ecology2

Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.

Enduring understanding 2.A: Growth, reproduction and maintenance of the organization of living systems require free energy and matter.

Essential knowledge 2.A.1: All living systems require constant input of free energy.

f. Changes in free energy availability can result in disruptions to an ecosystem.
      To foster student understanding of this concept, instructors can choose an illustrative example such as:
         •  Change in the producer level can affect the number and size of other trophic levels
         •  Change in energy resources levels such as sunlight can affect the number and size of the trophic levels

LO 2.2 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems. [See SP 6.1]

LO 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. [See SP 6.4]

Essential knowledge 2.A.3: Organisms must exchange matter with the environment to grow, reproduce and maintain organization.

        a. Molecules and atoms from the environment are necessary to build new molecules.
          Evidence of student learning is a demonstrated understanding of each of the following:
           1. Carbon moves from the environment to organisms where it is used to build carbohydrates, proteins, lipids or nucleic acids.
                 Carbon is used in storage compounds and cell formation in all organisms.

2. Nitrogen moves from the environment to organisms where it is used in building proteins and nucleic acids. Phosphorus moves from the
environment to organisms where it is used in nucleic acids and certain lipids.

LO 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. [See SP 1.1, 1.4]

Essential knowledge 2.C.2: Organisms respond to changes in their external environments.
            a. Organisms respond to changes in their environment through behavioral and physiological mechanisms.
                   To foster student understanding of this concept, instructors can choose an illustrative example such as:
                      • Photoperiodism and phototropism in plants
                      • Hibernation and migration in animals
                      • Taxis and kinesis in animals
                      • Chemotaxis in bacteria, sexual reproduction in fungi
                      • Nocturnal and diurnal activity: circadian rhythms
                      • Shivering and sweating in humans

✘✘ No specific behavioral or physiological mechanism is required for teaching the above concepts. Teachers are free to choose the mechanism that best fosters student understanding.

Learning Objective:

LO 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their
external environment. [See SP 4.1]

LO 2.42 The student is able to pose a scientific question concerning the behavioral or physiological response of an organism to a change in its environment. [See SP 3.1]

Enduring understanding 2.D: Growth and dynamic homeostasis of a biological system are influenced by changes in the system's environment

Essential knowledge 2.D.1: All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic
and abiotic interactions involving exchange of matter and free energy.

                 a. Cell activities are affected by interactions with biotic and abiotic factors.
                 To foster student understanding of this concept, instructors can choose an illustrative example such as:
                 •  Cell density
                 •  Biofilms
                 •  Temperature
                 •  Water availability
                 •  Sunlight

                  b. Organism activities are affected by interactions with biotic and abiotic factors. [See also 4.A.6]
                  To foster student understanding of this concept, instructors can choose an illustrative example such as:
               •  Symbiosis (mutualism, commensalism, parasitism)
                  •  Predator-prey relationships
                  •  Water and nutrient availability, temperature, salinity, pH

                  c. The stability of populations, communities and ecosystems is affected by interactions with biotic and abiotic factors.
                       [See also 4.A.5, 4.A.6]
                   To foster student understanding of this concept, instructors can choose an illustrative example such as:
                  •  Water and nutrient availability
                     •  Availability of nesting materials and sites
                     •  Food chains and food webs
                  •  Species diversity
                  •  Population density
                  •  Algal blooms
                    ✘✘ No specific example is required for teaching the above concepts. Teachers are free to choose an example that best
                                          fosters student understanding.

Learning Objectives:
LO 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems. [See SP 1.3, 3.2]

LO 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions. [See SP 4.2, 7.2]

LO 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems). [See SP 5.1]

Essential knowledge 2.C.2: Organisms respond to changes in their

external environments.

a. Organisms respond to changes in their environment through

behavioral and physiological mechanisms.

To foster student understanding of this concept, instructors can

choose an illustrative example such as:

• Photoperiodism and phototropism in plants

• Hibernation and migration in animals

• Taxis and kinesis in animals

• Chemotaxis in bacteria, sexual reproduction in fungi

• Nocturnal and diurnal activity: circadian rhythms

• Shivering and sweating in humans

✘✘ Noor stpaecihfiincgbethheavaiboorvael ocronpcheysti.oTlogaicchaermeacrheafneiesmoicshroequeirtehde l

f ec

mechanism that best fosters student understanding.

Learning Objective:

LO 2.42 The student is able to pose a scientific question concerning the behavioral or physiological response of an organism to a change in its environment. [See SP 3.1]

Essential knowledge 2.D.3: Biological systems are affected by disruptions to their dynamic homeostasis.

          b. Disruptions to ecosystems impact the dynamic homeostasis or balance of the ecosystem.
            To foster student understanding of this concept, instructors can choose an illustrative example such as:
              •  Invasive and/or eruptive species
            •  Human impact
              •  Hurricanes, floods, earthquakes, volcanoes, fires
            •  Water limitation
            •  Salination
       ✘✘ No specific system is required for teaching the above concepts. Teachers are free to choose the system that best fosters
                      student understanding.

Learning Objective:
LO 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [See SP 1.4]

Enduring understanding 2.E: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.

Essential knowledge 2.E.3: Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection.

         a. Individuals can act on information and communicate it to others.
            Evidence of student learning is a demonstrated understanding of each of the following:
               1. Innate behaviors are behaviors that are inherited.

2. Learning occurs through interactions with the environment and other organisms.

        b. Responses to information and communication of information are vital to natural selection. [See also 2.C.2]
          Evidence of student learning is a demonstrated understanding of each of the following:
                    1. In phototropism in plants, changes in the light source lead to differential growth, resulting in maximum exposure of leaves to light f
                         or photosynthesis.

2. In photoperiodism in plants, changes in the length of night regulate flowering and preparation for winter.

                    3. Behaviors in animals are triggered by environmental cues and are vital to reproduction, natural selection and survival.
                   Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
                  •  Hibernation
                  •  Estivation
                         •  Migration
                         •  Courtship

                    4. Cooperative behavior within or between populations contributes to the survival of the populations.
                    Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
                     •  Availability of resources leading to fruiting body formation in fungi and certain types of bacteria
                     •  Niche and resource partitioning
                     •  Mutualistic relationships (lichens; bacteria in digestive tracts of animals; mycorrhizae)
                     •  Biology of pollination

Learning Objectives:
LO 2.38 The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection. [See SP 5.1]

LO 2.39 The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms. [See SP 6.1]

LO 2.40 The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior. [See SP 7.2]

Enduring understanding 3.E: Transmission of information results in changes within and between biological systems.

