Biology+112

**Biology 112**
Biology 112 Course Outline: Attendance Guidelines: 2015-2016 FHS Handbook:

***an online version of the textbook can be located here:**

 * http://ocas.pearsonschool.com/ph/cd/0-13-115540-7/?token=53616c7465645f5fbfd66b0103e1512861e41792984a1072fe1aa8798d4cd31b0909a95ddc095b670a608a1ab4c39f1a0ecc57c6ef8abfde**

Students watched video "Smarty Plants" - @http://www.cbc.ca/natureofthings/episodes/smarty-plants-uncovering-the-secret-world-of-plant-behaviour
 * Dec. 4, 2015 - 2 hour bus delay**

1) Photosynthesis and Cellular respiration test 2) Finished generalized plant lifecycle labelling and colouring instructions.
 * Dec. 3, 2015**

Work period to study for test. Review sheet answers posted at the front of the room.
 * Dec. 2, 2015 - 2 Hour bus delay**

1) Explain what a plant is. 2) Describe what plants need to survive 3) Describe how the first plants evolved. 1) Reminded students of test Thursday. 2) Began notes on Kingdom Plantae (Plant Kingdom) 3) Homework - pg 555 #2 - 5. 4) Students received test review sheet.
 * Dec. 1, 2015**
 * Objectives:**
 * Activities: **

1) Describe the structure of a chloroplast and a mitochondrion. 2) Compare and contrast the basic matter and energy transformations associated with the processes of photosynthesis and cellular respiration. 3) Demonstrate the photosynthesis and cellular respiration are complementary processes 1) Finally handed back and reviewed fungi test. 2) Chloroplast and mitochondrion question and colouring sheet handed out. Due for homework. 3) Students were told test on photosynthesis and cellular respiration would be on Thursday, Dec. 3rd.
 * Nov. 30, 2015**
 * Objectives:**
 * Activities: **

1) Describe the structure of a chloroplast and a mitochondrion. 2) Compare and contrast the basic matter and energy transformations associated with the processes of photosynthesis and cellular respiration. 3) Demonstrate the photosynthesis and cellular respiration are complementary processes. 1) We completed the summary of cellular respiration. 2) Students received two hand outs - Chapter 8 vocab review and Chapter 9 review, and given the class to work on both. Anything not finished assigned for homework.
 * Nov. 27, 2015**
 * Activities:**

1) Describe the structure of a mitochondrion. 2) Compare and contrast the basic matter and energy transformations associated with the processes of photosynthesis and cellular respiration. 3) Demonstrate the photosynthesis and cellular respiration are complementary processes 1) Completed the summary of photosynthesis 2) Students received Chapter 9 (cellular respiration) fill in notes and they were filled in as we went through the lecture on cellular respiration.
 * Nov. 26, 2015**
 * Activities:**

1) Describe the structure of a chloroplast. 2) Explain the basic matter and energy transformations associated with the process of photosynthesis. 1) Students received fill in notes for Chapter 8 (photosynthesis) that they filled in as we continued through notes 2) Homework - page 214 #1, 2, 4, and 5.
 * Nov. 25, 2015**
 * Activities:**

1) Describe the structure of a chloroplast. 2) Explain the basic matter and energy transformations associated with the process of photosynthesis. 1) Started notes on photosynthesis 2) Homework assigned - Read pages 201-203 and complete page 203 #1 - 5
 * Nov. 24, 2015**
 * Objectives:**
 * Activities:**

Fungus Test!
 * Nov. 23, 2015**

1) Explain what the ecological role of fungi is. 2) Describe problems that parasitic fungi cause. 3) Describe the kinds of mutualistic relationships that fungi form with other organisms. Test review handed out. Students worked on it during class and we reviewed the answers together.
 * Nov. 19, 2015**
 * Objectives:**
 * Activities:**

1) Explain what the ecological role of fungi is. 2) Describe problems that parasitic fungi cause. 3) Describe the kinds of mutualistic relationships that fungi form with other organisms. 1) Remainder of 21-3 guided reading answers reviewed together 2) Discussion and notes on lichens 3) Students viewed the following two videos and wrote a paragraph response to each: //My Mushroom Burial Suit// - [] //Fungi - Death Becomes Them// - []
 * Nov. 18, 2015**
 * Objectives:**
 * Activities:**

1) Explain how fungi reproduce. 2) Explain what the ecological role of fungi is. 3) Describe problems that parasitic fungi cause. 4) Describe the kinds of mutualistic relationships that fungi form with other organisms. 1) Students received print off of basidiomycota sexual life cycle, with diagram and steps in details 2) Imperfect fungi discussion and notes 3) Guided reading 21-3 worked on in class, with some answers reviewed together. 4) Fungus test announced for Monday, Nov.23 (Period 1 will have test Tuesday, Nov. 24)
 * Nov. 17, 2015**
 * Objectives:**
 * Activities:**

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Review of mitosis and meiosis and terms involved. 2) Basdiomycota sexual lifecycle steps covered in detail.
 * Nov. 16, 2015 (Period 1 had an assembly, so they are one day behind indicated schedule)**
 * Objectives:**
 * Activities:**

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Reviewed answers to 21-2 guided reading 2) Fungi colouring sheet and "Fungus threatens top banana" reading assignment handed out. Both due Monday
 * Nov. 13, 2015**
 * Objectives:**
 * Activities:**

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Notes on ascomycota/sac fungus (basic structure) 2) Review of terms and overview of mitosis and meiosis. Need to know difference between diploid, haploid, 2n, and n. 3) Introduction to basidiomycota, and puzzle wheel activity. 4) Guided reading 21-2 assigned for homework for tomorrow.
 * Nov. 12, 2015**
 * Objectives:**
 * Activities:**

1) Students explain what a protist is and how they are classified. 2) Describe the major phyla of animal-like protists. Students were in the lab viewing six different protists under the microscope. Lab sheets, including cover page with instructions, should be stapled together and handed in at the end of the second class.
 * Nov. 9 and 10, 2015**
 * Objectives:**
 * Activities: **

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. Students tasted various different cheeses flavoured by fungus (Brie, Gorgonzola, Camembert, Roquefort), two types of mushrooms (Cremini and Portobello), sourdough bread (flavoured by wild yeast and baker's yeast), and Chaga tea.
 * Nov. 6, 2015**
 * Objectives:**
 * Activities:**

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Notes from Powerpoint on Phylum Zygomycota 2) Discussion of the role fungi may have played in the Salem witch trials, [] 3) "Bad Rye and the Salem Witches" reading - Students created an idea web based on the reading for a discussion tomorrow.
 * Nov. 5, 2015**
 * Objectives ** :
 * Activities: **

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Finish lecture from section 21-1 in the textbook. 2) Review answers for guided reading assignment 21-1. 3) Discussion of Dutch Elm Disease and effects []
 * Nov. 4, 2015**
 * Objectives ** :
 * Activities: **

4) Dutch Elm Disease reading handed out - **DUE FRIDAY NOV. 6**

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Test - Protists (Sections 20.1, 20.2, and Euglena section in 20.3) 2) Students complete a guided reading assignment for section 21-1 and 21-2 in the textbook. The assignment is located at the following link: []
 * Nov. 3, 2015**
 * Objectives ** :
 * Activities: **

**__Assembly Day__** 1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Lecture from section 21-1 in the textbook. It can be downloaded from the following site: [] - at the upper right of the page, click in the box "Fungi" 1.1
 * Nov. 2, 2015 **
 * Mr. Ohsberg is the supply teacher for the month on November. He is an experienced teacher with a Science/Math background. **
 * Objectives ** :
 * Activities: **

1) There will be a ** test on protists on Tuesday, Nov. 3, 2015 ** (chapter 20-1, 20-2 and and just the euglena section in 20-3. Students complete the online review at: [] Ms. Fredericks - work through the questions with the students. Click on flashcards at the top of the page on the left. Ms. Fredericks will collect the bonus assignments and I will come in and enter them into the computer on Saturday, Oct. 31. Weekly marks will be sent home on Saturday, Oct. 31. I will be taking leave for the month of November. I'm not sure yet who the supply teacher will be. I will let you know when I am told. 2) Students view video on Malaria at https://www.youtube.com/watch?v=hD3cQXVyKrc
 * October 30, 2015 Ms. Fredericks is the supply teacher today **

1) Students explain what a protist is and how they are classified. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. 1) Students view video on diversity of protists: https://www.youtube.com/watch?v=Fkf54VVI8Po
 * October 29, 2015 Mr. Porter is the supply teacher today **
 * Objectives: **
 * Activities: **

2) Students work on guided reading assignment that was handed out in class yesterday.
 * Bonus assignment:** Print off the assignment below and complete it and pass it in by Friday, Oct. 30, 2015 [[image:protist bonus activity.gif width="800" height="1109"]]

1) Students explain what a protist is and how they are classified. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things.
 * October 28, 2015 **
 * Objectives: **


 * Activities: **

1) Lecture on section 20-1 and 20-2.

[] under the section __ Protists __ click on 1.1 and 1.2

2) Review guided reading assignment. It can be downloaded here

[] click on chapter 20 and then 20-2

1) Students explain what a protist is and how they are classified. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things.
 * October 27, 2015 **
 * Objectives: **
 * Activities: **
 * 1) Check and review homework that was assigned last Friday - the answer key to this assignment was also uploaded last Friday. **
 * 1) Review the classification of Kingdom Protista and the phyla of animal-like protists - the protazoans using the diagram uploaded yesterday and the Kingdom Protista pdf file uploaded yesterday. **
 * 2) Students complete the following assignment for homework for tomorrow. [[file:protists coloring assignment.doc]] **

1) Students will explain what a protist is. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. 1) Review lecture on section 20-1 and 20-2 from the textbook. Protists in the movies: Hooke - [] Apollo 13 and algae that glows in the dark - [] Biolumiscence explained (Red Tide)
 * October 26, 2015 **
 * Objective: **
 * Activities: **

[]

On an episode of Dr. House MD, one person was infected with the following protists: [] 2) Classification of Kingdom Protista:

1) Students will explain what a protist is. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. 1) Lecture on section 20-1 and 20-2. (Ms. Farnsworth - these are the two powerpoints that go along with this section - please download and go over with the students)
 * Oct. 23, 2015 **
 * Ms. Farnsworth is the supply teacher today. **
 * Objective: **
 * Activities: **

[] under the section __ Protists __ click on 1.1 and 1.2

2) Students complete an assignment that accompanies sections 20-1 and 20-2 located here: It is due for homework for tomorrow. (Ms Farnsworth - you will need to make 80 copies of this for today for the students. The answers are located below for your use.) The answer key follows:
 * [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="20-1_protists.doc" link="file:dgoodwin/20-1_protists.doc"]] ||
 * 20-1_protists.doc ||
 * [|Details]
 * [[file:dgoodwin/20-1 and 20-2 protists answer key.doc|Download]]
 * 120 KB


 * [|Details]
 * [[file:dgoodwin/20-1_protists.doc|Download]]
 * 118 KB
 * If there is extra time in class - there is an assignment on the back filing cabinet that accompanies section 20-2 that the student can begin to complete.

Oct. 22, 2015 Objectives ** : 1) explain how bacteria cause disease ** Activities: ** 1) students view DVD - Typhoid Mary (Nova) that can be viewed here:

https://www.youtube.com/watch?v=8JPCZOb7z2w

"Mary Mallon, now known as Typhoid Mary, seemed a healthy woman when a health inspector knocked on her door in 1907, yet she was the cause of several typhoid outbreaks. Since Mary was the first "healthy carrier" of typhoid fever in the United States, she did not understand how someone not sick could spread disease -- so she tried to fight back." from: [] and complete a film analysis assignment to be handed in located here:
 * || [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="Typhoid Mary film analysis.doc" link="file:dgoodwin/Typhoid Mary film analysis.doc"]] ||
 * Typhoid Mary film analysis.doc ||  ||
 * Typhoid Mary film analysis.doc ||
 * [|Details]
 * [[file:dgoodwin/Typhoid Mary film analysis.doc|Download]]
 * 60 KB

http://www.iflscience.com/plants-and-animals/ebay-auction-winner-gets-name-new-moth-species
 * Oct. 21, 2015 **
 * Test on Chapter 19 **
 * Biology in the News: eBay Auction Winner gets to Name New Moth Species **

Terms students need to know and understand for the test: endospore Prokaryotic cells pathogens archaebacteria spherical prokaryotes gram stain bacteria - violet and pink nitrogen fixing bacteria basic structure of viruses label a virus label a bacteria retroviruses what do vaccines do? prions ancestors of eukaryotes ways to identify bacteria....ie...shape, the way they move, how they obtain energy binary fission decomposers composition of a virus viruses that infect bacteria prophages antibiotics lysogenic infections (viruses) lytic infections (viruses) conjugation (sexual reproduction in bacteria) **Activities:** 1) Review for the test using the following quizlet: https://quizlet.com/99677654/bacteria-and-viruses-flash-cards/ 2) Minute Physics videos on vaccines: How Risky are Vaccines: https://www.youtube.com/watch?v=NaGndICPT8I Why are there Dangerous Ingredients in Vaccines? https://www.youtube.com/watch?v=ztkNLWFgYH8
 * Oct. 20, 2015 **
 * Students will review for the test on Tuesday, Oct. 21. **
 * Question left out on the review today -**
 * What is the name of the dude who developed the germ theory of diseases and developed the first effective vaccine agains anthrax - a bacterial disease that affects both animals and human?**
 * What are 3 characteristics of archaebacteria?**

1) Explain how bacteria cause disease. 2) Describe how viruses cause disease 1) Lecture on section 19-3 and complete a guided reading assignment. [] under the section __ Bacteria and Viruses __ click on 1.3  Students complete an assignment handed out in class that can be downloaded here:  [] (print section 19-3)
 * Oct. 16 and 19, 2015 **
 * Objectives: **
 * Activities: **

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world [] 2) Students complete video assignment:
 * Oct. 15, 2015 **
 * Objectives: **
 * Activities: **
 * 1) Students view the following documentary on bacteria: **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="understandingbacteriavideo.pdf" link="file:dgoodwin/understandingbacteriavideo.pdf"]] ||
 * understandingbacteriavideo.pdf ||
 * [|Details]
 * [[file:dgoodwin/understandingbacteriavideo.pdf|Download]]
 * 11 KB

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world 1) Students corrected their own homework that was handed in yesterday. - 19-1 and 19-2 2) Students completed the following assignment that was handed out in class on prokaryotes - bacteria. It is due by the end of class.
 * Oct. 14, 2015 **
 * Objectives: **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/bacteria coloring.doc|Download]]
 * 99 KB

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world 1) Intro - sourdough bread - Students sampled sourdough bread (leavened with lactobacillus bacteria) with homemade butter (demonstrated in class). We watched a video on the history of sourdough bread and its connection with the California Gold Rush and the San Francisco 49ers football team. []  1) Video (VHS) introducing bacteria. 2) Lecture from section 19-1 - the powerpoint can be located here: [] under the section __ Bacteria and Viruses __ click on 1.1
 * Oct. 13, 2015 **
 * Objectives: **
 * Activities: **

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world This is a catch up day. Students will complete the video assignment from yesterday and the reading assignments from section 19-1 (see the next #1 - and section 19-2 - see yesterday's entry. **Both of these are due for homework for Oct. 13. The bonus activity is due that day as well.** Students will view video clips uploaded in yesterday's entry and discuss the Bourbon virus. 1) Students complete an assignment for chapter 19-1 handed out in class that can be downloaded here: [] (print section 19-1) 2) There will be a test on chapter 19 on Oct. 20,
 * Oct. 7, 2015 **
 * Objectives: **
 * Activities: **

1) Describe the structure of a virus 2) Explain how viruses cause infection lytic and lysogenic viruses)
 * October 2, 5 and 6, 2015 **
 * Objectives: **

1) Intro - Students participated in a hand washing activity to help understand the importance of hand washing, especially during flu season - the flu is caused by a virus. See the following site for more information:

[]

Image of student who washed his hands yet the powder is still present under UV light.

2) Students view video clip on hand washing:

[] washing your hands

and of course - Chris Hadfield on how to wash your hands in space: [] *A timely study conducted at the DECH using the same principle as the GloGerm Activity we did on Tuesday this week: []

Activities: 1) Powerpoint lecture on section 19.2 in the textbook. It can be located [] under bacteria and viruses, click on 1.2 to download it.  2) Review guided reading assignment. It can be downloaded here [] click on chapter 19 and then 19-2 [] ; [] 4) Activity on Human Papillimavirus. 5) Complete lecture from yesterday and assignment handed out in class. 6) Begin video: Ebola that can be viewed here: https://www.youtube.com/watch?v=Sp0OmXs0tYo
 * 1) Lecture on structure and how viruses infect (section 19-2 in the textbook) and complete worksheet for this section: **
 * 3) Short video clips on viral replication can be located here: **

PBS Frontline Video: Ebola - Inside the Deadly Outbreak //"The film is largely set at an emergency field hospital run by Doctors Without Borders/Médecins Sans Frontières (MSF) , where the morgue is overflowing, victims keep on coming, and medical staff are overwhelmed. Ebola Outbreak  also follows an investigator from Sierra Leone’s Ebola surveillance unit, who travels into villages looking for victims — and trying to identify and isolate everyone they might have come into contact with. //

//It’s an intimate, devastating look at the human toll of an outbreak with no end in sight — and Dabbous (who previously produced FRONTLINE’s Emmy-winning //Syria Undercover// ) says filming it was worth the risk.`" //

complete the following film analysis: It is due Oct. 7.

7) Unsettling news on ebola virus...discussion. 8) Video clip on the newly documented Bourbon Virus: **http://red-spot.dailymegabyte.com/man-dies-days-in-his-skin/** 1) Students may wish to complete the following assignment and hand it in **no later than Tuesday Oct. 13 for bonus work**. Students are to answer the "on the line" and "between the lines" question sections only. Work may be e-mailed to me at my work address or handed in at the beginning of class:
 * Bonus Assignment:**
 * [|Details]
 * [[file:dgoodwin/Battling A Deadly Virus.doc|Download]]
 * 149 KB

October 1, 2015 **Periods one and two lost classroom time due to the school evacuation so they may not have completed this.** 1) Powerpoint lecture on section 18-3 in the textbook. It can be located [] under classification, click on 1.3 to download it.
 * Outcome: ** Identify the organizational levels in biology.
 * Activities:**

2) Review guided reading assignment. It can be downloaded here [] click on chapter 18 and then 18-3

Outcome ** : Identify the organization levels in biology - taxonomy and apply the classification technique of dichotomous keys to creating a key for classifying pasta. ** Activities: 1) Students create a dichotomous key - "Kingdom Pasta." Activity instructions can be located here: []  It is due for homework if it was not completed in class.  2) Video - About Dichotomous Keys:
 * September 30, 2015 **
 * [] **


 * [[image:dgoodwin/dichotomous key pic.jpg width="229" height="128" caption="dichotomous key pic.jpg"]] ||
 * dichotomous key pic.jpg ||

(Thank you Jarrod for taking the pic and sending it to me.) 3) Homework was checked and the quizzes were handed back.

**Activities:** 1) Students write quiz - (Mr. Cordosa - it is located in the clear file box on the table by the computer. It is all photocopied and has dichotomous key quiz or something like that on the file folder. It is on half sheet paper and has a images of three plant leaves on the top of it. There is a key there as well if you wish to mark it.) 1) Accompanying powerpoint for section 18-3 in the textbook can be located http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under classification, click on 1.3 to download it. This is for student reference only at home. Mr. Cordosa, you may wish to download it and go over it with the students. 2) Complete guided reading assignment for section 18-3. It can be downloaded here http://www.phschool.com/science/editable_wksht_ctr/phbio08/guided_reading.html click on chapter 18 and then 18-3 (Mr. Cordosa - I have these all copied and are located somewhere near the middle of the clear file box on the table by the computer. It has 18-3 on the front and there should be a key in the folder as well) **This assignment is due for homework for Wednesday, September 30.**
 * September 29, 2015 **
 * Outcome: ** Identify the organizational levels in biology.

1) Students completed a primate classification key: 2) Work through a dichotomous key on pages 462-463 in the textbook. (Answers: I: birch II: buckeye III: pecan IV: sweetgum V: redbud VI: magnolia VII: locust) 3) There will be a quiz on Tuesday, Sept. 28. Students will work through a dichotomous key.
 * September 28, 2015 **
 * Today we have shortened classes due to an assembly. We will complete the following that we didn't get to on Friday. **

Outcome**: Identify the organizational levels in biology.** Activities: [] Six Kingdoms of Classification [] How Living Things are Classified __[] About Carl Linneaus__
 * September 24 and 25, 2015 **
 * 1) complete video on classification of living things and video summary - listing the 5 - 6 major kingdoms and listing three characteristics of each located here: **

Taxonomy, Life's Filing Systerm Taxonomy and Systematics
 * [] **
 * [] **

5) Students completed a primate classification key: 6) Work through a dichotomous key on pages 462-463 in the textbook. (Answers: I: birch II: buckeye III: pecan IV: sweetgum V: redbud VI: magnolia VII: locust) 7) There will be a quiz on Tuesday, Sept. 28. Students will work through a dichotomous key.
 * 2) lecture: section 18.1 in textbook It can be located **
 * http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under classification, click on 1.3 to download it. **
 * 3) homework - complete assignment corresponding with section 18.1 - assigned for homework on Sept. 25. **
 * It can be downloaded here: **
 * http://www.phschool.com/science/editable_wksht_ctr/phbio08/guided_reading.html click on chapter 18 and then 18-1 **
 * 4) Complete the Interpreting Graphics - Taxonomy assignment for Sept. 25 located here: [[file:interpreting grapics - taxonomy.pdf]] **

September 23, 2015 taxonomy and apply the classification technique of dichotomous keys to complete various dichotomous keys.
 * Outcome: ** Identify the organizational levels in biology - taxonomy

1) Introduce the concept of a dichotomous key used in classification by creating one as a class doing "the shoe" activity. 2) Students work through a dichotomous key provided in class.
 * Activities: **
 * || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="teaching-dichotomous-key-lesson.pdf" link="file:dgoodwin/teaching-dichotomous-key-lesson.pdf"]] ||
 * teaching-dichotomous-key-lesson.pdf ||  ||
 * teaching-dichotomous-key-lesson.pdf ||
 * [|Details]
 * [[file:dgoodwin/teaching-dichotomous-key-lesson.pdf|Download]]
 * 118 KB
 * || [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="Silly Science Name dichotomous key.doc" link="file:dgoodwin/Silly Science Name dichotomous key.doc"]] ||
 * Silly Science Name dichotomous key.doc ||  ||
 * Silly Science Name dichotomous key.doc ||
 * [|Details]
 * [[file:dgoodwin/Silly Science Name dichotomous key.doc|Download]]
 * 23 KB


 * Answer key for the Silly Science Name dichotomous key: 1) Whatnot: white marble, 2) Fance Whatnot: colored marble, 3) Screecher: white chalk, 4) Wadget: unsharpened pencil, 5) Widget: sharpened pencil (more than 10 cm), 6) Gadget: wooden splint (popsicle stick), 7) Cubey: die, 8) Oopsey: eraser (less than 10 cm), 9) Itsy Bitsy: small paperclip (less than 3 cm), 10) Super Duper: large paperclip (more than 3 cm) **
 * 3) Students complete a dichotomous key on pages 462 and 463 in the text. (Answers: I: birch II: buckeye III: pecan IV: sweetgum V: redbud VI: magnolia VII: locust) **
 * 4) Students completed a primate classification key. **
 * Supplemental material can be found here explaining what a dichotomous key is and how to use one and make one: **
 * [] **
 * [] **
 * 5) There will be a quiz on Tuesday, September 29. - Students will work through a classification key. **

1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) 1) Lecture from section 7.3 in the textbook and students completed a guided reading assignment handed out on class. It can be printed off at the site below. The powerpoints can be downloaded and viewed from this site: [] under the section __ Cell Structure and Function __ click on 1.3
 * September 22, 2015 **
 * Objective: **
 * Activities: **

1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) 1) Students read chapter 7, section 3 in the textbook and complete a guided reading assignment handed out on class. It can be printed off at the site below (pdf file). The powerpoints can be downloaded and viewed from this site if students wish and I will lecture from them on Tuesday, September 22: [] under the section __ Cell Structure and Function __ click on 1.3 The worksheets/guided reading assignment can be printed from this site: [] scroll to section 7.3 "Cell Boundaries" - Mr Cavanaugh - you will need to print off the guided reading assignment from the pdf site above, pages 80, 81 and 82 of the file itself but the page numbers on the assignment read pages 26, 27 and 28 and copy them at the office. My photocopy number is written in the black duotang in the desk where my computer is on the front page.
 * September 21, 2015 **
 * I am out today. Mr. Scott Cavanaugh is the supply teacher (and former student) **
 * Objective: **
 * Activities: **

https://www.youtube.com/watch?v=cj8dDTHGJBY
 * September 18, 2015 **
 * We had shortened classes today due to an assembly in the gym. Students wrote their quiz on cells and handed in their bonus work if they chose to do it. There is no homework for the weekend. Period 2 had a little extra time so we reviewed the parts of the cell with: **

1) explain what the cell theory is 2) distinguish between eukaryotes and prokaryotes 3) describe the function of the cell nucleus 4) describe the functions of the major cell organelles 1) Complete the video from yesterday and review for the quiz tomorrow. The assignment accompanying the video does not need to be completed for homework. 2))Quizlet for quiz: https://quizlet.com/78848801/cells-the-basic-unit-of-life-flash-cards/
 * September 17, 2015 **
 * Objectives: **
 * Activity: **

1) explain what the cell theory is 2) distinguish between eukaryotes and prokaryotes 3) describe the function of the cell nucleus 4) describe the functions of the major cell organelles https://www.youtube.com/watch?v=nc9aSq22nmo "Dr Adam Rutherford tells the extraordinary story of the scientific quest to discover the secrets of the cell and of life itself. Every living thing is made of cells, microscopic building blocks of almost unimaginable power and complexity. The first part explores how centuries of scientific and religious dogma were overturned by the earliest discoveries of the existence of cells, and how scientists came to realise that there was, literally, more to life than meets the eye." Students will complete a video assignment. All instructions can be found in the following file: (***Please note - since it is picture day with a lot of interruptions through all classes, the assignment accompanying the video is not mandatory to complete.)**
 * September 16, 2015 **
 * Objectives: **
 * Activity: BBC's The Hidden Kingdom **

September 15, 2015 Objectives: Activities: ** 1) Review of section 7.2 in the text. 2) Students completed the following assignment:
 * 1) explain what the cell theory is **
 * 2) distinguish between eukaryotes and prokaryotes **
 * 3) describe the function of the cell nucleus **
 * 4) describe the functions of the major cell organelles **
 * [|Details]
 * [[file:dgoodwin/cell coloring worksheet.pdf|Download]]
 * 148 KB

3) The assignment below may be completed for **bonus** and due on Friday, September 18:

4) There will be a quiz on the organelles of cells on Friday, September 18. (sections 7.1 and 7.2 from the textbook)
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="CellDiagramWkst.pdf" link="file:dgoodwin/CellDiagramWkst.pdf"]] ||
 * CellDiagramWkst.pdf ||
 * [|Details]
 * [[file:dgoodwin/CellDiagramWkst.pdf|Download]]
 * 180 KB

http://www.bbc.com/news/science-environment-34192447 New Human-Like Species found! https://www.youtube.com/watch?v=cJeNnY5WQe8 1) explain what the cell theory is 2) distinguish between eukaryotes and prokaryotes 3) describe the function of the cell nucleus 4) describe the functions of the major cell organelles 1) students completed a cell organelle review of work completed in grade 9 2) lecture and assignment worksheets pertaining to sections 7.1 and 7.2 from the textbook. The assignment worksheets are due Tuesday, September 15 as homework. The powerpoints can be downloaded and viewed from this site: [] under the section __ Cell Structure and Function __ click on 1.1 and 1.2 The worksheets can be printed from this site: [] scroll to section 7-1 and section 7-2 -"Life is Cellular" and Eukaryotic Cell Structure"
 * September 11 and 14, 2015 **
 * In the news: **
 * Objectives: **
 * Activities: **

Parent e-mail addresses and the $5.00 lab fees are also now due.


