All the PowerPoints for Daily Science Writing in ONE
Biology is GREEN
AP is White with a blue stripe,
7th Science is at the VERY END with a Green Border 
Biology Daily Science Writing April 9-10
1. What is cellular respiration?
2. Explain what might happen to a
person whose cells could not perform
cellular respiration efficiently and
WHY this might occur.
3. What is the relationship between
cellular respiration and calories?
Biology Agenda April 9-10
1.
Cellular Respiration walkthrough (see links in Bio Folder for
password, etc. use Internet Explorer):
http://ln.kendallhunt.com/content/ebook/978-0-7575-72111/activities/Topic%205%20screens%204-11%20cellular%20resp/page4.html
2.
Bozeman Biology Cellular Respiration Video and Notes:
http://www.youtube.com/watch?v=Gh2P5CmCC0M
3. Bozeman Biology Cellular Respiration Quiz (Handout with blanks and
word bank---you may use your notes!)
4.
Grade Quiz in Class (key is in folder)
5.
Write a song to explain Cellular Respiration, you have 25 minutes to
write and perform your song. Include everything from the concept map
in your lyrics. Each member of the group must turn in a paragraph
explaining how they contributed to the song.
6.
Add all new vocabulary from Cellular Respiration to your Personal
Glossary
Daily Science Writing
April 11-12 :
1. What is photosynthesis?
2. What kinds of organisms undergo photosynthesis?
3. Read from pgs. 447-451, 455-457, and 459-461
Take notes on each section, copying the bolded
titles into your notebook
Biology Agenda April 11-12
1.
Photosynthesis Video
2.
Bozeman Biology Photosynthesis Video and Notes:
http://highered.mcgrawhill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/120072/bio13.swf::Photos
ynthetic%20Electron%20Transport%20and%20ATP%20Synthesis
http://www.youtube.com/watch?v=g78utcLQrJ4
3.
Bozeman Biology Photosynthesis Quiz (Handout with blanks and word
bank---you may use your notes!)
4.
Grade Quiz in Class (key is in folder)
5.
Write a song to explain Photosynthesis, you have 25 minutes to write
and perform your song. Include everything from the concept map in your
lyrics. Each member of the group must turn in a paragraph
explaining how they contributed to the song.
6.
Add all new vocabulary from Photosynthesis to your Personal
Glossary
Biology Daily Science
th:
Writing
April
15
 Have you ever had a garden?
 What did you grow in your garden, or what
have you eaten that came from a garden?
 Make a plan for food that you would plant in
a school garden. Why did you pick these
plants? What do you know about growing
them?
Biology Agenda Monday April
15th
1.
Take NOTES on the Photosynthesis and Respiration
Combined Video on DESKTOP if clicking the black box
doesn’t work 
2.
Science “Friday” on Monday:
http://s3.amazonaws.com/scifri-videos/lrg-forage051812.mp4
3. Read and take notes onpgs. 459-461 and 462-467.
4.
Add all new/bolded words (Glycogen, synthesis,
breakdown, etc. to your personal glossary)
Biology Daily Science
th
Writing April 16 :
 Explain how photosynthesis and cellular respiration are
related.
 Explain why it is incorrect to say that “Plants make food for
humans to eat.” What would be a better statement? Explain.
Agenda Tuesday April
1. Complete Processes and Procedures part
A “Metabolism” questions 1-4: Use the
diagram on pg. 464 and your notes to
help you.
2. Think back to your adorable critter from
your ongoing “Critter” project.
3. Answer Part B: Energy and Matter for
your Critter using your rubric (handout)
4. Complete the “Evaluate” Activity: Tracing
Matter and Energy Processes and
Procedures 1-2 AND Analysis 1-2
th
16 :
Which of the following is associated with the parietal
lobe?
a. Control of the voluntary muscles
b. The sense of vision
c. The sense of hearing
d. Ability to make decisions
e. Perception of three-dimensional space
1.
Which of the following is
associated with the parietal
lobe?
a. Control of the voluntary
muscles
b. The sense of vision
c. The sense of hearing
d. Ability to make decisions
e. Perception of threedimensional space
2.
3.
Scoring 2001 AP Essays:
•
Use rubric to compare your answers
with the samples (highlight answers
and key bullet points)
Speed dating with scientists: 20
minute read for background
Prepare a 90 second “blurb” to share,
(like the group from Duke: see clip:
http://www.youtube.com/watch?v=h_rxXkEbB
N0) luckily we have no water guns! Fill in a
data “blurb” about each experiment and why it
was important to biology.
