12/14

Today, students completed the Sugar Tasting Lab. We sampled seven types of sugars and artificial sweeteners, ranking them on a scale of 0-10. We learned that there are protein receptors that help to build our taste buds. Simple sugars have a hexagon or pentagon ring structure that fits perfectly into these receptors. When sugars bind to these receptors it sends a signal to our brain to begin processing sugars, including telling the pancreas to release insulin into the blood stream. We discussed what could happen if artificial sweeteners trigger this response, but there is no corresponding glucose in our blood stream.

Sugar Lab

Homework: Study for the Biomolecules Quiz on Thursday/Friday!
Study guide

Absent Students = Make up the sugar lab activity in January during Flex.

12/12 & 12/13

After an unexpected, snowy weekend we spent today getting finished up with the Diabetes lecture notes and the Biomolecules Labby Notes. Please look at the last two posts to see the power points. We are still taking our Biomolecules quiz before winter break. For homework, students received a study guide to practice the four biomolecules.

Absent Students: Use the power points on 12/7 & 12/5 to complete the respective notes.

There will be Flex on Wednesday for Freshman. In addition, I will be available after school Tuesday - Friday and at lunch. Progress Report grades are due on Thursday, so make plans to turn in or re-take your work! Be advised, more winter weather is heading our way, so sooner is safer :-)

Homework: Use the Biomolecules lecture notes to complete the study guide worksheet. A-day Quiz = Friday, 12/16. B-day Quiz = Thursday, 12/15.

Biochemistry study guide

Fun video on Biomolecules!

12/6 & 12/7

We began class by "Unwrapping our Food" an activity to look at nutrition labels on a variety of food products. Our goal is to connect the biochemistry information we are learning about carbohydrates, proteins & lipids. Students made observations about amounts of sugar, fat and calories. Following this, students learned about the increase in Type II Diabetes in the United States. We learned about how our cells typically produce insulin, to allow glucose to enter cells to be processed for energy. In Type I Diabetes, a person's pancreas does not produce insulin. This is typically discovered in childhood. In contrast, people will typically develop Type II Diabetes later in life, although diagnoses are trending younger and younger. In people with Type II Diabetes, the insulin receptors stop working on the surface of the cell. This allows less glucose to enter the cell to be processed. In response, cells send signals to the pancreas to produce more insulin, which over time, will burn out the pancreas. We will continue to study who is at a higher risk for getting Type II Diabetes and what the implications are in our Trial Project.

Diabetes Power Point
Diabetes Lecture Notes and student worksheet

12/2 & 12/5

Today we completed the "Biomolecules Matrix" worksheet by using the posters to gain more information about the four biomolecules. Students turned in their worksheet for a grade following this activity. To learn more about the molecular structure of Proteins, Lipids, Carbohydrates & Nucleic Acids, students completed the Molecule Sort Activity. This assignment was taped into their lab notebooks. Finally, we began our "Labby Notes" today. We did one indicator test, using Benedict's solution to test for the presence of fructose in apple juice, and added a little bit of info to our lecture notes packet. 

Serine

Absent Students: Finish the Biomolecules Matrix worksheet in class using the posters. Complete the Molecule Sort activity after school or during Flex. Finally, copy lecture notes from a friend or from the power point here.

Biomolecules Lecture Power Point
Biomolecules Lecture Notes Packet
Molecule Sort Activity

11/30 & 12/1

Today, we finished up the results section of the Playdough Lab for our warm-up. We used this chemistry information to start studying the four biomolecules: Proteins, Lipids, Carbohydrates & Nucleic Acids. Students read in the textbook about each biomolecule and completed the "Biomolecules Matrix" reading worksheet. Working with a partner, students used this worksheet to create a poster about one of the Biomolecules. We will use the information on the posters to fill in the last column of the reading worksheet.

Absent Students: Try out the warm-up problem below! Use the Biology textbook to complete the reading worksheet. You can do this in class, or check out a textbook from the library to do this at home, or check out the textbook link on this website. You will not make a poster, however, you will need to use the posters displayed in class to complete the last column of the reading chart.

Warm-Up problem
Biomolecules Book Matrix

11/28 & 11/29

Today we began our Biochemistry unit. We took lecture notes on remembering some basic chemistry, then made models of molecules using Play-dough that we made from scratch.