 * September 9 and 10, 2015**


 * Welcome to Biology 112. **
 * I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace ** __on a daily basis__ ** . Parents, please ensure that I have your e-mail address. **


 * There is a $5.00 lab fee for the course. Lab fees and e-mail addresses are now due (please see the course outline sent home with students). I've posted a copy of it at the top of this page as well. **
 * You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435 **

1) To illustrate life is cellular and can be extremely small, students viewed a video clip on cell phones and bacteria to illustrate that living things and safety issues may not always visible. It can be viewed here: [] Students swabbed their cell phones to see what microbes may be on them (the microbes will grow on the agar as shown in the video above) and cleaned their cell phones with alcohol pads provided in class.  2) Students participated in a short presentation "Living Thing Oddities" showing interesting characteristic of various living things. 3) Students received their textbooks and completed a textbook scavenger hunt.
 * Intro to Biology 112 Activities: **

** EXAMINATION SCHEDULE/RULES FOR EXAMINATIONS ** ** June 8-11, 2015 **
 * June 4, 2015**
 * __ PLEASE READ TO HOMEROOM STUDENTS AND POST IN CLASSROOM __**

__ Monday, June 8 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 1 examination

1:00pm – Report to examination room (textbook collection and other business) 1:15pm-3:15pm – Period 2 examination


 * Buses arrive at regular time **

__ Tuesday, June 9 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 4 examination


 * Buses arrive at 12:00pm **

__ Wednesday, June 10 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 5 examination


 * Buses arrive at 1:00pm **

__ Thursday, June 11 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 6 examination


 * Buses arrive at 12:00pm **

June 15, 8:30am – Marks are available for grade 12 students only **(no school for grade 9,10,11).** All outstanding business (fees paid, texts returned, etc.) must be attended to prior to receiving marks. Buses depart at 10:00am. June 16, 8:30am – Marks are available for grade 9, 10, 11. All outstanding business (fees paid, texts returned, etc.) must be attended to prior to receiving marks. Buses depart at 10:00am.
 * Students please note: **
 * 1) 1. Students may not go to lockers while examinations are in session.
 * 2) 2. Students may not leave the examination room until 1.5 hours have elapsed. **Students who choose to leave the examination room before the full 2 hours have elapsed are to go to the cafeteria, the library (for quiet study), or leave the building.**
 * 3) 3. It is the responsibility of the student to show up for each exam at the proper scheduled time. Failure to do so will result in a zero grade. **If there is an extenuating circumstance and a student cannot write an exam at the scheduled time, contact must be made with the Principal __prior__ to the exam. A physician’s note must be provided in cases of illness.**
 * 4) 4. Cellular phones, headphones, notes or extra paper are not permitted. Students failing to observe this rule may be deemed as cheating, and assigned a zero grade.
 * 5) 5. The onus is on the student to observe rules for writing examinations. The consequence of cheating on an exam will result in a mark of zero on the exam.
 * Also note: **

S. Thomas, Principal
 * Good luck on your examinations! **

__**Respiration**__
 * June 3, 2015**
 * Review for exam:**
 * 1) __Photosynthesis__**

) Review terms from yesterday.


 * June 2, 2015 (Ms. Goodfellow is the supply teacher)**
 * Review for the June 2015 exam.**
 * 1) Differentiate between the following terms:**
 * a) protostome, deuterostome**
 * b) cilia, flagella**
 * c) prokaryote, eukaryote**
 * d) exoskeleton, endoskeleton**
 * e) monocot, dicot**
 * f) angiosperm, gymnosperm**
 * g) pistil, stamen**
 * h) haploid, diploid**
 * i) xylum, phloem**
 * j) endoderm, mesoderm, exoderm**
 * k) chitin, cellulose, pepdioglycan**
 * l) crop, gizzard**
 * m) eubacteria, archaebacteria**
 * n) food vacuole, contractile vacuole**
 * o) ringworm, earthworm**
 * p) mycelium, hyphae**
 * q) //Homo sapien, Homo erectus//**
 * r) heterotrophs, augotrophs**
 * s) sessile, motile**
 * t) virus, bacteria**
 * u) unicellular, multicellular**
 * v) lytic and lysogenic (cycles of viruses)**


 * 2) Draw and label the following - euglena, paramecium, amoeba, bacteria, flower, earthworm (external features only) and crayfish/lobster.**


 * June 1, 2015**
 * Review for the June 2015 exam - see attached file: **
 * [|Details]
 * [[file:dgoodwin/June 2014 review.pdf|Download]]
 * 102 KB

The quizlet site can be located here: [] for biology 112 review.
 * (disregard the date on the file) **

1) Page 664 - What is a sponge. Notes to know: Sponges belong to the phylum Porifera (meaning tiny openings); they are sessile during their adult life stage; the are asymmetrical; they are filter feeders  2) Page 669 - What is a Cnidarian. Notes to know: Cnidarians mean stinging cells; they have radial symmetry; stinging cells; examples include coral, jellyfish and sea anemones; two stages of the jelly fish life cycle are polyp - attached to the ground and medusa - free swimming 3) Answers to 29-1 can be located here: http://mvhs.nbed.nb.ca/sites/mvhs.nbed.nb.ca/files/noteattach/teacher/72/29-1_answers__rsw.pdf 4) Answers to 28-1 and 28-4 can be located here: (scroll down to 28-4 in the file) http://biology-1-cp-s110-c.kcs.hva.schoolfusion.us/modules/locker/files/get_group_file.phtml?gid=3899337&fid=23908795 5) diagram showing characteristics of animals as they become more complex:
 * May 29, 2015**
 * Outcome: Students make associations between the animal phyla to classify from simplest to more complex.**
 * Activities:**


 * May 28, 2015**
 * Students apply the characteristics of the arthropod lobster/crayfish as they dissect a crayfish.**

1) Invertebrate evolution 29-1 that can be downloaded at: http://mvhs.nbed.nb.ca/sites/mvhs.nbed.nb.ca/files/noteattach/teacher/72/29-1_worksheet_rsw_0.pdf, 2) earthworm coloring assignment: These assignments, along with the arthropod and echinoderm assignments assigned last Friday and Monday are all due for Friday, May 29. Ms. Brown - extra copies are located in the file folders at the front of the classroom or you can download the assignments and print them for students if you can't find them. 3) review of simple animals - []
 * May 27, 2015 - Ms. Brown is the supply teacher for today.**
 * Students will work on assignments handed out in class yesterday. They include:**

1) Discussion of characteristics of arthropods...1) Arthropods have a segmented body, 2) a tough exoskeleton made of chitin, 3) jointed appendages and 4) molt (from pages 715 and 719 in the textbook). 2) Video clips: [] ** The Shape of Life - Marine Arthropods ** 4) We will be cooking a lobster and dissecting it (and eating it) on Tuesday May 26. An introduction to cooking live lobster can be viewed here: []  6) review of simple animals - [] 7) complete guided reading assignment - the can be downloaded here: http://winstonknollcollegiate.rbe.sk.ca/sites/knoll/files/Phylum%20Arthropoda.pdf The lobster was caught off Nova Scotia in 2002. Not only is it precisely half albino, it is also a hermaphrodite - male on one side and female on the other. Lobsters develop independently on each side of the body, which accounts for the two different claws, and also for bizarre patterns like this. - See more at: http://www.thenatureanimals.com/2011/09/fascinating-half-albino-animals.html#sthash.taPi2lkf.dpuf
 * May 25 and 26, 2015 **
 * Objectives ** : Students learn characteristics of arthropods and the anatomy of a lobster.
 * Activities: **
 * [] David Attenborough migration **
 * [] David Attenborough reproduction **
 * [] lobster molting time lapsed **
 * [] Bay of Fundy **
 * 3) ** We labelled the parts of a lobster/crayfish
 * [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="Label Crayfish External Anatomy.doc" link="file:dgoodwin/Label Crayfish External Anatomy.doc"]] ||
 * Label Crayfish External Anatomy.doc ||
 * [|Details]
 * [[file:dgoodwin/Label Crayfish External Anatomy.doc|Download]]
 * 36 KB

**Objectives:** 1) Identify the distinguishing features of echinoderms. 2) Describe the functions carried out by the water vascular system of echinoderms. **Activities:** Lab dissection - sea star. watch the video with directions first and then dissection - https://www.youtube.com/watch?v=PZsvi-WCaVY
 * May 22, 2015 **

1) Identify the distinguishing features of echinoderms. 2) Describe the functions carried out by the water vascular system of echinoderms. 1) Review answers for the Annelid guided reading assignment: 27-3 and quizlet at https://quizlet.com/10968260/27-3-annelids-flash-cards/
 * May 21, 2015 **
 * Objectives: **
 * Activities: **

2) Lecture from section 28-4 in the textbook (link to the text can be located here:[]) that can be viewed here: [] under Arthropods and Echinoderms 1.3  3) Students complete guided reading assignment located here:
 * [|Details]
 * [[file:dgoodwin/echinoderm worksheet from dragonfly book.doc|Download]]
 * 39 KB

4) Students view selected echinoderm videos from the following site: []

**Activity:** 1) Students dissected an earthworm today and examine its organs and systems. Students need to know the functions of the crop, gizzard, segments and nephridia. The guided reading assignment for section 27-3 is due for homework for tomorrow.
 * May 20, 2015 **
 * Objective: ** Students examine the defining features of annelids.

1)Answers for 26-1 can be found here: https://www.knomi.net/fileServer/student/2894/files/2894-20130515215647.pdf
 * May19, 2014 **
 * Objective: ** Students will learn defining characteristics of annelids (segmented worms) in preparation for the dissection tomorrow.
 * Activities: **

2) powerpoint lecture from section 27-3 in the textbook that can be viewed here: [] - under Worms and Mollusks click on 1.3  3) students read pages 694-697 and in their own words, describe the flow of food from the worm's mouth to the anus. 4) Complete the guided reading assignment for 27-3 that can be downloaded from here: http://www.phschool.com/science/editable_wksht_ctr/phbio08/guided_reading.html **It is due for homework on Thursday, May 21.** 5) students view the video on earthworm dissection - not available digitally. - bonus work: [] and complete the lab, save it and e-mail it to me at diane.goodwin-nini@nbed.nb.ca 6) view Shape of Life video - Annelids at []

Intro: https://www.youtube.com/watch?v=bxpPdTg8aHM&feature=youtu.be most deadly animals 1) Lecture on section 26-1 to view the PowerPoint go to [] and click on sponges and cnidarians 1.1  2) Students read pages 657 - 663 and answer questions 1- 6 on page 663. 3) Students view the following clip on Simple Animals - https://www.youtube.com/watch?v=tIfsHPpkSPs Hank introduces us to the "simplest" of the animals, complexity-wise: beginning with sponges (whose very inclusion in the list as "animals" has been called into question because they are so simple) and finishing with the most complex molluscs, octopuses and squid. We differentiate them by the number of tissue layers they have, and by the complexity of those layers. Table of Contents: <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">1) Porifera <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|1:33] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">2) Cnidaria <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|2:36] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">a) Diploblasts <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|2:48] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">3) Platyhelminthes <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|3:33] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">a) Triploblasts <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|3:56] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">b) Coelom <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|4:36] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">4) Biolography <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|5:36] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">5) Nematoda <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|7:26] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">6) Rotifera <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|7:57] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">7) Molusca <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|8:33] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif; line-height: 1.5;">References for this episode can be found in the Google document here: <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; line-height: 1.5; text-decoration: none;">@http://dft.ba/-2V_c <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif; line-height: 1.5;">crash course, biology, anatomy, animal, simple, complex, tissue complexity, tissue, sponge, development, porifera, multicellular, eukaryotic, eukaryote, species, cnidaria, jellies, anemone, hydra, coral, germ layer, body cavity, endoderm, ecotoderm, dipoloblast, stinging cell, cnidocyst, platyhelminthes, fluke, triploblast, coelom, acoelomate, biolography, cambrian explosion, adaptation, fossil, evolution, diversity, nematoda, pseudocoelomate, hookworm, rotifera, mollusca, chitin, snail, bivalve, octopus, squid, visceral mass, foot, mantle, radula, gastropod, cephalopod Support CrashCourse on Subbable: <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif; line-height: 1.5;">Animal Development: https://www.youtube.com/watch?v=k_9MTZgAhv0 - <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">Hank discusses the process by which organisms grow and develop, maintaining that, in the end, we're all just tubes. <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif; line-height: 1.5;">Table of Contents <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">1) Zygote <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|2:38] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">2) Morula <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|2:53] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">3) Blastula <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|3:25] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">4) Radial Symmetry <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|4:11] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">5) Bilateral Symmetry <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|4:26] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">6) Gastrulation <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|4:52] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">7) Blastopore <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|5:02] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">8) Gastrula <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|5:17] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">9) Protostomes & Deuterostomes <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|5:33] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">10) Germ Layers <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|6:22] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">a) Diploblastic <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|6:32] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">b) Triploblastic <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|6:44] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif;">11) Biolography <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; text-decoration: none;">[|7:27] <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif; line-height: 1.5;">References for this episode can be found in the Google document here: <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; line-height: 1.5; text-decoration: none;">@http://bit.ly/IS8lMi <span style="background-color: #ffffff; color: #333333; font-family: Roboto,arial,sans-serif; line-height: 1.5;">animal development, biology, science, crashcourse, animal, classification, phylum, embryo, multi-cellular, sea sponge, symmetry, organs, cells, complexity, tube, life form, tissue, jellyfish, coral, sperm, egg, zygote, morula, blastula, mouth, anus, radial symmetry, bilateral symmetry, digestive tract, gastrulation, gastrula, protostome, deuterostome, chordate, vertebrate, ectoderm, endoderm, germ layer, mesoderm, ernst haeckel, recapitulation theory, ontogeny, phylogeny, evolution, embryology, developmental biology Support CrashCourse on Subbable: <span style="color: #167ac6; font-family: Roboto,arial,sans-serif; line-height: 1.5; text-decoration: none;">@http://subbable.com/crashcourse 4) Students complete an assignment on chapter 26-1 in the text. A copy of it can be found here: [] ** *This is due for homework for Tuesday, May 19. ** https://quizlet.com/11282054/section-26-1-flash-cards/ and https://quizlet.com/5790545/biology-h-chapter-26-1-vocabulary-flash-cards/
 * May 13, 14 and 15, 2015**
 * Objective: Students will understand characteristics of all animals, essential functions of animals and important trends in animal evolution. **
 * Activities: **
 * Summary:**
 * Summary:**
 * 5) Two quizlets that refer to this section can be located here: **


 * May 12, 2015**
 * Students write their Kingdom Plantae test.**

Objective: Students review for the plant test on Tuesday, May 12. 1) Review for the test the following sections from the text book: - 22-1, 22-4, 22-5, 24-1 2) A great review for the test can be located on the quizlet I created at: https://quizlet.com/82238612/plant-test-flash-cards/
 * May 8, 2015**
 * Activities:**

Activities: 1) Students will present their posters today that the worked on this past Monday and Tuesday. 2) Discussion of the video and images uploaded in yesterday's entry.
 * May 7, 2015**
 * Objective:** Identify some medicinal plants and their uses.

<span style="background-color: #1c1c1c; color: #ffffff; font-family: Arial,Helvetica,freesans,sans-serif; font-size: 14px;">//B// ees are dying in their millions. It is an ecological crisis that threatens to bring global agriculture to a standstill. Introduced by Martha Kearney, this documentary explores the reasons behind the decline ofbee colonies across the globe, investigating what might be at the root of this devastation. Honey bees are the number one insect pollinator on the planet, responsible for the production of over 90 crops. Apples, berries, cucumbers, nuts, cabbages and even cotton will struggle to be produced if bee colonies continue to decline at the current rate. Empty hives have been reported from as far afield as Taipei and Tennessee. In England, the matter has caused beekeepers to march on Parliament to call on the government to fund research into what they say is potentially a bigger threat to humanity than the current financial crisis. Investigating the problem from a global perspective, the program makers travel from the farm belt of California to the flatlands of East Anglia to the outback of Australia. They talk to the beekeepers whose livelihoods are threatened by colony collapse disorder, the scientists entrusted with solving the problem, and the Australian beekeepers who are making a fortune replacing the planet's dying bees. They also look at some of the possible reasons for the declining numbers - is it down to a bee plague, pesticides, malnutrition? Or is the answer something even more frightening? 2) Students complete an assignment on angiosperms handed out in class for homework for May 7. An electronic copy can be found here: http://www.hasdk12.org/cms/lib3/PA01001366/Centricity/Domain/872/brgs7225.pdf 3) Images for discussion. (Albert Einstein really did say that too!)
 * May 6, 2015**
 * Objective:**
 * Objective:** **Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - the flower; describe how pollination occurs and learn about colony collapse disorder as it affects the pollination process of plants and ultimately our food.**
 * Students will present their projects on May 7.**
 * Activities:**
 * 1) Students view video:** https://www.youtube.com/watch?v=EEY9tcZS_eY "Who Killed the Honeybees?"
 * from:** http://www.bbc.co.uk/programmes/b00jzjys

1) Students wrote their quiz on the parts of a flower and differentiate between monocots and dicots. 2) Students create mini posters using the instructions in the following file:
 * May 4 and 5, 2015**
 * Objective:** Identify some medicinal plants and their uses.
 * Activity:**
 * Students may choose from the following plant based drugs: **

Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots. 1) Lecture from pages 614 to 616 in the textbook - view slides 18 to 52 on the powerpoint located at[] Click on seed plants 1.1 topics include: Life cycle of Angiosperms, pollination, fertilization in angiosperms. Terms to know are: haploid, diploid, triploid, zygote, pollination, fertilization, endosperm, double fertilization, pollen tube and embryo sac.  2) Homework - students write in their own words approximately a half page on what double fertilization is. Resources may be used from the PowerPoint above or on page 616 in the textbook. 3) A great review activity for the structure of flowers can be located here: phschool.com code cbp-7241 4) Clips pertaining to seed plants are are: [] - ** water lily and pollination **
 * April 30, 2015 **
 * Objective: **
 * Activities: **
 * [] - seed plants **
 * If time permits, we may view a section of mythbusters on whether talking to plants helped them grow. These videos can be viewed here ** [|**http://www.youtube.com/watch?v=CMiVNPXR5qw**] [|**http://www.youtube.com/watch?v=FhsbM9LxPAk**]

April 29, 2015 Objective: Activities:** 1) Students complete the following assignment in class 2) Students examine the pollen of monocots using the microscopes in the lab. 3) There will be a ** quiz ** on Monday, May 4 on the reproductive parts of an angiosperm - a flower and differences between monocots and dicots. 4) Homework was checked and reviewed.
 * 1) Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms. **
 * 2) Compare the differences between monocots and dicots of angiosperms. **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="Flowers and Reproduction.doc" link="file:dgoodwin/Flowers and Reproduction.doc"]] ||
 * Flowers and Reproduction.doc ||
 * [|Details]
 * [[file:dgoodwin/Flowers and Reproduction.doc|Download]]
 * 139 KB

Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms. 1) Lecture on the parts of a flower:
 * April 28, 2015 **
 * Objective: **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/FlowerBasics.ppt|Download]]
 * 1 MB

2) Student assignment that compliments the lecture:
 * [|Details]
 * [[file:dgoodwin/FlowerBasics.pdf|Download]]
 * 47 KB

3) Students dissect a flower to examine the reproductive parts - stamen and pistil. 4) Students view video clip [] // Driori shares some of the amazing tricks flowers use to encourage pollen distribution in this TED Talks clip. // 5) Complete online activity on the reproductive parts of a flower - Pistil and Stamen using the following site: go to phschool.com and enter the code: cbp 7241 6) ** Bonus ** activity due on Monday, May 4 - print and complete the following assignment
 * [|Details]
 * [[file:dgoodwin/The Parts of a Flower.doc|Download]]
 * 61 KB

1) Discussion on Monarch Butterflies and the decline of the milkweed food source. Supporting video -  [] 7:48 minutes <span class="watch-title long-title" style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 0.9em;">Monarchs & Milkweed - Yosemite Nature Notes - Episode 24
 * April 27, 2015 **
 * Complete the discussion of milkweed and monarch butterflies: **

<span style="background-color: #ffffff; color: #333333; font-family: arial,sans-serif;">Take a microcosmic safari through a field of milkweed and discover a whole world of life, from bees to wasps to hummingbirds to butterflies. The charismatic Monarch butterfly is completely dependent on milkweed for its survival, and places like Yosemite National Park offer protection for this often overlooked plant.

[] 6:35 minutes <span class="watch-title long-title" style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 0.9em;">Why fewer monarch butterflies are surviving their winter migration to Mexico

2) View the following video:

[] - The Secret World of the Plants - a New Atlantis Documentary

// "The secret world of plants gets us closer to these motionless and quiet creatures, so attractive and surprising as the rest of the living creatures. //

// The documentary reveals the most unknown aspects of the vegetable kingdom. We will learn about the secret of the eternal youth of a 3500 years old sequoia and be charmed by the 'rafflesia arnoldi' flowers, able to reach up to one meter of diameter. An exhaustive journey through the world of plants, from its domain over humid areas in mangrove covers, where they are able to live inside the water, to the most arid spots, conquered by the 'Welwitzia mirabilis', whose leaves reach up to six meter length ." //


 * Bonus ** assignment due for Wednesday, April 29. - print and complete:
 * [|Details]
 * [[file:dgoodwin/monarch butterflies and milkweed plant article.pdf|Download]]
 * 498 KB

1) Describe the reproductive adaptations of seed plants. 2) Describe the evolution of seed plants. 3) Identify the four groups of gymnosperms. 1) Lecture from sections 22-4. It can be located here:[] 2) The guided reading assignment for chapter 22-4 (seed plants) can be downloaded here:[]
 * April 24, 2015 **
 * Objectives: **
 * Activities: **

Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots. 1) Students distinguish between monocots and dicots via lecture from section 22-5 in the textbook and completing the following assignment handed out in class. It is due for Monday, April 27, for homework. The powerpoint lecture can be located here: http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm and click on 1.5 2) Discussion on Monarch Butterflies and the decline of the milkweed food source. Supporting video - http://www.youtube.com/watch?v=V3jpu2th34o 7:48 minutes <span class="watch-title long-title" style="color: #222222; font-family: arial,sans-serif; font-size: 0.9em;">Monarchs & Milkweed - Yosemite Nature Notes - Episode 24
 * April 23, 2015 - Mr. Wells is the supply teacher today - Mr Wells - you may wish to play the last 10 minutes of the video "Smarty Plants" from yesterday's class and have students complete the monocot/dicot assignment below. I can do the rest tomorrow. **
 * Objective:**
 * Activities:**

<span style="background-color: #ffffff; color: #333333; font-family: arial,sans-serif;">Take a microcosmic safari through a field of milkweed and discover a whole world of life, from bees to wasps to hummingbirds to butterflies. The charismatic Monarch butterfly is completely dependent on milkweed for its survival, and places like Yosemite National Park offer protection for this often overlooked plant.

http://www.youtube.com/watch?v=YUqwAAoBcPA 6:35 minutes <span class="watch-title long-title" style="color: #222222; font-family: arial,sans-serif; font-size: 0.9em;">Why fewer monarch butterflies are surviving their winter migration to Mexico


 * Bonus** assignment due for Tuesday, Dec. 2 - print and complete: [[file:monarch butterflies and milkweed plant article.pdf]]

3) Answers for guided reading assignment 22-1 - Introduction to Plants - can be located here: http://www.gpvanier.ca/sites/default/files/plants.pdf

Identify how plants behave and interact with their environment. 1) Students view "Smarty Plants" The Nature of Things with David Suzuki
 * April 22, 2015 **
 * Objective: **
 * Activities: **
 * [] **
 * // "A luscious exploration of the natural world, Smarty Plants effortlessly integrates hard core science with a light hearted look at how plants behave, revealing a world where plants are as busy, responsive and complex as we are. From the stunning heights of The Great Basin Desert to the lush coastal rainforests of the west coast of Canada, lead scientist JC Cahill takes us on a journey into the real “secret world of plants,” revealing an astonishing landscape where plants eavesdrop on each other, talk to their allies, call in insect mercenaries and nurture their young. A world of pulsing activity where plants communicate, co-operate and sometimes, wage all-out war. So come along for the ride and discover that plants are a lot less passive and a lot more intelligent than you think!" //**
 * // Also known as What Plants Talk About [USA] from: //**
 * [] **
 * Students complete the following video assignment [[file:The Nature of Things - Smarty Plants video assignment.docx]] **

2) The worksheets (located in yesterday's entry - 22-1) are due for tomorrow.

1) Explain what a plant is 2) describe what plants need to survive 3) describe how the first plants evolved 1) Students complete a reading assignment from 22-1 in the textbook. It can be downloaded here [] and is due for homework for Wednesday, April 22.
 * April 21, 2015 **
 * Objective: **
 * Activities:**

[] click on plant diversity 1.1 A copy of plant classification chart can be located here: Activities:** 1) Students will learn the parts of a microscope and go to the lab to view live organisms using the microscopes (euglena and paramecium).
 * April 20, 2015 **
 * Objective ** : 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Activities ** : 1) Lecture from section 22-1 in the textbook (pages 551 - 555). The powerpoint can be downloaded from this site:
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="Plantae classification.doc" link="file:dgoodwin/Plantae classification.doc"]] ||
 * Plantae classification.doc ||
 * [|Details]
 * [[file:dgoodwin/Plantae classification.doc|Download]]
 * 29 KB
 * April 17, 2015 **
 * Students will learn proper use of a microscope. **
 * Students will learn proper use of a microscope. **


 * || [[image:http://c1.wikicdn.com/i/mime/32/empty.png caption="MicroscopeBasics.ppt" link="file:dgoodwin/MicroscopeBasics.ppt"]] ||
 * MicroscopeBasics.ppt ||  ||
 * MicroscopeBasics.ppt ||




 * Details
 * [[file:dgoodwin/MicroscopeBasics.ppt|Download]]
 * 1 MB


 * || [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="MicroscopeBasicswkst.pdf" link="file:dgoodwin/MicroscopeBasicswkst.pdf"]] ||
 * MicroscopeBasicswkst.pdf ||  ||
 * MicroscopeBasicswkst.pdf ||




 * Details
 * [[file:dgoodwin/MicroscopeBasicswkst.pdf|Download]]
 * 73 KB

Students wrote their fungus test. Introduction to Kingdom Plantae: 2) Students participated in the "Great Hot Pepper Challenge." We also discussed capsaicin; the chemical found in hot peppers and its uses.
 * April 16, 2015 **
 * [[image:dgoodwin/1000-Peppers.jpg width="700" height="755" caption="1000-Peppers.jpg"]] ||
 * 1000-Peppers.jpg ||

Two associated video clips: [] (Why are Peppers Hot?: The Nerd Report.)

