Photosynthesis 10/29/15

https://upload.wikimedia.org/wikipedia/commons/2/26/Plants.gif

Summary: This week we were learning about photosynthesis. I learned that plants convert light and energy from the sun into  carbon dioxide, oxygen, and a sugar called glucose. Glucose is a sugar the plant uses to give it life. And plants don't care about our need for oxygen. They ignore us. They do not care about us. Only themselves. They are selfish. So I learned that roots take in water. Carbon dioxide goes in; oxygen comes out. Sometimes oxygen goes in and carbon dioxide comes out, But pretty much this is the way photosynthesis works. We don't need to make this because we eat food and plants don't. They use photosynthesis to make food like we use ovens and things like that. So a plant needs Co2 (carbon dioxide) and H2o (water) and sometimes O2 (oxygen) to live.




SP2: Developing and using models

We weren't really using models, but we were taking notes on our photosynthesis videos. we are learning about how every thing in the ecosystem is important. Figs grow, monkeys eat them, and eagles eat monkeys. Every thing works out. 

Body Systems Project Blog

http://sociallyconsciousbird.com/storage/hlbio/digestivecomplete.jpg

Summary: This week we were presenting our best body systems in a supporting role projects. There was a winner- the skeletal system! It was so fun and I learned a lot about the different systems. Like urine is toxic and if you didn't have a skull your brain would fall into your stomach. Ew. The skeletal system did a little skit for their compelling argument. I personally couldn't hear anything, but everybody else liked it. I really liked what the other groups did too. This project was really fun and I learned a lot about the body systems.

Backward looking: What process did you go through to produce this piece?

I went through a good process to finish my work. Me and my group were starting the labeled diagram of the nervous system. Then some of them decided to move on to the interview. Once we were done with the drawing, We did the rest of the interview and Started the compelling argument. When we were done we began a draft of the acceptance speech.

Inward looking: What parts did you find satisfying about the process and /or the finished product?

I really liked the way we got every thing done on time and were ready to present our work to the class. This was satisfying because we saw the work being done and we were working together a lot. What I think we could have done better was we could have done all the parts together and see what we need to do and what we need to save till the end.

outward looking: What the one thing you particularly want people to notice when they look at your work?

Well, I want people to look at it and say,"Wow, that group looked like the y were really working together on this!" They would be impressed on how much work we did and how much we were doing. Wé want them to look at it and be proud.

Forward looking: What is one thing that you want to improve on?

I want to work together on the task at hand so we can get all the work done productively.

Body Systems Project 10/16

https://upload.wikimedia.org/wikipedia/commons/thumb/5/5b/Nervous_system_diagram-en.svg/2000px-Nervous_system_diagram-en.svg.png

Summary: This week we were doing our Body Systems project.  Today we were working on the compelling argument. We are trying to tell people why the human body can't survive without our system. We have to have a live interview, a compelling argument, and an acceptance speech. Yesterday we worked on our labeled diagram of the nervous system.  We were putting facts around the diagram of the persons insides. We didn't put the nerves in the drawing because people said that it looked as though the body would crack open any second.

S&EP- SP2

I drew a picture of the nervous system to explain what the system looked like. I was looking online to see what picture would work and I tried to draw it myself.

Body Systems 10/9

https://upload.wikimedia.org/wikipedia/commons/d/d3/1201_Overview_of_Nervous_System.jpg

Summary: We have been learning about the urinary system and the nervous system. The nervous system controls everything you do. The brain sends messages along the spinal cord to all the nerves in the body. This helps you do things. The urinary system is interesting. Urine is produced in the kidneys, then goes down to the bladder where it is stored. Then it goes out the urethra and you go to the bathroom! We were also learning about the muscular system and the Skeletal system. The skeletal system holds you upright and the muscular system helps you move. We are doing a project on the body systems. We are all doing research on our body system and explaining why the human body cannot survive without our system. We have to have a live interview, a compelling argument, and an acceptance speech. 









S&EP - SP1
Did you ask a scientific question?
We did! We answered a scientific question! I established what is already known about the nervous system by watching videos and taking notes. I asked myself, Am I making an assumption? and if I am, is my assumption correct? My assumption was that the human body could not survive without the nervous system, and I was correct!

Body Systems Weekly Blog 09/28-10/02

https://upload.wikimedia.org/wikipedia/commons/5/59/Lungs_(animated).gif

Summary: This week we were talking about the body systems. We were watching videos about the respiratory system, the circulatory system, and the digestive system. We learned the oxygen goes to the heart and leaves the heart as carbon dioxide. We walked the path air did. We had drawn a chalk diagram so we could see where the air went in and out.

S&EP

SP2: Developing and using models.

We built lungs to see the parts of one. For the rib cage, we used a plastic bottle.
For the diaphragm, we used a cut up balloon. For the trichia, we had a real balloon.