EBHS Summer School 2017
- This website is organized in chronological order, with the first day of summer school at the top and the last day at the bottom. Each day you should scroll to the correct date and follow the directions accordingly.
- Each activity should be completed in the order it is listed, and you should show Ms. Gately your work each time you finish a step. The goal is to complete all steps each day.
- Words in blue are links you should click on, the bolded words are action words, and underlined words are worksheets.
- Questions for when you are out of class? Email Ms. Gately here.
Monday, July 10th
Topic: Orientation & CHNOPS
1) Set up your journal with a Table of Contents (2 pages) and number up to #10 (to start)
2) Log into Edpuzzle with your username & password (first letter of first name + last name + 7)
*DO NOT CREATE A NEW ACCOUNT!! Click "Log In" in the upper righthand corner of the screen!*
3) Complete the "Intro to Edpuzzle" video
4) Research "The six most common elements of life" on Google and write them in your journal. Draw the molecules of each, making sure to accurately draw their size relative to the rest. (Example: Hydrogen should be the smallest, etc.)
5) Brainstorm: How do these molecules get cycled throughout the environment? Write 3 sentences explaining your best guess (do NOT google!)
6) Watch and take notes on the "Nutrient Cycles" Edpuzzle. Draw and labels the images as instructed in the video notes.
7) Research the structure of a glucose molecule. This image is one example of one that may help you.
Use the images to then construct a 3D model using clay and toothpicks. You should use different color clay balls to accurately represent each element and its relative size. Your largest ball should not be more than the size of a quarter.
Tuesday, July 11th
1) Use this Carbohydrates Reading to complete the Carbohydrate Notes worksheet. Once complete, tape into your journal.
2) Read this Why We Need Glucose article and write 3-5 sentences that explains why we need glucose, in your own words.
3) Use this Lipids Reading to complete the Lipids Notes worksheet. Once complete, tape into your journal.
4) Complete this animation about the cell membrane. Make sure to click on Options and click everything to ON.
5) Google and draw the structure of cell membrane in your journal. Here is one example.
6) Use candy to create a phospholipid bilayer. Use one candy type for the heads and toothpicks for the tails. Add a couple protein channels using a second candy, so that it looks similar to this: phospholipid bilayer
7) Make sure Ms. Gately has viewed your phospholipid bilayer. Now, rearrange your candy (break it apart) and add some other candy to make a DNA molecule. You can google "Candy DNA" to get ideas, but be creative. Save your candy DNA for tomorrow.
Day 3 Block 1:
Wednesday, July 12th:
Topic: Biomolecules 2
1) Use this Lipids Reading to complete the Lipids Notes worksheet. Once complete, tape into your journal.
2) Complete this animation about the cell membrane. Make sure to click on Options and click everything to ON. Take 5 notes in your journal on important information that you learn throughout the animation.
3) Google and draw the structure of cell membrane (simply) in your journal. Here is one example.
4) Use candy to create a phospholipid bilayer. Use one candy type for the heads and toothpicks for the tails. Add a couple protein channels using a second candy, so that it looks similar to this: phospholipid bilayer
5) Use this Proteins & Nucleic Acids reading to complete the Proteins & Nucleic Acids Notes worksheet.
6) Watch this video and fill in the guided notes using the Protein Video Notes worksheet.
7) Use this Build-a-Protein guide to build a 3D protein using beads and pipe cleaners (up front).
8) Now use the beads (take apart your protein) to create a DNA molecule. It should look similar to this image.
9) Draw a diagram that represents the relationship between DNA and proteins. You may use Google to help you.
Day 3 BLOCK 2:
Wednesday, July 12th:
Topic: Biomolecules 2
1) Use this Proteins & Nucleic Acids reading to complete the Proteins & Nucleic Acids Notes worksheet.
2) Watch this video and fill in the guided notes using the Protein Video Notes worksheet.
3) Use this Build-a-Protein guide to build a 3D protein using beads and pipe cleaners (up front).
