May 01, 2008

Movie Maker Project

We are beginning today to work on a movie project. Attached are the guidelines and an grading rubric along with inforamtion on what will be graded and how it will count:

Download moviemaker_project_outline.doc

Download movie_maker_rubric.doc

You will use the Cobb Virtual Library for information. User name is cobbms. Password will be given in class and should be recorded in your agenda. I'll also give you the password for Galileo, which is linked off the CVL page.

You can also use the search engine NetTrekker.

A good website for free music is freeplaymusic.com

A grading rubric along with information on what will be graded and how it will count is listed above.

April 20, 2008

Earth Day Activities

ONE: Kids' footprint   http://www.kidsfootprint.org/

TWO: Saving Water   http://www.funtrivia.com/playquiz/quiz2767041fade08.html

THREE:  Problems facing our world  http://www.funtrivia.com/playquiz/quiz9151e1f0.html

FOUR:  Environmental Awareness Quiz   

http://www.epa.gov/region3/ee/quiz.htm

FIVE:  Ten cleanest countries in the world

http://www.quia.com/rd/8282.html?AP_rand=1793341081

SIX:  Ten most polluted countries in the world

http://www.quia.com/rd/8284.html?AP_rand=126728850

January 29, 2008

CRCT Vocabulary Review

A quiz will be given each Friday, until May, to review CRCT VocabularWeek One

habitat

community

population

species

environment

ecosystem

abiotic

biotic

predator

prey

Week Two

competition

producer

consumer

herbivore

carnivore

omnivore

scavenger

decomposer

symbiosis

mutualism

commensalism

parasitism

Frog Dissection and Vocabulary

Frog virtual dissection web site:

http://frog.edschool.virginia.edu//

extra:

Interactive site

http://www.froguts.com/flash_content/index.html#ventral3d

http://www.ofsd.k12.wi.us/science/frogdiss.htm

Frog Vocabulary

Frog Vocabulary

1  cloaca

Cavity that carries waste outside of the frog

2  eustacian tube-

Tube that connects the ear to the mouth, equalizes pressure

3  glottis

Slit-like opening in the throat leading to the larynx

4  mysentary

Thin tough-like membrane, holds intestines and other   organs in place

5  nictitating membrane

Third eyelid, keeps eye moist

6  oviduct

Long tube which eggs travel from the ovary

7  vomerine teeth

Project from the roof of the mouth and aid in holding prey

8  forearm

Located anteriorally on the frog

9  posterior

Location at the end, prefix means after

10 dorsal

Top side of the frog

11 ventral

Underneath side of the frog

12 tympanic membrane

Frogs do not have ears, circular structure located posterior to each eye, senses sound

13 thumb

Black in males, used to press eggs out of the female so male can fertilize eggs

14 tongue

Flips backwards

15 fat bodies

On external surfaces of the ovaries and testes, provides nutrients for the egg and sperm

January 09, 2008

Study Guide for Systems of the Human Body

Body Systems Study Guide

I. The Skeletal and Muscular systems work together to help you move.

Skeletal System:

4 main jobs:

  • To support your body and give it shape
  • To protect your internal organs
  • To provide a scaffold for your muscles, allowing you to move
  • To store minerals and make blood cells

Joints are parts of the body where two bones meet. Ligaments are bands of tissue that hold the bones of joints together (BLB).

Muscular System:

3 types of muscle:

  • Skeletal Muscle contracts to allow bones to move. Tendons connect muscles to bones. These muscles are voluntary (you control them). Nerves control skeletal muscles). These muscles usually work in pairs (for example, one works to extend your leg, another one works to bend your leg back).
  • Smooth Muscle is found in the walls of many organs (for example, your stomach’s rumbling is caused by smooth muscle). These muscles are involuntary (not under your conscious control).
  • Cardiac Muscle is found only in the heart. It works continuously. It is also involuntary.

II. The Digestive and Excretory systems work together to bring in nutrients and get rid of wastes.

Digestive System: breaks down food into materials that the body can use. Mechanical digestion breaks food down into smaller pieces. Chemical digestion uses chemicals called enzymes to break large food molecules into smaller molecules that the body can use.

