Plant Biology 1 (Ethnobotany)

• 8/13/2013: Receive "Course Syllabus", receive "The Ethical Wildcrafting of Native Plants of the Southwest", lecture and reading on "Foods That Changed the World"

Here's an article about potato plants, with a connection to the historical changes brought about by the potato as well: http://science.howstuffworks.com/environmental/life/botany/potato-info.htm

An interesting article on Andean potato varieties and maintaining diversity in our food supply: http://www.potato2008.org/en/potato/biodiversity.html

A great article on the ethnobotany of potatoes in Andean cultures, as well as their use as a way of preserving biodiversity in our food supply: http://news.nationalgeographic.com/news/2002/06/0610_020610_potato.html

Check out this picture of crazy Andean potato varieties!! http://www.isgtw.org/images/2009/Potatoes_L.jpg

Here's a great article about an expedition to find the wild ancestors of tomatoes: http://www.ars.usda.gov/is/pr/2005/051230.htm

A photo of wild tomatoes: http://www.scielo.br/img/revistas/rbzool/v20n3/17651f1.jpg

Here's a great article on chile peppers and their influence on history: http://freebeerforyorky.com/chilistory.html

A website about peanut plants, including instructions on how to grow your own: http://www.enchantedlearning.com/subjects/plants/pages/peanutplant.shtml

Unfortunately, one of the better websites about peanuts comes from wikipedia: http://en.wikipedia.org/wiki/Peanut

Here's a great ethnobotanical article about manioc and how it's processed by the Canela people: http://anthropology.si.edu/canela/manioc.htm

An article about Cacao (chocolate), including its botanical characteristics and methods of production: http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Theobroma/index.html

An article on vanilla, including its history and uses: http://www.theepicentre.com/Spices/vanilla.html

Another article on vanilla, including how to grow it: http://www.orchids-plus-more.com/vanilla-orchid-plant.html

A great database on Hawaiian ethnobotany (made by Native Hawaiians) that includes the uses of sweet potato: http://data.bishopmuseum.org/ethnobotanydb/ethnobotany.php?b=d&ID=uala

An interactive website called "the Great Corn Adventure": http://urbanext.illinois.edu/corn/

An article about Teosinte (corn's wild ancestor), with pictures: http://hila.webcentre.ca/research/teosinte/

• 8/16: Finish "Foods That Changed the World", lecture and reading on "Medicines That Changed the World", Foods and Medicines HW (DUE Tues. 8/20):

1. Please give an example of a food from another country that has its roots in the Americas (use the links above or below if you want), and describe the path it took to get there

2. List and describe 2 examples of foods from this article that have influenced culture or society

3. Describe why it's important to have diversity in our food supply

4. Describe the specific medicinal properties of 2 plants from this article

5. Describe why scientists are regaining interest in returning to the use of plant-derived medicines, as opposed to synthetic versions, giving at least 2 examples

6. Research another medicinal plant from the Americas and describe its medicinal benefits

To help you with question 1, here's a list of food crops that originated in the Americas (scroll down to the 'crops and ingredients' section): http://en.wikipedia.org/wiki/Native_American_cuisine

A pic of cinchona and cinchona bark: http://www.homeopathyandmore.com/med_images/CHINA_OFFICINALIS.jpg

Andean coca plants in their native habitat: http://www.rain-tree.com/Plant-Images/erythroxylum-pic.htm#.Ug7R3-BOTzI

Good page on the ethnobotany and indigenous use of coca: http://www.ethnoleaflets.com/leaflets/coca.htm

The ethnobotany of curare: http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Curare/

Ethnobotanical account of the preparation of curare: http://www.minelinks.com/ecuador/hunting_2.html

To help you with question 6, here's a huge database of medicines and the plants they're derived from: http://chemistry.about.com/library/weekly/aa061403a.htm

• 8/20: Receive "Final Project Guidelines" (DUE Fri. 12/13) and "How to Make A Plant Press", lecture and reading on "Tubers From the Andes", Tubers From the Andes HW (DUE Thurs. 8/22):

1. What is "pacha kuti", and how does it relate to this article?

2. Describe how Andean people created all of the different variations in their tubers that can be seen today

3. Why are many Andean farmers no longer growing these tubers?

4. Describe 2 specific reasons why scientists are interested in saving these tubers from extinction and promoting them commercially

5. How will the Andean farmers and people benefit from the renewed cultivation of their tubers?

Here's a website that describes the medicinal properties of Anu: http://www.naturalmedicinalherbs.net/herbs/t/tropaeolum-tuberosum=anu.php

Another article with pics about the health benefits of Anu and Maca, written by scientists who are propagating it: http://www.plantsciences.ucdavis.edu/quiros/lab/macaim.htm

• 8/22: Make plant presses, begin lecture and reading on "Introduction to Botany"
• 8/27: "Introduction to Botany" continued
• 8/30: Finish "Introduction to Botany", begin lecture and reading on "Life is Cellular", Intro to Botany HW (DUE Tues. 9/3):

1. Describe the advantages that plants with a vascular system have over non-vascular ones

2. Describe the differences between xylem and phloem

3. Describe what the benefits and challenges of colonizing the land were for the earliest ancestors of plants

4. Define the process of alternation of generations in your own words

5. Describe how alternation of generations and plant reproduction differs between mosses, ferns, conifers, and flowering plants

6. Describe the difference between mitosis and meiosis in your own words. Also, what is each process used for?

Good video about plant adaptations and characteristics: http://www.youtube.com/watch?v=fA4rpATxaHU&feature=related

Sweet computer-generated video about what it's like to travel through xylem tissue: http://www.youtube.com/watch?v=Ir9bm3fli90&feature=related

Another similar one about phloem sugar transport: http://www.youtube.com/watch?v=yNtDWIx213Y&feature=related

Clear explanation of alternation of generations, in song form!: http://www.youtube.com/watch?v=35vPjdTNRU0

Another explanation of alternation of generations: http://www.sparknotes.com/biology/plants/lifecycle/section1.html

Good, simple video of mitosis and meiosis, with sweet computer simulations: http://www.youtube.com/watch?v=2vsmT85nlzY&feature=related

• 9/3: Finish "Life is Cellular", lecture and reading on "Characteristics of Plants", Life is Cellular HW (DUE Fri/ 9/6):

1. List the components of the cell theory, and describe what each one means

2. Describe the differences between a prokaryote and a eukaryote. Which one are plants, and why?

3. Describe 2 structures that all cells have

4. Define "cell specialization", and state which kind of organisms it occurs in

5. Describe each level of organization in a multicellular organism

6. List and describe 2 major differences and 2 major similarities between plant and animal cells

• 9/4: Field Trip to San Xavier Co-op Farm
• 9/6: Lecture and reading on "Movement Through the Membrane", Movement Through the Membrane HW (DUE Tues. 9/10):

1. What does it mean when we say that membranes are "selectively permeable"?

2. What is the function of the cell membrane?

3. What are the effects of osmosis on cells?

4. Describe how water moves during diffusion (AKA osmosis)

5. How do plant cells avoid bursting when they're exposed to fresh water? Why is it that animal cells do not come into contact with fresh water?

