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Nicole's mind map of 10th grade by Mind Map: Nicole
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Nicole's mind map of 10th grade

 

Here is my web-page.

The Odyssey

Standards

10.1.3 Use the knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words (Wednesday/Odin, Thursday/Thor).   Example: Use the myth of Narcissus and Echo to understand the word narcissistic. Use the myth of Procrustus to understand the word procrustean. 10.1.4 Identify and use the literal and figurative meanings of words and understand origins of words.   10.2.1 Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.   Example: Analyze an advertisement that has been made to look like the informational newspaper or magazine text around it. Explain why the advertisement would be designed this way and evaluate its effectiveness. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text 10.2.2 Extend — through original analysis, evaluation, and elaboration — ideas presented in primary or secondary sources.   Example: Read first-hand accounts and newspaper accounts of an historical event, such as the sinking of the Titanic, and compare them to more recent texts about the event. 10.2.3 Demonstrate use of sophisticated technology by following technical directions.   Example: Follow the directions to use a spreadsheet or database program on the computer. Follow the directions to download informational text files or articles from a Web site. 10.2.5 Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.   Expository (Informational) Critique 10.2.4 Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.   Example: Evaluate science articles by judging the references, the author’s presentation of facts and opinions, and the date of publication. Evaluate different arguments on a legal issue, such as the legal age for getting a driver’s license. Standard 3 READING: Comprehension and Analysis of Literary Text Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List (www.doe.state.in.us/standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 10, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres. Structural Features of Literature 10.3.1 Analyze the purposes and the characteristics of different forms of dramatic literature (including comedy, tragedy, and dramatic monologue).   Example: Analyze the features of plays, such as I Never Sang for My Father by Robert Anderson or Arsenic and Old Lace by Joseph Kesselring or A Piano Lesson by August Wilson or The Buck Private by Luis Valdez. 10.3.2 Compare and contrast the presentation of a similar theme or topic across genres (different types of writing) to explain how each genre shapes the author’s presentation of the theme   or topic. Example: Compare three different reactions to Lincoln’s death: Walt Whitman’s poem “O Captain! My Captain!” Frederick Douglass’ eulogy, and the report of Lincoln’s death from The New York Times on April 12, 1865. Analyze the differences among the genres and how the form impacts the reader’s perception of the event. Analysis of Grade-Level-Appropriate Literary Text 10.3.3 Evaluate interactions between characters in a literary text and explain the way those interactions affect the plot.   Example: Compare the development of the characters as they are represented in Merlin: The Coming of Arthur by Sir Thomas Malory, retold in a collection by David Day and The Acts of King Arthur and His Noble Knights by John Steinbeck.

my power point

my reflection

To be honest, when Mrs. Weirzbicki rolled out this project I was really worried that I was going to fail it. I am not really a reader and things like this confuse me, so I tried my hardest and I pushed my self, but it still was not enough to get the good grade I was shooting for. I got a grade that was not satisfactory for me. I got a D over all for every thing. For next time I'm going to try harder and ask for help when I need it instead of just letting go. I am also going to try to read more.  

Oppression

Oppression paper

http://www.wix.com/purplebubbles247365/egypt

http://www.wix.com/purplebubbles247365/egypt-oppression

my essay

reflection

standards

Baby No Baby

Punnet Square

Pedigree

Sickle Cells Disesae

  Sickle Cell Disease What is sickle cell disease? Sickle cell disease is a group of disorders that affects hemoglobin, the molecule in red blood cells that delivers oxygen to cell throughout the body. Signs and symptoms of sickle cell disease usually begin in early childhood. The cells and symptoms of sickle cell disease are caused by the sickling of of the red blood cells. When red blood cells sickle, they break down prematurely, which can lead to anemia. Anemia can cause shortness of breath, fatigue, and deploy the growth and development of children. Sickle cell disease affects millions of people around the world. Mutations in the HBB gene cause sickle cell disease.  HBB is the hemoglobin beta. Sickle cell disease causes episodes that deprive tissues and organs of oxygen-rich blood and can lead to organ damage especially in the lungs kidneys, spleen, and brain. A particularly serious complicaton of sickle cell disease is high blood pressure in the blood vessels that supply the lungs (pulmonary hypertension). Pulmonary hypertension occurs in about half of adults 1/3 of adults with sickle cell disease and can lead to heart failure. Other Names *HBS disease *Hemoglobin Disease *SCD *Sickle Cell disorder *Sickling Disorder Due to Hemoglobin  

