Daily Class Activities and Homework

  • On this page, you will find a short summary of each day's tasks and classroom activities, and whatever homework was assigned for the day.  Use this page if you are absent.  You will still need to be sure to get any handouts or worksheets from the back of the classroom when you return; I do not keep these papers on my website.  Entries for this page will be arranged with the most recent class dates first.


    IMPORTANT SCHOOL DATES
    5-30: ELA Final Exam
    6-1: World Language and Academic Literacy Final Exams
    6-2: Math Final Exam
    6-5: Social Studies Final Exam
    6-6: Science Final Exam, 7th Grade Locker Clean-out
    6-7: Laptop and textbook returns, Field Day
    6-8: 8th Grade Talent Show, Yearbook Distribution, Picnic Lunch
    6-9: 1/2 Student Day; End-of-Year Assembly



    WELCOME to 7TH GRADE!
    You are the Epsilon Team!

    See below for daily classroom activities and homework.

    May 26:  1/2 Day, Periods 4, 5, 6, and 7 only
         All Classes:  Students read about potential and kinetic energy to review what they had
              learned at the IS (pp 110-113 in the Forces and Energy textbook).  They then
              worked on Newton's Laws handouts to go over the concepts of the three laws of
              motion (pp 44-51 - Laws; pp52-55 momentum).  1st period received these
              handouts even though they did not have class today.
        
    HOMEWORK:
              *Newton's Laws handouts due Monday, 5-30
              *Final exam - June 6
              *Play the Jeopardy review game over and over! 
      
    May 25:
         All Classes:  Students read about Newton's Laws of Motion (pp 44-51) in their Forces
              and Energy textbooks and also reviewed what they have already learned about
              forces and friction.  Students then completed the work on the Forces Frenzy
              activity handout they started yesterday doing their outside activities, and also
              completed a newton's Laws organizer.  Students had time to work in class on these
              tasks, and were to complete any not finished in class for homework due tomorrow.
         HOMEWORK:
              *Forces Frenzy and Newton's Laws handouts due tomorrow, 5-26
              *Final exam - June 6
              *Play the Jeopardy review game over and over! 

    May 24:
         All Classes:  Students went outside today (period 1 was in the gym) to work on a
              Forces Frenzy activity where they used apparatus (a ball, a bat, a hockey stick...)
              to discover what forces are at work on those items when they "played" part of the
              game.  Students were to pay attention to the movement of the ball, bat, frisbee,
              etc., to determine what forces were at work when they moved the object (push,
              pull, type of friction, gravity, which of Newton's Laws of Motion were in play). 
              Students recorded their discoveries on a Forces Frenzy handout which will be
              reviewed in class tomorrow.  Students also turned in their Forces/Gravity
              homework sheets that were due today.
        
    HOMEWORK:
              *No written homework.
              *
    Science Final - June 6th:  the Science Final study guide has been posted as a
                Google Classroom assignment.  Students know that if they cannot print this out,
                they are to ask me for a hard copy.  It was strongly suggested to students that
                they begin their review of the genetics, as this is the earliest topic they studied in
                this semester.  Also, a jeopardy game has been posted on Google Classroom.  It is
                in two parts and covers all topics the students will be tested on.  At this point,
                students may not know all the answers, but are encouraged to play the game over
                and over to review the topics covered on the exam.
     

    May 23:
         All Classes:  Students took notes about friction and gravity on an organizer they
              received today to review the concepts learned about both.  They also received a
              handout showing the four types of friction and the direction of the friction forces
              shown.  Students in 3 classes had time to start looking up Newton's Three Laws of
              Motion in preparation for an out door activity tomorrow (students have been asked
              to bring in apparatus used in a sport or activity they enjoy such as baseball,
              softball, frisbee, hockey stick, soccer ball, etc., and will be exploring the forces that
              act on these "tools" when they use them in the activity).
         HOMEWORK:
              *Friction and Gravity worksheet due Wednesday, May 24.
              *
    Science Final - June 6th:  the Science Final study guide has been posted as a
                Google Classroom assignment.  Students know that if they cannot print this out,
                they are to ask me for a hard copy.  It was strongly suggested to students that
                they begin their review of the genetics, as this is the earliest topic they studied in
                this semester.  Also, a jeopardy game has been posted on Google Classroom.  It is
                in two parts and covers all topics the students will be tested on.  At this point,
                students may not know all the answers, but are encouraged to play the game over
                and over to review the topics covered on the exam.
     

    May 22:
         All Classes:  Students wrapped up the Forces packet and furthered their
              understanding of forces with a discussion of friction as the force that acts against
              motion.
         
    HOMEWORK: 
              *No written homework.
              *Science Final - June 6th:  the Science Final study guide has been posted as a
                Google Classroom assignment.  Students know that if they cannot print this out,
                they are to ask me for a hard copy.  It was strongly suggested to students that
                they begin their review of the genetics, as this is the earliest topic they studied in
                this semester.  Also, a jeopardy game has been posted on Google Classroom.  It is
                in two parts and covers all topics the students will be tested on.  At this point,
                students may not know all the answers, but are encouraged to play the game over
                and over to review the topics covered on the exam.
     

    May 19:
         All Classes:  Students who didn't correct the chicken wing lab analysis handouts
              yesterday corrected them today.  All classes went over the Forces packet and
              discussed how forces are shown, how forces effect motion, and how to calculate
              net force.  We also discussed how friction acts as a force that opposes motion.
         HOMEWORK: 
              *No written homework.
              *Science Final - June 6th:  the Science Final study guide has been posted as a
                Google Classroom assignment.  Students know that if they cannot print this out,
                they are to ask me for a hard copy.  It was strongly suggested to students that
                they begin their review of the genetics, as this is the earliest topic they studied in
                this semester.

    May 18:
         All Classes:  Students who needed to completed the chicken wing picture projects. 
              Other students worked with their lab groups to read over and discuss the questions
              and information about Forces and Friction and Gravity in their textbooks.  Students
              in periods 1, 5, 6, and 7 had time to review their answers to the written chicken
              wing lab analysis homework from last Thursday, make corrections, and periods 1
              and 7 corrected theses papers in class.
        