6. Describe how active transport differs from diffusion

7. What is "facilitated diffusion"?

Good short animation about osmosis: http://www.youtube.com/watch?v=sdiJtDRJQEc

Time lapse video of osmosis in the kitchen: http://www.youtube.com/watch?v=H6N1IiJTmnc&feature=related

Food coloring diffusing in water: http://www.youtube.com/watch?v=o6nqYcrItiQ&feature=related

Good computer generated animation of diffusion: http://www.youtube.com/watch?v=s0p1ztrbXPY&feature=related

And one about active transport: http://www.youtube.com/watch?v=STzOiRqzzL4&NR=1

Red blood cells in a hypertonic solution: http://www.youtube.com/watch?v=IRQLRO3dIp8&feature=related

Now in a hypotonic solution: http://www.youtube.com/watch?v=EA_ss8ZkjAM&feature=related

Finally, in an isotonic solution: http://www.youtube.com/watch?v=plen79Fgmz0&feature=related

• 9/10: Celery and Diffusion Lab Part I, lecture and reading on "Cell Structures"
• 9/13: Unit Quiz One and Binder Check, receive "Benefits and Recipes of Two Native Foods", cooking with Native foods activity
• 9/17: Celery and Diffusion Lab Part II, finish "Cell Structures", receive "Characteristics of Cells Group Project Guidelines" (bring project materials with you to class on Fri. 9/20)

Here's a few videos and links that might help you with your projects and/ or homework:

Nice, clear overview of cell structures and functions: http://www.youtube.com/watch?v=vCqQLoRaTNA

Overview of plant and animal cells: http://www.youtube.com/watch?v=Jn9oJtXZYcU&feature=related

Great Discovery Channel video on cells: http://science.howstuffworks.com/life/28732-assignment-discovery-elements-of-cells-video.htm

• 9/20: Lecture and reading on "Chloroplasts and Mitochondria", Characteristics of Cells Group Project, Cell Structures HW (DUE Tues. 9/24):

1. Describe the functions of the following organelles: Endoplasmic reticulum, golgi apparatus, chloroplast, and mitochondrion

2. How are prokaryotic and eukaryotic cells similar? How are they different? How are plant and animal cells similar and different?

3. Describe the role and function of the nucleus

4. What are two functions of vacuoles? Why are plant cell vacuoles so large?

5. How is the cell like a factory?

6. If you examine a cell under a microscope and discover that it has chloroplasts, what can you guess about the organism from which the cell came from, and why?

7. Describe the theory of endosymbiosis

• 9/24: Finish Characteristics of Cells Group Project
• 9/27: Begin lecture and reading on "Finding Order in Diversity"
• 10/1: Midterm Exam and Binder Check, "Finding Order in Diversity" continued
• 10/4: No Class: Ribbon-Cutting Ceremony
• 10/7-10/11: No School- Fall Break
• 10/15: Finish "Finding Order in Diversity", Finding Order in Diversity HW (DUE Fri. 10/18):

1. Why do scientists use scientific names instead of common names?

2. Define "binomial nomenclature", and list the rules of writing a binomial name

3. Which category has more biological meaning- "all brown birds" or "all hawk-like birds", and why?

4. Describe the distinguishing characteristics of each of the following taxonomic groups: bryophytes, pteridophytes, gymnosperms, and angiosperms

5. What's the difference between a monocot and a dicot? What kinds of plants are examples of each type?

6. What are the differences between monoecious, dioecious, and hermaphroditic plants?

Here's a good explanatory website about taxonomic rankings: http://armadillo-online.org/taxonomy.html

This is an INCREDIBLY USEFUL website that you can use to look up the taxonomic ranking of any plant (good for your Final Project research): http://www.gardenguides.com/taxonomy/

Nice website devoted to bryophytes and their allies: http://bryophytes.plant.siu.edu/

Good website on pteridophytes: http://www.biologyreference.com/Po-Re/Pteridophytes.html

Another good one- the gymnosperm database: http://www.conifers.org/

One of the weirdest gymnosperms, the Welwitschia plant: http://www.plantzafrica.com/plantwxyz/welwitschia.htm

• 10/18: Lecture and reading on "Leaf Morphology", Leaf Morphology Lab, Common Ethnobotanically Significant Plant Families in the Sonoran Desert Worksheet (DUE Tues. 10/22)
• 10/22: Lecture and reading on "Leaf Tissues", Leaf Tissues HW (DUE Fri. 10/25):

1. Describe the 3 main functions of a leaf

2. Compare and contrast the leaves of angiosperms and gymnosperms. How are they similar? How are they different?

3. What are 2 main reasons plants shed their leaves? How does each process work?

4. Research a specific example of phytoremediation, summarize it, and cite your source. (2 PTS.)

• 10/25: Lecture and reading on "Root and Stem Morphology", begin Plant Morphology Lab
• 10/29: Plant Morphology Lab continued, Root and Stem Morphology HW (DUE Fri. 11/1):

1. List and describe 2 functions of roots

2. Describe the process of transpiration

3. What role does diffusion play in water uptake by roots?

4. How are herbaceous stems similar to leaves?

5. Technically speaking, what is "wood" and "bark"?

6. What is the difference between primary and secondary growth?

7. What is auxin? What does it do?

• 11/1: Finish Plant Morphology Lab, begin lecture and reading on "Photosynthesis"

Good visuals and explanations of photosynthesis, with footage of living chloroplasts: http://www.youtube.com/watch?v=mYbMPwmwx88&feature=related

• 11/5: Finish "Photosynthesis", Photosynthesis HW (DUE Fri. 11/8):

1. What are the reactants of photosynthesis? What are the products? What is the catalyst?

2. Describe what happens in each of the 2 reactions

3. Why does the Dark Reaction still depend on light?

4. Describe the role and function of ATP and NADPH

5. Why is chlorophyll green?

6. Describe how light intensity, temperature, and CO2 concentration affect the rate of photosynthesis

7. What is photorespiration? What causes it, and what are the consequences for plants?

8. Summarize the 3 types of photosynthesis. Also, what are the advantages and disadvantages of each?

• 11/8: Unit Quiz 2 and Binder Check, lecture and reading on "Linking Human and Environmental Health Through Desert Foods"
• 11/12: "Linking Human and Environmental Health Through Desert Foods" continued, receive "The Desert's Bountiful Harvest", Desert Foods and Health HW (DUE Fri. 11/15):

1. Briefly describe the nutritional and health benefits of the following foods: Mexican Oregano, Prickly Pear, Cholla, and Chia

2. How did the traditional diet of the O'Odham people change, and why?

3. What other factors are contributing to the poor health of the O'Odham?

4. How do traditional foods (such as mesquite, tepary beans, cholla, and prickly pear) help to reduce or prevent conditions such as diabetes or obesity? Be specific.

• 11/15: Lecture and reading on "Angiosperm Reproduction", "Pollination", and "Fruits and Seeds"
• 11/19: Flower Morphology Lab
• 11/22: Finish "Fruits and Seeds", begin lecture and reading on "The Work of Gregor Mendel", Angiosperm Reproduction HW (DUE Tues. 11/26):

1. Summarize the roles of the flower organ

2. Describe the role of mitosis and meiosis in the formation of gametes in angiosperms

3. Why do most plants try to avoid self-pollination? Under what circumstances might self-pollination become a benefit?

4. Describe the differences between wind and animal-pollinated flowers and their pollen

5. Why is seed dispersal important? How are seeds dispersed?

6. Summarize the advantages of each of the 4 environmental triggers of seed germination

• 11/26: Finish "The Work of Gregor Mendel", Tomato Genetics Activity (DUE Tues. 12/3)
• 11/29: No School- Thanksgiving Break
• 12/3: Lecture and reading on "Plant Breeding", begin watching "The Botany of Desire", Plant Genetics HW (DUE Fri. 12/6):

1. What are genes? What are dominant and recessive alleles?

2. When does segregation occur? What happens to alleles during segregation?

3. Why were true-breeding pea plants important for Mendel's experiments?

4. How are the principles of probability used to predict the outcomes of genetic crosses?

5. Summarize Mendel's principles in your own words

6. What is the difference between incomplete dominance and codominance?

7. Describe the difference between traits created by multiple alleles and polygenic traits

8. What is artificial selection? How is it different from natural selection?

9. Describe the process of hybridization, and explain the benefits of this process

10. How do scientists genetically engineer plants?

11. What is the genetic bottleneck, and how did humans create it? What are the consequences of this, and how can we avoid them?

• 12/6: Continue watching "The Botany of Desire"
• 12/10: Finish watching "The Botany of Desire"
• 12/13: FINAL PROJECTS DUE, Final Exam and Binder Check, Class Evaluations (DUE Tues. 12/17)
• 12/17: Watch "Planet Earth: Jungles"
• 12/20: No School- Winter Break

Eco-Biology 1 (Ecology)

• 8/12/2013: Receive "Course Syllabus", lecture and reading on "What is Ecology?", What is Ecology? HW (DUE Thurs. 8/15):

1. How was the field of ecology different from the traditional methods of studying nature in the mid 19th century?

2. How are ecology and environmentalism related?

3. What caused people to become concerned about the environment? Also, list and describe the 2 different views on conservation of the environment.