Essential knowledge 3.E.1: Individuals can act on information and communicate it to others.

       a. Organisms exchange information with each other in response to internal changes and external cues, which can change behavior.
         Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
           •  Fight or flight response
          •  Predator warnings
            •  Protection of young
            •  Plant-plant interactions due to herbivory
            •  Avoidance responses

        b. Communication occurs through various mechanisms.
           Evidence of student learning is a demonstrated understanding of each of the following:
              1. Living systems have a variety of signal behaviors or cues that produce changes in the behavior of other organisms and can result in
                      differential reproductive success.
                      To foster student understanding of this concept, instructors can choose an illustrative example such as:
                  •  Herbivory responses
               •  Territorial marking in mammals
                  •  Coloration in flowers
                   2. Animals use visual, audible, tactile, electrical and chemical signals to indicate dominance, find food, establish territory and ensure
                        reproductive success.
                    To foster student understanding of this concept, instructors can choose an illustrative example such as:
                •  Bee dances
                      •  Birds songs
                •  Territorial marking in mammals
                •  Pack behavior in animals
                  •  Herd, flock, and schooling behavior in animals
               •  Predator warning
                  •  Colony and swarming behavior in insects
                •  Coloration

           c. Responses to information and communication of information are vital to natural selection and evolution. [See also 1.A.2]

               Evidence of student learning is a demonstrated understanding of the following:
                   1. Natural selection favors innate and learned behaviors that increase survival and reproductive fitness.
                   Students should be able to demonstrate understanding of the above concept by using an illustrative example such as:
                  •  Parent and offspring interactions
                •  Migration patterns
                  •  Courtship and mating behaviors
                  •  Foraging in bees and other animals
                  •  Avoidance behavior to electric fences, poisons, or traps

                   2. Cooperative behavior tends to increase the fitness of the individual and the survival of the population.
                  To foster student understanding of this concept, instructors can choose an illustrative example such as:
                •  Pack behavior in animals
                  •  Herd, flock and schooling behavior in animals
                •  Predator warning
                   •  Colony and swarming behavior in insects
                     ✘✘ The details of the various communications and community behavioral systems are beyond the scope of the course and the
                                     AP Exam

Learning Objectives:
LO 3.40 The student is able to analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior. [See SP 5.1]

LO 3.41 The student is able to create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior. [See SP 1.1]

LO 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues. [See SP 7.1]

Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.

Enduring understanding 4.A: Interactions within biological systems lead to complex properties.

Essential knowledge 4.A.5: Communities are composed of populations of organisms that interact in complex ways.

a. The structure of a community is measured and described in terms of species composition and species diversity.

          b. Mathematical or computer models are used to illustrate and investigate population interactions within and environmental impacts on a
               community. [See also 3.E.1]
             To foster student understanding of this concept, instructors can choose an illustrative example such as:
               •  Predator/prey relationships spreadsheet model
             •  Symbiotic relationship
               •  Graphical representation of field data
               •  Introduction of species
               •  Global climate change models

          c. Mathematical models and graphical representations are used to illustrate population growth patterns and interactions.
               Evidence of student learning is a demonstrated understanding of each of the following:
                    1. Reproduction without constraints results in the exponential growth of a population.

2. A population can produce a density of individuals that exceeds the system's resource availability.

3. As limits to growth due to density-dependent and density- independent factors are imposed, a logistic growth model generally
ensues.

4. Demographics data with respect to age distributions and fecundity can be used to study human populations.

Learning Objectives:
LO 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities. [See SP 1.4, 4.1]

LO 4.12 The student is able to apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways. [See SP 2.2]

LO 4.13 The student is able to predict the effects of a change in the community's populations on the community. [See SP 6.4]

Essential knowledge 4.A.6: Interactions among living systems and with their environment result in the movement of matter and energy.

a. Energy flows, but matter is recycled. [See also 2.A.1]

b. Changes in regional and global climates and in atmospheric composition influence patterns of primary productivity.

c. Organisms within food webs and food chains interact. [See also 2.D.1]

d. Food webs and food chains are dependent on primary productivity.

          e. Models allow the prediction of the impact of change in biotic and abiotic factors.
                 Evidence of student learning is a demonstrated understanding of each of the following
                1. Competition for resources and other factors limits growth and can be described by the logistic model.

2. Competition for resources, territoriality, health, predation, accumulation of wastes and other factors contribute to density-
dependent population regulation.

          f. Human activities impact ecosystems on local, regional and global scales. [See also 2.D.3]
              Evidence of student learning is a demonstrated understanding of each of the following:
                   1. As human populations have increased in numbers, their impact on habitats for other species have been magnified.

2. In turn, this has often reduced the population size of the affected species and resulted in habitat destruction and, in some cases,
the extinction of species.

g. Many adaptations of organisms are related to obtaining and using energy and matter in a particular environment. [See also 2.A.1, 2.A.2]

Learning Objectives:
LO 4.14 The student is able to apply mathematical routines to quantities that describe interactions among living systems and their environment, which result in the movement of matter and energy. [See SP 2.2]

LO 4.15 The student is able to use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy. [See SP 1.4]

LO 4.16 The student is able to predict the effects of a change of matter or energy availability on communities.[See SP 6.

               To foster student understanding of this concept, instructors can choose an illustrative example such as:
                •  Loss of keystone species
              •  Kudzu
              •  Dutch elm disease

Learning Objective:
LO 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance. [See SP 5.2]

Essential knowledge 4.B.4: Distribution of local and global ecosystems changes over time.

         a. Human impact accelerates change at local and global levels. [See also 1.A.2]
            To foster student understanding of this concept, instructors can choose an illustrative example such as:
              •  Logging, slash and burn agriculture, urbanization, monocropping, infrastructure development (dams, transmission lines, roads), and
                         global climate change threaten ecosystems and life on Earth.
              •  An introduced species can exploit a new niche free of predators or competitors, thus exploiting new resources.
              •  Introduction of new diseases can devastate native species.
                      Illustrative examples include:
                   •  Dutch elm disease
                   •  Potato blight
                      •  Small pox [historic example for Native Americans]

             b. Geological and meteorological events impact ecosystem distribution.
               Evidence of student learning is a demonstrated understanding of the following:
                   1. Biogeographical studies illustrate these changes.
                       To foster student understanding of this concept, instructors can choose an illustrative example such as:
                    •  El Niño
                    •  Continental drift
                    •  Meteor impact on dinosaurs

Learning Objectives:
LO 4.20 The student is able to explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past. [See SP 6.3]

LO 4.21 The student is able to predict consequences of human actions on both local and global ecosystems. [See SP 6.4]

Enduring understanding 4.C: Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Essential knowledge 4.C.3: The level of variation in a population affects population dynamics.

          a. Population ability to respond to changes in the environment is affected by genetic diversity. Species and populations with little genetic
              diversity are at risk for extinction. [See also 1.A.1, 1.A.2, 1.C.1]
                 To foster student understanding of this concept, instructors can choose an illustrative example such as:
              •  California condors
                •  Black-footed ferrets
              •  Prairie chickens
                •  Potato blight causing the potato famine
                        • Corn rust affects on agricultural crops
                •  Tasmanian devils and infectious cancer

Learning Objectives:
LO 4.25 The student is able to use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population. [See SP 6.1]

LO 4.26 The student is able to use theories and models to make scientific claims and/or predictions about the effects of variation within populations on survival and fitness. [See SP 6.4]

Essential knowledge 4.C.4: The diversity of species within an ecosystem may influence the stability of the ecosystem.

a. Natural and artificial ecosystems with fewer component parts and with little diversity among the parts are often less resilient to changes in
the environment. [See also 1.C.1]

          b. Keystone species, producers, and essential abiotic and biotic factors contribute to maintaining the diversity of an ecosystem. The effects of
               keystone species on the ecosystem are disproportionate relative to their abundance in the ecosystem, and when they are removed from the
               ecosystem, the ecosystem often collapses.

