Today students diagrammed the anatomy of muscles and bones. They then completed charts of skeletal and muscle systems using their textbook on pages 60 and 61.
Click here to read and explore muscles, joints, and bones on your own.
Wednesday, December 8, 2010
Tuesday, December 7, 2010
Day 57 - Family Linked Diseases and Prevention
Today we went over our Family Pedigrees (66) and reflected on what we learned by finding out our family's medical history.
Students then received the handout Family Linked Diseases (69) with a list of what some diseases were, and some risk factors for them.
Students then were instructed to demonstrate their understanding of the risk factors and protective factors for disease and create an advertisement for assignment 68 - Disease Prevention Poster. Which asked to study one of the diseases, and create an advertisement with 2 protective factors, 2 pictures, and a slogan.
Some were then shared with the class.
Students then received the handout Family Linked Diseases (69) with a list of what some diseases were, and some risk factors for them.
Students then were instructed to demonstrate their understanding of the risk factors and protective factors for disease and create an advertisement for assignment 68 - Disease Prevention Poster. Which asked to study one of the diseases, and create an advertisement with 2 protective factors, 2 pictures, and a slogan.
Some were then shared with the class.
Monday, December 6, 2010
Day 56 - Planned Parenthood Day 6 - Contraceptives
Today is the final day of our Planned Parenthood Presentations. Today's topic is contraceptives - including barrier and hormonal methods. Students completed page 7 in their packet.
Students without permission to attend were given an alternative assignment to complete in the library.
Students without permission to attend were given an alternative assignment to complete in the library.
Friday, December 3, 2010
Day 55 - Planned Parenthood Day 5 - Sexually Transmitted Infections
Today is our second to last day of our Planned Parenthood guest presentations. Today's topic is about Sexually Transmitted Infections and HIV. Students completed page 6 in their packet. Students did a simulation using playing cards and shaking hands to show how STI's can spread.Students who have not received their parent permission to participate were given an alternative assignment to complete in the library.
Thursday, December 2, 2010
Welcome Parents to Parent Conference Night (PHBAO)!
In your Student Led Conferences please click on the link above to go to "Grades." and show your parents/ guardians you grade. Fill in the handout.
Please look around the rest of the site as well
Finally you may talk with Mr. Hauser if there are any other concerns.
Please look around the rest of the site as well
- Find assignments in the "Interactive Notebook" section
- See some pictures of projects, experiments, and students in action under "Photos and Videos"
- Look under "Games" for some educational science based games.
- Review the syllabus under "Class Syllabus"
Finally you may talk with Mr. Hauser if there are any other concerns.
Day 54 - Planned Parenthood Presentation Day 4
We are continuing the presentation by Planned Parenthood. Today's topics include puberty, anatomy, and reproduction. Students completed page 5 in their packet. Students without permission were given an alternative assignment to complete in the Library.
Wednesday, December 1, 2010
Day 53 - Planned Parenthood Presentation Day 3 - Relationship Violence
Today Planned Parenthood continued their presentation covering the topic of relationship violence.
Students whose parents/ guardians declined the presentation were given an alternative assignment to complete in another classroom or library.
Students whose parents/ guardians declined the presentation were given an alternative assignment to complete in another classroom or library.
Tuesday, November 30, 2010
Day 52 - Planned Parenthood Day 2 - Abstinence
We continued with day 2 of the planned parenthood presentation. Today covers abstinence education, and resisting pressure.
Students without permission for the program continued their alternative assignment.
Students without permission for the program continued their alternative assignment.
Monday, November 29, 2010
Day 51 - Planned Parenthood Presention Day 1
Today we have a special presentation about human sexuality by Planned Parenthood for students who have turned in their parent/guardian approved sex-ed permission slip only.
Students who did not have theirs turned in or whose parents declined the lesson were given an alternative assignment to complete in another classroom. This will not affect their grade.
Students who did not have theirs turned in or whose parents declined the lesson were given an alternative assignment to complete in another classroom. This will not affect their grade.
Friday, November 19, 2010
Day 50 - My Family History Pedigree
Helpful tool for making your family pedigrees http://www.progenygenetics.com/online-pedigree/
At first we reviewed our questions on our Risk Factors Debrief (64)
Then, we discussed how we can determine our genetic risk factor for disease. This can be done by tracing our family history with a 'pedigree" - a chart that tracks a trait from one generation to the next.
We did an example pedigree using the Simpson's family, tracking Bart and his relatives. (Tracking Disease (67)
Then students received their Thanksgiving Break homework - My Family Pedigree (66)
This assignment is to create a pedigree for themselves, tracking the incidents of disease in their family - heat disease, cancer, high blood pressure, asthma, mental illness, osteoporosis, and more.
By creating a pedigree, students will better understand where along the continuum of risk they fall into, and to see if they need to work to lower their chances of getting that disease.
