Week at at glance

With the conclusion of testing week and the starfish this Monday our goal is to learn about and dissect a Crayfish. Crayfish are of the Decopod family of crustaceans and a larger version of shrimp yet much smaller than lobster. As Invertebrates their skeleton is on the outside much like a starfish. This should be fun

Due to bad weather last week ALL testing has been placed in this week, so when not testing this class will fulfill missing assignments

This week we will conclude the Earthworm lab unit and prepare for another decomposer/predator, the Starfish

it is the oceans cleaning machine and comes in wide variety of shapes and colors. It has one of the most simple digestive systems we know of and its circulatory system relies on sea water.

This week is a continuation of week 6 due to TELPAS and end of the 6 weeks testing and ZAP

Your students, after the Heart Dissection on Monday will begin a study of the common Earthworm. What is its job and where is it found Do we really need worms?

This week the students will learn about the various parts and operation of the mammalian heart. The heart that we all have. They will be able to compare and contrast this type heart throughout the dissections this semester with the variations found in the specimens that they will dissect.

What are the parts and what does each part do, that is the question they must discover the answers for

The Eyeball, our focus this short week will be the eyeball and its various parts. What it does, how it works and why it is so important. We will dissect a cow's eyeball at the end of the week.

This week we are going to finish our discussions on cell to tissue to organ to organ system

Wednesday to Friday this week our lesson and personal goals is to getting to know each other. Once this is accomplished the students will have 3 assignments due by Friday this week. ALL of them are in the google classroom. We have to be sure that all students know where the class is, what it is focused on topic wise, who else is in the class. And we must ensure that all students can use google forms and google slides for the highest grade possible with solid good work.

The current google class codes are on this web site and will be updated on the school site this week

Your students will learn about the fetal pig and by extension how that relates to medical benefits for the human species at large. Additionally we will look at the habitat and food purposes of the pig in our various cultures. This unit will cover drawing and labeling and defining a whole new set of terms while supporting and reinforcing terms we have learned all semester

You students will learn the history and biology of the common rat this week. How is the main suspect of the black death and how it exist in a variety of habitats

We will investigate the history and facts and folklore of the common frog. Then students will compare the systems of the frog to humans, and hopefully understand why they are so important and useful to us today.

How is the earthworm and animal of value to life on the planet Earth. Why do we want to know about them, and what does their digestive system do for us.

the students are using the perch to extend from the core science class on biology of cells to body systems and organisms. we are looking at each organ and system that help a perch survive in its habitat

This week, even though it will be short, our goal is to learn about and dissect a squid. This animal is the subject of ancient history mythology and fairy tales . Additionally it provides an excellent food source for human consumption. We will investigate as many aspects of the Squid as time will allow.

This weeks lesson will involve the very edible and incredible Crayfish. Students will explore how this animal survives, reproduces and how we use it as a food resource. Students will be able to discuss the identification and function of its body parts and where it can be found

Students will draw label and define the terms of this animal. After watching videos on the habitats, and uses and history of the starfish we will dissect it

Students will learn about the pig heart and examine its structures through videos / drawings / and a real pig heart

Your students are going to investigate the fetal pig during this closing unit for Dissection. We will study the various systems and how they are used in medical science to help us save lives and why they are used in many various industries that support our day to day lives.

due to student disengagement we are delayed in accomplishing this lab set, We will finish the lesson as described in week 16 and the target date to dissect the rat is on June 1. I will post the next lesson upon completion of this dissection unit

The rat and its impact on humans is centuries old. As we study this animal we will investigate how it exists and what its intended purpose may be. Did it really cause the spread of the Black Death in the middle ages. Did it or is it an experiment gone wrong. How and why do we use it in science and the development of everything from drugs to cosmetics. What systems does it possess and how can we learn from them. Stay tuned as the opening of this animal sheds light on much of how and what we do today.

This week you students will be discovering the common earthworm. What does it do for the environment and what uses do we find for the worm. How does it eat, how does it reproduce, how does it move and how long do they live. What is the smallest and what is the largest earthworm we know about. All this and much more for the further understanding of organic life on our planet.

