Honors Biology (Period 5) Assignments

Some of you wonderful artists might be interested in this contest:

 

We encourage you and your students to participate in the 2018 Saving Endangered Species Youth Art Contest.

The contest is a special feature of the annual international Endangered Species Day. Started in 2006 by the United States Congress, Endangered Species Day (May 18, 2018) is a celebration of the nation’s wildlife and wild places. The Saving Endangered Species Youth Art Contest provides students from kindergarten to high school with an opportunity to learn about endangered species and express their knowledge and support through artwork. Young artists who are home schooled and members of youth groups are also eligible to submit their art.

The complete contest guidelines are featured below, but here are a few important highlights that must be followed so that your students’ entries are eligible:

 * Contest entries will be submitted electronically, rather than mailed. That will enable your students to keep their original artwork. Please follow artwork submission directions (below) carefully.

   *The contest is open to young artists (K-12) residing in the United States.  Their artwork must depict threatened/endangered species within the U.S. (from the U.S. Fish & Wildlife Service list). In addition, artists can illustrate a previously listed species that is now considered recovered.  (Please note: the contest guidelines include links to the appropriate lists of species.)

 *Entries must be submitted by March 1, 2018.

*The contest’s grand prize winner will be honored at a reception in Washington, D.C. in May, 2018. He or she will also receive an award plaque, art supplies, and an art lesson from a professional artist. The winners of the four grade categories—K-2, 3-5, 6-8 and 9-12—will be recognized with an award plaque and art supplies.

The guidelines are also posted on the Endangered Species Day website (www.endangeredspeciesday.org), which also includes an Art Contest Lesson Plan. In addition, you can see the semi-finalists from the  2017 contest.

Please let me know if you have any initial questions ([email protected]).

We look forward to your participation in the 2018 Saving Endangered Species Youth Art Contest.

David Robinson

Education Director, Endangered Species Coalition

                                                                       ###

2018 Saving Endangered Species Youth Art Contest

The Endangered Species Coalition (ESC) is pleased to announce our 2018 Saving Endangered Species Youth Art Contest, which is open to K-12 grade students, including those who are homeschooled or belong to a youth/art program. The contest is an integral part of the 13th annual Endangered Species Day on May 18, 2018.  For more background on the contest, including an art lesson plan for teachers and other resources, please visitwww.endangeredspeciesday.org.

Subject Matter

• To be eligible, students’ artwork must depict a land or ocean dwelling species that either lives in or migrates through the United States and its waters, or a plant/flower that is found in the United States, and has been placed on the threatened or endangered species list. You can choose a species from one of these four groups:

• Vertebrate Animals (mammals, birds, reptiles, amphibians, fishes)

• Invertebrate Animals (clams, snails, insects, arachnids, crustaceans)

• Flowering Plants

• Non-Flowering Plants (conifers and cycads, ferns and allies, lichens)

(Note: You can get additional information on individual species included in these lists by clicking on the species’ scientific name.) *

• Alternatively, students may depict a species that was previously on the endangered species list but is now considered recovered, which is on  this list., or a species that is a candidate for threatened/endangered listing from this group:https://ecos.fws.gov/ecp/report/table/candidate-species.html

• We strongly encourage participants to have their pieces tell a story of hope. An example of this could be a painting of an endangered marine species with people in the background cleaning up a beach.

Judges particularly appreciate artwork showing species in their habitats. Don’t forget about   the plants that support all life!

Artwork

• Students’ artwork must be original. Computer-generated images and traced images will not be judged. It is critical that submitted artwork not be overly derivative of images found on the Internet, in print media, or elsewhere.

• Media: We can accept artwork done in crayon, ink, acrylics, oil paint, pastels, water color, colored pencils, scratchboard, color marker, chalk, pastels, charcoal, or paper collage. We cannot accept artwork done using plain black pencil or weak colored pencil.

• No lettering, words, signatures or any other markings may appear on the front of the artwork. This includes labeling the depicted species, writing one’s name, or a signature. Lettering that is creatively incorporated into the art (such as a posted sign) is allowed. Submissions that include prohibited writing will not be judged.

