Home Learning:
1. LAST ISN CHECK – MONDAY JUNE 16 th – 25 points
2. Mars Google presentation DUE: MONDAY JUNE 16 th
3. Plotting Paths of Spacecraft WS DUE: THUR. JUNE 12 th – 5 points
4. Objectives for Mars Mission pkt. DUE: FRIDAY JUNE 13 th – 5 points
DO NOW:
1. Take out Mars: Where to Land? Packet.
Objective:
1. To help students recognize that food is required for energy and building cellular materials. Organisms in an ecosystem have different ways of obtaining food, and some organisms obtain their food directly from other organisms.
Activities:
1. Mars Landing activity

Name of Assignment
Interest Survey – R1
Pre-Test – R2
Date
9/4
9/5
Metric System WS (2) – R3
Safety Contract & Sponge Bob WS – R4
9/6
9/9
STEM Project WS – R5 9/9
STEM design drawings & Problem L1-L4 9/9
What is Life Science? – R6
Life Science example paragraph L-5
9/11
9/11
Read Pgs. 9-15, Answer Q’s #1-6 pg.15 L-6 9/11
Section 1.1 Vocab “Four Square” L-7&8 9/11
Tallest Tower/Airplane “Reflection”Q’s L-9 9/13
Characteristics of Living Things List L-10 9/16
Chara. Of Living Things Handout R-11 9/16
Marty the Martian R-7 9/16

Name of Assignment
List of Needs of Living Things L-11
Needs of Living Things handout R-12
Ecosystems PBL Task Statement R-8
Week 1 Activity List R-9
Ecosystems Chart (textbook) R-10
Ecosystems Vocab. Slip R-13
Week #1 Vocab. L-12&13 (use pg. r50 &r51 of textbook for vocab. Strategies)
Q’s #1-5 pg. 477 L-14
Pg. 515 Q’s #1,2,4&5 L-15
Date
9/17
9/17
9/18
9/19
9/19
9/19
9/20
9/23
9/24
“Oh Deer” Q’s WS R-14
“Oh Deer” Data & Graph L-16
Ecosystems Chart (web based) R-15
Pond Lab Investigation Chart L-17
9/20
9/20
9/24
9/24

Name of Assignment
Ecology Pre-Test (skip #12 & 13) L-18
Date
9/26
Charac. & Needs PPT WS R-16
Quiz Review Activities List 1 R-17
9/26
9/26
Levels of Organization “Cut & paste” R-18 9/26
Activity List Week 2 R-19
Feeding Relationships Notes R-20
Pg. 492 Q’s #2,3 & 5. L-19
Memory Cards Vocab. Column #4 L-20
10/2
10/2
10/2
10/3
Factors Research Chart R-21
Note Taking Toppers L-21
Chapter 14 RSG pkt. R-22
Chapter 15 RSG R-23
Feeding Relationships WS R-24
10/7
10/7
10/4
9/30
10/9

Date Name of Assignment
Owl Pellet Student WS R-25 10/9
Species Characteristics Chart R-26
Ecology vocab. #2 & #3 . L22 & 23
10/10
10/11
Symbiotic Relationships cut&paste R-27
Pg. 525 #1-6 L-24
10/11
10/15
Threats Chart R-28 10/16
Week #2 “Food Chains & webs” Quiz Rev.
R-29 10/17
Week #3 Activity List R-30 10/17
Symbiotic Relationships Class Notes R-31 10/17
Feeding Relationships Study Guide with food web WS R-32
10/18
Brain Exercise Symbiotic Relationships L-25 10/18
Ecology Test Review pkt . R-33
Pg. 503 Q’s 1-8, 11-13 & 15 L-26
10/22
10/22

Date Name of Assignment
Pg. 503 Q’s 1-8, 11-13 & 15 L-26 10/22
Google Slide Show Directions L-27
Google Slide Show Rubric L-28
10/24
10/24
Pg. 202 “Science Notebook” L-31
ES Activity List week #1 R-34
Biodiversity Webquest R-35
ES Patient Chart (Biodiversity 911) R-36
10/31
11/1
11/1
11/4
7.1 RSG R-37 11/4
ES vocabulary & Brain Exercise R-38
Endangered Species Project Brief L-32
Biodiversity Class Notes L-33
Pg. 569 #3 & 4. L-34
7.2 RSG L-35
11/4
11/5
11/5
11/6
11/6

Date Name of Assignment
Dichotomous Key WS L-36 11/6
Alien Dichotomous Key WS L-37
Pg. 209 Q’s #1-5 L-38
11/6
11/14
Pg. 218 Q’s #1-4 L-39
Endangered Species Vocab. Crossword R-40
11/14
Biodiversity & Classification Quiz Review R-39 11/14
11/14
Wolf Questions L40 & L41
Q’s #5-14 pg. 231. L-42
Section 6.2 RSG R-41
Section 6.3 RSG R-42
Q’s #1-4 pg. 175 L-43
LOT Study Guide R-43
Blue - Footed Booby Notes R-44
11/15
11/15
11/20
11/20
12/2
12/2
12/2

