Thursday, September 30, 2010

Question-Answer-Relationships & Microscopes!

Today in biology, students received their Multiple Intelligences Quizzes back.  They also received a handout called "Types of Intelligence and Study Habits" that you can get from the Document Crate in Week 7 and you should glue on NB p. 23.  Students also made labels with their college goals on them to put on the front cover of their notobooks.  (Get labels from the document crate too.)  Finally, students took notes on a reading strategy called "Question Answer Relationships."  The notes go on notebook p. 25.  Get them from a classmate or from Ms. Adams.  Practice identifying question types by using the article "Plain Soap As Effective As Antibacterial But Without the Risk" which you will also find in the Week 7 folder in the document crate.  7th period also finished and turned in their Handwashing Labs.

For biology homework, read the article and answer the three comprehension questions on notebook p. 24.

In AP biology, we did the AP Entrance Ticket that you can find in Week 7's document crate folder.  We then went over the reading notes on NB pp. 68-71.  Then we created some "left side" review drawings on the left hand pages.  Finally, we reviewed Microscope Structure and Function using Appendix C of the book and taking notes on NB p. 73.

For homework, read the Microscope Intro Lab (get it from Week 7 in the document crate.)

Wednesday, September 29, 2010

Lab wrap-up, interactive notebook beginning, AP microscope notes

Today in biology, students took notes on setting up their interactive notebooks.  (Get the notes from a friend and/or get the presentation notes from Ms. Adams.)  Then students started numbering their notebook pages according to Ms. Adams' specifications.  (Again, see Ms. Adams or a classmate for information on how to do this.)

In all bio classes except 8th period, students also finished up the Handwashing Lab by looking at the multi-class data (get it from the Week 7 folder in the document crate) and then answering Analysis Questions #1-3.  Then students turned in their Handwashing Labs. 

For biology homework, finish numbering your notebook pages with the even numbers on the left and the odd numbers on the right.

In AP biology, students took guided reading Cornell notes on text section 6.1 on notebook pp. 69-71.

For AP biology homework, finish your notes and complete summaries on NB pp. 68 an 70 about your notes.

Tuesday, September 28, 2010

Analyzing Science Terms

I was absent today because my daughter was ill (so I spent the day wiping her nose and trying to get her to go to sleep so she could get some rest.)  With the sub, students completed the "Analyzing Science Terms" packet.  Get it from the Week 7 folder in the document crate.  (Note: the AP bio class was split, so I'm not sure what they did.)

Monday, September 27, 2010

AP Test, Bio Lab

Today in AP Biology, students took the Chemistry of Life Unit Exam.  See Ms. Adams to schedule a time to make up the exam, ideally on Wednesday afternoon from 3:30-4:30.  For homework, read textbook pp. 94-97 (Section 6.0 and 6.1: Importance of Cells and Microscopes.)

Today in Biology, students completed the Handwashing Lab.  If you were absent, see Ms. Adams to make up the lab on Wednesday from 3:30-4:30 PM. 

Friday, September 24, 2010

Data Tables, Lab Roles & AP Bio Study Groups

Today in Biology, students turned in their Multiple Intelligences Test (homework.)  Then they created individual data tables on p. 3 of their handwashing lab handout (get the data table from a classmate.)  Finally, students took Cornell notes on the Lab Roles (Entry #17.)  Get these notes from a classmate, then summarize them and write 3-4 questions about the notes.
For homework for biology, make sure that you have all supplies (spiral notebook, glue/tape, and 4 colored pencils/markers/highlighters) before Monday!

In AP biology, I collected the revised AP Essay #2.  Then students worked in study groups to study for their Chemistry of Biology Unit Exam, which will be on Monday.

Thursday, September 23, 2010

NWEA MAP Assessment

Today in both AP bio and regular bio, students completed the NWEA MAP online assessment.  If you were absent, see Ms. Adams or Mr. Auffant for the makeup testing schedule.

For homework, see yesterday's blog post.

Wednesday, September 22, 2010

Planning experiments

Today in biology, students received feedback on their handwashing lab experiments and then they make a class procedure in their lab handouts.

