NSTA Book Review

The Sugary Secrets Behind Candy by Ellie O' Ryan is a jewel for young readers.  Who doesn't like candy?  When I first leafed through this book, I was disappointed there weren't any experiments, references, or lists of websites.  Instead it's a nonfiction reader perfect for a rainy afternoon.  That said, Sugary Secrets sparks ideas for hands-on explorations.  Chapter 1 discusses how taste buds detect sweets.  Kids can map their tongues.  A picture of a microscope on page 12 might inspire children to inspect candies with a hand lens to compare differences in crystal sizes among candies.  Sugary Sweets discusses how to control the size of crystals through cooling on pages 16 and 17.  Kids can use this information to make their own rock candy or use isomalt so popular on cooking shows. The book explains the underlying processes.  I learned something about citric acid in Chapter 3.  Did you know that Aspergillus produce citric acid?  There are interesting international candies, a little history, and an odd bit, a Hershey time line.  Sugary Sweets is right on target.  O'Ryan has successfully sugar coated some sound science.  I just know that when kids read about wintergreen candies making a spark or how Mentos make an explosion in soda, kids will want to try it for themselves.

Apologia Biology: Bean Genes for Module 8

Bean Genes is an alternative assessment for monohybrid crosses.  Here are the photos.  I like this because it takes about 20 minutes to do the activity, tally, and answer the questions. Done!  The goal is to do a quick review of major topics: genotype so, phenotype so, genotypic ratios, phenotypic ratios, Punnett squares, monohybrid cross, complete dominance, incomplete dominance, and codominance.  The girls each had cups of red and white beans and completed 25 trials.  We averaged their data to derive the phenotypic averages.  One child working alone should get a 1:3:1 genotypic average and a 3:1 phenotypic average.  The more kids, the more trial, the closer your data will be to these ratios.  This link explains the differences among complete dominance, incomplete dominance, and codominance.  Since this activity was a form of alternative assessment, I had the girls write out their answers and date the material for their portfolios.  BTW, save photos of samples with dates as part of an electronic portfolio.

Apologia Biology: DNA Transcription and Translation Module 7

I'm a stickler for kids to understand the process of DNA transcription and translation.  Actually, we already extracted DNA and did some preliminary genetics.  I like to wait to review transcription and translation.  First, they made a paper DNA model. (Here are photos.) Once they finished the models, we reviewed the process, labeled nucleotides, purines, pyridimines, codon, anticodons, and peptide chains.  The girls took turn orally reviewing the process and finally wrote a summary paragraph as an assessment.  I used this DNA replication site to explain leading and lagging strands, etc., but didn't require them to memorize Okazaki fragments.  Yes, this takes time.  Almost six hours! As the kids write their paragraphs, I have them elaborate and differentiate between the DNA and RNA molecules.  Details matter!

Update!  Check out these DNA bracelets!  You can code your name in a DNA bracelet!

Apologia Human Anatomy: Respiration

Sorry to be offline so long.  I was very ill for months.  I'm back.  The kids completed nutrition and digestion; today,mew taught the Head Start class which meets at our church in the Knights' building.  The class had designed board games, bingo (YUM--they are only four years old), digestion, spinal cords, and place mats.  Yes, I do add activities to ensure all of the little ones are engaged.  The kids arrive early to set up and review materials.  Thankfully, my Bio class helps.  Here are photos.  We linked milk with strong bones as we taught them about bones in the body and made spinal cords.  We had loads of food photos of both healthy food and treats.  I made copies of  My Plate for the kids to draw favorite foods.  When we plan these activities, we divide the class of twenty into five groups of four and rotate through the stations. It helps to have six stations, in case one station is fast.  I like to host ahead Start.  The little ones love it!  My kids grow as leaders.

Apologia Biology

The class is creating DNA paper models to describe replication, transcription and translation. The girls are still gluing the model.  I showed them a section of DNA that translates into an amino chain.  Show your kids the amino acids structures and codon charts to emphasize the relationship  between the DNA and the proteins produced.  You can buy a protein kit. I keep sets of Tangles and use them to demonstrate how individual amino acids form chains which fold into protein molecules-more of a model.  Next time,me plan to type blood, finish the model, and finish a PTC genetics lab. The girls tested everyone at church and took home more papers to test their families for more data.  The PTC paper is available from Home Science Tool.

Apologia Biology: Designer Baby Project Update

Sorry, illness has kept me offline.  My Bio class has been working through DNA replication, transcription, and translation with paper clips and a crash course of organic molecules.  We did a load of genetics activities, too. For more info, check the headings from last year's blogs.

Right now, the girls are writing blogs about designer babies.  The idea is to better understand the moral implications, particularly for Christians.  I start with a concept map to outline some of the terms.  Here is a copy of a concept map, materials for the DNA extraction, and the paper clip DNA activity.  Fun, right?

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.