5/02 bacteria

In-Class:
Classification quiz (10 points.) Bacteria review p. 57 (1,2,3 a,b.) Whiteboard Activity: Name that Bacteria!
Homework:
None

5/01 bacteria

In-Class:
Discussed bacteria types and how they are named. Students view and draw several types of bacteria found at a site I highly recommend for excellent photos taken under very high power magnification.

To access the bacteria slides go to http://www.astrographics.com/ Choose gallery prints from the left hand margin of the site. Select Microscopic World from graphics. Choose Lower Life Forms from the gallery collections. The other collections are also outstanding.

Homework:
Study for classification quiz (10 points, Friday.)

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.

3/31 circulatory review

In-Class:
Reviewed the circulatory system and introduced the idea of a "Cheat Sheet" for the test (which has been postponed until Wednesday, April 2.)

Cheat Sheet - Students may bring a one page, standard size sheet of paper on which they have taken notes to use for the circulatory system test. The sheet must have their name on it and will be collected along with the test.

Homework:
Complete p.109 (1-6) for review Wednesday. Study for circulatory system test.

Wednesday, April 2: Circulatory System Test (25 points.)

3/19 Circulatory review

In-Class:
Took notes on 2 video clips: Circulation and on Respiration. Reviewed chart reading skills related to circulation.
Homework:
Complete p. 108 (21-25) DUE Thursday.

TEST: Tuesday, April 1 on return from Spring Break.

Spring Break - March 21 - March 30.

3/18 blood typing

In-Class:
Hours 1,2,6 participated in a blood typing laboratory using synthetic blood. Because of some contamination of the synthetic blood and a change in scientific suppliers, the labs did not turn out as we had expected. This is pretty typical for most science so the students receive more of a lesson than I had planned for today:-)
Hour 3 worked as a class to review the circulatory system.
Hours 4 and 7 worked independently to review the circulatory system.
Homework:
Hours 1,2,6 - review circulatory system from notes and handouts.
Hour 3 - complete numbers 14 and 16 from p.107
Hours 4 and 7 - complete pp. 106 and 107 as assigned.

3/17 blood type/lymph

In-Class:
We discussed the identification of blood type in preparation for the blood typing laboratory tomorrow (using synthetic blood.) We also discussed the role of the lymph in the body.
Homework:
Complete "A Closer Look at Blood Vessels."

Due to the low rate of return on homework assignments, Hour 4 will be unable to participate in the Blood Typing Lab. Every effort is made to identify individual students who can participate responsibly. However, when an overwhelming number of students within the class have not done the preparatory work, I can not go through with the lab at all.

Hour 4 - In-Class assignment: p. 96 (1-4) and p.97 (1-3 all.)

3/14 pulse rate

In-Class:

Laboratory- Heart Beat, Health Beat. Students progressed through a series of activities and recorded their heart rate in Beats Per Minute after each activity.

Homework:

Complete lab write up numbers 1-4 (periods 3,7) OR numbers 1-5 (periods 1,2,4,6.)

Spring Break: March 21-March 30.

End of third Quarter: April 4.

3/13 circulatory system

In-Class:
Described the function and structure of veins, arteries, and capillaries. Demonstrated blood volume in the human body. Modeled the path of a blood cell through the circulatory system using students as the various parts of the system as well as the "blood cell."
Homework:
Review sheet.

3/12 Circulatory system

In-Class:
Viewed and took notes from "The Circulatory System" video. Discussed the upcoming laboratories and activities.
Homework:
w/s pp. 181-182 The Body's Transportation System.

SPRING BREAK: MARCH 21-MARCH 30
END OF THIRD QUARTER: APRIL 4

3/11 ISAT

In-Class:
ISAT science testing.
Homework:
If you did not complete the heart diagram from p. 83 and the w/s Creating Data Tables, make sure it is done and turned in by Wednesday when you walk into class. (This was assigned before ISAT and should have been completed February 29.)

Tomorrow we return to actual science education!! Be prepared with text, notebook, folder, pen, pencil and brain cells.

3/10 science ISAT

In-Class:
Testing. A book for reading when done with the test is required.

