Here are your 3rd Quarter 2016 Assignments:
25-26 January: Chapter 11 Test. All questions on this test will be taken from Cornell Notes on Section 1 Genetics, and questions from the Homework Assignments #13 and 14 only. Students are directed to study these questions and the correct answers on these homework assignments. The test will be taken in class only on these dates. Students will be able to use their Cornell Notes for only Section 1 Genetics on this test and their Vocabulary List. Both their Cornell Notes and Vocabulary List will be graded on this test day.
25-26 January 2015: Homework 16: Chapter 12, Section 1 Living Earth. This assignment
can be found by reading Section 1 on pages 332-335 in your textbook. Themes are: Identifying all the places on Earth where there is life, define ecology, and observe environmental influences on life. Vocabulary is biosphere, ecosystem, ecology, population, community, habitat. All living things on Earth depend on each other for survival. Assignment will be due on 29 January all classes. Click here for Quia.com.
27-28 January:
1. Click here for What is an Ecosystem from Monkey See.
2. Click here for What is Biodiversity from Monkey See.
1-19 February: Cloning: The Case For or Against Project. Students will tackle this case head on in class as they research cloning. Assignment is worth 100 points. It is important for you to click HERE for the guidelines for this assignment. Assignment will be completed in class and at home. Students will need to complete their slide presentation by 17 February. Student partner teams will begin present their findings to the class via PowerPoint presentation from 18-19 February. Also click here for the Presentation Rubric, and click here for the Peer Assessment and Collaboration Rubric.
1. Click here for the Video on "The Story of Dolly the Sheep: First Mammal Cloned"
2. Click here for What is Cloning?
3. Click here for Cloning - from Learn Genetics.
4. Click here for an AWESOME SITE on Cloning from the Human Genome Project.
5. Click here for How Cloning Works from HOWSTUFFWORKS network.
6. Click here for the Steps to Therapeutic Cloning.
7. Click here for Reproductive Cloning.
2 February: I will have a substitute teacher this day. Click here for the Student Assignments Powerpoint and write down your assignments in your agenda.
1. Today students will finish their Fermentation Lab on their Google Drive, and also finish their Punnett Square worksheets. When they are done, they will work on their Homework Assignment #17.
1-5 February: In January students learned how to predict traits using a Punnett Square and two Alleles. Students will finish this assignment about how we code alleles for traits and predict which alleles will be passed on to successive generations of human beings, or animals, or plants. Click here for Punnett Square Worksheet 1, and Punnett Square Worksheet 2.
Click here for the Punnett Square Instructions.
1. Click here for the video tutorial on Punnett Square Genetics.
2. Click here for the second video tutorial on Punnett Square Genetics.
3. Click here for the Tutorial on Mendel's Principles of Genetics.
4. Click here for the video on "Introduction to Heredity" from Khan Academy, and click here for "Punnett Square Fun" from Khan Academy.
5. This is the Amoeba Sisters video from class on Mendelian Genetics and Punnett Squares. Has all the vocabulary needed for this assignment. Click here.
1-2 February: Homework 17: Chapter 12, Section 2 Populations. This assignment can be
found by reading Section 2 on pages 336-343 in your textbook. Themes are: Estimating population size, how
competition limits population growth, and factors that influence changes in population size. Vocabulary is limiting factor, and carrying capacity. Competition caused by population growth affects many organisms, including humans. Assignment will be due on 5 February all classes. Click here for Quia.com
**Assignment Policy Change: I do this every year about this time. Beginning the 2nd Semester (1 February) I will require students to be more accountable for turning their homework and classwork assignments in on time. Students are well aware of the routines, tools, and resources I use in my Science classes, and also the communication tools I use to describe in detail what their assignment is and the due dates. They also need to understand that we all have suspense dates and deadlines. If a student turns in an assignment 5 days after the due date, a zero will be placed in Gradespeed, and the student will not be able to make up that assignment. Late policy still applies as it did the first semester except for the 5 days late no credit policy: 1 day late (10 points off score), 2 days late (20 points off score), 3 days late (30 points off score), 4 days late (50% off score), and 5 days late (a zero - no credit). This does not apply to students who are sick, have internet issues, or are absent on a trip (I always allow extra time in this instance - one day for one day absent, etc.).
