Week 24

This week has been chaotic!

Monday:
Mock STAAR test. We spent 8-12 mock testing. This was my first experience on this end of state testing. 4 hours of staring and pacing. But at least it's over...for now.

Tuesday: Body systems overview.
Here's a chart I made for my kids. We filled it in together to review the body Systems. They told me the names of the main organs in the system, the function of the system, and then created a simile.

System            Organs                      Function                           Simile (Like a ___________________)
Skeletal          Bones/Ligaments       Protect/support body             Like armor

(Apparently I'll have to upload this later as it's on my work computer)

They also used these printables from TPT and glued them onto a construction paper base.
I had my study skills helpers fold two pieces of construction paper hotdog style, then open them, and fold them in thirds so you get 6 squares per page. Then they glued them together to create a giant foladble.

(This picture is also on my work computer!)

Wednesday: Lab introduction

We're about to begin our 5 day pig dissection. I felt it important to brief them on safety and anatomical basics before we begin.

We began by discussing safety. I showed them how to properly hold and use a scalpel. We talked about why they want to use the scissors for most of the cutting (don't want to damage those organs!).

I took my pig out and showed them how to tie him down...with his arms and legs tied with twine by pulling the twine under the dissection tray.

We finished up by doing the first few sections of this alternative assignment. We discussed anterior/posterior/dorsal/ventral. I added a few safety questions at the bottom because I didn't want them to sex their pigs yet.
Alternative Assignment

Thursday:
We're focusing on external anatomy today. They'll determine the sex of their pig, its age, and look at the skin,  nails, ears, eyes, nose, and a few other bits and pieces.

Here's the lab guide we're using.
Lab Guide

Friday:
We're doing the digestive system portion of the lab packet.

After this, it's only 2 WEEKS til spring break! I could not be more excited. I need a break of lying at the beach, reading, and knitting.

Peace to you all
~Ms. Kat

Week 22 and 23

I've been so on point lately, I've managed to gather some free time. My favorite past time!

Week 22 looked something like this:

Monday:
I took off, as my flight got in late. The kids did a measuring up over Structure and Function, and Levels of Organization. I managed to find an old MUp book on Amazon for $4, thanks to the Houston Goodwill. Score!

Tuesday:
We played the well-loved trasketball to review for our Cells Test.

Wednesday:
Cells Unit Test! The kids did pretty good overall.

Thursday:
New Unit alert! And one the kids were dreading.

BODY SYSTEMS
I got a bunch of Eww and Gross, and general immaturity. It's kind of worn off in the days since. We started our unit with Vocab.

Joint, Ligament, Artery, Vein, Capillary, Enzyme, Neuron, Gland, Hormone, Gamete, Immunity, and Pathogen

Friday:
We took notes on the Skeletal and Muscular Systems. I had intended for us to get the big skeleton model out and practice bone names, but we plum ran out of time.We did manage to fit in a brainpop or 2 on bones and muscles though.

Week 23

Monday:
Circulatory and Respiratory Systems
I had this neat lab planned where they take their heart rate while sitting, walking, and jogging in place, but only 1 class got to do it. My kids are always a bit....hyper on Mondays.

Tuesday:
Digestive system
This was an easy day as we'd spent time on this back in....I couldn't even tell you. We did chemical and physical changes in this system back in another unit so we grazed through it. They remembered most of it, thankfully. We also did excretory system this day.

Wednesday:
Nervous System
The kids were really into the nervous system. We managed to do a mini-lab where they test their reaction time. One person held a yard stick to the height of the counter, dropped it, and the other had to catch it. I provided them with a conversion chart of cm to seconds, and they had to calculate their average of 3 trials.

Thursday:
Reproductive System
AKA the most uncomfortable discussion EVER. I'm completely comfortable discussing this among friends, but at that age, I didn't have any desire to learn about any of this, and it was highly embarrassing. I made them swear an oath at the beginning of class to be mature, and not giggle. I promised them giggle time at the end, and they utilized it right up.

