Ms. Vikingson’s Life Science Blog

The ultrasound to determine the gender was done this afternoon! :) We have found out that we are having a baby….

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 GIRL!!!!!!  We are so excited!

Also, please remember that you have a test on Monday covering the Nervous System notes and eye diagram.  I will also be doing an INB check covering pages 61-70.  Every page should be filled so please make sure you’re ready on Monday as soon as you come in to class.

Week 14: Genetics

Georgia Performance Standards: S7CS2, S7CS3, S7CS5, S7CS8, S7CS10, S7L3a, S7L3c

Student Objectives:

Explain what forms the genetic code

Describe how a cell produces proteins

Identify how mutations can affect an organism

Identify some patterns of inheritance in humans

Identify the function of sex chromosomes

Explain the relationship between genes and environment

Identify two causes of genetic disorders in humans

Explain how we trace the inheritance of traits

Describe how disorders can be diagnosed and treated

Describe three ways of producing organisms with desired traits

Essential Questions:

How is genetic material passed from parents to their offspring?

How can our knowledge of genetics be useful?

What is a pedigree and how can it help us to determine how a trait is inherited?

Higher Level Questioning

How can a mutation be helpful?

Why is selective breeding important to me?

Genetics Websites:

Click and Clone Mendel’s Experiments Genes and Cells

Mendel’s Discoveries Genetics Web Lab Activities Mendel’s Experiments

Alien Baby Boom Cloning Genetics Dominoes Game Genetics

Human Genome Karyotype Inheritance Memory Game

Ology Genetics Games Genome Games Paternity Testing

Space Doctor Game Human Genome Walkthrough Variation

What is a Stem Cell? Reproduction & Cloning Genetics Quiz

Pedigrees & Family Trees Genetic Counseling & Pedigrees

Punnett Squares Websites:

Mendelian Genetics Punnett Squares Punnett square introduction

Marble Mania Zoo Matchmaker Dog Breeding Punnett Squares

Meiosis Websites:

Meiosis Movie Meiosis Animation Double Cell Division

Meiosis and Twins

DNA Websites:

DNA games DNA Interactive DNA Base Pair Matching

DNA and Genes Gene Finder Gel Electrophoresis Cell to DNA

Putting DNA to Work DNA Quiz Build a DNA Model

Transcribe & Translate DNA

Monday- Students are going to take a test on the Nervous System.  An INB check will be done covering pages 61-70 which is for 500 points.

Homework for Monday- None

Tuesday- Students are going to work on genetics vocabulary and complete a unit page in their notebook on page 71.  Vocabuary will be done on page 72 as a foldable.

Homework for Tuesday-  Finish vocabulary and unit page

Wednesday- Students will take notes on heredity, Mendel, and punnett squares.  We will practice punnett squares.

Homework for Wednesday-  Read pages 110-115 and answer questions 1-2 on page 115.  Practice punnett squares.

Thursday- Students will work on a second set of punnett square practice with the help of spongebob! Spongebob Genetics .

Homework for Thrusday- Finish spongebob genetics 2 worksheet.  Read pages 118-123 and answer questions 1-3 on page 123.

Friday- Today is going to be all interactive! Students are going to use the Foss Web site to work on Larkey genetics.  Larkey Genetics Website If you wish to use it outside of class, please login using: gvikingson password: Seren4me

Homework for Friday- NONE

This week we are finishing up our last unit on the human body.  We are beginning the Nervous System and we will be having our Sheep eye exploration on Friday of this week! Any parental help would be more than welcome as this is a very hectic lab AND it will be my first dissection as a pregnant person :)

We will have a test on Monday of next week, covering all material on the Nervous system that we learn this week.

Unit: Human Body- Nervous System

Standards:  S7CS5, S7CS10, S7L2e,

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

Objectives:

-          Identify the levels of organization in the body

-          Define homeostasis

-          Describe the functions of the nervous system

-          Describe the structure of a neuron and the kinds of neurons

-          Explain how nerve impulses travel from one neuron to another

-          Identify two ways in which the nervous system can be injured

-          Describe the structures and functions of the central nervous system and peripheral nervous system

-          Explain what a reflex is

-          Explain how the fives senses work

-          Explain how alcohol and drugs affect the nervous system

1. What are the levels of organization in the body?
2. What is homeostasis?
3. How do the systems of the body relate to one another?

