Week 1 August 24-28

Technically, school doesn't start until Monday. But if last year's experience is anything to go by, I won't surface for air until at least next Saturday. I figured I'd go ahead and post this week's lesson plans so that A) I can review what I'm going to do and B) If anyone out there doesn't know what they're doing this first week, they can maybe borrow from me.

There are a lot of new things going on this year.  5th grade is a whole other universe. Meet the teacher was packed! Our 5th grade is on the middle school campus (as our Elementary ran out of room). We are in our own little wing, tucked off to the side, away from all of the 'big kids.' We have a slightly different schedule from everyone else.

1st
2nd
3rd
Lunch (at 10:35AM!)
4th
5th
6th- Conference period for teachers, rotation for students. They go to PE, Library, Computer, or Music (which I didn't even know existed on our campus) on different days, and it changes ever 6-weeks.
7th
8th

In theory, it looks like a good schedule. All 5th grade teachers share a conference, which is nice. Classes are broken into small chunks thanks to lunch and rotation. Time to regroup, which I usually need!

Monday:
Our first day is a little funky.
1st period- Our students have the option of buying their supplies from a company that sells them pre-boxed...everything you need in one package. Each 1st period will collect the supplies that teachers keep (kleenex, map pencils, erasers, colored paper).
2nd period- Pass out agenda books. I'm ridiculously excited that 5th graders have agenda books! They're so helpful! I wish the 6-8th graders also had them. The kids pay $3 for them.

All classes:

I have a slideshow that I created that accomplishes the following:
1. Seating chart (desks are numbered, I project a list of students and their numbers, they go find the desk that matches their number).
2. What are we doing today? (so they feel a little less anxious about what is happening)
3. Basic procedures (entering and leaving the room, doing their agenda and bellwork, raising their hands, restroom policy, etc)
4. How class runs
     1. Grab science notebook
     2. Do bellwork and agenda
     3. Get out homework and red pen, grade
     4. Input (notes, videos, practice problems together)
     5. Output (labs, activities, projects, individual work)
     6. Put up journal, do exit ticket
     7. Pack up and leave

There are a few brain breaks plugged into the slideshow to keep the kids paying attention and get some of those first day jitters out. I'll upload this as soon as I have access to my work computer again. I completely forgot to upload it to google drive before I left = (

Tuesday:
Practice coming in, doing agenda, bellwork,  being ready to begin.
My main purpose today is to introduce the procedures that are specific to my class. To do this, the kids require information on how to work in a group. Yes, you must teach them how to do group work.

I accomplish this in 2 ways.
1. Group work script

I wrote 3 different situational scripts, and I'll have 3 pairs of students volunteer (or get drafted) to read them. The scripts have a sheet for Partner A and Partner B, each with their own parts.

How to have productive group work:
Partner A

You: What color paper do you want?

Them: I like green and blue. What color do you want?

You: Green is ok.

Them: Great! Now, what safety rule do we want to do?

You: Let's look at our list of rules in our science journal

grab the science journal and open it up

You: I like this one. “No horseplay in the lab.” We could draw pictures of people running, and poking each other.

Them: I think the one about always wearing safety goggles would be easier.

You: Easier isn't always better. All we could draw is goggles. We have to have two pictures. We'll get a better grade if we do a different one.

Them: You're right. Lets do the horseplay one.

Partner B

Them: What color paper do you want?

You: I like green and blue. What color do you want?

Them: Green is ok.

You: Great! Now, what safety rule do we want to do?

Them: Let's look at our list of rules in our science journal

they grab the science journal and open it up

Them: I like this one. “No horseplay in the lab.” We could draw pictures of people running, and poking each other.

You: I think the one about always wearing safety goggles would be easier.

Them: Easier isn't always better. All we could draw is goggles. We have to have two pictures. We'll get a better grade if we do a different one.

You: You're right. Lets do the horseplay one.

How NOT to have productive group work 1
Partner A

Grab the green colored paper

You: Here's our paper

Them: But I want to do blueYou: No, we're doing green!
Them: grab the paper out of your hand
Them: No, I like blue better!

