Thursday is the test over animal classification. Please review the sections (most of 4 chapters) that were assigned for reading and lessons.
Remember that I am allowing you to use your vertebrate comparison table, the study guide on mollusks and arthropods, and the visual organizers that you created for cnidarians, sponges, and 3 worm phyla. Of the 9 major animal phyla, you have a written resource on 8 of them to use during the test. There will be a few questions about phylum Echinodermata so review those pages in your book.
You may work on presentations following the test.
I will collect the Owl Pellet Lab activity and your bone cards tomorrow. Please review your answers to see that you have it completed.
We will watch our iMovies on Friday and you may bring a movie snack to enjoy if it is not too messy.
posted on: May 09, 2007
Today in class we watched a video about birds or mammals, depending on which class you were in. The Vertebrate Comparison Table final two sections on birds and mammals are due tomorrow. Most students have completed them already and I will check them tomorrow.
In class, we discussed what was due to me next Monday and students received a handout outlining the details.
Any students working with protist projects should check with me tomorrow as we hope to be able to capture digital video at that time.
I have cultures of paramecium, euglena, and amoeba for your use if needed. See me for help. Time is running out. This is not a project that can be done in one afternoon!
posted on: May 07, 2007
I am so pleased that most of my students are scheduling time to complete the data collection for their projects. Several students have stayed late to work on their experiments and most are finishing their work. Wednesday was our last visit to the park as a class to work on projects.
Next week I will be available on Monday 5/7, Wed. 5/9, and Thurs. 5/10 until 5:30 and every morning from 8:45 until 9:10 for project work. The final report is due on Monday 5/14 at the beginning of the assigned class.
Science is "all about" analyzing the recorded data. How scientific have you been in your record keeping? What do your data indicate about your project hypothesis? Please keep in mind that I am looking for evidence of scientific thinking as your analyze your data and evaluate your work. I will give you a reminder checklist of what to include in your final report during class on Monday.
This week we have been comparing animals and examining how they are classified. Students have been working on an oversized vertebrate animal comparison table Thursday and Friday. The last two sections on birds and mammals are due on Tuesday. The animal unit test will be next Thursday.
We will evaluate our imovies and vote for the Student's Choice winners in each class on Friday 5/11.
Here is the exoskeleton of a crayfish. Why did it exit from its outer protection?
What is this white blob that one of the student teams found? Is it alive? How can you tell?
posted on: May 04, 2007
Wednesday was a project workday outside. Many students are working diligently to collect data and finish their project work; others are not. The final report is due on Monday, May 14. I am available to help students after school until 5:30 on Monday, Wednesday, and Thursday of next week.
Following DEAR time in class on Thursday, student groups sorted illustrations, labels, and facts about 8 major animal phyla into groups to create a poster using chapters 10-13. Groups will finish and evaluate their work next week as we continue to learn how animals are sorted scientifically.
Friday students will read chapter 10 and compare and contrast some of the invertebrate phyla using the following assignment:
Comparing Sponges and Cnidarians.doc
Comparing and Contrasting Three Worm Phyla.doc
The other activity for mollusks and arthropods is not available for posting. If you are absent, you will need to get one from me on Monday. We will finish it in class on Monday and examine some preserved specimens.
I am at a workshop today and will hand out progress reports on Monday.
posted on: April 27, 2007
Classwork today-
For analysis, please add these questions to your lab activity on Observing Protists in your journal.
1. What characteristics do all protists share?
2. How are protozoans (animal-like portists) classified or grouped? Describe each and give an example.
3. What characteristics do algae share with plants?
4. How would you classify euglena? Explain.
As usual, answer in complete sentences and restate the questions.
We used some class time for project work and planning with teams today. Tomorrow all classes will go to the park. There are about three more weeks for students to collect data to answer their research question.
This week I am available after school on Tuesday, Wednesday, and Thursday. Next week I am available on Monday(April 30), Wednesday (May 2), and Thursday (May 3). The following week there will be after school work sessions on Monday (May 7), Wednesday (May 9), and Thursday (May 10).
The final report is due on May 14. This counts as a test grade. Students will also be required to present their work to their class and post their reflections on their work to the Sweat Mountain Park science blog. Keep working and finish strong!
posted on: April 24, 2007
Students practiced their microscope skills today to observe a variety of cultured protozoans and algal protists. We will continue this lab activity next week. How are members of this kingdom classified and sorted into smaller groups?
Here is an interesting link on Protista.
Are members of Kingdom Protista important to us? What would the world be like without them?
posted on: April 20, 2007
Please complete thework on your "Little Books" so they can be checked and shared with others on Monday.
Grading Criteria:
Do you have a clear message relating to 7th grade science learning objectives? (30)
Are your facts sufficient and accurate? (30)
Is your work neat? (no smeary pencil, easy to read, etc.) (20)
Good use of color and illustrations? (10)
Is your book creative, unique, or interesting? (10)
I will be available to stay after school for students to work on their research / park projects on Monday, Wednesday, Thursday, and Friday of next week. Please make arrangements with me ahead of time if you plan to stay.
posted on: April 13, 2007
Today we discussed the diversity of life found in the plant kingdom and previewed chapters 8 and 9.
We also discussed and checked answers to skill and test prep questions found on pages: 271, 303,337,371,407, and 439.
There is no homework unless you have not yet completed all of the online practice tests.
posted on: April 12, 2007
Remember that you have Teacher Assigned Tests- Carroll Review 6,7,8, and 9 due tomorrow. That means that you should do them tonight for homework.
EQ: What characteristics are most useful in creating and using a taxonomic key? Use a dichotomous key to classify organisms... (S7L1.b)
In class today, student teams created a taxonomic key for 10 items found at the table. Tomorrow we will swap keys and a different table will use them to identify two of the organisms. If you were absent today, try to catch up tomorrow during class.
Here is a good site to summarize some of the concepts that might be on your CRCT next week.
review site
Check out the differences between sexual and asexual reproduction in section 4. Sections 1,2,3,6, and 8 have a summary and questions that might help you remember what you have learned this year also.
posted on: April 09, 2007
Here is the schedule for when I will check to record your practice test scores. Students should have their state assigned number written on the sheet that was given in class today.
posted on: March 22, 2007
Student teams should complete the clean recordings of the voice over and download the desired clips from the server by Friday. Continue to edit your movie to marry the audio and video components.
A clean, edited copy of the script and bibliography with your team's rubric should be in your team folder at this time.
Please make a decision about your music by next Monday. You may bring in CDs, use some of the free share music that is available, or record your own music track in Garage Band.
The artistic impact and message of your movie can be enhanced with the "right" music, so give it some thought.
The Title and Credits should be added to go with the music track. Do not use last names of students in your credits and remember to credit your music and video sources.
Your project should be finished by Thursday (3/29) with a little time left on Friday for final editing (just a few tweaks), completing the self evaluation using your rubric, and copying to my external drive.
