Category Archives: General

How to Take a Sick Day without the Stress

If there’s one thing that proves how essential we are as teachers, it’s the fact that taking a sick day is almost like asking an orchestra to play without its conductor.

We are so busy that we barely have enough time to get our plans together for the days we’re there, never mind time to think about the days we’re not!

Luckily, we have some really great substitute teachers out there that are willing to step up. But, they still rely on your help to get the most out of the day for your students.

Here are some tips to help skip the stress (and the guilt) of taking sick days:

1. Keep a Sub Binder- Keep a sub binder on your desk with all the information that they will need, such as class lists, seating charts, emergency procedures, etc. You’ll feel better knowing it’s accessible to your sub. Plus, if you have a messy desk- ahem, organized chaos- you won’t need to worry about your sub going on a hunt for these essentials through the heaping piles. As long as the binder has a special spot, you won’t sweat the state of your desk.

2. Don’t feel guilty- you need to take care of yourself- Can I get an amen? If you’re not rested, you can’t do your job well. How many times have you been a “trooper” and “toughed it out”, only to take the next day off, anyhow? Or when you’re sick through the weekend instead because you didn’t want to stay home on Friday? It’s OK to take care of you.

3. Don’t compare– Don’t despair just because Donna and Dave have four thousand sick days saved up.  It’s not a competition to see who can come out on top at the end of the year- it’s more important that you come out healthy and happy. Classrooms can have more germs than doctors’ offices- they give you those sick days for a reason.

4. Choose sub plans that aren’t too short- If you give your students a short reading article that they can complete in fewer than fifteen minutes, then all that extra time may encourage rowdy behavior for your sub.

5. Buddy up with another co-worker- If you need to email someone for any reason during a sick day or need someone to help you with your sub, choose a reliable coworker who is willing to help you out in exchange for your services when they’re out!

6. Have at least one set of sub plans printed and ready to go before the students’ first day of school. Whether it’s this summer’s project or you’re headed over to TpT- go score some sub plans so that you don’t have to worry about scrambling. Have them ready to go so you can fully rest. And if you haven’t done this yet- better late than never!

7. Worried students won’t work hard while you’re out? – You can have a policy that you will grade one page of the assignment at random (but they won’t know which one). This saves you time and keeps the kiddos on their toes.

8.Prepare valuable sub plans– sub plans that incorporate literacy skills and practice for your discipline are valuable! My sub plans focus on science literacy (including graphing and analysis skills). You want to choose content that enforces these skills because you never know when you might have an emergency absence.

You can score some valuable sub plans today and be prepared. Science teachers get a free copy of my A Closer Look at Cancer sub plan by signing up for my newsletter here:


English teachers check out this video Edgar Allen Poe Sub Plan offered by Laura Randazzo. English and Social Studies teachers- Laura offers a free information text sub plan about the 10 Supreme Court Cases Every Student Should Know. 

Health and Phys Ed teachers should check out this great lesson about The Dangers of Energy Drinks by Mrs. S!

And finally, teachers of any subject, Mrs. S. offers Motivating Articles for any Middle or High School Class that appeal to teenage struggles- and Laura offers Billions in Change Video Sub Plan to raise awareness on global citizenship.

Slide1

How to Take a Sick Day without the stress Blog Post Pin

Tips for Starting Interactive Notebooks in Your Classroom

Interactive notebooks are designed to enable students to be creative, independent thinkers and writers. Interactive notebooks could also be used for class notes or for activities where the student will be asked to express his/her own ideas and process the information presented in class. Requirements vary from teacher to teacher, there is no one right way to implement them.

Some teachers have a love-hate relationship with interactive notebooks (love because it invites student pride and hands on learning; hate because it requires gluing), some teachers are intimidated by them, some teachers could not imagine their classrooms without them.