For homework, please complete the multiple intelligences test (get the handout from Week 6 in the document crate.)

Today in AP biology, students becan making their own study guide for the exam on notebook pp. 62-???  Also, we went over challenging questions on "Preview to AP Lab #2" before students turned their labs in.

For homework, STUDY!

Tuesday, September 21, 2010

Planning Experiments, Doing Experiments

Today in Biology, we began planning our first experiment about the effectiveness of different types of soap.  (Get the lab handout "Hand Washing Lab" from the Document Crate in Week 6.)  If you're in 2nd or 8th period, also get the Syllabus Addendum from the same place.

Students handed in their first homework assignment, the Science Autobiography at the beginning of the class period.  There is no new homework for tonight!

Today in AP biology, we finished the "Preview to AP Lab 2."  I also handed back the Biomolecules Quiz.

For homework, finish all of AP Lab 2 due Wednesday.  Finish any corrections to AP Essay #2 due Friday.  Finally, we will have our first exam (Chemistry of Biology) on Friday!

Monday, September 20, 2010

First Day with 11th Grade Biology

Today was my first day in Room 104 with the 11th grade biology students.  Overall I got a warm reception, although it was also sad to be away from the seniors. 

In biology, students answered the do now question (entry #13:) Biology is/is not related to my future career because....

Then (in all periods but 2nd and 8th,) we went over the Syllabus Addendum (pick it up from the Document Crate in the Week 6 Folder.)  Finally, students wrote their Science Autobiographies by first brainstorming about the following questions: 1) Is my career connected to biology? Why/why not?  2) What positive experiences have I had with science?  3) What negative experiences have I had with science?  Then they wrote a one-page science autobiography using 2 of the 3 brainstorming questions. 

For biology homework, finish the one page science autobiography, due tomorrow!

In AP biology, students answered a do now question on NB p. 60 and then we did the Preview to Lab #2.

For homework, calculate the averages for the three trials.

Friday, September 17, 2010

Bipolar day

Today was Homecoming, which was very exciting because everyone was showing their Panther Pride and representing their Class of 2011 and 2012 spirit.  However, it was melancholy because it was the day that I told the Class of 2011 that I will no longer be their teacher as of Monday because I will be switching teaching programs to teach the juniors.  Many students were very gracious and supportive, even though I could tell that they were also sad that I will no longer be their teacher.  However, I will just be down in Room 103, so I will still be close by.

We discussed some of the plans for the transition, including the fact that I will provide tutoring for one more day (this coming Wednesday) and that all of their grades will be maintained in the electronic gradebook.  Today I checked notebooks and returned quizzes.  Students had the choice of writing one of the following essays:  1) Compare and contrast drinking water purification and wastewater reclamation or 2) Write an ad for your next science teacher.  You have no homework.

For AP biology, we took notes on enzymes in preparation for AP Lab #2.  For homework, read over the procedures.

Thursday, September 16, 2010

Venn Diagram, Protein Denaturation

Today in environmental science, students finished their Venn Diagrams on NB p. 58 and then compared them with a partner and then compared them to a giant class Venn Diagram in the classroom.  In 7th period, we also finished the notes on NB p. 57 about the "After the Flush Video" from Wednesday.

Homework: Do your summaries on NB pp. 51 & 57 due Friday.

Today in AP bio, students got the "Preview to AP Lab 2" handout.  They scanned the lab and circled any new words.  The word that we focused on was "denatured."  Then students read about protein denaturation on text pp. 84-85 while taking notes on NB pp. 56-57.

For homework, continue to do your questions and summaries to review your notes for Monday's quiz.  Also, read your lab handout.

Wednesday, September 15, 2010

AP Bio Quiz, Env Science Water Reclamation

Today in AP biology, students took the Macromolecules Quiz.  See Ms. Adams to make it up.  For homework, do at least four summaries and review questions for your notes.  Also, we will be having a test on Monday over the Chemistry of Biology Unit!  Begin Studying!

