Apologia Biology: Module 6 Cells

Cell structures, organelles, their functions, and cell processes, such as osmosis and diffusion are part and parcel to lay the groundwork for Biology.  Begin by comparing animal and plant cells.  Make a chart of their respective organelles with their functions.  First, my students color plant and animal cell coloring pages.  Quiz them!  They always make cell models with a key.

This year, I'm going to use the POGIL prokaryotic and eukaryotic cells activity as an introduction.  I've used POGIL for ?Chemistry and the exercises make kids think.  Incidently, my order for Inside the Cell from the National Institute of Heath just arrived.  I ordered a class set and some posters.  All free!  I used the book last year during my cell unit as a resource.  Order a copy and try it with the POGIl exercise to see if you like it.  My kids construct a simple comparison chart with organelles and their functions.  They use the 'Inside the Cell' to work on the chart.

Order a free copy of the Seeing Cells poster.  November 5, 2015 is Cell Day!  NIGMS is hosting a
chat and has more ideas and resources.  I am all about freebies!

Apologia Biology: Module 5 Chemistry

Take time to teach a little Chemistry here.  My Physical Science students had instruction in basic nomenclature and chemical reactions.  A review is in order!  Module Five has information about macromolecules: disaccharides, carbohydrates, organic acids, DNA, etc.  Once, we review basic elements, compounds, etc., the kids build molecules.  I purchased these molecular model kits from eBay, shopgoodwill.com, and Flinn.  It helps students to understand what a macromolecule is when they build them.  My kids build water, methane, glucose, etc.  Yes, this takes time and the kits are pricey.  Once, we have created these models, it's time to tackle DNA Replication  Transcription, and  translation with colored paperclips.    Time consuming?  Yes, but worthwhile!  I invested in a huge box.  Make the connection between the colors and base pairs.  Next, have the kids make paper DNA models identifying the shapes of the bases.  Color code them using the same colors assigned to the paper clip models.  Remember the goal is to understand that your genes are written into your DNA, which is transcribed into RNA, and translated into proteins.  Watch videos, make models, and take the time to understand what DNA is and what it does.

Apologia Biology: Module 4 Fungi

Is Yeast Alive?  was in an earlier post; I like to introduce big ideas early in the year.  But, this lesson fits well here, too.  My bias is towards inquiry lessons and "CER" or "Claim-Evidence-Reasoning" approach to instruction, apologetics for science.  This lab can be adapted for inquiry by changing the amount of sugar or the temperature of the water.  Brynmawr has top-notch biology activities.

Biology teachers frequently use distinctly different themes for their instruction.  Common themes are Evolution, Anatomy, Environmental Science, and a Cellular Approach.  I happen to like a cellular approach and would begin with cell processes, such as Fermentation and Cellular Respiration along with some biochemistry.  Experiment 4.2 introduces fermentation.  To take this lab to the next level and inject a bit more rigor the Swell Lab is another way to introduce fermentation and experimental design to students.

Prentice Hall has virtual labs, such as Cellular Respiration, which are useful both as an introduction or for clarification.  If your Co-op has access to Pasco sensors, this Cellular Respiration Lab using a CO2 sensor and beans explores respiration and adds technology.  Yes, these are expensive sensors.  First, check with the local college to see if similar probes are available.  The staff at many colleges will work with home-school students.  See if a friendly high school teacher can arrange permission from the administration to use probes after school.  Many high schools have older Pasco equipment going unused on their shelves.  Ask about GLX models and if an instructor is willing to demonstrate the equipment.  Another suggestion is to contact Pasco to see if a representative will come and demonstrate the equipment to a group of educators.  I used to invite my colleagues from neighboring schools, private schools, and home-school friends.

I cobbled together a set of probes and sensors.  The Airlink 2 interfaces with an iPad.  Pasco has free Sparklabs.  I ordered many of the probes used from eBay.  A Pasco trainer had given me an interface with a few probes.  I added sensors.  While I had had a number of training sessions, my students helped me become more confident with the equipment.  The beginning of the school-year is the time to lay the foundation for cellular processes and interactive technology!