Sickle Cell Genteic

  Sickle Cell Genetics *Genetics ~Sickle cell gene mutations probably arose spontaneously in different geography areas. ~The allele responsible for sickle-cell anemia is autosomal recessive and can be found on the short arm of the chromosome. ~A person receives the defect gene from both father and mother develops the disease; a person that receives one defective and one healthy allele remains healthy, but can pass on the disease and is known as a carrier. ~If two parents who are carriers have a child, there is a 1 - 4 chance of their child developing the disease and a 1 - 2 chance of their child just being a carrier. ~Since the gene is incompletely recessive, carriers can produce a few sickle red blood cells, not enough to cause symptoms, but enough to give resistance to malaria. ~Because of this, heterozygous have a higher fitness than either of the homozygous. ~This is known as heterozygote advantage. *Inheritance ~Sickle-cell conditions are inherited from parents in much the same way as blood type, hair color and texture, eye color, and other traits. *Diagnosis ~an acute sickle-cell crisis is often precipitated by infection. ~People who are known carriers of the disease often undergo counseling before they have a child. ~A test to see if an unborn child has the disease takes either a blood sample from the fetus or a sample of the amniotic fluid. ~Since taking a blood sample from the fetus has greaterrisks, the latter test is usually used.  

history of sickle cell

HistoryThis collection of clinical findings was unknown until the explanation of the sickle cells in 1910 by the Chicago cardiologist and professor of medicine James B. Herrick (1861–1954), whose intern Ernest Edward Irons (1877–1959) found "peculiar elongated and sickle-shaped" cells in the blood of Walter Clement Noel, a 20-year-old irst-year dental student from Grenada, after Noel was admitted to the Chicago Presbyterian Hospital in December 1904 suffering from anaemia. Noel was readmitted several times over the next three years for "muscular rheumatism" and "bilious attacks". Noel completed his studies and returned to the capital of Grenada (St. George's) to practice dentistry. He died of pneumonia in 1916 and is buried in the Catholic cemetery at Sauteurs in the north of Grenada. Herrick's published account included illustrations, but the earliest available slide showing sickle c ells is that of a 1918 autopsy from a soldier with sickle trait, initially reviewed only 92 years later. The disease was named "sickle-cell anaemia" by Verne Mason in 1922, then a medical resident at Johns Hopkins Hospital However, some elements of the disease had been recognized earlier: A paper in the Southern Journal of Medical Pharmacology in 1846 described the absence of a spleen in the autopsy of a runaway slave. The African medical literature reported this condition in the 1870s, when it was known locally as ogbanjes ("children who come and go") because of the very high infant mortality rate caused by this condition. A history of the condition tracked reports back to 1670 in one Ghanaian family.[ Also, the practice of using tar soap to cover blemishes caused by sickle-cell sores was prevalent in the black community. Linus Pauling and colleagues were the first, in 1949, to demonstrate that sickle-cell disease occurs as a result of an abnormality in the haemoglobin molecule. This was the first time a genetic disease was linked to a mutation of a specific protein, a milestone in the history of molecular biology, and it was published in their paper "Sickle Cell Anemia, a Molecular Disease".

my reflection

I believe that I did a good job on the project, but when it came to presnting my information, I was competely lost. I had forgotten all my information and I froze. I rueinded my chances for an A because of stage fright. Next time I will practice in front of other people and I will try my hardest to do the best I possibly can.

standards

  B.1.12 Compare and contrast the form and function of prokaryotic and eukaryotic cells. B.1.13 Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts.  

