Bio 9B: Tuesday, 9.7.10Title: Course Overview, Some Expectations & The Lab

Do Now: Get your Course Syllabus and a piece of blank paper on the Kidney

Table Fold the scrap paper in half (length-wise). It should make a long

triangle. Write your first name in BIG letters on one side and put it in front of you.

Homework: 1. Finish reading Syllabus and sign/complete the form at the end. Due

Thursday2. Bring $10.00 for a notebook by Thursday (if possible)

Objectives for Class1. Describe how the major concepts we study in biology fit together.2. Know the supplies you will need for biology class.3. Explain the course expectations for starting class.4. Identify and describe key features of the lab and lab safety.5. Explain why I THINK you should study Biology…

Double Block

Overview of Biology Course Themes Review Syllabus/ Expectations for Starting Class

Biology Lab Exploration! Why Study Biology?

Agenda

BIOLOGY WEEK 1: SETTLING IN

Mr. Moretti and Ms. Dickson

Overview of Biology Course Themes Review Syllabus/ Expectations for Starting Class

Biology Lab Exploration! Why Study Biology?

Agenda

Some Course Policies and Expectations

Starting Class In your seat when the bell rings with Handouts and

your Clicker (if they are on the kidney table) You have 1 minute to be:

In Dress Code Silently Working on the Do Now Taking out your homework

By 5 minutes: All Homework is collected Do Now is completed

Failure to meet these criteria will result in a Tardy Not being in Dress Code will earn an Incident

ReportObjectives for Class:• Know the supplies you will need for biology class.• Explain the course expectations for starting class.

Some Course Policies and Expectations

Materials Computation Notebook

(we sell them for $10.00) 2 pocket folder Your personal pocket

stapler

** More policies and expectations covered Thursday!!!Objectives for Class:• Know the supplies you will need for biology class.• Explain the course expectations for starting class.

Overview of Biology Course Themes Review Syllabus/ Expectations for Starting Class

Biology Lab Exploration! Why Study Biology?

Agenda

Biology Lab Exploration!

Purpose: Explore our brand new biology lab in order to become familiar with some of the equipment and safety features Get excited about all the cool science we’ll get to do here.

 

Objectives for Class:• Identify and describe key features of the lab and lab safety.

Biology Lab Exploration! Ground rules for this activity:

Count off by 6… Work in the small groups according to your number Start your exploration at the location assigned by your teacher and move

clockwise around the room slowly and methodically Look at everything you can see, but don’t touch things!

Roles for each member: Facilitator: This person makes sure the group stays together and on

task. Reader: This person reads all the questions aloud at the beginning, and

makes sure each question gets answered. Scribe: This person records your group’s answers on the post-it notes

provided. Be sure to write the question number on each post-it. Lab Scouts: This person (or people) uses their observation skills to help

the group see every possible thing in the biology lab, so that your group can come up with the best possible answers to the questions.

When you’re finished, stick your post-it notes on the chart paper for each question.Objectives for Class:

• Identify and describe key features of the lab and lab safety.

Biology Lab Exploration! Debrief

Discussing the 8 Questions:

1. Identify one piece of safety equipment in the lab.

2. What is one thing you see that is related to the study of the human body?

3. What is one thing you see that is related to the study of genetics and inheritance?

4. What is one thing that could be dangerous?

5. What is one thing that could make a mess?

6. What is one piece of equipment you have never used before, or have no idea what it’s for?

7. What is one tool or piece of equipment that you are excited to use to study biology this year?

8. Write down one question you have about the lab space or the tools and equipment you’ve seen in the lab.Objectives for Class:

• Identify and describe key features of the lab and lab safety.

Overview of Biology Course Themes Review Syllabus/ Expectations for Starting Class

Biology Lab Exploration! Why Study Biology?

Agenda

Why Biology?

Work in pairs (you and the person sitting next to you)

On an index card, respond to the following question: What do you think are the Top 3 reasons I think you should study Biology? (5 minutes)

When you are done, 1 person in the group should write your answer on the front white boards, then sit back down. Objectives for Class:

• Explain why I THINK you should study Biology…

Reason 1:

BIOLOGY IS ABOUT US!