Apologia Biology: Module 3

Kingdom Protista and pond life allows students to solidify their understanding of taxonomy, beginning with this Virtual lab which includes a comprehensive overview of Protozoa.  (One note is that terrestrial and marine taxonomy differ.  In Marine Biology, the little critters are lumped into zooplankton and phytoplankton.) Have loads of images and recipes for Protozoa.  I happen to love microbiology.  Kids, less so.  Buy a few microscope slides for the kids to sketch after they get frustrated looking at live specimens.

Apologia Biology: Module 2

Before starting this unit, consider the question: Is Yeast Alive?  Students frequently wrestle with misconceptions about microbes.  Tease their thought processes with this lab.

Module 2 is about Monerans.  Here is an opportunity to inject a little taxonomy and compare five or six kingdom models.  Since we are looking at pond water samples, consider doing a stream assay. Cacapon Institute's eSchool has a virtual stream which allows student to learn how to identify macroinvertebrates, biological indicators of stream quality.  Students can create a food web for their locales.  More information about food webs serve as a guide.  I have kids brainstorm 50 different species, research their feeding habits, and include the genus and species names for each organism in the food webs as one of the first projects.  The students create a list with the scientific names; the common names are posted on the food web.  I suggest color coding each tropic level and including as many different types of species as possible: insects, fungi, birds, mammals, arachnids, reptiles, amphibians, etc.  These food webs become artifacts for the students' portfolios.  Incidently, my students create digital portfolios using Blogger.  Kids can take a photo as evidence for submission.  This way the kids are using technology and documenting their work simultaneously.

Apologia Biology: Module 1

This fall, I plan to teach Biology again and thought I would get a head start assembling resources.  I like to organize materials according to the unit.  Module 1 introduces students to the Scientific Method and classification.  Basically, the students need to understand the nature of science, which is data-driven.  I use a bunch of tools and introduce them with the first lessons.
One tool is MRS C. GREN, or characteristics of living organisms: Movement, Respiration, Stimuluus, Cells, Growth, Reproduction, Excretion, and Nutrition. This is a useful tool to compare organisms.  The beginning of the year is also a good time to introduce CER Model and inquiry based instruction, such as Checks Mini-Lab or Inquiry Blocks to drive home the need to base explanations on observations.  Part of the initial lessons should include Classification, Taxonomy, and Dichotomous Keys, and Pamishan Creatures, because Science should be fun!  Apologia includes an introduction to the Microscope.  Agreed!  Let's add a video on how to sketch slides.

Mad Science: Friday!

Ah!  Friday!  Today, we had more experiences than experiments.   Pix!  Did we do everything I had planned?  Nope!  The children at Mad Science stayed in the afternoon for Clubhouse, aftercare.  I gave Miss Tiffany some of the items, such as the clay, magnet mazes, etc. to use in the afternoons.  It is a good idea to have more activities planned than can be realistically accomplished in one week.  Besides, one activity you imagined would take 20 minutes might take about five!  Other times, the kids are happy to repeat one activity for half an hour.  I allow time for everyone to finish, but have the next few activities ready to roll! Here's hoping these ideas work for you!

This morning, I took photos and printed them earlier this week.  The kids used a sponge brush to coat the photos on to canvas panels from Dick Blick.  Sumi Nagashi is Paper marbling with shaving cream.  Once the kids finished, they washed up and then covered their hands with glow germs.  I use a UV flashlight to detect the glow germs.  The book, 'Germs Make Me Sick', can be read along with the activity.  The kids run back and forth washing off germs!  After snack, play, super bubbles, and foam rockets, another teacher, Miss Tiffany, treated the kids to a demonstration of mentor and Coke.  Then we shot off the Alka-seltzer rockets in 35 mm film cartridges, tried bubble bags, and did elephant toothpaste as the finale.  It is Friday.  The kids did not listen quite as well today.  They did love setting off the film cartridges.  Be sure to use 1/4 to 1/2 of a tablet of Alka-seltzer in a film cannister.  These are increasingly hard to find and can be ordered from Educational Innovations, one of my favorite resources!  Here is a video lesson on glow germs.  One caveat: young children may freak over the glow germs.  I sprinkle a little germ powder on the table and shine a UV flashlight on it  to emphasize these germs are fake.  Usually after seeing the germs glow, the child becomes interested in the activity and less apt to freak over the germs.

Mad Science: Thursday!