Learning Objective:
LO 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability. [See SP 6.4]


EVOLUTION	MATTER & ENERGY	INFORMATION	INTERACTIONS

THESE ARE ARCHIVED VIDEOS FROM LAST YEAR'S ONLINE LIVE FEED REVIEWS Schedule	2017 AP BIO REVIEW Matter & Energy- Handouts to download	2017 AP BIO REVIEW -Evolution Handouts to download Review sheets Knuffke Evolution videos playlist Knuffke Evolution resources Knuffke Exam Review sheets	2017 AP BIO ONLINE REVIEW - Genetics & Information transfer Handouts to download
2017 AP BIO ONLINE REVIEW- Interactions Technical difficulties; Skip ahead to 21:08 min Handouts to download	2017 AP BIO ONLINE REVIEW- Quantitative skills Cancelled due to weather related power outage	2017 AP BIO ONLINE REVIEW Difficult/Complex topics	NEW LIVESTREAM REVIEW Released 2013 AP BIO EXAM Think Aloud FRI May 5 7pm EST Released 2013 AP BIO Exam 2017 AP BIO ONLINE REVIEW- LABS Starts at 7:49 min Slideshow Topics & answers Study plan
NEW LINK 2017 AP BIO REVIEW- Tips & Last minute things Livestream SUN May 7 1-2 PM EST	2016 AP BIO Final Pre-exam review 2016 DPHS Review session David Knuffke	Paul Anderson Bozeman Biology 2013 Review video 2014 Review video 2013 EXAM Reflections

MONDAY 4/9	TUESDAY 4/10	WEDNESDAY 4/11	THURSDAY 4/12	FRIDAY 4/13	SAT/SUN
					SATURDAY 4/15- 2017 AP BIO ONLINE REVIEW Matter & Energy- Livestream SAT April 15 1-2 pm EST Slideshow SUNDAY 4/16- 2017 AP BIO REVIEW -Evolution Livestream SUNDAY April 16 1-2 pm EST Slidesshow Review sheets
MONDAY 4/16	TUESDAY 4/17	WEDNESDAY 4/18	THURSDAY 4/19	FRIDAY 4/20	SAT/SUN
EVOLUTION TEST Chapters 23,24,25 METABOLISM TEST CORRECTIONS DUE by 3:30 pm HW: AP EXAM SURVEY Watch Bozeman Biogeochemical cycles and fill in ?'s in BILL by TOMORROW	TAKE HOME FRQ- Rock Pocket mice ?'s DUE Set up Transpiration lab Class time to work on test corrections Watch Bozeman Biogeochemical cycles and fill in ?'s in BILL by TOMORROW AP EXAM SURVEY	Measure plants Watch Bozeman Biogeochemical cycles video and fill in ?'s in BILL by TODAY AP EXAM SURVEY Ecology Slide show HW:Watch Bozeman video-Ecological Succession AND fill in video guide notes by wuerthapbiology in YOUR BILL by TOMORROW	Measure plants Watch Bozeman video-Ecological Succession AND fill in video guide notes by wuerthapbiology in YOUR BILL by TODAY IN CLASS-Watch Bozeman Videos- Exponential growth Logistic growth Do problems 1 & 2 by TOMORROW #3-#6 due TUES AP EXAM SURVEY Homecoming for Arts Wed schedule 1-7 Hrs assembly after7th hr	Measure plants Finish #1 and #2 by today LIMITING FACTORS How populations grow ? HW: Watch r and k selection and fill in Video guide by wuerthapbiology by MONDAY Finish #3-#6 by TUES From Jan Palmer & Jensi Kellogg-Andrus D2L Learning Power AP Biology Immune system project DUE 4/27	SAT 4/22 2017 AP BIO REVIEW - Genetics & Information transfer SUN 4/23 2017 AP BIO ONLINE REVIEW- Interactions PROM
MONDAY 4/23	TUESDAY 4/24	WEDNESDAY 4/25	THURSDAY 4/26	FRIDAY 4/27	SAT/SUN
Watch r and k selection and fill in Video guide by wuerthapbiology by TODAY Finish Ecology Slide show Lab 10 Energy dynamics Watch video from 7:30 to 12:15 Energy opener OTHER VIDEOS TO WATCH Niche Animal Behavior Information Exchange Aposematic Coloration Populations Ecosystems	Population problems #3-#6 due LUNCH Test Correction Help Assumptions Virtual Mark and recapture lab Don't use Chrome BILL- Mark and recapture Collect data in your BILL and estimate rabbit population In Class LAB Mark and capture activity Wolves in Yellowstone-Everything is connected AP EXAM SURVEY	Interpreting ecological graphs Transpiration lab Bozeman Transpiration lab Class data AP EXAM SURVEY HW: Transpiration lab due MONDAY	LUNCH Test Correction Help Card review Answers REVIEW Vocab pictionary AP EXAM SURVEY	Immune system project due MC TEST- ECOLOGY Group generator WATCH: Immune System video and make a concept map of ALL "the players" by TUESDAY	SAT April 29 2017 AP BIO ONLINE REVIEW- Quantitative skills Livestream 1-2 pm EST SUN April 30 2017 AP BIO ONLINE REVIEW Difficult/Complex topics Livestream 1-2 pm EST

Bozeman Biology Videos
Lab 12 Dissolved Oxygen	Biodiversity	Population Variation	Ecosystem Change	Populations	Ecosystems	Biogeochemical cycles	Animal Behavior
Niche	Communities	Ecological Succession	r and k selection	Aposematic Coloration	Population Modeling	Exponential Growth	Information Exchange
Lab 9 Transpiration
				eDNA
HHMI-Keystone and Trophic cascades	How Wolves change rivers	How whales change climate


What's the Deal with Carbon?	Tragedy of the Commons	Best Climate Change Advert	Girl Who Silenced the World for 5 minutes	Big Question What is Nature Worth	Big Question Is Earth Past the Tipping Point

Animals Save the Planet	Change the way you think about Everything	Change the way you Think about your Laptop	Change the way you Think about food	The World is where we live	The Power of One
		Crypitic coloration Dead Leaf Butterfly
Mr. W-Seven Ways to lose carbon	Before and After pix

UNIT 8 ECOLOGY
TOPIC 8.1 Responses to the Environment
ENDURING UNDERSTANDING ENE-3 Timing and coordination of biological mechanisms involved in growth, reproduction, and homeostasis depend on organisms responding to environmental cues.
LEARNING OBJECTIVE ENE-3.D Explain how the behavioral and/or physiological response of an organism is related to changes in internal or external environment.	ESSENTIAL KNOWLEDGE ENE-3.D.1 Organisms respond to changes in their environment through behavioral and physiological mechanisms. EXCLUSION STATEMENT—No specific behavioral or physiological mechanism is required for teaching this concept.
	ENE-3.D.2 Organisms exchange information with one another in response to internal changes and external cues, which can change behavior
ENDURING UNDERSTANDING ENE-3 Timing and coordination of biological mechanisms involved in growth, reproduction, and homeostasis depend on organisms responding to environmental cues.
LEARNING OBJECTIVE ENE-3.D Explain how the behavioral and/or physiological response of an organism is related to changes in internal or external environment.	ESSENTIAL KNOWLEDGE ENE-3.D.1 Organisms respond to changes in their environment through behavioral and physiological mechanisms. I ILLUSTRATIVE EXAMPLES § Photoperiodism and phototropism in plants § Taxis and kinesis in animals § Nocturnal and diurnal activity EXCLUSION STATEMENT—No specific behavioral or physiological mechanism is required for teaching this concept.
	ENE-3.D.2 Organisms exchange information with one another in response to internal changes and external cues, which can change behavior. ILLUSTRATIVE EXAMPLES § Fight-or-flight response § Predator warnings § Plant responses to herbivory