3-4 February: Cloning Project. Students will be working on this in class today. Students will also watch a video on Components of the Ecosystems. Click here for the video.
4 February: Mr. Hanson is sick with a virus in which he is in alot of pain and I am typing up my plan for class at 3:00 am as the pain is so bad it has kept me up all night. I will have a substitute teacher today for my Period 5 and 6 classes, as well as my Advisory Period. Here is the plan:
Sub: The laptops have to be taken out of the cart by students, plugged in, and then started. I will call you to let you know where the key is. Student teams are two to a table with two laptops for each student. Some student teams may use the Desktops, and there is a cord for them to plug in a laptop so they can work together. Insure that they take good care of the laptops. At the end of Period 5, have them log off the laptops and desktops, and keep the laptops in place for the next class. At the end of the day, the laptops need to be shut down, unplugged, and placed in the laptop cart and locked up. If you have a emergency drill, my Emergency Folder is in the blue backpack by the door and marked. I have class lists and procedures there. Utilize the students help when you need it. I have a number of kids who are class leaders and academic mentors in these classes. Thank you for your help today.
Period 5 from 7:50-9:15 am: Students will begin their Cloning Project as outlined above. The project teams are: Oddessey/Zoe, Ethan/Shane, Nathan/Kenya, Daryl/Alexia, Katherine/Paul, Vivian/Joelle, Jah-Vin/Thitipong, Larrin/Lily, Samuele/Dane, Rhianen/Max, Brianna/Jack, Ashton will be by himself and will use the desktop computer that is next to the Laptop cart. Tell students to sit together in these teams and take out their Agendas. Tell them to write in their agendas: Homework #17 is due on 5 February Friday, Cloning Project is due on 19 February. Also if you could read to the class, the above Assignment Policy Change in bold gold letters.
1. Students will watch the video above from 1 February on Dolly the Sheep to introduce the concept of cloning. Click on the link, turn on my smartboard (black remote is on my desk, then the volume switch is on the bottom of the speaker closest to my desk) the volume adjust is in the lower corner of your desktop screen).
2. Students will then need to log on to their google drives and my website and together read the guidelines above on the 1-19 February Cloning project link. Sub will need to put the guidelines up on the screen for students. Please read the guidelines to all students.
3. I have links to websites in which they can find information about cloning.
4. Students will need to use the guidelines to create their Google Presentation slides. For the title of the document: Cloning: The Case for or Against, their names, and period #
5. Students will be working on this assignment for the entire period. Encourage student teams to break up the tasks so each is working on 50% of the assignment - Ask them to do this today so each knows what the other is doing.
6. All the resources they need are on the 1-19 February Cloning Project guidelines above.
Period 6 from 9:30-1050 pm: Students will begin their Cloning Project as outlined above. The project teams are: Joseph/Audrey, Robert/Ryan, Francesco/Nicasio, Abigail/Magdalaine, Lamar/Jason, Leila/Kathleen, A'Ziya/Aiden, Libby/Roxanne, Isabella/Tyler, Diego by himself at the desktop next to the laptop cart. Tell students to sit together in these teams and take out their Agendas. Tell them to write in their agendas: Homework #17 is due on 5 February Friday, Cloning Project is due on 19 February. Also if you could read to the class, the above Assignment Policy Change in bold gold letters.
1. Students will watch the video above from 1 February on Dolly the Sheep to introduce the concept of cloning. Click on the link, turn on my smartboard (black remote is on my desk, then the volume switch is on the bottom of the speaker closest to my desk) the volume adjust is in the lower corner of your desktop screen).
2. Students will then need to log on to their google drives and my website and together read the guidelines above on the 1-19 Cloning project link. Sub will need to put the guidelines up on the screen for students. Please read the guidelines to all students.
