Biology - 2nd Period-2nd Period Assignments

If you're interested in the inheritance of skin color, check out part 2 of the case of Desiree's baby.

Optional - answer the questions on page 5 after reading the case study. Attach a google doc or photo of handwritten responses to submit.

As you know, today is the last day to turn in any LATE/PREVIOUS assignments. We will have some new content later this week (including a Live MEET at 12:00 on Thursday), but you have today just to work on making up any assignments that you did not submit.

Attached is the accountability form, which will continue to be used to measure your level of engagement during these last days. Hang in there. . . , the end is in sight!

Unlike last week, this is not a pear deck. Instead, each student will receive their own copy of the slides presentation, and should record answers where indicated by the red dash.

Use the attached slides presentation (slides 30 - 59, the others are there, but they're marked as "hidden" which means that if you look at them in presentation mode, they won't show up) to answer the remainder of the fill in the blank notes sheet.

Please complete the daily accountability tracker before the end of the day.

Hi all, this is the week 12 check-in form. These forms started out as a genuine attempt to check in on you, then they got to be more of a formality, and in the last week or two, they've become a little bit tedious. HOWEVER, this one asks some real questions about how you're doing with everything going on around us, and I encourage you to tell me what's going on. The last day to submit school work is next Monday, June 8th, so this may be one of the last opportunities you get to let me know how you're doing. Thanks, and be safe.

No new work today. Continue and/or finish yesterday's assignment to fill out the "Fill in the blank notes."

Complete the Daily Accountability Tracker

Please fill out the accountability tracker at the end of each day.

Use the slides presentation (1st link) to fill out the fill-in-the-blank notes (2nd Link) - UP THROUGH 25 ONLY. I accidentally posted the entire document when I only wanted to post up through 25. Since I had it make a copy for everyone, I can't delete it or change it. My apologies.

To be clear, use the slides to answer numbers 1 - 25 ONLY on the fill in the blank notes.

Use the link below to complete the PearDeck activity reviewing concepts from yesterday's notes.

No new assignments today. Spend the day getting caught up on the work for the week and any other missed assignments.

Fill out the daily accountability tracker.

Hi all, something came up, and I need to cancel our live MEET today.

If several of you request it, I can put up a screen recording going over some of the main concepts introduced this week. OR, if 2 or more of you want to coordinate, we can try to schedule an alternative time to meet live.

About that - a few people reached out saying that you weren’t able to answer some of the review questions from the peardeck - don’t stress. Do your best, ask specific questions if you have them, and we can go over them in our next live session.

As always, please submit the Daily Accountability tracker. I’m setting it today so Wednesday and Thursday are both available.

Please complete the attached form to let me know how things are going.

Please complete the Daily Accountability Tracker at the end of each day.

Linked below is an episode of the TED Radio Hour that I heard in the car today. The first segment of the show is about cosmic events and stardust and supernovas and cool stuff like that, but then it gets really interesting.

Starting at 19:35 you can hear a tiny clip of Starman from David Bowie's Ziggy Stardust, which is worth it, and then at 19:39 it goes into a segment about chemolithoautotrophs. It's really one of the most exciting things I've 'heard' about in recent memory - but I'm an evolutionary microbiologist with a climate fixation, so I might be biased.

For extra credit, listen to the segment from 19:39 - 30:50. Write a summary, with a focus on how the discovery of chemolithoautotrophs might help in the fight against climate change.

Use the resources below to create a timeline and map of hominid species that we currently know of. There are 4 links below.
1. Hominid Bios - this is a document with brief descriptions of several hominid species. You may need to do additional research about some species.
2. Hominid Timeline and Map Slides Presentation - this is an editable slides presentation where you will create your timeline and map.
3. Video explaining how to do the timeline.
4. Video explaining how to do the map.

Optional - Watch NOVA: Becoming Human, Part 3 - The Last Human Standing, and answer the associated questions.

No new assignment today. Spend time today finishing up any missed work and/or asking clarifying questions.

Please fill out the Daily Accountability Tracker EVERY DAY.

Students will watch NOVA: Becoming Human - Part 2, and answer associated questions.

Please fill out the Daily Accountability Tracker EVERY DAY.

Complete the daily accountability form.

Please fill out the accountability tracker each day.

OPTIONAL - NOT REQUIRED

Students can visit the "Walking Upright" page of the Smithsonian Institute's Human Origins Program website (first link), and explore there in order to answer the questions on the "Human Origins: Walking Upright" google doc (second link).

Please submit the daily accountability tracker.

Click on the link below to watch the 53 minute documentary, Becoming Human, Part 1. There are questions to be answered while you watch, so be aware of what information you are looking for.