4) Now use the beads (take apart your protein) to create a DNA molecule. It should look similar to this image.
5) Draw a diagram that represents the relationship between DNA and proteins. Use this image.
6) The candy you used yesterday was sugar, and sugars are carbs. Watch these videos on how to complete the Carbohydrate Lab. Note that you will be using food and testing for substances, instead of putting the substances into the test tube directly like they do in the video.
Video 1: Benedict's Test
Video 2: Starch Test
7) Pick up a Carbohydrate Lab from the front and read through it. The directions are given in writing and visually on the paper. We will review the instructions as a class before you begin.
8) Complete this online lab to test for the presence of carbs, proteins, and lipids. Make sure to scroll down to the tabs that say "Carbohydrates, Proteins, Lipids, Everyday Foods" and follow the directions below:
Test for Sugars:
1. Press the "add Benedict's reagent" button and then the "hot water bath" button to cook the substances.
Results: red = monosaccharides (one-ring sugar), yellow and green = disaccharides (two-ring sugar)
2. Record in journal: Which substances had which type of sugar? Which contained no sugar? Ex. glucose = monosaccharide
Test for Starches:
1. Press the "add iodine" button
Results: blue/black = contains starch
2. Record in journal: Which substances contained starch? Which did not?
1. Press the "add Biuret" button.
Results: blue/purple = contains protein
2. Record in journal: Which substances contained protein? Which did not?
1. Press the "add Sudan III" button
Results: orange = contains lipids (fats)
2. Record in journal: Which substances contained lipids? Which did not?
1. Test all four substances on each of the four foods from the drop down menu. Make sure to click "reset experiment" every time.
2. Record each food and the substances they contain in your journal.
Thursday, July 13th
1) Watch and take notes on the "Enzymes HW Notes" video on Edpuzzle.
2) Watch this animation then take the quiz at the bottom until you get 100%, then show Ms. Gately.
3) Look through the animations on this website and list the functions of the different enzymes shown. (Write the words at the bottom of each blue square)
4) Using the animation at the very bottom of the same website, play around with the number of substrate, number of enzymes, and temperature. Then changing only one variable at a time, answer these questions in your journal:
a) As the number of enzymes increases, what happens to the amount of product produced?
b) As the number of substrate increases, what happens to the number of product produced?
c) As the temperature increases, what happens to the number of product produced?
d) When the temperature is at it's max, what does (or doesn't) happen? Why do you think that it?
5) Research the relationship between the enzyme Catalase and potatoes. What does catalase do for the body?
Write 3 sentences in your journal about this topic.
6) Watch this video of an example potato catalase lab. You can also do the same lab with liver, which also contains catalase.
7) Grab the Theoretical Catalase Enzyme Lab from the front. Design a lab using liver and hydrogen peroxide that will test one aspect of enzyme function. You may choose one of these questions to answer and design a lab that will help you answer it.
-How does temperature affect catalase activity?
-How does enzyme concentration (the amount of enzyme) affect catalase activity?
-How does substrate concentration (the amount of substrate) affect catalase activity?
Fill out the worksheet accordingly, making sure to only change ONE variable at a time.
8) Answer the MCAS Open Response question on Catalase enzyme function. Notice there is a word bank at the bottom.
9) Make a Personal Enzyme Poster. Pick a daily life activity you wish you could speed up. Draw a mini poster representing the reactant and enzyme, then the product. See this Adoptionase example to help you. See Ms. Gately for further clarification.
Monday, July 17th
Topic: Central Dogma
1. Put your curser over Class Resources at the top and click on DNA Self-Teach. You will complete the steps listed for HALF-YEAR CLASS Bio 1 assignments, ignoring the dates. You will complete all sections today. Worksheets are up front when you need them, everything else goes in your journal.