If you’ve heard the hype, but are still unsure, here are some tips to adjust the learning curve so that you ease into interactive notebooks.

tips-for-inbs-featured

Tip #1) To use the composition notebook or not to use the composition notebook? If you are intimidated by the change, you can skip the composition notebook at first and start with a binder that contains loose leaf paper. This leaves room for traditional classwork as well as INB activities so that you can slowly incorporate.

Tip #2) Left, Right, Left, Right- Right? In a traditional interactive notebook, the left and right sides are categorized.
Typically, the left page is for the student to personalize with some guidance from the teacher. This is referred to as the output side. Examples: pre-assessments, quick writes, KWLs, demonstrations used to provoke student thought, post reflections, summaries, student made diagrams or charts). A quick way to remember this is the left side LOVES creativity. Students may need guidance with the left hand side the first couple months of school. As they get used to it, they will become more independent.

The right side of the INB is the information side (notes, vocabulary, lab procedures and data, concept maps). This is typically referred to as the input side. A quick way to remember this is the Right side is Restricted- only information given by the teacher belongs on the right side.

The right side is traditional. The left side gives it that interactive feel.

Tip #3) Assigning Sides vs. Sequential- If the left and right pages seem challenging for your students, or if you are unsure if you’d like to start off with this design, you can certainly implement the INB using the sequential method. This simply means that students add content as it is received. This is a good method to start with if you’re biggest hurdle is assigning “sides”. You can omit them completely and just assign each page to whichever activity, quiz, or set of notes you happen to be on. You can always switch to left-right sides once you’re more familiar.

Tip #4) Always keep a table of contents no matter if you are using a binder or a composition notebook or using left-right pages or sequential pages. Have students number their pages. You should leave room at the beginning of the notebook for their table of contents (about 4-5 pages worth).

Tip #5) Simple templates with high academic value- If you haven’s used foldables or INBs in your class before, I recommend starting out with foldables that are simple in design but offer high academic value.  I offer more info about this in my newsletter. 

Tip #6) Students should help out with materials – Ask students to provide their own markers, glue sticks, scissors, rulers, and colored pencils/markers and to be responsible for their materials (but have some backup materials of course). You can also have students keep post it notes for the left side of their notebook.

Tip #7) Encourage students to make it their own! Encourage students to use color on the personal side of their notebook. Color can help organize thoughts and information.

Tip #8) Grading Notebooks- Some of the notebook components can be peer-graded to help you save time. You can do random or announced notebook checks. A common practice is to fold the upper corner of the page you left off at to mark the grade. This way you know where you left off.

Tip #10) Rough Drafts and Master Copies – If you want to give INBs a try next year, spend a few minutes each day as you teach creating a rough draft of what you want your interactive notebook to look like for the following school year. This. is. HUGE. If you have not done an interactive notebook before, it’s helpful (and sane) to have a general guide of what it will look like. This can be your rough draft for ideas, questions, general layout of pages, etc. And as you go along, you can create a master copy of your interactive notebook. This will be a useful tool for not only yourself to use for years to come, but for students, too! Feeling ambitious? Have the first unit of your INB in a master copy before the first day of school.  But however you’re feeling, have a rough draft at the very least ready to go before you jump in feet first.

One final additional tip- if you are using composition notebooks, and you found a really great worksheet or foldable that wasn’t designed for interactive notebooks, you can change your printer settings to adjust the size to 80-90% of the original. This will make it fit better!

The only right way to do interactive notebooks is the way that works in your classroom!  Each year you can make changes as needed as some ideas work and some do not.  My newsletter offers lots of advice- from taking sick days to implementing INBs. Subscribe to find out more.

If you’re still not sure if you want to take the plunge- do some additional research. I recommend taking the interactive notebook plunge published by the California Science Teachers Association to help address some of your concerns. Good luck!

Slide1

Tips for interactive notebooks | Tips for starting interactive notebooks in your classroom

 

 

Tips for Makeup Labs

I don’t know about you, but I love labs- until the next morning when I realize that I have 10 students who were absent for lab day. Though I wouldn’t say that I love doing lab makeups, I no longer dread them after implementing some simple techniques.

featured-images-for-wordpress-001

I’ve compiled some tips to help ensure that lab makeups go as smoothly as possible- and so that you aren’t tempted to do a “fermentation” lab on the side- wink, wink.

