Welcome to General Science! My name is Lezlie Haynes and I will be the instructor.
2/13–In class, students took notes over Mod 15. I emailed a PPT 2/13 so students can use it for their notes. I told them in class that they did not have to memorize all of the hormones for endocrine system. If there is a specific hormone I want them to know, I will tell them next week. They should work to learn the functions of the 3 systems, the organs of the 3 systems and what the major organs do. Also, be able to label diagrams of each system’s main organs. You could google diagrams for each system to label for practice. Follow agenda for homework.
2/6–Today in class students turned in hwk, watched 2 videos over sheep heart dissections then dissected a sheep heart in groups of 3 – 4. They did a great job–not every cut was perfect but participation was good and most could answer questions when I went over the dissected hearts with each group. I did send the quiz home as we did not have time to complete it. Students should have a quiz with answer document. They should write their answers on the answer document and turn that in next week. Hwk is to follow the agenda: no dissection summary for the heart dissection (drawings were turned in during class) and do complete the quiz.
Science Fair winners were announced and awards handed out in class. Congratulations to Bella for winning the 7th grade science fair as well as being selected by her classmates for best project. The top 8 projects advance to the Regional Fair at Belmont University March 16. I sent home info with those 8 projects and have set an informational meeting on Thursday, 2/8.
1/30–In class, we went over sci fair corrections (my 1/2 page notes sheet must be turned in with the report/board corrections or items will not be regraded), reviewed the circulatory and respiratory systems for the quiz, performed a lung capacity lab. Students were to copy the data from the whiteboard. Hwk is to follow the agenda–for the lab: answer the questions on the back page, create a table of the data, find the average of girls lung capacity, boys lung capacity, athletes lung capacity and nonathlete lung capacity and then make 2 bar graphs–one for boys vs girls lung capacity and one for athlete vs nonathlete.
From 1/23–In class we reviewed the notes from the previous week then finished the module. Students received 1-2 handouts on respiratory system. Homework is to follow the agenda. Any missing forms or forms filled out incorrectly will be addressed next week.
1/16–Class Cancelled due to weather. Since we did not have class today I thought I would touch base with everyone to discuss classwork/homework and science fair.
- I will email a video lecture that covers the information we would have covered in class today. I haven’t had a chance to make the video yet, but will do so today (probably when AJ goes down for his nap). You will need to watch the video and take notes. You are responsible for learning the info in the video. Do not wait until next Monday to watch the video and learn the material.
- I will email the Mod 13 quiz that was to be taken in class today. Please take the quiz and then turn it in at our class meeting next week.
- Science Fair is due 1/23. However, since we did not have class today and you were not able to ask questions, you may email me your rough draft and I will make suggestions for changes or will help you figure out what to do with your data. You may also turn in your board on 1/25 if you need to ask more questions next week. Your final report is still due 1/23–only your board gets a few more days. Remember to email me your abstract and I will edit for you:
- Copy and paste the purpose (your question and hypothesis for sure)
- copy and paste the procedure
- copy and paste the results (no graphs)
- copy and paste the conclusion
- Omit experiment 14.1
- I will email the heart worksheet with the email. You can use your book and the video lecture to help answer any extra questions.
1/9-In class: we finished the module–students took notes and filled out the diagram coloring sheet (they need to make their key and color it), then we performed Exp 13.2. We did not have time for 13.3. I handed out a notes sheet that covers info from the chapter. It should help students study for the module quiz over the notes and diagram.
1/2–In class–began Mod 13 (up to but not including the section on small intestine), experiment 12.1 in class
For 1/2–please print the spring agenda, hole punch and place in binder. See you Tuesday!
Class Information to Print and place in binder before the start of class:
“This course is designed to be a student’s first systematic introduction to the sciences. Although it can be used for eighth grade (especially if the student has recently left the public schools), it is typically used best in the seventh grade. The course covers such topics as the scientific method, designing experiments, simple machines, archaeology, geology, paleontology, biology, and human anatomy and physiology.”
Students should bring all supplies to every class. This includes the student text, student notebook, binder and pencils. Students are required to keep an organized notebook consisting of notes, worksheets, tests/quizzes, and experiments.
In general, each module will take two weeks to cover. Class usually begins with a quiz over the previous week’s assignment. After the quiz, new material is introduced and explained. As time permits, experiments are performed to further the students understanding of concepts or to introduce new ideas. For many of the modules, additional assignments are sent home to further understanding of important concepts in the chapter. Progress reports will be sent via email at the end of each six weeks and will include all in-class work (extra worksheets, quizzes, labs, projects).
Experiments are varied in this course. For the life science sections, students will begin to use microscopes and will dissect several different items. Students will work in groups to complete the labs. Students will then complete lab handouts, reports or abstracts to discuss what was learned in lab.
Participation in the FAITH science fair is mandatory for all general science students. Students will begin to work on projects as early as September with the fair to be held possibly in January. A science fair agenda will be posted or sent home so that the student and parent can plan accordingly.
I look forward to seeing each student in the Fall!