A group of awesome secondary science teacher authors are teaming up to launch “5 Days of Holiday Cheer”.
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 email@example.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:
Buy one set of sub plans, get another set FREE.
Buy one body system exhibition lab, get another set FREE!
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!
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.
Photosynthesis… there was something about it that stumped me as a teacher. It was important to me that my kids understood the big picture and were able to answer their questions, but teaching it didn’t come naturally, because, well… photosynthesis. For you life science and bio teachers out there my BIGGEST piece of advice would be to focus on the “big picture”. Do not teach light reactions, followed by dark reactions. Teach them together, and then go back and fill in the details where you can.
I’ve compiled 5 helpful tips for teaching photosynthesis:
1. Photosynthesis can be a complex subject for students to learn. Scaffolding will provide optimal success: start off with the big picture and then work your way into the nooks and crannies.
2. Students should be able to comprehend energy flow in photosynthesis, from sunlight to sugar, and everything in between. Use my Mouse Trap game analogy to help!
3. Dark reactions and light reactions are dependent on each other through the ATP –> ADP and NADPH –> NADP pathway.
4. Teach the basic steps of the electron transport chain. There are two separate ones, each associated with a photosystem: one for ATP (indirectly through hydrogen ions) and one for NADPH.
5. Visuals. Visuals. Visuals. Keep the diagrams simple at first! Labs will help all learner types, too!
To help with this, I’m offering a free Photosynthesis Graphic Organizer!
And if you are looking for some resources to help you and your students, please leave the planning to me! I offer a wide range of activities for photosynthesis, which follow my own advice 😉
What is the mouse trap analogy referenced in #2? Just like in the game “Mouse Trap”, each step depends directly on the previous step. If one of the processes stopped, the next step would not be able to go on (energy flow). Ask your students what they think the marble and the foot that kicks the marble out of the bucket represent!
See the video:
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.
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!
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.
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.
I have had so many compliments from other teachers and admin alike; it’s a forever freebie in my TpT Store.
After so many biology classes, I had begun to realize that it seemed as though I spent a lot of time and energy teaching my kids all about cells, only to have them forget at least half of what they learned by the time we approached cell division, photosynthesis, cellular respiration, etc.
It was one year during the last class of the day, my beloved “G” period. There were 10 students in that class (long, crazy story there– maybe I’ll write about it and get a link in there so you can read it!), and it was a glorious class. It ended up being my favorite class because it was so easy to differentiate. It was so easy for kids to help others out. It was so easy to teach. (Is that an oxymoron?) Relatively speaking, that is, it was easier to teach than classes of 30. And it was more rewarding, because the kids really understood and tended to do better on their tests than the other classes. And there we were, talking about cellular respiration when one student, a bright student, chimed in and asked “Ms. J., what is a mitochondrion?”
No big deal, I thought. And I answered him. It’s a singular form of mitochondria. He nodded, his pencil at his lips, looking down at his graphic organizer we were doing at the time.
Me: “A-and it’s where cellular respiration occurs.”
Student: “OK, so it’s in the cell.”
Me: “Yes? Yes.”
Other student: “What’s a mitochondria?”
Everyone laughs. But this year, I wasn’t laughing. This was something that I could see happening in many of my classes, even if students didn’t speak up. These big words were coming back to them and they had already been learned- and lost. So, I popped my lap top into the in-focus and brought up my Cell PowerPoint. Remember this? They did… vaguely.
That’s when I had an idea… if only I could have a cell in the classroom always. And not just a poster, but an interactive cell that could grow and change.
In the spirit of back to school (and perhaps a healthy dose of OCD), I’m putting my filing cabinets to good use! I’ve seen so many snazzy filing cabinets on Pinterest (dressed up with decorative duct tape or pretty paper), and if you’ve a tremendous tower or two in your classroom, you might want to use them in a way that benefits your Classroom Organization.
Here is a basic Filing System for a 4 tier Filing Cabinet:
Top Drawer Files (Health and Safety)
IEPs and 504s
State Health Reports and Emergency Guidelines
Lists of Students with allergies/specialized diet
Middle Drawer 1 Files (Future Reference)
Textbook Numbers/Book Fines
Disciplinary Action (Parent logs, Detention/Cut Slips, etc.)
