biology assignment first page

MS Word Cover Page Templates

Download, personalize & print, biology assignment cover pages.

Posted By: admin 07/11/2018

When it comes to getting good grades in an assignment the impression is the primary thing that matters. Although you can do a lot more to make an attractive cover page for your biology assignment, you need to give extra attention when you want a good first impression of you.

It should always be kept in mind that the assignment cover page is the first page that the teacher sees before checking the content of the assignment. In other words, the teacher gets a clear picture of the assignment through its cover page.

A student makes a communication with the teacher through the cover page. Therefore, it should include all the details necessary for a communication such as the title of the assignment, subject name, name of student, roll number and an attractive picture based on the title of the assignment.

Many students think that the cover page is the part of the assignment on which the student should spend the least time. However, this is not true. The cover page of the assignment should be given as much importance as the rest of the assignment. However, the student should not compromise on the quality of the assignment’s content.

How to make biology assignment cover page?

If you want to make an attractive cover page, you should know the format. The title of the page should cover the one-third of the page. The heading itself is self-explanatory and no abbreviation or short form should be used in heading.

Some of the important components of the cover page are:

• The full name of the student is recommended to write on the cover page
• The topic of the assignment should be clear and easy to understand. It should be well corresponding to the main idea of the assignment.
• The name of the teacher should be mentioned on the right bottom of the page.
• The name of the institute where the assignment will be presented should be mentioned.
• The academic details of the student such as current year, semester number, subject name and a lot more should also be written on the biology assignment cover page.

The first cover page shown here is nice, well balanced, and elegantly designed. It has a sophisticated look that an assignment cover page should have. The pictorial representation of DNA and cell represents the subject, hence easy to grab the idea behind it. The heading and title of the assignment can be placed in white portion so that it is focused easily.

Cover page format: MS Word 2007 | 2010 | 2013 File Size: 2.5 MB License: [Only for personal use] Download

This cover page has shades of blue with a background picture of a cell, as related to the subject. The blue strokes are giving a fine look providing enough space for the title of the subject, heading of the assignment, and names of the student and teacher. The overall appeal of the cover page is bright and attractive. The writer of the assignment can give a good impression by using this cover page.

Cover page format: MS Word 2007 | 2010 | 2013 File Size: 6 MB License: [Only for personal use] Download

The cover page shown here is classy and different from the usual. An exclusive look and bright color combination make it both pleasing and catchy for the reader. The dotted line border adds more grace to the cover page making it more sophisticated and well defined. The top border is for the heading of the assignment while the bottom border is for short introduction or main important points regarding the assignment. Overall it has a smart look that makes it a must-go-to cover page for the student.

Cover page format: MS Word 2007 | 2010 | 2013 File Size: 2 MB License: [Only for personal use] Download

The fourth cover page shown here has a unique combination of blue and green giving it a conventional look of an assignment. The anatomical figure on the left corner goes in relevance with the biology assignment. The details about the assignment, it’s heading, the title of the subject, whom it is submitted to and its brief abstract is provided in the middle portion that is easy to grab the attention of the reader.

This is another classy and exclusive sort of cover page that has distinct shades of red, a dotted line border, to make it look more professional. The background showing anatomical figures represents that the assignment belongs to biology. The lighter background enhances the font and has enough room to mention the title of the assignment, it’s heading, the name of the student and teacher. This cover page poses a smart elegant look and hence makes it a good choice for the student.

Cover page format: MS Word 2007 | 2010 | 2013 File Size: 4 MB License: [Only for personal use] Download

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Biology Worksheets, Notes, and Quizzes (PDF and PNG)

This is a collection of free biology worksheets, notes, handouts, slides, study guides and quizzes. Most content targets high school, AP biology, genetics, anatomy/physiology, immunology, and biology 101 and 102 in college. There is also biochemistry and physics for biologists. However, some resources are at the grade school and middle school level.

The files are PDF, PNG, JPG, and formats using Google Apps for Google Classroom. Most of the time, these formats are interchangeable. So, if you see something you like, but want a different format, just let us know. Print these resources, make transparencies and slides, etc.

In the interest of quick load time, not all of the images are shown. If you’d rather see them all, just contact us!

Biochemistry

[ Google apps worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]

Enzymes Definitions

[ Google Slides worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]

• 20 Amino Acids [ PNG ][ PDF ]
• Amino Acid Side Chains [ PNG ][ PDF ]
• Identifying Type of Biological Macromolecules [ Google Slides worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]
• Disaccharide Examples [ PNG ]
• Products of Photosynthesis [ JPG ]
• Anabolism vs Catabolism [ PNG ]
• 3 Parts of a Nucleotide [ PNG ]
• Fermentation Definition and Examples [ PNG ]

General and Cell Biology

Organelles and Their Functions

Parts of a Plant Cell

Label Parts of a Chloroplast

[ Google Apps worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]

Label Parts of a Mitochondria

Label the Animal Cell

[ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Prokaryotes vs Eukaryotes Worksheet

Steps of the Cell Cycle

Steps of Mitosis

Membrane Transport Terms and Definitions

Membrane Transport Worksheet #2

The Plasma Membrane

Label a Bacterial Cell

• Label a Bacteriophage [ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
• Evidence of Evolution Worksheet [ Google Apps worksheet ][ Worksheet PDF ][ Worksheet PNG ][ Answers PNG ]
• Evolutionary Processes Worksheet [ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
• Major Receptor Families [ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]
• Label a Bacterial Cell Membrane ( E. coli ) [ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Anatomy and Physiology

These worksheets are only a portion of the available anatomy and physiology worksheets. Human anatomy and physiology worksheets have their own section.

Label the Heart

Label the Eye

[ Google Apps worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ]

Types of Blood Cells

[ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Label the Muscles

[ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Label the Ear

[ Google Apps worksheet ][ Worksheet PDF ][ Worksheet PNG ][ Answers PNG ]

Label the Lungs

Label the Kidney

Label the Liver

Label the Large Intestine

Label the Stomach

[ Google Apps worksheet ] [Worksheet PDF ][ Worksheet PNG ][ Answers PNG ]

External Nose Anatomy

[ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ][ Answers PNG ]

Parts of the Nose

Label Bones of the Skeleton

Label the Lymph Node

Label the Parts of the Brain

Label the Lobes of the Brain

Brain Anatomical Sections

Arteries of the Brain

Label the Pancreas

Label the Spleen

Label the Digestive System

Label the Respiratory System

Parts of a Neuron

Label the Lips

Label the Skin

Label the Circulatory System

The Urinary Tract

[ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ][ Answer Key PNG ]

The Bladder

• The Female Reproductive System [ worksheet PDF ][ worksheet Google Apps ][ worksheet PNG ][ answers PNG ]

Parts of a Flower

Label the Orchid Plant

[ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ] [Answer Key PNG ]

Parts of an Orchid Flower

Parts of a Monocot Seed

Parts of a Fern

Parts of a Tree Trunk

Parts of a Tree

[ worksheet PDF ][ worksheet Google Apps ][ worksheet PNG ][ answers PNG ]

Parts of a Mushroom

Label the Shark

Label the Fish

Parts of a Bird

Bird Anatomy

Frog Life Cycle

Parts of a Mosquito (Insect)

Bones of the T. rex Skull

[ worksheets PDF ][ worksheet Google Slides ][ worksheet PNG ][ answers PNG ]

Holes of the T. rex Skull

• Label the T. rex Skeleton [ worksheets PDF ][ worksheet Google Slides ][ worksheet PNG ][ answers PNG ]
• Label Human Teeth [ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ][ Answer Key PNG ]
• Monocot vs Dicot Seeds [ worksheet PDF ][ worksheet Google Slides ][ worksheet PNG ][ answers PNG ]
• Label the Moss [ worksheet PDF ][ worksheet Google Slides ][ worksheet PNG ][ answers PNG ]
• Diagram of the Human Eye [ JPG ]

Use a completed worksheet as a study guide.

Cells of the Immune System

Immune Cell Functions

[ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG #1][ answers PNG #1][ worksheet PNG #2][ answers PNG #2]

Methods to Study Virus Structures

[ worksheet Google Slide ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Icosahedral Virus Capsids

Human DNA Viruses

Human RNA Viruses

This is selection of worksheets relating to DNA, RNA, transcription, translation, genetic crosses, plasmid mapping, etc. See the full collection of genetics worksheets if you’re don’t see what you need.

DNA Replication

Types of Mutations

Monohybrid Cross Worksheet #1

Monohybrid Cross Worksheet #2

Monohybrid Cross Worksheet #3

Monohybrid Cross #4 – Multiple Alleles

• Monohybrid Cross Worksheet #5: Multiple Alleles [ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Monohybrid Cross #6 – Sex-Linked Inheritance

Monohybrid Cross #7 – Sex-Linked Inheritance

Dihybrid Cross Worksheet #1

Dihybrid Cross Worksheet #2

Dihybrid Cross Worksheet #3

Dihybrid Cross Worksheet #4

Dihybrid Cross #5 – Epistasis

Dihybrid Cross #6 – Epistasis

Incomplete Dominance Worksheet #1

Incomplete Dominance Worksheet #2

Natural Selection Worksheet

Convergent vs Divergent Evolution Worksheet

Intro to Pedigrees Worksheet #1

Pedigrees/Genealogy Worksheet #2

Pedigrees/Genealogy Worksheet #3 – X-Linked Dominant Traits

Pedigrees/Genealogy Worksheet #4 – X-Linked Recessive Traits

Pedigrees/Genealogy Worksheet #5 – Autosomal Dominant Traits

Pedigrees/Genealogy Worksheet #6 – Autosomal Recessive Traits

Pedigrees/Genealogy Worksheet #7 – Comprehension Skills

Pedigrees/Genealogy Worksheet #8 – Identifying Inheritance Patterns

Autosomal vs Sex-Linked Inheritance

Plasmid Mapping

• Genotype vs Phenotype [ PNG ]
• Genetic Codon Chart [ PNG ][ PDF ]
• RNA vs DNA [ JPG ]

Use labelled diagrams as study guides.

Ecosystems Worksheet

Levels of Organization (Ecosystem)

Primary Succession

Secondary Succession

Label the Insect

Label the Bee

Chicken Life Cycle (Basic)

Bird Life Cycle (Basic)

Butterfly Life Cycle

• Biotic and Abiotic Factors [ worksheet PDF ][ worksheet Google Apps ][ worksheet PNG ][ answers PNG ]
• Kingdoms of Life Graphic [ PNG ]
• Autotroph vs Heterotroph Graphic [ PNG ]
• Commensalism Definition and Examples [ PNG ]
• Difference Between Butterflies and Moths [ JPG ]
• Difference Between Bugs and Insects [ PNG ]

Parasitology

Schistosome Life Cycle

Schistosome Anatomy

• Giardia Life Cycle [ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Physical Science for Biology

There is also an entire section devoted to physical science worksheets and study guides.

