• 11, 12 May 2011: Compared and contrasted mitosis and meiosis by taking notes of Meiosis and Inherited Traits PowerPoint.  Then created new organisms by taking part in Create Your Own Diploid Organism lab.
• 28 April 2011: 8th Period Sutdents compared and contrasted different types of cell transport using internet videos and Transport Notes Sheet.
• 25, 26 April 2011: Students demonstrated knowledge of the use of a microscope by completing microscope quiz.  Completed Cells as Protein Factories presentation and students used remaining class time to work on Organelles and Protein Synthesis Summary Worksheet.
• 20, 21 April 2011: Students compared and contrasted prokaryotic and eukaryotic cells by taking Cornell notes on Cell Types PowerPoint.  Began analogy of cells as factories using Cells as Protein Factories PowerPoint and Summary Note-taking Worksheet.
• 18, 19 April 2011: Students summarized Sections 1 and 2 of Chapter 7 in textbook by completing guided reading packet (see Mr. Bragg for packet).  Students conferenced with Mr. Bragg about grades and making up missed exam.
• 14, 15 April 2011: Students prepared wet-mount microscope slides and observed living organisms in pond water and summarized finding in Microscopic Pond Life Lab.  Began summary of cell types and organelles using Chapter 7 Section 1 & 2 Guided Reading Packet.
• 12, 13 April 2011: Students completed observations of prepared slides, and summarized data by completing and discussing questions found on Use of the Microscope Lab. 
• 11 April 2011: Students applied knowledge of basic microscope use by observing prepared slides of various organisms and drawing observations of low and high power objectives in part I of Use of the Microscope Lab.
• 8 April 2011: 3rd period - students labeled the picture of a microscope and learned the basic features and proper handling techniques of using a microscope.
• 7 April 2011: 8th period - students read and answered questions about Anton Van Leeuwenhoek.  Afterwards, they labeled a picture of a microscope and learned the basic features and proper handling techniques of using a microscope.
• 6 April 2011: 3rd period - students took the DNA/RNA test.  After the test, students read and answered questions about Anton Van Leeuwenhoek, the father of microbiology.  This reading serves as an introduction to the microscope.
• 5 April 2011: 8th period - students took the DNA and RNA test.  They then had time to finish their Decode a Gene lab.
• 4 April 2011: 3rd period finished the Decode a Gene lab, worked on their study guides, or attempted questions set up with the DNA and RNA models.  8th period started on the Decode a Gene lab (many students finished).
• 1 April 2011: 3rd period - Discussed prions and steps involved in protein synthesis.  Students worked on the Decoding a Gene lab.  Some finished the lab, while others need a little more time.
• 31 March 2011: 8th period - Students started class with the pre-reading for the lab and then discussed prions.
• *** DNA TEST REVIEW PAGES
• 30 March 2011: 3rd period - finished in the computer lab and began the pre-reading for the lab and answered questions about the reading (extra copies of both available in class).  
• 29 March 2011: 8th period - Students read about Rosalind Franklin and her somewhat unrecognized discovery of DNA.  They then answered 5 questions about the passage (extra copies available in class).  Students went through the steps of Protein Synthesis using laminated models and answered related questions.  Students also did a "human" model demonstration of Protein Synthesis. 
• 28 March 2011: 3rd and 8th period - Students had time to go through WebQuest in computer labs to answer as many sections as possible.
• 18 March 2011: 3rd period - Students had time to go through WebQuest in computer labs to answer as many portions as possible.
• 17 March 2011: 8th period - Students reviewed the structure of DNA and RNA, DNA replication & protein synthesis by going through a quiz.  Then students used laminated models of DNA to go through the steps involved in DNA replication.
• 16 March 2011: 3rd period - Students reviewed the structure of DNA and RNA, DNA replication, protein synthesis.  Then, students used laminated models to go through the steps involved in both DNA replication and Protein Synthesis.