3/07 ISAT

In-Class:
ISAT math and reading final day. Science ISAT will take place Monday, March 10 and Tuesday March 11. Regular classes will resume for all students Wednesday, March 12.
Homework:
Rest up for Monday and Tuesday!

3/06 ISAT

In-Class:
ISAT continues in math and reading. Students participated in activities during their BYE periods. Kirigami and "Guess Who" seem to be the favorites.
Homework:
Any WIKI extra credit is due in room 110 Friday.

3/05 ISAT

In-Class:
Students participated in activities by station. Stations included Boggle, "Guess Who," Kirigami, and Math and Metrics flash cards. While Math and Reading are tested, each student not testing during that block of time is involved in a Bye.
Homework:
Graphing worksheet and heart diagram are due on return to science Wednesday, March 12.

3/04 circulatory intoduction

In-Class:
Discussed the pathway of blood through the circulatory system. Students drew and labeled the double loop pathway from p. 83 in the text. Hours 1,2,4,6 worked on a graphing exercise. All assignments not turned in today are due on return to the regular schedule Wednesday, March 12.
Homework:
Get a good night's sleep; eat a healthy breakfast; come to school prepared for ISAT.

WIKI extra credit is due this Friday, March 7.

cell project 2007

2/29 Digestion

In-Class:
Reviewed the digestive system and nutrition. Activity: "Break Up" Simulating the action of bile in the digestive system.
Homework:
Extra credit worksheet DUE Tuesday (10 points.)

MARCH 10 and 11 - SCIENCE ISAT TESTING

2/28 ISAT prep

In-Class:
Viewed 3 video clips that gave a summary of topics we do not study as part of the Seventh grade curriculum but will be tested on ISAT. Topics: Force, Elements, Energy.
Homework:
Digestion and Nutrition summary worksheet. All classes with more than a 90% return on their homework will participate in an activity Friday.

2/27 digestion

In-Class:

Students became part of the digestion system as they passed the "chocolate cake" from one "organ" and onto the next. As each "organ" received the "chocolate cake" it had to answer, "What is your name" and, "What do you do?"

Homework:

None for hours 1,2,3,4,6. Hour 7 must complete any missing work as well as a review of the digestive system.

2/26 nutrition

go to www.mypyramid.gov for nutrion infromation.





In-Class:
Completed notes on nutrition. Activity: Reading food labels. Students learned how to identify the nutritional value of various foods based on the package food label.


They also learned that, while I don't get disgusted by dissection or the excretory system, I do get grossed out by really bad TV dinners. The small intestine model is hanging in the classroom as a visual aide!


Homework:

p.53 (1a,b; 2a,b) complete in notebook.

2/25 nutrition

In-Class:
Cooperative group activity: Food Fact or Fiction. Students did an outstanding job of discussing, writing and supporting their opinions about common food fallacies. Began taking notes over information from pp.44-53 in text.
Homework:
Read over pp.44-53 to prepare for tomorrow's notes and activities.

EXTRA CREDIT opportunity:
print off the information related to WIKI (What I Know Is...) from the internet. Be prepared to show me how it works. (20 points)
DUE March 7.

2/22 TEST

In-Class:
30 point TEST over the muscular system, skeletal system, and the skin. Introduced the digestive and excretory systems.
Homework:
Enjoy the weekend!

2/21 muscles, bones, skin

In-Class:
Prepared for test with a unit review and whiteboard activity.
Homework:
Study for TEST.

TEST - Friday: Muscles, bones, skin

2/20 skin

In-Class:
Sweaty Skin laboratory and write up. Unit review pp. 39 (1-10) and 40 (11-14.)
Homework:
Complete pp.39 and 40 if not done in class.

TEST - Friday, February 22.

2/19 skin

In-Class:
Activity: Examining the Skin. Discussed the structures and function of the skin. Remember to wear gloves before going outside in the winter! Completed the graphic organizer "Connecting Concepts" to use as a study guide for the test.
Homework:
Complete "The Skin" to turn in Wednesday. Study for test.

Friday, February 22: TEST - Skeletal, Muscular, Skin.