Health

Family

Objectives for Class:• Explain why I THINK you should study Biology…

Career

Explorat ion

How we are all connected

Objectives for Class:• Explain why I THINK you should study Biology…

Reason 2:BIOLOGY CAN CHANGE HOW YOU SEE THE WORLD.

Objectives for Class:• Explain why I THINK you should study Biology…

Objectives for Class:• Explain why I THINK you should study Biology…

Reason 3:Understanding BIOLOGY CAN SAVE THE WORLD.

How we produce things…

(i.e.: food production)

Objectives for Class:• Explain why I THINK you should study Biology…

How we design things…

Biomimicry:Using ideas and principles from the natural world to inspire architecture, engineering, product design, and systems design, and to solve complex problems in adaptive, sustainable ways

Objectives for Class:• Explain why I THINK you should study Biology…

Sustainable South Bronx:http://www.ssbx.org/

http://www.greentheblock.net/http://www.greenforall.org/

How we live in cities…

Objectives for Class:• Explain why I THINK you should study Biology…

How we live in cities…http://www.greenforall.org/newsoundvideo

Objectives for Class:• Explain why I THINK you should study Biology…

Bio 9B: Wednesday, 9.8.10Title: Getting to know each other

Do Now: Draw a bar graph and what is it used for?

Homework: 1. “Getting to know you” Reflection (1-3 paragraphs) (not

typed) Due Tomorrow!2. Finish reading Syllabus and sign/complete the form at

the end. Due Tomorrow!3. Bring $10.00 for a notebook by Thursday (if possible)

Objectives for Class1. Explain what “Clickers” are and how we will use them2. Get to know class…3. Get to know me…

Learn how to use the “Clickers” Get to know the class while learning to use the Clickers.

Get to know a bit about me.

Agenda

Learning how to use the “Clickers”

What are they? Audience response tools that allow you to

enter your response/ answer by “clicking” the handheld response card (sort of like Jeopardy).

Why are they cool? Everyone can participate in class all of the

time! You can answer questions from class without

waiting to be called upon! In seconds, we can determine how many

people really understand what we are doing and adjust accordingly to meet the needs of the class!

Objectives for Class:• Explain what Clickers are and how we will use them

Learning how to use the “Clickers”

How do they work? Each of you will get a clicker assigned

to you (based on your last name position in the alphabet).

Every day you come to class, you will take your Clicker from the Clicker rack on the kidney table and sit down. (only if they are out)

As I post slides that have questions for you to answer, you will “click” your answer on the handheld Clicker.

Your response goes right to the computer where software records the responses, tabulates the numbers of responses, and creates graphs to show how the class responds.

Objectives for Class:• Explain what Clickers are and how we will use them

Write your Clicker number on the FRONT of your notebook and your assignment book

Clicker Numb

erStudent Name

1 Israel Adam2 Patrick Adams3 Christine Alves4 Alex Andre5 Karen Aubourg6 Trevon Balan7 Lilianan Beckman8 Jillian Caldwell

9Obayanna Chamblain

10 Jamesley Cynada11 Nancy Diaz12 Zuri Durham13 Andre Freeland

Clicker Number

Student Name

14 McHenley Germain15 Aser Ghebremichael

16Emily Goldstein-McGowan

17 Harold Gracia18 Natalie Guillaume19 Joseph Ricardo20 Whitney Jules21 Grace Monteiro22 Marie Nherisson23 Leela Paine-Masters24 Julian Sanders25 Larissa Santana27

Now…

Take out the Clicker Once everyone has their Clicker…

Hold down the Channel button for a few seconds

Press ZERO and then ONE Press Channel again

(This will set your clicker to the proper channel)

How do you get to school in the morning?

A. B. C. D. E. F. G. H. I.

4%

8%

0%

4%

17%

8%8%

0%

50%

A. The TrainB. BusC. BicycleD. WalkE. Get a rideF. SkateboardG. MoonwalkH. ParachuteI. Some

combination of the above

Learn how to use the “Clickers” Get to know the class while learning to use the Clickers.

Get to know a bit about me.

Agenda

Where are you from?

