Dates
State Standards / Objectives
Learning Activities
Jan 31(Mon 1,3,5,6)
Students will know the genetic basis of Mendel's principle of dominance and law of segregation.

1) Review Semester Test
2) Correct mistakes (20 pts)
3) Evolution survey

Feb 1 (Tues 1& 5)
Students will know how natural selection determines the differential survival of groups of organisms.

1) Evolution Survey
2) Paradigms discussion
3) Darwin's 5 & Natural Selection

Feb 2 (Wed 4 & 6)
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Feb 3 (Thurs 1 & 5)
Students will know how natural selection determines the differential survival of groups of organisms. 1) Lab & questions due if not submitted during previous class.
2) The curve of the traits
3) Types of selection
4) Description of how organisms get their traits by natural selection.
Feb 4 (Fri 4 & 6)
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Feb 7 (Mon 1,4,5,6)

Students will know evolution is the result of genetic changes that occur in constantly changing environments.

 1) How much variation is there in sexually reproducing populations? Charlie as an example
2) What increases variation in populations?
3) Review sheet
Feb 8 (Tues 1,5)

-Students know why natural selection acts on the phenotype rather than the genotype of an organism.
-Students will know reproductive or geographic isolation affects speciation.

 1) Review of what we know about evolution.
2) Writing about natural selection of local populations (post on class eboards)
3) Mechanisms of evolution.
4) Videos on isolation, hummingbirds, & Darwin
Feb 9 (Wed 4,6)
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Feb 10 (Thurs 1,5)
- Students will know reproductive or geographic isolation affects speciation.
- Students know how to analyze fossil evidence for dating purposes

1) Speciation, adaptive radiation, gradualism, and punctuated equilibrium
2) Video on adaptive radiation
3) How do those scientist date those fossils and lab activity
4) Finish all activities for the week and submit
(discipline contract)

Feb 15 & 16 (Tu & Wed)
 - Students know how to analyze fossil evidence for dating purposes
-Students will know evolution is the result of genetic changes that occur in constantly changing environments. 		1) Evidences of evolution
fossils, homologous organs, vestigial organs
2) Review outline
3) Review game with powerpoint
Feb 17 & 18 (Th & Fri)
Students will summarize what they know about evolution on a multiple choice exam.

1) Review Time
2) Exam Time
3) Video on extinction

Feb 22 & 23 (Tu & Wed)

-Students will analyze potential changes in an ecosystem due to human activity.
- Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.

1) Finish extinction video
2) Evolution survey
3) Ecological Energy Flow Simulation (from Project Wild)
4) Ecological chains and webs
Feb 24 & 25 (Th & Fri)

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Students will know how water, carbon, nitrogen, and oxygen cycle between abiotic resources and biotic matter in the ecosystem.

1) Food chain vs food web & pyramids (answers) (pyramids visual)
2) Water Cycle
3) Carbon Cycle
Feb 28 (Mon)
Students will know how water, carbon, nitrogen, and oxygen cycle between abiotic resources and biotic matter in the ecosystem.

1) Nitrogen Cycle & video
2) Oxygen Cycle
3) Ch 3 Vocab Review

Mar 1 & 2 (Tues & Wed)
Students will know stability in an ecosystem is a balance between competing effects. 1) due: a) parent info forms signed & b) Ch 3 Vocab Review (ANSWERS)
2) Ecological relationships
3) Biome Projects
Mar 3 & 4 (Thurs & Fri)
Students will know stability in an ecosystem is a balance between competing effects. 1) Ch 3 Vocab Quiz
2) Ecological succession
3) Biome Projects Presentations
4) Biome Projects class note table
Mar 7 & 8

-Students will know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
-Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity,

1) Biome review ppt
2) Ecological succession p.94
3) "The Day After Tomorrow" video
Mar 9 (Wed)
-Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, 1) finish "The Day After Tomorrow" video
Mar 10 (Thur & Fri)
-Students will know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. 1) discussion wrap up of "The Day After Tomorrow"
2) Deer Oh Deer population simulation (discovery of carrying capacity)
3) Kaibob Plateau case study
4) Succession
Mar 14 (Mon)
-Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity

1) Assignments Due:
a) 5 ways to prevent global warming
b) Kaibob Plateau study questions
c) Deer Oh Deer 2 questions & graph
2) Stream Water Quality Study (stream 1, stream 2, stream 3, stream 4, stream 5, stream 6, data sheet, pollution sensitive, somewhat sensitive, & tolerant)

Mar 15 (Tues & Wed)

-Students know how to analyze changes in an ecosystem resulting from human activity
_ Review all ecological concepts

 1) Successional stages
2) Review for ecology exam (you make the questions)
3) Review using PowerPoint
Mar 16 (Thur & Fri)
Students will showcase their knowledge of ecological concepts.

