Mr./Ms. Substitute Teacher, please take students through the instructions below on this tab. Please make note on the sub report of how far in the list of activities that the class gets. Thank you for covering my class in my absence.
REVIEW EXPECTATIONS
•PROMPT:
Meet deadlines. Be where you are supposed to be, when you are supposed to be there. •PREPARED: Make sure you have all your supplies needed for the day. Take care of the equipment. Make sure computers are charged. Only use devices assigned to you. •POLITE: Respect others’ ideas. Do not disturb classes. •PRODUCE: Create quality projects. Take pride in your work. Complete all assignments to the best of your ability. •PARTICIPATE: Don’t waste class time. Be an active collaborator. •POSITIVE MENTAL ATTITUDE: Have fun!!! |
NO PHONES OUT!
IF YOU SEE THEM PLEASE COLLECT THEM AND GIVE TO AN ADMINISTRATOR! NO FOOD OR DRINKS OUT! Click Emergency Tab if needing additional content or if lesson plans were not available. |
December 17, 2019
First and Second Periods
- Get a packet from the sub.
- You are to read the intro to each trial and predict whether the jury found the infamous or classic trial guilty or not guilty. Mark on your chart. and site evidence from the article in your chart.
Scroll down to page 34 and you can use your READ WRITE program to read the articles to you.
3. Listen to the actual verdict.
4. Answer the last two columns of your chart.
Remember: crimes or trials often become “classic” or stick with us when justice is not served because we recognize that something is wrong and want to see it corrected.
December 16, 2019
First and Second Periods
- Office Manager has copies of handouts for this class. Additional copies can be printed at this link if needed.
handout 1 https://docs.google.com/document/d/1dVEhvKPYQRATSfH7GWwJvW2dOrCJQ1v-PulWa9AFUAY/edit?usp=sharing
handout 2 https://drive.google.com/file/d/1K_p3tuWoyBpPfMtP7HukVTAIyloEIBbS/view?usp=sharing - NO PASSES OUT OF CLASS UNLESS EMERGENCY! (only Blood, or broken bones may go straight to the nurse)
Student Instructions:
1 Get out pencil, piece of notebook paper, and a copy of each handout above.
Please put your name and today's date on all of your papers. As we read "To Kill a Mockingbird" we are going to be faced with a lot of circumstances that would make us think differently about what we would do if we were in that situation. Today we are going to take a look at some of those concepts which we all have specific ideas about but may not realize why we feel that way. Take a moment and silently read to yourselves the comments on the "To Kill a Mockingbird: Anticipation Guide".
2 Now we will work through them point by point.
Please mark on the left according to your belief. Mark "1" - if you strongly agree, "2" - agree somewhat, "3" - disagree somewhat, and mark “4" - if you strongly disagree.
3 Choose three points and circle them.
It can be any three points that stand out to you the most. Circle the 3 statements on the anticipation guide that you feel the strongest for or against.
4. Respond to each of your 3 points.
On your sheet of notebook paper, I want you to tell me why you chose the response for each of those three points. Explain what you were thinking or why you chose to mark strongly agree or strongly disagree. Write in sentence form! Minimum of 2 sentences for each one, if it needs to be longer to explain your point- keep writing.
5. Discuss
Each person chose one point to share your reasoning with your peers. Take turns sharing. Respect each other while speaking and do not interrupt. Remember our group expectations.
6. Personal Response (Next handout)
The teacher will read out loud the questions and give you time to respond after reading them aloud. Take your time and answer honestly. Remember to write in full sentences in the spaces provided. Check your spelling and your punctuation. If you need help spelling a word simply sound it out, use a dictionary, use your speech to text device or ask!
7. Work until the bell!
Give the teacher all your handouts with your name on them.
Make sure your area is cleaner than you found it! Please push your chairs in.
THANK YOU!!!
FINISHED EARLY? WATCH THIS>
1 Get out pencil, piece of notebook paper, and a copy of each handout above.
Please put your name and today's date on all of your papers. As we read "To Kill a Mockingbird" we are going to be faced with a lot of circumstances that would make us think differently about what we would do if we were in that situation. Today we are going to take a look at some of those concepts which we all have specific ideas about but may not realize why we feel that way. Take a moment and silently read to yourselves the comments on the "To Kill a Mockingbird: Anticipation Guide".