ENDURING UNDERSTANDING IST-5 Transmission of information results in changes within and between biological systems
LEARNING OBJECTIVE IST-5.A Explain how the behavioral responses of organisms affect their overall fitness and may contribute to the success of the population.	ESSENTIAL KNOWLEDGE IST-5.A.1 Individuals can act on information and communicate it to others.
	IST-5.A.2 Communication occurs through various mechanisms— a. Organisms have a variety of signaling behaviors that produce changes in the behavior of other organisms and can result in differential reproductive success ILLUSTRATIVE EXAMPLES § Territorial marking in mammals § Coloration in flowers b. Animals use visual, audible, tactile, electrical, and chemical signals to indicate dominance, find food, establish territory, and ensure reproductive success. ILLUSTRATIVE EXAAMPLES § Bird songs § Pack behavior in animals § Predator warnings § Coloration
	IST-5.A.3 Responses to information and communication of information are vital to natural selection and evolution— a. Natural selection favors innate and learned ILLUSTRATIVE EXAMPLES § Parent and offspring interactions § Courtship and mating behaviors § Foraging in bees and other animals b. Cooperative behavior tends to increase the fitness of the individual and the survival of the population. § Pack behavior in animals § Herd, flock, and schooling behavior in animals § Predator warning § Colony and swarming behavior in insects § Kin selection EXCLUSION STATEMENT—The details of the various communications and community behavioral systems are beyond the scope of the course and the AP Exam.

TOPIC 8.2 Energy Flow Through Ecosystems
ENDURING UNDERSTANDING ENE-1 The highly complex organization of living systems requires constant input of energy and the exchange of macromolecules.
LEARNING OBJECTIVE ENE-1.M Describe the strategies organisms use to acquire and use energy	ESSENTIAL KNOWLEDGE ENE-1.M.1 Organisms use energy to maintain organization, grow, and reproduce— a. Organisms use different strategies to regulate body temperature and metabolism. i. Endotherms use thermal energy generated by metabolism to maintain homeostatic body temperatures. ii. Ectotherms lack efficient internal mechanisms for maintaining body temperature, though they may regulate their temperature behaviorally by moving into the sun or shade or by aggregating with other individuals. b. Different organisms use various reproductive strategies in response to energy availability. ILLUSTRATIVE EXAMPLES § Seasonal reproduction in animals and plants § Life-history strategy (biennial plants, reproductive diapause c. There is a relationship between metabolic rate per unit body mass and the size of multicellular organisms—generally, the smaller the organism, the higher the metabolic rate. d. A net gain in energy results in energy storage or the growth of an organism. e. A net loss of energy results in loss of mass and, ultimately, the death of an organism.
ENE-1.N Explain how changes in energy availability affect populations and ecosystems.	ESSENTIAL KNOWLEDGE ENE-1.N.1 Changes in energy availability can result in changes in population size. ILLUSTRATIVE EXAMPLES § Food chains/webs § Trophic pyramids/ diagrams
	ENE.1.N.2 Changes in energy availability can result in disruptions to an ecosystem— a. A change in energy resources such as sunlight can affect the number and size of the trophic levels. b. A change in the producer level can affect the number and size of other trophic levels.
ENE-1.O Explain how the activities of autotrophs and heterotrophs enable the flow of energy within an ecosystem.	ENE-1.O.1 Autotrophs capture energy from physical or chemical sources in the environment— a. Photosynthetic organisms capture energy present in sunlight. b. Chemosynthetic organisms capture energy from small inorganic molecules present in their environment, and this process can occur in the absence of oxygen.
	ENE-1. O.2 Heterotrophs capture energy present in carbon compounds produced by other organisms. a. Heterotrophs may metabolize carbohydrates, lipids, and proteins as sources of energy by hydrolysis

TOPIC 8.3 Population Ecology
ENDURING UNDERSTANDING SYI-1 Living systems are organized in a hierarchy of structural levels that interact.
LEARNING OBJECTIVE SYI-1.G Describe factors that influence growth dynamics of populations.	ESSENTIAL KNOWLEDGE SYI-1.G.1 a. Populations comprise individual organisms that interact with one another and with the environment in complex ways. SYI-1.G.2 Many adaptations in organisms are related to obtaining and using energy and matter in a particular environment— Population growth dynamics depend on a number of factors. i Reproduction without constraints results in the exponential growth of a population.

TOPIC 8.4 Effect of Density of Populations
ENDURING UNDERSTANDING SYI-1 Living systems are organized in a hierarchy of structural levels that interact.
LEARNING OBJECTIVE SYI-1.H Explain how the density of a population affects and is determined by resource availability in the environment	ESSENTIAL KNOWLEDGE SYI-1.H.1 A population can produce a density of individuals that exceeds the system’s resource availability.
	SYI-1.H.2 As limits to growth due to density-dependent and density-independent factors are imposed, a logistic growth model generally ensues.

TOPIC 8.5 Community Ecology
ENDURING UNDERSTANDING ENE-4 Communities and ecosystems change on the basis of interactions among populations and disruptions to the environment
LEARNING OBJECTIVE ENE-4.A Describe the structure of a community according to its species composition and diversity	ESSENTIAL KNOWLEDGE ENE-4.A.1 The structure of a community is measured and described in terms of species composition and species diversity
ENE-4.B Explain how interactions within and among populations influence community structure.	ENE-4.B.1 Communities change over time depending on interactions between populations.
	ENE-4.B.2 Interactions among populations determine how they access energy and matter within a community
	ENE-4.B.3 Relationships among interacting populations can be characterized by positive and negative effects and can be modeled. Examples include predator/prey interactions, trophic cascades, and niche partitioning.
	ENE-4.B.4 Competition, predation, and symbioses, including parasitism, mutualism, and commensalism, can drive population dynamics.
ENE-4.C Explain how community structure is related to energy availability in the environment.	ENE-4.C.1 Cooperation or coordination between organisms, populations, and species can result in enhanced movement of, or access to, matter and energy

TOPIC 8.6 Biodiversity
ENDURING UNDERSTANDING SYI-3 Naturally occurring diversity among and between components within biological systems affects interactions with the environment.
LEARNING OBJECTIVE SYI-3.F Describe the relationship between ecosystem diversity and its resilience to changes in the environment	ESSENTIAL KNOWLEDGE SYI-3.F.1 Natural and artificial ecosystems with fewer component parts and with little diversity among the parts are often less resilient to changes in the environment.
	SYI-3.F.2 Keystone species, producers, and essential abiotic and biotic factors contribute to maintaining the diversity of an ecosystem.
SYI-3.G Explain how the addition or removal of any component of an ecosystem will affect its overall short-term and long term structure.	SYI-3.G.1 The diversity of species within an ecosystem may influence the organization of the ecosystem.
	SYI-3.G.2 The effects of keystone species on the ecosystem are disproportionate relative to their abundance in the ecosystem, and when they are removed from the ecosystem, the ecosystem often collapses

TOPIC 8.7 Disruptions to Ecosystems
ENDURING UNDERSTANDING EVO-1 Evolution is characterized by change in the genetic make-up of a population over time and is supported by multiple lines of evidence.
LEARNING OBJECTIVE EVO-1.O Explain the interaction between the environment and random or preexisting variations in populations.	ESSENTIAL KNOWLEDGE EVO-1.O.1 An adaptation is a genetic variation that is favored by selection and is manifested as a trait that provides an advantage to an organism in a particular environment.
	EVO-1.O.2 Mutations are random and are not directed by specific environmental pressures.
ENDURING UNDERSTANDING SYI-2 Competition and cooperation are important aspects of biological systems.
LEARNING OBJECTIVE SYI-2.AExplain how invasive species affect ecosystem dynamics.	ESSENTIAL KNOWLEDGE SYI-2.A.1 The intentional or unintentional introduction of an invasive species can allow the species to exploit a new niche free of predators or competitors or to outcompete other organisms for resources.
	SYI-2.A.2 The availability of resources can result in uncontrolled population growth and ecological changes.
SYI-2.B Describe human activities that lead to changes in ecosystem structure and/ or dynamics.	SYI-2.B.1 The distribution of local and global ecosystems changes over time.
	SYI-2.B.2 Human impact accelerates change at local and global levels— a. The introduction of new diseases can devastate native species. b. Habitat change can occur because of human activity
SYI-2.C Explain how geological and meteorological activity leads to changes in ecosystem structure and/or dynamics.	SYI-2.C.1 Geological and meteorological events affect habitat change and ecosystem distribution. Biogeographical studies illustrate these changes.

