Biology+113

Welcome to Biology 113 Course Outline:

 It is an open book exam. Students may use their notes that I have collected and marked all semester to answer the exam questions. Students received their mark going into the exam and had the opportunity to pass in missing assignments. The final exam is worth 20% of their final grade.
 * January 15, 2014**
 * Objective:** Students began to prepare for their final exam.

1) Discussion of characteristics of arthropods. 2) We "dissected" a lobster and then ate it dipped in warm butter...yum! 3) Video clips: [] David Attenborough [] David Attenborough [] lobster molting time lapsed [] Bay of Fundy
 * January 14, 2014**
 * Objectives: Students learn characteristics of arthropods and the anatomy of a lobster.**
 * Activites:**

Students dissected a seastar today and examine its organs and systems.
 * January 13, 2014**

1) Students complete the assignments on the respiratory and skeletal systems. I am out again today due to illness. Mr. Buckingham is the Supply Teacher. Hopefully we will begin dissections on Monday.
 * January 10, 2014**
 * Objective:** Students will prepare for seastar and crayfish dissects as they relate to the human respiratory and skeleton system.
 * Activities:**

http://www.crayola.ca/free-coloring-pages/print/human-heart-coloring-page/ 2) Students view the following clip on how the blood flows through the heart: http://www.youtube.com/watch?v=7XaftdE_h60 3) Students view the following clip on the pig heart dissection - relatively the same as the sheep heart that we will dissect hopefully on Friday: http://www.youtube.com/watch?v=FN7aVXEkFzg
 * Activities:**
 * January 9, 2014**
 * Objective:** Students will prepare for the dissection of a sheep heart as it relates to human circulation.
 * Activities:**
 * 1) Students complete the following coloring activity**
 * Objective:** Students will prepare for the dissection of a sheep heart as it relates to human circulation.
 * Activities:** Complete the following page by coloring in the parts with the oxygenated and the non-oxygenated blood.

1) Students will complete an assignment on the parts of a heart. 2) Students view the following video clip on the parts of the heart http://www.youtube.com/watch?v=GbttJ-5do9M (part 1) 7 minutes http://www.youtube.com/watch?v=RiYOuI7iyp8 (part 2) 8 minutes http://www.youtube.com/watch?v=YlCX2NCEgcM (part 3) 4 1/2 minutes
 * January 8, 2014**
 * Objective:** Students will prepare for the dissection of a sheep heart as it relates to human circulation.
 * Activities:**

* 2) Students will be able to explain cephalization and how it relates to bilateral symmetry 3) Students will prepare for the dissection of an earthworm as it relates to digestion. Students participate in the dissection of an earthworm. Merry Christmas!!
 * December 20, 2013**
 * Objectives:** 1) Students will learn three forms of symmetry (bilateral, radial and assymetry) and body regions of animals (dorsal, ventral, anterior and posterior).
 * Activities:**

December 19, 2013 2) Students will be able to explain cephalization and how it relates to bilateral symmetry 3) Students will prepare for the dissection of an earthworm as it relates to digestion. 1) Lecture on symmetry and ecphalization 2) Examine the internal organs of an earthworm as they relate to digestion. 3) Dissection video can be viewed here: []
 * Objectives:** 1) Students will learn three forms of symmetry (bilateral, radial and assymetry) and body regions of animals (dorsal, ventral, anterior and posterior).
 * Activities:**


 * December 18, 2013**
 * Outcome: Students will identify the organs of the digestive system; describe the function of the digestive system.**
 * Activities:**
 * 1) Powerpoint lecture on digestion. Students take notes and will hand in for evaluation.**


 * December 17, 2013**
 * Outcome: Students will evaluate fast food choices and evaluate their own lifestyle choices.**
 * Activities:**
 * 1) Students complete assignments: "What are vitamins and minerals?" "What is a balanced diet?" and "How is food digested?"**

