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.