2 Now we will work through them point by point.
Please mark on the left according to your belief. Mark "1" - if you strongly agree, "2" - agree somewhat, "3" - disagree somewhat, and mark “4" - if you strongly disagree.
3 Choose three points and circle them.
It can be any three points that stand out to you the most. Circle the 3 statements on the anticipation guide that you feel the strongest for or against.
4. Respond to each of your 3 points.
On your sheet of notebook paper, I want you to tell me why you chose the response for each of those three points. Explain what you were thinking or why you chose to mark strongly agree or strongly disagree. Write in sentence form! Minimum of 2 sentences for each one, if it needs to be longer to explain your point- keep writing.
5. Discuss
Each person chose one point to share your reasoning with your peers. Take turns sharing. Respect each other while speaking and do not interrupt. Remember our group expectations.
6. Personal Response (Next handout)
The teacher will read out loud the questions and give you time to respond after reading them aloud. Take your time and answer honestly. Remember to write in full sentences in the spaces provided. Check your spelling and your punctuation. If you need help spelling a word simply sound it out, use a dictionary, use your speech to text device or ask!
7. Work until the bell!
Give the teacher all your handouts with your name on them.
Make sure your area is cleaner than you found it! Please push your chairs in.
THANK YOU!!!
FINISHED EARLY? WATCH THIS>
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December 13, 2019
First and Second Periods
Complete the article and comprehension questions. Then once turned in you may finish the documentary we started previously. Please remember there is no conversation during the documentary. Turn in article questions AND movie questions to the sub before leaving.
Click Here for video: https://drive.google.com/file/d/1K9U9He_S6-5WBKVXrr5CHT1RvrEVBUc1/view?usp=sharing
Click Here for video: https://drive.google.com/file/d/1K9U9He_S6-5WBKVXrr5CHT1RvrEVBUc1/view?usp=sharing
November 15, 2019
First and Second Periods
1. Review the following vocabulary terms that will be in your reading for today.
Cascade
Advanced Definitionnoun
- a steep waterfall or series of small waterfalls.
We admired the sparkling water as we looked up toward the top of the cascade. - anything that falls or seems to fall like a cascade.
a cascade of ruffles on a dress - a series of electrical components arranged so that the output of one serves as the input to the next.
- to fall from one level to the next.
water cascading over the rocks
- to cause to fall or flow in a cascade.
- The cascading wall of water streamed down the ravine and tore through Tannerville. The rising water and debris flooded the ravine and the Conemaugh River.
- So now Della's beautiful hair fell about her rippling and shining like a cascade of brown waters. It reached below her knee and made itself almost a garment for her.
Definitionnoun
- money needed to buy or do something; cost.
His parents work hard to afford the expense of new school clothes.
- something given or paid out, such as money, effort, or time, esp. in return for something else; cost.
- a cause of giving or paying out.
- loss or sacrifice.
She gained fame at the expense of privacy. - (often pl.) money cost incurred by the performance of work.
These are some examples of how the word or forms of the word are used:
- Reports from just over a year ago say that thousands of pythons have been making their homes in the Everglades at the expense of the native (natural to the area) species.
- Da'ud "Sammy" Shabazz, whose great grandfather started the circus with three monkeys and a black Russian bear in 1926, had spent more than 3 million rupees to build, maintain and fill a translucent, 700,000-gallon water tank, which he transported at additional expense to every town and village along the Ganges.
- When poor people are faced with these difficult decisions, housing is often the first expense to be dropped because it generally requires the largest amount of money.
- Some parents are worried about the expense. Elmira would offer uniforms at a price between $16 and $26.
Substance
Definitionnoun
- a particular kind of matter or material.
She was covered with a sticky substance.
- that of which something is made; matter.
- a specific kind of matter.
a liquid substance - essence; meaning; gist.
- density; body.
a sauce with no substance - that which is solid, actual, or real in character.
- wealth.
a family of substance.
