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... A Quick Overview of ES 304 Race and Environment (Licensed as CC BY-NC) Instructor Prof. Salma Monani (she/her/hers) smonani@gettysburg.edu Office Hours: Monday and Thursday 2:00-4pm, and by appointment What will we cover? The racial dimensions of environmental issues by engaging with the following topics: 1) Race in America How do we talk about race? What are the historical roots of race in the U.S? What are the roots of the conservation movement in the U.S.? 2) Racial Exclusion and Inclusion in the Great Outdoors with attention to: Native Americans African Americans / Blacks Latinx communities 3) Environmental Justice in Farms, Cities and Oceans with attention to: Latinx communities Asian Americans Pacific Islanders 4) Building Bridges, Informing People about Race and Environment v Your Open Educational Resource (OER) Project How Will We Learn? Readings: Peer reviewed journal articles, and book chapters Other creative media: Films, podcasts, art Seminar style discussions with student leadership Field trips, talks with experts etc. Assignments: reading annotations, discussion posts, your project Expectations Be an active and focused learner Engage constructively to create a collaborative & inclusive space Stay connected: check Moodle and email regularly Follow the Honor Code Follow COVID protocol Have fun and learn stuff! J Learn More Course Overview (page 1) Course Objectives and Two Important Notes about Class Content (page 2) Readings and 4th Hour Events (page 3) Assignment Descriptions (pages 3-4) Assessment (pages 4-5) Class Participation; Attendance, Due Dates, Late Work (pages 5-6) Online Logistics and Etiquette (page 7) Academic Integrity Policies; Covid Specific Policies (page 7-8) Weekly Schedule (pages 9-10) 1 ES 304: RACE AND ENVIRONMENT Professor: Salma Monani Email address: smonani@gettysburg.edu Photo Credit: Salma Monani COURSE OVERVIEW: What do environmental issues have to do with issues of race, and vice versa? This course invites you to explore how closely these issues are related in the United States and to actively engage with this vibrant area of environmental research and action. Well consider topics such as: if, and how, different racial groups have varying cultural beliefs about, and approaches towards the natural world; historical roots and legacies that shape the predominance of whiteness in the US mainstream environmental movement as well as the creation and function of environmental justice movements. Well also contemplate the potentials and challenges of how environmental movements are using creative and artistic means to forward messages for a sustainable planetary future. Throughout the semester, our focus will be on the United States, as not only is it where we are located, but also it is often used as a model for global environmental politics. We will think, write, and discuss the question of race and environment in this country with careful attention to historical, political, and social data, always keeping in view the cultural frames that shape these data. By the end of the semester, you should have a good grasp of how to express and negotiate this complex dimension of American environmental research and practice. Curriculum Requirements: The class is an elective in the Environmental Studies Department and satisfies the Conceptualizing Diversity Curriculum Requirements. It is an elective in the Peace and Justice Minor. COURSE OBJECTIVES: The primary hope of this course is that by the end of the semester you can express and negotiate the complex racial dimensions of American environmentalisms. Here are some more specific objectives: 2 v Comprehend Environment and Race in the U.S. context--Understand the historical, social and political contexts that shape how different racial groups engage and encounter environmental issues in the United States. Identify parallels between different non-White racial groups experiences of environmental issues in the United States, and recognize differences based on unique contexts. v Cultivate Critical Thinking that Engages Diverse and Interdisciplinary Perspectives: Gain exposure to diverse voices through readings, viewings, and other course materials. Understand how the arts and humanities complement scientific knowledge and expression in environmental movements. v Communicate Collaboratively and Constructively Improve discussion skills, including willingness to consider differing perspectives and ability to verbally explore difficult or politically charged topics with sensitivity. Work efficiently and collaboratively with others to forward an intellectual community. Communicate clearly through written and oral assignments. TWO IMPORTANT NOTES ADDRESSING COURSE CONTENT 1. Discussing Race This is a course that brings race into conversation with Americas environmental systems. Given our broader national and political contexts, race is often an uncomfortable subject to broach. I believe a classroom space should allow all students to feel welcomed and respected; I also feel that college and life beyond college requires us to address unsettling ideas. One of the goals, in fact, of college is to help us develop productive ways of dealing with troubling situations and topics. At times this semester, we will read about and discuss language and topics that may be unsettling to some students. In discussing your personal reactions to this material, please do so in ways that respect the varied experiences of your classmates. In other words, while it is powerful and useful to speak aloud our truths about the world, we have to keep in mind that our experiences might not be the same as that of others and our words can negatively impact the learning community. Be open-minded not defensive in your own responses. Part of college is learning to navigate difference in ways that are productive and empowering, not only for you, but for the well-being of our collective community. I encourage you to bring the tools of REAL TALK that you learned in ES 225 to this class; at the start of semester we will overview these tools and as a class, commit to discussion policies. 2. Time Commitments and Preparatory Work You should know at the outset that this course is organized as an upper-level 3xx course. To get the most out of it, expect to engage in the rigor of intellectual work that can help you interface more thoughtfully with the world around you. To be part of a dynamic growing area of research that interfaces with histories, policies, and grassroot activism that address questions of race and environment, be prepared to engage deeply. Typically, each week you should budget at least 5 hours outside of class on homework. Most weeks, for homework I assign 2 to 3 academic articles and/or book chapters, which I will combine with more general audience resources like films, poems, etc. In various weeks, you will also 3 spend time outside of class on preparing your discussion posts, leading discussion assignments, and working on your research project. Given that we meet only once a week, do not to wait until the night before to do the homework. Instead, I strongly encourage you to block off study time Thursday-Monday to get ahead on the readings, and other homework tasks. Use the day before class mostly as a time to polish up your thoughts and to be ready to engage actively in class the next day. READINGS: NOTE: All readings are available for NO cost to you via our Moodle site. They include publicly available e-resources as well as multi-user library resources. Id like you to have access to the readings easily in class, so please make sure to have them downloaded on your computers. Some of the sources we will access more than once in semester include the following key texts: Dorceta Taylor, 2016. The Rise of the American Conservation Movement: Power, Privilege, and Environmental Protection. Duke University Press. Holifield, Ryan et al. Eds. 2018. The Routledge Handbook of Environmental Justice. Routledge Press. Nishimi, Leilani and Kim D. Hester Williams. Eds. 2018. Racial Ecologies. University of Washington Press. Sze, Julie, 2020. Environmental Justice in a Moment of Danger. University of California Press. Wald, Sarah et al. Eds. 2019. Latinx Environmentalisms: Place, Justice and the Decolonial. Temple University Press. 