This research project counts as test grade.
posted on: March 22, 2007
Today students recorded the rough cut of their voice track of their wildlife videos and downloaded some of the video clips from the server.
This assignment does not require the attention of the entire team for the whole class period, so we will continue to work on other things each day.
Please finish the following assignment for homework tonight if you have not yet finished it. Re-read pages 182-168.
posted on: March 20, 2007
I was so impressed by the amazing GALAPAGOS show that aired last night on the National Geographic channel that I want all my students to watch it. There will be an encore presentation on March 22 at 8 P.M. (also 3/24 @ 4P.M.) and I am trying to arrange to record it for classes to use as a review. The show is three hours long and you may not be able to watch it all, but check out what you can. Use the link above for details about the show. Many of the concepts taught in science were supported by this wonderful show.
In class today, students edited their script for their wildlife documentary and should record the voice over tomorrow.
We will continue our lessons on classification, taxonomic keys, and characteristics of the 6 kingdoms as we work on our movies this week and next.
Homework: read/review pages 182 - 191 in the textbook
posted on: March 19, 2007
Parents and students: Here is the link for Jekyll pictures. You can also access it though mabryonline.org and select the Jekyll 2007 photo link.
Pictures from Jekyll Island 2007
posted on: March 06, 2007
The link below will take you to the Trackstar listing of several sites that should provide information to help you complete the question packet if you are not going on the Jekyll study trip. Remember to follow the links for even more information.
It is difficult to find information to replace the lessons that students will get while actually visiting Jekyll Island, but these resources will help you get started. Perhaps you can find useful information from other sources--even your science book. Please share if you find a great resource.
Resources for Jekyll Island Study Questions
posted on: March 05, 2007
What factors affect the carrying capacity of an ecosystem?
For homework tonight, complete the graphing and analysis questions in the activity from class today.
I am updating grades tonight. As usual, please let me know if there is an error in your grade report.
posted on: February 27, 2007
Parents and Students are reminded that the timeline for student project work and project deadlines have been changed due to my unavailability for the past few weeks. I will have a revised schedule for students next week. The final report is NOT due next week.
Thanks and have a great weekend.
Today in class we investigated the methods used by ecologists to determine population sizes.
HW: The random sampling activity (handout) and Sampling Turtles activity (p. 701) should be completed by Monday if you did not finish them in class today.
posted on: February 23, 2007
The analysis questions for the Ecosystems in a Bottle activity and the food web activity were collected today. Students discussed and compared how energy and matter move through ecosystems. Today was DEAR day in science.
Tomorrow students will explore methods used to determine population size.
For homework- read and study pages 695-700.
posted on: February 22, 2007
Here is the site for you to link to Thursday's and Friday's lessons.
What does paleontology have to do with evolution?
posted on: January 31, 2007
S7L5.c Explain how the fossil record found in sedimentary rock provides evidence for the long history of changing life forms.
Today students read and discussed section 2 in chapter 5 (pages 157-164). Students who did not earn at least an 80 on the last test should be working on the study workbook pages for all of chapter 5.
We watched and discussed the video: Prehistoric Life.
Homework: Revise your project research plan to represent your what you are actually doing. (Some students have modified their plans since they were approved.) Research Plans (including bibliography) and signed forms are to be re-submitted to me on Wednesday. Please turn in your edited plan along with your original plan.
See me if you have a question.
posted on: January 29, 2007
Students will work on data collection outside tomorrow and the forecast is that it will be clear but cold. Please dress in layers and bring hats, gloves, etc to keep you warm outside during your class time. Extra socks are a good idea if you are using the boots to get in the creek.
I need to see student project journals by tomorrow.
Here is what I am checking:
- Do you have a journal for your project?
- Is your research plan copied there?
- Are there dates for each entry?
- Are you using a pen for entries?
- Are data and observations recorded?
- Have you been writing reflections about what you are doing and learning?
The timeline for completing this project is about 5 weeks and students should be planning their time to get the work done.
There is no additional homework.
posted on: January 25, 2007
How does natural selection lead to changes in a species over time?
Today students explored the genetic and environmental factors that play a part in natural selection using cards to model what might happen to a group of mice in a white sand environment over several generations. This activity is found in the text on pages 152-153. Students will collect data for part 2 tomorrow and complete the analyze and conclude questions.
For homework tonight, students will complete the 3 - column note taking assignment (statement of main idea, details, and reflection) for the last portion of their reading assignment in section 1, pages 154-156. I will check homework tomorrow.
Students received a handout in class today to help them plan their time for competing their research projects. The final report of the research is due on Feb. 28th.
posted on: January 24, 2007
How did Darwin's observations lead to his development of the theory of evolution by natural selection?
More on Darwin here.
Here is the link to the videos for students: Evolving Ideas. We watched a few of these during class.
posted on: January 24, 2007
EQ: How did the observations made by Charles Darwin on his voyage lead to his development of the theory of evolution by natural selection?
Monday students tracked Darwin's voyage through the Galapagos Islands using his journal entries. The annotated map should be in the notes section of student notebooks for me to check later.
During class, students recorded notes in the three column format (main idea, details, reflection) for pages 147 - 150. This assignment should have been completed for homework last night (Mon.).
Tuesday we continued out notes for pages 150-151 and participated in an activity to model natural selection. If you have not finished your notes through page 151, please do.
Homework:
Please submit your project journal for me to check by Wednesday. You should have your research plan copied in your journal and any observations and reflections relating to your work so far. Remember to use pen and date all entries. Journals submitted after that will earn a late grade.
We plan to go to the park for data collection on Thursday or Friday during class. More info tomorrow.
There is a Saturday work day scheduled for Feb. 3 from 10:00- 1:00. More later.
posted on: January 23, 2007
EQ - How does the inquiry process lead to scientific theories like the Theory of Evolution?
S7CS9.b Investigate by collecting evidence, reasoning, devising hypotheses, and then formulating explanations to make sense of evidence.
Students practiced and probed the inquiry process with a class activity involving three mystery cubes today.
Homework: Please work on your research project. Get your journal up to date with your research plan and reflections on prior work. Additional research may be needed as you prepare to get out in the field again next week. Students should bring needed materials to class for work on this ongoing project.
Is evolution happening today? Here is an interesting article.
posted on: January 19, 2007
Today students completed the study guides for the final body systems in our unit.
If the work was not finished during class, please finish at home.
How do the lymphatic, integumentary, and endocrine systems function to serve the needs of cells and how do they function to help organisms maintain homeostasis?
posted on: January 17, 2007
Homework: Read and study pages 620-634, complete the study guide for the nervous system
Links:
There are several students who need to stay tomorrow to make up their test from Dec. 20. (Human Body Systems Part 1). Students who were absent for the pig lab test should also stay tomorrow afternoon after school to take a make-up test. Other interested students may also stay and take a make-up exam. Your grade will be averaged with your first grade. Remember that you will be answering questions and interpreting illustrations---NOT USING ACTUAL PIGS for this test.
posted on: January 16, 2007
EQ: Explain how different organ systems interact to serve the needs of cells for oxygen, food, and waste removal. (S7L2)
Our exciting week of discovery about human body systems via the investigation of fetal pigs came to an end today with a lab test. Student scores will be posted next Tuesday when the system becomes available again.