Tips for lab makeups (and your sanity):
1. Do not put all lab materials away for at least another 2 weeks after the lab is performed in class. Keep the lab materials tidy, but easily accessible.

2. A policy in which students can drop their lowest lab grade gives them the option not to makeup the lab, and they can drop the zero should there be any rescheduling conflicts.

3. Have lab makeups on one designated day of the week so that all students who need a lab makeup come at the same time- one and DONE!

4. If the lab is simplistic in nature, you can opt to have them do an alternative version of the makeup online.

5. Ask that the student bring along a friend to the lab makeup who has already completed the lab in class so that they can help out.

6. Students who need extra help after school should not come on the same day as the students who are after school for the lab makeup. The lab makeup should be your main focus.

Lastly… one further piece of advice for time-sensitive labs: lab makeups need not be offered once the students have been tested on the subject. This is a good one to tie into #2 should you choose to adopt this policy. 

Use these tips to help save your sanity- and your time!
Lab makeups science lab make ups tips for lab makeups school

Slide1

Tips for Teaching the Sodium Potassium Pump

I had always felt that there were limited resources on the sodium potassium pump. The Na+/K+ pump is an important little protein that is the pinnacle of “active transport”- though endocytosis and exocytosis are important cell functions, it’s also important for students to know that transport proteins may also require the use of ATP. Otherwise, students may falsely make the distinction that proteins= facilitated diffusion.  Sometimes if students do not understand something, they may dismiss it or form misconceptions.

The sodium potassium pump in particular needs to be presented in such a way that shows how it changes its shape and that it pumps 3 Na+ out and 2 K+ inside.  Typically, I’d show my students a video or two, talk about the sodium potassium pump a bit, and call it a day. However,  I didn’t have any valuable resources that the students could carry with them, so I decided to create a coloring and analysis activity:

Sodium Potassium Pump by Biology Roots

(This is available for purchase this here).

The coloring activity is great for such a visual concept.  The resource also contains an analysis page with 8-10 questions or fill-ins depending on which version- there are  three differentiated versions that are suitable for high school, middle school, or an advanced anatomy class (which need to know resting potential vs. action potential). I like having these handy because as you know your classes can change every year!

Here are some other resources I’ve used to help teach the sodium potassium pump:

Penn State Cell Transport– nice clear diagrams and written descriptions of all types of cell transport including the sodium potassium pump.

Khan Academy- The Sodium Potassium Pump (he goes into resting and action potential towards the end- also a couple of times he says  sodium instead of potassium- no judgement here- but, it might be a good idea to preview beforehand to make sure that his bloops won’t interfere with your kids’ learning styles).

Animation- how the sodium potassium pump works

A step-by-step animation of the sodium potassium pump (with option to remove audio).

I also offering coloring pages for endocytosis and exocytosis, passive transport, and hypertonic/hypotonic/isotonic environments.

Slide1

 

 

 

Back to School GiveaWHAT?!

8-8-16-pinterest image blog post1-01Myself and fifteen other secondary science teachers on TpT have teamed up to kick start your Harley of a school year (at least, it will be after you’ve seen what we have to offer)! We’re each offering a contest to win some awesome prizes for secondary science resources.  All you have to do is visit our pages to see what we have to offer and enter to win.
Plus- we’ve teamed up to pitch in for a HUGE $100 prize!
This giveaway is designed for secondary science teachers only (grades 6 and up).
What can you win?
Enter to win $100 TpT gift card (4 prizes) to spend on the resources of your choice at teacherspayteachers.com, plus multiple additional prizes from individual teacher-author found on their blog. All you need to do is follow this blog hop anytime between August 8th through August 12th to reveal the secret code and enter it below.