• 15 March 2011: 8th period - Students used laminated DNA models to go through the steps of DNA replication and to answer questions.  The following link has an alternative DNA replication model lab.  Then, students took notes on protein synthesis and colored and numbered a handout about protein synthesis.
• 14 March 2011: Both 3rd and 8th period worked in the computer lab to begin a webquest project. There is a direction sheet and an answer packet to write answers to prompts. 
• 7 March 2011: 3rd period students took some time to work with plastic models of DNA to demonstrate knowledge of DNA replication and to answer questions about both the structure of DNA and its copying process.  Students also took notes on Protein Synthesis (link is under March 15th).
• 4 March 2011: 8th period took the review quiz on DNA and RNA structure.  Then, students took notes about DNA replication, which can be seen in the link under March 2nd.  (The replication diagram is linked on March 2nd too).
• 2 March 2011: 3rd period took a review quiz on DNA and RNA structure using clickers.  Then, students took notes about DNA replication based on the PowerPoint presentation.  Students were also given a DNA replication diagram to keep in their notebooks to help visualize the process.
• 28 February 2011: 8th period took notes on the DNA and RNA introduction PowerPoint and worked on their Nucleic Acid Structure Worksheet (both links are below).
• 25 February 2011:  Both classes received the extra credit packets to earn back points on the Chemistry of Life exam.  This packet is due by the end of the school day on Friday March 4th, 2011.
• 24 February 2011: 3rd Period: Constructed models of DNA and RNA nucleotides by working on Nucleic Acid Structure Worksheet.  8th period: test grades discussed and extra time used for catching up and finishing the review packet, because most people hadn't completed it before the exam!
• 23 February 2011: 3rd Period: Started notes on DNA and RNA introduction. 
• 18, 22 February 2011: Chemistry of Life Exam, exam and Chemistry of Life notebook due.  Reviewed ecology concepts by viewing species interactions in the "Shallow Seas" episode of Planet Earth series.
• 17 February 2011: 8th Period cancelled for T-Bird Thursday.
• 15, 16 February 2011: Completed Chemistry of Life Exam Review, and participated in class Q&A session concerning exam.
• 14 February 2011: Reviewed Notebook expectations and organized notebook.  Students received and worked on Chemistry of Life Exam Review.
• 11 February 2011: Completed photosynthesis/respiration lab write up and turned in.  Described the role of enzymens in chemical reactions.
• 9, 10 February 2011: Investigated the Reactions of Photosynthesis and respiration by performing Observing Photosynthesis and Respiration Lab, and filling out Lab Report. Alternative assignemnt: Complete "Analyzing Data" sections in textbook page 51 answer questions 1-6, and page 213 answer questions 1-4 using complete sentences. 
• 8 February 2011: Investigated endothermic and exothermic reactions and the role of enzymes in chemical reactions.  Answered Section 2-4 review questions 1-4 on page 53.
• 7 February 2011: Period 3: Finished notes on Chemistry of Carbon Presentations, compared and contrasted the chemical reactions of photosynthesis and respiration. Period 8: Took Cornell notes on part one of Chemistry of Carbon Presentation, compared and contrasted the four main types of biological macromolecules.
• Period 3 4 February 2011: Took Cornell notes on part one of Chemistry of Carbon Presentation.  Compared and contrasted the four main types of biological macromolecules.  Applied knowledge to answer Section Assessments questions 1-3 on page 48 of textbook.
• Period 8 3 February 2011: Compared and contrasted acids and bases, discussed pH lab results and related lab to pH scale.
• 31 January 2011: Science Day
• 27, 28 January 2011: Completed Water Experiments 1-4, compare and contrast cohesion and adhesion of molecules, and explain how they relate to experiments.  Students described a hydrogen bond, including how it forms and results of hydrogen bonds (use section 2-2 of text).
• 25, 26 January 2011: Period 3 Students demonstrated knowledge of periodic table and chemical bonds by completing Chemistry Quiz.  Both periods, students investigated properties of water by beginning Water Experiments 1-4.