In environmental science, students watched the video "After the Flush" and took Cornell Notes on NB p. 57.  Get the Diagrams about Water Reclamation and Water Purification from the Document Crate (in Week 5) and glue them to NB pp. 60-61.  Then they compared and contrasted Water Reclamation and Water Purifcation by making a Venn Diagram on NB p. 58 (all except 7th period.)  I collected 4th period's notebooks.

Here's the link for the video:

For homework, finish the homework that was posted on yesterday's blog post.

Tuesday, September 14, 2010

Env. Science Quiz, Water Purification Video, AP Essay Feedback

In environmental science, students took Vocab Quiz #2.  Please see Ms. Adams to make it up.  Then students also watched a short video entitled "Before the Faucet, After the Flush?"  Students took notes on NB p. 51.  For homework, read textbook pp. 189 "Sources" to 192 "Water Purification."  Take notes on NB p. 52-53 (due Thursday.)

In AP biology, students received feedback on Practice Essay #2.  Then they took notes on nucleic acids (NB p. 49.)  Students also received a the Chemistry of Life Study Packet (put on NB p. 54-55.)  For homework, study for tomorrow's quiz.

Monday, September 13, 2010

Week 5!

Today in AP biology, I gave the graphic organizers for macromolecules back and students made corrections, based on the feedback.  Then students had 15 minutes to write a response to a free response question.  (Get from the document crate.)  I also gave them a study guide about Chemicals of Life.

For AP bio homework, re-read textbook pp. 86-89 (nucleic acids,) study for Wednesday's quiz over macromolecules, and update your notebook's glossary by Wed.

In environmental science, we did slightly different things in 4th period (honors) and 7th period.  (See below.)  The basics are as follows.  First, students completed their do now on NB p. 50.  Get the question from a friend or from Ms. Adams.  Then, they took notes on the bottom of p. 50 about doing a Community Action Plan (all but 4th & 7th periods.)  Finally, students began entering their top two survey questions (from NB p. 45) into Ms. Adams' computer while everyone studied for tomorrow's vocab quiz.

In 7th period, students reveiwed the article about permeable pavement and disconnected downspouts.  Then they took notes about these two topics on NB p. 50.  In 4th period, students began to brainstorm about a possible brochure to use as an educational piece to communicate to the community about the water issues in Chicago.  They completed this work on NB pp. 48-49.

For homework for all environmental science classes, please study for tomorrow's vocab quiz over the 8 "new" groundwater words and also find out what your student ID is so you can get your grades when they are posted tomorrow.

Friday, September 10, 2010

ACT Boot Camp

Today in all of my classes (environmental science and AP Biology,) we had "ACT Boot Camp."  What this means is that each student was assigned a particular group, based on his or her self-identified need and then he/she took notes on NB pp. 46-48 using a packet of information about the science ACT.  Please see Ms. Adams for a packet that you may borrow and then return.

In environmental science, I also checked the homework (NB p. 45.)  Except for 7th period, environmental science does not have additional homework over the weekend.  7th period should read the articles "Disconnecting Downspouts and Permeable Pavement Alleys" found in the document crate.  Enjoy!

For AP biology, your homework over the weekend is to study about proteins, lipids, and carbohydrates using your multiple intelligences.  Update your glossary by Wednesday.

Thursday, September 9, 2010

Taking Action!

In environmental science today, we started the process of making our action plan to solve Chicago's water problems.  In all but 7th period, we read about alleys with permeable paving and downspout disconnection.

For homework, write five survey questions that could be used to collect information from community members about solutions to Chicago's water problems.  (For example, did you have water in your basement at the end of July?  Would you be willing to disconnect your downspout?)

Also, in all environmental science classes except fourth period, students took notes on summarizing (on NB p.6) and then they worked in pairs to revise their summaries (on NB p. 38.)

In AP biology, students used a sample protein structure essay to compare it to their essay (NB p. 38-39.)  I also checked their protein essays.  Then, I gave students the password to access the Campbell biology textbook online.  Finally, students took notes on carbohydrates and lipids.

For homework, complete the multiple intelligences quiz!

