Thursday, 31 May and Monday, 4 June, 2012

Students will be able to:

use the information from  the movie Osmosis Jones and classroom discussions to

-describe the human body systems.

-determine how the body systems work cohesively to maintain homeostasis.

-justify how one system can affect all systems if it is not working correctly.

Students watched a portion of the movie Osmosis Jones. Students are to answer the following with information from the video:

-Name the systems mentioned in the video.

-Choose a system from the video and describe how an impairment in that system affects other systems and the entire organism.

-Think of a time you were ill or sick. How did your illness affect your other body systems?

Students are reminded that the human body project is due in class tomorrow. No exceptions.

Wednesday, 30 May, 2012i

 Students will be able to:

use the information from  hands on activites and classroom discussions to

-explore how the nervous system aides the body in reactions.

Students watched the remaining Brain Pop movies on the Human Body. These included:

lymphatic system

respiratory system

nervous system

urinary system

Students should use the information gained to finish their report, which is due on Friday.

Students did a lab where they determined how handiness affected reaction time. Students caught a metric ruler dropped by their lab partner to determine their reaction times with both their left and right hands.

The lab paper is due in class tomorrow.

Tuesday, 29 May, 2012i

Students will be able to:

use the information from  virtual activities and classroom discussions to

-explore how the nervous system aides the body in reactions.

-research the human body project.

Students worked on their human body projects. Remember, you need to include:

-a large scale drawing/picture with the major organs listed.

-an explanation of each organ's function.

-an explanation of a disease that affects the system, including how the disease begins, what the disease does to the body, and how it is treated. You may include a picture of the disease for extra credit.

-a list of your references (where you got the information for the report, where you got the picture, where you got the information for the disease). Be sure to include the ENTIRE URL address!

Students did activities about reactions (nervous system) from GIZMO. The handout should be put in your notebook for the next notebook check.

Home learning is to complete the project, which is due on Friday!

Friday, 25 May, 2012

This is HL 18.  Answers only on your own paper.

Students will be able to:

use the information from  videos and classroom discussions to

-discuss the human fetal development.

Students viewed the NOVA program Miracle of Life and completed a worksheet on the video.

Students should continue to work on their Human Body Projects.

Home learning 18, which can be found at the top of this blog, is due in class on Tuesday.

Thursday, 24 May, 2012

These are the pages for HL 17. For What is the respiratory system, do questions 1-5, answers only. For What is excretion, do questions 7-10. Use the picture above the questions to answer numbers 7-10. Some of the questions have more than one correct answer.

Students will be able to:

use the information from  handouts and classroom discussions to

-determine how the body gets nutrients.

-determine how nutrients are distributed throughout the body.

-decribe how muscles and bones help move the body.

Students viewed BrainPop movies on the Digestive, Muscular, Skeletal, and Circulatory System. 

Students then participated in a quiz on the human body, found at Discovery Education. You can play at home by clicking the link Whaddya Know?

Home learning 17 can be found at the top of this blog.

Wednesday, 23 May, 2012

This is HL 16. Answers only on your own paper.

Students will be able to:

use the information from  hands on activites and classroom discussions to

-determine how the body breaks down lipids.

Students did a lab activity where they compared the emulsification of fats (cooking oil) in the presence and absence of baking soda, which acted like an enzyme to partially break down the fats of the cooking oil.

Students must do HL 16 tonight. It can be found at the top of this blog.

Tuesday, 22 May, 2012

This is HL 15. Answers only on your own paper. Do the appropriate questions ALL on ONE sheet of correctly headed loose leaf paper.

Students will be able to:

use the information from  virtual activites and classroom discussions to

-explore the functions of the digestive system.

-explain how nutrients are absorbed into the body.

Students completed a GIZMO that detailed the digestive system, its organs, and the function of each organ. Students learned the steps of digestion, and how nutrients are absorbed for use by the body.

You can work on the activity at home by accessing your GIZMO account with your username and password. Once you sign in, go to the bottom of the list and launch the GIZMO Digestive System. Click the GIZMO link to access the site. 

Home learning 15 can be found at the top of this blog. It is due on one sheet of paper tomorrow.

Monday, 21 May, 2012

This is HL 14. Answers only on your own paper. Follow directions!

Students will be able to:

use the information from  virtual activites and classroom discussions to

-summarize the processes of human fertilization and implantation.

-describe the course of human development form conception to birth.

Students completed another activity that discussed the processes of human fertilization and fetal development. Students did the Discovery Education activity Fetal Development and completed a handout for the activity. The handout should be placed in your interactive notebook.

Students also viewed a BrainPop movie on the Human Body.

Home learning 14 can be found at the top of this blog.

Thursday, 17 May, 2012

Students will be able to:

use the information from  hands-on activites and classroom discussions to

-determine how the age of a human fetus is calculated.

Students did a paper lab to determine the age of a human fetus. The lab required students to measure size using metric units and interpret information based on the measurements obtained.