Tuesday, July 18th
Topic: Mitosis/Meiosis & Mutations
1. Complete the Central Dogma of Biology review worksheet, using your notes from yesterday.
2. Watch and take at least 7 notes on the "Mutations" Edpuzzle. This video does not tell you which notes to write; you pick. (Some of you may have already completed this yesterday. If so, move on to #3)
3. Complete the Mutations worksheet using this Mutations Information Guide.
4. Research "mitosis" & "meiosis", which are processes of cell division. Write at least 7 sentences that describes what they are, and the differences/similarities between them. Only write in words that you understand!! Draw at least one image or flowchart for each process.
5. Research Down Syndrome and create a 5-slide powerpoint on Google docs that addresses the following questions:
a) What is Down Syndrome? How is it caused? How does it relate to mitosis or meiosis? Who is affected by it?
b) Is it treatable? What are the symptoms? At what age are people diagnosed? What is the average life expectancy?
c) How is Down Syndrome seen in today's society? Can people with Down Syndrome still participate in the community? How?
6. Research "Genetic Mutation Disorders" using this website and choose one disorder that most interests you. Write one paragraph (~7 sentences) describing the disorder, how it is caused, and how it impacts the person. Include at least one interesting fact. You should write this in your journal.
Wednesday, July 19th
Topic: Punnet Squares
1. Watch and take notes on "Intro to Genetics" Edpuzzle, "Non-Mendelian Inheritance Edpuzzle" and "Sex-Linked Inheritance" Edpuzzle
2. Research "How to Complete a Punnet Square" and write down any notes you need to feel comfortable with the process.
3. Begin the packet of Punnet Square worksheets. After you finish the basic worksheets, move onto the next Edpuzzle.
4. Watch and take notes on "Non-Mendelian Inheritance" Edpuzzle and finish the associated worksheets in the packet.
5. Watch and take notes on "Sex-Linked Inheritance" Edpuzzle and finish associated worksheets in the packet.
If you are confused on a specific part, revisit your online resources. Should you still be very confused, see Ms. Gately, but you will have to prove that you have spent adequate time researching on your own.
Key phrases to Google to help you:
-"How to Complete a Punnet Square"
-"Codominance vs. Incomplete Dominance"
-"How to Complete ABO Blood type Punnet squares"
-"How to complete Sex-Linked Punnet squares"
Thursday, July 20th
Topic: Pedigrees & Relatedness
1. Finish your Genetics work from yesterday, making sure you completed at least the first edpuzzle and the first half of the packet.
2. Research ways that people can find out about their ancestry. What companies are available, and what science do they use to determine your heritage? Write 5-7 sentences that outlines this information.
3. Watch this video on Pedigrees and write at least 7 notes on how to complete them.
4. Complete the Pedigree POGIL using this information. Read each part of the packet very carefully, as it describes exactly how to complete each part.
5. Research and answer these questions in your journal, incorporating your own person opinions on each topic, in a 10-15 sentence response:
- Why might people want to determine their family ancestry?
- Why might people want to test themselves for genetic diseases, especially when they are thinking about starting a family?
- Would you personally go through genetic testing to determine the likelihood that your baby might have a disease?
- What if you find out you had a very high chance of having a child with a life-altering illness? What would you do?
6. Watch this video on "The Blue Family of Kentucky" known as the Fugates then do some of your own research to answer these questions in your journal: Why were they blue? Why are they relevant? What do they teach us about genetics?
Then, watch this video from Oprah about another man who is blue. Is he a Fugate relative? Why is he blue? Would his offspring become blue like the Fugates? What is the difference?
7. Watch this DNA Testing video from Buzzfeed and write a response that describes what a DNA test does and how it could potentially impact how people feel about themselves. Where are you from? How does that impact you? Respond in your journal. Then, make a family tree in your journal listing all the family members you can think of and how they are related to you. You can use this website to help you if you want.
Monday, July 24th
1. (Do not use a computer for this part! -->) Label Reproductive System worksheet. On the first side titled "Pre-Test" take your best guess as to what word goes where. Then show Ms. Gately your pre-test.