Absent Students: Copy the lecture notes from a friend or the power point below. Make up the Play-dough Lab during Flex this week, or after school Tuesday - Thursday.

Chemistry Reminder power point
Chemistry Lecture outline
Play-dough Molecules Lab

11/21 & 11/22

Today we played a Kahoot! then followed it up with our Organelle Quiz! Following the quiz, students took the Biochemistry Survey as a pre-assessment for our upcoming Biochemistry unit that will start after Thanksgiving. Following that, we completed the notes packet to add information about Endosymbiotic Theory, or how organelles may have entered Prokaryotic cells to form the earliest Eukaryotic cells. Lastly, we used the microscopes to look at different Protists. They were fun to see swimming around. See below for some photos of Protists.

Absent students: Study then come take your Organelle Quiz! Complete the Biochemistry Survey with Mrs. Polzin or Mrs. Yee. Copy the end of the lecture notes from a friend. The Protist lab was for fun and you do not need to make this up.

Have a happy and safe Thanksgiving!

Volvox

Euglena

Organelle quiz next class!

Students have a study guide and their blue & white "magic" foldable. Study the 16 organelles and their job or function. Practice the labeling on the study guide. If you are missing the organelle functions, check out the power point below. For extra fun, check out the Crash Course video on cells!

Organelle study guide
Organelles power point

Answer Key for Study Guide labeling:

11/17 & 11/18

Today we delved into Origin of Life theory, or how could the earliest cells have possibly formed on Earth 3.5 billion years ago? While this information will not be on a quiz, it is pretty fascinating the learn about. To this end, we took some notes and watched a video clip that examined Origin of Life theories.

Origin of Cells Power point
Origin of Cells lecture notes

Announcement: There will be a quiz on the cell organelles next class! Students received a study guide. You should use your blue & white foldable to practice the 16 organelles and the jobs they do.

Organelles study guide

11/15 & 11/16

Kidney cells (400x)

Today, we completed lecture notes that compared Plant vs. Animal cells. We then completed a microscope lab. Students looked at their cheek cells, as well as other Eukaryotic cell slides (plants, animals, protists & fungus). They compared them to Prokaryotic bacteria cell slides. Labs were completed in class and turned in.

Insect wing (100x)

Ecology tests were passed back so students could see how they did. I reviewed the test, showed examples of strong answers, and we discussed study strategies. We also talked about the recent election in class. See the Grant HS website for activities this week that continue to support our equity work.

Homework: The organelle foldable should be complete with 16 organelles on the outside and definitions/functions on the inside. Start studying! There will be a quiz Monday/Tuesday.

Absent Students: Please copy the lecture notes from the power point. Come in during Flex or after school to make up the microscope lab.

11/8 & 11/14

Today we started class with a quickwrite in our lab notebooks: How are bacteria cells different from animal cells? Following this, we took lecture notes to identify and compare Prokaryotic & Eukaryotic cells. Students then began a microscope lab to survey eukaryotic (plants/animals) and prokaryotic (bacteria) cells. 

Absent students = Please copy pages 1-2 of lecture notes. Plan on making up microscope lab during flex or Wed - Fri after school. 

Different types of cells power point

Different types of cells lecture worksheet

Announcements: Ecology tests have been entered into Synergy. We will spend time reviewing the test in class. If you did not do your best, please plan on retaking the test during Flex or after school. If you would like a closer look at your test come see me!

Organelle Foldable Homework

We made a foldable in class with 16 spaces. On each of the blue & white squares, list one of the organelles from the organelle coloring station notes. Write the definition, or function, for each organelle in the secret-center of your foldable. I will check these off in class next week!

Organelle Stations worksheet

Parent Conferences!

This week is parent conferences! Teachers will be available Wednesday (11/9) and Thursday (11/10). The schedule for Grant's conferences is below. In addition, I will be unavailable on Thursday from 12:30 -2, as I will be attending my children's conferences. Sorry for any inconvenience.