    HOMEWORK:  None.
    May 17:
         All Classes:  Students worked on the chicken wing photo project today in class.  Many
              lab groups completed their tasks, but some will have to finish tomorrow.
         HOMEWORK:  None.
    May 16:
         All Classes:  Students worked on organizing and creating a photo portfolio of pictures
              taken as students dissected the chicken wing.  Students labeled/will label the
              pictures as per instructions, naming muscles, bones, showing tendons and
              ligaments in their dissected chicken wing.
         HOMEWORK:  Read and do the work on pp 36-43 (Friction and Gravity) in the Forces
              and Energy textbook.
    May 15:  Short Classes: Spring Concert Performance
         All Classes:  Students made corrections on their skeletal/muscular system tests for
              which they will receive partial credit for correct answers.  Students then had a few
              minutes to look over pictures that they had taken for the Chicken Wing Lab to
              make some adjustments, or to "turn them in" on Google Classroom.
         HOMEWORK: None.
    May 12: Algebra Qualifier Test during Periods 1 and 2.
         All Classes:  Students turned in the Forces packet homework started yesterday.  Each
              student received a "Forces" handout that was worked on during class.  As students
              finished the handout, each student was asked to check their answers against a
              teacher key and make any corrections necessary.  These handouts were placed in
              the students' science folders.  Students then retrieved a "Describing Forces"
              packet.  They were asked to read and annotate, then answer the questions on each
              page.  What is left to do of this packet will be due on Monday, 5-15.  If students
              completed the packet work in class today, they were asked to start reading about
              friction and gravity and to do the interactive work in the Forces and Energy
              textbooks (NOT homework for Monday).
         HOMEWORK:  Describing Forces packet, due Monday, 5-15.

    May 11: Algebra Qualifier Test during Periods 1 and 2.
         All Classes:  Students completed a Chicken Wing Lab Analysis handout to share with
              me their understanding of the structure of the wing, how muscles move bones, and
              how it compares to the arm of a human being.  Students then reviewed the pages
              in their Forces and Energy textbook dealing with Forces, and continued working on
              a Forces packet they received to help them review the information from the text. 
              Any work not finished in the Forces packet is to be done for homework for
              tomorrow.
         HOMEWORK:  Forces packet due Friday, 5-12.
    May 10:
         All Classes:  Students took the skeletal/muscular system test today.  If students
              finished the test before the end of class, students were to finish the Recovering the
              Romanovs forensics activity started earlier last week.
         HOMEWORK: None.
    May 9:
         All Classes:  Students organized their chicken wing photos today so they had 3-4
              pictures per page, then turned in the pictures to me on Google Classroom.  I
              printed out the pictures for groups who finished this task during class today, and
              held on to the photo pages for students so that if someone in a group was absent,
              the group would still have access to the photos.  Some groups in some classes
              were able to start labeling their photos for the lab exercise.
        
    HOMEWORK:  Skeletal/Muscular System Test - Wednesday, May 10.
    May 8:
         All Classes:  Students reviewed for the skeletal/muscular system test today.  Id time
              at the end of the class period, students worked on uploading the chicken wing
              muscle pictures to their Science  Google Classroom, or worked on a forensics
              activity called "Recovering the Romanovs."
        
    HOMEWORK:  Skeletal/Muscular System Test - Wednesday, May 10.
    May 5: Music Trip - may students absent from classes
         All Classes:  Students who did not go on the music trip completed the last part of the
              chicken wing lab, which was removing the muscles and tendons and discovering
              the ligaments and, if the students wanted to, the bone structure and bone marrow.
        
    HOMEWORK:  Skeletal/Muscular System Test - Wednesday, May 10.
    May 3 and 4:  Chicken Wing Lab!
         All Classes:  Students conducted a chicken wing dissection lab where they used a raw
              whole chicken wing to discover how muscles are attached to bones by tendons, and
              how this combination works to move the body.  Students have been using their cell
              phones or computers to take pictures of different stages of the dissection, instead
              of drawing the stages.  The pictures will be uploaded to a Google Classroom
              assignment, I will print out the pictures for each group and the group will create a
              chicken wing dissection journal from the pictures.  At the end of today's class,
              students should have removed all the skin and conducted tests to see what
              happens when they move certain muscle groups in the wing.  Students also
              located, or will locate, tendons, cartilage, and ligaments.  Tomorrow, students who
              are in school will wrap up any dissection that still needs to be completed (and may
              have time or the opportunity to break a bone and investigate bone structure).
        
    HOMEWORK:  Skeletal/Muscular System Test - Wednesday, May 10.      
    May 2:
         All Classes:  Students took a "practice quiz" to see how much they have learned about
              the names of the bones of the skeleton.  Students then were introduced to the
              chicken wing lab we will be doing tomorrow, Thursday, and perhaps on Friday. 
              Students will be asked to take photos on their cell phones rather than stop to draw
              what they see when they do different steps of the lab.  There will be an
              assignment on Google Classroom on which students will be able to upload the
              pictures.  Students do NOT need to bring a phone to school if they don't have one
              or don't ordinarily bring theirs to school.  Students have also been warned that
              bringing a phone to class for lab use does NOT permit them to use the phone
              elsewhere and the phone will be confiscated if it is on or used in any other class.
      I
              will print out the pictures sent to me and students will use these pictures to
              diagram what they have learned about how muscles move bones through the
              dissection of the chicken wing.
         HOMEWORK:  Skeletal/Muscular System Test - Wednesday, May 10.
    May 1:
         All Classes:  Students did a joints activity where they were asked to follow directions
              on an activity sheet to experience what happens when they move certain parts of
              their bodies at a joint and went over the worksheets that were due today. 
              Students turned in the Muscular System textbook worksheet for grading.
         HOMEWORK:  None.
    April 28:
         All Classes:  Students conducted a 15 minute mini-lab on Calculating Clues From
              Bones where the students estimated the height of a person based on the length of
              the radius or the humerus bones in the arm.  Once students had the measurement,
              they put the measurement in a formula to estimate their heights, then did an actual
              height measurement to compare.  We'll discuss results in class on Monday. 
              Students also received 6 new handouts about bones and joints.  They had about 15
              minutes to work on the papers that are homework for Monday.
         HOMEWORK:  Students should have the following papers completed by Monday. 
              Students had all of class on Wednesday and Thursday to work on the first three,
              and had 15 minutes today and some of yesterday's class period to work on the last
              three.
                   1. Skeletal System Diagram
                   2. Some Important Muscles coloring activity handout
                   3. The Muscular System textbook worksheet (bright blue - two-sided)
                   4. Your Joints (green - two sided)
                   5. Knee Diagram (yellow - find parts on computer as much as you can)
                   6. Skeletal System Functions (blue)
    April 27: Math PSSAs/PSSA Schedule
         All Classes:  Students in all classes worked on the handouts they received yesterday. 
              Students who finished the handouts from yesterday were able to work ahead on
              some additional handouts abut the skeletal and muscular systems.  The objective is
              to immerse the students in as much information about the two systems and their
              interactions as possible prior to conducting some short in-class labs.    

