Welcome to Biology!  

11/29    In Class:  today was a full day!  We began with the Dragon Baby Lab–this lab is one of the favorites year after year.  Students determined the genotype of their Dragon Parent, then created a Dragon Baby genotype.  Once they had the genotype of the baby, they used their handout to create the phenotype.  They have a page of dragon parts (drawings) that they will use to help them draw their baby for hwk.  Students are allowed to color the baby whatever color they want and name the baby, but those are the only things they get to add to the genotype determined in class.  The lab handout also has questions to answer.
 
After we finished the in class portion of the lab, we started discussing science fair reports, data collection, data analysis, types of graphs, etc.  I am attaching the website that I used in class today to this email for parent reference.
 
We discussed part one of their final exam which will be in class next week.  This is the essay portion.  I handed out (previously) the four essay questions that they get to choose from.  Students should select two of the questions and work on them this week.  If you would like to send me the essay response, I am happy to look over it and let you know if anything is missing.  Students are NOT allowed to have a note card for the essay portion.  They should work on the essays this week, practice writing them out and be prepared to do so in class without notes, note cards, or help.    They also are allowed to answer a third essay question for bonus points.
 
Part two of the final exam is in two weeks.  This part will be the multiple choice and Latin matching.  Students are REQUIRED to create a 3″ x 5″ notecard to be used on the multiple choice part of the exam.  They will not be allowed to use the note card on the Latin portion.  
 
Hwk:  follow the agenda, work on dragon baby drawing and questions (due 12/13), study for FE.
 
If you have any questions, feel free to contact me via email at soonerstn@gmail.com.
 
 
In Class:  Today we finished up Module 7 and watched a three Amoeba Sisters videos on the topics of gel electrophoresis, Codominance/Incomplete Dominance/polygentic inheritance, and sex-linked traits.  We also talked about the Dragon Lab we will do next week and how it relates to the homework, handed out the FE study guide, reviewed dihybrid crosses and how to use the FOIL method from algebra 1 to determine the gametes from each parent, and then worked on the Gene Wkst in groups.
 
While students worked on their Gene worksheets, I asked each student about their science project–has the experiment began, do you have your materials, do you have any questions.  For those that have to order their materials–you should do this ASAP as we are getting close to December and shipping may not be as fast.
 
We will discuss how to finish the Sci Fair report next class period.  We will go over what to do with the data, how to determine the results, what goes in the conclusion, and how to write the abstract.
 
Hwk–follow the agenda.  Next week is Thanksgiving Break.
 
Have a wonderful Thanksgiving!
 
11/8    In Class:  students received their mod 6 quiz as take home.  Then, we discussed more chapter content and worked on dihybrid crosses, Punnett squares, and their homework.  The first part of the wkst will be due in class next week–the data table and bar graph of the student data.  Then, the second part is due when we return from Thanksgiving–there is also a bonus to that sheet.
Hwk–follow agenda and info stated in the update.
 
11/1     In Class:  Students took Latin Quiz #7, turned in their lab from last week then we began Mod 7.  We talked about Gregor Mendel and his work with genetics.  We went over terminology and monohybrid crosses.  Afterwards, students performed Exp 6.2 on phases of Mitosis.   
 
Hwk–follow the agenda.
 
 
10/25    In Class:  Students turned in their cell respiration cp, Mod 5 quiz, and protein synthesis paragraph.  We then went over the remainder of the chapter.  Students created a Venn diagram comparing Mitosis and Meiosis.  We went over Mitosis in depth but did not go over Meiosis in depth.  I will not quiz or test students in depth about meiosis–just what we went over for the Venn diagram and the comparison of Meiosis in males and females.  After lecture, we reviewed protein synthesis and then performed a protein synthesis lab.  Students typically really like this lab!!
 
I handed out an info sheet for the Mitosis photo project that is due next week.  The photo must be sent to me by Monday afternoon at the latest so that I can create the Mitosis PPT to be shown in class Tuesday.
 
Hwk–follow the agenda and complete the coloring pages handed out in class—DNA, mitosis, protein synthesis.  If the cp does not indicate a color preference, that means you choose the colors.  Make sure you use the same colors on the legends. Complete the lab handout, too.
 
I have included two video links that reviews the cell cycle and mitosis.
 
I realized (just now) that I did NOT put the Mod 6 quiz on the agenda.  It should have been next week, but I will bump it back to 11/8 to give students time to study and also ask questions in class.  So sorry!
 
10/18     In Class:  students took their Latin 6 quiz, turned in Latin 5, turned in the photosynthesis coloring sheet, received the DNA and Protein Synthesis coloring pages and the take home Mod 5 quiz.  We then covered the first part of Mod 6 (stopped before Mitosis).
 