Higher Level Questioning

1. What are the functions and structures of the nervous system?
2. What might cause a nerve impulse?
3. How do nerve impulses travel from one neuron to another?
4. What are the types of neurons?
5. What are the parts of a neuron?
6. What might be some diseases associated with the nervous system?
7. How does a reflex happen?
8. What are the parts of the brain and what activities do they control?
9. What are the fives senses and how do they send messages to the brain?
10. What are the effects of drugs and alcohol on the nervous system?

Nervous System Websites:

Brain Drain Sheep Brain Exploration Changing Illusions

Brains Rule Games How We Hear Human Eye MRI

Neuroscience Brain Games Immobile Illusions Parts of the Ear

Ear Pages Split Brain Experiments Planet Perplex Reaction Time

Nerve Wrecker N.S. Movie Blind Spot Hands On Eyeball

Monday- Students will watch a movie call Body Stories: Infancy.   This will tie up our Reproductive unit and help introduce our nervous system unit.

Homework for Monday- None

Tuesday- Have a great break!

Homework for Tuesday- None

Wednesday- SW take notes on the nervous system and five senses using the Nervous Notes 2009 ppt and will view a sheep’s brain.

Homework for Wednesday- Read pages 596-600 and answer questions 1-3 on page 600.  Read pages 612-620 and answer questions 1-4 on page 620.

Thursday- Students will complete an eye diagram and watch a short clip to prepare for our Sheep Eye Exploration tomorrow using the Virtual Sheep Eye Exploration 2009.

Homework for Thursday- Study sheep eye diagram for our exploration tomorrow.  Study all notes and eye info for a nervous system test on Monday!  INB check on Monday from Respiratory system notes-present.

Friday- Students will explore the sheep’s eye today.  Behavior is of the utmost importance.  Parental help would be very much appreciated today!

Homework for Friday- Study all notes and eye info for a nervous system test on Monday!  INB check on Monday as well from the Respiratory system to present.

This week we are finishing up our second to the last unit on the human body.  We will be doing a study guide and taking a test at the end of this week.  I will not be here those two days but will return on Monday so we can begin the last unit: the Nervous system!

Unit: Human Body- Lymphatic, Urinary, Endocrine, and Reproductive systems

Standards:  S7CS5, S7CS10, S7L2e,

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

Objectives:

-          Identify the levels of organization in the body

-          Define homeostasis

-          Describe the functions of the endocrine system

-          Identify the endocrine glands

-          Define sexual reproduction

-          Identify the structures and functions of the male and female reproductive systems

-          List the stages of human development that occur before birth

-          Identify the changes that occur from infancy to adulthood

Essential questions:

1. What are the levels of organization in the body?
2. What is homeostasis?
3. How do the systems of the body relate to one another?

Higher Level Questioning

1. What are the functions and structures of the endocrine system?
2. What is the function of hormones?
3. What are endocrine glands?
4. How does negative feedback control hormones in the body?
5. What are the functions and structures of the male and female reproductive systems?
6. What is sexual reproduction?
7. Why might sperm and egg differ in form?
8. How is the function of the female reproductive system different from that of the male?

Lymphatic Webistes:

Infectious Disease website Antibiotics Bacterial Invasion Flu Epidemic

Immune System Defender Defending Against Infection

Healing Cuts Tissue Invaders Rabies Lupus Aids

Medical Mysteries game Pneumonia Malaria H1N1 Flu

Antibiotics Movie Tracking malaria Immune Cells
Urinary System Websites

Urinary System movie Kidney Failure Kidney Stones

Endocrine/Reproductive System Websites

Hormones and Reproductive system Endocrine system movie

Monday- Students will do a reading activity on either the Lymphatic, Urinary, Reproductive, or Endocrine Systems using the ALL readings for human body jigsaw and the Lymphatic Urinary Endocrine Reproductive Graphic Organizer

Homework for Monday-  Finish the ?s for your assigned reading activity.  Because readings are so lengthy, there are only class copies. Get the copies online to finish.

Tuesday- Students will present their findings and their group and group members will fill out a chart for the systems they did not research.  This sheet will be used to study for their test on Friday.

Homework for Tuesday- CRCT practice questions 1-4 on page 593 and questions  1-5 on p. 665

Wednesday- After going over homework, students will complete a fetal development lab.