At first we reviewed our questions on our Risk Factors Debrief (64)
Then, we discussed how we can determine our genetic risk factor for disease. This can be done by tracing our family history with a 'pedigree" - a chart that tracks a trait from one generation to the next.
We did an example pedigree using the Simpson's family, tracking Bart and his relatives. (Tracking Disease (67)
Then students received their Thanksgiving Break homework - My Family Pedigree (66)
This assignment is to create a pedigree for themselves, tracking the incidents of disease in their family - heat disease, cancer, high blood pressure, asthma, mental illness, osteoporosis, and more.
By creating a pedigree, students will better understand where along the continuum of risk they fall into, and to see if they need to work to lower their chances of getting that disease.
Thursday, November 18, 2010
Day 49 - Risk Factors for Disease
Target: I will chart risk factors for disease then analyze how they work.
Today we reviewed how our genetics determines many physical traits that we carry, and that it is from our parents that we receive the genes and chromosomes that have the DNA instructions for these characteristics.
But it is not just physical characteristics we inherit, it is also the potential for certain diseases, such as diabetes, osteoporosis, cancer, heart disease, addiction, suicide, and many others.
However, not everything is decided by our genes, our environment and lifestyle choices also affect our chances to contract the disease. To explore this idea we simulated 3 risk groups by forming a line - high risk, medium risk, and low risk. Then, students were given lifestyle choices on cards which moved them either towards the low risk end, or the high risk. Finally, a percentage of each group contracted heart disease.
We then discussed the implications of our simulation, and created a chart on assignment 65 about the protective factors and risk factors that play a role in our chance of getting a disease. Protective factors are things that can lower our risk, and risk factors are things that increase that risk.
Finally we answered some questions on the debrief (assignment 64)
Today we reviewed how our genetics determines many physical traits that we carry, and that it is from our parents that we receive the genes and chromosomes that have the DNA instructions for these characteristics.
But it is not just physical characteristics we inherit, it is also the potential for certain diseases, such as diabetes, osteoporosis, cancer, heart disease, addiction, suicide, and many others.
However, not everything is decided by our genes, our environment and lifestyle choices also affect our chances to contract the disease. To explore this idea we simulated 3 risk groups by forming a line - high risk, medium risk, and low risk. Then, students were given lifestyle choices on cards which moved them either towards the low risk end, or the high risk. Finally, a percentage of each group contracted heart disease.
We then discussed the implications of our simulation, and created a chart on assignment 65 about the protective factors and risk factors that play a role in our chance of getting a disease. Protective factors are things that can lower our risk, and risk factors are things that increase that risk.
Finally we answered some questions on the debrief (assignment 64)
Wednesday, November 17, 2010
Day 48 - Human Development and Genetics
Target: I will take Cornell Notes on human development and analyze genetic traits.
Today we began our unit on human development by reading the Health textbook Pg 168-172. We took Cornell Notes and discussed the ideas in it.
After that, students took a survey on easily identifiable genetic traits that are inherited from their parents, such as curved thumbs, dimples, cleft chin, widows peak, and so forth.
Homework is to survey both parents or close relatives of their physical traits.
Tuesday, November 16, 2010
Day 47 - Midterm review and New Unit!
Today students got back their midterm tests, and glued it into page 60 of their interactive notebook.
A retake will be offered at lunch on Wednesday - this will NOT be multiple choice - all short answer/ fill in the blank. It will be harder, and this score will be your final score, even if it is lower.
Students then got a new Table of Contents to begin our new unit - Unit 3 - Human Growth and Development
Homework is to get the Parent Review completed (Assignment 59) and signed, along with the midterm exam.
A retake will be offered at lunch on Wednesday - this will NOT be multiple choice - all short answer/ fill in the blank. It will be harder, and this score will be your final score, even if it is lower.
Students then got a new Table of Contents to begin our new unit - Unit 3 - Human Growth and Development
Homework is to get the Parent Review completed (Assignment 59) and signed, along with the midterm exam.
Monday, November 15, 2010
Day 46 - Midterm!
*** Grades are updated. **** This will be the final 10-week grade unless makeup work is completed by Tuesday!
Today we tested our knowledge of the first half of health science by taking a 34 question midterm.
Then students began to complete their personal reflections on assignment 58. This is homework if you did not complete in class.
Today we tested our knowledge of the first half of health science by taking a 34 question midterm.
Then students began to complete their personal reflections on assignment 58. This is homework if you did not complete in class.
Sunday, November 14, 2010
Day 45 - Practice Midterm
Midterm is on Monday!
Today we practiced for the midterm by using a practice test and our interactive notebooks to study.
Today we practiced for the midterm by using a practice test and our interactive notebooks to study.
Wednesday, November 10, 2010
Grades updated
Grades are updated with some recent scores.
Still grading many notebooks and projects, will finish up by Monday after the midterm.
10-week grades will be inputted on Tuesday November 16th. Please see me before then to make up any assignments
Still grading many notebooks and projects, will finish up by Monday after the midterm.