[] The Hottest Peppers in the World


 * April 15, 2015 **
 * Students will review for the test tomorrow. Sections 21-1, 21-2 (characteristics of each kind of fungus only) and 21-3 from the textbook. Please see also the quizlet at ****https://quizlet.com/78859140/flashcards**

1) Describe problems that parasitic fungi cause. 1) Students received a multitude of assignments back. 2) Students discussed White Nose Syndrome in bats and viewed a video clip (the first 7 minutes) of the following video: []  3) Students completed an assignment on section 21-3 and began a review for a test on Fungus next Thursday, April 16, 2015. No assignments from the banana fungus or elm tree fungus articles may be handed in after tomorrow.
 * April 14, 2015 **
 * Objective: **
 * Activities: **
 * the quizlet for the test may be located here: https://quizlet.com/78859140/flashcards**

April 13, 2015 (Mr. O'Donnell is the supply teacher for today. Mr. O'Donnell - there are paper copies of this located towards the rear of the top drawer of my filing cabinet by the bookshelf at the back of the classroom. If you can't find them or need more copies, you may print the articles below with questions for the students - you will need about 47 copies of each. My photocopy number is in the black duotang at the front of the room. Please call if you have questions.) Objectives: 1) Explain what the ecological role of fungi is. 2) Describe problems that parasitic fungi cause. 3) Describe the kinds of mutulalistic relationships that fungi form with other organisms. Activities: 1) Students complete 2 article assignments. a) Dutch Elm Disease** **b) Fungus Threatens Top Banana Crops (currently in the media)** (questions)
 * [|Details]
 * [[file:dgoodwin/Dutch Elm Disease reading assignment.pdf|Download]]
 * 71 KB
 * [|Details]
 * [[file:dgoodwin/fungus in bananas.pdf|Download]]
 * 1 MB
 * (article) and**
 * [|Details]
 * [[file:dgoodwin/fungus on bananas questions.doc|Download]]
 * 26 KB

**2) View clips on the Banana Fungus are located here:** “Why Are Bananas Going Extinct?” https://www.youtube.com/watch?v=MefV44c7GEc

“The Terrifying Truth About Bananas” https://www.youtube.com/watch?v=ex0URF-hWj4

**2) Explain what the ecological role of fungi is.** **3) Describe problems that parasitic fungi cause.** **4) Describe the kinds of mutulalistic relationships that fungi form with other organisms.** **Activities:**  **1) Students completed the word file uploaded in yesterday's entry called "Fungi Coloring Worksheet" and fungus questions located in the following file: **
 * April 9, 2015 (Mr. Porter is the supply teacher today) **
 * Outcome: **
 * 1) Identify the defining characteristics of fungi. **


 * 2) A nice summary of the Kingdom Fungi can be located here: http://biology.tutorvista.com/organism/kingdom-fungi.html**

Outcome: ** Identify the defining characteristics of fungi. ** Activities: Fungus growing on rye that causes ergot poisoning. [] - toenail fungus** [] mold growing [] unique way one fungus releases spores [] time lapse video of strawberries going moldy [] mind control killer fungi [] - truffles, the most expensive food in the world [] giant puffball @http://www.youtube.com/watch?v=3WqZKHr0ctk 5 divisions of fungus @http://www.youtube.com/watch?v=puDkLFcCZyI&feature=related with David A [] Salem Witch Trials and [] general ergot poisoning discussion
 * April 7 and 8, 2015 **
 * 1) General discussion of fungus and how it impacts our everyday life. **
 * 2) Sample and discuss Brie, Camembert, and blue cheese and how fungus flavour them. **
 * 3) Sample rye bread and how its associated ergot poisoning has had an impact on history. **
 * [[image:dgoodwin/ergot-fungus.jpg caption="ergot-fungus.jpg"]] ||
 * ergot-fungus.jpg ||
 * Youtube clips associated with today's lesson: **

https://www.youtube.com/watch?v=yHE5U8zBkN8 The Big Stink - Camembert Cheese https://www.youtube.com/watch?v=butu5DDbj4U Blue Cheese

4) Students complete the following assignment on structure and divisions of fungi.
 * [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="Fungi Coloring Worksheet Diane.doc" link="file:dgoodwin/Fungi Coloring Worksheet Diane.doc"]] ||
 * Fungi Coloring Worksheet Diane.doc ||




 * [|Details]
 * [[file:dgoodwin/Fungi Coloring Worksheet Diane.doc|Download]]
 * 804 KB

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Lecture from section 21-1 in the textbook. It can be downloaded from the following site: [] - at the upper right of the page, click in the box "Fungi" 1.1 2) Students complete a guided reading assignment for section 21-1 in the textbook. The assignment is located on the first 3 pages of the following link: []
 * April 2, 2015 **
 * Objectives ** :
 * Activities: **

Students wrote their test on Protists today and then completed the video we began yesterday on Malaria. Like is located in yesterday's entry.
 * April 1, 2015**

1) Students review for the test tomorrow on chapter 20-1, 20-2 and the Euglena section in 20-3. 2) Classification assignment was check, recorded and reviewed. 3) Students view video on Malaria at https://www.youtube.com/watch?v=HL26nz31hEQ or use the time in class to study for the test.
 * March 31, 2015**

1) Students will create and complete, and analyze classification systems for protists. 1) Students complete their protist classifications they started on Friday. 2) Homework (assigned on March 26) was collected for evaluation - **there will be no late assignments accepted**. Students were told this in class. 3) Students complete the following identification classification system for protists: 4) There will be a **test on protists on Wednesday, April 1** (chapter 20-1, 20-2 and and just the euglena section in 20-3. Students complete the online review at: http://quizlet.com/77068064/biology-112-kingdom-protista-flash-cards/
 * March 30, 2015**
 * Objective:**
 * Activities:**

1) Students will classify protists according to their nutrition and movement. 1) Students complete the following assignment: Pictures of the protists to classify are located here:  If you are completing this at home, you will need to print and copy the protist images and use a large sheet of paper or bristle board. 2) The assignment handed out yesterday is due for Monday, March 30.
 * March 27, 2015**
 * Objective:**
 * Activity:**

1) Students describe the major phyla of animal-like protists and know their unique organelles. 1) Homework from 20-2 was check, recorded and reviewed. 2)
 * March 26, 2015 **
 * Objective: **
 * Activities:**

1) Students explain what a protist is and how they are classified. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. **Activities:**  1) Students review assignments handed out the previous 2 days (protist.doc and 20-1) 2) Complete the following review of classification in class. **(We didn't get to this diagram today but will go over it tomorrow.)** 3) Complete the following review of classification in class: 4) Video: Protista Diversity at: https://www.youtube.com/watch?v=Ln69k7LyTsU 5) Students complete reading assignment 20-2 for homework for tomorrow.
 * March 25, 2015 **
 * Objectives: **

1) Students will explain what a protist is. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. 1) Lecture on section 20-1 and 20-2 from the textbook. Protists in the movies: Hooke - [] Apollo 13 and algae that glows in the dark - [] Biolumiscence explained (Red Tide)
 * March 24, 2015 **
 * Objective: **
 * Activities: **

https://www.youtube.com/watch?v=uqJbUKEPgXc

On an episode of Dr. House MD, one person was infected with the following protists: [] 2) The assignment 20-1 was handed out. Students will complete 20-2 tomorrow. http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/5364/Biology%20All%20in%20One%20Sudy%20Guide.pdf print off sections 20-1 and 20-2

1) Students will explain what a protist is. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. 1) Lecture on section 20-1 and 20-2.
 * March 23, 2015 **
 * Objective: **
 * Activities: **

[] under the section __ Protists __ click on 1.1 and 1.2

2) Students complete an assignment that accompanies sections 20-1 and 20-2 located here: It is due for homework for tomorrow. The answer key follows:
 * [|Details]
 * [[file:dgoodwin/20-1_protists.doc|Download]]
 * 118 KB


 * March 20, 2015 **
 * Students wrote their test on chapter 19 - microbes - Bacteria and Viruses. **

Terms students need to know and understand for the test on Friday are below: endospore Prokaryotic cells pathogens archaebacteria spherical prokaryotes gram stain bacteria - violet and pink nitrogen fixing bacteria basic structure of viruses label a virus label a bacteria retroviruses what do vaccines do? prions ancestors of eukaryotes ways to identify bacteria....ie...shape, the way they move, how they obtain energy binary fission decomposers composition of a virus viruses that infect bacteria prophages antibiotics lysogenic infections (viruses) lytic infections (viruses) conjugation (sexual reproduction in bacteria)
 * March 18, 19 (March 18 was a storm day) **
 * Students will review for the test on Friday on chapter 19. **

<span style="color: #333333; font-family: DIN-Medium,sans-serif;">Along the coastline of eastern Antarctica, near where the Ross Ice Shelf meets the sea, there's a glacier that appears to be bleeding from an open wound. <span style="color: #333333; font-family: DIN-Medium,sans-serif;">
 * March 17, 2015 **
 * Objective: Explain why bacteria are vital to maintaining the living world (because we tend to focus on the 1% of bacteria that are harmful we don't spend time on helpful bacteria). **
 * Discussion: **

<span style="color: #333333; font-family: DIN-Medium,sans-serif;">//Blood Falls at the terminus of Taylor Glacier results from the discharge of brine liquid through a channel from a source that comes from several kilometers away below the glacier. Credit: Peter Rejcek// <span style="color: #333333; font-family: DIN-Medium,sans-serif;">This isn't some environmental message, though. This isn't from pollution. It probably has nothing to do with climate change. It's just due to extremely salty, iron-rich water under the glacier, and the extremophile microbes living in that water. <span style="color: #333333; font-family: DIN-Medium,sans-serif;">According to the //The Antarctic Sun//, a publication of the United States Antarctic Program (USAP):
 * || <span style="font-family: DIN-Medium,sans-serif; font-size: 13px;">//A decade ago, [Jill Mikucki] first collected brine as it flowed from below the glacier into the surface of ice-covered Lake Bonney, located at the extreme western edge of Taylor Valley in the McMurdo Dry Valleys, which is the largest relatively ice-free area in Antarctica.//

<span style="font-family: DIN-Medium,sans-serif; font-size: 13px;">//Subsequent analyses of the 2004 samples, published in the journal Science in 2009, found that a community of microorganisms exists in a liquid reservoir several times saltier than seawater somewhere below the glacier.//

<span style="font-family: DIN-Medium,sans-serif; font-size: 13px;">//The vibrantly colored Blood Falls feature itself results from the discharge of that iron-rich, saline liquid. Its very chemistry is altered by the bacteria, which likely manipulate sulfur and iron compounds to survive in the light-starved environment. The liquid oxidizes at the surface, giving the ice its distinctive bloodstained coloration.// ||  || <span style="color: #333333; font-family: DIN-Medium,sans-serif;">Mikucki and her team are investigating the source of the Blood Falls, using a maneuverable drill called the IceMole to bore down and collect samples of the water. The results of their research may help us understand extraterrestrial environments, like those beneath the icy crusts of moons like Europa, Ganymede, Enceladus and Titan, and how these moons may support primitive life forms. <span style="color: #333333; font-family: DIN-Medium,sans-serif;">For more information see: http://antarcticsun.usap.gov/science/contentHandler.cfm?id=4122
 * Activities: **
 * 1) Students will complete two "main ideas map" from two articles on good bacteria below. Remember - choose 2 articles. **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="Main Ideas Map.docx" link="file:dgoodwin/Main Ideas Map.docx"]] ||
 * Main Ideas Map.docx ||
 * [|Details]
 * [[file:dgoodwin/Main Ideas Map.docx|Download]]
 * 20 KB


 * a) good bacteria and food: **
 * [] **
 * b) article on probiotics: **
 * [] **
 * c) fecal transplants @http://www2.macleans.ca/2013/07/08/gut-of-the-matter/ **
 * d) hydrogen-powered symbiotic bacteria found in deep=sea hudrothermal vent mussles **
 * [|http://www.sciencedaily.com/releases/2011/08/110810132832.htm#.UlgJAv4x3V4.email] **
 * e) oil eating bacteria article: **
 * [] **
 * The main ideas maps are due at the end of class. **
 * 2) There will be a test on sections 19-1, 19-2 and 19-3 on Thursday, March 19, 2015. To help review, students may wish to print off the following file for tomorrow: **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="bacteria virus test review.pdf" link="file:dgoodwin/bacteria virus test review.pdf"]] ||
 * bacteria virus test review.pdf ||
 * [|Details]
 * [[file:dgoodwin/bacteria virus test review.pdf|Download]]
 * 84 KB

1) students view DVD - Typhoid Mary (Nova) that can be viewed here: "Mary Mallon, now known as Typhoid Mary, seemed a healthy woman when a health inspector knocked on her door in 1907, yet she was the cause of several typhoid outbreaks. Since Mary was the first "healthy carrier" of typhoid fever in the United States, she did not understand how someone not sick could spread disease -- so she tried to fight back." from:  []  and complete a film analysis assignment to be handed in located here:   (Ms. Goodfellow - You will need to print and make 55 copies of this document for the students.)
 * March 13, 2015 (Ms. Goodfellow is the supply teacher today) **
 * Objectives ** : 1) explain how bacteria cause disease
 * Activities: **
 * [] **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="Typhoid Mary film analysis.doc" link="file:dgoodwin/Typhoid Mary film analysis.doc"]] ||
 * Typhoid Mary film analysis.doc ||
 * [|Details]
 * [[file:dgoodwin/Typhoid Mary film analysis.doc|Download]]
 * 60 KB

1) Explain how bacteria cause disease. 2) Describe how viruses cause disease 1) Lecture on section 19-3 and complete a guided reading assignment. http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under the section __Bacteria and Viruses__ click on 1.3 Students complete an assignment handed out in class that can be downloaded here: http://meestermartinez.weebly.com/uploads/9/1/3/7/9137120/ch._19_bacteria_and_viruses.pdf (print section 19-3)
 * March 12, 2015**
 * Objectives:**
 * Activities:**

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world [] 2) Students complete video assignment: 3) The prokaryote coloring assignment, guided reading assignment for section 19-1 and video assignment on bacteria are all due on March 12, 2015
 * March 11, 2015**
 * Objectives: **
 * Activities: **
 * 1) Students view the following documentary on bacteria: **
 * [|Details]
 * [[file:dgoodwin/understandingbacteriavideo.pdf|Download]]
 * 11 KB

Students participated in assemblies to assist with course selections for next year and we had a general discussion of potential careers that would interest the students.
 * March 10, 2015 **

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world 1) Intro - sourdough bread - Students sampled sourdough bread (leavened with lactobacillus bacteria) with homemade butter (demonstrated in class). We watched a video on the history of sourdough bread and its connection with the California Gold Rush and the San Francisco 49ers football team. https://www.youtube.com/watch?v=y5xOpss4j5E
 * March 9, 2015**
 * Objectives:**
 * Activities: **

1) Complete lecture from yesterday on section 19-1. 2) Students complete assignment on prokaryotes (bacteria)

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world 1) Video (VHS) introducing bacteria. 2) Lecture from section 19-1 - the powerpoint can be located here: http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under the section __Bacteria and Viruses__ click on 1.1 Students complete an assignment handed out in class that can be downloaded here: http://meestermartinez.weebly.com/uploads/9/1/3/7/9137120/ch._19_bacteria_and_viruses.pdf (print section 19-1)
 * February 27, 2015**
 * Objectives:**
 * Activities: **

1) Explain how bacteria cause disease. 2) Describe how viruses cause disease 1) Intro - Students participated in a hand washing activity to help understand the importance of it especially during flu season. See the following site for more information: []  2) Students view video clip on hand washing: [] washing your hands 3) Intro to Bacteria - https://www.youtube.com/watch?v=vAR47-g6tlA - Crash Course on Archae, Bacteria and Protists
 * February 26, 2015 **
 * Objectives: **
 * Activities: **
 * Bonus work - Read the following article and answer the questions on a word file and e-mail it to me at diane.goodwin-nini@nbed.nb.ca It is due March 9 (following March Break).
 * [[file:Battling A Deadly Virus.doc]] - answer the questions at the end of the article in the "On the Lines" and "Just Talk About It" sections.**

February 24, 2015 Objectives ** : 1) Describe the structure of a virus ** Activities:
 * 2) Explain how viruses cause infection (lytic and lysogenic viruses) **
 * 3) Explain what ebola virus is and the causes of the outbreak in western Africa. **
 * 1) Activity on Human Papillimavirus. **
 * 2) Complete lecture from yesterday and assignment handed out in class. **
 * 3) Begin video: Ebola that can be viewed here: https://www.youtube.com/watch?v=Cdae340_-xM**


 * PBS Frontline Video: Ebola - Inside the Deadly Outbreak**
 * //<span style="background-color: #ffffff; font-family: Helvetica,Arial,'Lucida Grande',sans-serif; font-size: medium; line-height: 1.5;">"The film is largely set at an emergency field hospital run by <span style="color: #2759bf; font-family: Helvetica,Arial,'Lucida Grande',sans-serif; font-size: medium; line-height: 1.5; text-decoration: none;">Doctors Without Borders/Médecins Sans Frontières (MSF) <span style="background-color: #ffffff; font-family: Helvetica,Arial,'Lucida Grande',sans-serif; font-size: medium; line-height: 1.5;">, where the morgue is overflowing, victims keep on coming, and medical staff are overwhelmed. <span style="font-family: Helvetica,Arial,'Lucida Grande',sans-serif; font-size: medium; line-height: 1.5;">Ebola Outbreak <span style="background-color: #ffffff; font-family: Helvetica,Arial,'Lucida Grande',sans-serif; font-size: medium; line-height: 1.5;"> also follows an investigator from Sierra Leone’s Ebola surveillance unit, who travels into villages looking for victims — and trying to identify and isolate everyone they might have come into contact with. //**


 * //<span style="background-color: #ffffff; font-family: Helvetica,Arial,'Lucida Grande',sans-serif; font-size: medium;">It’s an intimate, devastating look at the human toll of an outbreak with no end in sight — and Dabbous (who previously produced FRONTLINE’s Emmy-winning //Syria Undercover// ) says filming it was worth the risk.`" //**


 * complete the following film analysis: [[file:Frontline-Ebola-Outbreak-video-worksheet-edited1.pdf]] It is due Feb. 25.**


 * 4) Unsettling news on ebola virus...discussion. **
 * 5) Video clip on the newly documented Bourbon Virus: **http://red-spot.dailymegabyte.com/man-dies-days-in-his-skin/

February 20 and 23, 2015 Objectives: Activities:
 * 1) Describe the structure of a virus **
 * 2) Explain how viruses cause infection (lytic and lysogenic viruses) **
 * 1) Students wrote their dichotomous key quiz.**
 * 2) Lecture on structure and how viruses infect (section 19-2 in the textbook). **
 * The powerpoints can be downloaded and viewed from this site:**


 * http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under the section __Bacteria and Viruses__ click on 1.2**


 * 3) Students complete an assignment handed out in class that can be downloaded here: **
 * http://meestermartinez.weebly.com/uploads/9/1/3/7/9137120/ch._19_bacteria_and_viruses.pdf (print section 19-2)**

[] ; []
 * 4) Short video clips on viral replication can be located here: **

February 19, 2015 This is a catch up day to complete everything that we didn't get to over the past couple of days. Period 4 will complete the pasta kingdom assignment. Both classes will review for the quiz tomorrow - it is working through a dichotomous key. Period 5 will work through the dichotomous key on pages 462-463 in the textbook. Homework assigned yesterday - primate classification - was reviewed and recorded.
 * There is a quiz tomorrow - students complete a dichotomous key.**

Outcome ** : Identify the organization levels in biology - taxonomy and apply the classification technique of dichotomous keys to creating a key for classifying pasta. ** Activities: 1) Students completed a primate classification key:  2) Students create a dichotomous key - "Kingdom Pasta." Activity instructions can be located here: [] It is due for homework if it was not completed in class. 3) Video - About Dichotomous Keys:
 * February 18, 2015 ***due to an assembly, period 4 biology 112 did not complete the pasta key and will complete it Feb. 19.
 * [] **

(Thank you Jarrod for taking the pic and sending it to me.)

February 17, 2015 Outcome: ** Identify the organizational levels in biology - taxonomy **
 * taxonomy and apply the classification technique of dichotomous keys to complete various dichotomous keys. **

Activities: ** Homework was check recorded and reviewed. 1) Introduce the concept of a dichotomous key used in classification by creating one as a class doing "the shoe" activity. 2) Students work through a dichotomous key provided in class.
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="teaching-dichotomous-key-lesson.pdf" link="file:dgoodwin/teaching-dichotomous-key-lesson.pdf"]] ||
 * teaching-dichotomous-key-lesson.pdf ||
 * [|Details]
 * [[file:dgoodwin/teaching-dichotomous-key-lesson.pdf|Download]]
 * 118 KB
 * [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png caption="Silly Science Name dichotomous key.doc" link="file:dgoodwin/Silly Science Name dichotomous key.doc"]] ||
 * Silly Science Name dichotomous key.doc ||
 * [|Details]
 * [[file:dgoodwin/Silly Science Name dichotomous key.doc|Download]]
 * 23 KB


 * Answer key for the Silly Science Name dichotomous key: 1) Whatnot: white marble, 2) Fance Whatnot: colored marble, 3) Screecher: white chalk, 4) Wadget: unsharpened pencil, 5) Widget: sharpened pencil (more than 10 cm), 6) Gadget: wooden splint (popsicle stick), 7) Cubey: die, 8) Oopsey: eraser (less than 10 cm), 9) Itsy Bitsy: small paperclip (less than 3 cm), 10) Super Duper: large paperclip (more than 3 cm) **
 * 3) Students complete a dichotomous key on pages 462 and 463 in the text. (Answers: I: birch II: buckeye III: pecan IV: sweetgum V: redbud VI: magnolia VII: locust) **
 * 4) Students completed a primate classification key. **
 * Supplemental material can be found here explaining what a dichotomous key is and how to use one and make one: **
 * [] **
 * [] **
 * 5) There will be a quiz on Friday, February 20. - Students will work through a classification key. **

1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) 4) Name the six kingdoms of life and characteristics of each. Intro: Students participated in a fun activity on hearing - a hearing test that came from unintended consequences: [] 1) Students reviewed lecture from yesterday - see terms in yesterday's entry. 2) Students viewed some video clips - not all of them but great videos on osmosis, diffusion and active transport can be located here: [] (osmosis and diffusion) [] (osmosis - illustration isotonic, hypertonic, hypotonic) ;[] (active transport) 3) 4) Students review the six kingdoms of life and complete chapter 18 - 1 that can be downloaded from the following site: http://newburyparkhighschool.net/malone/BioCP/Bio_Workbook.pdf It is due for homework on Monday as well. .
 * February 12, 2015 (we are going back a little to finish some work off due the fact I was out sick for a couple of days) **
 * Objectives: **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/Cell_Membrane_coloring.doc|Download]]
 * 390 KB
 * is due for homework - first page only **

**Activities:** 1) Powerpoint lecture on section 18-3 in the textbook. It can be located http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under classification, click on 1.3 to download it.
 * February 11, 2015 **
 * Outcome: ** Identify the organizational levels in biology.

2) Complete guided reading assignment. It can be downloaded here http://www.phschool.com/science/editable_wksht_ctr/phbio08/guided_reading.html click on chapter 18 and then 18-3 (Ms. Brown - you will need to make about 50 copies of this before class)

**Outcome**: Identify the organizational levels in biology. 1) Students view the following videos: [] [] 2) Students read chapter 18 section 1 in the textbook (pages 447 - 450) and answer questions 1 - 6 on page 450. It is due for homework for tomorrow.
 * February 10, 2015 (Ms. Brown is the supply teacher for today) **
 * Activities: **
 * Taxonomy, Life's Filing Systerm **
 * Taxonomy and Systematics **

1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) Intro: Students participated in a fun activity on hearing - a hearing test that came from unintended consequences:  []  1) Students reviewed lecture from yesterday - see terms in yesterday's entry. 2) Students viewed some video clips - not all of them but great videos on osmosis, diffusion and active transport can be located here: [] (osmosis and diffusion)  [] (osmosis - illustration isotonic, hypertonic, hypotonic)  ;[] (active transport)  3)  is due for homework.
 * February 10, 2015 (we will do this on Feb. 11 due to having a supply teacher today) **
 * Objectives: **
 * Activities: **

**Objective**: 1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) **Activities**:  1) Lecture on 7.3 from the textbook. 2) Students completed the lecture from sections 7.3 in the textbook. Terms students will be responsible for from section 7.3 are: cell membrane, cell wall, lipid bilayer, concentration, diffusion, equilibrium, osmosis, isotonic, hypertonic, hypotonic, facilitated diffusion, active transport. 3) Students are encouraged to go online and review diffusion (phschool.com code cbp-3073); osmosis (phschool.com code cbp-3075) and Active transport (phschool.com code 3076). 4) Students viewed the following video on osmosis. [] 5) Students complete the guided reading assignment for section 7.3.
 * February 9, 2015 **

To illustrate life is cellular and can be extremely small, students viewed a video clip on cell phones and bacteria to illustrate that living things and safety issues may not always visible. It can be viewed here:[] Students swabbed their cell phones to see what microbes may be on them (the microbes will grow on the agar as shown in the video above) and cleaned their cell phones with alcohol pads provided in class. 1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) 4) Use knowledge of the cell theory to explain cellular growth on agar plates. 1) Students wrote their quiz on the structure of the cell. 2) Students participated in the intro activity as outlined above. 3) Lecture on section 7.3 - powerpoint and guided reading assignment can be located in the directions in yesterday's entry. 4) There is no homework for the weekend.
 * February 6, 2015 **
 * Intro to Biology 112 Activities: **
 * Objectives: **
 * Activities: **

1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) Intro: introduction of the blobfish - Not only is the gelatinous creature on the endangered species list; it was also recently voted the most hideous creature found in nature. As reported by the Telegraph, the blobfish was awarded the dubious honour in a poll conducted on YouTube by the Ungly Animal Preservation Society, which exists to heighten awareness of creatures whose impending demise is ignored because they're not "cuddly" enough...
 * February 5, 2015 **
 * Objective: **
 * Activities: **


 * [[image:dgoodwin/blobfish.png caption="blobfish.png"]] ||
 * blobfish.png ||

1) Lecture from section 7.3 in the textbook and students completed a guided reading assignment handed out on class. It can be printed off at the site below. The powerpoints can be downloaded and viewed from this site: http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under the section __Cell Structure and Function__ click on 1.3 The worksheets/guided reading assignment can be printed from this site: http://newburyparkhighschool.net/malone/BioCP/Bio_Workbook.pdf scroll to section 7.3 "Cell Boundaries" 2) Quiz tomorrow from sections 7.1 and 7.2 in the textbook.

1) explain what the cell theory is 2) distinguish between eukaryotes and prokaryotes 3) describe the function of the cell nucleus 4) describe the functions of the major cell organelles 1) Review of section 7.2 in the text. 2) Students completed the following assignment:
 * February 4, 2015 (Feb. 3 was a storm day)**
 * Objectives: **
 * Activities: **

3) The assignment below may be completed for **bonus** and due on Friday, Feb. 6:

4) There will be a quiz on the organelles of cells on Friday, Feb. 6. (sections 7.1 and 7.2 from the textbook)
 * [|Details]
 * [[file:dgoodwin/CellDiagramWkst.pdf|Download]]
 * 180 KB

1) explain what the cell theory is 2) distinguish between eukaryotes and prokaryotes 3) describe the function of the cell nucleus 4) describe the functions of the major cell organelles 3) students completed a cell organelle review of work completed in grade 9 4) lecture and assignment worksheets pertaining to sections 7.1 and 7.2 from the textbook. This work is due Tuesday, February 3. The powerpoints can be downloaded and viewed from this site: http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under the section __Cell Structure and Function__ click on 1.1 and 1.2 The worksheets can be printed from this site: http://newburyparkhighschool.net/malone/BioCP/Bio_Workbook.pdf scroll to section 7-1 and section 7-2 -"Life is Cellular" and Eukaryotic Cell Structure"
 * January 30 and Feb. 2, 2015**
 * Objectives: **
 * Activities: **

Parent e-mail addresses and the $5.00 lab fees are also now due.


 * January 29, 2015**
 * Welcome to Biology 112. **
 * I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace ** __on a daily basis__ ** . Parents, please ensure that I have your e-mail address. **


 * There is a $5.00 lab fee for the course. Lab fees and e-mail addresses are now due (please see the course outline sent home with students). I've posted a copy of it at the top of this page as well. **
 * You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435 **

1) Students received the course syllabus - it can be downloaded at the top of this page. It is called Parents' Notice Biology 112. 2) Students participated in a short presentation "Living Thing Oddities" showing interesting characteristics of various living things. and view the following http://animals.littlethings.com/octopus-jar-experiment/?utm_source=spcl&utm_medium=Facebook&utm_campaign=octopus-jar-experiment
 * Intro to Biology 112 Activities: **

3) Students received their textbooks.