• 24 January 2011: Investigated species interactions by watching the Seasonal Forests episode of Planet Earth series.
• Period 3 21 January 2011: Demonstrated knowledge of periodic table and chemical bonds by completeing Chemistry Quiz.  Took Cornell notes on Section 2-2 of textbook, vocab words include: mixture, solution, solute, solvent, pH scale, acid and base.
• Period 8 20 January 2011: Reviewed the structure of the periodic table and the described how to interpret elemental information by completing Chemistry Practice worksheet.
• Period 3 19 January 2011: Reviewed chemical bonding notes and completed Chemistry Practice worksheet. Investigated the pH of common liquids using pH test paper.
• Period 8 18 January 2011: Demonstrated knowledge of periodic table and chemical bonds by completeing Chemistry Quiz.  Took Cornell notes on Section 2-2 of textbook, vocab words include: mixture, solution, solute, solvent, pH scale, acid and base.
• 13, 14 January 2011: Finished notes on Chemical Bonding Presentation.  Compared and contrasted ionic and covalent bonds, including the difference between a polar and non-polar molecule.  Investigated the pH of common liquids using pH test paper.
• 11, 12 January 2011: Reviewed how to determine number of electron rings and valence electrons found in the atom of an element on the periodic table.  Reviewed setup of notebook and received notebook checks.  Described what happens to valence electrons in ionic bonding.
• 10 January 2011: Summarized the layout of elements on the periodic table.  Described how to use the periodic table to predict how many electron rings and valence electrons are foound in the atom of an element.
• 6, 7 January 2011: Students will be able to summarize the structure of atoms and the periodic table of elements by taking notes on part 1 of Chemical Bonding presentation.  Students color coded metalloids, non-metals, and metals on thier Periodic Table.
• 5 January 2011: Students received new seating assignments, and reviewed class expectations and notebook setup.  Discussed quote relating to Knowledge Warrior.

Beginning of Semester 2

• 15, 16 December 2010: Students completed Classification and Body Systems Exam, and turned in exam reviews.
• 13, 14 December 2010: Work/Q&A Session for exam review.
• 9, 10 December 2010: Define and discuss homeostasis.  Describe how body systems work together to maintain homeostasis.  Students received Classification and Body Systems Exam Review. 
• 7, 8 December 2010:  Compare and constarst the sturcture of the body systems of the fetal pig with those of the frog by observing frog dissection. 
• 3, 6 December 2010:  Watched and took notes on Human Body: Pushing the Limits videos
• 1, 2 December 2010:  Finish fetal pig dissection and body system discussion.  Students had opportunity to correct exam mistakes for hal credit (Due 9,10 December 2010)
• 29, 30 November 2010: Discuss and review Body systems demonstrations.  Begin observation of body systems in fetal pig dissection.
• 22,23 November 2010: Completed, discussed questions and turned in Human Body Diagrams and Data Collection Sheet.
• 18, 19 November 2010: Students investigated the main systems of the human body by researching, performing demonstrations and recording data on Human Body Data Collection Sheet, and Human Body Diagram Sheet.
• 16, 17 November 2010: Students demonstrated knowledge of classification by identifying bobcats, lynx, and mountain lions form pictures.  Discussed how to classify objects using a dichotomous key.  THe class constructed a dichotomous key to identify school supplies, then broke into groups to create a dichotomous key to classify CD's from Mr. Bragg's collection.
• 12, 15 November 2010: Students described the Linnean Classification system and discussed taxonomy using inflrmation from the Classification PowerPoint.  Compared and contrasted physical features of the three Wildcats of Colorado.
• 9, 10 November 2010: Discuss exam review and answer questions.  Demonstrate knowledge of ecology by completing exam.
• 5, 8 November 2010: Demonstrate knowledge of relationships in nature by taking Quiz.  Summarize major concepts in ecology unit by completing Exam Review.
• 4 November 2010: Field study to Pikes Peak Cog, first hand observation of changing ecosystems as altitude increased.
