5/10 Bacteria

In-Class:
Students used individual microscopes to view bacteria. We also discussed the coming of the 17 year cicadas. Thank you to Kara P. for providing us with Fabio-George.
Homework:
Browse text material through page 54.

5/9 Bacteriophage

In-Class:
Discussed reproduction of a specialized virus. Assignment - View, Draw, Label the Diagram from pp. 44 and 45 in text. Due in bin Thursday.
Homework:
Browse through to page 45 in text.

Grade Reports go home Friday, May 11.

5/08 Water contamination

In-Class:
Students viewed the 20 minute video "The Truth about H2O" and completed a paragraph about preventing or treating water contamination.
Homework:
Complete paragraph if not done in class. Read pp.15-24 in text if available.


Grade Reports go home this Friday, May 11. Signed science reports will earn 5 extra credit points if returned by Monday, May 14.

5/07 Infectious diseases

In-Class:
Students received new texts From Bacteria to Plants and discussed the "Disease Detective." For more information on epidemiology and Disease Detectives, go to: www.phschool.com and enter code ceb - 1000
Homework:
Read pp. 1-15 and browse through pp.16-24.

5/04 disease prevention

In-Class:

• Students worked on posters displaying methods for preventing the spread of infectious disease.
• Nervous System Quiz.
• Human Biology and Health textbooks were collected.

Homework:
Completed poster DUE in bin Monday if not turned in today.

Next text in the series for seventh grade will be handed out Monday or Tuesday.
From Bacteria to Plants

5/03 non-infectious disease

In-Class:
Students practiced the outline format by outlining sections 1,2,3,4 from the unit on the immune system.
Homework:
ws Preventing Infectious Disease

Nervous System Mini-Quiz has been rescheduled for tomorrow, Friday, May 4.

5/02 Immunity

In-Class:
Students discussed the progress in scientific research on the prevention and cure of infectious diseases.
Homework:
p. 158 (1a,b,c)

Thursday: mini-quiz over the nervous system. (Students were reminded to study throughout the dissection unit.

5/01 antibodies

In-Class:
We played an interactive computer game that requires students to activate T cells, B cells and phagocytes to stop the spread of a virus. Students added notes in their notebooks about the immune system.
Homework:
Complete ws "The Body's defenses" Study pp. 138-158 in text.

Thursday - Quiz: The Nervous System.

Question: What is wrong with the photo on the 4/30 post to this blogspot?
Submit the answer to me in writing by Friday, May 4 for a small reward.

4/30 Organ Donation/Immune system

Rrrrribit!

In-Class:

Students participated in a class discussion and informational session about organ transplantation. The site we accessed in class www.organdonor.gov provides an interactive tutorial about organ donation and transplant. We also introduced the immune system.

Homework:

Read pp. 138-144, The immune system. Review the Nervous System.

Frogger Awards

I would like to acknowledge several students who showed great improvement in their attitudes and actions toward dissection from the beginning of the unit until the end:

MostImproved Frogger

Erik S.

Brittany G.

Donnie M.

Lindsey E.

Dea D.

Whitney B.

Kaitlin Z.

Schauntice J.

Jessica C.

Best Intestinal Fortitude:

Skill in dissecting the frog while keeping the intestines intact

Entire Fifth Hour Class

Best Junior Scientists

Entire Eighth Hour Class

This class instructed a group of visiting students on frog anatomy.

4/27 FROGS

In-Class:
Students completed their frog dissection packets. Many students used their time wisely and were able to complete the extra credit microsopic examination of the frog's skin.
Homework:
Review the nervous system from the text.

We bid a fond farewell to our froggy friends today. Several students actually thanked me for the opportunity to dissect or mentioned what a good time they had in class this week. The students displayed outstanding lab practices and it was a real pleasure for me to watch all the young scientists at work. Kudos to you all!

4/26 FROGS

In-Class:
Completed the internal examination of the frogs.
Homework:
Complete p.7 in frog packet. Highlight any work that needs to be completed so that the packet will be submitted at the close of class Friday.

Frog packets due in bin Friday. 50 points.

4/25 FROGS

In-Class:
Students opened the abdomen of the frog and identified the organs listed on p. 5 of their frog packets. Tomorrow, we will open the chest cavity and identify those organs.
Homework:
Study the nervous system from the text. Complete numbers 1 through 10 on p.6 of the frog packet.

Reminder: Frog packets due completed in bin Friday. 50 points possible.