Friday:
Tomorrow we are taking a few notes on the Immune system, then watching a Bill Nye on Germs. I figured that since we're Mock Testing (ugh) on Monday, the kids needed a break. Plus, I didn't have time to create an activity with cut outs of white blood cells and all that so Mr. Nye will have to do!

Peace and Warmth,

Ms. Kat

Comic Con and Cells!

I know this is a teaching blog, but I have exciting news about my lovely weekend.

First, week 21

Monday- Cell cycle and Mitosis

We covered cell cycle and went into the process of Mitosis (though not terribly in depth). We watched this video and though the kids didn't recognize the song so much, they enjoyed singing along. It's Mitosis

We also did a little activity with pipe cleaners to model the movement of chromosomes in Mitosis. Pipe Cleaner Mitosis

Tuesday-

We took a good 20 minutes drawing a plant and animal cell in our Science Journals, and labeling all of the organelles. Since we didn't get much time for the matching cards last week, I drug them out again and the kids had a second go at them. They did much better this time.

Wednesday and Thursday

My kids had these two days to make models of either a plant or animal cell. Their group got to choose which, but each had certain required organelles, everything had to be labeled, and they only had certain supplies (as I was financing this on my own). We used pipe cleaners, yarn, beads, buttons, play doh, those fuzzy craft balls (like pom poms), and foam balls (cut in half). Here's a few pictures:

Friday- Levels of Organization

We took some notes over cells, tissues, organs, organ systems, and organisms. It all seemed fuzzy to them until we did the activity.

We used graph paper to build an organ system. I'll have to edit this to upload a picture, as it's far easier and quicker than explaining.


And now for the fun!
I spent my weekend in Dallas (Irving, technically) at the DALLAS COMIC CON!
I've been wanting to go for ages. I missed going last Feb. and May, but I could finally afford the money and time this year.
I met a few friends up there since they moved to Dallas a few months back. I've known Brian since 10th grade, and his wife Karina since....when did the 2nd to last Harry Potter movie come out? Then.

I was ridiculously excited about this. A personal hero, the one and only Stephen Amell, was there. For those of you who don't know him, he plays Oliver Queen, aka the Arrow on the CW's show ARROW. Despite the thousands of people, and my ever-present social anxiety I waited in line for his autograph.

Look! There he is, in all of his glory. Well, maybe not all of it, but most of it!

And lookie!

His autograph! My first autograph. I still fluster at the thought. And this guy, let me tell you, he is amazing. Sincere, genuine, open, and plain happy to meet you. Nicest guy I've ever met.

Later that day, we had a photo-op with him.

He's so tall! Don't fuss at me like my mom did for not putting my arm around that gorgeous creature. You know I don't like touching strangers!

Sunday, I went back and got autographs from John Barrowman and David Ramsey

It was an amazing weekend. Best vacation ever. Surrounded by geeks and gorgeous men!

I'm totally done fangirling now. Promise.

Itty Bitty Felicity wishes you an excellent week

~Ms. Kat

Week 20

I can't believe I've finally learned how to *mostly* keep caught up on my planning and copying. I've been ahead enough that I've had all of a week's work planned and printed the week before. Yay me!

Here's what this week looks like:

Monday: Cell vocabulary
Here's our vocab words: Cell, Cell Theory, Prokaryotic Cell, Eukaryotic Cell, Organelle, Chromosome, Mitosis (we're saving meiosis for genetics), Tissue, Organ, Organ System, Organism, Stimulus (we're touching on it here and coming back to it for Teks 7.11)

Tuesday: Cells Introduction/ Cell Theory

We discussed the history of cells, how they were discovered, what they actually are, and Cell Theory. We then covered Prokaryotic and Eukaryotic cells. We compared and contrasted them using a Venn Diagram.

Wednesday: Organelles
We took notes using this as a template: Oodles of Organelles. I modified it a bit, and made it 3 pages (because we're learning 15 organelles).