I am number 15 and my word is “deGrasse”. Collect the words from each blog, write them down in numerical order, and copy the secret sentence into joint rafflecopter giveaway. This rafflecopter form is the same on every blog, so you only need to enter once from any one of our blogs!

But first, please enter to win a gift certificate from Biology Roots
First place winner will receive $25 worth of resources
Second place winner will receive $15 worth of resources
Third Place winner will receive $10 worth of resources
Scroll through the arrows below to enter to win each prize:

 

a Rafflecopter giveaway

And the Give-a-what:

a Rafflecopter giveaway

Slide1

 

Using Digital Resources in the Classroom

You may be here because you’re intrigued, or because your district is pushing for the digital direction- either because your district has signed on with Google Classroom- or supplying a limited amount of paper to help maintain the budget. I’m here to tell you how you can use these digital resources in your class, whether or not you have access to Google Classroom.

If you use digital resources in your classroom, you probably already know the benefits of going digital. To name a few:

  • Less paper
  • Less curse words in the copy room *wink wink*
  • Digital Interactive Notebooks do not require scissors, paper, or glue (which also means less MESS)!
  • Easier Grading
  • Students can keep track of their work (no more the dog ate my homework excuse!)
  • Easier organization at your fingertips
  • Digital resources can be used to supplement paper resources if you aren’t ready to go 100% digital!
  • Google offers a lot of time saving applications for teachers, like Google Quizzes.
  • You can add comments right in the document!

Here is a video preview of some digital classroom activities designed for Google Drive:

Now, maybe you’re thinking-  but wait! I don’t have Google Classroom in my school! It’s super duper easy. Though teachers can’t access Google Classroom as individuals, you can still use digital resources using Google Drive.  All you need is a Google account .You can have many Google accounts- in fact, I have four!

There are a couple different options for using Google Drive in your classroom- a shared option and a non-shared:

Option #1

Make a shared Google Account- I repeat- SHARED Google account for your classroom. This will be for not only you, but for your students to access. With this in mind- keep it simple because students will need to refer to it- something like – yourclassyourschool@gmail.com (but definitely not yourname_yourclass_randomnumbers@gmail.com- keep it as simple as possible!) Something like BiologyWHS would do the trick. The password should also be simple and easy to remember.

Once you have your class Google account, have each of your students create their own folder in Google Drive (it should be their name). Since it is shared, they can’t edit the privacy settings- which is something to consider.

When you create or add a document, you can select all the folders/students you’d like to share with my copying to that specific folder. That will be theirs to edit.

Option #2

Have your students make their own individual accounts. You would probably do this if it was super important that all students have confidentiality. It’s completely up to you. You will also need to have your own account.

To share with your students, you can easily do this using Google+.  Warning: it takes a bit of time to set up, but once you get the hang of it, it’s easy peasy. You can find more information about here: Google+ and Google Drive to use Digital Resources in the Classroom.

If you’re fortunate enough to have Google Classroom,  the sharing is even easier. You can make a copy for each of your students to have. They can use digital notebooks on computer, Chrome books, or iPads. Give it a try and let me know what you think!

Here are some digital resources for your consideration:

Slide1

Scientific Method

 

 

 

 

 

 

 

 

Slide1

Day One of Holiday Cheer: BOGO

A group of awesome secondary science teacher authors are teaming up to launch “5 Days of Holiday Cheer”.

Day 2

This new BOGO Sale for any one item purchased in my store today, December 7th, 2015. The BOGO applies to items of equal or lesser value (up to $15), and is only good for TODAY, December 7th, 2015.

The details in a nutshell:
– Item must be purchased on 12/7/15
– BOGO (buy one get one) good for ONE item up to a $15 value
– Simply forward your sales receipt to biologyroots@gmail.com along with the link of the item you would like for free (equal of lesser value).
– Deal ends at midnight 12/7/15

Please check out my store, Biology Roots, to check out what I have to offer. All you have to do is buy one and you get another for free!