• 2, 3 November 2010: Review primary and secondary succession.  Read and take Cornell notes on Section 4-2.  Describe the major types of community relationships including: predation, competition, and symbiosis.  Compare and contrast the thre types of symbiosis: mutualism, commensalism, and parasitism.
• 27 October, 1 November 2010: Compare and contrast primary and secondary ecological succession by taking Cornell notes on PowerPoint, analyzing pictures of various disturbances, and watching video on succession related to the Mt St Helens eruption. 
• 25, 26 October 2010: Reviewed population growth curves, carrying capacity, and 10% rule using Lynx and Hares as examples.  Began reviewing for exam by observing Planet Earth Video and filling out video guide.
• 22 October 2010: 8th Period class cancelled due to power failure.
• 21 October 2010: Discussed population growth and compared and contrasted exponential and logistic growth curves.  Students were able to define carrying capacity and relate it to 10% rule. 
• 19, 20 October 2010: Finished graphing results of Lynx and Hare simulation.  Analyzed and discussed trends and predator/prey population cycles.  Researched how populations grow by taking Cornell notes on section 5-1 in textbook.
• 14, 18 October 2010: Completed population simulation and began graphing results.
• 12, 13 October 2010: Discussed the importance of following instructions.  Investigated the feeding relationship between Canada Lynx and Snowshoe Hare by beginning Population Simulation.
• 8, 11 October 2010: Define niche and explain how organisms fill niches in an ecosystem by describing the niche of a pika, and completeing and turning in Crossroads of Biodiversity Activity.
• 6, 7 October 2010: Explain how varoius organisms survive in their biomes by beginning part 2 of Crossroads of Biodiversity Questions
• 4, 5 October 2010: Debriefed trophic levels and related the different levels of consumber to herbivores, carnivores, and omnivores.  Discussed and defined biodiversity in a biome by completing and discussing Part 1 of Crossroads of Biodiversity Questions
• 30 September, 1 October 2010: Discussed trophic levels in an ecosystem, including producers, primary consumers, secondary consumers, scavengers, and decomposers.  Apply those concepts to complete the Trophic Level Investigation.
• 28, 29 September 2010: Cornell notes on section 3-2 and discussed questions about the reading.
• 24, 27 September 2010: Compare and contrast the flow of matter (nutrients) through the biosphere and the flow of energy through the biosphere.  Completed and discussed class food web activity based on species found in Colorado National Monument.
• 22, 23 September 2010: Analyze and describe the main nutrient cycles, water, carbon, nitrogen, and phosphorous.  Used diagrams and section 3-3 to complete Nutrient Cycles Investigation packet.
• 20, 21 September 2010: Compare and contrast qualitiatve and quantitative observations, discuss how inferences are made, and took quiz over characteristics of living things, observations and inferences.
• 15, 16 September 2010: Cornell lecture notes on Making Scientific Observations presentation, use observations to infer if things in garden area are living or not living
• 13, 14 September 2010: Complete Climatographs and Analysis Questions
• 9, 10 September 2010: Begin Climatograph Activity in computer lab
• 8 September 2010: Summarize Chapter 4-1, Webquest: choose a biome from chapter 4-3, list animals and plants that live in that biome worldwide, compare and contrast the the features of the animals and then the plants that allow these organisms to survive
• 7 September 2010: Compare and Contrast Biotic and Abiotic Factors, Discuss factors that influence climate (Chapter 4-1)
• 3 September 2010: Cornell notes practice on Chapter 3-1, Compare and Contrast Biotic and Abiotic Factors
• 2 September 2010: Review 1-3, Cornell notes on Chapter 3-1
• 31 August, 1 September 2010: Cornell notes on Chapter 1-3
• 26, 30 August 2010: Safety Quiz
• 24, 25 August 2010: Safety Rules and Procedures
• 20,23 August 2010: Colorado Life Zone Poster Activity
• 18, 19 August 2010: The Way of the Knowledge Warrior

• 11, 12 May 2011: Compared and contrasted mitosis and meiosis by taking notes of Meiosis and Inherited Traits PowerPoint.  Then created new organisms by taking part in Create Your Own Diploid Organism lab.
