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.
Tuesday, November 30, 2010
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.
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