Homework for Wednesday- Finish lab questions if not completed in class.

Thursday- I will not be here today, please be on your best behavior for Ms. Phillips. Student will complete a study guide on Lymphatic, Urinary, Endocrine, and Reproductive systems.

Homework for Thursday- Finish study guide and study for test tomorrow on Lymphatic, Urinary, Endocrine, and Reproductive systems

Friday- I will not be here today,  please be on your best behavior for Ms. Phillips. Students will take a test on the Lymphatic, Urinary, Endocrine, and Reproductive Systems.  If time allows, they will be graded in class.

Homework for Friday- None!

Don’t forget that Digestive System Stories are due on Monday for a project grade.  This week we are learning about the circulatory and respiratory systems.  We will have two labs this week and a test on Friday covering the Digestive, Circulatory, and Respiratory systems.

Unit: Human Body-Circulatory and Respiratory systems

Standards:  S7L2d, S7L2e

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

International Baccalaureate: Health & Social Education; Human Ingenuity

Objectives:

-          Identify the levels of organization in the body

-          Define homeostasis

-          Explain the functions of the cardiovascular system

-          Describe the functions and structure of the heart

-          Sequence the path taken by blood through the cardiovascular system

-          Describe the functions and structures of the arteries, capillaries and veins

-          Describe the components of blood

-          Explain what determines the type of blood a person can receive in a transfusion

-          Name the structures and functions of the lymphatic system

-          Identify some diseases of the cardiovascular system

-          Describe the functions of the respiratory system

-          Identify the structures that air passes through as it travels to the lungs

-          Describe what happens during gas exchange and breathing

Essential questions:

1. What are the levels of organization in the body?
2. What is homeostasis?
3. How do the systems of the body relate to one another?

Higher Level Questioning:

1. How might blood travel through the cardiovascular system?
2. What are some materials that the cardiovascular system delivers throughout the body?
3. What chambers of the heart contain oxygenated blood?  Deoxygenated blood?
4. How might the circulatory and lymphatic systems be related?
5. What happens during gas exchange and breathing?
6. What is the path that air takes during respiration?

Circulatory Websites:

Heart Diagram Virtual Heart Transplant Blood Typing Game

Blood Flow through the Heart Heart Disease Heart & Fitness

Label the Heart Diagram Awesome Heart Animation

Heart Beat Monitor Heart Operation Virtual Open Heart

Heart Animations and Interactives ECG game

Respiratory Websites:

Lung Cancer Label the Respiratory System

Lung animations and interactives

Monday- Students will take notes on the circulatory system using the Circulation notes ppt and circulation note sheetcomplete a lab called “heart as a pump.”

Homework for Monday- Read pages 515-521 and answer questions 1-3 on page 521

Tuesday- After discussing our lab from yesterday and going over homework, students will take notes on the heart and color and complete a heart diagram to show the flow of blood.  They will then work as a class to complete a virtual heart transplant!

Homework for Tuesday- Read pages 504-513 and answer questions 1-4 on page 512

Wednesday- After reviewing last night’s homework, students will complete a lab called “Lung capacity” in which they will  measure the different capacities of air in their lungs.

Homework for Wednesday- Read pages 534-542 and answer questions 1-3 on page 542

Thursday- Students will take notes on the Respiratory system using their respiratory note sheet and the Respiration ppt and will work on a diagram of the respiratory system.

Homework for Thursday- Study for Test on Digestive, Circulatory, and Respiratory Systems.  For extra credit on your test, complete the Chapter reviews on pages 529-530 & 557-558.

Friday- After reviewing our CRCT questions from last night’s homework, students will take a 30 question test on the Digestive, Circulatory, and Respiratory systems.  INB check on pages 55-60: 500 points.

Homework for Friday- NONE

I hope you all had a restful break.  We have started a new report card period.  These grades are continuing to add on to last quarter’s so continue working hard so you finish the semester with a BANG!  We are now back into full swing studying the digestive system.  The next test students have will cover the digestive system, circulatory, lymphatic, and respiratory systems.

Unit: Human Body- Digestive system

Standards:  S7L2a, S7L2b, S7L2d, S7L2e

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

Objectives:

-          Identify the levels of organization in the body

-          Define homeostasis

-          Explain why the body needs food

-          Describe the functions carried out in the digestive system

-          Explain the roles of the mouth, esophagus, and stomach in digestion

-          Describe the digestive processes that occur in the small intestine and how other digestive organs are involved

Essential questions:

1. What are the levels of organization in the body?
2. What is homeostasis?
3. How do the systems of the body relate to one another?

