PLEASE READ INSTRUCTIONS CAREFULLY:
(Note that it is best to open this page on a computer, as formatting may be different other devices)
If you have an excused absence, please check the class calendar to determine what you missed and then look up the instructions for the assignments on this page for Unit 1. There may be some days that require two assignments to be completed. Some assignments will be submitted electronically and others on paper. If it's an assignment you're completing on lined paper, please use separate pieces of paper for each assignment and be sure to clearly label each with your name, date & period, the title of the assignment you are making up, and the date of your absence. See example below. If you missed an entire lesson, you must complete all parts to be eligible for full credit. If you only missed part of a lesson, please check the calendar and/or ask your teacher to specify which part(s) of the make up assignment you need to do if you're unsure. If completing several parts of the same lesson, you do not need separate sheets for each part, just each assignment BUT be sure to clearly label each part.
If the assignment requires a sheet of paper to be printed and you do not have access to a printer, please see your teacher before or after class and request a hard copy. Please label the "date" with the "ABSENCE DATE."
Remember, make up work is due within a week of the day you missed. For example, if you missed Tuesday, May 12th, your make up work is due on or before Tuesday, May 19th. Exceptions include students out on independent contract and/or quarantine protocols, as well as students that communicate with Ms. Kimball in advance of the expected due date and are approved for more time (for example if you're out several days).
Be sure to email/talk to your teacher OR attend tutoring PRIOR to an assignment's due date if you need help and/or have questions! This includes if you have trouble accessing/opening a necessary link. If there is an assignment that you need to make up and you cannot find it below, please email or speak to your teacher PRIOR to the assignment's due date.
Make Up Assessments: In most cases, students that miss an assessment such as a quiz or test due to an excused absence will make it up during class time on their first day back. If you miss an assessment, it is your responsibility to remind Ms. Kimball upon your return. If Ms. Kimball is unable to administer a make-up assessment on that first day of return (ex. she’s running an activity and will therefore not be able to monitor), then it will be pushed to the following school day or next possible day that she is able to administer an assessment during class time, which is up to her discretion. Therefore, students that miss a quiz or test must be prepared to take it upon their return, unless alternate arrangements are made in advance (ex. an independent contract due to prolonged absence). If a student is concerned about their ability to take an assessment on their first day back, they must contact Ms. Kimball prior to return to discuss alternatives. Students that miss class time due to a make up assessment are responsible for completing the make up work for the assignment they miss. If the assessment is one that cannot be made up during class time, Ms. Kimball will schedule an alternate time (ex. lunch or after school depending on length of assessment).
Assignment Instructions
"Get to Know" (Icebreaker activity)
On a piece of lined paper, when you have time with class mates (before class, if you finish work early, after class), find 4 classmates that can help you fill in ANY 3 the following 7 options. For each item you are able to complete, write its number, the person's first name, and then the info for the next two bullets for that individual.
REMINDER: You only need to pick 3 of the following 7 options to complete on your lined paper. If you are concerned about approaching classmates to meet them, please let Ms. Kimball know and she'll help!
1. Find someone that has the same advisory class with you:
2. First Name of someone that has a pet:
3. First Name of someone that went camping over the summer:
4. First Name of someone that plays a sport:
5. First Name of someone that is wearing the same color shirt as you::
6. First Name of someone that watched a tv series over the summer:
7. First Name of someone that has the same math teacher as you (doesn’t need to be during same period):
Facecard Info
Unit 1 Glossary
Unless you received a glossary packet prior to your absence, you will receive a hard copy of it when you return to class. If you do not, be sure to ask your teacher for it, as you are required to complete it using the vocabulary terms posted at http://nkscience.weebly.com/uploads/8/7/1/4/8714635/unit1vocabdefined_ndk.pdf and submit it on the announced due date (which is also posted on the online calendar). If for any reason you did not get a glossary packet or want to start it before you're able to get it from your teacher, recording the terms with their and sketching images can be completed on regular paper.
Syllabus Notification Signature (Google Form)
Syllabus Check for Understanding
Binder Check
Lesson 1.1
Experimental Design Practice
Lesson 1.2
-Copy today's focus: To be able to use data to create a complete graph
-Take notes on the outline found at Characteristics of Good Graphs
-Read the online description about Types of Graphs and their Parts. Write down a definition for each type of graphs and name the parts it needs to be complete.
-Create a complete line graph using the data found at this link. Graph time (minutes) on the x axis and temperature (degrees F) on the y axis. If you do not have graph paper, you may create a grid on lined paper or see Ms. Kimball prior to the due date for graphing paper.