Tuesday and Wednesday this week are STAAR test all day; therefore I am using Monday / Thursday and Friday as "reboot'days". Your students are going to be immersed in cram sessions on the labs we have already done the systems we have learned. We will be doing reviews and vocabulary activities in addition to support materials to prepare for this final 6 weeks of land animals. How are they different and unique from the animals we learned about that live in water environments. We will be reinforcing these systems all next week; the circulatory system / the respiratory system / digestive system / excretory system / reproductive system / nervous system, and all the parts for each. So vocabulary is going to be very important and useful to review and refine.

Sue to STAAR and technical issues we will be reviewing body systems and their functions by watching clips from the movie Osmosis Jones. Your learners will answer multiple questions and make predictions about the systems of the body based on the introduction of a dangerous virus. What are the effects the virus has on the body and how do the various systems in the body respond in an effort to survive.

This week your students will use "Eminds" (software) to enhance their understanding of the frog and how it is developed as an organism. On Thursday I will dissect a frog and video it for instructional purposes and the students will dissect theirs on Friday. Virtual learners will have 2 options for the dissection, either the video summary from the University of Dakota or the Eminds Test unit.

This week starts with the midterm assessment for all dissection students. Then we begin the Historical and mythology of frogs in our cultures to discover why this specimen is of both social and scientific value. We will learn about habitats and uses for the common bullfrog today. We will discover how incredible the Frog is as food and as a predator in nature. Many social histories include frogs for a wide variety of purposes from religious to practical medical uses. Myths are a great place to begin this journey on this unique specimen. We are beginning on the outside which will conclude in Kahoot on Friday this week. Next week we go inside and discover how the systems and organs and structures help us better understand our human bodies.

This week on Monday we are dissecting the Perch, due to STAAR last Tuesday. This week we will learn about and dissect the Dogfish Shark. It is a very incredible animal and some of its family are still considered Dinosaurs today. This eating machine is the foundation of myth, mystery, scary movies and book stories. We will learn about its food value and uses in the commercial industries as well.

This week students will take part one of the STAAR test on Tuesday. On Monday and the rest of the week we will be investigating the Perch. We will learn about the circulatory and respiratory systems as well as the other systems. We will draw and label and define the terms as needed. We will also prepare to dissect this animal and discover how it is organized internally to be able to identify the gender and edible parts.

The students this week will learn about Crayfish (also known as crawfish, mudbugs, craw daddy) these little water animals are great hunters and scavengers that also swim backwards. We will investigate their internal systems and structures as well as the edible characteristics they possess in this family of Decopods (shrimp, crayfish, lobster). A very interesting side note is that the circulatory system is open similar to that of the starfish (Echinoderm)

This week we will be finishing the heart with a Monday dissection and then test. On Wednesday we will begin the Starfish with a fun video and song about its' water-vascular system, then draw and label all parts. On Friday we will dissect the starfish just before spring break

During the week of March 1 to 5 the students will explore and discover things about the Heart and circulatory system that for many will be brand new information. They will learn about heart health and how it all works to maintain the machine we have called the body

During this unit the students will discover details about what the eyeball is, how it is constructed and what system it truly is part of. They will do labs not only of dissection but to determine which eye is their dominate eye and if they are near or farsighted.

This week the students will build and learn vocabulary and connections for the cell all the way to the organ systems. We will use several approaches interchangeably to accomplish this goal. vocabulary, drawing with labels and definitions, models and videos. Come see what we are doing.

As we resume the school year with part 2, the spring semester, all students are new to me and the curriculum being shown. We will introduce ourselves and establish our operating procedures that will follow us through the rest of this school year. the codes and meets are listed on the home page. thanks for being here

This week is the conclusion of the Fetal Pig and the semester also. Your students will finish their drawings and vocabulary lessons as well as the recording of video information that is needed to succeed at the end. We will physically dissect the pig on Thursday the 28th. Friday will be the semester final assessment and tie in to core topics in science.

