Activity #42: A closer look

Today students started their new notebooks. We set up our table of contents and started activity 42 on page 4. Next students watched a power point on the organelles that make up a cell. As they watched the power point, they filled in a chart that had the structures and functions of each organelle. Finally students recorded their quiz grades on their ELG tracker.

Homework: Study for structure/function quiz on Friday!

Due Today: Make sure to have your new notebooks here!

Activity #40: A CELL MODEL

Today students participated in a cell membrane activity. We first reviewed what the cell theory is which states that all living things are made up of cells. Next we talked about our two new words: Cell membrane and cytoplasm. Next we made a model of the cell membrane and cytoplasm. Students watched as the white cornstarch turned purple and the orange Lugols stayed orange. We then discussed the possibilities of why this happened. Finally, we found out that only the orange molecules can travel through the bag(cell membrane) while the white cornstarch molecules were too large to go through the bag. This represents how the cell membrane works. It protects the cell by allowing some molecules to cross the membrane and keeps other things out.

Activity #39: Cells Alive

Today students examined the similarities between human cells and yeast cells. Students learned about cellular respiration. We used BTB solution which is blue when oxygen is present and yellow if carbon dioxide. When yeast carry out respiration, it is in a anaerobic environment where yeast break down sugar and release energy and carbon dioxide which is a waste product. When carbon dioxide is released, the solution turns yellow.

Students also took the 3rd quiz for unit C today!

College Survey Day

Today students took a college survey that looks at their personal characteristics and interests. After students complete the survey, specific jobs and careers are selected that represent the qualities of their survey. Students then research 2 careers to look at the amount of money they could make and the education they will need. We will finish the survey tomorrow!

Quiz tomorrow over Germ Theory!

Activity #37: Part II

Today students continued working on the Germ Theory of Disease Timeline. Each group was assigned one of the twelve scientists that we researched yesterday. Next students had to create a poster that had their scientists last name, important date, and discovery or contribution to help create the Germ Theory of Disease. Students then put all 12 posters together to create a timeline.

Hint: Quiz next Monday over scientists.

Activity #37: Germ Theory of Disease

During block days in Life Science, students will participate in Activity #37: Germ Theory. Students will research the contributions and discoveries of 12 scientists, which all helped to develop the Germ Theory of Disease. As we read, students will first discuss the important date that the discovery happened and the most important discovery for that specific scientist. Next students will complete their timeline worksheet. After the worksheet is filled in for each scientist, students drew pictures to help them remember the major contribution of the scientist. Tomorrow the students will create a life size timeline of the Germ Theory.

Homework Due Today: Plant and Animal Cell Coloring sheets

Math Acuity Testing

On Monday and Tuesday this week students will be taking the online Math Acuity test in science class. Students will work on science fair on Tuesday when they finish the test. Please remember to bring science fair sheet tomorrow!

Homework: Plant and Animal Cells (Coloring sheet) due on block day this week!

Activity #38 Plant vs Animal Cells

Today students participated in Activity 38: plant vs. animal cells. Students started the day by reviewing what microbes are. Next students took their weekly assessment over infectious diseases and microscopes. Then students looked at an onion plant cell and a human animal cell under the microscope. They drew detailed pictures of the cells. Then students completed a Venn diagram comparing and contrasting plant vs animal cells. Finally students came up with 3 characteristics that plant cells have that animal cells do not have.

Homework: color plant and animal cells. (Due the following block day!)

Activity 35-36 Microscopes

During Block Days this week in Life Science, students will be introduced to the microscope and use it to observe different types of microbes. Before students start looking at slides, they have to understand the different parts of the microscope and the function of each part. Next, students will rotate around the room using different microscopes to observe different microbes, which are organisms too small for your eye to see. Then students will describe the size, shape, and color of the microbe and they will draw what they see. Finally, students will be quizzed on the different parts of microscope.

Activity 32-33: Vectors and Carriers

Today students analyzed the difference between vectors and carriers. First, we discussed and defined carrier: a person who has no symptoms of a disease but still passes it on to someone else. Next, we defined vector: an organism other than a human who passes on a disease without getting sick. Then, we defined epidemiologist: a scientist who studies the path of an infectious disease. After we discussed these important terms, student watched a video on the Bubonic plague. While watching, students answered 4 questions:
1. In 1900, what did the government do to try to stop the plague?
2. Draw a diagram showing the spread of the Bubonic plague.
3. What is the vector of the Bubonic Plague?
4. In 1906, scientists finally knew what causes the plague, what did they do this time to stop the spread of the Plague?

Finally, students wrapped the day up by discussing how Malaria spreads and what we could do to stop the spread.

Activity #34 : The Story of Leprosy

Today students read a story about the infectious disease, Leprosy. As they read they took cornell notes on main ideas and details about the story. Next, students wrote a summary about the story and wrote to inference questions and answers that relate to the story. Then, students wrote a personal response to the story and explained how it was important to them. Finally, students took their weekly quiz over infectious vs non-infectious diseases.

Homework: Work on Science Fair!

Answers to Quiz

Herpes= Infectious
Asthma= Non-infectious
Heart Attack= Non-infectious
Flu=Infectious

Have a great weekend!

Activity #31: Range of Diseases

Today students worked on researching a particular infectious disease. First, our class read about how scientists study disease. Our new word for the day was PSA or Public Service Announcement. Next, each group picked a different infectious disease packet which contained important information about the disease. Each group read the disease and carried out an inner conversation chart when reading the packet. After students finished reading, they wrote down the following information about their disease:
1. Description of Disease
2. Symptoms of Disease
3. How Disease Spreads
4. Picture of Disease

Finally, students created a PSA poster about their disease to present to the class!

Review Test and Science Fair Packets

Today students reviewed unit B: Human Body. Students received two scores, one for knowledge and one for processing. Next students finalized their science fair question and received a packet that they need to keep in their binder. Finally, students graphed their results for activity #30.

Activity 30: It's Catching

Today students started unit C: Micro life. We started the unit by exploring how infectious diseases spread in a community. Our two new words were infectious and disease. Students modeled how a disease could go from person to person. Next we totalled the number of people infected and tomorrow we will graph the results.

Tomorrow: You will get your tests back and you will receive science fair packets.