Name of Assignment
LOT Activity List R-45
Date
12/3
Blue-Footed Booby Brain Exercise R-46
6.1 RSG R-47
12/3
12/3
Fossilization Notes L-44 & 45
LOT Vocabulary L46 & L47
Virtual Fossil Hunt R-48
12/3
12/3
12/4
History of Life Timeline R-49
6.1 RKC R-50
LOT Key Concepts WS R-51
Evolution Notes R-52
Charles Darwin Brain POP R-53
Adaptations Note Sheet L-48
Darwin & Lamark WS L-49
12/5
12/5
12/6
12/6
12/6
12/9
12/9

Date Name of Assignment
Evidence of Evolution Notes L-50 12/12
3 types of Evidence Notes L-51
6.1 Quiz Review L-52
12/12
12/12
6.2 & 6.3 Fill in the Blank L-53
Pg. 185 #1-5 L-54
Pg. 194 #1-5 L-55
12/12
12/12
12/16
Peppered Moth Lab & Data R-54
Genetics Website L-56
Pg. 141 #1-6 L-57
5.1 RSG R-55
Genetic Screening Intro. R-56
Genetic Disorders Activity List R-57
Genetic Testing Article Q’s L-58
12/16
1/2
1/3
1/6
1/6
1/6
1/6

Name of Assignment
DNA’s Secret Code R-58
Date
1/7
Genetic Vocab. L-59
Learn Genetics Website R-59
1/7
1/10
Investigation 13 R-60
Pg. 148 #1-6 L-60
DNA, RNA & Proteins Packet R-61
1/13
1/13
1/14
5.2 Challenge & Extension R-62
5.2 RSG R-63
Section 4.1 Vocab. Word triangles L-61
Genetic Terminology Class Notes R-64
4.1 Review pkt. R-65
Pg. 107 #1-6 L-62
Genetic Terminology HW R-66
1/16
1/16
2/11
2/11
2/13
2/24
2/24

Date Name of Assignment
Section 4.2 Vocab. Flash Cards L-63 2/25
Punnett Square Practice. L-64
Snowman pkt. L-65
2/25
2/25
BOTH Sponge Bob WS L-66
Pg. 115 #1-5 L-67
Section 4.2 Review pkt. R-67
2/26
2/26
3/3
Monohybrid Crosses pkt. R-68
Chap. 4 TEST practice L-68
Section 4.3 vocab. Flashcards L-69
Mitosis Diagram R-69
Meiosis Diagram R-70
Review WS 6.2 R-71
Pg. 122 #1,2, 4&6 L-70
3/3
3/3
3/4
3/5
3/5
3/5
3/6

Name of Assignment
Modeling Meiosis L-71
Date
3/10
Section 4.3 RSG pkt. R-72
Interpreting Visuals WS L-72
3/10
3/11
Pg. 125-127 L-73
Plant & Animal Cell Diagrams R-73
Parts of a Cell Chart R-74
3/13
3/14
3/17
Compound Microscope Notes R-75
Pg. 24 #1-6 L-74
Compound Microscope Diagram R-76
Microscope Brain Exercise L-75
1.2 RSG pkt. R-77
Cell s Brain Exercise L-76
3/19
3/19
3/19
3/19
3/20
3/20

Date Name of Assignment
Microscope Crossword R-78 3/21
Cell Parts Review L-77
Eucaryotic Cell Notes R-79
3/21
3/21
A Busy Factory L-78
Microscope Parts Review R-80
Cytopolis L-79
3/21
3/24
3/29
Section 2.2 Vocab (word triangles) L-80
RSG 2.2 R-81
3/25
3/26
2.2 Challenge & Extension R-82 3/26
Chloroplast & Mitochondria Diagrams L-81 3/26
Photo. & Respiration Notes L-82
Photo. & Respiration Diagram L-83
Pg. 54 #1-6 L-84
3/27
3/27
3/27

Date Name of Assignment
Photo. & Resp. Chart L-85 3/28
Section 2.1 Vocab. L-86
Essential Organic Comp. Chart R-83
3/31
4/1
Organic Compounds Notes L-87
2.1 RSG R-84
2.1 RKC R-85
4/1
4/2
4/2
Pg. 45 #1-6 L-88 4/4
Greenhouse Research & Sketchup WS R-86 4/7
Section 11.1 Pkt. R-87
Quick Write on plants L-89
Quick Write stomata L-90
Root Notes L-91
Pg. 363 #1-6 L-92
4/9
4/10
4/11
4/21
4/21

Date Name of Assignment
Quick Write Vascular Tissue R-88 4/22
Shoot System Notes R-89 4/22
Section 11.3 (pg. 370) word triangles R-90 5/2
Pg. 375 # 1-6 R-91
Seed vs. Spore Venn Diagram R-92
EXPO Data Table L-93
5/2
5/5
5/7
Control Data Table L-94
11.3 RSG R-93
Formal Lab Report WS R-94
11.3 RKC & Practice QUIZ L-95
11.4 RSG R-94
14.2 RSG R-95
Seed & Flower Dissection L-96
5/8
5/8
5/9
5/12
5/15
5/20
5/20