Nine major parts:

  • Mouth: teeth grind food into smaller pieces and saliva begins to break starches into sugars.
  • Esophagus: carries food to the stomach.
  • Liver: produces a liquid called bile that helps break down fats. The gall bladder stores the bile until it is needed.
  • Pancreas: makes enzymes that break down carbohydrates and protein in the small intestine.
  • Stomach: stomach muscles grind food into smaller pieces. Acids made here help break down protein.
  • Small intestine: liquid food moves here from the stomach. Most chemical digestion happens here. Once digestion is complete, nutrients are absorbed into the blood stream for delivery to the body cells.
  • Large intestine (colon): materials that cannot be digested move to the large intestine. Remaining water is absorbed into the blood stream and wastes are prepared for removal.
  • Rectum: wastes exit the body here.

Excretory System: removes wastes produced by cells. Many of these wastes are removed as liquid urine.

  • Urine is cellular waste that is filtered from your bloodstream as blood passes through your kidneys.
  • Nephrons are the filters in your kidneys that capture the wastes.
  • Wastes flow from kidneys through tubes called ureters into the bladder and is released from the body through the urethra.

Your skin is part of the excretory system because it provides a way to release water and salts through perspiration.

III. The Respiratory and Circulatory Systems work together to take in oxygen and deliver it to the body cells.

Respiratory system: brings oxygen into the body and releases carbon dioxide waste produced by cells during cellular respiration.

  • Air enters your body through the nose and mouth.
  • Next it moves through the trachea (wind pipe) into the bronchial tubes and into the lungs.
  • Lungs are made of about 700 million air sacs called alveoli. Each alveolus is surrounded by tiny blood vessels. Oxygen from the air moves across a thin membrane into the blood stream and is carried to all body cells. At the same time, carbon dioxide carried in the blood moves across the thin membrane into the alveoli. This CO2 moves back through the respiratory system and is exhaled from your body.
  • Your diaphragm muscle below your lungs helps the lungs to inflate with air when you breathe.

Circulatory System: transports needed material throughout your body and carries away wastes.

It has three parts:

  • Blood: a tissue made of cells and cell parts carried in liquid called plasma.

Blood contains:

    • Red blood cells specialized to carry oxygen and CO2.
    • White blood cells that help you fight disease.
    • Platelets which help your blood clot when you are injured.
  • Heart: fist sized organ that pumps blood throughout your body.
  • Vessels: tubes that carry blood around your body.

Arteries carry blood away from the heart. They divide to form smaller vessels.

Capillaries are tiny vessels. Valuable nutrients in blood are exchanged between the capillaries and your cells. Unneeded wastes leave the cells and enter the bloodstream here as well.

Veins take blood carrying wastes back to the heart.

Human circulatory system has two loops:

  • Heart à lungs à heart (to release CO2 and to pick up oxygen)
  • Heart à body à heart ( to deliver oxygen, pick up CO2 )

IV. Nervous System: controls body activities and helps you sense and respond to changes in your environment.

It is made up of:

  • Brain
  • Spinal cord (nerve bundle extending down your back; protected by your backbone [vertebrae]).
  • Nerves send info back and forth between brain and body.

Your five senses provide info to your brain through the nervous system.

V. Immune System: protects body against microscopic invaders called pathogens (bacteria, viruses and fungi).

  • White blood cells either engulf pathogens and destroy them or produce antibodies which stick to the pathogen to destroy it.

January 04, 2008

Continuation of Human Body Project

A new post was added to the original human body project post explaining the relationships the various body systems have with each other.

The students will continue to work on the project and complete and share with the class a power point show explaining the body system they have researched.  All students will take notes on the various systems and be held responsible for knowing the key facts about each system.

December 18, 2007

Human Body Research

Human Body Research will be our next adventure in exploring life science.  Before beginning the project, students will learn how living things are structured from the simplest cell, to tissue, to organs, and to the organ systems.  They will also learn the processes that occur at cellular level.

Links for Human Body Project

On Tuesday we will start a human body research project:

Right click on the sites below and select "open in new window."