1) Discussion on general healthy lifestyle choices. 2) powerpoint lecture on nutrients: reviewing and learning about fat/carbs/proteins/vitamins/minerals/water. Students take notes on the lecture that will be evaluated out of 5.
 * December 16, 2013**
 * Outcome: Students will evaluate fast food choices and evaluate their own lifestyle choices.**
 * Activities: continue with:**

1) Discussion on general healthy lifestyle choices. 2) powerpoint lecture on nutrients: reviewing and learning about fat/carbs/proteins/vitamins/minerals/water. Students take notes on the lecture that will be evaluated out of 5.
 * December 13, 2013**
 * Outcome: Students will evaluate fast food choices and evaluate their own lifestyle choices.**
 * Activities:**


 * Dec. 9, 10 and 12, 2013** - on Dec. 6, we had a discussion about Nelson Mandela. Students expressed an interest of watching **//Invictus//** so we have stepped away from what we were doing for a couple of days to watch and learn why this man was was an inspiration to the world.

[] (Brian Regan - Food) 1) Review information found on food labels by viewing the following clip: [] (Are you smarter than a food label) 2) Begin human digestion by reviewing and learning about fat/carbs/proteins/vitamins/minerals/water. Students take notes on the lecture that will be evaluated out of 5. We will do this tomorrow, Dec. 6.
 * December 5 and 6, 2013**
 * Outcome: Students will evaluate fast food choices and evaluate their own lifestyle choices.**
 * Activities:** A humorous intro to food labels:

1) Discussion on general healthy lifestyle choices. 2) Students learn about food labels. An electron copy is availabe here: 3) Students complete a food label activity located here: The assignment is located at the back of this file. 4) video clip on reading labels that can be viewed here: []
 * December 4, 2013**
 * Outcome: Students will evaluate fast food choices and evaluate their own lifestyle choices.**
 * Activities:**

1) Students completed the Super Size Me video and handed in their questions for evaluation. 2) Students had a general discussion of healthy vs non-healthy lifestyle choices. 3) Students completed a quick activity on how to read food labels.
 * December 3, 2013**
 * Outcome:** Students will evaluate fast food diets based on one man's choice to eat fast food for a month and will evaluate their own lifestyle choices.
 * Activities:**

[] and completed the following questions:
 * November 29 and December 2, 2013**
 * Outcome:** Students will evaluate fast food diets based on one man's choice to eat fast food for a month.
 * Activities:** From our conversations yesterday on fast foods, students will watch //SuperSize Me// located here:

[]
 * November 26 and 28, 2013 (Nov. 27 was a storm day)**
 * Outcome: Students will apply what they have learned about DNA and gain a basic understanding of genetically modified foods so they can make more informed decisions about their food choices.**
 * Activities:**
 * 1) Complete the powerpoint lecture from Nov. 22.**
 * 2) Complete the David Suzuki video from yesterday.**
 * 3) View video clip on Jumping Frenchmen of Maine genetic disorder that can be viewed here:**

[] or []
 * November 25, 2013**
 * Outcome: Students will apply what they have learned about DNA and gain a basic understanding of genetically modified foods so they can make more informed decisions about their food choices.**
 * Activities:**
 * 1) View the David Suzuki video - The Silent Forest - located here:**
 * BBC Documentary on Genetically Modified Foods located here:**

**November 22, 2013**
====Outcome: 1) Students will apply what they have learned about DNA and gain a basic understanding of genetically modified foods so that they can begin to make basic decisions regarding their food.====

1) powerpoint lecture on GM foods

 * Details
 * [[file:GM_Food~beginners_level.ppt|Download]]
 * 206 KB

part 1:
[] part 2: [] part 3: [] ====3) Discussion on GM foods in the news: ie...apples that don't turn brown when you cut them and broccoli that has higher levels of antioxidants.====

