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    (B) predict possible outcomes of various genetic combinations using monohybrid and dihybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles.

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    (B) predict possible outcomes of various genetic combinations using monohybrid and dihybrid crosses, including non-Mendelian traits of incomplete dominance, codominance, sex-linked traits, and multiple alleles.

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Learning Intention:

I can predict possible outcomes of monohybrid crosses

Success Criteria:

I know the following terms: allele, gene, homozygous, heterozygous, dominant, recessive, genotype, phenotype

I know how to set up a Punnett square

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Students will be able to identify the cause and effects of technology during Vietnam War

Success Criteria

Students can identify at least 3 technological advancements during Vietnam War

Students can identify the effect of those technological advances and whether it was a positive or negative towards the war effort

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Learning Intention 1: Understanding Geographic Tools and Concepts

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Learning Intention 1: Understanding Geographic Tools and Concepts

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Learning Intention:

Students will understand and effectively use geographic tools and concepts to interpret the world’s physical and human patterns.

Success Criteria:

• I can use maps, globes, and other geographic tools to analyze spatial relationships.

• I can interpret information from different types of maps, including physical, political, and thematic maps.

• I can explain the significance of latitude, longitude, and other key geographic concepts.

• I can apply geographic concepts to real-world scenarios.

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LT: Identify the causes and effects of the Neolithic Revolution

SC: Students can identify tools and techniques, such as seed planting and domestication of animals, that facilitated settled agriculture.

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Identify, describe and provide an example of each of the 5 themes of Geography. 

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Identify, describe and provide an example of each of the 5 themes of Geography. 

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Identify 3 ways of travel during westward expansion

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I can make and correct or confirm predictions about a text based on the genre and characters’ actions

I will

Read chapter X

Complete a body biography that identifies and analyzes the main character’s thoughts, feelings, and motivations

Create a 3 sentence inference about how the character will respond to X in chapter X

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ELA E2 8B analyze use of text structure to achieve the author’s purpose

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ELA E2 8B analyze use of text structure to achieve the author’s purpose

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Learning Intention:

I will analyze text structure.

Success Criteria:

Identify type of text and structure

identify author’s purpose

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Explain the similarities and differences in the processes of state formation from c. 1200 to c. 1450.

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Explain the similarities and differences in the processes of state formation from c. 1200 to c. 1450.

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Learning Intention: We are learning about the similarities and differences in how states were run and created.

Success Criteria: I am able to list similarities and differences between how countries and empires (states) were created and run. I am able to describe why there are similarities and differences in the running and creation of states.

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I will play and march through Part 1.

Success Criteria -

I can mark time to model my marching sets.

I play all the right notes and rhythms of Part 1.

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Learning Intention- Students will identify the inverse given an ordered pair, table, graph, or function.

Success Criteria-

Reverse the domain and range

Switch x and y-values

After switching x and y in a given function , solve for y

Use inverse notation f(x) and f^-1(x)

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Learning Intention:

I will learn the types of bias that may exist in statistical studies.

Success Criteria:

I can identify specific types of bias present in a study and discuss how the bias might impact the results of the study.

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Learning Intention:

Today, we are going to learn how to distinguish between categorical and quantitative data. This means you will understand how to identify whether data is describing categories or quantities, and why it matters in math.

Success Criteria:

1. Identify Data Types: You can correctly classify examples of data as either categorical (e.g., colors, types of animals) or quantitative (e.g., heights, test scores).

2. Explain Differences: You can clearly explain the difference between categorical and quantitative data in your own words.

3. Give Examples: You can provide your own examples of both categorical and quantitative data and describe why they fit into each category.

4. Use Correct Terminology: You can use the terms "categorical" and "quantitative" accurately in discussion or writing.

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Learning Intention: Students will be able to clearly differentiate between undefined terms, definitions, postulates, conjectures, and theorems. They will understand the role each plays in mathematical reasoning and be able to identify and categorize these components.

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Learning Intention

I can compare and contrast prokaryotic and eukaryotic cells.

Success Criteria:

1. Explain the difference in complexity between prokaryotic and eukaryotic cells.

2. Identify examples of prokaryotes and eukaryotes.

3. Name the organelles in prokaryotic and eukaryotic cells.

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Algebra 1: TEK A2A “determine domain and range of linear functions and mathematical problems.”

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Algebra 1: TEK A2A “determine domain and range of linear functions and mathematical problems.”

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Learning Intention:

Students will learn to identify the set of all possible input values (domain) and output values (range) for linear functions and apply this knowledge to solve real-world and mathematical problems.

Success Criteria:

- I can accurately identify the domain and range of given linear functions.

- I can explain the difference between domain and range in my own words.

- I can apply my understanding of domain and range to solve real-world and mathematical problems.

- I can represent the domain and range of linear functions using correct notation (e.g., set notation, interval notation).

- I can analyze a graph of a linear function and determine its domain and range.

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LI:  I  will learn the elements involved, monomer, polymer, function, and examples of the 5 biomolecules

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LI:  I  will learn the elements involved, monomer, polymer, function, and examples of the 5 biomolecules

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SC:

I will be able to identify biomolecules by the elements involved, monomer, polymer, function, and or examples.

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TEK chem 6.c calculate average atomic mass of an element using isotopic composition

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TEK chem 6.c calculate average atomic mass of an element using isotopic composition

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I will learn how to calculate average atomic mass using mass number and percent abundance.

Success criteria: I know how to find mass number in the word problem.

The can identify percent abundance in the problem

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LI: I can differentiate between postulates, conjectures, and theorems.

SC:

-Define postulate, conjecture, and theorem

-Provide examples of postulates, conjectures, and theorems

-Explain the difference between postulate, conjecture, and theorem

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CED: cellular energetics unit 3- cellular respiration

Learning Intention: I will be able to describe the stages of cellular respiration and describe its importance to living organisms.

Success criteria: i will describe inputs and outputs of glycolysis, pyruvate oxidation, and oxidative phosphorylation.

I am able to describe why oxygen is the final electron acceptor.

I can describe how energy is generated for the metabolism of an organism.

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Chem.6A

Learning intention-

Day 1- I will learn how dalton Thompson, Rutherford, and Bohr conducted their experiments

Day 2- I will learn how their experiments were important to developing the atomic timeline

Success Criteria-

I will be able to match parts of an atom to the scientist who discovered it

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Learning Intention:

Analyze the the social issues surround women through workers rights, suffrage, and home responsibilities.

Success Criteria:

Students can identify Women's rights, and analyze how they changed over time through workers rights, the Suffrage Movement, and their responsibilities in the home.

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LO: Explain the concept of the Tragedy of the Commons and provide examples of this concept.

LI: Students will be able to identify and analyze real-world examples of the Tragedy of the Commons, such as overfishing, deforestation, and pollution in shared environments.

SC: 1. Students can accurately identify specific real-world examples of the Tragedy of the Commons, such as overfishing, deforestation, and pollution in shared environments.

2. Students can explain how each example they identify negatively impacts the environment and society, detailing the consequences for the common resources involved.