         HOMEWORK:  None.
    April 26: Math PSSAs/PSSA schedule
         All Classes:  Students in first period finished grading the muscular system packets.  All
              Classes received 6 different handouts that are intended to add to their knowledge
              of the skeletal and muscular systems.  None of the handouts are homework;
              students worked on whichever handout they chose to do during class.  Students in
              Periods 6 and 7 also received their Forces and Energy textbooks (students in the
              other classes took these on Monday).
        
    HOMEWORK:  None.
    April 25: Math PSSAs/PSSA schedule
         All Classes:  Students finished grading both the skeletal system and muscular system
              packets (first period will complete the muscular system packet grading
              tomorrow).  These packets were turned in for recording of scores.
        
    HOMEWORK:  None.
    April 24: Activity Schedule
         All Classes: Students starting grading the skeletal system packet they received on
              Wednesday (they were supposed to have worked on this over the weekend). In the
              last 15 or so minutes of class, students were shown a demonstration lab that
              involved the placement of chicken thigh bones in 6 different substances to explore
              the impact these chemicals have on the very strong, tough compact bone layer. 
              Students discovered that the chemicals which were acidic (vinegar, lemon juice,
              and diluted hydrochloric acid) caused the breakdown of the compact bone layer
              and caused the bones to become more flexible.  The more acidic the chemical
              (vinegar least, hydrochloric acid the most), the more flexible the bones became. 
              Water, coke, and mouthwash had no impact on the bone structure, although coke
              dyed the bone and muscle material brown, and the mouthwash appeared to have
              "cooked" the muscles left on the bone.
         HOMEWORK:  None.

    April 21:
         All Classes:  Students took the Digestive System test.  After turning in the test,
              students took a Forces and Energy textbook that they will be using in conjunction
              with their study of the skeletal and muscular systems so they can learn how the
              body is able to move.  Students were asked to read about motion (pages 4 to 7)
              and about forces (pp 32 to 35) as an introduction.  They then were to retrieve and
              start working on a Forces packet from the side table.  None of this work is
              homework.
         HOMEWORK:
              *Skeletal System packet from Wednesday, due Monday, 4-24.
              *Muscular System packet from Thursday, due Monday, 4-24.
    April 20:
         All Classes:  Students read about the muscular system on pages 44 to 49 in the Human
              Body textbook.  They then took a muscular system packet and started working on
              the packet.
        
    HOMEWORK:
              *Digestive System test - Friday, 4-21.
              *Skeletal System packet due Monday, 4-24 (all answers expect for #11-15 on page
                22 - students need to THINK! - can be found somewhere in the packet).
             
    *Muscular System packet from Thursday, due Monday, 4-24.
    April 19:
         All Classes:  Students reviewed information/concepts about the digestive system in
              preparation for the digestive system test coming up on Friday.  Students then
              copied the correct answers into their Bones are Alive (skeletal system) outline, and
              we discussed the concepts introduced through the outline.  Students also examined
              deer bones to look at examples of the layers of bone and to discover how the bones
              fit together.  Students received a Skeletal System packet to work on for Monday.
        
    HOMEWORK:
              *Digestive System test - Friday, 4-21.
              *Skeletal System packet due Monday, 4-24 (all answers expect for #11-15 on page
                22 - students need to THINK! - can be found somewhere in the packet).
     

    April 18:
         All Classes:  Students reviewed the concepts which will be on Friday's Digestive
              System test, as well as the format of the test.  We discussed the diagram on page
              81 to review the placement of the organs of the system, completed the Digestive
              System organizer as a class using the projector to review the function of the
              system as well as the structure and functions of the organs of the system, and
              finally, went over the correct answers to the As the Stomach Churns lab that was
              finished last Thursday.  Students were introduced to Felix, our resident skeleton
              (or will be tomorrow), but all students received an outline that they were asked to
              work on as they read through pages 36-43 in their Human Body textbook.  The
              outline does not follow the book exactly, so students need to be creative in filling
              things out.
         HOMEWORK:
              *Digestive System test - Friday, 4-21.
              *Read pages 36-43 in the Human Body Systems textbook.  Complete what you can
                of the Skeletal System outline (be creative!). 
     

    April 13:
         All Classes:  Students Collected their Day 2 observations from the digestion lab they
              set up yesterday and then cleaned up the lab materials.  As students finished, they
              were asked to go back to their seats to respond to the conclusion questions
              pertaining to the lab results.  Students were reminded to answer the questions in
              complete sentences, using EVIDENCE from the lab (data and observations) to
              support their answers.  As a class, we discussed what happened in each test so
              students would have a better understanding of the lab results.
         HOMEWORK:
              *Complete the analysis and conclusion questions from the As The Stomach Churns
                 lab - due Tuesday, 4-18.
              *Digestive System Test - Friday, 4-21 (we will be starting another unit of study
                next week, but will have a review day prior to this test).
    April 12:
         All Classes:  Students ran a digestion lab today (As The Stomach Churns) to discover
              how pepsin and hydrochloric acid must work together to digest proteins in the
              stomach.  We used dilute solutions of both chemicals to determine which
              combination of the chemicals (each alone, pepsin with distilled water, and pepsin
              with hydrochloric acid in 4 different test tubes) works best to digest the protein of
              a hardbolied egg white.  Students checked the immediate response of the eggs in
              each test tube and will observe the changes in each test tube in class tomorrow
              (after 24 hours).  Students received a lab procedure handout and a
              data/conclusions handout for this lab.
        