Wednesday, November 9, 2016

• Parent/teacher conferences 
  • 8:15 – 11:30                Conferences
  • 11:30 – 12:15               Lunch Break
  • 12:15 – 4:30                Conferences
  • 4:30 – 5:30                  Dinner Break
  • 5:30 – 8:00                  Conferences

Thursday, November 10, 2016

• Parent/teacher conferences
• 8:15 – 11:30                Conferences
• 11:30 – 12:30               Lunch Break
• 12:30 – 6:00                Conferences

Teachers are in classrooms, and this is done as a drop-in style (i.e. no scheduled appointments). We encourage students to come with their families so we can all conference together, but this is not required. If you are unable to come to conferences, feel free to email me to check in.

Looking forward to seeing everyone!

Amy Polzin

apolzin@pps.net

x75641 

11/3 & 11/7

Today we completed station notes about organelles. At each station, students labeled, defined and colored the organelle on their notes worksheet. Following the stations, students worked at their tables to find emojis that represented the function for each organelle. Lastly, students made a foldable. This will become a study guide that lists the 16 organelles and their functions.

Absent students: Finish the stations. Mrs. Polzin will be available at lunch and after school Monday & Tuesday.

Organelle station definitions

11/1 & 11/2

Today, students took their very large Ecology Test to celebrate the end of the Ecology unit and the end of the quarter.

Our next unit will be studying Cells. Following the test, students colored, defined and labeled organelles to build reference notes for the different parts of the cell and their functions.

Absent Students: Make up the test at lunch or after school this week or next.

Announcements: There is no school on Friday for students, as it is a teacher grading day. Next week, there are only two days of school (Monday & Tuesday), due to parent conferences (Wednesday & Thursday) and the Veteran's Day Holiday on Friday. We will have a full week of school (and Flex tutorial time) again the week of the 14th.

10/28 & 10/31

Today, students used microscopes to look at plant cells. Inside the rectangular plant cells, we were able to observe round chloroplasts.

Elodea plant cells (400x)

 After the microscope lab, students practiced for the test next class. They visited 15 study stations to practice everything we have learned over the last 6 weeks. We ended class with time to work on the study guide. Students could finish missing assignments, make flashcards or work on the study guide.

Homework = Use your lab notebooks, classwork, and this blog to practice the answers on your study guide. I encourage you to make flashcards for the vocabulary. Ecology Study Guide

Announcements = Test Next Class!!! End of the quarter is also next week. Please turn in any missing assignments. I will be available Tuesday - Thursday at lunch and after-school.

Ecology Test on November 1st/2nd!

We will have our first big test next week on Tuesday/Wednesday, 11/1 & 11/2. The test will cover the 6-week Ecology unit. Over this unit we studied the following topics:

1. Ecology interactions, such as predator/prey and mutualism
2. Energy in the ecosystem, as shown in food chains, food webs & energy pyramids
3. Chemical cycles, including the Carbon, Nitrogen & Phosphorous cycles
4. Cell Energy: Photosynthesis & Cellular Respiration processes

Students will get the study guide in class on Thursday or Friday. I highly encourage you to make flashcards for the vocabulary. You should use your lab notebooks, lecture notes and classwork to help you answer the questions on the study guide. Previous blog entries might also be helpful if you are missing something! Need extra help? Come see Mrs. Polzin after school Tuesdays - Fridays. 

Ecology Test Study Guide

Missing your lecture notes? We used these four sets of notes:
Intro to Ecology power point
Energy in Ecosystems power point
Nutrient Cycles power point
Photosynthesis & Cell Respiration power point

10/26 & 10/27

Students recorded the results of their Snail Lab and wrote a paragraph to discuss the results. After the lab, we took lecture notes on Photosynthesis & Cellular Respiration, then practiced the information from the notes in the "Comparison of Photosynthesis & CR" worksheet.

Absent Students: Come observe your snails this week to complete your lab. They will be available until Friday. Copy the lecture notes from the power point.

Cell Energy LN Power Point
Cell Energy lecture notes outline

10/24 & 10/25

Today we began our study of Photosynthesis & Cellular Respiration. This will be the last piece of content in our Ecology unit. Students completed the "Interpreting a Graphic" activity in their lab notebook, examining two diagrams, then reading page 198 in the textbooks to get information about the two processes. Students then worked in their table groups to set up an experiment with aquatic snails and plants in test tubes, to study which gases are exchanged in these processes.

