Biology COE Unit 1 – Inquiry, Field Studies, Application

First 3 Days C – celebrating success H – honoring diversity S- serving others

9/3/14 Welcome to Biology COE! Introductions – – Who I am… – Share your name – pronunciation and name you prefer to be called – Best BRIEF Summer Memory Name Cards Setting Goals

Ms. Maring

FRONT OF CARD – no lines FIRST AND LAST NAME Period #

BACK OF CARD - lines What do you love about science? What scares you in science? What grade do you hope to achieve? Name one of your strengths Name one of your challenges If you could have a superpower, what would it be? Please use complete sentences! Finished early? Quietly share with your neighbor…

Setting Goals Divide a piece of paper into 3 columns. GOAL: At the top of each column, describe a goal you have for this class. STRENGTHS: Describe your path to past successes. What helped you achieve? BLOCKS: Describe some things that have kept you from being successful in the past. STEPS to SUCCESS: Describe steps you will take this year to achieve your goal, using your strengths to overcome the obstacles.

9/4/14 Honoring Diversity – please take out your goals sheet. While I take attendance, quietly share with your neighbor one entire column from your sheet. If you dare, ask them to help you be accountable for your goal and action plan! Volunteers to share out. NAME ON TOP…PASS TO THE AISLE

Cultivating success…honoring diversity

Syllabus and Expectations Review Syllabus Room Tour – including safety features Classroom Expectations Developing Classroom norms

About the class… When students do not pass the Biology EOC 2x, they are enrolled in a Biology COLLECTION OF EVIDENCE class to meet the BIOLOGY graduation requirement. YOUR GOAL: complete the collection of evidence (so that you graduate!) YOUR GRADE: will be determined by your performance on in-class activities AND your effort towards passing the COE on the computers.

What will we be doing? Entry and Exit Tasks Taking NOTES in notebooks Watching videos to learn content Activities – mini-labs or worksheets Pop-Quizzes – completed online TASKS on laptops to prove your learning and complete COE (so that you can graduate!)

Class Community What is a community? What would it mean and look like for this class to be a learning community? Generate 3-5 goals for our class with the person sitting next to you. Share your list with the other table in your row. Pick your top 3. Designate someone to share with the class. I’ll type them out for each class…

Learning Community – Per 4 In a learning community, everyone helps each other to learn so that we can all graduate. 1.Being supportive and helping each other when you notice someone struggling. 2.PASS COE = GRADUATE! 3.Turn in every assignment, hopefully on time but always turned in. 4.No distractions, everyone on same page. 5.No one left behind! 6.BE RESPECTFUL OF ALL STUDENTS - Feeling safe – everyone should feel comfortable asking their questions…. 7.Feeling frustrated? Visualize yourself walking across that stage!

9/5/14 While I take attendance, make sure you know the names of everyone in your row and… Think of one person in this classroom who has interacted positively with you since school started. “Say Something Nice ” Finish writing “pep talk” to yourself based on your past Biology EOC results… Try out the laptops and complete “Training Form” REMINDER: SIGNED SYLLABUS and ALL MATERIALS due MONDAY, SEPT 8 th !

Analyzing results – 400 is passing! On your test scores sheet, notice I’ve highlighted your “EOC SCIENCE BIO” Levels and Scores Subtract your lowest from your highest. How much did you improve your score? Did anyone see a drop in your score? Take your highest score and subtract it from 400. If you were to take it again, how many more points would you need to pass? REFLECTION: Think about how close you came to passing the EOC. Considering this success, write yourself a “pep talk” about being able to pass the COE.

Daily Entry and Exit Tasks – to learn and assess your progress towards standards: Enter quietly, gather your supplies, and be seated before the bell rings. Answer the question(s) from the board on your Entry Task Sheet. You may help each other with the entry task. We will discuss and you should copy answers you did not have. Last 5 minutes for exit task. You may not help each other or ask me. This is to assess how well you understood the material of the day. You will “trade and grade” during Exit Task most Fridays. The grader’s signature verifies they graded honestly! Entry task and exit task are worth 20 points per week. Turn in your entry/exit task answer sheet on FRIDAY each week. If absent, look on my website to complete these tasks.