The quizlet site can be located here: http://quizlet.com/66420706/biology112-flash-cards/ for biology 112 review. 1) Discussion of characteristics of arthropods...1) Arthropods have a segmented body, 2) a tough exoskeleton made of chitin, 3) jointed appendages and 4) molt (from pages 715 and 719 in the textbook). 2) We "dissected" a lobster (an arthropod) and then ate it dipped in warm butter...yum! (January 12) 3) Video clips: http://shapeoflife.org/video/marine-arthropods-successful-design **The Shape of Life - Marine Arthropods** 5) We will be cooking a lobster and dissecting it (and eating it) on Monday. An introduction to cooking live lobster can be viewed here: https://www.youtube.com/watch?v=QL9Qf0hz4ME 6) review of simple animals - https://www.youtube.com/watch?v=YQb7Xq0enTI
 * Review for the January 2015 exam - see attached file: [[file:June 2014 review.pdf]]**
 * (disregard the date on the file)**
 * January 9 and 12, 2015**
 * Objectives ** : Students learn characteristics of arthropods and the anatomy of a lobster.
 * Activities: **
 * [] David Attenborough migration **
 * [] David Attenborough reproduction **
 * [] lobster molting time lapsed **
 * [] Bay of Fundy **
 * 4) ** We labelled the parts of a lobster/crayfish
 * [|Details]
 * [[file:dgoodwin/Label Crayfish External Anatomy.doc|Download]]
 * 36 KB

**Objectives:** 1) Identify the distinguishing features of echinoderms. 2) Describe the functions carried out by the water vascular system of echinoderms. **Activities:** Lab dissection - sea star.
 * January 8, 2015**

1) Identify the distinguishing features of echinoderms. 2) Describe the functions carried out by the water vascular system of echinoderms. 1) Lecture from section 28-4 in the textbook (link to the text can be located here: http://billingswest.billings.k12.mt.us/lamg/Animal%20Kindom/ch28_4.pdf) that can be viewed here: http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm under Arthropods and Echinoderms 1.3 2) Students complete guided reading assignment located here: 3) Students view selected echinoderm videos from the following site: http://shapeoflife.org/echinoderm
 * January 7, 2015**
 * Objectives:**
 * Activities:**

**Activity:** 1) Students dissected an earthworm today and examine its organs and systems. Students need to know the functions of the crop, gizzard, segments and nephridia.
 * January 6, 2015 **
 * Objective: **Students examine the defining features of annelids.

1) powerpoint lecture from section 27-3 in the textbook that can be viewed here: http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm - under Worms and Mollusks click on 1.3 2) students read pages 694-697 and in their own words, describe the flow of food from the worm's mouth to the anus. 3) students view the video on earthworm dissection - not available digitally. - Jordon C. - you asked about other work you could do - go to http://www.biologycorner.com/worksheets/earthworm_dissection_virtual.html and complete the lab, save it and e-mail it to me at diane.goodwin-nini@nbed.nb.ca Brian G. - you need to complete this as well. 4) view Shape of Life video - Annelids at https://www.youtube.com/watch?v=9Q9gh1k99rY
 * Dec. 17, 2014 **
 * Objective: ** Students will learn defining characteristics of annelids (segmented worms) in preparation for the dissection tomorrow.
 * Activities: **

1) Check homework and review (section 26-1). 2) Lecture - 3) Page 664 - What is a sponge. Notes to know: Sponges belong to the phylum Porifera (meaning tiny openings); they are sessile during their adult life stage; the are asymmetrical; they are filter feeders http://vimeo.com/37032195 Shape of Life - The first animals http://vimeo.com/40240443 - Shape of Life - Sponges filter feeding.
 * Dec. 15 and 16, 2014 **
 * Objectives: **
 * 1) Students will understand characteristics of all animals, essential functions of animals and important trends in animal evolution. **
 * 2) Students will learn three forms of symmetry (bilateral, radial and assymetry) and body regions of animals (dorsal, ventral, anterior and posterior). **
 * 3) Students will be able to explain cephalization and how it relates to bilateral symmetry. **
 * 4) Explain what a sponge is. **
 * 5) Explain what a cnidarian is. **
 * Activities: **
 * [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png caption="symmetry.pdf" link="file:dgoodwin/symmetry.pdf"]] ||
 * symmetry.pdf ||
 * Details
 * [[file:dgoodwin/symmetry.pdf|Download]]
 * 3 MB

4) Page 669 - What is a Cnidarian. Notes to know: Cnidarians mean stinging cells; they have radial symmetry; stinging cells; examples include coral, jellyfish and sea anemones; two stages of the jelly fish life cycle are polyp - attached to the ground and medusa - free swimming http://vimeo.com/37267733 Shape of Life - The first animals to move http://shapeoflife.org/video/cnidarians-moon-jelly-life-cycle The Shape of Life - Moon Jellies - polyp and medusa stages https://www.youtube.com/watch?v=SP6TB8kiZB0 - Australia's Box Jellyfish

1) Lecture on section 26-1 to view the PowerPoint go to http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm and click on sponges and cnidarians 1.1
 * Dec. 9 ,11 and 12, 2014 **
 * Objective: Students will understand characteristics of all animals, essential functions of animals and important trends in animal evolution. **
 * Activities: **

2) Students read pages 657 - 663 and answer questions 1- 6 on page 663. 3) Students view the following clip on Animal Diversity: [] (Bozeman 8 minutes) 4) Students complete an assignment on chapter 26-1 in the text. A copy of it can be found here: http://moodle.moreaucatholic.org/moodle19/pluginfile.php/34694/mod_resource/content/0/26.1_PDF-3.pdf ***This assignment will be handed out tomorrow. We didn't get to it on Thursday.**

Dec. 8, 2014 Objective: Students review concepts in the Kingdom Plantae Activity: 1) Students create mini-posters of the following terms: parts of a flower, monocot, dicot, pollination, perfect flowers, imperfect flowers, double fertilization, parts of a seed, angiosperm, gymnosperm, vascular plants, bryophytes (non-vascular plants), soft wood, hard wood, annuals, perennials, characteristics of plants, what plants need to survive, plants that reproduce by spores

December 5, 2014 Students completed assignments on plant fertilization and fruit.

December 4, 2014 Objective: Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots. Activities:
 * 1) Students complete the video assignment from yesterday.**
 * 2) Lecture from pages 614 to 616 in the textbook - view slides 18 to 52 on the powerpoint located at http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm Click on seed plants 1.1**
 * topics include: Life cycle of Angiosperms, pollination, fertilization in angiosperms. Terms to know are: haploid, diploid, triploid, zygote, pollination, fertilization, endosperm, double fertilization, pollen tube and embryo sac. **

4) Homework - students write in their own words approximately a half page on what double fertilization is. Resources may be used from the PowerPoint above or on page 616 in the textbook.

December 3, 2014 Objective: Activities: 3) Students view "Smarty Plants" The Nature of Things with David Suzuki 3) ** Other clips pertaining to seed plants are are: ** [] - ** water lily and pollination **
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots.**
 * 1) Students wrote quiz on flowers, monocots and dicots**
 * 2) Homework was checked, reviewed and recorded.**
 * [] **
 * // "A luscious exploration of the natural world, Smarty Plants effortlessly integrates hard core science with a light hearted look at how plants behave, revealing a world where plants are as busy, responsive and complex as we are. From the stunning heights of The Great Basin Desert to the lush coastal rainforests of the west coast of Canada, lead scientist JC Cahill takes us on a journey into the real “secret world of plants,” revealing an astonishing landscape where plants eavesdrop on each other, talk to their allies, call in insect mercenaries and nurture their young. A world of pulsing activity where plants communicate, co-operate and sometimes, wage all-out war. So come along for the ride and discover that plants are a lot less passive and a lot more intelligent than you think!" //**
 * // Also known as What Plants Talk About [USA] from: //**
 * [] **
 * Students complete the following video assignment [[file:The Nature of Things - Smarty Plants video assignment.docx]] **
 * [] - seed plants **
 * If time permits, we may view a section of mythbusters on whether talking to plants helped them grow. These videos can be viewed here ** [|**http://www.youtube.com/watch?v=CMiVNPXR5qw**] [|**http://www.youtube.com/watch?v=FhsbM9LxPAk**]

December 2, 2014 Objective: Activities:
 * 1) Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms.**
 * 2) Compare the differences between monocots and dicots of angiosperms.**
 * Bonus activities were passed in.**
 * 1) Students worked on the assignment that was uploaded in yesterday's entry. It is due for homework for tomorrow.**
 * 2) Students reviewed for the quiz tomorrow on the parts of a flower (reproductive structure of plants) and monocots and dicots.**
 * 3) A great review activity for the structure of flowers can be located here: phschool.com code cbp-7241**

December 1, 2014 Objective: Activities: ** 1) Students complete the following assignment in class 2) Students examine the pollen of monocots using the microscopes in the lab. 3) There will be a ** quiz ** on Wednesday, Dec. 3 on the reproductive parts of an angiosperm - a flower and differences between monocots and dicots. 4) Homework was checked and reviewed.
 * 1) Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms.**
 * 2) Compare the differences between monocots and dicots of angiosperms.**
 * [|Details]
 * [[file:dgoodwin/Flowers and Reproduction.doc|Download]]
 * 139 KB

Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms. 1) Lecture on the parts of a flower: 2) Student assignment that compliments the lecture: 3) Students dissect a flower to examine the reproductive parts - stamen and pistil. 4) Students view video clip [] //Driori shares some of the amazing tricks flowers use to encourage pollen distribution in this TED Talks clip.// 5) Complete online activity on the reproductive parts of a flower - Pistil and Stamen using the following site: go to phschool.com and enter the code: cbp 7241 6) **Bonus** activity due on Friday, November 28 - print and complete the following assignment
 * November 28, 2014 (Nov. 27 was a storm day)**
 * Objective:**
 * Activities:**

Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots. 1) Students distinguish between monocots and dicots via lecture from section 22-5 in the textbook and completing the following assignment handed out in class. It is due for Monday, Dec. 1, for homework. The powerpoint lecture can be located here: http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm and click on 1.5 2) Discussion on Monarch Butterflies and the decline of the milkweed food source. Supporting video - http://www.youtube.com/watch?v=V3jpu2th34o 7:48 minutes <span style="color: #222222; font-family: arial,sans-serif; font-size: 24px;"> Monarchs & Milkweed - Yosemite Nature Notes - Episode 24
 * November 26**
 * Objective:**
 * Activities:**

<span style="background-color: #ffffff; color: #333333; font-family: arial,sans-serif;">Take a microcosmic safari through a field of milkweed and discover a whole world of life, from bees to wasps to hummingbirds to butterflies. The charismatic Monarch butterfly is completely dependent on milkweed for its survival, and places like Yosemite National Park offer protection for this often overlooked plant.

http://www.youtube.com/watch?v=YUqwAAoBcPA 6:35 minutes <span style="color: #222222; font-family: arial,sans-serif; font-size: 24px;"> Why fewer monarch butterflies are surviving their winter migration to Mexico


 * Bonus ** assignment due for Tuesday, Dec. 2 - print and complete: [[file:monarch butterflies and milkweed plant article.pdf]]

1) Describe the reproductive adaptations of seed plants. 2) Describe the evolution of seed plants. 3) Identify the four groups of gymnosperms.
 * November 25, 2014**
 * Objectives:**

1) Lecture from sections 22-4. It can be located here: http://nser.nbed.nb.ca/sites/nser.nbed.nb.ca/files/noteattach/teacher/748/chap_22.4_seed_plants.pdf 2) The guided reading assignment for chapter 22-4 (seed plants) can be downloaded here: http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/5366/Ch22.4.pdf 3) Answers for guided reading assignment 22-1 - Introduction to Plants - can be located here: http://www.gpvanier.ca/sites/default/files/plants.pdf
 * Activities:**

1) Review plant classification from yesterday. 2) Check and review homework assigned and uploaded in Friday's entry from section 22-1. 3) View the following video: [] - The Secret World of the Plants - a New Atlantis Documentary // "The secret world of plants gets us closer to these motionless and quiet creatures, so attractive and surprising as the rest of the living creatures. // // The documentary reveals the most unknown aspects of the vegetable kingdom. We will learn about the secret of the eternal youth of a 3500 years old sequoia and be charmed by the 'rafflesia arnoldi' flowers, able to reach up to one meter of diameter. An exhaustive journey through the world of plants, from its domain over humid areas in mangrove covers, where they are able to live inside the water, to the most arid spots, conquered by the 'Welwitzia mirabilis', whose leaves reach up to six meter length ." //
 * November 24, 2014 **
 * Objectives: ** 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Activities: **

1) Explain what a plant is 2) describe what plants need to survive 3) describe how the first plants evolved 1) Students complete a reading assignment from 22-1 in the textbook. It can be downloaded here http://moodle.moreaucatholic.org/moodle19/pluginfile.php/50662/mod_resource/content/0/Plants_Part_1/Intro._to_Plants_.pdf and is due for homework for Monday, Nov. 24.
 * November 21, 2014 **
 * Objective: **
 * Activities:**

http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm click on plant diversity 1.1 A copy of plant classification chart can be located here:
 * November 20, 2014 **
 * Objective ** : 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Activities ** : 1) Lecture from section 22-1 in the textbook (pages 551 - 555). The powerpoint can be downloaded from this site:
 * [|Details]
 * [[file:dgoodwin/Plantae classification.doc|Download]]
 * 29 KB

Students wrote their fungus test. Introduction to Kingdom Plantae: 2) Students participated in the "Great Hot Pepper Challenge." We also discussed capsaicin; the chemical found in hot peppers and its uses. Two associated video clips:  [] (Why are Peppers Hot?: The Nerd Report.)
 * November 19, 2014**

http://www.youtube.com/watch?v=hHzFnocdHoM The Hottest Peppers in the World

**November 17 and 18, 2014** **Objective:** Students review the fungus unit. **Activity:** 1) Students work in pairs and create fact sheets with one objective test question on the following terms:

chitin, hyphae, mycelium, fruiting body, saprobe, parasites, lichens, mychorrhizae, mutualism, fairy ring, absorption, mold, fermentation, ringworm, budding (how yeast reproduce) parts of a mushroom, characteristics of fungi, asexual reproduction (spores) and sexual reproduction (+ and - hyphae), ergot, fungus with crosswalls or no crosswalls

2) There will be a quiz/test on Wednesday, November 19 on sections 21-1 and 21-3 from the textbook. (**period 4 did not have class today as we attended a presentation in the TMT from Gwynne Dyer.)**

1) Describe problems that parasitic fungi cause. 1) Students received a multitude of assignments back. 2) Students discussed White Nose Syndrome in bats and viewed a video clip (the first 7 minutes) of the following video: https://www.youtube.com/watch?v=003HdB2S4sg 3) Students completed an assignment on section 21-3 and began a review for a test on Fungus next Wednesday, November 19. No assignments from the banana fungus or elm tree fungus articles may be handed in after today.
 * November 14, 2014 **
 * Objective: **
 * Activities: **

**1) Explain what the ecological role of fungi is.** **2) Describe problems that parasitic fungi cause.** **3) Describe the kinds of mutulalistic relationships that fungi form with other organisms.** **Activities:**  **a) Dutch Elm Disease ** **b) Fungus Threatens Top Banana Crops (currently in the media) (article) and  (questions)**  **2) View clips on the Banana Fungus and Dutch Elm Disease are located here:** “Why Are Bananas Going Extinct?” (link:http://www.youtube.com/watch?v=MefV44c7GEc) “The Terrifying Truth About Bananas” (link:http://www.youtube.com/watch?v=ex0URF-hWj4) [] - part 1 - Dutch Elm Disease and [] part 2
 * November 13, 2014 **
 * Objectives: **
 * 1) Students complete 2 article assignments. **

**2) Explain what the ecological role of fungi is.** **3) Describe problems that parasitic fungi cause.** **4) Describe the kinds of mutulalistic relationships that fungi form with other organisms.** **Activities:**  ** 1) Lecture from section 21-3 in the textbook. The powerpoint for this lecture can be located at the site: **
 * November 7 and 12, 2014 **
 * Outcome: **
 * 1) Identify the defining characteristics of fungi. **
 * [] and in the section "Fungi" click on 1.3. **

** 2) View video clip: **http://www.watchknowlearn.org/Video.aspx?VideoID=53331&CategoryID=2303 **3) Complete assignment handed out in class yesterday - it can be downloaded in yesterday's entry.** *Due to the assembly today, some classes were shorter than others. We will complete the lecture on 21-3 and video on Wednesday. The Fungi assignment uploaded to the wiki yesterday is due for homework on Wednesday.

November 5 and 6, 2014 Outcome: ** Identify the defining characteristics of fungi. ** Activities: Fungus growing on rye that causes ergot poisoning. [] - toenail fungus** [] mold growing [] unique way one fungus releases spores
 * 1) General discussion of fungus and how it impacts our everyday life. **
 * 2) Sample and discuss Brie, Camembert, and blue cheese and how fungus flavour them. **
 * 3) Sample rye bread and how its associated ergot poisoning has had an impact on history. **
 * Youtube clips associated with today's lesson: **

http://www.youtube.com/watch?v=giosqoKwsxI time lapse video of strawberries going moldy [] mind control killer fungi [] - truffles, the most expensive food in the world [] giant puffball @http://www.youtube.com/watch?v=3WqZKHr0ctk 5 divisions of fungus @http://www.youtube.com/watch?v=puDkLFcCZyI&feature=related with David A [] Salem Witch Trials and [] general ergot poisoning discussion 4) Students complete the following assignment on structure and divisions of fungi. 5) Students review assignment from last week - guided reading assignment from section 21-2 in the textbook.
 * [|Details]
 * [[file:dgoodwin/Fungi Coloring Worksheet Diane.doc|Download]]
 * 804 KB

http://www.dailymotion.com/video/xkbp7h_bbc-life-e01-challenges-of-life_animals
 * October 31, 2014 (Ms. Brown is the supply teacher for today) **
 * Students wrote test on Kingdom Protista. **
 * Students viewed "Challenges of Life" when they completed the test located here:**

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Lecture from section 21-1 in the textbook. It can be downloaded from the following site: http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm - at the upper right of the page, click in the box "Fungi" 1.1 2) Students complete a guided reading assignment for section 21-1 in the textbook. The assignment is located on the first 3 pages of the following link: http://members.myepath.com/jwthompson/PDF%20Files/brgs6210.pdf
 * October 30, 2014 (Ms. Brown is the supply teacher for today)**
 * Objectives**:
 * Activities:**

Objective: **examine live protists (both plant and animal-like) and look for unique characteristic in each as discussed in class.** Activities:
 * October 29, 2014 (Ms. Brown is the supply teacher for today)** *Ms. Brown - you may want to switch Oct 29 and Oct 30 if the protists have not arrived yet. Please see Mr. Savoie.
 * 1) Lab day. Students will complete a lab questionnaire on three organisms they viewed with the microscopes.**

October 28, 2014 Objective: Activities ** : ** 4) For review for the test please see the following document:
 * 1) Describe the major phyla of animal-like protists. **
 * 1) Students receive their assignments back (Ms. Goodfellow - they are in yellow folders to the left of the tables ((in the corner)) on the window side of the classroom. The period number is clearly marked on the yellow folder. There are quite a few assignments to be handed back.) **
 * 2) Powerpoint lecture from section 20-2 in the textbook. Go to the following site and click on section 1.2 in the protist box. The majority of the Protista test will come from information in this section. **
 * http://www.biologyjunction.com/powerpoints_dragonfly_book_prent.htm**
 * 3) ** __There will be a test on Friday, Oct. 31 on Protists__. Sections include: ** 20-1, 20-2 and sections from 20-3 - euglenophyta section only.
 * [|Details]
 * [[file:dgoodwin/Kingdom Protista Test Review.doc|Download]]
 * 30 KB

1) Describe the major phyla of animal-like protists. 1) Students will go to the computer lab (E100) and complete the virtual protist lab we began on Friday. 2) Students complete the following review of animal-like protists:
 * October 27, 2014 **
 * Objective: **
 * Activities: **

1) Describe the major phyla of animal-like protists. Students will go to the computer lab (E100) and complete the following virtual protist lab:
 * October 24, 2014 **
 * Objective: **
 * Activity: **

1) Students will explain what a protist is. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. Lecture on section 20-1 and 20-2 from the textbook.  Protists in the movies:  Hooke -  []  Apollo 13 and algae that glows in the dark -  []  On an episode of Dr. House MD, one person was infected with the following protists:  []
 * October 23, 2014 **
 * Objective: **
 * Activities: **

**Objective:** Describe the major phyla of animal-like protists. 1) Students view the following video clip on protists: http://www.youtube.com/watch?v=Ln69k7LyTsU 2) Students complete the following crossword puzzle on chapter 19 from the textbook, focusing on the animal-like protists.
 * October 22, 2014 (Mr. Porter is the supply teacher today) **
 * Activities: **


 * October 21, 2014 (Ms. Brown is the supply teacher for today.) **
 * Objective: **
 * 1) Describe the major phyla of animal-like protists. **
 * Activities: **
 * 1) Students completed an assignment on animal-like protists (protazoans) Those who didn't finish in class need to complete it for homework for tomorrow. It is located here: **
 * [|Details]
 * [[file:dgoodwin/protists.doc|Download]]
 * 391 KB

1) Students will explain what a protist is. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. 1) Students read section 20-1 and 20-2 from the textbook. 2) Students complete an assignment that accompanies sections 20-1 and 20-2 located here: (Mr. Porter, please print this file for the students and hand it out to them. It is due for homework for tomorrow.) The answer key follows:
 * October 20, 2014 (Unfortunately, I am out of school again today. Mr. Porter is the supply teacher) **
 * Objective: **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/20-1_protists.doc|Download]]
 * 118 KB


 * October 17, 2014 **
 * Students wrote their chapter 19 test. **

1) students view DVD - Typhoid Mary (Nova) that can be viewed here: "Mary Mallon, now known as Typhoid Mary, seemed a healthy woman when a health inspector knocked on her door in 1907, yet she was the cause of several typhoid outbreaks. Since Mary was the first "healthy carrier" of typhoid fever in the United States, she did not understand how someone not sick could spread disease -- so she tried to fight back." from:  []  and complete a film analysis assignment to be handed in located here:   (Ms. Goodfellow - I have paper copies of the film analysis to photocopy for class on my desk at the back of the room.)
 * October 16, 2014 (Ms. Goodfellow is the supply teacher today) **
 * Objectives ** : 1) explain how bacteria cause disease
 * Activities: **
 * [] **
 * [|Details]
 * [[file:dgoodwin/Typhoid Mary film analysis.doc|Download]]
 * 60 KB

1) Students complete the bacteria/virus review PDF file that was uploaded in yesterday's entry and complete the question. 2) Students also complete the main ideas map activity if students did not complete it in class yesterday. Electronic files are uploaded in yesterday's entry as well as paper copies located on the table along the wall with the window in the classroom. They are completed and passed in by the end of class today. 3) Terms students need to know and understand for the test on Friday are below: endospore Prokaryotic cells pathogens archaebacteria spherical prokaryotes gram stain bacteria - violet and pink nitrogen fixing bacteria basic structure of viruses label a virus label a bacteria retroviruses what do vaccines do? prions ancestors of eukaryotes ways to identify bacteria....ie...shape, the way they move, how they obtain energy binary fission decomposers composition of a virus viruses that infect bacteria prophages antibiotics lysogenic infections (viruses) lytic infections (viruses) conjugation (sexual reproduction in bacteria)
 * October 15, 2014 (Mr. Porter is the supply teacher today) **
 * Objective:** Students will review for the test on Friday, October, 18, 2014
 * Activities:**

http://www.cbc.ca/news/canada/new-brunswick/new-beetle-species-discovered-in-fredericton-park-1.2722462
 * October 14, 2014 **
 * Objectives: **
 * News: A new species of beetle was discovered by scientists in O'Dell Park: **


 * Explain why bacteria are vital to maintaining the living world (because we tend to focus on the 1% of bacteria that are harmful we don't spend time on helpful bacteria). **
 * Activities: **
 * 1) Students will complete two "main ideas map" from two articles on good bacteria below. Remember - choose 2 articles. **
 * [|Details]
 * [[file:dgoodwin/Main Ideas Map.docx|Download]]
 * 20 KB


 * a) good bacteria and food: **
 * [] **
 * b) article on probiotics: **
 * [] **
 * c) fecal transplants @http://www2.macleans.ca/2013/07/08/gut-of-the-matter/ **
 * d) hydrogen-powered symbiotic bacteria found in deep=sea hudrothermal vent mussles **
 * [|http://www.sciencedaily.com/releases/2011/08/110810132832.htm#.UlgJAv4x3V4.email] **
 * e) oil eating bacteria article: **
 * [] **
 * The main ideas maps are due at the end of class. **
 * 2) There will be a test on sections 19-1, 19-2 and 19-3 on Friday, Oct. 17, 2014. To help review, students may wish to print off the following file for tomorrow: **
 * [|Details]
 * [[file:dgoodwin/bacteria virus test review.pdf|Download]]
 * 84 KB

1) Explain how bacteria cause disease. 2) Describe how viruses cause disease 1) Students complete a reading assignment for section 19-3 and another on Ebola located here: They are due by the end of class on Wednesday, October 8, 2014. (reading assignment will be given out on Oct. 8) 2) I spoke with students individually about their marks. Some students are missing a lot of work due to poor attendance and/or organizational issues. **All work to this point in this semester will not be accepted after Oct. 8.**
 * October 7 and 8, 2014**
 * Activities:**

1) Explain how bacteria cause disease. 2) Describe how viruses cause disease 1) Intro - Students participated in a hand washing activity to help understand the importance of it especially during flu season. See the following site for more information: http://www.glogerm.com/ 2) Students view video clip on hand washing: https://www.youtube.com/watch?v=2g4fWaegoDk&feature=youtu.be washing your hands 3) Lecture on section 19-3 and complete a guided reading assignment. 4) A student asked about Lyme disease last week. If time, we will view the following clip to help explain - https://www.youtube.com/watch?v=zHWDcHnC_cE Lyme Disease https://www.youtube.com/watch?v=DPa36qTnBgQ Chronic Lyme Disease Controversy
 * October 6, 2014**
 * Objectives:**
 * Activities:**

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world https://www.youtube.com/watch?v=EIqwggzbBoA 2) Students complete video assignment and hand in at the end of class:
 * October 3, 2014** **(Mr. Porter is the supply teacher for today)**
 * Objectives:**
 * Activities:**
 * 1) Students view the following documentary on bacteria:**

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world 1) Students complete the prokaryote coloring assignment uploaded yesterday and the guided reading assignment for section 19-1.
 * October 2, 2914 (Mr. Porter is the supply teacher for today)**
 * Objectives:**
 * Activities:**

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world 1) Intro - sourdough bread - Students sampled sourdough bread (leavened with lactobacillus bacteria) with homemade butter (demonstrated in class). We watched a video on the history of sourdough bread and its connection with the California Gold Rush and the San Francisco 49ers football team. https://www.youtube.com/watch?v=y5xOpss4j5E
 * October 1, 2014**
 * Objectives:**
 * Activities: **

1) Complete lecture from yesterday on section 19-1. 2) Students complete assignment on prokaryotes (bacteria)

1) Explain how the two groups of prokaryotes differ 2) Describe the factors that are used to identify prokaryotes (bacteria) 3) Describe the factors that are used to identify prokaryotes 4) Explain why bacteria are vital to maintaining the living world 1) Video (VHS) introducing bacteria. 2) Lecture from section 19-1.
 * September 30, 2014**
 * Objectives:**
 * Activities: **

1) Describe the structure of a virus 2) Explain how viruses cause infection (lytic and lysogenic viruses) 1) Lecture on structure and how viruses infect (section 19-2 in the textbook). 2) Students complete an assignment handed out in class on lytic and lysogenic infections. 3) Short video clips on viral replication can be located here: https://www.youtube.com/watch?v=WVZPxUTbQgw
 * September 29, 2014**
 * Due to the lengthy discussions on ebola in class, we will complete the lecture on viruses today: (period 4 will also write their quiz on classification that we didn't get to on Friday)**
 * Objectives: **
 * Activities: **
 * [] ; **

2) Explain how viruses cause infection (lytic and lysogenic viruses) 1) Activity on Human Papillimavirus. 2) Complete lecture from yesterday and assignment handed out in class. 3) Begin video: Ebola that can be viewed here: http://www.dailymotion.com/video/x1d14v1_ebola-the-plague-fighters-nova-discovery-science-history-documentary_tv 4) Unsettling news on ebola virus...discussion.
 * September 25, 2014**
 * Objectives**: 1) Describe the structure of a virus
 * Activities:**
 * "The Ebola filovirus causes a very deadly and highly contagious disease. Outbreaks thus far have been limited due to the implementation of strict isolation, sterilization, and waste disposal procedures; the remoteness of areas in which the outbreaks appeared; and the fact that the virus kills so quickly that many of its victims die before it can be transmitted. Most recently, the Ebola virus struck in the city of Kikwit in Zaire, Africa, in early 1995 and killed almost 250 people before it was contained. Medical experts and relief workers went to work quickly to locate victims, to provide educational and prevention services to neighbors and families, and to research the Ebola virus. This NOVA program follows the medical researchers and doctors as they work to prevent the virus from wiping out an entire community and to locate where the virus originated." from: []**
 * 3) Students complete a film analysis to be handed in on Monday, September 29.[[file:Biology 112 ebola film analysis.doc]]**

1) Describe the structure of a virus 2) Explain how viruses cause infection (lytic and lysogenic viruses) 1) Lecture on structure and how viruses infect (section 19-2 in the textbook). 2) Students complete an assignment handed out in class on lytic and lysogenic infections. 3) Short video clips on viral replication can be located here:
 * September 24, 2014**
 * Objectives:**
 * Activities:**
 * [] ; []**

Outcome: Identify the organization levels in biology - taxonomy 1) Students received their dichotomous key quiz back today.
 * September 23, 2014 **
 * Activities: **

2) Students completed lecture for section 18.3 - Classification. Students created mini posters on one of the 6 kingdoms.

