ACT 72, THE MIRACLE FISH?

This Activity begins the new unit on Ecology.
Learning Target: I can explain the trade-offs of introducing a species into a new environment.

• Read the introduction and  the story, "Fishing on Lake Victoria."
• Use the sheet, "Intra-act: The Miracle Fish?" & fill it out.  Then read about the Nile Perch on pages E-6 - E-8. 
•  Use the Writing Frame for Activity 72 to answer Analysis Q 6. Read the scoring guide found on the back of the Writing Frame to help you understand how to earn a 3 or 4.

ACT. 73, INTRODUCED/ INVASIVE SPECIES

Learning Target: I can describe invasive species and the impact they have on an ecosystem.
vocabulary: Ecology - the study of relationships between living organisms and their physical environment.

We watched a video from OPB TV, The Silent Invasion.  It can be found here:

http://watch.opb.org/video/1274375861

As students watched the video, they took notes:

• List 2 invasive species
• List a problem caused by each of the species
• For each species, List a way in which ecologists are working to eliminate the species.

This work was done 2.20 & 2.23.

ACT 18, THE CIRCULATION GAME

First, fill in the first two columns of the KWL chart.
Follow the Procedures for Part A, Blood Flow.  Due Fri., Jan. 13: 

• Fill in the last column of the KWL chart with 3+ facts.
• Do Analysis Q 4 & 5.

The Circulatory/ Cardiovascular System SONGS/ VIDEOS

Activities 18 (The Circulation Game), 21 (Inside a Pump) and 23(Heart Parts) teach about the Circulatory/ Cardiovascular System.  Here are links to 2 YouTube videos that teach about the Circulatory System.  They're pretty entertaining and educational, too.

Happy Days "Pump Your Blood" episode - Did you ever watch the Fonz?

https://www.youtube.com/watch?v=gIXcWE0bTwY

They Might Be Giants, "The Bloodmobile"

https://www.youtube.com/watch?v=Futnu_6NmQo

Osmosis; mini-lecture, video on Mon., 2.9.15; help understanding gas exchange in the lungs

Today, we discussed osmosis and diffusion.  Osmosis is the diffusion of water.  Diffusion is the movement of particles from where there are many to where there are not as many.

This discussion was to help students better understand how oxygen and carbon dioxide are exchanged between alveoli and capillaries in the lungs. Students learned that the semi-permeable membranes of the alveoli and the capillaries allow oxygen and carbon dioxide to pass between the two structures.  

That way, the capillaries can be rid of the waste carbon dioxide that is carried from each cell.  This carbon dioxide goes from the capillaries into the alveoli and then from the lungs up and out of our mouths when we exhale.

In the opposite situation, we inhale, taking in oxygen.  The oxygen travels to the alveoli, where it goes through the semi-permeable membrane there.  Then it crosses the semi-permeable membrane of the capillaries and is carried through the blood vessels to cells.  There it is combined with glucose (the form of nutrients used by your cells).  The glucose and oxygen are turned into energy by the mitochondria.  This also makes waste carbon dioxide.  

Here is a link to the video we watched.  This video explains osmosis:
https://www.youtube.com/watch?v=IaZ8MtF3C6M

ACT 17, GAS EXCHANGE

We spent a couple of frustrating days trying to work with the lab portion of this Activity before giving up.  I think there is contamination of the materials involved and I haven't been able to solve the problem.  We moved on.

We watched parts of a video found on YouTube: The Respiratory System
We watched from the beginning to 3:00 and from 6:41 to 14:20.
While watching the video, we filled in the diagram found at:
https://drive.google.com/file/d/0B4MpOPBiXv5sdzZEMWwzemZoNzA/view?usp=sharing
(Skip the labels for #3, #5, #16.  Note that #11 & #17 are the same.)

We also watched this video, and filled in more of the Diagram:Draw & Label the Respiratory System
Draw a red line from outside the Diagram's body all the way to the capillaries to show the flow of oxygen-rich air.  Draw a blue line from the capillaries all the way to outside the Diagram's body to show the flow of carbon dioxide-filled air.

THE ASSIGNMENT IS BELOW:

Tape the Diagram into your notebook next to the 2-square for ACT 17 .  Tape it in as a flap.
Write about the journey of an oxygen (O₂) molecule from the air all the way into your capillaries. Label the notebook page at the top with “O₂  Respiration Journey.”

·       Do Analysis Qs 2c, 6b, 7, and 8.  Label the notebook page at the top with “Analysis” and ACT 17.

·      Fill in the Table of Contents for this work.

·      DUE WED., FEB. 11.

ACT 16, SUPPORT SYSTEM: BONES, JOINTS & MUSCLES

This Activity was begun Thurs., Jan. 29.  Our class time for Act. 16 ended Feb. 3.  Part A is comparing a chicken wing to a human arm.  In Part B, students dissected a chicken wing to compare movement of the wing to the movement of a human arm.  We finished dissection Feb. 2.  On Feb. 3, we watched a chicken wing dissection video on YouTube: 

https://www.youtube.com/watch?v=OusR-Xx3XEQ

We also discussed the Table on page B-35 of the text, Table 2: Types of Joints.
Work assigned for this Activity is: Procedure, Part B, #13 & #14; Analysis Q 6 & 7.  Q 6 & 7 will be scored using the UC scoring guide. 

SCORING GUIDES for ALL ANALYSIS QUESTIONS

Here is a link to all of the scoring guides from SEPUP, the publishers of our curriculum.  These are the guides I use to score student work.  Beginning this 3rd quarter, I will include the acronym (initials) of the scoring guide I use when I blog about an assignment or enter an assignment into the electronic grade book (StudentVUE/ ParentVUE/ Synergy).

https://drive.google.com/file/d/0B4MpOPBiXv5sQU95ME5mRnZadHc/view?usp=sharing