10-week grades will be inputted on Tuesday November 16th. Please see me before then to make up any assignments
Day 43 - Review Jeopardy!
Dispatch - Review Assignment 27 - What are the differences and similarities between prokaryotes and eukaryotes?
Today we reviewed another midterm question in the dispatch.
After that, students played a game of jeopardy using powerpoint and cards at their tables reading A, B, and C to choose the correct answer.
Teams with over 500 points got 5 extra credit points on the midterm, the winning team for 10 extra credit points.
Today we reviewed another midterm question in the dispatch.
After that, students played a game of jeopardy using powerpoint and cards at their tables reading A, B, and C to choose the correct answer.
Teams with over 500 points got 5 extra credit points on the midterm, the winning team for 10 extra credit points.
Day 42 - Continued Project Presentations
Today we continued with our projects, presenting plant and animal cell models.
Students reviewed another midterm subject during their dispatch.
Students reviewed another midterm subject during their dispatch.
Monday, November 8, 2010
Day 41 - Cell Project Presentations
Target: I will present my project and review for the midterm
Dispatch: Review assignment 19- What are levels of organization in the human body?
We ate some of the cells made of cake and other edible materials. Good times were had by all.
Friday, November 5, 2010
Day 40 - Continued Midterm Studying
*** Cell Model Projects are DUE MONDAY!!! ***
Today students continued to study for their Midterm Exam (November 15th.)
Dispatch: How are plant and animal cells different? (Review Assignment 43, 47)
Today's dispatch was taken from the midterm study guide (Question 16)
We discussed how plants and animal cells have different structures, such as plan cells containing cell walls, vacuoles, and chloroplasts. This allows plants to have a rigid structure, as well as to produce food from the sun's energy.
Animal cells only have a cell membrane, and they have centrioles to help in mitosis. They are consumers so they rely on their mitochondria to process food into energy.
Students then created a checklist for assignment 55 - Cell Project Checklist. This was the final check before Monday's Due Date.
Finally for assignment 54 - Pyramid Stack Review #2 we played the pyramid stack with another 2 or more sets of review subjects. Students had to explain why they stacked them the way they did.
Most classes had a few minute of P.A.T. where we did a competition with the pyramid stacking as a silent team building activity.
Thursday, November 4, 2010
Day 39 - Midterm Studying - Pyramid Stack
Today we begin to study for our midterm exam on November 15th.
To do so, students received a Midterm Study Guide for assignment 53 to paste into their notebooks.
Then, after reviewing some of the questions, we completed the "Pyramid Stack Review - Assignment 52" where students chose an area to focus on for review, and created new labels for the 10 cups of our pyramid stack challenge.
After creating the challenge, students switched cups and tried to organize them correctly.
To do so, students received a Midterm Study Guide for assignment 53 to paste into their notebooks.
Then, after reviewing some of the questions, we completed the "Pyramid Stack Review - Assignment 52" where students chose an area to focus on for review, and created new labels for the 10 cups of our pyramid stack challenge.
After creating the challenge, students switched cups and tried to organize them correctly.
Wednesday, November 3, 2010
Yay, I beat Cell Craft
Finally beat the game Cell Craft. Last level wasn't as hard as I thought it would be. Anyone else beat it?
Day 38 - Mitosis
Today we delved deeper into a cell's life cycle by breaking down the steps of Mitosis - 4 stages where the nucleus divides and genetic material is split in the process of creating 2 daughter cells.
Assignment 50 - Cell Division Mnemonic
Assignment 51 - Mitosis Notes
Before Mitosis, during Interphase - DNA starts to tightly coil up into things called cromatids, which are attached with a centromere in the center, creating a chromosome. Humans have 23 pairs of homologous chromosomes.
Mitosis begins with a step called Prophase - during this time the nuclear envelop disappears and the doubled up chromosomes float around in the cytoplasm. Centrioles move to opposite poles of the cell.
Next, is Metaphase - where the chromosomes move to the center of the cell and the centioles send out spindle fibers that attach to the centromeres.
Then, the chromosomes are split in half in Anaphase.
Finally, Mitosis finishes with Telophase - where new nuclear envelopes form around the separated chromosomes.
After Mitosis, the cell finishes diving with Cytokenisis- where the cytoplasm splits down the middle and 2 new daughter cells are formed.
Students recreated this process using yarn and string. The table represented the entire cell. The blue yarn was the nuclear membrane, and the small strands of twine were the chromosomes. Students went through all the steps of cell division as a kinesthetic learning activity.
Finally students created mnemonic devices to help remember the sequence of the steps of Cell division using the letters I, P, M A, T, C to create sentences to aid memory.
Assignment 50 - Cell Division Mnemonic
Assignment 51 - Mitosis Notes
Before Mitosis, during Interphase - DNA starts to tightly coil up into things called cromatids, which are attached with a centromere in the center, creating a chromosome. Humans have 23 pairs of homologous chromosomes.