2/15 ISAT Review

In-Class:
Reviewed organisms interacting with the environment (a 6th grade unit) in preparation for ISAT. Discussed test taking strategies.
Homework:
Stay warm.

2/14 review CTB, muscle activity

In-Class:
Students graded their own computer test banks which covers all of chapter 1 in the text: muscular system, skeletal system, skin, and homeostasis. The unit test will be based on this computer test bank. Some hours had the opportunity to complete the activity "Working Muscles."
Homework:
Study systems.

2/13 computer lab

In-Class:
Completed an online crossword and searched sites related to the body systems in the computer lab.
Homework:
Complete computer test bank DUE Thursday.

sites

www.phshool.com
codes searched
ced-4014
cep-4012
ceb-4000

www.innerbody.com
www.madsci.org

2/12 bones quiz

In-Class:
Students completed the bones quiz. Scores are recorded on webgrader. Students began the computer test bank packet which is DUE Thursday.
Homework:
Complete computer test bank.

2/11 muscles

In-Class:
Discussed the difference and similarities among cardiac, smooth, and skeletal muscle. Organized this information into a grid. Reviewed for bones test. Hours 1,3,4,6 completed a muscle fatigue laboratory using a clothespin.
Homework:
Complete w/s if not done in class. Study for bones test.

Tuesday, February 12 - Bones TEST
Wednesday, February 13 - Computer Lab activities.

2/08 presentations/skeleton

In-Class:
Students in large classes completed their presentations. Classes where time remained, we studied the skeletal system.
Homework:
Study 20 bones handout. All students are responsible for reviewing the information on pp. 6-19.

Tuesday, February 12 - Bones test.

2/07 presentations

In-Class:
Students continued to present their interactive genetics posters.
Homework:
Study the 20 bones for test Tuesday.

2/06 genetic disorders presentations

In-Class:
Presented genetic disorders interactive posters (50 points.) Several students will present tomorrow. Any student without a project today may present their project for half credit Thursday.
Homework:
Study bones handout. Review pp.6-19.

2/01 SNOW DAY

SNOW DAY. NO SCHOOL.

GENETICS PROJECTS ARE DUE WEDNESDAY, FEBRUARY 6 FOR PRESENTATION.

1/31 homeostasis

In-Class:
Discussed the purpose and function of homeostasis. Students completed a lab demonstrating homeostasis.
Homework:
Complete genetics project. Study bones

1/30 Skeletal System

CONGRATULATIONS TO ALL THE STUDENTS WHO MADE IT TO SCHOOL DESPITE THE FRIGHTFULLY FRIGID WEATHER!

In-Class:
Viewed, drew, labeled and discussed the structure of individual bones. Students received their new texts "Human Biology and Health." Students received progress scores and suggestions for their genetics project assignments.
Homework:
Complete interactive poster for genetics project DUE Wednesday, February 6 for presentation.

1/29 skeletal system

In-Class:
Took a 10 point quiz over modern genetics. Collected "Cell and Heredity" texts. I received signed grade reports for 5 points extra credit. Students copied the names of 20 bones in the skeletal system onto their own study guide then completed a word search to familiarize themselves with the bones. Busy Day!!!
Homework:
Complete sketch and worksheets 1 and 2 for genetics project.

Due Wednesday, January 30 - poster sketch and worksheets 1 and 2.
Monday, February 4 - Parent Teacher conferences by appointment.
Tuesday, February 5 - NO SCHOOL
Due Wednesday, February 6 - interactive poster and final presentation for genetics project.

1/28 review genetics/begin skeletal system

In-Class:
Reviewed questions for modern genetics quiz. Watched and took notes over the skeletal and muscular system video (20min.) Played "Ms. Grumbine Says" a review game of the skeletal and muscular systems.
Homework:
Study for test. Work on genetics project.

1/25 end genetics/begin human body

In-Class:
Viewed "Man The Incredible Machine." Reviewed p.133 and 134 to prepare for the quiz tomorrow.
Homework:
Study for modern genetics quiz. Work on genetics project.

