Cell Division - Mitosis Quiz

Standards: Click Here

Power standard 4
B2.1C
B3.5d
B4.3A

Answer any questions about the cell cycle. Review the phases of the cell cycle.

Pass out the quiz.

When the students are done with the quiz have them turn it in on the front table and grab a mitosis vs meiosis ws. They are to complete the worksheet using 9.5 in their book.

10/26 - BIO - Cell Division -Mitosis

Standards: Click here

Power Standard 4
B2.1C
B3.5d

Starter: Mitosis graph analysis starter.
Go over it. As the students are working on their starter go around and check students' homework. Tell students to go and draw specific stages of the cell cycle on the board.

Lesson: Review for quiz tomorrow over cell division. Call on three students to highlight the 3 phases of the cell cycle on the drawings on the board. Have 8 students go up and write what happens in each step. Go through it when it is all done.

Pass out the review sheet and have the students work on it individually. As they are working, play the "60 Minutes: Growing Body Parts" episode. Have a discussion afterwards. Go over the review sheet. Go through the cell division review ppt and call on students to name the specific phases.

10/25 - BIO - Cell division

Standards: Click here

Power Standard 4

B2.1C
B3.5d

Materials: Reproduction venn diagram, Cell Division ppt, Cell division note packet, cell division drawing assignment


Starter: Complete the asexual and sexual venn diagram using 9.1 in the book. Go over the starter.

Lesson: Pass out the cell division note packet and have the students get out their drawings we did in class. Go through the cell division ppt and have the students record what is not in their packet. When we get to the individual steps in the cell cycle have the students record that information on their drawings so they have everything in one location. Also have them label the pictures in their note packet.

When done with the ppt, pass out the drawing assignment and they have the remaining class time to work on it. If they don't finish they need to complete it as homework.

10/21-BIO-Cell Division - Mitosis

Standards: Click Here


Power Standard 4
B2.1C
B4.3A


Materials: Plain white paper (divided into 8 squares), colored pencils, Mitosis video


Starter: Read 9.2 answer concept checks 1-3
Go over the starter


Lesson: Pass out a plain sheet of paper and have the students divide them into 8 boxes. Each student needs 2 colors. When you have the students draw and record their observations don't tell them the step they are on, just use numbers (drawing 1, 2, 3, etc...)Play the mitosis video until it is in G1 of the cell cycle. Have the students draw what they see. Within the same box have the students write how many chromosomes are in the cell. Play the video until the S phase of mitosis. Have the students draw the S phase. Have them also draw the change in chromosome structure to replicated chromosomes (2 sister chromatids). Have them redraw the same picture for G2. Continue the movie until prophase is reached and then stop it. Have the students draw prophase and make observations on what has happened (let them know not to draw the nucleus). Play the video until metaphase and then stop it. Have the students draw it and make observations about what happened. Play the video until anaphase is reached and then stop it. Have the students draw it and make observations about what happened. Play the movie until telophase has happened and have them make observations. Play the movie until the end of cytokinesis and stop it. Have the students draw it and make observations.

When the drawings are done have the students shade the first 3 drawings a specific color, the next 4 drawings a specific color, and the last drawing a specific color.

Their assignment is to identify what the shaded colors represent and to name and describe what happens in each specific drawing using their book.

10/20 - BIO - Cell Membrane/Transport Quiz

Discussed the review sheet and answered any questions prior to taking the quiz.

Pass out the quiz. After the quiz the students need to read Chapter 9 section 1 and complete the concept checks 1-3.

10/19 - BIO - Cell Membrane/Transport Review

Sub today:

Materials: Cell membrane/transport review 1, Cell membrane/transport review 2

Pass out the cell membrane and cell transport review sheet and the students have the class period to work on it along with the other review sheet that they have.

10/18 - BIO - Cell mebrane - Transport

Standards: Click here

Power Standard 3
B2.h

Materials: Cell transport ws, Active Transport ppt

Starter: Define passive transport. What are the 3 types of passive transport?

Lesson: Using the active transport ppt, explain active transport and the examples (protein pumps, endocytosis (Pinocytosis, phagocytosis, receptor-mediated endocytosis), and exocytosis. After the explanation, let the students complete the active transport part of the cell transport ws.

TLC - Image

Journal: Why is it important to speak from your own experience?

Good things

Materials: Image ppt.

