Friday, 30 April, 2010

Students will be able to:
use information from movies, videos from the internet, internet access, and classroom discussions to
-role play about how the HIV virus spreads.
-determine the person who started the infection.

Students received home learning 7, which is listed below:

HL #7 HIV/AIDS

Write true if the statement is true. If the statement is not true, do not write false, but replace the word(s) in parenthesis with a word that would make the statement true.

1. HIV is most likely to attack (B cells).

2. AIDS is caused by a (fungus).

3. AIDS destroys the body’s (immune) system, leaving the victim susceptible to other diseases.

4. The HIV virus is a (retrovirus).

5. The HIV virus has (DNA) as its genetic material.

Students then watched a video presentation that dealt with the various medications that are used to treat HIV and the effects they have on the patient. You can watch the video by pasting this URL in the web browser address window and scrolling down to the link-Coping with HIV Drugs: A Personal Story:
http://www.medicalnewstoday.com/sections/hiv-aids/videos.php

We then did an activity that demonstrates the spread of the HIV virus in a population. For many classes, what started out as about 5% infection in the class ended with more than 50% of the class infected, all from ONE infected individual!

Remember, home learning 7 is due on Monday, on correctly headed paper.

Wednesday/Thursday, 28/29 April, 2010

This is the life cycle of a retrovirus. Add it to your notes behind the KWL chart.

Students will be able to:
use information from movies, videos from the internet, internet access, and classroom discussions to
-identify medications used for the treatement of HIV/AIDS.
-illustrate the life cycle of a retrovirus.


Wednesday
The do now for Wednesday: Make a KWL chart about HIV/AIDS.

Students submitted and checked home learning 6.

Students watched a BrainPop movie on AIDS.

Students received a handout detailing the replication of a retrovirus, which should be added to the interactive notebook. A copy of the handout can be found at the top of this blog. (Due to technical difficulties, the handout will be added at a later date.)

Students then viewed two student films (from Houston and NY) about experiences with HIV/AIDS. You can watch the videos by cutting and pasting the URLS into the browser window:

Nightmare on AIDS Street http://www.scenariosusa.org/watchfilms/films/2006/08/nightmare_on_aids_street.html
The Monster http://www.scenariosusa.org/watchfilms/films/2006/08/the_monster.html

There was no home learning.

Thursday
The do now for Thursday: Write to explain how HIV can be passed from one individual to another.

Students watched videos from United Streaming on Staying Safe and Listen Up! about HIV/AIDS.

There was no home learning, due to the sports jam. Home learning WILL BE assigned tomorrow!

Tuesday, 27 April, 2010

These sheets are HL #6. There are three questions. Head your paper properly (upper right hand before the first line, write:
Last name, First name; date; period; HL #7
Be sure to write all answers for number 1. For questions 2 and 3, be sure you place only the LETTER ANSWER!

Students will be able to:
use information from supplementary reading material, videos from the internet, internet access, and classroom discussions to
-identify the major complnents of traditional classification of living things.
-analyze the connections with the evolutionary relationships within a taxonomic tree.
-use a dichotomous key to identify an organism.

Students took a quiz on bacteria, viruses, and classification.

Students received home learning 6, which can be found at the top of this blog.

Students spent the remainder of the class period reviewing information learned about classification and taxonomy. Visit the yLearn.co.uk site by pasting the following into your browser window
http://www.ylearn.co.uk/student.php/assignments/login_frame

Type in your name. To learn about classification of living things, type in the access code: classification.
To learn about taxonomy, type in the access code: taxonomy.

Monday, 26 April, 2010

This is the handout sheet. Please place in your interactive notebook, along with the handout from Friday, and home learning 5 AFTER the notes below!!! The benchmark is SC.G.1.3.3 and the topic Classification Of Living Things.

Students will be able to:
use information from supplementary reading material, videos from the internet, and classroom discussions to
-identify the major components of traditional classification of living things.
-analyze the connections with the evolutionary relationships within a taxonomic tree.
-use a dichotomous key to identify an organism.

The do now was to identify organisms using a dichotomous key. The activity can be found at the top of this blog.

Students submitted their short stories. Late stories will be accepted, but will loose 15 points for every late day!