These are some examples of how the word or forms of the word are used:
- Do you know how to change the properties, structure and state of matter of a substance? If you have made ice before, the answer is yes.
- When coal burns, it gives off a lot of dark‐colored smoke. Soot is a black substance that is collected on a surface that comes into contact with smoke.
- The national government was “little more than the shadow without the substance,” he said. Things got so bad that the states finally agreed to take action.
2. Read the Article The Gift of the Magi out loud. An audio version can be played by CLICKING HERE. If the link does not work go to this cite, scroll down and then press play to hear the story out loud.
3. The teacher will read a series of questions on The Gift of the Magi. Students should silently answer the comprehension questions on their handout as the teacher reads it aloud.
4. Writing Prompt
--Read the 4 choices in writing prompts about Fahrenheit 451.
--Choose 1. Circle your choice.
--On a guided note paper provided, please answer your chosen question. Take your time and write neatly. Remember to write in sentences, it takes 5-8 sentences for a paragraph. (PS> IF I CAN'T READ IT THEN I CAN'T GRADE IT!)
--Go back and revise your answer. Double check your spelling, punctuation, and capitalization.
-- Turn in at the end of class.
5. IF you finish early you may complete a second prompt.
March 21-22, 2019
Third Period
Watch the following video on Trashopolis on Thursday.
Read the following together on Friday then watch the video at the end.
Most ants are merely a nuisance; they crawl on you outside or they try to sneak a chip at your picnic. All in all though, they seem pretty harmless. You may even have fond childhood memories singing, 'The ants go marching two by two', but, don't let these particular ants fool you- they're no joke. Army ants are more like pillaging hordes of invading barbarians rather than the sweet creatures you saw in Pixar's A Bugs Life.
The classification 'army ant' is actually a general term that refers to any of about 18 genera (plural of genus) of ant that exhibit extremely aggressive nomadic behaviors and indiscriminately kill by overwhelming prey with their massive numbers. They're also known as 'driving ants', 'legionary ants', or 'visiting ants' because they 'visit' but don't stay; they pass through an area like a swarm of locusts and wipe out anything in their path.
There are about 12 thousand identified species of ant, but only about 200 are considered 'army ants'. While ants are ubiquitous, army ants only exist in hot and humid environments. They're commonly found in the southern U.S., Central and Southern America, as well as Africa and Asia, however, not all army ants are created equal. U.S. army ants, while being equally successful search and destroy drones as their African and Asian cousins, are not nearly as aggressive. In the U.S., if your house was in their path you wouldn't have to worry about your chickens or small livestock, but some African and Asian species have been known to 'take no prisoners' and dismember livestock. Army ants differ from 'typical' ants in that they have much more developed mandibles. These massive jaws aren't for chewing though; they're for battle, as well as dismemberment of prey for easy transport back to the nest. What's disturbing is that, as these army ants attack their prey, they secrete an enzyme that breaks down the tissue for easier quartering but, all of this happens while the prey is still alive!
Interestingly, army ants are totally blind; they can only sense light intensity, but not discern anything in front of them. Because of this, they rely on a form of chemical communication called pheromones, which they taste and/or smell with their antennae. Ants use about 10-20 different pheromone cues to communicate with their colony as well as discern friend from foe. Some beetles, wasps, and millipedes are actually able to produce a chemical that mimics the army ant pheromone scent. This way they can actually cloak themselves from army ant 'radar' and avoid being eaten.
Most ant species are solitary hunters and gatherers. They strike out on their own and, when food is found, they release a 'dinner bell'-like pheromone to which the nest responds. This is why that one lonely ant at your picnic seems to multiply into a hundred in no time flat. Army ants aren't nearly as covert about gathering food though.
Army ant hunting groups, called swarm raids or column raids, can be 200,000-20 million ants strong, fanning out into a 15-110 yard wide swath of voracious killers. These raids aren't random though- they fall into a carefully organized cycle based on the hatching and growth cycle of the young. Empire of the Ants BBC Documentary
#Ants #Documentary
February 19, 2019
Third Period
- Tell students to please handle their jobs: one will pass out chrome books and one will Pass out binders.