Wilbur (pictured below) is one lucky pig that has been visiting our class during pig week. He was an observer and not a participant. As you can see, he has made a new friend.
Following our test today, students enjoyed some DEAR time that was missed on Thursday. There is no homework for this weekend.
Everyone enjoy your holiday. We will continue working on our research projects when we return. I will post a schedule of Saturday optional work days by the end of next week.
We have a few more system notes to complete and then we will be on to our next unit.
posted on: January 12, 2007
Classwork/Homework: Complete the questions on page 4 and the terms through "heart and pericardial sac" on page 6.
Remember to study and review all that you have learned each night so you will be ready for the lab test this Friday (1/12/07). The three sites posted on Monday should be very useful for completing your study guide and testing yourself.
Students who missed the final test of last term (Human Body Systems -part 1) will need to make it up tomorrow morning (1/11) at 8:15 AM or Wednesday (1/17) afternoon at 4:15.
posted on: January 10, 2007
Homework/Classwork:
Complete pages 1-3 and terms through "diaphragm" on page 6.
I will check to see that you are up to date on your assignments tomorrow.
Use the links in the prior post to help with questions and to learn even more.
Here is an idea of what your test on Friday might be like?
What is the name of the body part/structure that is indicated by the probe? What is it's function?
What is the substance used to break up fat particles that is produced by the organ that is indicated in the lower picture? Where is it stored?
posted on: January 09, 2007
EQ: How do the organ systems interact to serve the needs of cells for oxygen, food, and waste removal?
This week seventh grade science students will dissect fetal pigs. Today in class students received a 6 page handout titled: Study Questions and Anatomy Review. Please keep your study questions in your notebook for safe keeping. They will count as 2 daily grades and 2 homework grades. Homework/classwork will be assigned in this packet each night this week and there will be a lab test on Friday.
Monday, today, we investigated the external features and explored inside the mouth of the pigs.
Students should be able to answer all questions found on page 1, questions 1-3 on page 2, and the first 7 terms on page 6 for class/homework. Tomorrow we will open the abdominal cavity and study the digestive system.
Check out the sites linked below for additional information, virtual dissection, and practice quizzes.
posted on: January 08, 2007
E.Q. What evidence is there that you are thinking and working like a scientist?
Today we worked on our research projects. Students were given instructions on how to share there work online at Mabry's Global Learning Collaborative and some teams have started posting.
I hope that everyone has a restful and wonderful holiday!
posted on: December 21, 2006
There will be a test make-up session tomorrow (Thursday) morning at 8:15 A.M. for students who missed the Human Body Systems Part 1 test today.
We will work on our projects tomorrow so bring your project log book to class.
posted on: December 20, 2006
The answer to # 25 in class today was stated as True. It is actually False with the correction of "urethra".
Here are the completion answers:
27 gliding
28 exercise
29 calcium
30 smooth
31 contracting
32 cramp
33 skull
34 cartilage
35 cell
36 tendon
37 ligament
38 mucus
39 hydrochloric
40 gallbladder
41 villi
42 chemical
43 epiglottis
44 large
45 glucose
46 pacemaker
47 oxygen
48 valve
49 right
50 aorta
51 veins
52 capillaries
53 platelets
54 hemoglobin
55 fat
56 exercise
57 hypertension
58 atherosclerosis
59 respiration
60 breathing
61 pharynx
62 mucus
63 water
64 oxygen
65 larynx
66 diaphragm
67 urine
68 excretory
69 urea
70 urine
71 urinary bladder
72 skin
72 trachea
74 nephrons
posted on: December 19, 2006
Students received a copy of their current grade reports in class today. Several assignments were turned in to me today and I am updating grades daily.
For homework tonight, please complete all missing work and turn it in to me tomorrow so I can update your grades for this term.
Most classes went outside today to work on their research projects. We will review in class tomorrow.
The following systems will be included on the test Wednesday:
Muscular
Circulatory
Skeletal
Digestive
Respiratory
Excretory
You may use your notes sheets for the test.
So many students have been absent and are struggling to get caught up that I have decided to cut off the introduction of new material and hold the rest of the systems to be included in the next term.
posted on: December 18, 2006
Here are the notes sheets for the other systems so you can work on them if you have time this weekend.
posted on: December 15, 2006
Today we completed the Respiratory System notes sheet and completed a lab investigation on the effect of holding one's breath on the rate of respiration. If you were absent today, do not worry about making up the lab activity. You should complete the note sheet so that you will have it for your test next week. Remember that you will be allowed to use all of your note sheets on the Human Body Systems Test on Wednesday.
Please complete the respiratory system notes and excretory system notes for homework.
posted on: December 15, 2006
Mrs. Jackson and Mrs. Haag conducted science class in the Maclab on Wednesday. The link below will take you to the site that was used in class. Remember that your user name is mabry and your password is guidance. It was fun to hear about the many career options that students had listed for them them based on their responses to the question set. I hope that you will explore more.
posted on: December 15, 2006
Today students took notes about the digestive system in class today. The note sheet should be completed for homework if it was not finished in class today. Tomorrow we will do an activity and take notes on the respiratory system.
I am collecting work and trying to get all students caught up before the term ends. Please submit your make up assignments ASAP and try not to fall behind.
Students will be allowed to use their note sheet for each system during the test next week. Please take time to read, reflect, and record the information requested as we are trying to compress 6 or 7 chapters into a short 3 week unit.
The fetal pig dissection week will be carried over to the beginning of the next term- when students return in January.
posted on: December 14, 2006
Tuesday we had a change in plans from my earlier post. We will continue our experiments on the human body systems unit later in the week. Wednesday we will be Career Cruising in the maclab with guidance counselors.
Most students submitted their research plans and approval forms on Friday or Monday and were ready to begin data collection on Tuesday...and the weather was unusually nice...so we headed outside for class to work on projects.
Students are doing their individual research while collaborating with a research team for collecting data. All students should be recording data in their project logbook and have a handout to describe what to include there.
Independent study projects are ongoing this year and I look forward to hearing what students are learning about water quality, the forest, amphibian populations, etc. Student teams will have the opportunity to post their work on our Sweat Mountain Park blog beginning soon.
posted on: December 13, 2006
EQ: Explain how the different organ systems interact with each other to serve the needs of cells for oxygen, food, and waste removal.
Today and tomorrow we will do lab activities on the muscular and respiratory systems.
Here is the lab for Monday:
Note sheets for today and tomorrow:
Excretory System.doc
Please have these note sheets and your lab questions completed to be checked on Wednesday.
posted on: December 11, 2006
If you were absent today, we watched video about the skeleton and completed the note sheet that is attached below.