4. What is the biosphere? Also, describe how energy flows through the biosphere.
5. Create an argument in support of one of the 2 views on conservation, and defend your position using real-life examples and evidence (remember to cite any sources used).

• 8/14: Lecture and reading on "Levels of Organization"
• 8/15: "Levels of Organization" continued, School Transect Activity

A good website that explains the basic principles of ecology, with food chain diagrams: http://www.scienceclarified.com/Di-El/Ecosystem.html

A couple good pyramid diagrams: http://www.scienceparameter.com/museum/history/Tool-Timeline-images/16ecology_web.jpg

• 8/19: Begin Sky Islands Ecosystem Pyramid Group Project, Home Transect HW (DUE Weds. 8/21- include a list of species or descriptions and their trophic levels), Levels of Organization HW (DUE Thurs. 8/22):

1. What are the 2 main forms of energy that power living systems?

2. Describe the different processes that organisms use to extract the forms of energy listed in #1

3. Briefly describe the flow of energy among organisms in an ecosystem

4. What's the difference between an autotroph and a heterotroph? Which one are humans, and why?

5. Describe the difference between a food chain and a food web

6. What proportion of energy is transferred from one trophic level to the next? How does this affect the number of organisms that can be supported at each higher level?

7. Pick a biome and create a diagram to illustrate the food web, labeling each trophic level and identifying particular species

• 8/21: Sky Islands Ecosystem Pyramid Group Project continued
• 8/26: Sky Islands Ecosystem Pyramid Group Project continued
• 8/28: Sky Islands Ecosystem Pyramid Group Project continued
• 8/29: Sky Islands Ecosystem Pyramid Group Project continued
• 9/2: No School- Labor Day
• 9/4: Sky Islands Ecosystem Pyramid Group Project continued
• 9/5: Finish Sky Islands Ecosystem Pyramid Group Project
• 9/9: Lecture and reading on "What Shapes an Ecosystem?"

Good video from the Discovery Channel on abiotic and biotic factors: http://science.howstuffworks.com/life/30707-assignment-discovery-abiotic-and-biotic-factors-video.htm

A good, simple description of the niche: http://purchon.com/wordpress/ecology/?page_id=27

Videos on predator/ prey interactions and a bunch of other good concepts related to community interactions: http://education-portal.com/academy/lesson/interspecies-competition-and-predator-prey-interactions.html

And here's another one related to the different forms of symbiosis: http://education-portal.com/academy/lesson/symbiotic-relationships-mutualism-commensalism-amensalism.html

• 9/11: Finish "What Shapes an Ecosystem?", What Shapes an Ecosystem? HW (DUE Mon. 9/15):

1. Describe the difference between a biotic and an abiotic factor, and give an example of each

2. In your own words, define the term "niche", and describe a real-life example from an organism of your choice, citing your source.

3. Describe the differences between a generalist and a specialist, and give an example of each

4. What does the competitive exclusion principle state? Why is it important in an ecosystem?

5. Describe each of the 3 main types of symbiosis, and give an example of each that's not from the handout. Cite your sources (2 PTS.).

• 9/12: Unit Quiz One and Binder Check, Observing Symbiosis Activity
• 9/16: Lecture and reading on "The Concept of the Niche in Greater Detail", The Concept of the Niche HW (DUE Thurs. 9/19):

1. Describe why direct competition between 2 species for the same niche will result in a winner and a loser

2. Define "guilds", and describe how species within guilds avoid violating Gause's Law

3. What are ecological equivalents, and how do they relate to convergent evolution?

4. Describe how coevolution influences an organism's niche. How is this a form of symbiosis?

5. What is the difference between background and mass extinctions? What causes each?

6. Define "adaptive radiation", and describe each of the 3 triggers

7. Research and summarize one of the 6 mass extinctions in Earth's history. What caused it? What were the consequences for life on Earth? What happened to the adaptive radiation of life afterwards? Cite your sources (3 PTS.)

• 9/18: Watch "Planet Earth: From Pole to Pole"
• 9/19: Finish "Planet Earth: From Pole to Pole", begin lecture and reading on "Biomes and Communities in the Sonoran Desert Region"
• 9/23: Finish "Biomes and Communities in the Sonoran Desert Region", Biomes Within the Sonoran Desert Region Graphic Organizer (DUE Weds. 9/25)
• 9/25: Begin lecture and reading on "Sky Islands of North America"
• 9/26: Finish "Sky Islands of North America", begin watching "Life in the Undergrowth: Intimate Relations", Sky Islands of North America HW (DUE Weds. 10/3):

1. Describe each of the 4 biomes that intersect at the Sky Islands. What are the biological results of their intermixing?

2. Describe how elevation influences the ecosystems within the Sky Islands

3. What was responsible for species extinction and habitat destruction from the early stages of settlement until the 1900's, and why?

4. What is responsible for species extinction and ecosystem destruction of the Sky Islands today?

5. Summarize what must be done in order to preserve the Sky Islands ecosystem

6. Choose a mountain range in the Sky Islands region and describe its abiotic characteristics, including location, elevation, climate, weather, and ecosystems. Cite your sources. (2 PTS.)

• 9/30: Midterm Exam and Binder Check, continue watching "Life in the Undergrowth: Intimate Relations"
• 10/2: Finish "Life in the Undergrowth: Intimate Relations", begin watching "Planet Earth: Deserts"
• 10/3: Finish watching "Planet Earth: Deserts" 
• 10/7-10/11: No School- Fall Break
• 10/14: Lecture and reading on "Plant and Animal Adaptations to the Desert"
• 10/16: Finish "Plant and Animal Adaptations to the Desert", Desert Adaptations HW (DUE Mon. 10/21):

1. Describe the methods that organisms use to endure both lack of water and high temperatures

2. Describe "thermoregulation", and explain how torpor is a type of thermoregulation

3. Choose a specific desert species and describe how it uses a form of thermoregulation to survive. Cite your sources. (2 PTS.)

4. Describe the 3 ways that organisms lose water, and give an example of a specific adaptation for each

5. How is the color black an adaptation to desert environments?

6. Research the following species and describe a specific physical and behavioral adaptation to the desert environment for each. Include your sources. (4 PTS.): Palmer's Agave, Bark Scorpion, Couch's Spadefoot, Western Banded Gecko, Greater Roadrunner, Kit Fox

• 10/21: Lecture and reading on "How Populations Grow", Rabbits and Population Growth Worksheet (DUE Mon. 10/21)
• 10/21: Lecture and reading on "Limits to Growth", Predator-Prey Activity, Predator-Prey Graphs
• 10/23: Begin lecture and reading on "Ecological Succession"
• 10/24: No Class- Wash Clean-Up Day
• 10/28: Lecture and reading on "Ecological Succession", Plot Sampling Data Labs, Ecological Succession HW (DUE Thurs. 10/31):

1. Describe the process of ecological succession in detail

2. How are primary and secondary succession different?

3. What essential role does fire play in fire-dependent ecosystems?

4. How did succession occur following the Mount St. Helens eruption?

5. Explain whether Mount St. Helens and Krakatau are a case of primary or secondary succession, and describe the methods that species use to colonize island environments

6. Research "whale falls", and explain what they are. how each of the 3 stages of succession at whale falls work in detail, and what their connection to hydrothermal vent ecosystems is. Cite your sources. (4 PTS.)

• 10/30: Plot Sampling Data Labs continued
• 10/31: Finish Plot Sampling Data Labs, begin lecture and reading on "Biodiversity"
• 11/4: "Biodiversity" continued, Threats to Biodiversity Assignment (DUE Thurs. 11/7):

Pick an example of each of the following topics, research it, and write up a presentation that addresses the following points:

-Overhunting/ overexploitation of a species (alive or extinct):

1. How it was/ is being exploited

2. What it was/ is exploited for, and why

3. What the consequences have been

4. What conservation measures are underway, or the date and circumstances of its extinction

-An exotic/ invasive species:

1. How and where it was introduced, and when

2. Why it was introduced

3. What the consequences have been

4. What the methods of control are

-Cite all sources properly

-Be prepared to present on Thursday!

