Amore Biology

For the love of Biology!

Honors Biology Biosphere 2 Field Trip

April27

Seventh hour Honors Biology students went on a field trip to Biosphere 2 outside of Oracle, AZ.  We went on a special tour where we got to go into the rain-forest section of the compound and on to the beach of the marine ecosystem.  After our amazing behind the scenes tour students then collected data from inside various ecosystems.  Some students took water samples, other soil samples, one group tested water temperature and salinity from three ecosystems.  The students had a great time and learned a lot about the environment.

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Cell Analogy Project Period 7

October2

I challenged my students to make a product that could be used to help fifth graders understand the function of cell organelles.  They were assigned to develop an analogy for a plant or animal cell, and then create a product that could be presented to fifth graders.  These are the products my students in seventh period came up with.

Pictures

cell jungle 7 cell school 7 cell walmart 7

 

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Cell Analogy Project Period 6

October2

I challenged my students to make a product that could be used to help fifth graders understand the function of cell organelles.  They were assigned to develop an analogy for a plant or animal cell, and then create a product that could be presented to fifth graders.  These are the products my students in sixth period came up with.

Digital Book:

Posters:

cell country 6 cell farm 6 cell walmart 6

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Cell Analogy Project Period 5

October2

I challenged my students to make a product that could be used to help fifth graders understand the function of cell organelles.  They were assigned to develop an analogy for a plant or animal cell, and then create a product that could be presented to fifth graders.  These are the products my students in fifth period came up with.

Pictures:

cell farm 5 cell turtle 5

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Cell Analogy Project Period 2

October2

I challenged my students to make a product that could be used to help fifth graders understand the function of cell organelles.  They were assigned to develop an analogy for a plant or animal cell, and then create a product that could be presented to fifth graders.  These are the products my students in second period came up with.

Video: Stared from the Cell

Book:

Posters or Models:

 cell school cell kitchen

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Cell Analogy Project Period 1

October2

I challenged my students to make a product that could be used to help fifth graders understand the function of cell organelles.  They were assigned to develop an analogy for a plant or animal cell, and then create a product that could be presented to fifth graders.  These are the products my students in first period came up with.

Video: A Cell is Like a House

Presentation: A cell is like a Sonic

Glogster: A cell is like a school

Posters:

   cell neighborhood cell ship

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Danger in School Labs

August16

Based on the Scientific American article Danger in School Labs: Accidents Haunt Experimental Science that we read academic science labs are not as safe as industrial labs.  Several possible reasons for the safety differences are given in the article.  The article also gives possible solutions to help solve this problem.  Answer the following question in a one to two paragraph comment be sure to cite evidence from the article to support your thoughts.

What are some reasons behind academic labs being less safe than industrial labs?  What do you think is the best way to solve this problem?  Cite evidence from the article to support your claims.

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Mrs. More, What made you decide to be a teacher?

February9

My students often ask me why I became a teacher.  I jokingly respond with “Because I wanted to torture children.”  Well here’s the real story.

I became a Biology teacher because, surprise, I LOVE Biology!  Biology was always easy for me, for that  I can thank my mom, in fact Biology and music were the only classes I truly found to be easy for me.  My mom was a Microbiology major and began my science instruction at a young age.  I remember making punnet squares to determine genetic probability when I was in elementary school, and many discussions about the different types of blood cells, how white blood cells work to fight off disease and other biology related topics.  This early training was very influential in what I thought I wanted to be when I “grew up”.  For a long time I wanted to be a doctor that specialized in working with children that have blood disorders.  While still  in high school I decided that I didn’t really want to spend that much time in school, even though I enjoyed it, and that dealing with dying children was too depressing.  This lead me to thinking about what I enjoyed in school and what I wanted to know more about when I was in college.  After much deliberation and discussion with my mom I decided to become a teacher to help others learn the subject I love! After I decided I wanted to be a Biology teacher my mom told me that my kindergarten teacher told her and my father in one of many parent teacher conferences — I got in trouble a lot back then — that I would make a great teacher some day, because I liked to help my classmates.

I have been following my dream for the last 10 years.  I taught 7th and 8th grade science and high school Biology in California for 9 years and started my first year teaching Biology in Arizona.  I enjoy teaching and hope to do it for many years to come.  My students are wonderful and I love seeing the sparkle in their eyes when they understand something, and feeling their energy when we do activities.  I hope to spark a love of Biology in a future generation of children just like my mom did for me.

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