Partner B

Them: Here's our paper

You: But I want to do blue
Them: No, we're doing green!
You: grab the paper out of your hand
You: No, I like blue better!

How NOT to have productive group work 2
 Partner A

You: So what should we draw for horseplay?
Them: Let's draw a person poking someone else with tweezers

You: This one time, I poked my little sister with tweezers. She had to get stitches!

Them: Wow! I had to get stitches once, when I fell off my trampoline.

You: I've never been on a trampoline.

Them: Really? I got one for Christmas last year.

You: I got a playstation for Christmas last year.

wait for Ms. Lynch to explain (we take this opportunity do discuss academic vs. social talk)

Them: Oh, we're off track. Let's get back to our project

Partner B

Them: So what should we draw for horseplay?You: Let's draw a person poking someone else with tweezers

Them: This one time, I poked my little sister with tweezers. She had to get stitches!

You: Wow! I had to get stitches once, when I fell off my trampoline.

Them: I've never been on a trampoline.

You: Really? I got one for Christmas last year.

Them: I got a playstation for Christmas last year.

wait for Ms. Lynch to explain (we take this opportunity do discuss academic vs. social talk)

You: Oh, we're off track. Let's get back to our project

 After this, I have a group of 4 come up and demonstrate working together. I borrowed this idea from the Science Penguin, who borrowed it from The Science Gal. 
Students use a rubber band and yarn to move cups into a pyramid stack. I want everyone to get the chance, but if we don't have enough time, it'll end up a demonstration.

Finally, once I have set expectations for groups, they go to the lab stations to complete their "Class Procedures" Foldable.

I'm still building my TPT library, so hopefully I'll be able to link things soon. This one is very specific to my class, though. Basically I created a 8-door foldable that has fill-in-the-blank style notes for the kids to complete. Topics include:
1. Bellwork
2. Makeup work
3. Exit Tickets
4. Pull a Slip
5. Science notebooks
6. NOISE level
7. Homework

After the kids complete the notes, they'll turn them in. I'm not having them set up their science notebooks until tomorrow so I don't want them losing this page! (trust me, they will).

Wednesday
Science Notebook setup day!
We will discuss the use of our notebooks today. My students may take theirs home, but I prefer to keep them in a bin (one for each class period). They get them when they walk in the door, put them up when they leave.

Here's what's going in today to start things off:
Title page
SKIP 4 sides (two pages front and back) for Table of Contents
5. LEFT Input vs. Output pages (we do input on the left, output on the right)
6. RIGHT Notebook practice page (I created it specifically for reviewing what goes where)
7. LEFT Notebook Grading rubric (which I made myself)
8. RIGHT Procedures foldable (from yesterday)

We are also gluing in:
Science Safety Rules (into the inside front cover)
List of common Science Prefixes/Suffixes (found here )
Types of Output (which also didn't make it onto my Drive. Includes, Acrostic, venn diagram, poem, draw a picture, data table, and others).

Thursday
We are deep diving into Science Safety. At our elementary, they barely touch Science. I'm under the impression that I should literally build from the ground up. Assume they have never heard of the Scientific method, don't know how to use a fire extinguisher, can't write a hypothesis, etc. Common sense isn't so common.

We're using this idea from the Science Pengin that she talks about in day 4 here.
I made my own "Before, during, after" sheet, and my kids will be practicing making detailed drawings. I'm also going to bring up the "diagram grading" system. (another thing I need to upload soon).

The kids will then complete a "What is Safe-T" sheet. I legit don't know where this came from, but I found it in a box of the prior teacher's materials. It has a list of statements like:

Find where someone is carrying a microscope incorrectly ________ (and then a blank for you to write a number in.)
The other page is a picture of a science lab, with students doing correct and incorrect things. Each object is numbered. This will be their first 'real' individual work in my class that isn't in their notebooks.

Friday
Today we will play SCOOT!
I didn't have time to make my own, so I'm using this one
We'll be playing scoot probably once per unit, so I might as well introduce it now.

