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

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

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.

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

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

I will analyze text structure.

Success Criteria:

• Identify type of text and structure

• identify author’s purpose

  
  

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.

Success Criteria -

I can mark time to model my marching sets.

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

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)

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.

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.

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.

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.

SC:

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

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

The can identify percent abundance in the problem

SC:

-Define postulate, conjecture, and theorem

-Provide examples of postulates, conjectures, and theorems

-Explain the difference between postulate, conjecture, and theorem

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.

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

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.

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.