WELCOME TO BIOLOGYMs. Disty and Mr. Robert

What we are learning for Biology

Cells

DNA and Genetics

Human Body

Taxonomy

Biodiversity

Evolution

What we are learning for English

Reading (Fiction & Non-Fiction)

Writing (Fiction & Non-Fiction)

Speaking (Debate, Speech, Presentation)

Listening

ELPS (English Language Proficiency Standard

Materials to bring everyday

Notebook (for notes)

Writing utensil (pen/pencil)

Laptop (only take it out when needed)

Classroom Rules Be on time

Be respectful to others

If somebody is talking, do not talk

Raise your hand to talk

One person at a time can leave the classroom

No cell phones out at any time. First time: Taken during class Second time: Student can pick up after school Third Time: Student can pick up the next day.

Clean up after yourself.

Put your books away when done.

Tardy: If you have more than five tardies, it would be

counted as an absence.

Form to fill when absent

Form to fill when Tardy

Form to fill when leaving Classroom

ACTIVITYBINGO GAME

FIND PEOPLE THAT HAVE THESE THINGS, AND ONCE YOU GET FIVE PEOPLE DIAGONALLY AND IN A LINE

Outcome for Term 1

Students are able to relate the phenomena of a single cell to a life of a single organism

Key terms Can analyze the various theories of cell.

Can evaluate the difference between between prokaryotes and eukaryotes.

Can analyze process related to biology that happen in cell (DNA replication, RNA Transcription, Protein Synthesis, Photosynthesis, Respiration, Cell Transport, stages of Mitosis and Meiosis)

Can explain how cells interact with their extra-cellular environment to maintain their internal environment within prescribed physiological limits

Can compare and contrast how do unicellular life and multicellular life maintain homeostasis.

Can explain and describe through example on how multicellular life work together to organize into tissue, organ, and organism.

Can determine controls of the development of cells and tissues in multicellular organism.

Can create a concept about how the multicellular organism grow, based on how cells grow and reproduce.

EnglishOutcomes for Term 1

Speaking

Reading (non fiction)

Writing (Expository,Functional text)

Speaking (presenting)

Listening

ELPS

English Key terms

English Key terms

English Key terms

Set up EdmodoBy: August 21, 2013

Weebly blogWeebly blog will be for daily journal. In the

journal you will write the following things after class: What did you learn today? Is there something that is still confusing

you? Is there something that you don’t

understand at all? Write a question that you want answered

It can be about Highscope About the class Or about the content

PRE-ASSESSMENTPlease put everything away

Take out a pencil or a pen

Please don’t look at another student’s paper

Please turn in the paper to me when you are done.

Cell TheoryRobert Hooke:

Almost all cells are too small to see without the aid of a microscope.

Finally in the late 1500’s the compound microscope was invented, and it was one of the early step towards discovery

Cell Theory 2In 1665 Robert Hooke used a three-

lens compound microscope to examine thin slices of bark.

Hooke saw tiny hollow

Compartments which looks

Like rooms in a monastery.

• Hooke gave them the name cells

Discoveries and Assumptions

If someone were to tell you that people once believed that maggots came from rotting meat or that rats came from damp roofs, you would quickly write the person off as being very weird. However this is what many people thought until 250 years ago.

These beliefs were based upon an idea called “spontaneous generation.”

WHY DO YOU THINK PEOPLE ACCEPTED THIS ABSURD IDEA? HOW WAS THE IDEA FINALLY PUT TO REST?

HOW CAN WE DISCOVER MORE THINGS ABOUT

CELLS? WHAT SHOULD WE DEVELOP, INVENT OR DO TO KNOW MORE

ABOUT CELLS OTHER THAN WHAT ROBERT HOOKE REPORTED?

The next discoveryA textile worker used a more complex and

powerful lens than what Robert Hooke used and he was discover more.

WHAT DO YOU THINK HE WAS ABLE TO DISCOVER ABOUT CELLS?

THE CELL THEORY: HISTORICAL

PERSPECTIVE• PLEASE HAVE ONE OR TWO PEOPLE IN YOUR TABLE GET A

LAPTOP OUT.• GET A BUTCHER PAPER FROM ME.

Questions 11. How did Janssen's, Hooke's, and Leewenhoek's work contribute to the work of the scientists that came after them?

2. How would our lives be different if we had never realized the existance of microorganisms? Provide at least one example to support your answer. 

3. Describe the concept of spontaneous generation. Why do you think it took such a long time for people to accept that this idea was incorrect?

4. How do you think the cell theory impacted later scientific discoveries? Explain your answer. 

Questions 25. The microscope and numerous experiments lead to the rejection of spontaneous generation. This idea had been accepted by most people, including scientists, for over 200 years. How does this demonstrate the true nature of science?

6. Review Pasteur's experiment. Relate his experiment to the scientific method.

a. What was Pasteur's question?

b. State a reasonable hypothesis based upon this question.

c. What was the independent variable in Pasteur's experiment? What was the dependent variable?

d. What did Pasteur conclude from his experiment? 

7. Examine your timeline. How long did it take to develop the cell theory? What does this imply about the formulation of a theory?

8. Why do we still consider the cell theory a theory? Explain your answer.