Lesson: Begin the lesson by asking the class to share what they discussed yesterday about image vs. Self Concept. After that is done go through the image ppt. Use two volunteers to show image and have the class analyze their image. During the discussion have each group create a skit that demonstrates how we manage our images.

When the skits are complete have the students fill out page 36 in their wb.

BIO - Cell Transport

Standards: Click here

Power Standard 3
B2.5h

Materials: Cell transport ws, Cell review sheet, Passive transport ppt
Starter: Finish their lab and turn it in.

Lesson: After the lab is complete pass out the cell transport ws. Using the Passive transport ppt, explain Diffusion, Osmosis, and Facilitated Diffusion. After each one stop and give time for the students to answer the questions about them. Give them 5-10 minutes then move on to the next topic.

When the discussion is done, pass out the cell review sheet for the test next week and answer any questions.

TLC - Public speaking and Image

Journal: Describe how tone of voice and facial expressions are important in effective communication.

Good Things

Materials: Steve Jobs Youtube Clip. Glogster.

Lesson: Introduce Steve Jobs to the class. Make sure everyone knows who he is. Show the Steve Jobs YouTube clip. Stop after each point is made and discuss with the students how they can apply it to their speeches and presentations in other classes. When the clip is over, have a general discussion about their speeches and ways to improve.
When the discussion is over have 6 volunteers come up and show the class their Glogs. After each glog is presented ask the student how their glog represents their image? When all the students have presented their glogs have each small group come up with a definition of image and compare image with self-concept.

When the small groups have come up with their answers have them share them with the class and try to come up with a class consensus of what image means and how it relates to self-concept.

Bio-Cell Transport

Standards: Click here
Power Standard 3
B2.5h

Materials: Cell Transport lab (sucrose solution, dialysis tubing, iodine, droppers, beakers, graduated cylinders, labels, sharpies, sugar test strips), Cell transport ppt.

Starter: Read pages 118-119. Right the main ideas for each subheading (Diffusion and Passive Transport). Go over the starter.

Lesson: After the starter, explain that we are moving into cell transport. Ask them what organelle is involved with cell transport? (cell membrane). Remind them that we just went over the structure and function of the cell membrane which is why that leads us to how the transportation of substances across the membrane works. Explain that we are going to set up a lab today to demonstrate transport of substances across a membrane.

Get the class in 5 groups. Give each member a role to play (getting 2 beakers and washing them, Glucose reading, Iodine droppers, Sucrose solution, dialysis tubing, beaker labeling). Go through the beginning of the lab together. Show the groups where the materials are at. Have the groups read the instructions and then let them go to work on the day one section. We will continue the day 2 section tomorrow. We will move on to the cell transport ppt when all the groups are finished (lab is set up, tables are cleaned if needed, and the lab questions are answered.)

TLC-Public Speaking

Journal: What are qualities needed to be a good friend?

Good things

Materials: Public Speaking ppt., youtube clips of 10 year old in Dallas and Steve Jobs.

Finish the speeches that still need to go.

Using the public speaking ppt. discuss the qualities and the importance of public speaking. Have the students write in their workbooks what we discuss. Show the 10 year old speaker in the middle of class and evaluate him. Then continue with the ppt. At the end of class show Steve Jobs and discuss his presentation skills.

Have the students discuss how they can apply these characteristics to their speeches in their small groups and then share to the larger group.

Bio - Power Standard 3 Cell Membrane

Standards: Click Here

Power Standard 3
B2.5h

Materials: Cell membrane ppt, starter sheet, cell membrane ws.

Starter: Starter sheet (labeling the cell membrane). Go over it.

Lesson: Finish going through the cell membrane ppt. When finished have the students check their bubble lab for the correct answers using their notes. Then pass out the cell membrane worksheet and have the students complete it. They are to turn both in when they are finished.

TLC - Speeches

Journal: Why is it important for leaders to evaluate their speaking abilities? How would you rate yours so far? In what areas do you want to improve?

Good things

Finish speeches from yesterday. When all the speeches are done show Martin Luther King Jr's speech. Discuss his speech and why it was so good (passion, repition, inflection, hands, intro and conclusion, etc...)

Discuss how they can use this information to improve their speeches.

BIO - Power Standard 3 - Cells

Standards - Click here

Power Standard 3
B2.4g
B2.4h
B2.5h

Materials: Bubble lab materials, cell membrane ppt.

Starter: Name the two categories of cells and tell me the difference between the two.