• 28 April 2011: 8th Period Sutdents compared and contrasted different types of cell transport using internet videos and Transport Notes Sheet.
• 25, 26 April 2011: Students demonstrated knowledge of the use of a microscope by completing microscope quiz.  Completed Cells as Protein Factories presentation and students used remaining class time to work on Organelles and Protein Synthesis Summary Worksheet.
• 20, 21 April 2011: Students compared and contrasted prokaryotic and eukaryotic cells by taking Cornell notes on Cell Types PowerPoint.  Began analogy of cells as factories using Cells as Protein Factories PowerPoint and Summary Note-taking Worksheet.
• 18, 19 April 2011: Students summarized Sections 1 and 2 of Chapter 7 in textbook by completing guided reading packet (see Mr. Bragg for packet).  Students conferenced with Mr. Bragg about grades and making up missed exam.
• 14, 15 April 2011: Students prepared wet-mount microscope slides and observed living organisms in pond water and summarized finding in Microscopic Pond Life Lab.  Began summary of cell types and organelles using Chapter 7 Section 1 & 2 Guided Reading Packet.
• 12, 13 April 2011: Students completed observations of prepared slides, and summarized data by completing and discussing questions found on Use of the Microscope Lab. 
• 11 April 2011: Students applied knowledge of basic microscope use by observing prepared slides of various organisms and drawing observations of low and high power objectives in part I of Use of the Microscope Lab.
• 8 April 2011: 3rd period - students labeled the picture of a microscope and learned the basic features and proper handling techniques of using a microscope.
• 7 April 2011: 8th period - students read and answered questions about Anton Van Leeuwenhoek.  Afterwards, they labeled a picture of a microscope and learned the basic features and proper handling techniques of using a microscope.
• 6 April 2011: 3rd period - students took the DNA/RNA test.  After the test, students read and answered questions about Anton Van Leeuwenhoek, the father of microbiology.  This reading serves as an introduction to the microscope.
• 5 April 2011: 8th period - students took the DNA and RNA test.  They then had time to finish their Decode a Gene lab.
• 4 April 2011: 3rd period finished the Decode a Gene lab, worked on their study guides, or attempted questions set up with the DNA and RNA models.  8th period started on the Decode a Gene lab (many students finished).
• 1 April 2011: 3rd period - Discussed prions and steps involved in protein synthesis.  Students worked on the Decoding a Gene lab.  Some finished the lab, while others need a little more time.
• 31 March 2011: 8th period - Students started class with the pre-reading for the lab and then discussed prions.
• *** DNA TEST REVIEW PAGES
• 30 March 2011: 3rd period - finished in the computer lab and began the pre-reading for the lab and answered questions about the reading (extra copies of both available in class).  
• 29 March 2011: 8th period - Students read about Rosalind Franklin and her somewhat unrecognized discovery of DNA.  They then answered 5 questions about the passage (extra copies available in class).  Students went through the steps of Protein Synthesis using laminated models and answered related questions.  Students also did a "human" model demonstration of Protein Synthesis. 
• 28 March 2011: 3rd and 8th period - Students had time to go through WebQuest in computer labs to answer as many sections as possible.
• 18 March 2011: 3rd period - Students had time to go through WebQuest in computer labs to answer as many portions as possible.
• 17 March 2011: 8th period - Students reviewed the structure of DNA and RNA, DNA replication & protein synthesis by going through a quiz.  Then students used laminated models of DNA to go through the steps involved in DNA replication.
• 16 March 2011: 3rd period - Students reviewed the structure of DNA and RNA, DNA replication, protein synthesis.  Then, students used laminated models to go through the steps involved in both DNA replication and Protein Synthesis.