4.
•
1.
2.
Essential Knowledge Round Two;
different Big Idea in your group, find 5
“KC or NC” topics and what evidence
you found to support the concept.
Homework:
Free Response Q 2006,
Begin Chapter 40 Reading with
evidence of your work
Suppose a previously unknown species of ape is
discovered in Africa. To everybody’s astonishment, the
new apes turn out to use a fairly complex form of verbal
communication - something never before observed in
any non-human ape. Tests reveal that the new apes
appear capable of highly advanced planning and
decision-making, and appear to recognize themselves in
a mirror.
What brain areas would you predict might be especially
well-developed in these apes, compared to other
mammals and compared to other apes (chimpanzee,
gorilla)? Why?
Finally, would your answer be the same if the new species
were an intelligent bird, rather than an intelligent
mammal? Why or why not?
•
•
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We could expect speech areas, especially Broca’s and Wernicke’s areas, to be
especially well-developed in the new apes - both compared to all other mammals
and compared to other apes, since no other apes use complex speech. [Note: It is
possible that the new apes might have evolved novel areas for control of speech,
but apes do have precursors to Broca’s and Wernicke’s areas that are used in
gesture recognition. So it is (arguably) likely that they would use these same areas
for speech.]
The frontal lobes (decision-making/planning) and the insula (putative site of selfawareness) will also likely be larger in the new apes than in other mammals, though
not necessarily larger than in other apes, since other apes also have the capabilities
of decision-making/planning and self-awareness.
The cerebral areas described in the text are found only in mammals. Therefore,
intelligent non-mammals would not necessarily use the cerebral cortex for
advanced cognitive abilities. They might instead use different brain regions entirely.
(As it happens, this seems to have happened in birds. The most intelligent birds parrots and corvids - have brain/body ratios similar to the apes, and similar or even
slightly superior cognitive abilities. But these birds appear to use entirely different
brain regions for advanced cognition. In general, birds have not elaborated the
cerebral cortex as mammals have, and instead have elaborated the underlying
neostriatum, a region that is relatively undeveloped in mammals. Additionally, birds
in general tend to use a much higher degree of learned vocal communication than
do mammals, and birds have evolved a novel set of brain regions for this ability.)
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Go over FRQ 2006 with answer keys
Complete Formula Sheet math practice (grade in class)
Major Concepts Sing-Along (listen to at least five as a class—depending
on time after your math practice):
Individual Work: Make a choice, each should be a three-paragraph
response:
◦ Choice One: pick the three songs you feel were most beneficial for AP Biology, link all
three to the Big Ideas and explain why you selected them and how they were helpful.
◦ Choice Two: pick three songs that you feel were NOT beneficial for AP Biology and
explain how they could be improved in detail, include specific suggestions that could
improve the songs so that they link to a Big Idea and identify which Big Idea.
◦ Choice Three: Using your Essential Knowledge Checklist, pick a topic that you need to
review (KC or NC) that was NOT selected by your group, and WRITE a
song/rap/parody that helps to explain the topic. Be sure to include a complete
understanding of the topic and evidence to support the topic.

Homework: Free Response Q 2007 (packet) Finish Chapter 40 Reading
(provide evidence through notes or guide).
Which of the following brain areas is associated with
understanding of speech in humans?
a. Broca’s area
b. Wernicke’s area
c. The hippocampus
d. The insula
e. The thalamus
Which of the following brain
areas is associated with
understanding of speech
in humans?
a. Broca’s area
b. Wernicke’s area
c. The hippocampus
d. The insula
e. The thalamus
Homework: The only homework
you have today is to FINISH all
assignments up until this point
so that you are prepared for
tomorrow and Tuesday.
Agenda:
•
•
•
Grade Free Response 2007
Homework with rubric
Essential Knowledge Round
3: Select yet another Big
Idea (this should be the 3rd
for your group!---don’t
share keep it in your team
of 3-4) and complete the
instructions on the front of
the packet
Read Chapter 13:
Biotechnology and outline
The sympathetic nervous system is a part of the
a. autonomic nervous system.
b. peripheral nervous system.
c. parasympathetic nervous system.
d. Both a and b
e. All of the above
The sympathetic nervous
system is a part of the
a. autonomic nervous
system.
b. peripheral nervous
system.
c. parasympathetic
nervous system.