4/24 FROGS

In-Class:
Students completed pp. 2 and 3 of their frog packets and finished their external examination of the frog. Jeremiah Was A Bullfrog is our clean up song dedicated to those frogs who gave their lives so that we may learn through the process of scientific inquiry.
Homework:
Review pp.4, 5 and 6 in frog packet. Study Nervous System in text.

Reminder: Frog dissection packets are due in bin on Friday.

4/23 FROG external anatomy

In-Class:
Students were introduced to their frogs and began external examination. We reviewed safety procedures, clean up procedures, and expectations for lab behavior.
Homework:
Review p.2 and 3 of frog packet for Tuesday's work. Study nervous system in text.

Lab Credit
A student will receive full credit each day for the Laboratory if he/she works carefully and:

1. Follows all safety rules.


2. Remains at assigned lab station.


3. Listens to and responds appropriately to directions.


4. Works cooperatively with lab partner and instructor.


5. Leaves lab station orderly at end of lesson.

4/20 FROG introduction

In-Class:
Students previewed the requirements and expectations for the frog dissection which begins Monday.
Homework:
Study frog packet. Be prepared to answer questions about the location of various digestive system organs.

4/19 drug use and the CNS

In-Class:
Student reviewed the effects of drugs on the Central Nervous System. Activity - students tried inserting a pipecleaner into a straw (first with both eyes open then with one eye shut) in order to experience the coordination of two eyes necessary to present one image.
Homework:
Key Terms

4/18 The Senses

In-Class:
Students discussed the structure and function of the five primary senses and the relationship to neurons.
Homework:
WS The senses and concept map.

4/17 CNS and PNS

In-Class:
Students modeled the passing of a stimulus (tennis ball) from the sensory neuron, across a synapse, to an interneuron, across a synapse, and finally to a motor neuron. Students took notes on the Central Nervous System and Peripheral Nervous systems.
Homework:
Complete ws front and back of Reading and Review; fill in the blanks only. It is not necessary to complete the portion that asks to be done on a separate sheet of paper.

Report cards and grade reports went home with students. 5 extra credit points will be awarded if the report is signed and returned by tomorrow.

4/16 Nervous System

In-Class:
"The Nervous System" video. Students took notes on the lives of Jim and Sharon as they went through their daily activities while utilizing the nervous system. Discussed key vocabulary of the nervous system.
Homework:
Complete p. 179 questions 1,2,3 all in notebook.

Welcome Back!

4/5 Lab and video clips

In-Class:
Students participated in a lab that tested reaction times (responses) given a stimulus. Students in the morning were able to sample some videos from www.youtube.com including Alkali metals reacting in water and student-created video of atoms. In the afternoon, youtube wasn't streaming well so we previewed a video on the nervous system.



Happy Spring Break! - April 6 through April 15.

4/4 TEST

In-Class:
Test - 40 points plus 2 points added for extra credit. Band Students will test tomorrow since their band performance required an absence from science today.
Homework:
Preview the Nervous System.

Thursday - Students who maintained their attention Monday, Tuesday and Wednesday during class will earn a video activity of fun science clips I pulled from www.youtube.com

Thursday - Classes are dismissed at 1:45 for Spring Break.
Friday - No School

4/3 review

In-Class:

Students reviewed material from the circulatory, respiratory, and excretory systems through participation in whiteboard activities and note taking.

Homework:

Study all materials for test.

Wednesday - Test: Circulatory, Respiratory, and Excretory systems. (40 points possible)

Thursday - Early release from classes after 8th period at 1:45.

Friday - Spring Break Begins

4/2 respiratory/excretory systems

In- Class:
Students were quizzed informally over the organs of the respiratory system. Students received the specific respiratory and excretory questions which will be on Wednesday's test.
Homework:
Write out answers to questions in notebook. Study Circulatory, Respiratory, Excretory systems for test.

Wednesday - Test: Circulatory, Respiratory, Excretory systems. Test will be a minimum of 35 questions (20, or more, from the circulatory system and 15 from the respiratory and excretory systems.)

Thursday - Students dismissed at 1:45 for Spring Break.

3/30 Respiratory/Excretory systems

In-Class:
Students completed a word scramble of key terms related to the respiratory and excretory systems. We reviewed the scores on the blood typing laboratory. Students will be responsible for reading and studying this unit on their own. We will only have 2 class periods to give a brief overview of these systems.
Homework:
Study pp. 112-130

Today (Friday, March 30) ended the third quarter grading period. Report cards will go home after Spring Break. Students' final grades are available for viewing at www.webgrader.com I have sent home grade reports in the past week and can send home another report next week if requested.

Spring Break - Friday, April6 to Sunday, April 15

The Frogs are coming!
Students will begin frog dissection after the completion of all body systems. This will occur approximately a week after Spring Break.