DUE Tuesday, January 29: Signed science grade reports. (5 points extra credit)
Quiz Tuesday, January 29: Modern Genetics
DUE Wednesday, January 30: Sketch of interactive bulletin board and worksheets 1 and 2.

1/24 modern genetics

In-Class:
Created an information exchange on the back whiteboard for students looking for specific answers to their genetic disorders questions. Completed p.133 chapter review and "pick five" from (11-18) p.134.
Homework:
Complete review if not done in class. Work on genetics project.

DUE Wednesday, January 30 - sketch of poster and worksheet 1 and 2 from packet.

If you are looking for information about who discovered or found your assigned disorder, you may go to www.whonamedit.com

1/23 genetics research

In-Class:
Worked in the computer lab to complete and refine research for genetics project. This is the last class day we will spend on the project. All final work including the worksheet 1 and 2, the poster sketch and poster completion will be finished at home.
Homework:
Work on genetics project.

DUE: Wednesday, January 30 - Poster sketch and worksheets for project.

1/22 scientific vocab building

In-Class:
Had time to ask questions about their genetics projects. Copied prefixes, suffixes and root words into notebooks and created new words from assigned word chunk. When students come across medical terminology with which they are not familiar it works well to chop the word into its prefixes, suffixes and root in order to decode the meaning.
Homework:
Complete research for genetics project. Midway check over project research tomorrow, Wednesday January 23. Questions from the overview should be complete or nearly complete for full credit.

1/18 genetic engineering and lab

In-Class:
Students presented their genetically engineered foods posters and completed a fingerprinting laboratory in an effort to identify each quality of a fingerprint. We compared DNA fingerprinting with finger printing.
Homework:
Continue work on genetics project. Research should be complete and will be given a progress score by Wednesday, January 23.

To answer the SQUOD: Identical twins' "fingerprints are generally similar, they are not identical." For an explanation of this see www.forensic-evidence.com/site/ID/ID_Twins.html

1/17 computer lab

In-Class:
Students used the computer to add to their research on genetic disorders. We will have one last day in the computer lab Wednesday, January 23. Student research should be complete at that time. This is a take home project to be completed primarily at home. Libraries are wonderful places of learning in the community where students can often borrow the computers!
Homework:
continue to take notes on genetic disorder.

Research DUE: Wednesday, January 23.

1/16 modern genetics

In-Class:
Took notes on selective breeding, cloning, and genetic engineering. Students began creating a poster advertising a genetically engineered food of their own design. Posters will include a colorful example of the food as well as persuasive wording telling the shopper in what way the food is better than the original. DUE in bin FRIDAY. (10 points)
Homework:
Continue to research genetics project.

1/15 modern genetics

In-Class:
Reviewed work from yesterday. Discussed any questions students had about the genetics project. Played QUIZMO with genetic vocabulary.
Homework:
Continue research for genetics project.

End of 2nd Quarter - FRIDAY, January 18.

1/14 modern genetics

In-Class:
Discussed and defined ways in which traits are inherited. Defined vocabulary:multiple alleles, sex chromosomes, sex-linked genes, carrier from p.110 in the text and completed the section review from p.116 (1-3.)
Homework:
Complete any assignment not done in class.

I was absent from class today and Mr. Lale was our guest teacher. Mr. Lale has more than 35 years experience teaching science and he is very clear with students about what work is expected to be completed during science class.

1/11 genetics project

In-Class:
Students chose their genetic disorder from a bin. We discussed, in great deal, the expectations and directions for the final project which is DUE FEBRUARY 6. For photos of last year's interactive posters you can click on February 7, 2007 or February 10, 2007.
Homework:
Review the genetics project requirements with your parents.

1/10 Genetics TEST

In-Class:
Genetics TEST. Previewed interactive poster boards for genetics project.
Homework:
Complete extra credit if desired.

1/09 genetics review

In-Class:
Played a whiteboard activity to in final preparation for the genetics test Thursday.
Homework:
Study for Test. Complete extra credit by Friday.