Part 2
- Answer the following questions after you read the the information and experiment description about choice chambers
Part 3:
Lesson 1.3
Part 1:
1) Take notes on the Characteristics of Life descriptions found at: https://tinyurl.com/Lesson3Characteristics Leave space next to each characteristic description for pictures. Then, sketch a picture for EACH characteristic (in the spaces you left) that shows how a rose bush achieves/demonstrates all six characteristics.
Part 3: Read the story of Sammy (email your teacher if you have any trouble opening this link). Answer each of the 10 questions (in red throughout the story) in COMPLETE SENTENCES.
Lesson 1.4
Part 1:
There is no "make up" lesson for Part 1; rather, you simply do the same assignment as your classmates in Google Classroom since this was assigned as independent work to complete outside of classtime.
Part 2:
Please see the assignment sheet at: https://docs.google.com/document/d/18vREd5M7V07YqChuNLCch9MsRdYjJeQlUkS5XwjU-DY/edit?usp=sharing
You DO NOT need to print this sheet (although you are welcome to if you want). Rather, you can simply write your responses on a lined piece of paper (just be sure to clearly label the number of each response).
Lesson 1.5
Lesson 1.6
Vocab Pre-Quiz
Unless you received the pre-quiz document prior to your absence, you will receive a hard copy of it when you return to class. If you do not, be sure to ask your teacher for it, as you are required to complete it and keep it in your binder. Since you will still be expected to take the quiz with your classmates if you are present the day of the quiz and you may not have a hard copy of the prequiz prior to taking the actual quiz, be sure to practice with your vocab words using the online pre-quiz: https://docs.google.com/presentation/d/1PiMig0dI0UgEdAWONRE_fIo3hnoPTuBH2uuxQPD-JHY/edit?usp=sharing
Review / Unit 1 ATS Progress Update
Be sure to do ALL of these steps to get the credit for the "review" day:
On a piece of lined paper, when you have time with class mates (before class, if you finish work early, after class), find 4 classmates that can help you fill in ANY 3 the following 7 options. For each item you are able to complete, write its number, the person's first name, and then the info for the next two bullets for that individual.
REMINDER: You only need to pick 3 of the following 7 options to complete on your lined paper. If you are concerned about approaching classmates to meet them, please let Ms. Kimball know and she'll help!
1. Find someone that has the same advisory class with you:
- What is the teacher’s name?
- Their signature:
2. First Name of someone that has a pet:
- What kind of animal and what is the pet’s name?
- Their signature:
3. First Name of someone that went camping over the summer:
- Where did they camp?
- Their signature:
4. First Name of someone that plays a sport:
- What sport?
- Their signature:
5. First Name of someone that is wearing the same color shirt as you::
- What color?
- Their signature:
6. First Name of someone that watched a tv series over the summer:
- What series?
- Their signature:
7. First Name of someone that has the same math teacher as you (doesn’t need to be during same period):
- What is the teacher’s name?
- Their signature:
Facecard Info
- Join the appropriate Google Classroom for your class period:
- Go to Google, make sure you are signed in with student account
- Click on the "waffle" (9 dots in upper right corner)
- Click on "Classroom" when the drop down menu appears
- Click on the + sign in upper right corner and select "Join Class"
- Enter your class code posted on the syllabus http://nkscience.weebly.com/biology-syllabus.html
- See rubric for the Facecard under the "Facecard Info & Rubric" that posted in the "classwork" tab.
- If you do not have an index card, be sure to pick one up from Ms. Kimball prior to the due date!
Unit 1 Glossary
Unless you received a glossary packet prior to your absence, you will receive a hard copy of it when you return to class. If you do not, be sure to ask your teacher for it, as you are required to complete it using the vocabulary terms posted at http://nkscience.weebly.com/uploads/8/7/1/4/8714635/unit1vocabdefined_ndk.pdf and submit it on the announced due date (which is also posted on the online calendar). If for any reason you did not get a glossary packet or want to start it before you're able to get it from your teacher, recording the terms with their and sketching images can be completed on regular paper.
- GLOSSARY: MUST BE HANDWRITTEN. Record the vocabulary terms and definitions posted at http://nkscience.weebly.com/uploads/8/7/1/4/8714635/unit1vocabdefined_ndk.pdf and submit it on the announced due date (which is also posted on the online calendar). If you missed the day we started the glossary during class, it was not "due" yet as students will need more time to finish it.
- Be sure to include an image that represents the term (if an image is provided, you don't have to use it, you can - and are encouraged to - come up with your own representation). Must be hand-drawn!
- If you are completing the terms in the glossary packet, record the term and definition on the lines, and then put a picture that represents/relates to the term in the box.