Mitosis begins with a step called Prophase - during this time the nuclear envelop disappears and the doubled up chromosomes float around in the cytoplasm. Centrioles move to opposite poles of the cell.
Next, is Metaphase - where the chromosomes move to the center of the cell and the centioles send out spindle fibers that attach to the centromeres.
Then, the chromosomes are split in half in Anaphase.
Finally, Mitosis finishes with Telophase - where new nuclear envelopes form around the separated chromosomes.
After Mitosis, the cell finishes diving with Cytokenisis- where the cytoplasm splits down the middle and 2 new daughter cells are formed.
Students recreated this process using yarn and string. The table represented the entire cell. The blue yarn was the nuclear membrane, and the small strands of twine were the chromosomes. Students went through all the steps of cell division as a kinesthetic learning activity.
Finally students created mnemonic devices to help remember the sequence of the steps of Cell division using the letters I, P, M A, T, C to create sentences to aid memory.
Tuesday, November 2, 2010
Day 27 - Cell Cycle and Cell Division
Dispatch - What are some important events in your life? What are some important events that might happen in the future?
Today we began our lesson on the life cycle of a cell. Recall that cell theory states that all cells come from other cells, and this happens with the process of cell division.
Cells go through many phases in their life, similar to how humans do. We go through being an infant, childhood, puberty, adulthood, we get married, have kids, and so on.
Cells do this too. Scientists have divided up the life cycle up into 2 important phases - Interphase, where a cell grows and performs its normal functions, and cell division, or the Mitotic Phase, where a cell divides its chromosomes and cytoplasm to create 2 daughter cells.
We created a flow map of the Cell Cycle, and compared that to a life cycle of a human.
Today we began our lesson on the life cycle of a cell. Recall that cell theory states that all cells come from other cells, and this happens with the process of cell division.
Cells go through many phases in their life, similar to how humans do. We go through being an infant, childhood, puberty, adulthood, we get married, have kids, and so on.
Cells do this too. Scientists have divided up the life cycle up into 2 important phases - Interphase, where a cell grows and performs its normal functions, and cell division, or the Mitotic Phase, where a cell divides its chromosomes and cytoplasm to create 2 daughter cells.
We created a flow map of the Cell Cycle, and compared that to a life cycle of a human.
Quiz Extra Credit - Cell Structure 4-Square Analogy
If you would like some extra credit to make up for any questions you missed you may create a 4 square analogy for each question you missed.
Download the template here. (4-Square Analogy)
Get your quiz grade up to a perfect by doing the extra credit.
Download the template here. (4-Square Analogy)
Get your quiz grade up to a perfect by doing the extra credit.
Monday, November 1, 2010
Day 36 - Cell Respiration Questions and Interactive Notebook
No Dispatch!
Today we did some housekeeping on what is coming up and what will be due.
1. Interactive Notebooks will be checked this week and next. Double Check all your assignments from 26-47. Your Parent Review (35) MUST BE COMPLETED to earn any grade higher than a "D".
2. Cell Model Project - Due Nov 8th. You have 7 more days. Please remember to label all your organelles and have a key that explains the functions of each.
We spent the class time finishing our questions for our Mitochondria and Chloroplasts notes (47) and discussing a level 3 question in a Socratic Seminar.
Students then spent the last few minutes of class checking each others notebooks to prepare to be turned in.
Today we did some housekeeping on what is coming up and what will be due.
1. Interactive Notebooks will be checked this week and next. Double Check all your assignments from 26-47. Your Parent Review (35) MUST BE COMPLETED to earn any grade higher than a "D".
2. Cell Model Project - Due Nov 8th. You have 7 more days. Please remember to label all your organelles and have a key that explains the functions of each.
We spent the class time finishing our questions for our Mitochondria and Chloroplasts notes (47) and discussing a level 3 question in a Socratic Seminar.
Students then spent the last few minutes of class checking each others notebooks to prepare to be turned in.
Day 35 - Sugar and the Cell
Happy Halloween!
Today's dispatch asks - How do you feel after eating candy?
Most students answered they feel hyper and energetic, that they feel like eating more, and if they eat too much they feel sick.
Then we began taking Cornelle Notes for Assignment 47 - Mitochondria and Chloroplasts.
The notes discussed how sugar is used in the cell - how it is broken down from glucose to energy in the process called cellular respiration. This starts in the cytoplasm in the process of glycolysis, and finishes in the mitochondria. Glucose is broken down into ATP (cell energy) and molecules of carbon dioxide and water.
Then we discussed photosynthesis, and how plants are able to create sugar with their chloroplasts, which contain chlorophyll- a pigment which can absorb sunlight. The glucose they create can then be stored as other more complex carbohydrates - such as sucrose, starch, and cellulose. Cellulose is the building block of cell walls and is not digestible by humans. You may commonly hear it referred to as "fiber."