Chemistry of Life	Cells	Cell Division	Metabolism
Genetics	DNA, RNA, Proteins	Evolution	Parade
Plants	Body systems	Ecology	Exam Prep

MONDAY 4/10	TUESDAY 4/11	WEDNESDAY 4/12	THURSDAY 4/13	FRIDAY 4/15	SAT/SUN
Clicker review Kahoot HW: STUDY FOR EVOLUTION TEST TOMORROW TAKE HOME FRQ- Rock pocket mice ?'s due tomorrow	TAKE HOME FRQ- Rock Pocket mice ?'s DUE EVOLUTION TEST Chapters 23,24,25 HW: See to do list	Cell Respiration LAB DUE DNA TEST CORRECTIONS DUE BY 3:30pm MUST BE DONE IN MY ROOM! GLO trees HW: Watch Bozeman Biogeochemical cycles and fill in ?'s in BILL by TUESDAY	SPRING BREAK	SPRING BREAK	SATURDAY 4/15- 2017 AP BIO ONLINE REVIEW Matter & Energy- Livestream SAT April 15 1-2 pm EST SUNDAY 4/16- 2017 AP BIO REVIEW -Evolution Livestream SUNDAY April 16 1-2 pm EST
MONDAY 4/17	TUESDAY 4/18	WEDNESDAY 4/19	THURSDAY 4/20	FRIDAY 4/21	SAT/SUN
SPRING BREAK	Watch Bozeman Biogeochemical cycles video and fill in ?'s in BILL by TODAY Set up Transpiration lab Ecology Slide show	IN CLASS-Watch Bozeman Videos- Exponential growth Logistic growth Do problems 1& 2 by end of class and self check; HW: Finish #3-#6 by MONDAY From Jan Palmer & Jensi Kellogg-Andrus D2L Learning Power AP Biology	Watch Bozeman video-Ecological Succession AND fill in video guide notes in YOUR BILL by TODAY	Immune system project DUE	SAT 4/22 2017 AP BIO REVIEW - Genetics & Information transfer Livestream SAT April 22 1-2 pm EST SUN 4/23 2017 AP BIO ONLINE REVIEW- Interactions Livestream SUNDAY April 23, 2017 1-2 pm EST PROM
MONDAY 4/24	TUESDAY 4/25	WEDNESDAY 4/26	THURSDAY 4/27	FRIDAY 4/28	SAT/SUN
			Mark and capture activity Assumptions HW: 1. 2. DO virtual Mark and recapture simulation Collect data in your BILL and estimate rabbit population by TUESDAY	Population problems #3-#6 due Bozeman-Cycles video Draw cycles HW: 1. DO virtual Mark and recapture simulation Collect data in your BILL and estimate rabbit population by TUESDAY 2. Watch Bozeman video-Ecological Succession AND fill in video guide notes in YOUR BILL by MONDAY	SAT April 29 2017 AP BIO ONLINE REVIEW- Quantitative skills Livestream 1-2 pm EST SUN April 30 2017 AP BIO ONLINE REVIEW Difficult/Complex topics Livestream 1-2 pm EST
MONDAY 5/1	TUESDAY 5/2	WEDNESDAY 5/3	THURSDAY 5/4	FRIDAY 5/5
Transpiration lab graphs/discussion DUE TODAY Population Ecology r and k selection Video guide Ecology TO DO LIST HW: Watch Bozeman video- Ecosystems by WED	BILL-Virtual Mark and capture activity due Wolves in Yellowstone-Everything is connected HW: Watch these Bozeman videos & Take notes in your BILL by FRIDAY Niche Animal Behavior Information Exchange Aposematic Coloration Populations Ecological Succession	Lab 10 Energy dynamics Energy opener Watch Bozeman Ecosystems video and take notes in BILL by today REVIEW Vocab pictionary HW: Preview PAST ECOLOGY FRQ's Watch these Bozeman videos & Take notes in your BILL by FRIDAY Niche Animal Behavior Information Exchange Aposematic Coloration Populations Ecological Successi	Interpreting ecological graphs due IN CLASS GROUP ESSAY PAST ECOLOGY FRQ's	Watch all videos by today Niche Animal Behavior Information Exchange Aposematic Coloration Populations Ecological Succession REVIEW FOR TEST MONDAY Card review Answers HW: Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by THURS	SAT 5/6 2017 AP BIO ONLINE REVIEW- LABS Livestream 1-2 pm EST SUNDAY 5/7 2017 AP BIO REVIEW- Tips & Last minute things Livestream 1-2 PM EST Happy Mother's Day Play this video for your "MOM" or "significant other person" STUDY STUDY STUDY Email me with any last minute ?'s Get a good night's sleep! Eat breakfast Monday AM before the Exam! GOOD LUCK!
MONDAY 4/11	TUESDAY 4/12	WEDNESDAY 4/13	THURSDAY 4/14	FRIDAY 4/15
MC TEST- Ecology: HW: Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by THURS Take the AP BIO Survey	Exit pass: Structure/function post it HW: Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by THURS Take the AP BIO Survey	Watch Bozeman Biology Homeostasis Hugs Countercurrent flow Act it out Homeostatic Loops HW: Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by TOMORROW	Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by TODAY Hormone match opener Positive/Negative Feedback HW: Find your Kinds of transport innerves and muscles from transport chapter	Clicker review w/ answers AP BIO REVIEW CARDS VIDEO Review cards HW:
MONDAY 4/18	TUESDAY 4/19	WEDNESDAY 4/20	THURSDAY 4/21	FRIDAY 4/22
AP BIO PRACTICE EXAM	AP BIO PRACTICE EXAM
MONDAY 4/25	TUESDAY 4/26	WEDNESDAY 4/27	THURSDAY 4/28	FRIDAY 4/29		SATURDAY/SUNDAY
Nervous system Find your Kinds of transport in nervesand muscles from transport chapter by today Set up Learning Library logins Nervous System Pick 3 Misconceptions From Anna Gallardo HW: Misconceptions- respond to 3 for MONDAY Use your online Campbell link Complete BIOFLIX 48.3 How do neurons work? & Chap 48.4 How does a synapse work? by WED STUDY STUDY STUDY	REVIEW Share your 3 Misconceptions From Anna Gallardo Watch Plant Control video and fill in chart in BILL Fight or Flight video HW: Use your online Campbell link Complete BIOFLIX 48.3 How do neurons work? & Chap 48.4 How does a synapse work? by WED STUDY STUDY STUDY	REVIEW How does a synapse work? & How do neurons work? DUE Mrs. Doss-AP Exam Blood pH & Buffers Blood pH & buffers HW: Fill in BILL pH homeostasis STUDY STUDY STUDY	Make a connection opener #1 Make a connection opener #2 REVIEW Review video-Ask Mr. Anderson a ? HW: STUDY STUDY STUDY	REVIEW Check BILL blood pHhomeostasis Biomolecules concept map review2 2013 Review videoH HW: STUDY STUDY STUDY
MONDAY 5/2	TUESDAY 5/3	WEDNESDAY 5/4	THURSDAY 5/5	FRIDAY 5/6		SATURDAY/SUNDAY
AP Chemistry STUDY STUDY STUDY Find these organizers you made Osmosis compare Mito/chloro venn Cell compare nerve & muscle transport 1 and 2 Nerve/muscle transport Transport comparison Tonic comparison Water will move Know your molecules #1 Pro/eukaryote venn Know your molecules #2 Photosynthesis Venn Alt gen comparison Know your LIFE CYCLES Prokaryote venn	AP Calculus Lab review by Kim Foglia	AP English Lit & Comp AP Physics B-PM REVIEWS FROM Vanessa Morris-O'Hearn Math Review Cells, Communication, Molecular Review Chemistry, Photosynthesis, Respiration Review Evolution Review 7 steps to Kevin Bacon (AP BIO) Vocab for Kevin Bacon AP Bio	REVIEWSTUDY STUDY STUDY HW: Mr Anderson 2013 Review video Starts with G Starts with C Ends with -tion Pictionary What's the difference?	AP US HISTORY EU/sticky note posters modified from Frankie Tate & Ms. Morris-O'Hearn STUDY STUDY STUDY Card review mini HW: Use the Exam Prep link and try 2 review games/quizzes		Happy Mother's Day Play this video for your "MOM" STUDY STUDY STUDY Watch Mr Anderson's 2014 Review video Email me with any last minute ?'s Get a good night's sleep! Eat breakfast Monday AM before the Exam! GOOD LUCK!
MONDAY 5/9	TUESDAY 5/10	WEDNESDAY 5/11	THURSDAY 5/12	FRIDAY 5/13
AP BIO AP Physics-PM	AP Gov't & Politics Biology Cookie decorating contest What I wish I knew?	AP English- Lang & Comp AP Statistics-PM	AP Macro-Econ	Human Geography AP MicroEcon-PM

