4/30 viruses

In-Class:

We discussed the characteristics of viruses. Students view/draw/label the two diagrams of viruses from pages 44 and 45.

Homework:

Complete virus diagram if not done in class. Study classification notes for quiz Friday.

4/29 It's Alive?!

In-Class:
Activity: After receiving an object, identify whether it is living or nonliving. State support for your conclusion. Students identified the characteristics and needs of living organisms.
Homework:
Study classification notes.

4/28 classification

Carolus Linnaeus

In-Class:
Students took notes over the history of and current application of classification systems. This is a review of material covered earlier in the year. Students will be quizzed on classification Friday.
Homework:
Study notes.

Friday, May 2: Quiz - Classification. Quizzes will be individualized by group.

Reminder: If you believe you already know everything, you are not likely to learn anything.

4/25 The Truth About H2O

In-Class:

After viewing the 20 minute video, The Truth About H2O, students were given 15 minutes to respond to the writing prompt: What can you do in your community to help prevent water contamination OR to improve the quality of water?

Homework:

None

4/24 Non-Infectious disease

In-Class:
Quiz (10 points.) We reviewed many of the diseases people endure that are not infectious including those that are related to life style choices. To that end....some classes were able to go on a nature walk outside while the weather cooperated. I attempt to take all classes outside at some point during the week to do field science. The opportunities increase as the weather improves but are only available to those classes that can work cooperatively in an unstructured setting.
Homework:
None

4/23 epidemiology, CDC

In-Class:
Students received time to complete their posters. We completed a study guide for infectious disease and discussed "Disease Detectives" and the Centers for Disease Control.
Homework:
Complete poster if not done in class. influenza diagram^

4/22 Antibodies

In-Class:
We played an interactive, online game through www.phschool.com web code cep-4052 to save our patient from invading viruses! Most of our patients survived. Students began the poster creation for preventing infectious diseases. Each student was assigned a method of transmission: people, animals, objects, or food-soil-water. They must create a poster that demonstrates how to avoid catching an infectious disease from their method of transmission.
Homework:
None

4/21 pathogens

In-Class:
Students completed a peer evaluation which consisted mostly of an evaluation of their own contribution to the group. I will use this information to verify my own observations of the students' work.

We began discussing infectious disease, their causes, and how they are spread.
Reference text pages 138 - 143

Homework:
Preview sections 2 and 3 using the same strategy we used for section 1 in class today.

4/18 chromataphores

Half day of school. I only see my fourth hour class today.

In-Class:
Examined frog skin with the microscope after preparing wet mount slides. Students were able to identify the pigments that make up the skin coloring of the frog.
Homework:
None

4/17 Frog packets

4/16 Frogs

In-Class:

Dissection continued with most students completing the examination of the digestive, excretory, circulatory and respiratory systems.

Homework:

Students may work on pages 6 and 7 of the dissection packet at home. All dissection packets are due at end of class Thursday.

4/15 FROGS

In-Class:
Students finished the external examination of the frog and began identifying the organs of the digestive system.
Homework:
Review your dissection packet. Make sure you understand the next step in the process and that all work is neat and legible (readable.)

Special Mention...goes out to Eli R. and Wendell W. for their excellent cooperation!

Thank you to Jimarco W. for donating additional gloves to his class.

4/11 and 4/14 FROGS

In-Class:
Friday we previewed the frog dissection on CD ROM and students received the packets they will complete for assignment credit. We reviewed safety procedures and vocabulary related to dissection. Students must keep track of their laboratory packets. If the packet is lost, that student will have to pay 2 points to receive a second copy.

Monday we began the external examination of the frog. Students were expected to complete page one by the end of class today. We only have four days for dissection and the packets are due at the end of class Thursday.

Homework:
Make sure packet information is easy to read and complete for the day.

Grade reports went home with students today (Monday) and are worth 5 extra credit points if the reports are signed by a parent/guardian and returned tomorrow.

4/10 the brain

In-Class:
Students worked together to identify the parts of the nervous system involved in completing a "simple" activity. Then, they created a plan to assist a fictional student (who received a traumatic brain injury to an assigned lobe of the brain) in completing this "simple" activity using his strengths. Everyone did an outstanding job and developed creative methods for overcoming obstacles.
Homework:
Poster DUE tomorrow.

The frogs are coming......

4/09 nervous system

In-Class:

Discussed the structure and function of the brain. Students created diagrams indicating the location of activities controlled by the various parts of the brain. Students became familiar with the pathway a stimulus takes through the neuron.

Homework:

Complete diagram of brain if not done in class. Exception: 6th hour.

Friday, April 11: Poster due.

4/08 nervous system

In-Class:
Introduction to the nervous system (20 minute video clip.) We discussed the structure and function of a neuron, the pathway a nerve impulse takes, and the difference between the central nervous system and the peripheral nervous system. We will discuss Traumatic Brain Injury in more detail once students have complete the focused reading on pp. 176-189.
Homework:
Read through material on pp.176-189 paying special attention to the topics on pp. 178, 179, 183, 186.

Friday, April 11 - poster due.

4/07 excretory system

In-Class:

Discussed the excretory system structures and function. Discussed poster assignment.

Homework:

Complete p.131 1,2,3 (Hours 1 and 6 complete B and C questions. Hours 2,3,4,7 complete A and B questions.)

Poster Assignment:

The high price of smoking



Calculate the amount of money spent by a smoker who smokes 2 packs of cigarettes a day for 30 years. Use the product of the equation in dollars to figure out what you could buy if you had not spent the money on cigarettes. Create a poster at least 81/2" X 11" that shows the items you would buy either in a collage or through colorful drawings.

4/04 respiratory system

In-Class:
Reviewed respiratory system. Viewed video clip on circulation and respiration. Some class hours had the time to complete the activity "Dr. for a day."
Homework:
None

4/03 respiratory system

In-Class:
Students direct air through the respiratory system. We discussed the relationship between the circulatory and respiratory systems. Students had at least 25 minutes in class to work on their assignment.
Homework:
Complete guided reading assignment.

4/02 TEST

In-Class:
Circulatory system TEST. Two extra credit questions were included as part of the test. Previewed vocabulary for the respiratory system.
Homework:
Word search.

4/01 Circulatory review

In-Class:
Students worked on their "Cheat Sheets" for the test Wednesday. We played a whiteboard activity to review for the test using the actual test questions as the game questions.
Homework:
Study for test.

Wednesday, April 2: TEST Circulatory system.

Cheat Sheet recommendations:

• Create/copy a diagram of the path of the blood through the circulatory system.
• Create/copy a graph of the blood types, their marker molecules, and the blood types for safe transfusion.
• State the purpose of the four components of blood.
• Identify the structure and function of arteries, capillaries, and veins.
• Identify ways of maintaining heart health.
• List the causes and effects of hypertension and atherosclerosis.
• Identify the location of and purpose of lymph and the lymph nodes.