3/29 Blood Typing Lab

In-Class:
There are suspects among us! Students worked with synthetic blood samples to determine whether their blood type matched that which was found at the scene of the "crime."
Homework:
Review Circulatory System and Preview the Respiratory System.

3/28 circulatory/respiratory

In-Class:
Students took notes over the video "Circulatory and Respiratory Systems." We reviewed the circulatory system. The blood typing lab has been rescheduled for tomorrow.
Homework:
Be able to answer all questions from the Chapter review on pp.107-109 orally.
Hour 5 and 8 - Submit p.109 (1-6) in bin.

Spring Break: Friday, April 6 through Sunday, April 15.

3/27 blood types

In-Class:
Students completed genetic blood typing crosses on paper and prepared for the blood typing laboratory tomorrow. Students will use synthetic blood for the laboratory tomorrow.
Homework:
p.108 (11-16) and (22-24)

Friday, April 6 through Sunday, April 15 - Spring Break

3/26 circulatory system

In-Class:
Reviewed structure and function of the lymphatic system and components of blood. Played the path of a blood cell game. I gave students a visual representation of the portion of blood that is made up of white blood cells. There is only one white blood cell for every 500 to 1,000 red blood cells!
Homework:
Study Circulatory System. Complete p.107 (1-10)

3/23 WebQuest Circulatory System

In-Class:
Students performed a search of sites through our book publisher and beyond that relate to the circulatory system. One of the sites was http://hes.ucf.k12.pa.us/gclaypo/circulatorysys.html
which includes a matching game and fast facts about the circulatory system.
Homework:
Study all material through p.97. We are working through this unit quickly and students are responsible for studying the material independently.

3/22 circulatory system

In-Class:
Microscope Camera laboratory. Students viewed, drew and labeled images from microscope slides related to the circulatory system.
Homework:
Read and review through p.97 of text. If students can answer review questions orally on Friday, they will not have a written assignment due.

Classes wil be held in the computer lab (118) tomorrow.

3/21 Arteries, veins, capillaries

In-Class:
Activity - Students used hand held posters to construct a pathway through which a "blood cell" could flow. Discussed arteries, veins and capillaries structure and function.
Homework:
Complete crossword and text p.89 (1,2)

3/20 Circulatory System

In-Class:

Lab activity - "Your hard-working heart." The function of arteries, capillaries and veins.

Homework:

Guided Reading and Study. Due Wednesday.

3/19 Circulatory System

In-Class:
Students used stethoscopes to listen for their heartbeat and pulse. Students took notes over the structure and function of the circulatory sytem. Today was the last day for extra credit assignments. Many students attempted the muscle labeling test and received credit.
Homework:
In notebook, write answers to p.78 (1 a, b and 2 a, b, c)

3/16 ISAT

In-Class:
Science ISAT. Last day. Yay, Hurray!

I am grateful to have my students back to their regular science classes next week!

3/15 Science ISAT

In-Class:
Students took part 1 of the Science portion of the ISAT today. The remainder of their schedule resumed today. Students will complete part 2 of the Science portion of the ISAT Friday.
Homework:
Study muscle labels for the extra credit test Monday, March 19.

3/14 ISAT

In-Class:
ISAT continues in Math and Reading classes. No regular science classes held this week.
Homework:
Study muscles for extra credit test Moday.

3/13 ISAT

In-Class:
Students tested in reading and math today. Science ISAT will be Thursday and Friday.
Homework:
Study muscle labels for extra credit test next Monday.

3/12 ISAT

In-Class:
all 7th grade students tested in Math and Reading today. Regular science classes were not held today. However, students were treated to an assembly mid day by Mr. Offut and his world of science wonder!
Homework:
Study the extra credit handout over the muscles. Extra credit tests will be Monday, March 19.

3/9 Test

In-Class:
Students were tested over nutrition and digestion. (25 points) After all tests were collected, students were introduced to the path the blood takes through the circulatory system. .
Homework:
During ISAT week (March 12-March 16) regular science classes will not be held. I strongly suggest students use this time to study the pathway of the blood through the circulatory system from the text.

Extra Credit Opportunity: Students received a muscular system handout to study for extra credit. All students will be given a test Monday, March 19 when we return to our regular schedule. Students will receive one point extra credit for each muscle they correctly label on the test sheet. Total possible extra credit points = 25

3/8 digestion/nutrition

In-Class:
Students participated in activities to reinforce material to be tested tomorrow on digestion and nutrition. We also used sample items from the ISAT practice workbook to prepare for ISAT testing. If you are interested in viewing the sample questions, you can go to www.isbe.state.il.us/assessment/pdfs/2007_ISAT_Sample_Book_Gr_7_s.pdf

Homework:
Study Nutrition and Digestion.