• 11/6: Field Trip to Saguaro National Park East
• 11/7: Unit Quiz 2 and Binder Check, Threats to Biodiversity Presentations
• 11/11: No School- Veteran's Day
• 11/13: Threats to Biodiversity Presentations continued
• 11/14: Finish "Biodiversity", begin lecture and reading on "Conservation of Biodiversity", Biodiversity HW (DUE Mon. 11/18):

1. Describe each of the different types of biodiversity, and explain why biodiversity is important to an ecosystem's stability

2. Describe each of the 4 threats to biodiversity, and give an example of each

3. Why must conservation efforts protect entire ecosystems to save a species?

4. What caused the hole in the ozone layer, and what were the consequences? How did we react?

5. What is global warming? What's causing it, and what will the consequences be?

6. Why does human society depend on a healthy and diverse biosphere?

• 11/18: "Conservation of Biodiversity" continued
• 11/20: Finish "Conservation of Biodiversity", begin lecture and reading on "The Philosophy and Ethics of Conservation", Conservation of Biodiversity HW (DUE Mon. 11/25):

1. What are the benefits of genetic diversity for both humanity as well as populations of species?

2. Describe each of the benefits to humanity that come with conserving biodiversity

3. How does ecotourism benefit people as well as conservation efforts?

4. How are threatened species evaluated? What factors may make a species more prone to extinction, and why?

5. What are the benefits and challenges of protected areas as a method of conservation?

6. What are the goals of captive breeding and re-introduction programs? What are the challenges?

7. Why are amphibians one of the most imperiled groups of vertebrates? What conservation measures are underway to protect them?

8. Pick an example of both an endangered species involved in the illegal trade across borders, and a species that has been captive-bred and re-introduced into the wild, and summarize the circumstances and current status surrounding each. Cite your sources. (4 PTS.)

This database allows you to search every single species listed under CITES: http://www.speciesplus.net/
A list of reintroduction programs from the AZA: http://www.aza.org/reintroduction-programs/

• 11/21: Finish "The Philosophy and Ethics of Conservation", begin Case Studies in Conservation Activity
• 11/25: Finish Case Studies in Conservation Activity, begin lecture and reading on "Local Case Studies in Conservation- The Upper Gulf of California", Philosophy and Ethics of Conservation HW (DUE Mon. 12/2):

1. Summarize each of the 5 ethical arguments for conservation

2. What are the aesthetic values of conservation?

3. Describe Aldo Leopold's concept of the Land Ethic, and explain which of the values of biodiversity it advocates

4. Research the following people and describe their contributions to the conservation of biodiversity (3 PTS.):

-Rachel Carson

-John Muir

-Steve Irwin

5. Pick a position between utilitarian and non-utilitarian arguments for protecting biodiversity and defend it, using as many vocabulary words and concepts from the handout as you can (2 PTS.)

• 11/27 - 11/28: No School- Thanksgiving Break
• 12/2: "Local Case Studies in Conservation- The Upper Gulf of California" continued
• 12/4: Finish "Local Case Studies in Conservation- The Upper Gulf of California", receive Species Profile Project Guidelines (BRING MATERIALS WITH YOU TOMORROW! Try using the links from this blog if you need help finding a species), Upper Gulf Conservation HW (DUE Mon. 12/9):

1. Describe the effects of water flow reduction on the CO River Delta ecosystem

2. Why have the levels of salinity increased in the Lower CO River and Upper Gulf?

3. What is Minute 319? What will it do?

4. What is CEDO, and what are their strategies for promoting conservation of the Upper Gulf?

5. Why are California Sea Lions an indicator species?

6. Summarize what caused the Totoaba to become endangered

7. What factors are affecting both the Least Tern and Yuma Clapper Rail populations? How can they be conserved?

8. Describe the threats to the remaining Vaquita population

9. What conservation strategies are underway to protect the Vaquita?

10. Describe how the needs of local fishermen are being balanced with the need to protect the Vaquita

• 12/5: Species Profile Projects
• 12/9: Species Profile Projects continued (DUE Weds. 12/11)
• 12/11: Species Profile Project presentations
• 12/12: Final Exam and Binder Check, Class Evaluations (DUE Mon. 12/16)
• 12/16: Watch "The Crocodile Hunter: Steve's Most Dangerous Adventures"
• 12/18: No Class: All-School Event
• 12/19: No Class: All-School Event

Astro Biology 1 (Astronomy)

• 8/13/2013: Receive "Course Syllabus", lecture and reading on "A Modern View of the Universe"

Here's a cool interactive website where you can zoom in and out to see the size and scale of the universe: http://www.newgrounds.com/portal/view/525347

Another website that explains not only scale, but time as well: http://www.krysstal.com/scale.html

Another good one, with lots of explanatory text: http://www.atlasoftheuniverse.com/

Here's a video that's part of a series called "Journey to the Edge of the Universe" (there's also a lot of good related videos to check out): http://www.youtube.com/watch?v=Zr7wNQw12l8&feature=related

And a host of photos of the famous "pale blue dot" that inspired Carl Sagan:

http://www.google.com/search?hl=en&client=firefox-a&rls=org.mozilla:en-US:official&channel=s&q=pale+blue+dot&um=1&ie=UTF-8&source=univ&ei=hp52TNSdHIa4sAOjnbygDQ&sa=X&oi=image_result_group&ct=title&resnum=8&ved=0CFgQsAQwBw&biw=1440&bih=708&tbm=isch#q=pale+blue+dot&um=1&hl=en&client=firefox-a&sa=X&rls=org.mozilla:en-US:official&channel=s&tbm=isch&bav=on.2,or.r_gc.r_pw.r_qf.&fp=1&biw=1269&bih=702

• 8/16: Finish "A Modern View of the Universe", lecture and reading on "Spaceship Earth", Does it Make Sense? HW I (Handed out in class, DUE Tues. 8/20)
• 8/20: Guest Speaker Presentation- Joe Frennea from International Dark Sky Association, Guest Speaker Reflection (DUE Thurs. 8/22)
• 8/22: Watch "IMAX: Cosmic Voyage", begin lecture and reading on "Ancient Astronomy"
• 8/27: Finish "Ancient Astronomy", Archaeoastronomy Group Research Project (Research materials DUE Fri. 8/30)
• 8/30: Prepare Archaeoastronomy presentations (Be ready to present on Tuesday, 9/3!)
• 9/3: Archaeoastronomy presentations
• 9/6: Finish Archaeoastronomy presentations, lecture and reading on "Early Astronomers"
• 9/10: Finish "Early Astronomers", lecture and reading on "Matter and Energy in Everyday Life", Early Astronomers HW (DUE Fri. 9/13):

List and describe the major contributions that each of the following individuals made to the science of astronomy, and state why each was significant:

1. Ptolemy

2. Copernicus

3. Galileo

4. Kepler

5. Newton

6. Arrange each astronomer and the important dates from this handout in a timeline

7. Pick one person from the above list and describe how their discoveries transformed their society and/ or culture, or describe how their discoveries were hindered by their society/ culture, and why. Cite your sources (2 PTS.)