- Watch your monitoring stations online for 10 minutes. This should be entry 6. Record in your chart what you observe.
- Watch the video below. As you watch take notes on a sheet of lined paper. What do you see happening? What important facts can you pull? Describe what you see.
- With 5 minutes to go call time, turn off video, have student put away computers, then have students use remainder of time to write a conclusion to their notes detailing what they have seen.
- Record on board where class stopped on video.
- Turn in notes before leaving.
January 14, 2019
Period 3
Period 3
- Remember no phones out, the teacher has been instructed to turn any in to office that are out during class. No restroom breaks first 10 minutes or last 10 minutes of class.
- JOBS: NO COMPUTERS NEEDED. PLEASE PASS OUT BINDERS.
- All assignments are due at the end of the class period. Pass out packets. (If office did not make copies of packet please scroll down to further instructions)
- Read out loud together the first page "Introduction to the Galapagos Islands". Annotate as you go by highlighting any important information that stands out.
- Put a box around one fact on the paper that you already knew and was part of your background schema.
- Discuss which facts everyone chose. Where they similar or different?
- Circle two sentences or facts in the introduction that were new knowledge (what you did not know before).
- Discuss as a class which facts everyone chose. Where they similar or different? Was there anything that was a "WOW"?
- In a group of two or on your own answer the questions on the last page. You must use the information that you gathered from the "Introduction". You may NOT use a device to look it up.
- If finished early you may read the additional pages and annotate to prepare for the next activity.
- Whole punch your packet and put into your binders.
- At 11:22 you may put binders away and get area cleaned up. Must be in a seat at a clean desk when bell rings to be dismissed.
- Have a GREAT day!
IF THE OFFICE DOES NOT PREPARE THE PACKET YOU MAY SHOW THESE VIDEOS:
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December 14, 2018
Period 3
Period 3
- Yesterday's task is on Mr. Hill's desk. Please pass out to students. Each student also needs a pink sheet.
- When is this due? TODAY! One student did not turn in their Food web yesterday. Please make sure that all students turn in their pink sheet and orange sheet before leaving and place on my desk.
- Fold your pink sheet in half vertically then again horizontally so that when you open your paper you have 4 squares. Complete one task in each square.
Task in Square 1: Look at your Food Web that was created yesterday. Take a moment to analyze it so that you recall the relationships between the organisms you chose. In box one give an example of each of the following biotic relationships represented in your Food Web: Predation and Competition (make sure you label which is which). You may use your notes on relationships or use the class Weebly review under the Unit 3 tab.
Task in Square 2: Write the definition of a keystone species. Identify a species on your food web that is a keystone species.
Task in Square 3: Define Invasive species.
Task in Square 4: Give an example of an invasive species that has been introduced to your biome or that could be. Describe how it would affect the organisms in your food web. Describe how it would affect the ecosystem.
4. Collect both the pink sheet and the food web pages.
5. If you finish. Watch the following video and be ready to participate in a discussion about the animals living in the Ecosystem of the Amazon inside a Rainforest Biome.
August 30, 2018
Period 3
Period 3
- Watch the Nova Special on the World in Balance: The People Paradox (below)
- Complete the handout as you watch. This will be due at the end of the movie (may go into Friday)
April 16, 2018
Period 7
NO PHONES OUT! IF YOU SEE THEM PLEASE COLLECT THEM AND GIVE TO AN ADMINISTRATOR!
Click here for the PowerPoint to take notes.
https://docs.google.com/presentation/d/19BhXvyCXdgnko-kc8yBhMcUqxHQtwB64Ssg5d6OApbg/edit?usp=sharing
Period 7
NO PHONES OUT! IF YOU SEE THEM PLEASE COLLECT THEM AND GIVE TO AN ADMINISTRATOR!