    HOMEWORK:  None
    April 11:
         All Classes:  Students went on their Science Google Classroom where they worked on
              a digestion video activity.  Students were asked to view any of the videos available
              about the digestive system, record the site(s) viewed, and write down 5-10 facts
              learned from each site on a piece of paper.  The paper was collected at the end of
              the period as evidence that students stayed on task during the period.
         HOMEWORK:  None

    April 10:
         All Classes:  Students reviewed digestion in the stomach and the process of final
              digestion in the first part of the small intestine, followed by absorption of nutrients
              in the small intestine, and the role of the large intestine in the digestive system. 
              The homework that was to be completed over the weekend was graded as a class
              and turned in.  We also discussed the upcoming lab where students will be
              observing the digestion of proteins (egg whites in a test tube) by a diluted
              hydrochloric acid solution and a pepsin solution, both chemicals which are actually
              found in the stomach to digest proteins.
         HOMEWORK:  None
    April 7: ELA PSSA  7:52-9:58
         All Classes:  Students worked on interactive textbook responses in Lesson 4 of chapter
              3, Final Digestion and Absorption (pp 86-91).  Students received a Final Digestion
              and Absorption worksheet to do as well.  Anything not finished in class will be
              homework over the weekend.
         HOMEWORK:  Finish interactive textbook work, pp 86-91.  Complete Final Digestion
              and Absorption worksheet for Monday, 4-10.
    April 6: ELA PSSA  7:52-9:22
         All Classes:  Students who returned a parent permission form for a cracker-tasting lab
              participated in this lab during class today.  Students ran two versions of the lab
              that allowed students to experience both mechanical digestion and chemical
              digestion in the mouth as they: 1) held a cracker in their mouths without chewing
              it for two minutes and recorded changes in taste and texture every 15 seconds
              AND 2) chewed up a cracker and recorded how texture and taste changed every 15
              seconds for a minute as they chewed.  Students who did not turn in the permission
              slip used the data as recorded by the person next to whom they were sitting, so
              were able to "see" what happened.  Students had a full-class discussion of the
              results of the lab after answering a few questions on the lab data sheet.
              Many students in period 1 were finishing their PSSA test during 1st period class
              time.  These students will run the lab tomorrow as the students who did complete
              the lab start the next section pf digestion.  Students doing the lab tomorrow will
              use the weekend to get caught up.

         HOMEWORK:  None
    April 5: ELA PSSA  7:52-9:22
         All Classes: Students had short periods again today due to the testing schedule. 
              Students finished reviewing the answers and discussing the concepts presented in
              "The Digestive Process Begins" handout they received last week.  Tomorrow
              students will be participating in a digestion lab if they bring in a signed permission
              form (which was actually due by today for points).
         HOMEWORK: None.

    April 4: ELA PSSA  7:52-9:58
         All Classes:  During the short periods today, students organized their 4th quarter
              science folders and separated those papers from the 3rd quarter science folder
              check papers.  It was suggested that students take the 3rd quarter papers out of
              the folder and place them in a drawer or on a shelf at home to keep their folders
              from being too full.  STUDENTS WILL NEED THESE 3RD QUARTER PAPERS TO HELP
              THEM STUDY FOR THEIR SCIENCE FINAL EXAM, which includes all concepts from
              genetics through topics covered to the end of the year.  Students also discussed
              correct answers for the Food and Energy worksheet they were given to do last
              week.

         HOMEWORK:

              *Complete Grade 7 Mini-Assessment - The Digestive Process questions packet
              *Cracker Parent Letter Signature due by Wednesday, 4-5-17 (1st period will get
                this paper tomorrow) 

    April 3:
         All Classes:  Students practiced a PSSA-type reading activity, reading cold 2 excerpts
              from their textbook in a separate packet, then answering questions pertaining to
              the information presented in the packet.  The questions required students to refer
              back to the excerpts to provide evidence to support answers.
         HOMEWORK:
              *Complete Grade 7 Mini-Assessment - The Digestive Process questions packet
              *Cracker Parent Letter Signature due by Wednesday, 4-5-17 (1st period will get
                this paper tomorrow) 

    March 31:
         All Classes:  Students analyzed their results from the Ernie's Exit lab and determined
              from the data who murdered Ernest "One-Eyed" Earl.  After identifying the suspect,
              each student filled out his or her arrest warrant as the arresting officer.  Included
              with the blood type evidence, students had to write a paragraph explaining in
              detail why they chose that suspect as the murderer.  In the paragraph, students
              were instructed to use all types of evidence to support their choice.  Students had
              the opportunity to finish a rough draft and do their final copy in class.  If they did
              not complete the final copy in class, the arrest warrant is homework due on
              Monday.  Students who did finish the warrant with time remaining were asked to
              continue work on digestive system tasks (Food and Energy worksheet and The
              Digestive Process Begins worksheet) from Monday.
         HOMEWORK: None.
    March 30:
         All Classes:  Students continued to work on collection of evidence for the Ernie's Exit
              lab.  Some students were able to start working on typing the blood samples and
              beginning the arrest warrant.
        
    HOMEWORK: None.
    March 29:
         All Classes:  Students ran a blood-typing lab today to collect forensic evidence that
              will lead to the arrest of the murderer of one Ernest "One-Eyed" Earl.  Students
              tested "blood samples" from the victim, a pool of blood found at the crime scene, a
              weapon found at the scene, and from three suspects who were acquainted with
              Ernie, or who were in the vicinity prior to the discovery of the body.  Anti-A, anti-B
              and anti-Rh "serums" were used to test the blood for blood type.  Students looked
              for clotting or no clotting to occur in their samples as the anti serums were added,
              and used this to determine the blood type of each sample.  Students recorded their
              findings on data collection papers received yesterday.
        