Wednesday, September 8, 2010

Jigsaw Day 2, Lipids Notes

Today in AP biology, I checked students' protein bracelet models.  Then, I gave students' water properties quizzes back.  I gave notes about tips for writing AP bio essays and then Lipids Notes.  For homework, write an essay about protein structure.

In honors environmental science, I checked students' summaries on NB p. 38, then I gave notes on how to write a summary.  Then we went over the notes that they had taken on NB pp. 39-41.  Finally, they took a short five question quiz about Human Impacts on the Water Cycle.  For honors env. science HW, revise your summaries on NB pp. 38-40.

In regular environmental science, students taught each other about their sections for NB pp. 39-41.  Then they took a six question quiz about Human Impacts on the Hydrologic Cycle.  For homework, finish your summaries on NB pp. 38-42.

Human Impacts Jigsaw, Protein "Bracelets"

In environmental science today, we completed the do now (on the bottom of NB p. 34:) Do you think humans have the responsibility to protect the environment?  Why or why not?

Then students took notes on NB pp. 38-39 about Human Impacts on the Hydrologic Cycle using textbook pp. 186-189.  Each student had one section to read and take notes and then they will present to a small group of students (this is called a jigsaw.)

For homework, environmental science students should complete their summaries on NB p. 38 about their notes.

In AP biology, students practiced primary, secondary, tertiary, and quartenary protein structure by creating a "protein" out of beads.  Get the handout from the document crate and see Ms. Adams after school on Wednesday to create your protein.  Re-read the lipids reading and review your protein structure for homework.

Monday, September 6, 2010

Vocab Bingo, Protein Notes

In environmental science, we played vocabulary bingo to review the unit's vocabulary words.  We also completed the following "Brainstorm about Human Impacts" on NB p. 35: How do humans affect the groundwater system and the hydrologic cycle?  How do we use water?  How do we change the natural landscape?"

For homework, review your vocabulary and make sure your notebook is up to date.

In AP biology, students took notes about protein structure and function.  Also, turn in your Graphic Organizers for Organic Compounds.

For homework for AP biology, review your notes!

Thursday, September 2, 2010

Carb Notes & Quiz #1 Returned

Today in environmental science, I returned Quiz #1 (Hydrologic Cycle Vocab.)  If you were absent, look for yours in the returned work drawer with your class period number on it in the back of the room.  Also, we did a couple of catch up things.  In second period, we took notes on the Hydrologic Cycle overview (NB p. 27, get it from a friend.) and in 4th-7th periods, we took notes on ACT Quick Tips for Success (NB p. 22) and went over some tips for frequently missed questions on the practice science ACT (see NB pp. 20-21...get the copies from the aforementionned returned work drawer.)

I also checked the new vocabulary words (groundwater, etc.) and we went over them, so make sure to have me check them if you were absent.

Finally, we make partner "appointment clocks" for partner work.  If you were absent, someone else made appointments for you, so yours should be in the returned work drawer.  Just glue it in the inside back cover of your notebook.

I collected 7th period's notebooks in order to check notebook p. 33 and the vocabulary since I didn't have time in class to do so.

For homework, study your vocab words.

In AP bio, students took notes on carbohydrates (NB p. 30-31 and continued on to 32.)  Get the notes from a classmate.

For homework, finish your Organic Compounds Graphic Organizer.

Wednesday, September 1, 2010

Focus on writing

Today in AP Biology, we took the water properties quiz (see me to make it up on Wednesday after school.)  Then students worked on the Biomolecules Graphic Organizers.

For homework, read pp. 68-91 and finish the Biomolecules Graphic Organizer, due Friday.

In Environmental Science, I clarified what my expectations were for the groundwater model explanations. (See the example below for the example.)  Then students revised their work on NB p. 33 and I checked it.  Finally, students worked on their 8 new glossary words in their notebooks.

For homework, finish your 8 new vocab words about groundwater due tomorrow.

Example for NB p. 33 (Groundwater Model Activity Explanation: "I chose to use the paving sand to represent the sand and gravel aquifer because the paving sand was a combination of both fine and rough sand, so I felt that it would represent the aquifer well because the aquifer is made of both sand and gravel."