Pix from today are here.  We started with Optical illusion rubbing plates.  I have six; the children took turns.  As they waited, the kids tried the optical illusion on the back cover of 'Hello, Red Fox' by Eric Carle and several Magic Eye pictures.    The heart on the back cover only requires about 15 seconds of staring to work and is much easier than the Magic Eye pictures.  (I laminated several and keep them with a set of optical illusion cards.)  Next, the kids played with my optical illusion Banks.  I have collected these materials and used them for camps, outreach events, and Biology lessons.   We made our own optical illusions, Flipsticks.  The children can manage this activity with only a little help.  The favorite optical illusion is the Shrinking coin bank.  I set aside quarters, dimes, nickels, and pennies.  This toy takes considerable abuse; try to ration the coins, so the kids don't jam the bank.

After about an hour of illusions, we switched gears and made two types of tornados, one with mini-water bottles and a second type using vortex bottle connectors from Educational Innovations, always a big hit.  (This company has fair prices and fabulous science ideas!).  After snack, the kids tried the UFO Solar bags outside on the playground.  Be sure to tether the bag and pick a hot day to get the best results.  The last activity was a home-made catapult we made to launch ping pong balls.  Fun!

Mad Science: Wednesday!

Another big day.  We started outside checking on the native plants in the raised beds outside.  The kids at Winchester Academy built them this past year.  This summer, the campers are keeping an eye on the plants.  The kids tie dyed.  Prep everything in advance!  Make up he dye mixtures.  Dharma dyes work extremely well and produce vibrant colors.  I ordered  Procion dyes and mordant. Tie dying is one of my least favorite activities; I usually do it at camp because the kids love to tie dye.  Buy large, cotton t-shirts.  Once the kids rubber and their t-shirts into patterns, soak the shirts in buckets of mordant: alum, sodium carbonate, or copper sulfate.  Let the shirts soak in buckets of mordant for at least 20 minutes.  The mordant opens up the cotton to allow the dye to penetrate.

We made Camera Obscuras and Lava lamps while the t-shirts soaked.  Then, we dyed the shirts outside.  I bag the finished shirts in Ziplock gallon size bags and then put the bag in a grocery bag to go home.  The t-shirts should sit overnight before rinsing in cold water.  Wash separately!  Forever!

After snack and play time, we pepper jump and milk swirl.  The last experiment was Oobleck.  More pix are below.  Today was fun and messy!

Khttp://www.instructables.com/id/Oobleck/

Pix

Mad Science: Tuesday!

First up is density.  I dropped a bowling ball in a recycling bin and set out a density bead bottle. (Bowling for Density is a discrepent event I use to teach density in my chemistry classes.  A bowling ball weighing 11 lbs. or less will float.  Be sure to use cold water, as the temperature will affect the water's density.). The children had a blast dropping the bowling ball into the bin to see it float!

 Today, the children  performed a series of chemical experiments suitable for young ones:  Sidewalk chalk, Flubber, Slime, and homemade chalk paint.  This week, the campers are young; they range in age from 3-8 years old.  My Mad Science Pinterest board has many of the fun experiments we did last summer at camp.  I am using much simpler experiments.  For example, the kids made Flubber with a borax solution and white Elmer's glue by mixing the two a little at a time in a small paper cup.  The borax solution has water, borax powder, and food coloring gel.  I just add borax until there is powder remaining on the bottom; this indicates a saturated solution.  I use food gels to get vibrant colors.  After the kids made Flubber, they made Slime, using more of the same Borax solution and clear glue. Often I make slime with Polyvinyl alcohol and borax solution.  The little ones are too young for polymers.


After snack and playtime, the kids finished up making chalk paint and spent time Shoving ping pong balls into balloons to demonstrate circular motion and tossing mini helicopters.  The kids finished by tossing balloons and ping pong balls over a fan to watch them lift.  Flexibility is key.  This group doesn't like camp songs and did not want to make magnetic discovery bottles.  They weren't that thrilled with Secret bells or Head Harps, either.  Every group is different.  Tomorrow is tie dye and is usually a highlight.  We will see.  Here are today's pix.

Mad Science: Monday!

