Edible Rocks

This lesson was inspired by a fellow Pinner (Click Here for Original Lesson).  I modified it slightly to make it work with what I had.  Regardless, the students LOVED this activity (pretty sure they will love anything with food).  In addition to being fun, it was a memorable activity for students.  Even the next week as we wrapped up our rock unit, students were making connections back to the edible rock activity.  Overall, it was a great success!

Illinois State Standards:

12.E.2a. Identify and explain natural cycles of the Earth's land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).   

Objectives:

Students will:

-create rocks out of everyday materials

-explain how sedimentary, igneous, and metamorphic rocks are made

-compare the activity to natural processes that form rocks

Assessment:

Students were assessed based on their participation in the lab.  As they worked through the lab, students  answered questions that required them to make connections to how the activity compared to the natural processes of rock formation.

Muscular System Project

To wrap up our muscular system unit, I am having students create an advertisement for an imaginary workout facility/workout program.  Last year I did this project, but the students worked on it individually and made brochures in computer class.  This year I decided to have them work with a partner and create a poster.  I did this because I am really working on having my students work together.  Although I have no serious problems between students that disrupt the classroom environment, I do notice there are cliques within my classroom.  Despite the cliques, I want students to be able to work together and respect the opinions of their peers.

This one cracks me up with the before and after pictures.
If you can't tell, they pasted their faces to the after pictures :)

Illinois State Standards:

12.A.3c. Compare and contrast how different forms and structures reflect different funtions (e.g., similarities and differences among animals that fly, walk, or swim; structures of plant cells and animal cells). 

Objectives:

Students will:

-create an advertisement to promote muscle fitness

-explain how their workout program benefits muscles

-define vocabulary such as aerobic, anaerobic, flexibility, strength, and endurance

-identify specific muscles that are used specific exercises

-work with peers and develop respect for opinions that may be different from their own

Assessment:

Students were assessed based on their final product.  Students had to follow the directions correctly and include accurate information.  The creativity and neatness of the poster was also assessed.  Students' ability to work together was informally assessed and monitored as they worked during class.

Chicken Wing Dissection

Seventh grade had their first dissection experience.  They each had the opportunity to dissect a chicken wing.  Before the dissection, there were many mixed feelings.  Some were very excited while others were quite nervous.  After their initial fear, the students were engaged and interested.  Even though they are simply chicken wings from the grocery store, it is a great way for students to see how the muscular system and skeletal system work together.  It is fun to watch the students explore and see their surprise when they realize this is the same chicken they eat at home.  So many of them have no idea they eat muscles of animals.

Illinois State Standards:

12.A.3c. Compare and contrast how different forms and structures reflect different funtions (e.g., similarities and differences among animals that fly, walk, or swim; structures of plant cells and animal cells). 

Objectives:

Students will:

-identify and describe the muscles, bones, ligaments, tendons, and cartilage of a chicken wing

-explain how the skeletal system and muscular system work together

-compare and contrast the human arm with the chicken wing

Assessment:

Students were assessed based on their recorded observations as well as their ability to point and verbally identify each part of the chicken wing.

Bone Observations

During our study of the skeletal system, students had the opportunity to observe dried pig ribs and a beef marrow bone.  This allows students to see each part of the bone rather than simply looking at a picture in their textbooks.

Illinois State Standards:

12.A.3c. Compare and contrast how different forms and structures reflect different funtions (e.g., similarities and differences among animals that fly, walk, or swim; structures of plant cells and animal cells). 

Objectives:

Students will:

-identify and describe compact bone, spongy bone, bone marrow, and the outer covering

-explain the functions of each part of the bone

Assessment:

Students were assessed based their observation charts and their ability to point out and verbally identify parts of the bone.  

Skeletal System Concept Maps

To wrap up our unit of the skeletal system, I teamed up with the computer teacher to help my students make concept maps of skeletal system vocabulary.  I like this project because it allows students to see how all parts of the skeletal system are connected and makes a good study guide for the chapter test.  Furthermore, it allows students to gain experience with concept maps while providing them with the opportunity to be creative.

Skeletal System Concept Map Assignment

Illinois State Standards:

12.A.3c. Compare and contrast how different forms and structures reflect different funtions (e.g., similarities and differences among animals that fly, walk, or swim; structures of plant cells and animal cells). 

Objectives:

Students will:

-create a concept map using skeletal system terms

-explain how parts of the skeletal system are dependent on each other

-create a useful study tool

Assessment:

Students were assessed based on whether or not they included all the required vocabulary.  Furthermore, I also evaluated how they connected each of the terms and the examples they provided.  The computer teacher also assessed students' concept maps for a computer grade.

Romeo & Juliet Completed!

Finally!!!  We finished our modernized version of Romeo & Juliet!  The kids excitement really kept me motivated throughout this class project, especially because it took so long.  It was dragged out so much longer than our Romeo & Juliet unit because it was so involved I was only able to designate study hall time and recess time to do most of the filming.  Despite how long it took, the kids stayed focused and were determined to finish their project.  I am especially excited that we successfully completed this project because it is going to be part of our spring silent auction.  The DVD will be accompanied by a signed script for parents to bid on at the auction.  That will be one thing off my spring to-do list :)

I wish I could post a clip of the video, but I'll have to refrain in order to protect students' privacy.

Skeletal System

New bulletin board!  We just started studying the skeletal system so I thought this would be great to have in the classroom.  Today we played Simon Says with only using the correct name of bones.  It was really helpful for kids to look at the board as we played the game.  Tomorrow we are going to be in the lab observing dried rib bones and large beef bones from the butcher.  The kids are very excited!