Also, when we're done, I'm going to introduce our first Project of the year!
This is another freebie I found online. I'm going over the details of the project today, and introducing how to use the rubric to guide their work. The bookmark will actually be worked on on Monday.


WOO that seems like a lot to get through in a week. Hopefully we won't have much downtime, and we're not over-booked. I definitely want to set a precedence of constant hard work and forward momentum.

Also, please note that I didn't assign any real homework this week. Their homework is to get their science notebook numbered, anything they didn't finish (safe-t) and to get their welcome letters home to their parents so they can sign up for Remind.

I hope you all have an excellent first week!
~Kat

Goodbye, Summer

Here we are again, at the tail end of summer. I couldn't have asked for a better one. I played through a few of my stock piled video games, went to Universal Studios, Comic Con, and read a number of books.

And, to my own amazement, I planned through Christmas!

Yes, you heard that right. I have every page of notes, slideshow, foldable, warm-up, lab sheet, review, and test done through Christmas break. I'm exhausted just thinking about it. My goal was about 2 weeks of instruction for each week of summer break. It worked out perfectly.

And now, after a week of professional development, I'm forming the skeleton of my classroom. When I started last year, I had only a vague inclination of how to run a class. I know my content better than anyone, but the finer details were something I had to learn through experience. And learn I did.

I'd like to share a few of these that I've already set up, and am preparing to use this coming year. 5th grade is the only grade (pk-12) that I haven't had in some form, so I'm not sure exactly what to expect.

1. Noise level
     I had a basic noise chart last year but didn't use it enough. I'm going to be really thorough and consistent with it this year. I'm using this one. I printed the cards out, laminated (I taught myself how to use the laminator!) and stuck magnets to the back. The 5th grade hall was built in this century so it has magnetic white boards (!!!).

2. Objectives
     You're going to see a lot of The Science Penguin here. I would prefer to make my own, but there's no time for that, so I'm using Ari's brilliant mind and design skills. She has all of the 5th grade state standards typed up in to "I can" statements. I printed each out on green paper, laminated, and they'll hang right above the noise-o-meter, and right next to our Agenda (when I get around to making an agenda sign...)

3. Exit Tickets
     Last year, I gave up on exit tickets fairly quickly. I had 3 folders (got it, kinda, and what?) and kids put the exit ticket in the folder on the way out. Most just put it in got it, unless they were feeling cheeky and put it in what?
     New game plan.
     I cut large index cards in half and numbered them 1-26 (i shouldn't have more than 26 students in each class, each desk has a corresponding number). I laminated these too (I might be in love with the laminator). I also stuck magnets to the backs of these.
     At the end of class, I'll have an exit ticket question. The kids will use some Vis-a-vis markers (because they erase far better than dry erase) on their card then stick it to the correct class section on my white board. I sectioned a part of my board off using magnet strips with sticky backs. I then stuck ribbon to the sticky parts. I didn't want to use tape and risk ruining the board.

4. You may
     This is also courtesy of the Science Penguin. I used a few of the pre-typed cards, and then made a bunch of my own. When my kids are done with their assignments and have extra time, they can pick something from the "You may" board to do. Things include improving the quality of their science journals, reading a magazine (see below),  studying vocab, correcting returned papers, or helping me by stapling or cutting papers.

5. Science Magazines
     Among the wealth of other things I found in this room, there are approximately 50 different issues of a scholastic science magazine. Class sets of them. Most with a lesson plan of some sort. I took 2 of each and put them in this container so that the kids could read them when they want, along with a few of my own science books.

6. Lab roles
     It's always an argument when kids get into a lab and try to figure out who's doing what. This solves that problem. I printed out the cards, laminated, punched a hole in each and used yarn to make it into a necklace. Now, everyone knows what their job is, no one slacks, and there's no arguing. I'm assigning groups ahead of time this year and projecting the list/roles when we break into lab groups (as opposed to last year when I pulled Popsicle sticks. Lab Role Cards

We go back for more Professional development tomorrow, and then have another day and a half to get our rooms together before Meet the teacher night this Wednesday. I'll try to upload a few more pics when I get there!