Finally students took a quiz on cell organelles, and had a few minutes of free time to see each others costumes and eat some candy (today only!)
Today's dispatch asks - How do you feel after eating candy?
Most students answered they feel hyper and energetic, that they feel like eating more, and if they eat too much they feel sick.
Then we began taking Cornelle Notes for Assignment 47 - Mitochondria and Chloroplasts.
The notes discussed how sugar is used in the cell - how it is broken down from glucose to energy in the process called cellular respiration. This starts in the cytoplasm in the process of glycolysis, and finishes in the mitochondria. Glucose is broken down into ATP (cell energy) and molecules of carbon dioxide and water.
Then we discussed photosynthesis, and how plants are able to create sugar with their chloroplasts, which contain chlorophyll- a pigment which can absorb sunlight. The glucose they create can then be stored as other more complex carbohydrates - such as sucrose, starch, and cellulose. Cellulose is the building block of cell walls and is not digestible by humans. You may commonly hear it referred to as "fiber."
Finally students took a quiz on cell organelles, and had a few minutes of free time to see each others costumes and eat some candy (today only!)
Day 34 - Continuing our Organelle Discussion
Today we finished up our organelle discussion by completing our observations, our analogies, completing our flash cards, and practicing for the quiz tomorrow on cell structure.
Wednesday, October 27, 2010
Play Cell Craft!
Link 1 - Play Cell Craft
Link 2 - Play Cell Craft and see if you can keep your cell alive!
Thanks to Vahagn for the link!
Link 2 - Play Cell Craft and see if you can keep your cell alive!
Thanks to Vahagn for the link!
Day 33 - Microscopes and Real Cells!
Today students completed a worksheet on microscopes, then they were able to use microscopes to see their own cheek cells and onion skin cells under high power.
They then diagrammed what they observed and labeled the organelles they could see. Finally they began to create flash cards to study for their quiz on cell structures.
They then diagrammed what they observed and labeled the organelles they could see. Finally they began to create flash cards to study for their quiz on cell structures.
Day 32 - Continuing our analogies
We finished up our diagrams of plant and animal cells and finished our analogies.
Monday, October 25, 2010
Day 31 - Plant vs. Animal Cells + Organelle Analogies
Welcome back to week 7 of our exploration of health and life science!
Dispatch: How are plant and animals different?
Today we started off discussing the different properties and actions of plants and animals.
Then we began diagramming two different types of cells - plant and animal cells. This was done in the style of a double bubble map - showing all the characteristic structures they share, and a a few that are different.
After that we began to create analogies for the functions of each organelle.
Dispatch: How are plant and animals different?
Today we started off discussing the different properties and actions of plants and animals.
Then we began diagramming two different types of cells - plant and animal cells. This was done in the style of a double bubble map - showing all the characteristic structures they share, and a a few that are different.
After that we began to create analogies for the functions of each organelle.
Friday, October 22, 2010
Day 30 - Eukaryotic Cell Model Introduction
Dispatch: What are models? Why do we use them?
Today we discussed the use of models - to demonstrate things that are difficult to see, to illustrate something that is 3d, to better understand the structure and function of something, and to share information in a visual and kinesthetic way.
Students received their Unit 2- Eukayotic Cells Overview page (assignment 41) and we read and highlighted important information.
Students read about the concepts they must master by the end of the unit, the lab, and the requirements for the project- Animal and Plant Cell Models (500 points) Due November 8th.
We then got into self-chosen partners to select which models to build, and begin a materials list for how we will be constructing them (Project Planning (page 40). They can be made of anything! Foam, clay, candy, or even cake!
Today we discussed the use of models - to demonstrate things that are difficult to see, to illustrate something that is 3d, to better understand the structure and function of something, and to share information in a visual and kinesthetic way.
Students received their Unit 2- Eukayotic Cells Overview page (assignment 41) and we read and highlighted important information.
Students read about the concepts they must master by the end of the unit, the lab, and the requirements for the project- Animal and Plant Cell Models (500 points) Due November 8th.
We then got into self-chosen partners to select which models to build, and begin a materials list for how we will be constructing them (Project Planning (page 40). They can be made of anything! Foam, clay, candy, or even cake!
Thursday, October 21, 2010
Day 29 - Human Cells
Today we finished up our unit previews of our Eukaryotic Cells unit.
Students got backed their Quiz #2 and pasted into page 38
We then moved into human cells, creating a circle map for assignment 39, and watched a video explaining how the human body is made up completely of cells, or the products of cells.
Each cell functions similarly to each other in terms of their basic properties. Each cell has a cell membrane, nucleus, cytoplasm, and organelles to carry out chemical reactions for the basic processes of life.
Cells continually die off, and must be replaced. This occurs with a process called Mitosis - where a cell divides into 2 daughter cells. Skin cells are doing this very often, continually growing new cells to take the place of the ones sloughing off in the epidermis.