Higher Level Questioning:

1. What are some reasons that your body needs food?
2. Why do you need to eat a certain number of calories each day?
3. Why are proteins, vitamins and minerals essential to a healthy diet?
4. What are the two types of digestion and where does each occur?
5. What are the functions of the small intestine?
6. What is the role of the accessory organs in digestion?

Digestive system Websites:

Hands on Gastrointestinal Tract

Digestion Animation Diet and Exercise Food Pyramid Game

Food Pyramid Sorter Digestive system labeling Milk

Monday-  No School

Tuesday- No School

Wednesday- Students will take notes on the digestive system from the mouth to the stomach using the Nutrition and Digestion notes and their digestion nutrition note sheet .

Homework for Wednesday-  Read pages 494-497 and answer questions 1-2 on page 497.

Thursday- Students will take notes on the digestive system from the small intestine to the end of the digestive tract.

Homework for Thursday- Answer questions 1-6  on pages 501 in your textbook.

Friday- Students will work on a project called “The Digestion Story.”  Using the directions and rubric in the Digestive System Story 2009 and the digestion story template if students wish to use it. Students will write and illustrate a story in which they follow a piece of food through the digestive tract.  Students may include accessory organs for extra credit.

Homework for Friday-  Finish Digestion Story for Monday.

I have great news to share with my Sutton students, families, and friends.  This April my husband and I will be expecting a new addition to our family!   I have finally made it through the agonizing first trimester and  I apologize if I was under the weather, cranky, or short :)  It’s been a rough road and I am thrilled to be nearing the end of this treacherous part of pregnancy and into a more enjoyable stage. This is the first baby for us  so any advice is more than welcome! :)

On a more educational note, our online gradebook goes public on Monday and grades will be visible 24/7!! This is a great opportunity for you to discuss grades with your child.  If you see assignments missing or low grades, now you can ask your child and get their explanation prior to talking with the teacher.  It will open up communication between all parties and make everyone feel responsbile for success in school!!   If you wish to gain access to the online gradebook, bring a picture ID to the main office and request your login and password.  Please keep in mind that teachers can only grade as quickly as they have time to do so.  If you or your child wishes to know their grade for an assignment, please give us until Tuesday night of every week to post grades (longer for more complicated assignments).

Tutorial has begun. Download and fill out the Vikingson tutorial form.  Please note that your child MUST have a signed permission slip and MUST notify the teacher they will be staying with the day before or day of tutorial.  Students must pick a teacher, notify the teacher,  and stay with them for the ENTIRE tutorial period.

This week, we are finishing our unit on the Skeletal, Muscular, and Integumentary systems and we’re entering the Digestive, Circulatory, Lymphatic, and Respiratory systems.  No dissections just yet but they will be coming in the next few weeks so keep your eyes peeled for some wonderful opportunities to visit the classroom and help out during a hectic time of teaching :)

Human Body: Skeletal, Muscular and Integumentary systems

Standards:  S7L2c, S7L2d, S7L2e, S7CS10, S7CS5

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

Objectives:

-          Identify the levels of organization in the body

-          Define homeostasis

-          Identify the functions of the skeletal system

-          Explain the role that joints play in the body

-          Describe the characteristics of bone and how to keep bones strong and healthy

-          Identify the types of muscles in the body

-          Explain why skeletal muscles work in pairs

-          Describe the functions and structures of the skin

-          Identify habits that can help keep skin healthy

Essential questions:

1. What are the levels of organization in the body?
2. What is homeostasis?
3. How do the systems of the body relate to one another?

Higher Level Questioning:

1. What role do joints play in the body?
2. What would your body be like if you didn’t have a skeleton?
3. Why do skeletal muscles work in pairs?
4. How does skin regulate temperature?

Websites for Digestive System:

Hands on Gastrointestinal Tract

Digestion Animation Diet and Exercise Food Pyramid Game

Food Pyramid Sorter Digestive system labeling Milk

digestive system label game

Monday- Students will take a quiz on all of the bones of the body.  Students must look at a model of the human skeleton and name the bones labeled directly on the skeleton

Homework for Monday- SW ready pages 452-456 on the Muscular system and answer questions 1(a-c) – 2(a-c) on a separate sheet of paper to be turned in tomorrow.