3) There will be a short test on Thursday, September 26, 2014 on sections 18.1 and 18.3 from the text - Classification.

**Outcome:** Identify the organizational levels in biology. 1) complete video on classification of living things and video summary - located here: From the videos (above) list the 6 kingdoms and give three characteristics of each - to be handed in - valued /10  2) Students have received two sets of assignments from Friday. Those that were absent can get a copy from Ms. Millier - they are on my desk at the back of the classroom. They will be due for homework for tomorrow, September 23.
 * September 22, 2014 (Ms. Millier is the supply teacher for today) **
 * Activities: **
 * [] **
 * Six Kingdoms of Classification **
 * [] **

https://www.youtube.com/watch?v=YDGv_n_11qs
 * September 19, 2014**
 * Outcome**: Identify the organization levels in biology - taxonomy and apply the classification technique of dichotomous keys to creating a key for classifying pasta.
 * Activities:**
 * 1) Students wrote their quiz on working through a dichotomous key.**
 * 2) Students create a dichotomous key - "Kingdom Pasta." Activity instructions can be located here:**
 * []**
 * It is due for homework if it was not completed in class.**
 * 3) Video - About Dichotomous Keys:**


 * (Thank you Jarrod for taking the pic and sending it to me.)**

taxonomy and apply the classification technique of dichotomous keys to complete various dichotomous keys.
 * September 17 and 18, 2014 **
 * Outcome: ** Identify the organizational levels in biology - taxonomy

Homework was check recorded and reviewed. 1) Introduce the concept of a dichotomous key used in classification by creating one as a class doing "the shoe" activity. 2) Students work through a dichotomous key provided in class.
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/teaching-dichotomous-key-lesson.pdf|Download]]
 * 118 KB
 * [|Details]
 * [[file:dgoodwin/Silly Science Name dichotomous key.doc|Download]]
 * 23 KB


 * Answer key for the Silly Science Name dichotomous key: 1) Whatnot: white marble, 2) Fance Whatnot: colored marble, 3) Screecher: white chalk, 4) Wadget: unsharpened pencil, 5) Widget: sharpened pencil (more than 10 cm), 6) Gadget: wooden splint (popsicle stick), 7) Cubey: die, 8) Oopsey: eraser (less than 10 cm), 9) Itsy Bitsy: small paperclip (less than 3 cm), 10) Super Duper: large paperclip (more than 3 cm) **
 * 3) Students complete a dichotomous key on pages 462 and 463 in the text. (Answers: I: birch II: buckeye III: pecan IV: sweetgum V: redbud VI: magnolia VII: locust)**
 * 4) Students completed a primate classification key.**
 * Supplemental material can be found here explaining what a dichotomous key is and how to use one and make one:**
 * []**
 * []**
 * 5) There will be a quiz on Friday, September 19. - Students will work through a classification key.**

**Outcome**: Identify the organizational levels in biology. 1) complete video on classification of living things and video summary - listing the 5 - 6 major kingdoms and listing three characteristics of each located here:
 * September 15 and 16, 2014 **
 * Activities: **
 * [] **
 * Six Kingdoms of Classification **
 * [] **
 * How Living Things are Classified **
 * __[] About Carl Linneaus__ **

https://www.youtube.com/watch?v=F38BmgPcZ_I&feature=related https://www.youtube.com/watch?v=12XO8vYqBsA
 * Taxonomy, Life's Filing Systerm **
 * Taxonomy and Systematics**

2) lecture: section 8.1 in textbook 3) homework - complete assignment corresponding with section 8.1 - assigned for homework on Sept. 16.

1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) Intro: Students participated in a fun activity on hearing - a hearing test that came from unintended consequences: [] 1) Students wrote cell quiz 2) Students reviewed lecture from yesterday - see terms in yesterday's entry. 3) Demonstration lab on osmosis -"egg-speriment" fro the video clip yesteray. 4) Students viewed some video clips - not all of them but great videos on osmosis, diffusion and active transport can be located here: [] (osmosis and diffusion) [] (osmosis - illustration isotonic, hypertonic, hypotonic) ;[] (active transport)
 * September 12, 2014**
 * Objectives: **
 * Activities: **

**Objective**: 1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) **Activities**: 1) Lecture on 7.3 from the textbook. 2) Students completed the lecture from sections 7.3 in the textbook. Terms students will be responsible for from section 7.3 are: cell membrane, cell wall, lipid bilayer, concentration, diffusion, equilibrium, osmosis, isotonic, hypertonic, hypotonic, facilitated diffusion, active transport. 3) Students are encouraged to go online and review diffusion (phschool.com code cbp-3073); osmosis (phschool.com code cbp-3075) and Active transport (phschool.com code 3076). 4) Students viewed the following video on osmosis and will do the experiment as a class tomorrow. https://www.youtube.com/watch?v=K3wG337xmQc&feature=related
 * September 11, 2014**

1) Identify the main functions of the cell membrane and the cell wall. 2) Describe what happens during diffusion. 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic) Intro: introduction of the blobfish - Not only is the gelatinous creature on the endangered species list; it was also recently voted the most hideous creature found in nature. As reported by the Telegraph, the blobfish was awarded the dubious honour in a poll conducted on YouTube by the Ungly Animal Preservation Society, which exists to heighten awareness of creatures whose impending demise is ignored because they're not "cuddly" enough...
 * September 10, 2014**
 * Objective: **
 * Activities: **


 * 1) Quiz on parts of the cell on September 12. **
 * 3) Lecture from section 7.3 in the textbook and students completed an activity handed out on class. **

1) explain what the cell theory is 2) distinguish between eukaryotes and prokaryotes 3) describe the function of the cell nucleus 4) describe the functions of the major cell organelles 5) identify the main roles of the cytoskeleton 1) Students worked in teams on a matching exercise to identify gaps in their understanding for the quiz on September 12. Homework was checked and reviewed. 2) Students completed a crossword or organelles of an eukaryotic cell that can be downloaded here: 3) Students view video clip on cells for review: https://www.youtube.com/watch?v=1Z9pqST72is 4) There is a quiz on September 12 on the organelles of a cell.
 * September 9, 2014**
 * Objectives: **
 * Activities: **
 * [|Details]
 * [[file:dgoodwin/Cell Organelle Crossword Puzzle.pdf|Download]]
 * 66 KB


 * September 8, 2014**
 * Objectives:**

1) explain what the cell theory is

2) distinguish between eukaryotes and prokaryotes

3) describe the function of the cell nucleus

4) describe the functions of the major cell organelles

5) identify the main roles of the cytoskeleton


 * Activities:**

1) Lecture from section 7.2 in the text.

2) Students completed the following assignment:

The assignments below may be completed for bonus and due on Friday, September 12:

__ and __

3) Students worked in pairs to label and identify organelles of an animal cell.

4) There will be a quiz on the organelles of cells on Friday, September 12.


 * September 5, 2014 **
 * Objectives: **

1) explain what the cell theory is

2) distinguish between eukaryotes and prokaryotes

3) describe the function of the cell nucleus

4) describe the functions of the major cell organelles

5) identify the main roles of the cytoskeleton


 * Activities: **

3) students completed a cell organelle review of work completed in grade 9

4) lecture and assignment worksheets pertaining to sections 7.1 and 7.2 from the textbook. This work is due Tuesday, September 9.

Parent e-mail addresses and the $5.00 lab fees are also now due.


 * September 3 and 4, 2014 **
 * Welcome to Biology 112. **
 * I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace ** __on a daily basis__ ** . Parents, please ensure that I have your e-mail address. **


 * There is a $5.00 lab fee for the course. Lab fees and e-mail addresses are now due (please see the course outline sent home with students). I've posted a copy of it at the top of this page as well. **
 * You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435 **

1) To illustrate life is cellular and can be extremely small, students viewed a video clip on cell phones and bacteria to illustrate that living things and safety issues may not always visible. It can be viewed here: [] Students swabbed their cell phones to see what microbes may be on them (the microbes will grow on the agar as shown in the video above) and cleaned their cell phones with alcohol pads provided in class.  2) Students participated in a short presentation "Living Thing Oddities" showing interesting characteristic of various living things. 3) Students received their textbooks and completed a textbook scavenger hunt.
 * Intro to Biology 112 Activities: **

June 6, 2014 ** EXAMINATION SCHEDULE/RULES FOR EXAMINATIONS ** ** June 9-12, 2014 **
 * __ PLEASE READ TO HOMEROOM STUDENTS AND POST IN CLASSROOM __**

__ Monday, June 9 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 1 examination

1:00pm – Report to examination room (textbook collection and other business) 1:15pm-3:15pm – Period 2 examination


 * Buses arrive at regular time **

__ Tuesday, June 10 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 4 examination


 * Buses arrive at 11:30am **

__ Wednesday, June 11 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 5 examination


 * Buses arrive at 1:00pm **

__ Thursday, June 12 __ 8:30am – Report to examination room (textbook collection and other business) 8:45am-10:45am – Period 6 examination


 * Buses arrive at 11:30am **

June 16, 8:30am – Marks are available for grade 12 students only **(no school for grade 9,10,11).** All outstanding business (fees paid, texts returned, etc.) must be attended to prior to receiving marks. Buses depart at 10:00am. June 17, 8:30am – Marks are available for grade 9, 10, 11. All outstanding business (fees paid, texts returned, etc.) must be attended to prior to receiving marks. Buses depart at 10:00am.
 * Students please note: **
 * 1) 1. Students may not go to lockers while examinations are in session.
 * 2) 2. Students may not leave the examination room until 1.5 hours have elapsed. **Students who choose to leave the examination room before the full 2 hours have elapsed are to go to the cafeteria, the library (for quiet study), or leave the building.**
 * 3) 3. It is the responsibility of the student to show up for each exam at the proper scheduled time. Failure to do so will result in a zero grade. **If there is an extenuating circumstance and a student cannot write an exam at the scheduled time, contact must be made with the Principal __prior__ to the exam. A physician’s note must be provided in cases of illness.**
 * 4) 4. Cellular phones, headphones, notes or extra paper are not permitted. Students failing to observe this rule may be deemed as cheating, and assigned a zero grade.
 * 5) 5. The onus is on the student to observe rules for writing examinations. The consequence of cheating on an exam will result in a mark of zero on the exam.
 * Also note: **

S. Thomas, Principal
 * Good luck on your examinations! **

Students will review for the exam - see review file below.
 * June 2 through 6, 2014**

2) Describe the ecology of annelids. 1) Dissect the earthworm to view the internal and external features of an annelid. Students need to know the functions of the crop, gizzard (digestion system), segments and nephridia. 2) We will begin the exam review on Monday, following the last part of the curriculum - photosynthesis and respiration. A review file can be found here:
 * May 30, 2014**
 * Objectives:** 1) Describe and identify the defining features of annelids.
 * Activity:**

1) students read pages 694-697 and in their own words, describe the flow of food from the worm's mouth to the anus. 2) students read pages 734-736 on echinoderms (starfish) and write notes on the water vascular system. 3) students read pages 720-721 and make notes on the external features of a crayfish. These notes are to be handed in at the end of class for evaluation. They should be detailed and neatly presented. Diagrams and or concept maps may be used. value /15  4) students complete an assignment on arthropods that was handed out in class yesterday (May 28) 5) earthworm dissection will be tomorrow
 * May 29, 2014 (I am out today. Ms Dunphy is the supply teacher)**
 * Activities: **

1) Dissect the crayfish to view the internal and external features of an arthropod. Students need to know the external features of an arthropods. 2) Students complete an assignment on arthropods handed out in class.
 * May 28, 2014**
 * Objective:** Describe and identify the defining features of arthropods (crayfish).
 * Activity:**

1) Discussion of characteristics of arthropods...1) Arthropods have a segmented body, 2) a tough exoskeleton made of chitin, 3) jointed appendages and 4) molt (from pages 715 and 719 in the textbook). 2) We "dissected" a lobster (an arthropod) and then ate it dipped in warm butter...yum! 3) Video clips:
 * May 27, 2014**
 * Objectives**: Students learn characteristics of arthropods and the anatomy of a lobster.
 * Activities:**
 * [] David Attenborough migration**
 * [] David Attenborough reproduction**
 * [] lobster molting time lapsed**
 * [] Bay of Fundy**
 * 4)** We labelled the parts of a lobster/crayfish [[file:Label Crayfish External Anatomy.doc]]

1) students read pages 694-697 and in their own words, describe the flow of food from the worm's mouth to the anus. 2) students view the video on earthworm dissection. 3) students read pages 734-736 on echinoderms (starfish) and write notes on the water vascular system. 4) students view video on starfish dissection. 5) students read pages 720-721 and make notes on the external features of a crayfish. 6) students view the video on crayfish dissection. 7) A Shape of Life video on leeches can be viewed here: http://shapeoflife.org/video/phyla/echinoderms-ultimate-animal
 * May 26, 2014**
 * Objective:** Students will learn defining characteristics of annelids (segmented worms), crustaceans (crayfish) and echinoderms (starfish or seastars) in preparation for the dissections.
 * Activities:**

2) Video from "The Shape of Life" on echinoderms: http://shapeoflife.org/video/phyla/echinoderms-ultimate-animal and a sea anemone swims away from a sea star: http://shapeoflife.org/video/behavior/cnidarians-anemone-swims-away-sea-star
 * May 23, 2014**
 * Objective:** 1) Describe and identify the defining features of echinoderms (starfish).
 * Activity:** 1) Dissect the starfish to view the internal and external features of an annelid (starfish). Students need to know the function of the water vascular system of a starfish.

1) Complete the work from yesterday on characteristics of animals. 2) Lecture -
 * May 21 and 22, 2014**
 * Objectives:**
 * 1) Students will understand characteristics of all animals, essential functions of animals and important trends in animal evolution. **
 * 2) Students will learn three forms of symmetry (bilateral, radial and assymetry) and body regions of animals (dorsal, ventral, anterior and posterior).**
 * 3) Students will be able to explain cephalization and how it relates to bilateral symmetry**
 * Activities:**
 * Details
 * [[file:symmetry.pdf|Download]]
 * 3 MB

1) Lecture on section 26-1 2) Students read pages 657 - 663 and answer questions 1- 6 on page 663. 3) Students view the following clip on Animal Diversity: [] (Bozeman 8 minutes) 4) Students complete an assignment on chapter 26-1 in the text
 * May 20, 2014 **
 * Objective: Students will understand characteristics of all animals, essential functions of animals and important trends in animal evolution. **
 * Activities: **


 * May 16, 2014 **
 * Objective:** **Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - the flower; describe how pollination occurs and learn about colony collapse disorder as it affects the pollination process of plants and ultimately our food.**

Activity:** 1) Students view "The Silence of the Bees" located here: []

Silence of the Bees Introduction
In the winter of 2006, a strange phenomenon fell upon honeybee hives across the country. Without a trace, millions of bees vanished from their hives. A precious pollinator of fruits and vegetables, the disappearing bees left billions of dollars of crops at risk and threatened our food supply. The epidemic set researchers scrambling to discover why honeybees were dying in record numbers — and to stop the epidemic in its tracks before it spread further. //Silence of the Bees// is the first in-depth look at the search to uncover what is killing the honeybee. The filmmakers of //Bees// take viewers around the world to the sites of fallen hives, to high-tech labs, where scientists race to uncover clues, and even deep inside honeybee colonies. //Silence of the Bees// is the story of a riveting, ongoing investigation to save honeybees from dying out. The film goes beyond the unsolved mystery to tell the story of the honeybee itself, its invaluable impact on our diets and takes a look at what’s at stake if honeybees disappear. //Silence of the Bees// explores the complex world of the honeybee in crisis and instills in viewers a sense of urgency to learn ways to help these extraordinary animals. cited from: [] 2) Students complete the following worksheet that accompanies the video:
 * Details
 * [[file:Silence+Bees+Worksheet.doc|Download]]
 * 607 KB


 * May 15, 2014**
 * Objective: Students review concepts in the Kingdom Plantae**
 * Activity:**
 * 1) Students create mini-posters of the following terms:**
 * parts of a flower, monocot, dicot, pollination, perfect flowers, imperfect flowers, double fertilization, parts of a seed, angiosperm, gymnosperm, vascular plants, bryophytes (non-vascular plants), soft wood, hard wood, annuals, perennials, characteristics of plants, what plants need to survive, plants that reproduce by spores**

http://www.cbc.ca/player/Shows/Shows/The+Nature+of+Things/ID/2214084211/ // "A luscious exploration of the natural world, Smarty Plants effortlessly integrates hard core science with a light hearted look at how plants behave, revealing a world where plants are as busy, responsive and complex as we are. From the stunning heights of The Great Basin Desert to the lush coastal rainforests of the west coast of Canada, lead scientist JC Cahill takes us on a journey into the real “secret world of plants,” revealing an astonishing landscape where plants eavesdrop on each other, talk to their allies, call in insect mercenaries and nurture their young. A world of pulsing activity where plants communicate, co-operate and sometimes, wage all-out war. So come along for the ride and discover that plants are a lot less passive and a lot more intelligent than you think!" // // Also known as What Plants Talk About [USA] from: // http://meritmotionpictures.com/portfolio-items/smarty-plants/ [] - seed plants If time permits, we may view a section of mythbusters on whether talking to plants helped them grow. These videos can be viewed here **[|**http://www.youtube.com/watch?v=CMiVNPXR5qw**] [|**http://www.youtube.com/watch?v=FhsbM9LxPAk**]**
 * May 14, 2014**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots.**
 * Activities:**
 * 1) Quizzes were handed back and reviewed. (supply teacher was in so #1 and #2 were not completed)**
 * 2) Monocot/Dicot assignment was reviewed.**
 * 3) Students view "Smarty Plants" The Nature of Things with David Suzuki**
 * 3)** Other clips pertaining to seed plants are are:
 * [] -** water lily and pollination


 * May 13, 2014**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots.**
 * Activities:**
 * 1) Homework was checked, recorded and reviewed.**
 * 2) Students wrote a quiz on the parts of a flower and compared the differences between monocots and dicots.**

1) Students review monocots and dicots by completing the following assignment handed out in class. It is due for Tuesday, May 13 for homework. 2) There will be a **quiz** on Tuesday, May 13 on the reproductive parts of an angiosperm - a flower and differences between monocots and dicots. 3) **Bonus** assignment due for Tuesday, May 13 - print and complete:
 * May 9, 2014**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots.**
 * Activities:**


 * May 8, 2014**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms.**
 * Activities:**
 * 1) Students complete the following assignment in class [[file:Flowers and Reproduction.doc]]**

2) Students complete assignments from sections 22-4 and 22-5 in the textbook over the next two days. (Electronic copies not available due to copyright laws) 3) There will be a ** quiz ** on Tuesday, May 13 on the reproductive parts of an angiosperm - a flower and differences between monocots and dicots.

1) Lecture on the parts of a flower: 2) Student assignment that compliments the lecture: 3) Students dissect a flower to examine the reproductive parts - stamen and pistil. 4) Students view video clip [] //Driori shares some of the amazing tricks flowers use to encourage pollen distribution in this TED Talks clip.// 5) Complete online activity on the reproductive parts of a flower - Pistil and Stamen using the following site: go to phschool.com and enter the code: cbp 7241 6) **Bonus** activity due on Monday, May 12 - print and complete the following assignment
 * May 7, 2014**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms.**
 * Activities:**

1) Describe the reproductive adaptations of seed plants. 2) Describe the evolution of seed plants. 3) Identify the four groups of gymnosperms.
 * May 6, 2014**
 * Objectives:**

1) Lecture from sections 22-4..
 * Activities:**

1) Lecture from section 22-1 in the textbook 2) Students complete assignment corresponding to section 22-1.
 * May 5, 2014**
 * Objectives:** 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Activities:**

2) Students participated in the "Great Hot Pepper Challenge." We also discussed capsaicin; the chemical found in hot peppers and its uses. An associated video clip: [] (Why are Peppers Hot?: The Nerd Report.) 3) Students answer questions on page 555, #1, 2 and 3.
 * May 1, 2014**
 * Objective**: 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Activities**: 1) Lecture from section 22-1 in the textbook (pages 551 - 555). A copy of plant classification chart can be located here: [[file:Plantae classification.doc]]

1) Students write the test on fungus. 2) Complete plant classification from yesterday. 3) View the following video: [] - The Secret World of the Plants - a New Atlantis Documentary //"The secret world of plants gets us closer to these motionless and quiet creatures, so attractive and surprising as the rest of the living creatures.// //The documentary reveals the most unknown aspects of the vegetable kingdom. We will learn about the secret of the eternal youth of a 3500 years old sequoia and be charmed by the 'rafflesia arnoldi' flowers, able to reach up to one meter of diameter. An exhaustive journey through the world of plants, from its domain over humid areas in mangrove covers, where they are able to live inside the water, to the most arid spots, conquered by the 'Welwitzia mirabilis', whose leaves reach up to six meter length ."//
 * April 30, 2014**
 * Objectives:** 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Activities:**

1) Lecture from section 22-1 in the textbook (pages 551 - 555). 2) Review for test tomorrow on fungus.
 * April 29, 2014**
 * Objectives:** 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Activities:**


 * April 28, 2014**
 * Objective: Students review the fungus unit.**
 * Activity:**
 * 1) Students work in pairs and create fact sheets with one objective test question on the following terms:**
 * chitin, hyphae, mycelium, fruiting body, saprobe, parasites, lichens, mychorrhizae, years, fairy ring, parts of a mushroom, asexual reproduction (spores) and sexual reproduction (+ and - hyphae)**
 * 2) There will be a quiz/test on Wednesday, April 30 on sections 21-1 and 21-3 from the textbook.**

[] - Banana Fungus [] - Banana Fungus [] - part 1 - Dutch Elm Disease and [] part 2
 * April 25, 2014**
 * Objectives:**
 * 1) Explain what the ecological role of fungi is.**
 * 2) Describe problems that parasitic fungi cause.**
 * 3) Describe the kinds of mutulalistic relationships that fungi form with other organisms.**
 * Activities:**
 * 1) Check and review homework from yesterday.**
 * 2) Students complete 2 article assignments.**
 * a) Dutch Elm Disease [[file:Dutch Elm Disease reading assignment.pdf]]**
 * b) Fungus Threatens Top Banana Crops (currently in the media) [[file:fungus in bananas.pdf]] (article) and [[file:fungus on bananas questions.doc]] (questions)**
 * 3) View clips on the Banana Fungus and Dutch Elm Disease are located here:**


 * April 24, 2014**
 * Objectives:**
 * 1) Explain what the ecological role of fungi is.**
 * 2) Describe problems that parasitic fungi cause.**
 * 3) Describe the kinds of mutulalistic relationships that fungi form with other organisms.**
 * Activities:**
 * 1) View the video clip on truffles from yesterday.**
 * 2) Lecture from section 21-3 in the textbook.**
 * 3) Complete assignment handed out in class (just the side the ecology at the top) for homework for tomorrow.**

Youtube clips associated with today's lesson: [] mold growing [] unique way one fungus releases spores [] time lapse video of strawberries going moldy [] mind control killer fungi [] - truffles, the most expensive food in the world [] giant puffball @http://www.youtube.com/watch?v=3WqZKHr0ctk 5 divisions of fungus @http://www.youtube.com/watch?v=puDkLFcCZyI&feature=related with David A
 * April 23, 2014**
 * Objective:**
 * 1) Identify the characteristics of the four main groups of fungi.**
 * Activities:**
 * 1) Review worksheet handed out yesterday in class.**
 * 2) Lecture section 21-2 from the textbook.**
 * 3)**
 * [] - toenail fungus**

1) Identify the defining characteristics of fungi. 2) Describe the main structures of a fungus. 3) Explain how fungi reproduce. 1) Complete discussions from last Wednesday on ergot poisoning. Two associated clips can be viewed here: [] Salem Witch Trials and [] general ergot poisoning discussion 2) Lecture from section 21-1 from the text. 3) Students worked on an assignment handed out in class on section 21-1. 4) Other video clips viewed in class - [] - smashing a giant puffball [] - time lapsed video of strawberries rotting.
 * April 22, 2014**
 * Objectives**:
 * Activities:**

1) General discussion of fungus and how it impacts our everyday life. 2) Sample and discuss Brie and blue cheese and how fungus flavours them. 3) Sample rye bread and how its associated ergot poisoning has had an impact on history. **Fungus growing on rye that causes ergot poisoning.**
 * April 16, 2014**
 * Test on Chapter 20.**
 * Outcome:** Identify the defining characteristics of fungi.
 * Activities:**
 * Bonus: Print and complete the following assignment - due on Tuesday, April 22 [[file:Fungi Coloring Worksheet Diane.doc]]

1) Students reviewed the assignment from section 20-1 and 20-2 that was handed out last week. 2) Students received a review sheet in class (I do not have an electronic version) - the answers are: 1) anal pore, 2) autotroph, 3) binary fission, 4) chloroplasts, 5) cilia, 6) ciliophora, 7) contractile, 8) ectoplasm, 9) endocytosis, 10) endoplasm, 11) euglenoid movement, 12) euglenophyta, 13) eyespot, 14) flagellum, 15) heterotroph, 16) micronucleus, 17) oral groove, 18) pellicle, 19) plasmodium, 20) pseudopods, 21) sarcodina, 22) unicellular (euglena only) 3) **__There will be a test on Wednesday, April 16 on Protists__. Sections include:** 20-1, 20-2 and sections from 20-3 - 4) For review for the test tomorrow please see the following document:
 * April 15, 2014**
 * Objective:** Review for test tomorrow.
 * Activities**:

1) Lab day. Students will complete a lab questionnaire on three organisms they viewed with the microscopes.
 * April 10 and 14, 2014**
 * Objective:** examine live protists (both plant and animal-like) and look for unique characteristic in each as discussed in class.
 * Activities:**


 * April 9, 2013**
 * Objective:**
 * 1) Describe the major phyla of animal-like protists.**
 * Activities:**
 * 1) Students completed an assignment on animal-like protists (protazoans) Those who didn't finish in class need to complete it for homework for tomorrow. It is located here: [[file:protists.doc]]**


 * April 8, 2013**
 * Objective:**
 * 1) Describe the major phyla of animal-like protists.**
 * Activities:**
 * 1) Students worked on an assignment an assignment that accompanies sections 20-1 and 20-2 located here: [[file:20-1_protists.doc]]**

1) Students will explain what a protist is. 2) Describe the major phyla of animal-like protists. 3) Explain how animal-like protists harm other living things. Lecture on section 20-1 and 20-2 from the textbook. Protists in the movies: Hooke - [] Apollo 13 and algae that glows in the dark - [] On an episode of Dr. House MD, one person was infected with the following protists: []
 * April 7, 2014**
 * Objective:**
 * Activities:**

1) Some video clips of interesting protists that may be shown in class are available here: __[|**http://www.youtube.com/watch?v=T2xh9-UPSlU**] [|**http://www.youtube.com/watch?v=saLYHUs6cWk**] [|**http://www.youtube.com/watch?v=W6rnhiMxtKU**]__
 * April 4, 2014**
 * Students wrote their test on chapter 19 - bacteria and viruses.**
 * Intro to Kingdom Protista**
 * __[] []__**
 * [] great introduction to Protists**
 * [] protist diversity**
 * [] protist diversity**

1) Explain how bacteria cause disease. 2) Describe how viruses cause disease. 3) Review for test tomorrow on chapter 19. 1) Review assignment handed out last week on lytic and lysogenic viruses. 2) Review assignment handed out last week on how viruses and bacteria cause disease. 3) Review for test tomorrow. 2) Terms students will be responsible for on the test are: endospore Prokaryotic cells pathogens archaebacteria spherical prokaryotes gram stain bacteria - violet and pink nitrogen fixing bacteria basic structure of viruses label a virus label a bacteria retroviruses what do vaccines do? prions ancestors of eukaryotes ways to identify bacteria....ie...shape, the way they move, how they obtain energy binary fission decomposers composition of a virus viruses that infect bacteria prophages antibiotics lysogenic infections (viruses) lytic infections (viruses) conjugation (sexual reproduction in bacteria)
 * April 3, 2014**
 * Objectives:**
 * Activities:**

