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.