1/08/2008 genetics

In-Class:
Worked to completed the Computer Test Bank (CTB) and had the opportunity to study for the genetics test.
Homework:
Complete CTB (DUE Wednesday before class) and Extra Credit (DUE Friday) if not done in class. Study for genetics test.

Thursday, January 10 - Genetics TEST (30 points)

1/07/2008 genetics

Welcome Back!

In-Class:
Began work on the computer test bank genetics review. Students will have time in class Tuesday to work on finishing the CTB.
Homework:
Study for genetics test.

Thursday, January 10 - GENETICS TEST (30 points)

12/20 genetics review

In-Class:
Hours 1,2,4 and 6 completed review questions 11-21 from p.106 in the text. Hours 3 and 7 completed p.106 (11-16,17,18) and p. 107 (1-5)
Homework:
Make sure your work is organized and ready to pick up after winter break.

The TEST over genetics will take place the Wednesday or Thursday after return from break.

Tomorrow, Thursday, I will only meet with hours 1,2,3,4. Release time is 11:00am.

12/19 genetics review

In-Class:
played QUIZMO, the vocabulary game, for review of genetics.
Homework:
Review genetics notes and handouts.

Genetics TEST will be given the Wednesday we return from winter break. Students have today and tomorrow to review as well as the Monday before the TEST.

12/18 RNA

In-Class:
Introduced the four nitrogen bases of RNA; reviewed meiosis; related changes in DNA structure to changes over time in organisms. Busy day!
Homework:
Review vocabulary and read pp.97-103. Be able to identify the difference in structure and function of DNA as compared with RNA.

12/17 meiosis

In-Class:
Discussed the relationship between meiosis and mitosis. Students completed a guided reading exercise to study pp.92-96 in the text.
Homework:
Complete vocabulary from Thursday in notebook.

12/14 offspring lab

In-Class:
Laboratory: Students tossed coins to select traits for their paper "offspring."
Homework:
None

12/13 genetic crosses

In-Class:
Determined, "Should This Dog Be Called Spot?" Practiced producing offspring with punnett squares.

Students received a list of Genetics vocabulary they will have until Tuesday to complete. The vocabulary may be completed using drawings OR diagrams OR examples OR by writing out the definition for the word. Vocabulary will be completed in the student notebook.
Homework:
Study material through p.89 in text

Second hour must show their completed "Genetics Quiz" worksheet #3-8 tomorrow in class in order to participate in the laboratory.

12/12 genetics

In-Class:
Took notes on genetics and practiced making genetic crosses in class.
Homework:
Review pp.76-81.

Thursday - Paper DNA Model DUE IN BIN. No late work will be accepted.

12/11 Genes&Chromosomes

In-Class:
Completed notes on the video Genes & Chromosomes. Worked on completing DNA paper model.
Homework:
Complete paper DNA model DUE IN BIN Thursday. Review pp.64 - 72. Preview pp.73 - 81.

Band and Choir students who missed class due to their field trip are responsible for copying the video notes from another student's notebook.

12/10 Genes&Chromosomes

DeoxyriboNucleicAcid

In-Class:
Students watched the first half of Genes & Chromosomes video and took notes in their notebooks. Students also received DNA chain handout and instructions. The DNA chain is DUE IN BIN Thursday. Turning it in early is a great idea. Late assignments will not be accepted because of the extended time given to complete the assignment.

Instructions:
Use colored pencils to code the following -
Adenine - Red
Cytosine - Blue
Thymine - Green
Guanine - Orange
Phosphoric Acid - Brown
Deoxyribose - Yellow

Cut out the molecules along the solid black line. Use tape to attach the molecules together in a chain. If done correctly, one side of the chain will have words that are upside down. The parts fit together like puzzle pieces but you can look on p.61 of the text if needed.

Homework:
You will be responsible for reading pp. 64 through 81 by Thursday.
Thursday, December 13 - DNA chain DUE IN BIN

12/7 WebQuest cell cycle

In-Class:
Periods 1,3,4,6,7 spent their time in the computer lab completing a computer scavenger hunt (or WebQuest) using sites related to the study of cell processes.

Instructions for WebQuest participants who have made it to this stage:
Copy the topics from this site's posts from the week of December 3, 2007.