I collected the cardiovascular system note sheet that was completed for homework earlier in the week during class today. You will have a note sheet for each system that will be included on the Nov. 20 test and I have hinted that detailed notes may be valuable to you on test day.
Remember to get a parent signature on your project research plan Form 1B. The bibliography should be included too. Your forms, plan, and bibliography are due on Monday.
posted on: December 08, 2006
Today students analyzed a graphical recording of the electrical events occurring within the heart. Here is a copy of the analysis questions for students who did not finish them during class.
The circulatory system notes sheet should be completed for homework tonight.
Experiment # 28 Monitoring EKG
QUESTIONS
1. The electrocardiogram is a powerful tool used to diagnose certain types of heart disease. Why is it important to look at the time intervals of the different waveforms?
2. What property of heart muscle must be altered in order for an EKG to detect a problem? Explain.
3. Based on what you have learned regarding electrocardiograms, can they be used to diagnose all heart diseases or defects? Explain.
4. Describe a cardiovascular problem that could be diagnosed by a cardiologist using an electrocardiogram.
posted on: December 05, 2006
Here are a few interesting sites to help you learn about the parts of the systems of the human body and how they function and interact with each other. Use your textbook and these sites to help you complete your note sheets and review each system.
There will be a test over the human body systems on Wednesday, Dec. 20th. This is your last test for this term.
Trackstar for Human Body Systems
posted on: December 05, 2006
Today we performed an experiment using probeware (Hand-Grip Heart Rate Monitors) that interfaced with our computers. This enabled us to analyze graphical data quickly and easily. Students were asked to record that data and answer the analysis questions in their journals. Here is a copy of the data table and analysis questions if you did not finish the analysis in class.
For homework, please finish reading chapter 17: pages 536-560. We will be doing assignments and working in 7 different chapters in the following 3 weeks so do not get behind in your reading.
Students who needed to re-write their introductions have until 12/5...that's tomorrow...to turn them in to me. :-)
Paperwork for your project is due on Thursday.
I am available tomorrow morning at 8:30 A.M. and after school until 5:15 P.M. on Tuesday for students who need a little help or time to work on their experiment set-ups.
posted on: December 04, 2006
All students received the forms for submitting and getting approval for their experiments today. The forms should be turned in to me on or before Thursday. Dec. 7.
A parent signature is required on Approval Form 1B.
Most students have completed all of the needed parts of the research plan, but some need to be edited. I tried to discuss project details and revisions with most students today and will meet next week with the ones that did not have a chance to discuss their plans with me.
All students should read pages 536-547 for homework if they did not read it during class time today. We will begin our studies of the human body systems on Monday with lab activities on pulse rate and interpreting an EKG.
posted on: December 01, 2006
Today students modeled the procedure for creating DNA "fingerprints" with an activity called Who Stole the Crown Jewels? Additional time will be given in class for students to finish the data analysis and share results
Please visit the DNA sites posted yesterday to gain understanding of how this process was developed and what it is like today.
For homework tonight, please complete the review sheet that was given to you in class today.
posted on: November 28, 2006
Thursday there will be a test over the rest of our genetics unit--this includes all of chapter 4.
Remember, the workbook pages for chapter 4 are required if you did not make an 80 or higher on the last test.
Today in class we completed the activity called Family Puzzles on pages 130-131.
For homework, complete the review worksheet.
Here are a few links that I thought you might enjoy:
DNA interactive Go to the "Recovering the Romanovs" link for an interesting story related to the royal family of Russia.
Explore the "Human Identification" pathway to help you understand DNA fingerprinting.
A more complete pedigree of Queen Victoria
Pedigree practice as a genetic Counselor
Nova's Create a DNA Fingerprint
posted on: November 27, 2006
Wow! We did it. Bacteria have been genetically engineered with the addition of the pGLO plasmid DNA that codes for the Green Fluorescent Protein (GFP). The gene that codes for this trait was originally located in the DNA of a jellyfish.
Here are a few pictures of our genetically modified bacteria. Can you tell me why some of them fluoresce (express the GFP gene) and others that have the same pGLO gene do not?
We will wrap up our lesson next week by answering the questions on pages 41 and 42 of the student manuals.
Have a nice weekend.
posted on: November 17, 2006
Tomorrow we will begin the genetic transformation lab procedures that are detailed in your Student Manual on pages 32-37. Please take some time tonight to re-read the procedures and write yourself some notes about the time allotments for each step. You should have answered the focus questions in class today.
Advances in genetics is discussed in your text pages 132-138. Please read tis section before Friday.
posted on: November 14, 2006
Students took notes today on human inheritance from pages 118-123 in the text. You should be able to answer questions and give examples of traits that are controlled by
- a single gene with two forms, one dominant and one recessive
- a single gene that has 3 or more alleles
- multiple genes
- environmental factors
- ---and traits that are carried on the sex chromosomes
Please visit the blood typing game that was posted on the track star site posted on Friday for extra practice on blood types.
I collected the assignment from Friday from those who did not yet turn in in.
There is no homework for tonight. Students who have missing assignments should be working to complete them. Please make arrangements with me if you need to stay for extra help.
posted on: November 13, 2006
Before you begin today's lesson, take time to read the Connect 2 Science posts from Dr. Berry. Think of a good question that connects with his prior posts and write it on the paper that you will turn in for today's assignment.
There are four questions that require responses and other activities on the following sites. Read the questions and directions at the top of each frame. Answer on your own paper.
posted on: November 10, 2006
There will be a test over genetics tomorrow. We reviewed in class today and students should have several assignments from chapter 3 to study. Remember to pay extra attention to the diagram on protein synthesis found on pages 110-111.
Students who did not make an 80 or higher on the last test are reminded that the Chapter 3 Guided Reading Workbook pages are due to be checked by me for a homework grade tomorrow.
Experimental design diagrams and procedures are due tomorrow. This assignment may be written by hand or typed. Our lesson on Monday was about using an experiment design diagram to evaluate the elements of an experiment. I hope that lesson helps you in your planning. See the handout and rubrics that are on the back. I know that several students will need to revise their experiments, so do not worry about getting it perfect before submitting it to me. Do turn something in.
posted on: November 08, 2006
Wow! I am looking forward to reading the great reports that were submitted today in class. It is evident that you have been working very hard to get your notes and ideas transformed into the introduction to your your park project. Congratulations to 5th period; everyone in that class turned in a report today or earlier. If you did not turn in your report today, please do so asap.
Today we performed investigations related to DNA extraction. We will finish the write-up and analysis questions tomorrow.
There is no homework tonight.
Here are a few pictures from 4th period.
posted on: October 31, 2006
Sponge Bob and the Bikini Bottom gang have been lending a hand in our classes this week as we learn how biological traits are passed on to successive generations (standard S7L3). Mendel worked with his peas to demonstrate how probability could be used to figure out that some traits are controlled by factors (genes) that have a dominant form and a recessive form. We have been using Punnett squares to determine the probability of various outcomes in the land of Sponge Bob (WS#1 and 2) and today we investigated the phenomenon of incomplete dominance with Sandy's favorite Poofkin flowers (WS #3). I think that most students have it figured out!