2. On the second side titled "Answers", Google the answers and fill in the correct labels.
3. Watch and take notes on "Reproductive System" Edpuzzle.
4. Complete the Reproductive Anatomy: Quiz worksheet using your notes from the Edpuzzle.
5. Research one illness associated with the reproductive system in either males or females. NOT an STD, but a functionality issue (so, something is not working properly). Write a 7-sentence overview of the issue, explaining which part of the reproductive system is impacted, what happens to the individual, and if it can be treated (and how).
6. Choose an animal to research it's reproductive strategy. You may either write a 1 page (single-spaced, 12 pt font) paper or make a 7-10 slide Google Slides (not including title and citations) to convey the following information:
-What is your animal and how does it reproduce?
-What does it's reproductive anatomy look like and how does its structure relate to its function?
-How long is the gestation period (pregnancy length) and how many offspring does it have?
-How long do the offspring stay with the parents, if it all? Which parent cares for the offspring, and in what way?
-Describe similarities and differences between your animal's reproductive strategy and humans.
-Fun facts about your animal and its offspring, ideally related to reproduction
POWERPOINT FORMAT MUST BE AS FOLLOWS:
- 3-5 bullets per slide (in your own words!)
- 5-10 words per bullet
- 1-2 pictures per slide
- Title slide and citations slide (you must save your sources!) must be present but don't count in total
- Use some color that adds and does not detract from overall product
**All websites used for either format must be saved and listed. You may use 1-2 quotes but make sure they are properly cited.
Tuesday, July 25th
Topic: Respiratory & Circulatory Systems
1. We will count off 1's and 2's as a class.
- 1's = Research respiratory system
- 2's = Research circulatory (cardiovascular) system
2. You will create your OWN Edpuzzle that gives information to your classmates on your assigned system. First you must create an Edpuzzle teacher account using the same login information as your student account. Do that now by clicking the front button "Teacher, Start now" on Edpuzzle.com and filling in the information.
3. Watch the intro video that explains how to make an EDpuzzle video.
4. Search through youtube until you find a video you believe would be useful to your classmates. Your video should describe the parts and functions of your assigned system. You must choose a video that contains the information necessary to fill in your assigned worksheet. Make sure to writes "Notes" with starred (*) definitions just like my EDpuzzle videos have. Your student (another classmate) will only write down what you tell them to write down. Your video should be between 3 and 6 minutes long. You have the option to crop (shorten) your video if needed.
5. Once your video is complete, play it and write down the notes you typed into your journal. This will be your final check through, plus you will get the information in your journal.
6. Once you write your notes, find a person who has the opposite number as you. They will share their class code with you and you will watch and take notes on the EDpuzzle video they completed.
7. Working either with your partner or on your own, complete the worksheets: Heart worksheet , Respiratory System Labeling, and Respiratory MCAS open response.
8. Finish your powerpoint from yesterday, making sure it meets all the requirements listed!!
Wednesday, July 26th
Topic: Nervous System & Homeostasis
1. Read the Homeostasis Story (paper copy up front) and write the answer to the question at the end in your journal, providing evidence from the story, as to what happened to Eric and why? What symptoms was he showing of stress? What about his dog?
( >5 sentences.)
2. Research "homeostasis" and write a 2-3 sentence explanation in your journal, in words you can understand.
3. Watch and take notes on the "Homeostasis" Edpuzzle and see if your original explanation was correct. Edit if needed.
4. Watch and take notes on Nervous System Edpuzzle called "The Neuron"
5. Research and write the definition of "reaction time" in your journal. When might your reaction time be helpful?
6. Test your reaction time using these activities:
-Activity 1: Driving
-Activity 2: Color change
-Activity 3: Typing test
7. Write a story that involves someone who must deal with a strenuous situation (like the one in the first story you read) and how their body reacted to maintain homeostasis. Make sure to talk about all 3 systems you have learned about: respiratory, circulatory, and nervous. The story should be at least 1 page long, single-spaced, 12 pt font. Share with Ms. Gately on Google docs. You can read the System Interactions worksheet if you need to remember how they work together.