• All artwork becomes the property of the Endangered Species Coalition.

Submitting Artwork

• Artwork should be submitted electronically at www.endangered.org/submit-your-art. It must be 3300x2550 pixels at 300 dpi resolution.

• Follow directions carefully and provide all information requested on the submission form.

• You must submit your artwork by March 1, 2018. Late entries will not be judged.

Judging

A prestigious panel of judges will select winners in four categories: Grades K-2, Grades 3-5, Grades 6-8, and Grades 9-12. The grand prize winner will be selected from the four grade-level winners. In choosing the grand prize winner, judges pay particular attention to the concept or story that the artwork tells. We encourage artists to pay attention to the theme, saving species.

The art will be judged on four primary artistic elements:

• Concept: How well does the work relate to the endangered species theme?

• Composition: How well do the elements of line and form work together?

• Color: How does color enhance the artwork?

• Expression: How imaginatively does the work convey an idea or emotion?

Prizes

Grand Prize: The grand prize-winner will receive a round-trip flight arranged by the Endangered Species Coalition to Washington, D.C. and accommodations chosen by the Endangered Species Coalition for himself/herself and one guardian to attend a rewards ceremony in May, 2018. All other expenses related to the trip are the responsibility of the winner’s guardian. The grand prize is not redeemable for cash. The grand prize-winner will also receive an an award plaque, an art lesson from a professional wildlife artist (in person or via Skype) and $50 worth of art supplies. In order to provide a competitive opportunity for as many youths as possible, the grand prize winner is not eligible to win again for three years.

Grade Category Winners: Each of the grade-level winners will receive a plaque and $25 worth of art supplies.

ESC will award certificates to second- and third-place finishers and contest semi-finalists (usually the top ten in each grade category).  In addition, teachers, parents, and youth leaders can download and print a Certificate of Participation for all contest participantshere.

The Endangered Species Coalition will seek opportunities to exhibit the artwork of the contest semi-finalists.

 

Wednesday, 12/20, 10:35 am.  Please be on time!

TEST on chapters 8 and 9 - Photosynthesis and Cellular Respiration.  This is your last test before your Final Exam.

If you want extra help to prepare for the test on chapters 8 and 9, take a look at the following 2 internet lessons:

 

 

Complete the cellular respiration POGIL questions #1-7 and 23-26 ONLY.

Review your notes from class and the sections of chapter 9 that cover glycolysis and fermentation.

 

START to review for your Final Exam!  It covers chapter 1-9 in your book!

Finish the leaf POGIL up through #20.

 

Review photosynthesis, chapter 8 and your notes from today.  be prepared to ask me questions tomorrow on anything you do not understand.

Remember to review your vocabulary lists #1 and #2 for the QUIZ on Wednesday!

Afterwards, we will start to study Photosynthesis.

Work on the study guide for chapter 7 that you received in class today.

The websites are optional - if you want extra help.

Complete your organelle resume that you started in class today.  Remember to keep your resume to one page, either typed or written in blue or black ink.  IF you include a picture, it must be drawn by hand - not downloaded from the computer.

 

I have attached the description of the companies, and 2 sample resumes.

 

BE SURE TO PUT YOUR REAL NAME AND PERIOD NUMBER ON THE UPPER RIGHT HAND CORNER OF THE PAPER.

Complete Cell Size POGIL #8-16 AND Organelle POGIL through #20 (most of you finished up to #18 in class today).

Complete the cell size POGIL questions #1-7 only and bring it back to class onTuesday.

TEST on chapter 2, and all handouts and POGILs and classwork we have covered in this unit on Biochemistry and Chemistry.

Finish the lactase activity if you did not do so in class today.

Be sure that you label all the parts listed on the from page.

Color the amino acid and nucleic acid pages you received in class on Tuesday.

Please follow the instructions you were given in class.

Finish the chemistry tutorial and read chapter 2-1 and 2-2 in your textbook.  Make sure that you understand the basic chemistry that has been presented.

Write down any questions that you have or anything that you find confusing that you want me to go over on Monday.

Finish the Internet Chemistry lesson before class on Friday if you did not finish it in class.