Other terms that we have learned this week include: homozygous, heterozygous, purebred, hybrid, allele, gene, chromosome, incomplete dominance (similar to co-dominance), genotype, and phenotype, asexual reproduction, and sexual reproduction. Please make sure that you are reading and studying the chapter pages that go along with our studies in class (pages 86-99). Do the workbook pages also if you did not have at least a B on the last test.
I checked WS # 2 for a HW grade today. If you did not finish it, please do so and give it to me tomorrow.
Your homework for the week has been to work on your report of background information and your project research plan.
posted on: October 25, 2006
In class to day, we will learn how to use a Punnet square to predict the probability of outcomes of a cross of parents with various traits.
As you go through the lessons here, click on the options at the bottom of the page for animations and problems to solve.
For homework, work on those note cards. I will check to see that you have 25 to 30 note cards and 5 to 8 bibliography cards on Monday.
posted on: October 20, 2006
In class to day, we will learn how to use a Punnet square to predict the probability of outcomes of a cross of parents with various traits.
As you go through the lessons here, click on the options at the bottom of the page for animations and problems to solve.
For homework, work on those note cards. I will check to see that you have 25 to 30 note cards and 5 to 8 bibliography cards on Monday.
posted on: October 20, 2006
Tour the basics here to learn more about the role of genes and chromosomes in the process of inheriting a specific trait, like hitchhikers thumb. Just to see who is reading the blog... :-) You can earn 10 bonus points on an assignment if you take the tour and write down the phenotype and the possible genotype of your thumb and turn it in to me by Friday (10/20). Shhh! Don't tell.
posted on: October 19, 2006
Homework: Continue to take notes about your topic on your note cards. I will check them on Monday 10/23. You should have 25-30 cards from 5-8 different sources.
Trackstar sites for research projects
posted on: October 18, 2006
Parents and students: I am available after school from 4:20-5:15 Monday-Thursday to help students with their research.
The root word of question is quest.
Your research question sends you on an exciting quest.
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About finding a question . . .
"Sometimes you have to do some wondering to get to your wonderings.”
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“Research is a process of discovery—a process that continually requires us to rethink, and re-search our understandings.”
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Research is a tune-in activity ~
Research means paying close attention tuning in to what is going on so you don't miss out.
Source:The Art of Classroom Inquiry by Ruth Shagoury Hubbard and Brenda Miller Power
Thanks to Mrs. Worthington for finding the quotes above.
As we begin our research in the media center, it is nice to reflect on the process.
Here is the preliminary timeline for our research this term. Students received a copy today and were asked to make notes in their agendas about upcoming deadlines.
Timeline for Research Projects.doc
This handout gives some guidance for students who may need to find a more interesting or more reasonable question for research.
Independent Study Projects-1.doc
We will go to the media center again tomorrow and note cards will be checked on 10/23 at the end of the class.
Homework this week, 10/17-10/22, is to take notes on note cards as you gather background information for your project. A bibliography card should be completed for each source that you use. Remember to use bullets; avoid sentences. Paraphrasing takes longer and sometimes leads to plagiarism.
posted on: October 17, 2006
Students need to dress to go outside for class on Tuesday, Wednesday, and Thursday (weather permitting).
There is no homework tonight. I will score tests and post grades by tomorrow evening.
Any students who missed today's test will need to be here tomorrow morning at 8:15. I will meet you at the door or in study hall. Most students who were absent today are aware of this scheduled make-up time. This is just a reminder.
posted on: October 09, 2006
All students were issued a Life Science Guided Reading Study Workbook on Wednesday. The workbook should be used at home to check for comprehension following a reading assignment. I will not usually check them in class.
The workbook pages for chapter 2 (pages 15-26) are assigned and must be completed if you did not earn at least 80 on the last test.
Please complete the assigned pages and show them to me by Friday so you can check/correct them before Monday's test over chapter 2.
posted on: October 05, 2006
On Wednesday, students will receive directions and their class access code so they can begin using this useful resource.
posted on: October 03, 2006
1. Today students took notes on the cell cycle using the textbook on pages 72-79. The notes should give details about what is happening in each of the three stages in the life cycle of cells.
2. Students then connected to my blog and the Trackstar lesson on the Reviewing the Cell Cycle that was posted earlier. The Online lesson on Onion Root tip mitosis (1st site) was completed with the data and analysis written on the same page as the notes.
Take time tonight to check out the other sites on the track to learn about the cell cycle.
Homework is to begin reviewing for your upcoming test, which is scheduled for next Monday. It will cover how cells grow, divide, and make/obtain needed materials (all of chapter 2).
Also on the homework board is to continue researching your possible park questions/ research topics so you will be able to make a good choice for your project.
I will issue the Life Science Guided Reading and Study Workbooks tomorrow. Students who did not earn at least 80 on the last need to compete the lesson pages for chapter 2 and get them checked before next Monday so they will be better prepared for the next test.
posted on: October 03, 2006
The park is your laboratory this year!
What questions do you want to spend your time investigating?
Are you interested in biology, physical science, Earth science?
Are you interested in the organisms that live in the natural spaces in our community? Do you care about how the natural areas are used by people?
Think about all of the possibilities for field studies.
Your goal is to come up with a project involving data collection that is related to Sweat Mountain Park and/or other similar areas in our local environment. It could be a controlled experiment, a data collection and analysis type project, or even a service learning project
Service learning projects are great if you want to get involved with “making a difference” in the park. Need some money to make your project happen? Do not worry, the Mabry Science Club may be able to help you. As first place finishers in the Youth Environmental Symposium of 2005, they earned a cash award that can be used for worthy projects. The club may be interested in helping you with your project. You will be required to submit a proposal that details your plan to request funding. (More on that later.)
We have many materials at school that should help you with you study (water quality testing kits, microscopes, ProScopes, data collection probe-ware, boots, materials for collecting stream macro-invertebrates, GPS devices, other measurement tools, etc.) so keep that in mind when planning your investigation.
Right now you should be exploring some of the many ideas that you have for your park project. Use the pre-research FLIP it! that Mrs. Hendrix prepared for you to get you thinking and finding information about your ideas. You will need to have a working idea for your project by next week. Here are some broad categories of research ideas.
Earth Science:
• Geology
o Soil analysis
o Erosion studies
o Geologic history of the area
• Meteorology
o Weather impact on ???
o Rainfall/runoff studies
o Light intensity questions
• Hydrology
o Stream water flow studies
o Chemical/physical parameters of the water
o Watershed questions
Life Science:
• Impact of people on the environment
• Soil organisms
• Water organisms
• Life cycle questions- tadpoles, insects, plant species
• Assessment of what lives in the park (trees, wildflowers, fungus, lichens, insects, etc.)