They then wrote a summary of the video.
Students got backed their Quiz #2 and pasted into page 38
We then moved into human cells, creating a circle map for assignment 39, and watched a video explaining how the human body is made up completely of cells, or the products of cells.
Each cell functions similarly to each other in terms of their basic properties. Each cell has a cell membrane, nucleus, cytoplasm, and organelles to carry out chemical reactions for the basic processes of life.
Cells continually die off, and must be replaced. This occurs with a process called Mitosis - where a cell divides into 2 daughter cells. Skin cells are doing this very often, continually growing new cells to take the place of the ones sloughing off in the epidermis.
They then wrote a summary of the video.
Wednesday, October 20, 2010
Day 28 - Quiz and New Unit!
Students today took a quiz about bacteria and cell types. Seems this quiz was a little harder than the first and some students had some trouble. Great job for all those who scored well.
Online grades have been updated with the results.
After that we began our new unit on Eukaryotic Cells by starting a new table of contents, and doing a unit preview. The Unit Preview (36) is a textbook scanning technique to skim over about 50 pages of the text and create a visual representation of things within in. Students create a 4 square page with 1 square for words, 1 for pictures, 1 for photos, and 1 for charts/ graphs.
If any student wants to see their bacteria up close and personal on a high powered microscope come in at lunch or nutrition any time this week. Agar plates will be thrown out on Friday!
Online grades have been updated with the results.
After that we began our new unit on Eukaryotic Cells by starting a new table of contents, and doing a unit preview. The Unit Preview (36) is a textbook scanning technique to skim over about 50 pages of the text and create a visual representation of things within in. Students create a 4 square page with 1 square for words, 1 for pictures, 1 for photos, and 1 for charts/ graphs.
If any student wants to see their bacteria up close and personal on a high powered microscope come in at lunch or nutrition any time this week. Agar plates will be thrown out on Friday!
Tuesday, October 19, 2010
Day 27 - New Seats and Reflection Time
As homework students must complete their reflection (34) and get a parent to review their work (Parent Review (35)
Today students were seated with their new teams. Teams were created using as many different personality "True Color" learning styles as possible so that all members will bring a strength to the new team.
With their new teams students created a list of 10 things they had in common and shared with the class.
New participation score cards were passed out.
Monday, October 18, 2010
Current Events in Life Science
A lot of interesting questions are raised by the article about whether bacterial colonies are similar to multi-cellular organisms, what role the bacteria themselves play in their evolution, and the symbiotic relationship of the bacteria that live on and within our bodies.
Day 26 - Bacteria Experiment Conclusion
Today we recorded the final day (Day 4) of our bacteria experiment.
Then we completed our conclusions on assignment 32, and created posters to show other classmates what we tested and our results.
Photos of our results can be found here
Then we completed our conclusions on assignment 32, and created posters to show other classmates what we tested and our results.
Photos of our results can be found here
Saturday, October 16, 2010
ONLINE GRADES ARE WORKING!
Yay. After 3 hours of trying to get them working it seems like everything is working smoothly and you should be able to log in.
Friday, October 15, 2010
Day 25 - Bacteria Experiment Results (Part 2)
Today we recorded data for the 3rd day of our experiment, colonies are definitely growing in all the agar plates and some results are contradicting some hypothesis - such as Toilet Flusher handles showing much much more bacteria than the toilet water itself!
We then finished up our experimental design analysis of the Mythbusters episode.
Some classes who finished early got PAT, playing a game of pictionary with cell types and cell structures.
We then finished up our experimental design analysis of the Mythbusters episode.
Some classes who finished early got PAT, playing a game of pictionary with cell types and cell structures.
Day 24 - Bacteria Experiment Result
Today students began class by creating a foldable that will record their results, this includes drawings of the agar plates, a quantitative description, and a qualitative description. We will track them for 4 days.
Already there are some surprisingly fast growing bacteria colonies - the fastest being the bacteria from Justin's shoe.
After that we took a look at how the Mythbusters on Discovery set up an experiment to test myths about sneezing and spreading germs.
Already there are some surprisingly fast growing bacteria colonies - the fastest being the bacteria from Justin's shoe.
After that we took a look at how the Mythbusters on Discovery set up an experiment to test myths about sneezing and spreading germs.
Wednesday, October 13, 2010
Day 23 - Bacteria Experiment Part 2
Target: I will perform our experiment in groups and learn how to record data.
Today we began class by reviewing the procedures we came up with for our experiment. These had to be double checked before getting agar plates and swabs to conduct our experiment.
Before starting the experiment we discussed how to record our data and results. Students created a foldable for assignment 30. This includes a drawing representing the concept of the experiment, drawings of the petri dishes for 5 days with quantitative (numbers) and qualitative (descriptions) data.
Students then began their experiments- labeling their agar plates, taking swabs from finger nails, railings outside, mouths, ears, noses, coins, and more! They then put them into the incubator.
