3 HS1 Biology-Period 3 Assignments

For the QOD today, find a quote you like to share with the class! You might have something in mind, or look something up right now. You can even make up your own quote!

Please fill out this survey so I can improve my instruction. This is an anonymous survey regarding the course. Your name/email is not attached to this survey (however, only CPS emails will be able to do this survey so you may be required to sign in). Please answer the following questions honestly and thoroughly. Your feedback is an integral part of efforts to improve this course and the instruction provided. Your anonymous answers will have no impact upon your grade-for good or worse (and again, your name/email is not attached). You are limited to one response and are able to edit after submitting. 

You are going to create an ecosystem components of a newly discovered island. You will do research to complete all components of your project and then create a product that communicates all the facets of your created ecosystem. You will be determining the climate, organisms, list adaptations for your organisms, create a food web with all of your organisms, and identify interspecies relationships.

The product can take many different forms. You may want to make a booklet, a PowerPoint/Google Slides presentation, or a poster. Pick the medium you think is best suited for your island. If you are interested in creating a product that is not listed, make sure to have your product approved by Mr. E. before you begin.

You should watch the recorded lesson posted this week to help you with your project. Your final project needs to be submitted by 6/18.

QOD: 
1. What are some different kinds of precipitation that exist? (Look it up if you are unsure). 
2. How much is the annual precipitation for Chicago? (look it up and use the most recent data you can find)

QOD 6/4: 
1. What is a biome? If you are unsure, take a guess or look it up and write what you find out. 
2. What are you excited to do over the weekend?

QOD:  
1. Name an animal that you would find at the top of a trophic pyramid (see picture for example).
2. Why do you think it gets smaller for each higher trophic (feeding) level?

QOD 5/25: Define artificial selection in your own words. 
How is it similar/different to natural selection?

QOD 5/24: 
1. How would you describe your perfect day?
2. Would you visit Jurassic Park, why or why not?

QOD: What are 2 things you looking forward to doing this weekend?If you could have any plant or animal adaptation on your human body, what would it be? Feel free to look up some adaptations!

QOD 5/20: 
1. How have you “evolved” as a student in this past year?
2. What is some evidence that you have already learned that supports the theory of evolution? (Look it up if you are unsure, but your response should be your own words.)

QOD 5/17: One predator of the Rock Pocket Mice is the Common Barn Owl. What are some adaptations of the Common Barn Owls? If you are unsure, look up “adaptations of owls” or check the link attached. 

QOD 5/13: 
There is a tree called the dynamine tree. 
It has spikes on the sides of the trunk and its ripened fruit explodes and shoots the seeds. Explain how/why you think these traits would evolve to be more common over time. 

QOD 5/12: Write one unique/interesting plant or animal species that you like and what is one thing about that species that you already know or that you can find out now. If you are unsure, look up some plants or animals that sound interesting to you!

Today you will be working on developing their explanations on the steps of Natural Selection using UK and North American House Sparrows as an example. 

QOD 5/11:
1. How are you feeling?
2. How are you currently balancing different aspects (academic, emotional, physical, others) of your life? If you aren’t, what steps could you take to be more balanced?

QOD 5/6: What does it mean for there to be “variation in traits within a population”? Use an example in your response. 
If you are unsure, you can look it up, but respond in your own words.

QOD 5/4: Do species change over time based on what the organisms want or need? Explain your thinking. 

QOD 5/3: What do you think is evolution? If you are unsure, feel free to look it up, but write something in your own words.   

QOD 4/30: 
1. What are you looking forward to doing this weekend?
2. What are you currently doing for self-care?

QOD 4/26: What does informed consent mean and why is it important when it comes to medical procedures?

QOD 4/23: Should everyone be able to have children if they want to and are able to? If yes, why? If no, why?

There are six accepted scientific arguments as to why race is a biological myth (Mukhopadhyay, Henze, & Moses, 2014). Your task is to read the article and find at least 1 quote that provides evidence for each statement. Then, in your own words, provide some reasoning as to why the quote provides evidence for the statement. 

QOD 4/20: To help set our purpose for what we are currently exploring, explain why you think it might be important to discuss the concept of race in biology class. 

