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08-09 wiki for Mrs. Maine's classes
Academic Biology page
AcaBio team pages
Forever Young project wiki
Science for Living page
Sci4Liv team pages
Science 9 page
Sci9 team pages
Flaming Fireworks Project wiki
Deer lung inflation video
The Real World
Resources at mrsmainesclasswiki
Intel tools student login
Mrs. Maine's web page
Many voices for Darfur project:
Academic Biology classroom at PAHS
Forever-young project wiki
Students, please clean up your wiki page and your team's pages. I am looking for the following:
Use of anchors and links for quick access to material rather than scrolling down. Cross-link to other material such as the original assignment, or info on another page.
Separate your sections of information with lines, headings, etc.
Organize your information and pictures.
Team pages should follow the above as well as having links to team members near the top of the page.
Please complete the following survey:
of classwork and homework - refer to this daily
Notes for students:
Information for creating work and expectations when using the wiki
are found on the wiki
Use this link to obtain copyright free images and other materials for all your work:
All other information used in your classwork must be cited with footnotes.
create anchors on your team pages. Follow the directions on the
(these voicethreads are so great!)
portfolio (check the due date in the calendar - be sure to use the rubric to put your portfolio together and CHECK IT TWICE, your individual pages should reflect the work you have done, and use the discussion tabs on your groups individual and team pages to give feedback to each other).
Your wiki name choice for our aging project from the survey:
Each pair of students were given jars of organisms and asked to list the characteristics of the assigned phylum and class. They completed their portion of the template and their notes were compiled using Inspiration, converted to a word document and powerpoint and discussed in class. Students took additional notes on their document. All errors were discussed and corrected. Next, they observed the 60 specimens in class for the common characteristics and decide the phylum and class for each (classes for only chordates and arthropods).
Students: Use an excel spreadsheet to create a chart with the following headings: Common name, Phylum, Class (use this only if it is a Chordate or an Arthropod), and 2 characteristics that place it in the class or phylum. The phylum is listed on the jars, you will need to research the class.
Check your chart:
organism phylum and class.xls
After comparing the structures that placed certain organisms in taxonomic categories, several students created this little video. Good thing we have a mid-winter break coming up!
Opinion clarification activity
. We will use the
site. Be sure to pay attention to the calendar for updates. Brainstorming notes for how to discuss:
Resource Position statements.
This is a homework assignment due on Jan. 7. We will enter this on the
page. Your comments and reply posts are due on the 17th.
Students dissected a disposable diaper to determine the contents
and uses of the layers.
Ever wonder what to do with the polymer layer of a clean diaper?
How did they know that layer was there?:
Diaper analysis and research.
Population of the World Project View
for more information and class work. This project is divided into research concerning population and environmnetal concerns around the World.
Nonpoint source water pollution (residential)
Crude oil as a fuel
Nonpoint source water pollution (agricultural)
Crude oil as a resource
Point source water pollution
Global warming effects
Particulate matter in air from industry
Pesticides, Herbicides, Fungicides
Loss of biodiversity of plants
Loss of minerals/ other resources
Particulate matter in air from non-industry
Loss of Riparian Habitat
Changing the Earth's surface
Loss of biodiversity of animals
- contains the smartboard notes from class.
View the completed
for the Academic classes. The assignment: Complete a comic life poster that details the niche and habitat of an animal of the student's choice. The title of the poster had to be clever (using personification or a twist on the animal's behavior, niche, etc.)
Cloe Lake/Jackson Run Watershed survey
Students were divided into teams. Students became experts in various areas of watershed study including chemical testing, physical parameters, stream mapping, and biological macros. The team investigated together at the site, brought their findings back, collaborated on the results and their meaning, and the experts were responsible for reporting the groups results. After the first draft was entered on the wiki, team members had a chance to offer comments/suggestions. They were graded on their commenting and level of collaboration. The group's final draft was then graded. An individual statement followed. Each student wrote a summary statement declaring the health of the watershed as good, fair, or poor and defending their statement with the results the group collected.
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