An Introduction
Ms. Ng hopes that by the end of the school year every student will love biology.
This class is designed to teach and expose students to the infinite number of biological discoveries and facts of the world. Students will explore key concepts in biology; including biological chemistry, cell structure and function, genetics, evolution, ecology, human organ structure and function, and animal biology. This is a class that requires all students to actively participate in class activities and projects. Many of the assignments will involve critical and creative thinking, problem solving, individual as well as group work, and lab-based experimentation. My hope as a teacher is for my students to develop an appreciation for the living world around them and apply their newly gained scientific knowledge appropriately outside of the classroom.
Intro to Punnett Squares
Genes & Alleles
What is a chromosome?
What is a gene?
Where Do New Viruses Come From?
What is Evolution?
What is Natural Selection?
BBC: "What Really Killed the Dinosaurs?"
Geological Timeline (Group Project due end of Monday, 3/2/2020)
(Mapping out the Significant Developments & Extinction of Plant & Animal life)
You and your group members will be constructing a timeline, mapping out the history of our planet. Please click on the link below to read the procedures and requirements for the project.
Geological Timeline Activity Procedures/Instructions
Geological Timeline Grading Rubric
Project Timeline
Weds: 2/26/2020; Divide up the section of the timeline among your group members (the same people as the Common Ancestry Task Experts Acitivity), and using a pencil, measure out the scale (in cm &/or mm) and indicate the major events and time (years ago) of your specific era (Cenozoic, Mesozoic, Paleozoic, or Precambrian).
HW: Research, draw, or print out 3-4 visuals representations of your Major Events, and bring it to class on Thurs.
Thurs: 2/27; Continue working on the Geological Timeline
Friday: 2/28; Should have pictures and Major Events listed on timeline. Trace your era with the correct marker
color.
Monday: 3/2; Finishing touches of Geological Timeline. Entire timeline due at the end of class.
Geological Timeline Activity Procedures/Instructions
Geological Timeline Grading Rubric
Project Timeline
Weds: 2/26/2020; Divide up the section of the timeline among your group members (the same people as the Common Ancestry Task Experts Acitivity), and using a pencil, measure out the scale (in cm &/or mm) and indicate the major events and time (years ago) of your specific era (Cenozoic, Mesozoic, Paleozoic, or Precambrian).
HW: Research, draw, or print out 3-4 visuals representations of your Major Events, and bring it to class on Thurs.
Thurs: 2/27; Continue working on the Geological Timeline
Friday: 2/28; Should have pictures and Major Events listed on timeline. Trace your era with the correct marker
color.
Monday: 3/2; Finishing touches of Geological Timeline. Entire timeline due at the end of class.
What is the Evidence for Evolution? Looking at Common Ancestry...
Classwork for Tues. 2/25/2020:
"Understanding Derived Traits & Creating Cladograms") Guided Practice
Given the 3 derived traits (Vertebrae; Opposable Thumbs, Mammary Glands) & organisms (Tuna, Cattle, & Human), place a (+) for the trait that exist in the given organisms.
HW for Tuesday. 2/25/2020:
Understanding Derived Traits & Creating Cladograms (Independent Student Practice)
Instructions: Click on the following links to determine whether or not the shark, bullfrog, kangaroo, and human have any of the listed traits (Vertebrae, Pairs of Limbs, Hair or Fur, & Mammary Glands) You can also ask Google to help you determine if the organisms have the traits or not.
1) Intro to the Shark
Shark Anatomy & Body Structures
2) Intro to the Bullfrog
Bullfrog Anatomy & Body Structures
Do Bullfrogs have Mammary Glands?
3) Intro to the Kangaroo
-Facts about Kangaroos
4) Intro to Humans
- Human Anatomy & Body Structures
1) Intro to the Shark
Shark Anatomy & Body Structures
2) Intro to the Bullfrog
Bullfrog Anatomy & Body Structures
Do Bullfrogs have Mammary Glands?