• Adhesion vs Cohesion Graphic [ PNG ]
• What Is Entropy? [ PNG ]
• Freezing Point of Water [ PNG ]

Biology Labs

• How to Extract DNA From a Banana [ PNG ]

Biology Word Search Puzzles

• DNA Replication Word Search
• Gel Electrophoresis Word Search
• Citrus Fruits
• General Biology Word Search Puzzle [ PNG ]
• Life Science Word Search [ PNG ][ PDF ]
• Cell Biology Word Search [ PNG ][ PDF ]
• Amino Acid Word Search [ PNG ][ PDF ]
• Biome Word Search [ PNG ][ PDF ]
• Environmental Science Word Search [ PNG ][ PDF ]
• Photosynthesis Word Search [ PNG ]
• Human Skeleton Bones Word Search [ PNG ]
• Dinosaur Word Search [ PNG ][ PDF ]
• Different Dinosaur Word Search [ PNG ][ PDF ]
• Wild Cats Word Search [ PNG ][ PDF ]
• Shark Word Search [ PNG ]
• Trees Word Search [ PNG ][ PDF ]
• Flowers Word Search [ PNG ][ PDF ]
• Butterfly Word Search [ PNG ][ PDF ]
• Genetics Word Search [ PNG ][ PDF ]

Miscellaneous Biology Notes and Resouces

• How Long Can Germs Live on Surfaces? [ PNG ]
• 10 Radioactive Foods [ PNG ]
• Examples of Organic Compounds [ PNG ]

Biology Notes Terms of Use

You are welcome to print these resources for personal or classroom use. They may be used as handouts or posters. They may  not  be posted elsewhere online, sold, or used on products for sale.

This page doesn’t include all of the assets on the Science Notes site. If there’s a table or worksheet you need but don’t see, just let us know.

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Free Cover Page templates

Create impressive cover pages for your assignments and projects online in just a click. choose from hundreds of free templates and customize them with edit.org..

Create impressive cover pages in a few minutes with Edit.org, and give your projects and assignments a professional and unique touch. A well-designed title page or project front page can positively impact your professor's opinion of your homework, which can improve your final grade!

Create a personalized report cover page

After writing the whole report, dissertation, or paper, which is the hardest part, you should now create a cover page that suits the rest of the project. Part of the grade for your work depends on the first impression of the teacher who corrects it.

We know not everyone is a professional designer, and that's why Edit.org wants to help you. Having a professional title page can give the impression you've put a great deal of time and effort into your assignment, as well as the impression you take the subject very seriously. Thanks to Edit.org, everyone can become a professional designer. This way, you'll only have to worry about doing a great job on your assignment.

On the editor, you will also find free resume templates  and other educational and professional designs.

Customize an essay cover page with Edit.org

• Go to formats on the home page and choose Cover pages.
• Choose the template that best suits the project.
• You can add your images or change the template background color.
• Add your report information and change the font type and colors if needed.
• Save and download it. The cover page is ready to make your work shine!

Free editable templates for title pages

As you can see, it's simple to create cover pages for schoolwork and it won’t take much time. We recommend using the same colors on the cover as the ones you used for your essay titles to create a cohesive design. It’s also crucial to add the name and logo of the institution for which you are doing the essay. A visually attractive project is likely to be graded very well, so taking care of the small details will make your work look professional.

On Edit.org, you can also reuse all your designs and adapt them to different projects. Thanks to the users' internal memory, you can access and edit old templates anytime and anywhere.

Take a look at other options we propose on the site. Edit.org helps design flyers, business cards, and other designs useful in the workplace. The platform was created so you don't need to have previous design knowledge to achieve a spectacular cover page! Start your cover page design now.

Create online Cover Pages for printing

You can enter our free graphic editor from your phone, tablet or computer. The process is 100% online, fun and intuitive. Just click on what you want to modify. Customize your cover page quickly and easily. You don't need any design skills. No Photoshop skills. Just choose a template from this article or from the final waterfall and customize it to your liking. Writing first and last names, numbers, additional information or texts will be as easy as writing in a Word document.

Free templates for assignment cover page design

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Biology library

Welcome to the biology library, unit 1: intro to biology, unit 2: chemistry of life, unit 3: water, acids, and bases, unit 4: properties of carbon, unit 5: macromolecules, unit 6: elements of life, unit 7: energy and enzymes, unit 8: structure of a cell, unit 9: more about cells, unit 10: membranes and transport, unit 11: more about membranes, unit 12: cellular respiration, unit 13: photosynthesis, unit 14: cell signaling, unit 15: cell division, unit 16: classical and molecular genetics, unit 17: dna as the genetic material, unit 18: central dogma (dna to rna to protein), unit 19: gene regulation, unit 20: biotechnology, unit 21: more molecular biology, unit 22: developmental biology, unit 23: bacteria and archaea, unit 24: viruses, unit 25: evolution and the tree of life, unit 26: more about evolution and natural selection, unit 27: history of life on earth, unit 28: ecology, unit 29: more about ecology, unit 30: biodiversity and conservation, unit 31: behavioral biology, unit 32: principles of physiology, unit 33: human biology, unit 34: plant biology, unit 35: ap free response worked examples, unit 36: crash course: biology and ecology, unit 37: meet the biology professional.

Faculty Resources

Assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Sample completed assignments are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

This course provides 10 prompts and grading rubrics for written assignments, designed to align with course outcomes. You can view them by clicking on the assignment links in course modules.

If you import this course into your learning management (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool. You can view them below or throughout the course.

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1.7: Assignment- Visualizing Taxonomy

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Open Pedagogy Assignments are assignments in which students use their agency and creativity to create knowledge artifacts that can support their own learning, their classmates’ learning, and the learning of students around the world. (See this peer-reviewed article for more details.) The assignment on this page is aligned to a learning outcome of Biology for Non-Majors I and we’ve identified the module where the reading appears. The assignment can be created with basic web and computing tools, a cell phone camera or any video recording device, Google or Word documents, and your learning management system.

Learning Objectives

• Explain how relationships are indicated by the binomial naming system

In the introductory module on defining biology and applying its principles, we provide a general overview of how and why biologists study life. For this assignment, you are going to reflect upon how biologists organize and classify the different forms of life so that we can better understand them.

The product of your work may help future students to learn about some of the most difficult concepts in the course. Thus, think of your audience as friends who are taking Biology for Nonmajors in the next term. Your objective is to help them understand the classification systems that biologists use by visualizing the concept.

First , choose an organism to identify using biological taxonomy. This can be any plant or animal that you find interesting, peculiar, or from your experience. Think again about the future students who may be seeing your visualization: can you select an organism from your local environment or that has particular meaning from students that attend your institution?

Second , identify the scientific name in binomial nomenclature of the organism, as well as the series of classifications that make up the taxonomic hierarchy for your organism. According to the system proposed by Carl Linnaeus there are eight taxons, listed here from the broadest to the most specific:

Third , how would you visualize this organism’s taxonomy? Someone viewing the visualization should be able to understand hierarchical or nested relationships of the taxonomic groupings. You can use any means you wish to make your original visualization: draw, collage, digital illustration, video, slideshow, and so on. A successful visualization will include clear and accurate labels.

Lastly , share the visualization with your instructor. After grading and with your permission, your visualization may appear in future sections of the course to improve other students’ learning!

A Note To Teachers: The first time your students complete this assignment, choose the best ones, and ask students for permission to include them in future sections. Just post the visualizations in the appropriate module in the LMS. The idea is to have students generate content that other students can learn from in this assignment.

Browse Course Material

Course info, instructors.

• Dr. Claudette Gardel
• Prof. Eric Lander
• Prof. Robert Weinberg
• Prof. Andrew Chess

Departments

As taught in, learning resource types, introduction to biology, assignments.

You are leaving MIT OpenCourseWare

Easy Peasy All-in-One Homeschool

A complete, free online christian homeschool curriculum for your family and mine, science — biology.

Levels 1 – 4 (1st through 4th)

Levels 5 – 8 (5th through 8th)

Found a problem? Check here .

Course Description:  Students will explore two branches of biology: human anatomy and plant life. Students will learn about the body systems and conduct experiments to further their understanding. A study of plants will include their structure, reproduction, and types. Soil, biomes and underwater plants are some of the special topics covered. Students will use textbooks, videos and online learning materials. Experiments and nature observations will enhance their learning and understanding. Students will have the opportunity to present their experimental findings to an audience.

Reading List :   (selections of the following titles)

Levels 1-4   The First Book of Plants , Dickinson;  Elementary Life Science , Mr. Q

Levels 5-8   Real Things in Nature , Holden;  Life Science for Middle School, Wilkin

• Basic Supplies
• Biology 1-4
• Biology 5-8

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

• If you didn’t get here through My EP Assignments , I suggest you go there and create an account.
• 1 – 4 Print
• 1 – 4 buy
• 5 – 8 print
• 5 – 8 buy

I want to teach you something about science. Science is a collection of observations about the world. When something has been observed enough, it becomes scientific law. That means that scientists say that what they have observed will always be true. It is stated as fact.  But even these “laws” have been broken at times when all of a sudden, something different is observed. It was previously believed that the atom was the smallest thing in the universe. It was called fact. Then someone figured out how to split an atom. The point is that science only really tells us what has been observed. It doesn’t prove truth. It just states what is observed and measured in the world around us. Why am I making sure you understand this? Because who was there to observe the creation of the universe? God alone. Science can’t prove anything about the creation of the world because it can make no observations about it. It takes what it observes in the world today and makes hypotheses, guesses, about the creation of the world. Until pretty recently most Western scientists were Christians. Never let anyone make you feel stupid for believing God created the world. Many scientists that you read about in history believed in a Creator, and they were some of the smartest people that have ever lived. The Bible contains all truth. You never have to be afraid to believe the truth in the Bible. There may seem to be things that couldn’t possibly be true. For example, scientists have determined that stars are billions of light years away. That means that in order for us to see a star’s light, that light would have had to be traveling for billions of years to reach us. Well, a Christian mathematician and scientist has shown how it could appear that way and still only be less than ten thousand years away. No one has yet been able to dispute the math he used to show it. Here’s an article about it that your parents might be interested in. One method science uses to try and observe the age of something is carbon dating. There are some who say carbon dating shows that there are bones which are millions of years old. Here are  two articles  that talk about how  carbon dating  isn’t accurate. These are articles for adults. You don’t have to read them. The first is much easier to read than the second, but if you or your parents are interested, please go ahead and read them. I just want to show you that there are scientists that believe the earth is young. I personally know a scientist, a physicist with a PhD, who has studied the topic and believes the earth to be less than 10,000 years old. It’s not silly to believe it. It  is  silly to let someone change your mind with “facts” that aren’t proven true. Remember this: Scientists themselves don’t agree on things! Anytime you hear someone say, “All scientists say that…” you can be sure it isn’t true. It’s propaganda to try and get you to believe something. Don’t be afraid to believe the Bible. It will always prove to be true in the end. God is Truth and cannot lie! You can trust His Word.