1) Ecology Exam
2) Virus & Bacteria Worksheet

Mar 21 (Mon)
Students will identify the differences between bacteria and viruses with respect to growth & replication requirements. 1) Bacterial structure & function lecture
2) video: part 2 bacteria
Mar 22-23 (Tues & Wed)
Students will describe the mode of operation of bacterial infections and the body's defense against them. 1) Bacterial review and identification
2) Most Wanted Moneran Poster
Mar 24-25 (Thurs & Fri)
 -Students will review bacterial infections and the body's responses.
-Students will know the requirements for viral growth and replication. 		1) Poster session for "Most Wanted Moneran Posters"
2) Viral structure & function (lytic & lysogenic)
3) Viral transmission simulation
Mar 28 (Mon)
 Students will know the requirements for viral growth and replication. 1) Lecture on Lytic & Lysogenic cycles
2) Viral video
Mar 29-30 (Tues & Wed)
Students will compare and contrast viral and bacterial requirements for growth and replication. 1) Viral symptom dichotomous key
2) Viral & Bacterial review of vocab
3) Viral & Bacterial review of concepts (online review)
Mar 31-Apr 1 (Thurs & Fri)
Students will showcase their understanding of bacteria and viruses. 1) Test over bacteria and viruses
Apr 18 (Mon) Students will know why an individual with AIDS may be unable to fight off and survive infections that are usually benign.

1) AIDS lecture
2) Video on AIDS issues of today

Apr 19 & 20 (Tues & Wed) Students will review biological concepts for the STAR exam 1) Review Booklet
review booklet answers
Apr 25 (Mon) Students will understand how neurons relay impulses 1) Neuron lecture
2) 2004 STAR Test practice
Apr 26 (Tues)   STAR TEST REVIEW ON EQUIZZER
1) Jurrasic Park (1st half)
Apr 28 (Thurs)   1) Jurassic Park (2nd half)
STAR TEST REVIEW ON EQUIZZER
May 2 (Mon & Tues) Students will know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. 1) Review of neurons & nerve impulses
2) Divisions of the nervous system (labeling the brain)
3) Exploring skin sensitivity lab
May 4 (Wed)

Students know the roles of sensory neurons, interneurons, and motor neurons in sensation and response.

1) Discuss sensory neurons, interneurons, & motor neurons
2) The upside down glasses video (London art student Suzanna Fines puts on glasses that turn the world upside down for 1 week. What do you think happened?)
3) Lab conclusion
May 5 & 6 (Thurs & Fri) Students will know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.

1) Lab conclusion
2) Divisions of the nervous system
3) Nerve lab

May 10 (Mon) Students will know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. 1) Turn in 2 labs on nervous system
2) Neuron impulse transmission
3) Video on seizures
May 11 & 12 (Tues & Wed) Students will know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. 1) Use text to complete "Divisions of the nervous system"
2) Video on Finneus Gage and the accident that changed our understanding of the brain
3) Vocabulary for the nervous system
May 13 & 14 (Thurs & Fri)   1) Review for test with concept map
2) Nervous system test
3) Video: "Apes, chimps, & orangs: Who's Aping Who?
May 16 (Mon) Students will know how blood functions to provide cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 1) Go over test performance
2) Video: "Blood"
3) Produce brain map of blood components and functions.
May 17 & 18 (Tues & Wed) Students will know how the circulatory system provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

1) review of blood components (hand back concept maps)
2) circulatory system questions & diagrams
2) heartrate lab

May 19 & 20 (Thurs & Fri) Students will know how the respiratory system provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 1) circulation review
2) respiration worksheet
3) respiration video
May 23 (Mon)   1) respiration vocab
2) circ & resp review for test
May 24 (Tues & Wed)   1) Test over Cirulatory & Respiratory Systems
2) Video on digestion
May 26 (Thurs & Fri) Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 1) Finish digestion video
2) Label drawings
3) Digestive Discussion
4) Nutrition video
May 31 & June 2 (Tues & Wed) Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. 1) cracker observation
2) digestive accessory organs and villi
3) digestive vocab
4) jellybean taste test
June 3 & 4 (Thurs & Fri) Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide 1) Finish Lab on Jellybean Tasting
2) Excretory Worksheet
3) Excretory Video & Concept Map
4) Excretory Discussion
June 6 (Mon) Students will know how the excretory and endocrine system work together to maintain homeostasis 1) Excretory Vocabulary
June 7 & 8 (Tues & Wed) Students will review all state standards 1) Vocab test on digestive and excretory systems
2) Final Test Review
June 9 & 10 (Thurs & Fri) Students will review all state standards Test Review
June 13 (Mon)  

Review 2 & 4

7:00 pm study rm D102

June 14 (Tues)  

Final Period 1

Review Period 5

7:00 pm study rm D102

June 15 (Wed)  

Final Periods 4 & 6

7:00 pm study rm D102

Jun 16 (Thurs)   Finals Period 5
June 17 (Fri)

Don't even think of coming back to school before August & September!

Have a great summer!