Monday-Wednesday, 25-27 April. 2011

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-describe the reproductive processes of mitosis and meiosis in the cell.
-differentiate between the reproductive processes of mitosis and meiosis.

Students completed a variety of do nows, including drawing and writing about the cell.

Students watched a BrainPop movie on mitosis. Furthermore, completed a GIZMO learning activity online.

Home learning 6 can be found at the top of this blog.

Wednesday, 20 April, 2011

This is HL 5. Read the information. Head your loose leaf notebook paper correctly, and number your paper 1-5. Do only the first five questions. Be sure to write only the numerical answer!

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-describe the reproductive processes of mitosis and meiosis in the cell.
-differentiate between the reproductive processes of mitosis and meiosis.

Students completed the lab From Land To Mouth.

Others worked on making a mitosis flip book.

Home learning 5 can be found at the top of this blog.

Friday, 1 April, 2011

This is HL 4. Answers only on a correctly headed sheet of loose leaf paper.

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-diagram food chains and food w ebs from various ecosystems.
-compare ad contrast food chains and food webs.
-describe the flow of energy in food chains and food webs.

Students took a quiz on the interdependence of living things.

Students updated and turned in their notebooks.

Students completed viewing and discussing the Changing Nature video (except periods 2 and 6).

Students also completed any missing notes, including summaries, and Costa's leveled questions.

Home learning 4 can be found at the top of this blog.

Monday, 11 April through Wednesday, 13 April, 2011

This is HL 3. Be sure to follow all written directions, placing only the letter answer on your properly headed loose leaf paper.





These pages should be placed in your notebook. We will review them in class. You will be shown on Thursday how to add them to the notebook.

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-diagram food chains and food w ebs from various ecosystems.
-compare ad contrast food chains and food webs.
-describe the flow of energy in food chains and food webs.

Due to FCAT testing, all classes may not have met all days.

Classes completed notes from home learnings one and two on consumers/producers and food chains/webs/pyramids.

Students also received a package on food chains and webs. Students should do the package as do nows and in class work. ALL the pages are to be included in the interactive notebook. The package can be found at the top of this blog. There is a list of definition not included with the package that might be helpful. You must get this sheet from the package, as it is not included online.

Students watched videos on changing nature and food webs.

Home learning 3, which is due on Thursday, is also found at the top of this blog.

Thursday, 7 April. 2011

This is HL 2. Be sure to follow all printed directions and head your paper correctly!

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-compare and contrast the relationships among organisms.
-explain the relationships among producers and consumers, including herbivores, carnivores, and omnivores, in the process of energy transfer in an ecosystem.
-describe the flow of energy in a food web and food chain.

Students completed the Cornell notes for either Got Habitat? Or Everyday Fossil Fuels.

Some classes also took notes on producers and consumers.

Home learning 2, which you received yesterday, can be found at the top of this blog.

Wednesday, 6 April, 2011

This is home learning 1. Be careful to follow the directions. Answers only. Head your paper correctly!

Students will be able to:
use information from textbooks, internet access, and classroom discussions to
-compare and contrast the relationships among organisms.
-explain the relationships among producers and consumers, including herbivores, carnivores, and omnivores, in the process of energy transfer in an ecosystem.
-describe the flow of energy in a food web and food chain.

Students studied how organisms interact with the environment and with each other. They also studied how using fossil fuels impact our lives. Both activities were done as explorations under Discovery Education. You can find the activities by signing into Discovery Education with your user name and password (miami_youridnumber/youridnumber_miami). You may also access the information through the student portal. The names for the activities are Everyday Fossil Fuels and Got Habitat?

Students received the Assignment Log for the fourth and final quarter. They should be careful to complete the log correctly with assignments, due dates, and grade received.

Home learning 1 can be found at the top of this blog.