• Explain to someone what science is and why it can’t tell us what happened at the beginning of time.
• This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.
• Read  chapter 1 . ( PARENTS : EP uses this resources through out the course. Just read the chapter or the pages that are assigned each time. You do not need to print this. There are 4 pages to read. Do not do the activity pages that you’ll see after the reading.)
• *Print out this page and answer the questions . ( Answers ) ( PARENTS : please check the answers using a separate/different browser from the one your child uses for school.
• Read the activity on page 30 . This is page 36 of the PDF. Make a living and non-living bag and ask others in your family to feel and guess. You tell them whether they are right or not.
• Read the first chapter on  Characteristics of Living Organisms . Before you can use this site, you will need to register. Ask a parent to help you create a username and password. This is a site where you can use your “junk” email and password. Make sure you tell the site to remember you.
• Our book does not teach that God created the world in six days. It will speak of millions of years. You aren’t expected to take that as fact. You won’t be learning about this, but it mentions evolution, the hypothesis that all living things came from a single-cell organism that mutated and changed and developed into something else. That’s why people call primates our ancestors. They say they changed little by little until they became human. It takes a lot more faith to believe amazing things like DNA and the human eye were made by accident than to believe our incredible world was designed. I call it a hypothesis because it has never been observed happening and therefore cannot be called scientific theory, let alone fact.
• Watch the video on the introduction to the characteristics of life . You can also watch this cell video . You can jump 40 seconds into it. You don’t need to know all these words, but it’s kind of fascinating watching it all work. It can give you some images in your mind for when you are learning about these things.
• Answer the review questions 1-5. That’s where you stop reading.
• STUDY TIP: Go to the end and read the questions first. That way you can be looking for the answers while you read. It will make it easier for you if you will just take an extra minute to look at the questions before the reading.
• Check your answers  when you are done.
• We will learn about cells later, but you should know that cells are your body’s building blocks. Everything in your body is made up of cells.
• Read about skin on pages 3-5 (just the top part until the picture). On the PDF it would be pages 244-246. ( Remember, you are just reading what is assigned here. Don’t print this. Don’t read more than you need to. Don’t do any of the activity pages.)
• Why do you sweat when you are hot?
• Look at your skin with a magnifying glass. Make observations. (If you have a microscope, you can rub some skin off of you and look at it with your microscope.) Here’s an image of skin under a  microscope .
• We’ll learn about cells later, but you should remember that everything in your body is made up of cells. Each cell is about 70% water, so what atoms do you know are present in your cells? (answer: hydrogen and oxygen –H20 )
• Read about skin . Before you can use this site, you will need to register. Ask a parent to help you  create a username and password. This is a site where you can use your “junk” email and password. Make sure you tell the site to remember you.
• Answer review questions 1-7.
• Check your answers .
• Watch this skin lesson .
• What makes skin an organ?
• Look at these images of skin and make observations .
• Get big paper, or tape together white paper. Put all the tape on the back. You need one piece of paper big enough for you to lie down on.
• Have someone trace your body onto the paper.
• This is the beginning of a project you will work on as you learn about the body.  Put it somewhere so you can add to it when you are instructed to do so.
• *Print this skin diagram .
• Label the skin.  Here’s an  image to help. ( Answers ) *PARENTS: please check the answers using a separate/different browser from the one your child uses for school.
• Read page 5-8 . This section is on muscles.
• Start where you left off and read up to the beginning of the bone section.
•  Read the section on The Muscular System .
• Answer review questions 1-6.
• Watch this muscle video .
• Add biceps and quadriceps ( close up image ) in your body drawing. Just color them in on one side and label them.
• Now bend and stretch your arms and legs. Do you feel your biceps and quadriceps moving? Picture what they are doing. Describe to someone what they are doing.
• You can work them out with this one small part of this video . It will tell you what muscles you are using! The last one is deltoid. You can stop once you are in the house. 🙂
• Label the muscles . You may not know all the muscles. That’s okay! Learn from it and try it again. See if you can beat your first score.
• Read the section on bones, pages 8-10 . In the document it’s the very end of pages 249 -251.
• Draw the  tibia and fibula  on your body picture. Use the same side as where you drew the muscles.
• Draw the  radius and ulna  on your body picture. Use the same side as where you drew the muscles.
• Do you know what your funny bone is? Can you figure out why they call it that? Look at the arm drawing again.
• (You should have registered for a free account with this website when you did your reading in Lesson 2.)
• Answer the review questions.
• Watch this movie about the skeletal system .
• Take the quiz .
• Take a look at this skeleton .
• You will need a laptop, chromebook, or desktop computer for EP. Not all links will work on mobile devices. If you are using a mobile device, this activity will send you to their paid app. You may be able to set your browser to Desktop Mode to try to bypass that.  Directions here . 
• Take the tour of the skeletal system . The list of names is the bones in the highlighted part of the skeleton. Click on other parts of the skeleton to see more bones up close.
• Read about bone marrow . Tell someone what bone marrow is.
• Watch this video on joints .
• Then take the quiz .
• Do the Hollow Strength activity.
• Look  inside a bone  (scroll down to the slideshow). Bones, the hard white stuff you see in x-rays, are hollow, but there is stuff inside the hollow part. The inside is soft like a sponge.
• Watch this video on bone structure . Click the box shape in the bottom right corner to make it full screen.
• Look at this  skeleton .
• *Print and label this skeleton . ( Answers )
• *Print these pages  and complete them. ( Answers )
• These are based on what you’ve been learning . When it mentions the chapter you’ve read, it’s not something you were supposed to read today.
• Let’s see what you remember !
• Today you are going to start reading about your  Digestive System .
• Read from the beginning of this chapter through the paragraph after “Why Doesn’t It Do That?” Don’t read yet about the intestines.
• Read some more about it. STOP at “22 feet isn’t small at all.”
• Add an  esophagus and  stomach  to your wall body. See what they look like and where they go.
• Read the Food and Nutrients  chapter.
• Stop at the review questions and answer them.
• Read the rest of the chapter .
• Take a look again inside . Here are the kidneys . Here’s another picture .
• Add  intestines  and  kidneys  to your wall body.
• Read the Digestive System chapter. (Just read; don’t worry about the video.)
• Check your  answers .
• *Do the matching activity . ( Answers )
• Watch a movie on the digestive system .
• *Label the digestive system . ( Answers )
• Can you fill out the crossword puzzle ?
• Read up until the liver.
• Do the Day Three activity .
• Record the experiment.
• Tell someone what you’ve learned about your digestive system.
• Read the rest of the chapter . Stop at the fill in the blanks page.
• *Print out this page and fill in the blanks of the story. ( Answers )
• Do the Day Two activity. Read the explanation. You are learning about bile chasing down and surrounding fat!
• You can see a  video of a very similar experiment here (in case you don’t have food coloring). The only difference is that the paper says to spread out the drops and he puts them close together.
• Complete a crossword puzzle to see what you remember.
• Look at this updated food pyramid that encourages more equal portions of different groups.
• Talk to someone about the food pyramid.
• Add a mouth and tongue to your wall body.
• *Print out and complete this word find . ( Answers )
• Write the story of a doughnut being eaten and digested. You can write it as the doughnut speaking. OR, draw a diagram of its route and add labels telling what happens at each point.

