Friday 5/1 Agenda

Learning Goal- Dissect an owl pellet and identify the bones found.

Task 1. Complete Owl Dissection Lab:

1. Work with your partners to measure the length, width, and mass of your owl pellet. Record the information on your lab document.
2. Dissect the pellet by first breaking a piece off with your finders. Roll it gently between your thumb and index finger, feeling for any hard substances. You can watch this video of an owl pellet dissection to get some tips.
3. Find a skull/jaw. Measure the length of the jaw in millimeters. Record your measurement on your lab document.
4. Separate the smaller bones from the fur or feathers. Use the Identifying Owl Pellet Contents chart to separate the bones into different categories. Record the information on the table in your lab document.
5. Answer all analysis questions on your lab document. Discuss each question with your group and work together to complete.

Task 2. Reconstruct a skeleton from your pellet and glue it on to colored construction paper. Sketch in the missing bones. See vole skeleton below for example:

Task 3. Ticket out: What surprised you about the owl pellet dissection?

Thursday 4/30 Agenda

Learning Goal- Dissect an owl pellet and identify the bones found.

Task 1. Question of the Day: What are some similarities and differences between an owl digestive system and ours?

Task 2. Read "How do Barn Owls Make Pellets?"

• How is the owl's digestive system similar to ours? how is it different?
• What can we learn about the diet of an owl by dissecting a pellet?

Task 3. Owl Dissection Lab:

Assign roles to group members:

• Project Manager: reads directions, keeps group on task

• Materials Manager: obtains all lab materials, and puts them away (owl pellet, ruler, paper plate, tweezers, probe, rubber gloves, magnifier)

• Data Manager: records all data, observations, answers to questions on lab document in Google Classroom.

• Lab Technician: takes measurements, handles samples, responsible for pellet dissection

1. Work with your partners to measure the length, width, and mass of your owl pellet. Record the information on your lab document.
2. Dissect the pellet by first breaking a piece off with your finders. Roll it gently between your thumb and index finger, feeling for any hard substances. You can watch this video of an owl pellet dissection to get some tips.
3. Find a skull/jaw. Measure the length of the jaw in millimeters. Record your measurement on your lab document.
4. Separate the smaller bones from the fur or feathers. Use the Identifying Owl Pellet Contents chart to separate the bones into different categories. Record the information on the table in your lab document.

Task 4. Ticket out: What surprised you about the owl pellet dissection?

Wednesday 4/29 Agenda

Starter: Nepal Earthquake Info (USGS)    Google Earth Flyover Tour


Learning Goal- Understand what an owl pellet is, and compare digestive system of an owl to ours.

Task 1. Question of the Day: Do you know what an owl pellet is? What are some similarities and differences between the diet and digestive systems of humans and owls (or other birds of prey).

Task 2. Owl Pellets- A Video Explanation

Task 3. Read "How do Barn Owls Make Pellets?"

• How is the owl's digestive system similar to ours? how is it different?
• What can we learn about the diet of an owl by dissecting a pellet?

Task 4. Work with your partners to measure the length, width, and mass of your owl pellet. Record the information on your lab sheet.

Task 5. Ticket out: What surprised you about today's lesson?

Tuesday 4/28 Agenda

Testing for periods 1 and 2

Please remember to charge your chromebooks, to get plenty of rest and to eat a good healthy breakfast. 

Learning Goal- Understand how the brain works and how memory is affected by the use of drugs. 

Task 1. Watch Brainpop: the Brain and take the quiz (written)

Task 2. Click the Q and A button

• Choose four questions from the list. Click on at least four questions from the list and read the information to answer the questions.
• Record the question on the worksheet, along with the answer (written in complete sentences and in your own words) 
• Extra Credit: Do you have a question about the brain? You can click on "Ask another question about this topic!" and type in your question. Write your question on the worksheet.

Task 3. Click the Game Up button and Play- Cool Science Careers Imagine Yourself (If you don't have a chromebook, work quietly with a partner)

• Play the Neuropsychology Game (click the iPod and follow instructions)
• Play the Toxicology Game 

Taks 4. Ticket Out (Share something you learned today about the brain)

Monday 4/27 Agenda

Learning Goal (write it down on lined paper for exit ticket): Stress- what it is, what causes it, how the body reacts to it, why it can be harmful and beneficial, and how it can be relieved. 

1. Watch Brainpop Stress

2. Read Background Information: Stress is the effect that any situation or event has on the body and mind. Stress is change that must be adjusted to. Stressful events include injury, illness, or the death of a loved one. These are negative events, but stressful events can also be those things that are positive, such as graduating from high school, getting a new job, or moving to a new home. Sources of stress can come from the environment or the body. 

Stressors from the environment include: weather, noise, crowding, interpersonal demands (i.e. peer pressure, family issues or changes), time pressures, performance standards and threats to security and self-esteem. Stresses from the body include the rapid growth of adolescence, illness, accidents, poor diet, and sleep disturbances. There are two types of stress: eustress, which is “good” stress and distress, or “bad” stress. 

Eustress is stress that produces a positive effect. For example, before a sports event, such as a race, athletes often get nervous. This stress helps the athlete perform to the best of his or her ability. A second example of eustress is threatened safety. A person who is being chased by someone or something threatening their safety feels stress. This stress is positive because the person threatened is able to run and fight better than they would without the stress. Distress is the stress one feels because of relationships, life demands, etc. It is unproductive.