For Mod 6, we performed a simulation that mirrors protein synthesis. Students are to write a paragraph that compares the Monster-building to protein synthesis.  We reviewed the structure of DNA and RNA, discussed the different names that DNA has depending on shape, discussed transcription and translation and watched two video segments that reinforced the class content.  
 
Hwk–follow the agenda.
 
I am attaching the PPT and the video we watched in class.
 
I need all finalized research plans by next week.  You will keep Form 1A until your experiment is completed b/c you have to record the start and end dates on the form.  If you don’t have a form yet–don’t stress it.  They are in my backpack and you don’t absolutely need to have one until your experiment is over.
 
Format:
 
Purpose (5 paragraph essay discussed in class)-this is also called a Rationale
 
Question
 
Hypothesis
 
Procedure
 
Risk and Safety
 
Data Analysis
 
Bibliography with 5 academic sources
 
10/11    In Class:  We forgot to take up Latin Quiz 5 today–we’ll get it next week. Today we finished Mod 5.  We reviewed photosynthesis then covered cellular respiration.  I forgot to hand out the coloring sheet, so I am attaching it to this email.  Ms. Kim or I will also find students Thursday and hand out a copy.  We went over:
  • general equation for photosynthesis, light dependent and independent reactions, where the reactions take place, parts of the chloroplast
  • general equation for cellular respiration, 3 stages plus the intermediate step, where the stages take place, what the reactants and products are at each stage, amount of energy produced at each stage, where the products go in each stage, parts of the mitochondria.
  • We took layered notes today on top of diagrams of the mitochondria.
  • Slides to know for sure:  31, 32, 36, 37, 38, 39, 41-43, 44, 45 (some of the slides were in ‘hidden’ mode, so I reformatted and attached the updated PPT to this email.
  • We did not finish the notes in class–read the book, take notes, use the PPT’s to know what is important
Quiz next week:  quiz is take home and multiple choice.  Study–it won’t be easy!
 
Cell Respiration CP–I attached it. It is part of a larger document that has a photosynthesis coloring sheet, too.  You have the photosynthesis sheet already and it is due next week.  The cell respiration CP is due in two weeks.  If you get confused on the coloring page, ask me next week and we can go over it.  A couple of spots give some students a little trouble each year.
 
 
 
10/4    In Class–students performed Exp 5.1 in class but we did not finish the lab.  We will do so at the beginning of next week.  Then we started notes on Mod 5.  Students received 3 handouts in class–photosynthesis coloring sheet, photosynthesis worksheet (this will NOT be taken up for grade, it is meant to be for study purposes), and Latin Quiz 5.  
 
We started class by going over the science fair research plan again.  This is really hard for a lot of students, so I don’t mind reviewing.  We talked about the parts and what was supposed to be turned in today.  The Rationale/Purpose section is the 5 paragraph essay–we went over this again, as well.  If you did not turn in your research plan today, bring it next week or email it to me asap so I can review it and get it back to you.  
 
I am including a link or links below of videos explaining photosynthesis.  Remember–you do not have to memorize the Calvin cycle or know this process in great detail.  We will finish our discussion of this next week.
 
Hwk–follow the agenda.  If you did not turn in the Latin quiz today, it will be due next week.
 
Ms lezlie
 
 
 
 
 
 
9/27  In Class:  students took their mod 4 quiz then we started labs.  Students had two to do in class–I think everyone finished the first one.  I included in the class email a video to use to complete Exp 4.3 (it will be a virtual lab).  If your group did not finish Exp 4.1 in class, then you need to arrive early Thursday or Tuesday to complete it.  
 
Hwk–follow the agenda.  Perform Exp 4.3 virtually using the link in the email.
 
Exp 4.3
–in the section for ‘Changes Made to the Procedure’, you should state that the lab was virtual and that magnification is unknown.
 
Skip steps 1 – 3
 
Step 4–pause the video anytime before the 3 second mark and sketch what you see in one of the ‘Before’ circles on p 403.  The magnification is unknown although I would guess 100x.
 
Skip step 5 and 6 (you can read them to know what is going on but there is nothing for you to do)
 
Step 7–choose two different cells to draw in the ‘After’ section. The first should be around the 25 s mark and the second should be towards the end of the video. 
 
Step 8 & 9–omit
 
 
9/20   Today was a great day!  We finished the module by talking about the plasma membrane–its structure, functions and cell transport.  We watched several video clips of cell transport (osmosis–plasmolysis and cytolysis, active mechanisms–endocytosis and exocytosis).  We finished by discussing science fair projects.  
 
