Tag Archives: physiology

Blood and Guts – Complete Lapbook on Video!

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I asked my husband to record me demonstrating the lapbook we’ve been working on all year.  I’ll post the last of it soon.  We’re just trying to get everything packed up from the school, because we lost the building.  No worries, though.  God will lead us someplace even more wonderful than the last, AND a co-op isn’t the building.  It’s the PEOPLE.  We’ll be our awesome selves no matter where we go.  🙂

 

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Blood and Guts – Eyeball Dissection

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What kind of teacher would I be if I didn’t let the younglings dissect an eyeball, since we’re on the senses?  A bad one, that’s what.  I can tell you that I wasn’t in there, because under no circumstance is my mental well-being worth anyone dissecting an eyeball.  Just these pictures make me want to crawl out of my skin!  So, I had another teacher take over for me (I took her engineering class), and she rocked it (ahem – as did I, with her class)!

Grody to the MAX (no offence to my student, Max…)!  Although, Max was pretty dang grossed out (along with a couple of others).

 

This is HANDS-DOWN the BEST eye dissection walk-through I found.  I wish they had it for the rest of the body parts we dissected!

 

Here are our pictures, and there are a couple of videos below as well:

 

Of course, all these pictures (and more!) will go in their lapbooks, so they can have wonderful memories of this…

Now for the videos:

 

 

And the UBER-SICK-NASTY one:

 

 

Blood and Guts – Sensory Extravaganza!

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We held a “Sensory Extravaganza” at our co-op, and while it was a HUGE undertaking, it was an even BIGGER hit!  I had help from moms and older siblings to run fourteen stations (located in two rooms, the hallway, and a bathroom), as well as corral the kids when it was time to move.  I allowed for 3 minutes per station, and then I rang a bell, signifying it was time to move.  In hind-sight, if I were to do this again, I would change a few things.  Maybe listing them will help you, if you plan on being this crazy:

1.  Have all the stations lined up in numerical order.  I was only thinking about which space would be best for certain experiments and activities (for instance, you need a dark room for the Which Color Is it? test, so I chose the girl’s bathroom), and while that is very important, it is also very important to try to lay the stations in some semblance of order – or at least provide the kids/parents with a map!  It took way too long for kids to find the next station.

2.  Make sure the parents know that when the bell rings, no matter whether or not the student is finished, the student MUST switch to the next station – especially if you are having to stay within a time limit for the entire exercise.  Some parents held the kids back to finish the activity, and while that was a noble idea, it simply meant that the next child had even LESS time to complete it.

3.  Don’t give the cards to the kids.  Have the cards at the stations.  With pencils.  The kids spent WAY too much time sorting through their cards for different stations, trying to find the right one.  By simply having them at the station with the person running it, they would have more time to do the activity.

4.  Allow for more time for tasting stations, or offer less choices.  The tasting stations said they just didn’t have enough time to go through the process.  Live and learn!

I don’t want to sound like the entire process was rushed, because overall, things ran smoothly.  One we figured out what the hitches were, we tackled them, and kept going.  Each student was given a number 1-14 (I have 14 kids in the class, so that’s why I went with 14 stations).  They each went to their respective number, and started with that.  When the bell rang, they would switch to the next number on the number line.  So, if they started with number 7, they would move to station 8.  Once they were done with 8, they would move to 9.  When they finished with number 14, they would cycle through, starting with 1, until they got back to 7.  This way they would make sure they hit every one.  One parent or one older sibling ran each station.

Here are the activities we did:

L11 Experiment – Blind Spot (found in the Apologia’s Exploring Creation with Human Anatomy and Physiology book)

L11 Experiment – Church Bells (an example of this experiment is found here)

L11 Experiment – Colorblindness Test (write the number you think it is on the left, and then write the number it actually is in the corresponding box on the right)

L11 Color Blindness Plates (the cards for the color blindness test)

L11 Experiment – Eye Chart (use a chart, or the chart in the book, and use folders to cover one eye and then the next)

L11 Experiment – Getting Dizzy (found in the book)

L11 Experiment – Hot vs. Cold Taste Test (found in the book)

L11 Experiment – Identifying Sounds (found in the book)

L11 Experiment – Mixed-Up Smells (found in the book)

L11 Experiment – Olfactory Taste Test (found in the book)

L11 Experiment – One Eye Open (found in the book – deals with depth perception)

L11 Experiment – Smell is Important for Tasting (found in the book)

L11 Experiment – Smelling Vanilla (found in the book)

L11 Experiment – Tuning Fork Fun (hit the tuning fork on a table and put it close to the ear, and then hit it once more and stick in water to see the sound waves)

L11 Experiment – What Color is This (found in the book – do this in a dark room)

 

Blood and Guts – Lapbook, Lesson 11

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Yay for the senses!  This is always a fun chapter, no matter what your age.  Our senses are what allow us to experience life, and kids are really curious to know how to use them and explore them.