1) Students complete a microviewer activity on DNA, Genes and Chromosomes to be handed in at the end of class. A video clip illustrating this can be located here: [] 2) Students will discuss various cancer causing agents and create a personal checklist of healthy lifestyle habits.
 * November 20, 2013**
 * Outcome:** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between DNA, mutations and cancer.
 * Activities:**

**November 19, 2013**
====**Outcome:** Students will understand the components of DNA and be able to describe how it is constructed and replicated; Students will understand the relationship between genetics, DNA, mutations and cancer.====

**Activities:**
1) Students built models of DNA using licorice and colored marshmallows. An image from this morning's class is located below:


 * November 18, 2013**
 * Objective: Students will develop a comprehensive understanding of animal development/genes/chromosomes and genetics.**
 * Activities:**
 * 1) Lecture on animal development/genes/chromosomes and genetics.**
 * 2) Discussion on genetic diseases - sickle cell anemia and hemophelia.**


 * PARENTS AND STUDENTS PLEASE NOTE: I AM PREPARING TO BE OUT OF SCHOOL FOR A WEEK OR TWO...I AM LEAVING MY PLANS ON THE WIKISPACE FOR THE SUPPLY TEACHER, MS. GOODFELLOW. PLEASE SCROLL TO THE APPROPRIATE DATE BELOW FOR INFORMATION COVERED IN CLASS THAT DAY.**

[] 2) Lecture on chromosomes: 3) Students complete assignment on chromosomes handed out in class (electronic versions not available. 4) Lecture on dominant and recessive traits in humans that can be viewed here: [] 5) Students complete assignment on dominant and recessive traits handed out in class. (electronic versions are not available) 6) Students complete an assignment on predicting heredity handed out in class. 7) Students view video: BBC's Life as narrated by Oprah Winfrey
 * November 12, 13, and 14, 2013**
 * Objective: Students will develop a comprehensive understanding of genes/chromosomes and genetics.**
 * Activities:**
 * 1) Students view the following video clip on fainting goats (caused by a genetic condition)**

Please note class was shorter than usual today due to the Remembrance Day Assembly.
 * Nov. 8, 2013**
 * Students will complete the Typhoid Mary video that was started yesterday and will complete the film analysis.**

Nov. 7, 2013 [] "Mary Mallon, now known as Typhoid Mary, seemed a healthy woman when a health inspector knocked on her door in 1907, yet she was the cause of several typhoid outbreaks. Since Mary was the first "healthy carrier" of typhoid fever in the United States, she did not understand how someone not sick could spread disease -- so she tried to fight back." from: []
 * Objectives: 1) explain how bacteria cause disease**
 * Activities:**
 * 1) Finish Gorillas in the Mist from yesterday and complete film analysis.**
 * 2) students view DVD - Typhoid Mary (Nova) that can be viewed here:**
 * 3) Complete a film analysis assignment to be handed in.**

Nov. 5 and 6, 2013 Objective: Students will explain how overhunting an animal will contribute to its demise. Activities: 1) Students view Gorillas in the Mist - the true story of Dian Fossey and her work with the Gorillas in the Congo region of Africa. It can be viewed online here: Biology 113 Film Science: Questions for: Gorillas In the Mist  1. What basic question did Dr. Louis Leakey feel a study of the mountain gorillas might help answer?  2. What did Dian Fossey feel was her main qualification for a job with Dr. Leaky?  3. What advice did George Schaller's book offer if one were charged by a gorilla?  4. How did Moise Tshombe's rebel activities in the Congo affect her research?  5. As Dian and her group resume their research on the Rwandan side of the mountain range, we see the gorillas prefer ground with what degree of slope? What vegetation density?  6. What does Dr. Leakey think initially of Dian's research methods?  7. What is Dian's reaction to Bob Campbell's stories of his animal encounters?  8. What does Bob help her understand about the power of gorilla pictures? 9. Bob is completely stunned to see Digit resting his hand in Dian's. What did this event reveal to him about her commitment? 10. By times, we see Dian consumed by her interest in the gorillas. Has she lost interest in humans? 11. Why did Dian find Claude Van Vecten's activities repulsive? 12. Does Mukara, the Interior Minister, understand the plight of the gorillas? 13. a) What is the basic difference in the attitudes of Dian and her student researchers toward gorillas? b) How is this evident as they witness her treatment of the poachers? 14. Why does Dian refer repeatedly to the gorillas and the mountain as "hers"? 15. In the closing scene, how does Sembagare reveal his deep understanding of Dian's life?
 * []**
 * 2) Students answer the following questions from the video:**