• Opportunistic species, invasive species, exotic species, native plants, etc.
Physical Science:
• Light intensity
• Temperature
I have heard some of your great ideas and am looking forward to helping you with your projects this year!
posted on: October 03, 2006
Here are links to sites that I have collected for you. Understanding DNA and its replication is important to understanding what is happening in the cell cycle. We will continue our lessons on DNA and protein synthesis in chapter 3 as we learn about genetics.
posted on: October 03, 2006
Here are some of the sites that you will visit this week for our lessons on cell cycle. There will be a test over the chemical compounds and cellular processes that we have learned about in chapter 2 tentatively scheduled for next Tuesday.
posted on: October 02, 2006
Today we checked the photosynthesis and respiration comparison tables. I will collect this assignment tomorrow for a grade.
Students took time to record the Grass Head lab activity in science journals today. Title, Problem/Question, Hypothesis, Procedures, Data, Analysis and Conclusion should be included in the write-up. Everyone measured 10 representative grass blades from their grass head to enter as their data. The average for each grass head was written on the board to be be combined and averaged for the class data. We will finish the analysis of data and conclusion tomorrow.
We discussed how cells get the energy that they need when oxygen is not available. Alcohol fermentation and lactic acid fermentation were compared.
Homework tonight is to read pages 72-79. We will learn about the cell cycle this week.
posted on: October 02, 2006
Here is the assignment that we worked on in class today. Read and study pages 65-69 to learn more about respiration. Your organizer and summary should be completed by Monday.
Compare and Contrast photo:resp.doc
Also, take some time this weekend to explore your other possible park research questions using the format that we used in the media center on Thursday.
posted on: September 29, 2006
DEAR time was today with a continued emphasis on the skill of understanding conclusions.
We also corrected Test 2 and watched part of a DVD on Photosynthesis. We will finish the video and lesson on photosynthesis tomorrow.
For homework tonight, READ and STUDY pages 61-65.
Our guiding questions:
What happens during photosynthesis? How do chloroplasts function to store energy for a cell?
Standards: S7L2-Describe the structure and function of cells, tissues, organs, and organ systems.
S7L2.a Explain that cells take in nutrients in order to grow and divide and to make needed materials.
S7L2.b Relate cell structures to basic cell functions
Our grass-heads are looking great! We will analyze the data on Monday or Tuesday of next week.
posted on: September 28, 2006
Today EQ: If cells are the building blocks of life, what are the building blocks of cells?
In class today, we used molecular models to learn about carbohydrates, one of the four types of organic compounds found in living things. Students completed a lesson worksheet and should have it in their binders.
Tomorrow our class will visit the media center to work on finding a research focus question for independent study projects this year. Students should have several questions from last Thursday's assignment in the park to use as a starting point.
For homework tonight, write down at least three interesting questions that are suitable for research that is connected to Sweat Mountain Park.
posted on: September 26, 2006
Today students visited the Connect 2 Science site at Mabry's Global Learning Collaborative to learn about this interesting opportunity and to read Dr. Berry's post. We had a short lesson about how to write interview questions that might be appropriate for posting on the site.
Connect 2 Science
For homework tonight: Write three quality interview questions and also tell why you would like to be a student author for this project.
The remainder of class was devoted to gaining an understanding of the types of chemical compounds that are in living things. We began working on an activity about carbohydrates using molecular models. We will continue with this tomorrow.
Our grass heads are just beginning to show tiny roots and tomorrow we will be sorting them into two groups per class- an experimental and a control group. Each class will come up with a research question.
posted on: September 25, 2006
Remember that your Egg-speriment reports are due tomorrow. See the earlier post for details.
If you have craft supplies to donate for our grass-head activity, please remember to bring them in tomorrow.
The Grass-Heads are our fun link to our photosynthesis studies. We will create them beginning tomorrow.
posted on: September 21, 2006
Today was a great day for our second visit to Sweat Mountain Park. The weather was perfect and our outing was fun. During our first visit, students recorded observations and made inferences. For the second trip to the park and the second step in our research process, students were asked to come up with several questions for research. It is hoped that these questions will lead to interesting and significant studies. Sometimes this is the most difficult aspect of research--- deciding the question. We will continue our research and question finding next Wednesday with a visit to the media center.
“If we would have new knowledge, we must get a whole world of new questions.”
Susan Langer
“To be able to ask a question clearly is two-thirds of the way to getting it answered.”
John Ruskin
“The important thing is not to stop questioning.”
Albert Einstein
“The reward for working one’s way through the known is to find a new question on the other side, formulated in a new way.”
Jerome Bruner
posted on: September 21, 2006
Tomorrow there is a test over cell parts and their functions. You should also be able to compare plant, animal, and bacteria cells. See pages 34-42 in your text to review. Are all the cells in an animal (like humans) alike? What about plants, are all their cells alike? So... what are specialized cells and why are they only found in multicellular organisms?
Here is a link to one of the sites that we used in class today to review the parts of cells.
Today, students received the following handout that gives more details about how to write the lab report that is due on Friday.
egg report.doc
Here is the link to the graphing site.
posted on: September 19, 2006
Why did the egg change in mass and circumference in some soaking solutions and not in others?
Students worked on analysis of results from last week's experiment today in class.
In your journal:
1. Create an organized table of your data.
2. Graph your data. Use a ruler; be neat.
3. Describe your results using one or more paragraphs.
4. Explain what you think your data mean. Use diagrams to help with your explanation.
Your final report should be typed and is due on Friday at the beginning of class. Your write-up of the lab should be in your journal and complete by Friday as well.
For homework tonight, complete the three sections of the handout that deal with membrane transport.
posted on: September 18, 2006
How do plant, animal, and bacteria cells compare?
Classwork- create a Venn diagram to analyze and compare the characteristics of plant cells, animal cells, and bacteria cells. See your text pages 34-42 and 192-194 to find details to include in your comparison. Next, write a paragraph to summarize what you have learned.
Homework- Read about the cell in it's environment (pages 56-60). This is section 2 in chapter 2. We will begin the analysis of your egg data on Monday and I will explain what you should include in your report that is due on Friday, Sept.20. (See the rubric on the back of your lab handout.)
There will be a test over cell parts and functions on Wednesday, Sept. 20.
We had some great Job Descriptions and Want Ads turned in today! I am looking forward to evaluating them.
We said goodbye to our eggs today. Today was fun, pretty messy, interesting, and a little disgusting. We made many interesting observations that will be shared in our reports next week.
posted on: September 15, 2006
Link here for the assignment. Remember your login? It is the same as the lesson/activity on cell size. The quick link is 248.
For homework, students should prepare a first draft of a want ad or job description for their team's organelle. It should be typed and ready for editing in class. The final product is due on Friday.
Remember each person should do only one of the assignments...the job description or the want ad.
Here is a sample want ad that I found online; it is adapted from the work of a student in South Lake, TX. Can you guess the organelle?