4th Hour Requirements include field trips and speaker events. Make sure to check the schedule. ASSIGNMENTS IN BRIEF In-class Engagement (Attendance, Participation, Exercises, and Related Activities): Every week involves an exciting dive into academic and general audience materials that help frame how environmental scholars and activists help us see the intersections between race and environment. How we make sense of this work is crucially dependence on the quality of your participation! Your active presence, as well as openness, intellectual curiosity, and respectful engagement in partaking in conversations, as well as short in-class, online activities, field trips and other events is essential to getting us thinking more carefully and critically about this topic, its histories, controversies, and potentials. HW, Readings and Discussion PostsTo prepare us for our robust and interactive discussions in class, we will use the Hypothes.is reading tool that allows for collective annotations, and serves as a jumping off point for the Discussion Forum on Moodle where you will synthesize some of the thoughts and themes of the readings. Over the course of the semester, you are responsible for providing 6 discussion posts. Leading Discussions: Twice during the semester, you will lead discussion along with two or three of your class mates. Because this is an upper level seminar course, these opportunities allow you to take 4 ownership of the course materials and in the process hone your communication and leadership skills. At the start of semester, you will have a chance to choose which topics and weeks you want to take charge of. On the weeks you lead, you will not turn in a discussion post, instead you will complete the Leading Discussion assignment. Open Resource Education Resource (OER Project): There is no easily accessible, affordable, or comprehensive source that currently captures the varied and multiple experiences of BIPOC people in Americas environmental context. Throughout semester youll be working on an Open Resource Education (OER) project of your choice that can serve as such a resource. The project is scaffolded so that you can have a chance to engage in important professional skills such as research, peer review, and iterative writing that allows you to dive deep and give the project the time it needs to be the best you can make it. HOW DO I ASSESS YOUR LEARNING AND PROGRESS IN THE CLASS? Assignments In class engagement (attendance, participation, activity completions etc.) Percentage 10 HW, Readings and Discussion Posts 15 Leading discussion = Group assignment OER Project: Part 1 OER Project: Part 2 OER Project Final Total 20 15 15 25 100 RATIONALE FOR ASSIGNMENTS AND GRADES Assignments are structured along a continuum that is known in education theory as Blooms Taxonomy. To get a more transparent sense of this system, see the image below, which demonstrates how most of us learn. 5 To help you learn at all levels, the assignments in this class fall along the continuum. IMPORTANT: The bottom of the pyramid emphasizes simple forms of comprehension, and while your weekly HW and inclass engagement activities are deliberately weighted low, they are often the building blocks for more sophisticated forms of critical thinking that leading discussion and project assignments require applying, analyzing, evaluating, and finally creating. Please do stay on top of these weekly assignments for this reason. Grading scale: A+ 96% B+ 86% C+ 76% A B C D F 93% A90% 83% B80% 73% C70%* 65% 60% or lower *(If you are taking the class Pass/Fail, this is the lowest percentage you can get to pass this class) COURSE POLICIES (If in doubt, ask me in advance! I am here to help.) Not included, since these are specific to individual institutions. See next page for schedule. 6 SCHEDULE NOTES: 1. All readings and related course content are free and accessible through our Moodle site. 2. The schedule is subject to change. I like to tailor the class to the pace it needs. Please make sure to check the weekly homework guides for the most updated schedule. Week # Topics and Readings Creative Date Expressions + 4th Hour Activities Introductions: Race in America #1 COURSE INTRODUCTIONS AND HOW DO WE TALK ABOUT RACE + Aug 31 ENVIRONMENT Academic peer reviewed articles and book chapters: Goodman et al.s 2012 Race: Are We So Different (Ch 1: 1-5) Julie Szes Environmental Justice in a Moment of Danger (Intro: 1-9) Sarah Riggs Stapletons Toward critical environmental education: a standpoint analysis of race in the American environmental context, Environmental Education Research, 2020, 26.2, 155170 (read only up to 158; check the sub-heads in the section on Toward critical Environmental Education) #2 Sept 7 ROOTS OF U.S. RACIAL FORMATIONS Academic peer reviewed articles and book chapters: Dorcetta Taylors 2016 The Rise of the American Conservation Movement (Ch 1: 9-22) Goodman et al.s 2012 Race: Are We So Different (Ch 3: 15-25) Donna Houston and Pavithra Vasudevans Storytelling Environmental Justice: Cultural Studies Approaches in The Routledge Handbook of Environmental Justice, edits. Holifield et. al. 2018, 241-251. How we tell (Hi)stories General audience resources: PBS American Masters When Environmental Justice Meetings Human Rights (~ 1 minute video excerpt) #3 Sept 14 Part 1: Racial Exclusion and Inclusion in Americas Great Outdoors THE RISE OF THE CONSERVATION MOVEMENT & NATIVE AMERICAN EXCLUSIONS In-class library visit for OER research? 7 Academic peer reviewed articles and book chapters: Dorcetta Taylors The Rise of the American Conservation Movement (Ch 2: 32-33, skim headlines of rest of chapter; Ch 11: 350-368) Brenda Childs The Absence of Indigenous History in Ken Burns The National Park: Americas Best Idea, Public Historian, 2011, 33:2 (24-29). General audience resources: HBO Series Exterminate All the Brutes: Episode 2This Land Is Your Land (53 minutes) #4 Sept 21 NATIVE AMERICAN ENVIRONMENT(ALISM)S #5 Sept 28 AFRICAN AMERICANS/BLACKS IN THE GREAT OUTDOORS #6 Oct 5 #7 Oct 12 NO READINGS: OER Project: Part 1 due Academic peer reviewed articles and book chapters: Dian Millions We are the Land, and the Land is Us, in Racial Ecologies. Ed. Nishimi and Williams, 2018, 19-32. General audience resources: Clint Carrolls Relational Activism and Indigenous Futures, World Literature Today, October 10, 2019. Sarah Gilsouls Indigenous Pennsylvania: Past, Present and Future, 2022. (Storymap project) 4th Hour events Attend Robin Kimmerer talk (September 19 evening) Saturday day field trip: Indigenous PA (September 24) Radio Podcasts Academic peer reviewed articles and book chapters: Dorcetta Taylors The Rise of the American Conservation Movement (Ch 11: 372-382) Julie Szes Environmental Justice in a Moment of Danger (Ch 3: 76-81) General audience resources: PBSs American Outdoors with Baratunde Thurstone (Episode 6: Minnesota-A Better World: ~53 minute watch) Michelle Harven and Chris Remingtons A1 Podcast Americas Relation with the outdoors is a patch work, July 11, 2022. (~30 minute listen) LATINX IN THE GREAT OUTDOORS Tweets + Poems Academic peer reviewed articles and book chapters: In Latinx Environmentalisms edited by Sarah Wald et al. 2019: In-class Visitor: Co-editor of Latinx Environmentalisms 8  Sarah Walds The National Park Foundations American Latino Expedition. (52-71). Priscilla Solis Ybarras The Body Knows, and the Land has Memory (281-290). General audience resources: Cherri Moragas poem South Central Farmers in A Xicana Codex of Changing Consciousness: Writings, 20002010. (Check out the illustrations in the book as well) #8 Oct 19 #9 Oct 26 Part 2: Environmental Justice in Farms, Cities, and Oceans NO READINGS: Time to work on OER Project: Part 2 LATINX ENVIRONMENT(ALISM)S Academic peer reviewed articles and book chapters: Jennifer Garcia Peacocks Sun Ma(i)d. In Latinx Environmentalisms edited by Sarah Wald et al. 2019, (104-124). General audience resources: Estes Herandezs website Schmucker Gallery catalogs #10 Nov 2 ASIAN AMERICANS ENVIRONMENTAL(ISM)S # 11 Nov 9 PACIFIC ISLANDERS ENVIRONMENTAL(ISM)S Paintings & Posters 4th Hour: Gallery Visit Photography Academic peer reviewed articles and book chapters: Sunny Chans A Brief History of Asian American Organizing In Racial Ecologies eds. Nishimi and Williams, 2018, (p170-182) Evans Agnew et al. Is It Good or Bad for You?... Health Promotion Practice, 2022, 23.2, 305-316. General audience resources: Ranjani Prabhakars How Asian American Farmers Shaped Earth Justice, May 28, 2021. Asian American Pacific Environmental Network (history page of website) Chicago Asian Americans for Environmental Justice (media page of website) Performance Art Academic peer reviewed articles and book chapters: Philip Coventry and Chukwumerije Okerekes Climate Change and Environmental Justice in The Routledge Handbook of Environmental Justice, eds. Holifield et. al. 2018, 362-373 (Read 362 intro, 365368, skim the rest of the article). 