Click here for the PowerPoint to take notes.
https://docs.google.com/presentation/d/19BhXvyCXdgnko-kc8yBhMcUqxHQtwB64Ssg5d6OApbg/edit?usp=sharing
March 28, 2018
Period 1
FOR TODAY ONLY YOU MAY USE YOUR PERSONAL DEVICE TO HELP YOU RESEARCH THE PAINTING YOU ARE STUDYING. YOU MAY NOT BE ON SNAPCHAT, OR ANY OTHER SOCIAL MEDIA- ONLY FOR RESEARCH. IF YOU ARE MISUSING YOUR DEVICE IT WILL BE ASKED TO BE PUT AWAY OR THE OFFICE WILL BE CALLED TO CONFISCATE YOUR DEVICE. CHOOSE WISELY IN YOUR USE ! ! ! !
As we begin looking at how war has affected our society through the visual scope of the arts we will begin by analyzing artwork by a variety of artists. The first is Pablo Picasso's Guernica. Study the painting below. Answer the following questions in your journal as you discuss each one as a class. This will be graded Tomorrow morning so it must be in your journal in the bin at the end of todays class!! Remember to describe what you are looking at using your visual arts terms such as the elements of line, space, color, value, shape, form, and the principals of design such as balance, emphasis, movement (actual or the pull of your eye to look at something else), pattern, repetition, proportion, rhythm, variety, and unity.
Guernica, by Pablo Picasso
Note your findings in your journals! (This means you should have at least 6 points of background information.
Scroll down when finished researching
Scroll down when finished researching
KEEP SCROLLING DOWN
In your research did you find out that the work had been commissioned by the Spanish Republic, during the time of the Spanish Civil War in 1937, after the firebombing by the German Luftwaffe of the Basque city Guernica. If not add this to your notes.
Step 2. Study the painting below.
Have a discussion about what you are looking at in this artwork.
Have a discussion about what you are looking at in this artwork.
Step 4: Write a 3-4 sentence description of what you are looking at in your journal.
Step 3. Write the following questions down in your journal. Answer each after discussing as a class. You may use your device to help look up answers. Scroll up or down to image to reference the painting.
Step 3. Write the following questions down in your journal. Answer each after discussing as a class. You may use your device to help look up answers. Scroll up or down to image to reference the painting.
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If students are having trouble beginning, read this article to them to help get them started.
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If additional time explore the following sites:
http://sites.sandiego.edu/tbi-foe/2017/04/26/guernica-end-new-beginning-bob-long/
http://legomenon.com/guernica-meaning-analysis-of-painting-by-pablo-picasso.html
http://sites.sandiego.edu/tbi-foe/2017/04/26/guernica-end-new-beginning-bob-long/
http://legomenon.com/guernica-meaning-analysis-of-painting-by-pablo-picasso.html
March 26, 2018
Period 7
Don't forget to please place your device in the red phone home once you enter the room or put it away in your backpack! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
Ancient cluesWe have begun studying the scientific aspects of evolution and Natural Selection. Watch these Fascinating TED talks about humanity's beginnings and evolution's journey. At the end of each discuss how it relates to what we have learned so far.
Time- 27:25 JANE GOODALL What separates us from chimpanzees?Jane Goodall hasn't found the missing link, but she's come closer than nearly anyone else. The primatologist says the only real difference between humans and chimps is our sophisticated language. She urges us to start using it to change the world. |
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Time- 17:01 SVANTE PÄÄBODNA clues to our inner neanderthal Sharing the results of a massive, worldwide study, geneticist Svante Pääbo shows the DNA proof that early humans mated with Neanderthals after we moved out of Africa. (Yes, many of us have Neanderthal DNA.) He also shows how a tiny bone from a baby finger was enough to identify a whole new humanoid species. |
January 12, 2018
Period 1
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
Period 1
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
Activity #1: You will Watch a video at Learner.org about Portraiture by clicking on the box below. Take notes on each section of the video in your journal. This will be graded when I return. Make sure you have a heading in your notes for each section of the video!
Activity #2: Display this image of Johannes Vermeer’s “Girl With Pearl Earring”. Distribute the “Back to Storyboard World…” handout & have students follow the directions while looking at the Vermeer painting.
Activity #3: Distribute “Finding the story inside the painting” questions. Play the TED Talk video. Students should answer the questions as they go along with her 14 minute talk.
