All Classes
Complete a table comparing the beneficial and harmful qualities of bacteria, protists and fungi
Discuss role of these three kingdoms in an ecosystem
Standard 9 test rescheduled for Wednesday, January 20
Thursday, January 14
All Classes
Complete table comparing the 6 kingdoms
Discuss the role of Fungi as heterotrophs
Construct a sentence for each kingdom that excludes that kingdom based on its characteristics
(Example: Plants are multicellular autotrophs)
pg 249 AHSGE spiral workbook
Complete table comparing the 6 kingdoms
Discuss the role of Fungi as heterotrophs
Construct a sentence for each kingdom that excludes that kingdom based on its characteristics
(Example: Plants are multicellular autotrophs)
pg 249 AHSGE spiral workbook
Wednesday, January 13
All Classes
Standard 9 Quiz (Standards 9.0 - 9.1 - 9.5)
Dichotomous Keys due
Compare 6 Kingdoms based on the following characteristics:
1) Prokaryotic or Eukaryotic
2) Multicellular or Unicellular
3) Heterotrophic or Autotrophic
4) Precence or lack of cell wall
5) Precence or lack of organ systems
Standard 9 Quiz (Standards 9.0 - 9.1 - 9.5)
Dichotomous Keys due
Compare 6 Kingdoms based on the following characteristics:
1) Prokaryotic or Eukaryotic
2) Multicellular or Unicellular
3) Heterotrophic or Autotrophic
4) Precence or lack of cell wall
5) Precence or lack of organ systems
Tuesday, January 12
All Classes
Conclude Dichotomous Key project in class. Dichotomous key due at end of class or complete for homework.
Standard 9 Quiz Wednesday 1/13!
Conclude Dichotomous Key project in class. Dichotomous key due at end of class or complete for homework.
Standard 9 Quiz Wednesday 1/13!
Standard 9
We are working on Standard 9
9.0 Differentiate between the previous 5-kingdom and current 6-kingdom classification system
9.1 Sequencing the taxa from most inclusive to least inclusive in the classification of living things
9.2 Identifying organisms using a dichotomous key
9.3 Identifying ways in which organisms from the Monera, Protista and Fungi kingdom are beneficial and harmful (Examples: benficial - decomposers; harmful - diseases)
9.4 Justifying the grouping of viruses in a category separate from living things
9.5 Writing scientific names accurately by using binomial nomenclature
9.0 Differentiate between the previous 5-kingdom and current 6-kingdom classification system
9.1 Sequencing the taxa from most inclusive to least inclusive in the classification of living things
9.2 Identifying organisms using a dichotomous key
9.3 Identifying ways in which organisms from the Monera, Protista and Fungi kingdom are beneficial and harmful (Examples: benficial - decomposers; harmful - diseases)
9.4 Justifying the grouping of viruses in a category separate from living things
9.5 Writing scientific names accurately by using binomial nomenclature
Monday, January 11
All Classes
Students are given 16 shapes (4 of each in differening colors: triangle, circle, square, star). Working in groups of 4, group the specimens into genera of 2 or 3 species and give each one a scientific name using the rules of binomial nomenclature.
Construct a dichotomous key to identify each sample individually.
Students are given 16 shapes (4 of each in differening colors: triangle, circle, square, star). Working in groups of 4, group the specimens into genera of 2 or 3 species and give each one a scientific name using the rules of binomial nomenclature.
Construct a dichotomous key to identify each sample individually.
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