9  # 12 Nov 16 #13 #14 Nov 30 #15 Dec 7 Exam week Christina Gerhardts Sea Level Rise, Marshall Islands, and Environmental Justice, In Climate Justice and Community Resilience: Resistance and Grassroots Solutions, eds. Brian Tokar and Tamra Gilbertson, 2020, 70-81. General audience resources: Kathy Jetil-Kijiners video poems Part 3: Building Bridges, Informing America about Race + Environment NO READINGS: OER Project Part 2 due Thanksgiving Break OER Project Discussions CLIMATE JUSTICE + BIPOC ALLYSHIP Graphic Novels Academic peer reviewed articles and book chapters: Julie Szes Environmental Justice in a Moment of Danger (Ch 3: 93-98, Ch 4: 99-102) (re-visiting) Sarah Riggs Stapletons Toward critical environmental education: a standpoint analysis of race in the American environmental context, Environmental Education Research, 2020, 26.2, 155170. General audience resources: Anson et al. 2022. Stemming the Creep of Ecofascism OER Project Final + Presentations 10  ...

... Biology for Non-Majors Chapter 6 and 7- Cell and Sexual Reproduction  DNA and Genomes DNA (deoxyribonucleic acid) is the genetic material of living organisms In humans, DNA is found in almost all the cells of the body In eukaryotes such as plants and animals, the great majority of DNA is found in the nucleus In bacteria and other prokaryotes, most of the DNA is found in a central region of the cell called the nucleoid A cells set of DNA is called its ______  Chromosomes Each species has its own characteristic number of chromosomes Humans have ____ in a typical body cell Like many species of animals and plants, humans are diploid (2n) Most of their chromosomes come in matched sets known as ______ ______ The two members of each pair are said to be homologues of one another Human sperm and eggs, which have only one homologous chromosome from each pair, are said to be haploid (1n) DNA Chromatin Nucleosome Chromatin Fibers Sister chromatids  Interphase The first stage of interphase is called the G1 phase (first gap) The cell is accumulating the building blocks of chromosomal DNA and the associated proteins as well as accumulating sufficient energy reserves to complete the task of replicating each chromosome in the nucleus Next is the S phase DNA replication results in the formation of identical pairs of DNA molecules Last is the G2 phase The cell replenishes its energy stores and synthesizes proteins necessary for chromosome manipulation Some cell organelles are duplicated The cytoskeleton is dismantled to provide resources for the mitotic phase  Mitosis Prophase Prophase The nuclear envelope starts to dissociate into small vesicles, and the membranous organelles fragment and disperse toward the periphery of the cell Microtubules that will form the mitotic spindle extend between the centrosomes, pushing them farther apart as the microtubule fibers lengthen The sister chromatids begin to coil more tightly and become visible under a light microscope Each sister chromatid develops a protein structure called a kinetochore in the centromeric region  Mitosis (Pro)Metaphase Prometaphase The nuclear envelope is fully broken down and chromosomes are attached to microtubules from both poles of the mitotic spindle Metaphase All the chromosomes are aligned in a plane called the metaphase plate, or the equatorial plane, midway between the two poles of the cell The chromosomes are maximally condensed  Mitosis Anaphase Telophase Anaphase The sister chromatids separate at the centromere The cell becomes visibly elongated (oval shaped) as the polar microtubules slide against each other at the metaphase plate where they overlap Telophase The chromosomes reach the opposite poles and begin to decondense (unravel), relaxing into a chromatin configuration Nuclear envelopes form around the chromosomes Nucleosomes appear within the nuclear area Stages of Mitosis  Cytokinesis  Cell Cycle Checkpoints External Regulation Death of a nearby cell Release of growthpromoting ______ Crowding of cells Cell size Internal Regulation Near the end of G1 At the G2/M transition During metaphase  Cancer Cancer comprises many different diseases caused by a common mechanism: uncontrolled cell growth The genes that code for the positive cell cycle regulators are called proto-oncogenes Normal genes that, when mutated in certain ways, become ______, genes that cause a cell to become cancerous ______ ______ ______ are segments of DNA that code for negative regulator proteins When activated can prevent the cell from undergoing uncontrolled division  Sexual Life Cycle Sexual reproduction was an early evolutionary innovation after the appearance of eukaryotic cells Fertilization and meiosis alternate in sexual life cycles Three main categories of life cycles in multicellular organisms Diploid-dominant, in which the multicellular diploid stage is the most obvious life stage, such as with most animals including humans Haploid-dominant, in which the multicellular haploid stage is the most obvious life stage, such as with all fungi and some algae Alternation of generations, in which the two stages are apparent to different degrees depending on the group, as with plants and some algae  Meiosis Sexual reproduction, specifically meiosis and fertilization, introduces variation into offspring that may account for the evolutionary success of sexual reproduction Meiosis employs many of the same mechanisms as mitosis The starting nucleus is always diploid and the nuclei that result at the end of a meiotic cell division are haploid To achieve this reduction in chromosome number, meiosis consists of one round of chromosome duplication and two rounds of nuclear division  Meiosis I Prophase I The homologous pairs orient themselves randomly at the equator The tight pairing of the homologous chromosomes is called ______ The synaptonemal complex supports the exchange of chromosomal segments between non-sister homologous chromatids, a process called ______ ______  Genetic Diversity Meiosis generates genetic diversity in 2 ways Crossing over: the points where homologues cross over and exchange genetic material are chosen more or less at random, and they will be different in each cell that goes through meiosis Random orientation of homologue pairs: the random orientation of homologue pairs during metaphase of meiosis I is another important source of gamete diversity Genetic uniqueness is further enhanced during random fertilization  Karyotype A karyotype is the number and appearance of chromosomes, and includes their length, banding pattern, and centromere position The simplest use of a karyotype (or its karyogram image) is to identify abnormal chromosomal numbers  Chromosomal Abnormalities Disorders of chromosome number include the duplication or loss of entire chromosomes, as well as changes in the number of complete sets of chromosomes Caused by ________, which occurs when pairs of homologous chromosomes or sister chromatids fail to separate during meiosis Nondisjunction can occur during either meiosis I or II An individual with the appropriate number of chromosomes for their species is called euploid An individual with an error in chromosome number is described as aneuploid An individual with more than the correct number of chromosome sets (two for diploid species) is called polyploid  Quick Review What are the two types of chromosomes in humans? List the major layers of chromosome structure What are the sub-phases of interphase? Draw the stage of mitosis How does cytokinesis differ between animals and plants? What are the major cell cycle checkpoints? How do errors in cell division relate to cancer? Define the major sexual life cycles. What are the stages meiosis I and II? How and when is genetic unique generated? What are common chromosomal errors and how are they diagnosed?  ...