Date Name of Assignment
14.2 RSG pkt. R-96
Plant Test Study Guide L-97
Fruit Lab R-97
5/20
5/20
5/21
Pg. 484 # 1-6 L-98
Biosphere 2 Intro. R-98
5/23
5/29
Mars Activity 1 – Concept Intro. L-99
Mars Activity 2 – Planning R-99
Body Systems pkt. L-100
Microgravity 10 Q’s R-100
Where to land on Mars pkt. L-101
Plotting Earth to Mars WS R-101
Mission Objectives pkt. L-102
6/2
6/3
6/5
6/6
6/6
6/9
6/10

Name of Assignment
14.2
Plant
Fruit
Pg.
Biosphere
Mars
Mars
Body
Microgravity
Where to
Plotting
Objectives
Date
6/2
6/3
6/5
6/6
6/6
6/9
6/10
5/20
5/21
5/23
5/29

(L-96)
• Draw and label the 3 parts of a seed: Seed coat, Embryo & stored nutrients ( pg. 371)
• Flower intro Q’s (pg. 382)
1,a,b,c,d & 7
• Flower Conclusion Q’s
1a, b, c & 2

Date
L-93
Length of longest stem(cm)
TOTAL # of leaves in cup

Date
L-94
Length of longest stem(cm)
TOTAL # of leaves in cup

(R-88)
• 5 lines
• Skip Lines
• How are the root system and the shoot system connected by vascular tissue?
(HINT) What are the two types of vascular tissue?
(HINT)What materials travel up from the roots and down from the leaves?

• The root system and shoot system are connected by xylem and phloem. Xylem carries water & nutrients up to the leaves where the water can be used for photosynthesis. The phloem brings glucose, made during photosynthesis, back down to the stems & roots for storage.

1. Which of the following is NOT part of the shoot system.
A.
leaves B. flowers C. stems D. roots
2. The main function of leaves is to_______________________.
A. open & close stomata B. absorb oxygen C. release water
D. perform photosynthesis
3. What part of the leaf opens and closes for gas exchange?
A. stomata B. chloroplast C. cell membrane D. cell wall
4. The process by which plants lose water into the atmosphere is____________________.
A. photosynthesis B. respiration C. transpiration D. evaporation

9) A carrot is an example of a
_________________________ root.
10) ______________________ are soft, green & flexible.
11) Roots anchor the plant, absorb water and nutrients, and __________________ materials.
12) The main function of _________________________ is to perform photosynthesis.

(R-89)
I. Parts of the Shoot System a. Stems b. Leaves c.
Flowers
II. Functions of Stems a. Support b. Hold up leaves c. Transport: water, minerals, & glucose.
d. Storage

III. Types of Stems a. Herbaceous: Soft, green & flexible b. Woody: Rigid & strong
IV. Leaves
A. Functions: 1)Capture light 2) Make glucose through photosynthesis 3) Exchange gasses (CO2 & O2)
V. Flowers:
A. Reproductive organs of a plant
B. Produce fruits with seeds that contain the embryo

I. Root Functions a. Support & Anchor the plant b. Absorb water & minerals c. Store glucose
II. Root Structure a. Epidermis – outer layer b. Cambium – cells divide to make new xylem & phloem c.
Root hairs – absorb water & minerals

III – Root Types a. Fibrous – branch out in all directions ex. Grass,onion b. Taproot – grows straight down and deep.
Stores glucose. Ex. Carrot c. Aboveground – found mostly in rainforests and absorb water & nutrients from the air

• 5 lines
• Skip Lines
• Use your textbook pg. 360 to describe a
STOMATA and then explain how they are involved in photosynthesis & respiration.
(be sure to use CO2, O2 & water)

• Stomata are tiny openings on the bottom of leaves. They are used to control gas exchange.
During photosynthesis CO2 comes in through the stomata and is used with water to create glucose and O2. The O2 then travels out of the stomata into the air. When the plant respires the exact opposite gas exchange occurs.
While the stomata are open for gas exchange water vapor also escapes.

L-89
• 5 lines
• Skip Lines
• What 3 things do plants need for photosynthesis? How do plants get those 3 things into their cells?
(use xylem, phloem, transpiration, shoot system, root system)

• Plants need: CO2, water & light energy. They use the root system to absorb water and then move that water up to the leaves using xylem . The leaves absorb CO2 through their stomata and then use the light energy with the water to create glucose & O2. Leaves and stems are major parts of the shoot system . The O2 is release through the leaves and the glucose travels to the stems and roots through phloem . Most water a plant absorbs is lost through its leaves by transpiration .

(L-87)
• What are Organic Compounds?
– They MUST contain the element CARBON (C)
– They must be found in living things
– They provide all the energy, structure and information for cells.
• The 4 major Organic Compounds:
1. Carbohydrates
2. Lipids(fats,oils & waxes)
3. Proteins
4. Nucleic Acids (DNA & RNA)

• Carbohydrates
– The bodies main ENERGY source
– There are two types: Simple & Complex
• Simple Carbs.: sugars
• Complex Carbs.: Starches – Long chains of sugars linked together.
• High Carb foods: bread, cereal, rice, pasta, potatoes and fruits.