I went around the room and asked every student to state their question and hypothesis.  Then the class took a few minutes to brainstorm ideas that the student could research and add to their purpose (5 paragraph essay that begins their research plan).  I had the students write down the suggestions from class so everyone should have a minimum of 2 – 3 ideas.
 
Structure of the Purpose part of the Research Plan:
  • 5 paragraph essay with research info included
    • paragraph 1–this is the intro where you introduce your topic, why you chose said topic and end with your question
    • paragraph 2, 3, 4–these are your research info paragraphs.  You will identify and define terms, review previous experiments found online, explain the materials you are using (what is the material, what does it need to grow, how do you measure it, etc–do not give me a list of materials here!  Just go over the important variables like seeds, chemicals, growth media, etc)
    • paragraph 5–summary.  Wrap up your info, refer back to your question and state your hypothesis.
  • Remember to keep track of ALL sources used to help you with your project:  every person you talk to is a source, every website you visit, every magazine article, etc.  You must have 5 academic sources (not every person is considered an academic source, but the bigger the bibliography, the more the judges like the project).
Hwk–follow the agenda.  Study for quiz next week.  Read the labs in the SN and be ready for lab day.
 
9/13   In Class:  Students took Latin Quiz #4, then we began notes for Mod 4 on cell theory, functions of a cell, the three types of cells, and cell organelles.  We filled in a Venn Diagram comparing the three types of cells.  Lastly, we watched a video entitled, “The Wonder of the Cell” by Dr. Georgia Purdom.  This video is incredible because it brings to life the information about the cell and proteins and DNA in a way that I cannot replicate in a classroom setting.  Dr. Purdom’s knowledge as a molecular biologist is invaluable and she breaks the complicated cellular processes down into easier to understand language.  
Hwk–follow the agenda, work on summary for Wonder of DNA due next week and Wonder of Cell due in two weeks.  Also work on the coloring sheets handed out in class.  Make sure that you fill out the cell table in the OYO’s.  Use the answer key in the book to fill out the table.
 
9/6  In Class:  Students took their Mod 2 vocab quiz, then we reviewed nucleic acids, DNA and RNA.  Lastly, students watched a video entitled, “The Wonder of DNA” by Dr. Georgia Purdom.  The purpose of the video is to expose the students to in-depth teaching about DNA and current topics related to it like ‘Junk’ DNA.  The video also helps students to see how complex DNA is and the incredible design features it displays.  
 
Hwk–follow the agenda.  Work on your video summary (2 paragraphs) and study for Latin #3.
 
 
8/30    In Class–we discussed the purpose portion of the research plan, students turned in the lab book and other hwk, then we finished going over the module content using the PPT.  Lastly, students performed Exp 2.2.

 

 
I will send you feedback on your sci fair ideas by Friday.  You will need to make suggested changes and submit your Sci Fair Question next week.
 
Hwk–finish the lab report and type conclusion, follow the agenda.
 
 
8/23   In Class:  students first took their Latin 2 quiz, turned in hwk, and then we began Mod 2.  We briefly went over the review material (it was covered in depth in physical science), then performed Exp 1.1 C & D.  Hwk is to follow the agenda.  I will email the PPT.  Make sure you follow the instructions for how to write a conclusion for a microscope lab and how to label the lab drawings.
 
8/16  In Class–we went over the PPT for Mod 1 and discussed the criteria for life.  We talked about the questions, “what is life”, “when did life begin”, and “when does life begin”.  We watched several video clips on the topics of eugenics, euthanasia (some) and abortion and how current events relate to what we are learning in class.  We did not finish watching the video in class, so I am attaching it for students to finish.  I think there are about 19 minutes left.  
 
Hwk–follow the agenda, complete Take Home Quiz 1, prep for Latin Quiz 2, finish the video and work on the summary.
 
 
I attached the PPT for module 2.  I suggested today that students print the PPT out, hole punch it, and place in their binders.  Then, when we begin Mod 2 next week they can take notes on the print outs (highlight the things we talk about, add impt info, etc).  If they try taking notes this way, they don’t have to try to write down everything I say in class.  They should modify the PPT before printing to make it black and white to save ink.
 
8/9    In Class:  Students took their first Latin quiz, which Ms Kim graded and returned during class.  We discussed their sci fair project and due dates (5 ideas due in 3 weeks).  Then we went over how to work a microscope and performed Exp 1.1 A, B.  
 
Hwk:  follow the agenda.  Study for Microscope quiz.
 
I attached the microscope PPT and the lab instructions for writing the lab reports to the class email.
 
 
 
HANDOUTS
 
Biology Agenda
 
Science Course Policy
 
Lab Safety
 
Signature Page
 
STUDENT PROFILE

“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 sooners@click1.net.