Interpreting a Graphic organizer
CR Diagram
Photosynthesis Diagram
Snail Lab

10/21 B-day

After completing & submitting our CCE budget assignments in Google Classroom, students completed on their Carbon, Nitrogen & Phosphorus cycle posters. We then completed the "Ins & Outs" worksheet to learn how the element moves & changes in the ecosystem.

Absent Students: Fill out the worksheet using the posters in Mrs. Polzin's classroom. Flex is on Wednesday next week.

Ins & Outs Worksheet

10/20

A-day students completed their CCE budgeting assignments and turned them in via Google Classroom. As there is an "extra" A-day Biology class this week, students also worked on Carbon Cycle activities on Google Classroom. B-day students are welcome to complete the Carbon Cycle activities for extra practice, however, they will not be turned in for a grade. 

Absent students: Use Google Classroom to complete the three carbon cycle activities. Write your answers in the packet as you go, then turn it into Mrs. Polzin. I will have the laptops during Flex and after school this week to work on these assignments as needed.

Online Carbon Cycle activities

10/19

College & Career Day! Students rotated through four sessions with their counselor and community teachers. The focus in Biology was on financing your future education. The two lessons are on Google Classroom. At the end of the session, students had written & turned in one paragraph on funding their education, completed the "Reality Check" budgeting simulation, and filled in a budget spreadsheet that estimates the cost of living once you are out of college (based on your career & lifestyle choices). These are graduation requirements that will be uploaded to student Naviance portfolio accounts, so if you were absent, check out Google Classroom to make these assignments up!

10/18

A-day classes only! We completed work on our Carbon, Nitrogen & Phosphorus cycle posters. We then completed the "Ins & Outs" worksheet to learn how the element moves & changes in the ecosystem. Absent Students: Fill out the worksheet using the posters in Mrs. Polzin's classroom. Flex is this week and next week!

Ins & Outs Worksheet

10/13 & 10/17

Today, students took their Ecology Quiz. Students can make flashcards and complete the "Energy Practice" study guide worksheet to prepare for the quiz.

Following the quiz, we began the next component of Ecology, studying Chemical Cycles. We will focus on Carbon, Nitrogen & Phosphorous. Our goal is to find out how this chemical cycles through the ecosystem, the different chemical forms it takes, the name of the process of what changes it from one form to another, as well as why this chemical is important for living things. Students took lecture notes, read in the textbook and then created a poster about one of the nutrients.

Absent students: Come in during flex next week to take the quiz. Copy the lecture notes from the power point. Read pages 90-91 in the Biology textbook. During Flex, make a poster about one of the nutrient cycles.

Resources:
Ecology vocab to study for quiz
Nutrient Cycles lecture outline
Nutrient Cycles power point
Nutrient Cycles Poster Assignment

10/11 & 10/12

Today in class we used laptops to complete a lab simulation, examining competition between two paramecium species. Students can log into Google Classroom to see the website simulation, as well as the worksheet we used to track our experiment & data collection. Each student completed their own paper worksheet that was turned in (the online version does not save data!).

Virtual Lab: Population Biology
Virtual Lab worksheet

Following the lab simulation, students completed the "6-week survey" in Google Classroom.

Announcement/Homework: We will have a quiz next class. Students have a homework worksheet called "Pass the Energy" and should make a Quizlet or flashcards for the vocabulary words.

Ecology Vocabulary List

Homework: Ecology Unit Vocabulary

There will be a quiz next class. To study, please complete the "Pass the Energy" homework worksheet, and study the vocabulary words below. Please make flashcards or a Quizlet to help you practice.

Ecology Vocabulary

10/7 & 10/8

Today in Biology we completed the "It's all about the Energy" lecture notes. We then practiced constructing and analyzing food webs and the ensuing populations changes. Please see the previous post for the lecture notes and student worksheet. B-day students will be completing these assignments on Monday.

Homework for periods 1-3: Complete the "Food Webs, Populations & Invasive Species" worksheet, due on Tuesday (B-day students will get this Monday and complete it for homework, due on Wednesday). 

Food Webs, Populations & Invasive Species 

10/5 & 10/6

Today, students taped their Unit 2: Ecology Stamp Sheet into their lab notebooks to track classwork assignments. We did an activity to model the connections between biotic and abiotic factors in the ecosystem, creating an amazing string web in our classroom. We also began lecture notes on how energy flows through ecosystems, represented in food chains and food webs.