• Lipids-(energy STORAGE) are used for energy when carbohydrates are not available.
– Fats & Oils
– Foods: Butter, olive oil, animal fats.
• Proteins – Used to build & repair cell structures.
Every living part of your body contains protein ex.
Blood, muscle, brain tissue.
• Foods: fish, beef, soy, nuts, beans

• Nucleic Acids – information Molecule. Provide all the information for a cell to function.
– Ex. DNA & RNA

Reactants
Products
Performed by
Organelle
(L-85)
Photosynthesis Respiration
CO2, H20, & light
Glucose, Oxygen
Plants
Chloroplast
Glucose, O2
Carbon Dioxide, Water &
Energy
Plants & Animals
Mitochondria

• What is the ratio of chromosomes from parent to the two (2) daughter cells in MITOSIS?
• What is the ratio of chromosomes from parent to the four (4) daughter cells in MEIOSIS?

• Each table will be given 8 Index Cards.
• On the BLANK side of each card write one of the following terms: DNA, RNA, Gene, Transcription,
Translation, Amino Acid, Protein & Trait.
• On the LINED side write a brief description of each word and a PICTURE.
• Put all the cards in the middle of the table on mix them up.
• As a team place them in the correct order.

1. Characteristic
2. Decrease
3. Herbivore
4. Response
5. Web
6. Commensalism
7. Sun
8. C
9. A
10. D
11. B
12. X
13. X
14. D
15. C
16. A
17. B
18. B
19. B
20. A
21. Oak  cardinal  Fox  Eagle
22. Producer,primary cons., secondary cons., tertiary cons.

Need
FOOD
WATER
GAS EXCHANGE
LIVING SPACE
TEMPERATURE
Organism
1. Turtle
2. Sparrow
1. Algae
2. Pine Tree
1. Turtle
2. Lilly
1. Spider
2. Duck weed
1. Fish
Explanation
Turtles eat algae
Sparrows eat insects & seeds
Algae absorb water from pond
Roots absorb water from soil
Turtles need oxygen from air
Absorb CO2 from air
Spider needs to weave a web
Anchors its roots to the bottom
Hibernate in the winter
2. Grass Dies in the winter

1. What was the major design FLAW (problem) with your tower / plane?
2. What was the BEST feature of the winning tower / plane?
3. What ONE change would you make to your tower / plane?

• Decide whether each statement is OSMOSIS or DIFFUSION.
– Smelling perfume
– Water being absorbed by a sponge
– Carrot shriveling up after being in salt water
– Slug being killed by salt

1. Capture sunlight, perform photosynthesis, exchange gasses.
2. CO2, light, & water
3. O2 & glucose
4. Chloroplast
5. Mitochondria
6. Controls O2, CO2 & water vapor.

1. Part of the cell cycle when the nucleus divides
2. Stems & Leaves
3. Transport materials (xylem&phloem), support leaves, performs mitosis & stores glucose.
4. Roots, stems, leaves
5. Herbaceous – cactus woody – oak tree
6. Move water & nutrients UP from the ROOTS to the LEAVES.

1. Anchor, absorb, store food
2. Roots
3. Taproot – beet, carrot branching – scallion
4. Branches out in all directions.
5. Diffusion – movement of a substance form high to low concentration.
Osmosis – movement of WATER from high to low concentration.

Set up the left hand side of your ISN to make 3 observations of your beaker at 30 sec. intervals:
Time: Observations:
30 sec.
1 min.
1 min. 30 sec.
Complete a type II writing:
5 lines, skip lines – Explain your observations using the terms: diffusion, water molecules, food dye molecules, high concentration, & low concentration

• When the food dye molecules were added to the beaker the food dye molecules move from high conc ., the drop, to low conc ., the beaker.
This movement of molecules from high to low represents diffusion . The water molecules are also moving from high conc., the beaker, to low conc., the drop. That is why we observed swirling in the beaker.

• Breakfast:
– Bagel– Carbs
– Cream Cheese – fats & protein
– Cake – Carbs
– Banana - Carbs
• Lunch:
– Pork Chop – protein & fat
– Pasta– Carbs
• Dinner
– Pasta - Carbs
– Meatballs – Protein & Fat

• 6 lines
• SKIP LINES
• LEFT SIDE of your ISN
• How are PHOTOSYNTHESIS & RESPIRATION similar? How are they different?
– Be sure to use the following words: energy, CO
2, water, oxygen, & glucose

• They are opposite, but equal reactions because photosynthesis uses Energy, carbon dioxide & water to produce glucose & oxygen , while respiration uses glucose & oxygen to produce Energy, water & carbon dioxide.

Date
4/14
4/16
4/17
4/18
4/19
Control
0
1.4 cm
2 cm
2.2
2.8 cm
Variable
0
1 cm
2 cm
2 cm
1.4 cm

1. Get a list of Genetic Disorders pkt. From the overhead. DO NOT WRITE IN THE PKT.!
2. Go through the packet and pick 4 different disorders you may be interested in researching.
3. Use the websites listed and write down 3 research facts for each disorder on THE LEFT
SIDE of your ISN.
4. Choose 1 Disorder and tell Mr. Ross your choice.
5. Return the packet to the overhead.

• State whether it was supported or not.
• Summarize data: What is the difference in height between first day and last day
• Explanation of results. Did your experiment effect the roots, shoots (xylem or phloem) or leaves (photosynthesis).
• Were you able to control the ALL variables?
• What did you learn?
• If I did this experiment over I would….
• Implications for real life? Could your experiment help farmers grow more food? Could you use your substance as a natural weed killer? Could growing more plants help control global climate change?

