Hi Guys!!!

I have missed you all SO much and am really looking forward to emailing, messaging, face timing, or any other digital form we can use to communicate.  I am linking a welcome back email that you and your parents will have access to starting tomorrow.  You can find it here.  Feel free to email me anytime and I will get back to you as soon as I can.

So let’s put our thinking hats back on and get ready for some amazing weeks of remote learning!

Question of the Day:

• Write three Random Acts of Kindness you could do during your free time next week.

Learning Intention:

• I will understand that genetic information is passed to the next generation.

 

Success Criteria:

• I can explain how genes are segments of DNA and that genes are organized and packaged into 23 pairs of  chromosomes in humans. 
• I can compare and contrast sexual (meiosis) and asexual (mitosis) reproductive processes. 
• I can explain how mutations may result in changes to structure and/or function. 
• I can identify the effects of various mutations. (ie: hazel eyes, red hair, albino, sickle cell anemia, flower color,etc.) 

Activities:

• Clean out locker – make sure you take home anything that could spoil or smell up your locker while you are gone.
• All about Genetics video
• Zooming into DNA in google classroom

Homework:

• Finish Zooming into DNA if you did not finish in class.  Turn in by Monday evening.

Question of the Day:

• What is one similarity between frogs and humans?
• What is one difference between frogs and humans?

Learning Intention:

• I will understand how to use dissection tools appropriately and work with a partner.
• I will know the similarities and differences between human and frog anatomy

Success Criteria:

• I can explain the different dissection tools and what they are used for.
• I can be appropriate using dissection tools and completing a lab.
• I can answer questions about human and frog anatomy

Activities:

• Frog Dissection – complete and turn in packet
• Complete and turn in Frog/human comparison chart (on paper)

Homework:

• Complete packet and comparison chart if not completed and turned in during class.

Question of the Day:

• What does the inside of the frog’s mouth look like?
• What tool should you use to open the body cavity?

Learning Intention:

• I will understand how to use dissection tools appropriately and work with a partner.
• I will know the similarities and differences between human and frog anatomy

Success Criteria:

• I can explain the different dissection tools and what they are used for.
• I can be appropriate using dissection tools and completing a lab.
• I can answer questions about human and frog anatomy

Activities:

• Frog Dissection

Homework:

• Bring clorox wipes to class (for frog dissections)

Question of the Day:

• Why is the frog’s tongue attached to the front of its mouth?
• What is the nictitating membrane used for?

Learning Intention:

• I will understand how to use dissection tools appropriately and work with a partner.
• I will know the similarities and differences between human and frog anatomy

Success Criteria:

• I can explain the different dissection tools and what they are used for.
• I can be appropriate using dissection tools and completing a lab.
• I can answer questions about human and frog anatomy

Activities:

• Frog Dissection

Homework:

• Bring clorox wipes to class (for frog dissections)

Question of the Day:

• What was the best part of your weekend?
• What is one rule you should follow when dissecting frogs?

Learning Intention:

• I will understand how to use dissection tools appropriately and work with a partner.
• I will know the similarities and differences between human and frog anatomy

Success Criteria:

• I can explain the different dissection tools and what they are used for.
• I can be appropriate using dissection tools and completing a lab.
• I can answer questions about human and frog anatomy

Activities:

• Frog Dissection

Homework:

• Bring clorox wipes to class (for frog dissections)

Question of the Day:

• How many skulls did you find yesterday?
• What did you learn from dissecting the owl pellet?

Learning Intention:

• I will understand how to use dissection tools appropriately and work with a partner.

Success Criteria:

• I can explain the different dissection tools and what they are used for.
• I can be appropriate using dissection tools and completing a lab.

Activities:

• Frog Pre-dissection lab
• Ed Puzzle dissection video

Homework:

• Bring clorox wipes to class (for frog dissections)

Question of the Day:

• What do owls eat?
• What is an owl pellet?

Learning Intention:

• I will understand how to use dissection tools appropriately and work with a partner.

Success Criteria:

• I can explain the different dissection tools and what they are used for.
• I can be appropriate using dissection tools and completing a lab.

Activities:

• Owl Pellet dissection

Homework:

• Bring clorox wipes to class (for frog dissections)

Question of the Day:

• What are the two PRODUCTS of cellular respiration?
• What are the FOUR accessory organs in the digestive system?

Learning Intention:

• I will understand how the interactions of the human body systems support life.

Success Criteria:

• I can discuss interactions of human body systems using relevant evidence. (for example, the role of the nervous system in all other body systems)
• I can explain how the systems of the body (nervous, musculoskeletal, excretory, digestive, respiratory and circulatory) are connected to the cycle of matter (photosynthesis and cellular respiration) by explaining how the systems of the body are involved in humans doing cellular respiration.

Activities:

• Human Body Unit Test

Homework:

• Bring clorox wipes to class (for frog dissections)

Question of the Day:

• What do platelets do?
• What are the four types of blood?

Learning Intention:

• I will understand how the interactions of the human body systems support life.

Success Criteria:

• I can discuss interactions of human body systems using relevant evidence. (for example, the role of the nervous system in all other body systems)
• I can explain how the systems of the body (nervous, musculoskeletal, excretory, digestive, respiratory and circulatory) are connected to the cycle of matter (photosynthesis and cellular respiration) by explaining how the systems of the body are involved in humans doing cellular respiration.

Activities:

• Human Body Unit Test

Homework:

• Bring clorox wipes to class (for frog dissections)