3. I have links to websites in which they can find information about cloning.
4. Students will need to use the guidelines to create their Google Presentation slides. For the title of the document: Cloning: The Case for or Against, their names, and period #
5. Students will be working on this assignment for the entire period. Encourage student teams to break up the tasks so each is working on 50% of the assignment - Ask them to do this today so each knows what the other is doing.
6. All the resources they need are on the 1-19 February Cloning Project guidelines above.
Lunch is from 10:50-11:35 am
Planning time is from 11:40 am - 1:00 pm
Advisory Period from 1:00-2:25: Students will need to take out two assignments and begin working on them. Next to my desk on the right under the Printer, I have my seminar passes (green and white), and my brown cards (seminar passes). My students may need to go to see a teacher, and they can take their Brown Card Seminar Passes and go see a teacher. I have my book sign out clip board under the Printer too for students who need to take out a book from my classroom. Put the clipboard out, and have them sign their name and Seminar teacher they are going to so I know who has the book, and remind them to bring it back before the end of class. When 2:15 rolls in, have my Advisory students shut down all the laptops and put them away in the laptop cart and straighten up my room. Please put the laptop key in its place. Insure that my door is closed tight and the lights are off. Thanks for all your help today.
5 and 8 February: Homework 18: Chapter 12, Section 3 Interactions Within Communities. This assignment can be found by reading Section 3 on pages 344-348 in your textbook. Themes are: Describing how organisms obtain energy for life, explain how organisms interact, recognize that every organism occupies a niche. Vocabulary is producer, consumer, symbiosis, mutualism, commensalism, parasitism, and niche. How organisms obtain food and meet other needs is critical for their survival. Assignment will be due on 12 February. Click here for Quia.com.
9-10 February: Ecosystem Vocabulary Assignment. For this assignment, students will use the list of vocabulary associated with the study of Ecosystems and Ecology, and use the online program called Quizlet. Click https://quizlet.com/ and log into Quizlet. On this program, students will type in their words and find the definitions. They will also be able to play vocabulary games (that are really cool by the way), to help learn the vocabulary. Assignment is due on 4 March and is worth 100 points. Mr. Hanson will check each students Quizlet account for completion and grading. Students will have their Vocabulary Test on 9-10 March.
1. Students will find vocabulary definitions in their Science Textbook in Chapter 12, Section 1,2, and 3, and Chapter 13, Section 1,2, and 3; and in the ScienceSaurus Text that I am linking here.
a. Click here for the ScienceSaurus text for Ecosystem Vocabulary words.
b. Click here for the ScienceSaurus text for Biomes Vocabulary words.
2. Click here for the list of Ecosystem Vocabulary words for this unit.
9-10 February: Cloning Project. Students will be working on this in class
today. Surprise Pop Assignment today. Insure your Homework #18 is completed. Qch12s3code.
11-12 February: Cloning Projects. Students will also watch a video on Symbiosis Relationships between organisms, and read about Food Chains and Food Webs. Click here for the video.
1. Click here for the story of Shirley the Elephant.
2. Click here for GoPro Manta Ray Rescue.
3. Click here for the IMAX Mountain Gorillas.
4. Click here for the Orangutans.
5. Click here for PBS Documentary on Orangutans with Julia Roberts.
6. Click here for the National Geographic Documentary Chimpanzees in the Wild with Jane Goodall.
7. Click here and ** here for the 60 Minutes Into the Wild from Africa - The Mara Migration, Elephants, and Jane Goodall and her Chimps. WILL SEE IN CLASS. I will break this up into the three parts for class.
8. Then Click Here for the funny Wildebeast crossing the river video.
16-17 February: Chapter 12 Interactions of Life Exam. Students will need to study the questions and answers from Homework #16, 17, and 18. All questions on this test will be taken from these three assignments. There were NO Cornell Notes for this chapter. Exam is on www.quia.com/web.