-1 folder per each class (not student)
Department and Faculty Meeting Paperwork
-File all handouts from meetings no matter how meaningless or unimportant they may seen. You will probably need to refer to that information at a later date.
-Tangible pieces of paper. For everything else, use Pinterest.
Middle Drawer 2 Files (All About You)
Mentor/Mentee paperwork (if applicable)
School District Contract
Lower Drawer Files
-Tests and quizzes that you want to be kept secret
Examples of Student Work
-Examples from previous years that you might want to use in the future
Last Year’s Lesson Plans/Unit Planner to Compare If you have less than 4 drawers, feel free to combine!
Here’s what not to put in a filing cabinet: Procedures
Those should be cleanly displayed in the room. Extra syllabi should be located where students can easily access them. A clear exit strategy should be displayed for fire alarms. Laminated class rosters on lanyards would also be appropriate for evacuations as seen at left.
Okay, well, this is a very humble opinion at best. I’m not sure that I would defend this statement wholeheartedly. I personally like to have the handouts separate from my filing cabinets. I feel like there’s _teaching_ (handouts and activities) and then there’s…. the stuff that no one tells you about teaching (like the aforementioned suggestions for the filing cabinet drawers). I like to keep in separate. I keep my handouts, etc. in lovely hanging folder bins or binders.
Biology Roots has joined up with some other amazing science sellers on TpT to produce the Super Secondary Science Giveaway just in time for back to school. Science teachers, please spread the word and share this amazing opportunity to win these great assets for your science classroom.
I am giving away three super secondary science prizes:
The first random winner chosen will receive my best selling Secondary Science Sub Plans: Volume I. This includes FIVE emergency sub plans that are interesting for kids and keep them sharp!
The second random choice will receive the Beginning of the Year Bundle for Life Science, which includes lab safety, the scientific method, graphing, and a PowerPoint and activities on the things that define biology.
The third and final random choice will receive Biology Unit Binder Covers, which are designed for binders to keep you organized!
First Prize Winner: Secondary Science Sub Plans Volume I
Second Prize Winner: Beginning of the Year Science Bundle for Life Science
Third Prize Winner: Biology Binder Covers
Please use the rafflecopter link below to enter all three prizes.
For some reason, most of my classroom funnies occurred with my second pregnancy during the 2011 school year. You would think it would have happened the first time around, but no, the first time around I had no other children to cater to, I was still relatively well-groomed and taken care of, and my baby bump did not become a monstrosity until I was two weeks away from giving birth.
My second pregnancy, I believe I looked 4 months pregnant within minutes of conception and then 10 months pregnant shortly after. It only got worse from there…even my husband, who is rarely grossed out or even notices when I cut off half of my hair suggested that I use a “band-aid or something” to cover up my freakishly protruding belly button that we lovingly (Ok, disgustingly) referred to as “my third thumb”.
My pregnancy bloopers also coincide with a student named Anthony. It all started in September of 2010 when our class was temporarily relocated for construction purposes and I was moved to a classroom without any windows. Going from windows to no windows is a hard transition. Not to mention, I was moved abruptly the second week of school. The kids did not take a liking to their new environment. Anthony busted in and said “Yo, Ms., I’m Italian, I’ll bust down this wall here and make a window for you.” When another classmate pointed out that would just make a busted door to the hallway, he replied: “Like I said, I’m Italian!”
Later that month, our class was doing an ecology assignment where I had the students make food chains using manipulatives and each student had to add their food chain to the whiteboard, which we combined to make a class food web. We had owls, hawks, frogs, snakes, deer, holly bushes, grass, mountain laurel, honeysuckle, mice, foxes, squirrels, coyotes, so on and so forth. It was coming along beautifully. When it was Anthony’s turn he added fantastically illustrated fellow classmates to the food web. Just four randomly selected classmates. Some were eaten by mice, others were eating deer, but he also made the most quiet kid in the class the top of the food chain, devouring wolves and coyotes. The best part was, I had 2-3 students go up at a time, so I hadn’t noticed right away. When I went up to discuss, I was almost in stitches. I mean, just think about it! As soon as the day was over I called my BFF (who was also working in a classroom at the time)- we still talk about this to this day!