Hope you're all having a great summer,
~Kat

End of the Year

Before I get started on those last two weeks of school, I have an announcement!

*drumroll*

I'm moving to 5th grade Science!

Apparently, I did such a bang-up job with my 7th graders, they felt confident moving me to a grade level that was STAAR-tested. It's a huge compliment, and I'm so honored!

I've already begun planning in earnest. We had a curriculum/science dept meeting a few days after school got out. Two of us are staying, and we have 2 new people (just like last year, except I'm no longer one of those new people!). I managed to scope out what topic we're covering every day until Christmas. 10 points to Ravenclaw.

I'd also like to congratulate our 8th grade teacher, who earned an 87% passing on the recent Science STAAR!

Another congrats is in order for one of my awesome students, Sarah, who got every.singe.question right on her honors pre-algebra STAAR this year!

I've got loads of stuff I can't wait to share, but for now, let the summary of 7th grade commence.

Week I-don't-even-remember

Monday- We used plant leaves from my back yard, and a dichotomous key I created to identify leaves. The kids had a blast, and did pretty darn good at identifying these strange leaves.

Tuesday - The kids used their science journals to complete their Unit Review

Wednesday - Trashketball review game! Our last one of the year. The kids are just now getting really good at it too...

Thursday - Natural Selection Test

Friday - I bought a "Toob" (tube) of bugs from Hobby Lobby. They also have these at Joann's (and right now they're on clearance for $5 a tube, along with a bunch of other teaching stuff). I put two bugs at each station and a dichotomous key (that I created) and the identified each bug.

Since I knew that they'd probably be able to ID each bug without the key, I added an extra task. They had to tell me the correct pathway through the key using numbers.

For example

1. Has 6 legs                              Go to 2
1. Has 8 legs                              Go to 3

2. Has wings out to the side       Go to 4
2. Has wings pointing back        Go to 5

3. Has a large stinger                  Scorpion
3. Does not have a large stinger  Go to 6

If they correct answer was scorpion, they put 1, 3, Scorpion
They also enjoyed this activity immensely.


So what did we do during the last week?
Ohhhh boy. Well...

Our school went the entire year without a real air conditioner. We had a chiller placed on the main unit for the last few weeks (once it got hot). The school is replacing the entire system as we speak. However, under the threat of black mold, we were told to remove all of our personal items from the classrooms. Most of it is stored in the library (where they have coolers blowing). A lot of it got taken home. They took our projectors on Tuesday (so no movies). So here's how that week went.

Monday- Holiday
Tuesday - I got an episode of Doctor Who approved! We watched the Rings of Akhaten. This is personally one of my favorite episodes because:
A. The 11th Doctor
B. Clara Oswald and
C. What the Doctor tells Merry

I legit tear up every time I hear him say this. I needed it to be said, and I think the kids needed to hear it.


Wednesday - We began our Flextangles. These were tricky but fun.  Template

We spent most of the day coloring. Due to our insane schedule, I wasn't going to see my first few classes again for more than a few minutes, so we went ahead and cut and folded. I don't believe anyone ended up gluing.

Thursday - Our annual awards ceremony took place in the gym. We went to 1st, 2nd, and 3rd (as 3rd period attendance is the important one for accountability or whatnot) then to the gym. We got back into class during 4th. My classes finished their flextangles today.

Friday -  Today was both early release, and the talent show. We did the same thing we did yesterday, hitting 1st through 3rd, then going to the gym. Again, we reconvened during 4th. With no computer, everything packed up, and shortened classes, I just let the kids talk and play cards.

As is my yearly tradition (started last year during my student teaching), I had the kids all sign a t-shirt. Last year, each class had their own section. These went into a t-shirt quilt (which I just finished, approximately 1.5 years after I started it)

I wore this year's on the last day of school. The kids loved it. There were tears shed, letters of awesomeness written, hugs, and many promises to come visit me next year (and if I need anything cut or stapled, I have loyal volunteers).