... Biology-101, General Biology Fall 2022 Science, Technology, Engineering and Mathematics Division, Butler County Community College Course Description: This course examines life on Earth using the principles of biochemistry, cytology, genetics, and evolution. Emphasis is placed on the processes that determine life. A required laboratory component provides activities and experiments that investigate the concepts from the lecture component. Not to be taken for credit by biology majors. This course meets the General Education competency of Scientific Reasoning (SR). Upon completion, this course is worth four (4) credits. Meeting Time: Monday, Wednesday and Friday 10:10 am to 11:05 am Room TB 318, LAB Tuesdays 10:35 am to 12:35 am Room TB 314 Instructor: David V Gesicki, PhD STEM Division Faculty Biology Office: 317 Science and Technology Building Email: david.gesicki@bc3.edu Office Hours: TBD Learning Outcomes: Students who successfully complete Biology will be able to... Describe the basic organization of the cell and the function of subcellular components. Explain the biochemistry of cell metabolism. Explain the concept of the cell cycle, how it is controlled, and how it relates to cell division. Apply Mendelian genetics concepts to determine expression of inherited traits. Describe the process and regulation of DNA replication. Describe the process and regulation of protein synthesis. Describe modern methods of biotechnology. Describe the principles underpinning the of Evolution. Understand the distribution and interaction of organisms in an environment. Apply the scientific method. Utilize basic laboratory equipment appropriate to the discipline. Assessment Criteria: Below is a summary of how you will be graded in this course. All grades will be posted on the LMS Blackboard, so please take advantage of the fact that you can always know how you are doing in the course. Contribution to Grade 10% 15% Category Classwork Research Paper Description You will be given a fifteen (15) minute Quiz at the beginning of some class sessions. (During periods of remote instruction these quizzes will appear on Blackboard!). Based on the assigned readings for each chapter, these quizzes will provide you with the opportunity to demonstrate that you understood the material. Students are encouraged to meet in study groups prior to class to review the chapter that they had read ahead of time. The questions are all general enough that many different answers are possible! There are no make-up reading quizzes. After the quiz, well be discussing course readings. Ill have questions for you; I will expect you to have questions for me. Come to class having read and thought about assigned readings, ready to actively engage in class discussions. You will also complete assignments in class. Some of these assignments will be done individually, others will require group cooperation. I will be looking over your work on each assignment based on its clarity of thought, level of insight, and contribution to class dialogue. Assignments may be collected for extra credit towards upcoming exams. Your last responsibility will be to carry out a scientific literature search and write an approximately 6 page paper on some topic in biology that interests you. Your scientific literature search should be recent and thorough, and your report should end with a conclusion which summarizes your report and provides future directions in the topic. Your topics must be discussed thoroughly with me before you begin. Example topics might include: Evolution of Sympatric Speciation or the Emerging threat of Zoonotic Diseases. A sample paper is available on Blackboard. (More on this and rubric will be discussed in class) 30% Exams 20% Final 25% Exam Lab There will be three (3) lecture exams including the midterm. Multiple choice and matching style questions constitute about 50% of the exams. The remainder of each exam will consist of fill-in-the-blank and short answer questions that will be similar to the bluebook questions in that several different answers are possible. Study guides that cover the material to be mastered for an entire exam will be provided. The study guides contain the goals, objectives, and key words for each chapter. Examples of questions that could be answered on the basis of class discussions are: one similarity between the processes of glycolysis and the TCA cycle is ________, one difference between the first and second lines of immune defense is ________, and an organism that may cause a zoonotic disease is ________. This course ends with a Final Exam that will be taken in class. Please make sure to bring your BC3 I.D. to class on the day of your Final Exam. The final exam is cumulative although emphasis will be placed on all material covered after the last lecture exam. Laboratory assessment consists of weekly laboratory assignments, and (2) laboratory exams. Under no circumstances will personalized extra-credit work be offered to any student Lateness and Absence: I expect you to arrive to all class sessions on time. Students who arrive more than 15 minutes late will receive a zero for the days quiz. In addition, lateness and absence can adversely affect your participation and assignments grades. Of Assignments: Late assignments will not be accepted. Of Students: How to submit documentation for an excusable absence and/or missed deadlines: There are very few legitimate reasons to miss all or part of a class session or for submitting assignments after the stated deadlines. Valid excuses include family emergencies and personal health issues. The following reasons do not excuse lateness or absence: oversleeping, excessive work load in other classes, or simply forgetting. If you believe that you missed a class for a legitimate reason, please submit documentation that: 1. establishes a clear reason why you could not complete work and/or attend class; and 2. clearly delineates the period of time during which you were incapacitated. Documentation should come from an appropriate source (for example: health care provider, employer, clergy) and include contact information that will allow your instructor to validate your excuse. Your instructor makes the final determination on what is and what is not a legitimate reason for missing class and/or submitting assignments after stated deadlines. Readings and Lab Materials (Additional Lab Materials Below): You will be assigned a series of reading materials from books, popular science periodicals, and the scientific literature. Your main textbook will be: Concepts of Biology from OpenStax, Print ISBN 1938168119, Digital ISBN 1947172034, www.openstax.org/details/concepts-biology Your book is available in web view and PDF for free. You can also choose to purchase hardcopy at low cost on iBooks or get a print version via the campus bookstore or from OpenStax on Amazon.com. This book is required and is freely available online or can be purchased from BC3s online bookstore (http://bookstore.bc3.edu/SelectTermDept.aspx) or via any other retailer. All other readings will be posted on Blackboard. You are encouraged to save paper by viewing these readings electronically (as opposed to printing them out). This work is licensed under CC By license. Honor Code: Unless specifically stated otherwise, all work in this class is to be completed on your own. You may not and should not obtain help from any other person to complete any of your work: this includes all quizzes and individual assignments. You should also not share any of your individual work with other students. Studying together, discussing material outside of class, and any other processing of the course materials prior to completing coursework is allowed and encouraged, but you need to do your own work. Students are expected to take this commitment seriously even when violating the code would likely escape detection. Any violations of this policy will be considered cheating and reported as appropriate (see Classroom Civility and