success time

meanings essay

  Nicole Smith 4/27-29/11 success time essay   “One thorn of experience is worth a whole wilderness of warning.”-James Russel Lowell. What this means to me is one mistake can trigger a lifetime of regret. It also means that it could happen more than once because a thorn is one, a bush is many, but a whole wilderness is a life time of thorns. Life has a lot of unexpected twists and turns that jump at you, and they seen to come from no where, but you just have to try to tackle life head on and be willing to fight what ever comes your way. So watch out and be careful of what you do. Most people will never expect what's around the corner and it can be a good or bad thing. Life can take you and throw you around, but you must be willing to show that you won't just let it. You need to stand up and pursue life, live it to the fullest, but be aware of the warnings and consequences. Its the things and the people you love, that can hurt you the most. Watch the little things in life, some times the littlest things give off the biggest warnings. Most things that happen in life are unexpected. They come out of nowhere and push you to the ground. You just need to get back up and dust your self off. Not all things that happen in life are going to be bad. Some times one of the unexpected things turn out to be the greatest thing that has ever happened. These “thorns” that can happen in life can push you in the right direction. They can turn your whole life around and make it better. One thing that happen to me that I will never forget is when I crashed on my bike and had to get stitches. This was a giant thorn, but I learned some thing from it. I learned that I need to slow down in life. Everything is too hyped and out of control. After getting my stitches (my thorn) I couldn't do most of the things I used to do. I couldn't dance, jump, run, or walk correctly. It was so hard for me to except that. I didn't want to just give in and give up. So I tried my hardest to let the stitches heal correctly and they did. The lesson I learned after this was to be more careful and watch what I'm doing. “One thorn of experience is worth a whole wilderness of warning.”-James Russel Lowell. To be honest this could mean over a million things, but to me it means that you can make one mistake that stays with you for a life time and causes a lifetime of regret but you can recover. Life throws twists and turns at you that you just have to be ready for. The thorns of life are not always expected but it happens and it could be the worst or greatest thing that has ever happened to you. It's not always bad. These things can push you in the right direction sometimes. Live life to the fullest and never back down, but be cautious of the warnings you see in life.  

My future essay

  Nicole Smith 5-11-11 success time essay answer         When I get older, I want to be a photographer and I want to own my own magazine. Right now I want to get a job so that I can have some work experience to pursue my dream. I am currently taken three English courses and this will help me with my future, because I am going to need to use English vigorously when editing my magazine. Last semester I took a graphic design class and it helped me learn my way around a computer and it also taught me how to make pamphlets, business cards, and web-sites. Last year I took a typing class and that taught me how to type correctly and faster. When I get out of high school I plan on going to college for photography, business, English, and management. I want to major in all of these because I think these skills would take me the farthest in life. No matter what happens in the future, I want to succeed as much as possible. I have big plans for my future, but if I want to get my dreams, I need to start building my empire now.

Reflection

These essays were very easy to write and they helped me by giving me experience for the ECA. I really believe that my meanings' essay is the best thing on this mind map. Every thing that came out in that essay just flowed out of my mind and it came naturally to me. I didn't have to second guess my self about any thing. Next time I will work harder to get every thing I wanted in the essay, in the essay.  

standards

10.3.13 Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, and meaning of text.   Literary Criticism 10.3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme.   Example: Read Jurassic Park by Michael Crichton or The Perfect Storm by Sebastien Junger and evaluate the way the author’s style and descriptions help create a mood of tragedy and suspense. 10.3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period.   Example: Read a book such as Hornblower During the Crisis by C. S. Forester and tell how the author uses the story to convey larger themes about a period of transition in British history. Standard 4 WRITING: Processes and Features Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising). Organization and Focus 10.4.1 Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively. 10.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. 10.4.3 Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip to the city will always be remembered). 10.4.13 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.   Research Process and Technology 10.4.4 Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary print or Internet sources. 10.4.5 Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions. 10.4.6 Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources. 10.4.7 Integrate quotations and citations into a written text while maintaining the flow of ideas. 10.4.8 Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals. 10.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.   Evaluation and Revision 10.4.10 Review, evaluate, revise, edit, and proofread writing using an editing checklist. 10.4.11 Apply criteria developed by self and others to evaluate the mechanics and content of writing. 10.4.12 Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work.

A-Z story

The story

  The Lion and The Mouse A long time ago lived a lion and a mouse. Before these two creatures meet, the lion is asleep. Curiously the mouse scattered across into the lion’s den. Devastated by the mouse’s courage, the lion got up and roared loudly, to frighten the mouse. Eagerly the mouse took off. Fearlessly the lion went after the mouse. Growling the lion said,”I’m going to catch you and eat you little mouse!” However, when the lion finally caught the mouse, it pleaded for its life. “I can offer you anything you want, I can one day save you if you let me go,” said the mouse. Just at the thought of this, the lion let the mouse go. “Kind of you to offer,” said the lion,”but I don’t think you will ever be able to help me.” Later on that day the mouse heard a loud roar. “Mouse,” the lion cried in pain,”where are you to help me?” Now the mouse searched vigorously for the lion. “Oh no,” cried out the mouse who saw his friend in pain, “what happened?” “Paw,” cried the lion,” their is something wrong with my paw.” “Quit moving,” said the mouse, “ it’s only going to make it worse!” Running around as fast as the mouse could, he found the problem. “ Stop moving around so much,” said the mouse,” I’ve seemed to have found the problem.” “ The Problem is you have a thorn in your paw.” Under going the tough task the mouse tried his hardest to pull the thorn out. Very successfully the mouse got it out and showed the lion. “ Why was that long thing stuck in my paw,” asked the lion. “X-rays might be needed if you think the thorn went to deep,” said the mouse. “You are kind,”  said the lion, “ how could I ever repay you?” “Z’s’” laughed  the mouse, “ go back to sleep”  

reflection

I believe this is one of my greatest pieces. It's funny and creative and I love how I felt writing it. The assinment was to learn how to extend your vocabulary makeing a story. Each sentence had to start with a letter of the Alphabet and it had to make since. It was a hard project, but I made it funny and unquie. Next time I get a chance to do some thing like this, I am going to try to make my story longer.

