Averett Summer Assignment 2012-2013 Honors Biology Summer Assignment 2012-2013 Materials: You will need to use the online copy of the textbook to complete this assignment. Instructions and the link for accessing the textbook can be found on the Biology Summer Assignment webpage at http://www.mrsaverettsclassroom.com/summer-assignment.php If you do not have internet access contact Mrs. Averett at [email protected]to make alternative arrangements. You will also need to view the instructions, information and vocabulary lists in this document. Please make sure you read this document in its entirety before beginning the Summer Assignment. Although you do not need to print out a copy of this information it may make completing the assignment easier. If you do not have access to a copier the public library as well as places like FedEx Kinkos provides printing for a small fee. Directions: Over the summer break, you are to critically read for comprehension and retention Chapters 13 (all sections), Chapter 14 (all sections) and Chapter 15 (section 15.3 ONLY) in the Biology textbook. This material will largely be a review from middle school science class and is aimed at refreshing your knowledge of this foundational information as well as guaranteeing that all students, regardless of where they have attended school previously, have had the opportunity to learn the same basic information involving ecology; a major unifying concept in biology. For the steps below, it is suggested that you complete each of the three steps for each section before moving on to the next section. For example: Complete all three steps for section 13.1 before moving on to section 13.2. Step One: Read for comprehension and retention each section. Reading for comprehension and retention means that you read slowly, making sure you understand each sentence and term before moving on. You may need to stop periodically and look up the definitions of words you do not understand or complete an internet search to find alternate explanations to ensure you completely understand what each section is discussing. The information you look up should be documented in the form of notes and can be added to your outline in Step Two. This process requires students to read much slower than they may be used to but ensures that the material is truly understood and therefore able to be retained. Retaining, or having retention of the material means that you will have learned and will remember the information well into the future. The material you are learning over the summer will be needed on the final exam in May! Do not just read this material; do not just become familiar with it; learn it!
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Averett Summer Assignment 2012-2013
Honors Biology Summer Assignment 2012-2013
Materials: You will need to use the online copy of the textbook to complete this assignment.
Instructions and the link for accessing the textbook can be found on the Biology Summer Assignment
webpage at http://www.mrsaverettsclassroom.com/summer-assignment.php
If you do not have internet access contact Mrs. Averett at [email protected] to
make alternative arrangements.
You will also need to view the instructions, information and vocabulary lists in this document.
Please make sure you read this document in its entirety before beginning the Summer Assignment.
Although you do not need to print out a copy of this information it may make completing the
assignment easier. If you do not have access to a copier the public library as well as places like FedEx
Kinkos provides printing for a small fee.
Directions: Over the summer break, you are to critically read for comprehension and retention
Chapters 13 (all sections), Chapter 14 (all sections) and Chapter 15 (section 15.3 ONLY) in the Biology
textbook. This material will largely be a review from middle school science class and is aimed at
refreshing your knowledge of this foundational information as well as guaranteeing that all students,
regardless of where they have attended school previously, have had the opportunity to learn the
same basic information involving ecology; a major unifying concept in biology.
For the steps below, it is suggested that you complete each of the three steps for each section before
moving on to the next section. For example: Complete all three steps for section 13.1 before moving
on to section 13.2.
Step One: Read for comprehension and retention each section. Reading for comprehension
and retention means that you read slowly, making sure you understand each sentence and term
before moving on. You may need to stop periodically and look up the definitions of words you do
not understand or complete an internet search to find alternate explanations to ensure you
completely understand what each section is discussing. The information you look up should be
documented in the form of notes and can be added to your outline in Step Two. This process
requires students to read much slower than they may be used to but ensures that the material is truly
understood and therefore able to be retained. Retaining, or having retention of the material means
that you will have learned and will remember the information well into the future. The material you
are learning over the summer will be needed on the final exam in May! Do not just read this material;
i. Your outline over section 13.1 may be different than my outline over the same
material.
b. Chapters are divided into sections and each section has specific information.
c. Also remember that nothing is set in stone. If later you realize you should have put
topic B where topic F is, change it.
III. Indenting
a. Indenting the descriptions of each section makes it easier to read
i. When you indent it is easier to find the information
1. When you don’t indent it is harder to find the information
ii. When you indent it is easier to study from you outline
1. When you don’t indent it is harder to study from you outline
IV. Defining
a. There is a great deal of vocabulary in Biology.
i. A year of Biology has more new vocabulary terms than a year of a foreign
language!
b. Unless you make an attempt to learn and use the terms, you will not do well in this
course.
i. Never simply list the words. Without a definition, you haven’t shown that you
have learned something.
ii. Never (or only under extreme situations) use the glossary!
1. The glossary is a crutch for the mind and should not be used unless you
are trying to take a short cut and not really learn.
a. The glossary uses no examples; the glossary makes no connections.
i. No concept in Biology is simple enough to be completely
explained (and therefore learned) in a single sentence!
b. Using the index will provide you with page numbers that will, in
turn , provide you with examples and put the term into context
i. This will allow you to create your own definition of the
word custom made for your understanding.
V. Using Examples
a. Tests are never simply definitions. You will be asked to apply the information to
specific examples.
i. The examples I use on exams may or may not be the same ones in the book, but
familiarity with one example will always help you apply the information to new
examples.
VI. Make Connections
a. Biology is a subject that constantly builds upon prior knowledge.
b. Without an understanding of previous ideas, any new material will be a mystery to
you.
i. The more connections you make to prior knowledge, the more connections you
make to your own life, and the more connections you make to things you have
learned in other classes, the better you will learn, enjoy, and remember the
material.
Averett Summer Assignment 1-Jun-12
BASIC OUTLINE FORM EXAMPLE
III. The evolution of Homo sapiens
A. The hominids 1. Australopithecus
a. Appeared in east Africa about four million to one million years ago b. Walked upright on two legs; well-developed hands c. Stone tools; fire later
2. Homo erectus a. 2.5 million to two hundred thousand years ago, east Africa b. Large brain; sophisticated tools; definitely knew how to control fire c. Developed language skills in well-coordinated hunts of large animals d. Migrated to Asia and Europe; established throughout by two hundred thousand years
ago B. Homo sapiens; evolved as early as two hundred thousand years ago
1. Brain with large frontal regions for conscious and reflective thought 2. Spread throughout Eurasia beginning more than one hundred thousand years ago,
3. Ice age land bridges enabled them to populate other continents 4. The natural environment
a. Homo sapiens used knives, spears, bows, and arrows b. Brought tremendous pressure on other species
IV. Paleolithic society A. Economy and society of hunting and gathering peoples
1. Economic life a. Prevented individuals from accumulating private property b. Lived an egalitarian existence c. Lived in small bands, about thirty to fifty members in each group
2. Big game hunting with special tools and tactics
3. Some permanent Paleolithic settlements, if area rich in resources a. Natufians in eastern Mediterranean b. Jomon in central Japan
c. Chinook in Pacific northwest area of North America B. Paleolithic culture
1. Neandertal peoples a. Europe and southwest Asia between one hundred thousand and thirty-five thousand
years ago b. Careful, deliberate burials were evidence of a capacity for emotion and feelings
2. Cro-Magnon peoples (Homo sapiens sapiens) a. The first human beings of fully modern type; appeared forty thousand years ago b. Venus figurines--fertility c. Cave paintings of animals--sympathetic magic
Please see the example below for a portion of the first section you are to outline…..
If you need further assistance or clarification before school starts, please e-mail Mrs. Averett at