It will be really interesting to see what grows!
Today we began class by reviewing the procedures we came up with for our experiment. These had to be double checked before getting agar plates and swabs to conduct our experiment.
Before starting the experiment we discussed how to record our data and results. Students created a foldable for assignment 30. This includes a drawing representing the concept of the experiment, drawings of the petri dishes for 5 days with quantitative (numbers) and qualitative (descriptions) data.
Students then began their experiments- labeling their agar plates, taking swabs from finger nails, railings outside, mouths, ears, noses, coins, and more! They then put them into the incubator.
It will be really interesting to see what grows!
Tuesday, October 12, 2010
Day 22 - Bacteria Experiment
Target: I will create a hypothesis and write a procedure for our experiment.
Today we began to create out bacteria experiments (Assignment 31)
Our Dispatch was to write the steps for making a peanut butter and jelly sandwich. Mr. Hauser and Mr. Lee made a sandwich using the classes instructions, leading to interesting results, and the conclusion that it is very important to be specific and detailed when writing instructions/ procedures.
The class then wrote their research questions on the assignment, came up with hypothesis, materials, and wrote a procedure.
Some students were able to label their agar plates, but most will be conducting their experiments tomorrow.
Today we began to create out bacteria experiments (Assignment 31)
Our Dispatch was to write the steps for making a peanut butter and jelly sandwich. Mr. Hauser and Mr. Lee made a sandwich using the classes instructions, leading to interesting results, and the conclusion that it is very important to be specific and detailed when writing instructions/ procedures.
The class then wrote their research questions on the assignment, came up with hypothesis, materials, and wrote a procedure.
Some students were able to label their agar plates, but most will be conducting their experiments tomorrow.
Monday, October 11, 2010
Day 21 - Observing Bacteria
Target: I will learn how we can observe bacteria by playing a game, watching a video, and taking notes.
Dispatch: Have you ever been sick? How did it feel?
After the dispatch students were asked to stand up. Colored papers were given out to a few select students. These students were instructed to shake hands with other students, tear their paper in half, and hand them the paper. This process was repeated until everyone in the class had many small sheets of paper.
Students were debriefed about the game, and many students already made the connection - each paper was bacteria, and it was being spread by hand shaking. The yellow paper was neutral bacteria - it did not cause illness, but the red paper was streptococcus - a bacteria that causes strep throat.
Students then watched a video on hand washing, then answered some reflection questions about the activity and the video.
We then took some notes about bacteria on assignment 29 - Observing Bacteria. They learned about how these prokaryotes can reproduce rapidly in favorable environments to form colonies, and that using agar plates allows us to see the growth of the colonies.
They then had to create their Cornell Notes questions - reserving the 3rd level of questioning as their research question for an experiment they will design tomorrow as a team.
Friday, October 8, 2010
Day 20 - Bacteria: Friends or Enemies
Target: I will compare and contrast two types of cells - prokaryotes and eukaryotes by taking notes and creating cartoons.
Students worked to finish their cartoon characters - a prokaryote and a eukaryote showing their different cell structure and other facts about them.
We then watched a video from Discovery titled: Bacteria, Friends or Enemies and created posters in pairs that show how bacteria can be beneficial and how they can be harmful.
Thursday, October 7, 2010
Day 19 - Cell Types - Prokaryotes and Eukaryotes
Target: I will compare and contrast two types of cells - prokaryotes and eukaryotes by taking notes and creating cartoons.
Dispatch - None
Today we did a gallery walk where students analyzed many different photographs of cells. They saw how many different cells look, and how many look similar, this lead into the discussion about how cells are the smallest unit of life, and that all cells can fall into one of 2 categories.
We then took some notes about cells:
- What do all cells have in common? - DNA (genetic code), Cell membrane (protective covering), Cytoplasm (liquid jelly filling), and all the characteristics of life (grow, react, reproduce, homeostasis, etc)
We then created a tree map on cell types - prokaryotes and eukaryotes.
We then had to take that information and process it for assignment 26 - Cell Cartoons to compare and contrast prokaryotes and eukaryotes by creating a cartoon character for each that shows their physical characteristics, with the characters talking about their differences and similarities.
Wednesday, October 6, 2010
Day 18 - Reviewing Quiz #1
Dispatch - How well do you think you did on the quiz? Why?
Students got their first quizzes back today and glued them into page 24 in their interactive notebooks. We then reviewed each question.
Students also created Assignment 25 for their interactive notebook grades, which will use the rubric for a score (1-5) x 100 = _____/ 500
Students got their first quizzes back today and glued them into page 24 in their interactive notebooks. We then reviewed each question.
Students also created Assignment 25 for their interactive notebook grades, which will use the rubric for a score (1-5) x 100 = _____/ 500
Tuesday, October 5, 2010
Day 17 - Quiz #1 - Health Science
No Dispatch - students started class with 5 minutes to do some studying for their quiz.
