5/8–Today was a good day.  We reviewed orally for the final exam–in depth!  Students were to take notes and most looked like they did.  Hwk is to study for the FE which is next week in class.  The exam is 95 MC questions + a notecard full of info that is worth the remaining 5 pts.

I can’t believe the year is almost over!  If you want to bring snacks next week, that is fine. You can eat and visit after the exam.

5/1–Today was a good day.  We went over catastrophism and uniformitarianism and how they relate to Biblical creation and evolution.  After lecture, we watched part of a Mt St Helen’s video on catastrophism, canyon formation, logs, etc.  Hwk is to follow the agenda.  No summary needed.

4/24–Email sent to parents regarding hwk and the video in class.

 

4/17–In class–students turned in their summaries then I lectured over most of Mod 6.  I will attach notes to this email of info we talked about.  Then, we watched a segment of a video over the formation of the Grand Canyon and its layers.  At the end, I handed out an article to be read at home.

Hwk–follow the agenda.  Article summary due next week.

4/10–In class–students took Mod 4 quiz then watched multiple videos explaining the 3 tests for document reliability.  Hwk is to follow the agenda AND write the 2 paragraph summary over the videos watched in class (1 summary for the entire series).  First paragraph should contain info learned in the videos and second paragraph should be how what was learned relates to the module, what you learned and how it relates to your worldview, is the info important, etc.  **Summary is not on the agenda, but was assigned in class.

4/3–In class–finished Mod 4, went over notes handout then went over the highlights of Mod 5. Hwk is to follow the agenda.  Congrats to Gen Sci for raising the most money in our secondary classes for St Jude!

3/27–Today was a good day–lab days are fun days.  In class, we went over the first part of Mod 4 through Wheel and Axle, worked some Mechanical Advantage problems then performed Exp 4.1.  Hwk is to follow the agenda–for the lab, fill out the lab report in the student notebook (purpose, hypothesis, materials, procedure & conclusion), complete the lab handout and insert it in the student notebook to be turned in next week.  No quiz next week.

Remember, the Summary Module questions are in the back of the text and/or student notebook.

3/20–Today was a great day!  Students took their last anatomy quiz of the semester and then dissected the sheep’s eye and a frog.  Hwk is to follow the agenda.

Dissection Summary Instructions:  Students are to TYPE at least 1 paragraph per dissection to describe what they did in class, how it related to Mod 16, and their overall opinion of what was learned in the dissection lab.  The two labs can be combined onto one page as long as each dissection has its own paragraph–a full paragraph not a couple of sentences.  I would like some thought and effort, please.

3/6/18-We had a really good day–lots of great questions asked in class by students!  We finished the chapter by discussing the eye and ear (used PPT) and then watched part of a video on dissecting a sheep’s eye.  Homework is to follow agenda, take Neuron/Brain quiz and make sure that you study for the next quiz!!!  Also, Ms Kim handed out Neuron/Brain labeling quiz during the student’s next class.  I know that four students do not have a second class, so if you did not receive the quiz, please email me and I will scan and send it to you.

Quiz over the Eye, Ear and Tongue diagrams–word bank will be provided.  Have a great Spring Break!

2/27–Today was a full day of lecture.  Students first turned in their bonus 15.1 lab and blood/kidney lab report.  Then, I went over the middle part of module 16–the brain, it’s three sections, what each section does, a breakdown of some major structures in the brain or locations, the senses of taste and smell and we talked about what would be on next week’s quiz (diagrams of neuron and brain like the handouts they have received).

Homework is to follow the agenda and study for the quiz.

2/20–Good morning!  Today was a good day.  We went over about 1/3 of Mod 16–this will be our biggest module yet with lots of diagrams and functions to memorize.  We went over the general characteristics of the nervous system and parts and function of neurons.  After that, we did a kidney lab.  The class seemed to enjoy it as we used simulated blood!

I told them I would email the purpose for their lab report:
Purpose:  In this investigation, you will create an ‘artificial kidney’ and expose ‘blood’ to a filtration process similar to the one that occurs in the kidney.  The blood will be placed in dialysis tubing, a special membrane that is designed to allow certain materials to pass through it while also preventing other materials from crossing it.
The blood placed in the dialysis tubing represents blood entering the kidneys and nephrons.  The material filtered out of the tubing represents the filtrate removed from the kidney through the ureter (urine).  Along with physical observation, chemical tests on the filtrate will be performed to determine if certain materials have been removed from the blood.
Hwk: Follow the agenda.  The hwk says complete lab handout.  We discussed this in class and they are to make a lab report.  It should consist of a title (I wrote it on the white board), Materials/Procedure, Data, Results, Conclusion.  They did not have an hypothesis. The data table should be stapled to the back of their lab report.  NO quiz next week.

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.

  1. 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.
  2. 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.
  3. 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:
    1. abstract
      1. Copy and paste the purpose (your question and hypothesis for sure)
      2. copy and paste the procedure
      3. copy and paste the results (no graphs)
      4. copy and paste the conclusion
  4. Omit experiment 14.1
  5. I will email the heart worksheet with the email.  You can use your book and the video lecture to help answer any extra questions.
Print from email today: Quiz Mod 13, Heart Worksheet #2
Turn in next week:  Science fair report (Tuesday), Mod 13 coloring sheet with key/legend, Exp 13.2 in Student Notebook, Quiz Mod 13, Science Fair Board (Tuesday or Thursday)

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.

Hwk:  work on sci fair and follow the agenda. For the lab report, only do the report for exp 13.2.  Omit 13.3.

1/2–In class–began Mod 13 (up to but not including the section on small intestine), experiment 12.1 in class

Hwk–follow the agenda, do not do Exp 12.2 at home and do not make a lab report for Exp 12.2 (will do it in class next week), work on science fair (due 1/23), work on coloring sheet (only the 4 items we covered in class–make a legend for each part)

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:

2018 Spring Agenda

Science Courses policy

Lab Safety

STUDENT PROFILE

Science Fair Report Handout 17 18

Sample Project

Research Plan In Detail Instructions

 

General Science List 2017-18

Secondary Schedule 2017-18

  “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.”

IMG_3148Students 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!

Ms Lezlie