d. Both a and b
e. All of the above
Remember to get passes
to stay for Advisory AND
return for Enrichment on
Thursday, April 18th
Homework: Pre-lab
handouts, Sickle-cell
handout, finish reading
Chapter 13 w/evidence
Agenda:
Biotech Blitz: Background
information and
Preparation for
Thursday’s Biotech Labs
Sickle-Cell Anemia Evolution
HHMI
Punnett and X-square
practice (linked to SSA)
3 Prelabs for:
1. Micropipette Practice
Lab
2. Sickle Cell Protein DNA
Profiling Lab
3. Electrophoresis with
Dyes Sickle-Cell Lab
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Read Sickle-Cell Anemia Primer Sheet (handout from HHMI)
Sickle-Cell Anemia Background Video (10 min.):
http://www.hhmi.org/biointeractive/shortfilms/index.html#sicklec
ell *Click “Watch Natural Selection in Humans”
Read Micropipetting Pre-Lab Handout
Practice Video:
http://www.youtube.com/watch?feature=player_embedded&v=uEy
_NGDfo_8#!
Read Pre-Lab: Pouring an Agarose Gel for Electrophoresis Handout:
Video:
http://www.youtube.com/watch?feature=player_embedded&v=q7g
EmSlRhVo
Read Pre-Lab Loading an Agarose Gel for Electrophoresis Video:
http://www.youtube.com/watch?v=vq759wKCCUQ
(no reading on this one) Photographing an Agarose Gel Video:
http://www.youtube.com/watch?feature=player_embedded&v=8Av54DSvQU#!
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Please write a paragraph explaining your
work while I was away.
How did you do on keeping up with the work
load?
Did you use your time wisely, and are you
prepared for today’s lab?
21
7th Grade Science Daily Science
Writing April 10th : Protist Power
1. Identify the protozoan in
the picture to the right,
draw it, and label it’s
structures.
2. Does this organism have
cilia? Explain what cilia
are in your answer.
Visit the link below to see the Protist Video Gallery:
http://www.microscopyu.com/moviegallery/pondscum/index.html
22
7th Grade Agenda: April 10th: Protist
Power
1. Daily Science Writing
2. Check Fungi Homework with
Teacher’s Guide as a class, correct
your work *(Hint: it should ALL be
correct before you turn it in, so if
you miss something cross it out with
one line and write in the correct
answer)
3. Watch “The World of Protozoa”
4. Complete your Protozoa Prizefight
Poster according to the rubric.
5. Complete ALL Vocabulary Cards for
Chapter 9
6. See the “7th Grade Challenges”
folder 
23
Daily Science Writing: Friday April 12th
Protists and Fungi
1.What are fungi?
2. If fungi are living things,
how do they obtain energy?
3. Are fungi important to you?
Why or why not?
4. Draw a mushroom and
label its structures.
24
7th Grade Science Agenda:
Friday April 12th
Protists and Fungi
1. Complete your labeled mushroom diagram.
2. Watch “Life Science: Protists and Fungi” AND
“Biology: The Science of Life: The world fo
Fungi”Links are below in “notes” (You may need
to copy and paste)
3. Design a “Wanted” Poster for a harmful Fungi
that includes physical characteristics, what it
needs to grow, how it grows, and any other
details that will help to identify it.
4. Explain symbiosis in a paragraph and draw a
diagram to provide evidence (see pg. 348 for a
clue)
5. Complete the “Reviewing Key Terms 1-10 on pg.
353
6. See the “7th Grade Challenges” Folder 
25
Daily Science Writing Monday April
15th:
1. How are viruses and
bacteria alike? Different?
2. How are protists and
fungi alike? Different?
26
Agenda: Monday April 15th:
1. Watch Daily Science “Friday” today on Monday!  Write a
paragraph explaining what you thought about the video and
how it enhanced or improved your understanding of fungi.
Link: http://sciencefriday.com/video/09/12/2008/stalking-the-wild-mushroom.html
1. Use the teacher’s guide to grade your “Reviewing Key
Terms” 1-10 on pg. 353 Insure that your answers are correct
before you turn in the review sheet.
2. Answer the review questions 11-27 on pg. 354
3. Complete the “California Standards Practice” pg. 355
Questions1-8
4. Insure that ALL of your Chapter 9 Vocabulary Words are
complete and prepare for our exam on Friday by playing
Catchphrase, Memory, or Go-Fish with your Vocabulary
Cards.
5. Check the “7th Grade Challenges Folder” 