Lezlie Haynes

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

4/11–In class–we finished mod 14, took quiz over micro- and macroscopic leaf diagrams and then we went outside to practice identifying leaves in preparation for the lab homework.
Hwk–follow the agenda.  Complete the leaf identification lab in the student notebook.  If you do not want to tape the leaves into your lab notebook, tape them to blank paper. Make sure that you include all of the stuff we practiced.  You must do 10 different types of leaves.
Quiz next week is Latin #15 and is our last Latin exam until the final exam in May.
4/4–In class, students turned in their rat dissection lab handout then we went over about 1/2 of Mod 14.  Since it was raining, we could not go outside.  So, we worked on how to identify leaves based on the criteria in the module and practiced using leaves I found online.  
Hwk–follow the agenda.  Quiz next week will be on the leaf diagrams–external and internal.  Begin to work on the Leaf Identification Lab in the textbook/student notebook.  Students should label each leaf following the lab instructions AND include whether it is simple or compound.
3/28–Today was great!  Students dissected a rat–this was the first time we have ever used rats in biology and they (the students) did great!  Not only did we dissect today, I announced the special award winners from the science fair at Belmont.  Our biology students pulled some great awards–several hundreds of dollars in cash prizes plus certificates and plaques.  
In class–students turned in the video summary then dissected the rat. I think Olivia Haynes (our dissection assistant today) took photos of students so I will send those to Ms Ramona to be posted on our facebook page.
Hwk:  They have a lab handout to complete and turn in next week (may not be mentioned on agenda) and then also follow the agenda.
3/14–Last Friday, several our our students competed at the Middle Tennessee Science and Engineering Fair.  Several FAITH students won divisional awards–we had 9-10 awards!  We are still waiting to hear about Special Awards–I hope he emails them out today (usually happens about week afterwards).
In class–students took Latin Quiz 16, watched two videos on how to dissect a rat (this is what we will do when we come back from Spring Break) and then watched (and took notes over) a video by Mike Riddle on evolution.  
Hwk–follow the agenda, make sure you type your video summary.  You can email it to me when you are thru or print a hard copy to turn in after Spring Break.
2/28–In class–students dissected a perch and a frog.  Hwk is to follow the agenda.  If we finished the insect video, students should also type their summary to be turned in next week.
2/21–In class–students took Latin Quiz #13 then we went over Mod 13 PPT.  We learned about the different subphlya in phylum vertebrata and then watched a perch dissection and a frog dissection in preparation for next week’s lab.
Hwk is to follow the agenda.
2/14–Today was a good day!  In class, students completed the Mod 12 quiz, turned in work from last week, dissected the crayfish and, lastly, we began to watch a video by Frank Sherwin (masters in parasitology) about Insects.  We only watched 25 minutes, so students turned in their notes for an effort grade.  Over the next two weeks we will watch the remaining hour of the video then students will write a summary.



Hwk is to follow the agenda.  Coloring page for crayfish is due next week.  Study for Latin quiz 13.
2/7-In class–students took notes over Mod 12, we handed out sci fair awards, we watched 2 dissection videos on the crayfish in prep for next week’s dissection and then watched several short videos on spiders.  




Hwk–follow the agenda.  If you didn’t turn in your video summary today, it is due next week.  I am attaching the Latin quiz to this email.  It should be taken and returned next week.  Also, study for Mod 12 quiz next week–be able to label the internal and external crayfish features and know voc
1/31–In class–students watched a 38 minute video entitled “Evolution vs God” on which they will write a summary.  I encourage parents to google this and watch it, too.  It’s good.  Then, we dissected the earthworm and lastly, students took their Mod 11 quiz which was over the diagram of the earthworm and the vocabulary (for which they had a word bank).