• 9/13: Unit Quiz One and Binder Check, "Matter and Energy in Everyday Life" continued
• 9/17: Finish "Matter and Energy in Everyday Life", begin lecture and reading on "Describing Motion", Does it Make Sense? HW II (DUE Fri. 9/20)

Good PBS video on "amazing atoms": http://www.youtube.com/watch?v=xqNSQ3OQMGI

Cool video on "Quarks: Inside the Atom": http://www.youtube.com/watch?v=SMgi2j9Ks9k&feature=related

Nice website with videos on how atoms work: http://science.howstuffworks.com/atom.htm

Good Discovery Channel video on energy and the 4 phases of matter: http://www.youtube.com/watch?v=88tK5c0wgH4

• 9/20: Finish "Describing Motion", Does it Make Sense? HW III (DUE Tues. 9/24)

Video on motion and force from NASA, with good explanations: http://www.youtube.com/watch?v=54fAE2iN2II

Painful demonstrations of Newton's 3 Laws of Motion: http://www.youtube.com/watch?v=cWOv7NyOnhY

Good video on the Inverse Square Law using sandwiches: http://www.youtube.com/watch?v=JW3tT0L2gpc

• 9/24: Motion and Force Lab I: Ball Drop (DUE Fri. 9/27)
• 9/27: Motion and Force Lab II: Rocket Launch
• 10/1: Midterm Exam and Binder Check, begin lecture and reading on "Light in Everyday Life"
• 10/4: No Class: Ribbon-Cutting Ceremony
• 10/7-10/11: No School- Fall Break
• 10/15: "Light in Everyday Life" continued
• 10/18: Finish "Light in Everyday Life", Light in Everyday Life HW (DUE Tues. 10/22):

1. Define each of the 4 ways that light interacts with matter, and give examples of each

2. What's the difference between "transparent" and "opaque"?

3. Explain how light can be made of both particles and waves

4. Between gamma rays and radio waves, which type of light has more energy, and why?

5. What happens to the electrons of atoms when light energy passes through them?

6. What do line spectra tell us about things like stars, gas, and planets? How?

7. Why is it more difficult for opaque objects to emit thermal radiation? What are the 2 rules of thermal radiation?

8. What is the Doppler Shift? How does the extreme redshift of distant galaxies provide evidence for the expansion of the universe?

• 10/22: Lecture and reading on "The Big Bang and the Evolution of the Universe"
• 10/25: Finish "The Big Bang and the Evolution of the Universe", begin lecture and reading on "Running the Expansion Backward", Big Bang Theory HW (DUE Tues. 10/29):

1. List and describe the 3 main lines of evidence for the Big Bang theory

2. What is "inflation theory"? What evidence exists to support it?

3. What is "funny energy" (AKA dark energy)? What is it doing to the universe, and what evidence supports its existence?

4. What does the Cosmic Microwave Background prove about the structure of the universe? How?

Having trouble visualizing all this stuff? Check out this awesome video: http://www.dvice.com/archives/2009/08/big-bang-animat.php

Good video from the History Channel on the cosmic microwave background: http://www.youtube.com/watch?v=9q7DbUCl6QU

Another good (and very British) Big Bang video: http://www.youtube.com/watch?v=0iqW7YS1Y7Y&feature=related

This is an EXCELLENT interactive website on the different eras of time in the universe's history (useful for upcoming projects): http://www.pbs.org/deepspace/timeline/

• 10/29: Finish "Running the Expansion Backward", begin Timeline of the Universe Group Poster Projects
• 11/1: Timeline of the Universe Group Poster Projects continued
• 11/5: Timeline of the Universe Group Poster Projects continued
• 11/8: Unit Quiz 2 and Binder Check, Timeline of the Universe Group Poster Projects continued
• 11/12: Timeline of the Universe Group Poster Projects continued
• 11/15: Timeline of the Universe Group Poster Projects continued
• 11/19: Timeline of the Universe Group Poster Projects continued (DUE Fri. 11/22), Does it Make Sense? HW IV (DUE Fri. 11/22)
• 11/22: Begin lecture and reading on "A New View of Gravity"
• 11/26: Watch "The Elegant Universe: Einstein's Dream", begin watching "The Elegant Universe: String's the Thing"
• 11/29: No School- Thanksgiving Break
• 12/3: Finish "A New View of Gravity", finish watching "The Elegant Universe: String's the Thing", A New View of Gravity HW (DUE Fri. 12/6):

1. What creates gravity? How does the amount of an object's mass affect the strength of gravity?

2. What role does density play in the strength of gravity?

3. How did we discover the existence of dark matter?

4. Describe what MACHOs are, and why they are potential candidates for dark matter. How can we detect them?

5. Describe what WIMPs are, and why they are potential candidates for dark matter

6. Why are nonbaryonic particles so difficult to detect?

7. What is the critical density, and why is it important to understanding the universe's fate?

8. What role does dark matter play in the fate of the universe?

9. Describe the 4 possible fates of the universe

10. State which fate we currently believe is the most likely, and explain why

• 12/6: Watch "The Elegant Universe: Welcome to the 11th Dimension"
• 12/10: Lecture and reading on "Star Death"
• 12/13: Final Exam and Binder Check, Class Evaluations (DUE Tues. 12/17)
• 12/17: Watch "The Universe: End of the Earth"
• 12/20: No School- Winter Break

Eco-Biology 2 (Zoology)

• 1/6/14: Receive Course Syllabus, lecture and reading on "Kingdoms of the Living World"

Here's a video on Carolus Linnaeus with Bill Nye: http://science.howstuffworks.com/life/29017-100-greatest-discoveries-classification-of-species-video.htm

A couple good videos on the different kingdoms: http://www.youtube.com/watch?v=TPZSoNY9vAo&feature=related

http://www.dnatube.com/video/5337/Biological-ClassificationKingdoms

Funny video on the taxonomy of the animal kingdom: http://www.youtube.com/watch?v=VOkQimDzr2Y&feature=related

And an awesome video on the Tree of Life, with David Attenborough: http://www.youtube.com/watch?v=H6IrUUDboZo&feature=related

• 1/8: Microscopic observations of each Kingdom, "Kingdoms of the Living World" continued
• 1/9: Finish "Kingdoms of the Living World", Taxonomic Groupings Activity, begin lecture and reading on "Modern Evolutionary Classification"
• 1/13: Finish "Modern Evolutionary Classification", begin Taxonomy Projects, Taxonomy HW (DUE Thurs. 1/16):

1. List and describe the defining characteristics of each Domain

2. Describe the characteristics of each Kingdom in the Domain Eukarya on a cellular level

3. Describe the characteristics that are common to all animals

4. Explain why scientists avoid using common names for species

5. What were the problems with traditional methods of classification, and why?

6. Describe the 2 new methods that scientists use to refine the classification system

7. Complete the "Quick Lab" on derived characters from your "Modern Evolutionary Classification" handout (5 PTS.)

• 1/15: Taxonomy Projects continued
• 1/16: Taxonomy Projects continued (DUE Weds. 1/22, and be ready to present your projects!)
• 1/20: No School- Martin Luther King Jr. Day
• 1/22: Project Presentations, begin lecture and reading on "Ecology of the Northern Gulf"
• 1/23: Project Presentations continued, "Ecology of the Northern Gulf" continued
• 1/27: Finish "Ecology of the Northern Gulf",  Ecology of the Northern Gulf HW (DUE Weds. 1/29):

1. Describe the characteristics of each region in the Sea of Cortez

2. How are the Sea of Cortez's tides created?

3. How do the tides influence the ocean's ecosystems?

4. Why are the waters of the Sea of Cortez renowned for their diversity?

5. Describe the 2 ecosystem services that estuaries provide

6. Describe the characteristics of each of the intertidal zones

7. What abiotic factors influence the intertidal zone?

Receive Timeline of Animal Evolution, lecture and reading on "Introduction to Porifera", Porifera HW (DUE Thurs. 1/30):

1. Describe the important function of archaeocytes

2. Describe, in general, the niche of a sponge

3. Identify and describe one symbiotic relationship involving sponges from the handout

4. Describe the 2 methods of sponge reproduction

5. Research the uses of sponges in medical research and summarize one example. Cite your source.

6. Describe the relationship between sponges and wedding shrimps. Cite your source.

7. Describe the relationship between sponges and snapping shrimps. Cite your source.

Spongebob on sponge reproduction: http://www.youtube.com/watch?v=4JIytOL-Q18

Great BBC video on "The Wonderful World of Sea Sponges": http://www.youtube.com/watch?v=BW05vMziy2o

Sponge filter feeding in real time: http://www.youtube.com/watch?v=T7E1rq7zHLc&feature=related

Good video on sponge reproduction: http://www.youtube.com/watch?v=mVavqt4Sbyo&feature=related

Good but technical video on sponge chemicals and medical research: http://www.youtube.com/watch?v=QbonY3-u06I

