Welcome to Biology! My name is Lezlie Haynes and I am the instructor.
5/10–In class–we finished the year by performing some population study labs. Then, we reviewed for the FE. Hwk is to study for FE.
5/3–In class–students dissected several different types of flowers and fruits. They were to classify the fruit based on the module info. Both labs need full conclusions and are due next week. We also sent home an article. I have decided to make the article summary a bonus summary.
4/26–Today was a different kind of science day. Students were introduced to how math relates to science–specifically the presence of Fibonacci numbers in botany..in pine cone seeds, flowers, petals, leaves, etc. The videos are very engaging, but the person in them speaks beyond fast! After quizzing, students watched the 3 lessons (each about 6 min), then students created their own spirals using the pattern and graph paper. We then created a large spiral which took forever. I am including a photo. You will have to zoom in to see the spiral.
4/19–In class–we began Mod 15 with a PPT and lecture. We covered most of the chapter in class then watched 2 video segments that explain sexual reproduction in flowering plants. The two video segments are in the PPT if they need to be reviewed. The first of the two (it’s the shorter one) contains the summary that students need to know.
2/15–Today was an interesting day…we began to discuss microevolution and macroevolution. We watched 3 videos (at least) from the perspective of those that believe macroevolution and 2 – 3 from the perspective of biblical creation. We also looked at an article on UC Berkeley’s website that supported a macroevolution claim and then several articles on ICR’s website that refuted macroevolution claims. Lastly, I read them an article from Daily Wire. After the videos, we watched 2 videos presented by Ms Ellen to kick off our fundraiser for St. Jude. Hwk–follow the agenda, complete your quiz AND write your summary of the videos we watched to day. One big summary that covers what you learned from the videos and your opinion of what you learned. At least 2 paragraphs & put some thought into it please. No lab report b/c we did that lab last week and it was due today.
2/8–today was a good day. After taking Mod 12 Latin quiz, students dissected the earthworm and crayfish. We did not watch a video segment, so no video summary. Students should follow the agenda and complete the lab report in their student notebook–you must write a conclusion. Tell me what you found, what you learned, what would you do differently and your overall opinion.
2/1–In class–students turned in work and we went over Mod 12 ppt. We discussed sci fair corrections and watched dissection videos of crayfish internal and external, grasshopper and spider. Hwk was to follow agenda but no dissection summary or video summary as we had to switch agenda due to dissection specimen not being in.
1/25–In class–lecture overview of Mod 11, handed back some items and took up hwk. We performed the Dragon Baby lab, too. Hwk is to follow the agenda–complete the Dragon baby lab handout and create your dragon baby. Every student that was present must create their own dragon baby based on the genetics they determined in class. I emailed the PPT and notes I used. Quiz next week: Mod 11 vocab and earthworm diagram NOTE: no dissection materials so we will jump ahead on the agenda during class next week. Hwk for this week doesn’t change.
1/18–Class cancelled due to weather. This was not a bad time to miss! We were only doing lab this week. Hwk is pretty simple. Check email Friday for handouts.
Work on Science Fair, finish video we started in class (I’ll link below), write summary for the video and previous Dr. Sanford video (all one summary), complete Quiz 8 that I send via email. Have your materials ready to turn in next week–Genetics Wkst 1 and 2, Quiz 8, summary and sci fair project with board.
1/11–In class–we finished information from the Module, worked a dihybrid cross, turned in Genetics Wkst #1, watched a short video on hemophilia in European royalty, watched a section of a video on DNA, Information and Mutations (related to Mod 8 content) and took Latin quizzes 9 and 10.
1/4–Biology was packed full of information today. First, students watched (and took notes over) a 19 minute video interview of Dr. John C Sanford, a very accomplished plant geneticist. Then, students took notes over about 1/2 of Module 8. After that, we worked multiple Punnett Square problems. We finished by collecting class data on 7 or 8 genetic traits (dimples or no dimples, widows peak or no widows peak).
Check out quizlet to make notecards for bio terms–latin or module.
Science Fair Handouts:
If you would like to start your science fair project this summer, email me for instructions and approval.
“Exploring Creation with Biology is an award-winning, college-prep biology course that provides a detailed introduction to the methods and concepts of general biology. With a strong emphasis on vocabulary and experiments, the course provides the student with a solid background in biology which is presented an in a readable, conversational tone.” –Apologia website
Organization is very important and students are required to keep a binder with sections for notes, labs, quizzes/tests, and worksheets. Students should bring their textbook, student notebook, binder, colored pencils and pencils to every class.
Each module takes about two weeks to cover. During this time students will complete the reading, On Your Own questions and Study Guide Questions. Latin vocabulary is also included in the weekly content. Every week students are quizzed—week one will be Latin vocabulary and week two will be module vocabulary and content. Students watch documentaries and read articles related to creation and evolution then submit summaries. Students will complete additional worksheets related to module content i.e. coloring sheets, genetics worksheets, etc.
Each semester there is a comprehensive final exam with module content, diagrams, at least one essay question (first semester only) and Latin vocabulary.
Students are required to complete a science fair project which will be due in January. Hands-on labs are an important part of a biology course. During the first semester, most labs will be centered on the microscope. The focus of second semester will be dissections—plant/flower, fruit, and animal. We normally dissect 7 – 9 different animals (students are in groups of 2 – 3). Students are required to submit lab drawings and when appropriate, reports or abstracts.
I look forward to seeing each student in August!