Here’s what we have left to complete the human body standards…
Tuesday May 4th- Digestive system- handout, construct your own digestive puzzle
Thursday May 6th- Endocrine and Immune system- handout, notes
Monday May 10th- Reproductive system- disscussion & notes (Send your questions anouomously through this blog. Don’t leave your name if you don’t want)
Wednesday May 12th- Dissection
THE LAST STANDARD!
SC.SP.03.11.02
* Researches an experiment that resulted in an “accidental” discovery which proved to be fundamental to modern science
*Describes the nature of scientific knowledge
* Compares and contrasts science, philosophy, and the arts
1) Read this… http://www.endocrinetoday.com/view.aspx?rid=30176
2) There are 1000’s of scientific discoveries out there that came to be due to luck and accident. Find one!
good places to start…
http://science.discovery.com/brink/top-ten/accidental-inventions/inventions.html
http://www.pbs.org/wgbh/nova/cancer/discoveries.html
http://www.helium.com/knowledge/291333-the-most-important-accidental-scientific-discoveries
NOBODY CAN DO THE SAME TOPIC IN EACH CLASS!!!!
3) Email or tell me what you choose
4) Research your topic and the story behind it to answer the following questions
a. Who discovered this?
b. How did they do it?
c. Why was this discovery so beneficial?
d. How does serendipity play a role in your life?
e. Why do you think great things happen by accident so often?
BRAAAAINS...BRAAAAINS!
We will be studying the nervous system for the next few days. You will be given some coloring sheets with notes on the back. These are for your reference, not an assignment. With your group you need to divide up these parts of the brain…
a) Cerebrum
b) Thalamus
c) Hypothalamus
d) Cerebellum
e) Brain Stem
f) Medulla Oblongata
g) Spinal Cord
h) Pituitary Gland
i) Corpus Callosum
Each group member should have at least 2 to study. Once you have divided the parts you need to answer the following questions for each…
1) Where is this part located?
2) What does it control?
3) What are some problems people have with it? (this is going to be easy or difficult depending on the parts you have!)
You will then share your information with your group on Friday (April 30th)
You have two choices for completing this standard. Both are explained below:
Choice A- Newspaper: Use the program Papers or Microsoft Word to make a newspaper. Your articles need to explain the following in a story form, weather report, or as a scientific story…
1) How do the moon, gravity, sun, and ocean correlate to create the tide?
2) What is a diurnal, semidiurnal, and mixed semidiurnal tide?
3) What causes those three types of tides? (meaning, where is the moon and sun at those times?)
Choice B- Tidal Talent Show
For those of you that love attention, here is your chance. Come up with a creative and entertaining way to teach us about the tides. Song, dance, puppets, magic, theater, whatever! Must be school appropriate. When speaking about the tides you must cover the following questions…
1) How do the moon, gravity, sun, and ocean correlate to create the tide?
2) What is a diurnal, semidiurnal, and mixed semidiurnal tide?
3) What causes those three types of tides? (meaning, where is the moon and sun at those times?)
Muscles, tendons, ligaments, and bones. No matter how tough you are, they move you.
You have all picked one joint in the body to study. Below are the expectations for what to do next…
1) Develop your own visual to show the joint and its parts (drawing, virtual, model, etc.)
2) Make some notes of the parts and how they combine to move the joint. It may be helpful to even explain a common injury to this joint
3) Present what you learned and your visual to a small group
We will present on Monday APRIL 12TH
The schedule for the next week or so is going to be unusual due to SBA testing so we will be covering the doing the following lessons as we can. I won’t have a set due date on anything until we are done with testing.
We will be researching the history and future of the telescope in order to meet science process standards:
SC.SP.03.07.02- Recognizing the value of a given technology
SC.SP.03.08.02- Predicting and evaluating the effects of a scientific discovery
SC.SP.03.10.02- Explaining the importance of advancement of scientific knowledge
Here are my expectations-
1) In your journal you should have a drawing and explanation of a reflecting and refracting telescope
2) In your journal you should have notes from the movie ‘400 years of the telescope’
3) On a separate piece of paper you should make a time line of the telescope
4) You will research a new observatory, or telescopic satelite and answer the following questions in your journal.
a) What is your topic?
b) Where is it located?
c) What makes it special or different from other technology?
d) What do they hope to find or discover with it?
6) On the final day of this lesson you will be grouped up and have a round table discussion. It will include some questions and a peer evaluation. PARTICIPATION IS MANDATORY IN ORDER TO COMPLETE THIS STANDARD.
*We will try and have a stargazing night next weekend (April 9th or 10th) This will be depending on the weather. I will keep you updated.
There are some things out there that baffle scientists. You are going to learn about some of them.
Standard SC.AS.03.05.02 deals with these phenomena of the universe. The rubric’s content is shown below:
Advanced
*Identifies and describes 6 phenomena in the universe
*Compares and contrasts how each is formed, and where they occur in the universe
Proficient
*Identifies and describes 4 phenomena in the universe
*Compares and contrasts how each is formed, and where they occur in the universe
__________________________________________________________________________________________________
For the first part of this lesson we will be doing an activity and lesson about gravity together as a class. This will be counted as 1 of the 4 (6 if you’re going for advanced) phenomena you will study.
Following this activity we will brainstorm a list of other phenomena in the universe. Students will then have a choice of what they want to study and how they want to represent what they learned. My rules and expectations are below.
* Students can work with a partner of my choice or by themselves
* Students can show what they learned in any format(s) they choose. It can be a power point, research paper, collage, poster, fake newspaper, video, animation, etc.
* Each phenomena must be include an explanation of what it is, how scientist think it formed, and where we see it in the universe.
* Students must present (2-4 minutes) on at least one of there phenomena. Preferably no phenomena will be presented on more than once. First students to sign up to present get first choice.
helpful websites…
http://orbitingfrog.com/blog/2007/07/25/the-10-strangest-real-things-in-space/
http://dsc.discovery.com/space/top-10/strange-universe/space-10-weirdest-things-universe-10.html
This unit will study the classification of organisms. This is commonly referred to as taxonomy.
The rubics are below. I’ve highlight different parts to represent how they will be assessed.
*lines in BLUE will be assessed on a test at the end of the unit. A study guide will be provided later.
*lines in RED will be assessed from group and individual activites in class
ADVANCED
* Identifies Kingdom, Phylum, Class, Order, Family, Genus, and Speices of three organisms and illustrates a cladogram for each
* Identifies three domain, 6 kingdoms, and 9 phyla
* Describes the puropose of cladistic classification
* Draws and labels a cladogram
PROFICIENT
* Identifies Kingdom, Phylum, Genus, and Speices of three organisms
* Identifies three domain, 6 kingdoms, and 9 phyla
* Describes the purpose of cladistic classification
* Draws and labels a cladogram
_________________________________________________________________________________________________
The first day we will do an introduction activity followed by some notes and discussion. You will then be given the following assignment to be done in your journals.
List the Kingdom, Phylum, Genus, and Species of the following organisms and give two interesting facts about the organism
* Mudskipper
* Archaeopteryx
* Platypus
* Cyanobacteria (explain why this organisms classification is debatable)
* Fuligo septica
* Treponema pallidum
This should be finished during the 2nd day of class.
The 2nd day we will also begin a worksheet (it should be posted on educate… however it isn’t working for me at the moment) This will be due before day 4.
Hello students,
I’m sure you will all check this during spring break so…
Everything that has been turned in has been graded and entered. There were a few assignments turned in without a name, those will have to be claimed when we all return to school. Till then, check your grades on educate and if you are behind…get your work done!!!!