Lesson: Finish the bubble lab. Make sure the students are really thinking about what they are seeing and using 6.2 in their books to help them out. When the bubble lab is finished have the students read 6.2. When they are done reading lecture on the cell membrane using the cell membrane ppt. Use the bubble lab when doing the lecture.

TLC - Speeches

Journal: Choose an I POSSESS skill that you are weakest in and explain how you can improve it.

Good Things

Speeches: A relationship that is important to me and why.
1 Minute, written out

WB pages: 23-30.

BIO - Power Standard 3 Cells

Stadards: Click Here

Power Standard 3
B2.4g
B2.4h
B2.5h

Materials: Types of cells ppt, Types of cells handout, Bubble lab handout, bubbles, tin pan, string, straws, dixie cups

Starter: Identify the organelle or function of the organelle. Go over the starter.
Pass back the quizzes

Lesson: Pass out the Types of cells handout and go through the types of cells ppt. After that ask the question: What are the two most important organelles? (Nucleus and Cell membrane). We are going to look a little closer at the cell membrane and why it is so important. In order to do that we have to have a basic understanding of its properties. Playing with bubbles will allow us to do that. Separate the class into 8 groups. Pass out the bubble lab sheet. Each group needs a tin pan, a string-straw apparatus, a dixie cup, string, and bubble solution. They are to complete the lab using their group members and 6.2 in their book. This lab introduces them to the properties of the cell membrane. They are to turn the lab in when they are done.

TLC I POSSESS

Materials: I POSSESS scales, The Blind Side paper assignment.

Journal: "The fool sees the lightning, but the wise man the road illuminated in front of him." What are your thoughts? How does this relate to the I POSSESS skills we just discussed?

Go over journal

Good things

When we are done going over the journal and good things pass out the I POSSESS scales. They are to get 4 personal scales (1. they fill out for themselves, 2. a parent fills it out, 3&4. Two friends that aren't in class fill them out) and 2 Blind Side scales (1. Oher, 2. their character). They are to fill out these scales and use them on their paper.

Take them to the math/sci lab and explain the paper assignment. Give them the rest of the class period to work on their paper (due 10/18), work on their speech (due 10/11), work on discussion board, and/or tweet of the week (due tonight).

10/7 - TLC I POSSESS

Journal: Why is persistence a needed quality for a leader?

Good things

Lesson: Continue the lessons and discussions from yesterday. When the discussions, give the students their next speech topic: An Important Relationship to Me and Why (1 minute, write it out). Answer any questions about it. After the speech assignment have the students complete WB pages 23-27. If they don't finish in class they are to complete it as HW.

10/6-TLC I POSSESS

No journal

Good things

Lesson: Have the students get into their groups with their I POSSESS attribute. Take them to the computer lab to work on preparing their lesson. Give them 30 minutes to prepare. When the students are ready to present have the groups give their lesson on the I POSSESS attributes. After each lesson have a class discussion about the topic. Continue the lessons until the end of class.

BIO-Cell Organelles

Starter: Review for the quiz using a wiffiti board. Have the students it into groups of 4. Make sure each group has one cell phone. Give an organelle function and they are to text the specific organelle to the wiffiti board number. Go through all of the organelles. End with the question: Tell me the difference between a plant and animal cell.

Answer any questions.

Pass out the quiz. Go through the directions. Make sure to explain the diagram lines so everyone knows what they are labeling. Have them turn in the quiz when they are done.

Collect the cell analogy and word map HW before the students leave.

10/7-BIO Cells: Power Standard 3

Standards: Click here

Power Standard 3
B2.5g
B2.5i

Materials: Starter sheet (toughest biochem test questions), Biochem test, Materials for organelles, Organelle word map

Starter: Pass out the biochem test questions. These questions were the most commonly missed questions on the Biochem test from all 3 periods. I want them to do them using their notes and then we will go over them to make sure they have the write answers.

After the starter, pass back the tests and go over the answers. Let them know the answers to the table questions could have been found throughout the test (test taking strategy).

When we are done with the test we will continue yesterday's lesson by building a cell. I will have the students pick a random organelle out of a beaker. They are to find a structure with in the room that may represent their organelle. Then they need to build a cell as if it were on a diagram so the organelles need to be in the right spot. Hint: There are groups of organelles that need to work together (nucleus, nuclear envelope, nucleolus: ribosomes and er, etc...). The students also need to be prepared with the function of their organelle along with why they chose what they chose.

When we are done going through and discussing the cell that we constructed. Pass out the word map for the organelles and they are to complete it as homework.