    HOMEWORK: None. 
    March 28:
         All Classes:  Students are taking a short break from the digestive system to solve a
              "Who Dunnit" revolving around blood typing that was cancelled previously due to
              weather and the need to catch up.  Students watched two videos about crime
              solving from 200 years ago compared to the present, then were introduced to the
              crime at hand, "Ernie's Exit."  Students collected evidence from written reports,
              and tomorrow will type "blood" from suspects, the victim, and the crime scene and
              weapon to find out who caused Ernie's untimely exit.
         HOMEWORK: None. 

    March 27:  Teen Counselors Period 7
         Periods 1, 4, 5, and 6:  Students started/completed the notes on the Digestive System
              Organizer from Friday's class and read through or reviewed the information on
              pages 80-85 that was read during class on Friday.  We looked at a model of a
              human torso so students would be able to see where the organs of the body that
              we have learned about so far are placed, and their sizes in relation to the sizes of
              other organs.  Students in had time to begin a worksheet to review the pages
              80-85 information (The Digestive Process Begins - mouth, esophagus, stomach),
              which is not homework for tonight.  They also received a handout to do tonight.
        
    HOMEWORK: 
              All Classes: 
                   *Quarter 3 Science Folder Check due by March 28.  Paperwork for the
                     folder check was passed out Thursday, and my teacher webpage list has been
                     updated and students can print out the checklist.
                   *Worksheet - Food and Energy with reading of pages 66-73 in text.  Period 7
                     was given this assignment as well, even though they did not class.

    March 24:
         All Classes:  Students read pages 80-85 in their Human Body Systems textbooks,
              annotating/highlighting as they read.  Once finished reading, students took a
              Digestive System Organizer and filled in what they could if the organizer based on
              today's text information.  If finished before the end of class, students were able to
              spend time organizing their science folders for Tuesday's science folder check.
        
    HOMEWORK:  Quarter 3 Science Folder Check due by March 28.  Paperwork for the
              folder check was passed out Thursday, and my teacher webpage list has been
              updated and students can print out the checklist.
    March 23:
         All Classes:  Students received the paperwork for their Quarter 3 Science Folder
              Check.  Please read over the letter with your child (we discussed this in class). 
              Students watched a video on the Digestive System after creating a trifold from a
              piece of paper on which they wrote what they already knew about the system in
              the first column.  They took notes as they watched the video, writing down what
              they were learning about the system, then wrapped up class by writing one or two
              questions they still had about the system in the third column.
        
    HOMEWORK:  Quarter 3 Science Folder Check due by March 28.  Paperwork for the
              folder check was passed out today, and my teacher webpage list has been
              updated and students can print out the checklist.
    March 22:
         All Classes: Students took the Circulatory  and Respiratory Systems Test today.
         HOMEWORK:  Quarter 3 Science Folder Check due by March 28.  Paperwork for the
              folder check will be passed out tomorrow, but my teacher webpage list has been
              updated and students can start to organize their papers.

    March 21:
         All Classes:  Students in periods 4, 5, 6, and 7 reviewed and graded Friday night's
              Respiratory System homework.  All classes worked on labeling a practice
              respiratory system diagram and reviewed for tomorrow's Circulatory and
              respiratory Systems test.
        
    HOMEWORK:
              *Circulatory and Respiratory System test on Wednesday, 3-22.  A description of the
                test was given verbally to all students last Friday and again today, with a
                reminder that they should be jotting down some clues on what to study.  Students
                were also shown what papers to focus on for studying purposes.

    March 20:
         All Classes:  Students reviewed the information that was read over the weekend about
              the respiratory system and had the opportunity to make corrections on the
              homework handout about the Respiratory System before handing in the
              homework.  Students in period 1 had time to correct the handout as a class; other
              periods will make correct these papers tomorrow.
        
    HOMEWORK:
              *Circulatory and Respiratory System test on Wednesday, 3-22.  A description of the
                test was given verbally to all students last Friday and again today, with a
                reminder that they should be jotting down some clues on what to study.  Students
                were also shown what papers to focus on for studying purposes.

    March 17:
         All Classes: Today, students reviewed the Amoeba Sisters worksheet on Blood Typing,
              the Blood Type Punnett Square worksheet, and the Cardiovascular System Review
              and Reinforce handout.
         HOMEWORK:
              *Circulatory and respiratory System test on Wednesday, 3-22.
              *Read pages 138-147 in the Human Body textbook about the respiratory system. 
                Complete The Respiratory System worksheet.
              *Period 1 - Complete the Cardiovascular Review and Reinforce handout.

    March 16: SNOW DAY
    March 15: SNOW DAY
    March 14: SNOW DAY
    March 13:
         All Classes:  Student Genetics tests and Circulatory System heart quizzes were
              returned and reviewed since this material will be on the Science final exam. 
              Students then had a little time to complete work on/work on the papers from last
              Thursday.
         HOMEWORK:  No written work, unless students finish Thursday's papers at home. 
              There will be a test on the circulatory system and the respiratory system next week
              (Wed or Thurs), so students should start reviewing the information they have
              about the circulatory system. 

