Many voices for Darfur project:

http://manyvoicesdarfur.blogspot.com/

Academic Biology classroom at PAHS

Students, please clean up your wiki page and your team's pages. I am looking for the following:

  1. Use of anchors and links for quick access to material rather than scrolling down. Cross-link to other material such as the original assignment, or info on another page.
  2. Separate your sections of information with lines, headings, etc.
  3. Organize your information and pictures.
  4. Team pages should follow the above as well as having links to team members near the top of the page.

Please complete the following survey:

















Calendar of classwork and homework - refer to this daily



Notes for students:

  • Information for creating work and expectations when using the wiki

are found on the wiki home page.

Use this link to obtain copyright free images and other materials for all your work: http://search.creativecommons.org/

All other information used in your classwork must be cited with footnotes.


  • create anchors on your team pages. Follow the directions on the home page.


CURRENT CLASSWORK:


Cells (these voicethreads are so great!)
Cell comparison portfolio (check the due date in the calendar - be sure to use the rubric to put your portfolio together and CHECK IT TWICE, your individual pages should reflect the work you have done, and use the discussion tabs on your groups individual and team pages to give feedback to each other).
Aging project.
Your wiki name choice for our aging project from the survey:
2.png
Starfish dissection


PAST PROJECTS:

  • Crayfish structure

  • Classification research.Each pair of students were given jars of organisms and asked to list the characteristics of the assigned phylum and class. They completed their portion of the template and their notes were compiled using Inspiration, converted to a word document and powerpoint and discussed in class. Students took additional notes on their document. All errors were discussed and corrected. Next, they observed the 60 specimens in class for the common characteristics and decide the phylum and class for each (classes for only chordates and arthropods).

Students: Use an excel spreadsheet to create a chart with the following headings: Common name, Phylum, Class (use this only if it is a Chordate or an Arthropod), and 2 characteristics that place it in the class or phylum. The phylum is listed on the jars, you will need to research the class.
  • Check your chart:
  • After comparing the structures that placed certain organisms in taxonomic categories, several students created this little video. Good thing we have a mid-winter break coming up!



  • Students dissected a disposable diaper to determine the contents

and uses of the layers. Ever wonder what to do with the polymer layer of a clean diaper?

How did they know that layer was there?: Diaper analysis and research.

IMG_0686.jpg

  • Population of the World Project View TIGed for more information and class work. This project is divided into research concerning population and environmnetal concerns around the World. Our environmental concerns:


Nonpoint source water pollution (residential)

Suburban sprawl

Crude oil as a fuel

Nonpoint source water pollution (agricultural)

Invasive species

Crude oil as a resource

Point source water pollution

Coal

Global warming effects

Smog

Natural gas

Thermal pollution

Particulate matter in air from industry

Pesticides, Herbicides, Fungicides

Acid Rain

Greenhouse gases

Landfills

Loss of biodiversity of plants

Ozone depletion

Loss of minerals/ other resources

Particulate matter in air from non-industry

Loss of Riparian Habitat

Changing the Earth's surface

Loss of biodiversity of animals

  • View the completed wanted posters for the Academic classes. The assignment: Complete a comic life poster that details the niche and habitat of an animal of the student's choice. The title of the poster had to be clever (using personification or a twist on the animal's behavior, niche, etc.)

  • Cloe Lake/Jackson Run Watershed survey Students were divided into teams. Students became experts in various areas of watershed study including chemical testing, physical parameters, stream mapping, and biological macros. The team investigated together at the site, brought their findings back, collaborated on the results and their meaning, and the experts were responsible for reporting the groups results. After the first draft was entered on the wiki, team members had a chance to offer comments/suggestions. They were graded on their commenting and level of collaboration. The group's final draft was then graded. An individual statement followed. Each student wrote a summary statement declaring the health of the watershed as good, fair, or poor and defending their statement with the results the group collected.