Hwk–make the science fair corrections and email them to me as soon as possible.  You can also bring hard copy Tuesday, but I would prefer you email me your entire report.  I can always edit it myself if need be.  Follow agenda for Hwk.
1/24–In class, students turned in their dragon baby drawings and dragon baby labs, turned in their science fair board and reports, took notes over Mod 11 (overview of entire module), judged the high school science fair projects, judged their dragon baby drawings (Congrats to Maddie for her adorable baby dragon with the big eyes), and received their Mod 11 Latin quiz as take home and received their Mod 11 coloring sheet.  Not bad for one hour and 50 minutes!  This is a great group!
Hwk–follow the agenda.  I will be emailing each student with science fair project corrections.  Corrections are due to me on Thursday of next week.
Winners will be announced as soon as possible. We will have a parent/student meeting next Thursday, before Tutorial, at 8 am in D204.  All high school student projects advance to Belmont.  This is a tremendous opportunity for our students and I am so excited!
1/17–In class, students took the Mod 8 quiz (after we reviewed).  Then, students performed a genetics lab to make a Dragon Baby using genotypes and phenotypes of a Dragon Mom and Dragon Dad.  The lab is great for reinforcing the concepts in Mod 8.  I also let students keep Wkst #2 if needed. I think some students just need a little more time to grasp what we are doing and, hopefully, after the lab today, they feel better able to complete the worksheet.
Hwk–Wkst #2 will be due next week, Draw and color Dragon Baby, complete sci fair project, study for Latin Quiz 11 (take home)
Science Fair Report and Board are due next Thursday.  What you will turn in to me (you can put your paperwork in a cheap, two-pocket folder if you prefer):
  1. Research Plan (also called Rationale)
    1. Rationale/Purpose (couple of paragraphs minimum)
    2. Question
    3. Hypothesis
    4. Procedure
    5. Risk and Safety
    6. Data Analysis
    7. Bibliography (5 sources, Bib is on a separate page)
  2. Project Summary (only needed if you changed your procedure)
  3. Data Table(s)
  4. Post Project Summary
    1. Results (either a paragraph or table)
    2. Graph(s)
    3. Conclusion (fully-formed, following the format)
  5. Abstract
    1. 4 paragraphs (we copy and paste ours)
    2. Email me your abstract and I will check your format
  6. Forms
    1. Adult Sponsor
    2. Student Checklist 1A
    3. Form 1B

What goes on the board:

  1. Topper
    1. put your title on the topper, not the board itself
    2. write your name and grade on the back, center of the topper
  2. Board
    1. Left Panel
      1. Top–Abstract, do not cut this paper at all!
      2. Middle to Bottom
        1. Rationale/Purpose
        2. Hypothesis
        3. If you have space to fill in, put Materials at the bottom
    2. Right Panel
      1. Top–Results
      2. Middle–Conclusion
      3. Bottom–Bibliography
    3. Center Panel
      1. Top Left–Procedure
      2. Top Right–Graph 1
      3. Middle/Bottom–Data Table, other Graphs, Photos, Materials
    4. Back side of board
      1. Name and grade/class in the center at the top
For 1/10:  Latin Mod 9 – 16
1/3–in class, we went over all things science fair.  Then, we began Mod 8 on Genetics.  Students were given an inclass worksheet so that we could work problems in class–this was for practice only.  Students were also given Genetics Wkst #1 and#2 for homework.  We gathered the data for Wkst #1 in class and students are to make a neat data table and bar graph of the data.  Then, on Wkst #2, they are to write the phenotype for each grandparent.  For example, If Grandma Gene had the genotype Bb, then her eye color would be non-blue eyes because she has the dominant gene B which is for non-blue eyes.  I posted the Latin for second semester, too, so study for Latin 9/10 and work on sci fair.
For 1/3–we will begin Mod 8 tomorrow.
Science Fair Due Date–1/24
Science Fair Judging at FAITH–1/25 (students do not attend)
Science Fair paperwork for Belmont Due–2/5
Science Fair at Belmont University–Friday, March 8, 2018
Science Fair Awards Ceremony at Belmont–6:30 pm, Tuesday, April 2, 2018

“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.