Thank you for the fall learning events and time with your students.

This week the students will draw label and define the external parts of the fetal pig, and learn where the types of food we get from the pig are located. They will also work with the external and internal parts to include the skin (integumentary system), Respiratory and digestive systems. The students should be able to discuss how all these parts are used both as food, or for medical research processes.

This week the learners who should have by now turned in the external view with labels and definitions / the respiratory system, and the digestive system will now turn in the nervous system / circulatory system / urogenital system and do the actual dissection of the animal prior to the test on Friday the 15th. Those who are not turning in work will not achieve the success that is possible by doing the basics for the unit.

Students will dissect and investigate the Rat. Its history and its environment then and today. We will discover gender and food web information as well as how they socialize.

For the bullfrog our students will learn: the respiratory system, digestive system, reproductive system, and the nervous system. These systems will be sorted and tested individually to assist students in maximizing their understanding of how each system although independent of the others is still dependent on the others to function properly

The students will study the environment and systems of the perch. This fish is a highly complex animal and we will look at each system individually and then as an organism with interdependent systems. These systems will include but are not limited to (circulatory / digestive / respiratory / reproductive / nervous / internal features and external features)

The Earthworm is a decomposer that we are going to investigate in detail to learn about its digestive system and circulatory system. How does it eat dirt and stuff and make nitrogen rich fertilizer, and why does it have 5 hearts.

The students will investigate and dissect the Squid this week. What makes it the subject of ancient history and stories and how is it used as food today.

This week students will, having completed a heart dissection learn about their heart health, including resting and target heart rates. They will then have the opportunity to dissect starfish and demonstrate their understanding of the WaterVascular System. And will have the Cray fish introduced Having dissected the Crayfish on Friday the learners will complete the unit assessment and then we will investigate the Squid and its links to literature and actual history in several industries as we learn about it's circulatory and digestive systems

This week we are building the foundation material for the starfish Dissection. We are excited about returning on the Monday Oct 5th to do several actual dissections from the information we have already built.

This week we have several things to accomplish to have a successful semester

Please know and understand that virtual rules and in-class rules will not be exactly the same, that being said a few will be; 1) be on time and prepared, computer on, logged in to class, pencil or pen and paper to take quick notes for questions and directions 2) allow whomever is speaking to finish the thought and/or sentence before you jump in 3) dress appropriately and be in a good study place [remember that everyone online can see you and this includes visits from administration] 4)use the chat function in google meet to write any thoughts or questions that come up anytime

All Students have a right to be heard, so be kind as others speak, please and thank you

Be sure that your chromebook is charged every night or plugged in while you work at home. You will not have ready access to power at school when we come back.

Assignments will be posted in google classroom and reviewed in an ongoing manner

The first 3 assignments will not be too difficult but you will have to think and act correctly to score well. Virtual instruction will be based on an "A" day and "B" day schedule so for 4 weeks I will see you in meet every other day

Dissection Week at a Glance

Monday: Sept 7 Holiday

Tuesday: Sept 8 Day One

Google classroom checkup

Goals questionnaire

Welcome back Quiz

Brainpop Cells

Wednesday: Sept 9 Day 2

Discussion Cells

Class expectations and procedures (virtual)

What are the parts of a cell and what is their function

Questions and answers, with goals

Thursday: Sept 10 day 3

Video on cells parts and functions

Discussion over video

Dissection timetable

Vocabulary discussion

Friday: Sept 11 Day 4 (Sept 11, 2001 Rememberance)

Operation Boat Lilt (Viideo) and discussion

Opportunity wheel for weekly check up with questions:

1) Why do I have to do this again?

2) Why do we have to do vocabulary?

3) Why can’t we just cut stuff up?

4)Why can’t we take home parts of what we cut up?

5) Why do we have to journal what we do?

6) Why does this room smell weird?

7) Why do we have to set goals?

8)When do we get to cut stuff up?

9) Why do we have to wear goggles?

10) Who supplies the gloves?

11) Will we ever have to build models?

12)What are the specimens we will do?