Apologia Biology: Module Five and Organic

Okay, we are almost I panic mode and will probably add session after our Christmas break.  Today, we did a review of Organic, built molecules, and introduced several classes of organic molecules before discussing glucose.  We may be doing the Organic chemistry in greater depth than is necessary.  I just know that I needed more background to understand it.  My answer is more nomenclature instruction.  We reviewed alkanes, alkanes, alkanes, cycloalkanes, aldehydes, ketones, and organic acids, along with glucose.  Let me leave you a taste of the topic from Khan Academy.

Apologia Young Explorers: Human Anatomy

We're combining the two chapters on Digestion and Nutrition.  Today, we traced the path a bolus travels through the digestive system and created paper models the kids assembled and labeled on to paper vests.  This link has a similar set of digestive organs. We used patterns from Adorable Wearables because we hope to use this activity with the Head Start class next month when we teach nutrition.  Today, we spend most of the time working on nutrition games.  The kids are developing matching games, board games, bingo boards, and even a version of Twister for next month's outreach event with Head Start.  Cool, right?  So we didn't get to the puzzle or digestion review materials.  Next time!

Outreach with Head Start!

Our Co-op meets at church; on the same campus, in the Knights Hall, is a Head Start class of twenty. Our kids perform monthly programs for the kids. I like to do outreach events.  The four year olds get a little science enrichment; the Co-op kids all gain leadership experience.  We aim for monthly, half-hour sessions.  This month we chose Instant Snow, Grow Beads, and two forms of Jumping Pepper.  One version uses dish detergent and the other with a ballon and static electricity.  Aren't the kids adorable?  We chose four activities we hadn't had time for last session.  Nancy, the Head Start teacher, wanted to limit the session to about 30 minutes to allow time for recess before lunch.  When we plan these activities, we make sure to have all of the materials in advance and to allow enough time to set up materials, typically between 30 minutes and an hour.  We plan for 15-30 minutes for clean-up after.  With twenty four year olds, we divided the class into four groups and rotated the stations.  There were ten Co-op kids facilitating the event, ranging in age from six to fourteen.  I worked with the six and seven year old at their station.  Consider doing this sort of activity with your Co-op.  All of the kids involved benefit.

NSTA Energy Series review

There is a lot to like in the Next Generation Energy Series, which includes Earth's Climate Change: Carbon Dioxide Overload, Energy from Earth's Core: Geothermal Energy, Energy from Living Things: Biomass Energy, Energy from Nuclear Fission: Splitting the Atom, Energy from the Sun: Solar Power, Energy from Wind: Wind Farming, Fracking: Fracturing Rock to Reach Oil and Gas Underground, and Living in a Sustainable Way: Green Communities.  Energy in the form of geysers, dung, turbines, and algae as well as sustainability and the resulting issues.

Reducing the complexities concerning the environmental aspects of energy topics is no small feat.  The series explores a wide range of energy resources.  Each book in the series is well composed with descriptions, historical references, maps, graphics, data, and loads of photos.  I especially like some of the stories.  My favorite, in Energy from Wind, (pp. 18-19) is about a child in Malawi who built a wind turbine.  The content is sound and the series tackles available and emerging energy resources.  Each book contains a glossary, index, additional resources, and a 'hands-on' activity.  

Teachers are going to love the questions, especially those which lend themselves to the 'claim-evidence-reasoning' model.  Fracking (p. 21) has this question, "Some landowners have become very rich leasing their land to fracking companies.  They give permission for the company to drill on their land in return for a percentage of the profits.  If you were offered a similar deal for the land your home was on, what would you do and why?  Would the potential earnings outweigh the environmental impact?"  The questions in this series can serve as writing prompts or evaluation questions.  The series is timely in light of the Next Generation Science Standards and STEM initiatives and would make a fine addition to a library's collection, which is just where my set is going.

Apologia Biology Module 5

The class started the Biochemistry in Module 5 with an introduction to Organic Chemistry. This Organic Naming Worksheet and answer key are my introduction. I started with a brief description of alkanes: straight-chain, saturated, hydrocarbon molecules.  I wrote the names, Greek prefixes, and halogens on the board.  After we did some practice naming, I had the girls write and draw a ton of organic molecules and build them with molecular kits.  My plan next, is for the class to construct biochemical molecules: carbohydrates, lipids, and proteins with a Molecules of Life molecular model kit.  Yes, I do have quite a bit of equipment.  I've purchased a number of these molecular kits on eBay and surprisingly Good Will.   In my experience, it helps to build the molecules.  If you locate molecular kits, here are carbohydrate, lipids, and protein worksheets for Labaids kits.
 Let me leave you with a good overview of organic naming.

Apologia Human Anatomy Young Explorers Muscles

Yes, we are still proceeding at a  glacial pace.  Today, we completed three labs: Muscle Fatigue, Reaction Times, and Hot Hand.  The kids had finished the muscle lab two weeks ago when we last met.  I summarized their data on the board.  Creating bar graphs and averaging the data took an hour. I had the older kids copy the summarized data and take averages while the younger kids did some copy work.  Everyone created bar graphs.  I helped the kids set up axes, count by fives, and plot the data.  The kids plotted everyone's data and then we dicsussed briefly what the graph represents.  I wanted the class to get an idea that the graph summarizes the data they collected. This process took an hour.  Next the kids each did ten trials with rulers to collect reaction times.  Once again, I had the class average and graph the class data.  For the third lab, the kids took temperature measures for their fingers, palms, wrists, elbows, and under arms with the digital thermometers using Sparkvue and Vernier equipment.  The kids summarized an average for each body part in one bar graph from their data.  By the third time, the kids were setting up axes and graphing with aplomb.  They also have a good grasp of experimental design.  Everyone can create a bar graph!

Apologia Biology: Module 4 Fungi

Yes, we are stilling moving at a glacial pace.  Today, we did complete Module 4!  The girls completed most of the lab exercises in Module 4.  First, I had them dissect a mushroom before teasing out the hyphae for a look under the microscope.  The girls studied yeast, blue cheese mold, mushroom gulls, and hyphae.  I pulled slides from my collection: penicillin, budding yeast, a mushroom, etc for comparison.  The girls spent quite a bit of time sketching the slides.  After a brief fungi overview, the girls worked on a report about penicillin.  I asked them to post to their blogs and send me the link.  The report should include a description of penicillin, its function, and a brief history.  I asked them to explain why it was lucky scientists had used mice rather than Guinea pigs for early test studies on     penicillin.  Here is an article.                 Fungi Photos

Apologia Human Anatomy Muscles and Malaria

First, malaria?  My biology class is finishing protists and had an assignment about protists to teach the elementary aged Anatomy class.  Today worked for the biology class to teach and share a hands-on activity complete with glitter.  Obviously, is lesson was well received.