Academic Honesty below). Learning Management System (LMS) Blackboard: During the course of the semester, we will make extensive use of BC3s Learning Management System (LMS) Blackboard. You can access Blackboard via this page: https://www.bc3.edu/mybc3/. I expect you to check Blackboard several times a week for announcements, reading assignments, and updates to your class grade (note that you can also set Blackboard to send you email messages every time our class page is updated?). I will be using Blackboard to send email announcements throughout the semester, so please make sure that you check your email regularly. I forgot to check my BC3 email is an invalid excuse. I try to make the announcements, study guides, lecture materials, readings and other documents I post on Blackboard as universally-readable as possible. The only proprietary program you will need to have loaded onto your computer is Acrobat Reader, which can be downloaded here: http://www.adobe.com/products/acrobat/readstep2.html. I strongly recommend that you use Acrobat Reader, rather than another program, to read all of the PDFs provided in this class. *Important*: If you experience any problems with Blackboard, you should: submit a ticket to Technology services here: https://www.bc3.edu/services/technology/support-ticket/blackboard-help.html. Reduced-Paper-Use Classroom: Whenever possible, we will try to reduce the amount of paper that this course consumes. Please do your best to reduce the amount of printing that you do for the course. Exam Corrections: Not during periods of remote instruction. Because students deserve credit for learning no matter when that learning takes place, if a student is unhappy with their grade on any one of the three (3) lecture exams only (this does not include the final exam), students will be given the opportunity to make corrections on partially correct exam answers or explain from scratch exam questions that were completely incorrect. Students cannot make up points on blank exam questions. Students can earn back up to half the credit missed from that exam. Unfortunately, as new concepts are introduced, it is almost impossible to master them without a good understanding of previous concepts. Thus, it is crucial to keep up with the material. To encourage students to avoid falling behind, if a student wishes to make up points, the exam corrections must be submitted within one week from the date that the graded exams are returned to the class. Also, if any student misses a regularly scheduled exam and takes the makeup exam instead, they will not have the option to make up points on that exam. To prepare for exam corrections, students may consult any source including the instructor. Students will be expected to answer questions in greater depth than can be assessed on the initial exam. Students are also asked to indicate the page number or lecture slides where the correct answers were found. In other words, do not start on the internet. Part of whats being evaluated is the students ability to figure out what his or her mistakes were. Thus, if it is necessary for the instructor to explain which part of the students original answer was incorrect, the student will not receive full credit for their explanation. Classroom Civility and Academic Honesty: I expect you to maintain the civility and integrity of our course in and out of the classroom. In class, this means arriving on time, turning off cell phone ringers and refraining from sending text messages, maintaining focus on class discussion, respecting the right of others to speak, and leaving the classroom and lab space in good condition (among other things). Out of class, this means properly citing all work that is not your own (in other words, not plagiarizing). Plagiarism means presenting, as ones own, the words, the work, information, or the opinions of someone else. It is dishonest, since the plagiarist offers -- as his/her own -- the language, or information, or thought for which he/she deserves no credit. Types of plagiarism include: (1) The use of any material from any source other than yourself in a paper or project without proper attribution. This includes material from the Internet, books, papers or projects by other students, and the media; (2) The extensive use of the ideas of others in your work without proper attribution; and (3) Turning in work done by another person, downloaded from the web, purchased from any agency or supplier, as ones own. Plagiarism occurs when one uses the exact language of someone else without putting the quoted material in quotation marks and giving its source. The method for documenting sources and references is established by a number of standards: I prefer the American Psychological Association or APA format (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html). Any paper submitted that does not use proper referencing in a consistent format will not be marked. Plagiarized assignments receive no credit, and all cases of plagiarism will be referred to the Registrar. For more information on avoiding plagiarism, please see: https://www.bc3.edu/services/pdf/plagiarism.pdf. Any disruptive, disrespectful, or dishonest behavior will be promptly reported to the appropriate campus authority. Students must adhere to all college-wide policies which include policies on attendance, academic integrity, plagiarism, computer, and network use. Please see http://academic-catalog.bc3.edu/ (click on Student and Employee Conduct) for policies and procedures for handling academic conduct issues. Rights of Students with Disabilities: If you have a physical or learning disability, ADD/ADHD, chronic disease, or physical condition that we should know about, please contact Disability Services at 724-287-8711 x8327 to discuss your needs and how we can best serve you. In order to receive classroom accommodations and other services, you must have documentation of your disability on file in the Disability Services office. Your records will be kept completely confidential. For more information, please see the BC3 webpage for Disability Services (https://www.bc3.edu/services/disability/index.html ). Biology Lab: This lab will be used to apply, enhance, and supply "hands on" experience with the material that is covered in the lecture as well as supply new knowledge. Methods of microscopy, evolution, genetics, biochemistry and cytology will be thoroughly covered. This lab component of the course is essential to the entire course material. The lab time is valuable to understanding and applying biological knowledge. *Important*: No loose clothing may be worn (ex. Scarves, flowing sleeves, shawls), and long hair must be tied back. No open toed shoes. Shorts/skirts must be below the knee, or a lab coat must be worn that covers the knees. You will not be required to purchase a lab coat or glasses. Biology Lab Rules and Instructions: A lab syllabus and schedule will be handed out on the first lab period. Students are not permitted to use cell phones or other personal electronics in the laboratory. Only pens and markers provided are to be used in the lab and must remain there. Students are responsible for disinfecting lab bench tops prior to start of lab and again after the lab is complete. Wearing inappropriate shoes will result in students not being permitted in the laboratory. I expect you to take caution in this lab, and part of being cautious is maintaining a safe dress code. There will be no open toed sandals worn in lab, no dresses, shorts, or skirts above the knee (unless you have a lab coat to cover your legs), and long hair must be kept tied up. Any loose clothing must be tied back. My word on safety is final. The first violation will result in a warning. All subsequent violations will result in you being dismissed from the lab (with associated points lost). Missed lab session will count as an absence. Labs cannot be made up! Much time is spent in getting supplies ready at the appointed time. Please respect this. Safety is of the essence in this lab. Other classes using this space may be working with pathogenic organisms! Please use common sense and safety precautions at all times! Each day in lab may build upon the last. Techniques which you learn at first will be built upon day after day. Pay