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Secular Science Resources for Homeschoolers

High School Biology 2018-2019

High School Biology

High School Biology 01

High School Biology 02 – Microscopic Measurements

High School Biology 03 – Chemical Reactions

High School Biology 04 – Cells

High School Biology 05 – Cell Model

High School Biology 06 – Osmosis

High School Biology 07 – Osmosis continued & Energy

High School Biology 08 – Cytosis: A Cell Biology Board Game

High School Biology 09 – Mitosis

High School Biology 10 – Genetics

High School Biology 11 – DNA

High School Biology 12 – DNA Extraction, Transcription, Translation and Mutations

High School Biology 13 – Biotechnology & Lego Mutations

High School Biology 14 – Evolution

High School Biology 15 – Evolution of Populations

Middle School & High School Biology 16 – Fossils

High School Biology 17 – History of Life

High School Biology 18 – Ecology

High School Biology 19 – Predator & Prey

High School Biology 20 – Classification & Pond Critters

High School Biology 21 – Protists & Fungi

High School Biology 22 – Plants

High School Biology 23 – Flowers

Biology Field Trip – Wildflowers (MS Bio 23, HS Bio 24)

High School Biology 25 – Tropisms, fast plants and protists

High School Biology 26 – Invertebrates

High School Biology 27 – Arthropods

High School Biology 28 – Vertebrates

Biology Field Trip – Stream Study (MS Bio 28, HS Bio 29)

High School Biology 30 – Frog & Pig Dissection

High School Biology 31 – Bones

High School Biology 32 – Animal Behavior

One more link, the one below discusses an honors level class that I taught a few years ago before I started posting about each class, but it has an outline of topics and labs that we covered.

Homeschooling High School Biology

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High School Biology 32 – Animal Behavior

Student read Holt Biology, Chapter 27 or Biology: Life on Earth, Chapter 25, both on Animal Behavior and watched the following video before class.

For the lab, I collected pillbugs (and sowbugs) from my yard, which are actually crustaceans, not bugs.  Students were to design experiments for the pillbugs and observe their behavior.  Students tested whether the pillbugs preferred dark or light, wet or dry habitat, hot or cold, etc.  The one experiment that had very clear results was the hot vs cold.  Students warmed up water in the microwave and poured it into a ziplock bag and placed it in a foil pan next to a ziplock bag full of ice water.  We placed a petri dish so half of it was on the cold bag and half was on the hot bag.  All 4 sowbugs went directly to the cold side and everytime they wandered over the border into the warm side they quickly reversed course and returned to the cold side.

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The bright spot in the photo is just a reflection of the overhead lights.

Pillbugs and sowbugs are easy critters to round up for these experiments and easy to handle (they don’t bite).  The only problem we had was they kept trying to escape or hide under the experiment which is why the hot/cold experiment was done in a closed petri dish.

We ended class by watching the first half of a  video, “Bird Brains”, on Curiosity Stream, which appears to be a slightly different version of  an episode of NOVA.  It showed how some birds can solve puzzles, use tools and learn from each other.

That’s it for the high school Biology class.  Next year we’l be doing the Big History Project, basically a semester of Astronomy and then a semester of Earth Science.  I taught Big History before when the kids were younger but will be teaching both a middle school and a high school version of it next year.

 

Middle School Biology 2018-2019

 

 

Middle School biology class taught from August 2018 to May 2019.

Middle School Biology 01

Middle School Biology 02 – Water

Middle School Biology 03 – Cells

Middle School Biology 04 – Cells, Membranes & Bubbles

Middle School Biology 05 – Photosynthesis

Middle School Biology 06 – Stomata

Middle School Biology 07 – Mitosis

Middle School Biology 08 – Meiosis

Middle School Biology 09 – Inheritance

Middle School Biology 10 – DNA

Middle School Biology 11 – More DNA

Middle School Biology 12 – Cytosis

Middle School Biology 13 – Lego Mutations

Middle School Biology 14 – Darwin & Wallace

Middle School Biology 15  – Geologic Time

Middle School Biology 16 – Fossils

Middle School Biology 17 – Time

Middle School Biology 18 – Ecology

Middle School Biology 19 – Predator & Prey

Middle School Biology 20 – Classification & Food Chains

Middle School Biology 21 – Plants

Middle School Biology 22 – Flowers

Middle School Biology 23 – Wild Flower fieldtrip

Middle School Biology 24 – Plants & Protists

Middle School Biology 25 – Invertebrates

Middle School Biology 26 – Arthropods

Middle School Biology 27 – Frog & Butterflies

Biology Field trip – Stream Study

Middle School Biology 29 – Feathers

Middle School Biology 30 – Frogs & Pigs

High School Biology 31 – Bones

I got this lab from the Holt curriculum, Chapter 26, A Birds Airframe.  I didn’t have duck bones but managed to buy some beef soup bones in the freezer section of the grocery store and cleaned the meat off some chicken wings.  I also happened to have some song bird skulls that I had saved, when I found the dead birds in my chimney during some house repairs last month.   Lastly, I had an unknown bone that I had picked up somewhere, which we determined to be a coyote ulna.  Students measured the density of the bones by finding their mass on a triple beam balance and found their volume using water displacement.  The densities weren’t actually too different, which I found surprising, but the bones we used were not from the same part of each animal, for example, they weren’t all leg bones, which would lead to a better comparison. Another factor is that some of the bones were quite old, while others were ‘fresh’, some had been boiled and some had not.

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Students cracked open the chicken bone and saw that the bone is not solid bone but has a  goey center  – bone marrow.  We looked at both the bone and bone marrow under the microscope.

 

 

Middle School Biology 30 – Frogs & Pigs

I wasn’t planning on dissecting pigs and frogs with the middle school class but there weren’t as many high school students willing to dissect as I thought there would be so I had an extra fetal pig and an extra frog.  I had kept the high school specimens so we were able to compare the two fresh dissections, which were both male to the female frog and pig that were done last week.  I gave the students a diagram of the digestive organs of the pig and they had to label the different organs.

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