3/7 Digestion and Nutrition

In-Class:
Students participated in a game to reinforce the vocabulary related to digestion and nutrition. We also previewed the format for ISAT testing in Science.
Homework:
Study Digestion and Nutrition unit for test Friday.

Friday, March 9: Test - Digestion and Nutrition.

Monday, March 12 - Friday, March 16 ISAT testing. Science tests on Thursday and Friday.

3/6 Digestion/Nutrition

In-Class:
Reviewed Digestion/Nutrition unit. Periods 1,5,8 participated in a whiteboard activity for review. Periods 2,7,9 completed a written assignment on p.74 (11-17).
Homework:
Study for Test

3/2 webquest

In-Class:
Students performed a guided webquest in the computer lab. They looked up and created personal eating plans based on the http://www.mypyramid.gov/ site. Students also used text codes to search the Prentice Hall site for information that ranged from interactive tests over the digestive system, interactive sites on brain development, and games that identified safe sun exposure. http://www.phschool.com/ is the site that allows students to enter codes provided in our text series to access websites related to the topic of study.
Homework:
Continue to note information on food labels.

Friday, March 9 - Nutrition and Digestion test.

3/1 digestion

In-Class:
Completed Study Guide: Nutrition and Digestion.
Homework:
Complete any work on study guide not done in class. Study digestive system and nutrition pp.44-71.

Friday, march 9 - Test: Digestive system and Nutrition.

2/28 Lab - digestion

In-Class:
Students performed a laboratory that modeled the break up of fat particles in the small intestine as well as a laboratory that modeled physical digestion.
Homework:
Read and study through p. 71 in textbook.

A special thank you to the Steger PTA for providing teachers with a $50.00 coupon with which to purchase books from the book fair.

Our science browsing library now includes:

• BODY: An Amazing Tour of Human Anatomy
• Crime Files: Four Minute Forensic Mysteries
• Guinness Book: Most Extreme
• Davinci & His Times
• Marie Curie: A Brilliant Life

2/27 nutrition

In-Class:
Completed review of nutrition labels and the new food pyramid.
Homework:
WS section 1 review sheet.

for more information on the "new" USDA food pyramid go to www.MyPyramid.gov

2/26 nutrition

In-Class:
Activity - Fact or Fiction, students discussed and presented food falacies. Students took notes on Nutrition.
Homework:
Review notes and material from pp. 44-53.

Thank you to the large number of parents signing grade reports. Those students who remembered to submit signed grade reports today will receive 5 points extra credit.

2/23 TEST

In-Class:
Test - The muscular system, skeletal system and the skin. (35 points)
Homework:
Read nutrition labels on packaged food at home.

Grade reports go home with students today.
Signed science grade reports that are returned Monday will receive 5 points extra credit.

2/22 muscles, bones, skin

In-Class:
Students reviewed for the test over muscles, bones and skin.
Eighth hour students completed the Laboratory.
mini-quiz - 8 Muscles (hours 1,2 and 5)
Homework:
Study the muscular system, skeletal system and the skin for Friday test.

Friday, February 23 - TEST
Friday, February 23 - Mid quarter grade reports are sent home with students.

2/21 muscles, bones, skin

In-Class:
Reviewed Chapter material. Students completed Chapter Review pp. 39,40 (1-10); (11-17); 22.

Eighth hour students Laboratory - A look beneath the skin. Students in this section are responsible for reviewing for the Chapter test independently. Laboratory will be completed on Thursday.
Homework:
Complete Chapter review. Study for Test.

Thursday, mini-quiz - Eight muscles
Friday, Test- muscular system and skeletal system, and the skin.

2/20 skin

In-Class:
Completed ws the skin and ws burns. Students completed work in class and discussed the layers of skin.
Activity - Identifying topical structures of the skin.
Homework:
Study material for test Friday from pp.6-35 in text.

Thursday, mini-quiz - 8 muscles
Friday, Test - The muscular an skeletal systems and the skin.

2/16 muscular and skeletal systems

In-Class:
Half day for students. Science Periods 1,2,,8,9 met today. Periods 5 & 7 did not meet.
Viewed 20 minute video Muscular and Skeletal Systems. Students took notes. Students will be able to identify the location of 8 muscles by Tuesday:

Biceps
Triceps
Deltoids
Latissimus Dorsi
Quadraceps
Biceps Femoris
Rectus Abdominis
Externus Obliques

Homework:
Study the muscular and skeletal systems.