The kids in this camp are very young, mostly early elementary ages, which means simplifying the science!  Today we assembled science kits.  I save salad boxes, sewed simple cloth bags, empty cassette cases, clothespins, mini-vials, and plastic test tubes for the kits.  I like to add goggles for the kids so they feel like real scientists.  We experimented with Magic Sand, which is hydrophobic, Instant Snow, UV Beads, Jelly Marbles, Cartesian Divers, and CD Spinners.  What a fun morning!  We started at 9 and concluded at Noon.  I like to allow plenty of time for each activity.  The children usually experiment with the materials for about 10-15 minutes.  Often the kids want to make two or three CD spinners.  Bring extra materials!  I set up a hot glue station to attach the kids and marbles.  Be sure to have a copy of the directions and all of the materials sorted before camp begins.  Today, I deviated from my original plans because the children attending are so young.  We took time to run outside to see the UV bead bracelets changes colors and to have snack and a play break.  I crushed cans as a demo while the children colored the CD templates.  I left the hot glue gun next to a hot plate on a table well away from little hands.  I crushed 6-7 cans.  Every few minutes, I called attention to the cans as they worked on coloring their templates. 

Since the children are young, the 20 oz. plastic coke bottles work well for the Cartesian Divers.  I set out a bucket of cold water for the children to test their divers before putting them into bottles filled with ice-cold water.  (The density of water varies with temperature.  Be sure to use cold, tap water.)  the diver should immediately descend and rise to the surface.  It is easier to compress the smaller bottles; thin-walled water bottles won't work well.  We had a fun day!

Apologia Biology: Human Anatomy

Yes, Biology doesn't start until September; but, I want to prep my class.  I found some great human anatomy links, like this one.  Kids should learn the parts of the body.  This skill has implications for medicine and sports.  This anatomy lab guide has an overview for a college level anatomy lab course, any part of which would make an excellent lesson for Biology class.  Here is an amazing color atlas with clear platee in an iBook.  When I teach anatomy, I like to have worksheets to test kids.  I don't know another way to learn the parts of the body or the skeletal system.  Body world has worksheets like this locomotive system worksheet.  I find Body World's plastination of bodies creepy.  Is it art?  Is this a valid method to teach?  Is the body desecrated?  I am not putting a value judgement on these worksheets.  They even have a worksheet on the plastination process. Ew.  If you want an A&P course, Biology Corner has one here.  Chapter One is just about perfect for an anatomy overview for high school biology.  If you have access to some equipment, the kids can learn how to test blood pressure, listen through a stethoscope, test for color blindness, reflexes, etc.  sometimes a doctor or nurse will instruct kids on basic physical assessments.

Summer Science

Over the next two months, I have two weeks of VBS and two weeks of Science Camp scheduled.  I will post updates intermittently.  I am doing Mad Science in about ten days and Wild Science the last week of July.  The VBS posts for Boot Camp and Greatest Hits will be posted to my VBS blog.  Stay tuned!

Summer Science: Octopuses NSTA book Recommendation

Each week, the first grade class at the private school where I teach, visits the library adjacent to my classroom.  The children pore over the books before making their selections.  'Octopuses' by Laurence Pringle is the type of book children reach for again and again.  The illustrations by Meryl Henderson practically leap off the page.  The book had me at 'octopodes'; the original term for an octopus is 'octopous', Greek, not Latin (p.4).  So, the plural is octopodes or octopuses.  Exactly the type of nugget young scientists love to catalog! Did you know octopuses may be as smart as a dog or cat?   Octopuses are captivating invertebrates and 'Octopuses' examines the species, its anatomy, habitat, feeding habits, means of camouflage, and defense mechanisms.  This book is one of the 'strange and wonderful' series published through Boyd's Mill Press.  'Octopuses' is a gem.  The author writes clearly for his elementary-level audience; the book could be read to a class of second or third graders as part of a science lesson.  The content is scientifically accurate with interesting terms, such as chromatophores and radula.  I am a sucker for hidden pictures and hunted on pages 18 and 19 until I found all six.  Yes, there is a key at the back of the book (p.31) if you are stumped.  Best of all, the book sparks questions!  How does an octopus release a captured arm?  Why does the arm wiggle even after it is detached?  What type of chemicals are in its ink?  'Octopuses' ends with a picture of an octopus holding a jar with a crab inside.  Did you know octopuses can unscrew and remove stoppers from jars?  I had heard stories as an undergrad about octopuses who climbed out of their aquariums to hunt a treat before returning to their tanks.  This book is imaginative, interesting, and engaging.  It gave me an idea for my Biology class this fall: write and illustrate a children's book about an animal species of their choice.  I will launch the assignment by reading this book!