We’ve been using Apologia’s Exploring Creation with Human Anatomy and Physiology to make this gigantic lapbook, and it looks like we’ll only be able to get through Lesson 12 before school’s out.  Oh well.  Most of the content has been covered, and it gives them a good foundation for the future, when they’re ready for high school biology.

Onward and upward!

Lapbook:  Lesson 1 can be found here.

Lapbook:  Lesson 2 can be found here.

Lapbook:  Lesson 3 can be found here.

Lapbook:  Lesson 4 can be found here.

Lapbook:  Lesson 4B can be found here.

Lapbook:  Lesson 6 can be found here.

Lapbook:  Lessons 7 and 8 can be found here.

Lapbook:  Lesson 9 can be found here.

Lapbook:  Lesson 10 can be found here.

For this section, we used the eye and ear model from Scholastic’s The Body Book, by Donald M. Silver and Patricia J. Wynne.  We also used the smelling model and the tongue-and-lips model from  Scholastic:  Easy Make & Learn Projects:  The Human Body.  I copied the eyeball diagram from Knowledge Box Central (I think it’s page 39).    I also made up a lot of cards and foldables, and you’re welcome to download them below.

You’ll also notice cards in the lapbook from our “Sensory Extravaganza.”  That was a super-fun day, full of experiments and activities devoted to our senses!

 

L11 Lapbook – Six Senses (draw the 6 symbols on the outside, and tell what they are on the inside)

Sight:

L11 Lapbook – astigmatism-myopia-hyperopia

L11 Lapbook – Conjunctivitis (don’t forget to color the eye as if it were infected!)

L11 Lapbook – Cornea

L11 Lapbook – Fovea

L11 Lapbook – Iris

L11 Lapbook – Otoliths

L11 Lapbook – Pupil

L11 Lapbook – Retina

L11 Lapbook – Sclera

L11 Lapbook – Tears

Smell:

L11 Lapbook – Did the smell go away? (after you’ve been around an aroma for a while, did it go away?)

L11 Lapbook – Olfactory System

L11 Lapbook – Why doesnt everything have a smell?

Taste:

L11 Lapbook – Tongue Jobs (what are the jobs of the tongue?)

L11 Lapbook – Tasting Food (how do we taste?)

Hearing:

L11 Lapbook – Ear Wax

L11 Lapbook – Inner Ear

L11 Lapbook – Middle Ear

L11 Lapbook – Pinna

Balance:

L11 Lapbook – Static and Dynamic Sense of Balance

 

Now for the pictures:

 

 

Blood and Guts – Lapbook, Lesson 10

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Here we go with Lesson 10!  Lesson 10 is about the brain’s different parts.  Hey, what does a vegan zombie eat?  GrrRRraaAaAaaiIIiiiiNNnnnnssss!  Ha!

 

This coincides with Apologia’s Exploring Creation with Human Anatomy and Physiology.  You should really check out the other sections we’ve done.  It’s ridiculous…  And we love it.

 

For this lesson, I made up the following lapbook foldables and cards:

L10 Activity – Neuron Connection (connect all the dots with different colors to show how complex our neuron connections are)

L10 Experiment – Brain Reaction Experiment

L10 Experiment – Hand Eye Coordination

L10 Experiment – Short-Term Memory (let the kids see a bunch of items on a table, and then throw a cover over it to see how much they can remember)

L10 Lapbook – Brain Diagram (color and label the different sections of the brain)

L10 Lapbook – Brain Functions (cut out and glue the different brain functions to the diagram above)

L10 Lapbook – Brain Hemispheres (color the hemispheres differently, and then write what each side controls)

L10 Lapbook – Cerebrospinal Fluid

L10 Lapbook – Gray Matter

L10 Lapbook – Hemispheres

L10 Lapbook – Nerve Map (draw the nerve map from the book)

L10 Lapbook – Reflex Arc Diagram  (draw the reflex arc diagram from the book, and use the finger from Scholastic:  Easy Make & Learn Projects:  The Human Body)

L10 Lapbook – Reflex Arc

L10 Lapbook – Spinal Cord

L10 Lapbook – The Brainstem Controls

L10 Lapbook – Tracts

L10 Lapbook – White Matter

 

And the pictures:

 

 

 

Lapbook:  Lesson 1 can be found here.