Unit 2: Ecology Stamp Sheet
Energy in the Ecosystem lecture worksheet
Energy in the Ecosystem Power Point

Announcement: I entered grades in StudentVue today. If you have a zero for an Ecology assignment, you were absent, did not finish, or forgot to turn it in! Come by during Flex to make-up assignments or finish/turn in missing work.

10/3 & 10/4

Today, students did a lab to examine the effect of temperature on goldfish respiration rate. Students worked gently with their goldfish to change the environment and see how it's gill plate would respond. In this lab, students practiced many scientific inquiry skills, including, making a predictive hypothesis, collecting & presenting data and analyzing their results. Absent students: Please come in during Flex on Wednesday or Thursday to make up this lab. 

Homework: Students should complete the lab analysis questions for homework. Be prepared to discuss your results next class.

9/29 & 9/30

We continued to examine the interactions of living things & their environment today. Students completed a quickwrite warm-up in their lab notebook to start class. We then took lecture notes and practiced identifying which type of interaction was occurring in different scenarios.

Quickwrite prompt
Ecology Lecture Notes Presentation
Ecology lecture worksheet
Interactions Activity

Absent students: Complete the quickwrite in your lab notebook.  Use the presentation to complete your lecture notes worksheet. Tape your lecture notes into your lab notebook.  Make up the Interactions activity during the next flex. 

Announcements: I started passing back papers in most classes. Remember, for in-class activities everyone is working towards at least 80% proficiency. Doing additional tasks or extensions can earn you the 100% grade. If you get a stamp on the 80% line, you will get an 8/10 in the gradebook. If you want to earn a better grade, please bring your assignment in during Flex to complete the additional pieces of the assignment and I will change your grade.

9/27 & 9/28

As we begin our study of Ecology and human impacts on the environment, we read an article about lead in the water in our schools. Students completed a "3-2-1" graphic organizer as they read their article, in which they wrote down 3 facts or ideas, 2 questions they now have, and 1 conclusion or reaction they had about the article. We discussed the article with a partner, then had a whole class discussion. As a class, we brainstormed as many questions as we could about this situation that we would like answers to. These questions will be researched and the topic of lead will be used throughout our Ecology unit.

The second part of class was spent constructing hierarchies. In ecology, we frequently organize groups in order from largest to smallest, or vice-versa. Students completed an activity to construct geographical and biological hierarchies. 

Absent Students: Read the lead article and complete the 3-2-1 graphic organizer. Come in during the next flex to complete the Biological Hierarchies activity. 

3-2-1 Graphic Organizer

Lead in the water Article

Announcement: Today marks the first 6-week grading period. Teachers are entering grades today for the first progress report to be mailed home. This is not a transcripted grade, and is just a quick snap-shot of how students are doing so far. If you are missing assignments, please finish and turn them in! I am available during Flex and after school Tuesdays - Fridays until 4 p.m. 

9/23 & 9/26

We had a great field trip and saw tons of salmon on the Zig Zag river today. Thanks to those students who went on the field trip! For those students not on the field trip, we started our Ecology unit by looking at different types of interactions in ecosystems. Students read and took notes about Predator/Prey, Parasitism, Herbivory, Mutualism & Commensalism interactions. Then, with a partner,  students made a poster about one of the interactions. Absent Students: Please use a Biology textbook to complete the Interactions worksheet during Flex on Thursday or Friday this week.

Interactions Reading Worksheet

9/21 & 9/22

Today, was a work day to finish all work on microscopes. During the work time, Mrs. Polzin did 1-on-1 conferences with students to grade lab notebook assignments. As students finished and turned in their microscope labs, extension activities were available to look at pond water organisms using the microscopes. Absent students: please see Mrs. Polzin during Flex on Thursday to complete the microscope labs.

Announcements: The (optional) Salmon Watch field trip is this Friday, 9/23. I currently have 15 students signed up to go. If you are going on the field trip, please dress in layers and bring a rain coat as it can be cool in the trees. Also, please bring lunch & water. We will meet at the front of the school at 8 a.m. to load the buses and depart at 8:15. Please be on time! You do not need to check in with your 1st period teacher. I am looking forward to the field trip!

