AP Biology book (eighth edition), chapter 10; Herbarium Lab.
Lesson Outline
May 15, 2015
Friday 120 min
2:00 - 4:00
AP Biology book (eighth edition), chapter 10; Herbarium Lab.
Today we conducted a field lab project. We ventured into the nature reserve and collected different types of leaves. Keaton was shown exotic plants, invasive plants, along with naturally occurring plants. We discussed the natural habitat of south Florida, which is a Pine forest with a palmetto understory. This type of habitat requires occasional fires, and the reserve has not experienced a fire in many years. This situation results in a pine forest with coppice understory, complete with some invasive plants thriving and the decline of others. We witnessed the plant known locally as the ‘love vine’ dominating over an acacia tree, and palmetto plants being strangled out by more bushy plants. We also visited the vegetable garden, and collected sample leave for his herbarium. We collected leaves and brought them to the lab. I showed Keaton how to identify and categorize the samples: Simple vs. Complex, Palmate, Netted and Parallel venation patterns. We used the plant press on his examples. We also pressed some wild flowers for the herbarium.
AP Biology book (eighth edition), chapter 10; photosynthesis. / animal behavior: evolution.
Lesson Outline
May 14, 2015
Thursday 90 min
2:45 - 4:15
AP Biology book (eighth edition), chapter 10; photosynthesis. / animal behavior: evolution.
I asked Keaton questions from the AP Biology book (eighth edition), chapter 10; photosynthesis. We discussed process a plant uses to turn sunlight into energy, and the light reactions necessary to convert solar energy to the chemical energy APR and NADPH. I quizzed him on the Calvin cycle and the vocabulary associated with this chapter. Keaton was very sleepy, so we switched to a more interesting subject of animal behavior and evolution. He informed me that he had missed the unit on animal behavior so we started a study project in that area. I described a situation where identifying the connection between a behavior and the required increased reproductive success (RS), is difficult to identify and how combining different types of scientific investigation were necessary. I showed him some video of dolphin behavior and we discussed how they increase RS. We also spent some time designing some lab experiences that are required for this class.
May 11, 2015
Monday 60 min
05:00 - 06:00
AP Biology - getting acquainted
I quizzed Keaton on the phylum and class levels of the taxonomic scale for various marine organisms. We worked through the basic phylum of Porifera and Cnideria; I showed him examples from the Phylum Mollusca and he was tasked with giving me the classes for the gastropods, cephalopods and bivalves. We discussed the echinoderm and various worm phyla. We examined the different ways to learn the difficult names of different classes and how best Keaton learns.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Please get class syllibus from previous teacher, so can see where Keaton was in the progression of the classwork. Also find out how soon we can discover how well Keaton did on the AP Biology Exam. If he did as well as he believes, our classwork will be far more enjoyable.
December 15, 2014
Monday 60 min
4:30 - 5:30
Kayla and I discussed the wisdom of another AP class to her over burdensome schedule. Also I asked her to look into the AP environmental course, which is considerably less stressful than AP Biology. Kayla has mid-term exams at school and opted to study during the remainder of our class session.
Assignment
none
Session Minutes
60
Minutes Student Attended
5
Lesson Comments
I hope Kayla does not feel I am blowing her off. I don't know how her teenage brain receives the concerns I have. I want to make sure she know that I am not saying she is not smart enough to do this class. I am saying is she risks losing all positive feelings for science she has if she attempts this program without having enough time to do it justice. For example, while carrying a full high school load and another AP class. I do not want to get in the way of a motivated child, and I do know passion and drive can accomplish all but unattainable goals. But there are only so many hours in a day, and we should make sure she does not attempt the physically impossible. I want for us to make sure she understands that my concern is not in any way an attack on her personally, but more logistically. I figure the AP biology course will require Kayla to commit to at least an hour (or more realistically two) for study after each lecture hour. Also at least another 3 - 5 hours per week for lab work. There is a great deal of memorization. She will be stretched pretty thin. I know I can teach the class, but I don't know how wise it would be to do so. I suggest she consider AP environmental science, if she is determined to take another AP class, as this is much more relevant course that will prepare her for college level science, and help with her SATs ! It would still require her to commit to hours of study, but it would be much less mentally strenuous.
December 11, 2014
Thursday 60 min
4:30 - 5:30
I had Kayla take a diagnostic test to see where she is with the subject of biology. She finished remarkable fast, so we started with the ‘what is biology’ section of chapter one.
Kayla
December 09, 2014
Tuesday 60 min
5:30 - 6:30
Kayla and I met to discuss how and why she came to take the AP Biology class. We discussed how we wish to proceed with the class, and examined the text book selection.