Students then took their quiz which covered everything in the course taught so far.
It is worth 100 points.
Students then took their quiz which covered everything in the course taught so far.
It is worth 100 points.
Monday, October 4, 2010
Day 16 - Cell Biology and Haikus
Target: I will describe characteristics of cells by taking Cornell Notes and writing haikus.
Dispatch: What is the difference between things that are alive and things that are not alive?
Assignment 23 - Cell Biology Notes
We took notes on what it means to be alive - the characteristics of life that all organism share.
Then, students had to create haikus for demonstrating they understand their notes for assignment 22.
We then shared our haikus.
Dispatch: What is the difference between things that are alive and things that are not alive?
Assignment 23 - Cell Biology Notes
We took notes on what it means to be alive - the characteristics of life that all organism share.
Then, students had to create haikus for demonstrating they understand their notes for assignment 22.
We then shared our haikus.
Friday, October 1, 2010
Thursday, September 30, 2010
Wednesday, September 29, 2010
Tuesday, September 28, 2010
Monday, September 27, 2010
Friday, September 24, 2010
Thursday, September 23, 2010
Wednesday, September 22, 2010
Tuesday, September 21, 2010
Monday, September 20, 2010
Thursday, September 16, 2010
Wednesday, September 15, 2010
Day 3 - Letter to Parent
Target: I will analyze Mr. Hauser's Letter to Parent by reading, highlighting, and discussing it.
Today we went over the Letter to Parent, something all classes must do. This is a homework assignment to get signed by a parent or guardian.
In order to practice some study skills, we used highlighters to make important ideas and details stand out. We also discussed what each of the consequences means by having group discussions and trying to put them in our own words or give examples.
The most important detail was that students must bring their Science Notebooks (8.5 x 11" spiral bound) by Friday!
Finally Mr. Hauser gave a short presentation about his background and family.
Today we went over the Letter to Parent, something all classes must do. This is a homework assignment to get signed by a parent or guardian.
In order to practice some study skills, we used highlighters to make important ideas and details stand out. We also discussed what each of the consequences means by having group discussions and trying to put them in our own words or give examples.
The most important detail was that students must bring their Science Notebooks (8.5 x 11" spiral bound) by Friday!
Finally Mr. Hauser gave a short presentation about his background and family.
Day 2 - Assignment 3 - All About Me (Complete)
Today we reviewed our target from yesterday, and identified what was left incomplete (the nametag)
We spent time reviewing our All About Me handout and reading more about each True Color.
Students then took 15 minutes to complete their nametag and write a reflection on how their nametag shows the ways they learn best, and a healthy thing they do.
The assignment was collected, to be returned on Friday.
We spent time reviewing our All About Me handout and reading more about each True Color.
Students then took 15 minutes to complete their nametag and write a reflection on how their nametag shows the ways they learn best, and a healthy thing they do.
The assignment was collected, to be returned on Friday.
Monday, September 13, 2010
Day 1 - Assignment 3 - All About Me
Target: I will discover my learning style, my true color, and create a nametag showing both.
Today students learned to line up outside the classroom and enter the room quietly.
Students were assigned seats alphabetically in groups of 4, and Mr. Hauser did his best to pronounce everyone's names correctly during role.
Next Mr. Hauser conducted part of an experiment testing which class could pass out papers the fastest. The results will be posted as soon as all periods finish their trials.
After that, students copied the target for the day in red pen, then discovered their learning style by observing each other as they though about a couple of hard questions - What is the earliest memory you have? and What did you eat for breakfast on Saturday. They then completed part of their handout on what each style is - visual (see it), auditory (hear it), and kinesthetic (move to it)
Finally students took a short questionnaire to determine their true colors. These are personality types that help students understand their own preferences in how to learn. The colors are Gold, Blue, Green, and Orange.
Students will find out the meaning of their colors and complete their nametags tomorrow.
Today students learned to line up outside the classroom and enter the room quietly.
Students were assigned seats alphabetically in groups of 4, and Mr. Hauser did his best to pronounce everyone's names correctly during role.
Next Mr. Hauser conducted part of an experiment testing which class could pass out papers the fastest. The results will be posted as soon as all periods finish their trials.
After that, students copied the target for the day in red pen, then discovered their learning style by observing each other as they though about a couple of hard questions - What is the earliest memory you have? and What did you eat for breakfast on Saturday. They then completed part of their handout on what each style is - visual (see it), auditory (hear it), and kinesthetic (move to it)
Finally students took a short questionnaire to determine their true colors. These are personality types that help students understand their own preferences in how to learn. The colors are Gold, Blue, Green, and Orange.
Students will find out the meaning of their colors and complete their nametags tomorrow.
Sunday, August 22, 2010
Welcome to Mr. Hauser's 7th Grade Science Class
Students and parents, welcome to my website, and welcome to my class. In this webpage you will find helpful links about this class.
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