Students wrote their test on the respiratory and circulatory systems today.
Students had to match their vocabulary word that they were given when they walked into the classroom to the definition. Click here for the vocabulary matching cards to practice for your test.
We then discussed how to study for the test coming up on Thursday for the respiratory and circulatory systems 1. cue cards, 2. draw pictures and colour code them, 3. re-read section 3.1 and 3.2 in your textbook, 4. visit some of the websites on the respiratory and circulatory systems We read over the test questions, which came from the content needed to know from the Respiratory and Circulatory Week 1 hand out. Click here for the answer key to the questions. Finally, we dissected chicken hearts to view the four chambers of the heart, the main arteries and the main veins from and to the heart. HW = studying for your Respiratory and Circulatory Test this Thursday. Students filled in the notes for the circulatory system, click here for note sheet and click here for a labelled diagram of the heart. Students watched the video on the circulatory system, which included the parts of the heart and the direction of blood flow through the heart. Click here for the virtual heart transplant.
Click here for the cheesy video on the circulatory system. Sorry, I cannot get the video that we watched to link, but here are a bunch of videos on the circulatory system below. Chapter 3.2 The circulatory system Basic Function of the cardiovascular system http://www.biologyinmotion.com/cardio/ Circulation (The circle of blood) http://www.fi.edu/biosci/systems/circulation.html Wikipedia – Circulatory system http://en.wikipedia.org/wiki/Circulatory_system All about the Heart http://kidshealth.org/kid/body/heart_SW.html Map of the Human Heart http://www.pbs.org/wgbh/nova/eheart/human.html Heart Transplant (model) http://www.pbs.org/wgbh/nova/eheart/transplant.html CPR (Cardiopulmonary Resuscitation) http://www.kidshealth.org/kid/watch/er/cpr.html Today we reviewed the respiratory system from last day and discussed possible problems with the respiratory system (Asthma, pnemonia, cystic fibrosis, influenza, and SARS). We started to discuss the circulatory system, but we will complete the notes next day. Lesson on the respiratory system, click here for the student note sheet. If you missed the lesson or need a review then you can read section 3.1 in your textbook. See the websites below for some more information on the respiratory system.
Chapter 3.1 The respiratory system The respiratory system http://www.lung.ca/children/grades7_12/respiratory/respiratory_system.html Franklin Institute on Respiration http://sln.fi.edu/biosci/systems/respiration.html Looking at your lungs http://www.kidshealth.org/kid/body/lungs_noSW.html Wikipedia - respiration http://en.wikipedia.org/wiki/Respiration Harmful effects on the lungs http://www.lung.ca/children/grades7_12/index.html Respiration in other creatures http://www.emc.maricopa.edu/faculty/farabee/biobk/BioBookRESPSYS.html Mrs. Arcuri then handed out the unit plan for the human body systems, which is in chapter 3 of your textbook. Click here for a copy of the unit plan and the terminology for the respiratory and circulatory systems. Mrs. Arcuri explained how to make a terminology page (include word, picture, and definition in your own words).
HW = Respiration and Circulation vocabulary page, due Friday. We watched the last 10 minutes of the GMO OMG movie from last day. Students finished and handed in their genetic engineering notes (click here), We then discussed the Canadian regulations on GMO labeling, click here for a website that explains how it is only on a voluntary basis that companies have to label their products.
We watched our last documentary video on genetic engineering to help us get informed. We watched the video GMO OMG, which is very one-sided and very Americanized. However, it does have some good information on genetically modified organisms. Take some time to write down notes (click here for note sheet) on all three documentaries that support your opinon on genetic engineering and if it should be banned or not in Canada.
The Clone Age video Stem Cell Universe with Stephen Hawking video GMO OMG video Click here for scanned copy of Baaa! A book on cloning and genetic mutations. Click here for the second portion of the Baaa! book. We continued our discussion on the statement: "Scientist should not be permitted to combine genetic information from different organisms to create new life forms. This kind of research should be banned in Canada." We finished the video, "The Clone Age" (click here for the movie link) and started the next video, Stem Cell Universe with Stephen Hawking (click for the movie link). Wow, it was very interesting to see some of the ideas regarding cloning and genetic altering that seemed so strange or hypothetical in "The Clone Age" video (1995) were seen happening in labs in the more recent video "Stem Cell Universe" (2014). How quickly science is moving, but do you agree with it or not?
The Clone Age video Stem Cell Universe with Stephen Hawking video |
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