Introduction to Experimental Design and Ecology

We have had a great start to the new year in Biology!  Our first unit focused on practicing skills needed in the laboratory, such as measuring mass, volume and length using appropriate equipment, designing experiments by identifying variables and constants, and recording qualitative and quantitative data. 

Our first inquiry lab concerning isopod behavior was a success!  “Isopods” are the scientific name for the backyard critters many of us call “pill bugs” or “roly-polies”.  The students set up a choice chamber to test the preferences of isopods.  For example, some students thought it would be interesting to test whether isopods preferred dark or lighted environments, hot or cold temperatures, and sand or soil ground cover.  We will be discussing their results next week and analyzing the bug behaviors. 

Recently we started our second unit on ecology.  The students are creating food webs to visualize the important relationships between plants, animals and how human activity impacts natural food webs.  Soon we are planning to go outside to collect data for a population simulation and to remove Buckthorn, an invasive species growing in the forests behind BHHS.  Hopefully the weather continues to be beautiful! 

World History - Geography / Culture Unit

World History - Geography / Culture Review Unit

Freshman World History begins with a review unit on Geography and Culture.  Topics of discussion include the 5 Themes of Geography, 7 Elements of Culture, and Rise of Civilization.  Students have previously been exposed to most of these topics in some fashion during their sixth or seventh grades, however, I find it extremely beneficial to touch on them again this year.  It is my belief that a strong understanding of Geography and Culture are perhaps the best tools a student can possess while developing an appreciation and comprehension of World History.

This past week, students participated in an activity that used Peter Menzel's,  Material World:  A Global Family Portrait.  In 1994, Menzel traveled the World and took portraits of the "average family" in terms of income, size, religious affiliation, etc. from 30 different countries.  Before shooting the photo, he had the family move all of their personal possessions outside of their home and then took the family portrait in front of the home with all of the possessions surrounding them.

We had a discussion about how much of our culture or story could be told through viewing just our possessions and family in a picture?  After having the chance in small groups to closely analyze some of the portraits, I asked the students to describe how the 5 Themes of Geography and Elements of Culture were on display in these photos.  Through this experience, the students should gain perspective about what their own possessions, home, and family say about their personal identities.  The thought is that this will be helpful as they complete their end of unit presentations on their culture.

Currently, in Mrs. Teal's English class, our students are learning about both the telling and listening of stories and the variety of ways that stories can be told.  To connect our studies in World History with the learning that is occurring in English, I asked the students to pick one of the family portraits that they viewed and to attempt to write that family's story.  They then shared these stories in Mrs. Teal's class.  An interesting discussion that occurred out of this activity was a student question concerning the fact that they were writing the family's story with incomplete information.  Which led to a discussion about what other information would they like to have and how would they obtain it?

Symmetry in Culture

Welcome Team 9A 2016-2017!

We are excited to start the new school year! Exploring our cultures is a beginning theme on our team this year.  In math, the students' first project was to explore symmetry in their culture.  Students reported on things that had line and rotational symmetry and told about them.  Very many interesting facts were shared and we discovered that there is symmetry all around us!  The projects were awesome!  Here is just one example:

Welcome Back

We are so excited to welcome this year's freshman class and can't wait for a wonderful year! 

Celebrations

 It's hard to believe that it's June 13 and the year is almost over. We have had an incredible journey with our LC 9A students, and this has been a week full of fun and celebrations all around.


Last Tuesday was our final Tune-Up Tuesday lunch hour. We had record attendance! We are so glad that students have taken advantage of this extra time with us each week.


Students were editing advocacy letters, working on science labs, reviewing world history, and practicing math problems. Students have been eager to get ready for final exams and are studying hard.

At the end of the week, we set aside a bit of time for each teacher to surprise a student who has performed exceptionally well in each of our subject areas.  Mrs. Teal recognized Malik Salman for his passion and gift for languages, Mr. Drogosch recognized Jenna Hart's impressive skills in Geometry, Mrs. Fellin gave her recognition to Nikki Ratapanichkich for her humble but exceptional work in Honors Algebra II, Mr.  Laliberte noted Izzy Bonito's dedicated investigation of culture and history, and Mrs. Novak applauded Riya Doshi for her commitment and interest in Biology.

As we said to these students, we were lucky to have the "problem" of choosing just five students from our learning community. We have been so impressed by all of our students' work and will miss this group of students as they move on to 10th grade!

Friday brought our final celebration of the week, a time for us to spend time together and reflect on a successful year. We gathered outside during Advisory to enjoy one another's company!






We wish all of our LC 9A students a restful summer and hope you will come back and visit next year!

