Substitute Survival Guide

1. Substitute Survival Guide 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 

2. Biology Daily Science Writing April 9-10 • What is cellular respiration? • Explain what might happen to a person whose cells could not perform cellular respiration efficiently and WHY this might occur. • What is the relationship between cellular respiration and calories?

3. Biology Agenda April 9-10 • Cellular Respiration walkthrough (see links in Bio Folder for password, etc. use Internet Explorer): http://ln.kendallhunt.com/content/ebook/978-0-7575-7211-1/activities/Topic%205%20screens%204-11%20cellular%20resp/page4.html • Bozeman Biology Cellular Respiration Video and Notes: http://www.youtube.com/watch?v=Gh2P5CmCC0M • Bozeman Biology Cellular Respiration Quiz (Handout with blanks and word bank---you may use your notes!) • Grade Quiz in Class (key is in folder) • 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. • Add all new vocabulary from Cellular Respiration to your Personal Glossary

4. Daily Science Writing April 11-12 : • What is photosynthesis? • What kinds of organisms undergo photosynthesis? • Read from pgs. 447-451, 455-457, and 459-461 Take notes on each section, copying the bolded titles into your notebook

5. Biology Agenda April 11-12 • Photosynthesis Video http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::535::535::/sites/dl/free/0072437316/120072/bio13.swf::Photosynthetic%20Electron%20Transport%20and%20ATP%20Synthesis • Bozeman Biology Photosynthesis Video and Notes: http://www.youtube.com/watch?v=g78utcLQrJ4 • Bozeman Biology Photosynthesis Quiz (Handout with blanks and word bank---you may use your notes!) • Grade Quiz in Class (key is in folder) • 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. • Add all new vocabulary from Photosynthesis to your Personal Glossary

6. Biology Daily Science Writing April 15th: • 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?

7. Biology Agenda Monday April 15th • Take NOTES on the Photosynthesis and Respiration Combined Video on DESKTOP if clicking the black box doesn’t work  • Science “Friday” on Monday: http://s3.amazonaws.com/scifri-videos/lrg-forage-051812.mp4 • Read and take notes onpgs. 459-461 and 462-467. • Add all new/bolded words (Glycogen, synthesis, breakdown, etc. to your personal glossary)

8. Biology Daily Science Writing April 16th: • 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.

9. Agenda Tuesday April 16th: • Complete Processes and Procedures part A “Metabolism” questions 1-4: Use the diagram on pg. 464 and your notes to help you. • Think back to your adorable critter from your ongoing “Critter” project. • Answer Part B: Energy and Matter for your Critter using your rubric (handout) • Complete the “Evaluate” Activity: Tracing Matter and Energy Processes and Procedures 1-2 AND Analysis 1-2

10. AP Biology Tuesday April 9: 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

11. Tuesday Answers and Agenda • 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_rxXkEbBN0) luckily we have no water guns! Fill in a data “blurb” about each experiment and why it was important to biology. • 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 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

12. AP Biology Thursday April 11th : A new ape DSW 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?

13. Thursday Answers (agenda on next slide) • 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 self-awareness) 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.)

14. Thursday April 11th Agenda • 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).

15. Monday April 15th: 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

16. Monday Answers and Agenda: • 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 • 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.

17. Tuesday April 16th: 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

18. Tuesday Answers and Agenda: • 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: • Micropipette Practice Lab • Sickle Cell Protein DNA Profiling Lab • Electrophoresis with Dyes Sickle-Cell Lab • 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

19. Tuesday Links: • Read Sickle-Cell Anemia Primer Sheet (handout from HHMI) • Sickle-Cell Anemia Background Video (10 min.): • http://www.hhmi.org/biointeractive/shortfilms/index.html#sicklecell *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=q7gEmSlRhVo • 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=8-Av54DSvQU#!

20. Thursday: Happy Dixon Day! • 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 Identify the protozoan in the picture to the right, draw it, and label it’s structures. 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 Daily Science Writing 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) Watch “The World of Protozoa” Complete your Protozoa Prizefight Poster according to the rubric. Complete ALL Vocabulary Cards for Chapter 9 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 • Complete your labeled mushroom diagram. • Watch “Life Science: Protists and Fungi” AND “Biology: The Science of Life: The world foFungi”Links are below in “notes” (You may need to copy and paste) • 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. • Explain symbiosis in a paragraph and draw a diagram to provide evidence (see pg. 348 for a clue) • Complete the “Reviewing Key Terms 1-10 on pg. 353 • See the “7th Grade Challenges” Folder 

25. Daily Science Writing Monday April 15th: How are viruses and bacteria alike? Different? How are protists and fungi alike? Different?

26. Agenda: Monday April 15th: 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 Use the teacher’s guide to grade your “Reviewing Key Terms” 1-10 on pg. 353Insure that your answers are correct before you turn in the review sheet. Answer the review questions 11-27 on pg. 354 Complete the “California Standards Practice” pg. 355 Questions1-8 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. Check the “7th Grade Challenges Folder” 