• If a pinch of grass seeds are placed into a 9oz plastic cup filled with 7oz of potting soil with 2 tablespoons (10 ml) of a solution of 200mg caffeine tablet & 500ml of water every 3 rd day for two weeks; then the plant will not grow.

Independent
Caffeine
Music
Vinegar (acid)
Dependent
Grass growth
Controlled
Soil
Water
Air
Light
Seeds
Temperature
Cup size

• 9oz plastic cup X 2
• 3.63 kg bag of potting soil
• Grass seeds
• 500 ml of water
• 500 ml Beaker
• Metric ruler
• 100ml Graduated Cylinder
• Grow Racks
• Scissors

1.
Gather materials
2.
Label each cup with name and period using sharpie
3.
Fill 9 oz cup with 7oz of soil
4.
Add pinch of millet seeds
5.
Add 10 ml of water
6.
Place on grow racks in back of room 136
7.
Observe seeds for one week adding 10 ml of water every 3rd day.
8.
Trim plants across the top of the cup.
9.
Take plants home.
10. Begin adding solution to cup A on April 12th
11. Place both cups in exact same location
12. Add 10 ml of 500ml solution of 200mg caffeine tablet and water to cup a every
3rd day for 2 weeks
13. Add 10 ml of water to cup B every 3rd day for two weeks.
14. Record data every day for 2 weeks

• How does adding 10 ml of a 500ml solution of a 200mg caffeine capsule with 500ml of water every 3rd day for 2 weeks affect the growth of grass plants?

• A laptop was taken from room 136. Mr. Ilaria sees the crime on the video camera and chases the robber. The robber is wearing a ski mask. As Mr. Ilaria chases the robber down the street he throws the laptop into the bushes and tears off his mask. The mask is later found in a garbage can by the train station . What types of evidence can Mr. Ilaria use to solve the crime? Please list 3

1. Describe the process of DNA fingerprinting
.
– Basically the DNA must extracted from the cells and then an x-ray picture is taken. The bands in the x-ray show the chemicals of DNA.
2. In what ways is it like actual fingerprinting and in what ways is it different?
-
Actual fingerprints and DNA fingerprints can both be used to place a person at the scene of the crime. However, DNA fingerprints are chemical based while actual fingerprints are physical.
3. How conclusive is the evidence of DNA fingerprinting?
- It is completely conclusive if the sample has not been contaminated.
4. Where is there possibility for error?
- Errors can be made when the sample are collected .

1.
A diploid cell of a chimpanzee contains 48 chromosomes. How many chromosomes are in a gamete cell of a chimpanzee?
A. 12 B. 24 C. 48 D.96
2.
How many gametes are formed at the end of Meiosis?
A. 2
B. 3
C. 4
D. 6
3. How many divisions occur in meiosis?
A. 1
B. 2
C. 3
D. 4

4. ____________ is used to determine the probability of a genetic
cross.
5. ____________ used pea plants to help develop patterns of heredity.
6. Relates to the chance that an event will occur. Always written as a percent.
7. The various forms of the same gene are called
___________________.
8. Eggs and sperm are examples of ______________________.

9.
Which letter (A,B, or C) represents a body cell and which letter represents gametes?
10. How many chromosomes are there in the 2n cells?___________ and how many chromosomes are in the 1n cells?___________
11. What would “C” be called if this were a male?_____________. How about if this were a female?________________

1.
B. 24
2.
C. 4
3.
B. 2
4.
Punnett Square
5.
Mendel
6.
Probability
7.
Alleles
8.
Gametes
9.
A, C
10. 4, 2
11. Sperm, eggs

Name of Assignment Date
Chap. 4 TEST *Practice* (RIGHT)
Genetic Worksheet (RIGHT)
Mitosis Drawing (RIGHT)
Section 3.1 & 3.2 packet (RIGHT)
Q’s #1-3 pg. 85 (LEFT)
Meiosis Drawing (RIGHT)
Mitosis/Meiosis side by side (RIGHT)
Model of Meiosis Lab (RIGHT)
2/4
2/4
Section 4.3 vocab. “word triangles” (LEFT) 2/5
Review WS 6.2 (RIGHT) 2/5
Section 4.3 RSG pkt. (RIGHT) 2/6
1/23
1/24
1/29
1/31
2/4
2/4
Mitosis vs. Meiosis video Q’s (LEFT)
Pg. 125 #7-19 (LEFT)
2/6
2/6

Name of Assignment
Section 4.1 & 4.2 practice quiz (RIGHT)
Pg. 122 #1-6 (LEFT)
4.3 Word Triangles (LEFT)
DNA Fingerprinting Q’s (LEFT)
Genetics webquest (RIGHT)
Date
2/6
2/7
2/8
2/13
2/14

1. Two main parts are interphase and cell division.
2. Just before mitosis begins a cell will be twice its normal size and have two complete sets of
DNA.
3. A daughter cell is IDENTICAL to the parent cell

r
R RR (Red)
Rr (Red) r r
R
Rr (Red)
Rr (Red)
R
Rr (Red)
Rr (Red) r
Rr (Red) rr (White)
R
Parent
Generation
First
Generation
Second
Generation

1. A gene is a unit of?
– Heredity, adaptation or variation
2. XY chromosomes would result in a?
girl or boy
3. This allele would always be expressed
Recessive, dominant, pure bred or hybrid
4. Relates to the chance of something happening. Always written as percent.
Probability, ratio or possibility

5. If a hybrid mom for brown eyes and a hybrid dad for brown eyes have a child, what is the probability they will have a blue eyed child?
– Draw a punnett Square
6. If Tall (T) is dominant over (t) short, what would be the result of breeding a pure bred tall with a pure bred short?