2/15 Scope Cam Lab

In-Class:
Students scketched four example of muscle tissue. The microscope magnifies images, then those images are sent through the attached camera and finally projected from the television monitor for student viewing. Pretty cool!

We also reviewed muscle functioning and opposing muscle groups.

Homework:
Students need to organize and study handouts and notes from the skeletal and muscular systems.

Friday, February 16 - Half day school for students. All periods will be shortened and science periods 5 and 7 will not meet.
Monday, February19 - No School, President's day.

REMINDER - Students must bring home their posters from presentations given last week! We have run out of counter space for labs.

2/14 Snow Day

Happy Valentine's Day

Enjoy your snow day! (Remember this moment in June when we are in school :-0

Break up the boredom with a little review of the muscular system and skeletal system.

2/13 muscular system

In-Class:
Reviewed muscular system reading and review. Completed section review on muscular system.
Homework:
Study muscular system and review skeletal system.

Mr. Lale substituted in my place.

Friday, February 16 - 1/2 day for students.

2/12 muscular system

In-Class:
Guided reading and review worksheet. Read pp. 24-28 in text.
Homework:
Complete worksheet if not done in class. Study skeletal and muscular systems.

Friday, February 16 - 1/2 day for students Hours 5 and 7 will not have class.

2/10 More genetic project photos

2/9 bones quiz

In-Class:
Took quiz over the 21 bones studied.
Genetic project scores are now posted on webgrader. www.webgrader.com

Homework:
Stay warm this weekend!

skeletal quiz Friday

Reminder:
Friday, February 9 - There will be a quiz over the 21 bones of the skeletal system studied in class.

2/8 Conferences

Thank you to all the parents who came out in the cold to support their children's education at conferences this afternoon and evening. Parents are their children's first and most important teacher in life. Thank you for allowing me to borrow your child for 40 minutes each school day to share my joy of science with them!

Susan Grumbine

Student Projects

2/6&2/7 genetics presentations

In-Class:
Students have done a wonderful job with their project presentations! The students as audience members are to be commended for their attention to each presentation.
Homework:
Students will have the whole day Thursday at home to study the skeletal system for the quiz Friday. The test specifically covers the 21 bones labeled and studied in class.

I will have more photos of student work posted soon.

Thursday, February 8 - Parent-Teacher conferences by appointment. Walk-ins welcome from 4:30 until the final opening at 6:45; first come first serve during walk-ins.

2/5 skeletal system

In-Class:
Completed ws Reading and review of pp.12-19. Q&A related to genetics project presentation.
Homework:
Practice presentation. Make sure all paperwork related to project is organized.

Tuesday, February 6 - genetic disorders poster presentation due.

Thursday, February 8 - Parent-Teacher

2/2 Frontier Physics

In-Class:
All seventh grade students were treated to a presentation by Pati Sievert, a professor at Northern Illinois University, of "Frontier Physics." Demonstrations included the use of liquid nitrogen to "freeze" and shatter roses, a "fire breathing dragon," wilted balloons, propelled balloons, the use of the scientific method to identify variables in water filled goblets and much more.

For more information about Frontier Physics or NIU summer science camps you can search
www.physics.niu.edu/frontier

Homework:
Complete genetics project for presentation Tuesday.

2/1 human body system

In-Class:
Students viewed "Eyewitness, The Human Machine" and reviewed pp. 12-19 in their texts.

Eighth and Ninth periods attended the honors assembly.
Homework:
All students should keep up with the reading through p.19.

Friday, February 2 - Students will attend "Frontier Physics" presentation in the laboratory. Guest scientist Patti Sievert from Northern Illinois University will astound students with feats achieved through physics.

Tuesday, February 6 - Genetic presentations are due. All work must be submitted on this day along with the bulletin board presentation.

Thursday, February 8 - Parent Teacher conferences are scheduled from 12:30 - 7:00. I have walk in times available from 4-6:30 on a first come, first served basis.

1/31 quiz/NEW BOOKS

In-Class:
Students took a 10 point quiz over modern genetics. Extra credit was provided as part of the test.

New texts were handed out - Human Biology and Health after the old unit texts - The Cell and Heredity were collected. Fines will be assessed and submitted to students next week if necessary.

Student created worksheets and sketches of bulletin board were checked as complete and suggestions were made for review.

Students reviewed pp.6-11.

Homework:
Read over pp. 6-11 and study the skeletal system worksheet.
Hour 9 will complete the section review on p.11 to turn in Thursday.