Syllabus Notification Signature (Google Form)
- Go to Google Classroom and click on the "Classwork" tab
- Click on the "Syllabus Link & Notification Form" assignment that posted for your class period under "Course Info & Links" and follow the instructions to complete.
- Once you "turn in" your work, if it is AFTER the posted due date, PLEASE WRITE A "PRIVATE COMMENT" on that same page letting Ms. Kimball know your work has been submitted and reference the absence date(s). For example, you can write, "Syllabus notification submitted." This message is important, as it will send Ms. Kimball a message letting her know work has been turned in; otherwise, she may not know it's there.
Syllabus Check for Understanding
- Go to Google Classroom and click on the "Classwork" tab
- Click on the "Syllabus Check for Understanding" assignment that posted for your class period and follow the instructions to complete.
- Once you "turn in" your work, PLEASE WRITE A "PRIVATE COMMENT" on that same page letting Ms. Kimball know your work has been submitted and reference the absence date(s). For example, you can write, "Make up work for 9/2 submitted." This message is important, as it will send Ms. Kimball a notification letting her know work has been turned in; otherwise, she may not know it's there.
Binder Check
- This assignment must be made up at tutoring since Ms. Kimball needs time to score your materials and adjust the Assignment Tracking Sheet grade in PowerSchool. Please come to tutoring Monday 9/11 after school (2:23-3:00pm) OR Thursday 9/14 during lunch (12:57-1:57pm). If neither of these times works, please email Ms. Kimball PRIOR to Friday 9/15 to make alternative arrangements.
Lesson 1.1
- Remember to check the calendar to see if missed just one part of the lesson or more than one part. If the entire lesson was completed during one class period, you'll need to complete all parts to earn the credit.
- Part 1:
- Copy Focus: To be able to define and construct a hypothesis.
- The videos below help you catch up on the discussion you missed in class. Although you are only required to write down the amount of info from each video mentioned below, remember that you are responsible for the information in each video so additional notes are always fine if you'd like to write down more.
- Write down 2 pieces of info (including an example of a hypothesis) from the video found at: https://www.youtube.com/watch?v=HtMkHBg-xTA
- Write down 2 pieces of info (including an example of a hypothesis) from the video found at: https://www.youtube.com/watch?v=YfO22ETDVQ8
- Write down 2 pieces of info (including an example of a hypothesis) from the video found at: https://www.youtube.com/watch?v=SMGRe824kak&vl=en
- Part 2:
- Copy Focus: To be able to explain how scientists work, which includes using the scientific method and knowing how to identify variables
- Watch the first 6.5 minutes of the video found at: https://drive.google.com/file/d/10Q1dtqHJefzSFCG3eySOPCgiM4z51pUv/view . As you watch, write down the 5 steps of the scientific method discussed in the video and one piece of information about each one.
- Take notes about the different types of variables from the presentation found at: https://docs.google.com/presentation/d/1vKU4Vsc9Rf3UVL-GGcCSK3Qwtt5ZLVICW9IjWHV3pI4/edit#slide=id.i0 You do not need to record everything from the slides, but make sure your notes at least identify the three types of variables and their definitions, as well as an example of each from at least one of the example experiments discussed
- Part 3:
- Copy Focus: To continue reviewing the scientific method and identifying variables.
- Watch the video found at: https://www.youtube.com/watch?v=x2606GQmDqY Write a sentence about what the experiment in the video was investigating and then identify the independent, dependent & at least 2 controlled variables from that experiment.
Experimental Design Practice
- A student wants to conduct an experiment following the scientific method. The student wants to answer the following question: How will the amount of soil affect plant growth? Design an experiment to investigate this question. Include a picture of the experimental set-up. Be sure to also include a hypothesis written in "if...then" format and identify the independent variable, dependent variable, and three controlled variables in your experimental design.
Lesson 1.2
- You will complete these tasks instead of completing the questions your classmates did on Lesson 1.2 while you were absent.
-Copy today's focus: To be able to use data to create a complete graph
-Take notes on the outline found at Characteristics of Good Graphs
-Read the online description about Types of Graphs and their Parts. Write down a definition for each type of graphs and name the parts it needs to be complete.
-Create a complete line graph using the data found at this link. Graph time (minutes) on the x axis and temperature (degrees F) on the y axis. If you do not have graph paper, you may create a grid on lined paper or see Ms. Kimball prior to the due date for graphing paper.
Part 2
- Answer the following questions after you read the the information and experiment description about choice chambers
- In your own words, what was the experiment investigating?
- In class, your fellow students set up a similar experiment using roly polies (also called pill bugs). What was the name of the specimen used in the experiment you read about?