attention to instructions and clarifications. If you find the instructions unclear, please ask for help. Read your instructions before attempting your work. Important: General instructions for remote periods can be found below. The remote period will begin starting on January 19th through February 5th. This time period may preclude any lecture exams, however given the uncertainty of returning to in-person learning instructions for online exam taking can be found below. Remote Learning Instructions: Students must have regular access to a computer and be able to use computer skills to successfully complete this course. Many problems instructors and students run into when using Blackboard stem from mis-configured browsers, incorrect software versions, pop-up blockers, and other issues. Most of these issues can be prevented by performing the browser tune up before using Blackboard or once a problem arises. Often students find it easier to use Mozilla Firefox, Google Chrome, or Safari rather than Internet Explorer. Using LockDown Browser for Online Exams: This course requires the use of LockDown Browser for online exams. Watch this short video, (http://www.respondus.com/products/lockdown-browser/student-movie.shtml to get a basic understanding of LockDown Browser and the optional webcam feature (which may be required for some exams). Then download and install LockDown Browser for your computer from these links: Download for PCs - http://www.respondus.com/lockdown/download.php?id=387943543 Download for Macs - http://www.respondus.com/lockdown/download.php?ostype=2&id=387943543 To take an online test, start LockDown Browser and navigate to the exam. (You won't be able to access the exam with a standard web browser.) For additional details on using LockDown Browser, review this Student Quick Start Guide (PDF) http://www.respondus.com/downloads/RLDB-QuickStartGuide-Instructure-Student.pdf Finally, when taking an online exam, follow these guidelines: Ensure you're in a location where you won't be interrupted Turn off all mobile devices, phones, etc. Clear your desk of all external materials books, papers, other computers, or devices Remain at your desk or workstation for the duration of the test LockDown Browser will prevent you from accessing other websites or applications; you will be unable to exit the test until all questions are completed and submitted Biology Lecture Sequence (tentative schedule): Introduction to Biology. Themes and Concepts of Biology and the Process of Science. Openstax 1 Chemistry of Life. The Building blocks of Molecules, Water, and Biological Molecules. Openstax 2 Cell Structure and Function. How Cells are Studied, Comparing Prokaryotic and Eukaryotic Cells, Cell Membrane, Passive and Active Transport. Openstax 3 Exam 1 (chapters 1 3) How Cells Obtain Energy. Metabolism, Glycolysis, TCA and Oxidative Phosphorylation, Fermentation, and Connections to Other Pathways. Openstax 4 Photosynthesis. Overview, The Light Dependent Reactions, and the Calvin Cycle. Openstax 5 Reproduction at the Cellular Level. The Genome, the Cell Cycle, Cancer, and Prokaryotic Cell Division. Openstax 6 Exam 2 (chapters 4 6) The Cellular Basis of Inheritance. Sexual Reproduction, Meiosis, Errors in Meiosis. Openstax 7 Patterns of Inheritance. Mendels Experiments, Laws of Inheritance, and Extensions of the Law of Inheritance. Openstax 8 Molecular Biology. Structure of DNA, DNA Replication, Transcription and Translation, and How Genes are Regulated. Openstax 9 Exam 3 (chapters 7 9) Evolution and its Processes. Discovering How Populations Change, Mechanisms of Evolution, Evidence of Evolution, and Speciation. Openstax 11 Diversity of Life. Organizing Life on Earth and Determining Evolutionary Relationships. Openstax 12 Population and Community Ecology. Population Dynamics, Growth and Regulation, Human Population, and Population Ecology. Openstax 19 Ecosystems and the Biosphere. Energy Flow through Ecosystems, Biogeochemical Cycles, Terrestrial Biomes, and Aquatic and Marine Biomes. Openstax 20 Final Exam (cumulative chapters 1 9, 11, 12, 19 and 20)  ...

... Espaol 101 *This syllabus from fall 2022 is shared under the open license CC BY-NC-SA* Profesor/a: Oficina: Telfono: Correo: Horas de oficina: SPAN 101 Textos: Ventanas abiertas and Moodle class site. Goals and description of the class: Spanish 101 is designed with two purposes in mind: developing your ability to communicate in oral and written Spanish and helping you understand and appreciate cultures where Spanish is spoken. The best way to learn a foreign language is by using it to interact in a meaningful way. The Ventanas abiertas text and online materials are an integral part of this process. Acquiring a second language requires positive and active emotional and intellectual involvement as you complete the text and online assignments and participate in classroom activities. This represents a serious commitment of time and energy, but the rewards include the ability to communicate in the worlds third most spoken language and a new intellectual and cultural flexibility in your problem-solving and life skills. When you finish this course, you will be able to use basic Spanish vocabulary to talk and write about yourself and other people and things and to talk about things that happen or happened in the past. This course will help students in their progress towards the Spanish Department goals: Communication Students will have the necessary communication skills to succeed academically in a Spanish speaking country. Analytical Skills Students will be able to analyze texts and linguistic phenomena with attention to relevant social, artistic, political, historical, and economic issues. Cultural Awareness Students will acquire knowledge of social, artistic, political, historical, and economic issues related to the Spanish-speaking world. Connections Students will be able to use the Spanish language in a variety of interdisciplinary contexts to produce a personal, informed, and critical understanding of the Hispanic world. Study: General expectations: Honor Code: Attendance: Learning styles: Diversity statement: Grading Scale: A+ 98-100 B+ 87-89 C+ 77-79 D+ 69 A 93-97 B 83-86 C 73-76 D 66-68 F 0-64 A90-92 B80-82 C70-72 D65 Grading Formula: Written compositions (tarea) Tareas y prcticas Verb quizzes Multi-chapter tests Final exam Classroom activity and preparation for class (knowledge of assigned material, positive attitude, attention, active participation, speaking only in Spanish, etc.) TA Activities attendance (5 sessions) 4th Hour Oral Presentations 15% 15% 10% 20% 15% 10% 5% 10% H5P Homework Activities done in Moodle: Before You Begin: These activities are interactive homework assignments. The grade you earn on these assignments will transfer directly to the Moodle gradebook (Tareas y prcticas), and this grade consists of your average grade over all attempts on that activity before the due date. NOTE: The grade only registers in the Moodle gradebook when you click complete, when you click the checkmark, or when you go to the last slide, depending on the activity. Make sure you have seen the total score screen (Your Result) to verify that your grade has been logged. This screen will include an image like the one below (the numbers will change depending on your grade and the number of possible questions): For an activity with multiple questions on one page, after you click Check you will see this: For an activity with individual questions on multiple slides that you have to advance through, you should proceed to the end, where you will see your result as the image below (in some activities, you will have to click the checkmark on the right to see it): NOTE: These activities reset when you leave the page, hibernate your computer, log out of Moodle, etc. It is important to complete the activity in one sitting to avoid losing your work on the questions you have answered. Verb quizzes: These will ask you to give the appropriate form of infinitives matched with pronouns. Students will have three opportunities to take verb quizzes and then the highest score will be recorded in Moodle. The final day to take a verb quiz is TWO WEEKS from the day the quiz was scheduled. Please see the Verb Quiz Schedule on page 5 of this