So what did we do pertaining to Lesson 3, Muscles?  First, we studied different muscle tissue under the microscope and made sketches for our notes, making an effort to label the sketches.  The kids looked at cardiac, smooth and skeletal muscle slides.  (I've accumulated a nice collection from eBay and Amazon.  In fact, I just broke down and  bought 100 Basic Biology prepared microscope slides because the set of 25 slides had only a few anatomy slides.  I had bid on mitosis slides and protozoan slides successfully from eBay.  The set of 100 does have a corn tip slide with good shots of the mitosis.). No, this activity isn't in the text.  I think the kids benefit from experience with microscopes. We took a quiz on the parts of the microscope after a quick review.  (I take the younger kids to the hall outside the classroom to have them identify the parts orally and then help them spell the words and write the terms correctly.  We make a point to note the dates on their work for their portfolios.)

The kids played with my motion detector from Pasco using the Exploring Motion Graphs Sparkvue lab.  I showed them how to collect data, clear the runs, and angle the motion detector.  They rains, hopped, skipped, and did cartwheels to compare the graphs.  Why?  I want them to have exposure to the technology.  We can do more with the Sparkvue lab next time.  We collected the data for the Muscle fatigue lab.  We ran out of time and will review and graph the data next time.  I love this lab!  You need clothes pins and a timer.  Be sure to do at least three trials.  The kids worked in pairs, taking turns to collect data or act as timer to give their fingers a rest between trials.  Fun, right?  I had the kids paste the muscle transparencies into their notebooks for their personal persons and instructed them to color the muscles as home-work.  Next time, we'll do some comparisons, graph our lab data, and work on muscle identification.

Apologia: Biology Module 3 Really!

We finally completed Module 3 today in class.  We started by looking at the pond samples the kids have cultured.  Whoa! We did not look very long.  What an odor!  Basically, I out a drop of stain on a sample.  For the most part, the slide had bacteria, loads of bacteria.  I reviewed the kids' corrections to their reports and made a few more notes.  Today, we discussed this WSJ article on nosocomial infections of Clostridium difficile.  

I shared a presentation about protists, checked their biological keys in their notes, and asked about their reading.  We spent a good bit of time doing a little comparative morphology.  Basically, we looked at different phyla and created  charts comparing different aspects: nutrition, reproduction, cell wall composition, unique features, representative species, etc.  The girls polished their Malaria presentation and delivered it to the Anatomy class this afternoon.  I like this type of alternative assessment.  The kids presented the lesson and were able to field all of the questions I hit them with, such as 'Where is malaria most prevalent?' or 'How is it transmitted?'  The Malaria project was the result of an assignment, called Mrs. Jones, from the CDC I assigned as home-work last week.  They concluded with a hands-on activity about malaria.  Perfect!  The next time we meet, which won't be for two weeks, we'll tackle Fungi.

Want to see another form of alternative assessment?  Take a look at Meg's blog.

Apologia Biology: Module Three

Two of the kids were out; the two remaining girls drew sketches of a variety of bacteria, protozoans, and other pond life.  They also worked on their book.  The class is creating a children's book on pandas, polar bears, and penguins.  We all took a stab at sketching cartoon animals.  The girls completed the POGIL Prokaryote and Eukaryotes activity packets and reviewed the answers together.  (Here is a copy of an answer key.). All this took time!  The last forty minutes of class, the girls worked on preparing a lesson on infectious diseases using this guide from the CDC.  They are going to create a lesson on their blogs to deliver next week to my Anatomy class.  Fun, right? The kids are selecting interesting diseases to research and teach.  It's another subversive method to get them to instruct themselves.  Oh yes!  I corrected their reports from the 'Swiss Cheese' activity two weeks ago, just to add a little technical writing.  We had a little informal conference regarding corrections.  Isn't great how much you can accomplish when you home-school?

Apologia Young Explorers Human Anatomy: Skeletons, Microscopes, and Probeware! Oh my!

Okay, we aren't setting any records in our class.  Two of the kids were away and we just got two new students.  I decided to review the skeletal system and bring out the microscopes and Pasco probeware.  First, we all cut out and assembled skeletons for Jayanna and Jemilla.  Pita brought a CD with a Bone song she shared while we cut and fastened together until we were over that tune.  Yes, we did review all of the bones again!  Trust me we know them!  I had four microscopes set up with slides of bone, intestine, blood, etc. for the kids.  Lydia, one of my biology students, taught them the parts of the microscope (key).  We reviewed how to carry a microscope.  When I set them up I focused interesting slides, such as the dog flea.  This helps to engage the kids immediately; they aren't spending too much time trying to focus.  They can learn how to focus next week. Incidently, try Goodwill online.  It's a gamble; microscopes are cheap!  (Watch the shipping.  Be sure to register so you can check the shipping!  Goodwill does NOT retain credit information.).

We also spent a good bit of class time with the temperature probes.  I set up four stations using both Pasco and Vernier sensors.  I used two interfaces, Airlink 2 and Sparklink, with my iPad and Kindle Fire and two temperature probes.  I connected my laptop to a Go!Temp probe and free Logger Lite software I'd downloaded.  I attached one more temperature sensor to my TI 84 graphing calculator, preloaded with EasyData software.  We followed the instructions for Pasco's 'Thermoregulation of the Body', available free on their website.  Well to be honest, I showed the kids how to calibrate their temperature sensors.  Once I turned them loose, they had a blast with the probes.  Next week, when Nora and Gavin return, we'll do the lesson properly.  I promised to bring back the microscopes next week, too, for Nora and Gavin.  I plan to do the Muscle Fatigue lab next time, too.  Below is a guide for a host of elementary level experiments using Spark systems, which are similar to Sparkvue.


Elementary Pasco Guide for Spark Systems

More Inquiry-based Ideas for a little Chemistry!

My focus for inquiry-based science instruction is on physical science.  Elementary teachers are typically more comfortable with Life or Earth Science.  Let's start with some chemistry!  How about polymers?  There are loads of simple experiments: Flubber, Slime, Oobleck, (Okay, it's a nonNewtonian fluid.  Close enough.), Instant Snow, Grow beads or spheres, and Super balls.   These activities are easy to perform and usually successful.  I think polymers are a good gateway to Chemistry.  Start with these lesson ideas for growing spheres from Educational Innovations.  These are my 'go to' for outreach events.  I set up rotating stations with the materials and experienced teen helpers.  The teens demo the activity for the kids and let them experiment.  Trust me!  These are all fun! Watch the Instant Snow video for a little inspiration.

