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Days alternate based on White/Black Day schedule.
Second Semester:
1/8-- Notes on Diseases and AIDS/HIV
1/10-- Student activity with an "infectious disease"
1/14-- Students will work in the library and choose a disease that they are interested in to research. They will then make a Public service Announcement (see page C-10 in the book) that includes info for their disease. Must be in storyboard form (at least 6 panels). Be sure to include symptoms, treatments, causes, and prevention.
1/16-- Students will watch a short video on the Bubonic Plague. They will then answer the questions for activity 33. (page C-17 and C-18). Students will then complete activity 34; pages C-19 - C-21 on leprosy. Students need to answer Analysis questions 1-5.
1/18 -- Students will complete a disease mystery using collection of evidence and clues from interviews. They will then test their hypothesis with the evidence and chemicals. Any students (white or black day) missing this day will need to meet in Ms. Brown's room at lunch on Wednesday to make it up. You may bring your lunch into the room. This is a group activity and must be done as a group. Come to the room as soon as your lunch starts. It does not matter if you have middle or high school lunch. If you forget to come you do not have another way to make this up. So don't forget-- : )
1/24-- Students will learn the Microscope parts and how to use a microscope. They will then be able to use a variety of pre-made slides to view and practice the microscope with. The drawings are for practice and will not be collected. Students will have the microscope picture to keep to study for the disease test in a week that will include microscope usage.
1/ 28- Students will be given instruction on making a "wet-mount" slide using pond water. They will spend the period viewing and classifying organisms in the water. They will also make connections to disease and those organisms.
1/30- Students will watch the first half of the video "And the Band Played On" as part of their continued education on the time line of A.I.D.S..
2/1- Students will continue taking notes on "And the Band Played On." They will have a time line due that includes the two topics.
1. Make a timeline that shows the progression of the disease.
2. Make a separate timeline, or just incorporate it into the first timeline, of the progression of the discovery of the disease.
Secondly, write a full and complete paragraph that answers the following question:
If you could change one thing about the history of AIDS, besides eliminating it, what would you change and what impact do you think that would have had?
Sorry these got up late-- I was interrupted and just never made it back to the web page! I will offer some class time to finish if students need it.
2/5- Students will finish their time lines and will have a microscope activity to view microscopic elements.
2/7- Students will start a Germ Theory Time Line where each student will be responsible for 3 parts of their choice out of the 9 parts that are covered in the book (C-31). They will then as a group put all the parts on a poster. Each person is responsible for their own part. They will have a few days to work on this. If someone is absent then their group can work on their own part and the person absent can do their own section when they return.
4/20-- Students will learn how to make Punnett squares and calculate the genotypes and Phenotypes.
4/21-- Students will practice the 4-Punnett squares and will create a worksheet for another student to try, then grade that persons Punnett squares.
4/22-- Students will learn how to cross two parent traits at one time. They will do examples with the teacher in class, then the class will work with the genetic problems and get help from the teacher as needed.
4/24- Students will be introduced to Pedigree charts and will make a personal pedigree of their own family and a trait that is familiar to them. They will be given a worksheet that shows the key to making a pedigree.
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