Wednesday, 23 May and Thursday, 24 May, 2007

Using information from the novel The Talking Earth, movies and classroom discussions,
Students should be able to:
-read a novel and identify biotic and abiotic factors and human and natural interactions.
-justify how each system of the body is responsible for either maintenance, regulation, reproduction or growth.

Our do now was a quick write: In the video thus far, what systems are involved? What organs?

We concluded the video on human organ systems and spent the remainder of the class time reading from the novel The Talking Earth.

Home learning is to study for the final exam. The final exam schedule is as follows:
Block 1 Wednesday, May 30
Block 2 Thursday, May 31
Block 3 Friday, May 25
Block 4 Tuesday, May 29
Block 5 Wednesday, May 30
Block 6 Thursday, May 31

Remember to study all exams from the second semester, which are:
Exam 5 - Processes That Shape The Earth
Exam 6 - Earth and Space
Exam 7 - How Living Things Interact With Their Environment
Exam 8 - Processes of Life

You will find the exams with the answers listed at the top of this blog.

Monday, 21 May and Tuesday, 22 May, 2007

Using information from the novel The Talking Earth, movies, and classroom discussions:
Students should be able to:
-read a novel to discover the biotic and abiotic factors and the human and natural interactions it contains.
-recognize and justify how the different organ systems are displayed and represented in a movie visual.

Our do now was a quick write: Name 3 systems of the human body and explain what they do.

We completed chapter 4, Swamp Talk and chapter 5, Coootchobee from the novel The Talking Earth. Although we have not yet completed the novel, the book report is still due next class session. For students who need to listen to the chapters again, go to drgcdms.podomatic.com and find the chapters you need to hear. Students who subscribe to my podcast can go to iTunes and upload the chapters.

The remainder of the class was spent in viewing a film that deals with the human body.

If you have lost your book report forms, they are located on Thursday/Friday, May 18/19, 2007 at this site.

Thursday, 17 May and Friday, 18 May, 2007

You may use blue or black ink or pencil to answer the questions. Be sure to use complete sentences.

Using information from laboratory activities:
Students should be able to:
-reason and deduct to discover how the internal and external anatomy of the frog helps it to adapt to life on land and in water.
-understand by visualization the process of human growth and development.
-take an exam that demonstrates my knowledge of the unit processes of life.

Students received the book report form for the novel The Talking Earth. It is due in class on Wednesday, 23 or Thursday, 24 of May, depending on block. We then took the exam on the unit Processes of Life.

The remainder of the block was used to complete the write-up for lab 24: Fetal Pig Anatomy.

Tuesday, 15 May and Wednesday, 16 May, 2007

Using information from laboratory activities:
Students should be able to:
-compare and contrast fetal pig anatomy with human anatomy.
-justify how each system is responsible for either maintenance, regulation, reproduction, or growth.

We began class with a quiz on human systems.

Students spent the remainder of the class time dissecting the fetal pig. For those who missed the dissection or did not pay their fees, visit the following site for a virtual dissection: http://www.whitman.edu/biology/vpd/main.html

Home learning is to complete article 4 on What we eat. The project is also due. The article can be found at the top of this blog.

Friday, 11 May and Monday, 14 May, 2007

This is araticle 3. Use complete sentences. Use blue or black ink pen or pencil to answer questions. Print out only question page.



This is HL #12. Answers only on loose leaf paper, headed correctly.

Using information from laboratory activities:
Students should be able to:
-reason and deduct to discover how the internal and external anatomy of the frog helps it to adapt to life on land and in water.
-understand by visualization the process of human growth and development.

The do now was a quick write: What are the identifyable organ systems of the frog?

After completing the write-up for lab 23 for the frog, we watched the PBS video The Miracle of Life. Students were able to visualize the process of human growth and development. For those who did not see the video, they can go to the following site (with parent's permission) and view a similar program.

http://www.pbs.org/wgbh/nova/miracle/program.html

Home learning is found at the top of this blog. It includes HL 12 and Article 3 on mutating bacteria.

Wednesday, 9 May and Thursday, 10 May, 2007

This is home learning 10. Do only those questions marked at the top of each page. Do not place these answers with HL 11.