• 15 March 2011: 8th period - Students used laminated DNA models to go through the steps of DNA replication and to answer questions.  The following link has an alternative DNA replication model lab.  Then, students took notes on protein synthesis and colored and numbered a handout about protein synthesis.
• 14 March 2011: Both 3rd and 8th period worked in the computer lab to begin a webquest project. There is a direction sheet and an answer packet to write answers to prompts. 
• 7 March 2011: 3rd period students took some time to work with plastic models of DNA to demonstrate knowledge of DNA replication and to answer questions about both the structure of DNA and its copying process.  Students also took notes on Protein Synthesis (link is under March 15th).
• 4 March 2011: 8th period took the review quiz on DNA and RNA structure.  Then, students took notes about DNA replication, which can be seen in the link under March 2nd.  (The replication diagram is linked on March 2nd too).
• 2 March 2011: 3rd period took a review quiz on DNA and RNA structure using clickers.  Then, students took notes about DNA replication based on the PowerPoint presentation.  Students were also given a DNA replication diagram to keep in their notebooks to help visualize the process.
• 28 February 2011: 8th period took notes on the DNA and RNA introduction PowerPoint and worked on their Nucleic Acid Structure Worksheet (both links are below).
• 25 February 2011:  Both classes received the extra credit packets to earn back points on the Chemistry of Life exam.  This packet is due by the end of the school day on Friday March 4th, 2011.
• 24 February 2011: 3rd Period: Constructed models of DNA and RNA nucleotides by working on Nucleic Acid Structure Worksheet.  8th period: test grades discussed and extra time used for catching up and finishing the review packet, because most people hadn't completed it before the exam!
• 23 February 2011: 3rd Period: Started notes on DNA and RNA introduction. 
• 18, 22 February 2011: Chemistry of Life Exam, exam and Chemistry of Life notebook due.  Reviewed ecology concepts by viewing species interactions in the "Shallow Seas" episode of Planet Earth series.
• 17 February 2011: 8th Period cancelled for T-Bird Thursday.
• 15, 16 February 2011: Completed Chemistry of Life Exam Review, and participated in class Q&A session concerning exam.
• 14 February 2011: Reviewed Notebook expectations and organized notebook.  Students received and worked on Chemistry of Life Exam Review.
• 11 February 2011: Completed photosynthesis/respiration lab write up and turned in.  Described the role of enzymens in chemical reactions.
• 9, 10 February 2011: Investigated the Reactions of Photosynthesis and respiration by performing Observing Photosynthesis and Respiration Lab, and filling out Lab Report. Alternative assignemnt: Complete "Analyzing Data" sections in textbook page 51 answer questions 1-6, and page 213 answer questions 1-4 using complete sentences. 
• 8 February 2011: Investigated endothermic and exothermic reactions and the role of enzymes in chemical reactions.  Answered Section 2-4 review questions 1-4 on page 53.
• 7 February 2011: Period 3: Finished notes on Chemistry of Carbon Presentations, compared and contrasted the chemical reactions of photosynthesis and respiration. Period 8: Took Cornell notes on part one of Chemistry of Carbon Presentation, compared and contrasted the four main types of biological macromolecules.
• Period 3 4 February 2011: Took Cornell notes on part one of Chemistry of Carbon Presentation.  Compared and contrasted the four main types of biological macromolecules.  Applied knowledge to answer Section Assessments questions 1-3 on page 48 of textbook.
• Period 8 3 February 2011: Compared and contrasted acids and bases, discussed pH lab results and related lab to pH scale.
• 31 January 2011: Science Day
• 27, 28 January 2011: Completed Water Experiments 1-4, compare and contrast cohesion and adhesion of molecules, and explain how they relate to experiments.  Students described a hydrogen bond, including how it forms and results of hydrogen bonds (use section 2-2 of text).
• 25, 26 January 2011: Period 3 Students demonstrated knowledge of periodic table and chemical bonds by completing Chemistry Quiz.  Both periods, students investigated properties of water by beginning Water Experiments 1-4.