1) Explain how bacteria cause disease. 2) Describe how viruses cause disease Activities: 1) Lecture on section 19-3. We spent some time on cold medicine and its connection to crystal meth (Sudafed Cold Medication) There is no homework for this evening however there is a chapter 19 test on Friday. We will review tomorrow.
 * April 2, 2014 (March 31 and April 1 were storm days.)**
 * Objectives:**

1) Explain how bacteria cause disease. 2) Describe how viruses cause disease. 1) Complete the Ebola video from yesterday and hand in the video analysis completed in class. 2) Lecture from section 19-3 in the textbook - Diseases caused by bacteria and viruses 3) Students complete an assignment handed out in class. 4) There will be a test on chapter 19 on Friday, April 4.
 * March 28, 2014**
 * Objectives:**
 * Activities:**

Objectives: 1) Describe the structure of a virus 2) Explain how viruses cause infection (lytic and lysogenic viruses) Activities: 1) Activity on Human Papillimavirus. 2) Complete lecture from yesterday and assignment handed out in class. 3) Begin video: Ebola that can be viewed here: (will be completed on March 26) 4) Unsettling news on ebola in Canada? http://www.bbc.com/news/world-us-canada-26726745
 * M****arch 25 and 27, 2014 (March 26 was a storm day)**
 * []**
 * "The Ebola filovirus causes a very deadly and highly contagious disease. Outbreaks thus far have been limited due to the implementation of strict isolation, sterilization, and waste disposal procedures; the remoteness of areas in which the outbreaks appeared; and the fact that the virus kills so quickly that many of its victims die before it can be transmitted. Most recently, the Ebola virus struck in the city of Kikwit in Zaire, Africa, in early 1995 and killed almost 250 people before it was contained. Medical experts and relief workers went to work quickly to locate victims, to provide educational and prevention services to neighbors and families, and to research the Ebola virus. This NOVA program follows the medical researchers and doctors as they work to prevent the virus from wiping out an entire community and to locate where the virus originated." from: []**
 * 3) Students complete a film analysis to be handed in on Friday, March 28. [[file:Biology 112 ebola film analysis.doc]]**

March 24, 2014 Objectives: 1) Describe the structure of a virus 2) Explain how viruses cause infection (lytic and lysogenic viruses) Activities: 1) Lecture on structure and how viruses infect (section 19-2 in the textbook). 2) Students complete an assignment handed out in class on lytic and lysogenic infections. 3) Short video clips on viral replication can be located here:
 * [] ; []**

March 21, 2014 (March 20 was a storm day)
 * Since we had a lot of students attend the TNB play during period 1, students completed assignments - the main concept article reviews and bacteria microviewer assignments.**

March 19, 2014 Objectives: Activities:
 * 1) Explain how bacteria cause disease.**
 * 2) Describe how viruses cause disease.**
 * 1) Students complete a microviewer assignment that illustrates and elaborates on various types of helpful and harmful bacteria.**
 * 2) Main Ideas Maps were completed this morning.**

March 18, 2014 Activities: 1) Complete video from yesterday starting at 35:48. See yesterday's entry for the site. Students completed the film analysis and hand it in. 2) Students will complete two "main ideas map" on the articles below.** Choose from the following articles (remember, only choose 2 articles). a) good bacteria and food: [] b) article on probiotics: [] c) fecal transplants @http://www2.macleans.ca/2013/07/08/gut-of-the-matter/ d) hydrogen-powered symbiotic bacteria found in deep=sea hudrothermal vent mussles [|http://www.sciencedaily.com/releases/2011/08/110810132832.htm#.UlgJAv4x3V4.email] e) oil eating bacteria article: [] There will be time to complete the assignment on Wednesday, March 19.
 * Objectives:** Explain why bacteria are vital to maintaining the living world
 * Details
 * [[file:Main Ideas Map.docx|Download]]
 * 20 KB

1) students view DVD - Typhoid Mary (Nova) that can be viewed here: "Mary Mallon, now known as Typhoid Mary, seemed a healthy woman when a health inspector knocked on her door in 1907, yet she was the cause of several typhoid outbreaks. Since Mary was the first "healthy carrier" of typhoid fever in the United States, she did not understand how someone not sick could spread disease -- so she tried to fight back." from: [] and complete a film analysis assignment to be handed in located here:
 * March 17, 2014**
 * Objectives**: 1) explain how bacteria cause disease
 * Activities:**
 * []**


 * March 14, 2014 (March 13 was a storm day)**
 * Objectives:**
 * 1) Describe the structure of a virus**
 * 2) Explain how viruses cause infection**
 * 3) Explain how the two groups of prokaryotes differ**
 * 4) Describe the factors that are used to identify prokaryotes (bacteria)**
 * 5) Describe the factors that are used to identify prokaryotes**
 * 6) Explain why bacteria are vital to maintaining the living world**
 * Activities:**
 * 1) Review of chapter 19-1 via powerpoint.**
 * 2) Students worked on a prokaryote assignment and is due for homework for Monday: [[file:prokaryote coloring.doc]]**

[]
 * March 12, 2014**
 * Objectives:**
 * 1) Describe the structure of a virus**
 * 2) Explain how viruses cause infection**
 * 3) Explain how the two groups of prokaryotes differ**
 * 4) Describe the factors that are used to identify prokaryotes (bacteria)**
 * 5) Describe the factors that are used to identify prokaryotes**
 * 6) Explain why bacteria are vital to maintaining the living world**
 * Activities:**
 * 1) Students viewed video on sourdough bread located here:**
 * 2) Lecture from sections 19-1**

1) Video (VHS) introducing bacteria.
 * March 10 and 11, 2014**
 * Objectives:**
 * 1) Describe the structure of a virus**
 * 2) Explain how viruses cause infection**
 * 3) Explain how the two groups of prokaryotes differ**
 * 4) Describe the factors that are used to identify prokaryotes (bacteria)**
 * 5) Describe the factors that are used to identify prokaryotes**
 * 6) Explain why bacteria are vital to maintaining the living world**
 * Activities:**
 * March 10, 2014
 * March 11, 2014**
 * 1) Students wrote their test on Classification.**
 * 2) Discussed the benefits of bacteria - students sampled sourdough bread (and I made homemade butter for the top)**

There is a quiz on March 11 on sections 18-1 and 18-3 in the textbook. Please see last entry for more information. As well, for those that missed the Friday before March Break, the chapter review questions are due for tomorrow morning.

1) Students will present their miniposters on the characteristics of life. 2) Students will view a short clip on classification (taxonomy) [] 3) Students complete chapter review - p. 465 - questions 1, 2, 3, 4, 5, 6, 8, 9, 10 p. 466 - 29 and 30 p. 467 - questions 3, 6, 7 Have a great March Break!
 * Friday, February 28, 2014**
 * Outcome: Students will be able to describe characteristics of living things and how they are classified.**
 * Activities:**
 * The quiz scheduled for today has been cancelled until after the March Break - Tuesday, March 10 on sections 18-1 and 18-3 in the textbook - Classification.**


 * Wednesday and Thursday, February 26 and 27, 2014**
 * Outcome: Students will be able to describe some characteristics of living things.**
 * Activities:**
 * 1) Students will make mini-posters that state a characteristics of life and an image that will help them remember. Mini-posters are evaluated /10 for accuracy and presentation. (information can be located on pages16-17 in the textbook)**

Outcome: Identify the organization levels in biology - taxonomy and apply the classification technique of dichotomous keys to creating a key for classifying pasta. Activities:
 * Monday and Tuesday, February 24 and 25, 2014**
 * 1) Students wrote their dichotomous key quiz.**
 * 2) Students completed lecture for section 18.3 - Classification.**
 * 3) There will be a short test on Thursday, February 27, 2014 on sections 18.1 and 18.3 from the text - Classification.**


 * Friday, February 21, 2014 (There was no class on Thursday, Feb. 20 due to the late start caused by poor weather)**
 * Outcome**: Identify the organization levels in biology - taxonomy and apply the classification technique of dichotomous keys to creating a key for classifying pasta.
 * Activities:**
 * 1) Students create a dichotomous key - "Kingdom Pasta." Activity instructions can be located here:**
 * []**


 * (Thank you Jarrod for taking the pic and sending it to me.)**
 * Students received a taxonomy assignment in class that is due for homework for Monday, Feb. 24. I do not have an electronic copy to upload at this time.**


 * Wednesday, February 19, 2014**
 * I am out of school today. Ms. Goodfellow is the supply teacher. Ms. Goodfellow, copies of the silly scinece name dichotomous key and primate classification key are located at the front of the room in file folders.**
 * Outcome**: Identify the organization levels in biology - taxonomy and apply the classification technique of dichotomous keys to complete various dichotomous keys.
 * Activities**:
 * 1) Students work through a dichotomous key provided in class. **
 * [|Details]
 * [[file:dgoodwin/Silly Science Name dichotomous key.doc|Download]]
 * 23 KB

[]
 * Answer key for the Silly Science Name dichotomous key: 1) Whatnot: white marble, 2) Fance Whatnot: colored marble, 3) Screecher: white chalk, 4) Wadget: unsharpened pencil, 5) Widget: sharpened pencil (more than 10 cm), 6) Gadget: wooden splint (popsicle stick), 7) Cubey: die, 8) Oopsey: eraser (less than 10 cm), 9) Itsy Bitsy: small paperclip (less than 3 cm), 10) Super Duper: large paperclip (more than 3 cm) **
 * 2) Students complete a dichotomous key on pages 462 and 463 in the text that we didn't get to yesterday. (Answers: I: birch II: buckeye III: pecan IV: sweetgum V: redbud VI: magnolia VII: locust)**
 * 3) If time, there is a primate classification key students will complete. Those not completed in class will have it for homework for Feb. 20.**
 * Supplemental material can be found here explaining what a dichotomous key is and how to use one and make one:**
 * []**
 * 3) There will be a** quiz on Monday, Feb. 24**. - Students will work through a classification key.**

Homework was check recorded and reviewed. Cell quizzes were handed back as well. 1) Introduce the concept of a dichotomous key used in classification by creating one as a class doing "the shoe" activity.
 * February 18, 2014**
 * Outcome:** Identify the organizational levels in biology - taxonomy.
 * Activities:**


 * we didn't finish the lesson - the work below will be assigned for tomorrow, Feb. 19
 * 2) Students work through a dichotomous key provided in class. [[file:Silly Science Name dichotomous key.doc]]**
 * Answer key for the Silly Science Name dichotomous key: 1) Whatnot: white marble, 2) Fance Whatnot: colored marble, 3) Screecher: white chalk, 4) Wadget: unsharpened pencil, 5) Widget: sharpened pencil (more than 10 cm), 6) Gadget: wooden splint (popsicle stick), 7) Cubey: die, 8) Oopsey: eraser (less than 10 cm), 9) Itsy Bitsy: small paperclip (less than 3 cm), 10) Super Duper: large paperclip (more than 3 cm)**
 * 3) Students complete a dichotomous key on pages 462 and 463 in the text for homework.**
 * 4) There will be a quiz - complete a dichotomous key on Monday, Feb. 24.**

February 13, 2014 There was no class this morning as students attended the Wellness Fair. For further information, see the following file on the event:

February 12, 2014 Outcome: **Identify the organizational levels in biology.** Activities: 1) complete video on classification of living things and video summary - listing the 5 - 6 major kingdoms and listing three characterisitics of each located here: 2) lecture: section 8.1 in textbook 3) homework - complete assignment corresponding with section 8.1
 * []**
 * Six Kingdoms of Classification**
 * []**
 * How Living Things are Classified**
 * __[] About Carl Linneaus__**

February 11, 2014 Objectives: Activities: Intro: **Students participated in a fun activity on hearing - a hearing test that came from unintended consequences:** [] **(osmosis and diffusion)** [] **("egg-speriment")** ; [] **(active transport)**
 * 1) Identify the main functions of the cell membrane and the cell wall.**
 * 2) Describe what happens during diffusion.**
 * 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic)**
 * []**
 * 1) Students reviewed lecture from yesterday - see terms in yesterday's entry.**
 * 2) Demonstration on diffusion - info can be found here:**
 * http://www.biologycorner.com/worksheets/diffusionlab_key.html**
 * 2) Students viewed some video clips - not all of them but great videos on osmosis, diffusion and active transport can be located here:**
 * [] (osmosis - illustration isotonic, hypertonic, hypotonic)**

February 10, 2014 Objective: Activities:
 * 1) Identify the main functions of the cell membrane and the cell wall.**
 * 2) Describe what happens during diffusion.**
 * 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic)**
 * 1) Lecture on 7.3 from the textbook.**
 * 2) Students completed the lecture from sections 7.3 in the textbook. Terms students will be responsible for from section 7.3 are: cell membrane, cell wall, lipid bilayer, concentration, diffusion, equilibrium, osmosis, isotonic, hypertonic, hypotonic, facilitated diffusion, active transport.**
 * 3) Students are encouraged to go online and review diffusion (phschool.com code cbp-3073); osmosis (phschool.com code cbp-3075) and Active transport (phschool.com code 3076).**

February 7, 2014 Objective: Activities:
 * 1) Identify the main functions of the cell membrane and the cell wall.**
 * 2) Describe what happens during diffusion.**
 * 3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic)**
 * Intro: introduction of the blobfish - Not only is the gelatinous creature on the endangered species list; it was also recently voted the most hideous creature found in nature. As reported by the Telegraph, the blobfish was awarded the dubious honour in a poll conducted on YouTube by the Ungly Animal Preservation Society, which exists to heighten awareness of creatures whose impending demise is ignored because they're not "cuddly" enough...**


 * 1) Students complete cell organelle quiz.**
 * 2) Students view video clip on cells:**
 * []**
 * 3) We will begin the cell membrane on Monday - files for that lesson can be downloaded here:**
 * [[file:Cell_Membrane_coloring.doc]] Answer key may be found here: [[file:cell_membrane_coloring_worksheet_-_KEY.docx]] **

February 6, 2013 Objectives: Activities:
 * 1) explain what the cell theory is**
 * 2) distinguish between eukaryotes and prokaryotes**
 * 3) describe the function of the cell nucleus**
 * 4) describe the functions of the major cell organelles**
 * 5) identify the main roles of the cytoskeleton**
 * 1) Students built cells out of jello and various candy shapes to represent organelles in a cell.**
 * 2) Homework was checked, recorded and reviewed.**
 * 3) Students worked in teams on a matching exercise to identify gaps in their understanding for the quiz on February 7.**
 * 4) Students completed a crossword or organelles of an eukaryotic cell that can be downloaded here: [[file:Cell Organelle Crossword Puzzle.pdf]]**
 * 5) There is a** quiz **tomorrow on the organelles of a cell.**

February 4 and 5, 2014 Objectives: Activities:
 * 1) explain what the cell theory is**
 * 2) distinguish between eukaryotes and prokaryotes**
 * 3) describe the function of the cell nucleus**
 * 4) describe the functions of the major cell organelles**
 * 5) identify the main roles of the cytoskeleton**
 * 1) Lecture from section 7.2 in the text.**
 * 2) Students completed the following assignment: [[file:CellDiagramWkst.pdf]]**
 * The assignments below may be completed for bonus and due on Friday, Feb. 7:**
 * __[[file:animal cell coloring revised[1].doc]] and [[file:plant cell revised.doc]]__**
 * 3) Students worked in pairs to label and identify organelles of an animal cell.**
 * 4)** There will be a quiz on the organelles of cells on Friday, February 7.

February 3, 2014 Objectives: Activities:
 * 1) explain what the cell theory is**
 * 2) distinguish between eukaryotes and prokaryotes**
 * 3) describe the function of the cell nucleus**
 * 4) describe the functions of the major cell organelles**
 * 5) identify the main roles of the cytoskeleton**
 * 3) students completed a cell organelle review of work completed in grade 9**
 * 4) lecture and assignment worksheets pertaining to sections 7.1 and 7.2 from the textbook.** This work is due Tuesday, February 4.

Parent e-mail addresses and the $5.00 lab fees are also now due.

January 31, 2014 Objectives: Activities:
 * 1) explain what the cell theory is**
 * 2) distinguish between eukaryotes and prokaryotes**
 * 3) describe the function of the cell nucleus**
 * 4) describe the functions of the major cell organelles**
 * 5) indentify the main roles of the cytoskeleton**
 * 1) complete the oddies presentation from yesterday**
 * 2) students completed a scavenger hunt in the textbook**
 * 3)** Parent e-mail addresses and the $5.00 lab fees are also now due.
 * 4) We will begin cells on Monday. We didn't get to it today.**

January 29 and 30, 2014
 * Welcome to Biology 112. I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace** on a daily basis**. When the database is completed, I will also be sending home up-to-date evaluations via e-mail as well, every Friday. Parents, please ensure that I have your e-mail address.**


 * There is a $5.00 lab fee for the course. Lab fees and e-mail addresses are now due (please see the course outline sent home with students). I've posted a copy of it at the top of this page as well.**
 * You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435**

Intro to Biology 112 Activities: 1) To illustrate life is cellular and can be extremely small, students viewed a video clip on cell phones and bacteria to illustrate that living things and safety issues may not always visible. It can be viewed here: [] Students swabbed their cell phones to see what microbes may be on them (the microbes will grow on the agar as shown in the video above) and cleaned their cell phones with alcohol pads provided in class. 2) Students participated in a short presentation "Living Thing Oddities" showing interesting characteristic of various living things. 3) Students received their textbooks and completed a textbook scavenger hunt.

January 17, 2014 We completed the course review for the final exam and dissected the seastar (starfish) to examined the digestive and water vascular systems. Good Luck on the exam!! It will be written on January 24 in room C106 beginning at 8:45 am.

January 16, 2014 Objective: Students will review for the exam. Activities: 1) video clips on life cycle of cnidarians (polyp and medusa) and sponge filter feeders. 2) exam review file located in yesterday's entry.

January 15, 2014 Objective: **Students will complete Kingdom Animalia and begin to prepare for the exam.** Activities:
 * 1) Complete the lesson posted from yesterday on symmetry.**
 * 2) Brief review/lecture on animal development [[file:animal development2.pdf]]**
 * 3) Lecture on phyla of animals. It is located on the first page of the exam review file located here: [[file:exam review 2014.pdf]]**


 * 4) Students viewed a short video clip on leeches - related to Monday's dissection of the earthworm.**

January 14, 2014 Part 1 Objectives: Students learn characteristics of arthropods and the anatomy of a lobster. Activites:
 * 1) Discussion of characteristics of arthropods...1) Arthropods have a segmented body, 2) a tough exoskeleton made of chitin, 3) jointed appendages and 4) molt (from pages 715 and 719 in the textbook).**
 * 2) We "dissected" a lobster (an arthropod) and then ate it dipped in warm butter...yum!**
 * 3) Video clips:**
 * [] David Attenborough migration**
 * [] David Attenborough reproduction**
 * [] lobster molting time lapsed**
 * [] Bay of Fundy**

Part 2 Objectives: Activities:** 1) Lecture -
 * 1) Students will learn three forms of symmetry (bilateral, radial and assymetry) and body regions of animals (dorsal, ventral, anterior and posterior).**
 * 2) Students will be able to explain cephalization and how it relates to bilateral symmetry**
 * Details
 * [[file:symmetry.pdf|Download]]
 * 3 MB

Students dissected an earthworm today and examine its organs and systems. Students need to know the functions of the crop, gizzard, segments and nephridia.
 * January 13, 2014**


 * January 10, 2014**
 * Objective: will begin to prepare for the final exam.**
 * Activities:**
 * 1) Students will complete a crossword puzzle on the work we have completed thus far.**
 * (I am out due to illness again today. Mr. Buckingham is the supply teacher.**


 * January 9, 2014**
 * Objective: Students will learn the defining characteristics of annelids (segmented worms), crustaceans (crayfish) and echinoderms (starfish or seastars) in preparation for the dissections.**
 * Activities:**
 * 1) students read pages 694-697 and in their own words, describe the flow of food from the worm's mouth to the anus.**
 * 2) students view the video on earthworm dissection.**
 * 3) students read pages 720-721 and make notes on the external features of a crayfish.**
 * 4) students view the video on crayfish dissection.**
 * 5) students read pages 734-736 on echinoderms (starfish) and write notes on the water vascular system.**
 * 6) students view video on starfish dissection.**


 * Mr. Porter is in again for me today as I am ill. Mr. Porter - the videos are in the science workroom and you will need to show them on the vhs machine in my classroom.**

Students read pages 657 - 663 and answer questions 1- 6 on page 663. Students view the following clip on Animal Diversity: http://www.youtube.com/watch?v=wd-QnKlfZHI (Bozeman 8 minutes)
 * January 8, 2014**
 * Objective: Students will understand characteristics of all animals, essential functions of animals and important trends in animal evolution.**
 * Activities:**


 * December 20, 2013**
 * Objective:** **Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - the flower; describe how pollination occurs and learn about colony collapse disorder as it affects the pollination process of plants and ultimately our food.**

Activity:** 1) Students view "The Silence of the Bees" located here: []

Silence of the Bees Introduction
In the winter of 2006, a strange phenomenon fell upon honeybee hives across the country. Without a trace, millions of bees vanished from their hives. A precious pollinator of fruits and vegetables, the disappearing bees left billions of dollars of crops at risk and threatened our food supply. The epidemic set researchers scrambling to discover why honeybees were dying in record numbers — and to stop the epidemic in its tracks before it spread further. //Silence of the Bees// is the first in-depth look at the search to uncover what is killing the honeybee. The filmmakers of //Bees// take viewers around the world to the sites of fallen hives, to high-tech labs, where scientists race to uncover clues, and even deep inside honeybee colonies. //Silence of the Bees// is the story of a riveting, ongoing investigation to save honeybees from dying out. The film goes beyond the unsolved mystery to tell the story of the honeybee itself, its invaluable impact on our diets and takes a look at what’s at stake if honeybees disappear. //Silence of the Bees// explores the complex world of the honeybee in crisis and instills in viewers a sense of urgency to learn ways to help these extraordinary animals. cited from: [] 2) Students complete the following worksheet that accompanies the video:
 * Details
 * [[file:Silence+Bees+Worksheet.doc|Download]]
 * 607 KB


 * Dec. 19, 2013**
 * Students wrote their test on the Kingdom Plantae.**


 * December 18, 2013**
 * Students reviewed for the test tomorrow.** **Chapters from the book include:** **22 - 1, 22 - 4, 22 - 5 and 24 - 1 [[file:plant review.doc]]**

=**Terms include: sporophyte, gametophyte, vascular tissue, xylem, phloem, bryophytes, moss, ferns, spores, seeds, gymnsperms, angiosperms, monocots, dicots, conifers, ginkgoes, cycads, annual, biennial, perennial, fruit, taproot, fibrous roots, flower, cone, ovule, pollen tube, sepal, petal, stamen, filament, anther, carpel, ovary, style, stigma, embroy sac, endosperm, double fertilization, haploid, triploid, zygote, pollination.**=
 * December 17, 2013**
 * Students review for the test on Thursday. Students will make a search word with the definitions of the words on the word search accompanying it.**
 * Students have make a search word before so there should be no problems completing them. Extra mark will be assigned if students have someone else complete their word search.**

1) Lecture from pages 614 to 616 in the textbook - topics include: Life cycle of Angiosperms, pollination, fertilization in angiosperms. Terms to know are: haploid, diploid, triploid, zygote, pollination, fertilization, endosperm, double fertilization, pollen tube and embryo sac. 2) There will be a test on Thursday, Dec. 19 on the plant section. More info will follow.
 * December 16, 2013**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms;**
 * compare the differences between two types of angiosperms: monocots and dicots.**
 * Activities:**

1) Quiz on the parts of a flower. 2) Review the two assignments on flowers and reproduction and comparing monocots and dicots (files uploaded Dec. 10 and 12) It is due for homework (monocots and dicots) for Monday, Dec. 16. 3) Lecture from pages 614 to 616 in the textbook - topics include: Life cycle of Angiosperms, pollination, fertilization in angiosperms. Terms to know are: haploid, diploid, triploid, zygote, pollination, fertilization, endosperm, double fertilization, pollen tube and embryo sac.
 * December 13, 2013**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms;**
 * compare the differences between two types of angiosperms: monocots and dicots.**
 * Activities:**

1) Students complete the "flowers and reproduction" activity from yesterday. 2) Students review monocots and dicots by completing the following assignment handed out in class. It is due for Monday, December 16 for homework. 3) There is a quiz tomorrow in the reproductive parts of an angiosperm - a flower.
 * December 12, 2013**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms; compare the differences between two types of angiosperms: monocots and dicots.**
 * Activities:**

1 Students review the assignment that was due on Dec. 9. 2) Students review the reproductive structures of an angiosperm (flower) by completing the following assignment: 3) There will be a quiz on the reproductive structures of angiosperm on Thursday, Dec. 12.
 * December 10, 2013**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms.**
 * Activities:**

1) Students wrote the classification of plants quiz. 2) Review the reproductive structures of angiosperms. 3) Students dissect the reproductive structure and follow along with the following online learning activity: phschool.com code: cbp-7241 4) Students read section 24-1 (excluding the life cycle of the gymnosperm section on pages 610 - 611).
 * December 9, 2013**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms.**
 * Activities:**

1) Lecture on the parts of a flower: 2) Student assignment that compliments the lecture: 3) Complete online activity on the reproductive parts of a flower - Pistil and Stamen using the following site: go to phschool.com and enter the code: cbp 7241 4) Students view video clip [] //Driori shares some of the amazing tricks flowers use to encourage pollen distribution in this TED Talks clip.// 5) Students read section 24-1 (excluding the life cycle of the gymnosperm section on pages 610 - 611).
 * December 6, 2013**
 * Objective:**
 * Identify the reproductive structures of angiosperms; explain how pollination and fertilization occur within angiosperms.**
 * Activities:**
 * There will be a quiz on Monday, Dec. 9, on the evolution of plants (info from the word file on classification uploaded on Dec. 3.**

1) Describe the reproductive adaptations of seed plants; describe the evolution of seed plants 2) Identify the characteristics of angiospersm; explain what monocots and dicots are and describe the three differen life spans of angiosperms. 3) Video clips on monocots and dicots can be located here: [] and here: [] There will be a quiz on Monday, Dec. 9, on the evolution of plants (info from the word file on classification uploaded on Dec. 3.
 * December 5, 2013**
 * Objective:**
 * Activities:** Lecture from sections 22-4 and 22-5 and complete student activity for tomorrow.