syllabus. Verb practice on the computer: 4th Hour Presentations/Projects: Students must prepare three oral conversations as part of the 4th hour requirement. They will do it to reinforce the Department goals. They will also work on oral communication and practice their analytical skills to do research on different topics. Students will acquire knowledge of social, artistic, political, historical, and economic issues related to the Spanish-speaking world. As part of the conversations, students must also be able to use the Spanish language in interdisciplinary contexts to produce a personal, informed, and critical conversation related to the topics we have been discussing in class. The two shorter conversations and the final conversation presented in class will be graded. Students will work in pairs, and they may have the help of our Spanish TA who will schedule office hours to assist them in doing the research and the presentation. Please see the documents about projects posted in Moodle for more information. Tutors: Peer Tutors are available for individual appointments. TA Activities: Study abroad: Pruebas de Verbos (Verb Quizzes) Name of Verb Quiz Prueba 1 Verbos regulares en el presente del indicativo (Present Tense Regular Verbs ar/er/ir) Prueba 2 Verbos de Cambio de Raz (Stem Changing Verbs) Prueba 3 Presente progresivo (Present progressive tense) Prueba 4 El presente de los verbos reflexivos (Reflexive verbs in the present) Prueba 5 El presente del indicativo verbos irregulares (Irregular Present Tense Verbs) Prueba 6 Mandatos formales e informales (Formal and Informal Commands) Prueba 7 El Pretrito Regular (Regular preterit tense) Date of Verb Quiz in Class Deadline by which you must complete extra chances El 26 de septiembre de 2022 El 10 de octubre de 2022 El 12 de octubre de 2022 El 26 de octubre de 2022 El 17 de octubre de 2022 El 24 de octubre de 2022 El 31 de octubre de 2022 El 7 de noviembre de 2022 El 28 de octubre de 2022 El 11 de noviembre, 2022 El 2 de noviembre de 2022 El 16 de noviembre, 2022 El 18 de noviembre, 2022 El 5 de diciembre de 2022 Calendario Fecha Semana 1 29 de agosto En clase Preparacin o Tarea para la siguiente clase Orientacin, Cmo nos llamamos, De dnde somos, Dnde vivimos, Presentaciones Ventanas Abiertas: Vocabulario: El alfabeto, Los nmeros, Los saludos, las despedidas y las cortesas, Presentaciones. Gramtica: Sustantivos y Artculos (gnero y nmero) Moodle: After studying the vocabulary, do the activities listed under each assigned section of vocabulary and grammar. Come to class prepared to spell your first and last names and to converse with a partner using the vocabulary assigned. (17 H5P activities) 31 de agosto Captulo 1: Alfabeto y nmeros, conversaciones bsicas, los nmeros 0-100, los sustantivos y gnero, los artculos Ventanas Abiertas: Vocabulario: En el saln de clase. Gramtica: Pronombres nominales (subject pronouns), El presente de Ser, Hay Actividad auditiva (with Word document in Moodle) Bring your answers to class. Moodle: After studying the vocabulary and grammar, do the activities listed under each assigned section of vocabulary and grammar. (17 H5P activities) 2 de septiembre Captulo 1: Cosas en el saln de clase, el verbo Hay Discursos formales e informales Ventanas Abiertas: Gramtica: El presente de tener Pronunciacin: Las vocales Moodle: After studying the grammar, do the Actividad auditiva (discusin activities listed. (3 H5P activities). y correcciones) In the Informacin til section, watch the Student Guide to Moodle Enabling Voice 4 hora: Discuss how 4 Recording and Using the Voice Recorder. Change hora works form pairs the settings in your Moodle account and make a See document in Moodle. voice recording of the sentences and words listed in Actividades de pronunciacin from our text. 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. Semana 2 5 de septiembre Captulo 1: Tener y tener aos, tener que Ventanas Abiertas: Cultura: El espaol en el mundo (Bring your answers to class.) At the bottom of this page, there is an optional video demonstrating the various dialects of the Spanish speaking world. Moodle: No hay actividades en Moodle hoy. 7 de septiembre Captulo 1: Cultura (repaso de respuestas) Cancin: Paulo Londra Plan A Taller de Escritura: Composicin 1: Write a paragraph describing your family. Give names, origin, relationship to you, and age of each family member. 9 de septiembre Ventanas Abiertas: Vocabulario: Adjetivos, nacionalidades, colores Gramtica: La concordancia del adjetivo Moodle: After studying the vocabulary and grammar, do the activities in Moodle (11 actividades) 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. Captulo 2: Cmo describir a Ventanas Abiertas: Gramtica: Verbos en -ar, El la gente, las cosas. verbo gustar I 4 hora: Conversacin 1 Moodle: After studying the grammar sections, do the activites in Moodle. (10 actividades All verbos ar, gustar 1, 2) (Last day to add/drop courses.) Semana 3 12 de septiembre Captulo 2: Describir los gustos y los disgustos Ventanas Abiertas: Gramtica: El verbo gustar II y Verbos como gustar Lectura: Captulo 2 (Bring your answers to the 8 questions to class.) 4 hora: Conversacin 1 Moodle: After studying the grammar sections, do the activities in Moodle. (7 actividades) 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. 14 de septiembre Captulo 2: El verbo gustar con frases preposicionales y con adverbios. Ventanas Abiertas: Pronunciacin 2: Las tildes, Cultura Captulo 2 (come to class prepared to discuss your answers to the conversation questions). Lectura de Cap. 2 (repaso de La cancin: Listen and watch the YouTube video. respuestas) Then listen to the song while following the lyrics (see link in text). Finally, do the activities online on cancionele. Moodle: No hay actividades de tarea en Moodle hoy. 16 de septiembre Captulo 2: Las tildes apply rules to vocabulary words. Cultura - conversacin Ventanas Abiertas: Vocabulario Las clases o los cursos, lugares de la universidad, los das y las fechas. Moodle: After studying the new vocabulary, do the activities in Moodle (12 actividades) Hablar de cancin (si hay preguntas y si hay tiempo) Semana 4 19 de septiembre Captulo 3: Vocabulario de clases, lugares, das y fechas. Ventanas Abiertas: Vocabulario la hora y las preguntas Moodle: After studying how to say the time and how to form questions, do the activities in Moodle. (10 actividades) 21 de septiembre Captulo 3: Hablar de la hora. Ventanas Abiertas: Gramtica: Verbos -er/-ir en presente, el presente del verbo irregular ir Cancin Querido Tommy Actividades A, B, C Practicar haciendo preguntas y respondindolas. Moodle: After studying and doing the actividades individuales para practicar in the textbook, do the activities in Moodle (10 actividades) 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. 23 de septiembre Captulo 3: Verbos en presente (ar, er, ir) y el verbo irregular ir. Ventanas Abiertas: Gramtica: posesivos, Lectura Captulo 3 (bring your answers to class), Pronunciacin 3: El silabeo Cancin: Repasar respuestas Moodle: After studying possessives, do the three activities in Moodle and review the vocabulary by doing the one activity called Vocabulario general. (4 actividades) Taller de Escritura: Composicin 2: Una carta o correo electrnico hablando de un problema y contando las clases, las horas de clase y dnde las hay Semana 5 26 de septiembre Captulo 3: Posesivos y Lectura conversacin Pronunciacin Repasar y estudiar captulos 1 a 3 en preparacin para el primer examen. Estudiar para la prueba de verbos 1. Estudia para el examen Prueba de verbos 1: el presente de indicativo de verbos regulares 28 de septiembre Repaso para el examen Estudia para el examen 30 de septiembre Examen de Captulos 1 a 3 Ventanas Abiertas: Vocabulario: La tecnologa, las emociones y condiciones Cultura: La tecnologa (bring your answers to class for discussion) Moodle: Haz las actividades h5p (6 actividades). 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. Semana 6 3 de octubre Captulo 4: La tecnologa y las emociones-condiciones Cultura 4: La tecnologa discusin Ventanas Abiertas: Verbos de cambio radical Actividad auditiva: Lleva tus respuestas a las cuatro preguntas a clase. Moodle: Haz las actividades h5p (5 actividades). 