Turn in Cell Cycle Flip Chart in BIN.

Homework:
None

12/6 Cancer

lung cancer cells

In-Class:
Students discussed the science of cancer including tumors, chemotherapy and mutation. We watched a ten minute DVD clip about the cell cycle related to cancerous cells and discussed friends and family members whose lives were touched by cancer.
Homework:
Complete Cell Cycle Flip Chart DUE FRIDAY

12/5 cell cycle

In-Class:
Students reviewed the Cell Cycle and received instructions and an example for completing the cell cycle flip chart.

instructions
Students will use the six squares on their handout to create a flip chart. The front of each square will have the name of the phase and a colored diagram of the cell in that phase. The back of each square will have a summary of what is taking place during that phase. A hole will be punched in the upper left hand corner of each of the six squares and yarn or string will be threaded through the hole to tie the six squares together to create the flip chart. Student name must be written on the final page of the flip chart and initials should be included on the back of every square in case the chart comes apart. I will provide students with yarn to tie the chart together but any type of string can be used from home.

DUE FRIDAY IN BIN (20 points)

Homework:
Work on Cell Cycle flip chart.

Please visit http://www.webgrader.com/ for information on absent work recording policy.

REMINDER: Cell projects must go home. Any cells left in the laboratory will be thrown out Friday, December 7.

12/4 Cell Division

In-Class:
Students studied the Cell Cycle with a Guided Reading assignment.
Homework:
Complete Cell Processes and Energy, Guided Reading and Study sheet. Refer to Textbook pp. 55-62. DUE Wednesday.

REMINDER: You must take home cell projects.

I was not present in class today in order to attend a conference where I secured more than $300 in lab supplies for our students. Yay!

12/3 Exhaling CO2

In-Class:
Exhaling Carbon Dioxide Laboratory.
Students demonstrated how exercise increases the amount of CO2 present during exhalation and related it to cellular respiration.
Homework:
Lab write ups (5 questions) are DUE IN BIN Wednesday.

Cell Models must be taken home.

11/30 Genes

In-Class:
We reviewed cellular respiration including the comparison between respiration and photosynthesis. The video Genes previewed information we will use in the upcoming weeks.
Homework:
See if you can roll your tongue or not. Ask your parents to do the same.

Monday, December 3 - Signed grade reports DUE for 5 extra credit points in science.

REMINDER: Students need 12 colored pencils for the following weeks.

11/29 cellular respiration

In-Class:
Students were given instructions on making basic outlines from the text and used that information to outline pp.50-53 in their notebooks.
Homework:
p.53 section review 1 a,b,c,d 2 a,b,c

11/28 Cell Unit Test

In-Class:
Cell Unit Test (30 points)
Homework:
Read the laboratory on p.54 in text.

Friday - Midquarter reports go home with students.
Science grade sheets that are signed and returned to me Monday, December 3 receive 5 points extra credit.

11/27 Cell Presentations

In-Class:
Students did an outstanding job of presenting their cells today! Several teachers and our principal enjoyed the presentations as well. The few students who did not submit a project will still receive half credit if they do the presentation tomorrow.
Homework:
Study notes, handouts, and study aids for Cell Unit TEST.

Wednesday, November 28 - Cell Unit TEST

11/26 Cell review

In-Class:
Students corrected their study guides and completed a self test in class. Some students presented their cell projects in class early so that students were able to get a good idea of what to expect during their presentations.
Homework:
Study cell unit for test Wednesday. Practice presentation of model for Tuesday.

Tuesday, Cell Presentations (50 points)
Wednesday, Cell Unit TEST (30 points)

Thank you to...

Nick K.

Ronni O.

Robbie M.

Jacob M.

Amari P.

Jedda S.

Mia J.

Jimie O.

Roma M.

Corey T.

for presenting their cells early to set a good example for the many presentations to follow.

11/21 cell activities

In-Class:
Some classes played whiteboard activities to review for the cell unit test other groups watched the Bill Nye, Cell video to review.
Homework:

Tuesday, November 27 - Cell Presentations DUE
Wednesday, November 28 - Cell Unit Test

Enjoy a lovely holiday!