Activities: 1) Lecture from section 22-1 in the textbook (pages 551 - 555). 2) Homework was checked, reviewed and recorded. 1) Lecture from section 22-4 from the textbook. 2) Students complete an assignment for tomorrow from section 22-4 that was handed out in class. (This will be done on Dec. 5 as we didn't get to it today)
 * December 4, 2013**
 * Objective:** 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Objective**: 1) Describe the reproductive adaptations of seed plants; describe the evolution of seed plants
 * There will be a quiz on Friday on the evolution of plants. Information will be from the plantae classification document uploaded in yesterday's entry.**

2) Students participated in the "Great Hot Pepper Challenge." We also discussed capsaicin; the chemical found in hot peppers and its uses. An associated video clip: [] (Why are Peppers Hot?: The Nerd Report.) 3) Intro to plants video clips: [] David Attenborough (Kingdom of Plants) 4) Students answer questions on page 555, #1, 2 and 3.
 * December 2 and 3, 2013**
 * Objective**: 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.
 * Activities**: 1) Lecture from section 22-1 in the textbook (pages 551 - 555). A copy of plant classification chart can be located here: [[file:Plantae classification.doc]]


 * November 29, 2013**
 * Students wrote their quiz today on photosynthesis, respiration and fungus.**

8-2, 8-3,9-1, 9-2, 21-1 and the club fungi section in 22-2. Activities: 1) Students complete a group review activiity on photynthesis and respiration and complete a review assignment. 2) Students review vocabulary from the sections: **Photosynthesis and Cellular Respiration** photosynthesis, pigment, chorophyll, van Hellmont, Priestley, thylakoid, photosystem, stroma, light-dependent reactions, Calvin cycle, image on page 209, calorie, glycolysis, cellular respirations fermentation, anaerobic, aerobic, Krebs cycle, electron transport chain, image on page 222, and chart on page 232. chitin, hypha, mycelium, fruiting body, haploid, diploid, basidiospores, club fungus, basidiomycota, image on page 534 (reproduction).
 * November 28, 2013**
 * Objective: Students will review for the quiz tomorrow on sections**
 * Fungus**


 * November 25 and 27, 2013**
 * Objective: 1) explain what the experiments of van Helmont, Priestley, and Ingenhousz reveal about how plants grow; state the overall equation for photosynthesis and describe the role of light and chlorophyll in photosynthesis.**
 * 2) describe the structure and function of a chloroplast, describe what happens in the light-dependent reaction; explain what the Calvin cycle is and identify factors that affect the rate at which photosynthesis occurs.**
 * 3) explain what cellular respiration is; describe what happens during the process of glycolysis and name the two main tupes of fermentation; describe what happens during the Krebs cycle; explain how high-energy electrons are used by the electron transport chain; identify three pathways the body uses to release energy during exercise; compare photosenthesis and cellular respiration.**
 * Activities:**
 * 1) Homework was checked and reviewed.**
 * 2) Lecture from sections 9-1 and 9-2 from the text.**
 * 3) Students completed the second half of the assignment - respiration - that was handed out on Friday...see Thursday's entry for the electronic file.**
 * 4) There will be a quiz on Thursday, Nov. 28 on sections 8-2, 8-3,9-1, 9-2, 21-1 and the club fungi section in 22-2.**


 * November 22, 2013**
 * Objective: 1) explain what the experiments of van Helmont, Priestley, and Ingenhousz reveal about how plants grow; state the overall equation for photosynthesis and describe the role of light and ch****lorophyll in photosynthesis.**
 * 2) describe the structure and function of a chloroplast, describe what happens in the light-dependent reaction; explain what the Calvin cycle is and identify factors that affect the rate at which photosynthesis occurs.**
 * 3) explain what cellular respiration is; describe what happens during the process of glycolysis and name the two main tupes of fermentation; describe what happens during the Krebs cycle; explain how high-energy electrons are used by the electron transport chain; identify three pathways the body uses to release energy during exercise; compare photosenthesis and cellular respiration.**
 * Activities:**
 * 1) Review photosynthesis from the past few days.**
 * 2) Homework was checked and reviewed.**
 * 3) Students complete the photosynthesis section on the assignment handed out in class today. An electronic version was posted in yesterday's entry.**

For homework, students define the following terms: photosynthesis; chloroplast; photosystems; thylakoids; granum; stroma; NADP+; NADPH; ADP; ATP; light dependent reaction; light independent reaction; Calvin cycle. This is the file we will be working with Monday and Tuesday.
 * November 21, 2013**
 * Objective: 1) explain what the experiments of van Helmont, Priestley, and Ingenhousz reveal about how plants grow; state the overall equation for photosynthesis and describe the role of light and chlorophyll in photosynthesis.**
 * 2) describe the structure and function of a chloroplast, describe what happens in the light-dependent reaction; explain what the Calvin cycle is and identify factors that affect the rate at which photosynthesis occurs.**
 * Activities:**
 * 1) Complete lecture from 8-2 from yesterday and finish reviewing the worksheet.**
 * 2) Lecture from section 8-3.**
 * Do questions 1 - 10 on page 217.**

November 20, 2013 Objective: explain what the experiments of van Helmont, Priestley, and Ingenhousz reveal about how plants grow; state the overall equation for photosynthesis and describe the role of light and chlorophyll in photosynthesis. Activities:
 * 1) Students view video clip located here on photosynthesis: []**
 * 2) Lecture on photosynthesis from section 8.2 in the textbook.**
 * 3) Check and review homework.**

November 19, 2013 Objective: Students will be able to compare plant behaviour to animal behaviour; explain what the experiments of van Helmont, Priestley, and Ingenhousz reveal about how plants grow; state the overall equation for photosynthesis and describe the role of light and chlorophyll in photosynthesis. Activities: 1) Students complete video from yesterday. 2) Studnets complete an assignment on photosynthesis (chapter 8, p. 204)

November 18, 2013 Objective: Students will be able to compare plant behaviour to animal behaviour. Activities: 1) homework was checked and recorded. 2) Students view "Smarty Plants" (CBC with David Suzuki) located here:
 * []**
 * //"A luscious exploration of the natural world,//** //Smarty Plants **effortlessly integrates hard core science with a light hearted look at how plants behave, revealing a world where plants are as busy, responsive and complex as we are. From the stunning heights of The Great Basin Desert to the lush coastal rainforests of the west coast of Canada, lead scientist JC Cahill takes us on a journey into the real “secret world of plants,” revealing an astonishing landscape where plants eavesdrop on each other, talk to their allies, call in insect mercenaries and nurture their young. A world of pulsing activity where plants communicate, co-operate and sometimes, wage all-out war. So come along for the ride and discover that plants are a lot less passive and a lot more intelligent than you think!"**//
 * []**
 * 3) Students will choose one plant name, describe the behaviour of that plant and compare it to an animal behaviour. To be handed in for evaluation.**

November 14, 2013 Objective: 1) Describe the reproductive adaptiations of seed plants; 2) Describe the evolution of seed plants; 3) Identify the four groups of gymnosperms. Activities: **1) Lecture corresponding to section 22-4 in the textbook (pages 564 - 568).**
 * 2) Students complete an assignment on section 22-4.**

November 13, 2013 Objective: 1) Describe the reproductive adaptations of seed plants; describe the evolution of seed plants; identify the four groups of gymnosperms. Activities: **1) Complete lecture from section 22-4 in the textbook.**
 * 2) Students complete an assignment on section 22-4.**

November 12, 2013 Objective: 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved. Activities: **1) Lecture from section 22-1 in the textbook (pages 551 - 555).**
 * 2) Students complete an assignment on section 22-1.**

Nov. 8, 2013 Objective: Explain what the ecological role of fungi is; describe problems that parasitic fungi cause; describe the kinds of mutualistic relationships that fungi form with other organisms. Activities: 1) Lecture for section 21-3 in the textbook. 2) Students complete assignment associated with 21-3. 3) Students complete a main ideas concept map from the reading: Dutch Elm Disease (due for homework if not completed in class.
 * *PARENTS AND STUDENTS PLEASE NOTE: I AM PREPARING TO BE OUT OF SCHOOL FOR A WEEK OR TWO...I AM LEAVING MY PLANS ON THE WIKISPACE FOR THE SUPPLY TEACHER, MS. GOODFELLOW. PLEASE SCROLL TO THE APPROPRIATE DATE BELOW FOR INFORMATION COVERED IN CLASS THAT DAY.**

Nov. 7, 2013 Objective: Identify characteristics of one main phyla of fungus. Activity: 1) Students will complete a lab on fungus - basidiomycota or club fungi.

Nov. 6, 2013 Objective: Identify characteristics of one main phyla of fungus. Activity 1) Lecture from pages 534-536 in the textbook: basidiomycota. 2) Students make a main ideas concept map from the notes in their text.

Nov. 5, 2013 Objective: 1) Identify the defining characteristics of fungi 2) Describe the main structures of fungus 3) Explain how fungi reproduce Activities: 1) Students wrote their quiz on protists. 2) Lecture on fungus - section 21-1 in the text. 3) Students completed an assignment on section 21-1.

Nov. 4, 2013 Students will review for their quiz tomorrow. 1) Students complete a review assignment handed out in class. 2) On pages 523-524 students complete questions: 1, 2, 3, 7, 11, 12, 13, 16, and page 525: 1, 2, 3, 6, 7, 8, 9, 10, 11

November 1, 2013 Objective: examine live protists (both plant and animal-like) and look for unique characteristic in each as discussed in class. Activities: 1) Lab day. Students will complete a lab questionnaire on two organisms they viewed with the microscopes. 2) There will be a quiz on protists on Tuesday, Nov. 5. (sections 20-1, 20-2 and sections from 20-3 - for specific page numbers; see the entry from Oct. 31).

October 31, 2013 Objective: Describe the phylum Englenophytes and Colonial Green Algae Activities: 1) Students will make notes on 1) The general characteristics of plant-like protists (p. 506), 2) Euglena (p. 507), Chlamydomonas (unicellular green algae p. 512) and Volvox (colonial green algae p. 512) as we will be seeing these plant-like protists with the microcopes in the lab on Friday, Nov. 1.

October 30, 2013 Objective: Describe the major phyla of animal-like protists; explain how animal-like protists harm other living things Activities: Students will complete an assignment on the protazoans that can be downloaded in yesterday's entry.

October 29, 2013 Objective: Describe the major phyla of animal-like protists; explain how animal-like protists harm other living things Activities: 1) Complete lecture from section 20-2 from the textbook. 2) Students complete assignment that accompanies section 20-2. 3) Students began an assignment on the protazoans that can be downloaded here: (we didn't get to this assignment today. We will do it tomorrow)

October 28, 2013 Objective: Describe the major phyla of animal-like protists; explain how animal-like protists harm other living things Activities: 1) Lecture from section 20-2 from the textbook. 2) View some video clips from the list below of various protists. 3) Students complete assignment that accompanies section 20-2.

October 25, 2013 Objective: Students will explain what a protist is. Activities: 1) Students were informed of their mark on their biology unit test, however, they will not receive them back until next Tuesday as there were 5 students absent for the test. 2) Lecture on Kingdom Protista, followed by an assignment on section 20-1 that is due for Monday. 3) Some video clips of interesting protists that may be shown in class are available here: __[|**http://www.youtube.com/watch?v=T2xh9-UPSlU**] [|**http://www.youtube.com/watch?v=saLYHUs6cWk**] [|**http://www.youtube.com/watch?v=W6rnhiMxtKU**]__
 * __[] []__**
 * [] great introduction to Protists**
 * [] protist diversity**
 * [] protist diversity**

October 24, 2013 Activities: Students wrote the test on chapter 19. Students received 3 marked assignments back - microviewer lab on bacteria, main ideas concept map, ebola virus film analysis. We will begin Kingdom Protista tomorrow. Students viewed a clip on the "Jellyfish Project" that can be viewed here:
 * []**

Activities: October 23, 2013 Objectives: Students will review for the test on chapter 19 tomorrow. For more information, see the PDF file in yesterday's entry called bacteria/virus test review. Activities: 1) Students will complete various stations to complete questions for review. 2) Terms students will be responsible for on the test are: endospore Prokaryotic cells pathogens archaebacteria spherical prokaryotes gram stain bacteria - violet and pink nitrogen fixing bacteria basic structure of viruses label a virus label a bacteria retroviruses what do vaccines do? prions ancestors of eukaryotes ways to identify bacteria....ie...shape, the way they move, how they obtain energy binary fission decomposers composition of a virus viruses that infect bacteria prophages antibiotics lysogenic infections (viruses) lytic infections (viruses) conjugation (sexual reproduction in bacteria)

October 22, 2013 Objectives:
 * Explain why bacteria are vital to maintaining the living world**
 * Activities:**
 * 1) Students will complete two "main ideas map" [[file:Main Ideas Map.docx]] and will choose from the following articles (remember, only choose 2 articles).**
 * a) good bacteria and food:**
 * []**
 * b) article on probiotics:**
 * []**
 * c) fecal transplants @http://www2.macleans.ca/2013/07/08/gut-of-the-matter/**
 * d) hydrogen-powered symbiotic bacteria found in deep=sea hudrothermal vent mussles**
 * [|http://www.sciencedaily.com/releases/2011/08/110810132832.htm#.UlgJAv4x3V4.email]**
 * e) oil eating bacteria article:**
 * []**
 * The ideas map is due at the end of class.**
 * 2) There will be a test on sections 19-1, 19-2 and 19-3 on Thursday, Oct. 24, 2013. To help review, students may wish to print off the following file for tomorrow: [[file:bacteria virus test review.pdf]]**

October 21, 2013 Objectives: 1) Explain how bacteria cause disease. 2) Describe how viruses cause disease. Activities: 1) Homework was checked and reviewed. 2) Students completed "Wanted" posters on a bacteria or virus that causes illness in people.

October 18, 2013 Objective: 1) Explain how the two groups of prokaryotes differ. 2) Describe the factors that are used to identify prokaryotes. 3) Explain why bacteria are vital to maintaining the living world. 4) Explain how bacteria cause disease. 5) Describe how viruses cause disease. Activities: 1) Students complete a microviewer on harmful bacteria. 2) Complete an assignment from section 19-3 in the textbook on how bacteria and viruses cause disease.

October 17, 2013 Objective: 1) Explain how the two groups of prokaryotes differ. 2) Describe the factors that are used to identify prokaryotes. 3) Explain why bacteria are vital to maintaining the living world. 4) Explain how bacteria cause disease. 5) Describe how viruses cause disease. Activities: 1) Lecture on sections 19-1 and 19-3 in the textbook on bacteria. 2) Review assignment from section 19-1 and students complete assignment from section 19-3 in class. Those not done can complete for homework.

Posted for Wednesday, Oct. 16, 2013 - Ms. Millier is the supply teacher for today. Objectives: 1) explain how bacteria cause disease Activities: 1) students view DVD - Typhoid Mary (Nova) that can be viewed here: and complete a film analysis assignment to be handed in.
 * []**

October 15, 2013 Students attended a lecture in the Tom Morrison Theatre:
 * Dr. Graham Forbes, the Director of NB Cooperative Fish and Wildlife Research Unit is coming to speak with Grade 10 Science classes and Grade 11 Biology classes about the Brown Bat population in New Brunswick, and how it has been affected by the White Nose Fungus. He will be giving his talk during Period 6 on Tuesday, October 15th at Fredericton High School. **

October 9, 2013 Students completed the video and assignment that we began yesterday. HAVE A GREAT LONG WEEKEND!!

October 8, 2013 Objectives: 1) Describe the structure of a virus 2) Explain how viruses cause infection (lytic and lysogenic viruses) Activities: 1) Homework was checked, recorded and reviewed. 2) Video: Ebola that can be viewed here:** [] "The Ebola filovirus causes a very deadly and highly contagious disease. Outbreaks thus far have been limited due to the implementation of strict isolation, sterilization, and waste disposal procedures; the remoteness of areas in which the outbreaks appeared; and the fact that the virus kills so quickly that many of its victims die before it can be transmitted. Most recently, the Ebola virus struck in the city of Kikwit in Zaire, Africa, in early 1995 and killed almost 250 people before it was contained. Medical experts and relief workers went to work quickly to locate victims, to provide educational and prevention services to neighbors and families, and to research the Ebola virus. This NOVA program follows the medical researchers and doctors as they work to prevent the virus from wiping out an entire community and to locate where the virus originated." from: []
 * Ebola—The Plague Fighters ||
 * Program Overview ||
 * Program Overview ||

Dr. Graham Forbes, the Director of NB Cooperative Fish and Wildlife Research Unit is coming to speak with Grade 10 Science classes and Grade 11 Biology classes about the Brown Bat population in New Brunswick, and how it has been affected by the White Nose Fungus. He will be giving his talk during Period 6 on Tuesday, October 14th.
 * October 7, 2013**
 * Objectives:**
 * 1) Describe the structure of a virus**
 * 2) Explain how viruses cause infection (lytic and lysogenic viruses)**
 * Activities:**
 * 1) Lecture on structure and how they infect.**
 * 2) Students complete an assignment handed out in class on lytic and lysogenic infections.**
 * 3) Students complete a crossword handed out in class for homework for tomorrow.**
 * Next Tuesday, students will attend:**

[] ; []
 * October 3 and 4, 2013**
 * Objectives:**
 * 1) Describe the structure of a virus**
 * 2) Explain how viruses cause infection**
 * 3) Explain how the two groups of prokaryotes differ**
 * 4) Describe the factors that are used to identify prokaryotes (bacteria)**
 * 5) Describe the factors that are used to identify prokaryotes**
 * 6) Explain why bacteria are vital to maintaining the living world**
 * Activities:**
 * 1) Lecture from sections 19-1 and 19-2 in the textbook and complete associated assignments handed out in class - one for section 19-1 and one for 19-2.**
 * 2) Short video clips on viral replication can be located here:**

[]) Students wrote their test on cell membranes and classification. We will begin viruses tomorrow - section 19-2 in the textbook. Students received an assignment today in class on section 19-1 to work on that will be due on Friday, October 4.
 * October 2, 2013**
 * Intro: A previously unknown genus of electric fish was recently discovered in the murky waters of the Mazaruni River in Guyana, South America. For more info, see:**

students completed a word search activity using the terms above. Those not done will hand it in tomorrow. Proteins make up which part of the cell membrane? __Which kingdom has chitin in their cell walls?__
 * October 1, 2013**
 * Students will review for their test tomorrow.**
 * Terms to know: diffusion, osmosis, facilitated diffusion, active transport, cell membrane structure (carbohydrates, proteins, lipids), binomial nomenclature, taxonomy, kingdom, phylum, class, order, family genus, species, three domain system, characteristics of the three domains, archaea, bacteria, eukarya, prokaryote, eukakryote, protists, equilibrium, peptidoglycans**
 * Test tomorrow - for more information, see yesterday's post.**
 * The second part of a scientific name is called the __?__**

__September 30, 2013__ __**Outcome: Students will be able to describe some characteristics of living things.**__ __Activities:__ __**1) Students received their quizzes back that they wrote on Friday.**__ __**2) Students will make mini-posters that state a characteristics of life and an image that will help them remember. Mini-posters are evaluated /10 for accuracy and presentation. (information can be located on pages16-17 in the textbook)**__ __**3) Wrap up from last Friday - complete a quick wrap up of the six kingdoms and identifying characteristics of each.**__ __**4) There will be a test on cell membranes (section 7-3) and classification (sections 18-1 and 18-3) on Wednesday, October 2.**__

__September 27, 2013__ __Outcome: Identify the organization levels in biology - taxonomy and apply the classification technique of dichotomous keys to creating a key for classifying pasta.__ __Activities:__ __**1) Students wrote their dichotomous key quiz.**__ __**2) Students reviewed their assignment from last Monday on section 18.3 and checked for correct answers.**__ __**3) There will be a short test on Tuesday, Oct. 1 on sections 18.1 and 18.3 from the text - Classification.**__

__September 26, 2013__ __Outcome: Identify the organization levels in biology - taxonomy and apply the classification technique of dichotomous keys to creating a key for classifying pasta.__ __Activities:__ __**1) Homework was checked and recorded. Students complete a dichotomous key on pages 462 and 463 in the text that we didn't get to yesterday. (Answers: I: birch II: buckeye III: pecan IV: sweetgum V: redbud VI: magnolia VII: locust)**__ __**2) Students create a dichotomous key - "Kingdom Pasta." Activity instructions can be located here:**__ __**[]**__ __** (Thank you Jarrod for taking the pic and sending it to me.)**__ __**Any keys not completed in class are due tomorrow for homework.**__ __**Supplemental material can be found here explaining what a dichotomous key is and how to use one and make one:**__ __[]__ __**[]**__ __**3) There will be a** quiz on Friday, September 27**. - Students will work through a classification key.**__

__September 25, 2012__ __Outcome: Identify the organizational levels in biology - taxonomy.__ __Activities:__ __**1) Intro: Three new species of frogs have been documented:**__ __**[]**__ __**This is the new species //Oreophryne gagneorum// from Rossel Island; credit: Fred Kraus**__ __**2) Introduce the concept of a dichotomous key used in classification by creating one as a class doing "the shoe" activity. **__ __**3) Students work through a dichotomous key provided in class. **__ __Answer key for the Silly Science Name dichotomous key**: 1) Whatnot: white marble, 2) Fance Whatnot: colored marble, 3) Screecher: white chalk, 4) Wadget: unsharpened pencil, 5) Widget: sharpened pencil (more than 10 cm), 6) Gadget: wooden splint (popsicle stick), 7) Cubey: die, 8) Oopsey: eraser (less than 10 cm), 9) Itsy Bitsy: small paperclip (less than 3 cm), 10) Super Duper: large paperclip (more than 3 cm)**__ __**4) Students complete a dichotomous key on pages 462 and 463 in the text for homework.**__ __5) There will be a quiz - complete a dichotomous key on Friday, September 27.__

__September 24, 2013__ __Objectives:__ __**1) Name the six kingdoms of life as they are now identified.**__ __**2) Describe the three-domain system of classification.**__ __Activities:__ __**1) Students viewed 2 videos on the classification of life. (I am out of class again today working on goals for biology and science classes for students with Student Educational Plans.)**__

__September 23, 2013__ __Objectives:__ __**1) Name the six kingdoms of life as they are now identified.**__ __**2) Describe the three-domain system of classification.**__ __Activities:__ __**Students completed two assignments: one on taxonomy and the other on notes from section 18-3 in the textbook. (was not in class today).**__

__September 20, 2013__ __(we completed the rest of the work outlined in yesterdays enty below.)__ __Homework - **complete the worksheets for section 18-1 and classification that were handed out in class today for Monday.**__

__September 19, 2013__ __Objectives:__ __**1) Explain how living things are organized for study.**__ __**2) Describe binomial nomenclature.**__ __**3) Explain Linnaeus's system of classification.**__ __**(vocabulary introduced: taxonomy, binomial nomenclature, genus, taxon, family, order, class, phylum, kingdom)**__ __Activities:__ __**1) Intro:**__ __**This is an article on Lee Berger whom has found proof of another early hominid of has named it //Australopithecus sediba//. Good for classification, evolution, recent discoveries, etc. When he excavates his fossils, the world will soon be able to watch him in a special laboratory at his dig site, in real time, on the Internet.**__ __**@http://www.theglobeandmail.com/news/world/paleoanthropology-meet-the-indiana-jones-of-the-facebook-generation/article14393272/**__ __**Have a general discussion on newly discovered species.**__ __**2) Lecture on section 18-1 in the textbook (pages 447-450).**__ __**3) Some video clips that we may or may not use in this section are:**__ __**[]** Five Kingdom Classification System (we teacher 6 Kingdoms - Monera is split into two Kingdoms)__ __[] About Carl Linneaus__ __[] How to Use A Dichotomous Key__ __4) There is no homework for tomorrow.__

__**September 18, 2013**__ __**Objectives:**__ __1) Identify the main functions of the cell membrane and the cell wall.__ __2) Describe what happens during diffusion.__ __3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic)__ __**Activities:**__ __1) Students reviewed lecture from yesterday - see terms in yesterday's entry.__ __2) Students viewed some video clips - not all of them but great videos on osmosis, diffusion and active transport can be located here:__ __**[]** (osmosis and diffusion)__ __[] (osmosis - illustration isotonic, hypertonic, hypotonic)__ __**[]** ("egg-speriment") **; []** (active transport)__ __3) Students went to the lab to complete their microscope labs and handed them in. They will be evaluated out of 5. Students also received a crossword puzzle due for tomorrow for review of cell membrane material and the microscope.__

__**September 17, 2013**__ __**Objective:**__ __1) Identify the main functions of the cell membrane and the cell wall.__ __2) Describe what happens during diffusion.__ __3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic)__ __Activities:__ __1) Students completed the lecture from sections 7.3 in the textbook. Terms students will be responsible for from section 7.2 are: cell membrane, cell wall, lipid bilayer, concentration, diffusion, equilibrium, osmosis, isotonic, hypertonic, hypotonic, facilitated diffusion, active transport.__ __2) Students are encouraged to go online and review diffusion (phschool.com code cbp-3073); osmosis (phschool.com code cbp-3075) and Active transport (phschool.com code 3076).__

__**September 16, 2013**__ __**Objective:**__ __1) Identify the main functions of the cell membrane and the cell wall.__ __2) Describe what happens during diffusion.__ __3) Explain the processes of osmosis, facilitated diffusion and active transport. (vocabulary terms: isotonic, hypertonic and hypotonic)__ __**Activities:**__ __Intro: introduction of the blobfish - Not only is the gelatinous creature on the endangered species list; it was also recently voted the most hideous creature found in nature. As reported by the Telegraph, the blobfish was awarded the dubious honour in a poll conducted on YouTube by the Ugly Animal Preservation Society, which exists to heighten awareness of creatures whose impending demise is ignored because they're not "cuddly" enough...__ __1) Lecture from section 7.3 in the textbook.__ __2) Students complete the cell membrane colouring worksheet (we only completed the fill in the blank and colouring portions of the following file): __ __Answer key may be found here: __

__**September 13, 2013**__ __**Objectives:**__ __Students will learn proper use of a microscope.__ __Activities:__ __1) Students received their quizzes back today.__ __2) Students went to the lab for the microscope activity as outlined below.__ __There is no homework for the weekend.__

__**September 12 and 13, 2013**__ __**Objectives:**__ __Students will apply their knowledge of types of cells to a simulation of infectious diseases.__ __Students will learn proper use of a microscope.__ __**Activities:**__ __1) Students write their quiz on cells and their organelles.__ __2) Students will participate in an activity to illustrate how quickly infectious diseases can spread and draw connections with prokaryotic cells, eukaryotic cells and viruses.__ __3) Students will learn the parts of a microscope and prepare for tomorrow's lab. (just the first page of this file) and __ __4) There is no homework for this evening.__

__**September 11, 2013**__ __**Objectives:**__ __1) explain what the cell theory is__ __2) distinguish between eukaryotes and prokaryotes__ __3) describe the function of the cell nucleus__ __4) describe the functions of the major cell organelles__ __5) identify the main roles of the cytoskeleton__ __**Activities:**__ __1) Students worked in teams on a matching exercise to identify gaps in their understanding for the quiz tomorrow.__ __2) Students checked their worksheet from 7.2 and an organelle identification colouring activity to prepare for the quiz. Students may also have worked on a crossword if they chose to __ __Answers for the crossword: **Across** 2) nucleolus 6) prokaryote 7) cytoplasm 8) centriole 10) cell membrane 11) nucleus 12) eukaryote 13) vacuole 14) endoplasmic reticulum 15) chloroplasts **Down** 1) lysosome 3) chromatin 4) mitochondrion 5) golgi apparatus 9) ribosome__ __ and __ __3) Students worked in pairs to label and identify organelles of an animal cell.__ __4) **There will be a quiz on the organelles of cells on Thursday, Sept. 12.**__

__**September 10, 2013**__ __**Objectives:**__ __1) explain what the cell theory is__ __2) distinguish between eukaryotes and prokaryotes__ __3) describe the function of the cell nucleus__ __4) describe the functions of the major cell organelles__ __5) identify the main roles of the cytoskeleton__ __**Activities:**__ __I have the microscopes set up for another class so I introduced the microscope to this class and students viewed salt and sugar crystals using the microscopes. We will be doing a microscope lab on Friday.__ __1) Homework was checked and recorded.__ __2) Completed lecture on section 7.2 from the text and the worksheets were corrected.__ __3) **There will be a quiz on the organelles of cells on Thursday, Sept. 12.**__

__**September 9, 2013**__ __**Objectives:**__ __1) explain what the cell theory is__ __2) distinguish between eukaryotes and prokaryotes__ __3) describe the function of the cell nucleus__ __4) describe the functions of the major cell organelles__ __5) indentify the main roles of the cytoskeleton__ __**Activities:**__ __Introduction: Students checked their agar plates for bacterial growth from their cellphones.__ __1) Students completed a mini matching activity on the parts of the cell to refresh from grade 9.__ __2) Lecture from sections 7.1 and 7.2. I don't have a copyright free copy of the handouts from 7.2 but here is the worksheet from section 7.1.__ __3) Worksheets from section 7.1 and 7.2 are due for homework for tomorrow. There will be a **quiz** on the parts of the cell on Thursday, September 12.__ __4) **E-mail addresses and $5.00 lab fees are now due.**__

__**September 6, 2013**__ __**Objectives:**__ __1) explain what the cell theory is__ __2) distinguish between eukaryotes and prokaryotes__ __3) describe the function of the cell nucleus__ __4) describe the functions of the major cell organelles__ __5) indentify the main roles of the cytoskeleton__ __**Activities:**__ __Introduction:__ __Intro: we discussed an article from The Globe and Mail: Leprosy on the decline, but ho hopes yet for eradication__ __[] - it has a New Brunswick twist in that a lazaretto was located in New Brunswick.__ __1) complete the oddies presentation from yesterday__ __2) students completed a scavenger hunt in the textbook__ __3) students completed a cell organelle review of work completed in grade 9__ __4) students received worksheets pertaining to sections 7.1 and 7.2 from the textbook. **This work is due Tuesday, September 10. Parent e-mail addresses and the $5.00 lab fees are also now due.**__