1/30 Skeletal System

In-Class:
Students filled in skeletal system diagrams listing 21 bones. We played "Ms. Grumbine Says..." to review each of the 21 bones. Students had Q&A time regarding their genetic projects as well as time to ask questions about the quiz tomorrow.
Homework:
Study Modern Genetics for quiz Wednesday.
Complete sketch and worksheet design for genetics project.

Wednesday, January 31 is a busy day with much happening in class:

• I will be checking completion of student sketches for their bulletin board designs as well as completion of their worksheet creation.
• Students will take a 10 point quiz on modern genetics while I review their work.
• Students will receive new unit texts "Human Body and Health" after I collect their "Cells and Heredity" texts. Fines will be assessed if the text is damaged.

1/29 The human body

In-Class:
Viewed and took notes on "Man The Incredible Machine." We are closing out the genetics unit with a quiz Wednesday over Modern Genetics and, of course, the genetics project presentations Tuesday, February 6.
Homework:
Complete worksheet creation and poster board sketch due Wednesday. Study for

Report cards and individual grade reports were sent home to be signed and returned by tomorrow.

Tuesday, January 30 - Signed reports due for extra credit.
Wednesday, January 31 - worksheet and sketch due. Modern Genetics quiz.
Friday, February 2- "Frontier Physics" presentation in room 110 science laboratory for all seventh grade students.

1/26 Chapter review

In-Class:
Students reviewed and corrected the answers to questions from the chapter pp.133 and 134.
Students had Q&A time to work on their genetic disorders project.
Homework:
Continue work on genetic disorders project.

Monday, January 29 - Report cards go home.

Wednesday, January 31 - student created worksheet due and sketch of bulletin board due for genetic disorders project.

Tuesday, February 6 - genetic disorders project due for presentation.

1/25 Chapter Review

In-Class:
Students completed chapter review p. 133 (1-10); p.134 (11-18, 22) in their notebooks.
Homework:
Continue work on genetics project. Study Chapter 4.

1/24 computer research

In-Class:
Students had 40 minutes in the computer lab to enhance their research and follow up on any unanswered questions regarding their genetic disorders project. Students received examples of methods for presenting the information on an interactive bulletin board as well as feedback on ways to improve their research. Students were reminded of the probability question format which was introduced last week and reinforced throughout this week.
Homework:
Study material through p.128. Continue work on genetic disorder project.

1/23 scope cam lab

In-Class:
Students had the opportunity to draw phases of meiosis as presented from slides enlarged by a microscope and projected through the television.

1st and 2nd hour students throughout the school attended an assembly on technology and music presented by Brent Daniels.

Homework:
Complete research write up for review in class Wednesday.

Wednesday, January 24 - Research and probability question due.
Wednesday, January 31 - Worksheet for younger student due.
Tuesday, February 6 - Interactive bulletin board presentation due.

1/22 gene therapy

Third Quarter begins

In-Class:
Students discussed gene therapy using gene splicing. They created paper and yarn models of gene splicing.
Homework:
Read and study through p. 128

Wednesday, January 24 - research and probability question due (genetic project.)

1/19 advances in genetics

In-Class:
Students created two flashcards using vocabulary from section 3 of chapter 4. Students created an 81/2"X11" poster advertisement for a genetically engineered food.
Homework:
Flashcards and poster are due Monday if not turned into the bin at end of class Friday.

1/18 review genetics and project

In-Class:
Students reviewed the guided reading information covering pp.117-121. Question and Answer session regarding the Genetic Disorders Project followed. Some sections earned a 15 minute Myth Busters episode in class.
Homework:
Continue to write up summary of research for genetics project.

January 19 - End of 2nd Quarter

January 24 - first portion of genetics project due.

Genetic Disorders Project

Due Dates/Check in dates for project

January 16 - trait assigned.

January 24 - research materials will be checked in class and should include highlighted and/or summarized information.

Decide what information will be presented to younger students.

Create a probability problem for younger students to solve. (This should include a punnet square or coin toss problem as described in class notes January 17.)

January 31 - Sketch a design for your display board.

Create a worksheet for younger students to complete related to the genetic disorder.

Before February 6 - Collect materials and build your display board.

Refine your design as needed.

Prepare a practice presentation.

February 6 - Presentation due.

This includes the interactive bulletin board, the worksheet, and the oral presentation. Please submit all written preparation as well at this time.

Examples of interactive bulletin boards

An interactive bulletin board is one to which you can do something.