9/8/14 Entry Task Consider the “Biology COE – Scoring Rubric for Procedure” sheet. What 7 things would a good procedure include? Turn in your syllabus. Have your materials out: binder with dividers and comp book

Today’s Agenda Q/A – You will get an ELECTIVE CREDIT for passing the class. (credit for class is separate from passing the COE – you could pass one and not the other!) Q/A – Yes, part of your strategy will be to try to pass the EOC again – end of January. Set-up Comp Books

Set Up – stuff you will need Notebook Pens or pencils for writing (no sharpies or gel pens) Glue sticks and/or tape* Colored pencils (no markers)* Scissors* Sticky notes* * We have these items in class

Front Cover Only this information will be on the notebook’s front cover  Your Name COE Biology Period_____

Contents page: Table of Contents 1 Date Topic Page

More Contents Pages TOC 2 TOC 3 Date Topic Page

Page Numbers In the corners after the Table of Contents, start numbering the pages: 1 2 Keep numbering until you reach 20

1 2 Left Side Student’s Side Write reflections Questions you still have Diagrams, Data & Graphs Drawings or ideas about this topic Right Side Teachers’ side Title and Date Lecture/C-notes Textbook notes Procedures Information

Glossary Start with the last page and count back 13 full pages (26 sides!)

Glossary A

B C Keep going until you write Z

Practice Open your glossary to the “C” page Add this term to your glossary – Controlled Experiment (Investigation) Be sure to include the definition and either a sentence using it or a picture to help you remember it – Controlled Experiment (Investigation)–

Storage You may either keep the notebook with you or leave it in the cupboard for your class period If you take it home – don’t forget to bring back every day If you forget your notebook, please get a C-Notes paper (in the rack) before class starts and transfer or tape the notes into you notebook. If you store your notebook here, please respect other students’ property by leaving the other notebooks alone!

If you are absent… Class notes and activities are posted on Ms. M’s teacher page BE RESPONSIBLE and add the information to your notebook.

Exit Task Instructions Last 5 minutes for exit task. You may not help each other or ask me. This is to assess how well you understood the material of the day. When you have an answer written down, raise your hand and I will come stamp your paper. OUR FIRST EXIT TASK is very low stakes – you cannot get it wrong unless you refuse to do it All the rest will be based on the standards you will be meeting this year

9/8/14 Exit Task Look at the green sheet “Designing an Investigation.” Write a definition for independent/manipulated variable. Write a definition for dependent/responding variable. HOMEWORK – add to your GLOSSARY: – Manipulated variable – Responding Variable – Controlled Variables

9/9/14 Entry Task Give the manipulated (independent) and responding (dependent) variables for the following question: QUESTION: What is the effect of flower color on the number of butterflies attracted to the flower?

Today’s Agenda Notes on Controlled Investigations and Field Studies Check out Textbooks Write a new procedure

Unit 1 – Inquiry and Application Inquiry Skills – help scientists answer questions – Controlled Investigations (aka Science Labs) – Field Studies (Outdoor investigations) Application Skills – a problem solving process. – Also called ENGINEERING design process…

Types of investigations (INQUIRY) Controlled experiments – A lab investigation in which the values of all variables are kept the same except for one that is changed (manipulated variable) and one that is measured (responding variable). – Have an experimental control condition – run the procedure without changing the manipulated variable. (if measuring effect of fertilizer on plant growth, use 0 g of fertilizer on different plants) – Include at least 3 levels, called conditions, of manipulated variable (if measuring effect of fertilizer on plant growth, use 10 g, 20 g and 30 g of fertilizer on different plants) – Include at least 3 trials for each condition – Includes extra validity measure (if measuring effect of fertilizer on plant growth, use more controls: same light, location, temperature, fertilizer; greater range of conditions (10g, 20g, 30g, 40g))

Types of investigations (INQUIRY) Field study – A scientific study of free-living plants or animals in which the subjects are observed in their natural habitat without changing, harming, or altering the setting or subjects- Think OUTSIDE not in the lab – Data will be samples or observations – Records environmental conditions at time of observation – Samples/Observations are repeated