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. 5 de octubre Captulo 4: Verbos de cambio radical Actividad auditiva: Repasar las respuestas Ventanas Abiertas: El presente de estar y el presente progresivo 1a Lectura La Araa muy ocupada Moodle: Haz las actividades h5p (8 actividades) 4 hora: Conversacin 2 7 de octubre Captulo 4: Estar con preposiciones y en presente progresivo 2 Lectura: actividad en clase 4 hora: Conversacin 2 Ventanas Abiertas: Ser y estar Pronunciacin: la b y la v Cancin: Limn y Sal por Julieta Venegas (Bring your answers to Act. 1 and 2 to class) Moodle: Haz las actividades h5p (5 actividades) Make your pronunciation recording in Moodle. Estudiar los verbos de cambio radical en el presente para la prueba. Semana 7 10 de octubre 12 de octubre READING DAYS Captulo 4: Ser y estar Cancin: discusin Prueba de Verbos 2: Los verbos de cambio radical READING DAYS Ventanas Abiertas: Vocabulario: La familia, Profesiones y carreras Lectura de Captulo 5 Moodle: Haz las actividades h5p (8 actividades) 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. 14 de octubre Captulo 5: Vocabulario de la familia y de profesiones Ventanas Abiertas: Vocabulario: La higiene, Los verbos reflexivos y recprocos Lectura - discusin Actividad auditiva de Captulo 5 (lleva las respuestas a clase) Taller de Escritura: Composicin 3: Escribe un prrafo hablando de tu familia y las profesiones de todos. Semana 8 17 de octubre Captulo 5: Los verbos reflexivos y vocabulario de la higiene. Actividad auditiva repasar respuestas Moodle: Haz las actividades h5p (10 actividades) Estudiar para la prueba de verbos 3 presente progresivo Ventanas Abiertas: Los verbos irregulares en la forma de yo Saber y conocer Cultura Captulo 5 Moodle: Haz las actividades h5p (8 actividades). Prueba de Verbos 3: El presente progresivo 19 de octubre Captulo 5: Los verbos irregulares en la forma de yo Saber y conocer Ventanas Abiertas: Adverbios, Adverbios: muy, mucho, ms, Pronunciacin 5: La r y la rr. Cancin: Y no hago ms na Cultura Moodle: Haz las actividades h5p (4 actividades) y la grabacin de la pronunciacin 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. 21 de octubre Captulo 5: Adverbios Ventanas Abiertas: Vocabulario de lugares y medios de transporte Cancin - respuestas Moodle: Haz las actividades h5p (4 actividades) Pronunciacin Taller de escritura: Composicin 4 Tu rutina diaria Semana 9 24 de octubre 26 de octubre Estudiar para la prueba de verbos 4 los reflexivos Captulo 6: Vocabulario de lugares y medios de transporte, estar con preposiciones de lugar Ventanas Abiertas: Vocabulario: Palabras afirmativas y negativas, Los demostrativos Pronunciacin 6: c, z, q, k (lleva tus respuestas a clase) Prueba de Verbos 4: Los Reflexivos Moodle: Haz las actividades h5p (5 actividades) Captulo 6: Palabras afirmativas y negativas, los demostrativos Ventanas Abiertas: Los mandatos formales y los mandatos informales Pronunciacin c, z, q, k Lecturas 1 (lleva tus respuestas a clase) y luego Lectura 2. Moodle: Haz las actividades h5p (8 actividades) Estudiar los verbos irregulares en el presente. 28 de octubre Captulo 6: Los mandatos formales e informales Lecturas 1 y 2 Ventanas Abiertas: Cultura: Parasos naturales en Amrica Latina Act. 1, 2 (lleva tus respuestas a clase) La cancin (nada de tarea, todo en clase en parejas) Repaso de los mandatos (Haz Act. 1 y 2 y lleva tus respuestas a clase) Moodle: No hay actividades en Moodle, pero Prueba de Verbos 5: Verbos puedes practicar las formas de los mandatos irregulares en presente formales e informales. 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. Semana 10 31 de octubre 2 de noviembre Captulo 6: Cultura Preparar el examen de los captulos 4-6 Repaso de mandatos Estudiar los mandatos formales e informales Repaso Estudiar para el examen. Prueba de Verbos 6: Mandatos formales e informales 4 de noviembre Examen de Captulos 4-6 Ventanas Abiertas: Vocabulario los deportes y el tiempo libre Actividad auditiva de captulo 7 Moodle: Haz las actividades h5p (7 actividades) 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. Semana 11 7 de noviembre Captulo 7: Los deportes y el Ventanas Abiertas: Vocabulario: las estaciones tiempo libre del ao y el tiempo o el clima, Gramtica: El pretrito Repasar respuestas a actividad auditiva Moodle: Haz las actividades h5p (12 actividades) 9 de noviembre Captulo 7: Las estaciones del ao y el clima El pretrito regular con cambios ortogrficos Taller de Escritura: Composicin 5 Un viaje favorito, escribiendo en el pasado 11 de noviembre Captulo 7: El pretrito - practicar Lectura: Repasar La oruga y hacer Act. 4 en Ventanas Ventanas Abiertas: Lectura de Captulo 7 Actividad 1 (en lnea), Actividad 2 (lleva las respuestas a clase), Moodle: Lectura Actividad 3 antes de ver el video, lee la historia en el documento Word en Moodle y llena los espacios en blanco con el verbo en pretrito. Ventanas Abiertas: Verbos con cambio radical en el pretrito y Formas irregulares del pretrito Pronunciacin: la j y la g Moodle: Haz las actividades h5p (9 actividades), hacer grabacin en Moodle de las frases que practican sonidos de la j y la g 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. Semana 12 14 de noviembre Captulo 7: El pretrito practicar Cancin: Quin dijo ayer? por Ricardo Arjona: Actividades 1 y 2. Pronunciacin La j y la g Ventanas Abiertas: Expresiones con tener y repaso de los verbos que pueden significar to be (ser, estar, tener, haber, hacer) Cultura captulo 7: Lee el enlace del ftbol, el bisbol y el domin. Contesta las preguntas de la actividad A y C. Lleva tus respuestas a clase. Luego ve el Partido de ftbol en VideoEle. Las actividades en VideoEle para repasar el video son opcionales. Moodle: Haz las actividades h5p (4 actividades) 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. 16 de noviembre Captulo 7: Expresiones con tener y los verbos to be (ser, estar, tener, haber, hacer) Cultura El ftbol y el domin: Repasar respuestas Ventanas Abiertas: Vocabulario: La ropa y los accesorios, Lecturas de captulo 8: 1, 2, y 3 lleva tus respuestas a clase. Moodle: Haz las actividades h5p (3 actividades), el audio de Lectura 1 Estudiar para la prueba de verbos 7 el pretrito regular 18 de noviembre Captulo 8: Vocabulario de la ropa y accesorios Lecturas repasar respuestas Ventanas Abiertas: Vocabulario: De compras y repaso de los nmeros 100+ Actividades auditivas (lleva las respuestas a clase) Ms prctica es opcional Moodle: Haz las actividades h5p (7 actividades) Prueba de verbos 7: El pretrito regular Semana 13 21 de noviembre Captulo 8: Vocabulario de compras y los nmeros 100+ Actividades auditivas: repasar respuestas Ventanas Abiertas: Los pronombres de objeto directo y el posicionamiento de los pronombres Moodle: Haz las actividades h5p (5 actividades) 4 hora Expresin oral: Meet with a partner to converse in Spanish at your level. 23 y 25 de noviembre VACACIONES DE ACCIN DE GRACIAS Semana 14 28 de noviembre Captulo 8: Los pronombres de objeto directo Ventanas Abiertas: Comparativos y superlativos Cultura 8: Lee el texto del enlace y ve el video. Luego responde las preguntas de Actividad 1 y llvalas a clase. Moodle: Haz las actividades h5p (11 actividades) 30 de noviembre Captulo 8: Comparativos y superlativos Cultura (repaso de respuestas y Actividad 2 en grupos) 2 de diciembre Presentaciones de Conversacin (5 parejas) Ventanas Abiertas: Para el lunes, Pronunciacin 8 la ll y la y Moodle: Hacer la grabacin para pronunciacin 8 para el lunes. Trabajar en 4a hora: Trabajen en parejas para preparar las conversaciones. Trabajar en 4a hora: Trabajen en parejas para preparar las conversaciones. Cancin: Medias negras de Joaqun Sabina: Actividades 1 y 2 en grupos Semana 15 5 de diciembre Presentaciones de Conversacin (4 parejas) Cancin continuada: Actividades 3 y 4 (pequeo resumen taller de escritura) Estudiar Captulos 1-4 hacer las hojas de repaso en Moodle. 7 de diciembre Repaso para el examen final 9 de diciembre Repaso para el examen final Estudiar Captulos 5-8hacer las hojas de repaso en Moodle. Estudiar Captulos preliminar-6 Evaluaciones del curso Final Exam: Please note: The professor is not able to change the date/time of the exams without prior permission from the provost. Please plan your end-of-the-semester travel accordingly.  ...