QOD 4/19: In what ways is categorizing someone/something helpful and in what ways is categorizing someone/something not helpful/harmful?

In this inquiry, we will explore the biology of skin color and perform a trihybrid cross.

QOD 4/14:
What are the combinations of alleles that can be made from the following genotype: 
PpEe

QOD 4/12:
Explain the FOIL method in your own words. If you are unsure, check out the link for more information. 

QOD (Answer one or both!): What is one thing that made you laugh or feel good this week?OrWhat is one thing that you are looking forward to this weekend?

QOD 4/7: 
Which complex inheritance pattern that we have discussed will be able to produce a large variety of different phenotypes and why?

Please provide meaningful responses to the following 3 questions as we watch this film.

QOD 3/22: Why would pedigrees be needed? What is their purpose?

QOD 3/19: Hemophilia is a sex-linked trait associated with the X chromosome. This trait is much more common in men than in women. Why is this the case?

We will watch a short video on Sickle Cell Disease, then read some background information. Afterwards, you will use that information to answer questions about Sickle Cell disease and then use the information to determine probability of offspring outcomes.

QOD 3/18: In heterozygous genotypes, for incomplete dominance we see a BLENDING of the phenotypes, for co-dominance we see BOTH phenotypes appear.
How can you remember which is which?

QOD 3/17: What does it mean to be a “carrier” for a genetic disease or disorder?

QOD 3/16: Make a list (at least 3) of key ideas you think are associated with “sex linked trait”.
(IDK does not count as a response!)

QOD 3/15: Describe incomplete dominance and co-dominance. If you are not sure, look at the image!

QOD:
Often in science, we make a claim, then we back it up with evidence and reasoning. Why do we do this and how does it help your argument/writing?

QOD 3/5: How is Close Reading different than annotations?

QOD 3/4:
1. What do you think when a teacher says, “We’re going to do some Close Reading today!”
2. How do you feel when you do it?

QOD 3/3: Who in your family (older) is your inspiration, and how do they inspire and lift you up?

QOD 2/26: Is it possible for traits to be found in a person and his or her biological grandparents but not in the biological parents? Explain why or why not.

QOD 2/24: Choose the option that best fits you right now.

What you are expected to provide: Definitions, Phenotypic and Genotypic Ratios, Probability of Genetic Outcomes and Mono/Dihybrid crosses.
Complete the definitions, Punnett squares, ratios and percentages as prompted. A key will be shared for Q 2 - Q6 at the end of the day for you to check your work.

QOD 2/23: Rate your ability to complete a Punnett square and determine Genotypic/Phenotypic Ratios.
1 (I am still not confident) to 5 (very confident)

QOD 2/22: Between a cross with two individuals with a heterozygous genotype (Rr x Rr) for a trait where red feathers is dominant and white feathers is recessive, what is the genotypic and phenotypic ratios?

QOD 2/19: How will you care for yourself over the weekend?

Directions:
Set up the Punnet squares in the following six slides.
Choose 1 letter for your genotype.
Dominant alleles should be shown using CAPITAL letters.
Recessive alleles should be shown using lowercase letters.
Be prepared to share out your working for one of the slides!

Complete the Punnett squares by class on 2/18

QOD 2/18: Of the following choices, which lists a genotype first, then a phenotype second?

QOD 2/17: Explain what the terms “heterozygous”, “homozygous”, and “alleles” mean in your own words.

QOD 2/16: How are you feeling?
Choose the selection that is closest to how you feel right now.

Read the article and highlight the main ideas and supporting details.
Complete the writing prompt and the 4 question quiz after you read and annotate the article.

QOD 2/10: If you could choose between having either option, would you rather have wings and be able to fly, OR have gills and be able to “breathe” underwater without resurfacing?
Please explain your why you chose either trait in the chat!!

Complete the following questions before, during and after watching the film as directed.

Exit ticket 2/2: Share at least 1 think that you found interesting or that stood out to you during today’s presentations. Leave a meaningful response.

You are going to be doing research on a specific cancer of your choice. You will be researching how your cancer affects the body, statistics on the specific kind of cancer, screening and treatments for the type of cancer, prevention for this type of cancer and why you have an interest in this specific cancer.