I was really fortunate to have this group of kids. I enjoyed them immensely, and I think most of them enjoyed me too. I'm excited for next year (and maybe being the tallest person in the room for once).

Other exciting (but not school-related) news..

Immediately after school got out, I high-tailed it to Dallas (again) for the Summer Comic Con! Why go again, you ask? Different people were there! This time, I met Nathan Fillion (from Firefly and Castle), and two of the Doctor's old companions, Billie Piper (Rose) and Karen Gillan (Amy).

 I went as Clara Oswald (see #2 above)

Thanks to my mom for another amazing costume!

Hope you're all having an amazing summer!

Weeks 31-32

Time is zooming by. We've got 3 weeks of school left, and I have no idea how that happened!

Week 31-

Monday- Our school invested in two sets of chromebooks (as we only have 2 computer labs and they're always full). I grabbed on and had the kids do some research on genetic mutations. Had to do some backwards trickery to get around the web filter, but the kids enjoyed learning about the horrible things that can go wrong with our DNA.
We used Mrs. Rubello's "Research of a Genetic Disorder" found here. (Control + F and type in 'disorder')

Tuesday- The kids completed their unit reviews. I usually give it to them a few days before the test and say "do it" but they always forget. I allotted a day for them to work on it in class and this worked out far better.

Wednesday - Trashketball review game!

Thursday - Genetics Test

Friday - Natural Selection and Evolution is our final unit for the year. As always, vocab is our first stop. Our words for this unit:

Organism
Species
Population
Natural Selection
Artificial Selection
Evolution
Fitness
Physiology
Taxonomy
Dichotomous Key
Variation
Behavior

Week 32

Monday: We took notes on adaptations and behaviors. This was mostly a review day. I've finally (during the last month of school) figured out exactly how long they can tolerate notes per day.

We did an activity where they were given three different organisms (I copied a bunch of pages out of this book of Unusual Creatures. They had to read about their creature, tell me an internal adaptation and an external adaptation, and how each of those helped it survive in its environment. The kids LOVED learning about strange things like the glass frog, and flying snake.

Tuesday: Notes on Variation and Fitness. We also did another activity (these half notes/half activity days go by quickly and no one gets bored). The kids were given a Biome (I printed out the biome info from an old c-scope lesson) and they had to invent an animal that was fit to live in that environment.

The animal had to be realistic, natural, and not something that was already alive. No mythical creatures either (much as I love me some fantasy).

They had to draw their creature and answer questions like:
What is its food source?
Does it have an adaptation to help it find food?
What is its habitat (ground, trees, water)
Does it have any defenses against predators?
Etc.

Wednesday: Vocabulary quiz and Natural Selection Notes.
We ended up with extra time, so I had the kids grade each others' vocab quizzes. Saved me a lot of time and hassle.

Thursday: Natural Selection Lab. I think this one might have originated in C-scope as well.
Each group received:
A styrofoam bowl with holes of various sizes cut out
A bag of beans (well, sort of)
        25 rice
        25 split peas
        25 black beans
        25 kidney beans
        45 lima beans
A plastic container to catch their beans in.

They began with 5 of each bean in their bowl. They shook their bowl gently about 10 times. The beans that fell out "died" because they weren't fit for their environment. The ones that stayed in the bowl survived.

They counted and recorded the number of each that lived and died and recorded it on a chart. The dead beans went back into their bag. The ones that lived "reproduced" so we doubled the population. If they had 3 kidney that survived, they added 3 more kidney.
They repeated the shaking 4 more times.

The kids loved this lab, and they really got a chance to see how populations change over time.

Friday:
Artificial Selection notes.
Today's activity was also pulled from c-scope (either they have good stuff this unit, or I'm lazy at this point in the year. No need to re-invent the wheel, I say)
They were given a packet including many different breeds of bees. They picked 2 breeds of bees, wrote down 2 pros and 1 con for each. They then 'bred' the bees, carrying over 2 of the pros and 1 of the cons to make a hybrid.

They then bred their hybrid with a third bee to make a SUPERBEE.

I was really proud of how this week went. It was well structured, well timed, and enjoyable for the kids and myself.