    March 10:  No School
    March 9:
         Period 1:  Students were given the Amoeba Sisters Google Classroom task to work on
              and finish during this period.  Students then were to take a Blood Type Punnett
              Square Practice handout to help them understand how blood types are passed
              down from parent to offspring.  Some students also took a green Cardiovascular
              System (Circulatory System Review and Reinforce handout).  None of these were
              homework.
         Periods 4, 5, 6, and 7:  Students finished working on the Amoeba Sisters assignment,
              with the accompanying handout. 
    Students then were to take a Blood Type Punnett
              Square Practice handout to help them understand how blood types are passed
              down from parent to offspring.  Some students also took a green Cardiovascular
              System (Circulatory System Review and Reinforce handout).  None of these were
              homework.
         HOMEWORK:  None.
    March 8:
         Period 1: Finished reading about blood composition in the textbook together as a class
              and finished notes on the Blood Composition and Type handout.  Students had time
              to make corrections to the Composition of Blood worksheet they were to do for
              homework before turning it in to be graded.
         Periods 4, 5, 6, and 7:  Students finished the Blood Composition and Type notes
              handout, made corrections to the Composition of Blood homework handout, then
              turned the homework in for grading.  Students then worked on a Google Classroom
              assignment: Amoeba Sisters Multiple Alleles (ABO Blood Types) and Punnett
              Squares to learn how blood types are passed down from parents to offspring.
         HOMEWORK: None. 
    March 7:
         All Classes:  Students read and took notes on pages 114-120 in the textbook, learning
              about the composition of blood and about blood types.  Students received a green
              "Blood Composition and Type Notes" handout on which they took their notes.
         HOMEWORK:  Composition of Blood handout - both sides, using pages 114-123 of
              Human Body Systems textbook.

    March 6:
         All Classes:  Students graded the "A Closer Look at Blood Vessels" homework sheets
              in class and turned in their graded papers.  Students then began reading about
              Blood in their Human Body Systems textbook, completing the work on the pages as
              they read.  Periods 1 and 4 received a series of Circulatory System handouts to
              place in their folder to help them review what we have studied and to give them
              some additional information on the system.  The other periods will take these
              handouts tomorrow.
         HOMEWORK:  None.
    March 3:
         All Classes:  Students finished talking about the heart's electrical system and viewed a
              real EKG.  We then talked about blood vessels and compared the function and
              structure of arteries, capillaries, and veins, taking notes on an organizer.  Students
              wrapped up class with an edit session to correct anything they answered
              incorrectly on the homework handout from last night, then all classes with the
              exception of period 1 turned in their papers.  Period 1 did not have time to make
              corrections in class and will do them over the weekend.
        
    HOMEWORK: None for Periods 4, 5, 6, and 7; edit last night's homework - period 1 March 2:
         All Classes:  Students took the Circulatory System: Heart quiz today.  Most students
              finished before the end of the period and were able to start working on reviewing
              the reading about blood vessels on pages 108-113 in their textbooks.  Some
              students were also able to continue working on the A Closer Look at Blood Vessels
              handout assigned for homework and due tomorrow.
         HOMEWORK: "A Closer Look at Blood Vessels" handout, due Friday, 3-3 (pp 108-113).
    March 1:
         All Classes:  Students finished the Heart's Electrical System Google Classroom
              assignment, then started working on reading pages 108-113 in the textbook
              relating to blood vessels.  Once finished with the reading, students completed the
              back side of the Blood Flow Sequence handout to take notes about the structure
              and function of the blood vessels.  Some students were even able to get a head
              start  on tomorrow's Blood Vessel homework sheet.
        
    HOMEWORK:  Quiz on the Circulatory System on Thursday, 3-2 (all parts of the heart,
               blood flow sequence: also know valves and the role of the lungs).
      
     
    February 28:
         All Classes:  Students completed an online Google Classroom assignment with a lab
              group today, reading an article, then watching a video about the heart's electrical
              conduction system.  Students completed an accompanying notes handout as they
              read and watched, and were able to discuss what they should write down on the
              notes sheet with their lab group. Most students in all classes need to complete the
              video portion of the task in the first part of class tomorrow.
        
    HOMEWORK:  Quiz on the Circulatory System on Thursday, 3-2 (all parts of the heart,
               blood flow sequence: also know valves and the role of the lungs).
      
    February 27:
         All Classes:  Students started off the period by grading the last page of the Circulatory
              System and Blood homework packets.  Students then reviewed the Blood Flow
              Sequencing notes handout to trace the flow of blood through the heart and listed
              the order on the sequencing chart.  Lastly, students completed the first page of the
              Circulatory System notes packets and started discussing valves and blood vessels.
         HOMEWORK:  Quiz on the Circulatory System on Thursday, 3-2 (all parts of the heart,
               blood flow sequence).
    February 24:
         All Classes:  Students worked on a Google Classroom assignment which allowed them
              to watch a Bill Nye Blood and Circulation video in segments, giving them questions
              relating to the segments that were watched.  Students then had time to begin
              working on their homework assignment, the Circulatory System and Blood packet. 
              Students are to use pages 9, 11, and 12 of the packet as information pages and
              should read through and study these pages.  Page 10 of the packet is optional and
              should be done last, if at all.  Pages 13 and 14 will be the graded portions of the
              packet and are due on Monday.  All answers for the packet, with the exception of
              #12 which is a thinking question, are in the packet.
         HOMEWORK:  Circulatory System and Blood packet due Monday, 2-24. 