standards

10.2.1 Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.   Example: Analyze an advertisement that has been made to look like the informational newspaper or magazine text around it. Explain why the advertisement would be designed this way and evaluate its effectiveness. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text 10.2.2 Extend — through original analysis, evaluation, and elaboration — ideas presented in primary or secondary sources.   Example: Read first-hand accounts and newspaper accounts of an historical event, such as the sinking of the Titanic, and compare them to more recent texts about the event. 10.2.3 Demonstrate use of sophisticated technology by following technical directions.   Example: Follow the directions to use a spreadsheet or database program on the computer. Follow the directions to download informational text files or articles from a Web site. 10.2.5 Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.   Expository (Informational) Critique 10.2.4 Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.   Example: Evaluate science articles by judging the references, the author’s presentation of facts and opinions, and the date of publication. Evaluate different arguments on a legal issue, such as the legal age for getting a driver’s license  

knock outs

assinment

Choices There are choices that we will make within our everyday lives that can increase or decrease our chances of coming face to face with cancer. While we can not  entirely control our fate with it comes to our possible date with this deadly foe, there are habits and lifestyle choices that can have an amazing impact on our bodies. This project will focus on The lifestyle choices we make: You will address the following issues: smoking cigarettes smoking marijuana consuming alcohol living conditions food consumption sexual lifestyle While addressing these issues you will cover the following topics: what behaviors increase/decrease the prevalence of cancer? what can someone who participates in this lifestyle expect to experience? what changes can a  person  make to reduce/remove the risks of this choice? Please include pertinent statistics concerning the topic The product for this project will include the following: an informational video ( youtube commercial ) interview a teen on the topic of lifestyle choices and their possible repercussions. This will be part of your multimedia documentary. you will create the proper material to be presented at a health fair convention.

food Bourne illness

Food-borne illness, often called food poisoning, is caused by pathogens or certain chemicals present in ingested food. Bacteria, viruses, molds, worms, and protozoa that cause disease are all pathogens, though there are also harmless and beneficial bacteria that are used to make yogurt and cheese. Some chemicals that cause food-borne illness are natural components of foods, while others may be accidentally added during production and processing, either through carelessness or pollution. The main causes of food-borne illness are bacterial (66%), chemical (26%), viral (4%) and parasitic (4%). Foodborne disease is caused by consuming contaminated foods or beverages.  Many different disease-causing microbes, or pathogens, can contaminate foods, so there are many different foodborne infections.  In addition, poisonous chemicals, or other harmful substances can cause foodborne diseases if they are present in food. More than 250 different foodborne diseases have been described.  Most of these diseases are infections, caused by a variety of bacteria, viruses, and parasites that can be foodborne.  Other diseases are poisonings, caused by harmful toxins or chemicals that have contaminated the food, for example, poisonous mushrooms.   These different diseases have many different symptoms, so there is no one "syndrome" that is foodborne illness.  However, the microbe or toxin enters the body through the gastrointestinal tract, and often causes the first symptoms there, so nausea, vomiting, abdominal cramps and diarrhea are common symptoms in many foodborne diseases. Many microbes can spread in more than one way, so we cannot always know that a disease is foodborne.  The distinction matters, because public health authorities need to know how a particular disease is spreading to take the appropriate steps to stop it.  For example, Escherichia coli infections can spread through contaminated food, contaminated drinking water, contaminated swimming water, and from toddler to toddler at a day care center.  Depending on which means of spread caused a case, the measures to stop other cases from occurring could range from removing contaminated food from stores, chlorinating a swimming pool, or closing a child day care center.

powerpoint

reflection

I believe that I did a really great job of this for a beginner, but I can't take all the credit. I had help from my best friend Taylor Brennan. She was a major help. I enjoyed working on this project. For next time, I'll do more research to help me under stand it more.  