You will be creating a Google Slide presentation with the information that you research and you will be organizing your information in the table below. You are required to have at least 3 sources and 3 images that you include in your presentation. Below are some helpful data sources, but you may need to find some other sources in order to find the specific information on your specific type of cancer.

Exit ticket 2/1: Share at least 1 think that you found interesting or that stood out to you during today’s presentations.
Leave a meaningful response.

QOD: For your research project, what kind of type of cancer interests you the most and why?

Below are the 10 statements about cancer followed by the words “Support” or “Reject” and a short reading passage about each statement. Each reading passage contains information about the cancer topics in each statement. For each statement:
1. Underline or highlight the part of the passage that you believe provides evidence to support or reject the statement as a cancer truth.
2. Then highlight the word “Support” or “Reject” to indicate what you concluded based on the evidence you found.

Exit ticket 1/22: What questions do you have about cancer?

QOD: List the function of one specialized cell and explain why its structure helps the cell perform its function.

Read and annotate this article, then answer the questions in the Google Doc in the assignment.

QOD 1/15: How do you get up when you are down?

QOD: If the cells in your body are dividing and making new cells, do you think your body younger than you are? Why or why not?

QOD 1/11: Do you think all cells in your body look the same? Why or why not? Try to provide some examples that you can think of.

We will group read the text and pause after each section for you to provide responses to the questions. All responses should be in full sentences and should be in your own words.

QOD 1/8: Did you like the Daily Quotes/QODs this week?

QOD: Do you think you would take a stem cell medical treatment if presented that option? Why or why not?

What would be the medical implications of being able to regenerate body parts using stem cells like the axolotl?

What are some things that you already know about stem cells?

What is one goal that you have for yourself for this year?

Read all questions carefully and include full sentences for your responses where applicable.

Directions: In this activity, you will be presented with cells from the tip of an onion root. You will classify each cell based on what phase it is in. At the end you will count up the cells found in each phase and use those numbers to predict how much time a dividing cell spends in each phase. You can base your calculation on a total cell cycle of 24 hours. To get the percentage, take the number of cells in the phase and divide it by the total number of cells. Afterwards, use your data to create a pie chart with the percentages of the 5 phases of the cell cycle. Finally, you will be answering the questions based on what you saw during this activity.

Step-by-step instructions:
1. First, click on the website at the top of the document, then click next.
2. Next, Identify the phase of each cell shown by clicking on the phase. If you get it incorrect, you will have a chance to retry.
3. Afterwards, count the cells in each phase and enter that information into the data table in the Google Doc.
4. Calculate the percentage of cells in each phase by taking the number of cells in that phase and dividing by the total number of cells.
5. Using those percentages, create a pie chart in Google slides or other site/application that allows you to create a pie chart using this data.
6. Paste your pie chart in Part 2 of the document.
7. Use the images of the cells and information from this assignment or your notes to answer the questions in part 3.

Read the article linked below and answer the following questions about the phases of mitosis. https://www.khanacademy.org/science/ap-biology/cell-communication-and-cell-cycle/cell-cycle/a/phases-of-mitosis

As we rewatch the video of an animal cell dividing, complete the observations, patterns and questions sections. Be prepared to share your responses.

Read all questions carefully and respond to all questions. Use complete sentences where appropriate.

Fill out the table and for each structure or organelle, come up with what that structure/organelle makes you think of, what are the function or functions, and in what type of cell it can be found. Try to come up with some unique and original ideas for your “makes me think of”!!! Use the text if you need help with the functions or for identifying in what kind of cell the structures can be found in.

Answer the questions as you watch the video.

READ THIS BEFORE YOU BEGIN:
Complete a peer assessment for each group member. All group members should present their completed project, their partial project, or what they intend to complete for their project. This form includes sections for 10 peers, but ONLY COMPLETE ONE FOR EACH GROUP MEMBER. That means if you don't have 9 other group members, you will have to skip pages til you can submit.