One last treat: http://www.youtube.com/watch?v=XWdCVzNcWdI

• 1/29: Begin lecture and reading on "Introduction to Cnidaria"
• 1/30: "Introduction to Cnidaria" continued, begin watching "Blue Planet: Coral Seas"
• 2/3: 

Plant Biology 2 (Food Biology)

• 1/7/14: Receive Course Syllabus, lecture and reading on "The Nutrients", introduction to the Food Journal (You must get a Food Journal and start recording entries by Tues. 1/14!)
• 1/10: Finish "The Nutrients", lecture and reading on "Nutrition and Healthy Eating" and "How to Read A Nutrition Label", receive Nutrient Puzzle Project Guidelines, Nutrition HW (DUE Tues. 1/14):

1. Go to http://caloriecount.about.com/tools/calories-burned and record your results

2. Bring in your favorite snack food (with nutrition information)!

3. Describe the differences between the 3 types of carbohydrates

4. Describe the differences between soluble and insoluble fiber

5. Explain how fats are both vital as well as harmful to health

6. Explain the relationship between fat and cholesterol

7. What are "free radicals"? How can they be eliminated from the body?

• 1/14: Nutrient Puzzle Project continued, begin recording Food Journals
• 1/17: Nutrient Puzzle Project continued
• 1/21: Finish Nutrient Puzzle Project, begin Food Additives Research Activity
• 1/24: Food Additives Research Activity continued

Here's a great website where you can find info and health concerns about pretty much any additive: http://www.cspinet.org/reports/chemcuisine.htm

• 1/28: Food Additives Presentations
• 1/31: Finish Food Additives Presentations, begin watching "Supersize Me"

Check out the 4 year-old cheeseburger from McDonald's: http://www.youtube.com/watch?v=4IGtDPG4UfI&feature=related

• 2/4: "Supersize Me" continued
• 2/7: Unit Quiz One, Binder Check, and Food Journal Check, finish "Supersize Me", Fast Food Nutrition HW- bring in the nutrition info from any fast food restaurant- DUE Tues. 2/11
• 2/11: Lecture and reading on "Metabolism"
• 2/14: Lecture and reading on "A Shopper's Guide to Pesticides in Produce", finish "Metabolism", begin lecture and reading on "Chemical Pathways", Metabolism HW (DUE Tues. 2/18):

1. Go to the following website: http://www.bmi-calculator.net/bmr-calculator/, enter your information, and record your BMR

2. Describe the stages of digestion from mouth to cells

3. Describe the differences between anabolism and catabolism

4. Describe what happens to each of the following macromolecules during the process of digestion and metabolism: cellulose, starch, protein, and lipids

5. What is insulin? What role does it play in metabolism?

6. What do all metabolic disorders have in common with each other?

7. Describe the differences between Type I and II diabetes

This enormous website has everything you've ever wanted to know about pesticides and food, and it's filled with info: http://www.pesticideinfo.org

This is their newer, updated page: http://www.panna.org

• 2/18: Finish lecture and reading on "Chemical Pathways", Chemical Pathways HW (DUE Fri. 2/21):

1. Summarize each stage of cellular respiration in your own words

2. Name the 2 types of fermentation, and describe the differences between them

3. What happens to the other 62% of energy from glucose that isn't converted into ATP?

4. Why is cellular respiration much more efficient at extracting energy from glucose than glycolysis alone?

5. Where in the cell do each of the pathways of cellular respiration take place?

6. Contrast photosynthesis and cellular respiration. How are they different?

7. Describe the connection between cellular respiration, long-term energy, and exercise

• 2/21: Begin lecture and reading on "Immune System", Diet Research Assignment (DUE Tues. 2/25- be prepared to present!):

Research any diet and summarize the following:

1. How it works

2. What the pros are

3. What the cons are

4. What your opinion of the diet is overall, based on your research and what you've learned in class

-Cite your source

-Be prepared to present your findings!

Here's a huge list of different diets to choose from: http://www.everydiet.org/diet

And a couple more: http://www.faddiet.com

http://www.buzzle.com/articles/fad-diet-list.html

And a "top ten" version: http://www.toptenz.net/top-10-unhealthy-fad-diets.php#!/exjun_

• 2/25: Diet Presentations, "Immune System" continued

Good immune system documentary (part 1 of 3): http://www.youtube.com/watch?v=0vdqby8I0Aw

Interesting video about leukocytes (part 1 of 3): http://www.youtube.com/watch?v=HNP1EAYLhOs

Nice animation of the immune response: http://www.youtube.com/watch?v=90hSVkaOG_w

Video on how viruses attack cells and create infections: http://www.youtube.com/watch?v=Rpj0emEGShQ

Another one specific to HIV: http://www.youtube.com/watch?v=l-2ilZA-_aw

• 2/28: Finish "Immune System", Immune System HW (DUE Tues. 3/4):

1. List and describe the components of the immune system

2. Describe the functions of the 3 main types of Leukocytes

3. Summarize the stages of the immune response

4. List and describe the main categories of immune system disorders

5. Describe how diet influences the immune system

6. How do we get enzymes? What causes our number of enzymes to decrease, and what are the consequences?

7. Why are beneficial bacteria important to our health? What causes them to decrease, and why?

• 3/4: Lecture and reading on "The Life Cycle of Cells", begin Mitosis Flipbook Projects, Life Cycle of Cells HW (DUE Fri. 3/7):

1. What must a cell do before it can divide?

2. What are chromosomes? What information do they contain, and how many of them do humans have?

3. Describe what is going on during each step of interphase

4. Explain why cells in a multicellular organism need to divide, giving at least 3 examples

5. Describe each phase of mitosis

6. Define "cyclins", and describe the 2 types

7. What is cancer, and what does it have to do with the cell cycle?

Sweet mitosis video in sped-up real time: http://www.youtube.com/watch?v=m73i1Zk8EA0

Actual mitosis footage (keep watching, it'll make sense): http://www.youtube.com/watch?v=aDAw2Zg4IgE

Nice 3D rendering of the stages of mitosis: http://www.youtube.com/watch?v=nPG6480RQo0

Intense video of a whole cell's life cycle: http://www.youtube.com/watch?v=yKW4F0Nu-UY

Another intense voyage inside a cell: http://www.youtube.com/watch?v=Ao9cVhwPg84

• 3/7: Mitosis Flipbook Projects continued
• 3/11: Midterm Exam, Binder Check, and Food Journal Check, Mitosis Flipbook Projects continued
• 3/14: No School- 3rd Quarter Break
• 3/18: Finish Mitosis Flipbook Projects (DUE Fri. 3/21 if not completed in class)
• 3/21: Lecture and reading on "Cycles of Matter", Cycles of Matter HW (DUE Tues. 3/25):

1. On 2 unlined sheets of paper, draw and label a diagram of both the nitrogen cycle and the carbon cycle

2. Describe how each step in both processes works

3. Describe why each cycle is important in terms of food and food biology

• 3/25: Lecture and reading on "Food System Background Information", begin lecture and reading on "Food Production", Food System HW (DUE Fri. 3/28):

1. Explain how each food system affects the environment and the economy (in terms of jobs, local merchants, etc.)

2. Describe how fossil fuels are used in food production

3. Draw and label a diagram of both a conventional and a local food system, and explain each step (3 PTS.)

4. Explain each of the soil management options, and describe the pros and cons of each

• 3/28: "Food Production" continued
• 4/1: "Food Production" continued

Here's an awesome old promotional video of modern food production from 1960 entitled "Miracles from Agriculture": https://www.youtube.com/watch?v=MZfFFUSsfEA

Here's some intense footage of modern food production, in this case chicken: http://vimeo.com/73234721

Comparing conventional vs. organic farming: https://www.youtube.com/watch?v=yEALImJMuRo

And an animated cartoon version, called "The True Cost of Food": https://www.youtube.com/watch?v=bO_XMq0bonA
"The Problem with Farmed Salmon", a video about sustainability issues relating to aquaculture: https://www.youtube.com/watch?v=miFMtgMcX58

• 4/4: "Food Production" continued
• 4/8: Finish "Food Production", lecture and reading on "The Green Revolution", The Green Revolution HW (DUE Fri. 4/11):