Students watched the BrainPop movies on classification and the six kingdoms. You can watch the video on six kingdoms by pasting the link (http://glencoe.mcgraw-hill.com/sites/007869387x/student_view0/brainpop_movies.html) in the url address and scrolling down until you see six kingdoms, and clicking on the link.

Students took notes on the Classification Of Living Things. A summary of the notes follows:

Classification of Living Things

Classification-grouping things according to similarities.

Taxonomy-the science of classifying living things.

Taxon-categories of classification of living things.

Kingdom-classification group made up of related phyla.

Phylum-classification group made up of related classes.

Genus-classification group made up of related species.

Species-group of organisms that look alike and can reproduce among themselves, producing viable offspring.

Scientific name-made of the genus and species names of an organism. Also know as binomial nomenclature.


Classification Taxon

Kingdom-
Phylum-
Class-
Order-
Family-
Genus-
Species-

King Philip Called Out For Great Spaghetti (a pneumonic device to remember the taxa in order! Now, compose your own!

There was no home learning.

Friday, 23 April, 2010

This is a possible write-up for Lab 13.

Students will be able to:
use information from virtual laboratories and classroom discussions to
-describe how bacterial cultures are grown and investigated in a laboratory.
-determine the effectiveness of antibiotics and antiseptics in inhibiting the growth of bacterial cultures.

Our do now was the What A Strange Creature! handout.

Students then wrote up Lab 13: What Kills Germs? in their interactive notebooks. A sample write-up can be found at the top of this blog.

Remember, short story four is due on Monday!

Thursday, 22 April, 2010

Students will be able to:
use information from hands-on activities and classroom discussions to:
-compare and contrast animal and plant cells.


Today was take your child to work day!

Those students who remained in class made and viewed animal cell slides, made by taking a buccal smear from the inside of their cheek. Cells were stained and viewed with a microscope. Students were able to identify the cell membrane, cytoplasm, and nucleus.

Remember, the short story is due on Monday!

Wednesday, 21 April, 2010

Please follow the rubrics carefully to avoid a failing grade. Be mindful of the deadline!

Students will be able to:
use information from virtual laboratories and classroom discussions to
-describe how bacterial cultures are grown and investigated in a laboratory.
-determine the effectiveness of antibiotics and antiseptics in inhibiting the growth of bacterial cultures.

Those students needing to complete the District Interim Assessment Exam did so.

All students submitted and reviewed home learning 5.

Students also received the rubrics for short story 4. It is due on Monday, 26 April. It can be found at the top of this blog. The short story is worth 5% of your fourth quarter grade, so take it seriously. Follow the rubrics, or risk getting an F!

Students that needed to complete the lab on what kills germs did so.

Other classes began learning about classification of living things.

Monday/Tuesday, 19/20 April, 2010

This is HL 5. Use blue/black ink or pencil. Answers only.

Students will be able to:
use information from virtual laboratories and classroom discussions to
-describe how bacterial cultures are grown and investigated in a laboratory.
-determine the effectiveness of antibiotics and antiseptics in inhibiting the growth of bacterial cultures.

Students are scheduled to take the District Interim Assessment exam. This will take two class periods for most classes.

If classes complete the exam, they will continue to work on Lab 13: What kills germs, listed on last Friday's blog.

Notebooks are due on Tuesday.

Tuesday's home learning is listed above. Do both on the same sheet of loose leaf, correctly headed paper. Answers only. It is due on Wednesday.

Friday, 16 April, 2010

These are the lab sheets. Use only pencil for the data.

Students will be able to:
use information from virtual laboratories and classroom discussions to
-describe how bacterial cultures are grown and investigated in a laboratory.
-determine the effectiveness of antibiotics and antiseptics in inhibiting the growth of bacterial cultures.

Students submitted and reviewed home learning 4.

Students also took a quiz on cells.

The remainder of the class was spent working on Lab 13: What kills cells? The handouts can be found at the top of this blog. The lab can be found by going to Dr. Gayden's Science Zone for Friday, 16 April, 2010 and clicking the link. (http://drgcdms.podomatic.com)

Since we did not complete the lab, we will do so at the next class meeting, once Interim Assessment testing is completed.

Thursday, 15 April, 2010

Today was an early release day. All classes did not meet.