- Look at the results image for the damp vs. dry choice chamber. Based on what you see, what can you conclude?
- Look at the results image for the dark vs. light choice chamber. Based on what you see, what can you conclude?
Part 3:
- Next, use the You Tube Video: Interpolation and Extrapolation to describe what each term means. Include an example of each from the video and use a sketch to show how the estimations were made.
Lesson 1.3
Part 1:
- Go to Google Classroom and click on the "Classwork" tab
- Click on the "Lesson 1.3 Part 1: Characteristics of Life" assignment that posted for your class period and follow the instructions to complete.
- Once you "turn in" your work, PLEASE WRITE A "PRIVATE COMMENT" on that same page letting Ms. Kimball know your work has been submitted and reference the absence date(s). For example, you can write, "Make up work for 1.3 Part 1 submitted." This message is important, as it will send Ms. Kimball a notification letting her know work has been turned in if it's after the deadline for present students; otherwise, she may not know it's there.
1) Take notes on the Characteristics of Life descriptions found at: https://tinyurl.com/Lesson3Characteristics Leave space next to each characteristic description for pictures. Then, sketch a picture for EACH characteristic (in the spaces you left) that shows how a rose bush achieves/demonstrates all six characteristics.
Part 3: Read the story of Sammy (email your teacher if you have any trouble opening this link). Answer each of the 10 questions (in red throughout the story) in COMPLETE SENTENCES.
Lesson 1.4
Part 1:
There is no "make up" lesson for Part 1; rather, you simply do the same assignment as your classmates in Google Classroom since this was assigned as independent work to complete outside of classtime.
Part 2:
Please see the assignment sheet at: https://docs.google.com/document/d/18vREd5M7V07YqChuNLCch9MsRdYjJeQlUkS5XwjU-DY/edit?usp=sharing
You DO NOT need to print this sheet (although you are welcome to if you want). Rather, you can simply write your responses on a lined piece of paper (just be sure to clearly label the number of each response).
Lesson 1.5
- Write a 5-7 sentence summary about the You Tube video: Line Graphs & Best Fit . Include a sketch of the best fit graph described in the video.
- Use the You Tube Video: Interpolation and Extrapolation to describe what each term means. Include an example of each from the video and use a sketch to show how the estimations were made.
Lesson 1.6
- Go to either link below (they are the same video, use whichever one works best on your device). NOTE: If you have any trouble viewing the video remember you can attend tutoring before the due date and request to watch the video there.
- Watch the video. As you watch write 25 pieces of information down in complete sentences. For example, describe an organism's behavior, a fact about jungles, how different organisms interact, etc. Make sure you spread the sentences out (aim for one about every two minutes) so it is obvious that you watched the ENTIRE 50 minutes of the video. You can write facts about the jungle, describe the organisms discussed, explain interactions between organisms, etc. (NOTE: if you use the 2nd link, stop after the credits around 50 minutes - you don't have to continue writing when the video starts over).
Vocab Pre-Quiz
Unless you received the pre-quiz document prior to your absence, you will receive a hard copy of it when you return to class. If you do not, be sure to ask your teacher for it, as you are required to complete it and keep it in your binder. Since you will still be expected to take the quiz with your classmates if you are present the day of the quiz and you may not have a hard copy of the prequiz prior to taking the actual quiz, be sure to practice with your vocab words using the online pre-quiz: https://docs.google.com/presentation/d/1PiMig0dI0UgEdAWONRE_fIo3hnoPTuBH2uuxQPD-JHY/edit?usp=sharing
Review / Unit 1 ATS Progress Update
Be sure to do ALL of these steps to get the credit for the "review" day:
- Go to Google Classroom and click on the "Classwork" tab
- Click on the "Unit 1 ATS Progress Update" assignment that posted for your class period and follow the instructions to complete.
- This assignment involves getting a picture of your Unit 1 tracking sheet. You will need to stay after class, or come to open classroom/tutoring to get this picture.
- Once you "turn in" your work, PLEASE WRITE A "PRIVATE COMMENT" on that same page letting Ms. Kimball know your work has been submitted and reference the absence date(s). For example, you can write, "Make up work submitted." This message is important, as it will send Ms. Kimball a notification letting her know work has been turned in; otherwise, she may not know it's there.
- THEN, on lined paper, go to the class web site https://sites.google.com/site/ndkbiology/ , click on "Lesson Resources" under "Unit 1" to locate the "Review Questions". Go through the questions. As you do, choose 10 questions you feel are more challenging than the others. Copy the question and the correct answer (if there is a picture/diagram, be sure to include it!)