Some examples include bulletin boards where:

• paper pockets are created that contain further information about the disorder
• flaps can be lifted to reveal answers to questions or examples of the information
• cards can be attached and rearranged with velcro or tape

1/17 Genetic Disorders

In-Class:
Students took notes on and discussed probability problems; specifically, how to write up the probability problem for the genetic disorders project. Students worked on the Guided Reading and Study w/s for pp. 117-121.
Homework:
Complete w/s if not done in class. Continue with research for project.

Friday, January 19, End of Quarter.

1/16 Genetic disorders

In-Class:
Students received the name of their genetic disorder to research. Students took notes regarding human pedigrees, karyotypes, the source of genetic disorders, and multiple alleles.
Homework:
Begin searching information about assigned genetic disorder. Study pp. 117-121.

Students have received 5 pages of handouts detailing requirements and expectations for the project.

1/12 Genetics Project

In-Class:
Students were presented the overview and 4 page planner for their genetics research projects. Students will spend the next three weeks creating an interactive bulletin board, a worksheet, and a plan to present in class that teaches about one genetic disorder. This work will comprise the majority of student homework for the next 3 weeks.

Homework:
Review the project requirements with a parent.

Students were sent home with grade reports today (except 7th and 8th hours.)

Tuesday, January 16 - Topics will be selected from a hat.

Tuesday, February 6 - Presentations are due.

1/11 Genetics Test

In-Class:
Test over Chapter 3 Genetics.
Homework:
None

1/10 Genetics Review

In-Class:
Graded and corrected the Chapter "Test" as study guide. Students must bring this with them for the test tomorrow and turn it in along with the test answers.
Homework:
Study for Chapter 3 Genetics test.

Thursday, January 11 - Test

Friday, January 19 - End of 2nd Quarter

1/9 Genetics Review

In-Class:
Students worked on completing Chapter "Test" as a study guide. Students also received a flow chart that gives an overview of the Chapter. They may add notes to the flowchart as a way to prepare for the test.
Homework:
Complete Chapter "Test" (worksheet pp. 217-220) Due in bin Wednesday before class.

Thursday, January 11 - Chapter 3 Test

Friday, January 19 - End of 2nd Quarter

1/08/2007 Genetics Review

Welcome Back!

In-Class:

Began work on Chapter "Test" as a study guide (w/s pp.217-220.) Due in bin Wednesday.

Homework:

Study Chapter 3 Genetics.

Thursday, January 11, 2007 - Test, Chapter 3.

Friday, January 19, 2007 - End of 2nd Quarter.

More student messages

Happy New Years everyone.
-Mike (9th hour)

My New Years resolution is not to get in trouble by the police.
-Codi (9th hour)

Hi Tiffany. What's up girl. Merry Christmas and a Happy New Year!
Love You
-Jessica (9th hour)

New Years Resolution:
I'm not drinking soda, pop, soda pop for 1 month, only flavored water.
-Jeremy (9th hour)

New Years Resolution:
I will get all good grades from 3rd quarter untill I get out of school.
-Joey (9th hour)

Happy Holiday postings from students

Many students wished happy holidays to their friends and family. I will continue posting well wishes and resolutions from students wanting their messages posted until class resumes on Monday, January 8, 2007.

"I would like to wish my family a Merry Christmas. Also, I hope that my mom gets better and has a fast recovery.
Love,"
-Alex (2nd period)

"I want to wish all of my friends a Merry Christmas and a Happy New Year."
-Ashley R. (2nd period)

"Ho Ho Ho! Merry Christmas!"
-Emily (2nd period)

"Merry Christmas Everyone!"
-Aaron (9th period)

"It's almost the New year so HAPPY HOLIDAYS and Merry Christmas!!"
-Angela (9th period)

12/22 Half Day activities

In-Class:

Students had the opportunity to enjoy a DVD clip What is Science? while writing out a New Year's message if they chose.

Homework:

Enjoy the Winter Break!

Look up in the sky once in a while and notice the cloud formations; use the stove to cook up some chemistry (with permission and supervision,) or just plain see how many hours in a day the human body really can sleep without interruption.

I will be updating the site over winter break and posting any messages that students wrote out to include in the site.

12/21 RNA

In-Class:
Discussed messenger RNA and transfer RNA. Discussed the range of Abnormal---------Normal and Genetic-------------Environmental effects of differences.
Homework:
None

12/20 meiosis

In-Class:
Students diagramed the progression from nitrogen bases to the cell and discussed genetic disorders.
Homework:
Complete p.103 questions 1a, 2b, 2c.

Students in 8th hour are not required to complete p.103

12/19 meiosis

(---Human Karyotype)


In-Class:
Students participated in "legal" note passing in order to study meiosis, pp.92-96. Some classes had the opportunity to create Popsicle stick Mom and Dad in order to demonstrate the passing of genetic traits through the sex chromosomes. (See text p. 92)
Homework:
Read and study genetics through p. 96.