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Activity #4: Play the dvd movie, "Girl With Pearl Earring". Take notes on the movie as you watch. You will have reflection questions at the end.
Period 7
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
October 12, 2017
PERIOD 1
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
PERIOD 1
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
1. Click Here and show students first two videos under Elements of Drama. Have students list the elements in their journals from the website.
2. Hand out the 'Elements of Drama' worksheet.
3. For each of the elements (plot, character, theme, language, music, spectacle), watch a different short and have students respond individually to the questions provided. Click HERE and scroll to the bottom of the page for a selection of animated shorts under "Drama can be films or plays~"
4. Collect students' worksheets at the end of the day.
2. Hand out the 'Elements of Drama' worksheet.
3. For each of the elements (plot, character, theme, language, music, spectacle), watch a different short and have students respond individually to the questions provided. Click HERE and scroll to the bottom of the page for a selection of animated shorts under "Drama can be films or plays~"
4. Collect students' worksheets at the end of the day.
October 10, 2017
PERIOD 1
PERIOD 1
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
Activity 1:Go to the Weebly on Elements of Dance. List the elements of Dance in your Notes in Classroom. Finish watching the first and second videos and take notes on the elements of dance and what they are in your notes. Remember you can pause the video, and use split screen where make the tabs smaller and you can see the video on one side and your notes on the other.
http://mrsnetherysclass.weebly.com/artistic-literacy-elements-of-dance.html
Activity 2: Go to http://www.elementsofdance.org/ and explore each of the elements. Select the "Body" tab. Read the intro and watch the video. Complete this handout as you watch.
Activity 1:Go to the Weebly on Elements of Dance. List the elements of Dance in your Notes in Classroom. Finish watching the first and second videos and take notes on the elements of dance and what they are in your notes. Remember you can pause the video, and use split screen where make the tabs smaller and you can see the video on one side and your notes on the other.
http://mrsnetherysclass.weebly.com/artistic-literacy-elements-of-dance.html
Activity 2: Go to http://www.elementsofdance.org/ and explore each of the elements. Select the "Body" tab. Read the intro and watch the video. Complete this handout as you watch.
body_tool.docx | |
File Size: | 85 kb |
File Type: | docx |
Activity 3: Select the Action Tab or click http://www.elementsofdance.org/action.html . Read the introduction and watch the video. Add to your notes as you read/watch. Then on a seperate sheet of paper, make a list of all the different types of actions & movement you see in this video such as slap, jump, etc. Write a reflection (at least 3 sentences) discussing how the movement choices suggest characters and the mood of this scene. Turn this in before leaving.
PERIOD 7
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
Learning Target: I will understand how cancer develops from mutated versions of proteins.
Activity 1: Explore the phases, checkpoints, and protein regulators of the cell cycle in this highly interactive "Click and Learn" and find out how mutated versions of these proteins can lead to the development of cancer. Click on the image or button below to go to the site. Then click on "Start Click and Learn".
Complete the handout as you go.
Don't forget to please place your device in the red phone home once you enter the room! If the phone home is not hanging in the room, devices are NOT to be out- if they are the device will be turned in to the office.
Learning Target: I will understand how cancer develops from mutated versions of proteins.
Activity 1: Explore the phases, checkpoints, and protein regulators of the cell cycle in this highly interactive "Click and Learn" and find out how mutated versions of these proteins can lead to the development of cancer. Click on the image or button below to go to the site. Then click on "Start Click and Learn".
Complete the handout as you go.
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Activity 2: Complete the virtual lab on this site. Follow the instructions on the left. - http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/labs/BL_03/index.html
When finished print your results. Turn in with your name at the top. |
August 18, 2017
PERIOD 1
Assignment 1: ALL YOU NEED IS A PENCIL.
The great artist Frida Kahlo kept a diary. Recently, her diary has been released to the public and what we find is not only an amazing account of her life through her own words but through her self-reflections in image form. Through her doodles, sketches, and even notes, we get a full picture of this woman who has endured so much.
PERIOD 1
Assignment 1: ALL YOU NEED IS A PENCIL.