Download highmuseumbody.doc

Download bodysysresearch.doc

Download museum_project.ppt

Some Websites you can use:

One
Two

Three
Four

How the human body systems interrelate with each other:

The Human Body:  An Illustrated Guide to its Structure, Functions and Disorders

These are only a few of the relationships:

     Skeletal System:

  • Framework on which the rest of the body is built
  • White and red blood cell develop in red marrow---Blood cells are needed for the Cardiovascular System.
  • Minerals  stored in the bones, especially calcium, are released when the body needs them.

       Muscular System:

  • Works with skeletal system to generate the energy to move, make precise and intricate hand movements, lift objects and even speak. 
  • Includes involuntary muscles such as the cardiac muscle (Cardiovascular System) and all other smooth muscles providing power  for the respiratory, cardiovascular and digestive systems.
  • Muscles are dependent on the healthy nerve ( Nervous System) and blood supply (Cardiovascular and Skeletal Systems).

     Cardiovascular System:

  • Pumps blood around the body.
  • Interrelates with all body systems because body organs and tissues need a supply of oxygenated blood and removal of waste products.

    Immune System:

  • Works with all systems because it provides vital protection against infectious disease and malfunctions of the internal systems of the body. 

    Respiratory System:

  • Works with the respiratory system and muscular system by carrying air into and out of the lungs, where gases are exchanged.
  • Works with the cardiovascular system to transport these gases to and from all body tissues, supply vital oxygen and removing wasted carbon dioxide. 
  • Works with the immune and nervous system by eliminating viruses, bacteria and chemicals that contaminate the air that we breathe.

      Digestive System:

  • Depends on the proper functioning of the immune and nervous systems.
  • Works with all systems because it stores food, digests it, eliminated the wastes and make optimal use of nutrients for all body systems.

     Excretory System:

  • Influences all systems by eliminating wastes and helps maintain the body's water and chemical balance.

November 30, 2007

Cells: Function and Structure and Comparisons

Look at the function and structure of cells

Cell Structure and Function

http://www.tvdsb.on.ca/westmin/science/sbi3a1/Cells/cells.htm

Biology 4 kids

http://www.biology4kids.com/files/cell_main.html

Cellular Biology:Thinkquest

http://library.thinkquest.org/12413/structures.html

Cells Alive (Click on plant or animal cell under the black box to see the interactive cell; OR just read down the page

http://cellsalive.com/cells/cell_model.htm

Comparing Plant and Animals Cells

Cell Photgraphs--

http://www.usoe.k12.ut.us/curr/science/sciber00/7th/cells/acrobat/cellphot.pdf

November 13, 2007

The Cell

This week will be spent learning about plant and animal cell organelles and how plant and animal cells are different.  After compiling information about the organelle's structure and function, the students will write an analogy also.  This work will be used as a basis for constructing a cell analogy that is a culminating project for this unit.  The students will work on the project Friday, November 16, through Tuesday, November 20.  The project is due November 28.  No clock busters are allowed on a project.

cellsalive.org

November 01, 2007

Characteristics and Needs of Living Things

The last week in October was spent completing the first unit on ecology.  Students turned in a paper on Monday comparing and contrasting photosynthesis and respiration. 

Early in the week the students participated in  a brainstorm activity to set a purpose for reading about characteristics and needs of living things.  The students were given a choice of notetaking--outline, Cornell notes, or a concept map.  Class discussions were based on the notes.

The second benchmark test, the Unit 2 test, was scored and returned to students.  Target students excelled in meeting the standards that were taught.  Numerous regular education students did well and the ones that did not are taking a new benechmark test on Friday.

The students got to observe sewer slugs that came from Japan.  Ask them about the demonstration.

The week continued watching an Eyewitness Video about life which enriches the content taught in class.

The students are now reviewing the scientific method and reading about the first controlled experiment of Redi.  They are comparing and contrasting his experiment with Pasteur.  The students will work in pairs to illustrate how each scientist incorporated the scientific method.  Higher level thinking is required by having to create the problem, the hypothesis that was probably used, the experiment which included the manipulatives, procedure, observations with data, and a conclusion.

Further enrichment will take place when the students work with Bart Simpson and Sponge Bob figuring out the scientific method and the variables of various scenarios.

The students will work on the above activities after their holiday on Monday and Tuesday.

McCleskey Middle

May 2008

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