Let’s fast forward to March of 2011. We’re now back in our window-filled sunny classroom. The bell has just rung. Anthony is busy telling some classmates that their epidermis is showing, when I start taking attendance. Without so much as a moment’s ponder, Anthony exclaimed “Ms. are you pregnant?”
I hadn’t even told my coworkers yet.
Fast forward to September 2011. I have a whole new class and it’s Parents Nights! I’m due September 25th, approximately a week and half from good ol’ Parents Night. I decided to wear my fancy maternity shirt. It’s black lace with a dark gray built-in silky under-layer with some embroidered flowers. I’m lookin’ good! It looks sort of like this one:
One quick trip to the bathroom before I make my rendezvous. Boy, I’m nervous. There’s something about these parents. They keep looking me over. I know, I know, they can tell I’m about to pop. I bet some women are eyeing me wondering if if “the baby has dropped.” Well, I’ll just assure them that I’ll be back after Christmas break and that we’re going to do all these fun things! And then, I saw it.. I caught a glimpse of it in one of the new elongated windows. Why was my shirt a different color where my belly was? Wasn’t my shirt black? Was that chalk dust? I don’t even use chalk! Palms sweaty, I tried to wipe away whatever it was on my ginormous belly that was reflecting back at me. Then I felt it, a bunched up shirt underneath my belt. I immediately transformed into a position in which my arms could most effectively hide my baby bump. What was worse was that all this insecurity and nervousness was hindering my concentration as I tried to set up the inFocus machine so that I could show the parents my nifty presentation. My fingers nervously fumbled until finally one student’s father stood up and approached me, I think I cowered in his shadow thinking “Is he going to whisper to me what the issue is? Could I have accidentally shoved toilet paper up my shirts somehow?” But, he simply gave me a curt nod and said “We have these at work”, as he switched the plug into the “Computer 1” port (a rookie mistake). I quickly gave my presentation, at this point I’m pretty sure my back was to the parents so that I was no more that a small, pregnant muffle.
Finally, it was over! I rushed into our science prep room, all five-foot-eight of me plunged into my five-foot-nothing counterpart. My belly was at her eye level and her face said it all. “Is that your belly?” My fabulous, bulging, lace-covered baby bump sat there like a some sort of lace-covered hoochie-mama white pumpkin (with the stem still attached).
Ok biology teachers, c’mon, let’s not fool ourselves… genetics is the most FUN subject to teach! I think students love learning/talking about themselves. And who doesn’t love a good ol’ fashioned Punnett square?
My genetics unit is FINALLY complete, it took me a while to take my files and put some polish on them as we have been battling the winter flu season! But I’m so happy to be able to share them with you.
But first, some tips:
If you studied genetics in college, you probably know that the classic human traits, such as eye color, dimples, earlobes, etc. are in fact NOT Mendelian genetics. That’s right, they are really quite complicated and some may argue should not be construed as being so simple. I actually NEVER use human eye color as an example because I think eye color genetics is fascinating. Human genetics tend to be complicated. If you want a good example of some soul-crushing genetic truths, check out this site: http://udel.edu/~mcdonald/mythearwax.html
HOWEVER…students anticipate THEIR genetics in your classroom. As soon as you mention genetics, they start talking about their own phenotypes, which tends to excite them and make them excited to learn. What do you do?!
You have three options:
1. Tell them they will not be learning about themselves because human genetics are complicated and we will not have time to learn about the genetics behind human traits.
2. Pretend that the complexity of human genetics do not exist.
3. A little of both.
DISCLAIMER: There is no wrong option. But I prefer #3.
I offer two labs that explore human traits. I simply tell the kids beforehand that in reality, those traits are NOT Mendelian, but we’re going to pretend they are for a day so that we can have a little fun!
The Exploring Human Traits Lab explores dominant and recessive traits complete with analysis questions and graphing exercise.
