Embedded Files
In the event that I am absent on short notice
Fall Semester 2016
AP Physics
Days 1 & 2: Follow the instructions provided by the substitute teacher. Here are the links to the sites you will be using.
http://users.hal-pc.org/~clement/Simulations/Physlets/TST/TST_Motion_Simulations.html
Anatomy and Physiology
Day 1 and 2:
1. Students will be studying one of the chapters in their A&P textbook. They
should continue to read, answer the “Checkpoints” at the end of each section in
writing. At the end of the chapter there are Review Questions to answer in
writing as well.
2. If students are having trouble with a section, they should get help from peers
and/or use the Internet to find tutorials. My web page for their class will list
good Internet sources.
3. Additionally, for students who finish and understand what they have rear, they
should build a model of the system (or part of the system) under study. For
example, use pipecleaners to model a contracting motor unit.
Earth Science
Days 1 & 2: Follow the oral and written instructions provided by the substitute teacher. On Day 1, you will do an activity to refresh on radioactive decay. On Day 2, you will read a section of a book entitled, "The Radioactive Boy Scout", and discuss it with your classmates.
French 1A & 1B
Day 1: Watch the first installment of Le Petit Nicolas. Work together to complete the worksheets Leçon 1 Activité 1A and Leçon 1 Activité 1B.
Day 2: Watch the first installment again. Then go over the answers to the worksheets. Help each other if you are not sure why an answer is incorrect. Make a list of questions for me that you cannot solve. Then proceed to Leçon 1 Activité 2.
Spring Semester 2017
Biology
Day 1:
(1) Read "The Excrement Experiment." Recall our unit on the Human Microbiome. Read purposefully with a partner, looking for answers to the accompanying worksheet (Cornell Note format). The worksheet will help you find the main and supporting ideas.
(2) Once you have finished the reading, make a pro and con list for the use of fecal transplants. Be ready to justify your answers.
Day 2:
(1) Students at each table discuss their pro and con lists. A student should volunteer to be the scribe on the Wheasel, while all other students copy into their lab books what he/she writes. Taking turns, each table reports out one pro OR one con, and must support that position with evidence from the reading. Continue going around to each table until all pros and cons have been mentioned.
(2) https://www.youtube.com/watch?v=Awn3haOpfcI - Pair up, get a laptop from the classroom cart, and watch this short vodcast about FMT. You will be provided with a vocabulary list. Add to your notes worksheet from yesterday when you hear new information.
(3) Return to the pro and con list. By table, discuss if you would now change any of your pros or cons. Then discuss which resource was more informative, convincing or confusing: the article or the vodcast. Explain your reasoning.
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Not taught during 2016-2017
Chemistry 1/Dual-Enrollment Chemistry
Day 1: Go to these two URLs.
http://www.youtube.com/watch?v=3MvLrDK-wus (Part 1 of 2 – about 9 minutes)
http://www.youtube.com/watch?v=MHX628K-EcM (Part 2 of 2 – about 9 minutes)
(Bergmann & Sams teach you how to name common organic compounds.)
Take notes. You may need to watch more than once.
Then test your understanding by completing the worksheets.
Day 2: http://www.youtube.com/watch?v=jIQubwpwZ8s (Part 1 of 4 - about 10 minutes)
http://www.youtube.com/watch?v=w087yShxuxc (Part 2 of 4 - about 10 minutes)
http://www.youtube.com/watch?v=2qPJwEb-Irg (Part 3 of 4 - about 10 minutes)
http://www.youtube.com/watch?v=SRXeTViLLIU (Part 4 of 4 - about 9 minutes)
(Bergmann & Sams teach you how to name common organic compounds.)
Take notes. You may need to watch more than once.
Then test your understanding by completing the worksheets.
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