    February 23:
         All Classes:  Today, all students turned in the Big Idea homework papers (if not
              completed in class yesterday), and I collected any Planet Diary or Pearson Online
              Assignment checklists that were not completed during yesterday's class.  Students
              reviewed pages 102-104 in the Human Body Systems textbook and discussed the
              functions of the cardiovascular system, as well as the chambers/vessels of the
              heart.  Students also discussed how diagrams/models of the heart are presented
              and the significance of the view and the coloration they see when they look at a
              diagram or a model.  Students in periods 1, 5, 6, and 7 received a diagram of the
              heart which they were to color appropriately as marked on the diagram.  Students
              in period 4 checked their markings on a heart diagram they received yesterday
              during class, and we discussed the flow of blood through the heart.
         HOMEWORK:  Students who did not complete coloring in the heart diagram should
              finish this at home for tomorrow's classes.
    February 22:
         Periods 1 and 4:  Students were asked to double-check their Pearson Online
              assignment for completion.  Once the task was checked, students were to work on
              a Human Body Systems Big Idea handout that is homework for tonight if it is not
              completed in class.  Period 4 received an additional handout for classwork as they
              seemed to have all work done and were vocal to the substitute about the work they
              were asked to do next.  Students in Period 1 who finished the Big Idea handout
              were asked to start reading and answering questions on pages 102-107 in the
              Human Body Systems textbook.  This is NOT homework.
         Periods 5, 6, and 7:  Students in these classes finished the online text assignment,
              then started working on the Big Idea homework sheet. Some students in these
              classes will need to complete a little bit of the online assignment at home tonight.
         HOMEWORK:  Human Body Systems Big Idea handout, using pp 4-25 in the Human
              Body Systems textbook.  Use the "keys" to find the answers to the questions!
    February 21: Teen Counselors Period 1; no Period 1 class today.
         Periods 4, 5, 6, and 7:  Students in these classes worked on an online Pearson
              textbook online activity about the circulatory system which got increasingly
              difficult to use as the day wore on.  The assignment included a page from the
              online task on which the students found links to various interactive sites.  While
              these sites worked when I tested them, they gave the students a lot of trouble, and
              some did not work at all.  Students were given alternate "routes" to use to
              complete the work and will have the class period tomorrow to work on the
              assignment "from another direction."  Students are not to work on this at home.
         HOMEWORK:  None.
    February 16: 1/2 Day for Students - Periods 1, 2, 3, and 4 only.
         Periods 1 and 4:  Students received two handouts today that they used to begin a
              Pearson online assignment (Pearson is the Human Body textbook publisher and the
              online assignment is interactive). On one handout, students were to respond to
              activities they did through links provided by the online assignment (Planet Diary). 
              The second handout was used as a checklist so students knew what tasks they
              were expected to complete and could check off the tasks as they were completed.
        
    HOMEWORK:
              *Period 1: Do some work on the online assignment over the break, leaving only the
                last tab unfinished.  This class does not have class on Tuesday, 2-21.  Expect a
                short quiz on Body Organization and Homeostasis at the end of next week. 

              *Periods 4, 5, 6, and 7:  None, but expect a short quiz on Body Organization and
                Homeostasis at the end of next week.

    February 15:
         All Classes:  Students discussed and asked questions about the text concepts from
              pages 18-25 in the Human Body text on Homeostasis, then had a few minutes to
              make any corrections necessary to the homework sheet that was due today.  We
              graded the homework paper in class, then students turned in the worksheet if they
              had completed it.  To kick off a unit on the circulatory system, students then
              created a class web to share what they already know about the circulatory system.
         HOMEWORK:  None, but expect a short quiz on Body Organization and Homeostasis at
              the end of next week.  

    February 14:
         Periods 1, 4, and 5:  Students reviewed the answers to the Homeostasis lab questions
              and we discussed again the difference between negative and positive feedback. 
              Students started reading about Homeostasis in the Human Body textbook (Chapter
              1, Lesson 3, pp 18-25).  Students are to finish the reading at home and are to do
              the marked side of the Homeostasis worksheet received in class.
         Periods 6 and 7:  Students completed the Homeostasis lab and the lab questions. 
              When finished with this task, students then started reading about Homeostasis

              in the Human Body textbook (Chapter 1, Lesson 3, pp 18-25).  Students are to
              finish the reading at home and are to do the marked side of the Homeostasis
              worksheet received in class.
         HOMEWORK: All Classes
              *Finish reading pages 18-25 in the Human Body textbook and complete the
                Homeostasis worksheet, Lesson Quiz side only (should have a star on it) - due
                Wednesday, 2-15.
    February 13:
         Periods 1, 4, and 5:  Students organized their Science Folders, going through and
              pulling out what they need to keep in their current folders for the 3rd quarter, and
              making a pile of papers to take home and keep at home (not to be thrown away). 
              Students then reviewed the steps of the Homeostasis lab and completed doing the
              lab activities.  Some students had time to start answering the lab response
              homework questions before the end of the class period.
         Periods 6 and 7: 
    Students organized their Science Folders, going through and pulling
              out what they need to keep in their current folders for the 3rd quarter, and making
              a pile of papers to take home and keep at home (not to be thrown away).  These
              students had not had the chance to start their labs, so we went over the
              procedures for each of the homeostasis activities on the lab, and students worked
              with their partners to start the lab and record their data.  Most students did not
              complete the lab, so will NOT be doing the lab response activity for homework.
         HOMEWORK: 
              Periods 1, 4, and 5:  Students should complete the Homeostasis Lab Response
                   Activity Questions for Tuesday, 2-14.
     

    February 10: 2 Hour Delay
         All Classes:  Students corrected the homework that was originally due on Thursday
              and turned their corrected papers in to me.  All students then received a
              Homeostasis: How the Body Responds lab activity sheet.  Students in period 1 had
              time to start the first activity; all other students (with the exception of period 7)
              reviewed the purpose of the activity and the tasks they will perform on Monday. 
              Students in period 7 completed the Body Organization notes handout started
              Wednesday before correcting their Body Organization homework sheet, then
              received the lab handout and started discussing the concept of homeostasis, but
              did not review the purpose of the lab.
         HOMEWORK:  None
    February 9:  SNOW DAY
    February 8:
         All Classes:  Student textbook homework from last night was checked for completion.
              Students then received a Levels of Organization of the Human Body notes handout,
              which was completed together as a class for periods 1, 4, and 5, and started in
              periods 6 and 7 (periods 6 and 7 had some good discussions).  All students
              received a Body Organization homework handout that is to be completed, using the
              textbook, for tomorrow.
         HOMEWORK:  Complete both sides of the Body Organization handout for Thursday,
              2-9, using the textbook.

