Unit 1 Ch. 1
“intro, Process of science, microscopes”
THINKING AHEAD:
 Lab Materials :
Observations Activity: Test tubes with water, glycerin, benedict’s sol., potassium permangenate, aluminum foil, wax paper. Candle Lab box, glass chimney, candles: paraffin, beeswax, stick wick, etc., Bunsen burner, butane lighter, matches, Dr. Ross video Teacher Print Work:  test,  syllabus

Student Print Work:

safety contract,

assign.sheet,

exer1.1-1.5,

exerA.3, A.4,
 Biology Tutorials: http://www.bozemanscience.com/biology-main-page/
CHAPTER one: “the process of science“ day 1: Seating chart, introductions, syllabus.
Explain “Monarchs” day 2: DUE: Safety Contract (student & parent signature)
Answer questions
Lab partners, Textbooks day 3: Emergency Procedures
Review: Kahoot!: Lab Safety day 4: Lecture: Learning Target #1a-d: Characteristics of
Life
Review: Kahoot!: Characteristics of Life day 5: DUE: Read and take notes Ch.1 sec. 7-9 (LT#2)
Lecture: LT #2a: Observation, inference, qualitative, quantitative inquiry.
Activity: making observations. Allow 10 minutes, Discuss day 6: Partner Worksheet: Practice changing relative terms to measureable terms.
LT #1 check day 7: Lab: Candle Lab parts 1 & 2. (Exer.1.1) day 8: Lab: Candle Lab finish parts 1 & 2
After all 50 observations are made, students work in small groups to discuss the observations that provide the best evidence for their inferences about what is used as fuel and how a candle burns.
Partner Worksheet: Practice using observations to make inferences. Complete the last section on Candle Lab p.2. day 9: DUE: Candle Lab parts 1 & 2 through “What is used as fuel?”
Class Discussion: “What is used as fuel?” “How does a candle burn?” (pp. 2, 3)
By the end of the discussion, you will be able to complete p.3, review questions .
Homework: Candle Lab Review (p. 3) Exer.1.3 Elements of an Experiment
Peanut Plant Anatomy day 10: DUE: Candle Lab Review Questions (p. 3)
Video. http://www.internationalspacearchives.com/assets/815-skylab-program-3fluids-in-weightlessness
Do: Candle Lab part 3 “Prediction.” (p. 4) day 11: DUE: Discuss “Prediction”
Video: Dr. Ross
Turn in Candle Lab Exer.1.1; pp1-4 day 12: Study time: Exer.1.2 (p.
5) “Defining a Problem” (LT#2a,b)
Demo: Microscope techniques (LT #2c) day 13: DUE: Exer.
1.2 “Defining a Problem” (LT#2a,b), Class Discussion
Study Time: Exer 1.3 /Project Check
And/OR Start Microscope lab day 14: DUE: Exer. 1.3 “Elements of an Experiment”, discuss (LT #2a, b, d) day 15: Work time: (Skip Exer.1.4) Exer.1.5
“Appl. Scientific Inquiry” (LT #2e),
Work:
Microscope lab /Project Check
Mrs. Loyd
 cschmittloyd@waukeeschools.org
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day 16: Discuss Exer. 1.5 “Appl. Scientific Inquiry” (LT #2e).
Work: Microscope lab /Project Check day17: DUE: Exer. 1.2-1.5, Correct, turn in.
Study time: Exer.A.3 “Data Presentation”, Exer. A.4 “Interpreting a Graph” (p.A-25: omit #1-4) (LT#2a,b,d) day 18: DUE: Microscope Lab: correct, turn in.
LT #2 check day 13: Lab: Finish Microscope lab, correct, turn in.
Study time: A.3, 4. There is a practice test available on Weebly. day 14: Test 45 pts.(worksheet style, not scan-tron) + lab practical 5 pts.: Using a compound microscope and a prepared slide, find and focus on the specimen.
Biology
Regular type will apply to all biology students. Learning targets and vocabulary in italics applies only to students in
Honors Biology. Reminder: Use Quizlet to study your vocabulary! http://quizlet.com
and search for “Rippin Modern
Biology.” Feel free to thank Mrs. Rippin when you see her.
1. What is life?...Characteristics of Life
Unit 1 Learning Targets
Introduction to Biology a. I can define biology. b. I can describe the differences between living and non-living things. c. I can list and describe the characteristics all living things share. d. I can explain why viruses are not considered living.
Vocabulary : DNA, reproduction, metabolism, homeostasis, cell, evolution
2. How do we think and do science?...Scientific Process a. I can describe the scientific process. b. I can define and identify the parts of the scientific process. c. I can use scientific tools/resources accurately. d. I can design, perform, and analyze an experiment using the process of science e. I can represent data appropriately, interpret a graph to draw valid conclusions, and evaluate reported scientific findings for credibility.
Vocabulary : constants ( standardized variables ), variables, levels of treatment, independent variable (IV), dependent variable (DV), control group, experimental group, theory, hypothesis, sample size, microscope ( compound and dissecting ).
Mrs. Loyd
 cschmittloyd@waukeeschools.org
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