Period 1 did the lesson from Wednesday, as they did not meet on Wednesday, due to the articulation assembly. As a reminder to all my homeroom students, BRING IN Y OUR PARENT SIGNED ARTICULATION CARD TOMORROW!

Also, ALL SEVENTH GRADE STUDENTS PLEASE BRING IN YOUR FIELD TRIP FORMS TOMORROW, OR LOOSE OUT ON THE OPPORTUNITY TO HAVE A FREE FIELD TRIP ON MONDAY!

For students attending the Animal Kingdom field trip tomorrow, please leave HL #4 with an instructor PRIOR to leaving tomorrow!

Remember, home learning 4 is due. Also, there will be a notebook check on Tuesday.

Wednesday, 14 April, 2010

This is HL #4. Head your loose leaf page correctly, use blue/black ink or pencil. Write the title. Write only the answers. Bring your handout to class to check your work! This is due on Friday!




These pages are notes for bacteria and viruses.Be sure to include the picture in your notes. You may color if you so desire.

Students will be able to:
use information from textbooks, supplementary reading material, videos from the internet, and classroom discussions to
-explain how a virus makes a copy of itself.
-identify the benefits of a vaccine.
-identify various diseases.
-describe the transmission of various diseases.

Students turned in and reviewed home learning 3. They also received home learning 4, which can be found at the top of this blog. HL #4 is due on Friday, however, if you plan on going on the field trip to Animal Kingdom, you must turn your assignment in tomorrow!

Students watched BrainPop movies on bacteria and viruses. You can watch the bacteria movie by pasting the link in your browser window and scrolling down to bacteria.
http://glencoe.mcgraw-hill.com/sites/007869387x/student_view0/brainpop_movies.html#

Students spent the remainder of the time reading the handouts and taking notes on bacteria and viruses. They made concept maps for both categories. You can find a similar handout at the top of this blog.

Students should write questions similar to these in their notebook, and then use highlighters to link the answer to the question.
Level 1: What is a bacterium. What is a virus?
Level 2: What is the difference between the way bacterium and viruses reproduce.
Level 3: Do bacteria or viruses reproduce faster?

Your summary should be about bacteria and viruses.

Remember, we will have a notebook check Monday. Be sure your notebook is correct!

Tuesday, 13 April, 2010

Please follow all written directions. Head your paper properly. Do the sheets in the order listed. Make sure you write the title of the page before recording your answers.

Students will be able to:
use information from textbooks and classroom discussions to
-identify cell parts and related function.
-explain how important the nucleus is in the cell.
-relate the cell function with its structure by citing different examples.

Students who needed to finish the three leveled Costa questions and summary for the notes we began on April 9 did so.
The three questions were:
1-Name two types of cells.
2-How do plant and animal cells differ.
3- Make an analogy between a cell and a city/school.

The summary should include information like the following:
Cells contain many organelles. These organelles are necessary for cells to carry out their functions. The nucleus is the organelle that controls all cell activities and functions.

Students received home learning 3, which can be found at the top of this blog. Be sure to use only one sheet of loose leaf paper, correctly headed, and write in blue/black ink or pencil. Make sure your paper is ready to be turned in the moment you enter the class. No late papers will be accepted!

We spent the remainder of the class time determining how to compute our science yearly grade. Remember, you need ten points to pass this course! Please make sure you do ALL assignments and do them well so you can earn the points you need to pass!

For a fun activity, visit Dr. Gayden's Science Zone (http://drgcdms.podomatic.com), for today's date to do a cell review activity. Play with a friend for more competition!

Monday, 12 April, 2010

Place this on page 4 in your interactive notebook. Don't forget to log the assignments/grades already done/received.


Place this on page O, the last page in your notebook.

Students will be able to:
use information from textbooks and classroom discussions to
-identify cell parts and related function.
-explain how important the nucleus is in the cell.
-relate the cell function with its structure by citing different examples.

The do new was to write three Costa leveled questions based on the cell notes and handouts. These are to be placed in the left column of the Cornell notes dated Friday, 9 April, 2010. Possible questions include:
1-Name two types of cells.
2-Contrast animal and plant cell organelles.
3-Make an analogy between a cell and a city/school.