MONDAY 3/30	TUESDAY 3/31	WEDNESDAY 4/1	THURSDAY 4/2	FRIDAY 4/3
BODY SYSTEMS-Endocrine project due Ecology TO DO LIST Watch Bozeman Videos-Exponential growth Logistic growth Do problems 1 & 2 by end of class and self check; HW: Finish #3-#6 by TOMORROW From Jan Palmer & Jensi Kellogg-Andrus D2L Learning Power AP Biology HW: Watch Bozeman video-Ecosystems by WED	Population problems #1-#6 due Mark and capture activity Assumptions HW: Bozeman video- Biogeochemical cycles Fill in Video guide in BILL due by TUES	EVOLUTION TEST CORRECTIONS DUE Watch Bozeman Ecosystems video and take notes in BILL by today Home Range Activity from Fred &Teresa Holtzclaw Home Range Check home range maps HW: 1. DO virtual Mark and recapture simulation Collect data in your BILL and estimate rabbit population by THURS 2. Watch Bozeman Biogeochemical cycles and fill in ?'s in BILL by TUES 3. Watch Bozeman video-Ecological Succession AND fill in video guide notes in YOUR BILL by WED	NO SCHOOL	NO SCHOOL
MONDAY 4/6	TUESDAY 4/7	WEDNESDAY 4/8	THURSDAY 4/9	FRIDAY 4/10
NO SCHOOL	Watch Bozeman Biogeochemical cycles andfill in ?'s in BILL by TODAY Ecology Slide show HW: DO Mark and recapture simulation Collect data in your BILL and estimate rabbit population by THURS	Watch Bozeman video-Ecological Succession AND fill in video guide notes in YOUR BILL by TODAY Finish slide show	DO Mark and recapture simulation Collect data in your BILL and estimate rabbit population DUE TODAY Bozeman videos Niche Animal Behavior Information Exchange r and k selection Video guide Aposematic Coloration	Mark & Recapture ?'s due Home Range ?'s due Watch all videos by today Use your Course & Exam description book to write 1 GOOD multiple choice question. Include the Essential Knowledge, Learning Objective and Science practice used. DUE TUES Wolves in Yellowstone-Everything is connected!
MONDAY 4/13	TUESDAY 4/14	WEDNESDAY 4/15	THURSDAY 4/16	FRIDAY 4/17
LAB DAY AM Go to Nature Park Data collection Spurious correlations Bozeman-AP BIOLOGY LABS Part 2 Lab 10 Energy dynamics Energy opener Lab 9 Transpiration Collect data for Transpiration lab	1 GOOD multiple choice question Include the Essential Knowledge, Learning Objective and Science practice DUE Collect data for Transpiration lab Finish up LAB DAY activities HW: Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by TUES Body system project-Immune system due MONDAY	Collect data for Transpiration lab Work on labs, take home Ecology test, etc HW: Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by TUES Body system project-Immune system due MONDAY	Short Schedule-Assembly Collect data for Transpiration lab Transport in plants Cohesion cats IN class group essay HW: Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" by TUES Body system project-Immune system due MONDAY	ECOLOGY TAKE HOME TEST DUE IN CLASS ESSAY PAST ECOLOGY FRQ's AP BIO REVIEW CARDS VIDEO Review cards Collect data for Transpiration lab HW: Body system project-Immune system due MONDAY
MONDAY 4/20	TUESDAY 4/21	WEDNESDAY 4/22	THURSDAY 4/23	FRIDAY 4/24	SATURDAY 4/25
Body System Project-Immune system due Signal Transduction Cell Communication Exit pass: Structure/function post it Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" DUE tomorrow	Watch Bozeman Bio Immune System video and make a concept map of ALL "the players" DUE TODAY Watch Bozeman Biology Homeostasis Hugs Countercurrent flow Act it out Homeostatic Loops Write 5 ?'s with EK's & LO's/SP's due Friday	Positive/Negative Feedback Hormone All about me Due WED Fight or Flight	Hormone match opener Clicker review w/ answers HW: Find your Kinds of transport in nerves and muscles from transport chapter	Nervous system Find your Kinds of transport innerves and muscles from transport chapter by today Set up Learning Library logins Nervous System Pick 3 Misconceptions From Anna Gallardo HW: Misconceptions- respond to 3 for MONDAY Use your online Campbell link Complete BIOFLIX 48.3 How do neurons work? & Chap 48.4How does a synapse work? by WED STUDY STUDY STUDY	PROM
MONDAY 4/27	TUESDAY 4/28	WEDNESDAY 4/29	THURSDAY 4/30	FRIDAY 5/1
REVIEW Share your 3 Misconceptions From Anna Gallardo Watch Plant Control video and fill in chart in BILL Fight or Flight video HW: Use your online Campbell link Complete BIOFLIX 48.3 How do neurons work? & Chap 48.4 How does a synapse work? by WED STUDY STUDY STUDY	REVIEW How does a synapse work? & How do neurons work? DUE Mrs. Doss-AP Exam Blood pH & Buffers Blood pH & buffers HW: Fill in BILL pH homeostasis STUDY STUDY STUDY	Make a connection opener #1 Make a connection opener #2 REVIEW Review video-Ask Mr. Anderson a ? HW: STUDY STUDY STUDY	REVIEW Check BILL blood pH homeostasis Biomolecules concept map review 2013 Review video HW: STUDY STUDY STUDY	AP BIO PRACTICE EXAM
MONDAY 5/4	TUESDAY 5/5	WEDNESDAY 5/6	THURSDAY 5/7	FRIDAY 5/8	SATURDAY/SUNDAY
AP Chemistry STUDY STUDY STUDY Find these organizers you made Osmosis compare Mito/chloro venn Cell compare nerve & muscle transport 1 and 2 Nerve/muscle transport Transport comparison Tonic comparison Water will move Know your molecules #1 Pro/eukaryote venn Know your molecules #2 Photosynthesis Venn Alt gen comparison Know your LIFE CYCLES Prokaryote venn	AP Calculus Lab review by Kim Foglia	AP English Lit & Comp AP Physics B-PM REVIEWS FROM Vanessa Morris-O'Hearn Math Review Cells, Communication, Molecular Review Chemistry, Photosynthesis, Respiration Review Evolution Review 7 steps to Kevin Bacon (AP BIO) Vocab for Kevin Bacon AP Bio	REVIEWSTUDY STUDY STUDY HW: Mr Anderson 2013 Review video Starts with G Starts with C Ends with -tion Pictionary What's the difference?	AP US HISTORY EU/sticky note posters modified from Frankie Tate & Ms. Morris-O'Hearn STUDY STUDY STUDY Card review mini HW: Use the Exam Prep link and try 2 review games/quizzes	Happy Mother's Day Play this video for your "MOM" STUDY STUDY STUDY Watch Mr Anderson's 2014 Review video Email me with any last minute ?'s Get a good night's sleep! Eat breakfast Monday AM before the Exam! GOOD LUCK!
MONDAY 5/11	TUESDAY 5/12	WEDNESDAY 5/13	THURSDAY 5/14	FRIDAY 5/15
AP BIO AP Physics-PM C ountdown Clock	AP Gov't & Politics Biology Cookie decorating contest What I wish I knew?	AP English- Lang & Comp AP Statistics-PM	AP Macroecon	Human Geography AP MicroEcon-PM
MONDAY 5/18	TUESDAY 5/19	WEDNESDAY 5/20	THURSDAY 5/21	FRIDAY 5/22
Seniors last day DNA Necklaces DNA extraction BioRad- Genes in a Bottle kit	Senior Breakfast		SEMESTER EXAMS	NO AP BIO