Outreach Update

What else did we do at the outreach event?  Technology!  I did an intro to Vernier and Pasco.  I brought a variety of probes to demonstrate.  See Loggerlite above.  And Sparkvue with Pasco below.  Yes, I'm that committed to technology!

More Science Outreach Ideas For Hands-on Instruction

Today, I went to St. Patrick's to do some outreach with the teachers.  I took two photos and got caught up on n the instruction and forgot to take any more pix.  Sorry. We started by polling the teachers' background and expectations for the workshop.  Well, their background included the standard instruction for elementary teachers and they were open to any new ideas.  Great!   We worked through Apple mummies and then did a 'show and tell'.  The next workshop will be more tailored.  So what did we do?  I raided my stash of goodies from Educational Innovations: tornados, UV beads, glow germs, instant snow, and grow spheres.  What else?  Jumping pepper two ways.  Above with static and below with dish soap as a surfactant.

Apologia Biology: Microscopes!

First thing, the kids remitted their reports from Swiss Cheese and finished their food webs.  (Just as a note--keep hard copy or digital records of all activities!)  Today, we did spend time with the microscopes.  (I own two and borrowed two more from a local college.  I have quite a few microscope slides, mostly from eBay or Goodwill.)  We finally looked at cheek cells.  I pulled a ton of slides of protozoan so, particularly those likely to live in ponds.  The kids spent time sketching.  We reviewed the names of the parts of the microscope, too.  The kids collected pond water samples to take home to cultivate.  We broke up early today to help the younger class with the Head Start outreach.  Half of the group is out next week; my plan is to finish some of the microscope work, the POGIL activity, and the microbe lesson then.  I sent the POGIL and microbe lesson home with the kids to finish as a make-up lesson.  So we're more or less in Module 3.

Apologia Young Explorers Human Anatomy: Skeletons

No, we didn't get as far as I might like today.  The kids did host an awesome program for Head Start. The Anatomy class planned the outreach program.  My Biology class ended early to help.  I set up stations early this morning before my Biology class began.  The Head Start kids were due at 11:00.  So the Anatomy class arrived at 10:30 to go over any last minute details.  We read 'Germs Make Me Sick', did a lesson about germs with Glo-germs.  The kids finished Sumi Nagashi or paper marbling and CD spinners.  These three activities took an hour.  Next month we plan to spend just 30 minutes to allow time for recess before lunch.  We had so many activities left, our plans are set for next month.

After we ate lunch and cleaned up, we had class.  First, we reviewed the skeletal system together and individually.  Then we assembled a floor puzzle of the skeletal system.  Wait!  Before you mock this idea, the kids have to know how a skeleton is organized.  We worked on this for twenty minutes.  I read some more from the book and quizzed the kids on paper.  The younger kids did this orally and I spelled the terms for them to copy.  They need handwriting practice.  V.e.t.e.b.r.a.e takes a while to finish.

Apologia Biology: Modules 1, 2, and 3

Yes, I'm using the book.  Well, a little.  The kids are going to work with microscopes this week and finish Experiment 1.2.  Modules 2 and 3 have experiments collecting and culturing pond samples.  One problem I've had with these samples is locating and identifying the critters on a slide.  You can order protozoa, which is expensive.  They move so quickly they're hard to identify.  The solution is a drop or two of quieting solution.  This is adding up.  So, my solution is to have the kids look at prepared slides of protozoans first and live pond samples last.  I use pond life identification sheets.  Tomorrow, the kids are going to do their first POGIL activity: Prokaryotes vs Eukaryotes (and the  answer key).  POGIL activities are thoughtfully constructed to have kids think their way through a lesson.  Ordinarily, you might just have the kids differentiate between prokaryotes and eukaryotes.  These exercises require more processing.  The activities are intended for small groups of students.   I'll let you know how things turn out.  If there's enough time, the kids are going to design a lesson to teach kids about microbes.

Apologia Biology: Ecology

I know, I know!  When are we finishing Ecology. I meant it when I said I do projects, PBL, and integrated loads of activities.  Today, my class spent three hours on an activity called 'Swiss Cheese', an activity on habitat fragmentation.  'Swiss Cheese'was originally developed by the Smithsonian (CRC) as part of a forestry biodiversity program. I've used material from this program with my AP Environmental Science classes; it was designed for all levels of high school students.  The program has large maps and uses bingo chips to represent twelve animals species located in Olympic National Park.  The map is based on real data from the park.  The kids start spread 300 bingo chips of the twelve animal species over the map.  Then they remove species located in regions timbered in 1950 and 1990.  After the kids do the counts and remove impacted species, they calculate Shannon biodiversity indexes, create food webs, and write a brief report using the 'claim, evidence, reasoning' approach.

What might substitute?  I used to have my AP kids calculate and compare biodiversity indexes for the school parking lot.  They can begin with a hypothesis.  Which parking lot is more diverse: the student lot or the teacher lot?  Are they equally diverse?  The kids calculate a diversity index for both and compare the two.  Try 'Quantifying Biodiversity' for more practice.  This habitat simulation has similar objectives to 'Swiss Cheese'.  I like this activity, Sustainable Forestry, which takes more of an economic perspective.

Another habitat resource is 'Finding Common Ground' from the Smithsonian.  The original biodiversity program from the Smithsonian included remote sensing and forest biodiversity. I've used these lessons, such as the field activities described here in class.  (Although I prefer the filed methods from GLOBE.  Next class, the kids are reviewing material from the modules.  Really!

Apologia Young Explorers: Skeletal Systems

We spent all class period learning how to name the bones in the skeletal system.  Last class, the kids had constructed paper skeletons (or this one for younger children).  The kids brought their skeletons to class.  The older children wrote the names of the bones on to post-it notes to label their respective skeletons.  I wrote the names on the board and on the post-it notes for the younger children.  The kids labeled their skeletons and the life-size one.  Then we spent time going over the names--a half hour, in fact.  Then, the kids did some copy work, matching, and crossword. I sent home the post-it notes and paper skeletons for the kids to practice at home.  See how things went!

Young Explorers Human Anatomy: Skeletal System

Our class spent some time Wednesday reviewing several hands-on activities for an upcoming outreach event planned for Head Start.  So, apologies for our abbreviated science class.  I checked their animal cell homework.  The kids worked on egg carton spines and clay models from 'Try That'.  I read to them a section on bones from the book and then quizzed them on their understanding orally. One child out of five has an excellent understanding.