Many students expressed interest in genetic disorders. A good site is http://learn.genetics.utah.edu/units/disorders

12/18 Genetics Lab

In-Class:
Completed Investigating Inherited Human Traits Laboratory (20 points) due in bin Tuesday morning if not completed in class.
Extra Credit opportunity - complete a drawing of your offspring that highlights each of the inherited traits. (5 points XC)
Homework:
Read and study through p.91. Study vocabulary.

key codes

Several codes are used in class either on the whiteboard or included on the grade printouts. I have listed some of them below.

H/W - Homework

W/S - Worksheet

S/B - Should Be

Inc. - Work is Incomplete

Grade reports

NG - Not Graded or No Grade. This may be used to indicate that an upcoming project is due or that a child was absent and has not submitted the work or simply that the assignment's grade has not been recorded.

XC - Extra Credit assignment. These are recorded as 0 points possible and reflected in the report as a specific number of points above the 0 points possible. It does not count against a student who has chosen not to complete extra credit.

EX - Excused. This is the grade if a student was not present (due to an excused absence) for a lab that can not be made up.

missing - The assignment is given a 0 because it was never submitted or was submitted more than one day late and can not be made up.

12/13-14-15

I regret that I have not posted since Tuesday due to my absence as well as the absences of several students this week.

As an exception to the firmly held homework rule: Students will be allowed to turn in any missing assignments that were due Wednesday, Thursday, or Friday. As long as they are submitted to the in bin by Tuesday morning I will excuse any late work.

Assignments due include:

DNA strand colored and assembled
Mendel's Work - worksheet packet
Is there a black sheep in the family - worksheet
Should this dog be called spot - worksheet

Students are expected to have studied through p.81

12/12 genetics

In-Class:
Discussed Gregor Mendel's life and work and it's influence on genetics.
Homework:
Complete worksheet guided reading numbers 1-18. Text pp.74-81
Due Wednesday in class.
(Exception 2nd, 8th and 9th hours)

DNA strand due completed and turned in to bin Thursday before class.

12/11 DNA

In-Class:
Completed video Chromosomes and Genes. Discussed Nitrogen bases adenine, thymine, cytosine, and guanine. Began color coding DNA rungs for paper model of DNA chain.
Homework:
Complete color coding of DNA. Read pp. 74-81.

color coding -
Adenine - Red
Thymine - Green
Cytosine - Blue
Guanine - Orange
Deoxyribose - yellow
Phosphoric acid - brown

12/08 cell cycle quiz

In-Class:
Took quiz which included extra credit question. Viewed first half of video: Chromosomes and Genes in preparation of DNA instruction next week.
Homework:
Enjoy the weekend!

12/07 cell cycle

In-Class:
Video of the cell cycle showing time lapse micro-photography of mitosis. Created and reviewed the use of graphic organizers for studying.
Homework:
Actively study for cell cycle quiz.

Friday, December 8 - Cell Cycle quiz.

12/06 cell cycle

In-Class:
Reviewed cell processes worksheets. Identified the following "Confusing C Words."

Chromosome-composed of two identical rods it is the location of genetic material in the nucleus.
Chromatin-the threadlike material that condenses to form chromosomes.
Chromatid-each identical rod in the chromosome.
Centromere-the structure that holds together the two chromatid.
Centriole-cylindrical structures that move to opposite ends of the cell during the cell cycle to which spindle fibers attach.

Homework:
Create a study guide, notes, or flashcards to help study for the cell cycle quiz Friday.

Friday, December 8 - Quiz (will cover only the cell cycle)

12/05 cellular processes

In-Class:
Reviewed cellular processes including photosynthesis, respiration, and the cell cycle. Began worksheets connecting concepts, key terms, cell division. Due in bin.
Homework:
Complete any assignmets not done in class. Study Chapter 2 for quiz.

Friday, Decemer 8 - Quiz: Cell Processes

12/04 Mitosis

In-Class:
Reviewed the six events in the cell cycle. Created Mitosis flip charts.
Flip charts must include the name of the step in the cell cycle, colored diagram, and a one or two line description of the event Due Wednesday in bin.
Homework:
Complete flip chart. Study mitosis and review photsynthesis and cellular respiration for quiz Friday.

Friday, December 8 - Quiz

12/01 Mitosis

In-Class:
Viewed a short DVD on cell division. Took notes on the 6 phases of cell division.
Homework:
Study Interphase, Prophase, Metaphase, Anaphase, Telophase and Cytokinesis.