Mr. Walsh 6th Science

A Day – Period 1, 2, and 3

In class I handed out a grading rubric for the heart rate lab. Students checked their written hypothesis against the scoring guide. They then explained their procedure for their heart rate increasing and decreasing activities. Finally, most teams had enough time to collect all their data.

Heart Lab Worksheet

Heart Lab Scoring Guide V2

HW – None.

B-Day

Period 2 and 3

In class students continued to work on their heart rate lab, collecting data and creating graphs.

HW – None

Period 4

In class the sub handed out a grading rubric for the heart rate lab. Students checked their written hypothesis against the scoring guide. They then explained their procedure for their heart rate increasing and decreasing activities. Finally, most teams had enough time to collect all their data.

Heart Lab Worksheet

Heart Lab Scoring Guide V2

HW – None.

Early Release E-Day

Period 1, 2, 3, and 4

In class groups worked together on the questions from the eye dissection worksheet.

HW –  Finish the worksheet (as much as you can, we will go over it briefly tomorrow before turning it in)

Eye Dissection

Here is the video if you missed the dissection or need help answering the questions:

http://www.exploratorium.edu/learning_studio/cow_eye/index.html

You can also see the links I put on my Google Classroom Page.

D – Day Period 1, 2, and 4

In class students took a check in. We then spent the period finishing up graphs for the Heart Rate Lab as well as discussing questions in the analysis section.

HW – Complete your Graphs if not done.

COW EYE DISSECTION ON FRIDAY

A Day – Periods 1, 2 and 3

In class students presented about different body systems, providing a general overview to their function and major organs. Any students who missed these presentations will need to come in and complete their notes off the presentation sheets the groups created.

B Day – Period 2 and 3

I introduced the heart rate lab students are completing and then the students spent the period collecting background information on the structure and function of the heart.

HW – None. I told period 2 to finish the notes, but I was not able to make a scanned copy of the reading, so they can finish up in class tomorrow.

Period 4

In class students presented about different body systems, providing a general overview to their function and major organs. Any students who missed these presentations will need to come in and complete their notes off the presentation sheets the groups created.

HW – Re-read over cellular respiration from late last week and write your own “nutshell” of what it means.

 

C-Day

Period 1 and 4

I introduced the heart rate lab students are completing and then the students spent the period collecting background information on the structure and function of the heart.

HW – Share with your family how cellular respiration works. Have them sign your planner. I told period 2 to finish the notes, but I was not able to make a scanned copy of the reading, so they can finish up in class tomorrow.

Period 3

In class we read about how the digestive system absorbs nutrients for the body and then the circulatory system pumps those nutrients around the body. We then worked on hypotheses for the heart rate lab.

HW – Finish your hypothesis. Heart Lab Worksheet

D Day

Period 1, 2, and 4

In class we read about how the digestive system absorbs nutrients for the body and then the circulatory system pumps those nutrients around the body. We then worked on hypotheses for the heart rate lab.

HW – Finish your hypothesis. Heart Lab Worksheet

E Day

In class we completed a cow eye dissection. We will go over the worksheet next week. If you missed the dissection, you can watch it here: http://www.exploratorium.edu/learning_studio/cow_eye/index.html

Monday – A-Day – Periods 1, 2, and 3

In class we began by reviewing the dissection by comparing and matching  the STRUCTURE and FUNCTION of different parts from the dissection. Here is a copy of the matches: Post Dissection Structure and Function

We then completed a reading on cellular respiration: Cellular Respiration Reading

Tuesday – Special Testing Day

Today the kids completed state testing. No science class.

Wednesday – B-Day – Periods 4, 2, and 3

Period 4 completed the same thing as A-Day above.

Period 2 and 3 we went over the pig pluck dissection. We also reviewed what tissues are and the different types. I gave each student a copy of these notes:

http://www.exploringnature.org/graphics/teaching_aids/Tissue_identification.pdf

HW – Complete dissection worksheet. Study for quiz on tissue types and general function on Friday.

Thursday – C-Day – Periods 1, 4, and 3

Period 1 and 4: we went over the pig pluck dissection. We also reviewed what tissues are and the different types. I gave each student a copy of these notes:

http://www.exploringnature.org/graphics/teaching_aids/Tissue_identification.pdf

HW – Complete dissection worksheet. Study for quiz on tissue types and general function on Friday.

Period 3: We completed the quiz, then students completed research about human body systems in groups. They will present that information on Monday.

HW – Share with your family the cells, tissues, organs, and body systems song (to the tune of “head, shoulders, knees, and toes). Here it is:

Cells, tissues, organ, systems, organ systems..

Cells, tissues, organ, systems, organ systems..

Epithelial, muscle, connective, and nervous

Cells, tissues, organ, systems, organ systems..

Science Period 4, 2, and 3

Period 4 – Same as the A-Day (see last post)

Period 2 and 3 – Students finished up their final reflection for the cell analogy posters and turned those in. They then did some initial research into tissues and cellular respiration as part of our Body System unit we are beginning.

HW – Finish highlighting and recording a summary of the Cellular Respiration reading.

Cellular Respiration Reading

DISSECTION LAB TOMORROW/FRIDAY. HERE’S SOME INFO:

Our 6th grade science classes will be working with pig “plucks” later in the week. A pluck is the trachea, lungs and heart of a pig.  Students will have the opportunity to observe it and see how the trachea and lungs work together, including how the lungs inflate.  A pig heart and lung has similar structure to human anatomy, so students will have a unique hands-on experience with anatomy and physiology.  This will be an exciting lab component to our study of the human body.

Students will have an opportunity to participate in or watch this activity. Individual students will not be dissecting the pluck but will be observing my dissection. They will examine dissected parts more closely in groups.  Students will take proper safety precautions during the lab, including wearing gloves and goggles.

Although most students get involved and are very interested in the lab, there are those who are a bit squeamish but do tend to adjust to the initial “yuck factor”.  If your student is not interested in participating in this activity at all, we will have some other written work or research on the human body that they must do.

We hope they enjoy these very interesting lab activities.  If you have any questions or concerns, please do not hesitate to contact your science teacher.

Science

Today’s LT: I can develop and use a model to describe the function of a cell as a whole and the ways the parts of cells contribute to the function.”

What we did: Students discussed and shared out ideas to question prompts related to the LT above. They then began a summative writing  piece to go with their cell analogy poster on the same prompts. Here are the questions we discussed:

• Use your analogy to describe how a cell functions as whole and how important parts contribute to that function.
• Different parts of the cell contribute to the cell’s overall function. Use your or another group’s model to explain the impact on the function of the cell as a whole if the following organelles were damaged:

 

Cell Membrane

Nucleus

Mitochondria

Ribosomes

Chloroplast

One more of your own choosing.

• The mitochondria and chloroplast are similar organelles but have different functions. Use analogies you learned (your own or others you saw) to explain the difference.