• LEFT HAND SIDE
• Type II writing
• 5 lines
• Skip Lines
– What is the difference between GENOTYPE and
PHENOTYPE?
(provide and example of each!)

• The difference between genotype and phenotype is that a genotype represents certain genes (alleles) that are inside cells.
They CANNOT be seen. An example would be using -Bbfor eye color. A phenotype is the characteristic that is actually seen in the organism. An example would be a person’s brown eyes.

1)If you flipped a coin 20 times how many heads would you get?__________
How many tails?_________
What % heads________
What % tails_______
2)Now test your prediction and toss the coin 20 times. Use tick marks to record how many heads & tails
Heads_______________________
Tails_________________________
3)Were your predictions correct?
4)Now tally the results for the entire class and see if the class results are closer to your prediction. Why or why not were the classes results better?

• A – If dominant traits are always expressed
(seen) when present; then they will be MORE common in the class data
• B -If dominant traits are always expressed
(seen) when present; then they will be LESS common in the class data

l k j i
E
F g h
A
B
C
D
Trait 1 Number straight 20
Tongue Rolling 21 dimples 4
Right handed 18 freckles
Curly hair
Cleft chin
7
11
4 widows 6
Left over right 9
Red & green male
22
10
Trait 2 Number hitchhikers
No roll
No dimples
Left handed
No freckles
Straight hair smooth
No widows 16
Right over left 13
Color blind female
0
12
4
15
11
18
2
1
18

Use the Library/Media center web page ONLY (no google) to answer the following questions .
• Who:
• What:
• Why:
• Where:
• When:

• Who: Austrian Monk/priest (religious person)/ teacher who studied plants and mathematics.
• What: Conducted experiments with pea plants and discovered patterns of inheritance. He found that “traits” or “factors” are passed from parents to offspring and factors can “dominate” or “cover” other factors.
• Why: He went to university to study science and math for two years before he went back to the monastery. Was very interested in plants.
• Where: Austria
• When: mid 1800’s

1. Uses genus & species of an organism.
2. Kingdom, phylum, class, order, family, genus, species.
3. Each question only has 2 choices. Eventually you get to one answer.
4. He developed a system for both naming and classifying organims.

1. Linnaeus developed the modern system of taxonomy.
2. Binomial Nomenclature uses the genus and then the species. (Ex. Homo Sapien)
3. The level of Kingdom contains the most organisms.
4. Linnaeus mostly used physical evidence to classify organisms.

1. Taxonomy is the science of naming organisms.
2. Classification is a process of organizing living things into groups.
3. The invention of Microscopes in the 1600 revolutionized science.
4. Physical & Genetic evidence are the two major types used by taxonomists.
5. Taxonomists compare DNA of two organisms to see how closely they are related.

• How are taxonomy & classification SIMILAR and how are they DIFFERENT?
• 4 lines skip lines

• Taxonomy and classification are similar because they both deal with organizing living things. Taxonomy is the science of NAMING living things while classification is the process of ORGANIZING living things

• Kingdom
• Phylum
• Class
• Order
• Family
• Genus
• Species

Main Idea: Scientists use different evidence to
Detail: Fossil Evidence Detail: Physical Evidence
Show how species evolved Traits help tell species apart classify organisms
Detail: Genetic Evidence
DNA supports physical evidence

Extinct
Endangered
Classification
Adaptation
D: permanent disappearance of a species
S: The dinosaurs are extinct.
D: In danger of becoming extinct
S: The elephant is an endangered species
D: The systematic grouping of different types of organisms by their shared characteristics.
S: Humans can be classified as mammals.
D:A characteristic, a behavior, or any inherited trait that makes a species able to survive and reproduce in a particular environment.
S: Our thumb is an example of an adaptation

Poaching
Threatened
Range
Conservation
D: The illegal hunting of an animal.
S: Poachers kill elephants for their tusks.
D: In danger of becoming endangered.
S: While not yet endangered, polar bear population are decreasing making them threatened.
D: The geographical location that an organism can be found.
S: The range of the Gila Monster is the south western United States and northern
Mexico.
D: The act of trying to preserve or protect a particular ecosystem or organism.
S:The conservation efforts of the US government helped bring the Bald Eagle back from being endangered.

• Tropical Forest:
• Tundra:
• Taiga:
• Grasslands:
• Aquatic:
• Temperate Forest:
• Desert:

1. Small unused back legs of a whale are an example of?
2. Similar Structures are an example of what type of evidence?
3. What is the developing form of a baby called?
4. What is the definition of “ANCESTOR”

1. What was the name of Darwin’s ship?
2. No two people have the exact same hair color. This is an example of ______________ which is the natural differences between members of the same species.
3. What TWO things have to happen for a new species to occur
4. Who suggested that giraffes got long necks by stretching them for leaves?