Advocacy in Writ Lit I

The final unit of the year is always my favorite. It's not one that can be captured in photographs or video, but I hope that you'll tolerate my attempt to summarize it here. The first step the unit is each student choosing a social justice issue about which he or she feels strongly. I am always inspired by the eyes through which students see the world. They are compassionate and mature in the ways they interpret their communities, near and far.

Students then spend several days digging into source material--frustrated, excited, shocked, and eager every step of the way. Once students collect their research in an outline, they then have to decide how they want to advocate on their issues, how to become part of the solution by using their talent as writers. And it is hard to put into words how proud I am of the work they have done. I have seen them learn SO MUCH. Every day, I was in awe at the questions students were asking as they engaged in real-world, challenging research, crafting communication that was professional and heartfelt.

Caelan J.  learned about the various processes of repealing laws from state to state as she investigated North Carolina legislation related to her topic; Emma G. made a phone call to a Detroit social services organization, trying to learn about how low-income housing and shelters are funded in Detroit; and Nick P.  unpacked statistics about minimum wage across the United States. These are just a few examples of the scores of incredible projects students undertook.  

Step two was sending the emails. I wish I could keep a camera rolling during the days following those emails. It’s the spontaneous excitement when students receive responses--often literally jumping up out of their seats in the middle of class--that is impossible to recreate in words. They are so incredibly proud that their voices have been heard. Among others, these are some of the responses students have already received:

• Malik S. received an email from Kimberly Ann Morgan, the director of the President’s Commission on the Status of Women at Wayne State University, who was impressed by his initiative regarding the gender pay gap and offered him a place in their organization should he choose to attend WSU!
• Shireen S. got an email from Jennifer Arvan, Samaritas volunteer director, regarding her interest in joining forces to help Syrian refugees begin their lives anew in metro Detroit.
• James N. heard from Serena Levy, Communications Director for The Coca-Cola Company, who applauded him on his concern for water usage at some of the company’s plants in India and shared further information.
• Izzy B. was sent an email by the BHS Food Services department, who are going to look into a food donation program, Food Bus, for elementary schools.
• Adam F. heard from Mr. Russo, Conant Principal, who thanked him for sharing an elementary-appropriate, abuse-prevention curriculum program resource called Play It Safe.
• Abby S.-M. heard from Captain McCanham of the Bloomfield Township Police Department in regards to her inquiry about human trafficking training for BTPD officers.
• Ryan E.’s response came from Shaykh Mohamed Almasmari, Imam at the Muslim Unity Center, who was excited to hear of Ryan’s passion for interfaith events.
• Katie R. heard back from at least half a dozen 9th grade teachers at BHHS regarding teacher intervention for LGBT discrimination.
• Aria H. got a reply email from Mr. Boyle, BHS Director of Equity Services, who said he will take her suggestion for a school swap day to the next Global Champions Meeting.
• Michael Z. met with Mrs. Hall (BHHS Associate Principal) regarding posters he would like to hang in the building that promote awareness of the counseling department staff.
• Timothy R. got an email from F. Thomas Lewand, Group Executive for Jobs and Economic Growth for the City of Detroit, who wrote to Timothy about a drone company whose headquarters are being considered for Detroit.

I could go on and on. It has been a pleasure working with these students all year, but most rewarding to see them actively involved in making our world a better place. What a way to end a year!

English-Science Interdisciplinary Unit in Genetics

For several weeks students have been learning about genetics in biology.  One of the main topics included predictions of offspring in both their genotype (genetic coding) and physical appearance. Students used Punnett squares and pedigrees as a method to predict the probability of having offspring with a certain trait. This week we are studying the DNA molecule and the process of replicating it into all of the cells that make up our bodies!

strawberry DNA

One of the highlights was extracting DNA from a strawberry, as shown by a lab group (left).  The DNA is the white stringy stuff suspended in the rubbing alcohol. The red layer at the bottom was the strawberry slurry.

Students began by brainstorming questions

Another interesting aspect of the genetics unit was that a portion of it was integrated into the English classes.  The focus of the content was on how foods are genetically modified, but also covered examples of genetically modified animals (such as mosquitoes) and a bit of the ethics behind genetic modification in humans.

In biology students learned about the scientific process of genetically modifying an organism, evaluated the benefits and consequences to society and the environment, and inquired about the bioethics of the products of this process. Several articles about genetically modified organisms were read during English class to practice annotating nonfiction texts, identifying persuasive language and finding evidence to support an argument.

Students match scientific evidence to various viewpoints

Students were engaged in thinking about the different viewpoints of people who are impacted through genetic modification, such as farmers, consumers and environmentalists.

The assessment for this portion of the genetics unit was an essay that was graded by both English and biology teachers. We are excited to see how the students view genetically modified organisms and the evidence that supports their ideas!