18-19 February: Homework #19 - Chapter 13, Section 1 Abiotic Factors. This assignment can be found by reading Section 3 on pages 360-366 in your textbook. Themes are: identifying common abiotic factors in most ecosystems, list the components of air that are needed for life, explain how climate influences life in an ecosystem. Vocabulary: Biotic, abiotic, atmosphere, soil, climate. Assignment will be due on 22 February all classes. Click here for Quia.com
18-19 February: In class today students will focus on completing their Cloning Project Presentations and practice them with their partners.
22 February - 1 March: Cloning: The Case For or Against Project Presentations today. Students will evaluate their peers during their presentations in class today. Gives them an opportunity to learn how to evaluate using a rubric. Students will also learn about Symbiosis, Food Chains, and Food Webs. Students on the Tiger Sharks swim team or other students who will be absent, will present with their team when they return.
24-25 February: Homework #20 - Chapter 13, Section 2 Cycles in Nature. Themes are: Explain the importance of Earth's water cycle, diagram the carbon cycle, and recognize the role of nitrogen in life on Earth. Vocabulary: Evaporation, condensation, water cycle, nitrogen fixation, nitrogen cycle, carbon cycle. Assignment will be due on 27 February all classes. Click here for Quia.com
24-26 February ASSIGNMENT SLIDE - Click here. This shows what is happening in my class for the next two weeks.
26 and 29 February: Cloning: The Case For or Against Project Presentations today. Students will evaluate their peers during their presentations in class today. Gives them an opportunity to learn how to evaluate using a rubric. Students will also learn about how energy is moved in an Ecosystem, and how matter is recycled (Nitrogen Cycle and Carbon Dioxide-Oxygen Cycle), population biology will also be discussed.
1. Symbiosis video click here.
2. Ecosystems Video on Energy Flow and Nutrient Cycles click here.
3. An Ecosystems Biotic Potential click here.
4. For the Nitrogen Cycle click here.
5. For the Carbon Dioxide-Oxygen Cycle click here.
29 February - 4 March: SUBSTITUTE TEACHER IS MRS. ASHBY. I will be attending the International Student Leadership Conference with my High School students in Oberwiesel, Germany. I will have a substitute teacher for this week. Students in all my Science classes will be working together with a student-partner on their Ecosystem Project below:
1. **** Click here for the Assignments Slide for this week.
2. Click here for my substitute lesson plan.
24 February-25 March: Ecosystems Project Report. Students will select an Ecosystem and write a Scientific Research Paper using the 6+1 Traits of Writing. They will also be creating a presentation. Students will be working with a partner on this project. This is a report that will have to be completed at home or at school using Google Drive and Google Documents. The Research Paper Assignment will be given on 1-2 March and will be due on 25 March. The Presentation will be given during the week of 25 March - 1 April. Please read the Ecosystems Project Report Guidelines below listing what is required for this assignment. See links to the following:
Click here for the Introductory Video on the Components of the Ecosystems.
Excellent Website listing for Endangered Species Click Here.
1. Ecosystems Project Report Guidelines
2. World Biomes and Ecosystems
3. Internet Geography Ecosystems
4. MBGnet Biomes and Ecosystems
5. Windows to the Universe
6. National Geographic Ecosystems
7. U.C. Berkeley Biomes
8. Blue Planet Biomes
9. World Biomes
10. NASA Earth Observatory
11. Cool Biomes of the World
12. World Wildlife Fund Ecosystems and links on the left
13. Fact Monster Biomes
14. Thinkquest Ecosystems
15. Ecosystems.org Lots of information
16. Conservation Status
17. Tips to writing an Animal Report.
18. National Geographic Animals I
19. National Geographic Animals 2
20. 6 + 1 Traits Writing Guide
21. 6 + 1 Writing Traits Scoring Rubric You will need to rotate this.