MONDAY 3/24	TUESDAY 3/25	WEDNESDAY 3/36	THURSDAY 3/27	FRIDAY 3/28	SATURDAY 3/29
Take home Parade test due Ecology Slide show Bozeman video- Ecosystems	Slide show Bozeman video-Biogeochemical cycles BILL-cycles	Bozeman video-Niche Home Range Activity from Fred Holtzclaw	SHORT SCHEDULE ASSEMBLY Opener Check home range maps Slide show	EARLY OUT @ NOON HW: Watch Bozeman Videos- Exponential growth Logistic growth HW: Do problems 1 & 2by MONDAY From Jan Palmer & Jensi Kellogg-Andrus D2L Learning Power AP Biology	DON'T FORGET Earth hour Turn off your lights from 8:30-9:30 pm SEE A VIDEO ABOUT EARTHHOUR
MONDAY 3/31	TUESDAY 4/1	WEDNESDAY 4/2	THURSDAY 4/3	FRIDAY 4/4
Check Exponential growth problems 1 & 2 Bozeman video- Animal Behavior Slide show	Home Range Activity due Finish slide show Bozeman Video-Information Exchange Wolves in Yellowstone-Everything is connected!	Population problems due DO LAB12 SLIDE SHOW LabBench DO LAB DO lab questions From:http://www2.sluh.org BILL-nomograph HW: Watch Bozeman video-Ecological Succession AND TAKE NOTES IN YOUR BILL by FRI	Musical chairs essay discussion HW: Watch Bozeman video-Ecological SuccessionAND TAKE NOTES IN YOUR BILL BY TOMORROW	WRITE IN CLASS ESSAY PAST ECOLOGY FRQ's AP BIO REVIEW CARDS VIDEO Review cards HW: BILL- connect your 2 words ala 6 degrees of Kevin Bacon
MONDAY 4/7	TUESDAY 4/8	WEDNESDAY 4/9	THURSDAY 4/10	FRIDAY 4/11
BILL- connect your 2 words ala 6 degrees of Kevin Bacon due Correct essays	Lab 10 Energy dynamics	Collect Data Parking lot ecology Modified From: Fred Holtzclaw Cherry Creek AP Bio Workshop	Finish Parking lot ecology Modified From: Fred Holtzclaw Cherry Creek AP Bio Workshop	ECOLOGY TEST HW: Watch Bozeman BioImmune System video and make a concept map of ALL "the players" by MON
MONDAY 4/14	TUESDAY 4/15	WEDNESDAY 4/16	THURSDAY 4/17	FRIDAY 4/18
	Lunar eclipse

MONDAY 4/15	TUESDAY 4/16	WEDNESDAY 4/17	THURSDAY 4/18	FRIDAY 4/19
PLANT TEST Chap 29 & 30, 35,36,37,38.39 HW: LAB 9 transpiration ?'s/graphs due REGISTER FOR YOUR COLLEGE BOARD ACCOUNT so you can see your scores online this summer! NHS Banquet	Bozeman video-Populations Ecology Slide show	Guest speakers USD Med School	Slide show EARLY OUT SNOW!	Finish slide show HW: Watch Bozeman Video- Exponential growth Do problems 1 & 2 From Jan Palmer & Jensi Kellogg-Andrus D2L Learning Power AP Biology	PROM: SAT 4/20
MONDAY 4/22	TUESDAY 4/23	WEDNESDAY 4/24	THURSDAY 4/25	FRIDAY 4/26
Earth DAY A Billion Acts of Green Home Range Activity from Fred Holtzclaw Early out-SNOW DAY AGAIN	Opener Check home range maps Check Exponential growth problems 1 & 2 Population problems due Free hour: Plant test makeup	Home Range Activity due Musical chairs essay discussion 2010 FRQ	Lunch: Plant test makeup WRITE IN CLASS ESSAY Clicker Review	ECOLOGY TEST
MONDAY 4/29	TUESDAY 4/30	WEDNESDAY 5/1	THURSDAY 5/2	FRIDAY 5/4
NERVOUS SYSTEM DUE REGISTER FOR YOUR COLLEGE BOARD ACCOUNT so you can see your scores online this summer!	Body systems NFL Banquet	FIELD TRIP Water testing Scavenger hunt Body systems Feedback Countercurrent flow	Cap & Gown Distribution/locker checks Body systems	Take home body system test due TUESDAY REVIEW
MONDAY 5/6	TUESDAY 5/7	WEDNESDAY 5/8	THURSDAY 5/9	FRIDAY 5/10
AP CHEM TEST (6 gone) FIND THESE ORGANIZERS & REVIEW Osmosis compare Mito/chloro venn Cell compare Nerve/muscle transport Transport comparison Tonic comparison Water will move Know your molecules #1 Pro/erkaryote venn Know your molecules #2 Photosynthesis Venn Alt gen comparison Know your LIFE CYCLES Plant solutions 1 2 3 4 5 6 Labs 2a 3a REGISTER FOR YOUR COLLEGE BOARD ACCOUNT so you can see your scores online this summer!	REVIEW Practice AP Exam Senior Academic Awards night	AP Calculus TEST (10 gone) REVIEW	AP English Lit & Comp TEST (11 gone) REVIEW	AP English Lang & Comp TEST (11 gone) AP STATS TEST @ noon (2 gone) REVIEW Spring Fling Dance	SUNDAY Happy Mother's Day World Science Festival Youtube
MONDAY 5/13	TUESDAY 5/14	WEDNESDAY 5/15	THURSDAY 5/16	FRIDAY 5/17
AP BIO TEST ! Pops concert	AP GOV TEST (12 gone) If I were you . . . Koffee Klatch	AP US History TEST(3 gone) BiO Cookie contest	AP MicroEcon TEST 12-4(5 gone) SUB HERE I will be gone to National Science Olympiad	AP Human Geog TEST (2 gone) SUB HERE I will be gone to National Science Olympiad
MONDAY 5/20	TUESDAY 5/21	WEDNESDAY 5/22	THURSDAY 5/23	FRIDAY 5/24
SENIORS LAST DAY DNA extraction Choir Awards	Late Start SENIOR BREAKFAST Sports Awards night		Snow Day Makeup Semester Test LAST DAY 4th Hr	Snow Day Make up Semester TESTS NO AP BIO
MONDAY 5/28	TUESDAY 5/29	WEDNESDAY 5/30	THURSDAY 5/31	FRIDAY 6/1
MEMORIAL DAY NO SCHOOL	SNOW DAY #3 MAKEUP ?