The kids cut out paper versions of a Human skeleton to reassemble with paper fasteners.  I am learning right along with the little ones.  Apart from camps and outreach programs, my experience is mostly with high school students.  I've taught Grades 6-8, too from time to time.  So, I didn't realize youngsters like to sing while they work or how long it takes to cut.  Of course I helped!  The kids took home the paper skeletons to finish as homework.  Next time we're labeling these and the resin skeleton the kids named Larry.

Apologia Biology: PBL and Ecology

This week, after the microscope quiz, the kids are going to learn how to conduct water tests, measure turbidity, check the rate, and catalog benthic macroinvertebrates.  Additionally, we're starting Module 2 and reviewing the cell and organelles.  The kids are making edible cell models.  We're going out to the stream together.  Fun!

Yes, things do seem to be moving slowly.  But, I'm committed to projects; presently, the project or PBL is Watersheds.  The kids did take a microscope quiz which they graded.  I had the kids make edible and class cell models with keys using hard copies of Inside the Cell.  Module 2 has a bacteria diagram; cells are part of Module 6.  I just think the kids should have exposure to cell organelles earlier in the course.

We went to the Creek on the church property to collect water samples.  We made observations, measured turbidity, temperature, and pH at the sight.  We brought water samples back and tested for dissolved oxygen, pH (using a different method), nitrates and phosphates with Lamotte water test kits.  The kids still need to learn how to identify benthic macroinvertebrates and use a microscope next time.  But, my big goal is to enfuse this course with loads of practical exoeriences.

BSCS 5E Instructional Model for Science Lesson Plans

There are loads of models to create lesson plans.  One I especially like is the BSCS 5E Model.  The five 'E's are Engage, Explore, Explain, Extend or Elaborate, and Evaluate.  The Crumpled Paper Watershed lesson uses this model for instruction.  My own lessons are looser.  For example, I borrowed an Enviroscape model to 'engage' the kids and introduce the concept.  Next, I use different activities to both explain and extend: Color Me a Watershed, Dragonfly Pond, Cacapon Institute's Virtual Streams, and Lamotte Water Quality tests.  I use the activities that are part of Cacapon Institute's e-school to elaborate on the watershed concept.  One way to evaluate the kids is to do a stream assessment.  Can the kids identify the benthic macroinvertebrates or test the water successfully?  The kids can take photos and create a slideshow on a blog for assessment.  The class might want to improve the stream site by planting trees or scrubs along the riparian buffer.  Please note that these lessons dovetail well with projects and project-based learning.  5E is just a framework for hands-on instruction.

Outreach program

Our science class is going to do an outreach program with a group of pre-schoolers.  I'm using materials on hand and wanted to share our agenda.  I have a bunch of hands-on activities I've used successfully.  One lesson is Glo-Germs with these lessons.  We have the book, Germs Make Me Sick.  The activity uses glow powder and lotion to show tots where they missed washing their hands.  I make a point to demonstrate the 'germs' and explain they are pretend.  The UV lamp reveals the UV powder remaining on their hands after they wash.  Another fun activity is UV beads.  The little ones will string the UV beads onto pipe cleaners.  When they step outside, the plain beads change color as they absorb UV radiation.  Next we have grow spheres, which expand in water and a little Instant snow, which is another polymer that expands with water.  I have tornado tubes which make a vortex with 2-L bottles.  The children may keep two in their class room.  We'll make CD spinners, like these., a type of optical illusion.  Lastly we are going to make prints using Sumi Nagashi.  The version I like involves shaving cream, paints, and index cards.

PBLs: Make Mine Watersheds

Watersheds are typical of PBLs or Project Based Learning.  My Biology class began a Watershed project I'm integrating along with Ecology into I the curriculum.  I brought an Enviroscape model to class to introduce the concept of a watershed.  (Contact the local conservation district or extension office.  Ask if they have an education specialist trained to deliver a lesson with an .Enviroscape.  Chances are good they'll know someone with a model.)  Subsequently, I've been adding material to the Biology content.  Right now, the class is learning how to test water with Lamotte Water Quality Test kits.  (While you're calling the conservation district, ask them if they have water test kits available, too.  Trouts Unlimited or Audubon might know of an agency with test kits.  My chief skill is working a phone.) Even without many resources, you can go to a stream and do an assessment using a thermometer, tennis ball, meter stick, and ice cube trays.  Start with a visit to Cacapon Institute's virtual stream to learn how to indentify benthic macroinvertebrates. Save our Streams' assessment sheet is useful in the field out at the creek.  This Stream Ecology article explains how to takes several measurements at the stream.  Isn't this cool?  Your kids can do a sophisticated stream assay with very simple equipment.  Below are a few resources related to Watersheds if you're feeling ambitious.


Project Wet Color Me a Watershed has a little math.

Watershed Education Lesson Plans

Crumple Me A Watershed is unusually detailed.

4 H2O Ambassador Program is more my speed.  This 4-H guide is more cryptic and may not have enough to detailed information for a newbie.  I loved the idea in the guide for an Edible Watershed and just did a quick search to locate a version with more description.

NSTA Book Review: Video Games

Here's the link to the review.  Find more at the NSTA site.
Last year, one group of my students explored coding for their science fair project.  I have never seen a group more engaged!  Yes, they performed well at the regional science fair.  Moreover, these girls tried Code Academy, did a mountain of research on passwords or pass phrases, and several experiments.  When Video Games, Design and Code Your Own Adventure  by Kathy Ceceri arrived, I knew from experience, kids would love to design their own video games.  This book is sure to be a hit!

Video Games has a history of computer games and goes in some length to describe the psychology underlying successful games.  There are loads of projects throughout Video Games, such as the Cardboard Arcade Game (p. 8) and my favorite, Build Your Own Mancala Game (p. 23), with an egg carton and beans.  Ms. Ceceri describes the process of designing and developing an original video game in some depth.  The colorful illustrations by Mike Crosier will inspire kids to try to make their own graphics.  Ms. Ceceri makes a point to describe terms germane to video games, such as haptics (p. 96) both in the text and in the glossary (pp. 113-116) and includes several pages of resources at the end of the book.

My Biology class is writing a children’s book together and decided to add a video game to support the book about polar bears, penguins, and pandas.  The class was brain-storming ideas for a game to include habitats, food they eat, fun facts, etc.  In Video Games, the book suggests the web site, Scratch, and includes instructions to create a Memory Game in Scratch (p. 100).  I shared this idea with the class and emailed the link for Scratch to one of the parents to preview.  Video Games has wide appeal.  Librarians should pick up a copy as a resource for an afterschool gaming club.  The project ideas, such as Scratch Cat Dodge Ball (p. 81) and Write a Pseudocode Algorithm (p.84) may be suitable for an elementary computer class to try.  Parents and teachers alike who are interested in STEM or STEAM should pick up a copy.  I can’t wait to see what my Biology class produces.