• 24 January 2011: Investigated species interactions by watching the Seasonal Forests episode of Planet Earth series.
• Period 3 21 January 2011: Demonstrated knowledge of periodic table and chemical bonds by completeing Chemistry Quiz.  Took Cornell notes on Section 2-2 of textbook, vocab words include: mixture, solution, solute, solvent, pH scale, acid and base.
• Period 8 20 January 2011: Reviewed the structure of the periodic table and the described how to interpret elemental information by completing Chemistry Practice worksheet.
• Period 3 19 January 2011: Reviewed chemical bonding notes and completed Chemistry Practice worksheet. Investigated the pH of common liquids using pH test paper.
• Period 8 18 January 2011: Demonstrated knowledge of periodic table and chemical bonds by completeing Chemistry Quiz.  Took Cornell notes on Section 2-2 of textbook, vocab words include: mixture, solution, solute, solvent, pH scale, acid and base.
• 13, 14 January 2011: Finished notes on Chemical Bonding Presentation.  Compared and contrasted ionic and covalent bonds, including the difference between a polar and non-polar molecule.  Investigated the pH of common liquids using pH test paper.
• 11, 12 January 2011: Reviewed how to determine number of electron rings and valence electrons found in the atom of an element on the periodic table.  Reviewed setup of notebook and received notebook checks.  Described what happens to valence electrons in ionic bonding.
• 10 January 2011: Summarized the layout of elements on the periodic table.  Described how to use the periodic table to predict how many electron rings and valence electrons are foound in the atom of an element.
• 6, 7 January 2011: Students will be able to summarize the structure of atoms and the periodic table of elements by taking notes on part 1 of Chemical Bonding presentation.  Students color coded metalloids, non-metals, and metals on thier Periodic Table.
• 5 January 2011: Students received new seating assignments, and reviewed class expectations and notebook setup.  Discussed quote relating to Knowledge Warrior.

Beginning of Semester 2

• 15, 16 December 2010: Students completed Classification and Body Systems Exam, and turned in exam reviews.
• 13, 14 December 2010: Work/Q&A Session for exam review.
• 9, 10 December 2010: Define and discuss homeostasis.  Describe how body systems work together to maintain homeostasis.  Students received Classification and Body Systems Exam Review. 
• 7, 8 December 2010:  Compare and constarst the sturcture of the body systems of the fetal pig with those of the frog by observing frog dissection. 
• 3, 6 December 2010:  Watched and took notes on Human Body: Pushing the Limits videos
• 1, 2 December 2010:  Finish fetal pig dissection and body system discussion.  Students had opportunity to correct exam mistakes for hal credit (Due 9,10 December 2010)
• 29, 30 November 2010: Discuss and review Body systems demonstrations.  Begin observation of body systems in fetal pig dissection.
• 22,23 November 2010: Completed, discussed questions and turned in Human Body Diagrams and Data Collection Sheet.
• 18, 19 November 2010: Students investigated the main systems of the human body by researching, performing demonstrations and recording data on Human Body Data Collection Sheet, and Human Body Diagram Sheet.
• 16, 17 November 2010: Students demonstrated knowledge of classification by identifying bobcats, lynx, and mountain lions form pictures.  Discussed how to classify objects using a dichotomous key.  THe class constructed a dichotomous key to identify school supplies, then broke into groups to create a dichotomous key to classify CD's from Mr. Bragg's collection.
• 12, 15 November 2010: Students described the Linnean Classification system and discussed taxonomy using inflrmation from the Classification PowerPoint.  Compared and contrasted physical features of the three Wildcats of Colorado.
• 9, 10 November 2010: Discuss exam review and answer questions.  Demonstrate knowledge of ecology by completing exam.
• 5, 8 November 2010: Demonstrate knowledge of relationships in nature by taking Quiz.  Summarize major concepts in ecology unit by completing Exam Review.
• 4 November 2010: Field study to Pikes Peak Cog, first hand observation of changing ecosystems as altitude increased.