MONDAY 4/4	TUESDAY 4/5	WEDNESDAY 4/6	THURSDAY 4/7	FRIDAY 4/8
PLANT TEST Write 2 plant essays in class See TAKE HOME test results HW: Body system project due APRIL 15 HW: Finish Lab 4a/4b graph due FRIDAY Study for Plant TEST	ECOLOGY			Lab 4a?/4b graph
MONDAY 4/11	TUESDAY 4/12	WEDNESDAY 4/13	THURSDAY 4/14	FRIDAY 4/15
Biomes Flyer due at end of class HW: BODY SYSTEMS WIKI due FRIDAY Ecology test FRI	Dakota Step Jrs gone Finish biomes/Wiki projects Spring play@ PAC	Dakota Step Jrs gone Set up lab 9 Collect Lab 9 transpiration data Biome presentations	Collect Lab 9 transpiration data Biome presentations Spring play@ PAC	Test corrections due by end of day Collect Lab 9 transpiration data ECOLOGY TEST BODY SYSTEMS WIKI due by end of day Have a fun (AND SAFE ! ) PROM	PROM
MONDAY 4/18	TUESDAY 4/19	WEDNESDAY 4/20	THURSDAY 4/21	FRIDAY 4/22
Body systems	Body systems	Body systems	NO SCHOOL	Earth Day 2011: A Billion Acts of Green NO SCHOOL
MONDAY 4/25	TUESDAY 4/26	WEDNESDAY 4/27	THURSDAY 4/28	FRIDAY 4/29
NO SCHOOL	FIELD TRIP Water testing ?			All that Jazz
MONDAY 5/2	TUESDAY 5/3	WEDNESDAY 5/4	THURSDAY 5/5	FRIDAY 5/6
REVIEW Starts with G Find these organizers you made 1 2 3 4 5 6 2a 3a 4 Labs by Kim Foglia HW: STUDY STUDY STUDY	REVIEW Practice AP Exam 2008 Stats HW: STUDY STUDY STUDY	AP Calculus TEST (3 gone) LUNCH REVIEW SESSION REVIEW HW: STUDY STUDY STUDY	AP English Lit TEST LUNCH TIME REVIEW SESSION REVIEW HW: STUDY STUDY STUDY Thespians Banquet	AP US History TEST (2 gone) REVIEW LUNCH REVIEW SESSION Cap & Gown Distribution/Senior locker clean out HW: STUDY STUDY STUDY Spring Fling Dance	WEEKEND REVIEW ?
MONDAY 5/9	TUESDAY 5/10	WEDNESDAY 5/11	THURSDAY 5/12	FRIDAY 5/13
AP BIO TEST !	AP Gov TEST If I were you . . . Senior Academic Awards night	AP English Lang TEST AP STATS TEST @ noon (6 gone) Butterflies BIOBOOKS	DNA Necklaces AP MicroEcon TEST @ noon Koffee Klatch	AP Human Geog TEST (2 gone)
MONDAY 5/16	TUESDAY 5/17	WEDNESDAY 5/18	THURSDAY 5/19	FRIDAY 5/20
Seniors' last day	Late Start SENIOR BREAKFAST		Semester Tests 1st-4th hr LAST DAY	Semester tests 5th -7th hrs.
MONDAY 5/23	TUESDAY 5/17	WEDNESDAY 5/18	THURSDAY 5/19	FRIDAY 5/20
SNOW DAY MAKEUP TEACHER WORK DAY

MONDAY 4/12	TUESDAY 4/13	WEDNESDAY 4/14	THURSDAY 4/15	FRIDAY 4/16
Plant test due Write plant essays in class	ECOLOGY HW: Body system project due APRIL 23	Ecology slide show	Short schedule AM-STEP TEST PM-Assembly	Practice Winkler method DO
MONDAY 4/19	TUESDAY 4/20	WEDNESDAY 4/21	THURSDAY 4/22	FRIDAY 4/23
FIELD TRIP Water testing- Lab 12 See pictures Scavenger hunt Finish Lab 9 & Lab 4 Birds and alligators Algae car video	Finish Lab 12 ECOLOGY TEST	Review	Review EARTH DAY-Do something nice for the planet!	BODY SYSTEM PROJECTS DUE! Have a fun (AND SAFE ! ) PROM
MONDAY 4/26	TUESDAY 4/27	WEDNESDAY 4/28	THURSDAY 4/29	FRIDAY 4/30
Body systems	Body systems	Lab 4 & 12 graphs/?'s due Body systems	Ecology test due REVIEW	REVIEW
MONDAY 5/3	TUESDAY 5/4	WEDNESDAY 5/5	THURSDAY 5/6	FRIDAY 5/7
AP Gov TEST (1 gone-4th ) REVIEW 1 2 3 4 5 6 Labs 2a 3a	AP STATS TEST @ noon (all here) REVIEW Practice AP Exam	AP Calculus TEST REVIEW (All here)	AP English Lit & Comp TEST (3 gone 4th) REVIEW	AP US History TEST (all here) REVIEW
MONDAY 5/10	TUESDAY 5/11	WEDNESDAY 5/12	THURSDAY 5/13	FRIDAY 5/14
AP BIO TEST !	If I were you . . . Butterflies BIOBOOKS Senior Academic Awards night	AP English Lang & Comp TEST( 3 gone-4th) Butterflies BIOBOOKS	AP MicroEcon TEST( 4 gone-4th) Koffee Klatch	AP Human Geog TEST( all here)
MONDAY 5/17	TUESDAY 5/18	WEDNESDAY 5/19	THURSDAY 5/20	FRIDAY 5/21
Senior's last day Projects due	Late Start SENIOR BREAKFAST		Semester Test LAST DAY 4th Hr	Semester Test LAST DAY 7th Hr