standards

B.1.2 Explain that every cell is covered by a membrane that controls what can enter and leave the cell. Recognize that in all but quite primitive cells, a complex network of proteins provides organization and shape. In addition, understand that flagella and/or cilia may allow some Protista, some Monera, and some animal cells to move. B.1.3 Know and describe that within the cell are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, information feedback, and movement. In addition to these basic cellular functions common to all cells, understand that most cells in multicellular organisms perform some special functions that others do not. B.1.4 Understand and describe that the work of the cell is carried out by the many different types of molecules it assembles, such as proteins, lipids, carbohydrates, and nucleic acids. B.1.5 Demonstrate that most cells function best within a narrow range of temperature and acidity. Note that extreme changes may harm cells, modifying the structure of their protein molecules and therefore, some possible functions. B.1.6 Show that a living cell is composed mainly of a small number of chemical elements – carbon, hydrogen, nitrogen, oxygen, phosphorous, and sulfur. Recognize that carbon can join to other carbon atoms in chains and rings to form large and complex molecules. B.1.7 Explain that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activities, such as growth and division. Note that cell behavior can also be affected by molecules from other parts of the organism, such as hormones. B.1.8 Understand and describe that all growth and development is a consequence of an increase in cell number, cell size, and/or cell products. Explain that cellular differentiation results from gene expression and/or environmental influence. Differentiate between mitosis and meiosis. B.1.9 Recognize and describe that both living and nonliving things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP. B.1.10 Recognize and explain that macromolecules such as lipids contain high energy bonds as well. Developmental and Organismal Biology B.1.11 Describe that through biogenesis all organisms begin their life cycles as a single cell and that in multicellular organisms, successive generations of embryonic cells form by cell division.Page 75 Biology I Science B1 Principles of Biology (continued) B.1.12 Compare and contrast the form and function of prokaryotic and eukaryotic cells. B.1.13 Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts. B.1.14 Recognize and explain that communication and/or interaction are required between cells to coordinate their diverse activities. B.1.15 Understand and explain that, in biological systems, structure and function must be considered together. B.1.16 Explain how higher levels of organization result from specific complexing and interactions of smaller units and that their maintenance requires a constant input of energy as well as new material. B.1.17 Understand that and describe how the maintenance of a relatively stable internal environment is required for the continuation of life and explain how stability is challenged by changing physical, chemical, and environmental conditions, as well as the presence of disease agents. B.1.18 Explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short- and long-term equilibrium. B.1.19 Recognize and describe that metabolism consists of the production, modification, transport, and exchange of materials that are required for the maintenance of life. B.1.20 Recognize that and describe how the human immune system is designed to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise within. Genetics B.1.21 Understand and explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules. B.1.22 Understand and explain the genetic basis for Mendel’s laws of segregation and independent assortment. B.1.23 Understand that and describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it, and that the resulting features may help, harm, or have little or no effect on the offspring’s success in its environment. B.1.24 Explain that gene mutations can be caused by such things as radiation and chemicals. Understand that when they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only. B.1.25 Explain that gene mutation in a cell can result in uncontrolled cell division, called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. B.1.26 Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms. B.1.27 Explain that the similarity of human DNA sequences and the resulting similarity in cell chemistry and anatomy identify human beings as a unique species, different from all others. Likewise, understand that every other species has its own characteristic DNA sequence.Page 76 Biology I Science 1B Principles of Biology (continued) B.1.28 Illustrate that the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations from the offspring of any two parents. Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes. B.1.29 Understand that and explain how the actions of genes, patterns of inheritance, and the reproduction of cells and organisms account for the continuity of life, and give examples of how inherited characteristics can be observed at molecular and whole-organism levels – in structure, chemistry, or behavior. Evolution B.1.30 Understand and explain that molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another. B.1.31 Describe how natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, and some of these characteristics give individuals an advantage over others in surviving and reproducing. Understand that the advantaged offspring, in turn, are more likely than others to survive and reproduce. Also understand that the proportion of individuals in the population that have advantageous characteristics will increase. B.1.32 Explain how natural selection leads to organisms that are well suited for survival in particular environments, and discuss how natural selection provides scientific explanation for the history of life on Earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms. B.1.33 Describe how life on Earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. Note that during the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved. B.1.34 Explain that evolution builds on what already exists, so the more variety there is, the more there can be in the future. Recognize, however, that evolution does not necessitate long-term progress in some set direction. B.1.35 Explain that the degree of kinship between organisms or species can be estimated from the similarity of their DNA sequences, which often closely matches their classification based on anatomical similarities. Know that amino acid similarities also provide clues to this kinship. B.1.36 Trace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of sub-populations. Ecology B.1.37 Explain that the amount of life any environment can support is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organic materials. Recognize, therefore, that human activities and technology can change the flow and reduce the fertility of the land. B.1.38 Understand and explain the significance of the introduction of species, such as zebra mussels, into American waterways, and describe the consequent harm to native species and the environment in general.Principles of Biology (continued) B.1.39 Describe how ecosystems can be reasonably stable over hundreds or thousands of years. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages that eventually result in a system similar to the original one. B.1.40 Understand and explain that like many complex systems, ecosystems tend to have cyclic fluctuations around a state of rough equilibrium. However, also understand that ecosystems can always change with climate changes or when one or more new species appear as a result of migration or local evolution. B.1.41 Recognize that and describe how human beings are part of Earth’s ecosystems. Note that human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. B.1.42 Realize and explain that at times, the environmental conditions are such that plants and marine organisms grow faster than decomposers can recycle them back to the environment. Understand that layers of energy-rich organic material thus laid down have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. Further understand that by burning these fossil fuels, people are passing most of the stored energy back into the environment as heat and releasing large amounts of carbon dioxide. B.1.43 Understand that and describe how organisms are influenced by a particular combination of living and nonliving components of the environment. B.1.44 Describe the flow of matter, nutrients, and energy within ecosystems. B.1.45 Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of the way organisms develop within ecosystems. B.1.46 Recognize and describe that a great diversity of species increases the chance that at least some living things will survive in the face of large changes in the environment. B.1.47 Explain, with examples, that ecology studies the varieties and interactions of living things across space while evolution studies the varieties and interactions of living things across time. Standard 2 Historical Perspectives of Biology Students gain understanding of how the scientific enterprise operates through examples of historical events. Through the study of these events, they understand that new ideas are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and grow or transform slowly through the contributions of many different investigators. B.2.1 Explain that prior to the studies of Charles Darwin, the most widespread belief was that all known species were created at the same time and remained unchanged throughout history. Note that some scientists at the time believed that features an individual acquired during a lifetime could be passed on to its offspring, and the species could thereby gradually change to fit an environment better. Page 77 Biology I Science B1Page 78 Biology I Science 1B Historical Perspectives of Biology (continued) B.2.2 Explain that Darwin argued that only biologically inherited characteristics could be passed on to offspring. Note that some of these characteristics were advantageous in surviving and reproducing. Understand that the offspring would also inherit and pass on those advantages, and over generations the aggregation of these inherited advantages would lead to a new species. B.2.3 Describe that the quick success of Darwin’s book Origin of Species, published in 1859, came from the clear and understandable argument it made, including the comparison of natural selection to the selective breeding of animals in wide use at the time, and from the massive array of biological and fossil evidence it assembled to support the argument. B.2.4 Explain that after the publication of Origin of Species, biological evolution was supported by the rediscovery of the genetics experiments of an Austrian monk, Gregor Mendel, by the identification of genes and how they are sorted in reproduction, and by the discovery that the genetic code found in DNA is the same for almost all organisms