Continue to work on the Human Body project.

Wednesday, 16 May, 2012

This is HL 13. Answers only on your own paper.

Students will be able to:

use the information from  hands-on activites and classroom discussions to

-discuss functions that the body does automatically.

-explore how to maintain a small amount of water at a constant temperature.

-apply observations fromt eh inquiry to appreciate how the body maintains a constant internal temperature.

Students received HL 13, which can be found at the top of this blog.

Students did a lab that demonstrates how homeostasis is maintained in the body. The lab handout is due in class tomorrow.

Tuesday, 15 May, 2012

This is HL 12. Answers only on your own paper.

Students will be able to:

use information from virtual activities and classroom discussions to

-describe how infectious diseases are spread.

-determine how infectious diseases are diagnosed and treated.

Students will do HL 12 tonight for home learning. It can be found at the top of this blog.

Students viewed BrainPop movies on vaccines and antibiotic resistance. 

Students then completed a Discovery Education activity entitled Infectious Diseases. You can access the activity AND the handouts by clicking the link Infectious Diseases. DO NOT change the code that is there! Just type in your first and last names. Once the page loads, click the words Infectious Diseases. To get the handouts for this activity, scroll down to the bottom of the screen and click the yellow tab Activities. When the window opens, click 9. Virus--Activity 1 for the first handout and 10. Viruses--Activity 2 for the second handout. 

To perform the activity, close the windows where indicated and keep only the window with the patient and patient history open. Choose a patient to complete the handouts. Follow all written instructions.

Wednesday, 9 May, 2012

This is HL 11. Answers only on your own paper. Use each word choice only once. HL 11 is due in class on Thursday.

Students will be able to:

use inforamtion from a hands-on activity and classroom discussions to

-describe how an HIV infection could spread in a population.

Students did a hands-on activity that demonstrated how the HIV virus can pass through a population and affect the members of the population.

The lab sheet is to be completed and turned in at the class period.

Home learning 11 can be found at the top of this blog. It is due in class tomorrow.

Monday and Tuesday, 7 and 8 May, 2012

These are the instructions for Project 4. See the model in class to determine how to set up your poster board.

This is HL 9. Answers only on your own paper. Due on Tuesday, May 8

This is HL 10. Answers only on your own paper. Due Wednesday,  May 9.

This is HL 11. Answers only on your own paper. Due Thursday, May 10.

Students will be able to:

-use information from internet videos and classroom discussions to determine the modes of infection for HIV and other STD.

-discuss methods to prevent the spread of HIV.

Students received home learnings 9-11, which can be found at the top of this blog.


Students also received instructions for the fourth grading period project on the human body systems. The rubrics with instructions can be found at the top of this blog.

Students watched several BrainPop movies: the immune system, viruses, and AIDS.

Students also watched videos on HIV/AIDS, including Staying Safe, The Monster, and Nightmare on AIDS Street.

Students can also watch the following video on how the infectious cycle works:

How the HIV Infection Cycle Works

Friday, 4 May, 2012

Students will be able to:

use the information from  virtual activites, power point presentations, and classroom discussions to

-describe how organisms maintain a stable environment.

-describe the structure and function of glands of the endocrine system.

Students completed notes on the endocrine system.


Students watched a BrainPop movie on hormones.

Notebooks were submitted.

Students did a whole class GIZMO activity to determine how paramecium maintain homeostasis.

There was no nightly home learning.

Thursday, 3 May, 2012

Today was take your child to work day. Students in class completed a virtual activity on homeostasis.

Notebooks will be checked tomorrow.

Wednesday, 2 May, 2012

Students will be able to:

use the information from  virtual activites, power point presentations, and classroom discussions to

-describe how organisms maintain a stable environment.

Students completed an online lab experiment that demonstrated how homeostasis helps maintain stable environments in other organisms. The activities can be found at: 

Temperature and Metabolic Activity. Be sure to record your hypothesis, your independent (test) variable, dependent (outcome) variable, constants, and all data. Make a graph of the data and write out your conclusions.

You can also peruse through the activity on pill bugs, found at  What is a pill bug?

Your notebook is due on Friday. Be sure it contains all notes on Eclipses, including home learnings and GIZMO; home learnings 1-6; and notes on the endocrine system, including home learning 8 and the GIZMO  sheet on homeostasis. Be sure to include the information from Temperature and Metabolic Activity and What is a pill bug?

Tuesday, 1 May, 2012

This is HL 8. Answers only on your own correctly headed loose leaf paper.

Students will be able to:

use the information from  GIZMOs and classroom discussions to

-determine how our bodies maintain a stable internal temperature in spite of variations in outside temperature. 

-regulate the body temperature of a simulated person using clothing, exercise, and sweat. 

Students received HL 8, which can be found at the top of this blog. It is due tomorrow.

Students completed a GIZMO on homeostasis. Be sure to complete the handout and paste it in after your notes on the endocrine system and HL 8. There will be a notebook check this Friday.