This is HL #11. Place on a separate sheet than HL #10. Remember, answers only.


These are the questions to be answered in lieu of Lab 23. Use the information from the virtual labs to find the answers.

Using information from laboratory activities:
Students should be able to:
-reason and deduct to discover how the internal and external anatomy of the frog helps it to adapt to life on land and in water.

The do now was a quick write. Write about the similarities and differences between the earthworm and the grasshopper.

After reviewing home learning and passing out new assignments, students were given a quiz.

Students then spent the remainder of the class learning about the internal and external anatomy of the frog. Students especially noted differences in organ systems found in the frog, as compared to those found in the earthworm and grasshopper.

For students absent from class, they can visit the drgcdms.podomatic.com site and visit several links to answer the questions found at the top of this page in lieu of lab 23.

Home learning 10 AND 11 are found at the top of the blog. They should be done on separate loose leaf notebook paper.

Monday, 7 May and Tuesday, 8 May, 2007

These are the question sheets that may be answered in lieu of lab 22 for those absent students who have paid their fees. If you did not pay your fees, you may answer the same questions as the alternative assignment.





Home learning 9 should be done on one sheet of loose leaf paper, correctly labeled. Be sure to place the title of each section prior to answering the questions. Answers only.

Using information from the novel The Talking Earth, internet access, laboratory activities, classroom discussions and activities:
Students should be able to:
-read a work of fiction to identify biotic and abiotic factors and human and natural interactions.
-work on the Zoom project on biodiversity.
-compare and contrast earthworm to grasshopper anatomy.

Our do now was to write one teacher like question about cell organelles and answer it.

Some blocks needed to complete their presentations of the biodiversity projects.

We then continued reading from the novel The Talking Earth. I apologize that I STILL have not recorded the chapters, but that will be done shortly. Look for an announcement soon!

Students received the package that will help them write their background for the project My Growth and Development. The remainder of the class time was spent in dissection. Students who were absent can find the questions to answer in lieu of at the top of this blog. In addition, there are links on the drgcdms.podomatic.com site that show virtual dissections for both the earthworm and the grasshopper.

Home learning 9 is also found at the top of this blog.

Thursday, 3 May and Friday, 4 May, 2007

Using information from the novel The Talking Earth, internet access, classroom discussions and activities:
Students should be able to:
-read a work of fiction to identify biotic and abiotic factors and human and natural interactions.
-compare and contrast plant and animal cells.
-work on the Zoom project on biodiversity.

Our do now was to complete a survey for computer use in science. Once that was completed, students made up a teacher-like question about cells and answerer it.

Students then read half of the chapter Swamp Talk from the novel The Talking Earth. Students continued to record any biotic or abiotic factors they read about. They also recorded human and natural interactions.

After reading, those classes needing additional preparation time were given time to complete their Biodiversity project, after which, teams presented their projects.

The remainder of the class time was spent visiting virtual labs on Glencoe.com and explorelearning.com, where students learned more about cell organelles and cell division (mitosis). Visit the drgcdms.podomatic.com site for 3/4 May to find the links and instructions.

Home learning is to continue working on the My Growth and Development project.

Tuesday, 1 May and Wednesday, 2 May, 2007

Place all answers on the same sheet of loose leaf paper, correctly headed. Be sure to use headings for each page.



This is the lab sheet for Lab 21: Plant and Animal Cells. Follow the directions under procedures to complete the handout.


Using information from classroom discussions and activities:
Students should be able to:
-compare and contrast plant and animal cells.
-work on the Zoom project on biodiversity.

Our do now was to make a Venn diagram comparing and contrasting plant and animal cells.

We then did a very quick lab on comparing plant and animal cells. Students will do a hands-on activity when microscope slides that have been ordered arrive. Those students who were absent should visit the drgcdms.podomatic.com site and click the links to access the information necessary to complete the lab sheets. The lab sheets can be found at the top of this blog.

Students then spent the remainder of the class time completing and presenting their Biodiversity projects. Those students who did not present will present the next class period.

The home learning can be found at the top of this blog.