3) Intro to the Kangaroo
-Facts about Kangaroos
4) Intro to Humans
- Human Anatomy & Body Structures
Common Ancestry Phenomena (Classwork for Thurs., 2/19/2020)
In this activity, you will be asked to be an EXPERT for one of the following tasks (TASK 1A & 1B; TASK 2; TASK 3; OR TASK 4A & 4B). Once you have selected to be a TASK EXPERT, CIRCLE the # on your own chart. EXPERTS you will be writing down your group members' responses to the 3 QUESTIONS addressed for each task.
There will be FOUR EXPERTS per GROUP. Each EXPERT will be the official note recorder for your group discussions.
GROUP WORK (30 - 35 mins)
TASK 1A & TASK 1B (7 - 10 Minutes; 1 Chart per group)
TASK 2 (7 Minutes; 1 Chart per group)
TASK 3 (7 Minutes; 1 Chart per group)
TASK 4A & Task 4B (7 - 10 Minutes; 1 Chart per group)
EXPERT TOP BEST & EXPERT GATHERING/SHARE-OUTS
1) Choose the TOP BEST "OBSERVATION", "SURPRISE" & "WONDER" response from your group. (HINT: CHOOSE RELEVANT RESPONSES TO THE MAIN TOPIC (EX. "I OBSERVE THAT CHIMPS' GENES ARE 98% SIMILAR TO HUMANS.", NOT GENERAL RESPONSES (EX. "I SEE A BABY POINTING AT ME.")
2) BREAK OFF INTO YOUR EXPERT POSTER GROUPS (FIND YOUR EXPERT POSTER IN THE HALLWAY) (7 mins)
Share and write out your group's TOP BEST RESPONSES onto the poster, using your group's designated marker color. Once all the experts are done writing, circle what statements or words you find in common (on the poster) among your own expert group.
Individual Work (page 2 of "Common Ancestry Phenomena" Chart)
TASK 5 (Individual Gallery Walk):
Start with your own EXPERT POSTER, read and take notes on what similar statements (circled statements on the poster) were found among the Expert TASK Poster.
HW for Friday:
Write one crucial question you want to ask for your own specific task on your "Common Ancestry Phenomena" Chart based on the information presented on your Expert Group Poster.
There will be FOUR EXPERTS per GROUP. Each EXPERT will be the official note recorder for your group discussions.
GROUP WORK (30 - 35 mins)
TASK 1A & TASK 1B (7 - 10 Minutes; 1 Chart per group)
TASK 2 (7 Minutes; 1 Chart per group)
TASK 3 (7 Minutes; 1 Chart per group)
TASK 4A & Task 4B (7 - 10 Minutes; 1 Chart per group)
EXPERT TOP BEST & EXPERT GATHERING/SHARE-OUTS
1) Choose the TOP BEST "OBSERVATION", "SURPRISE" & "WONDER" response from your group. (HINT: CHOOSE RELEVANT RESPONSES TO THE MAIN TOPIC (EX. "I OBSERVE THAT CHIMPS' GENES ARE 98% SIMILAR TO HUMANS.", NOT GENERAL RESPONSES (EX. "I SEE A BABY POINTING AT ME.")
2) BREAK OFF INTO YOUR EXPERT POSTER GROUPS (FIND YOUR EXPERT POSTER IN THE HALLWAY) (7 mins)
Share and write out your group's TOP BEST RESPONSES onto the poster, using your group's designated marker color. Once all the experts are done writing, circle what statements or words you find in common (on the poster) among your own expert group.
Individual Work (page 2 of "Common Ancestry Phenomena" Chart)
TASK 5 (Individual Gallery Walk):
Start with your own EXPERT POSTER, read and take notes on what similar statements (circled statements on the poster) were found among the Expert TASK Poster.
HW for Friday:
Write one crucial question you want to ask for your own specific task on your "Common Ancestry Phenomena" Chart based on the information presented on your Expert Group Poster.
HW for Tues, 2/18/2020
Watch the following Amoeba Sisters Video Recap on "Food Webs, Energy Pyramids, and An Intro to Biodiversity" and answer the questions (on the handout) that goes along with it.
Finish completing Top 3 Benefits & Top 3 Disadvantages Chart regarding the Social Animal Behavior presentations. (Due Weds., 2/19.) Study Notes #4 & #5, and Social Behavior Presentation Chart for Weds. Quiz.