Good to know I've finally figured out how to teach...with 3 weeks remaining.
I'm looking forward to this coming week. We're doing taxonomy and dichotomous keys. I made an insect key and leaf key myself, and I can't wait to share those!

Hope you're all having an excellent end of the semester!
~Ms. Kat

Weeks 28-30

Well, April just flew by! Why did no one warn me that the last 6-weeks passes so quickly!?

This is going to be a very long post as I attempt to catch up on the past month.

Week 28
Each day this week involved a small amount of notes (usually 1 side of a page) and an activity. We also watched a number of Amoeba Sister videos during this week Amoeba Sisters Youtube

Mon-DNA structure notes
Students completed a practice worksheet where they had to fill in the matching bases to a strand of DNA

Tues-Transcription and Translation
Students practiced transcribing DNA into RNA, then translating that RNA in to a protein using a codon chart

Wed- Asexual Reproduction + vocab quiz

Thurs- Meiosis
Students used pipe cleaners to model the movement of chromosomes during meiosis

Fri- Sexual Reproduction


Week 29
Monday - Measuring Up. We read it together and students complete the packet independently.


Tuesday - I had 2 items planned today. The kids struggled to get through the first so they didn't get to the second. The first was a practice transcription/translation worksheet. They took FOREVER to do it even with me holding their hand. The second was a color your own karyotype packet. I assigned this to be due Friday. Color Your own Karyotype

Wednesday: Heredity notes. Students also completed a checklist of their inherited traits. We did the data table on one side, and a graph on the other. Students got together with their 'row' to compile data for the bar graph. Traits Checklist

Thursday: Heredity Lab/ makeup work day. Each class compiled a list of traits for their class. We made another bar graph for each class to show how many had and didn't have each trait. I compiled all classes' information and made one gigantic chart for the 7th grade. Forgot to take a pic, but I'll get that up soon. When we finished, they had 20 minutes to work on any work they hadn't finished.

Friday: Punnett Square notes and pre-punnett packet. We learned how to put together a punnett square and what we use them for. Students worked independently on the packet. We only did the first 3 pages. Punnett packet

Week 30
Monday: Easter Egg genetics. I did a modified version of this activity. Easter Genetics

Tues and Wed: STAAR again

Thurs: We spent some time reviewing Genotype, Phenotype, Hetero and Homozygous (dom and rec). After, the kids did this spongebob punnett square worksheet. Located under "genetics with a smile" Bikini Bottom Genetics

Friday: Dragon Inheritance. The kids LOVED this. They were so excited to get to make a dragon. I guided them through the random selection of chromosomes and then let them go. I had them arrange their chromosomes correctly (from smallest to biggest) then mix all 4 of one letter face down. Each partner got 1 pink (female) and 1 purple (male). Once they had all of their letters, I had them fill in their genotype and phenotype, then set them free to work on their dragon. Hit Ctrl + F to bring up the 'find' function and type in dragon to find this activity Dragon Genetics

I've still got a lot of planning to do for out last unit: Natural Selection. 5 weeks of school left, the last of which will be difficult as they're taking our computers away. Our building has been without air conditioning all year. They're replacing it this summer and we have to remove EVERYTHING from our rooms before we leave for the summer. I feel like I had just now settled in! There's so much packing to be done, I have no idea when it's going to be accomplished. Maybe I'll enlist my study skills kids!

Hope you're all having a fantastic last few weeks of school.

Ms. Kat

Week 26 and 27

Back from Spring Break!
a.k.a. The most needed and well-deserved holiday EVER.

I spent my break playing Assassin's Creed, Knitting (niece or nephew due in July), Teaching myself JavaScript and HTML, and planning out our Genetics unit.

This past week went by so quickly! I'm not complaining though. I can feel summer just around the river bend.

Monday and Tuesday:
To eat up some of the time until we could start a new unit (and hey, any excuse for a project) I had my kids do a brochure.