Apologia Biology: Still working on Ecology

Bear with us!  The kids finished their food web and created a list of 100 species including their scientific names.  It took some time to look up all of their feeding habits and reassign organisms to the correct tropic levels.  They finished!  It has been raining.  So the kids come like red water samples from the pond and investigated the creek this morning.  We have had a drought and I want to do water tests while we can.  Most of the morning was spent  testing water with the Lamotte Water Quality test kits.  The last thing we did was to review the parts of the microscope for a quiz next week.  Next time, the kids are going to do several water tests and a stream assessment, including identification of benthic macroinvertebrates, following some preparation with virtual stream assessments.  My plan is to measure the stream rate, temperature, macros, and do some chemical tests for pH, nitrates, etc.  But isn't that one of the advantages of home-schooling?  You have the flexibility to conduct a field trip anytime it's convenient!  So, our group is doing a considerable amount of field work before the weather gets too cold in order to lay the groundwork for the course.

Apologia Young Explorers Human Anatomy: Lesson One and a bit of Two

Yes, it does feel like this lesson is taking forever.  Last week we weighed our apple mummies, but hadn't had enough time to do the subtraction and see who's prediction or hypothesis matched the results.  The subtraction took longer than I had estimated--much longer.  But it's worthwhile for the kids to see that the amount of moisture varied enormously among the salt mixtures.  After a quick review using questions from the notebook, we made edible cell models with graham crackers, icing, and candy instead of the one with jello in the book.  The icing was our cytoplasm.  We used hard copies of Inside the Cell from the National Institute of Health as guides to determine which candies best represented the organelles.  The kids are coloring one more animal cell for homework.

We started Lesson Two by adding the skeleton transparency to our personal persons.  The kids did the 'Try This' on p. 49.  They recorded each other's width and height on the board.  The girls' measurements were very close; the two boys' we're off by two to four inches.  Chloe suggested we check adult measurements, too.  Great idea!  We are going to check first thing next time.  My kids are making mini-books using skeletal system nomenclature cards and construction paper.  I printed the cards in black and white.  The kids cut the cards and colored the high-lighted areas themselves to paste in mini-books I folded from construction paper.  Next time, they are assembling paper skeletons and egg carton spines.  I have a skeleton from Target I bought for $15 the kids are going to examine to see how accurately it was designed.  Cool, right?

Apologia Biology: Ecology

Yes, we're still working on Ecology.  The kids worked on the food webs first.  They've compiled over one hundred species.  Now, they're putting them into tropic levels and researching the scientific names.  I allow 30-40 minutes each time for the food web.  The kids did an exercise observing species outside for 15 minutes.  We did a quick review of taxonomy and MRS C GREN.  (Do this often to help the concept gel.).  The kids are doing Experiment 1.1 at home as homework.  The Camouflage lab took a while to perform and analyze. Camouflage is fun.  We use 300 paper chads: black, white, and newsprint.  We mixed them, spread them on the classified ad page, and allowed 30 seconds to remove as many as possible, one by one. Before the lab, we discussed the number of trials and the controls in place.  The kids had the hypothesis that the newsprint chads would be fewest.  Note that the kids determined the mean for the three trials and whether their results supported or refuted the hypothesis.  Lastly, we used the claim, evidence, reasoning approach in a paragraph to conclude the lab.  The kids spent the remainder looking at an Ecology slideshow and spent time learning how to use the Pasco probeware,

Apologia Young Explorers Human Anatomy: Lesson One, History

Today, we started with a brief demonstration of Pasco and Vernier technology..  We needed to do a little history.  We took turns reading the history section in Chapter One.  Then we immediately summarized the section together.  After, I divided the kids into two groups by their reading and writing skills.  The younger kids used the journal to draw pictures and write brief notes about the Egyptians, Hebrews, Greeks, Romans, and Europeans.  I wrote the summary on the board for the children to copy.  The three younger children copied notes, drew pictures, and colored from the junior  notebook.  The two older girls learned how to make a timeline.  We rounded the dates to the nearest hundred and used graph paper to create a timeline that spanned from 3500 B.C. To 1800 A.D.  Yes, we did include a title: History of Anatomy.  The girls included the philosophers and scientists from the book.  We looked up birth dates for the Europeans and rounded them to the nearest hundred.

All this took some time.  We did have enough time to weigh the Apple mummies, but insufficient time to analyze the data and confirm or refute the hypotheses.  The two older girls started the crossword from the notebook and are completing it as homework.  Next time, we need to do a ton of fun activities and only a little bit of note-taking and reading.

Technology for Science

Does your Co-op or home-school class use science technology apart from You-tube videos or Khan Academy.  Don't get me wrong; both are awesome resources.  I'm talking about probe-ware to collect and analyze data.  Really.  One point of departure is a TI 84 graphing calculator.  Enlist a math teacher to help navigate some of the apps.  The TI 84 comes loaded with Easy Data software.  Start with the Easy Temp sensor or probe, which connects to the TI 84 with a micro USB link located on the top.  Once connected, the calculator recognizes the prope and opens the Easy Data app automatically.  Viola!  You have a digital thermometer!  Do you have a laptop?  A Go! Temperature sensor with free Logger lite software will get your started with these activities. 

I bring just these technology tools to my Co-op to expose my classes.  I don't want them to be intimidated in college when their peers may have had previous experience.  Level the playing field!  Scour eBay for a probe and Good Will for a TI 84 calculator.  Bring the sensor and calculator out in class, admit your ignorance, and get thing rolling!

Apologia Biology and PBLs

I'm a fan of Project-based Learning or PBLs.  In fact the Biolgoy class's Watershed Project and children's book are both examples of long-term and short-term PBLs.  The Bio. class is immersed in writing the children's book as a tool to learn more about animals.  We haven't gone into any depth about the Watershed Project except to learn more with an Enviroscape Watershed model.  Our class is in the early stages learning tools and techniques to pave the way for more inquiry and PBLs.  But, I ran across  this Timbuktu Case Study PBL and wanted to share the link.  It looks promising for the genetics units with the genetics materials from Bryn Mawr.  Just wanted to share!