The Making Babies Lab is an all time favorite and it wouldn’t exist without a little “fun inaccuracy” as I like to call it.
So have a little fun! Don’t lie, but don’t be a party pooper! Tell them like it is; they will respect your honesty (and your ever-wondrous pool of knowledge), but don’t exclude their traits from the class. It’s a win-win.
For my genetics unit I offer TWO fabulous freebies to help spruce things up if you so choose:
Science fair journals, four words: THE STRUGGLE IS REAL!
Students tend to have a hard time organizing their science journal. I certainly, under no circumstances, am speaking for all the past, present and future students, but I do feel the following applies to the majority:
Students engaged in a science fair do not know where to begin. Literally. They do not know! From choosing their topic, to what they can and can not do for their project (which varies per state), from how to execute the scientific method in real life (though they can recite and explain each step on paper).
I am not saying I blame them. I think if I were to put myself in their shoes, I might look something like this when trying to enter the world of the science fair:
I gotta tell ya, I think that my first year teaching could have been a sitcom when it came to the science fair. SCIIIENNNCE FAIRRRR. Ooooh. I had visions. Let me tell you, I had dreams. We were gonna get down and nerdy! And then the fear of lawsuits that were translated into Science Fair Rules put my Science Fair Fantasies to a screeching hault. I had to shamefully tell students that the experiments we had both been so excited about were to be rejected if submitted because of those rules. Those constraining rules that made me, a science teacher, think “What the heck is the point of this science fair?!”, in a fit of frustration as I saw all the fun and anticipation slowly drain out of my student’s bodies. Sorry, Jake, you can not run barefoot to test whether or not running shoes actually slowed you down, I know that you are a star cross country runner and you were really looking forward to this, but I’m a new teacher and apparently very naive!
Needless to say, the second year I had those rules down. The adult in me was saying “Yes, of course we need these guidelines”. The sarcastic teenager inside of me might be adding the word “(limiting)” or “(lame)” between the words “these” and “guidelines”. And the scientist in me just died a little.
BUT… the science fair IS a great way for students to execute the scientific method
in a controlled fashion. And, we did have some really fun experiments! Sure, there’s always going to the junior in high school who wants to test how long flowers last in a vase, but we can’t all be masterminds! I say as long as they are doing the experiment and getting a feel for how important those control groups can be, then it’s all worth it.
Though, the paperwork can be agonizing.
Ahem. Back to the Science Fair Journals. The kids really do have trouble when it comes to recording their data. It’s almost as if they are out of their comfort zones because they are literally staring at a blank notebook not knowing where to begin. They have a hard time getting their topic. They have a hard time setting up their journal. However, once they get rolling, they get into the swing of things and they tend to gain confidence. The trick is getting them there. As time goes on, I have noticed a definitely increase in higher quality notebooks as I am better able to get them started on the right foot.
Here are some pointers if you are doing the science fair:
1. Don’t be that guy. Know the Rules. I’m from Massachusetts so this was particular helpful and this is where I get all the paperwork: http://www.massscifair.com/.
2. Give your students time to come up with their topic. One week is ideal, one day is not.
3. If you can help it, rule out students working with students who are not in your classroom UNLESS you have a common rubric and have time to compare grades with other teachers. The best idea is to keep them all in your class- no outside partners.
4. Use the documents I have attached to this post to help students choose topics and to help students understand what their Science Fair Journal is all about.
5. Have your students hand in their journals every 2-3 weeks just so that you can check to be sure they are making progress. You can cut a small corner to see where they last left off and highlight the date. I staggered the due dates since I had 3 classes doing the science fair. Try not to collect notebooks on a Friday. Students usually spend Sunday nights working on the science fair. But please, whatever you do, collect them. Ensure your students are constructing, designing, and DOING the experiment!
6. Ask the students who produced the best notebooks if you can hang on to them as a model to use for the next year’s class. More often than not, they won’t mind. But hang on to them, because you should always have them ready to give back in case they need them.
Good luck in this upcoming science fair. Show that scientific method who’s boss! And check out the guides!