Tuesday- We will review our homework from last night.  Students will complete notes on the muscular system using the skeletal muscular integ ppt and will then complete a “muscle action lab” in class.

Homework for Tuesday-  Finish lab questions.   Read pages 458-463 on the Integumentary system and answer questions 1(a-c) – 2(a-c) on a separate sheet of paper to be turned in tomorrow.

Wednesday- We will review our homework from last night and our lab from yesterday.  Students will complete notes on the integumentary system using the skeletal muscular integ ppt.  They will then complete a “skin sensitivity” lab in class.

Homework for Wednesday- Study notes on Skeletal, Muscular, and Integumentary systems for a 30 ? test tomorrow (10 questions from each section).

Thursday- SW take a 30 ? test on the skeletal, Muscular, and Integumentary systems.  We will grade the tests in class if we have time.

Homework for Thursday- Read pages 486-491 and answer questions 1(a-c) – 2(a-c) on a piece of notebook paper to be turned in tomorrow.

Friday- SW review homework from last night and we will do a digestive system activity where students will be broken into groups and will be assigned a certain part of the digestive tract.  Students must then measure out ticker tape to the actual length of that part of the digestive tract, include the job of that part and a picture must span the length of their ticker tape.   Kids will present their part of the digestive tract and then we will then tape it all together and hang it from the room so students can see how loooong the digestive tract is!

Homework for Friday- none

This week we are venturing up a level of organization from Cells to Tissues/Organs during our unit studying the human body!  Students will be involved in lots of labs, activities, and we even begin our dissections for this unit!  Parents, please keep track of what we have going on week to week to see if you might be interested in coming to class to help out with a lab or especially dissections!

Human Body: Skeletal, Muscular and Integumentary systems

Standards:  S7L2c, S7L2d, S7L2e, S7CS10, S7CS5

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

Objectives:

-          Identify the levels of organization in the body

-          Define homeostasis

-          Identify the functions of the skeletal system

-          Explain the role that joints play in the body

-          Describe the characteristics of bone and how to keep bones strong and healthy

-          Identify the types of muscles in the body

-          Explain why skeletal muscles work in pairs

-          Describe the functions and structures of the skin

-          Identify habits that can help keep skin healthy

Essential questions:

1. What are the levels of organization in the body?
2. What is homeostasis?
3. How do the systems of the body relate to one another?

Higher Level Questioning:

1. What role do joints play in the body?
2. What would your body be like if you didn’t have a skeleton?
3. Why do skeletal muscles work in pairs?
4. How does skin regulate temperature?

Websites for the Skeleton/Muscular/Integumentary Unit:

Hip Resurfacing Joints of the body Human Bone Poem

Bones of the Body Song Coloring Skeleton Hip Replacement

Virtual Knee Replacement Labeling Bones of the body

Bones of the Skeleton Bone Games

Monday- SW take a test on Cell organelles, moving cellular materials, and cellular processes.  Students who completed the extra credit homework assignment MUST staple their work to their test answer sheet to get credit! SW turn in Invaded by Chloroplasts story and picture.  Students will also have an INB check on pages 35-46.

Homework for Monday- None

Tuesday- Students will begin the unit on Human body.  They will complete a unit page on the human body: Title and 3 colored pictures.  Students will also work on a Medical Jargon worksheet which will act as their vocabulary dissection for the unit.

Homework for Tuesday- SW finish their medical jargon worksheet and unit page with a title and 3 colored pictures if not completed in class.  SW read pages 438-443 and complete questions 1-2 on 443.

Wednesday- Students will learn the bones of the skeleton and will take notes on the skeletal system using the skeleton note sheet and the skeletal muscular integ ppt.  SW have a quiz on the bones of the skeleton on Monday.
Homework for Wednesday- Students will read pages444-451 and answer questions 1-3 on pages 451.

Thursday- Students will receive the dem bones template and Dem Bones directions for the “Dem Bones” project

Homework for Thursday- SW work on dem bones and study bones of the skeleton for Monday.

Friday- I will not be here for 1/2 of the day.  Ms. Sumner, a retired Science teacher from Sutton, will be helping students with project today. SW work on Dem Bones in class.