Young Explorer: Human Anatomy Lesson One

Our first class! Did we accomplish everything I had planned?  Nope!  The five children range in age from six to eleven.  I love a challenge.  We are going to draw activities from both the Junior and regular notebooks with the Human Anatomy textbook.  My approach today was to read together from the text stopping to review terms and try activities.  Reading aloud is going to be a bit of an issue.  No problem.  We can read a bit and discuss a bit.  I had the kids label a piece of paper with Anatomy and Physiology and we defined the terms together.  The kids either paraphrased or copied directly from the board.  Writing is another issue. Good to know.  Some copy-work will benefit the younger children.  We decided to do the first Try-it and jump into experimentation.  I decided to make the apple mummies into an open-ended or inquiry-based lab.      
Now, the kids haven't been exposed to experimental design.  No better time like the present.  I told the kids that the salt used by the Egyptians was called natron, a mixture.  I brought Epsom salts, Arm and Hammer washing soda, baking soda, and table salt.  I guided the kids to come up with different combinations: each salt alone, each salt in combination with each other, and finally combinations of all three.  I have two digital scales-this inexpensive balance works well.  We used 60 g of the salt or salt mixtures.  We did cut the apples into about 10 g pieces.  The kids weighed and recorded the masses.  The students liked taking masses with weigh boats they zeroed on the scale.  We'll look at the apple pieces next week and weigh each sample.  The kids made predictions or hypotheses as to which salt mixture would draw the most moisture and make the best apple mummy. Does this sound too open ended for you?  Try this apple mummy lab instead.

Since the lab took about one hour.  We had already invested one half hour reading, notes, etc.  the last half hour of class was spent drawing the cell and labeling it.  We did not take time to review each organelle and its function in detail.  Instead, the class used the textbook, and hard copies of Inside the Cell.  Next week, we'll weigh our apples and determine which salt or salt mixture worked best and spend more time learning about cells. During the last five minutes, the kids cut out bodies for their personal person and glued them on to construction paper.

 I plan to divide the class up to have the older elementary kids work on a formal time-line and the crossword puzzle while the younger ones do a little coloring and copy work.  I like a challenge!

Apologia Biology: Module 1

 The Co-op class is in early stages.  It's only the second week.  At this point I am introducing a number of techniques, ideas, and approaches to the kids.  Our class is growing; one student's brother is joining us.  He doesn't want to be lumped with the younger children in Human Anatomy.  As a bright 7th grader, he may be up for the challenge of Biology.  I've had younger siblings audit the class before.  Nathan's sister, Sophie, is bringing him up to speed.

Today, the kids mostly worked on Ecology topics: food webs, vocabulary concept maps, and dichotomous keys, with a little taxonomy.  Apologia's textbook uses a five kingdom model for classification.  I showed them a six kingdom model.  The main difference is instead of Monerans are Eubacteria and Archaea (Archaebacteria, in some references).  The Archaea consist of bacteria which live in extreme environments, such as extremophiles.  I wrote KPCOFGS for them to identify Kingdom, Phylum, Class, Order, Family, Genus, and Species.  I took a minute to review Binomial Nomenclature.  Reinforcement and frequent review is important in Biology owing to the number of terms.  It helps to point out Latin and Greek etymology whenever possible.

Before we tackle the biology key in the text, the class keyed Pamishan creatures (Answer key).  I've used this non traditional key for years.  It is fun and helps kids understand dichotomous keys.  Ask them to tell you the point to these discrete activities.  No, they aren't 'busy work'!

The girls worked on their children's book project and were introduced to the Enviroscape watershed model.  I introduced characteristics of living organisms with the mnemonic MRS C GREN.  (Note some biology teachers represent the 'C' by cells and others by circulation. I chose cells.).  I introduced  CER or Claim Evidence Reasoning with an example.  Then, I asked the class to predict what would happen to the shark population in an aquatic ecosystem, if the phytoplankton population died.  The girls understood immediately that the shark population in turn would die, making a claim.  Now, the evidence is trickier.  We speculated and drew up a simple food web for this ecosystem.  Then, the kids reasoned based on the food web's hierarchy, a collapse of the producers would have a domino effect on the entire ecosystem.  See how this approach allows for a deeper understanding?  Three hours goes by quickly.  We had a full morning.  Notice, our class is still working through Ecology.  I'm using this as a vehicle to introduce a variety of tools and techniques early on.

Young Explorer: Human Anatomy Lesson Five Health and Nutrition

Lesson Five is all about health and nutrition.  Ordinarily, I wouldn't be so excited.  But, my kids are going to work with 19 four year olds in a Head Start class which meets on our church campus.  Cool, right?  Certainly, we're going to work through our lessons and labs.  But, the kids will plan appropriate lessons for the little ones to coincide with their objectives.  Yes, there are loads of activities out there.  Let's select a few meaningful lessons.  Naturally, I look for Montessori lessons, such as these fruits and vegetables three part nomenclature card, a curriculum overview, this dairy album description, grains (in black and white), and this blog on food groups. What about food classification?  The site has food cards to sort into groups.  Perfect for more nomenclature!  Some of the little ones are English language learners.  Look!  Books!  Won't the elementary kids have fun selecting lessons?  I imagine a field-trip to the library!  Wouldn't your Co-op love to teach, too?

Young Explorers Human Anatomy: Notebooks

This fall, I'm teaching a class of elementary age children with Apologia's Young Explorer's Human Anatomy.  The series has companion notebooks for both younger and older elementary students.  So, I'm going to use both the Junior and regular notebooks with the class.  My emphasis is always to use 'hands-on' instruction; the book series suits me.  What's new for me is the integral focus on notebooks.  Don't get me wrong.  My kids have used notebooks for their classes.  I've never had a dedicated workbook I liked and which have some flexibility.  Apart from science camps or college courses,  I haven't taught mixed aged classes either.

Here's my plan.  First, I want to include book activities and photos of activities from class to make the notebook more of a scrapbook or lapbooks-ideal for portfolio submissions.  We'll add Montessorri album ideas, mini-books, and pockets.  Montessori Three Part Cards are useful to introduce nomenclature, such as these three part skeleton cards.  My kids will be making pockets for these types of cards.  We start class tomorrow and I can't wait to see how things go--beginning with these animal cell three part Montessori cards.

Apologia Biology: Module 1 Introduction

I promised to share our lessons after we finish.  I brought a month's worth of lessons to Co-op because of my pent-up desire to teach.  Was I ready!  First thing we did was to take a walk.  Really!  I had the class identify as many different organisms as possible.  I pointed out a few species, evidence of succession, a wetland area, and an oak grove.  (Our church property is lush!)  the girls went back inside and spent five minutes listing as many species as possible.  After sharing each girl's list, we brainstormed 100 organisms.  (Some of ours are on another page.)  Next, we discussed how to create food webs.  One tip is to create the food web in pencil to be able to make changes.  Another tip is to make each tropic level a different color.  I'll post ours when it's finished.

