Frogs or Flowers

On January 6, 2015 Mrs. Santos’ science class dissected flowers while on January 7 – 8, 2015 Mrs. Roger’s science class dissected frogs. What would you rather do? (Do you want to learn about all the different parts of a flower or cut open a frog?)

During the flower dissection they cut open a flower, and learned about all the different parts. Even though frog dissection sounds more interesting, most students were glad they did flower dissection. “The highlight of dissecting a flower rather than a frog is that the inside of a flower is interesting, while dissecting a frog is gross because of all the guts,” states Lily Dunlap (7) who is in Mrs. Santos’ 1st period class.

On the other hand some students were jealous of the people who dissected frogs. “I would have liked to dissect frogs because dissecting flowers doesn’t sound as fun as dissecting frogs,” mentions Cassidy Freasier (7) who is in Mrs. Santos’ 5th period class.

The steps to dissecting a frog are simple. First you have to cut along the jawline so you can get inside the mouth to cut the tip of the tongue and maxillary teeth out. Then after cutting both of them out you must cut out the tympanic membrane. The tympanic membrane is similar to our ear. Afterwards you have to cut open the frog.

You must make a capital I shaped cut from the throat across the abdomen and end at the “waist”. Afterwards you must cut out the organs that the organ sheet you got from your teacher. After cutting out the correct organs and taping them on your sheet you turn your sheet in and dispose of your frog where your teacher tells you to. The number one thing you must remember is that while dissecting frogs you must wear gloves, goggles, and don’t open your mouth when you make the cuts.

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This is a frog that hasn’t been cut open yet.

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This is a frog that has been cut open with some organs removed already.

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This is what the frogs look like when they are first brought out.

 

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Is “Bah-humbug” overrated?

A Christmas Carol is a famous novel about a man named Scrooge who hates Christmas with a passion, but after 3 ghosts set him straighter than parallel lines, he begins to enjoy this holiday.

7th graders had to do a project about this novel. They had 6 choices. The 6 choices will be in the gallery.

Annabel Flores (7), who has Mrs. Summey, said, “I chose the menu, because I like cooking for my family.” She also says,” I think the project should be graded on how much you know, because anybody can really be creative.” Annabel believes she’ll score an 80 or above on her project.

Ana Ripley (7), who has Mrs. Ahr, said she chose the menu because she thought it was the easiest. “I think that it should be based off creativity because you can go big,” she says.

Alexis Rodnite (7), who has Mrs. Summey, is doing the 3D project and said “Creativity is what the project should be based on, because it might be all about the information, but it should be how you present your masterpiece.” Her favorite part of the book is when Jacob Marley’s ghost arrived.

In conclusion, the 7th grade Yearlings are proud to be a part of this project and hope to do well! Good luck Yearlings!

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Drama Acts Again

Mrs. Fraziers 3rd and 4th period drama class put together a Victorian Era living museum. On November 18-19 they had a living museum in the library. The students had many different groups that did different scenes. Some of the scenes had to do with the clothing or food, one even consisted of the way the maids were treated. Most of the scenes fed off of The Christmas Carol. It had some of the ghost and even Tiny Tim.

A few of the scenes with characters directly from the book are; Tiny Tim, ghost, Christmas dinner, the Cratchit family, and more. Other scenes are clothing, bed curtains, store, and even one based on Charles Dickens himself. Everyone had fun putting together their scenes, and improving everyday.

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