In my biochemistry class we had to research an element and draw a picture based on how it was used. At first I thought we were going to draw a picture and be done with it, so I chose the 85th element, Astatine. I just so happened to choose the most useless element on the periodic table that happens to be man made. It was radioactive so i did have a slight idea where I was going to go with it. While in thought about our first sketches I was told we were going to print them, and at first I had no idea how we would pull that off. To print something we would take a square of linoleum, a grey soft, clay-like texture that was easy to carve, that would be 6 centimeters on each side. We then carve out our picture in the linoleum the way we thought it would print best.

While learning about biological taxonomy, our 9th grade bio/chem students took a closer look at taxonomic similiarites and differences between the earthworm and human.  Students then dissected the earthworm and researched some of the worm's body systems.  The final aspect of this project was to prepare and present a digital portfolio comparing the taxonomy and anatomy of the human to that of the earthworm.

I've attached the student guide, teacher unit plan, and a sample of student work.

    For our BioChem Benchmark we had to work in a group of two people. We had to research a scientist then make a slide show all about that scientist.

    Me and my partner Anthony took and made a slide show about our scientist Albert Einstein. We used a keynote document and we used neutral colors, so that our slide show would be visible and clear.

    What I would do differently is to summarize what I read better, and also to use better sources, so that our research would be easier in general.

For the biochem benchmark, the students were split up into groups of two and were given a scientist to study. You either got a scientist that you asked for or did not get the choice. The people who got a choice were the ones who did the best jobs on deciding who they wanted to research. Within the pair, three different things were to be graded on. The first was an application about the scientist that answers all eight given questions. We also had to make a profile of the scientist. This consisted of the name of the scientist, their date of birth and date of death, a picture of them, and at least five brief bullet points on important facts relating to your scientist.

For our BioChem Q1 Benchmarks it was based around the History of Science. We were divided into groups of 2 based on who we did our research on. We were to chose a scientist and back them up to win an award (SLAward). We were to research the scientist and make a presentation that would influence the audience into voting for your scientist. We had to do a profile to be hung up on the wall as well as an application and a presentation. 

In quarter one for our Science Benchmark, we had to choose a scientist for the SLA award. Do an informal application for that scientist. Then do a PowerPoint or keynote presentation, and a one-page profile pointing out the most important facts and accomplishments by that scientist. After all presentations are done, each person votes for a scientist, and whoever has the most votes wins the SLA award.

This year in biochemistry we studied many topics and discussed a range of scientific matters. During the end of the quarter we were assigned a benchmark. In this assessment, we were randomly assigned groups by our choice in a scientist. For the project, we had to create a scientist profile, a slide show, and conduct research about the scientist's life.
    I worked in a group of two, and I picked Alfred Wegner to study. My partner and I work diligently and well together to create and collaborate a spectacular project. At the end of our benchmark, we tallied up votes from fellow classmates about the best presentation. At first we were winning, and then three groups tied. It was a close race, but unfortunately we did not win.

Science Benchmark

In Biochemistry, my teacher, Mr. Best, read a story, to us and it had things about famous scientist, and their adventures, when he finished the section, he told us to create a auto-biography of a scientist from either the 17th, 18th, 19th, or 20th century. We also had to choose a partner to work with. I chose Vandavy Som as a partner.

            For our biochem benchmark we had to make a fact sheet, a presentation and fill outa “SLAward” form for a scientist of our choice. The idea behind this was thatwe were split into 2-3 people groups and we were to try to convince our fellowclassmates into voting for our scientist to receive the “SLAward”.

In my Algraba 1 benchmark, we were assigned to make our " Dream House". We hav to use our real life measurements and scale them down to fit on our paper. In a group of 4, we each had our own room. In each room we had to pick the objects we measured and draw them.

 Our homework was to pick certain items, in your bathroom, living room etc., and measure them. Then as a group, we would figure out what excatly our scaled down measurements would be. Once we figured that out we used our rulers and convert the measurements into our new scaled down measurement. After we drew the items, we counted how many we had, and colored them in. After we did all of that we had to present them to the class to days later.

Biochem Benchmark (First Quarter)

Our benchmark was the “History Of Science” me and my class mates were divided into pairs and each pair researched a scientist, and we each had to make a fact sheet about the scientist.Then we were required ti make a Power Point or Keynnote presentation about the scientist, also we had to make the SLAWard ( The thing given to the group who gave the best presentation making you believe there scientist contributed to the world) and an essay about the scientist.

Once we were done all of this we had to upload everything on to moddle. Also giving a presentaion on this giving our peers a grade based on how they preformed we also uploaded this to moddle. Once we completed all of that we were done our benchmark.

For the Biochemistry benchmark, we had to do a presentation on a scientist and tell why they deserved the SLAward as in what have they done that impact us people and what did they create or discover. We had to do a fact sheet, a paper of our information, and a slideshow.

Biochemistry Benchmark                                                           November 19, 2008

In biochemistry we did a benchmark on a famous scientist. The scientist that I had was Louis Pasteur. Basically what we had to do was get as much information on that scientist then present it. I believe that it was one of the easier benchmarks that we had to do. I was actually pretty fun.

The process wasn’t even as hard as I thought. What I did was I got a partner and we slip up the work evenly so that we get the same amount of points on the benchmark. After we slip up the work we started it and it was fun to gather the information. I truly enjoyed it.

For our BioChem class, Mr. Best had us in groups of two or three. My group consisted of me, Yadi Angeles, and Brittany Riggins. For this project, we were to choose a scientist and explain why he should get the SLAward. The SLAward would be given to the scientist who showed why theirs was the most important in our lives. The project consisted of creating a keynote presentation, along with a fact sheet and SLAward application.

The first benchmark in Mr. Best’s Science/Biochemistry class was titled, “The History of Science.”  Students were divided into pairs (with the exception of two groups, which had three students), and each pair researched a scientist, and was required to make a fact sheet about the scientist, a Keynote presentation about the scientist, an application to win the “SLAward” (the prize that goes to the “winner” of the project, which was unfortunately never decided, as nobody voted for the winner of the SLAward.), and an essay about the scientist, which is attached at the end of this post.

For our 10th grade Q1 benchmark, our students gathered soil and water samples from a proposed construction site next the Schuykill river near SLA. We then tested these samples for the presence of various chemicals. The class' lab data was shared electronically, and students wrote an environmental impact study paper based on this data. Each student used the data to support their recommendation as to whether the construction should proceed as planned.

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