We set aside the food web to review binomial nomenclature.  Next week, we plan to research the scientific names for our species in the local ecosystem for the food web.  I didn't want to spend the whole morning on one activity.  Next, I placed a number of objects out for the girls to select five a piece.  Then, they had to write detailed descriptions.  Once they finished, we had Sophie get her sister and brothers.  The girls read each description and had the younger children see if they could pick them out.  The purpose is to help the kids see how important it it to make careful notes based on close observations.

Next, we planned the children's book project.  I review books frequently for NSTA and AAAS.  I brought several nonfiction books for the girls to examine.  We determined the rubric or guidelines together.  I like to create rubrics with the kids.  The girls agreed to work together on a book with penguins, polar bears, and pandas.  A few rounds of 'rock, paper, scissors' determined who got to pick first.  Right now, the girls are going to work together.  Part of the homework is to research their respective animals, it's habitat, and interesting facts.

Lastly, we started the watershed project.  Today, we only had time to brainstorm ideas.  Next time, I'll post my plans and follow-up with the results.

Apologia Young Explorers Human Anatomy: Lesson 3 Muscles

The projects, experiments, and 'Try-its' in the textbook are fine.  My job is to make the class worthwhile and add more ideas, starting with an overview.  Home Training Tools has a muscle project in which you make a hand model and a muscle worksheet.  The worksheet instructs students to identify which muscles they use to kick a ball or throw a frisbee and draw pictures of these activities.  One extension is to associate other activities with muscles, such as sitting and the gluteus.

Lisa Jones Broomfield has an idea: Seek muscles in art images.  Michael Angelo immediately comes to mind.  Screen the images for appropriate muscles!

Our class is going to adapt the experiment on p. 67, substitute the Muscle Fatigue Lab, and graph the results to minimize the amount of work the families have to do outside of class.  One last Muscle Lab from Baylor and a fun demonstration for boys and girls picking up a chair to demonstrate center of gravity.  Try it!  Girls can and boys cannot.  Fun!

Apologia Young Explorers: Lesson Two

Lesson Two has a good deal about the skeletal system.  My plan is to divide the two hour class into 15-20 minute sessions.  We're going to need a number of hands-on activities in addition to the 'Try-Its'.  Sure, the kids are going to label skeletons and tape them to their personal persons.  Let's label our own bones!  (Scroll down the page a bit.). I plan to use post-it notes.  I think we should build models, starting with long bones and a detailed cross section model.  The second model has a vein, artery, marrows, spongy bone, compact bone, and periosteum.  Good thing For the church yard sale.  I'm going to hunt for supplies.  The kids are going to make spinal cord models and joint models-enough material for two classes or six hours. I think if we read the material, make and label models, identify and count our bones, we should make some progress learning this material.

I've had a chance to scope the Junior and regular anatomy notebooks which accompany the course.  Since the class is composed of kids from a wide age range, I plan to try some Montessori three part cards and booklets for skeletons with the younger students.  The booklet had students coloring the relevant skeletal part--perfect for assessment.  We are going to have to try several activities to see what works--starting with this Montessori album for the skeletal system and this Mr. Bones puzzle for younger children.  Here is Mr. Bones for older students, ideally printed on card-stock and attached with brass brads or fasteners.

Blood. This hands-on blood activity is intended for toddlers.  It has merit for elementary students, too.  In addition to white cells, red cells, and platelets, kids can use the water as plasma and add felt fat globules.

Keep in mind, this is a work in progress.  We start Sept. 16th-postponed owing to one family's schedule conflicts.  I'll keep you updated on our progress.

Apologia young Explorers: Anatomy Lesson Two Skeletons

I like to get ahead.  I found this Life-size eskeleton print-out.  You can post it and label the names directly on the correct bone.  Perfect for a home-school classroom.  Eskeletons has puzzles, too.  Did you ever wonder about the origin of names of bones?  Does a scavenger hunt sound fun?  Just use the bone cards!  UT Health has a bone classification activity to color. Bone Bingo, anyone?  Perfect for review!  Anything worth doing is worth overdoing.  Make a bone complete with periosteum and osteoblasts.

Apologia Young Explorers Anatomy: A Little History-Lesson One

The first Anatomy lesson has a brief history of Anatomy.  Have the kids use their textbook with this additional history to make a time-line on a piece of graph paper.  Old School.  I insist on even intervals!  Time-lines are another way to insert a little technology by creating a time-line in Excel-with photos, too!  Paste a copy into their journals for your portfolio.

Apologia Young Explorers Anatomy Lesson One: Cells

The "Try-it" A hand lens or loupe is a fairly inexpensive magnifer.  Let the kids examine the hairs or freckles on their arms.   The Anatomy textbook instructs the kids to journal as they read the text.  In this section, they are sketching the cell parts as they read.  Cool! This worksheet has coloring instructions for an OCD group.

I have had kids make cells with organelles from clay, too.  Once a college instructor had us make cell models from clay in a lab.  At the time, I remember thinking this was lame for a college lab.  Guess what?  Shaping them by hand helped me to remember the organelles!  Look at all these ideas for cell models! I love the idea of felt models.  I've emptied the junk drawer: marbles, rubber bands, string, post-it notes, etc. for the kids to assemble models, too.

The amount of time you invest in cells will depend on the age of the children you're instructing.  If the children are in upper elementary grades, Mrs. H has posted her Cell unit. which has the Biology Corner's Animal Cell Coloring Page.  The more the kids manipulate cells by coloring, molding, and labeling, the more they'll remember.

Apologia Young Explorers Anatomy

In two weeks, the Co-op is starting an Anatomy class for elementary students.  One of the first experiments is making Apple Mummies.  Cool.  Years ago I helped the librarian at school sponsor an Egyptian camp and we mummified oranges.  The Anatomy textbook specifies apples; but, a tomato mummy is much cheaper if you grow your own tomatoes.  During the Egyptian camp, we made natron with a mixture of sodium carbonate or soda ash, baking soda, and salt.  The Anatomy text calls for Epsom salts.  My plan is to add sodium carbonate to the list of salts and mixture for the "Try-it!" on page 21.  If we have enough supplies, I'll let the kids change the proportions as part of the experiment, too.  If your kids get obsessed with mummies, they might enjoy some of the activities in the Secrets of the Pharaohs Curriculum and have their own Egyptian camp at home!

Buy Pasco Sensors to Add Technology

If you are looking to add some technology to your curriculum, invest in a thermometer and pH probe. You'll be able to perform a wide variety of experiments with just these two sensors.  Ebay sells Pasco Scientific Pasport sensors and interfaces often.  The Airlink2 connects to an iPad by Bluetooth to act as an interface with the different sensors.  Most of Pasco Scientific's sensors will also connect to Xplorer GLX or the Data Logger, or the Spark Learning System.