8. Draw a Body Systems Comic Strip that tells the story of how two body systems work together to maintain homeostasis. You can choose two systems between the respiratory, circulatory, and nervous systems. You can re-create the story you just wrote or make a different version.
Thursday, July 27th
Topic: Digestive System
1. Remember how yesterday you tested your reflexes, which are controlled by your nervous system? How fast can you integrate your nervous and muscular/skeletal systems to type? Try this typing test and see if you can beat my score ;)
2. Watch and take notes on the Digestive System Edpuzzle. You may write your notes on the Digestive System Notes sheet.
3. Fill out the digestive system picture at the top of the worksheet. You may use Google if needed.
4. Take the Digestive System Quiz, using your notes. Turn in to Ms. Gately.
5. Create a theme park where each ride in the theme park represents an organ of the body, known as GastroWorld. You can create 3D models or draw your park. You will visually create the ride and a write a description next to it that describes how the ride relates to the function of the chosen organ. Use the Gastroworld Graphic Organizer to help organize your ideas. See grading rubric here to guide your final product. You may choose your own name for the park.
SEE EXAMPLES HERE:
Monday, July 31st
Topic: GastroWorld Day 2
1. Complete your graphic organizer and have Ms. Gately approve it.
2. Create your GastroWorld on a large white poster sheet. Make sure it is in color and has labels next to each ride that names the ride and describes how it relates to a specific organ in the digestive system.
See examples above (from Thursday) to help guide.
Tuesday, August 1st
Topic: Natural Selection
1. Watch and take notes on the Natural Selection Edpuzzle
2. Watch this video (10 minutes) of an example of natural selection. Summarize the video and describe how natural selection works in a 5-7 sentence paragraph. Show Ms. Gately when complete.
3. Complete the Evolution by Natural Selection Worksheet.
4. Complete the FIRST PAGE of Evolution Intro: Animal Adaptations worksheet. PAUSE before you complete the back!!
5. OPTION 1: If you did not finish Gastroworld yesterday, you can do that now.
OPTION 2: Find a partner to complete the Opposable Thumb Adaptation Lab that involves timing activities with your thumb taped. You will follow the directions with and without your thumbs taped to see how important our thumb adaptation really is!
6. When you finish the lab, turn over the Evolution Intro: Animal Adaptations worksheet. Follow directions and use this link to create a hybrid animal of your choice: Make a New Animal on Switchzoo
7. On the worksheet, draw your new hybrid animal in a habitat that suits it best. Label at least 3 adaptations and describe how they allow your animal to survive in it's environment. Fill in the remaining questions on the worksheet.
Wednesday, August 2nd
Topic: Evidence for Evolution
1. Complete the Biology Specialist Activity. At each of the 4 stations spend 5-10 minutes following the directions and answering any questions in your activity packet. Hand in to Ms. Gately when complete.
2. Choose an animal from the following list: snake, whale, horse, bird, sea lizard, salamander, platypus, house cat, dog
3. Research how your chosen animal evolved over time. Create a new Google doc titled "The Evolution of ________ by Your Name" and share it with me (email@example.com).
4. Copy and paste the links for at least 2 articles that describe the evolution of your animal into your google doc under a header that says "Resources". They should be reputable/reliable sources.
5. Write a minimum 10 sentence summary of the evolution of your animal. You should use one quote from each article to support your claims. Include a "before" and "after" photo of your animal, showing their ancestor and then what it looks like today.
6. Complete the Opposable Thumb Lab that many of you took the packet for, but did not complete, from yesterday. You can use a timer on your cellphone.
Thursday, August 3rd
Topic: Evolution Wrap-Up
1. Watch the first 20 minutes (until 20:45) of Becoming Human.
You MUST listen to the audio- not your music!! Write down 10 notes as you watch the video that relates to this question: "How have humans evolved over time? What evidence do we have?"