• 2, 3 November 2010: Review primary and secondary succession.  Read and take Cornell notes on Section 4-2.  Describe the major types of community relationships including: predation, competition, and symbiosis.  Compare and contrast the thre types of symbiosis: mutualism, commensalism, and parasitism.
• 27 October, 1 November 2010: Compare and contrast primary and secondary ecological succession by taking Cornell notes on PowerPoint, analyzing pictures of various disturbances, and watching video on succession related to the Mt St Helens eruption. 
• 25, 26 October 2010: Reviewed population growth curves, carrying capacity, and 10% rule using Lynx and Hares as examples.  Began reviewing for exam by observing Planet Earth Video and filling out video guide.
• 22 October 2010: 8th Period class cancelled due to power failure.
• 21 October 2010: Discussed population growth and compared and contrasted exponential and logistic growth curves.  Students were able to define carrying capacity and relate it to 10% rule. 
• 19, 20 October 2010: Finished graphing results of Lynx and Hare simulation.  Analyzed and discussed trends and predator/prey population cycles.  Researched how populations grow by taking Cornell notes on section 5-1 in textbook.
• 14, 18 October 2010: Completed population simulation and began graphing results.
• 12, 13 October 2010: Discussed the importance of following instructions.  Investigated the feeding relationship between Canada Lynx and Snowshoe Hare by beginning Population Simulation.
• 8, 11 October 2010: Define niche and explain how organisms fill niches in an ecosystem by describing the niche of a pika, and completeing and turning in Crossroads of Biodiversity Activity.
• 6, 7 October 2010: Explain how varoius organisms survive in their biomes by beginning part 2 of Crossroads of Biodiversity Questions
• 4, 5 October 2010: Debriefed trophic levels and related the different levels of consumber to herbivores, carnivores, and omnivores.  Discussed and defined biodiversity in a biome by completing and discussing Part 1 of Crossroads of Biodiversity Questions
• 30 September, 1 October 2010: Discussed trophic levels in an ecosystem, including producers, primary consumers, secondary consumers, scavengers, and decomposers.  Apply those concepts to complete the Trophic Level Investigation.
• 28, 29 September 2010: Cornell notes on section 3-2 and discussed questions about the reading.
• 24, 27 September 2010: Compare and contrast the flow of matter (nutrients) through the biosphere and the flow of energy through the biosphere.  Completed and discussed class food web activity based on species found in Colorado National Monument.
• 22, 23 September 2010: Analyze and describe the main nutrient cycles, water, carbon, nitrogen, and phosphorous.  Used diagrams and section 3-3 to complete Nutrient Cycles Investigation packet.
• 20, 21 September 2010: Compare and contrast qualitiatve and quantitative observations, discuss how inferences are made, and took quiz over characteristics of living things, observations and inferences.
• 15, 16 September 2010: Cornell lecture notes on Making Scientific Observations presentation, use observations to infer if things in garden area are living or not living
• 13, 14 September 2010: Complete Climatographs and Analysis Questions
• 9, 10 September 2010: Begin Climatograph Activity in computer lab
• 8 September 2010: Summarize Chapter 4-1, Webquest: choose a biome from chapter 4-3, list animals and plants that live in that biome worldwide, compare and contrast the the features of the animals and then the plants that allow these organisms to survive
• 7 September 2010: Compare and Contrast Biotic and Abiotic Factors, Discuss factors that influence climate (Chapter 4-1)
• 3 September 2010: Cornell notes practice on Chapter 3-1, Compare and Contrast Biotic and Abiotic Factors
• 2 September 2010: Review 1-3, Cornell notes on Chapter 3-1
• 31 August, 1 September 2010: Cornell notes on Chapter 1-3
• 26, 30 August 2010: Safety Quiz
• 24, 25 August 2010: Safety Rules and Procedures
• 20,23 August 2010: Colorado Life Zone Poster Activity
• 18, 19 August 2010: The Way of the Knowledge Warrior