Nov. 4, 2013 Objective: Students will describe the effects of crystal meth and it's impact on North America and the World. Activities: 1) Students will view: **World's Most Dangerous Drug by National Geographic "NGC correspondent Lisa Ling goes inside the global meth epidemic to find out what makes this drug so addictive and destructive." A clip of it can be viewed below, however, Ms. Goodfellow will show the 52 minute version available in the classroom on DVD.** Questions to answer from the video: 1) How addictive is crystal meth? (Be specific) 2) How does using crystal meth harm a person? (Discuss three ways) 3) Where is help available for addicts?
 * []**

November 1, 2013 Objective: Describe and explain the shapes and movement of various types of protists. Activities: 1) Students will go to the lab and look at live specimens of: amoeba, paramecium, euglena and various other protists using the microscope.

October 31, 2013 Objective: Describe and explain various types of protists in preparation for the lab tomorrow. Activities:. 1) Review prokaryotic and eukaryotic cells. 2) Examine the structure and organelles of 3 types of protists: paramecium, euglena, amoeba using the following information: __[|**http://www.youtube.com/watch?v=T2xh9-UPSlU**] [|**http://www.youtube.com/watch?v=saLYHUs6cWk**] [|**http://www.youtube.com/watch?v=W6rnhiMxtKU**]__
 * 3) The following supporting video clips may or may not be used:**
 * __[] []__**
 * [] great introduction to Protists**
 * [] protist diversity**
 * [] protist diversity**

October 30, 2013 Objective: Develop an appreciation for the role of plants in our lives. Activities: 1) Published on Oct 16, 2012
 * Mythbusters puts the experiments of Cleve Backster to test, man who claimed that every living being is connected and proved it with a polygraph machine. This can be viewed at:**
 * []**
 * 2) Students complete an activity on roots, stems and leaves.**
 * This will conclude our section on plants.**

October 29, 2013 Objective:
 * Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - seed dispersal**
 * Activity:**
 * 1) We had a general discussion on class expectations in Biology class.**
 * 2) After some discussion of seeds in our diet, students completed an assignment on seed-dispersal.**

October 28, 2013 Objective:** Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - the flower; describe how pollination occurs and learn about colony collapse disorder as it affects the pollination process of plants and utimately our food. Activity: 1) Students view "The Silence of the Bees" located here: []

Silence of the Bees Introduction
In the winter of 2006, a strange phenomenon fell upon honeybee hives across the country. Without a trace, millions of bees vanished from their hives. A precious pollinator of fruits and vegetables, the disappearing bees left billions of dollars of crops at risk and threatened our food supply. The epidemic set researchers scrambling to discover why honeybees were dying in record numbers — and to stop the epidemic in its tracks before it spread further. //Silence of the Bees// is the first in-depth look at the search to uncover what is killing the honeybee. The filmmakers of //Bees// take viewers around the world to the sites of fallen hives, to high-tech labs, where scientists race to uncover clues, and even deep inside honeybee colonies. //Silence of the Bees// is the story of a riveting, ongoing investigation to save honeybees from dying out. The film goes beyond the unsolved mystery to tell the story of the honeybee itself, its invaluable impact on our diets and takes a look at what’s at stake if honeybees disappear. //Silence of the Bees// explores the complex world of the honeybee in crisis and instills in viewers a sense of urgency to learn ways to help these extraordinary animals. cited from: [] 2) Students complete the following worksheet that accompanies the video:

