Biodiversity CP Biology

Tuesday, January 28th Objective: today is to arrange new vocabulary into the contextual format of your choice. Activities:  Set up notebooks  Begin word play – Radiometric Dating – Half Life – Bacteria (prokaryotes) – Endosymbiosis – Eukaryotes – Protists – Taxonomy (Kingdom, Phylum, Class, order, family, genus, species) – Binomial Nomencalture – Viruses – Pathogens – Capsid – Envelope – Lytic cycle – Lysogenic cycle – Capsule – Antibiotics – Stomata – Guard Cells – Xylem – Phloem – Transpiration – Translocation – Tropism Test: Friday, Feb. 14th

Wednesday, January 29th Objective: today is to arrange new vocabulary into the contextual format of your choice and to identify the sequence of organisms that evolved through the history of life on Earth.  Complete word play  Begin geologic calendar Homework: How did life Begin pgs Test: Friday, Feb. 14th

Thursday, January 30th Objective: To identify the sequence of organisms that evolved through the history of life on Earth.  Discussion: How would life begin? Early Earth Hypothesis.  Activity: Geologic calendar Test: Friday, Feb. 14th Classroom: How would life begin?

Friday, Jan. 31st Objective: To identify the sequence of organisms that evolved through the history of life on Earth.  Activity: Geologic calendar – Finish  Sentence Stems Homework Note: The Evolution of Cellular Life (pages ) Test: Friday, Feb. 14th

Reflection Sentence Stems 1.Based on your timeline life started out at … and evolved (slowly/ fast) because… 2.Life starts as a… and then… and then… and then… because… 3.Based on your timeline the earth… life… 4.Based on your time line Humans existence on the earth has been… because… 5.Place the location of the 5 kingdoms on your timeline: Bacteria (to be changed), plants, fungi, animals, protists

Monday, February 3rd Objective: Students will be able to relate dichotomous keys to classification of organisms and cladograms. Activities:  Plant Dichotomous Key Activity  Review Biological Classification Homework Notes: Categories of Biological Classification/Biological Species (pages ) Test: Friday Feb. 14th

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Tuesday, February 4th Objective: To identify how organisms are classified and distinguish between the 3 domains and 6 kingdoms. To identify the structure of viruses and how they reproduce. Activities:  Dichotomous key – Related to Biological Classification  Quickly: The 5 kingdoms and Domains Puzzle  What about Viruses:  Virus Structure, Reproduction, and Vaccine Discussion Test: Thursday Feb. 14th Class work: Kingdoms and Viruses

Cell TypeSizeNuclei Present?Organelles Present/Structure Characterisitcs Virus Bacteria Prokaryotic Cell Eukaryotic Cell

FLU What is it? What is its Structure? How does it work? Fa8

Over 300

Wednesday, February 5th Objective: Be able to compare and contrast viruses, bacteria, prokaryotic and eukaryotic cells. Activities:  Discussion: Virus Life Cycles  Ebola vs. HIV  Compare and Contrast Viruses and Bacteria  Set up Corn and Plant Tropism Lab Homework Notes: The Vascular Plant (pages ) Test: Friday Feb. 14th

Viruses

Draw a typical virus label its structures? – DNA or RNA – Capsid, protein coat – Animal - Viral envelopes derived from cell membrane of host

Diagram and explain a simplified reproductive cycle of a virus. How is a virus different than a cell? Is a virus alive?

Ebola vs. HIV Describe the 2 life cylces. Which has an evolutionary advantage? Ebola – HIV –

Compare and Contrast the lytic and lysogenic life cycle of bateriophages? In evolutionary terms which is the more advantagous cycle?

Compare and contrast viruses and bacteria. –

Thursday, February 6th Objective: Students will begin to think about how materials move through plants and their behavioral responses to external stimuli. – Set Up Celery Transpiration Lab – Sentence Stems Homework Notes: The Vascular Plant (pages ) Homework Notes: Transport in Plants (pages )

Sentence Stems On Whiteboard and in your notebook – Draw your hypothesis for growth of roots and shoots on the whiteboard. – I think the roots will… the shoots will … because… – The condition that will lose the most water is… because… – The condition that will lose the least water is… because… – Water travels in plants by…

Friday, February 7th Objective: Analyze data on movement of water through the plant. Know the different plant tissues Activities: Check Celery Check Corn – if dry add water Complete graph and Drawings of Celery lab. Test: Friday Feb. 14th Class Work: Plant Structure Function