1. What was the Green Revolution? What are the components on Green Revolution farming?

2. Why has world hunger increased even though food production is at an all-time high?

3. Describe how agroecology methods in Cuba were able to feed the whole population

4. Based on the article, describe what the pros and cons of Green Revolution-style farming are

Also Food Production HW (DUE Tues. 4/15):

1. How has the expansion of food production changed from before and after the 1950's? How was this achieved?

2. What are the characteristics of modern chemical farming techniques?

3. What are the characteristics of modern livestock farming, and what are the environmental concerns?

4. Describe how chemical fertilizers can become pollutants

5. What are the environmental and health issues associated with modern irrigation technology?

6. What changing cultivation practices made increased pesticide use a necessity?

7. What causes resistance to pesticides, and what are the consequences?

8. How do pesticides affect non-target organisms and the environment, and what are the consequences?

9. What is "Integrated Pest Management", and how does it work?

10. How does genetic engineering compare to conventional breeding? What can it be used for, and how does it work?

11. What are the concerns of genetic engineering for developing countries and the environment?

12. What are the environmental concerns regarding aquaculture, and what are some possible alternatives?

Here's an informative video that shows the history of the Green Revolution: https://www.youtube.com/watch?v=HucSCNQ01X4

• 4/11: Lecture and reading on "The GMO Debate"
• 4/15: Unit Quiz Two, Binder Check, and Food Journal Check, "The GMO Debate" continued
• 4/18, 4/22, 4/25: No School- Spring Break
• 4/29: Finish "The GMO Debate", GMO Foods Research Assignment (DUE Fri. 5/2- Be Prepared to Present!)

Here are a few websites that may help you with finding information for your projects:

http://www.gmo-compass.org/eng/database/plants/

http://www.isaaa.org/gmapprovaldatabase/cropslist/default.asp

http://www.organicconsumers.org/ge/GMonMarketUS.pdf

http://www.shiftfrequency.com/comprehensive-list-of-gmo-products/

• 5/2: GMO Foods Presentations, begin watching "The Future of Food", The GMO Debate HW (DUE Tues. 5/6):

1. What are the benefits of GM crops in terms of each of the following: human health, economics, and the environment?

2. What are the dangers of GM crops in terms of each of the following: human health, economics, and the environment?

3. What are the claims that glyphosate is more environmentally friendly than other herbicides? What evidence suggests that these claims are false?

4. What are the drawbacks to using Bt crops instead of pesticides?

5. Why are scientists concerned about hybridization between GM crops and their wild relatives?

6. How could Bt crops affect nontarget organisms?

7. What are the arguments against organic farming being able to feed the growing human population? What are the criticisms of these arguments?

8. Based on the information, do you support the use of GM foods? Why or why not? Be specific.

• 5/6: Finish GMO Foods Presentations, "The Future of Food" continued

For the full "con" debate over GMOs, check out "Seeds of Death": https://www.youtube.com/watch?v=eUd9rRSLY4A

A video on the recently-passed "Monsanto Protection Act": https://www.youtube.com/watch?v=62P7CFf5Dnc

Check out Monsanto's website for yourself: http://www.monsanto.com/pages/default.aspx

• 5/9: Guest Speaker Presentation: Becky Cable of ARBICO, Guest Speaker Reflection (DUE Tues. 5/13)
• 5/13: Finish watching "The Future of Food", begin lecture and reading on "DNA"
• 5/16: "DNA" continued, How Does A Cell Read DNA? Activity (DUE Tues. 5/20)
• 5/20: Finish "DNA", receive Class Evaluation (DUE Tues. 5/27), DNA and RNA HW (DUE Fri. 5/23):

1. Explain how DNA is replicated

2. Where and in what form is eukaryotic DNA located?

3. Describe how the long DNA molecules found in eukaryotes are packed into chromosomes

4. How is the structure of chromosomes in eukaryotes different from the structure of chromosomes in prokaryotes?

5. List and describe the 3 main types of RNA

6. What happens during transcription?

7. What happens during translation?

8. Describe the 3 main differences between RNA and DNA

• 5/23: Final Exam, Binder Check, and Food Journal Check
• 5/27: All-school event
• 5/30: NO SCHOOL- SUMMER BREAK 

Earth Science 1 (Earth Science)

• 8/12/2013: Receive "Course Syllabus", lecture and reading on "Formation of the Earth"
• 8/14: "Formation of the Earth" continued, begin lecture and reading on "A Real Journey to the Center of Earth", Formation of Earth HW (DUE Mon. 8/19):

1. Describe how the Earth formed, in your own words

2. List and describe 2 major events that occurred during the Hadean Eon

3. Why are there no traces of rocks from the Hadean Eon? What evidence exists to tell us what was going on at this time?

4. What was "differentiation"?

5. Describe how Earth's crust and oceans formed

6. What are stromatolites? Also, describe the 2 major effects that stromatolites had on the early Earth

Here's a detailed website on the formation of the Earth and solar system: http://astronomyonline.org/SolarSystem/EarthIntroduction.asp?Cate=SolarSystem&SubCate=Earth&SubCate2=E00

A movie on the solar system and Earth's formation: http://www.solarviews.com/cap/misc/ssanim.htm

More info on Earth's formation: http://geology.about.com/od/nutshells/a/aa_earthbirth.htm

A great website on all of the geologic eras of time, including the Hadean and Archaean Eon: http://paleobiology.si.edu/geotime/main/index.html

Another video on the solar system's formation: http://www.youtube.com/watch?v=tFLOsRSuW0E&feature=related&noredirect=1

• 8/15: "A Real Journey to the Center of Earth" continued

A few websites with good diagrams and explanations of the Earth's structure: http://www.scec.org/education/k12/learn/

http://volcano.oregonstate.edu/vwdocs/vwlessons/lessons/Earths_layers/Earths_layers1.html

Layers of the Earth rap!: http://www.educationalrap.com/song/layers-of-the-earth/

Nice animation of Earth's magnetic field (with good links, too): http://www.youtube.com/watch?v=cpnxTdm6c5Y&feature=related

Good, short film on how the Earth's magnetic field works: http://www.youtube.com/watch?v=uj0DFDfQajw&NR=1&feature=fvwp

• 8/19: Finish "A Real Journey to the Center of Earth", Journey to the Center of Earth HW (DUE Thurs. 8/22):

1. Describe how seismic waves help us understand the structure of the Earth

2. Describe one example of how layers of rock in the crust give us clues about events in the geologic past

3. Define "isostacy", and explain how this process works

4. What generates Earth's magnetic field? Why is the magnetic field important?

5. How do we know that the Earth's magnetic field has reversed polarity in the past?

6. Why is the core so hot?

7. What will happen to Earth as the inner core continues to cool?

• 8/21: Begin watching "Inside Planet Earth"
• 8/26: "Inside Planet Earth" continued
• 8/28: Finish "Inside Planet Earth", Structure of the Earth Group Poster Project

Here's some websites with good visuals and diagrams that might be helpful for your projects:

http://www.astronomy-pictures.net/layers-of-the-earth.jpg

http://www.globalchange.umich.edu/gctext/Inquiries/Inquiries_by_Unit/Unit_2_files/image010.jpg

http://oceansjsu.com/images/exp5_interior_earth.gif

https://www.etap.org/demo/grade6_science/lesson1/layers.jpg

http://www.solcomhouse.com/images/struct.jpg

http://www.weirdwarp.com/wp-content/uploads/2010/02/the-Earth-make-up2.jpg

http://visual.merriam-webster.com/images/earth/geology/structure-earth.jpg

• 8/29: Structure of the Earth Group Poster Project continued
• 9/4: No School- Labor Day
• 9/4: Structure of the Earth Group Poster Project continued
• 9/5: Structure of the Earth Group Poster Project continued
• 9/9: Finish Structure of the Earth Group Poster Project
• 9/11: Lecture and reading on "Continental Drift"
• 9/12: Unit Quiz One and Binder Check, "Continental Drift" continued, Plate Tectonics Worksheet (DUE Mon. 9/16 if not completed in class), Continental Drift HW (DUE Mon. 9/16):