We also watched this video Organelles Rap. My 8th period is so squirrelly, I have to break up all notes with other things, so we watched an extra video in their class Organelle Song. Both were catchy, and the kids enjoyed them. My 5th and 6th periods actually sang along with the first song (hilariously off key, might I add).

Thursday: Cells Lab
I've set up 6 microscopes, each with a different slide. I've used An insect wing (I think it's a fly), Human blood, bacteria, an amoeba, plant epidermis, and a starfish arm. The kids are going to be looking for different types of cells and trying to associate what they look like with their function. I wish I had some bone cells, cause the kids are amazed by them. I spent a solid 2 hours organizing our slide collection and putting them into groups (all the mosses here, plants here, fungus there). We have a good variety, but I might have to ask for a few new slides if we have extra in the budget = )

Friday: Vocab Quiz and Organelle Matching Game
My kids are going to take their vocab quiz first.
I've begun something new with each unit. In an effort to help boost academic vocabulary (which is what the whole district is working on at the moment) I'm starting to add Prefixes/Suffixes/Root words to our vocab set. This unit, we have 7. Cyto-/Cyte-, Pro-, Eu-, Meta-, Ana-, Telo-, and Lyse/Lyso. We've been using them for 2 days now every time they come up, and the kids are getting pretty good at recognizing them.

I bought this resource on TPT because I reeeeealy didn't feel like making my own. I've gotten to the state of mind now where I will in fact pay to free up a little of my precious time. These are far more than I'd need, but I was able to cut and paste and only use the cards we really need. Organelle Matching Cards

After this, we're about half way through our cells unit. I'm never certain how much detail to go into, but hopefully between this and next week we're covering everything that needs to be covered and not going too deep into anything.

The 50 fetal pigs in my cabinet send you a tiny stiff salute.

~Ms. Kat

Back in action

Either I have jumped through time, or I've been a sleep for 4 months. Goodness, how the time passes. I can't believe it's already mid-January!

I survived the first half of the year!

Terribly sorry for not updating. Between Drill Team and Science UIL, my life was not my own for a solid 3 months. But after a refreshing winter holiday, I'm back and have at least a little more free time.

In the interim, my class covered physical/chemical changes in digestion, Force and Motion, Earth Systems (natural disasters, ecoregions, watersheds), and Space.

We started back on the 6^th with Organisms and their Environment. Biomes, touching on adaptations, Biotic/abiotic factors, and Succession. Here's an overview of this unit so far.

WEEK 17

1/6
Ecology Vocabulary.
Biome, Habitat, Microhabitat (Niche), Abiotic Factor, Biotic Factor, Limiting Factor, Adaptation, Succession, Taxonomy, Climax Community, Biodiversity

1/7
We took notes on the names we give different areas of land. Biome, ecosystem, habitat, microhabitat/niche.

1/8
Students went to the lab stations to do research on the first 3 land Biomes (Tundra, Taiga, Grasslands). I put out info cards, and the students rotated between the 3 stations to fill in their data card. When they were done, we discussed the climate of each Biome and where they were located on Earth.

1/9
Students researched the other 3 land Biomes (Desert, Tropical forest, Temperate forest).

WEEK 18
1/12
Students did the same as last week, and researched the Aquatic Biomes. We did Salt, Fresh, and Estuaries. We created a giant concept map to tie all of the biomes together.

1/13
My kids took their vocabulary quiz. I was surprised how poorly many of them did. I'd been very careful to use the entire first half of our vocab list and even reviewed with them right before the quiz on the words we hadn't relly talked about yet. I think it's partially because we just came back from the break, and partially because we're getting into the harder, less well known words now. After, my kids finished up some of the Lesson Reviews from their book.

We also completed this Biome map sheet and taped it into our journals. I pulled this out of an old Science Explorer book I found lingering in my dusty old closet.