On Back of Graph Paper… Calculate Transpiration rate in (grams/hour). – grams lost/24 Calculate % Change in mass: – (Beginning Mass – Ending Mass)/ begin mass X 100 Record on white board – graph classroom data – bar graph Based on the data complete following stems: – The condition that lost the most water is… because… – The condition that lost the least water is… because… – Water travels in plants by… Complete Steps 13 – 17 of lab handout. – Draw and label your cross section: Dermal Tissue, Ground Tissue, Vascular Bundle, Xylem, Phloem (pgs. 552 – 554)

Monday, February 10th Objective: To identify the tissues found in plants and differences between structure and function of roots, leaves, and stems.  Check Corn Tropisms  Turn in Celery Lab  Discussion of tissues, roots, leaves, and stems  Stomata Activity Test: Friday Feb. 14th Homework Notes: Regulating Growth and Development (pages )

Stomata Activity Obtain Two leaves from different types of plants. Paint a thick patch (at least one square centimeter) of clear nail polish on the underside of the leaf surface being studied. Allow the nail polish to dry completely. Tape a piece of clear cellophane tape to the dried nail polish patch. Gently peel the nail polish patch from the leaf by pulling on a corner of the tape and "peeling" the fingernail polish off the leaf. This is the leaf impression you will examine. Tape your peeled impression to a very clean microscope slide. Use scissors to trim away any excess tape. Label the slide with plant name. Examine the leaf impression under a light microscope at 400X. Search for areas where there are numerous stomata, and where there are no dirt, thumb prints, damaged areas, or large leaf veins. Draw the leaf surface with stomata. Count all the stomata in one microscopic field. Record the number on your data table. Repeat counts for at least three other distinct microscopic fields. Record all the counts. Determine an average number per microscopic field.

Tuesday, February 11th Objective: To Identify the role of transpiration and translocation in plants and what tropisms are including gravitropisms phototropisms and thigmatropisms Activities:  Complete Corn and Plant Tropisms Lab  Discussion  Animal Phylums Activity Test: Firday Feb. 14th

Wednseday, February 12th Your learning target today is to describe the processes of transpiration and translocation. Activities: Animal Phylums Puzzle. Test: Friday Feb. 14th

Thursday, February 14th Objective: Celebrate your knowledge! Test

Chapters Included Chapters: 12 (Section 2) Chapter 14 (Section 1 and part of 2) Chapter 19 (Section 1) Chapter 20 (Sections 1 and 2) Chapter 25 (Sections 1 and 2) Chapter 26 (Section 2)

Standards Standard: Personal and community health can be affected by the environment, body functions, and human behavior Benchmark: Explain how the body produces antibodies to fight disease and how vaccines assist this process. Item Specifications Items will NOT reference specific human diseases or genetic disorders Items will NOT require students to identify specific vaccines Items may require students to understand the relationship between antigens and antibodies Items will NOT assess the specific processes by which antibodies are formed Question: Just do the vaccine part? Do antigens, antibodies, immune system later on?

Standard: Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce Benchmark: Describe how viruses, prokaryotic cells and eukaryotic cells differ in relative size, complexity and general structure. Item Specifications Viral structures are limited to genetic material and protein coat Examples of differences between viruses, eukaryotic cells and prokaryotic cells are limited to relative sizes, the presence of nuclei, the presence of other organelles, and that multi-cellular organisms are composed of eukaryotic cells Items will use the terms cell parts for general structures

Standard: Organisms use the interaction of cellular processes as well as tissues and organ systems to maintain homeostasis. ( ) (2–4 points) Benchmark: Explain how cell processes are influenced by internal and external factors, such as pH and temperature, and how cells and organisms respond to changes in their environment to maintain homeostasis. Item Specifications Internal and external factors or stimuli include pH, temperature, light, gravity and concentration A cell’s response to maintain homeostasis may include single-celled organisms or individual cells of organisms An organism’s response to maintain homeostasis may include responses such as gravitropism and phototropism in plants and shivering or sweating in animals Items may address both voluntary and involuntary responses. Items will NOT address the mechanisms of specific organ systems Items will NOT require students to distinguish between innate and learned behaviors

Standard: Organisms use the interaction of cellular processes as well as tissues and organ systems to maintain homeostasis. ( ) Describe how the functions of individual organ systems are integrated to maintain homeostasis in an organism. Item Specifications Items may be placed in contexts referring to body temperature, breathing and pulse rate as homeostatic disruptions of the human body or any context that addresses symptoms or disruptions of homeostasis Organ systems in animals are limited to digestive, respiratory, circulatory and nervous systems Organ systems in plants may include the function of vascular tissue and leaves The functions of individual organ systems in plants include nutrient uptake, gas exchange and material transport Items will NOT require students to identify specific plant structures, such as xylem or stoma, but may require students to understand their function Items will NOT address positive feedback in homeostasis