HOMEWORK – due Thursday 9/11/14 Watch Video….Take Google Form Quiz VIDEO - Controlled Experiments What made Mike and Molly’s first experiment unfair? What was the independent/manipulated variable in the second experiment? What variables were kept the same (controlled) in each group in the second experiment? What was the dependent variable (variable that was affected by the independent variable)? QUIZ Or orms/d/1TLoQBQxiG7y6jAHpYH6eK964aK5WcKT-0- O5rAIcHUo/viewform?usp=send_form orms/d/1TLoQBQxiG7y6jAHpYH6eK964aK5WcKT-0- O5rAIcHUo/viewform?usp=send_form

Write a procedure… due Friday 9/12/14 Be sure your procedure includes: – Logical steps to do the experiment – Two controlled (kept the same) variables – One manipulated (independent) variable – One responding (dependent) variable – How often measurements should be taken and recorded Question: What is the effect of flower color on the number of butterflies attracted to the flower?

9/9/14 Exit Task Give the manipulated (independent) and responding (dependent) variables for the following question: QUESTION: What is the effect of background noise on the amount of prey bats catch?

9/10/14 Entry Task What does reliable mean in a controlled investigation? What does valid mean? What is the difference? Can you think of a way to increase reliability? Validity? ADD reliable and valid to your glossary

Today’s Agenda Notes on Reliability and Validity Worksheet Activity to practice

Reliability vs. Validity Reliable means you will get the same results repeatedly. (remember “R” for Reliability and Repeated) Valid means accurate or “on target.” The measurement taken matches the actual amount. Reliability – – Increased with more trials Validity – – Increased by: Adding more controlled variables Improving measuring technique Including more conditions

How to increase reliability and validity… Reliability – – Increased with more trials Validity – – Increased by: Adding more controlled variables Improving measuring technique Including more conditions and an experimental control condition.

These targets show one way to interpret reliability vs. validity. Draw/label them under your notes!

Another Example… Someone who is 150 pounds gets on a scale five times. If the scale reads “100,” “125,” “150,” “175” and “200”: it is not reliable - numbers are not consistent If the scale reads “100” each of the five times: it is reliable, but not valid - numbers are consistent, but not accurate If the scale reads “150” each of the five times: it is reliable AND valid - numbers are consistent AND accurate

9/10/14 Exit Task Using a digital thermometer, a fish tank’s temperature is measured at 72 degrees. Next using a glass thermometer, the same fish tank’s temperature is measured at 65 degrees. Can you tell which measurement is valid? Why or why not?

9/11/14 Entry Task Students investigated whether time of day had an effect on number of foraging insects on salmonberry plants. At 8 am they counted and recorded insects for 30 minutes on Plant A. At 5 pm they counted and recorded insects for 50 minutes on Plant B. Evaluate their investigation in terms of validity. – Is it valid, yes or no? Give TWO reasons!

Today’s Agenda Finish Reliable vs Valid Worksheet Work time to complete Procedure. We will be grading them tomorrow! Notes on conclusions.

USE RADDS to write conclusions R – restate the question and… A – answer the question conclusively! Explain the effect of the MV on the RV. D HIGH – write out the highest results from the data table and say which RV condition caused it. D LOW – write out the lowest results from the data table and say which RV condition caused it. S – give a scientific explanation for the trend in the data.

9/11/14 Exit Task Students investigated whether time of day had an effect on number of foraging insects on salmonberry plants. At 8 am they counted and recorded insects for 30 minutes on Plant A. At 5 pm they counted and recorded insects for 50 minutes on Plant B. Evaluate their investigation in terms of reliability. Is it reliable, yes or no? Give TWO reasons!

9/12/14 Entry Task Say Something Nice Trade and Grade PROCEDURES

Today’s Agenda HEADS UP: First TASK TIME on laptops will be Monday. PLEASE BE HERE!! Practice writing conclusions. Look at the “Temperature of Water vs Surviving Giardia Cysts” data table. Write a conclusion using RADDS – you may consult your notes for this practice.

Temperature of Water vs Surviving Giardia Cysts Write a conclusion… due Friday 9/15/14

HOMEWORK – due Monday 9/15/14 Watch Video….Take Google Form Quiz VIDEO - Mr. Smith on WA State Biology EOC Prompt Writing Conclusions QUIZ

New Procedures Mr. Smith on WA State Biology EOC Prompt Writing New Procedures Mr. Smith on WA State Biology EOC Prompt Writing New Procedures

9/12/14