They were tasked with creating a theme park based on one or more of the body systems. All of my kids picked one and stuck with it. Here's a link to the rubric I created for this brochure:
Theme Park Brochure

We spent all of Monday and Tuesday on this project, and many of the kids weren't finished. I think it's because I spent so long explaining the requirements. In the past I've skimmed and expected them to read the rubric and that hasn't worked out  so well. I'd rather sacrifice some time up front to prevent constant confusion.

Here's the best brochure from the bunch:

Gotta love those Honors kids.

Wednesday:
We played Trashketball to review the Body Systems Unit

Thursday: Body Systems Test

Friday:
Today was originally slated as early release. The district pushed it back last minute for use after Easter for UIL. I decided to use today as a way to go over the test. The kids are doing better and better on my tests overall. I think we've finally found a studying and reviewing system that works!

This upcoming week is going to be CRAZY in the extreme.

Monday and Tuesday: STAAR writing
I will likely only have 2 or 3 of my normal 6 classes these days. To make sure no one gets ahead, and the kids get a chance to rest their weary brains, I'm having them watch Bill Nye/Magic Schoolbus/Captain Planet.

Wednesday:
Today we're officially beginning the genetics unit (YAY)
As always, day 1 begins with vocabulary. Our words for this unit:
DNA (chromosome was a word during the cell unit so we'll just use DNA this time)
Asexual Reproduction
Budding
Sexual Reproduction
Uniform Offspring
Diverse Offspring
Inherited Trait
Dominant Trait
Recessive Trait
Heredity
Gene
Allele





Thursday is an early release day before Easter. I will be at the oral surgeon getting my wisdom teeth out (EEP) and the kids will be watching the Bill Nye over Genetics. I'm equal parts excited and terrified. I am allergic to hydrocodone, so I'm not sure what they'll give me for the pain post-surgery.



Friday is Easter so no school!

I hope everyone out there has a safe and joyful Easter.
~Ms. Kat

Week 25

Another doozy of a week. This entire spring (if you can even call it that) has been crazy. And it's only going to get crazier!

Monday- Heart and lungs part of the fetal pig dissection

Tuesday- We had intended to open up the skulls of our pigs today and investigate the brains. Unfortunately, in 2nd period, 7/8 of the brains were mush. One group managed to get the skull open without cutting the membrane around the brain, so I decided to use that as an example and close up the dissection early. All other classes got to look and touch the brain, but not dissect.

I had this video I'd intended to show the kids next week after the mock STAAR. A word of warning:

I had not watched this video yet. It was an hour and a half long, and I had no time (this was a plan D, last-minute backup). If I had, I'd have edited out a few parts. There's a scene where a woman gives birth, and even though it was well done, the kids were a bit....shocked? They weren't expecting it (and neither was I). There's also a shot during the nursing section of a nipple leaking milk. While I'm all for normalizing the female body, birth, and nursing, I was afraid some parents might consider this a bit young. I did have one parent call the school to inquire, but my administration is very supportive so all is well.

Inside the living body

Wednesday- We spent some time completing the analysis questions of our lab packets and discussed the questions and answers as a class. I showed my kids a model of a lung because no one could really grasp the idea of breathing. Here's a video of how to create the model. I used the instructions out of my ScienceFusion lab book.

Model Lung

The kids found it fascinating. They couldn't understand that the chest cavity was essentially a vacuum and negative pressure caused the lungs to expand. A great moment once they got it!

We also continued the Living Body video from Tuesday

Thursday:
I was out this day, so I left them a Measuring up on the body systems.

Friday:
We took some notes on Homeostasis, and internal/external stimuli.
We had a surprise guest speaker today. Melvin Adams came during 3rd and 4th period and gave a lovely presentation. His friend (whose name I cannot remember) also spoke and rapped some inspiration for the upcoming STAAR. Very cool show.

Next week is going to be CRAZY CAKES.

Monday: mock STAAR
Tuesday: mock STAAR
Wednesday: Homeostasis lab
Thursday: Measuring up Internal/External Stimuli
Friday: Early Release Bill Nye!

And then spring break happens! Thank goodness too. We're all getting a little frustrated and overwhelmed.

Peace and love,
Ms. Kat