Lapbook:  Lesson 2 can be found here.

Lapbook:  Lesson 3 can be found here.

Lapbook:  Lesson 4 can be found here.

Lapbook:  Lesson 4B can be found here.

Lapbook:  Lesson 6 can be found here.

Lapbook:  Lessons 7 and 8 can be found here.

Lapbook:  Lesson 9 can be found here.

 

 

Blood and Guts – Brain Hats

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Every time we do something cool and fun like this in class, I think why didn’t I have this kind of learning when I was growing up?!  And then I come back to reality… and do something cool with the kids!  This time, we made brain hats!

Now, Scholastic:  Easy Make & Learn Projects:  The Human Body has a nice printable brain hat, that’s perfectly fine to use, and if you’ve purchased the book, and you’re intent on using ALL the parts to it, by all means, go ahead and make the hat.

BUT, if you’re like me, and see something even COOLER and FREE, then why not use it?  Ellen J. McHenry made this AWESOME brain hemisphere hat, and it’s what we used in our class.  I hope you get to take a look at all the rest of her wonderful free downloads as well.  Don’t just stop at the brain hat!

We did discover this tip in class, and you might want to follow it when you make yours:  The hat will shrink depending on how far you glue one hemisphere inside the other.  If your student has a larger head, they will want to glue the two halves JUST along the edge.  Any further in, and the hat will shrink significantly.

 

 

Blood and Guts – Lapbook, Lesson 9

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For this section, I used parts from Scholastic:  Easy Make & Learn Projects:  The Human Body, and made up the rest.  If you want to see how far we’ve come, here are the links to the rest of the lessons we’ve done that coincide with Apologia’s Exploring Creation with Human Anatomy and Physiology.  These things are becoming so huge, we’ll need a tub to carry them home!  Maybe I’ll post a video on how they all open, so you can see how nuts it is.

Lapbook:  Lesson 1 can be found here.

Lapbook:  Lesson 2 can be found here.

Lapbook:  Lesson 3 can be found here.

Lapbook:  Lesson 4 can be found here.

Lapbook:  Lesson 4B can be found here.

Lapbook:  Lesson 6 can be found here.

Lapbook:  Lessons 7 and 8 can be found here.

Lapbook:  Lesson 10 can be found here.

Lapbook:  Lesson 11 can be found here.

 

There wasn’t a lot to be done, as far as experiments or activities, but we still had fun.  I walked them through how to make a beaded neuron, and that was pretty cool!  The boys especially loved it – go figure.

The best instructions I found for the neuron was here.  You can see our beaded neuron below, in the lapbook pictures.  It took an entire class time to make them, but that’s ok.  They’re really cool!

 

Annnnnnnnnd, now for the parts!

 

L9 Lapbook – Axon a foldable to write about axons

L9 Lapbook – Dendrite a foldable to write about dendrites

L9 Lapbook – Myelin Sheath a foldable to write about myelin sheaths

L9 Lapbook – Brain Stem a foldable to write about the brain stem, also color the brain stem on the picture

L9 Lapbook – Cerebellum a foldable to write about the cerebellum, also color the cerebellum on the picture

L9 Lapbook – Cerebrum a foldable to write about the cerebrum, also color the cerebrum on the picture

L9 Lapbook – Cerebral Cortex a foldable to write about the cerebral cortex

L9 Lapbook – Central Nervous System a foldable to write about the central nervous system

L9 Lapbook – Peripheral Nervous System a foldable to write about the peripheral nervous system

L9 Lapbook – Somatic Autonomic Nervous Systems a foldable to write about the somatic and autonomic nervous systems

L9 Lapbook – Diagram of SNS a card to draw a diagram of the SNS

L9 Lapbook – Cranial Spinal Nerves a foldable to write about the cranial spinal nerves

L9 Lapbook – Interneuron a card to draw a diagram of an interneuron

L9 Lapbook – Neurotransmitters a foldable to write about neurotransmitters

L9 Lapbook – Sensory Motor Neurons a foldable to write about sensory motor neurons

 

Here’s how we arranged them: