Alan Hauser's Science Class and More

SPA review

2011-12-14T17:33:00.000-08:00

the SPA review (73) with the topics for the SPA tomorrow have been put into our assignments page.

Frogs are funded!

2011-12-09T08:43:00.001-08:00

We will be dissecting frogs this year thanks to some donor's at Donor's Choose! Thank you!

Grades are up

2011-11-14T15:49:00.001-08:00

10 week grades have been updated.

Tomorrow is the last day to turn in any work for regrading or doing the extra credit.

Late update - Vocab. Challenge words

2011-11-04T12:54:00.000-07:00

Since some classes did not finish the Vocab Challenge in class you may finish for homework and have 5 minutes on monday to combine your team's words into your final draft.

Here is the vocab list:

Genetics
Gene
DNA
Chromosome
Heredity/ Inherit
Nucleus
Phenotype
Genotype
Homozygous
Heterozygous
Punnett Squares
Allele
Dominant
Recessive

Wednesday - New Unit! - Genetics

2011-10-26T11:16:00.000-07:00

Today we begin our new unit on Genetics.

We have new seats for the new unit...

Our new Table of Contents is on page (41)

We began this unit by getting an overview of genetics by watching Bill Nye the Science Guy - Genes - and taking notes on (43) Genetics Video Notes.

Important Vocabulary:
Genes, DNA, Chromosomes, Nucleus

** Found a couple of the clips available on youtube with these links

part 2

End of Unit 2 - Cell Structures

2011-10-24T20:22:00.000-07:00

Sorry for the lack of updates, LAUSD seems to be blocking blogger/ google logins now and I can't update from school.

We have been finishing up our unit and the interactive notebook is being checked this week. Parents, please fill out the parent review (39) as you review your student's work for this unit.

Today we took the quiz for the unit.

Tomorrow the individual project paper is due (500 points)

Team projects grading is just about done.

CSI:BMS video

2011-10-15T00:56:00.000-07:00

A little video summary of the CSI:BMS lesson that we did for our scientific thinking unit.

password is the mascot of our school...

Day 26 - More project work

2011-10-14T21:02:00.001-07:00

Project is due on Friday!

Today in class we looked at the grading rubric then spent the rest of the day on the project.

Day 25 - Germs Affect on Cells

2011-10-14T21:01:00.000-07:00

[Another Late update, sorry!]

Warmup: How would you attack a castle?

(35) How Germs Attack Cells - We created a drawing that is an analogy for a cell of a castle, labeling each part to its analogy in the cell. Then we created analogies for viruses and bacteria and how they can harm a cell.

(34) Project Work #3 - page reserved for any more project work.

Day 24 - Project Planning and Raffle!

2011-10-12T15:01:00.000-07:00

No Warmup

Today students began with 15 minutes of discussion over how to complete their project. Then students had to continue their research and work for their infectious disease projects.

Homework is to complete any research necessary to begin constructing their projects, and to get any materials they need and bring them to class tomorrow!

Raffle prizes were handed out based upon (3) Achievements where each sticker was traded for a raffle ticket. Many smaller prizes were given away and one large prize was awarded (every student chose the iTunes gift card... guess that wasn't much of a surprise!)

Day 23 - Tuesday - Project Research

2011-10-12T14:59:00.000-07:00

Warmup: What is the difference between plant cells and animal cells?

33 - Project Research: Students answered their "Need to Know" questions by using computers and the internet to conduct research for their disease. Honors classes were expected to complete this research with no handout, while other classes received a handout with 10 questions to guide their research. Honors classes are also expected to keep a source log of all the websites they use for info.

32 - Project Plan - students plan what kind of project they will create to communicate the information to other students at this school

(late update, for Tuesday October 11)

Day 22 - Monday - Cheek Cell Lab

2011-10-12T14:56:00.001-07:00

[Sorry for the late updates!]

Today students looked at their own cheek cells by first preparing slides, staining the cheek cells and looking at them under a microscope

Also, we saw a video on how the cell is like a factory.

Another video showed how the flu virus affects cells, this is really important for your infectious disease projects, as you must demonstrate how a disease affects human cells!

Day 21 - Real Cell Drawings

2011-10-09T21:39:00.001-07:00

Today is a shortened day!

While I thought we could look at our own cells today only period 7 was able to create their slides, and most did not get to look at them.

In every other period we completed (30) Real Cell Drawings by using the projector microscope to analyze part of a plant stem and Mr. Hauser's cheek cells to draw and label the visible structures.

We will see our own cells on monday!

Day 20 - Microscope introduction

2011-10-06T11:51:00.000-07:00

Warmup: What are microscopes used for? What would you like to see using one?

(28) Project work #2 - Today we reviewed what we parts eukaryotic cells have by sharing our analogies.

(31) Microscope Introduction - Students took some notes on how to prepare a slide and how to use a microscope.

(30) Real Cell Drawing - Students will be using this page tomorrow when we observe some of our own cells!

Day 19 - Cell Parts Analogies

2011-10-05T21:15:00.000-07:00

No Warmup

Homework was checked today (29) Cell notes. Afterwards we reviewed the notes and discussed them.

(28) Project Work #2 - Students took the ideas of what parts make up a cell and created a drawing of an analogy of the cell as a factory, city, or school. The structures of the factory had to be labeled and equated with structures of the cell. This shows if students understand the function of each structure. This also is an excellent way to communicate a complex idea to other people, something the disease project asks students to do.

Day 18 - Cell Notes Homework, Final Day of Bacteria Experiment

2011-10-04T12:16:00.000-07:00

Warmup: Why do you get shots at the doctor?

(29) Cell Notes - Students were assigned some notes with the focus question: What are cells? What parts and structures do they have?

(28) Project Work #2 - Students will have a page for tomorrow to add ideas to their project work.

(22) Bacteria Lab - We analyzed the final results of the bacteria lab.

We also learned today how to use the online grade system. The grades are updated for all parents and students to check.

Day 17 - Louis Pasteur Video

2011-10-03T20:11:00.000-07:00

No Warmup

Students today watched an animated video on some of the work of Louis Pasteur. It showed some of his experience in creating vaccines and providing evidence for the Germ Theory of Disease.

(many students were on a field trip, so this will not be covered in the next test, consider it a bonus to help understanding)

(Thanks to Mr. Wee for covering my classes today!)

Day 16 - Germ Types

2011-10-03T20:09:00.000-07:00

Warmup - Create a list of all the germs and diseases caused by germs you can think of.

(27) Germ Types Notes - we took notes about 3 types of germ causing agents - Bacteria, Eukaryotes, and Viruses. While the first two are cell based living organisms, viruses are incredibly small things that are NOT considered living organisms, because they do not have all the characteristics that living things have.

(26) Project Work #1 - We took our germ types and created personified characters for each - these personifications can be used in our infectious disease project as a spokesperson, character, etc.

Day 15 - Infectious Disease Project

2011-09-28T17:29:00.000-07:00

Warmup - What is an effective way to communicate an idea to a large number of people?

(25) Infectious Disease Project - We reviewed the handout for the new infectious disease handout, highlighting important info and marking the page with notes. Students must address THE PROBLEM - How can we stop the spread of infectious disease?"

(24) Disease Project Planning - Students chose roles, listed their responsibilities, and as a class we began to create a "NEED TO KNOW" list of questions that will guide our projects.

Finally with the time left in class we looked at the bacteria again and recorded results for day 2 or 3

Day 14 - Germ Theory and Bacteria Experiment

2011-09-26T15:39:00.000-07:00

Warmup: What do you know about bacteria? What do you want to learn?

(23) Germ Theory Notes - Focus Question - What is germ theory? What are bacteria?
Students took notes about how in the past diseases were very misunderstood until a couple of scientists - Robert Kock and Louis Pasteur conducted a series of experiments and investigations to show that living things and diseases don't "spontaneously generate" (appear out of nowhere) they must be causes by living, microscopic organisms. This revolutionized our understanding of health and diseases, and led to the creation of vaccines and antibiotics.

Bacteria are often called "germs" and they are sometimes given a bad rap. Bacteria are simple single celled organisms that live just about everywhere on the planet, and even inside of us. They are extremely small, and while some are harmful, most are pretty harmless or even helpful (what do you think makes cheese and yogurt?.... Bacteria!)

(22) Bacteria Lab - Students then created a foldable to organize an experiment they are conducting comparing 2 sources of bacteria. They then used agar plates and cotton swabs to take samples from their subjects and then incubated their petri dishes.

We will record the results for the whole week.

Day 13 - Cell Theory/ Scientific Theory Review

2011-09-23T13:01:00.000-07:00

Today we began with a homework check. In classes where the homework was completed we did a quick review and discussion of cell theory and scientific theory and began a competition.

In classes where the homework was not completed by the majority of students Mr. Hauser lectured and students took notes.

The competition was the pyramid stack challenge, reviewing concepts of scientific thinking.

Day 12 - Unit 3 Introduction - Cells

2011-09-22T23:22:00.000-07:00

Warmup - What is the purpose of life?

(19) Table of Contents - Set up the new table of contents for this unit.

(20) List of Life - Create a list of as many species of living organisms that you can think of. (This was a team competition)

[Homework] (21) Cell Theory Notes - Focus Question: What does cell theory say? What is a scientific theory?

Day 11 - Quiz #1 - Scientific Thinking

2011-09-21T21:30:00.001-07:00

Students today took a quiz testing their knowledge of scientific thinking skills.

The quiz was open note, and worth 100 points.

Paste the quiz in to page (18)

We begin our new unit tomorrow.

Day 10 - Interactive Notebook Preparation

2011-09-20T16:01:00.001-07:00

Warmup - Exchange notebooks with a table mate and check their assignments 1-17. Look for all pages to be numbered, titled, and completed. Check for Parent Review to be completed.

Today we went over what was expected of the students in their interactive notebook and had time to work on their assignments to bring the notebooks up to as high a grade as possible, and to review for their quiz tomorrow on scientific thinking.

Notebooks will also be graded tomorrow!

Day 9 - Interactive Notebook Reflection and Parent Review

2011-09-20T16:00:00.000-07:00

Warmup - How do scientists think?

(16) Reflection - Students refer to page 6 in their interactive notebook to answer 5 questions about their own work. This reflection is important because it lets students monitor their own strengths and weaknesses and how to improve.

(17) Parent Review - Students glue in the handout and it must be filled out and signed by a parent/ significant adult.

** There will be a quiz on Wednesday and notebooks will begin to be checked at that time.

Day 8 - CSI: BMS

2011-09-18T22:06:00.000-07:00

*Shock*! It appears that a murder has taken place in a classroom at Barncraft Middle School. A science teacher - Mr. Casa was found dead after school- apparently killed by a blow to the skull by a computer.

From September 15, 2011

Three other teachers were arrested by police and questioned, but had to be released due to a lack of physical evidence tying them to the crime.

Police have provided the forensics teams at our school a case file with the evidence found at the crime scene in the hopes that we can provide them some hard evidence to arrest and charge the guilty teacher (or teachers!)

All the hope to bring the killer to justice is in your hands students...

Case Files

Day 7 - Scientific Methods

2011-09-18T22:00:00.000-07:00

Warmup: How could we find out what is inside a product/ food we use but don't have the label?

(13) Scientific Methods Notes - We took Cornell Notes about how scientists think and use evidence to support any explanation they create. Focus Question: How do scientists know an explanation is a good one?

(12) Chromatography Lab -

Research question: Are markers made of only one color dye/ chemical?
Hypothesis: [What do you think is the answer to the research question and why?]
Materials:

Filter Paper Strips
Markers
Cup
Water

Procedure:

Draw a dot on the strip of filter paper 1 cm above the bottom
let the bottom of the filter paper touch the water
Allow the water to soak up the paper through capillary action until it is close to the top
Observe the ink move up and separate

Results: [create a data table and illustration of your results]
Conclusion [Did the results support/ not support your hypothesis?]

Through this lab we found many markers are made with a mix of different dyes and colors.

Day 6 - Scientific Methods Notes

2011-09-14T20:48:00.000-07:00

Students began with the Warmup: What does it mean to be "real"?

Then we reviewed assignment (8) Notes Processing to see if we understood observation and inference.

After that, we began on assignment (11) Scientific Methods Notes by watching a powerpoint (Link to google documents) and watching a music video on science. (Youtube link)

Students then completed (10) Notes Processing - repeating the same concept as last time - show your understanding of your notes!

Day 5 - Output/ Processing Pages

2011-09-13T16:24:00.000-07:00

We started off class with assigned seats - alphabetical for now (helps Mr. Hauser learn names)

Then we completed a warmup "What differences do you observe in your classes this year, what can you infer about how school will be this year?" Warmups go on the top of the left hand page, in the white section with no lines.

We then went over how to create a processing page utlizing our notes for assignment (9) Observation and Inference Notes by creating assignment (8) Notes Processing.

On (8) Notes Processing students were asked to take the main ideas and details from their notes and interact with the information. They could create poems, cartoons, songs, diagrams, or anything else listed on (4) Left Sides in order to demonstrate their understanding of the key concepts.

Day 4- Interactive Notebook Building

2011-09-13T16:20:00.001-07:00

Today we constructed our interactive notebooks for science, pasting in the reference material for pages 1-7.

We then discussed how to use the pages and what would be expected of the students for their work.

Day 3 - Using Observation and Inference

2011-09-11T13:30:00.000-07:00

Students began the day by creating a summary in their Cornell Notes on Observation and Inference (9)

Then, students created a poster demonstrating their skills at observing and making inferences by sharing their personal objects with their team mates.

Afterwards, students looked at various animal skulls, made observations, and tried to make inferences about what kind of diet the animal had, and what animal it was.

Day 2 - Textbook Use - Observation and Inference Notes

2011-09-08T13:08:00.000-07:00

Today students began by practicing their entering procedures.

The Letter to Parent Homework was checked and turned in.

Students were then assigned textbooks to take home for using with their research.

Mr. Hauser then led the students on how to complete a research/ note taking assignment by using the resources of the textbook including the table of contents, glossary, and index.

Students researched the focus question "How do scientists use observation and inference?" in and practiced the scientific thinking skills they read about.

Homework is to bring 2-4 objects that represent something about themselves.

Day 1 - Class Introduction and Marshmallow Challenge

2011-09-08T08:04:00.000-07:00

Today students learned to line up outside of the classroom along the lockers, and avoid going next to the railing.

When they entered they read the instructions on the board and followed them "Sit down quietly, take out your program cards, put bags on the floor or on the back of your chair."

We then played the Marshmallow challenge to see what team could work together to create the highest tower with a marshmallow on top using only 20 pc. of spagetti, 1m masking tape, and 1m of string. Time limit: 20 minutes.

Afterwards, we discussed the activity and the importance of failure and teamwork in science.

Students then received their letter to parent to get signed for homework, and we reviewed the materials list.

Welcome to Life Science! (2011/2012)

2011-08-29T16:05:00.000-07:00

School is about ready to start, and the new webpage is being worked on for the 2011/2012 school year.

Welcome to my classroom.

New Grades updated

2011-04-27T10:21:00.001-07:00

The 10 week Spring Semester Grades are posted.

Frog Dissection Guide and other updates

2011-04-07T20:16:00.000-07:00

Here is a video of our frog dissection procedures, which my 5th Period Health Science class will be conducting:

http://www.youtube.com/watch?v=VsYqZO6jTSs

In life science we have reached the 1/2 way mark, finishing up our unit on Reproduction. Now we will move on to Evolution.

Second Semester Updates

2011-03-08T11:34:00.000-08:00

Forgive the lack of updates. Some changes have been occurring and I welcome the new Period 5 students to my classroom.

The new semester for Period 1, 2, 4, and 6 is now in Life Science.

For my new students in Period 5 we are covering our semester of Health.

I will be working to update your Interactive Notebook Pages in order to keep this a resource you can use when you need to make up assignments. Over this week and weekend you should be able to find what you need in order to stay up to date with your interactive notebook.

Happy New Year!

2011-01-24T10:56:00.001-08:00

Forgive the lack of posts, it has been non stop busy for me.

Recently students were able to take part in a Frog Dissection, and we are finishing our semester on the body systems.

I am currently working on getting the assignments up to date so students can double check their work.

Notebooks will be due soon, and a Final Exam will be given before the end of the semester.

Day 57 - Musculoskeletal System

2010-12-08T08:35:00.001-08:00

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.

Day 57 - Family Linked Diseases and Prevention

2010-12-07T09:58:00.000-08:00

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.

Day 56 - Planned Parenthood Day 6 - Contraceptives

2010-12-06T09:24:00.000-08:00

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.

Day 55 - Planned Parenthood Day 5 - Sexually Transmitted Infections

2010-12-03T08:50:00.000-08:00

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.

Welcome Parents to Parent Conference Night (PHBAO)!

2010-12-02T13:52:00.000-08:00

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

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"

Once you are finished, complete Step 2 and review your interactive notebook with your parent.

Finally you may talk with Mr. Hauser if there are any other concerns.

Day 54 - Planned Parenthood Presentation Day 4

2010-12-02T08:22:00.000-08:00

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.

Day 53 - Planned Parenthood Presentation Day 3 - Relationship Violence

2010-12-01T09:41:00.001-08:00

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.

Day 52 - Planned Parenthood Day 2 - Abstinence

2010-11-30T10:55:00.000-08:00

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.

Day 51 - Planned Parenthood Presention Day 1

2010-11-29T08:24:00.000-08:00

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.

Day 50 - My Family History Pedigree

2010-11-19T08:57:00.001-08:00

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.

Day 49 - Risk Factors for Disease

2010-11-18T11:36:00.000-08:00

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)

Day 48 - Human Development and Genetics

2010-11-17T12:39:00.000-08:00

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.

Day 47 - Midterm review and New Unit!

2010-11-16T22:51:00.000-08:00

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.

Day 46 - Midterm!

2010-11-15T16:28:00.001-08:00

*** 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.

Day 45 - Practice Midterm

2010-11-14T18:41:00.000-08:00

Midterm is on Monday!

Today we practiced for the midterm by using a practice test and our interactive notebooks to study.

Day 43- Veteran's Day

2010-11-14T18:40:00.001-08:00

- No School -

Grades updated

2010-11-10T21:30:00.001-08:00

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

Day 43 - Review Jeopardy!

2010-11-10T13:57:00.000-08:00

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.

Day 42 - Continued Project Presentations

2010-11-10T13:55:00.000-08:00

Today we continued with our projects, presenting plant and animal cell models.

Students reviewed another midterm subject during their dispatch.

Day 41 - Cell Project Presentations

2010-11-08T15:29:00.000-08:00

Target: I will present my project and review for the midterm

Dispatch: Review assignment 19- What are levels of organization in the human body?

Today cell projects were presented. Presenters were asked questions from other students and had to answer about the differences between plant and animal cells.

Students described their process of making the cell, and explained the different cells and their functions.

We ate some of the cells made of cake and other edible materials. Good times were had by all.

Day 40 - Continued Midterm Studying

2010-11-05T15:20:00.000-07:00

*** 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.

Day 39 - Midterm Studying - Pyramid Stack

2010-11-04T11:34:00.000-07:00

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.

Yay, I beat Cell Craft

2010-11-03T21:41:00.000-07:00

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

2010-11-03T14:36:00.000-07:00

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.

Day 27 - Cell Cycle and Cell Division

2010-11-02T21:37:00.000-07:00

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.

Quiz Extra Credit - Cell Structure 4-Square Analogy

2010-11-02T08:51:00.000-07:00

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.

Day 36 - Cell Respiration Questions and Interactive Notebook

2010-11-01T12:36:00.000-07:00

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.

Day 35 - Sugar and the Cell

2010-11-01T10:27:00.000-07:00

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!)

Day 34 - Continuing our Organelle Discussion

2010-11-01T10:21:00.000-07:00

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.

Play Cell Craft!

2010-10-27T22:07:00.001-07:00

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!

Day 33 - Microscopes and Real Cells!

2010-10-27T10:03:00.001-07:00

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.

Day 32 - Continuing our analogies

2010-10-27T10:02:00.001-07:00

We finished up our diagrams of plant and animal cells and finished our analogies.

Day 31 - Plant vs. Animal Cells + Organelle Analogies

2010-10-25T12:00:00.000-07:00

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.

Day 30 - Eukaryotic Cell Model Introduction

2010-10-22T15:14:00.000-07:00

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!

Day 29 - Human Cells

2010-10-21T11:41:00.000-07:00

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.

Day 28 - Quiz and New Unit!

2010-10-20T20:16:00.000-07:00

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!

Day 27 - New Seats and Reflection Time

2010-10-19T22:40:00.000-07:00

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.

Current Events in Life Science

2010-10-18T20:52:00.000-07:00

Miller McCune.com has a great article about the role of bacteria in humans and the sophisticated ways they interact both with each other and their environments and animal hosts.

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

2010-10-18T16:33:00.001-07:00

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

ONLINE GRADES ARE WORKING!

2010-10-16T10:25:00.000-07:00

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.

Day 25 - Bacteria Experiment Results (Part 2)

2010-10-15T19:38:00.000-07:00

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.

Day 24 - Bacteria Experiment Result

2010-10-15T19:36:00.000-07:00

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.

Day 23 - Bacteria Experiment Part 2

2010-10-13T09:16:00.000-07:00

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!

Day 22 - Bacteria Experiment

2010-10-12T22:41:00.000-07:00

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.

Day 21 - Observing Bacteria

2010-10-11T22:38:00.000-07:00

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.

Day 20 - Bacteria: Friends or Enemies

2010-10-08T22:38:00.000-07:00

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.

Day 19 - Cell Types - Prokaryotes and Eukaryotes

2010-10-07T22:38:00.000-07:00

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.

Day 18 - Reviewing Quiz #1

2010-10-06T22:38:00.000-07:00

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

Day 17 - Quiz #1 - Health Science

2010-10-05T22:38:00.000-07:00

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.

Day 16 - Cell Biology and Haikus

2010-10-04T22:38:00.000-07:00

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.

Day 15

2010-10-01T22:37:00.000-07:00

Day 14

2010-09-30T22:37:00.000-07:00

Day 13

2010-09-29T22:37:00.000-07:00

Day 12

2010-09-28T22:37:00.000-07:00

Day 11

2010-09-27T22:37:00.000-07:00

Day 10

2010-09-24T22:37:00.000-07:00

Day 9

2010-09-23T22:37:00.000-07:00

Day 8

2010-09-22T22:37:00.000-07:00

Day 7

2010-09-21T22:37:00.000-07:00

Day 6

2010-09-20T22:37:00.000-07:00

Day 5

2010-09-16T22:36:00.000-07:00

Day 4

2010-09-15T22:36:00.000-07:00