1/14
Adaptations day. Because adaptations is in another unit, I didn't want to spend a whole lot of time on it right now, but I felt that it would really help them distinguish between Biomes if we talked about the adaptations of animal TO THOSE biomes. We did Innate and Learned behavioral as well as structural.

I started off class with a matching game. The kids matched the animals to their adaptations. We took our notes, and watched a few videos. Available for free here: Adaptation Cards

The kids absolutely LOVED the spider and bird videos. They were fascinated and practically rolling on the floor at the dancing spider. It was a great day in Ms. Kat's Science Class.
Dancing Spiders
Birds of Paradise

1/15
We did a lab on Biodiversity. I used a lab setup I found online and modified it a bit to better suit our purposes. Here's the site for the original idea.

I set up 6 boxes, one for each land biome. I already had a bucket of centimeter cubes out and separated into baggies by color, so I used those to represent our organisms. I divided up the cubes into the boxes and labeled them. The kids rotated between stations and found the number of species (number of colors), and the number of individuals (total cubes). They then divided species by individuals to get the biodiversity index.

Here's the site I got the idea from Biodiversity lab

After, we discussed why biodiversity is important. How ecosystems that are more biodiverse are more stable, and can recover more easily than those that are less biodiverse.

1/16

We took some notes on primary succession. The kids made a small comic strip illustrating the various stages in Primary Succession.

I was in a very Frozen mood (there was in fact Ice on my car that morning) and I actually started singing “Do you wanna build a snowman” except I changed the words. Do you wanna build an ecosystem wasn't nearly amusing enough to them. I think I'm going to have to write the whole song and sing it for them next year.

We also devoted a good 20 minutes to putting together our Science Journals. We kind of slacked on them last year, so I'm making up for it this year. 2 weeks in and we already have 7 papers taped in (between notes, labs, vocab, and diagrams).

This coming week looks rather boring by comparison.

1/19
Teacher work day

1/20
Secondary Succession

1/21

Succession Lab. Students draw a modern ecosystem used by humans. They then pretend humans abandoned that area and follow it through the stages of secondary succession. I pulled this from our Fusion Lab Manual.

1/22

Ecology Unit Review
I put together a slideshow with questions and answers. I'm going to attempt to have us play a game I read about online. I just never felt like our smartboard review games were engaging enough for all students at the same time. I had tried using a board game during the Earth Systems unit (they didn't finish the game, not enough time) and I also tried Kahoot (turns out our computer lab doesnt have a projector so I had to read the questions and answers to them. Gave up on that really quick).

This game is a little more competitive and inclusive.

Students get into groups (I 'm going to try groups of 3). On the board, each group starts out with 10 x's. Group 1 gets a question and they may work together to decide on an answer. They have 15 seconds. If they get it right, they get to steal an X from another group. If they get it wrong, group 2 has an option to steal the question.

Any group that gets a question right has the opportunity to shoot a basket. If they make the basket, they get to steal another X from any group.

1/23
Ecology Unit Test!

That's all for now. If you'll excuse me, I have to go plan our Fetal Pig Dissection. The kids aren't nearly as excited about it as I am!

Week 3 and 4

I feel like this needs celebrating...

We have AIR CONDITIONING!

Technically, it's at 50% functionality right now, but that's far better than 85 degrees with 100% humidity in my class every day.

Week 3 began our first official unit that wasn't process-centered: The Flow of Energy.

Monday:

We used a foldable to help us learn our unit vocab. We spent about 10 minutes discussing the words together before I set them free to do their foldable. They were very familiar with this vocab, so I didn't want to spend an eon discussing it. I handed everyone two of the following...

If you google vocabulary foldable, this is the first link that comes up. It actually comes as a front/back page, but I wasn't yet proficient enough at front/back printing with our old risograph printer when I printed this, so I simply gave them a one-sided sheet.

The kids wrote the word and drew a picture on this front side (yes, they had to color).
They wrote the definition on the back side in the right hand column (on the reverse of where their name/date is).