11/20 Cell Review

In-Class:
Students had the entire class period to work on the Computer Test Bank review of cells and cell processes. DUE WEDNESDAY.
Homework:
Finish CTB if not done in class. Study Cells and processes.

Wednesday, November 21 - Computer Test Bank packet DUE

Tuesday, November 27 - Cell Presentations DUE
Wednesday, November 28 - Cell Unit TEST

Organelle poems, riddles, raps

Students showed off their creativity for extra credit by way of writing and presenting original works about an organelle.

I produce energy like the Duracell bunny.
I am in both cells.
I am an organelle.
Even though I am smaill, I have a lot of responsibilities.
Without me, the cell wouldn't be.
What am I?
The mitochondria

Anthony M.

I'm a chloroplast.
I grow fast.
I get solar power
to power a flower.
I'm green
but I'm not mean.

Brandon M.

I am the brain of the cell,
if that rings a bell.
I direct activities like a control center.
Thnk you can do better?
What am I?
The nucleus

Alessia M.

I break down large food
even when I am not in the mood.
I degest old cells.
Does that ring any bells?
What am I?
A lysosome

Riley E.

Cellulose, it's not cellulite.
It helps the cell wall
hold your organelles tight.
A material so strong
it must belong
in the cell.
Keeps it standing strong.
Freaky, freaky, fresh.
WORD.

Jimie O.

I hold everthing in
kinda like a bin.
Getting trhough me is hard,
I might leave you scarred.
I am sorta circular like a ball.
Guess what?
I'm the cell wall.

Autumn S.

11/19 Cell Review

In-Class:
Students began working on a "Computer Test Bank" generated cell review. They will have all period Tuesday to work on this as well. The work is DUE WEDNESDAY and wil be graded in class.
Homework:
Study the cell and its processes.

Wednesday, November 21 - CTB packet DUE IN CLASS (30 points ASSIGNEMENT)

Tuesday, November 27 - Cell presentation DUE (50 points LAB)
Wednesday, November 28 - Cell Unit TEST (30 points TEST)

11/16 photosynthesis

In-Class:
Students viewed a video on photosynthesis and took notes in their notebooks. We also discussed the chemical equation for photosynthesis and what each portion of the equation identifies.
Homework:
Review pp. 5-37.

Monday, November 19 - p.40 assignment DUE IN NOTEBOOK . This was assigned Thursday in class.

11/15 Cell Review

In-Class:
Students completed the Review and Assessment from p.40 in their notebooks. They chose 5 questions to complete from Checking Concepts and 2 questions from Thinking Critically. This will be graded Monday but many students completed the work in class.
Homework:
Study and review pp. 5 - 37.

The Cell Unit test has been delayed until after Thanksgiving Break. Students will need to use the additional time to study and review their notes and hand outs.

November 27, 2007 - CELL PRESENTATIONS DUE

11/14 diffusion LAB

In-Class:
Students completed the 10 point organelle quiz. First hour students will take this quiz tomorrow, Thursday.

LAB - Diffusion of food coloring through 200 ml of water. Students used their powers of observations to note the diffusion. We also worked as a class to come up with variables that would alter the outcome of the lab. The write up is due IN BIN Thursday. Any student not present in class can complete the lab at home with one cup of water in a clear glass and 3 drops of food coloring. Students who were absent from first hour due to the honors breakfast are excused from the lab but may want to reproduce the lab at home for fun.

Homework:
Review pp. 5-37 in text.

11/13 cell processes

In-Class:
Students received the cell project outline and grade sheet. We reviewed many possible ways to create the cell. I introduced students to "silent note passing;" not the kind they may have been doing on their own socially. This is a way for students to read through material from a text while questioning one another, in writing, about their understanding of the material. Students really seem to like this and it helps reluctant readers get through material they may not have otherwise. The process slows down readers who skim quickly but may miss key points unless they stop to answer questions.

We also played a whiteboard game to review the cell organelles.

Homework:
Study organelles and their function for the quiz. Review materials from text pp.32-37.