  Lesson 17  

• Do the  chewing experiment .
• *Fill in this chewing experiment  worksheet.
• Put together the  digestive system jigsaw . You can do fewer pieces if you like by changing the 12 to 6 (over on the right).
• Watch the video .
• *Print out this page . Do you know what you are looking at? Color it in and try and make a key for what color is which part.
• You can use  this page  to check.  Note: It calls the large intestines the “colon.”
• See what you remember about the integumentary system.
• *Do the skin word find . ( Answers )
• Write or tell the story of a piece of food. What happens to it? (It first is bitten and chewed and mixed with saliva. Then what happens? Then what?)
• What do you remember ?
• *What do you know?  Fill in the muscles . ( Answers )
• Can you do the  muscle quiz ?
• Can you do the  skeleton quiz ?  Do you remember?
• Skeletal System Quiz – Learn as you go!
• Can you put the skeleton together ?
•  Read the first three pages about the heart. Stop at the top of the third page where it asks “Why does my heart beat faster…?”
• Draw a heart on your wall body. You can go here  in order to see what it looks like and here to see where it is in your body.
• Put your hand on your chest. Can you feel your heart beating? Now jump up and down a lot until you are tired out. Now try and feel your heart beating. Can you?
• Watch this video on circulation .
• Start reading where you stopped yesterday . Read to the end of page 258.
• Add veins and arteries on the wall body from the heart to the empty arm.
• To see veins in the body go here . You will be looking at the   circulatory  system, or how the blood moves around the body. Notice how the veins get smaller as they move away from the heart. Why? Think about highways and then roads off of highways and then roads off of those roads. Why do they get smaller?
• Watch a  movie on circulation.
• Take the  quiz .
• Find someone to ask you the questions on page 326 . Go over the definitions on page 325.
• Read this article on the heart .
• Read through all the pages.
• Take your pulse resting and then after running around. Compare the two. Record them.
• Watch a movie about the heart .
• *Complete this worksheet . ( Answers )
• You can see the heart in action (just a drawing). Wait, it will animate and show the path.
• *Print out and label the heart . ( Answers )
• *Complete this worksheet . ( Answers )
• Read the section on Blood .
• Answer the questions at the end of the section.
• *Complete the worksheet .
• Complete the crossword puzzle .
• Read about arteries and veins .
• Read the Overview of the Cardiovascular System .
• Answer the questions.
• *Do the circulatory system word search . ( Answers )
• Memory check !
• Make sure you check your answers and go back and look at what you got wrong and learn the right answer.
• You can try putting a toothpick in a little lump of clay and resting it on your wrist and look for the toothpick to move to count the pulses.
• Reset the timer for 15 seconds . Start counting after you click on “Start.” Stop counting when you hear the beeps. Make sure your sound is turned on.
• Multiply the number you counted by four. That’s your beats per minute.
• Compare the number you got with the average for your age . (Scroll down.)
• Check what you remember !
• Color in the muscles you use when you are stirring a bowl of thick gooey dough.
• Color in the muscles you use when you walk up the stairs.
• Color in the muscles you use when you turn your head side to side.
• Color in the muscles you use when walk. Walk around and think about every muscle you are using. Are you swinging your arms?
• *Print this human body outline . Fill in as much as you can. Draw lines and labels.
• Read 258-260 about lungs .
• Add lungs to your wall body. You can go here to see where the lungs go.
• Read the chapter on the respiratory system . Answer the review questions.
• Read about the word “ inhale .”
• Read about your bronchial tubes .
• Here’s a little video about air pressure and the lungs . When our ribs open up to let in air, air pressure pushes the air into our lungs. When our muscles contract, it puts the pressure on to push the air back out.
• Show your model and explain what the different parts represent.
• Watch this video about our respiratory system .
• Watch this quick video for a little more on inspiration  and the motion that allows our breathing to occur.
• Build a model of the lungs. Watch the video . (You can do this together with an L student.)
• Demonstrate your model and explain it.
• Watch a movie about the respiratory system .
• Make sure diaphragm and bronchial tubes are on your wall body.
• Watch the movie  about the respiratory system.
• *Label the lungs . ( Answers )
• Read this  article  on the respiratory system.  STOP at “Time for Talk”. ( Alternate link )
• Label the respiratory system .
•  See what you remember .
• Learn how vocal sounds are produced. Interested? Click here for more .
• *Do the lungs word search . ( Answers )
• Define the words as you find them. What do they refer to?
• Label the muscles .
• Watch this short movie on the urinary system .
• Read about it.
• Take a quiz on the urinary system . (Answer correction note:  The correct answer to question 4 is B. )
• Read the section on the excretory system .
• *Complete the word search . ( Answers )
• Add the bladder to your wall body. You can connect it with a ureter if you like. Label the parts.
• See what you remember !
• Can you complete the crossword puzzle ?
• Read pages 234-236 about the brain.
• Read this definition page .
• Explain to someone what your nervous system controls.
• Read this article .
• Then you can watch this movie .
•  Read pages 237-238 .
• *Print out this page and complete it. ( Answers )
• Today read the chapter on the nervous system . (Don’t worry about the video on that page.)
• Check your  answers .
• Add your name and date and give your paper to a parent to put in your portfolio.
• Take the tour of the brain . Scroll down through the page (continue past where it asks for your info, ignore that and click X to close anything open when you first come to the page). Where there are boxes of words, click on them to change the picture. Pay attention.
• *Can you fill in the blanks on this nerve picture? ( Answers )
• Read this definition page  on the cerebral cortex.
• Read this definition page on the cerebellum .
• *Print out this brain .
• Cut out the parts of the brain and try and put it back together. Let others in your family try.
• Here are some other diagrams.
• *Label the parts of this brain . ( Answers )
• Frontal Lobe – decision making, creativity (art, music), ideas
• Temporal Lobe – smell, hearing, understanding facial expressions, speech including rhythm and intonation
• Occipital Lobe – controls the left eye
• Parietal Lobe – 3D understanding, including body/space awareness
• Sensory Cortex – most of your body on the left side (legs, arms, mouth, etc.)
• Motor Cortex – controls movement on the left side of your body
• Pre-Motor Area – plans your moves
• Occipital Lobe, Parietal Lobe, Sensory Cortex, Pre-Motor Area, Motor Cortex are all the same except for controlling the right side of the body.
• Temporal Lobe – is the same but has an area specifically for understanding sentences.
• Frontal Lobe – Logic side of the brain, forms sentences, names things, tells time, interprets symbols, decides, computes, analyzes, finds patterns, orders

• Study your hat and put it on.
• Have someone quiz you where you do different things, like speech, and you try and point to that part on your “brain.”
• Read “ Why Does My Foot Fall Asleep ?”
• Try this quiz . It’s okay if you don’t know them all. Maybe you’ll learn something new.
• Explain to someone why limbs fall asleep sometimes.
• See what you remember .  If you get something wrong, learn from it. You haven’t read the book these questions are from, so it’s okay to get something wrong, but learn from your mistake!
• Add the brain and spinal cord and nerves down the empty leg on your wall body.
• Choose a craft.
• You can use the image in the link above to help you draw it. You don’t have to use colored paper.
• If you really think your child can’t free form it (it doesn’t have to be perfect), they can color and cut and paste using this picture .)
• Spinal cord — Materials : egg carton, thimble, needle and thread, dry wagon wheel pasta (or Honeycomb cereal). Cut out egg carton sections (they probably need help with this). These will be your vertebrae. The wagon wheel pasta is like your spinal column. String them together with a dry wagon wheel pasta in between each “vertebra.” You don’t have to use noodles, but it shows how the spinal cord is connected and can bend in every direction.
• Read about memory . Click to turn the page until the article is finished.
• Try this memory experiment . Read page 8.
• *Print this data chart  to use along with the experiment.
• Read this comic book about the brain .
• Take the reaction time test . How quick does your brain respond?
• Here’s a brain game for the whole family. Can you figure any out?
•  Brain games…test your brain…what an amazing thing your brain is!
• hit the dot
• short term memory
• face recognition
• Read about vision in the first part of this chapter.
• Add eyes to your body. Label the pupils.
• Explain to someone what the retina does, as well as the eyelids, eyebrows and eyelashes.
•  Read about eyes and vision .
• Here’s a video on how the brain works with our eyes to enable us to see.
• Now find those parts on the diagram you first looked at.
• Do the experiment on page 285. (Move your hand out of your line of sight and then place it down.)
• (*) Write up your experiment.  You can use an experiment worksheet if you want.
• Learn about eye anatomy . Read about each part and find it on the diagram.
• If you can stomach it, you can watch a cow’s eye dissection .
• It worked. Look straight ahead holding it as described and then swing just a little ways right and left until you can see a whole picture of what’s in front of you.
• You can test your peripheral vision (how far you can see to the side when looking forward) by sticking a push pin or pencil into the middle of a long piece cardboard. Put it all the way on one side of the width near the edge, but in the middle lengthwise. Have someone take a marker and slowly drag it along the edge of the cardboard one direction until you can’t see it any more while looking directly at the push pin. Have them mark the spot. Try it in the other direction as well.
• If you really can’t do the experiment(s), read about this one, upside down .
• Explain to someone how your experiment(s) worked and what the conclusion (result) of the experiment was.
• Finish reading the chapter .
• *Print and complete the two worksheets . ( Answers )
• Scroll down and read “ Other Human Senses ” through to the end and answer the questions.
• Learn about the parts of an ear .
• Do the activity on page 282 and 283.
• Explain how your ear is like the cup.
• Add ears to your wall body.
• Design and carry out an experiment using taste and smell to answer the question, “Can You Identify Food Only with Taste or Only with Smell?”
• *Write up an experiment worksheet .
• Watch “ The Case of the Barking Dogs .” This is an hour. Decide as a family if you are going to watch or not.
• If you don’t watch it, you could try this experiment and try the quiz .
• Learn about how hearing works .
• Explore the ear .
• At the dinner table, tell what you learned on the subject.
• *Print this page and complete it. ( Answers )
• Read the first part of the chapter through “smell.” Stop at “tasting.”
• Add a nose to your wall body.
• Learn more about taste .
• Take a smell quiz .
• Finish reading this chapter .
• Do this taste experiment  on page 271.
• Add a tongue to your wall body.
• Take the tongue quiz .
• Take the nose quiz .
• Take the ear quiz .
• Learn from your mistakes.
• Read about  internal senses  and stop right before “Infrared Vision.”
• Here this video about a  kid who uses echolocation.   Also, here’s a short article about him if you would like to read it.  I was trying to find one I had seen before about a blind boy who could play soccer on a team using this technique.
• Try walking around the house blindfolded. Listen for sound clues to guide you.
• Take the senses quiz . Click on “start.” You don’t know all the answers. Guess when you have to. It will tell you the correct answer, so you can learn from this quiz!
• Here are some quick sense experiments to try.
• Pencil bump
• *Print and complete this worksheet . ( Answers )
• If you want to try some more experiments, try  some of these.
• Whether you do the experiments or not, explain to someone about the experiments you did today and yesterday and what they show about our senses.
• Do the writing assignment on the last page of the chapter. Be creative.
• Try one of the experiments on the last two pages of the chapter .
•  Make a list. List each of the body systems we’ve learned about and list as many parts as you can in each.
• Afterwards, take a look through this tutorial and see what you forgot.
• Let’s go back for a minute. Reread this chapter and add the liver, pancreas and gallbladder to your wall body. I don’t think we did before!
• Read about the  male reproductive system  and answer, “What is the main role of the male reproductive system?”
• Check your  answer .
• See if you can get all these labels in place. Start with heart, lung, etc. The ones you haven’t heard of, leave for the end. It will only let it be in place if it’s correct.
• Read about the  female reproductive system  and answer the question, “What is the main function of the female reproductive system?”
• Start reading about cells . Read through page 288. Stop at “Organelles.”
• *There are lots of big words in there! Write what is the same and what is different about the two types of cells. Write what’s the same in the box and what’s different on the two sides of the line. *Print out this sheet to use ( prokaryotic eukaryotic ).
• Watch this video and learn about the development of a baby, of you, from the beginning!
• Here’s more more with an ultrasound pictures (first 4 minutes).
• Here’s another showing what that looks like from the inside .
• Psalm 139:13-14
• Read page 289 .
• *Do this crossword puzzle . (It may be the third page in your workbook labeled Lesson 60.)
• Watch this lesson on the endocrine system .
• Identify the parts of the body . Do the ones you know first! It will only stay in place if it’s in the right spot.
• *Print and complete the multiple choice and fill-in-the-blank .
• Reread the chapter as needed to help you. ( Answers )
• Read the Introduction to  Cells  and the first half of the chapter on cell structure , up to “Organelles.”
• Watch the video on “The Inner Life of the Cell” .
• Read the chapter on Organelles .
• Have someone ask you the questions on page 331 .
• Read the second half of the chapter on  cell structure beginning at organelles and answer the questions.
• Reread the chapter on Organelles .
• Read the section on  Transport . Answer the questions.
• *Complete the coloring page . ( Answers )
• Complete this word jumble . They are all bold words found in your current chapter . Use the chapter to help you. You can print this out or click to solve online.
• Read Cellular Respiration . Watch the video (linked at the very end of the lesson just before the Lesson Summary). Answer the review questions.
• Read page 333 .
• *Crack the secret code and follow the directions in the code. ( Answers )
• Read page 335 .
• Act out with people or puppets the roles of DNA, ribosomes and proteins.
• Read Cell Division .  The video isn’t working. Here’s a replacement . Answer the questions. Tonight you might want to make tomorrow’s project.
• Read about  cells  and look at the drawing of a cell.
• Make a model of a cell. Here is some inspiration.    one    two    three    four
• You could simply get a plate and put on things like the crayon picture.
• You don’t need the labels. Tell where the membrane, cytoplasm, nucleus, ribosomes, ER and mitochondria are.
• Make “ cells .” Then draw one and label it.
• Read this chapter .
• * Unscramble the words and define them. ( Answers )
• Read about Mendel and the Foundation of Genetics .
• Read pages 385 and 386 and do the experiment.
• *Fill in an experiment worksheet .
• Watch the video on Punnett Squares . (Note: Don’t turn on the CC.)
• Click Start a New Game.
• You will click to Continue.
• When presented with the choice. Click on Genetics Interactive.
• Follow the directions. You’ll drag the letters into the squares.
• Look again at this chapter .
• *Use the information to complete this worksheet . ( Answers )
• *Color in the plant cell using the key at the bottom. ( Answers )
•  Read about genetic advances and answer the questions.
• Read this chapter on bacteria cells .
• *Print and complete these pages . ( Answers )
• Read about bacteria and answer the questions.
• *Print this page .  Get a large pan or a serving tray. Gather objects to represent each of the cell parts on the list. For example: ER could be a toy car because it transports things. Mitochondria could be candy because it gives energy. Choose an object for each one and put on a show-and-tell for your family. Show them each item and tell them what part of the cell it represents and why.
• Read about Archaea and answer the questions.