“Looking for a great opportunity to lead? Do you enjoy making decisions for others? Is guidance your strong point? If so, we are seeking to fill a managerial position. We are in need of a control center for a cell. Must be able to operate a cell. Should have solid experience reading and de-coding DNA. Should exhibit strong leadership skills. Benefits include: placement in low-stress arm cells, long life guaranteed...you don't die; you just divide and multiply! If interested contact The Body at 817-8WE-CELL.”
Your want ad should be created with a 2.5 in wide space for the text. Change your margins or create a text box for your ad. We will try to piece our ads together to make a "page from the newspaper" to post in the room. Do not include the name of your organelle in the ad so other students can try to figure out which one it is.
Your grade will be determined by how well you communicate what you have learned about your organelle. See the rubric below.
Tomorrow is DEAR time in science and we will spend some time finishing our egg-speriment on membrane transport. Remember to bring in the last soaking liquid for your egg.
posted on: September 13, 2006
Use the above link to get to the list of sites that I have collected for your research on cell organelles. You should become very familiar with your selected cell structure so that you will be able to complete the activities, including writing a job description. We will work on this assignment during class tomorrow.
posted on: September 12, 2006
Today you will complete a web lesson that will be launched from the following site.
Why are cells so small?
You will get a copy of the handout in class.
Please finish this assignment for homework if you do not finish it during class today.
posted on: September 11, 2006
Wednesday in class we watched a quirky DVD about the various parts of a cell. Students created a three column table to compare the parts of cells that included the cell part, structure of description, and functions using information from the video and the book. We will complete this assignment later this week. This information will not be evaluated on Friday's test. We also used some props in class as analogies for the cell parts. Can you think of another good analogy for a particular cell part? Do you know what types of cells are we using to learn about the organelles...was that prokaryote or eukaryote?
Our focus question: What are the parts of cells and their functions?
EQ: Why are some parts of cells called organelles and others are not?
DEAR on Thursday. We will continue to find examples of cause and effect in our reading.
You have a TEST on Friday so study.
posted on: September 07, 2006
Wednesday in class we watched a quirky DVD about the various parts of a cell. Students created a three column table to compare the parts of cells that included the cell part, structure of description, and functions using information from the video and the book. We will complete this assignment later this week. This information will not be evaluated on Friday's test. We also used some props in class as analogies for the cell parts. Can you think of another good analogy for a particular cell part? Do you know what types of cells are we using to learn about the organelles...was that prokaryote or eukaryote?
Our focus question: What are the parts of cells and their functions?
EQ: Why are some parts of cells called organelles and others are not?
DEAR on Thursday. We will continue to find examples of cause and effect in our reading.
You have a TEST on Friday so study.
posted on: September 07, 2006
Please prepare for your test on Friday. Here are some items that will be included.
Sept. 8th Science Test
- Chapter 1 concepts on pages 17-33 (pay attention to vocabulary in these sections)
- Characteristics and needs of living things – handout and notes
- Development of the Cell Theory- Notes
- Parts and use of a microscope, questions on magnification – see page 802 for a diagram, “How to use a Microscope”, “How big is that cell?”
- Comparison of light microscopes and electron microscopes
- Experimental Design: Independent (manipulated) and dependent (responding) variables, controlled variables (constants), controls (no treatment and experimenter selected), levels of the independent variable, repetition of trials, hypothesis, conclusion.
- Safety rules and symbols - see handouts in your notebook
There is no homework due tomorrow.
posted on: September 05, 2006
Classes visited Sweat Mountain Park today to make and record observations and inferences. We are fortunate to have a such a nice natural park space that is adjacent to and shared by our school property. In class we have been learning about the scientists who made observations that were instrumental in the development the Cell Theory. These naturalists were fascinated by the natural world around them and made many observations of everyday things. Today students gathered a few items to view and learned how to use the stereoscopes. You would be surprised to see how interesting a butterfly wing appears when maginfied. Acorns, mushrooms, pinestraw, rocks, insect larvae, leaves, etc. were all objects of study today. As we continue with our study of the habits of scientists, it will be interesting to see what interesting questions arise in my classes for experimentation and research.
The record of student observations, inferences, and questions was collected for a classwork grade.
There is no homework for this weekend. Have a great holiday everyone!
posted on: September 01, 2006
Students enjoyed D.E.A.R. time with a focus of looking for examples of cause and effect. The effect is often implied, not stated. How many examples could you find today?
We watched a video called Assignment Discovery: Cells following our reading. Students were encouraged to take notes and we discussed interesting points following the viewing.
There is no homework for Thursday night.
Students who did not have their Wednesday homework when I checked it today should remember to complete it tonight and show it to me for a late grade tomorrow.
posted on: August 31, 2006
It was a pleasure to meet the parents of my students at Open House on Tuesday night. I hope that everyone has made arrangements to access I-parent by now so you can see how your student is performing in class.
In class on Wednesday, we analyzed our data from our activity "How big is that cell?" and discussed the answers to Part IV questions.
It will be interesting to see how close our estimates are to the actual sizes of the various cell types. (I wonder if any of my students know how to find that information?) In class, we also completed a note taking activity (concept definition map available below) based on pages 18-25 "What is Life?" reading assignment.
For homework:
Please read pages 27-33 "Discovering Cells" and record notes as described... In you notes, State the Cell Theory and create a table to record the contributions made by Hooke, Leeuwenhoek, Schleiden, Schwann, and Virchow to our understanding of cells that led to The Cell Theory.
Student journals should now have several items to be graded: A reflection on the importance of accurate record keeping, Experiment using Gummi candies, activity on "How to use a Microscope", and the activity "How big is that cell?" I will begin checking them today, please make sure that your journal is on the shelf with your class.
posted on: August 31, 2006
posted on: August 28, 2006
This is the activity that we are working on in class. We will complete parts I. II. and III in class. You should complete Part IV for homework - due on Wednesday.
How Big Is That Cell?
Learn the basic theory and methods of optical microscopy.
Use a compound microscope to examine and determine the relative size of plant, animal, and bacterial cells.
What you will do:
Recognize the concepts of magnification and optical inversion
Prepare a wet-mount slide and examine and measure a standard sample
Examine and measure different cells
posted on: August 27, 2006
Students were introduced to microscopes in today's class activity. Following the lesson, students should be able to:
1. use the appropriate terminology to describe the parts of the microscope
2. demonstrate the correct use of a compound light microscope
3. calculate the total magnification of the various objectives on the microscopes
4. explain how to prepare a wet mount slide
I asked students to check the blog tonight for some interesting links relating to microscopy. Check them out.
How do images from compound light microscopes differ from the images from electron microscopes? What are the advantages and disadvantages of each? Which do you prefer?
Another thing to ponder---how do advancements in technology affect our understanding of the natural world?
P.S. Today (officially), our solar system has only 8 true planets. What a wonderful example of how science is constantly changing because of new information. My 6th period was most mournful of the demotion of Pluto to dwarf planet status; I was surprised that they were so passionate. They are already trying to rethink that familiar phrase..."My very earthy mother just served us nothing (or was that nachos?)" .