9/19 & 9/20

Today, we continued learning about using microscopes. We reviewed the parts of the microscope, how to focus and how to make a slide in listening teams. Students then used the microscope to examine the fibers of different types of fabric. For advanced proficiency, students examined fibers from a "crime scene" and three possible suspects under the microscope to see if a match could be made. Absent students, please make up this lab during Flex this week.

Announcement: Salmon Watch Field Trip Forms must be turned in by Wednesday, 9/21! I need to have at least 15 students signed up by Wednesday or the field trip will be cancelled :-(

9/15 & 9/16

Today, students collected 4 specimens from the park to observe with dissection microscopes. We discussed the scientific practice of making observations & inferences about the natural world to better understand it. Students completed the "Lab: The Diversity Around us" handout.

Announcements:  I have entered grades for the first quiz into Synergy, so you should be able to see your grade in Parent/StudentVue. We will review the quiz in class Monday/Tuesday.

Field Trip Opportunity: If you would like to go on the Salmon Watch Field trip, Friday, 9/23, please take a permission slip home to have adults sign. Then turn it in to Mrs. Polzin!

Lab: The diversity around us

9/13 & 9/14

Today, we played a Kahoot review game to review for our Quiz on Living Things, then took the quiz. After the quiz, students read about viruses and wrote a paragraph about whether they believed viruses should be classified as living or non-living. We also spent a little bit of time organizing our lab notebooks and finishing any work because lab notebooks will be graded during the next class.

If you were absent, please study your foldable and flashcards for this unit and take the quiz during Flex on Thursday or Friday this week.

Are viruses alive?
Ebola Article

9/9 & 9/12

Announcement: There will be a quiz next class on Tuesday (A-day)/Wednesday (B-day)!
Homework: Make flashcards, or a Quizlet on your phone, for the vocabulary on your stamp sheet. 

Today, we did lots of activities to wrap up our practice of the 6 characteristics of living things. Students completed a study guide Foldable, then read pages 17-19 in the textbook and took Cornell Notes. Students practiced all of the information at study stations around the classroom. Finally, we taped stamp sheets into our lab notebook that explain the activities and vocabulary for this first unit. 

There is an online copy of the textbook! Please visit this website: http://my.hrw.com
Student login = sstudent6727
Password = p2f6x

Living Things Stamp Sheet
Living Things Foldable
LT Study Stations

9/7 & 9/8

Today, students worked in pairs to complete a squid dissection in order to see if we could observe the 6 characteristics of living things in this organism.

9/2 & 9/6

Today, we went outside to observe living and non-living things in the park in order to determine what characteristics make a living thing. Students set up their Biology lab notebooks & took lecture notes on the 6 characteristics of Living Things.  Finally, all students logged in to Google Classroom to take a technology survey.
Living Things LN Outline
Living Things Power Point

Today in Biology we discussed how to make this the "Best Class EVER!!!" We also reviewed the syllabus and science safety contract. Homework = Students + family, please sign the safety contract and Family Contact Information form. Return the two forms by Tuesday, 9/6. Please also get a composition book this week to use as your lab notebook.
Polzin Biology Syllabus 2016-2017
PPS Science Safety Form
Family Contact Information Form

Welcome to Grant High School!

My name is Amy Polzin and I am the biology teacher for Community A and Community N students.  I am excited to be starting my 2nd year teaching here at Grant, and my 16th year teaching overall.  I live here in the Grant Park neighborhood with my husband and 2 kids. I am really looking forward to meeting everyone and having a great year together.

This year we are lucky to have a teacher intern from Lewis & Clark College working in our room, Jaimie Yee. We will be co-teaching together throughout the year. Here is a note from Ms. Yee:

 Hi! My name is Jaimie Yee and I am excited to be a student teacher this year at Grant with Ms. Polzin. I am currently a student in the Master's program at Lewis and Clark College. I was born in Portland and went to Franklin High School and have had previous careers as a zookeeper and educator at the Oregon Museum of Science and Industry (OMSI). I live in SW Portland with my husband and two dogs. I am looking forward to getting to know everyone this year!

I will update this blog on a daily basis with a summary of our class, and attach any supporting documents. If you have any questions or concerns, please contact me at: apolzin@pps.net