Homework for Friday- Study bones of the skeleton for quiz on Monday and finish Dem Bones for Monday

A HUGE shout out to my Incredible Edible Cell parent helpers! This was the smoothest and most well-organized IEC days I’ve had in my six years of doing this!!  Thank you all so much and PLEASE come visit again whenever we do a big project or even a small lab that interests you!

IEC pictures. I took two pictures of each project: one of the child with the project and one of the project by itself.  If you wish to have any of these pictures, please email me: gvikingson@atlantapublicschools.us (don’t post to my blog as I will not respond!!!) and I will gladly email you back with the pictures attached in the email! :)

Week 7: Cellular processes

Standards:  S7L2a, S7L2b, S7CS5, S7CS10

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

Objectives:

-          Describe how most small molecules cross the cell membrane

-          Explain why osmosis is important to cells

-          Tell the difference between passive transport and active transport

-          Explain how the sun supplies living things with the energy they need

-          Describe what happens during the process of photosynthesis

-          Describe the events that occur during cellular respiration

-          Tell what fermentation is

-          Identify the events that take place during the three stages of the cell cycle

Essential questions

1. Why and how do cells get the energy and nutrients they need?
2. How is water essential to the function of cells?
3. How do cells get rid of waste?
4. What is mitosis and what is the importance of this process?

Higher Level Questioning

1. Can plant and animal cells function without sunlight?
2. What happens when cells cease to function properly?
3. What do cells tell us about basic processes of life…life, death, reproduction, etc?

Monday- Students will take notes on Photosynthesis, Respiration, and Fermentation using the Cellular Processes Photosythesis Cell Respiration Fermentation Mitosis ppt and Cellular Processes Photosynthesis, Ferm, Cell Resp, Mitosis Blank Notes.  Here are some websites that may be helpful in better understanding this material:

Photosynthesis Demo Photosynthesis diagram Photosynthesis interactive

Wonderville Photosynthesis

Homework for Monday- Read pages 86-90 in your textbook and answer questions 1-2 AND read pages 91-94 and answer questions 1-2 on left hand side under today’s bellwork.  Study notes on cell organelles, moving cellular materials and photosynthesis/resp/ferm for a test on Friday.  Work on INB for Friday’s check.

Tuesday-  No school due to flooding

Wednesday- Today students will be applying their knowledge of photosynthesis by creating a story about an animal or animal cell that is Invaded by Chloroplasts.  Use the Cellular Processes Photosythesis Cell Respiration Fermentation Mitosis ppt for directions after notes on Fermentation.  Students will have all class period to work on the assignment and will turn it in on Monday: Story and one picture.

Homework for Wednesday- SW complete their “Invaded by Chloroplasts” story.  Work on INB for Monday’s check.

Thursday- SW take notes on mitosis using the Cellular Processes Photosythesis Cell Respiration Fermentation and Mitosis ppt.    The following websites may help you better understand the material:

The Cell Cycle Mitosis Up Close Mitosis Rap Mitosis Interactive

Mitosis: One cell becomes two Mitosis animation and quiz Mitosis game

Homework for Thursday- Study all notes on cell structures, moving cell materials, and cell processes for a test on Monday.  Work on INB for Monday’s check.

Friday- SW work on a study guide during class and should finish it before their test on Monday.  Here are some Cell Organelle Websites to help you study for your test: 3-d cell Plant vs. Animal cell Cell Labeling Cell Structures

Compare plant animal cells Inside a Cell Plant Cell Compare cell types

The Cell and its Organelles Tour of the Cell Parts of a cell

Homework for Friday- Finish study guide.  Also, for extra credit, complete the chapter reviews on pages 69-70 on Cell Structures and 105-106 on Cell processes for 10 extra test points (this can boost you up one letter grade on the test!).  Work on INB for Monday’s check.

Parents, I am in desperate need of some classroom helpers during the Incredible Edible Cell assembly day!  I just received notice that benchmark testing will take place during the assembly of our projects and our class periods will be shortened to only 45 minutes.  This is a major road block in this project and the only solution is parental help so that things will go smoothly during our shortened classes.  Please see the schedule below so you can arrive for your child’s class period, but please feel free to stay for the whole day!  :)

1st Period- 10:03- 10:48 (45)

2nd Period- 10:51 – 11:36 (45)

3rd Period-  11:39-12:51 (lunch period included)

4th Period- 12:54-1:38 (45)

5th Period- 1:42 – 2:27 (45)

I have made a change to project construction in that students who are working alone may assemble at home and bring a completed IEC to class on Tuesday (minus labels).  They will only have to place labels into their IEC in class (to ensure that the labels are not ruined during transport).