NOTE: This section is for teacher use only, as some year's make up assignments are different depending on what present students do (ex. Paper vs. Online assignment).
Lesson 1.3 (for years we do it all in class rather than hw)
Part 1:
Answer the following questions IN COMPLETE SENTENCES:
1) Go to the video found at https://tinyurl.com/CharOfLifeAS and RECORD this url on your make up sheet of paper. Then watch the video as as you do, write down one thing / piece of info from the video for each minute (so you should have 8 bullets/pieces of info).
2) Take notes on the Characteristics of Life descriptions found at: https://tinyurl.com/Lesson3Characteristics Leave space next to each characteristic description for pictures. Then, sketch a picture for EACH characteristic (in the spaces you left) that shows how a rose bush achieves/demonstrates all six characteristics.
Part 3: Read the story of Sammy (email your teacher if you have any trouble opening this link). Answer each of the 10 questions (in red throughout the story) in COMPLETE SENTENCES.
Falcon P.R.I.D.E.
Unit 1 Intro Jamboard (we don't do this every year)
Lesson 1.3 (for years we do it all in class rather than hw)
Part 1:
Answer the following questions IN COMPLETE SENTENCES:
- Look around the room that you are in and name something that you see. Then, write down five characteristics of that item. NOTE: Characteristics can include properties, traits, or descriptions about what the item does.
- Do you think the item you named in #1 is living or nonliving? Explain why or why not.
- What are 5 characteristics of a car?
- Do you think a car is living or nonliving? Explain why or why not.
- What are 5 characteristics of a flower?
- Do you think a tree is living or nonliving? Explain why or why not.
- What are 5 characteristics of a bumble bee?
- Do you think a bumble be is living or nonliving? Explain why or why not.
- How do you think a scientist is able to identify if something is alive?
- Consider a goldfish cracker and an actual goldfish. How would you explain to a kindergarten student that the goldfish cracker is not living but the actual goldfish is living?
1) Go to the video found at https://tinyurl.com/CharOfLifeAS and RECORD this url on your make up sheet of paper. Then watch the video as as you do, write down one thing / piece of info from the video for each minute (so you should have 8 bullets/pieces of info).
2) Take notes on the Characteristics of Life descriptions found at: https://tinyurl.com/Lesson3Characteristics Leave space next to each characteristic description for pictures. Then, sketch a picture for EACH characteristic (in the spaces you left) that shows how a rose bush achieves/demonstrates all six characteristics.
Part 3: Read the story of Sammy (email your teacher if you have any trouble opening this link). Answer each of the 10 questions (in red throughout the story) in COMPLETE SENTENCES.
Falcon P.R.I.D.E.
- Go to Google Classroom and click on the "Classwork" tab
- Click on the "Falcon P.R.I.D.E." assignment that posted for your class period and follow the instructions to complete.
- Once you "turn in" your work, PLEASE WRITE A "PRIVATE COMMENT" on that same page letting Ms. Kimball know your work has been submitted and reference the absence date(s). For example, you can write, "Make up work for 8/30 submitted." This message is important, as it will send Ms. Kimball a notification letting her know work has been turned in; otherwise, she may not know it's there.
Unit 1 Intro Jamboard (we don't do this every year)
- Watch the video posted at: https://www.youtube.com/watch?v=K1qS6avlnaE on how to create and edit a Jamboard.
- Then, open a Jamboard and rename it to: "First Last Intro Jamboard Make up" (where First = your first name and Last = you last name)
- Go the the course syllabus at: https://drive.google.com/file/d/1tEYCfiHsltsSqYtNZo4Sn95o7fPrUc2L/view
- In your Jamboard, insert a text box with the title "Biology Intro"
- Insert another textbox with your name, date, and period # in the top right of the Jamboard
- Then, create a sticky note for each of the titles of the first 9 units of study (use each of the 5 different colors available so I can see that you know how to change the color - you'll need to use 4 colors twice). Spread the sticky notes out around the board.
- Next, find an image using the Google search option that represents something from each of the first 9 units of study and put the picture next to it's appropriate sticky.
- Once you "turn in" your work, PLEASE WRITE A "PRIVATE COMMENT" on that same page letting Ms. Kimball know your work has been submitted and reference the absence date(s). For example, you can write, "Make up work for 9/14 submitted." This message is important, as it will send Ms. Kimball a notification letting her know work has been turned in; otherwise, she may not know it's there. Additionally, please check PowerSchool and make sure the points are added in for your make up work. If you do not see the points within a week of submitting, please email Ms. Kimball. NOTE: Please disregard that this assignment shows as "ungraded" in Google Classroom, as points will be awarded accordingly depending on the point value of the missed assignment(s).