I don't know what happened with the link yesterday, other bio teachers using the same link did not have any problems, but several of you reported difficulty. If, for some reason, the link here does not work or says it's restricted, try logging out of google and searching YouTube directly for Becoming Human, First Steps." If you find a 53 minute video by that description, that should be the one. The URL is here:

Please take 30 seconds to complete the daily student accountability form.

Open the document linked below. Read the directions, read the content, and answer the first free response question. Then, watch the video "Where did Humans Come From?" (linked below and in the document). Take some notes on a separate sheet if that helps. Lastly, answer the second free response question in the document below.

** Edit ** Several students have reported difficulty with this video - and one student tells me that it's blocked for CPS but if opened from a personal account it works. Another thought is that when I click on it, it opens in a window that's part of google drive, and although it works for me, maybe that's part of the problem. If you have trouble, try:
1. Copy the link directly into the search bar of a new browser window.
https://www.youtube.com/watch?v=WD9AYN7JnFM

2. Try copying the link and logging out of your CPS account, then paste the link.

3. If that doesn't work, try to find a different video about 8 - 10 minutes long about hominid evolution. Write about that one instead.

4. If all else fails, answer the first question in today's assignment, and write that you weren't able to watch the video as an answer to the second question.

Please fill out the form at the end of the day today (and every weekday).

I'm going to try this week to post this separately each day. I thought maybe it would be better to include as an attachment to each day's assignment, but students gave feedback suggesting that a separate post might be better so that you get notified and can mark it as complete when finished.

As was the case last week, I am asking you to spend 30 seconds per day doing this form, but I'd like you to do it every day. I'm attaching the video I shared last week that shows what and how I'm asking you to use it, and the form, which will take you to a form section for Today only.

This should take about 30 seconds or less. Let me know if you have questions.

You each have your own copy of the Slides presentation below, so you can type all of your answers directly in to the document, and submit the completed work when you're done. Above that is also a short screencast video showing you how to do what you need to do within the slides presentation. Let me know if you have questions, and don't forget to fill out the accountability tracker form whenever you are done working on biology for the day.

We'll be live at 12:00 tomorrow, so I hope to see you there.

Today you'll return to NOVA Labs and complete Mission 3 (2nd link). Instructions are attached (first link). The introductory video has been converted to EdPuzzle, which will be linked in the instructions, but also posted separately on Google Classroom (this is because some of you have had trouble recording your EdPuzzle results - I think that by posting directly from EdPuzzle to Google Classroom that will solve the problem). When you are finished, complete the google form linked at the bottom of the instruction page, AND submit a screen shot showing your name logged in AND completed mission 3. Finally, like every day for the duration of the year, please fill out the Student Accountability form indicating your level of engagement for today (third link)

Week 8! I can't believe it. As I hope you've heard, the way that grades are being handled is changing starting this week. There's a video embedded in the form that you may have already seen, but it's CPS Chief Education Officer making the announcement. Also, in light of those changes, and because a couple of you have requested more regular check-ins, I'm going to try out a new form this week that asks you to respond (very briefly) at the end of each day. I'll ask next week what you think of it. Stay safe. . ., and get to work!

Follow the instructions to complete NOVA Labs Mission 2. Complete both forms, and submit a screen shot of the completed mission here.

Today you are being asked to watch 2 EdPuzzle videos and submit question answers (linked below), and RESUBMIT the Student Accountability Tracker form (also linked below). When you click the link to the accountability tracker form you will receive a message saying that you've already submitted - that's ok. Click edit your response, and you will be taken to a part of the form for today only. Brief screencast demonstration is also attached.

Students will continue working with the NOVA Labs website started yesterday (2nd Link). Detailed instructions are attached below (1st link). Upon completion, students should submit a screen shot as shown in the instructions, which includes their name in the upper left, and the Mission 1 summary showing all stages complete. Like yesterday, the link to the NOVA Labs says server error on my screen in google classroom, but it works.

Today you will visit PBS Nova's Evolution interactive lab (2nd Link - it says server error in the link description, but seems to work. Let me know if it does not). Instructions on what to do there are attached (first link), but make sure you follow them and create an account before starting, that way you'll be able to log back in tomorrow and go further through the exercises. There are 2 forms to complete as well, which are linked here and in the instruction sheet - the first is about the Evolution 101 material, and the second is about the Training Trees.

Complete the attached google form to be entered as a summative score in gradebook. That's a good thing - it still won't lower your grade, but has a bigger potential to raise it than more numerous formative grades.

The final task for the week is posted below, as is the weekly schedule (again) so you can see if you've gotten everything. For today's task, you'll go to the linked website, and answer the related questions on the 3rd sheet. You can make a copy of the document and submit that here, or you can write out your answers on a separate sheet and submit a photograph. Let me know if you have any questions, and STAY SAFE!

Comparative anatomy activity

Please fill out the linked form to let me know you're still out there. If there's anything you want to know or ask, or anything you want me to know that's not on the form, please send me an email. Stay Safe!