Level 1-4 *

• Read the first three pages of this chapter on the immune system , pages 339-341.
• *Print out and complete the word search . ( Answers )
• Read about  infectious disease and answer the questions.
• *Complete the matching exercise . ( Answers )
• Read about noninfectious diseases and answer the questions.
• Watch the movie on the immune system. (Note: the video is pro-vaccine.)
• *Complete the compare and contrast worksheet . (If you need a reminder about red blood cells , you can look again at chapter 26, particularly page 258, which is page 5 in the PDF.)( Answers )
• Read about your body’s   First Two Lines of Defense  and answer the questions.

Lesson 74   

(Materials: Q-tips, raw meat, beef bouillon, unflavored gelatin, sealable plastic baggies, antibacterial soaps, lotions, etc., it says 4 foil muffin cups–I don’t know if that’s really necessary — If you can’t get these, there is an alternative activity.) 

• *You can use this sheet to record your predictions and results.
• If you don’t have the supplies, do the Day Two activity.
• Read about the immune system ‘s defenses and answer the questions in complete sentences. Give this to your mom to add to your portfolio.
• Watch a model of how a flu cell attacks the body .
• Do you see the red dots? Look at the key. A red dot is a person with the sickness.
• Click on “Step” a few times. What happens? Look at the key.
• Click on “Run.” Does the person get better without infecting anyone else? When the person turns gray, that means he is now immune to that sickness. 
• Now play with it. Change the settings. Make the population mix (they can travel and take their diseases to new people for instance). Click on “Run.”
• You can also change the other settings.
• What observations can you make?
• Watch this video on the immune system .
• Do you see the red dots? Look at the key. A red dot is person with the sickness.
• Click on Step a few times. What happens? Look at the key.
• Click on Run. Does the person get better without infecting anyone else? When the person turns gray, that means he is now immune to that sickness. 
• Now play with it. Change the settings. Make the population mix (they can travel and take their diseases to new people for instance). Click on Run.
• Read again about these words:   Immune System , White Blood Cells , Lymph , Lymph Node
• Write, draw or act out how your immune system defends your body against a virus.
• Read Viral Attack .
• Write the immune system members and their order and function in defense as shown in the comic. You might want to save this for your portfolio.

Review/Genetics (older students)

• Read the review on  page 11 .
• Do the writing activity on page 14.
• *Complete these two review pages the best you can and as neatly as you can. ( Answers )
• Give the pages to your mom to add to your portfolio.
• Let’s give this one more try. Read this lesson on  Punnett Squares .
• At the bottom of the page, click on “chromosome kindergarten.”

Level 1-4 **

• *Print and cut out these DNA strips . Put all 28 strips into a bag, an envelope, or some other container.
• *Print these dog trait pages.
• Pull one DNA strip randomly from your bag. Look at the top of the first page of dog traits and the “head shape” category. Find the one that matches your DNA strip and circle it.
• Continue through both pages of dog traits, drawing a DNA strip for each trait and circling the corresponding trait in each category. As you determine each trait, tape your DNA strips to each other in the order you pull them out of the bag.
• Use the final page to draw your dog. With permission, display your dog and its DNA somewhere if you’d like!

Level 5-8 *

• *Here’s a genetics activity. Print these pages . Use page 1 for the following steps.
• Cut six squares from colored paper. Do that again with three other colors. You will have 24 squares.  If you don’t have color paper, just cut the squares and mark them with different colors. You could use Lego bricks or something instead but make sure they are all the same shape and size.
• Color using only one color in all of the circles in each of the grandparents. For example, one grandparent might have all red circles and another all blue. Each grandparent should be a different color and only one color.
• Put grandmother A and grandfather A’s colors into a bag or something.
• Close your eyes and pick out one. Color using that color in one circle on Father.
• Repeat until all of Father’s circles are colored in.
• Do the same with Mother and the B grandparents’ colors.
• Then put all four colors into the bag according to what colors are colored in on Father and Mother. You should have only 12 squares in the bag. If Father has 2 blue and 4 green, then you should have 2 blue and 4 green squares in the bag.
• Repeat, pulling out one color at a time, and color in Iris’s circles.
• Then do the same with the other children.
• How different are the children? Answer the questions on page 2.
• Now make a similar chart for your family. Talk with your parents and chart the traits that they each have that their parents had, and which of those traits you and your siblings have.
• Human body review .
• Is there anything else you’d like to add to your wall body?
• Make baby things !
• The (R) and (D) in the Body Pattern section tells you if the trait is from a dominant gene or recessive gene.
• If only one parent has that gene and it makes it to the child. That’s the dominant gene. You only need one parent with a dominant gene to have it passed on.
• A recessive gene needs two parents with that gene in order to make it to the child.
• *Play Body Bingo .
• Print out pages 1 and 2 for each player. Page 3 is for the caller. (For harder questions, see 5-8’s page 3.)
• Each player should cut the body parts from page 2 and arrange/glue them onto their board (page 2) randomly. There are more body parts than spots on the board to help with variation.
• The caller should read the statements, and each player should try to figure out the body part being described. The answers are in parentheses if help is needed.
• Using coins, rocks, Legos, scraps of paper, or any other form of marker, have players mark the spaces that have been called. Play any form of Bingo you’d like – 4 in a row, corners, full board, etc.
• Print out pages 1 and 2 for each player. Page 3 is for the caller. (For easier questions, see 1-4’s page 3.)
• Using coins, rocks, Legos, scraps of paper, or any other form of marker, have players mark the spaces that have been called. Play any form of Bingo you’d like – 4 in a row, corners, full board, etc. For extra questions, see 5-8’s page 3.
• Label the body parts .
• Answer the questions .
• Label the body.
• Find the organs in the body.
• Look at the model of the eye . Click on the squares along the bar and then the little dots to read the labels of the parts. What are the white, black, and colored parts of your eye called?
• *Print and complete this page . ( Answers )
• This is our last week working with the human body. What can you remember?
• Put the poor dude back to gather. Drag and drop the bones and organs . This can help you with the following activities. Pay attention to the names.
• Label the organs .
• Label the muscles and bones .
• *Print and complete page 1 . ( Answers )
• Look at pictures of bacteria under a microscope .
• What do you think are the most amazing things about the human body?
• Look at these parts of the human body under the microscope .
• Write about what you think are the most amazing things about the human body?
• Play a  body systems review game . (Pick from the games listed on that page.)
• *Walk around your house and outside of your home. Make a list of all of the plants you see and a list of what things you see that you think need plants. You can use this sheet ( plants intro ) to record your observations. Hold onto your sheet.

Level 1-4  

• Materials: You are going to need soil and seeds at some point. I have always found beans the easiest to grow. Just buy the beans you eat. They work. They are seeds! I also suggest clear plastic cups for your pots. These are best for observation. You might want to go ahead and start a couple growing.
• Read the introduction to the Great Plant Escape . Click “next” and read the Case Brief. Click “next” and click on Plant Structures, the first one. Click on the words that are underlined and read the explanation.
• Go to the dictionary and click on the little speaker next to the big word, herbaceous .
• Take a look at some different types of stems .
• Take your sheet from Lesson 85. Label each plant you listed as H or W (for herbaceous or woody).
• Are there any more plants around you that you recognize now that you can add to your list?
• Explain to someone the difference between the two types of plants.
• Read about Plant Structure . Click on the underlined words. (If you are unsure how to say it, go here and listen to  herbaceous .)
• Read pages 235 to 240 of Real Things in Nature .
• Read about plant parts . Click next and next…the last one is fruit. STOP after you read about FRUIT.
• You don’t need to know all of those blue words in there. Just understand the basic parts of a plant. I bet you do. Try the next activity.
• Label the parts of a flower . Choose Easy.
• Read about  plant parts .
• Label the parts of a flower . Choose Hard.
• What part of the plant ?
• Read pages 240 to 248 of  Real Things in Nature .
• Read about photosynthesis .
• *Complete this worksheet on photosynthesis . ( Answers )
• Learn about photosynthesis .
• Read pages 258 to 259 of  Real Things in Nature .
• Draw a diagram demonstrating photosynthesis. Explain it and how plants and people have a symbiotic relationship.
• When you are done, here’s a diagram to compare it to. Are you missing anything on yours?