A. B. C. D. E. F. G. H. I. J.

25%

17%

0%

4%

17%

8%

0%

8%8%

13%

A. SomervilleB. CambridgeC. East BostonD. RevereE. MedfordF. MaldenG. BostonH. ChelseaI. EverettJ. None of the

above

How do you learn best?

A. B. C. D. E. F. G.

9%

14%

41%

5%

0%

32%

0%

A. Taking notesB. Watching

videosC. Hands-on

labs & activities

D. Guided reading

E. Playing games

F. Working in groups

G. Working alone

Which in-class activities are the most fun?

A. B. C. D. E. F. G.

0%

9%

27%

0%

9%

50%

5%

A. Taking notesB. Watching

videosC. Hands-on

labs & activities

D. Guided reading

E. Playing games

F. Working in groups

G. Working alone

What is your favorite type of music?

A. B. C. D. E. F. G. H. I.

9% 9%

27%

5%

23%

0%

5%5%

18%

A. ReggaeB. Folk C. Rap/ Hip Hop D. R & BE. Pop/ Top 40F. Rock N’ RollG. AlternativeH. JazzI. Other

Which of the following best describes how you view “science”?

A. B. C. D. E. F.

13%

22%

4%4%

48%

9%

A. I love science

B. I hate science

C. I am bad at science

D. I find science interesting

E. Science is hard

F. Science is easy

What part of Biology are you most excited to learn about?

A. B. C. D. E. F. G.

32%

0% 0%

32%

14%

5%

18%

A. How the human body works

B. Health & Nutrition

C. How cells workD. Ecology/

environmental stuff

E. DNA and Genetics

F. EvolutionG. Dissecting

things

Getting to Know Each Other Debrief

Class Discussion of Data Taken as a whole, what does this data tell us

about the students in Biology? How should class be structured to maximize

student learning and interests?

Individual Reflection (Homework) On a separate sheet of paper respond to the

following questions (1-3 paragraphs): What are your impressions of the class results? How do you learn best as a student? What should I know about you as a student to

maximize your learning?

Learn how to use the “Clickers” Get to know the class while learning to use the Clickers.

Get to know a bit about me.

Agenda

Who is this guy? Where I’m

From: Grew up in RI…

Background: Studied

Environmental Science @ UVM

Later Found I LOVE teaching (5 yrs. at PHA)

Favorite Music: Love:

Hip Hop, Soul, Funk

Like: Jazz, Reggae, Rock

Free time? Reading Soccer Skiing/ Snowboarding Watching Sports Hiking Cooking Traveling

Major Interests: Service-Learning Education Green Jobs Sustainability Green Design

Who is this guy?

Are you surprised by the class results?

1 2 3

26%

48%

26%

1. Yes 2. No3. Somewhat

Collect money for notebooks… If you have $10.00 for a notebook, raise

your hand and I will collect it now!

Bio 9B: Thursday, 9.9.10Title: Policies Expectations (Block 1)

Classifying Life activity? (Block 2)

Do Now: What is the one policy/ expectation that you do not understand? What is the one policy/ expectation that you think is a good idea? What is the one policy/ expectation that you do not think is fair?

Homework: Pass the “Getting to know you” Reflection to your left (collected at

the end of 5 Min.) Hold onto the syllabus sheet until I instruct you to pass it in. No Homework over the weekend (unless you need to finish reading)

Objectives for Class1. Explain the course expectations and grading policies for Biology.2. List 6 of 8 characteristics that all living things share. 3. Identify and use the effective reading strategies you learned in

Middle School to read and understand difficult science text.

