Friday, May 29, 2015
Thursday, May 28, 2015
Wednesday, May 27, 2015
Wednesday 5/27 Agenda
Learning Goal: Reproductive Health Unit Rotations: Learn about healthy relationships and human development.
Task 1: Video: Puberty in Girls
Task 2: Station rotation
Task 3: Complete any work from previous stations
Task 2: Station rotation
- Group 1: Girls and Development
- Group 2: What is Pregnancy?
- Group 3: Directed Reading Packet
- Group 4: Promoting Abstinence
- Group 5: Healthy Relationships
- Group 6: Boys and Development
Task 3: Complete any work from previous stations
Ticket Out: Question or one thing new that you learned
Tuesday, May 26, 2015
Thursday, May 21, 2015
Friday 5/22 Agenda
Learning Goal: Reproductive Health Unit Rotations: Learn about healthy relationships and human development.
Task 1: Video: Puberty in Boys
Task 2: Station rotation
Task 3: Complete any work from previous stations
Task 2: Station rotation
- Group 1: What is Pregnancy?
- Group 2: Directed Reading Packet
- Group 3: Promoting Abstinence
- Group 4: Healthy Relationships
- Group 5: Boys and Development
- Group 6: Girls and Development
Task 3: Complete any work from previous stations
Ticket Out: Question or one thing new that you learned
Wednesday, May 20, 2015
Thursday 5/21 Agenda
Learning Goal: Reproductive Health Unit Rotations: Learn about healthy relationships and human development.
Task 1: Video: male and female reproductive anatomy
Task 2: Station rotation (finish stations started yesterday)
Task 3: Complete any work from previous stations
Task 2: Station rotation (finish stations started yesterday)
- Group 1: Directed Reading Packet
- Group 2: Promoting Abstinence
- Group 3: Healthy Relationships
- Group 4: Boys and Development
- Group 5: Girls and Development
- Group 6: What is Pregnancy?
Task 3: Complete any work from previous stations
Ticket Out: Question or one thing new that you learned
Wednesday 5/20 Agenda
Learning Goal: Reproductive Health Unit Rotations: Learn about healthy relationships and human development.
Task 1: Station rotation
- Group 1: Directed Reading Packet
- Group 2: Promoting Abstinence
- Group 3: Healthy Relationships
- Group 4: Boys and Development
- Group 5: Girls and Development
- Group 6: What is Pregnancy?
Ticket Out: Question or one thing new that you learned
Monday, May 18, 2015
Tuesday 5/19 Agenda
Learning Goal: To understand important reproductive health terms and know what STI's are, and how they are prevented and treated.
Periods 2 and 4: Complete Tasks 1 and 2, then start the Directed Reading Packet (use big Textbook)
Period 5: Work on Task 3: Directed Reading Packet
Task 1: Finish LEARNING ABOUT STI'S
Task 2: Finish Scavenger Hunt on the Internet
Express Yourself
Task 3: Directed Reading Packet
Read big textbook pages 556-567 and complete directed reading packet.Sunday, May 17, 2015
Monday 5/18 Agenda
Learning Goal: To understand important reproductive health terms and know what STI's are, and how they are prevented and treated.
You will work in your team. Read about each STI on the handout and at kidshealth.org and fill in the table. You will discover which STIs are curable and which are not. All are preventable!
What did you learn? Why is this important? Respond in a couple of paragraphs.
Homework: Finish Scavenger Hunt on the Internet
Click on all Links below to learn about each term and fill out the worksheet. Do not Google the terms, use ONLY the links below.
Thursday, May 14, 2015
Friday 5/15 Agenda
Learning Goal: To understand what STI's are, and how they are prevented and treated.
Learning about STIs or sexually transmitted infections is important in order to take care of your body and prevent health and infertility problems. The term STI has replaced the term STD or sexually transmitted disease. These infections and diseases spread from person to person through intimate contact. STIs can affect guys and girls of all ages and backgrounds who are having sex or intimate contact.
You will work in your team. Read about each STI on the handout and at kidshealth.org and
fill in the table. You will discover which STIs are curable and which are not. All
are preventable!
HPV information
What did you learn? Why is this important? Respond in a couple of paragraphs.
Extension:
A
friend is in need of some counseling and help. Fill out the handout, Be a Health Services Detective, to find
support for your friend.
Homework: Finish Scavenger Hunt on the Internet
Click on all Links below to learn about each term and fill out the worksheet. Do not Google the terms, use ONLY the links below.
Thursday 5/14 Agenda
Learning Goal: To get an overview of the reproductive health unit, and to understand important vocabulary terms.
Task 2: Reproductive Health: Scavenger Hunt on the Internet
Click on all Links below to learn about each term and fill out the worksheet. Do not Google the terms, use ONLY the links below.
To participate in the Family Life Unit, you must abide to the following class rules. I need this to be a safe and trusting classroom environment where students are respectful. Remember the "Ground Rules for Family Life Unit" from yesterday's blog.
Task 2: Reproductive Health: Scavenger Hunt on the InternetClick on all Links below to learn about each term and fill out the worksheet. Do not Google the terms, use ONLY the links below.
Task 3: Write a question for the anonymous question box.
Tuesday, May 12, 2015
Wednesday 5/13 Agenda
Learning Goal: To get an overview of the reproductive health unit, and to understand important vocabulary terms.
To participate in the Family Life Unit, you must abide to the following class rules. I need this to be a safe and trusting classroom environment where students are respectful. Any students who are not will be removed from the class for 3 weeks, parents will be contacted, and be assigned an independent studies assignment.
Ground Rules For Family Life Unit
- We have personal boundaries that must be respected.
- We have the right to our own beliefs and opinions.
- We have the right to pass.
