9th Grade Online Biology – The Study of Life!
2010 – 2011 School Year
Welcome to 9th grade Biology!
My name is Clarissa Crisp and I will be your instructor for this course. I am sure we will have a lot of fun, learn a bunch and leave this course with new friends and new knowledge about living organisms. As an online course, we will be using many different online tools to help guide our journey and ensure maximum student success. Since I am not physically present in the classroom, we need to communicate through email, phone, blogs! Communication is important, if you have any questions, please contact me or post a blog, other students might have the answer to your questions.
Teacher:
Ms. Clarissa Crisp
Email: crisp1ca@cmich.edu
Work Phone: 248-497-8600
Email is always best and usually fastest. I will try to reply to your emails ASAP or you can post a question on our class blog and other students might have the answer that you are seeking. Feel free to call as well if you have questions regarding this class.
Course Description:
The study of the biology of living organisms. Students completing this course will also be equipped with knowledge of the patterns of heredity. We will also look into how fundamental principles of biology are integrated with local and global issues of current interest.
Course Weekly Instructions
• Monday – Go to our class blog to obtain your weekly readings
• Tuesday – Continue with weekly readings and start posting your answers to the weekly reading questions, I ask, through our class blog and on your on blog.
• Wednesday – Please post your answers to the weekly readings if you haven’t already and start reading your classmates answers as well. Please give feedback to at least three other classmates answers.
• Thursday - Review class materials and/or start dissection
• Friday - Review class materials and take or finish dissection
• Saturday – Make sure all of the above weekly activities are done and you understand the weekly course concept, if not, go back and finish your work or ask questions, if you don’t understand, if you are done with the week’s work – have a great weekend and I look forward to you logging bake into our class site on Monday.
Resource Requirement:
All students taking an online course will be expected to have access to a computer connected to the Internet and loaded with appropriate Internet access software as well as MS-Office or a compatible package. Laptops, PC’s, computer at the school or local library will work just fine.
http://dissect.froguts.com/ For dissections
Additional course information, including class work, articles and discussions will be connected to our class blog.
Student Learner Responsibilities:
As a student that is taking an online course, I expect no less if not more effort out of each one of you as if you were sitting in a face to face classroom that I was teaching. I expect you to log onto our class blog daily, participate in class discussions, turn in all assignments by the posted due dates and have academic integrity which includes, respecting other classmates ideas and submissions as well as citing all work that you have borrowed from the internet.
Feel free to read ahead if you are all caught up and want to explore future lessons.
Grading Policy and Scale:
Quizzes @ 60 points each x8 = 480 points
Final @ 250 points = 150 points
Froguts Online Dissections @ 20 points each x 6 = 120 points
Blog Participation= 250 points
Total Possible class point = 1000
All quizzes and assignments are open book and notes, questions through our blog will be open ended, higher learning thinking questions.
Any assignments turned in after the posted due date will receive a deduction of 5 points per each day that it is late.
Friday, April 15, 2011
Virtual Frog Dissection Lab Assignment
Virtual Frog Dissection
9th Grade Biology
Ms. Clarissa Crisp
I am your instructor, Clarissa Crisp and we are going to have a lot of fun and learn a lot with this awesome virtual frog dissection tool. I am here to assist you through this dissection as well as the entire course, so please contact me if you have any questions or need assistance.
Assignment Description: The purpose of this lesson is to introduce a frog dissection to a ninth grade biology class. Since this course in Online, a virtual dissection will take place using the Online Dissection website Froguts to complete this assignment.
Goals: Students will:
1. Explore the web site “froguts”
2. Study the anatomy of the frog
3. Locate the studied anatomy of the frog on the virtual frog
4. Manipulate the virtual frog via directions through froguts
5. Discuss and share dissections experiences through our class blog
Objectives: Students will:
• Identify
• Describe parts of the frogs’ anatomy
• State or recognize correct science anatomical terms of the frog and equipment used to dissect the frog
• Demonstrate relationships among other closely related living organisms
Identifying Science Principles is integral to all of the other science practices.
• Using
• Explain observations of phenomena (using science principles from the content statements).
• Predict observations of phenomena (using science principles from the content statements, including quantitative predictions based on science principles that specify quantitative relationships among variables).