Quiz tomorrow over organelles: tell them: organelle functions, label a diagram, and difference between a plant and animal cell.

BIO - Power Standard 3

Standards: Click Here

Power Standard 3
B.3
B2.5g
B2.5i

Post AC schedule

Materials: Analogy starter sheet, Cell Organelle PPT, Individual cell organelle strips of paper, various materials for cell organelles in the classroom (placed in the center of the room).

Starter: Put directions on the screen (define an analogy, tell them where to pick the sheet up, tell them that they are only supposed to complete the middle column right now).
As the students are working check for completion on homework. Discuss starter.

Lesson: Go through the cell organelle ppt to make sure the students have the correct functions of each organelle and have the cells labeled properly. After the ppt have the students get into pairs. Have each pair pick an organelle. Based off of the organelle the pair picked, each group is going to grab something in the middle of the room to represent their organelle and put it in a location. The class is going to work together to build a cell (they can use anything in the classroom). Students that have organelles that work together need to talk with each other and specifically work together (ie. ER and ribosomes, different parts of the nucleus, etc...). When the class is finished, go around the room and ask each group why they chose what they did. Have the class pick up the materials and place them back in the center of the room.

HW: Their homework assignment is to complete the 3rd row of the starter sheet. They are to come up with a different analogy for each organelle in the center column.

TLC - I POSSESS

Journal: 2 affirmations

Good Things

Finish "The Blind Side". Discuss the characters. When we are finished with the discussion count the students off by 8. Have all of the same numbered students sit together. Discuss what Emotional Intelligence means. Show the students the I POSSESS acronym. Have the groups pick which characteristic they would like to do.

Their assignment is to teach the class their characteristic in a creative way (skits, personal stories, discussion, etc...). It is up to the group. They will have the rest of the hour and beginning of the hour tomorrow to plan it. They will teach tomorrow, starting in the middle of class.

Bio - Power Standard 3 - Cells

Standards: Click Here

Power standard 3
B.3
B2.5g
B2.5i

Lesson: Introduction to cells

Pass out the Cell Ws. and give the students all class to work on it. They need to identify and give the function of all of the organelles. They are to label the cell with all of the organelles. They need to write down the difference between plant and animal cells as well as prokaryotic and eukaryotic cells. Finally, they need to name the 3 statements of the cell theory. What ever they don't finish in class is done for homework. Due tomorrow.

TLC - IPOSSESS

See Friday's lesson. We will be finishing up "The Blind Side" tomorrow.

BIO - Biochemistry Test

Answer any questions at the beginning of the hour off of the review sheet.

Pass out the scantron sheets and have them put their names on them.

Have the students move so there is one person per table. Pass out the test and go through the directions with them. Answer any questions.

They have the hour to complete the test.

TLC - IPOSSESS

No Journal today, "Inch and Miles" instead (2 blocks to the pyramid)
Good Things

Lesson: The Blind Side, enough character names (Sean, Lee Ann, Collins, SJ) on small pieces of paper (need 5 of each character)

Have each student draw a character randomly.

As we watch the movie, "The Blind Side", the students are to analyze two characters, the one character they chose randomly and "Big Mike", the main character. They are to look for the following in each character:

Identify how these characteristics came to be and evolved throughout the movie:

• Self-Concept
• Self-Confidence
• Social Interactions
• Leadership
• Personality

When we are finished with the movie, we will refer back to the movie as we talk about I POSSESS. The students will also write a paper on what they noticed with their characters and how they relate to those characters.

BIO - Macromolecules

Standards: Click Here

Power Standard 2
B2.2C
B2.2D
B2.2E
B2.2f

Materials: Macromolecule ppt, foldable, macromolecule review sheet
Starter: 1. What are enzymes and what do they do? 2. What is the monomer of a protein? What holds two of those monomers together?

Lesson: Review structure, function, and examples of lipids and proteins from yesterday. Begin with the nucleic acid slides. Lecture on the structure, function, and example of nucleic acids.
When finished with discussing nucleic acids have the students complete their foldable table for nucleic acids.
When all are finished explain what to expect for the test on Monday (multiple choice, matching, true and false, diagrams, and a table).

• Know structure, function, and examples of each of the 4 macromolecules
• Vocabulary
• Biochemistry notes

They have 4 places to find information to study from:

1. Notes
2. Foldable
3. Book (Chapter 5)
4. My website for the notes

When I have gone through the test expectations pass out the macromolecule review sheet and they have the rest of the hour to work on it.