I was intimidated by the sensors for years.  The science department at the high school had scads of equipment I was too afraid to use--even after several training sessions!  I could set things up but couldn't trouble shoot when the inevitable problems erupted.  Then I borrowed a set of the Spark Learning System and played with it.  I got to the point where I could set up and open specific labs for the kids.  This is why I like Pasco.  If you have an iPad, you can download the Sparkvue app and free SparkLabs.  Once you use the Airlink2 to connect to your iPad with the probes or sensors, you're ready to begin!  The SparkLabs walk the student step by step through the experiment to collect data.  Now, this approach is NOT inquiry-based.  I find it the best means to become familiar with the Pasco technology.  Ha! You're using digital sensors!  Before long, you'll be a pro at collecting data!

Apologia Young Explorers: Human Anatomy and Physiology

This fall, I'm going to teach Biology to high-school aged home-schoolers and Human Anatomy to a group of elementary students as part of a Co-op. The  Apologia Science curriculum offers a series called Young Explorers Series.  One of my Physical Science students last year was using the Chemistry and Physics textbook.  We added exercises and experiments from her book to our curriculum.  The series is outstanding! Our group is using the Anatomy textbook because I think the Zoology textbooks should be done sequentially and Astronomy is among my least favorite subjects to teach.  The Co-op is held at our church.  A Head Start class meets in the Knights of Columbus building behind our church.  My goal is for the elementary aged kids to select and perform activities with the Head Start class. We can start with the Personal Person.

 The Human Anatomy and Physiology Curriculum has the table of contents, scope and sequence, lab list, and samples from the journals.  Our class will stick with the sequence.  But, I like to change up some of the activities.  For example, the kids may make some matching games in lieu of all the crossword puzzles.  I plan to add technology with Vernier Go!Temp and Go!Link.  Stay tuned for more information as we go through the program together.

NSTA Book Review: Polar Regions

My Biology class is going to write children's books this fall.  I've been collecting examples.  Polar Regions, by Cathryn Sill is a prime candidate.  John Sill's illustrations are engaging and accurate. The book has important facts, such as, "Penguins live only in the Southern Hemisphere." (Afterword, Plate 1). Even adults often are mistaken!  Cathryn's narrative is clear and provocative.  (Plate 14, Blackfin Icefish) "Some fish live in polar regions have a special kind of blood that keeps them from freezing."  Can't you see a child asking what is in the blood to keep it from freezing?  Her selection of animals will resonate with children, too.  Cathryn include charismatic animals, such as penguins, seals, and polar bears--always crowd pleasers.  She includes Arctic Ground Squirrels (Plate 11), Rock Ptarmigan (Plate 15), and Northern Collared Lemmings (Plate 16), which are less familiar species.  I didn't know there were Arctic squirrels.  Cathryn adds background information about each plate in the Afterword located at the back of the book.  This information is succinct--perfect for a busy elementary teacher or home-school parent wanting just a little more information.  This book is useful as an opener to a unit on Polar Regions.  The instructor could start with the maps of the North and South Poles  inside the cover and use this book to cite comparisons between the North and South Poles.  I can think of tons of questions for young learners.  Why does greater land mass make the Southern region colder?  Why is the ocean warmer?  Polar Regions has lush illustrations.  The Sills are expert in producing a captivating book suitable for younger children.  I want copies of every book in the 'About Habitats' series.

Apologia: Biology Modules 6-7 Cells

I'm prepping my fall classes.  In an earlier post, I mentioned Inside the Cell, a free booklet from the National Institute of General Medicine.  I ordered a class set last year and earlier this summer for my classes.  Perfect for a unit on cells.  I was checking the links on a webquest when I ran across Cells Alive!  Scroll down the pages and click on the gallery to preview images.  I want to print and frame a few.  If you do not have access to a good microscope, micrograph images are the next best thing.  (Here is another resource for cellular images.)

Have you tried a webquest?  Glencoe's The Cell Webquest works as an extension activity.  I use webquests to get kids to do a little writing.  Glencoe offers several webquests.  Check for broken links!  This cell webquest has kids create cell trading cards and write a children's book.  Fun!  The Cell Exploration Webquest from Biology Junction focuses on cell organelles.  Use a webquest to change up instruction.  The questions, worksheets, or trading cards all make excellent artifacts for your portfolio.

Apologia and Watershed Education: Newbies

Okay, you like the idea of adding some watershed education but not the GLOBE Watershed Dynamics Project yet.  That is way too much!  You like the simple watershed model and want to start with a small project first.  Try one of the lessons in Watershed Education.  These lessons are targeted for elementary students in grades 4-6.  Much less intimidating.  Most of the lessons are from Project WET.  Another favorite to try is Dragonfly Pond, an exercise in land use.

Want another easy project to use?  Try this Chesapeake Bay  webquest.  What is a webquest?  Basically, it's an activity with a question, a task or series of tasks, a list of web sites, and a product, such as making a trading card or brochure.  A webquest is a quick way to explore a new topic to get a sense of its scope.  Before you send your child off to try one, preview the links.  Broken links are,frustrating.  If the webquest has an interesting task and probing questions, but the links are broken, Google the questions.

Plan a stream study.  4-H has stream guides.  You'll see tons of different guides, most of which focus on identifying benthic macroinvertebrates, larvae living in the water, which are good indicators of the stream's water quality.  You'll need a net, some white, ice cube trays, plastic tweezers, and a bucket.  Let's do this!

Apologia and Watershed Education: What does it entail?

I'm planning to integrate GLOBE's Watershed Dynamics Project into the Biology curriculum.  But, I've had some experience doing just that.  In the previous post, I listed a number of excellent resources.  Where do I start?  First, I make sure the kids know what a watershed is and where ours is located.  Usually, there is a PowerPoint explaining a watershed.  I borrow an Enviroscape Model and use it as a visual to teach the issues confronting communities.  You can make your own watershed model with newsprint or with this crumpled paper watershed model that is completely scripted.  Once we have a grasp of what a watershed is, we look up Ours on the EPA's site, Surf Your Watershed,  which isn't as fun as it sounds.

Only then do I begin to review the scope of the project.  I take time to show the kids all of the resources available: Potomac Highlands Watershed eschool, GLOBE Watershed Dynamics Project, The Chesapeake Bay Water Quality Project, Fieldscope, Cmap tools, GLOBE, SOS or Save Our Streams, and Standard Procedures for a Stream Assessment.  By review, I mean that literally.  I show the kids these websites and explain what each agency offers.  Then, I let the kids try the games at Potomac eschool.