Lezlie Haynes

 Welcome to Biology!  My name is Lezlie Haynes and I am the instructor.

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.

Hwk–follow agenda, complete Genetic Wkst #2, work on science fair.  No video summary due b/c we have not finished the DNA, Information and Mutations video.

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).

Hwk is to follow the agenda. Students do not have to complete WKST #2.  I want to do a few more punnett squares next week before they tackle that worksheet.  So, complete Wkst #1–make your table using a computer ie spreadsheet or insert a table into Word, create a bar graph showing the traits.  You have several options of how to make your graph(s).  You could do a circle graph based on %’s for each set of traits (so 7 or 8 circle graphs).  You can do a bar graph that contains every trait (I would still calculate %’s and use those for y-axis).

Check out quizlet to make notecards for bio terms–latin or module.

 

“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!

Ms Lezlie

 If you have any questions, please email the instructor at lezlie@43llc.com.