Double Block

Course Policies and Expectations Characterizing Life Activity Reading for Understanding – Section 1.3 in text book (pgs. 16-21)

Agenda

Course Policies and Expectations If you are absent from class, need to

review your notes, or need extra help… Attend office hours in room 54-206

Moretti: Monday, 3:30 – 4:30 Dickson: Thursday, 3:30 – 4:30

Check out the blog!!!!

http://phascience.wordpress.com/

Course Policies and Expectations Book Distribution

Write your Book Number on the syllabus. Write your name and book condition on

the inside cover of the book. Pass your syllabus forward

Classroom Expectations Discussion/ Q&A Be Respectful Be On Time Be Prepared Be On Task

Course Policies and Expectations

Be Respectful Support classmates and Be Positive! Listening when I or your classmates are speaking or asking

questions Never speak when someone else is speaking. Never use threatening, offensive, or intimidating language toward

any member of our community.  Be On Time

In your seat when the bell rings with Handouts and your Clicker (if they are on the kidney table)

You have 1 minute to be: In Dress Code Silently Working on the Do Now Taking out your homework

By 5 minutes: All Homework is collected Do Now is completed

Failure to meet these criteria will result in a Tardy (3 = Not being in Dress Code will earn an Incident Report

Course Policies and Expectations

Be Prepared: In class with pen, science notebook, Biology ONLY 2-pocket folder,

homework, and a positive attitude.

Be On Task: In dress code (no hats or non-PHA fleece sweatshirts--bring

dress code appropriate clothes if you get cold!) No Gum/Food, only clear water (NO sugar, food coloring, or

glass containers) No Electronics… PERIOD! If I see a personal electronic

device (phone, iPod, pager, PSP, fax machine, satellite, etc.) I WILL NEED to confiscate it.

Be on time for class Stay Focused on the work! During group work, you should only be talking to members of your own group and only about the task at hand.

Eating, Chewing Gum, or Drinking anything but Clear Water will earn an Incident Report

Course Policies and Expectations

Assignments and Late Work On Time Work = completed, stapled, professional, and

submitted when collected Late Work = incomplete, not stapled, unprofessional, and

not submitted when collectedIf you are organized with your homework stapled

and in your Biology ONLY 2-pocket folder, then this

will EASY and you will be HAPPY ! If you are not organized and/or if your homework is

not completed, then your homework will be late, you will lose points and you will get mad … I’m sorry, but this is not my fault.

Grading Policies

Labs and Projects (35%) Including formal and informal lab reports, posters,

creative writing assignments, debates, and group collaboration.

  Tests and Quizzes (40%)

Quizzes will vary in size and style. They may be given in class or given as a take-home quiz.

Unit tests will assess mastery of a greater amount of material. They will require that you demonstrate your knowledge of the material.

For some units, the final test grade will be from a cumulative final project rather than an in-class test

Grading Policies

Homework and Scientific Literacy (15%) Homework assignments will include readings, reading

notes, textbook questions, worksheets, and short writing assignments. They are graded on a 5-point scale.

The Scientific Notebook that you keep for biology class will be collected and graded every few weeks. We expect you to keep a neat and organized notebook according to the rubric that we provide.

Current events readings and responses are longer homework assignments that fall into this grade category.

Participation/citizenship (10%) Includes contributions to class discussions, adherence to

lab rules and classroom expectations, and effort.

Collect money for notebooks… If you have $10.00 for a notebook, raise

your hand and I will collect it now!

Course Policies and Expectations Characterizing Life Activity Reading for Understanding – Section 1.3 in text book (pgs. 16-21)

Agenda

Characterizing Life

Small group activity: Turn your desks to make groups of 4 (Mr.

Moretti will direct this). One person should volunteer as the group

scribe As a group develop a list of 5

characteristics that you think all living things have.

We will discuss this as a class.

Objectives for Class:• List 6 of 8 characteristics that all living things share

Characteristics of Living Things Brainstorm

Common Characteristics

Other Characteristics

Not sure?

• it needs food•Grows•Stable living conditions•They use energy•Need water•Reproduce •Cells•Need sun•Homeostasis•Genetic code•Needs oxygen•

• need to adapt •Needs brains •Needs a heart •Needs DNA •They all need energy•Inherit from there parents

• The sun ?•Shelter ?•Oxygen?•Organism?•Clothes?

Individual Observations: The images and video below show an organism called euglena. 1. Look carefully at the pictures and video, and write down 5 characteristics of this organism. 2. Which characteristics match our list? Are there any we missed?

Course Policies and Expectations Characterizing Life Activity Reading for Understanding – Section 1.3 in text book (pgs. 16-21)

Agenda

Reading for Understanding

Now that you have your book, open to section 1.3.