[]
 * October 25, 2013**
 * There was only 15 minutes of classtime today as we had a presentation by the Jellyfish Project. Info on the group can be found here:**

Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - the flower. Activities: 1) Students complete an activity booklet on pollination. 2) View video clip on pollination of the water lily - listed below. 3) Students wrote a quiz on the reproductive structures of a plant.
 * October 24, 2013**
 * Objective:**

Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - the flower. Activities: 1) Students dissect their own flower and create a mini poster with the parts of a flower to be handed in value /10 2) Some clips that may be associated with today's lesson can be located here:
 * October 23, 2013**
 * Objective:**

Description
In this video, Driori shares some of the amazing tricks flowers use to encourage pollen distribution. [] =The Beauty of Pollination= Take a look at the amazing process of pollination! This video is taken from Louie Schwartzberg TED talk. []

**Feed Me!!**
When Audrey uttered (and sang) the words "Feed Me!" in the film Little Shop of Horrors it made people laugh and smile, but carnivorous plants are no laughing matter...at least to insects. []

Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - the flower. Activities: 1) Students reviewed the reproductive parts of a flower - Pistil and Stamen using the following site: go to phschool.com and enter the code: cbp 7241 2) Students will complete a flower coloring assignment located here: Class was shortened today due to a "Free the Children" assembly so the assignment was not begun. We will do it tomorrow.
 * October 21 and 22, 2013**
 * Objective:**


 * October 18, 2013**
 * Objective: Develop an appreciation for the role of plants in our lives - know the parts of the reproductive structure of plants - the flower.**
 * Activities:**
 * 1) Intro: sample two exotic fruits - pomegranate and pitaya (dragon fruit) and have a general class discussion.**
 * 2) Learn and then dissect the reproductive structure of a plant - the flower - then eventually turn into fruit. [[file:FlowerBasics.ppt]]**

__**[]**__ __**[]**__ __**[]**__ __**[] - venus fly trap**__ __**[] - poisonous pitcher plant**__ __**[] - water lily and pollination.**__ __**[] methods of pollination **__ __**[] seed plants**__ __** [] – time lapse dandilion **__ __** [] colony collapse disorder **__ [] David Attenborough - Kingdom of Plants Episode 1 [] David Attenborough - Kingdom of Plants Episode 2
 * October 17, 2013**
 * Objective: Develop an appreciation for the role of plants in our lives.**
 * Activities:**
 * 1) Students complete an assignment - "Characteristics of Plants" and review in class.**
 * 2) Students view clips throughout throughout this unit on interesting plants:**

//**Posted for Wednesday, October 16, 2013 Ms. Millier is the supply teacher in for me today.**//
 * Objective: Develop an appreciation for the role of plants in our lives.**
 * Activities:**
 * 1) Students complete an assignment - "Characteristics of Plants"**
 * 2) Students view Eyewitness video, "Plants"**

//**Posted for Tuesday, Oct. 15, 2013**// []
 * Objective: Develop an appreciation for the role of plants in our lives.**
 * Activities:**
 * Intro to plants: As a fun opener, we do the Great Hot Pepper Challenge - participation is voluntary. Students begin the challenge by sampling a small piece of Jalapeno pepper and work their way up to habanero peppers. Homogenized milk is provided for relief and students are encouraged not to put their hands to their eyes. Some discussion topics - How did the peppers form?; The active ingredient is capsaicin; Scoville units to measure hotness; use of peppers in medicine, pepper sprays and various cultures, etc. A useful video on hot pepper varieties is located here:**