    February 7:
         All Classes:  Students scored and analyzed the body system pretest, then completed
              work on the Genetic Disorder Organizer they started yesterday.  Organizers were
              turned in and each student took a Human Body Systems textbook.  These textbooks
              belong to the students; they may write in them and take notes in them, respond to
              prompts and answer questions in them, and they are theirs to keep at the end of
              the year.  Students were given the opportunity to begin tonight's homework during
              class.
         HOMEWORK:  Read pp 4-9 in the Human Body Systems textbook.  Talk to the Text, and
              respond to all interactive prompts and to all questions covered on these pages.
    February 6:
         All Classes:  Students discussed the purpose behind doing the dog drawings
              ("random" DNA chemical base - adenine, cytosine, guanine, thymine - order results
              in different traits for different dog which is unique to each individual organism). 
              Students then took a nongraded pretest for the human body to assess how much
              basic information they are bringing with them about the systems of the body that
              we will be studying next (circulatory, respiratory, digestive, nervous, skeletal, and
              muscular).  Students finished their dog drawings by giving their dogs a name on
              the front of the drawing, then turned in the drawing and the DNA strand.  Students
              finished the period by beginning an Internet search for information regarding
              genetic disorders.  Each student took a Genetic Disorder Organizer on which to
              record information they discovered about each of three different disorders.  Once
              students completed the research, they were to write an exit response.  Most
              students did not finish this task in class; it is NOT homework and students will be
              given 10-15 minutes tomorrow to complete the organizer and response.
         HOMEWORK:  None.
    February 3:
         All Classes:  Students drew their dogs today during class, colored them in, as per their
              DNA code sequence, and started to create the DNA strands for their dog.  Any task
              not completed today is homework over the weekend.  Students who finished both
              tasks before the end of the period were invited to try some "Monster Punnett
              Squares" for fun.
        
    HOMEWORK:  Dog drawings and DNA strands, if not completed in class, are due on
                                Monday.
    February 2:
         All Classes:  Students started an activity today where they picked code sequences
              representing the chemical bases of DNA (adenine, cytosine, thymine, and guanine)
              from a "Dog DNA" envelope in order to identify 8 traits (of thousands) created by
              the order of the bases that will be used to create a dog.  Students will draw a dog
              based on the DNA codes they choose and will create a DNA strand that will
              represent the traits of the student's dog.  Today, students picked the code
              sequences for the traits and started working on the drawing of their dog.
        
    HOMEWORK:  None.    
    February 1:
         All Classes:  Students took the Genetics Test today, then read or worked on other
              homework for the remainder of the period.
         HOMEWORK:  None.
    January 31:
         All Classes:  Students started class with another practice Punnett Square for Bassett
              hounds today.  We then graded the Patterns of Inheritance worksheets that
              students turned in on Friday.  Students turned these in, and picked up a final
              Punnett Square Practice worksheet to help them prepare for tomorrow's test.
        
    HOMEWORK: 
              *Genetics Test - Wednesday, February 1.
              *
    Punnet Square Practice 
    January 30:
         All Classes:  Students shared out some of the things they found most
              interesting/exciting from the Genetic Mutations video they watched on Friday, then
              turned in the Genetic Mutations organizer completed over the weekend, along with
              an extra credit opportunity worksheet on Patterns of Inheritance (if they chose to
              do the handout).  Students received a practice Punnett Square handout that we did
              together in class in preparation for Wednesday's test, and then were given a
              handout for homework on which they will create a Punnett Square showing how
              they received a chosen trait from their parents.  Students were asked to give
              phenotypes and guess genotypes (using an explanation for the choice of genotype
              for each parent), create the Punnett Square for that trait, and explain what the
              probability was that they would receive the trait they have.  Students were
              reminded to check their Punnett Squares to be sure that siblings (if they have
              biological siblings) were also represented on the Punnett Square to make sure the
              Punnett Square was correct.
        
    HOMEWORK: 
              *Genetics Test - Wednesday, February 1.
              *
    Family Trait Punnet Square completion and analysis - due Tuesday, 1-31.
    January 27:
         All Classes:  Students turned in their Patterns of Inheritance homework, then went
              onto their Google Classroom to watch a video called Genetic Mutations.  As
              students watched the video, they were asked to write down notes about the
              different segments of the video on a Genetic Mutations Organizer.  Students did not
              complete the video, but as long as they had facts in each section, they do not have
              to finish watching at home (unless they want to!).  Students DO have to respond to
              the prompt question at the bottom of the organizer.  The prompt response is due
              on Monday, 1-30.
        
    HOMEWORK: 
              *Genetics Test - Wednesday, February 1.
              *Prompt response at bottom of Genetic Mutations organizer due Monday, 1-30.

    January 26:
         All Classes:  Students read pages 86-91 in the Cells and Heredity textbook to learn
              more about patterns of inheritance (incomplete dominance, codominance,
              polygenic inheritance) and how the environment may impact the passing on of
              traits.  As students read, they were to make annotations in their ISNs
              (connections/questions/comments), then they were asked to respond to textbook
              prompts and questions, also in their ISNs.  Each student received a Patterns of
              Inheritance worksheet to complete for homework for Friday.
        
    HOMEWORK: 
              *Genetics Test - Wednesday, February 1.
              *Patterns of inheritance worksheet - both sides - due Friday, 1-27.
    January 25:
         All Classes:  Students completed work on the monohybrid vs dihybrid assignment from
              Google Classroom, wrapping up with a coin toss activity that allowed them to see
              how some traits could be affected by multiple genes (polygenic inheritance - traits
              such as skin tone, eye color, hair color, and height are all impacted by this type of
              inheritance).  Students were then instructed to try the Bikini Bottom - Dihybrid
              Crosses worksheet to see how well they understand the idea of dihybrid crosses. 
              They do not have to complete the worksheet for homework.
        
    HOMEWORK:  Genetics Test - Wednesday, February 1.
    January 24:
         All Classes:  Students continued to work on the online research activity to discern the
              difference between monohybrid and dihybrid crosses, codominance and polygenic
              inheritance traits.  This assignment is found on Google Classroom, and students
              responded to prompts and took notes in their ISNs as they completed the different
              activities in the assignment.
         HOMEWORK:  Genetics Test - Wednesday, February 1.
    January 23:
         All Classes:  Students started an online research activity to discern the difference
              between monohybrid and dihybrid crosses.  1st period searched the topic on their
              own; periods 4, 5, 6, and 7 worked on an activity found on my google classroom
              (period 1 will work from this site tomorrow).  From this site, students will also be
              learning about codominance and polygenic inheritance traits.
         HOMEWORK:  Genetics Test - Wednesday, February 1.