-Melissa Buege TED Lesson

2. Does Stress Causes Pimples?

3. Stress Padlet This is shared only with Ms. Lopez

• What are the situations that cause me stress?
• What do I feel like (physically and emotionally) when these things happen?
• What do I do when these things happen?

4. Healthy ways to reduce stress

 Think, Pair, Share:

• Have you ever laughed really, really, hard so that tears came into your eyes?

What are things that you do to help you when you are stressed?
1. Music
2. Conscious breathing
3. Visualization
4. Tensing/relaxing of muscles
5. Journaling
6. Talking to a friend or adult that you trust
7. Creative expression (draw, play music, dance.........)
8. Exercise

5. Exit Ticket

• (on lined paper) In complete sentences, explain at least two things you learned about stress that relate to the learning goal.

Friday 4/24 Agenda

CSUMB Field Trip!!

Thursday 2/23 Agenda

Today's Learning Goal: Understand that the human brain performs many different functions, and that each person's brain is unique in how it responds to different tasks.

1. Watch the video: Brain Tricks. Go to Google Classroom, find the assignment called Brain Tricks Video/Brain Stations Lab response, and write about three sentences to answer the question: Do you see a relationship between the different ways the brain processes information and the difficulty of some of the Brain Station activities? Explain your answer.

2. If you haven't done so, finish Brain Stations Lab

4. Interactive Reader: Read pages 264 –270 about the Nervous System. Go to Google Classroom, find the Nervous System Questions assignment and complete it. 

5. Discussion/Ticket Out

Wednesday 4/22 Agenda

Today's Learning Goal: Understand that the human brain performs many different functions, and that each person's brain is unique in how it responds to different tasks..

1. Google Classroom Discussion: What did you feel was the easiest activity from the Brain Station Lab we started yesterday? What was the most challenging and why?

2. Finish Brain Stations Lab

3. Watch the video: Brain Tricks. Do you see a relationship between the different ways the brain processes information and the difficulty of some of the Brain Station activities?

4. Discussion/Ticket out

Tuesday 4/21 Agenda

Today's Learning Goal: Understand that the human brain performs many different functions, and that each person's brain is unique in how it responds to different tasks..

1. Introduction: How the Brain Works video

2. Warm-Up: back to back/front to front discussions

3. Brain Stations Lab

4. Discussion/Ticket out

Extension: 

Brain Tricks

Monday 4/20 Agenda

Today's Learning Goal: Describe the function of the nervous system using the terms stimulus and response.

1. Anticipatory Guide (agree or disagree)

2. Nervous System/ Stimulus and Response notes

3. Revisit Anticipatory Guide

4. Reaction Time activity

5. Complete analysis questions

6. Discussion/Ticket out

Friday 4/17 Agenda

Today's Learning Goal: Explain the main function of the digestive system (Quiz).

1. Brain-Pop Digestion/Quiz

2. Slightly Gross Digestion Animation

3. Digestive System Written Response Quiz


Extension Activities: 

Crash Course: Circulatory and Respiratory System

Explore the Capillaries, Veins, Arteries, Heart

Heart and Circulation

Thursday 4/16 Agenda

Today's Learning Goal: Explain why the heart beats faster during exercise.

1. Why do you think the heart beats faster during exercise? Go to Google Classroom and respond to the prompt.

2. Anticipatory Guide/Notes

Circulatory and Respiratory Systems Animation


3. Heart Rate Lab

4. Analysis Questions

Extension Activities: 

Explore the Capillaries, Veins, Arteries, Heart

Heart and Circulation

Slightly Gross Digestion Animation (review)

Wednesday 4/15 Agenda

1. Go to Google classroom and open the assignment. Complete questions 1 and 2 before we watch the movie. If you don't have a Chromebook, ask me for a handout. 

Today's Learning Goal: Explain how the circulatory system is important to the function of other body systems such as the skeletal system, muscular system, and respiratory system.

2. Bill Nye: Blood and Circulation

3. Write a 5 sentence (minimum) summary of the video that addresses the learning goal. 

Sentence starters: 

• The main purpose of the circulatory system is __________
• The skeletal system depends on the circulatory system/blood to _______
• Muscles need ______________ from the circulatory system to ________
• The respiratory system works with the circulatory system to _________

Tuesday 4/14 Agenda

Finish Elbow Joint Model and Analysis Questions (15 min)

Today's Learning Goal: Explain how cellular respiration works and why it is so important.

Presentation/Notes

• Question of the Day: What is glucose and why is it important?

• Notes

• Make a Model (demonstration)

• Ticket Out

Monday 4/13 Agenda

Go to Google Classroom and complete the Self Evaluation Google Form

Learning Goal: Explain how the elbow joint works and which body systems are at work to help you use your arm.

Questions of the Day: 

• How do you know bones are living?
• Describe the main functions of the bones.

Presentation/Notes

Elbow Joint/Arm Model

Ticket Out

Thursday 4/2 Agenda

Announcements:

Don't Forget: Family Life Permission Slips due back NOW!

Earn-A-Bike Program: Ask me for an application!

Math Team: Sign up today!!

AGENDA

Learning Goal: Be able to describe the three types of muscle and how the muscular system interacts with other body systems.

1. Review Three Types of Muscles Notes

2. Body Systems Notes/Worksheets Portfolio

3. Digestive, Skeletal, and Muscular Systems Quiz: you can choose to do a hand-written quiz or go to Google Classroom and type it on the attached document.

4. Ticket Out: What have you learned about the interactions between body systems?