For the next 25 minutes, read as much of section 1.3 as possible (don’t rush).

As you read, use the guided reading strategies that are the most effective for you to understand the reading.

Objectives for Class:• Identify and use the effective reading strategies you learned in Middle

School to read and understand difficult science text.

9B: Reading For Understanding… wrap up

lots of vocab Lots of diagrams Lot of information Fancy terminology Intro. Concepts

If not taking notes

captions

What Makes it Difficult? Effective Strategies…

Bio 9B: Monday, 9.13.10Title: Reading for Understanding & Char. of Life

Do Now: Take out a blank piece of paper and answer these questions:

Based on our discussion on Friday, what are the top 3 characteristics that you definitely think all living things share?

What are some strategies that you use to understand a reading assignment that’s difficult?

Homework: No Homework! But… It would be a good idea to re-read Section 1.3 to get

comfortable with the characteristics of life.

Objectives for Class1. List 6 of 8 characteristics that all living things share. 2. Identify and use the effective reading strategies you learned in

Middle School to read and understand difficult science text.

Review Reading for Understanding Strategies

Characterizing Life Wrap-Up

Agenda

9B: Reading For Understanding… wrap up

lots of vocab Lots of diagrams Lot of information Fancy terminology Intro. Concepts its way too long( depends if its boring or

interesting) You could get lost in the reading Ur not paying attention to words U get frustrated Ur thinking of something else while ur

reading Your annoying brothers and sisters getting

on Ur nerves No space

If not taking notes

captions Summarize the text into

paragraphs Write ur questions down Write ur vocab words down Underline things Read with post-its Use the GLOSSARY Key vocab is bolded Make a bulleted list Using sub headings Text to text, text to self, text to

world

What Makes it Difficult? Effective Strategies…

Review Reading for Understanding Strategies

Characterizing Life Wrap-Up

Agenda

Characteristics of Living Things Brainstorm

Common Characteristics

Other Characteristics

Not sure?

• it needs food•Grows•Stable living conditions•They use energy•Need water•Reproduce •Cells•Need sun•Homeostasis•Genetic code•Needs oxygen• Evolve – change over time

• need to adapt •Needs brains •Needs a heart •Needs DNA •They all need energy•Inherit from there parents

• The sun ?•Shelter ?•Oxygen?•Organism?•Clothes?

Crazy Examples of Life

Are you sure about this list? Check out the “extremophiles” http://www.youtube.com/watch?v=4LoiInUoRMQ

Objectives for Class:• List 6 of 8 characteristics that all living things share

Characterizing Life Wrap-up

Objectives for Class:• List 6 of 8 characteristics that all living things share

All Living Things… are made up of cells

(one cell = unicellular / many cells = multicellular) reproduce

(on their own = asexual / with another parent = sexual)have a genetic code (DNA) with instructions for growing and reproducinggrow and developuse energy and materialsrespond to their environment control the conditions inside their bodies (maintain

homeostasis)Groups of living things adapt/evolve/change over time.

More Extremophiles in Yellowstone Extremophiles and Viruses in Yellowstone http://www.youtube.com/watch?v=rz-cqKbHh04

Prokaryotes vs. Eukaryotes

Agenda

Two Main Cell Types

Eukaryotic(eu = true; karyote = kernel/nucleus) Cells that have a nucleus in which their DNA/

chromosomes are stored Cells that are larger and more complex

Prokaryotic(pro = before; karyote = kernel/nucleus) Cells that don’t store their DNA/chromosomes

in a nucleus (it’s just floating in the cell) Cells that are smaller and simpler

Objectives for Class:Distinguish between Prokaryotic and Eukaryotic Cells

White Blood Cell w/ Cocci (bacteria)

Epithelial Cells w/ Bacilli (bacteria)

Two main cell types:PROKARYOTES and EUKARYOTES

Objectives for Class:Distinguish between Prokaryotic and Eukaryotic Cells

Prokaryotes Eukaryotes

Two main cell types:PROKARYOTES and EUKARYOTES

Objectives for Class:Distinguish between Prokaryotic and Eukaryotic Cells