Finish completing Top 3 Benefits & Top 3 Disadvantages Chart regarding the Social Animal Behavior presentations. (Due Weds., 2/19.) Study Notes #4 & #5, and Social Behavior Presentation Chart for Weds. Quiz.
HW for Friday, 2/14/2020
Watch the following Amoeba Sisters Video Recap on "Ecological Relationships" and answer the questions (on the handout) that goes along with it.
When you are done, turn in the video questions. Start completingthe Top 3 Benefits & Top 3 Disadvantages Chart regarding the Social Animal Behavior presentations. (Due Weds., 2/19.)
When you are done, turn in the video questions. Start completingthe Top 3 Benefits & Top 3 Disadvantages Chart regarding the Social Animal Behavior presentations. (Due Weds., 2/19.)
"Some Animals are more equal than others" Video Clip (Classwork from Thurs., 2/13)
Watch the 20 minute video clip below about the importance of Keystone species and their impact on their habitat. Please answer the video questions provided.
Classwork for Tues., 2/4/2020
DAY 1 (Tuesday, 2/4/2020)
In teams of 3, select what animal species your team would like to learn more about and to become experts for that specific species. Once your group has selected your team animal, please RSVP (on the the RSVP sheet), and bring it up to Ms. Ng. It is first come first serve, once the animal has been selected, it will no longer be available to the other groups.
You will be given an informational packet "Social Groupings" that will contain the information needed to complete the chart. Click on the link that is related to your animal, so you know what pages of the "Social Groupings" you will need to read to gather your information. You can also Google Search your information to fill in the chart provided.
Animal Groups (Select & RSVP)
1) Herd of Wildebeest 4) Troop of Gorillas 7) Coterie of Prairie Dogs
2) Pod of Dolphins 5) Pack of Wolves 8) Colony of Ants
3) Flock of SGV Red-Crowned Parrots 6) Hive of Bees 9) School of Fish
TIMELINE & SCHEDULE
DAY 1 & 2 (Tuesday, 2/4/2020 & Weds., 2/5/2020)
Share out the information with your own team mates, so they can copy down what you wrote down from your own paper. Start formatting your group poster.
Day 2 & 3 (Weds., 2/5/2020 & Thursday 2/6/2020)
Create Team Poster using the information from the group chart (from Day 1)
Day 4 & 5: (Tuesday, 2/11/2020 & Weds. 2/12/2020)
Expert Group Poster Presentation & Class Presentation Note Taking
In teams of 3, select what animal species your team would like to learn more about and to become experts for that specific species. Once your group has selected your team animal, please RSVP (on the the RSVP sheet), and bring it up to Ms. Ng. It is first come first serve, once the animal has been selected, it will no longer be available to the other groups.
You will be given an informational packet "Social Groupings" that will contain the information needed to complete the chart. Click on the link that is related to your animal, so you know what pages of the "Social Groupings" you will need to read to gather your information. You can also Google Search your information to fill in the chart provided.
Animal Groups (Select & RSVP)
1) Herd of Wildebeest 4) Troop of Gorillas 7) Coterie of Prairie Dogs
2) Pod of Dolphins 5) Pack of Wolves 8) Colony of Ants
3) Flock of SGV Red-Crowned Parrots 6) Hive of Bees 9) School of Fish
TIMELINE & SCHEDULE
DAY 1 & 2 (Tuesday, 2/4/2020 & Weds., 2/5/2020)
Share out the information with your own team mates, so they can copy down what you wrote down from your own paper. Start formatting your group poster.
Day 2 & 3 (Weds., 2/5/2020 & Thursday 2/6/2020)
Create Team Poster using the information from the group chart (from Day 1)
Day 4 & 5: (Tuesday, 2/11/2020 & Weds. 2/12/2020)
Expert Group Poster Presentation & Class Presentation Note Taking
Classwork for Weds., 1/22/2020
"Exploring Ecosystems: Coral Reef Symbiotic Relationships" Watch the following 5 minute video and then answer the video interactive questions. Then, create a Scatter Plot to show the relationship between the tempt of the ocean water versus the population size of the Anemone and Clown fish.
