Lesson 1 - Monday, Jan 20
Today in science: In preparation for Friday’s open-note quiz, students were asked to put begin putting together a sort of Study Guide (aka. a ‘cheat’ sheet). This involved writing two different answers to our Driving Question AND created a paragraph answering the question, What are cells made of/from? One answer was a single word answer while the other was a longer, 5-sentence paragraph-style answer. After this students were told of a short homework assignment requiring them to look up definitions found on the SCIENCEsEDiment Word Glossary for seven different cells organelles: cytoplasm, chloroplast, cell membrane (or plasma membrane), cell wall, mitochondria, nucleus, vacuole.
From these definitions, students have been instructed to identify the function (or functions should there be more than key function) of each organelle. To copy the entire definition for each of the words is to do too much as the definitions provided typically discuss both the organelle structure AND the function, but this assignment is only about the name of the structure and its function.
Homework: Follow the directions written above (which are also posted on Veracross) regarding the seven organelle functions. Students can write their answers on paper or type them into a document on their iPad. At the start of Tuesday’s lesson, Dr. M will ask students to see their work. In other words, students don’t need to send (or share) their files with the teacher prior the start of class.
Lesson 2 - Tuesday, Jan 21
Today in science: Continuing our preparation for Friday’s open-note quiz, students were asked to continue putting together a sort of Study Guide (aka. a ‘cheat’ sheet). This involved answering questions about the similarities and differences between animal and plant cells AND identifying the main functions of some common cell organelles by combining our more concise, accurate responses from last night’s homework. Students can now take today’s cell organelle work and combine it with yesterday’s cell work to create their 1-page, 2-sided Study Guide.
Homework: Students should be preparing their Study Sheets for Friday’s quiz.
Lesson 3 - Wed, Jan 22 (D) & Thu, Jan 23 (E)
Today in science: For the first half of today’s lesson, students finished their preparations for Friday’s Cell unit quiz. This meant 1) revisiting the G6 Notes Portal to see all of the notes we’ve assembled so far, and 2) watching a short video comparing animal and plant cells. In D period, we also looked at a couple of pictures of real onion and cheek cells so that we could identify which cell organelles were visible to us when using the microscope. In both D & E period, we also took time to try and answer our Driving Question, “What am I made of?,” without using our notes. Dr. M told students to prepare themselves for this possibility on the actual quiz and suggested ways of preparing for this task at home.
In the time remaining, students were asked to create their first individual initial model for our new unit, Unit 6.5. These individual models are responses to our new Driving Question, “What happens to the food we eat?”
Homework: Students should be preparing their Study Sheets for Friday’s quiz.
Lesson 4 - Friday, Jan 24
Today in science: For the first half of today’s lesson, students completed the Cell unit quiz in two parts. On the first part they could use their notes whereas on the second part they could not.
In the time remaining, students were put into teams of 3-5 students and asked to create a group consensus model based on their individual initial models. These group consensus models are responses to our new Driving Question, “What happens to the food we eat?”
Homework: This is no weekend science homework due on Monday (or Tuesday).
Announcements...
The DRIVING QUESTION of our current unit is: What happens to the food we eat?
D period homework collection days: Wednesday & Friday.
E period homework collection days: Tuesday & Thursday.
This is last week of the Fall Semester! Spring Semester begins on Monday, Jan 27.