The great artist Frida Kahlo kept a diary. Recently, her diary has been released to the public and what we find is not only an amazing account of her life through her own words but through her self-reflections in image form. Through her doodles, sketches, and even notes, we get a full picture of this woman who has endured so much.
Explore some of the examples of copies from her diary.
Discuss what the drawing says about her. What do you determine she may have been thinking or feeling?
What was the meaning behind her choices of color, images or layout in her final product?
Now look at the Doodle Below. Discuss what you can tell by the image.
Discuss what the drawing says about her. What do you determine she may have been thinking or feeling?
What was the meaning behind her choices of color, images or layout in her final product?
Now look at the Doodle Below. Discuss what you can tell by the image.
Who Am I? Doodle
On a piece of paper answer the following questions: What is your full legal name? What are your nicknames? What is your favorite color? What is your favorite snack? What are the 3 most valuable items you own? What is a symbol that represents you? With what character from a book/film do you most closely identify yourself? What was a significant event in your life? Who, in your life, has been most influential? (This must be a real person.) Sounds easy, right? Here's the catch, you are not allowed to simply write the answers. You must present them in "doodle form." Look at the example to the right. The only written words on the page should be your name, your nickname and maybe the name of the fictional character. Everything else must be in image form. It can take any shape or fill your page just make sure you are planning ahead so that you use your space wisely and don't have alot of blank space in the end. The sub will give you paper that they collected from my mailbox. You must start with pencil. No pen. Once it is fully drawn you may add color. Our supply bin of crayons and color pencils is in the top left cabinet. You must use color. This is due at the end of the period Friday. You may use your personal device to listen to music as you work or to look up images to draw reference from. |
PERIOD 7
(If projector cart is not working skip ahead to Day 2 plans below.)
Day 1: ALL YOU NEED IS A PENCIL.
Don't forget to please place your device in the red phone home once you enter the room!
Assignment 1:
Many assumptions we have are based on media or hearsay. Watch this episode of Myth Busters and see how they take an everyday experience or movie scene and debunk whether it is a myth or truth by forming a hypothesis and testing its limits.
Step 1: Read the questions on your MythBusters Handout.
Step 2: Watch the MythBusters video episode below.
Step 3: As you watch pause occasionally to think through and answer the questions.
Step 4: Turn in to Black Tray above the black file cabinet where you keep your biology packets.
Step 5: Begin Additional Plans Below
(If projector cart is not working skip ahead to Day 2 plans below.)
Day 1: ALL YOU NEED IS A PENCIL.
Don't forget to please place your device in the red phone home once you enter the room!
Assignment 1:
Many assumptions we have are based on media or hearsay. Watch this episode of Myth Busters and see how they take an everyday experience or movie scene and debunk whether it is a myth or truth by forming a hypothesis and testing its limits.
Step 1: Read the questions on your MythBusters Handout.
Step 2: Watch the MythBusters video episode below.
Step 3: As you watch pause occasionally to think through and answer the questions.
Step 4: Turn in to Black Tray above the black file cabinet where you keep your biology packets.
Step 5: Begin Additional Plans Below
Day 2: ALL YOU NEED IS A PENCIL, YOUR UNIT 1 PACKET, AND A BIOLOGY BOOK.
Don't forget to please place your device in the red phone home once you enter the room!
Assignment 2:
Tuesday and Wednesday we discussed that individual cells specialize to form tissues which form organs which build to organ systems that serve specific functions in an organism. Complete the front of page 4 in your unit packet titled "Major Organ Systems and Their Functions". Those who do not yet have their binder need to get their packet out of the black tray. You may work alone or in groups of 2. Match the words from the word bank to the Body System and function. Use the Biology Books to help you find your answers (pages 892-893). This must be completed within one class period. Any discussion held should be with your partner in reference to the task at hand.
Assignment 3:
Turn to the front of page 7 in your Unit 1 packet titled "Animal Cells". Using the Glossary in the Biology Book Complete a definition/description of Cell parts a-m. Do not label the cell at the top of the page yet. Turn to the back of the page to "Plant Cell" and complete the definitions at the bottom of the page. Make sure to write clearly and with correct spelling. This is to be turned in to the tray at the end of the class.