22. MLA CITATION GENERATOR
23. San Diego Zoo Animal Guide
24. Monterey Bay Aquarium Animal Guide
25. Animal Planet Animal Guide
26. Endangered Species Guide Discovery.com
27. African Wildlife Guide
28. Marine Bio Guide for those interested in Marine Biology
29. Another Citation Generator Click here. And yet another Citation Generator click here.
1-2 March: EXTRA CREDIT OPPORTUNITY (25 POINTS) Students write a story involving themselves in their Ecosystem and the Endangered Predator they selected from their research paper above. This can be a fictional story - encourage you to use your imagination, and make it interesting using ecosystems vocabulary and concepts to explain your story. Describe your Ecosystem and your interaction with the living and non-living things. Your Endangered Predator is your friend in your story. Talk about the herbivores, omnivores, scavengers, symbiotic relationships, etc. The paper must have a title, your name, paragraphs indented, double spaced, 14 point font, and Arial or Times New Roman font. Minimum of two full pages. Must be turned in no later than 5 April to receive credit.
3-4 March: Homework #21 - Chapter 13, Section 3 Energy Flow. Themes are: Explain how organisms produce energy-rich compounds, describe how energy flows through ecosystems, recognize how much energy is available at different levels in a food chain. Vocabulary: Chemosynthesis, food web, energy pyramid. Assignment will be due on 5 March all classes. Click here for Quia.com
7-8 March: Students will work on their Ecosystems Project in class today. They will research pertinent information about how their ecosystem works using my classroom laptops, and their Google Drives. Students are writing a research paper using Google Documents, and creating a presentation using Google Slides.
1. Students will discuss and view the video on Symbiosis in class.
2. Students will view this video on Predator relationships - Orca vs. Great White.
3. Click here for the Ant Cities or Super Organism video.
9-10 March: Ecosystems Vocabulary Test today. Students will be tested on their Ecosystems Vocabulary from their assignment on 9-10 February. They were given a month to complete all their vocabulary on the online Vocabulary Program Quizlet. All questions on this test are vocabulary related. I will grade their vocabulary list on Quizlet today in class.
9-14 March: Students will continue to work on their Ecosystems Project in class. Topics on Ecosystems will also be discussed during these classes.
14-18 MARCH 2014: TERRA NOVA TESTING IN THE MORNINGS CLICK HERE FOR THE TERRA NOVA SCHEDULE.
14-18 March: Students will be working exclusively on their Ecosystems Project in class and during Advisory this week.
1. Click here for the Ecosystems Project Guidelines.
2. Click here for the PowerPoint slides that have ALL 7th Grade assignments and due dates for 16-20 March.
17-18 March: Students will finish up their projects today in class. Ecosystem Project Report due no later than 20 March. Click here for the 7 things that you must share about your Ecosystem during your presentation. Don't forget that your extra credit is due on 25 March.
Students will watch two videos on habitat destruction and a dolphin rescue.
1. Click here for the video on destruction of the Sumatra Rainforest habitat (Sumatra Tiger, Orangutang, and Asian Elephant).
2. Click here for the video on destruction of Eucalyptus Forests of Australia (Kuala).
3. Click here for the video on a dolphin rescue off Kona, Hawaii.
IMPORTANT ECOSYSTEMS PRESENTATION INFORMATION: 24 March - 2 April: Ecosystem Project Presentations. IMPORTANT: CLICK HERE FOR THE PRESENTATION SCORING RUBRIC. THIS RUBRIC SHOWS WHAT YOU NEED TO PRESENT TO ME ABOUT YOUR ECOSYSTEM.
21-24 March: Mr. Hanson will be attending the Model U.S. Senate conference in Germany with his high school students. I will have a substitute teacher for this week. This Ecosystem Project can be found above under 24 February-25 March Ecosystems Project Report. Students must complete the following goals this week:
1. Finish their Ecosystems Project Research Paper on their Google Drives. This paper must be turned in by 25 March - Shared with me on my Google Drive - [email protected].
2. Complete their Ecosystem's Presentation Slides on their Google Drives. Presentations will begin from 25 March - 1 April.
3. IMPORTANT: Please show this video on the Lion Man to my Period 2, 4, and 5 classes on 21 and 22 March. I have already showed my 6th Period.
