To conclude the biogeochemical cycle poster project, students each reviewed two posters from groups other than their own. The review consisted of a worksheet with one half containing key items that must be included on each poster for full credit (turned in for participation credit). The lower half of the worksheet included feedback questions that were left with the posters and provided to the groups for feedback. Students then received a take-home quiz consisting of an article about the 2015 Gulf of Mexico dead zone and a quiz with questions connecting the nitrogen, carbon, and water cycles with photosynthesis, cellular respiration, and algal blooms. The quiz is due Monday.
Students completed part 2 of the Keeping the Balance worksheet packet, working in pairs to study how a fictitious organism (a Cupple) uses negative feedback to regulate blood sugar through diet and exercise. After the lab, students learned to use pipettes to refill the reagent vials.
We continued our learning from the Google Classroom by focusing on the last question in the worksheet that asked students to consider the effect of temperature on metabolism. We watched the the “squirrel” segment (from 41:40 to 50:00 of the Can We Live Forever? video from NOVA scienceNOW). Students then updated their answers to question 6 from yesterday’s worksheet. The the last half of class, students worked in pairs to complete part 1 of the Keeping a Balance worksheet. They reviewed homeostasis and negative feedback, applying their learning to the scenario of a car adjusting speed in an effort to maintain the set point speed (the speed limit speed of 55 mph).
We are giving Google Classroom a try for the first time in Biology class. After clicking the link, students should enter the class code written on the white board, which will grant them access to the “classroom” automatically in the future. Once there, students should access the Biology classroom and select the “Why Can’t You Hold Your Breath Forever” assignment. The assignment consists of four pages of reading from the textbook, followed by a Google Doc worksheet. After “turning in” the worksheet, the remainder of the class period can be used to review the ocean acidification content linked to yesterday’s post.
Unit 1 drew to a close today with the unit exam. Many students need additional time to complete the exam, so the class period tomorrow will be available for students to finish up. Tomorrow also marks the end of first quarter, so students are reminded to turn in all missing work they want counted toward their quarter grade by the end of the day tomorrow.
Today we applied our learning of body systems to our study of Josh. Students thought deeply about which body systems were affected when Josh became sick and shared their ideas with each other and on a worksheet. Students then were challenged to think of themselves as Josh’s doctor. They were tasked with coming up with three possible diagnoses for Josh, and then finding out which medical tests to order. To identify the “normal” laboratory values of each available tests, students visited TheBody.com. Students are challenged to hypothesize how Josh’s lab values might be affected by each diagnosis.
- What do the lab tests actually measure?
- Why do the values change when a person is sick?
- How do the values return to the “normal” range?