- We are responsible for our own learning.
- We can laugh with each other, but not at each other.
- Use the correct body part names. (No slang)
- No put downs.
- No personal questions.
- No personal stories or stories of people you know
- It is okay to ask a question anonymously using the question box.
- It is okay to feel uncomfortable
- Title: Reproductive Health Unit
- Name and period
- Date
Click on all Links below to learn about each term and fill out the worksheet. Do not Google the terms, use ONLY the links below.
Tuesday 5/12 Agenda
Learning Goal: Understand the main functions of the human reproductive system.
Task 1: Tear out interactive reader pages 279 through 289 and staple together (note you will not do p. 279, you just need the back of it). Write your name on the front (p. 279).
Task 2: With your group, read Interactive Reader pages 280-284. Answer all reading checks/questions as you read, and discuss answers with your group to be sure you come to a consensus.
Task 3: With your group, answer the Review Questions at the end of the section. SAVE THIS PACKET!! We will finish it tomorrow.
Extension: if you finish early, go to Google Classroom and finish the Gender Determination assignment we started yesterday. You will probably need to go back to BrainPop and re-watch the Gender Determination video. (See yesterday's blog for instructions)
Task 1: Tear out interactive reader pages 279 through 289 and staple together (note you will not do p. 279, you just need the back of it). Write your name on the front (p. 279).
Task 2: With your group, read Interactive Reader pages 280-284. Answer all reading checks/questions as you read, and discuss answers with your group to be sure you come to a consensus.
Task 3: With your group, answer the Review Questions at the end of the section. SAVE THIS PACKET!! We will finish it tomorrow.
Extension: if you finish early, go to Google Classroom and finish the Gender Determination assignment we started yesterday. You will probably need to go back to BrainPop and re-watch the Gender Determination video. (See yesterday's blog for instructions)
Sunday, May 10, 2015
Monday 5/11 Agenda
Happy Monday!
Period 1/2: Owl Pellet Dissection
Learning Goal- Dissect an owl pellet and identify the bones found.
Task 3. 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 4. Ticket out: What surprised you about the owl pellet dissection?
Learning Goal- Dissect an owl pellet and identify the bones found.
Task 1. Read "How do Barn Owls Make Pellets?"
Task 2. 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
- Work with your partners to measure the length, width, and mass of your owl pellet. Record the information on your lab document.
- 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.
- Find a skull/jaw. Measure the length of the jaw in millimeters. Record your measurement on your lab document.
- 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.
- Answer all analysis questions on your lab document. Discuss each question with your group and work together to complete.
Periods 4 and 5: Gender Determination
Learning Goal: Be able to explain how a baby's gender is determined.
Task 1: Body Systems Quiz
Task 2: Watch Brain Pop video: Gender Determination
Task 2: Watch Brain Pop video: Gender Determination
Task 3: Take review quiz
Task 4: Go to Google Classroom and complete the assignment (you will need to have BrainPop open on another tab so you can refer to the video, quiz, and Q and A section.
Extension: Start reading pp. 280-289 in interactive reader and answer all reading checks and questions.
Thursday, May 7, 2015
Friday 5/8 Agenda
Learning Goal- Learn about a specific disease or condition. Learn how to create an infographic to communicate information.
Task 1: Study Body Systems Quizlet (15 min) We will have a human body systems test on Monday.
Task 2: Finish your infographic, due at the end of the period: Go to Google Classroom and click on the assignment document. Use ONLY the following websites to gather information. (Be sure to include the links for the websites you used in your bibliography on your infographic.).
- http://kidshealth.org/teen/diseases_conditions/#cat20165
- http://www.mayoclinic.org/
- http://www.cdc.gov/family/kidsites/
- Try BrainPop: it has lots of videos about specific diseases and conditions
Task 3: Ticket Out
Extension: Watch Bill Nye Matter and Atoms and write a summary of the video for extra credit (Go to extra credit assignment in Google Classroom)
Extension: Watch Bill Nye Matter and Atoms and write a summary of the video for extra credit (Go to extra credit assignment in Google Classroom)
Wednesday, May 6, 2015
Thursday 5/7 Agenda
Learning Goal- Learn about a specific disease or condition. Learn how to create an infographic to communicate information.
Task 1: Study Body Systems Quizlet (15 min) We will have a human body systems test on Monday.
Task 2: Pair share/discussion (10 min): Look at the three infographics below with your project partner or table partner. Discuss the following questions/observations about each infographic:
Task 3: Work on your project (Due tomorrow - Friday): Go to Google Classroom and click on the assignment document. You must have notes completed before you start adding information and pictures to the infographic. Use ONLY the following websites to gather information. (Be sure to include the links for the websites you used in your bibliography on your infographic.).
Task 1: Study Body Systems Quizlet (15 min) We will have a human body systems test on Monday.
Task 2: Pair share/discussion (10 min): Look at the three infographics below with your project partner or table partner. Discuss the following questions/observations about each infographic:
- What is the first thing you notice when you look at each one?
- What is the purpose of each infographic? How do you know?
- Are they effective? Why or why not?
- Is there anything that you observed that will help you with your disease/condition infographic project?
Be prepared to share your observations.
Task 3: Work on your project (Due tomorrow - Friday): Go to Google Classroom and click on the assignment document. You must have notes completed before you start adding information and pictures to the infographic. Use ONLY the following websites to gather information. (Be sure to include the links for the websites you used in your bibliography on your infographic.).
- http://kidshealth.org/teen/diseases_conditions/#cat20165
- http://www.mayoclinic.org/
- http://www.cdc.gov/family/kidsites/
- Try BrainPop: it has lots of videos about specific diseases and conditions
Task 3: Ticket Out
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