• Use word triangles to define (pg. 188):
• ANCESTOR
• VESTGIAL ORGAN
• GENE

Picture of fossil bone
Humans & primates share a common ancestor
An earlier form of an organism from which later forms develop

• Type II writing
• 6 Lines
• Skip Lines
• What are the parts of Natural Selection and describe each part? (pg. 182)

• 5 lines
• Skip Lines
• What are the three (3) types of EVIDENCE for
EVOLUTION and give an example of each (use pg. 189)

• The three types of EVIDENCE for EVOLUTION are: Fossil, Biological & Genetic . An example of fossil evidence are the bone imprints of ancient ancestors for modern animals. An example of biological evidence is the similar structures found in all mammals and an example of genetic evidence are the similarities in genes (DNA) between two closely related organisms

1.
Lamarck believed that aquired traits could be passed on by individuals but could not support his theory. Darwin showed how traits could be passed on by natural selection
2.
Darwin noted that the finches beaks were adapted to their particular environments which meant they had evolved differently but shared a common ancestor
3.
Isolation stops populations from interbreeding so new species evolve.
4.
The third species most likely evolved from one of the two other species. Being isolated by the mountains new traits were being selected to fit the new environment.
5.
White fur, it will help the hare blend in so it will not be seen by predators.

• On the left side of your ISN draw a new species of
Chichlid. Focus on the characteristics of eye size, color, teeth, and fin shape.
• Consider the effect of the environment for each characteristic.
• Environment A: Shallow water near the shoreline, sandy bottom, only water plants available for food, many bird and land animal predators.
• Environment B: Deep water in the middle of the lake, rocky bottom, many smaller fish for food, no predators.

• Variation: Fur Color; Choose one: light or dark
• Adaptation: How does the color increase its chances of survival?
• Selection: Who will mate and what will their offspring look like?

• Variation: Fur Color (light vs. dark)
– Light color
• Adaptation:
– Blends in with environment
• Selection:
– Less likely to be seen by predators so they survive at higher rates, mate more often, their offspring have light colored fur.

• Overproduction:
• Variation:
• Adaptation:
• Selection:

• Overproduction: Produce more offspring than could ever survive. Only a few make it to adulthood and reproduce
• Variation: Organisms within a population have different characteristics
• Adaptation: Any inherited trait that gives an organism an advantage in its environment
• Selection: Certain adaptations help an organism survive better in certain environments. This allows them to reproduce and pass their traits to the next generation.

• Who:
• What:
• Where:
• Why:
• When:

• Who: Charles Darwin
• What: Came up with the complete theory of Evolution.
• Where: Galapagos Islands
• Why: He was a Naturalist who studied plants and animals
• When: 1836

1. Where did Darwin’s voyage begin? pg. 178
2. What was the path of his voyage? (be specific) pg.178
3. Who was the first scientist to propose a theory of Evolution? pg. 178
4. What two organism did Darwin observe to propose his theory?
Pg. 180
5. How does the woodpecker finch differ from the vegetarian finch?
Pg. 180
6. Of the two finches, which beak is more suitable for eating seeds & berries? pg. 180

1. England
2. England, South America, Galapagos Islands, New
Zealand, Australia, Africa, South America,
England
3. Jean Baptitse de Lamarck
4. Tortoises & finches
5. Woodpecker finch’s beak is longer & more pointed
6. Vegetarian Finch.

Based on the descriptions below; classify each one as either Mutualism, Commensalism, or Parasitism:
1. Egret eats insects off a cows back.
2. Bacteria inside a humans digestion system
3. Flowers & Bees
4. Barnacle on a whale’s skin.
5. Cowbird removes a sparrows eggs and lays their own inside the nest. The sparrow incubates and raises the cowbird chicks .

• Egret/Cow – Commensalism: Egret gets food, cow not harmed or helped
• Bacteria/human – Mutualism: bacteria get food, human gets nutrients from bacteria’s waste
• Bee/flower – Mutualism: Bee polinates flowers, bee get nectar(food)
• Barnacle/whale – Commensalism: Barnacle gets a home, whale not harmed or helped.
• Cowbird/sparrow – Parasitism: sparrow loses offspring, cowbird gets more offspring

1. What are the parasites shown in the image?
2. In the commensal relationships shown, which species benefits? Which species are unaffected?
3. What might be another example of mutualism one might find in this environment? (hint: think pollination)

1. Mistletoe & ticks
2. Lichens & mice benefit; trees & humans are unaffected.
3. Bees feed on nectar and help pollinate the flowers.

Prey Found Vole
Totals 31
Mole
3
Shrew
5
Mouse
4
Other
Total # of prey items found___43________
Total # of pellets dissected_____12_______
Average # of prey items per pellet___3.6___

1.
Undigested remains of an owl’s prey.
2.
Prey is swallowed whole. Soft parts are sent to the stomach while the hard parts are stored in the PROVENTRICULUS (2 nd stomach) and then expelled out of the mouth.
3.
No. So do hawks, falcons and eagles.
4.
Predator prey relationship. Roles in a food chain. Some basic anatomy.
5.
Vole, mole
6.
Yes. Owls do not eat ALL kinds of mammals. They mostly eat rodents.
7.
Over 1000!
8.
690.
9.
DO NOT DO #9. Complete Feeding Relationships HW instead.

