Please go to iLearn EFHS Biology Assessments for the online learning platform

Hello Students, Unfortunately we will have to rely on a remote platform for our Biology classes. The platform will look like this for each week. Work on the assignments each day and have them completed by Friday 12am. When you complete an assignment with a 77% or higher it will allow you to go to the next assignment. Email me if you have any questions. We can do this! Hope to see you soon 🙂

COVID-19 Discussion Forum(Class Groups)

Elk or Humans? (C. E. R.)Assignment

Pretest: Population EcologyQuiz

Population Ecology (Chapter 2)Lesson

New SpeciesAssignment

Population Ecology Interactive VideoInteractive

Posttest: Population Ecology Quiz

Please go to iLearn EFHS Biology Assessments for the online learning platform

Hello Students, Unfortunately we will have to rely on a remote platform for our Biology classes. The platform will look like this for each week. Work on the assignments each day and have them completed by Friday 12am. When you complete an assignment with a 77% or higher it will allow you to go to the next assignment. Email me if you have any questions. We can do this! Hope to see you soon 🙂

March 16-20

• You must earn a check mark in each of the activities in order to receive credit. It will look like this:  . If you receive a minus sign,  it means you have done the assignment, but you did not pass. You MUST redo the activity until you get a green check.
  
• Invasive Species Discussion BoardForum
• Invasion Ecology Ch. 1 (Pretest)Quiz
• 
  During the next three activities, you will be reading through one chapter of a book. Read each section carefully since you will be answering questions as you read. You must pass each section (lesson) with at least a 3.0 or you must redo the lesson.
• Invasion Ecology (Chapter 1, Part 1)LessonYou may start this lesson and return to it as often as you like. Note that only your first answer to each question will be counted. You must do this lesson until you pass with a 3.0 out of 4 points.
• Invasion Ecology (Chapter 1, Part 2)LessonYou may start this lesson and return to it as often as you like. Note that only your first answer to each question will be counted. You must do this lesson until you pass with a 2.9 out of 4.
• Invasion Ecology (Chapter 1, Part 3)LessonYou may start this lesson and return to it as often as you like. Note that only your first answer to each question will be counted. You must do this lesson until you pass with a 2.9 out of 4 points.
• Invasion Ecology Ch. 1 Quiz

Monday

Vocabulary foldable is due

We will work on interpreting graphs on Junco’s bold behavior and answering questions

Tuesday

Annotate a Scientific Study on Behavior of Junco’s is it inherited or learned

Wednesday

Look at graphs comparing UCSD and Mt. Luguna behavior and the role of CORT

Thursday

Compare Bacteria and Junco’s

Variation, Change, How, Why, Known as

complete table

Friday

Share findings

Complete worksheet on Analysis of Junco’s Behavior

Take Quiz Lesson 20 &21

Monday

Students will read and watch a short video on Junco Experiment

We will look for the independent and dependent variable and constants

Tuesday

Students will share there findings to questions 5 and 6

Begin a vocabulary foldable on Lesson 20 and 21

Wednesday

All classes will attend a informational meeting on MBCC

Thursday

Students will look at the data – graphs and information that was gathered in the Junco study

Friday

Quiz on Lesson 20 and 21

Begin Lesson 22

Monday

Students will read about methods of gathering behavior data and define content vocabulary

Tuesday – Wednesday

Students will analyze data from two types of initiation of flight behavior: foraging and nest incubating

Students will create box and whisker plots to graph data

Students will synthesize the data and answer questions

Thursday

Students will summarizes their data and findings in a CER’s

Friday

Students will begin reading a scientific abstract and article – using comprehension and RA strategies to extract information they need

Monday

No school – Martin Luther King Day

Tuesday

1/2 day – Hours 1st – 3rd will meet

Students will learn about chromosomes, DNA

Annotate a karyotype

Wednesday

1/2 day – Hours 4th – 6th will meet

Students will learn about chromosomes, DNA

Annotate a Karyotype

Thursday

Students will create a vocabulary foldable

Students will begin readings (stations) on Pigeon traits and how they are inherited and expresses. Annotate and Answer questions

Friday

Students will continue to increase their knowledge and continue readings (stations) on Pigeon traits and how they are inherited and expresses. Annotate and Answer questions will continue readings

Monday

• Students will continue to work on their review for the final exam

Tuesday

• Students will play Kahoot – review game

Wednesday 1/2 day

• Final for 1st and 2nd hours

• dismissal at 10:25

Thursday 1/2 day

• Finals for 3rd and 4th hours

• Dismissal at 10:25

Friday

• Finals for 5th and 6th hours

• Dismissal at 10:25

Monday

Students will continue learning about the Junco populations –

We will look physical and behavioral traits between the populations

Tuesday

Students will develop a method for measuring wing length and analyzing data

Wednesday

Students will collaborate on data analysis and discuss how to determine – amount of white on tail between the two populations of Juncos

Thursday

Students will work on a summative model of the evolution of Junco population

Friday

Presentataions of models

Final Exam review

Monday

Students will create a timeline of the history of MRSA

Tuesday

No school – Voting day

Wednesday

Students will discuss where bacteria would be found and where it would not

Students will plate bacteria on Agar plates

Thursday

Students will read about how bacteria reproduces

Friday

Students will summarize what they know

Students will observe petri dishes

Monday

Students will continue to learn about the bacterial disease MRSA – creating a model to express the events

Tuesday

Students will participate in active discussions of model – formats and similarities and differences

Wednesday

Students will make adjustments to the model as they learn more about Addie’s story

Thursday

Students will read about the history, occurrence of MRSA in common areas, and treatments possible

Friday

Students will present questions and discuss possible additions to their models