 * October 9, 2013**
 * Objective: Identify defining characteristics of fungi and discuss helpful and harmful fungus.**
 * Activities: - we will be finishing the fungus unit today.**
 * 1) Discuss, using visuals and video clips from below, characteristics of fungus and their harmful/helpful effects.**
 * 2) Students take notes from lecture on Characteristics of Fungus. Notes were handed in and marked out of 10.**
 * HAVE A GREAT LONG WEEKEND. STAY SAFE!**


 * October 8, 2013**
 * Objective: Identify defining characteristics of fungi and discuss helpful and harmful fungus.**
 * Activities:**
 * 1) Discuss, using visuals and video clips from below, characteristics of fungus and their harmful/helpful effects.**
 * 2) Students take notes from lecture on Characteristics of Fungus.**

__**[] - toenail fungus**__ __[] unique way one fungus releases spores__ [] __time lapse video of strawberries going moldy__ __[] mind control killer fungi__ [] 60 minutes truffles [] Truffles with Martha Stewart __[] giant puffball__ __@http://www.youtube.com/watch?v=3WqZKHr0ctk 5 divisions of fungus__ __@http://www.youtube.com/watch?v=puDkLFcCZyI&feature=related with David A__ Dr. Graham Forbes, the Director of NB Cooperative Fish and Wildlife Research Unit is coming to speak with Grade 10 Science classes and Grade 11 Biology classes about the Brown Bat population in New Brunswick, and how it has been affected by the White Nose Fungus. He will be giving his talk during Period 6 on Tuesday, October 14th. **Signed permission skips are due tomorrow.**
 * October 7, 2013**
 * Objective: Identify defining characteristics of fungi and discuss helpful and harmful fungus.**
 * Activities:**
 * 1) Review from Friday - foods associated with fungus and their harmful/helpful effects.**
 * 2) Via Pictures and videos, discuss various types of fungus - both helpful and harmful.**
 * 3) Permission slips were given to students today for Oct. 15 to attend a lecture in the theatre:**


 * October 3 and 4, 2013**
 * Objectives:**
 * Describe the basic parts of fungus and discuss helpful and harmful fungus.**
 * Activities:**
 * 1) Students complete an assignment titled, "What are Fungi?" Key terms discussed are: fungi, chitin, stalk, cap, gills and rhizoids.**
 * 2) Students sample - rye bread (discuss associated ergot poisoning caused by a fungus), Brie cheese, blue cheese.**

1) Students complete assignment on "10 Days in the Life of the Common Cold" that can be downloaded here: 2) Students viewed video: [] //"This little documentary is talking about Microbes and why some are good, some are bad and what they have done for mankind.// //Microbes have given us some devastating diseases, everything from the Black Death to cholera, syphilis, typhoid and the occasional yeast infection. But our microbial friends have also done us some good."//
 * October 2, 2013**
 * Objectives:**
 * 1) Describe various types of viruses, bacteria and microbes in general.**
 * Activities:**

1) Describe the structure of a virus. 2) Explain how viruses cause infection. 3) Describe various types of viruses and their symptoms in humans. Activities: 1) Students finish presenting their fact sheets on viruses. 2) Students completed an assignment on infectious diseases.
 * October 1, 2013**
 * Objectives:**

1) Describe the structure of a virus. 2) Explain how viruses cause infection. 3) Describe various types of viruses and their symptoms in humans. 1) Students create mini-fact sheets on one type of virus. The fact sheets are evaluated /8. Two bonus points are awarded if students wish to present theirs to the class.
 * September 30, 2013**
 * Objectives:**
 * Activities:**

1) Describe the structure of a virus. 2) Explain how viruses cause infection. 1) Lecture on viruses. 2) Class discussion of various viruses. (students were marked on the notes they take during lecture and pass in /5) 3) Students make fact sheets of viruses models we have in class /8 (2 bonus if they presented their fact sheets to the class). clips of viruses: [] ; [] bacteria clips: [] ; []
 * September 27, 2013**
 * Objectives:**
 * Activities:**
 * There is no homework for the weekend.**