 

If you know you will miss class on Thursday, be sure to ask me for the question page on Wednesday so you will not get behind!

Read chapter 2, sections 1 and 2 to refresh your memory on basic chemistry before class on Thursday.

Read and take notes on chapter 6 of your book.

Pollution (salt) lab due today.

I have added the combined class data on our pollution experiment.  You may use your own group data OR the class data for your lab report.

 

On the Excel file, the percentage refers to the concentration of salt added.

The days (rows 3, 5, 7, 9) are the days after we started the experiment.

"germ" refers to the number of seeds that germinated.

"started" refers to the number of seeds that were started.

 

YOUR LAB REPORT SHOULD INCLUDE THE FOLLOWING:

The Hypothesis statement that I initialed

A Brief Materials and Methods section, as a list, not a paragraph

Data table - yours or the class data for your salt concentrations

Handmade graph - not done on the computer.  Ask me for graph paper if you need it.

Conclusion paragraph.

 

You should submit ONE lab report for your group!

Ecology Unit Test:  chapters 3, 4, 5.

Make sure to review the textbook chapters, POGILs, and all other classwork and homework.

"Survivor" presentations will begin in class today!

Please complete at least #1-8 of the Population Distribution POGIL we worked on in class today.  More is great, but make sure to answer at least through #8.

 

Continue working on your Survivor Project as well.  You will have class time on Monday to finalize your presentations, but all projects must be ready by class time on Tuesday.

Please come back to class on Tuesday prepared to work with your group on your Survivor Project.

Finish answering all the  worksheet questions on the movie that we watched in class.   Be sure to answer the post-video questions and the questions on the back side of the paper.

Your chapter 3 test will PROBABLY be 10/5.

Work on the food web project you received in class today.

It is due on Monday, October 2.

The vocabulary quiz originally scheduled for Tuesday, September 26 has been moved to Thursday September 28.

Your vocabulary quiz #1 has been moved to Thursday, September 28. This gives you two more days to learn the prefixes and still complete your notes on chapter 3 by Wednesday.

Make sure you have completed the POGIL #1-18 before Thursday.  We will finish going over it in class, after you take your vocabulary quiz.

Take notes on chapter 3 of your textbook.  Notes are due on Wednesday.

We are wading into our Ecology unit.

 

Please use Cornell notes format:

 

 

Please complete Model #1 of the POGIL you received in class today.

We will work on Models #2 and 3 in class on Wednesday.

Complete part 2 of the POGIL you received in class today.  Be sure that you understand Redi's experiment.

 

Read ALL of chapter 1 in your textbook so that you can ask questions on Wednesday if necessary.  Your test on Friday includes all of chapter 1, all POGILs, all case studies, and all other topics we have covered in class since the start of school.  Be prepared!

Finish the POGIL we started in class today.

Bring it back to class on Monday.

Graph the height data from your class that you collected today.

Be sure to include all class members (identified by initial), the mean height of the class, the mean height of males, and the mean height of females.

 

Do NOT use the computer to make your graphs.

 Finish the guiding questions on the case studies, if necessary, and bring the page back to class on Wednesday.

 

Also, please make a concept map that shows the relationships among the common ideas found in the case studies.  The center of the map can be:  "Rules for using human subjects in research"

 Complete the Pandemic Flu page.  Decide which 6 of the 10 people you will select to receive the flu shot and why.

 Make a "T" chart with the reasons for and against forcing the sister to donate a kidney.

 

Then, decide what the surgeon should do; should he operate or not.

 

This is an ethical question.  There is no right or wrong answer, but you must be able to use evidence to support your point of view.

 

Your job is to use the scientific method to plan an experiment to determine if jewelweed is an effective treatment for poison ivy. First, develop a hypothesis that includes a justification and prediction. Second, plan the experiment. These questions will help you:

(a) How will poison ivy be applied? (b) What part of jewelweed should be used for treatment—the flowers, the leaves, the stems, all parts of the

plant? (c) How will jewelweed be applied? (d) Who will be tested? (e) How will they be tested? (f) What are the controls? (g) What variables must be considered? (h) What type data should be collected? (i) How will those results be analyzed?