21-24 March: Click here for the Science Assignments PowerPoint slide for these days.
29-30 March: Introduction and Research into Human Body Systems. Students will begin studying the various systems of the human body, their parts, human physiology, and diseases that effect the different systems. The systems are: Skeletal, Muscular, Digestive, Excretory, Respiratory, Circulatory, Nervous, Endocrine, Immune/Lymphatic, Integumentary, and Reproductive Systems.
1. Students will learn in class basic concepts of each system and how they work. Disease process affecting these systems will also be discussed. Video, audio, internet, print, and diagram resources will be used as well as models.
2. Students will begin with these research sites on the Human Body:
a. Research Encylopedia click here.
b. Inner Body Anatomy click here.
c. Health-line Human Body Maps click here.
3. IMPORTANT: Click here for the ScienceSaurus textbook on Human Body Systems. Students will need to know vocabulary and concepts related to these specific systems. They will also have quizzes on these systems and will need this text to study.
4. IMPORTANT: Click HERE for the Human Body Systems Vocabulary List for the entire unit. This the vocabulary you will need to know.
5. Quizlet Vocabulary Assignment (100 Points): Students will use www.quizlet.com to create their Vocabulary Flash Cards. This assignment will be due on 28 April.
30-31 March Substitute Teacher: I will be gone on a Field Trip with my High School class today. Here is the assignments slide for these days. Click here.
31 March-1 April: The Study of Human Body Systems: Skeletal System Structure and Function. Students will learn about this system and diseases that affect it. Click here for the Human Anatomy website that will be used for this unit. Click here for the Skeletal System vocabulary and text.
For this assignment you will have to define words that are part of Human Anatomy and the Systems of the Human Body. You will be using Quizlet to create sets for EACH body system (Skeletal, Muscular, Digestive/Excretory, Respiratory, Circulatory, Nervous, Endocrine, Immune, and Reproductive systems). You will have a Quizlet vocabulary Set for each. You can find all the vocabulary in the ScienceSaurus text linked on my website for each body system.
1. Click HERE for the entire vocabulary list for this Anatomy and Physiology Unit.
31 March - 1 April: SKELETAL SYSTEM VOCAB ASSIGNMENT: Click here for Quizlet.com. Students will need to create a Vocabulary set in Quizlet and entitle the set Skeletal System, your name, and period #. The vocabulary is found on the above link to the "Skeletal System vocabulary and text". All words that need to be defined are in black bold in this text. The vocabulary words on the skeleton diagram also need to be defined (example: ribs, sternum, etc.). This assignment is due on 5 April all classes. Cick here for the Skeletal System vocabulary and text.
1. Click here for the BEST Skeleton Website.
2. Click here for the video on the Skeletal System.
3. Click here for the Live Science research site on the Skeletal System.
4. Another video on the Human Skeletal System.
4-5 April: Muscular System. Students will learn about this system and diseases that affect it. Click here for the Human Anatomy website that will be used for this unit. Click here for the text from the
ScienceSaurus book. Students will be taking a Learning Style Inventory today in class.
MUSCULAR SYSTEM VOCAB ASSIGNMENT: Click here for Quizlet.com. Students will need to create a Vocabulary set in Quizlet and entitle the set Muscular System, your name, and period #. The vocabulary is found on the above link to the ScienceSaurus book text. All words that need to be defined are in black bold in this text. This assignment is due on 6 April all classes.
1. Skeletal Muscle Diagram and information - click here.
2. Muscle tissue diagram - Skeletal Muscle, Smooth Muscle, Cardiac Muscle - Click here.
3. Click here for the most excellent video on the Muscular System.
4. Click here for the Live Science research site on the Muscular System.
28 March - 7 April: Ecosystems Presentations
6-7 April: Digestive/Excretory System. Students will learn about this system and diseases that affect it. Click here for the Human Anatomy website that will be used for this unit. Click here for the ScienceSaurus text and vocabulary for the Digestive System. IMPORTANT: Click HERE for the Human Body Systems Vocabulary List for the Digestive/Execretory System. This the vocabulary you will need to know.