Students pasted all handouts into their notebook. These include (in this order):
-A View of the Cell
-Animal/Plant Cell Drawing
-Discovering Cell Function AND How Is A Cell Related To A School? (These two sheets should be pasted on the same page. Be sure that we can read ALL the words on each, even on the back of the Discovering Cell Function handout!)
-Home Learning 1 (all three sheets) (various sheets on cells)
-Home Learning 2 Why do cells have different shapes?

Students also received page 4 Assignment Sheet and page O Adult Input sheet. Place these in the appropriate place in your notebook. In addition, complete the HL 1 and HL 2 lines, including name of assignment, due date, and the grade you received.

There was no nightly home learning.

Friday, 9 April, 2010

Students will be able to:
use information from textbooks and classroom discussions to
-identify cell parts and related function.
-explain how important the nucleus is in the cell.
-relate the cell function with its structure by citing different examples.

The do now was to make an H comparison and contrast diagram to compare animal and plant cell organelles. First, set up a regular Cornell notes page (6 lines from bottom, column on left...see post from August 27, 2009 for details). Make the H diagram in the notes section only.

WE then reviewed home learning 2.

Students also viewed several BrainPop movies on the cell: Cells, Structure, and Cell Specialization. (see the links below to watch the movies. Paste the link into your browser window. Scroll down until you see the titles mentioned, and then click the link to view the movies.)
http://highered.mcgraw-hill.com/sites/0078617022/student_view0/brainpop_movies.html

Students then completed the cell city analogy sheet.

Students also began the Cell/School analogy sheet, which can be found at the top of this blog.

There was no home learning, but remember to bring scissors and glue sticks to class on Monday, so we can update our interactive science notebooks. Also, bring in home learnings 1 and 2, and ALL handouts for this grading period!

Friday, 9 April, 2010

This is HL #2. Use blue/black ink or pencil. Head your loose leaf paper correctly. Write the name of the assignment on the top. If true, write true, but if false, DO NOT WRITE FALSE, but write the word that makes it true.


This sheet should be colored appropriately and placed with all notes on cells.



These analogy sheets can be done using any writing tool. Be sure to explain each number in cell linguistic!

Students will be able to:
use information from textbooks and classroom discussions to
-identify cell parts and related function.
-explain how important the nucleus is in the cell.
-relate the cell function with its structure by citing different examples.

The do now was to complete the animal and plant cell drawing by coloring each organelle. You can find the handout at the top of this blog.

Some classes received the Cell City handouts. If not, they will be distributed tomorrow in class. I have included it at the top of this page.

Home learning 2 was also distributed and can be found at the top of this blog.

Students MUST bring to class tomorrow: glue sticks, scissors, and ALL handouts from class since Tuesday, including home learnings.

Wednesday, 7 April, 2010

Students will be able to:
use information from textbooks and classroom discussions to
-identify cell parts and related function.
-explain how important the nucleus is in the cell.
-relate the cell function with its structure by citing different examples.

The do now was to name the cells from the photos. The photos used can be found at the link below:
http://www.environmentalgraffiti.com/featured/images-inside-human-body-images/8292

Students submitted and reviewed home learning one.

Students completed the handout on the cells.

Students watched a Bill Nye video on cells.

There was no nightly home learning.

Tuesday, 6 April, 2010

This is HL #1. Do ALL on the SAME sheet of loose leaf, properly headed paper. Use blue/black ink or pencil. Make sure to write the name of EACH page BEFORE you write the ANSWERS ONLY!


Use pages 320-325 in your text or pages 170-175 in your Florida Reading Essentials book to find the names of the organelles on this sheet.


This is the picture you will use to write your do now.

Students will be able to:
use information from textbooks and classroom discussions to
-identify cell parts and related function.
-explain how important the nucleus is in the cell.
-relate the cell function with its structure by citing different examples.

The do now was to write a description of the photo seen at the top of this blog. Be descriptive!

Students received HL #1, which can be found at the top of this blog. Please do all four sheets on the same loose leaf, properly headed paper. Be sure to write in blue/black ink or pencil. Be sure to write only the answers. Make sure your paper has no uneven edges. Also, bring in the handouts so we can check our work!

Students then used their texts (pages 320-325) to complete the cell handout found at the top of this blog. If you are using your Florida Reading Essentials book, use pages 175-180.

Remember, if you are going on the field trip tomorrow to the youth fair, be sure to leave your home learning!