G - Goal: To collect, observe, analyze multiple forms of data on Food Deserts in Chicago neighborhoods and draw conclusions on the connection between privilege and access to fresh, nutritious food.
R - Role: You are a researcher looking at the impact of food deserts on the city of Chicago.
A - Audience: Your audience will be the citizens of Chicago, Illinois and other researchers (teacher and classmates) that may agree or disagree with your hypothesis.
S - Situation: You are challenged with looking at maps of neighborhoods in Chicago and data related to various conditions across the city that may relate to “Food Deserts”. After making observations you are tasked with creating a claim with evidence and reasoning (CER) based on your knowledge of social, cultural and economic values of Chicago citizens.
P - Product/Performance: You will present your ideas (CER) in a graphic format (with the variables of your choice) that will be shared with other researchers in your field of study. You will participate in an open discussion (in class) to exchange ideas on this topic.
S - Skills: Processing and evaluating data (MYP Criterion C)

READ BEFORE YOU BEGIN!
You and your group will only be reading and presenting only on your group's section. Each group member should be responsible for one slide they create and present on Friday (everyone makes one slide and everyone presents). You will be reading and dividing up work today (10/28), creating slides tomorrow (10/29), and presenting on Friday (10/30). Below are group assignments.

Period 3
Group 1: Alex, Raul, Salvador, Tim
Group 2: Ari, Johnny, Marina, Mike
Group 3: Jennifer, Jocelyn, Kevin, Liliana, Ricky
Group 4: Anthony, Asiah, Destiny, Jose, Roxy
Group 5: Christian, Diego, Isaiah, Rodrigo, Saul

Read each section of the text as we read as a class. Then, you will go into groups to answer the questions from each section.

Please complete all questions during the class period today. Read every question very carefully! Please reach out with any questions. If you finish before the class period is over, please read the extension articles posted today.

Use this document to provide your self-assessment grade, reflect on completing your project, provide peer grades and peer feedback. Complete all highlighted sections (points, reflection and feedback). Note: Groups with less than five people will not have to complete all sections for the peer rubric.

Use pictures, words, chemical formulas, arrows and other graphic tools to show how photosynthesis and cellular respiration occur. Be sure to show what goes into the processes, and what they produce. Be sure to include both organisms that DO photosynthesis and some which don’t (like humans.) Be sure to show why people should care about the process of photosynthesis.

Format: You may complete this as a drawing and upload your picture, as a Google Slide and upload your slide, or on another visual format if you are including all the required information. Any images you don’t create must include a source and all words must be your own.

Include: Water, Carbon Dioxide, Oxygen, Glucose, at least one plant, at least one animal, the sun, the formulas for photosynthesis and cellular respiration, why photosynthesis and cellular respiration are important for humans, CO2, H2O, C6H12O6

Please use your notes to complete this POGIL!

When directed, please open and complete this quiz. There should be no collaboration between students and all of your work must be your own.

For the first half of class, you will read the article linked on the Google Doc and attached to this assignment and complete the questions. For the second half of class, you will share your answers and will all have a chance to add to/revise your thinking.

Read the introduction and follow the prompts using the data bases to answer each of the questions.

We will watch this video as you answer some critical thinking and reflection questions. Then we will break into groups to discuss and revise your answers and thinking. On Friday, we will have a whole group discussion regarding the questions and then everyone will submit their work on their own Google Doc.

Please follow the instructions from Mr. E. and listed in the doc. These are your interpretations, so there are no wrong answers (except blank ones), I just want to "see" your thinking here! Remain on task and complete as we go in this Google Doc, then you will submit at the end of the class period.

To get us thinking about getting data from text for our research project and how to describe data, we are going to read a text to collect qualitative and quantitative data. We will use some of the data we collect to then construct a data table and create bar graph from that data.

We will be taking some time to examine and reflect on your personal reading and science histories. Please write in complete sentences and provide as much information as you are comfortable with sharing with me. I will not share your experiences with the class.

After sharing out group work, you will be working independently on applying your knowledge of variables with practice experiments. Record your answers on this document. This is due Friday 9/18 by the end of the day.

Come up with some characteristics that would classify something as LIVING. These characteristics should apply to all forms of life (animals, plants, bacteria, fungi, etc.). Be ready to share out so we can compile a class list.

Evaluate the expectations for academic honesty and honestly access personal beliefs of academic integrity.

Use this document to capture your answers to the tasks.

Exit ticket for 9/10 to be answered at the end of class.