• Propose, analyze, and evaluate alternative explanations or predictions.
• Inquiry
• Generate new questions that can be investigated in the laboratory or field.
• Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.
• Conduct scientific investigations using appropriate tools and techniques • Identify patterns in data and relate them to theoretical models.
• Describe a reason for a given conclusion using evidence from an investigation.
• Predict what would happen if the variables, methods, or timing of an investigation were changed.
• Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation.
• Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
• Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate.
• Reflection and Social Implications
• Critique whether or not specific questions can be answered through scientific investigations.
• Identify and critique arguments about personal or societal issues based on scientific evidence.
• Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
• Evaluate scientific explanations in a peer review process or discussion format.
• Evaluate the future career and occupational prospects of science fields.
• Critique solutions to problems, given criteria and scientific constraints.
• Identify scientific tradeoffs in design decisions and choose among alternative solutions.
• Describe the distinctions between scientific theories, laws, hypotheses, and observations.
• Explain the progression of ideas and explanations that lead to science theories that are part of the current scientific consensus or core knowledge.
• Apply science principles or scientific data to anticipate effects of technological design decisions.
• Analyze how science and society interact from a historical, political, economic, or social perspective.
Required Resources
All students taking an online course will be expected to have access to a computer connected to the Internet and loaded with appropriate Internet access software as well as MS-Office or a compatible package. Laptops, PC’s, computer at the school or local library will work just fine.
http://dissect.froguts.com/ For dissections
Instructions:
1. Read about the frogs anatomy on our class blog, and also use the reference sheet “Anatomy of a frog” http://www.e-tutor.com/et3/lessons/view/52133/print
2. Go to the website http://dissect.froguts.com/
3. Click on Frog Dissection
4. Follow the spoken and written directions in order to dissect the frog
5. Take the assessment quiz after completing the online dissection.
6. Answer the questions asked of you (at least 4 complete sentences) on our class blog page under the Virtual Frog Dissection blog.
Discussion Questions:
1. Have you dissected a real organism as compared to a virtual one like our frog? If so, how do they compare? If not, what do you think would be some differences?
2. Even though you have studied the frog’s anatomy on paper, how did the 3D images compare? Was the anatomy like the lungs, liver, intestine in the places you thought they would be?
3. Any surprises? What else would you like to know about the frog?
Lesson Assessment:
Assessment of this lesson will be based on completion of virtual dissection, quiz at the end of the dissection and also your blog postings.
Froguts Online Dissections @ 20 points each
All quizzes and assignments are open book and notes, questions through our blog will be open ended, higher learning thinking questions.
Any assignments turned in after the posted due date will receive a deduction of 5 points per each day that it is late.
If for any reason, you have to miss an assignment or quiz, please contact me as soon as possible. Retakes are usually not allowed, but I am here to help, so please let me know of your individual situations.
Your grade will be posted within 2 days of assignment/quiz completion.
Special Needs Adaptations:
1. Hearing Disabilities
Lesson is very visual. Everything that is spoken is also typed in words along the bottom of the screen.
Resources Used:
Anatomy of a Frog e-Tutor http://www.e-tutor.com/et3/lessons/view/52133/print
Froguts Inc. 2001 – 2009 http://dissect.froguts.com/
Michigan Merit Curriculum http://www.michigan.gov/documents/BIOMMC_168213_7.pdf
9th Grade Biology
Ms. Clarissa Crisp
I am your instructor, Clarissa Crisp and we are going to have a lot of fun and learn a lot with this awesome virtual frog dissection tool. I am here to assist you through this dissection as well as the entire course, so please contact me if you have any questions or need assistance.
Assignment Description: The purpose of this lesson is to introduce a frog dissection to a ninth grade biology class. Since this course in Online, a virtual dissection will take place using the Online Dissection website Froguts to complete this assignment.
Goals: Students will:
1. Explore the web site “froguts”
2. Study the anatomy of the frog
3. Locate the studied anatomy of the frog on the virtual frog
4. Manipulate the virtual frog via directions through froguts
5. Discuss and share dissections experiences through our class blog
Objectives: Students will:
• Identify
• Describe parts of the frogs’ anatomy
• State or recognize correct science anatomical terms of the frog and equipment used to dissect the frog
• Demonstrate relationships among other closely related living organisms
Identifying Science Principles is integral to all of the other science practices.