Scores and Grades

Interim scores

Standards (interuim) *interuim 2b 5 out of nine standards: 10.4.13, 10.4.10, 10.4.2, 10.5.3, 10.6.1, 10.5.1 *interim 3a 8 out of 9 standards: 10.3.6, 10.2.1, 10.3.9, 10.5.4 *interim 4a 4 out of 7 standards: 10.6.2, 10.5.1, 10.8.3 *interim 4b 5 out of 8 standards: 10.6.2, 9.8.1, 10.5.4 *interim 5a 6 out of 7 standards: 10.2.5, 10.1.1, 10.2.4, 10.2.1  

reflection

grades

  work ethic 77% citizenship 77% collaboration 79% technology 73% critical thinking 71%   *grades english 74% Bio 88% Health 88% Math 53%     I'm not satisfied with my math grade but the rest i'm okay with.  

reflection

NWEA scores

NWEA SCOREs   math w10 210 f10 230 w11 233     reading s10 207 f10 219 w11 218     language s10 231 f10 214 w11 220

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diagnostic scores

  Diagnostic Report   .Zone of proaimal development a 6.4 through 9.3 .grade equivalent 9.3 .i scored 41% higher then the national rate .ss score 997 .rp range 26-50  

reflection

math fundraiser

notes

Ideas for fundraiser CHS ti-die t-shirts < Nicole Smith’s Idea Coins for Computers < Nicole Smith’s Idea A school yard sell < http://www.perpetualpreschool.com/fundideas.html Movie Night $5 per person Kareoke Night < http://www.fundraiserhelp.com/karaoke-fundraiser.htm donate clothing and sell it < http://www.perpetualpreschool.com/fundideas.html kids fair < http://www.perpetualpreschool.com/fundideas.html “GIVE & TAKE". On a big foam board located outside of the classroom families can post services they are willing to GIVE or services they want to TAKE. Each service has a pledged donation amount that will go to the school. When a family selects a service they remove the pledge card and present it to the author. Examples are: to GIVE - babysitting @ $5 an hour, a home cooked meal delivered to your home for $20, a day with the teacher for $30. To TAKE - furniture moving @ $75, Saturday babysitting for a $25 donation, "taxi service home" for two children @ $10 a week. And because these are donations to the school families can claim them on their taxes. The list continues to grow and is a perfect fundraiser for our cooperative preschool. < http://www.perpetualpreschool.com/fundideas.html Amateur Comedy Night < Brandon Meade’s Idea Donate or make hand made items and then raffle them off < http://www.perpetualpreschool.com/fundideas.html dance night, all welcome $5 per person< Nicole and Brandon’s Idea donate books and sell them< Nicole Smith’s Idea talent night< Nicole Smith’s Idea school wide winter fest< Nicole Smith’s Ideas hay rides< Nicole Smith’s Idea make a recipe book, just add a recipe to the book for $2.50 each< Nicole Smith’s Idea Holloween Pumpkin Fundraiser < http://www.fundraiserhelp.com/halloween-pumpkin-fundraiser.htm Hip-hop-a-thon < http://www.perpetualpreschool.com/fundideas.html parent’s night out < http://www.perpetualpreschool.com/fundideas.html calenders bingo night< http://www.perpetualpreschool.com/fundideas.html painting classes< Nicole Smith’s Idea making a joke book < Nicole Smith’s Idea amature hair care nights< Nicole Smith’s Idea make your own bracelets < Nicole Smth’s Idea little artist hour (for little kids)< Nicole Smith’s Idea putting  music onto a CD< Nicole Smith’s Idea dance contest< Nicole Smith’s Idea hoola-hoop contest< Nicole Smith’s Idea dance your pants off< Nicole Smith’s Idea sing your lungs out < Nicole Smith’s Idea crazy art< Nicole Smith’s Idea poetry corner < Nicole Smith’s Idea freedom of speech class< Nicole Smith’s Idea free style dancing contest< Nicole Smith’s Idea rock da mic night< Nicole Smith’s Idea creative thought< Nicole Smith’s Idea Lip syncing contest< Nicole Smith’s Idea car wash< Nicole Smith’s Idea Amature DJ Night< Nicole Smith’s Idea Tutor Helpers< Nicole Smith’s Idea Santa’s Little Helpers(Christmas) < Nicole Smith’s Idea Ghoul and Gobblin Night (Halloween) < Nicole Smith’s Idea Help and Answers< Nicole Smith’s Idea

reflection

I worked really hard on this project and I came up with most of the ideas. I thought this was going to be an essay assinment, but I was wrong. Most of my ideas were not able to be used because we needed right and people would need to be payed for. For next time, I'll use spell checking and look up more information about the subject.

standards

A2.9.1 Understand and apply counting principles to compute combinations and permutations. Example: There are 5 students who work in a bookshop. If the bookshop needs 3 people to operate, how many days straight could the bookstore operate without the same group of students working twice? A2.9.2  Use the basic counting principle, combinations, and permutations to compute probabilities. Example: You are on a chess team made up of 15 players. What is the probability that you will be chosen if a 3-person team is selected at random?Page 97 Algebra II Mathematics A2 Standard 10 Mathematical Reasoning and Problem Solving Students use a variety of strategies to solve problems. A2.10.1 Use a variety of problem-solving strategies, such as drawing a diagram, guess-and-check, solving a simpler problem, writing an equation, and working backwards. Example: The swimming pool at Roanoke Park is 24 feet long and 18 feet wide. The park district has determined that they have enough money to put a walkway of uniform width, with a maximum area of 288 square feet, around the pool. How could you find the maximum width of a new walkway? A2.10.2 Decide whether a solution is reasonable in the context of the original situation. Example: John says the answer to the problem in the first example is 20 feet. Is that reasonable? Students develop and evaluate mathematical arguments and proofs. A2.10.3 Decide if a given algebraic statement is true always, sometimes, or never (statements involving rational or radical expressions or logarithmic or exponential functions). Example: Is the statement (a x ( y t a xy true for all x, for some x, or for no x? A2.10.4 Use the properties of number systems and the order of operations to justify the steps of simplifying functions and solving equations. Example: Simplify 2(x 3 s 3x 2 r x s 6) s (x s 3)(x r 4), explaining why you can take each step. A2.10.5 Understand that the logic of equation solving begins with the assumption that the variable is a number that satisfies the equation and that the steps taken when solving equations create new equations that have, in most cases, the same solution set as the original. Understand that similar logic applies to solving systems of equations simultaneously.