DIGESTIVE/EXCRETORY SYSTEM VOCAB ASSIGNMENT: Click here for Quizlet.com. Students will need to create a Vocabulary set in Quizlet and entitle the set Digestive System and a completely different set for the Excretory System, your name, and period #. The vocabulary is found on the above link to the ScienceSaurus Text. All words that need to be defined are in black bold in this text. This assignment is due on 18 April all classes. Click here for the BEST Digestive/Excretory System video from class.
1. Click here for video on the Digestive/Excretory System.
2. Click here for another interactive on the Digestive/Excretory System.
3. Click here for the Live Science research site on the Digestive System.
4. Click here for the Live Science research site on the Excretory/Urinary System.
5. Click here for the diagram of the Digestive System.
6. Click here for the diagrams of the Excretory System.
7. Click here for the diagram of the Kidney.
8. Click here for the diagram of the Nephron.
5 April: Last day to turn in Extra Credit for the 3rd Quarter.
7 April: Last Day of the 3rd Quarter.
11-15 April: Spring Break.
18-19 April: Respiratory System. Students will learn about this system and diseases that
affect it. Click here for the Human Anatomy website that will be used for this unit. Click here
for the best website from Live Science. IMPORTANT: Click here for the Human Body Systems Vocabulary List for the Respiratory System. This the vocabulary you will need to know.
RESPIRATORY SYSTEM VOCAB ASSIGNMENT: Click here for Quizlet.com. Students will need to create a Vocabulary set in Quizlet and entitle the set Respiratory System, your name, and period #. The vocabulary is found on the above link to the Vocabulary List for the Respiratory System. All words that need to be defined are in black bold in this text. This assignment is due on 22 April all classes.
1. Click here for the Live Science research site on the Respiratory System.
2. Click here for the video on the Respiratory System.
3. Click here for the diagram of the Respiratory System.
Students will begin their assignment on Human Anatomy Vocabulary using Quizlet. Students will use this program to make their flash cards.
1. Click here for the Human Body Systems Vocabulary List.
2. Click here for Quizlet online. Students created their own accounts in class.
3. IMPORTANT: Click here for the ScienceSaurus textbook on Human Body Systems. Students will need to know vocabulary and concepts related to these specific systems. They will also have quizzes on these systems and will need this text to study.
4. IMPORTANT: Click HERE for the Human Body Systems Vocabulary List for the entire unit. This the vocabulary you will need to know.
28 January through 14 March 2015: Fruit Fly Genetics and Heredity Lab: Students will be given 5-10 fruit flies and will study the behavior, hereditary traits, life cycle, and genetics of this animal. The lab will continue through the month of March as they see the successive generations and identify specific genotypical and phenotypical traits that are passed on. For Fruit Fly history and introduction click here.
For those students who would like to learn more or experience Enrichment learning in the area of Genetics, click here for the "DNA From the Beginning" site.
1. Click here for the guidelines for this lab.
2. Click here for the Exploratorium Wild Type and Mutant Fruit Fly lesson plan.
3. Click here for the Exploratorium Mutant Fruit Fly Identification page.
4. CLICK HERE FOR THE BEST SITE TO IDENTIFY FRUIT FLY MUTATIONS AND PHENOTYPES.
4. Click here for the Fruit Fly Identification Lab that has pictures of fruit fly traits and mutations.
5. click here for the Exploratorium Genetic Crosses/Punnett Squares.
6. Click here for a fruit fly inheritance activity.
7. Click here for the HHMI "The Wonderful Fruit Fly" tutorial and identification of Phenotypes.
8. Click here for the Drosophilia Life Cycle from NASA's experiments with the flies in space. And animated here.
9. Click here for the Drosophilia Chromosome Map.
10. Click here for Virtual Fly Lab - phenotype mating of flies.
11. Click here for Fruit Fly Mutations Pictures from Google Images.
12. Click here for another site on Fruit Fly phenotypes.
12. Click here for the Fruit Fly video Game :)