• Using
• Explain observations of phenomena (using science principles from the content statements).
• Predict observations of phenomena (using science principles from the content statements, including quantitative predictions based on science principles that specify quantitative relationships among variables).
• Propose, analyze, and evaluate alternative explanations or predictions.
• Inquiry
• Generate new questions that can be investigated in the laboratory or field.
• Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.
• Conduct scientific investigations using appropriate tools and techniques • Identify patterns in data and relate them to theoretical models.
• Describe a reason for a given conclusion using evidence from an investigation.
• Predict what would happen if the variables, methods, or timing of an investigation were changed.
• Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation.
• Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables.
• Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate.
• Reflection and Social Implications
• Critique whether or not specific questions can be answered through scientific investigations.
• Identify and critique arguments about personal or societal issues based on scientific evidence.
• Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.
• Evaluate scientific explanations in a peer review process or discussion format.
• Evaluate the future career and occupational prospects of science fields.
• Critique solutions to problems, given criteria and scientific constraints.
• Identify scientific tradeoffs in design decisions and choose among alternative solutions.
• Describe the distinctions between scientific theories, laws, hypotheses, and observations.
• Explain the progression of ideas and explanations that lead to science theories that are part of the current scientific consensus or core knowledge.
• Apply science principles or scientific data to anticipate effects of technological design decisions.
• Analyze how science and society interact from a historical, political, economic, or social perspective.
Required Resources
All students taking an online course will be expected to have access to a computer connected to the Internet and loaded with appropriate Internet access software as well as MS-Office or a compatible package. Laptops, PC’s, computer at the school or local library will work just fine.
http://dissect.froguts.com/ For dissections
Instructions:
1. Read about the frogs anatomy on our class blog, and also use the reference sheet “Anatomy of a frog” http://www.e-tutor.com/et3/lessons/view/52133/print
2. Go to the website http://dissect.froguts.com/
3. Click on Frog Dissection
4. Follow the spoken and written directions in order to dissect the frog
5. Take the assessment quiz after completing the online dissection.
6. Answer the questions asked of you (at least 4 complete sentences) on our class blog page under the Virtual Frog Dissection blog.
Discussion Questions:
1. Have you dissected a real organism as compared to a virtual one like our frog? If so, how do they compare? If not, what do you think would be some differences?
2. Even though you have studied the frog’s anatomy on paper, how did the 3D images compare? Was the anatomy like the lungs, liver, intestine in the places you thought they would be?
3. Any surprises? What else would you like to know about the frog?
Lesson Assessment:
Assessment of this lesson will be based on completion of virtual dissection, quiz at the end of the dissection and also your blog postings.
Froguts Online Dissections @ 20 points each
All quizzes and assignments are open book and notes, questions through our blog will be open ended, higher learning thinking questions.
Any assignments turned in after the posted due date will receive a deduction of 5 points per each day that it is late.
If for any reason, you have to miss an assignment or quiz, please contact me as soon as possible. Retakes are usually not allowed, but I am here to help, so please let me know of your individual situations.
Your grade will be posted within 2 days of assignment/quiz completion.
Special Needs Adaptations:
1. Hearing Disabilities
Lesson is very visual. Everything that is spoken is also typed in words along the bottom of the screen.
Resources Used:
Anatomy of a Frog e-Tutor http://www.e-tutor.com/et3/lessons/view/52133/print
Froguts Inc. 2001 – 2009 http://dissect.froguts.com/
Michigan Merit Curriculum http://www.michigan.gov/documents/BIOMMC_168213_7.pdf
Kids Biology Website
The Biology Corner
e-Tutor Anatomy of a Frog
Friday, April 1, 2011
Introduction
My name is Ms. Crisp and I am your instructor for this 9th Grade Biology Course. A little bit about myself... I have my Bachelor's degree in Education from Central Michigan University and I am currently working on my Master's degree in Educational Technology. My major was in science so I love biology and learning about life. In my spare time, I am busy chasing after a 1 and 4 year old and my two dogs. I love the tv show, The Office and the book Robinson Crusoe. Taking, my lead, please introduce yourself and let me as well as the rest of the class get to know you a bit too. Ms. Crisp
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