 * September 26, 2013**
 * There was no class due to the Terry Fox Assembly and ceremonial walk.**

Compare and contrast different types of prokaryotic cells (bacteria - both helpful and harmful); Describe how bacterial growth can be controlled and how bacterial can cause disease. Activities: 1) We completed the lecture on the structure of the bacteria cell and diseases caused by bacteria. Students took their own notes and they handed them in for evaluation /5.
 * September 25, 2013**
 * Objective:**

Compare and contrast different types of prokaryotic cells (bacteria - both helpful and harmful); Describe how bacterial growth can be controlled and how bacterial can cause disease. Activities: 1) We finally did the handwashing activity. 2) Lecture on the structure of the bacteria cell and diseases caused by bacteria. Students took their own notes and they handed them in for evaluation /5.
 * September 24, 2013**
 * Objective:**

Identify the organizational levels in biology - taxonomy. Activities: I was out of school today; students viewed a video on how living things are classified into 5 (6 depending on who you talk to!) kingdoms.
 * September 23, 2013**
 * Objective:**

Compare and contrast different types of prokaryotic cells (bacteria - both helpful and harmful). 1) Students created fact sheets on various examples of helpful and harmful bacteria yesterday and presented them in class today. 2) Students participated in a cool handwashing activity. (not completed today: will do this on September 24) 3) Students viewed video from Mythbusters on the dirtiest (germiest) things we use in our daily life. It can be viewed here: http://dsc.discovery.com/tv-shows/mythbusters/videos/hidden-nasties.htm
 * September 20, 2013**
 * Objective:**
 * Activities:**

Compare and contrast different types of prokaryotic cells (bacteria - both helpful and harmful). 1) Students created fact sheets on various examples of helpful and harmful bacteria and presented them in class.
 * September 19, 2013**
 * Objective:**
 * Activities:**

Biology 113 is a mixed class of grade 11 and 12 students. Students attended a grade 12 assembly in the Tom Morrison Theatre today on planning for their futures.
 * September 18, 2013**

Compare and contrast different types of prokaryotic cells (bacteria - both helpful and harmful). 1) Complete the video quiz from yesterday and follow-up class discussion. 2) Student activity and classroom demonstration - hand washing activity from "Germ Glow" - demonstrates how poorly we was our hands and the continued presence of microscopic germs on our hands. This is a really great activity. There is no homework this evening.
 * September 17, 2013**
 * Objective:**
 * Activities:**

Compare and contrast different types of prokaryotic and eukaryotic cells. Activities: Intro: Introduction of the blobfish - Not only is the gelatinous creature on the endangered species list; it was also recently voted the most hideous creture found in nature. As reported by the Telegraph, the blobfish was awarded the dubious honour in a poll conducted on YouTube by the Ungly Animal Preservation Society, which exists to heighten awareness of creatures whose impending demise is ignored because they're not "cuddly" enough... 1) Students viewed a video on prokaryotic cells - bacteria and completed the accompanying video quiz. 2) The video showed a section on sourdough bread - how it's made and the development of sourdough bread...the most famous originating during the Gold Rush in California in the late 1800"s. We sampled the sourdough bread (tangy from regular bread) and I made homemade butter from whipping cream to put on it. Yum! 3) Students wrote a brief quiz on the parts of a cell. There is no homework for this evening.
 * September 16, 2013**
 * Objective:**

Students will learn proper use of a microscope. Activities: 1) Students went to the lab for the microscope activity as outlined here: and  and  (just the first page of this file). There is no homework for the weekend Explain the Cell Theory Compare and contrast different types of prokaryotic and eukaryotic cells. Review cell organelles from grade 9. Activities: 1) Students will review the Human Cell coloring activity and hand it in for evaluation. 2) Students will complete a review assignment on the two types of eukaryotic cells: Plant and Animal cells. (I don't have an electronic file to post for this assignment) 3) Students will participate in an activity that simulates how easily infectious microbes are transmitted.
 * September 13, 2013**
 * Objectives:**
 * September 12, 2013**
 * Objectives:**
 * $5.00 lab fee and parent emails are now due.**