Lesson 89  

(Materials: Broad leaf attached to a plant, tape, black construction paper–seems like you could use other colors)

• Today you are going to start a photosynthesis experiment.
• *Print out an experiment worksheet .
• Fill in the question. What happens if a plant leaf doesn’t get sunlight?
• Fill in your hypothesis, your guess as to what the answer is.
• Read the  experiment . If you don’t want to know what happens, don’t scroll all the way down. Just read how to set it up.
• List your materials and procedure.
• Set up the experiment. Save your worksheet to finish next week. (If you can’t do the experiment, you can look at the picture of the result on the page where you read the experiment instructions.)

Level 5-8 **

(Materials: two or three potted plant seedlings OR at least two or three small pots of soil each with the same seed planted–you could put two seeds in each pot to give more of a chance, fan?)

• Read the experiment under Compare Elements of Growth
• I think you could just put one plant in each place, but you can use more if you like. You could use a closet for a dark room. If you are able to, do the fan part of the experiment too.
• *Today print out an experiment worksheet .
• Fill in the question, hypothesis, materials and procedure.
• Set up your experiment.
• *Print out this data sheet ( Compare Elements of Growth ) to record your observations daily. Don’t forget to water every day!
• Learn about the parts of a plant .
• Draw and label a plant.
• What does the process need? (Answers: carbon dioxide, water, and light )
• What does it produce? (Answers: sugar, oxygen )
• Look inside a flower .
• Draw and label a plant as detailed as you can.
• Watch this animation of photosynthesis .
• What can you describe about what’s happening?
• Tell someone what you learned, or ask them the questions and see if they get the answers right.
• Read about the  life cycle of the plant . You don’t need to know all of the blue words. Explain the difference between an annual plant and a perennial plant.
• Why do people like to plant perennial plants? (answer:  They don’t have to plant them each year. They grow again on their own. )
• Plan a garden. What would you plant? Take a piece of paper. That’s your garden. Write or draw what you would grow.
• Read about the  life cycle of the plant . Click on the blue words to learn more about their definitions.
• What does it mean when a plant is dormant?  (answer: It is resting. It is not growing. )
• What kind of flower would you choose to plant at your home? Why?
• Take a look at this  veggie page . Plan a garden. What would you plant? When would you plant each thing?
• Read the first sections on Growing Plants Indoors . Read “Room to Grow” and “Temperature.”
• Read about plants that live in the hot desert . Click on the arrow to keep turning the pages.
• Explain to someone what types of plants live in hot climates.
• Read the first sections on  Growing Plants Indoors . Read “Room to Grow” and “Temperature.”
• How are plants like people?  (answer: They like to be at a comfortable temperature, but they each like different temperatures. )
• Read about plants that live in the  hot desert . Click on the arrow to keep turning the pages.
• Read about plants in the tundra .
• Explain to someone about the types of plants that live in hot and in cold climates.

Lesson 93  

• Read about light and water .
• Grow a plant . What happens when you don’t use enough light or water?
• Explain to someone why a plant needs light and water.
• Take three plants or plant three seeds in three different containers. Put one in the dark (maybe a closet) but water it daily. Put one in the light but never water it. Put one in the light and water it. What happens?
• *Print out this experiment sheet, ( light and water ). Fill in what you think will happen. Save your paper. After a week or so, you can record what happened.

(Materials: shoe box, cup of dirt, bean seed, other pieces of cardboard)

• Read about  light and water .
• Start this  experiment  today. You will observe just how much a plant needs light.
• If you need a picture of how to make it , here’s one. (Below is another set of directions and pictures of how to make it, but the last picture shows the result.)
• Here’s a picture of the  result  if you can’t do it.
• Read about air , nutrients, and time.
• What is something that can hurt a plant?  (answer: smoke )
• Read about the different lengths of time it takes for plants to grow .
• Tell someone three different plants and how long they take to grow.
• Read about  air , nutrients, and time.
• It lists three nutrients that plants need. What would give plants those nutrients? Do a little research. Put in the soil of one plant things that would give it those nutrients. Observe its growth next to one without the homemade fertilizer.
• Explain to someone what you did and why and what you think will happen.
• Today do the mystery quizzes . Do them both.
• Make sure to make observations on all the plants you have growing.
• Give someone an update on the plants you have growing.
• If you haven’t yet, take the paper off of your leaf. What has happened?
• Today do the  mystery quizzes . Do them both.
• Read this page on the parts of a plant that we eat .
• *Write or draw all the things you can think of that you eat that belong in the different categories . Look around your kitchen or even the grocery store.
• Here are some ideas to check/add to your list when you are done.
• When I lived in Istanbul, Turkey, I shopped for all of my fruits and vegetables at an open air market. One day a week they closed the road and sellers set up tables on the street. One of the sellers sold roots — just the roots. Celery root, beet root…A soup called borscht  is made from beet root. Try new parts of plants. Maybe you will be surprised.
• When I lived in Istanbul, Turkey, I shopped for all of my fruits and vegetables at an open air market. One day a week they closed the road and sellers set up tables on the street. One of the sellers sold roots, just the roots. Celery root, beet root…A famous Russian soup called  borscht  and it is made from beet root. Try new parts of plants. Maybe you will be surprised.

Lesson 97  (Choose an activity — different activities require different things; some require nothing)

• Choose an activity.   Grow lettuce     Other ideas
• *Try some nature study. Follow the directions on this tree worksheet  and fill it out.
• parts of the US
• North America
• Read about trees in Real Things in Nature , pp. 273
• *Like yesterday…follow the directions on this tree worksheet  and fill it out.
• Learn about the age of trees . Try counting one of the samples.
• Explain what you learned and the word dendrochronology .
• If you have any experiments still going, make your final observations now.
• *Try and complete a scavenger hunt for the season you are in. Only print the one you need.
• *Try and complete a scavenger hunt for the season you are in. You only need to print one.
• Read the beginning of the case 2 .
• Then read the Case Brief .
• Take a clear plastic cup and fill it with soil (dirt). (It’s okay if you don’t have a clear cup.)
• Make observations. Dig through it. What do you see in there?
• *Fill out this paper with your observations. You will need a ruler. ( soil observations )
• Leave your cup of dirt sitting out in the sun.
• Tell someone what you think you know about soil. What’s it made of? What would you find in it?
• Read the beginning of the  case 2 .
• Then read the  Case Brief .
• Take a clear plastic cup and fill it with soil (dirt). Try and dig down a bit to get moist soil. (It’s okay if you don’t have a clear cup.)
• Make observations. Dig through it. What do you find? Any surprises?
• Read page 150 Real Things In Nature .
• Is there anything new you learned about soil today?
• Read about the makeup of soil .
• Do you observe all of those things? Were any of them a surprise?
• Measure your soil again. I’m wondering if you can detect the soil being less as the water in it evaporates.
• Your reading says that soil is made up of living and non-living material. What’s another way of saying living and non-living that you learned in the beginning of the year?  (answer: biotic and abiotic )
• What’s an example of living material in soil?  (answer: leaves )
• What’s an example of non-living material in soil?  (answer: rocks )
• Read about  the makeup of soil .
• What type of organic matter do you think is found in soil? Make a list.
• Read this list . Did you include all of these?
• Read about what organic matter does for the soil .
• Explain what organic matter is and its purpose in soil.
• Read about the different types of soil .
• Click at the bottom to solve the first mystery.
• Follow the directions. What does your soil smell like? What color is it? Measure it again and see if there is any difference.
• Also, take it apart and sort through it as it describes. You can add any observations to your paper if you like. Or, just tell them to your family.

(Materials: jar, dirt)

• Learn about soil .
• Learn about the types of soils .
• What type of soil do you think you have? Go get some and compare to the lists.
• While you’re out gathering dirt, get some from a few different locations into a jar. Add water. Shake. Let it sit. You can check on this tomorrow. It’s the first activity on this page.
• Read this next page on the nutrients (that’s like the vitamins in the food you eat) in soil.
• Learn how organic matter helps the soil.
• Tell someone about two of them.
• Read all about soil . Keep clicking on “next.”
• How does weather affect soil?  (answer: Weather helps make soil by causing rocks to crack and break up. )
• How does soil help plants? (answer: It gives them nutrients to make them healthy. )
• Read about how different factors  affect soil.
• Write a paragraph about soil: its makeup, purpose and what affects it.
• Learn about the best soil for growing plants in containers .
• Turn the page and read about composting.
• Make a compost pile of any size.
• Learn about the best soil for  growing plants in containers .
• Turn the page and read about composting. Make sure you click on all of the underlined words. If you have studied year 4, acidic and basic should be familiar.
• Teach someone about your compost. What is in it and why?
• Read more about soil and composting . Stop after you’ve read the worm page.
• Go back to the soil observation page and find some soil to observe. Use sticks or popsicle sticks to mark off your area.
• *Here’s a page to record your observations ( Soil Squares Observations ). Follow the directions on the web page and don’t forget to check back on other days.
• You can make a worm bin if you like 🙂
• Add worms to your compost if you can.
• Read about soil substitutes .
• Do the experiment with as many different things that you can. Remember that you can mix them together too.
• *Here is a sheet to record your observations ( Soil Substitutes Observations ). You can make another page for more space and you can add lines at the bottom to write more. The lines at the bottom are for writing what’s in each cup. Label your cups! The boxes are for your observations.
• You’ll have to observe over the next week or so.
• Do the experiment with as many different things as you can.
• *Here is a sheet to record your observations ( Soil Substitutes Observations ). You’ll have to observe over the next week or so.
• Play the senses game .
• Test out all five senses. Observe yourself using each one.
• Do a super easy senses activity . Keep going to the end.
• Can you see these 3D optical illusions ? Click on an image and then relax your eyes and try to see the 3D image “jumping out” of the center of each one.
• Color blindness . (It will ask for your email address at the end to send your results. It’s not necessary. You’ll know if you could read the numbers or not.)
• Optical illusions (Click on the first square at the top of the boxes on the right for the full tour. Do as many as you like.)
• Check on your soil squares and cups.
• reaction time
• spot the real smile (answers: I think the REAL smiles are on the R-L-R-R. )
• Read about your next case .
• Read the case brief.
• Tell someone everything you think you know about seeds.
• Do you have any seeds in your house?
• Read about your  next case .
• Go through each of the ideas and write down what you think you know about that topic. Give some space between topics so you can add what you learn.
• Read “ All About Seeds .”
• How do you think each of those seeds (pictured at the bottom of the page) travel?
• Here’s a lesson on seeds traveling .
• Watch this lesson on seeds  and how they grow.
• What seeds are in your kitchen? If you have a yard, what seeds are in your yard?
• Read about seed dispersal .
• Read “ How Seeds Are Scattered .”
• Did you have all of these ways written down on Lesson 111? Add to your list from Lesson 111 the new things you learned about seed dispersal.

