Repeat multiple times and see how long your genetic line survives.
5min Banana Videos.
5min Paragraph explaining why a single disease, environmental change, or natural disaster did not kill off the Chuck-Ken species.
5min Collect materials. Clean up. Wrap up.
Genetics: Star Wars
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CW/HW: [1] Luke, I am your father (Slideshow) [2] Chuck-Ken Chicks Genetics Worksheet
DN: If a person has ‘Yy’, what color eyes do they have?
Reminders: Take care of your plants. If you are done, turn it in.
RESOURCES
Chuck-Ken Chicks Genetics Worksheet
Luke, I am your father Slideshow via Google Classroom
LESSON OUTLINE
5min Students complete the Do Now by answering the question.
15-20min Luke, I am your Father Slideshow. Find two pictures for Anakin, Padme, and Luke. Write down their genotype (BB, Bb, or bb) and phenotype (Black, brown, or blonde hair). Then make an argument for Anakin being or not being Luke’s father.
10min Chuck-Ken Chicks Genetics Worksheet.
5min Collect materials. Clean up. Wrap up.
Genetics: Practice
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CW: Finish Genetic Worksheet (V1).
DN: If a person has ‘bb’, what color hair do they have?
Reminders: Take care of your plants. If you are done, turn it in.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by answering the question.
15min Worksheet (Front Side). Solving Punnett squares for Complete and Incomplete dominance.
10min Worksheet (Back Side). Finding out and writing down the phenotypes; then drawing the corresponding image.
5min Collect materials. Clean up. Wrap up.
Genetics: Faces
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CW: [1] Genotypes from Parent 1, 2 and Baby. [2] Illustration of Face (Phenotypes).
DN: What’s the difference between genotype and phenotype?
Reminders: Take care of your plants. If you are done, turn it in.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by labeling pages.
10min Additional Genetic Info. Blood Type and CoDominance.
15min Genotypes of Two People and Selection. Use a coin to decide which genes (alleles) are passed on.
10min Face Phenotype. Draw the face based on the genotypes.
5min Collect materials. Clean up. Wrap up.
Genetics: Notes
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CW: [1] Students write down their genotypes, phenotypes and draw their face (p80). [2] Margin questions and paragraph summary (p81).
DN: Label p74-79 as ‘Do Nows’ and glue handout at the top of p80.
Reminders: Take care of your plants. If you are done, turn it in.
RESOURCES
Genetics Notes Handout
LESSON OUTLINE
5min Students complete the Do Now by labeling pages.
15-20min Genetics Notes (Notebook).
10min Genotypes and Phenotypes (Notebook).
5min Face Illustration (Notebook).
5min Collect materials. Clean up. Wrap up.
Resources: Quiz & NB Check
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DN: Review for your quiz
Reminders: [1] Quiz Corrections TOMORROW (for people who got a D or lower only) at lunch or after school, watch the photosynthesis video first. [2] Take care of your plants. If you are done, turn it in.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by reviewing for their quiz.
5min Teacher goes over quiz details.
15min Resource Quiz.
15min Notebook Check.
5min Collect materials. Clean up. Wrap up.
Resources: Review
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CW/HW: Finish Flashcards and study for the quiz.
DN: Make an INGO card.
Reminders: [1] Quiz Corrections Thursday (for people who got a D or lower only) at lunch or after school, watch the photosynthesis video first. [2] Take care of your plants. If you are done, turn it in.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by making an INGO card.
5min Teacher goes over each word for Resource INGO.
15min INGO. Class plays 4-5 rounds.
10min Flashcards. Students cut INGO card into 16 flashcards and write examples, definitions, etc. on the back of each.
5min Quick overview of yesterday’s MiniLab.
5min Collect materials. Clean up. Wrap up.
MiniLab: Ramp Height and Air Travel Distance
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CW/HW: Finish MiniLab Write up.
DN: When is you next quiz and notebook check?
Reminders: Take care of your plants. If you are done, turn it in.
RESOURCES
Blank/Template MiniLab Handout
LESSON OUTLINE
5min Students complete the Do Now by answering question.
5min Teacher outlines how to construct and test a ramp. Goes over building tips.
15min Build Ramp. Students work in groups to create a ramp that is off the ground.
20min Ramp Height and Air Travel Distance MiniLab. Students write the independent, dependent, and constant variables. Then student write the hypothesis and create the tables. Students collect data, create a chart with trendline to make predictions.
5min Collect materials. Clean up. Wrap up.