Tuesday: Photosynthesis
I used a prezi to outline the ingredients, products, and process of photosynthesis.
http://prezi.com/opfbxgq8yqdv/photosynthesis/

The kids had a similar-looking notes page which we taped into their journals.

They took a few notes on this page as we went through the prezi.
Bottom right: Roots-absorb H2O/Water (filled in the molecule with HOH)
Trunk: Xylem-tubes that carry water from roots to leaves
Top Left: Leaves take in CO2/Carbon Dioxide (filled in the molecule with OCO)
Top Right: Glucose=Sugar C6H12O6

After the Prezi, we did an activity on the back of this sheet.

The kids were broken up into groups and given a baggie with centimeter cubes in it (because I lack snap cubes). The bag had 12H (red) 6C (orange) and 18O (blue).

I told the kids that the top 6 molecules were H20 and they filled those in. The next 6 are CO2, and they filled those in as well. We discussed how these, plus sunlight, are the ingredients in photosynthesis.

They had to build 6 water and 6 carbon dioxide molecules using their cubes.

Once they had that done, we labeled the Glucose molecule at the bottom. They broke apart their ingredients and made the glucose...and figured out what they had left over (Oxygen).

I had a number of Ah-Ha! moments when they realized that THAT is how trees give off oxygen!


Wednesday:
We played catch-up on a lot of things that we'd fallen behind on. We taped a few pages into our journals, finished up some lesson review pages out of our (Consumable) textbooks, and studied vocabulary

Thursday: Stomata Lab
I used my (semi) free time on Wednesday to set up their stomata lab. I had intended for them to do the setup but we needed Wednesday to catch up. Plus, as I discovered, the peeling of nail polish off of leaves is rather tricky.

The stomata lab exists in different versions. I decided to do it this way:

1. Paint a swab of clear nail polish on the underside of a few leaves (still connected to the plant).
2. Wait for polish to dry (this requires a lot of patience)
3. CAREFULLY peel the polish off and place it on a microscope slide...add cover slip
4. View on low>medium>high power and draw stomata

My original intent was to have them view stomata from a plant that had been in the dark, and some from a plant that had been in the light. However, I must have removed the "light" plants too early from the outdoors as most of their stomata were still closed. I wanted the kids to see both open and closed and compare them, but apparently I get to work too early *overachiever*

Still, they had fun, and got a better understanding of what a stoma is.

Friday:
The kids took their Vocab Quiz.
After, we talked about producers, primary/secondary consumers, and decomposers. We practiced picking them out of sample ecosystems (desert, arctic, and forest).

Week 4

Monday: Compost Lab
The kids were split into 4 groups, and each had a 2 liter bottle, potting soil, salad (from the school lunch on the previous friday, kept in my fridge over the weekend), apples/oranges (also from friday's lunch), and some plants from my garden (that my mother had pulled over the weekend).

They layered the ingredients in the following order (top layer on top, bottom on bottom)
Soil
plants
soil
apples/oranges
soil
salad
soil

My compost bottles from 5 weeks ago are looking great! They're almost completely composted. Here's a pic lab station 1's bottles

Tuesday: Food Chains
We spent the day talking about food chains.

I had the kids set up a page in their journal for all of this week's notes. They divided a page into thirds. One per day we spent talking about this stuff:
1. Food Chains-show the flow of energy from one organism to another
[   ] > [   ] > [   ]
The kids filled in the boxes with Producer, Primary Consumer, Secondary consumer.
We took a few minutes to point out what the arrows mean. I had seen a STAAR question about that and wanted to drive that point home. They DO NOT show you what is eating what. They show the direction of the flow of energy!

Wednesday:
2. Energy Pyramids-show the amount of energy that is transferred from one level to another
We drew an energy pyramid, filled it in with Producer, Primary Consumer, Secondary consumer. We talked about the 10% rule.