Lesson 113  

• Read about seed structure .
• Turn the page and read about germination.
• You don’t need to know all of the blue words.
• *Place a bean (or a few beans) in a ziplock bag (or some tight clear container, even a glass with plastic wrap covering it with a rubber band to hold it on) on top of a soaking wet paper towel (or substitute). Place it in the sun. Every day draw a picture of what it looks like. Label each picture with the day #. Here’s a paper to use if you like. Print as many as you need. ( Germination Observations )
• Watch this video of green bean germination . Does it have one or two leaves as it sprouts?
• Read about  seed structure .
• Read this seed overview . Complete steps 1 and 2 of the experiment at the bottom. (Scroll down past the picture.)
• You can give this page to a parent to add to your portfolio.

L evel 1-4 *

• *Draw the steps of germination . You can just use this as a guide to draw it yourself. You can trace the parts onto your germination “canvas.” You could cut out the parts and glue them on. You could ask a parent to make a stencil.
• Make sure to check on your bean and record your observations.
• Read about germination .
• You can read about and watch  germination  here.
• Go back to your experiment  and complete steps 3 and 4. Name the parts of the seed.
• Photosynthesis review. Watch the video and then click on part 2 .
• Do this photosynthesis lesson/quiz. Click on “Next Activity” when you are done each part.
• Take a look at this photo of the power of life . The seeds want to live. Have you ever seen a plant breaking through a sidewalk, a wall, or a rock?

Lesson 116 

• Do all plants have seeds to make more plants? What do you think? Make a guess then read this page .
• Now turn the page . Can you figure out which seeds grow into which plants?
• *Make a mini-book about four different seeds and what they turn into. Here is a lift-the-flap  template book.  The seed pictures would go on the flap. Write or draw what it turns into on the inside when you lift the flap.
• Put your mini book or your soil substitute observations in your portfolio.

(Materials: clear plastic cup, paper towels, seeds, black construction paper)

• Can you say which way a seed becomes a plant ?
• Read this page and follow the directions on the next page to make a Seed Viewer.
• *Print and fill out an experiment worksheet . Add this worksheet to your portfolio.

Lesson 117  

• *Do you remember woody and herbaceous plants ? Label the parts of the tree (the woody plant) and the flowers (the herbaceous plant). ( Answers )
• What parts do both types of plants have?
• Read pages 18-21 of  The First Book of Plants . These pages are about two things that woody and herbaceous plants have in common.
• Are you remembering to record your daily observations of germination?
• See what goes into identifying a plant . See if you can get through one plant. You’ll click on the picture and then click your choice from the boxes that show below the picture of the plant. Over on the right you’ll find the information you need to choose.
• Start a seed collection. Glue seeds down to a stiff paper or cardboard. Decorate it if you want to make it nice. Label each seed. Can you place them into any categories, edible/inedible for instance?
• *Does it come from a plant ? Fill out the worksheet.
• When you are done read this (highlight to read):  Plants  may be used for decoration, erosion prevention, and climate control (wind and sun breaks), as well as  foods, beverages, flavorings, medicines, fabrics, rope and other fibers, wood, rubber, dyes, paper, and many other products. The original form of aspirin came from willow bark. American Indians would make a tea from the bark for fevers and pain. Even marijuana was originally introduced into this country as a source of hemp for making ropes, cloth and sail. (ends here)
• Read this page about plant classification .
• *On this worksheet  write one specific type of plant in each category. You can use the internet to help you.

Lesson 119  

(Materials: two leaves, not dried out–they can’t be crumbly)

• Get two leaves. Place one under a piece of thin white paper. Rub with a pencil or crayon over the part of the paper covering the leaf. Do the same with the other leaf.
• *Print out these pages for your leaf rubbings and fill out the other information as well ( Leaf Rubbings ). If your leaf is huge, you can rub the back of the paper.
• Let’s review again. Make a comic strip that teaches the  process of photosynthesis . Here’s a  reminder .
• Go to number 1 under “ Procedure .” Read the story and identify the tools as directed. Do you have tools at your house to care for plants? What kinds?
• Have you met your goals ? Tell someone about each thing on the list. Can you do it?
• Review: Write or tell about each thing in the goals lists.
• Goals for case 1
• Goals for case 2
• Goals for case 3
• Read your new mission .
• *Print out this KWL chart . Read the Case Brief with the list of goals. Use the goals to fill in the “What I Know” and “What I Want to Know” parts of the chart. Leave the “What I Learned” part empty, for now.
• Read your  new mission .
• *Print out this KWL chart . Read the Case Brief with the list of goals. Use the goals to fill in the “What I Know” and “What I Want to Know” parts of the chart. What you want to learn is whichever of the goals you don’t already know the answer to. Leave the “What I Learned” part empty, for now.
• Read  Real Things in Nature  pages 261-268.  Fill in the “What I Learned” box.
• Read about the parts of a flower . Just read this one page.
• Read  The First Book of Plants   pages 23 and 24.
• Draw a picture of a flower and label it.
• Draw a picture of flower and label it with what you remember from yesterday.
• Then go back to  Real Things in Nature   and see if you got it correct. Fill in what you missed. Try and put on all of the  italicized  words.
• Read  The First Book of Plants pages 25 to 29.
• Act out with people or props the process of how you get from pollen to fruit.  OR
• *Print out this page ( reproduction cartoon ) and draw the process from pollen to fruit.
• Write labels/descriptions for each of your pictures. You can draw lines in the middle of the empty boxes to add more boxes if you want them.
• Read  The First Book of Plants   pages 30-33.
• Take the quiz and see what you remember. It’s okay to make mistakes if you learn from them! Skip the page with the blank boxes. Click next to move on.
• Read this page about  nonflowering plants and take notes. Write each of the blue words down and what you learned about each word. It doesn’t have to be in complete sentences. When you take notes, you write briefly, but enough so that you remember all of the facts. Read your notes back to someone when you are done.
• Fill in the “What You Learned” section of the worksheet from Lesson 121.
• Did you find the answers to everything you wanted to learn?
• Learn about the life cycle of a fern . Watch carefully and read the words.
• Explain it to someone. Use some of those words!
• Take the little quiz . Skip the page with the blank boxes and click “next” to move on. The last page is identifying fruit.

Lesson 126  (Materials: flower, if possible)

• Find a flower. Draw a picture of it. Write its name on the page if you know it. If you don’t, use the internet to try and find out.
• On the page, write “Number of petals,” “Color of petals,” “Shape of petals,” “Scent” and anything else. What else can you observe, count, record? Do you see any pollen? Make a thorough recording of it. When explorers went to new areas, they drew careful pictures and wrote careful observations to tell people about their new discoveries.
• Can your flower be used for anything? Use the internet. Is it poisonous ? Edible ?
• Find a flower. Draw a picture of your flower or take a picture of it and put it in a document. Include all of this information on your page. What other observations can you make? Do you see any pollen?
• Try growing something from a cutting. You can use this page and the next for ideas.
• Pollination review   You can sing the pollination song 🙂
• Try growing something from a cutting. You can use this  page  and the next for ideas.
• Pollination review
• Time to start a new mission . Read this page the case brief.
• *What do you think you know? Fill out the chart. KWL chart
• Take a look at pages 44 and 45 of  The First Book of Plants .
• Time to  start a new mission . Read this page the case brief.
• Read pages 269 to 271  of  Real Things in Nature.
• Read about bulbs . You don’t have to learn the blue words, but click on the word “bulb” and then draw and label a picture like the one shown. Don’t click on the box at the bottom of the page.
• Tell someone about bulbs.
• Read about bulbs . Draw and label a picture of a bulb and write all of the blue words and their definitions.
• Don’t click on the box at the bottom of the page.
• Read “ What is a bulb ?” and follow the directions. Add to your list.
• See if you can see the parts of a bulb in an onion or garlic clove.
• Finish reading the rest of the case. Keep clicking next.
• Read “ What is a bulb ?” and follow the directions.
• Cut open an onion or garlic clove. These are bulbs. Plants can be grown from these. Do you ever see green leaves coming out of your onions or garlic? What parts of a bulb can you see inside? Show someone.

Lesson 131  (Materials: potato)

• Fill out the rest of your KWL chart.
• Plant potato parts as described. Watch their growth.
• If you have access to a sweet potato, you can grow a sweet potato vine.
• Here’s the last case . It’s not really a case. On the last page you can print out the certificate if you like.
• Read the first part of the chapter about vascular plants. Stop at flowering and non-flowering plants.
• Take a piece of paper and divide it in half. On one side write” vascular” and on the other side write “nonvascular.”
• Draw a picture of a kind of vascular plant on the one side and a nonvascular plant on the other.
• Show your picture to someone and explain the difference.
• Learn about how living things are classified , or organized.
• Complete the activity .
• Learn about the protist kingdom .
• Tell someone what classifies something as protist and some examples of what is in this kingdom.

Lesson 133  

• *Finish reading the chapter and do the word search . ( Answers )

(Materials: ziplock bag or clear glass jar)

• Read about fungus and mold .
• Here are before and after pictures to help you decide what foods you might want to try. You can just do one, or you can do several.
• *Print out this sheet, Mold Observations , and draw pictures of what you think your food will look like on the given days. Use color. Keep the sheet and on the days draw what it actually looks like. If you are against drawing, you can write a description.
• *Do the matching worksheet . ( Answers )
• Write a water drop story as described on page 138.
• Read or listen to the story of aspirin .
• Read the history of plants as medicine . (Now I’m combining science and history!)