2. Write a 10 sentence overview of the video that answers this question: "How have humans evolved over time?" using evidence from the video ONLY to support your answer. Use the notes you wrote down as evidence.
3. Finish any of the activities from this week that you have not completed. Options: GastroWorld, Adaptations Worksheet (Build-an-animal), Animal Evolution Paper, Opposable Thumb Lab
Monday, August 7th
Topic: Human Impact on Biodiversity
1. Today you will research how humans are impacting the planet Earth. You will create an 11-13 slide powerpoint on Google Slides that outlines at least 4 ways that human activity is negatively impacting our earth. Activities such as: Deforestation, Pollution, Fossil Fuels, and you can find a 4th in your research. Your slides should follow the format below. Make sure to share the document with Ms. Gately (firstname.lastname@example.org). You will present these to small groups (1-2 students) on Thursday as part of your final grade.
1) Title Slide: (Come up with a creative title), Date & By: Your Name
2) Info Slide 1: Overview (How are humans impacting the earth??)
3) Info Slide 2 & 3: Human Activity 1
4) Info Slide 4 & 5: Human Activity 2
5) Info Slide 6 & 7: Human Activity 3
6) Info Slide 8 & 9: Human Activity 4
7) Info Slides 10 & 11: Current Events (What are politicians saying about climate change now? Find one source for each side of the argument!- one slide each)
8) Resource Slide- List the links in numbered order for each slide.
Ex. "Slide 3 (Deforestation): https://www.worldwildlife.org/threats/deforestation"
***SLIDE REQUIREMENTS: Each slide should include a picture, at least 3 bullet points of information, each bullet point (on ANY slide!) should not be more than 10 words long, and all font must be easily read from far away (think font/size/color!).
ALSO Remember that each time you find a source, to copy and paste the link into your Resource slide as you go!!
Day 18 & 19:
Tuesday, August 8th & Wednesday, August 9th:
Topic: Ecosystems & Food Webs
1. Over the next two days you will complete the following activities. By the end of tomorrow, both power points should be completely done, so work wisely.
2. Finish your Human Impact on the Environment powerpoint from yesterday. Make sure every slide adheres to the regulations listed at the bottom of yesterday. When you think you are done, tell me and I will check over it. You will continue working on it until it truly meets all requirements.
3. Watch and take notes on the Energy Transfer in Trophic Levels EDpuzzle.
4. View an Ecology scavenger hunt, and using Google, find and write in your journal the definitions to any remaining words you did not define from the EDpuzzle.
5. Draw a food chain and a food web in your journal, and answer these questions:
a) Which direction do the arrows point? b) Why is that the case? c) Are food chains or food webs more realistic representations?
6. Today you will conduct an online scavenger hunt that helps you visualize all the vocab words. You will create a Google Slides presentation for EACH of the vocabulary words. You may use Google images. For each slide, you will write the vocab word at the top, then its definition, then paste a picture and write the example used. Title your document "Online Ecology Hunt by your name" and share it with me.
See an example slide here
Wednesday, August 19th
Topic: Species Interactions
1. If finished with both powerpoints, complete this mini assignment:
2. Research the term "Symbiosis" and record it's definition in your journal.
3. Use this video to define the following words: mutualism, commensalism, predation, parasitism
4. Research the definitions for the two remaining types of symbiotic relationships: competition & predation
5. Describe an example scenario between two organisms for each type of symbiotic relationship.
Thursday, August 10th
Topic: Presentations & Reflection
1. Students present their Human Impact on Biodiversity powerpoints.
2. Final Exam: You will work individually to answer the questions of the final exam. Your exam will be graded out of 100 points, so the more questions you answer correctly, the more likely you are to get a high grade. Some material is from regular-year Biology, so if you remember your prior knowledge may help you answer those questions. You may use Google to help you, but all writing must be in your own words. Fill in your answers on a scantron sheet.
4. Answer the reflection worksheet. How do you believe you did in summer school? What did you like and what would you change? How do you envision this next school year going? What concrete changes can you make to ensure this is your last summer school experience?