Species: Great White Shark
CHARACTERISTICS:
Cellular Organization
Obtains/Uses Energy
Cells create: Gills, teeth, skin
Carnivore: eats,fish, marine mammals (seals, sea lions, dolphins
Grows & Develops
Reproduces
Responds to Stimuli React to electrical impulses and blood & urine
Adapted to Environment Sharp razor like teeth
NEEDS:
Slow growing, late maturity & long lived
Only reproduce once every 2-3 years. 3-10 pups per litter
Energy (food)
Water
Gas Exchange
Living space
Temperature
Fish & marine mammals
Is able to drink salt water
Gills remove oxygen from the water
Found in every ocean in the world
Can maintain a stable body temp. even in very cold water

2.
3.
Ecosystem A
1.
2.
3.
Ecosystem B
1.

1. Producers – make their own food using sun, air and water. Consumers – must eat to get food energy. Decomposers – break down dead organism into soil.
2. Food webs show all the different feeding relationships in an ecosystem. Much more realistic.
3. As you move UP the food chain from producers to consumers the energy goes DOWN.

1. The mudsnails, oysters and mummichug population would increase. There would be more food for clapper rail, bluefish and osprey. The herring gull would lose its only food source.
2. A)producer, B) consumer, C) decomposer
Food Chain

• Classify each of the following local organisms as PRODUCER,
CONSUMER or DECOMPOSER:
• Deer
• Grass
• Fox
• Squirrel
• Blue Jay
• Fly larva
• Bacteria
• Oak Tree/acorns
Now create a simple food chain using four (4) of the organisms listed above. You must have a producer, 2 consumers and a decomposer

• Classify each of the following local organisms as PRODUCER,
CONSUMER or DECOMPOSER:
• Deer –cons.
• Grass – prod.
• Fox – cons.
• Squirrel – cons.
• Blue Jay – cons.
• Fly larva – decom.
• Bacteria – decom.
• Oak Tree/acorns- prod. -- Squirrel -- Fox -- Larva
Now create a simple food chain using four (4) of the organisms listed above. You must have a producer, 2 consumers and a decomposer

• Type II
• 6 lines
• SKIP LINES
• Why, when the wolf is a deer’s natural predator, should the population decrease?

• Both deer and wolves have to find enough
FOOD, WATER, and LIVING SPACE to survive and reproduce. The reason the deer population eventually goes down after the wolves are removed is that the deer population becomes too large and they end up destroying the ecosystem. Therefore there is not enough food, water & living space for them to reproduce.

• 5 lines
• Skip Lines
• What are the 3 most important things to remember when building your tower & why are they important?

• 6 lines
• Skip lines
• Why is a bacteria living, but a car not? ( Be sure to mention 2 needs and 1 characteristic )

• A bacteria is living because bacteria need food and water. A bacteria must take in food and use it to produce energy for the cell to function. A bacteria needs water for it to absorb its food and digest it. Bacteria have the characteristic of reproduction because they can create huge populations in very short times. Cars cannot reproduce nor do they need water or food in order exist.

4
5
6
2
3
Year
1
(L-16)
8
16
8
# of Deer
3
6
10

1.
Sun Energy, Air, Food, Water & Living Space
2.
Food, water & living space
3.
Wildlife populations tend to change (our graph goes up and down)
4.
Nature is in balance in that the ecosystem controls the deer population and the deer population controls the ecosystem.
5. a.- not enough of 1 limiting factor b. – not enough of 2 limiting factors c. – not enough of 1 limiting factor.
d. – Plenty of food, water, & living space.
6. The graph that goes up and down because natural populations always go up and down like our graph.

(L-11)
• Sun Energy
• Food Energy
• Water
• Air
• Living Space

• Organization – Cells, tissues, organs, organ systems, organism
• Grow & Develop
• Respond to the Environment
• Reproduce

Pond Study:
Directions- Go to the pond courtyard and observe all the living things that live there. Choose
ONE living thing and draw a picture of it in the chart below. Then write in each of the boxes how that living thing MEETS each of the five needs listed.
Food Energy: Sun Energy:
Water:
Living Space:
Air/gas exchange:
Picture of your living thing:

Definition:
Organisms made up of a single cell.
Characteristics:
Microscopic – cannot be seen with the naked eye.
Reproduce, grow, organized, respond
Examples:
Bacteria, paramecium, plankton.
Nonexamples:
Humans, fish, plants

Definition:
Organisms made up of multiple, specialized cells.
Examples:
Humans, fish, plants
Characteristics:
Can usually be seen with the naked eye.
Reproduce, respond, grow & organization
Nonexamples:
Bacteria, paramecium, plankton

1. Every living thing is made up of one or more cells.
2. Cells carry out all the functions needed to support life.
3. Cells come only from other living cells.

( Left side)
Pond BIOTIC factors (living) Pond ABIOTIC factors (nonliving)