Students must bring their own utensils for eating their IEC: plastic serving utensils, forks, spoons, napkins, plates, etc.  They may also bring drinks and cups if they wish!

Week 4: Cells

Standards:  S7CS4, S7L2a, S7L2b, S7L2c

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

Objectives:

-          Tell what cells are

-          Explain how the invention of the microscope contributed to scientists understanding of living things

-          State the cell theory

-          Describe how microscopes produce magnified images

-          Identify the role of the cell wall and membrane in the cell

-          Describe the functions of cell organelles

-          Explain how cells are organized in many celled organisms

Higher Level Questioning:

1. How does scientific development rely on our knowledge of cells?
2. How are cells like building blocks?

Essential Questions:

1. How do you explain the relationship between the structures and functions of cell organelles?
2. Why is each part of the cell essential to survival?

Monday- SUBSTITUTE TEACHER TODAY.  WORK RESPONSIBLY AND WORK THE ENTIRE CLASS PERIOD! Students will work on the final draft of their research paper and their labels and go over their final list of supplies, making sure that if there are any changes, changes are made to their key and blueprint as well.

Homework for Monday- Have all project items completed- final drafts: key, blueprint, research paper, labels, and all materials purchased for edible cell assembly tomorrow.

Tuesday- INCREDIBLE EDIBLE CELLS ARE DUE AND WE HAVE A 45 MINUTE CLASS PERIOD!!!!  Students will bring food items for edible cell to class, storing them in plastic bags with names written on them and place them in appropriate cabinets within our rooms.  All final copies/drafts of all items:  Key, Blueprint, Research paper, Labels, must be brought to class and placed in their folder.  Students working in pairs will follow their key/blueprint to construct their edible cell and then all labels will be placed IN or NEAR the “organelles.”  Students working alone are allowed to construct at home and will only need to place labels into their model during class.  When the cell construction is complete, call for me and I will take a picture of the cake by itself, and with the student(s).  Students will then remove and clean all labels, placing them into the ziploc bag.  They will then place the key, blueprint, research paper(s), and labels into their folder to be handed into Ms. Vikingson for grading.  Now it’s time to eat!  Students must bring their own utensils, plates, etc for eating their IEC.  The last 10 minutes of class will be clean up.

Homework for Tuesday-  Chill…relax. Take a breather

Wednesday- Today students will be working on cell processes vocabulary dissection. Because of our shortened classes, we may begin our notes on moving cellular materials (see Thursday).

Homework for Wednesday-  Read pages 80-85 and answer questions 1-3 under today’s bellwork.

Thursday- Students will be completing an inquiry lab called Grape osmosis using Grape Osmosis Lab Sheet.  Students will place a measured grape into three different solutions and will hypothesize what changes that expect to see based on their background knowledge of osmosis.  We will try and get some notes done using the Cell Processes Moving Cellular Materials ppt and Cell Processes Moving Cellular Materials Notes page. We will check our results tomorrow in class and analyze them.  Osmosis demonstration similar to our lab:  Osmosis lab demonstration Here are some other websites the kids may find helpful:

Osmosis demo Moving Cellular Materials animations Diffusion

Passive and Active Transport

Homework for Thursday- None

Friday- Students will finish their grape osmosis lab, analyze their results, and answer lab questions.  When we are done discussing our results, students will finish notes on moving cellular materials .

Homework for Friday-  None

I hope you all had a fabulous 3-day weekend!  This week we begin the most fun and time intensive project of the year, the Incredible Edible Cell!  Students may work alone or in pairs as long as their partner is within the same science class period.  Given how extensive this project is, Ms. Zaher and I have decided to make the project worth a total of 500 project points: 100 points for paper (each STUDENT), 100 points for key (each team), 100 points for blueprint (each team), 100 points for labels (each team), 100 points for model (each team).  All project materials must be kept inside of a folder of sorts (with your name written on it) and all labels must be kept in a ziploc bag.  Please make sure that folders and ziplocs are brought to class everyday.

