Lezlie Haynes

 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.

Hwk–follow the agenda and study for FE.  Finish the lab reports.

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.

Hwk is to follow the agenda–make sure to study for the final exam.  Waiting until the last couple of days is too late.  One article summary due over the articles sent home today.  Read all that I sent home and type your two paragraphs–paragraph 1 is info in the articles and paragraph 2 is your opinion of what you read and how it relates to module 14 & 15.
I am going to invert the next two weeks.  We will dissect the flowers and fruit next week and then finish with our overview of evolution and how it relates to what we have studied this year on 5/10.

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.

Hwk–follow the agenda.  No summaries for the video segments.  Study for Latin Quiz #15 next week.
4/12–In class–students took the diagram quizzes over the internal and external parts of a leaf.  We then finished notes over mod 14 and watched the rest of the Ultimate Proof of Creation video.  Hwk is to follow the agenda and write the summary for the video.
4/5–Today was a good day.  After taking Mod 14 Latin quiz, we went over the first part of the chapter, then focused in on Exp 14.1.  We went outside to practice classifying leaves in prep for completing the lab at home.  Hwk is to follow the agenda–the agenda does not state when the lab is due but it is due next week, 4/12.
3/29–Thursday–in class, students dissected the fetal pig by following a detailed handout.  After clean up, students began a video on the ultimate proof of creation by Dr. Jason Lisle–a look at the laws of logic and how that relates to science.  We did not finish the video, so no summary due yet.  Hopefully, we have time to finish after lecture/lab over the next few weeks.
Congratulations to our Middle TN Science and Engineering Fair winners:  Moses (3rd), Cheyanne (HM), Daniel (3rd, 2 additional awards), Josiah (2nd, 2 additional awards), Olivia (1st, 2 additional awards), Katie (HM, 2 additional awards), Bella (Broadcom award).
Hwk is to follow the agenda.
3/22–In class–students watched a pig dissection and a video by Mike Riddle about creation and evolution.  Hwk is to follow the agenda.  Bonus–read the article I sent earlier today and write a 2 paragraph summary (typed) which will be due next week.
For 3/22–turn in pig coloring sheet, prepare for Latin Quiz Mod 16 (no 14 or 15 on it).  I seem to remember something about a bonus opportunity over the wings of a bird videos.  Go to ICR.org and search for design of bird wing or evolution of bird wing (print article, write a 2 paragraph summary).  Due Thursday, 3/22.  We will not dissect this week but will next week.
3/1–Today was a fun day.  Students turned in work and then dissected the fish and frog.  Hwk is to follow the agenda.
2/22–in class, students took their quiz and turned in hwk.  Then, I lectured over Mod 13 and we watched 2 frog dissection videos and 1 fish dissection video.  Next week, we will dissect the frog and fish in class.  Dress appropriately and those with long hair need to bring a headband or ponytail holder.   It would be a good idea to rewatch the dissection videos (go to youtube and search MacOrganisms2 dissection fish or MacOrganisms2 dissection frog) and read the fish dissection in the student notebook.  Follow the agenda for hwk.

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.