__**September 5, 2013**__ __Wecome to Biology 112. I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace **on a daily basis**. When the database is completed, I will also be sending home up to date evaluations via e-mail as well, every Friday. Parents, please ensure that I have your e-mail address.__

__There is a $5.00 lab fee for the course. Lab fees and e-mail addresses are now due (please see the course outline sent home with students). I've posted a copy of it at the top of this page as well.__ __You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435__ __**Intro to Biology 112 Activities:**__ __**1) To illustrate life is cellular and can be extremely small, students viewed a video clip on cell phones and bacteria to illustrate that living things and safety issues may not always visible. It can be viewed here: []**__ __**Students swabbed their cell phones to see what microbes may be on them (the microbes will grow on the agar as shown in the video above) and cleaned their cell phones with alcohol pads provided in class.**__ __**2) Students participated in a short presentation "Living Thing Oddities" showing interesting characteristic of various living things.**__ __**3) Students received their textbooks and completed a textbook scavenger hunt.**__

__**Jan. 18, 2013**__ __**Students finalized their review for the final exam today.**__ __**Today's dichotomous key.**__ __**Some questions/concepts to think about:**__ __**What are some ways to distinguish between monocots and dicots?**__ __**What causes malaria, how is it transmitted and where in the world is it found?**__ __**Protozoans are animal-like protists. What are 4 phyla of protozoans and name some examples.**__ __**What are 4 phyla of fungus we learned about and give an example of each.**__ __**Plants undergo pollination and double fertilization. Explain each process.**__ __**Describe the body plan and digestion of an earthworm and a crayfish. How are they different? How are they the same?**__ __** Have a great weekend. If any students have any questions, please feel free to e-mail me with them. I will try to respond by then end of that day. **__ __**Jan. 17, 2013**__ __**Objective: Review for final exam.**__ __**Today's practice dichotomous key**__ __**We completed a classification table of the kingdoms that refers to the table on page 459 in the text.**__ __**We completed reviewing to terms to know for the exam.**__ __**Jan. 16, 2013**__ __**Objective: Review for final**__ __**Today's practice dichotomous key**__ __**Jan 15, 2013**__ __**Objective: Review for final exam**__ __**Activities:**__ __**1) Students work through 1 of 4 dichotomous keys**__ __**2) Review the structure of the exam-**__ __**Part 1 - multiple choice 30 marks**__ __**Part 2 - matching 20 marks**__ __**Part 3 - modified true/false 11 marks**__ __**Part 4 - short answer (6 of 9 questions) 15 marks**__ __**Part 5 - differentiate (choose 6 pairs of 9 pairs) 18 marks**__ __**Part 6 - label diagrams or organisms 17 marks (crayfish, earthworm, virus, bacteria, euglena, paramecium, amoeba, flower, cell)**__ __**Part 7 - complete table 10 marks**__ __**Part 8 - dissection questions 5 marks**__ __**Part 9 - dichotomous key 24 marks**__ __**3) Review the organisms - part 6**__ __**4) Chapters from the text covered on the exam:**__ __**ch. 7 - cell structure, ch. 18 - classification, ch. 19 - bacteria and viruses, ch. 20 protists (animal-like only and euglena), ch. 21 - fungi (not the life cycles), ch. 22 - plant diversity, ch. 24 - angiosperms, ch. 26 - characteristics of animals only, ch. 27 - worms (not mollusks), ch. 28 - arthropods, ch. 29 - invertebrate diversity.**__ __**Below is a pic of the dichotomous key that Alex took that we completed as an example today.**__ __**Jan. 14, 2013**__ __**Objective: 1) Describe the major trends in invertebrate evolution.**__ __**Activities: 1) Lecture from section 29-1 in the textbook.**__ __**2) Review study sheets from section 29-1.**__ __**3) Begin review for the final exam.**__ __**Jan. 11, 2013**__ __**Objectives: 1) Students will identify the defining features of arthropods.**__ __**2) Explain growth and development of arthropods.**__ __**3) Explain how arthropods are classified.**__ __**4) Identy the distinguishing features of the 3 subphyla of arthropods.**__ __**Activities:**__ __**1) Check homework that was assigned on Wed. Jan. 9.**__ __**2) Lecture and review of homework.**__ __**Jan. 10, 2013**__ __**Objective: 1) Students will examine the systems and body plan of a crayfish.**__ __**Activity: 1) Students dissected a crayfish.**__ __**January, 9, 2013**__ __**Welcome Back!**__ __**Objectives: 1) Students will learn three forms of symmetry (bilateral, radial and assymetry) and body regions of animals (dorsal, ventral, anterior and posterior).**__ __**2) Students will be able to explain cephalization and how it relates to bilateral symmetry,**__ __**Activities:**__ __**1) Lecture - **__ __**2) Students prepared for dissection of crayfish tomorrow.**__ __**3) Students received worksheets corresponding to sections 28-1 and 28-2 (Arthropods). They will be due on Friday, January 11, 2013.**__ __**Dec. 21, 2012**__ __**Objectives: Students learn characteristics of arthropods and the anatomy of a lobster.**__ __**Activites:** 1) Discussion of characteristics of arthropods.__ __2) We cooked a lobster, "dissected it" and then ate it dipped in warm butter...yum!__ __Merry Christmas and Have a Safe and Happy New Year!__ __**Dec. 20, 2012**__ __**Objectives: 1) Describe the defining features of annelids; 2) Identify the characteristics of the classes of annelids; 3) Describe the ecology of annelids.**__ __**2) Students will examine the systems and organs of an earthworm.**__ __**Activites: 1)** Students will review the 27-3 worksheet on annelids.__ __2) Students will complete a lab exercise on the organs and systems of an earthworm.__ __3) Students will view a video on the organs and systems of an earthworm.__ __**Dec. 18, 2012**__ __**Students will dissect an earthworm today and examine its organs and systems.**__ __**Dec. 17, 2012**__ __**Ojbectives: 1) Describe the defining features of annelids; 2) Identify the characteristics of the classes of annelids; 3) Describe the ecology of annelids.**__ __**Activities: 1) Students read section 27-3 and answer the review sheets accompanying the section.**__ __**Dec. 14, 2012**__ __**Objectives: 1) Lost the characteristics that animals share; 2) Describe the essential functions that animals carry out; 3) Identify the important trends in animal evolution.**__ __**Activities:** 1) Lecture from section 26-1 in the textbook.__ __2) Complete review sheets from lecture.__ __3) Video - Introduction to Kingdom Animalia__ __4) Students receive their unit test scores back today.__ __**Dec. 13, 2012**__ __**Objective: Students will write the unit test for Kingdom Plantae.**__ __**Dec. 12, 2012**__ __**Objectives: 1) Lost the characteristics that animals share; 2) Describe the essential functions that animals carry out; 3) Identify the important trends in animal evolution.**__ __**Activities:** 1) Lecture from section 26-1 in the textbook.__ __2) Complete review sheets from lecture.__ __3) Video - Introduction to Kingdom Animalia__ __**Dec. 11, 2012**__ __**Objective: Students review Kingdom Plantae for test on Thursday, Dec. 13.**__ __**Dec. 7, 2012**__ __**Objective: Students review Kingdom Plantae.**__ __**Activities:** 1) Students work in groups to create mini-posters on the following topics we've learned about in the Plantae Kingdom: characteristics of plants; plant classification; gymnosperms; angiosperms; reproductive structure of angiosperms (flower); double fertilizations; pollination; monocots; dicots__ __**Dec. 6, 2012**__ __**Objective: 1) Identify the reproductive structures of gymnosperms; 2) Explain how pollination and fertilizations differ between angiosperms and gymnosperms.**__ __**Activities:** 1) Quiz on the parts of the microscope.__ __2) Lecture from section 24-1 in the textbook.__ __3) Small group activity on the parts of a flower.__ __4) Review worksheets on section 24-1.__ __**Dec. 5, 2012**__ __**Objective: 1) Identify the characteristics of angiosperms; 2) Explain what monocots and dicots are; 3) Describe the three different life spans of angiosperms.**__ __**Activities:** 1) Students will view the associated clips from yesterday's post below.__ __2) Students will review the concepts of monocots and dicots by completing a review sheet.__ __3) Students will complete an activity on monocots and dicots. A copy of this activity is located here: __ __4) There will be a quiz on the parts of the microscope tomorrow, Dec. 6.__ __**Dec. 4, 2012**__ __**Objective: 1) Identify the characteristics of angiosperms; 2) Explain what monocots and dicots are; 3) Describe the three different life spans of angiosperms.**__ __**Activities:** 1) Lecture from section 22-5 in the text.__ __2) Fieldtrip - to the library (LOL) to differentiate between monocots and dicots.__ __3) Review worksheets from 22-5.__ __Youtube clips associated with this lesson can be viewed here:__ __**A video clip on monocots and dicots can be viewed here: []**__ __**[] angiosperms**__ __**[] angiosperms and gymnosperms**__ __**Dec. 3, 2012**__ __**Objective: 1) Students will understand the reproductive structures of angiosperm plants.**__ __**Activities:** 1) Students will review the parts of a flower.__ __2) Students will view the male structure using a microscope.__ __3) Students will complete review worksheets on section 22-5 (Angiosperms).__ __4) Homework from last week checked and students checked their own work using a marking key for section 22-4.__ __**November 30, 2012**__ __**Objective: 1) Students will dissect the reproductive structure of an angiosperm: the flower.**__ __**Activities:** 1) Students will complete a small quiz on classification of plants.__ __2) Homework check from section 22-1 in the text - questions 1, 2, and 3 from page 555.__ __3) Students will dissect the flower and complete the accompanying diagram: __ __and the accompanying ppt. presentation: __ __(from: [])__ __4) Study sheets from section 22-4 are due for Monday for homework.__ __**November 29, 2012**__ __**Objective: 1) Describe the reproductive adaptiations of seed plants; 2) Describe the evolution of seed plants; 3) Identify the four groups of gymnosperms.**__ __**Activities:** 1) Complete lecture corresponding to section 22-4 in the textbook (pages 564 - 568).__ __2) Complete student review worksheets from sections 22-1 and 22-4.__ __2) Review for quiz on Friday on plant classification.__ __Youtube clips pertaining to seed plants viewed today are:__ __[] - seed plants__ __**[] -** water lily and pollination__ __If time permits, we may view a section of mythbusters on whether talking to plants helped them grow. These videos can be viewed here **[|**http://www.youtube.com/watch?v=CMiVNPXR5qw**] [|**http://www.youtube.com/watch?v=FhsbM9LxPAk**]**__

__**November 28, 2012**__ __**Objective: 1) Describe the reproductive adaptations of seed plants; 2) Describe the evolution of seed plants; 3) Identify the four groups of gymnosperms.**__ __**Activities:** 1) Lecture corresponding to section 22-4 in the textbook (pages 564 - 568).__ __2) Review for quiz on Friday on plant classification.__ __**November 27, 2012**__ __**Objective: 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.**__ __**Activities:** 1) Complete lecture from section 22-1 in the textbook and classification of plants.__ __2) Students participate in the "great hot pepper challenge."__ __3) Students complete questions 1, 2, and 3 on page 555 for homework.__ __**November 26, 2012**__ __**Objective: 1) Explain what a plant is; 2) describe what plants need to survive; 3) describe how the first plants evolved.**__ __**Activities:** 1) Lecture from section 22-1 in the textbook (pages 551 - 555).__ __2) Lecture on classification of plants.__ __**November 23, 2012**__ __**Objective: Students will write the test on Kingdom Fungi.**__ __**November 22, 2012**__ __**Outcome:** 1) Students will apply their knowledge of the Kingdom Fungi to identify 4 unknown fungi using a classification key.__ __**Activities:** 1) Students checked for clarification of yesterday's classification key and correct answers.__ __2) Students had time to study for the quiz tomorrow in chapter 21 - kingdom fungi.__ __**November 21, 2012**__ __**Outcome:** 1) Students will apply their knowledge of the Kingdom Fungi to identify 4 unknown fungi using a classification key.__ __2) Students will present their poster sheets.__ __**3) There will be a test on chapter 21 - Kingdom Fungi on Friday, Nov. 23.**__ __**November 20, 2012**__ __**Outcome:** 1) Students will know and understand the defining characteristics of fungi, the four main phyla of fungi and the ecological role of fungi.__ __**Activities:** 1) Students viewed fungus spores using the microscopes.__ __2) Students completed their poster sheets to present to class tomorrow.__ __**November 19, 2012**__ __**Outcome:** 1) Students will know and understand the defining characteristics of fungi, the four main phyla of fungi and the ecological role of fungi.__ __**Activities:** 1) Check and review homework from sections 21-1, 21-2 and 21-3.__ __2) Students make large "poster sheets" on the following concepts: structure of fungus, reproduction, zygomycetes, ascomycetes, basidiomycetes, deutromycetes, lichens, where fungus live and how they eat and review the poster sheets in class.__ __**November 16, 2012**__ __Outcome: 1) Explain what the ecological role of fungi is; describe problems that parasitic fungi cause and describe the kinds of mutulasitic relationships that fungi form with other organisms.__ __Activities: 1) Check homework - fungi structure worksheet and review.__ __2) Lecture on section 21-3 from the textbook.__ __3) Students complete worksheet activity relating to the ecology of fungi.__

__**November 15, 2012**__ __**Outcome:** 1) Identify the characteristics of of the four main groups of fungi.__ __**Activities:** 1) Lecture for section 21-2 in the textbook.__ __2) Students complete worksheet activity from this section in the textbook.__

__**November 14, 2012**__ __**Outcome:** 1) Identify the defining characteristics of fungi. 2) Describe the main structures of fungus.__ __Activities: 1) Review homework from yesterday.__ __2) Lecture on sections 20-1.__ __3) Worksheets on the structure of fungi are due for homework for Friday, Nov. 16.__ __**November 13, 2012**__ __**Outcome:** Identify the defining characteristics of fungi.__ __**Activities:** 1) General discussion of fungus and how it impacts our everyday life.__ __2) Sample and discuss Brie and blue cheese and how fungus is flavours them.__ __3) Sample rye bread and how its associated ergot poisoning has had an impact on history.__ __4) Discuss kingom fungi and its defining characteristics.__ __5) Answer questions - page 529 1-5. **(homework for Nov. 14)**__ __(Youtube clips associated with today's lesson:__ __**[] - toenail fungus**__ __[] mold growing__ __[] unique way one fungus releases spores__ __[] time lapse video of strawberries going moldy__ __[] mind control killer fungi__ __[] Kiki the truffle hunter__ __[] What is a truffle?__ __[] giant puffball__ __@http://www.youtube.com/watch?v=3WqZKHr0ctk 5 divisions of fungus__ __@http://www.youtube.com/watch?v=puDkLFcCZyI&feature=related with David A__

__**Nov. 8, 2012**__ __Students wrote their protist test.__ __**Nov. 7, 2012**__ __**Students will review for the test on Protists tomorrow.**__ __**Nov. 6, 2012**__ __**Outcome: Students will understand the 3 main classifications of Protista, focusing on the animal-like protists.**__ __**Activities:** 1) Homework was check and reviewed.__ __2) We reviewed for the test. It has been postponed until Thursday, Nov. 8.__

__**Parent Teacher Interviews: November 8th and 9th- Thursday evening 6 - 8:30 pm and Friday morning 8:30 - 11:45 am**__ __**Nov. 5, 2012**__ __**Outcome: Students will understand the 3 main classifications of Protista, focusing on the animal-like protists.**__ __**Activities:** 1) Students will complete questions from the textbook from chapter 20. They are due for homework for tomorrow.__ __(I am in the school today working at other tasks: a supply teacher - Ms. Douthright lead the class.)__

__**Nov. 2, 2012**__ __**Outcome: Students will classify animal-like protists based on their method of movement.**__ __**Activities:** Students viewed a video clip on animal, plant and fungus like protists.__ __2) Students completed and marked 2 exercise activities on labeling and describing parts of animal-like protists.__ __3) Students completed the microviewer lab on protists.__ __4) Students received their labs back today.__ __5) There will be a test on protists on Nov. 7, 2012 - on sections 20-1, 20-2, p. 507, the first paragraph on page 506 and the first paragraph on page 516.__ __**Nov. 1, 2012**__ __**Outcome: Students will classify animal-like protists based on their method of movement.**__ __Activities: Students completed a microviewer lab classifying animal-like protists.__ __**October 31, 2012**__ __**Outcome: Students will classify animal-like protists based on their method of movement.**__ __**Activities:** 1) students view an introductory video that classifies protists.__ __[] another instructional clip outlining Kingdom Protista is:__ __[]__ __2) students complete the lab viewing live paramecium, amoeba and euglena and hand it in - value /10__ __3) students complete a microviewer lab activity investigating animal-like protists - value /10__ __**October 30, 2012**__ __**Outcome: Students will classify animal-like protists based on their method of movement.**__ __**Activites:** 1) Students will complete a lab observing live animal-like protists and classifying them according to how they move.__ __**October 29, 2012**__ __**Outcome: Students will classify animal-like protists based on their method of movement.**__ __**Activites:** 1) Students will complete a lab observing live animal-like protists and classifying them according to how they move.__

__**October 26, 2012**__ __**Outcome:** Students will explain what a protist is; describe the major phyla of animal-like protsitst and explain how animal-like protists harm other living things.__ __Activities: 1) Lecture from sections 20.1 and 20.2 sections of the textbook.__ __2) View video clips on interesting protists.__ __**[|**http://www.youtube.com/watch?v=T2xh9-UPSlU**] [|**http://www.youtube.com/watch?v=saLYHUs6cWk**] [|**http://www.youtube.com/watch?v=W6rnhiMxtKU**]**__ __[] []__

__**October 25, 2012**__ __Students wrote the test on chapter 19 today.__

__**October 24, 2012**__ __**Outcome:** Students completed the chapter 19 review and prepared for the test tomorrow.__ __Activities: 1) Students viewed a video clip on sourdough bread. We completed the virus section and pathogen section.__ __2) Students viewed video clips on viruses:__ __**clips of viruses: [] ; []**__ __**bacteria clips: [] ; []**__ __3) Students received their prokaryotes - bacteria assignments back.__ __4) **Test on chapter 19 tomorrow.**__

__**October 23, 2012**__ __Objective: We continue to review work that was covered during my absence. Today we reviewed section 19.2 - viruses.__ __As a fun activity in conjuction with the topic of helpful and harmful bacteria, students sampled sourdough bread (leavened with lactobacilli bacteria that is the same strain used by the miners during the gold rush in California during the 1800's). I also demonstrated how to make butter from whipping cream that I spread on the sourdough bread.__ __**The test scheduled for tomorrow has been rescheduled for Thursday, Oct. 35.**__ __**...Please look on my homepage for information on a workshop for parents - Parents, Teens and Drugs...**__ __**October 22, 2012**__ __Objective: We reviewed the work that was covered while I have been away the past two weeks. We reviewed section 19.1 today (Bacteria) and will cover 19.2 (Viruses) and 19.3 (illnesses caused by microbes) tomorrow. We will have a test on chapter 19 on Wednesday, Oct. 24, 2012.__

__** October 9, 2012 **__

__** I will be not be in school due to illness for this week and possibly next. The supply teacher is Ms. Goodfellow. The wikispace will not be updated during this time. **__ __**Happy Thanksgiving!**__ __**October 5, 2012**__ __**Outcome: Identify the organizational levels in biology - taxonomy. Describe the characteristics of the six kingdoms of life and three-domain system of classification.**__ __**Activities:**__ __1) Test today on chapter 18 - "Classification" We will begin bacteria and microbiology on Wednesday, Oct. 10, 2012.__ __**October 4, 2012**__ __**Outcome: Identify the organizational levels in biology - taxonomy. Describe the characteristics of the six kingdoms of life and three-domain system of classification.**__ __**Activities:**__ __1) Lecture section 18-3.__ __2) Review for the test tomorrow on chapter 18 in the textbook - Classification.__ __**3) Homework: Study for test tomorrow.**__ __**October 3, 2012**__ __**Outcome: Identify the organizational levels in biology - taxonomy. Describe the characteristics of the six kingdoms of life and three-domain system of classification.**__ __**Activities:**__ __1) Lecture - sections 18-2 and 18-3.__ __2) Check homework and review it.__ __3) View video clip on archaea bacteria located here:__ __[]__ __**October 2, 2012**__ __**Outcome: Identify the organizational levels in biology - taxonomy and apply this classification technique by working through a dichotomous key and making a dichotomous key.**__ __**Activities:**__ __1) Students received their quiz on the dichotomous key yesterday. We also had a "practice" lockdown yesterday, taking 20 minutes of class time.__ __2) Homework was checked and recorded.__ __3) Students worked in class on their dichotomous keys. They are due tomorrow. Value /10.__ __4) For those students finishing early, they received a worksheet corresponding with section 18-3 in the text. It will be due on Thursday, Oct. 4, 2012. There will be a test on chapter 18 - Classification - on Friday, Oct. 5, 2012.__ __**October 1, 2012**__ __**Outcome: Identify the organizational levels in biology - taxonomy and apply this classification technique by working through a dichotomous key and making a dichotomous key.**__ __**Activities:**__ __1) Quiz - working through a dichotomous key.__ __2) Create a dichotomous key - "Kingdom Pasta"__ __**September 28, 2012**__ __**Outcome: Identify the organizational levels in biology - taxonomy and apply this classification technique by working through a dichotomous key and making a dichotomous key.**__ __**Activities:**__ __*Students attend the post secondary fair in the gym for the first half of the period.__ __**1) Check and review homework - dichotomous key - pages 462 - 463 in the text.**__ __**2) Students collectively work through a primate dichotomous key.**__ __**3) Prepare for quiz on Monday, Oct. 2, 2012 - complete a dichotomous key.**__ __**4) Students received worksheets for section 18-2. They are due for homework for Tuesday, Oct. 2, 2012.**__ __September 27, 2012__ __Outcome: Identify the organizational levels in biology - taxonomy.__ __Activities:__ __**1) Check and review homework - 18-1.**__ __**2) Introduce the concept of a dichotomous key used in classification by creating one as a class doing "the shoe" activity.**__ __**3) Students work through a dichotomous key provided in class.**__ __**4) Students complete a dichotomous key on pages 462 and 463 in the text for homework.**__ __**5) There will be a quiz - complete a dichotomous key on Monday, Oct. 1, 2012.**__ __September 26, 2012__ __Outcome: Identify the organizational levels in biology - taxonomy.__ __Activities:__ __**1) lecture corresponding to section 18-1 in the textbook.**__ __**2) activity: classification of primates**__ __**3) homework: worksheet corresponding to section 18-1.**__ __September 25, 2012__ __Oops! It looks like I didn't update yesterday's work!__ __Outcome: Identify the organizational levels in biology.__ __Activities:__ __**1) check homework from yesterday - worksheet 7.4.**__ __**2) complete video on classification of living things and video summary - listing the 5 - 6 major kingdoms and listing three characterisitics of each**__ __**3) lecture: section 8.1 in textbook**__ __**4) homework - complete worksheets corresponding with section 8.1**__ __September 20 & 21, 2012__ __Outcomes:__ __**1) complete cell review**__ __**2) describe cell specialization**__ __**3) identify the organization levels in multicellular organisms**__ __Activities:__ __**1) review the cell quiz**__ __**2) check crosswork homework**__ __**3) lecture - cell diversity and specialization**__ __**4) worksheet - corresponding with section 7.4 in textbook**__ __September 19, 2012__ __Outcome:__ __**1) Refresh from grade 9 the functions of the major cell organelles of a eukaryotic cell with specific emphasis on cell boundaries.**__ __**2) Differentiate between a prokaryotic cell and a eukaryotic cell.**__ __Activities:__ __**1) Return homework from yesterday and review.**__ __**2) Worksheet on prokaryotic and eukaryotic cells.**__ __**3) Crosswork - cell organelles.**__ __September 18, 2012__ __Students attended a lecture for math and science students this morning.__ The 2012 Bryan Priestman Memorial Lecture   Dr. Christopher J. Wild   Professor, Department of Statistics,   University of Auckland  __**  Dr.Chris Wild will be visiting FHS next Tuesday (Sept. 18th) in order to give a lecture to our grade 11 mathematics and science students. Several math and science teachers will be taking their entire class to hear the presentation in the Tom Morrison Theatre during period 2. **__ __September 17, 2012__ __Outcome: **Refresh from grade 9 the functions of the major cell organelles of a eukaryotic cell with specific emphasis on cell boundaries.**__ __Activities:__ __**1) Lecture on cell boundaries.**__ __**2) Youtube video illustrating endocytosis:**__ __**[]**__ __**(great videos on osmosis, diffusion and active transport can be located here):**__ __**[]**__ __**[] ; []**__ __**3) Homework: complete section 7.3 worksheets.**__ __September 14, 2012__ __Outcome: **Refresh from grade 9 the functions of the major cell organelles of a eukaryotic cell.**__ __**Activities:**__ __**1) Students completed a quiz on the parts of a cell.**__ __**2) Students began a lecture on the cell membrane (section 7.3 in the text)**__ __**3) There is no homework for the weekend.**__ __September 13, 2012__ __**Refresh from grade 9 the functions of the major cell organelles of a eukaryotic cell.**__ __**Activities:**__ __**1) Students participated in an activity that illustrated how easily STI's are spread.**__ __**2) Students viewed a video "Life" - Eyewitness video.**__ __**3) Students worked on their cell assignments due tomorrow.**__ __**There is a quiz on the parts of the cell tomorrow.**__ __September 12, 2012__ __The signed course outline, safety contract and $5.00 lab fee are all now due.__ __Outcomes:__ __**Refresh from grade 9 the functions of the major cell organelles of a eukaryotic cell.**__ __**Activities:**__ __**Students tested areas of the school for presence of cells by innoculating agar plates.**__ __**Complete lecture on the parts of the cell.**__ __**Group activity to describe and draw the parts of a cell.**__ __**Homework was checked.**__ __**There is no homework for this evening however there will be a quiz on the parts of a cell on Friday, September 14 and parts of the cell worksheets are due on Friday as well.**__ __September 11, 2012__ __The signed course outline, safety contract and $5.00 lab fee are now due.__ __Outcomes:__ __**Refresh from grade 9 the functions of the major cell organelles of a eukaryotic cell.**__ __**Activities:**__ __**Lecture on the parts of the cell.**__ __**Group activity to describe and draw the parts of a cell.**__ __**Worksheet 7.2 is due for homework for tomorrow.**__ __September 10, 2012__ __The signed course outline, safety contract and $5.00 lab fee are now due.__ __Outcomes:__ __**Explain the Cell Theory**__ __**Compare and contrast different types of prokaryotic and eukaryotic cells.**__ __**Activities:**__ __**Students viewed an introduction to cells video clip that can be located here:**__ __**[]**__ __**Homework was checked and recorded.**__ __**Lecture on the Cell Theory and prokaryotic and eukaryotic cells that corresponds with section 7.1 in the text.**__ __**Students viewed a short video clip on eukaryotic and prokaryotic cells that can be viewed here:**__ __**[]**__ __**Homework was given that corresponds with section 7.2 in the text for Wednesday, September 12, 2012.**__

__September 7, 2012__ __The signed course outline is now due. The $5.00 lab fee is now due.__ __Students received their textbooks.__ __Outcome: **Students will review the safety contract for clarification on proper lab procedures.**__ __**Explain the Cell Theory**__ __**Compare and contrast different types of prokaryotic and eukaryotic cells.**__ __**Activities: Intro:**__ __**1) To illustrate life is cellular, students viewed a video clip on cell phones and bacteria to illustrate that possible safety issues may not always visible. It can be viewed here: []**__ __**Students cleaned their cell phones with alcohol pads provided in class.**__ __**2) Students reviewed FHS Safety Contracts for understanding and clarification.** Signed contracts (student and guardians both sign) are due Monday, September10**.**__ __**3) Lecture on the Cell Theory and prokaryotic and eukaryotic cells.**__ __**4)** Homework for September 10 - worksheets section 7-1 "Life is Cellular." **It corresponds with section 7-1 in the textbook.**__

__September 6, 2013__ __**Today, we had a general orientation/introduction to the course. An information sheet was sent home for parent's/guardian's signature and e-mail address ( digital copy is uploaded - see Parents' notice). Please note that there is a $5.00 lab fee for the course.**__