This week in G9 Coordinated Science Biology the students used a cartoon strip template to storyboard an animation explaining how the immune system protects us from pathogens (disease causing microorganisms). They were inspired by a video that turned the body’s defense against disease into a cinematic role playing game.
They used their MacBook’s and camera phones to record a mixture of stop motion animation and video. All of the students produced amazing videos that will be used by other coordinated science classes to aid revision.
This week in G9 Coordinated Science the students used a number of everyday science objects such as a toy car, a plant, a “factory box”, crude oil, soil, animal organ models and a bottle containing carbon dioxide to model the carbon cycle. The students worked in small groups and made links to how each object is linked to each other by the recycling of carbon. They were then able to recall the word and balanced symbol equation for photosynthesis and respiration from previous topics studied this year.
This final week before Christmas in G9 Biology, we observed a lung dissection and watched an extended giraffe dissection video. The dissection focused on the evolutionary adaptations of the circulatory and muscular system that permitted the giraffe’s neck and legs to increase in length. This comparative biology lesson complemented the current Respiration and Human Transport unit. Students may borrow the complete Inside Natures Giants and Autopsy for Beginners dissection series if they desire to become an anatomy expert over the Christmas break.
This week in CoBio we are studying Plant nutrition and how plants make their own food by photosynthesis. To follow up on our first lesson we discussed why do plants such as Venus Fly Traps catch insects. The trap itself is an adapted leaf so it does do photosynthesis and can make its own glucose (food). However, the soil it grows in is lacking nitrates and phosphates required to make amino acids. This plant has adapted to this soil by catching and digesting insects to obtain mineral ions.
This week in coordinated science, we used every day lab apparatus to model the digestive process. The apparatus above was used to show the journey of an unbalanced breakfast of crisps, peanuts, bread, milk and coffee. Can you match the apparatus with part of the alimentary canal in this photo? Cam you spot the end product of digestion after egestion from the anus?
Starting on Monday 24th November, the Double Helix Club returns. Watch the video above for a taste of what you have to look forward to.
• Have you ever heard a jelly baby scream?
• Do you know what an elephant uses to brush its teeth?
• How does Kiwi fruit hold the secret of life?
• How much energy is there is a packet of pocky?
• What does the inside of a Kermit the frog look like?
• Do we have money to burn?
• Have you seen an elephant, Crocodile, Whale, Giraffe, Shark, Tiger or Snake dissection?
• Do you know the science behind roller-coasters?
• Do you know how to make a zinc Christmas tree?
• Can you make a chemistry powered rocket?
This week in G9 Biology and Coordinated Science we completed the last test of term one. When we review the test, the students are given dedicated improvement and reflection time (DIRT) to review their learning. Many students only focus on their grade instead of what they did well and what they did less well on. By using DIRT, students are encouraged to reflect on their learning and identify the next steps to address gaps in their understanding. Taking the next steps to improve what they got wrong is more important than the actual grade of the test at this stage. Students are also encouraged to set themselves challenging targets for the next topic and assessment. As we approach term two, the G9 students will continue to reflect on their learning and take the next steps towards mastery learning.
Last week in G9 Biology we dissected Fred the Frankenstein Frog to review the functions of the alimentary canal in digestion and discuss comparative anatomy. We compared how the frogs digestive system as similar to our own and how it is different. For example, the frog’s teeth have a similar function to our own but a different structure due to the type of food a frog eats. We then discovered the frog’s last meal as we followed the frog’s digestive system. To extend the dissection, we then looked at the frogs nervous and muscular system. As the frog was still “fresh” we were able to stimulate the frog’s muscles by sprinkling salt on the exposed tissue. The muscles twitched as the salt simulated the muscles as activated nerve fibres would do when the frog was alive. The students were amazed and a little creeped out as the frog’s legs twitched (danced) on their own. We will refer back to this dissection when we study the nervous system next year.
As G9 Coordinated Science (Biology) studied the circulatory system we had the opportunity to get up close and personal with a sheep’s heart. Before we started the dissection, we examined the external anatomy of the heart and identified the important blood vessels. We discussed the factors that increase the risk of damage or blockage of the coronary arteries that supply the heart with blood. The students enjoyed linking the theory of how the heart works with the opportunity to feel the heart (cardiac) muscle and put their fingers through each blood vessel to find out which chamber of the heart it connects to. We finished the lesson by watching part of a giraffe dissection to see how the wall of the left ventricle in this animal is even thicker to pump blood to the top of the giraffes head and back!