Some hot items that apply to the BOGO deal:

Sub Plans Vol 1 CoverSlide1
Buy one set of sub plans, get another set FREE.

Slide1Slide1
Buy one body system exhibition lab, get another set FREE!

Happy Holidays!!

Stay Science Classy,
Vanessa

Creating a Global Classroom

For November’s Secondary Smorgasbord blog hop, we’re focusing on creating a global classroom. I think it’s appropriate for this month, because my particular experience with creating a global classroom also ties into Thanksgiving: being thankful for your health, your family, your friends, and your education.

In an age of information, you would think that students would be more informed about the happenings around the globe; but I’ve found when working with teenagers, it’s also an age of isolation: many (_not_all) are focused on themselves, their circle of friends, their hobbies, and their… well, Facebook accounts. With so much at stake, and so much possibility at their fingertips, I decided to get my students engaged on Change.org. (ages 13+).

The students were not required to sign any petitions, but they could outside of school if they wanted to- and many did! Upperclassmen in my Environmental science class (who was given plenty of advanced notice), would state their case, trying to “sell” the rest of the class an issue found on Change.org. They could make a poster, a PowerPoint, brochures, anything! The rules were simple: they had to be related to the environment, health, or human rights, but could not include politics or religion, and could include a link to Change.org. If the students really wanted to present an issue that was not found on Change.org, they could start their own petition.

One year, had a young lady in 11th grade who took matters into her own hands and went above and beyond our classroom, working hard over the remaining two years of her high school career to save the whales from commercial whaling. I had one young man who started his own school wide petition that would eliminate styrofoam from the school cafeteria, which was widely successful, and lead to the entire district phasing out the use of styrofoam over the course of 2 years. I loved doing this because it gave some students a lot of insights about global problems- some did not know that clean water was ensured for all countries, or vaccinations, or even education! I really think doing this with my class meant that I was opening up their eyes to the world, and making them feel more humbled about their lifestyle.

I’d like to share the documentation that I provided my students for this class project!
Slide1

For my biology classes, I unfortunately did not have the time to do these types of projects, but particular web quest we did in class was usually an eye opener; I’d get a lot of “that HAS to be wrong!” or “Is that I typo?” and “I don’t believe that.” The web quest was no other than the Human Population and Ecological Footprint Web Quest. This explores the growth of the human population and has a section where it compares the US to other countries as far as production and waste. The students also explore their own ecological footprint.

Slide1

Stay Science Classy,
Vanessa


Your Class DNA Frankenstein

For this month I’ve teamed up with Darlene from ELA Buffet and Pamela from Desktop Learning Adventures, along with a whole smorgasbord of secondary teachers to bring you October’s Blog Hop: Treats for Teachers.

teacher treats

For this treat I’ve chosen an appropriately timed activity called Your Class DNA Frankenstein. What is the DNA class frankenstein? It is a collaborative learning effort to help students tie DNA into phenotypes. This Halloween-themed activity can be done at any point during the year, and the students have so much fun!

DNA Frankenstein Facebook

I originally created it so that students could tie in the structure of DNA with the function of DNA. Every year, I have my students create a DNA Paper Model Puzzle, which really helps them understand the structure of DNA (especially the antiparallel configuration). But one year, I thought: What if I could make it so that the students created DNA that was unique? The idea took off, and the DNA Frankenstein was born.

You can certainly do this activity without the use of paper models, but you will need a large paper roll, at least 2 feet in width (I recommend Borden & Riley 90 lb Acid Free Drawing Paper Roll 30 inch x 10 yards).

The idea is that each student is assigned a gene or trait to contribute to the class Frankenstein. Examples include height, eyebrow thickness, skin color, etc. It is a hodge podge of class traits, which the student trace or draw onto the paper roll.

DNA Class Frankenstein

I have had so many compliments from other teachers and admin alike; it’s a forever freebie in my TpT Store.

Stay Science Class,
Vanessa