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!
Wednesday, October 27, 2010
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
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