Tuesday, 12 December, 2017

ESSENTIAL QUESTION: What is the purpose of the Immune System?

LEARNING TARGET: Summarize the basic functions of the human immune system, vaccines, and antibiotics

BENCHMARKS: SC.912.L.14.52

-Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

LEARNING OBJECTIVES:  Students will be able to:

-Summarize the basic functions of the human immune system.

-Compare and contrast types of infectious agents that may infect the human body.

-Take the QSBA 1 Exam

BELL RINGER - Study session

VOCABULARY: antibiotics, antibody, antigen, allergy, cell-mediated immunity, B cells, T cells, chronic disease, communicable disease, humoral immunity, immune response, immune system, specific immunity, nonspecific immunity, infectious agent, pathogen, vaccines, fever, white blood cells, macrophages, histamines, antihistamines

HOME LEARNING: 2 Frayer model word maps

AGENDA

WHOLE GROUP

Students had a 10 minute study session for QSBA 1 exam as their bell ringer.

Vocabulary Freyer word maps were collected.

Students then did the exam on computer.

Friday, 8 December, 2017

ESSENTIAL QUESTION: What is the purpose of the Immune System?

LEARNING TARGET: Summarize the basic functions of the human immune system, vaccines, and antibiotics

BENCHMARKS: SC.912.L.14.52

LEARNING OBJECTIVES:  Students will be able to:

-Summarize the basic functions of the human immune system.

-Compare and contrast types of infectious agents that may infect the human body.

-Data chat

BELL RINGER - Probe - catching a cold

VOCABULARY: antibiotics, antibody, antigen, allergy, cell-mediated immunity, B cells, T cells, chronic disease, communicable disease, humoral immunity, immune response, immune system, specific immunity, nonspecific immunity, infectious agent, pathogen, vaccines, fever, white blood cells, macrophages, histamines, antihistamines

HOME LEARNING: 2 Frayer model word maps

AGENDA

WHOLE GROUP

Students completed the bell ringer above, Catching a Cold.

Students then received the vocabulary terms below. For each term, students should illustrate or write an example to help them remember the terms. Students also received Frayer word maps as home learning with specific words to map out.

We then watched the video Bob's Germs Go To Work to introduce the topic of the Immune System. You can watch the film below.

We began taking notes, but did not complete the lesson. I will post the video of all the notes in both this and the next blog. You can find them below.

Wednesday, 6 December, 2017

ESSENTIAL QUESTION: What factors affect the functioning of the circulatory system?

LEARNING TARGET: Identify factors that affect blood flow and analyze how these factors affect blood flow through the cardiovascular system.

BENCHMARKS: SC.912.L.14.36

LEARNING OBJECTIVES:  Students will be able to:

-identify and investigate the general functions of the circulatory system.

-Explain the factors that directly or indirectly affect blood flow.

-Data chat

BELL RINGER - Your doctor tells you that you have gestational hypertension. Write to explain what you could do to lover your blood pressure.

VOCABULARY: myocardium, artery, blood pressure, capillary, circulatory system, heart disease, heart, vein, cardiovascular system, stroke, cholesterol, plasma, viscosity, atrium, ventricle

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students wrote to explain the bell ringer above.

We completed the write up for the lab on blood flow and the heart.

Students were then assigned to groups to research each of the activity topics and report back to the class. Students then wrote as notes what each student shared. You can find the handouts below for this activity. Also, there is a picture of blood flow and the lab background to help you study for the next quiz.

Monday, 4 December, 2017

ESSENTIAL QUESTION: What factors affect the functioning of the circulatory system?

LEARNING TARGET: Identify factors that affect blood flow and analyze how these factors affect blood flow through the cardiovascular system.

BENCHMARKS: SC.912.L.14.36

LEARNING OBJECTIVES:  Students will be able to:

-identify and investigate the general functions of the circulatory system.

-Explain the factors that directly or indirectly affect blood flow.

-Data chat

BELL RINGER - Answer and justify.

VOCABULARY: myocardium, artery, blood pressure, capillary, circulatory system, heart disease, heart, vein, cardiovascular system, stroke, cholesterol, plasma, viscosity, atrium, ventricle

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students answered and justified the bell ringer found above. The benchmark is SC.912.N.1.1 and the topic is The Nature of Science.

Students then returned and reviewed home learning 4.

We then reviewed the lab stations and then wrote the lab (on paper). For each station, students wrote the station number and title, the problem statement, copied and completed the data table, and answered the analysis questions. There were five stations in all.

We did not complete the activity, so will complete the last two next class.

Home learning is to complete activities 4 and 5 at home.

Mondday, 04 December, 2017

Thursday, 30 November, 2017

ESSENTIAL QUESTION: What factors affect the functioning of the circulatory system?

LEARNING TARGET: Identify factors that affect blood flow and analyze how these factors affect blood flow through the cardiovascular system.

BENCHMARKS: SC.912.L.14.36

LEARNING OBJECTIVES:  Students will be able to:

-identify and investigate the general functions of the circulatory system.

-Explain the factors that directly or indirectly affect blood flow.

-Data chat

BELL RINGER - Answer and justify.

Which of the following is NOT true about the first living things? 

a. The first living things may have used oxygen.
b. The first living things were prokaryotic.
c. The first living things were unicellular. 

d. The first living things had a cell membrane. 

VOCABULARY: myocardium, artery, blood pressure, capillary, circulatory system, heart disease, heart, vein, cardiovascular system, stroke, cholesterol, plasma, viscosity, atrium, ventricle

HOME LEARNING: HL 4 Functions of the circulatory system

AGENDA

WHOLE GROUP

Students answered and justified their answers to the above question for their bell ringer.

Home learning 4 was distributed and explained. As part of the lab, we reviewed the circulatory system. You can find the links below to review the information.

Amazing Heart Facts

Heart and Circulatory System: Blood Flow

Circulatory System

Students were assigned groups so that we could rotate through the 5 stations of the lab:

Station 1 - Blood Pressure and Blood Flow

Station 2 - Effect of Exercise on Blood Flow

Station 3 - Effect of Resistance on Blood Flow

Station 4 - Effect of Blood Viscosity on Blood Flow

Station 5 - Effect of Blood Volume on Blood Flow

We did not have time to write up the lab, but will conclude next class.

Tuesday, 28 November, 2017

ESSENTIAL QUESTION: NA

LEARNING TARGET: Review Brain/Natural Selection/Scientific Thinking

BENCHMARKS: SC.912.N.1.1; SC.912.L.14.26; SC.912.L.15.13

-Define a problem based on a specific body of knowledge and: pose questions, conduct observations, and generate explanations.

-Identify the major parts of the brain on diagrams or models.

-Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which results in differential reproductive success.

LEARNING OBJECTIVES:  Students will be able to:

-Interact with a natural selection activity.

-Participate in data chat for recent exam.

BELL RINGER - Answer the questions on the handout.

VOCABULARY: NA

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students were given the questions from Natural Selection from the Unit 2 assessment and asked to answer them prior to discussion.

We then discussed the answers, concentrating on what each question asked, finding the question stem, and eliminating wrong choices.

Students were then grouped by their lowest scoring benchmark and either did Edgenuity to review the brain, worked on Natural Selection activity with me, or did an experiment testing scientific knowledge/STEM skills.