Start here

Intro paper

  Dear reader, Hello, my name is Nicole Smith. I was asked by my teacher to make a portfolio and a web-page about my self and my progress as a learner over the course of this year.  Making this mind map (portfolio) was the hardest part of this process. I had to decide which pieces of work I wanted to go into it. I also had to decide what my reflections and standards needed to include. I believe that I have gone far as a learner this year. The last couple of years I have gotten an F in English, but this year I have gotten a C. I am very proud of myself for this. I never thought I would be able to bring up my grade in English because I was so bad in this subject, but with the help and support of my friends, family, and teachers I was able to get threw this year. I thank you for all your help. I love you guys. I believe my strengths are that I am a great talker and a very creative person. I also believe that I am strong with my writing if I am really passionate about it. My weaknesses include English (but its getting better), staying on task, no Internet at home, and paying attention ( this is getting better too). All these strengths and weaknesses are important to my life because they make me who I am as a person and as a learner. I believe that the best part of my portfolio is my Oppression essay and web-sites. Even though I can’t talk all the credit for it. My group had helped me. I believe we did a great job on the web pages because we had never made one before. We had music, pictures, and lots of important information. My high point int this assignment had to be my web-pages. I worked really hard on these and it took days to make, but it was worth it. My low point in this assignment would have to be my essay. I had a hard time finding information and I waited until the last minute to write it. This was not my best idea, but it all turned out great in the end. The SWLO’s ( school wide learning out comes) that I learned and used this year are professionalism, work ethic, collaboration, communication, creative problem solving, technology use, and citizenship. I tried my hardest to accomplish all these tasks. As a leader for a a few of these rolls. I use citizenship, work ethic, communication,and creative problem. You will always have a problem when working in a group weather it be problems communicating, staying on task, or computer malfunctions, but as a leader I had to learn how to deal with it and find a fast way to get back the information I had. This year my teacher Mrs. Weirzbicki has been a great help when it comes to technology. She has taught me a lot of important and needed information. When it comes to computers, I would not say that I am a computer genius, but I would say that (if I took the time) I would say I can find my way around a computer. Mrs. Wiezbicki taught me how to use echo, mindmeister, wix, and other various web-sites that have helped me as a learner. Echo taught me how to look threw information and links to find things like work and my grades, but also how to communicate with my fellow workers (students) and teachers. Mindmeister taught me how to make mind maps. It was hard at first, but once I figured out what I was doing, the rest just flourished. Wix is another thing Mrs. Weizbicki taught me how to do. Wix is a web-site that teaches people how to create web-pages and it does it for free. They even publish them! The technical skills now that I’ve had the help of Mrs. Weizbicki are to make a web-page and this will help me get really far in life. Any company that needs a  person to create and maintain a website would love to have a person like me work for them because I know how to do this. The same thing goes for the mind map. Echo will help me further my self in life because it will help me find my way around any web-site that I come across. I am very appreciative  of this. The choices I mad for my mind map show strengths and weaknesses. They also show my growth over the progress over the year. I chose project that we did at the beginning, middle, and end of the year. I wanted to show how far I have come. From getting F’s in English to my current C, is where I am. I am happy with my progress over the course of this year and I believe that I have shown that I have grown. I have worked really hard to get where I am and I am proud of myself for it. I believe that I have showed that I am a positive person and that I try, but I might not always be able to get the best grades for them. These choices are my own and I believe that I made the right ones. By reading this I hope you understand all the elements that inhabit it. I tried really hard to make this interesting. I wanted to show you how much I have grown since I stated out this year. I also wanted to show you that I can do these things and I can accomplish every thing. I am a hard worker and I excel in almost every thing I do. I also want to thank you. p.s. look closely at the symbols. they mean different things that need to be gone threw and checked. click on them and they will pop up for you to view. Thank you very much, Nicole Diane Smith  

End here

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