Please keep in mind that this project is not intended to force families to spend tons of money on expensive candy, cookies, cake.  I hope that you will look at this project as a time to spend with your children in the kitchen baking a large cookie/cake, developing plans and ideas for their cell model, and searching through the cupboards for usable materials that are already at home!  In the event that this project is too costly, please let me know as there is an alternative assignment or maybe we can find a more cost effective way to complete the project!

Projects will be assembled and all pieces are due TUESDAY as I will be absent on Monday the 14th.  I would love to have parental assistance on this day as there will be lots of fun, lots of learning, lots of food, and a whole lot of mess that day.  Your help will make the day go by much more smoothly.  Please email me and let me know if you can attend during your child’s class period: gvikingson@atlanta.k12.ga.us

Week 4: Cells

Standards:  S7CS4, S7L2a, S7L2b, S7L2c

IB Connections: Human Ingenuity; Health & Social Education; Approaches to Learning

Objectives:

-          Tell what cells are

-          Explain how the invention of the microscope contributed to scientists understanding of living things

-          State the cell theory

-          Describe how microscopes produce magnified images

-          Identify the role of the cell wall and membrane in the cell

-          Describe the functions of cell organelles

-          Explain how cells are organized in many celled organisms

Higher Level Questioning:

1. How does scientific development rely on our knowledge of cells?
2. How are cells like building blocks?

Essential Questions:

1. How do you explain the relationship between the structures and functions of cell organelles?
2. Why is each part of the cell essential to survival?

Monday- Happy Labor Day! Rest up!

Homework for Monday- None

Tuesday- Today students will be given the Incredible Edible Cell directions which goes along with the The Incredible Edible Cell ppt.  Students will get together with their partners or work independently to begin on their Key.  Items listed within the key need to be brought to school next Tuesday so make sure you split the resources up amongst yourself and your partner so everyone is responsible for bringing in some items.

Homework for Tuesday-   Finish rough draft and possibly final draft of Key for IEC project.  Make sure you have exchanged phone numbers so you can communicate about supplies that need to be attained.   Work on pages 21-34 of INB- due Thursday for 2nd notebook check!

Wednesday- Bring your IEC folder today as students will be finishing their final draft of the key.  They will then begin working on the blueprint picture for their project.  Blueprints MUST look like their cake/cookie and the organelles must look like their candies they will place on it according to their key.

Homework for Wednesday-  Finish blueprint rough draft and possibly final draft.  Work on pages 21-34 of INB- due tomorrow for 2nd notebook check!

Thursday- Bring your IEC folder today as students will begin the research paper today.  They will have the internet, textbooks (both online and the class set/at home), and class notes to complete the 11-13 paragraph paper due for their project.

Homework for Thursday- Continue working on rough draft of research paper.

Friday- Bring your folder AND ziploc bag today as students will be working on labels for their IEC.  Labels get lost easily so a ziploc bag will keep them together!  Use toothpicks or some other stick for your labels.

Homework for Friday- Finish final draft of paper and continue working on IEC labels.  Make sure you have exchanged phone numbers with your partner so you can communicate over the weekend about supplies that must be attained.

Monday- SUBSTITUTE TEACHER TODAY.  WORK RESPONSIBLY AND WORK THE ENTIRE CLASS PERIOD! Students will work on the final draft of their research paper and their labels and go over their final list of supplies, making sure that if there are any changes, changes are made to their key and blueprint as well.

Homework for Monday- Have all project items completed- final drafts: key, blueprint, research paper, labels, and all materials purchased for edible cell assembly tomorrow.

Tuesday- INCREDIBLE EDIBLE CELLS ARE DUE!!!!  Students will bring food items for edible cell to class, storing them in plastic bags with names written on them and place them in appropriate cabinets within our rooms.  All final copies/drafts of all items:  Key, Blueprint, Research paper, Labels, must be brought to class.  Students will follow their key/blueprint to construct their edible cell and then all labels will be placed IN or NEAR the “organelles.”  When the cell construction is complete, call for me and I will take a picture of the cake by itself, and with the student(s).  Students will then remove and clean all labels, placing them into the ziploc bag.  They will then place the key, blueprint, research paper(s), and labels into their folder to be handed into Ms. Vikingson for grading.

Homework for Tuesday- Just Breathe…relax :)