To help them visualize it, I separated 500 centimeter cubes into bags. I used the C-scope 10% rule activity sheet as a guideline. I showed how much energy goes to the following:
Unused sunlight 20% (yellow cubes)
Photosynthesis: 30% (green cubes)
Reproduction: 30% (red cubes)
Respiration: 10% (blue cubes)
Stored in body: 10% (passed on to primary consumers) (45 white cubes, 5 black)

We talked about where that 90% energy was going, and how the 10% is what we'd get if a rabbit ate the plant. We then took it one step further.
Now that the rabbit has that energy (50 cubes)...
10% respiration
20% digestion
30% reproduction
30% movement
10% stored (passed onto secondary consumers) (5 cubes left)

The kids were shocked at how much energy is lost along the way!

Thursday
3. Food Webs
We're discussing this tomorrow. After, I plan on having them making a food web poster, using whatever animals and plants they want. I'm going to ask for 2 producers, 3 primary consumers, and 3 secondary consumers, plus 1 decomposer. They must have their web labeled and colored.

They'll finish these up on Friday.

It's 7:30 on a Wednesday and I'm just about ready for bed. Ms. Kat is pooped! And sore from Drill Team practice yesterday = )

Peace, Y'all
Ms. Kat

Week 2

Has another week already gone by? I think someone must be tampering with the time/space continuum.

This week was a little rougher than the first. The excitement over starting school has worn off, and the kids are settling into their 'oh we're going to be here for a loooong time' mentality. They're a little more grumpy this week.

As a department, all 3 science teachers decided to devote this second week to the Scientific Method. We thought this might be a good idea to prevent us from having to introduce it each and every time we do a lab.

Monday (holiday)

Tuesday- We covered Empirical Evidence, and scientific Explanations using our textbook. We also talked about good and bad sources (books, websites, journals, blogs, etc).

Wednesday- We discussed what Scientific Laws and theories are. We used a set of self-made cards with different laws and theories on them, and the kids had to sort them into stacks. We made a venn diagram in our science notebooks to compare and contrast the two. We also talked about what models were, and looked at the benefits and limits of using them.

We watched this mythbusters clip and the kids picked out the benefits and limits of the model they used. https://www.youtube.com/watch?v=Cu0uNPFCf68

Thursday- The kids designed an experiment to test how plant seedlings responded to light. The kids already knew that plants grow toward light. The purpose of the lab was to teach scientific method, to make them actually go through the steps.

I had the kids bring in small cardboard boxes (shoe boxes, cereal, cake mix, snack bar boxes) and I grew about 30 cucumber seedlings in plastic baggies. The seedlings were planted about 1 week before the experiment, and most were about 7 inches tall by this time. I transferred them to cups to separate them and help them stand up.

The kids were tasked with cutting a hole somewhere in the box and positioning their plant-in-a-cup.

I had them write up their lab like this:

Plant Growth Lab

Hypothesis: If _____________ then ______________________.

"If we place a seedling inside a box, with only one hole where light can enter, then the seedling will grow toward the light."

(I ask my kids to use If, then statements for their hypothesis)

Materials: small box, cucumber seedling, plastic cup, scissors, sunlight

Procedure:
1.

2.

3.

(I had them write their procedure within their group)

Data:

Here I had them draw two boxes. They had to draw a before and after picture.

Conclusion: When we ______________ to ________________, _____________ happened. My hypothesis was (correct/incorrect).

"When we placed our seedling inside the box and left it outside, the plant grew toward the hole on the side of the box. My hypothesis was correct.

This is the form I generally like for their hypothesis to be in. It provides a summary, tells me their results, and goes back to their hypothesis.

We set our labs up on Thursday, and I put the boxes outside that afternoon. I retrieved them Friday morning and the kids did their conclusions Friday. I really should have left them out there for another day (moved what we did Wednesday in-between the two lab days) so the plants had more of a chance to grow. Oh well, lesson learned!

I will upload pictures of our plant labs, as well as the Law Theory cards soon. They're on my work computer and I completely forgot to bring them home!

Peace, love, and Science,

Ms. Kat