Explain the Cell Theory Compare and contrast different types of prokaryotic and eukaryotic cells. Review cell organelles from grade 9. Students view Bill Nye episode on Cells: [] 2) Students complete cell organelle activity --Copies of this exercise and coloring pencils were handed to students in class. A digital file can be found here: [] **Students will receive a mark out of 5 on this assignment**.
 * September 11, 2013**
 * (I am out today and Ms. Morrison is in for me as the supply teacher)**
 * Objectives:**
 * Activities:**
 * $5.00 lab fee and parent emails are now due.**

Explain the Cell Theory Compare and contrast different types of prokaryotic and eukaryotic cells. Activities: Since I had it out for another class, we viewed salt and sugar crystals in the microscope. We will be going to do a microscope lab at the end of this week. 1) Students worked on a group activity: cell matching activity and cell labelling activity. 2) Lecture on prokaryotic and eukaryotic cells and completed worksheets. There is no homework for this evening.
 * September 10, 2013**
 * $5.00 lab fee and parent e-mails are now due.**

The signed course outline, safety contract and $5.00 lab fee are all now due. Explain the Cell Theory Compare and contrast different types of prokaryotic and eukaryotic cells. Students checked their agar plates for presence of bacteria that we innoculated last week. Complete lecture on the parts of the cell. Group activity to describe and draw the parts of a cell. Students viewed an introduction to cells video clip that can be located here: There is no homework for this evening.
 * September 9, 2013**
 * Outcomes**: Students will review the safety contract for clarification on proper lab procedures.
 * Activities:**
 * []**
 * []**

Outcomes: **Students will review the safety contract for clarification on proper lab procedures.** Intro: we discussed an article from The Globe and Mail: Leprosy on the decline, but ho hopes yet for eradication [] - it has a New Brunswick twist in that a lazaretto was located in New Brunswick. There is a $5.00 lab fee for the course. Lab fees and e-mail addresses are now due (please see the course outline sent home with students. I've posted a copy of it at the top of this page as well. 1) The class had a discussion of expectations in the lab - proper safety procedures and fire drill procedures. 2) Continue with the "Living Thing Oddities" presentation. Coupled with the fox and his awesome hearing, we did a hearing test with the students located here: [] There is no homework for the weekend.
 * September 6, 2013**
 * Explain the Cell Theory**
 * Compare and contrast different types of prokaryotic and eukaryotic cells.**
 * Activities:**

Wecome to Biology 113. I will be posting lesson plans, electronic versions of assignments, Internet links, resource material, bonus work and lots more to this wikispace **on a daily basis**. When the database is completed, I will also be sending home up to date evaluations via e-mail as well, every Friday. Parents, please ensure that I have your e-mail address. You may contact me at diane.goodwin-nini@nbed.nb.ca or contact the school at 506-453-5435. Outcome: **Students will review the safety contract for clarification on proper lab procedures.**
 * September 5, 2013**
 * Explain the Cell Theory**
 * Compare and contrast different types of prokaryotic and eukaryotic cells.**
 * Activities: Intro:**
 * 1) To illustrate life is cellular, students viewed a video clip on cell phones and bacteria to illustrate that possible safety issues may not always visible. It can be viewed here: []**
 * Students swabbed their cell phones to see what microbes may be on them (the microbes will grow on the agar as shown in the video above) and cleaned their cell phones with alcohol pads provided in class.**
 * 2) Students participated in a short presentation "Living Thing Oddities" showing interesting characteristic of various living things. (completed to this point today, September and will continue tomorrow)**
 * 3) Students completed a small activity on prokaryotic and eukaryotic cells. Videos can be viewed here:**
 * []**