Lesson 135  

(Materials: white carnation or other white flower, if possible)

• Look at pages 186 to the end .
• *Print out the petal sheet .
• Do the two experiments.
• If you don’t have a flower, you can watch the video of the experiment . Even if you have a flower, you might want to watch it. 🙂
• Make a mini book. Use this list and choose twenty plants. Write their names, their uses and include a picture. Make sure you give your book a title.
• From this list you are going to choose one to write a report on. Decide today. It should be one that you can find information on about its use today and historically.
• Read the beginning of the chapter until it says Kingdom Protista.
• What is a kingdom? Watch the movie .
• Choose one plant that has been used as medicine. Learn about the plant, how it’s currently used, and how it’s been used historically and in other cultures.
• Take good notes. Write down where you got each bit of information. Write down the websites. Get as much information as possible. You should use lots of sources.
• How do fungi eat?  (answer:  Fungi are decomposers. They spread a sticky goo into the area surrounding their body that contains enzymes. These chemicals break down biotic material into smaller, softer parts. The fungi can then absorb this substance. (from the textbook) )
• Take a piece of paper and fold it in half. Open it up.
• On one half, write fungi, and on the other half, write protist.
• Draw a picture on each side of an example.
• Write a paragraph (in proper form) about the benefits and drawback of the plant as medicine and any conflicting information about how it should or shouldn’t be used.
• *Print and complete the worksheet . ( Answers )
• Answer the question on the last page .  You don’t have to write your answer. You can tell your answer.
• Write a paragraph about the plant as a drug and on plants as drugs in general. Would you recommend the plant you researched? Would you recommend over-the-counter plant-based medicines? Why or why not?
• How about some review by movie . See if you remember any of these big words about cells. When you are done, tell someone some big words and what they mean. See if you can name two.
• Make sure you are watching your growing things and making observations. What do you observe today?
• Make your report. Give it a title. Put your data in it. Change the end of your introductory paragraph to be a thesis statement introducing what you are going to talk about.
• Edit it. You could work on the transition between each paragraph.
• Create a final page that lists the resources you used. Give that page a title, “Resources.”
• Save! Print. Share.
• Watch the video to review photosynthesis .
• Take the quiz (scroll up when you click the link) and see how you do.
• How about some review by movie . See if you remember any of these big words about cells. When you are done, tell someone a couple of big words from each video.
• Watch a video on seed plants .
• Watch the video on  photosynthesis .

Underwater Plants

• What types of plants did you see?
• Read about aquatic plants .
• Read about the different types of aquatic plants .
• If you haven’t learned what an outline looks like yet, here is an example .
• Use what you know so far to fill in the outline.
• Read the “ Brief intro on Sea Plants on Site .” It’s just the first part.
• Look at marine (sea) plants .
• The introduction mentioned food chains . Read about what a food chain is.
• Play the food chain game . Click on the animal picture and then click on Check. Scroll down to see the info and to click on Next.
• You will learn more about food chains in Zoology (year 2).
• Read about algae . Read the intro on the page and then click on the algae link and click on the specific types. List five types and information you learned on your outline.
• Read survival, flowering, and phytoplankton . Scroll down. This is pages 2 and 3.
• What is phytoplankton? (answer: type of algae )
• Where do the plants that live in the dark get their nutrients, since they can’t produce their own food using the sun (photosynthesis)? (answer: from dead fish )
• Read about  floating plants . Read the intro on the page, and then click on the floating plants link and click on the specific types. List five types and information you learned on your outline.
• Read pages 4 and 5 about seaweed .
• Take a look at brown seaweed and green seaweed .
• Is there  kelp in your cupboard ?
• Read about  submerged plants . Read the intro on the page and then click on the submerged plants link and click on the specific types. List five types and information you learned on your outline.
• Read page 6 the “ End of Sea Plants .”
• What is happening to destroy sea plant life?
• What do you think people should do to stop it?
• What can you do?
• Read about  emergent plants . Read the intro on the page and then click on the emergent plants link and click on the specific types. List five types and information you learned on your outline.

Plant Biomes

• You are going to make a Biome Book. A biome is a big description for a type of environment. Each lesson you will read about one type of biome and about the plants that live there. Each lesson you will take one piece of paper. On the top write the name of the biome. Draw a scene of what that biome looks like and what plants live there. (If you are really against drawing, you can write a description of the biome and list what plants live there.)
• Today do oceans. Read, “ What is an ocean? ” and about plants in the ocean.
• Make the ocean page of your book.
• *Complete this biome lapbook . Print the lapbook pieces and this map . You need to finish on Lesson 150. You need to read the basic information about each biome and then about plants in that biome . Write about each biome and give an example of what type of plants live there. Be prepared to share why those plants live where they do. What is special about them, that they can survive and thrive in that environment?
• There is one piece for each biome. They will go along the outer edges of the lapbook. The big middle section of the lapbook will be the map.
• Come up with a map key that includes a color for each biome, and write each biome name in its color in a blank space on the map. Then color the map accordingly to show where each biome is found in the world.
• Here is the link  for the information.
• Today do the Arctic. Read about the Arctic and about  plan ts in the Arctic .
• Make the Arctic page of your book.
• Work on the lapbook.
• Today do deserts. Read about the desert and desert plants .
• Make the desert page of your book.
• Desert looks a lot like dessert. How can you remember which is which? Dessert has more Ss because you always want more dessert!
• Today do forests. Read about forests and plants in the forest .
• Make the forest page of your book.
• Today do tropical biomes. Read about the  rainforest in the tropics .
• Make the tropical page of your book.
• Present your book. Show it to an audience and explain about the different biomes and plants that live there.
• Finish the lapbook.
• Present it. Read your lapbook to your audience and tell them why those plants live where they do. How does the environment fit them?
• The scientific method is how scientists approach a problem. They have a problem they want to solve. They learn all they can about it. Then they guess at a solution. That’s called the hypothesis. They test their solution to see if it works. That’s their experiment. They look at the results of their experiment to see if their hypothesis (guess) was right. If it was, they come up with their conclusion, what they think is true.
• Watch this video on the scientific method .
• *Print out this page on the scientific method . Complete the piece on, “What is the Scientific Method?” Save the rest of the page.
•  Watch this video on the  scientific method . When you get to the military example, if you want, skip ahead to the 20-minute mark.
• Explain what the scientific method is and what science is.
• Complete the “Steps of the Scientific Method” and “What is a hypothesis?” pieces from the page you printed on Lesson 151.
• You start with a question you want answered.
• Use what you know, learn more and make observations.
• Then you form a hypothesis, which is your best guess at the answer to your question.
• Then you experiment.
• When you are done, you look at your data, all of the observations and information you gathered during the experiment.
• You use that information to make your conclusion, your final statement on whether or not you think your hypothesis was right.
• Read about the scientific method and then take the quiz .
• Control variables are the things that you are not going to change. They are going to always stay the same with each version of the experiment.
• The independent variable you change hoping for different results.
• Dependent variables are the things are impacted as a result of the change made to the independent variable.
• *Complete the variable piece .
• Read until you get to “ answer questions ” for the first time. Can you answer the questions?
• Make sure you click on the sore feet research investigation. To use it click on “sore feet” repeatedly to collect data and then view the results.
• Read the ten slides in this presentation on the scientific method . If you are on a mobile device, swipe left through each of the slides. Do not click Download. Do not click any other links on this page.
• Listen to the scientific method song . You can read the lyrics while it plays.
• Finish the page .
• Make sure you do the required research activities. Stop at “required reading.” You don’t need to do that.
• *Practice. Print out this Scientific Method Worksheet . Order the steps of the scientific method. (Use the song or presentation from Lesson 154 if you need help.) Then describe what you would do for each step. Your problem is that you can’t blow a big bubble. You want to know if there is gum out there that makes it easier to blow a bigger bubble. ( Answers )
• Watch the presentation on the scientific method .
• *Print out this scientific method worksheet .
• Complete the second page; fill in the blanks.
• Today you are going to start thinking about what experiment you would like to do about plants. Try and come up with a question you would like answered.
• *Fill out the question worksheet .
• If you are stuck, here are some questions to get you thinking. Here are some more experiment questions . Here’s another idea .
• Today you are going to decide on a question you would like answered about plants.
• If you are stuck, here are some questions  to get you thinking. Here are some more  experiment questions .
• *Today you will do the observations and research part of the scientific method. You are looking for information that will help you form your hypothesis. Record your resources and notes on these pages .
• *If you are ready, write down your hypothesis, what you think you will find to be true after your experiment. Fill in your hypothesis on this worksheet .
• Decide on how you will do an experiment to check if your hypothesis is right or not.
• What will your variables be? What will you change? What will stay the same? What will you be looking for? Fill in the variable section of your worksheet. The definitions of the different kinds of variables are on the page.
• *List your materials and procedures .
• Make sure you have the materials.
• If you are ready, start your experiment. Because plant experiments often need several weeks to observe, I wanted you to get started on it right away.
• Decide how you are going to record your observations. How often are you going to make observations? Make sure you have a method for carefully recording when you made observations and what you saw.

Level 1-4 (*) Note that an asterisk in parenthesis (*) indicates an optional page to print.

• Now we are going to start all over!
• You can print a second copy of the worksheets or you can record all of the information yourself on paper or on the computer.
• You are going to be doing a human body experiment as well.
• Don’t forget about making observations on your plant experiment.

Level 5-8 (*) Note that an asterisk in parenthesis (*) indicates an optional page to print.

Level 1-4 (*)

• (*)Today you will do the observations and research part of the scientific method. You are looking for information that will help you form your hypothesis. Record your resources and notes .

Level 5-8 (*)

• (*)If you are ready, write down your hypothesis, what you think you will find to be true after your experiment. Write down your hypothesis .
• (*)List your materials and procedures .
• Don’t forget about your plant experiment and observations.
• If you are ready, start your experiment.
• You have twelve days to collect your data starting today.
• Collect your data.
• Start work on a landscaping project.
• Plan what trees, bushes, flowers, etc. you will plant in your yard or in your neighborhood.
• Research what grows in your biome.
• Make decisions based on your area and what would be easiest and best for your neighborhood.
• Don’t just pick anything. Choose plants for a reason. You’ll explain your reasons when you present your landscaping project.
• This is due on Lesson 170. You’ll need a picture, a diagram of your landscaping plan.

Lesson 167 

• Work on your landscaping project.

Lesson 168 

Lesson 169 

• Draw a picture of your neighborhood and show where you would plant the things you decided on.
• Present your project. Why did you choose the plants you did?
• Why did you put them where you did?

Lesson 171*

• *Go back to your same tree  and observe it now.
• Don’t forget to make observations.
• Take the human body quiz .
• Make observations. Collect data.
• Review the respiratory system .
• Review the digestion system .
• Review the skeletal system .
• Take a human body quiz .
• Take a  human body quiz .
• Write up your data in a chart or graph. Make it look great.
• Make sure it is labeled clearly so that someone can understand it without you explaining it to them.
• Write your conclusion.
• Older students should write a paragraph.
• Make sure everything is neat and orderly. Practice presenting your experiments in front of an audience.
• Present your experiments. Tell your audience about each experiment. Tell them your hypothesis, your procedure, what your data showed and what your conclusion is.

Congratulations ! You are finished! Way to go!

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