Attached is file that is editable by you. The final goal is to create a cladogram of the listed organisms based on shared derived characteristics. Go step by step, however, and insert a photo of the finished product at the end of the document.

There will be live interaction tomorrow, when you can ask for help, and remember that I have "office hours" from 12:00 - 2:00 each day, when my main obligation is to be at my computer and responding to students.

Attached you will find a link to a video about Evidence for Evolution. Watch the video TWICE! Then answer the questions on the form that is also linked. Let me know if you have questions, and STAY SAFE!

Attached is a 15 minute video going over some of the main concepts introduced this week. Watch it at 12:00, and then immediately afterward there will be a new post here with a link to join a live google meet at 12:20. I've heard some stories about people trying to be disruptive or cause trouble in the live meets, but I know that MY students are MATURE enough and HONORABLE enough to do the right thing!

I hope to see you there! There may even be a mini-extra credit opportunity for those of you who join in.

P.S. The video is a little longer than I intended, but if you're watching through a desktop you should be able to speed it up a little if you want. I'm not sure if you can do that if viewing on a personal device. Maybe we can talk about that during the live Meet.

Below you will find your own, editable copy of a slides presentation. All of your answers and responses can be typed in the spaces provided.

You may make a copy of this document to submit, or you may write out your answers on a separate sheet and submit a photograph. Please let me know if you have any questions.

Please fill out the attached form to let me know how you're doing.

As you probably know, this is your "Spring Break." You may also know that things are scheduled to change a bit starting next week, and it is expected that you will spend time working on each class every day. More details will follow later this week.

Below is a link to a video and a series of questions to answer about that video. Submit your answers here.

Just to make you jump through a hoop (and to make sure you're checking your email), the link for this week's check-in is in your email in-box. Please fill it out sometime today.

If you'd like to improve your grade for the summative category, consider completing this task about Anole lizards. The task is described on the first page, and subsequent pages are data sets that can be used as evidence to support your claim/explanation. Be sure to focus on BOTH "The 5 Truths" and the process of speciation.

Linked below is a very cool model from The New York Times that shows the movement of the Corona virus around the world. You can submit a summary or reflection on the information in the model here for extra credit.

Fill out the attached form to let me know you're out there.

Attached you will find the class resources for Unit 3 Lesson 3, including a spreadsheet of class data from the feeding simulation. There is a tab along the bottom for each class, so be sure to access the correct period's data. Students should complete the "Final Graphs" as homework for Monday.

Take a screenshot of your graph and upload it here.

Optional: Upload your photo evidence for Part 6 of Lesson 3.1 here.

On Wednesday, students watched The Making of the Fittest (linked in slides presentation), and collected data on Rock Pocket Mouse populations over time. On Thursday, students took notes on Evolution by Natural Selection and should finish the lesson before class on Friday.

P.S. If you're lucky we might have an open note pop quiz tomorrow.

On Monday, students watched the film "Making of the Fittest" which is linked within the slides presentation. On Tuesday we answered all of the questions, and applied the scientific method to Dr. Allison's research on the back page of the handout. See slides presentation.

Complete Lesson 2.1. On a separate sheet of paper, define all bolded words from the handout. Also complete the L(earned) column in the KWL on page 2 of the handout.

Instead of a bellringer today, complete this form.

Attached is a slides presentation that you should use as a template to prepare your science fair presentation. This assignment will be edited to include updated due dates when available. For now, assume that the final project will be due on Monday, December 9.

You should be finished with your data collection by Friday, December 6th. You should also be able to write a basic conclusion based on your results. If you submit the Slides Presentation intended for the final product you will lose the ability to work on it further. As such, you should submit either a copy of the slides presentation with your data and conclusion or a separate document.

If you would like feedback on your experimental procedure, submit a copy of it here by Monday, November 25. If you submit your copy of the Google Slides Presentation intended for the final product, you will lose the ability to work on it further. As such, you should submit either a copy of the slides presentation or a separate document with the steps of the procedure written out.

Use the link below to edit your form responses.

Please fill out this brief form to share your topic ideas by the end of the day today.

Part 7 of lesson 1 asks you to take a photo of something in your life that reminds you of or relates to sickle cell disease, its causes or symptoms. Upload that photo here, along with an explanation of why or how.

Students should bring a 1 - 1.5" 3 ring binder, a set of at least 8 divider tabs, and a supply of loose leaf paper to class with them by Friday, September 6, 2019. Requirements are described in the course syllabus.

Review the course syllabus with your parent/guardian and have it signed and returned by Thursday, 9/5/19

On Wednesday, September 4, students generated lists of character attributes to follow The Viking Way. We then read articles about cell phones in class and discussed the cell phone policy.

Fill out the student information form linked below. After you submit, return here to google classroom and mark the assignment as "Complete."