Books will be assigned on Monday! It is time for us to begin learning about living things and the nature of their cells.
Parents please plan to attend open house Tuesday evening. I am anxious to meet you.
There is no homework this weekend. We will complete the lab write up and lesson extensions on Monday. Journals will be checked next week, so have them completed and on the shelf. You should have one writing assignment, an experiment on Gummi candy, and the activity on using a microscope in your journal.
posted on: August 25, 2006
We reviewed some of the terminology of experimental design today in class and analyzed their experiments using appropriate terms.
For homework tonight, students should finish the questions on their handout from class.
Students were surprised at the outcomes for several of the experiments with Gummi candies. More details in another post...
posted on: August 23, 2006
How do you evaluate scientific claims?
Students read article summaries of recent headlines in science today in class. They created a table to compare some of the facts and each group discussed them with the class.
There is no homework for tonight.
posted on: August 21, 2006
Today we discussed our safety rules as students participated in a quiz using our interactive white board and the hand held remote "eggs". It was fun and I was pleased that most of my students know rules relating how to be safe in the classroom.
Homework:
Cartoons are due tomorrow. (See earlier post for the grading criteria.)
Safety contracts with a parent signature are due tomorrow too.
Do you have your science binder organized? Tomorrow I will check to see if you do.
posted on: August 17, 2006
Students reviewed the importance of safety in science class today. We started working on a cartoon to illustrate one of the safety rules. Students have a safety contract that needs a parent signature for my files and another science safety contract with attached rules to store in their binder.
Criteria for evaluation of the bookmark:
1. Based on a specific safety rule
2. The rule is written on the back (along with name and class period)
3. All writing is ligible and not in pencil.
4. The bookmark is neat and colorful
Homework: Due Friday- cartoon/bookmark, safety contract with parent signature, notebook check
Tomorrow is D.E.A.R. day in science- remember your book
Do you know the safety rules well enough to pass a surprise safety test?
posted on: August 16, 2006
I once heard someone say about scientific record keeping..."If you don't write it down, then it didn't happen." We discussed this notion as we set up journals and notebooks today. Students made their first entry in their journals by writing a reflection on: What is the value keeping organized and accurate records in science?
There is no homework for tonight.
posted on: August 15, 2006
Hi everyone! I had such a great time meeting my students today. My homeroom and classes are awesome and I am looking forward to a great year.
Today we learned and practiced some important classroom procedures. How do you
- begin class?
- give attention to instruction when you are focused in group work (three words/ what are the signals)?
- Participate in discussions?
- leave the room to go to the restroom or some place else?
- exit the room?
- We discussed the attributes that lead to team success as student groups worked through some problems using manipulatives.
Homework:
Bring your journal and your notebook to class tomorrow. We will get them organized and continue to learn how to have a successful year.
posted on: August 14, 2006
Wednesday is field day for 7th grade and class will not meet that day.
Today we concluded our review of digestion by working in the Guided Reading Study Workbook (pages 172-176). Most classes had the time to check the answers.
We used the Interactive Body: Systems at Work to review the steps in the urinary (excretory) process.
Homework: WB pages 193-195 (excretory system)...to be checked on Thursday.
Thursday we will review the nervous system: text pages 622-626 (WB pages 207-209); text pages 628-634 (WB pages 209-212)
Friday we will review the endocrine system: text pages 658-662 ( WB pages 219-221)
Review and study. The Systems part 2 test is Monday (5/22).
Check out the sites that are available on Trackstar (an earlier post).
posted on: May 16, 2006
The make-up test for the pig dissection week will be Wednesday morning at 8:15. Students who did poorly on the first test may take a retest and I will average the scores. This test will NOT have any pigs to view, but will have diagrams and questions about the functions and locations of the parts of the systems. Study your lab guide and use the sites that I posted for you earlier.
posted on: May 15, 2006
Classwork and homework for Monday:
Read pages 506-516; do workbook pages 167-170.
Create a flow chart showing the steps in digestion (page 531)and a flow chart showing the steps in how the kidneys eliminate wastes from the body (see page 587).
Study for the Part 2 Human Body Systems test scheduled for next Monday.
posted on: May 15, 2006
The end of the term is near and grades are current on iParent. Several students need to make up tests, quizzes, and lab activities. All missing grades need to be resolved this week. I am available before and after school for make up sessions. Please make plans and let me know when you are coming in early or staying after school.
We are doing class activities this week to learn about the rest of the human body systems in greater detail following our dissection week and a Part 2 unit test is scheduled for Monday, 5/22.
Digestive system is first on our list. Please review your reading on pages 518-530.
posted on: May 14, 2006
The pig lab test is tomorrow. Your study guide for the week is due tomorrow. Please make sure that you have completed all study questions and the back. The dissection guide is posted here. Please allow time for it to load, before you give up on it.
You should have read about the excretory system (pages 581-586) and the nervous system (pages 628-634) for homework on Wednesday. The endocrine system is discussed on pages 658-561. You know what type of questions to expect so please prepare for this test.
Remember that you have several sites to visit for review and help with identifying the pig parts. They are on an earlier post.
posted on: May 11, 2006
For homework tonight, please answer all of the questions found on pages 1,2, and 3 in your Study Questions packet.
I will be at school at 8:15 tomorrow (Wed.) morning to help algebra students who have missed class on Mon. and Tue. get caught up.
I will also help any who have been absent or just want a little extra time with their pigs.
In class today, I put out a request for gloves. Please bring in some if you have them at home. Any donations are appreciated. I am making a trip to the store tonight to buy some more for all 7th grade classes.
Here is the guide that we are using in class this week. I hope that it helps.
There is a mistake in your homework questions for today. Did anyone figure it out? Hint: It's something to do with the stomach......
posted on: May 09, 2006
The 8 algebra students who are in my 4th period will be able to make up the missed lab work before school on Tuesday, after school on Tuesday, or during one or both connections (with teacher approval). Please check with your lab partner and arrange a time for me to meet with you. Do not worry about getting it done. You will be able to work out a solution for the make-up some time this week. Concentrate on doing your best on your Algebra end of course exam.
Keep in mind as you work that you are dissecting to reveal the systems of the fetal pig and to relate them to the human body systems. Work at a careful pace and review what you have learned each night. Complete the lab questions that go along with your dissection each night or after you clean up each day. There will be a lab test on Friday.
Virtual Pig Dissection
Pig Dissection Lab Manual
Another good pig dissection link
posted on: May 08, 2006
Remember that your multiple choice test over Human Body Systems Part 1 will be tomorrow. This includes the skeletal, muscular, integumentary, circulatory, lymphatic and respiratory systems. Chapter 15, chapter 17 and pages 566-574 in chapter 18 are included for this test.
There will be two other tests for this unit. One will be a lab exam for the pig dissection next Friday (5/12). The last one (Human Body Systems Part 2) will