Classwork for Thursday. 1/16/2020:
Habitats & Components of an Ecosystem
PART 1: Habitats
For each of the organisms mentioned below, click on the links to read about their habitats & background information. Then write a specific description of their general habitat, 2-3 Biotic Factors, and 2-3 Abiotic Factors that help the organism thrive and survive. An example is provided for you on #1.
Herring Gull
Coyotes
White-tailed deer
Common barn owl
Oak Tree
PART 2: Components of an Ecosystem
Answer the Q1 to Q3 on the worksheet and turn in when you are done. Pick up HW.
HW:
Pick up "Population Ecology Graph Worksheet" and refer to Notes #2 for help (if needed).
Study Notes #1 to Notes #4 for Friday's Quiz.
For each of the organisms mentioned below, click on the links to read about their habitats & background information. Then write a specific description of their general habitat, 2-3 Biotic Factors, and 2-3 Abiotic Factors that help the organism thrive and survive. An example is provided for you on #1.
Herring Gull
Coyotes
White-tailed deer
Common barn owl
Oak Tree
PART 2: Components of an Ecosystem
Answer the Q1 to Q3 on the worksheet and turn in when you are done. Pick up HW.
HW:
Pick up "Population Ecology Graph Worksheet" and refer to Notes #2 for help (if needed).
Study Notes #1 to Notes #4 for Friday's Quiz.
Semester 2 Notes
SEMESTER 1Ch 1: Introduction to Biology
Notes #1: Ch 1-1 & 1-2 The Science of Biology Notes #2: Ch 1-3: Characteristics of Life Notes #3: Ch 1-4: Tools & Metric System Ch 2: Chemistry of Life Notes #4: Introduction to the Periodic Table of Elements Notes #5: Isotopes & Chemical Bonds Notes #6: Properties of Water Notes #7: Acids, Bases, & the pH Scale Notes #8: Organic Compounds Ch 8: Photosynthesis Notes #9: Overview of Photosynthesis Notes #10: Light vs Dark Reactions of Photosynthesis Notes #11: ATP & Glucose Plant Pigment Virtual Lab Notes Ch 9: Cellular Respiration Notes #12: Chemical Pathways of Cell Respiration Notes #13: Aerobic Respiration Notes #14: Anaerobic Respiration CH 3: Introduction on Human Impact on Biogeochemical Cycles Notes #15: Intro to Biogeochemical Cycles & Human Impact on the Carbon Cycle Notes #16: Human Impact on the Water Cycle Notes #17: The Nitrogen & Phosphorus Cycle |
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Semester 1
HW for Weds. 10/24/18 (Per 4)
Watch the following Amoeba Sisters Video Recap on "Mutations: The Potential Power of a Small Change" and answer the questions (on the handout) that goes along with it. You will need the Genetic Code Chart (from Notes #10) to help you decode the mRNA into the amino acid sequence.
Student Online Survey (For Per 4)
Below you will find the steps that you must follow
- Open a browser
- Navigate to students.ausd.us
- Sign in with student credentials
- Click on the link "MKHS WASC STUDENT SURVEY"
- Complete the survey and submit
Anchor Phenomenon (Displaying Phenotype Variations)
CLASSWORK for Monday, 10/15/18
"DNA vs RNA" and "Protein Synthesis" Review Video
INSTRUCTIONS:
Watch the Amoeba Sister's Video, 1) "DNA vs RNA" and then 2) "Protein Synthesis" while completing the worksheet that goes along with it.
When you finish "DNA vs RNA", be sure to get a stamp first, then continue with the back side of the handout. When you finish the entire thing, turn it in.
Watch the Amoeba Sister's Video, 1) "DNA vs RNA" and then 2) "Protein Synthesis" while completing the worksheet that goes along with it.
When you finish "DNA vs RNA", be sure to get a stamp first, then continue with the back side of the handout. When you finish the entire thing, turn it in.
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© 2019 M. Ng
All rights reserved.
All rights reserved.