1. Describe the 2 theories that led to the discovery of plate tectonics

2. What evidence exists to prove these theories?

3. Describe the 3 ways that plates interact with each other, and give real-life examples of each

4. Describe the process of convection, and state how it applies to plate tectonics

5. Explain how plate tectonics relates to the creation of mountains, volcanoes, and earthquakes

Great animation showing continental drift from 400 million years ago until Pangaea Proxima forms: http://www.youtube.com/watch?v=hSdlQ8x7cuk

Another good continental drift animation into the future with good info: http://www.youtube.com/watch?v=uGcDed4xVD4&feature=fvw

Good animation on tectonic systems: http://videopediaworld.com/video/31709/Spin-Around-the-Solar-System-Earths-Plate-Movements

Seafloor spreading with Bill Nye: http://www.youtube.com/watch?v=6CsTTmvX6mc

Great explanation of seafloor spreading in 60 seconds: http://www.youtube.com/watch?v=Tlzg5_hVaPU&feature=related

Investigating the mid-ocean ridges: http://www.youtube.com/watch?v=f9o5BV1aotM

Saved the best for last- awesome video on plate tectonics: http://www.youtube.com/watch?v=lsZq1pNufNg

• 9/16: Watch "Earth: The Biography- Volcanoes"
• 9/18: Finish "Earth: The Biography- Volcanoes", begin lecture and reading on "Volcanoes and Earthquakes"
• 9/19: "Volcanoes and Earthquakes" continued
• 9/23: Finish "Volcanoes and Earthquakes", begin watching "Earth: The Biography- Atmosphere", Volcanoes and Earthquakes HW (DUE Weds. 9/25):

1. List and describe the characteristics of the 3 types of volcanoes

2. How does viscosity affect lava flow?

3. Research the Toba supervolcano. Where is it? When did it erupt? What were the consequences for the human race? Include your source.

4. Describe the 3 different types of faults

5. Describe the different types of seismic waves, and the effects of each

6. Research another major earthquake and summarize its location, magnitude, and aftereffects. Include your source (2 PTS.)

To help you with question 6, here's a good website to start at: http://earthquake.usgs.gov/earthquakes/eqarchives/

• 9/25: Finish "Earth: The Biography- Atmosphere", begin lecture and reading on "Earth's Atmosphere"
• 9/26: Finish "Earth's Atmosphere", receive Layers of the Atmosphere Group Project Guidelines, Earth's Atmosphere HW (DUE Weds. 10/3):

1. Describe the characteristics of the air within the Troposphere

2. Describe how convection in the Troposphere occurs

3. What is the ozone layer? What does it protect us from, and how?

4. Describe why materials that reach the Stratosphere stay for so long

5. Why do we know so little about the Mesosphere?

6. What does the Mesosphere protect us from, and how?

7. What is the ionosphere? How is it formed, and what can it do?

8. How are auroras formed?

Here's some websites with good visuals and diagrams that might be helpful for your projects:

http://www.nasa.gov/images/content/463940main_atmosphere-layers2_full.jpg

http://geogrify.net/GEO1/Images/FOPG/0314.jpg

http://library.thinkquest.org/C003124/images/atmos.jpg

http://theatmosphere.pbworks.com/f/atmosphere%20layers.jpg

• 9/30: Midterm Exam and Binder Check, Layers of the Atmosphere Group Projects
• 10/2: Layers of the Atmosphere Group Projects continued
• 10/3: Layers of the Atmosphere Group Projects continued
• 10/7-10/11: No School- Fall Break
• 10/14: Layers of the Atmosphere Group Projects continued
• 10/16: Layers of the Atmosphere Group Projects continued
• 10/17: Finish Layers of the Atmosphere Group Projects
• 10/21: Lecture and reading on "Weathering", begin lecture and reading on "Erosion", Weathering HW (DUE Weds. 10/23):

1. List and describe the 2 different types of weathering

2. Describe the process of oxidation in your own words, and give an example

3. Is soil formation an example of chemical or mechanical weathering, and why?

4. Describe the process of cave formation in your own words

5. Is cave formation an example of chemical or mechanical weathering, and why?

6. Describe the difference between weathering and erosion. How are they related?

• 10/23: Watch "Planet Earth: Fresh Water"
• 10/24: No Class- Wash Clean-Up Day
• 10/28: Finish "Planet Earth: Fresh Water", continue lecture and reading on "Erosion", begin watching "Earth: The Biography- Ice"
• 10/30: "Earth: The Biography- Ice" continued
• 10/31: Finish "Earth: The Biography- Ice", lecture and reading on "The Earth's Movement in Space", Pollution and Wind Belts Activity (DUE Mon. 11/4)
• 11/4: Begin lecture and reading on "Weather Conditions and Measurements", begin Weather Collection Data, Weather Map Activity (DUE Weds. 11/6)
• 11/6: Watch "IMAX: Ring of Fire"
• 11/7: Unit Quiz 2 and Binder Check, finish "Weather Conditions and Measurements", Wind and Weather HW (DUE Weds. 11/13):

1. What causes the Earth's seasons?

2. How do wind cells work? Why are wind cells broken up into wind belts?

3. What are the characteristics of each of the Earth's wind belts?

4. Describe what happens at each of the 2 types of fronts

5. How does high and low pressure affect the weather?

6. How is weather different from climate?

7. Two cities are located in the temperate zone. One city is located near the coast at sea level. The other city is located in the mountains, high above sea level. How would their climates be similar, and how would they be different? Explain your answer. (2 PTS.)

• 11/11: No School- Veteran's Day
• 11/13: Begin lecture and reading on "Introduction to the Tucson Region"
• 11/14: Finish "Introduction to the Tucson Region", begin lecture and reading on "Global Warming and Climate Change", Introduction to the Tucson Region HW (DUE Mon. 11/18):

1. Summarize the geologic formation of the Tucson region

2. Define "PET", and describe how it contributes to aridity

3. Describe why Tucson is arid

4. Describe the 3 ways that Tucson receives precipitation

• 11/18: "Global Warming and Climate Change" continued
• 11/20: Finish "Global Warming and Climate Change"
• 11/21: Begin watching "Earth: The Biography- Oceans", Global Warming and Climate Change HW (DUE Mon. 11/25):

1. What is the greenhouse effect? What is the relationship between the greenhouse effect and global warming?

2. What are fossil fuels, and how do they contribute to global warming?

3. Describe how deforestation both causes and is affected by global warming

4. Describe the methods that scientists use to determine the climate of the Earth prior to human disturbances

5. What are the consequences of melting sea ice for both polar ecosystems and Native people?

6. How does climate change lead to habitat loss?

7. What is coral bleaching, and what's causing it?

8. In general, what would the consequences be if the Greenland and Western Antarctic ice sheets were to melt?

9. Why would global warming affect the world's weather, and how?

10. What does the Great Ocean Conveyor Belt do, and how might it be affected by global warming? What would the consequences be?

11. Describe each of the 4 solutions to global warming

• 11/25: Finish "Earth: The Biography- Oceans", Tanker Spills Activity
• 11/27 - 11/28: No School- Thanksgiving Break
• 12/2: Lecture and reading on "Ocean Currents and the Great Pacific Garbage Patch", Ocean Currents and Garbage Patches HW (DUE Thurs. 12/5):

1. What are gyres? What factors create them?

2. Describe how oceanic garbage patches form

3. What is the problem with plastic?

4. Describe how and why plastic is harmful to ocean ecosystems

5. Why is cleaning up oceanic garbage patches difficult?

• 12/4: Lecture and reading on "Sources of Fresh Water", begin lecture and reading on "Watersheds in Southern Arizona"
• 12/5: Finish "Watersheds in Southern Arizona", Local Water Cycle and Watersheds Project
• 12/9: Local Water Cycle and Watersheds Project continued (DUE Weds. 12/11), Weather Data Check
• 12/11: No Class- All-School Event
• 12/12: Final Exam and Binder Check, Class Evaluations (DUE Mon. 12/16)
• 12/16: Watch "Life After People"
• 12/18: No Class: All-School Event
• 12/19: No Class: All-School Event