ACT 15, DIGESTION, AN ABSORBING TALE

We worked on this Activity on Tues. and Wed., Jan. 27 & 28.  It includes reading from the text and labeling a torso that has the digestive system drawn on it.  Based on the reading, students answer Analysis Q 3.  A "3" on Q 3 will include at least 4 places that food travels to and 3 changes to the food that take place along the journey through the digestive system.  These places need to be labeled in numerical order.

https://drive.google.com/file/d/0B4MpOPBiXv5salc2Vl9xM2dDcFk/view?usp=sharing

ACTIVITY 14, Breakdown, Introduction, Part A & Part B planning

After reading the introduction to the activity and filling in a 3-square, we had a discussion about surface area.  I demonstrated the effect of breaking an object in pieces on its surface area.

The first demonstration uses Cuisinaire rods.  Look at the photos below.  Count each square side of each piece of the 3-cube object.  Include in your count sides that are hollow and sides that have an extra "piece" on the end.

In this first photo there are 14 squares:

In the second photo there are 16 squares, 10 on the 2-cube piece & 6 on the 1-cube piece:

In the last photo of cubes, there are 18 squares, 6 per cube.

The area of the outside of an object is called the surface area of the object.  The idea of this demonstration is to show you that the number of pieces you break an object into affects the object's surface area.

Now, let's look at photos of pieces of antacid tablet.  You'll work with antacid tablets in this Activity, #14.

Here's a whole antacid tablet together with a drawing of the pieces that make up its surface area:

 You can see that there are two circular pieces and one long skinny strip.  The skinny strip shows the edge of the tablet when it is "unrolled" away from the tablet.

Here is a tablet broken in half, together with a drawing of its pieces:

Now it looks as if there is more surface area to this broken tablet than there is with the whole one.  There are two more edge pieces than the whole tablet had.

This last photo shows an antacid tablet broken in 4 pieces, together with a drawing of its pieces:

Notice now that there is even more surface area than the tablet that was broken in half.  I hope you are beginning to see the pattern in the relationship between the number of pieces of the tablet and the amount of surface area it has.

ACT. 14 to be scored for Quarter 3

ACTIVITY 14, BREAKDOWN

In this 2-day activity (Fri., Jan. 13 & Mon., Jan. 16), students learned about the digestive system.  In their table teams, students designed and carried out a lab to prove/ disprove a hypothesis on the effect of chemical breakdown on food particle size.  Chemical breakdown was represented by vinegar and food particle size by antacid tablets.  Students collected data, made a bar graph, and answered Analysis Q 4 of this Activity.  The procedures will receive one score and the data table, graph, and Analysis will receive another.   This work is due Mon., Feb. 2.  Consult my earlier blog post for supporting information for this Activity.

ACT 12, What's happening inside?

This is an activity that we are working on over several days.  We began work on Wed., Jan. 7 and are continuing through part of the week of Jan. 12.  We will most likely finish on Tue., Jan. 13.  Below are documents that students will need in addition to the work they do in their notebooks.  The textbook is needed also.

ACT. 12. vocabulary list.  I recommend you learn each term as you work your way through the procedures of ACT. 12.
https://drive.google.com/a/apps4pps.net/file/d/0B-wrGjR-xWl7U3g0T0M1TExCZUk/view?usp=sharing

ACT 12, Organ or Structure Cards
These are used in Part B of the Procedures.
https://drive.google.com/a/apps4pps.net/file/d/0B-wrGjR-xWl7aU15MlJIV3hoQm8/view?usp=sharing

ACT 12, worksheet:  Functions of Human Body Systems  This is also used in Part B of Procedures.  I have not downloaded the Body Systems cards or the Function cards yet.  I will do that on 1.12.15.
https://drive.google.com/a/apps4pps.net/file/d/0B-wrGjR-xWl7VGktVzV1UVpiVDA/view?usp=sharing

Use of SEPUP scoring guide

Here is information from the curriculum developers of SEPUP, our science curriculum.  This explains how the scoring guide is to be used:
https://docs.google.com/file/d/0B4MpOPBiXv5sSnRaT2ktcXlJWWM/share

ACTIVITY 11, Traffic Stop, assigned 1.5.15, due 1.6.15

Here is the 3-square for this Activity, read in class on 1.5.15: