Brittany Jerlinga

 (34)
United States - Colorado - Denver
Brittany Jerlinga
4.0
97 votes
If it is taught in middle school science, I've taught it. Please e-mail your needs! b.e.jerlinga@gmail.com
 
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Now that students know how to set up Punnet squares and predict future genotypes and phenotypes, have them do the same with their monsters! Students will pick a partner in class, and their two monsters will fall in love and have many monster
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16 ratings
3.9
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To bridge the gap between rocks and minerals, students zoom back and explore the earth as a whole. By looking at the Earth's layers and the basics of plate tectonics first, students can then delve into the rock cycle while keeping the larger scope
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3 ratings
4.0
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In this lesson, students will take the journey through a plant via the perspective of a water droplet (traveling with a mineral). By reading an adventure-like story and illustrating it, the teacher can easily check for understanding, then later,
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7 ratings
4.0
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Before students can continue their monster project, they need to learn how to organize information about alleles, and predict future offspring using Punnet squares! This lesson focuses on how to organize information without a Punnet square, and
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$3.50
8 ratings
4.0
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In the first part of this culminating genetics project, students will randomly design and illustrate their own monsters. On the final illustration, students will label both genotypes and phenotypes of their monster. In the next two lessons,
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6 ratings
4.0
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Students explore pollination and angiosperm reproduction by looking at real flowers, playing online games, reading stories, drawing and more. As a brain break, students also have a run-around scavenger hunt to review previous plant information.
$5.00
3 ratings
3.9
Digital Download NOTEBOOK (7.65 MB)
To start to put together what students know about plants, students will determine which ninja assassin they should hire to kill off an offending tree. Students will collaborate with each other to discuss different ways to kill a plant, and uncover
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4 ratings
3.8
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This lesson, designed to take 2-3 90-minute class periods, introduces students to mineral properties through a mystery story. Through a series of hands-on tests (including hardness and streak), categorization activities (including luster), logic
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$4.00
6 ratings
4.0
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Overview: Today, we take the level of rigor higher! To review mineral property vocab, students do a quick crossword puzzle, and then read a rap/poem about a girl who'd asked for diamonds but got something questionable. Then, after checking their
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6 ratings
4.0
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In this second lesson, students dig deeper into inherited traits to define a gene, the placement of a gene on DNA/a chromosome, and the relationship between a gene and an allele. Teaching time-- 60-90 minutes. Included: web links, worksheets,
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4 ratings
4.0
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Key terms: gene, allele, phenotype, genotype, dominant, recessive, homozygous, heterozygous, genetics Building on the previous 3 lessons, students will look for the connection between genotypes and phenotypes, differentiate between homozygous and
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4.0
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During the first week of school, before I start digging into inquiry, I like to illuminate how I use brain research in my teaching-- no matter what content or process is. The easiest way to show students the rationale behind everything from homework
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4 ratings
4.0
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Students will review: 1. The difference between inherited and acquired traits 2. The distinction between a gene and alleles Students will then identify and define dominant and recessive phenotypes, look for word connections for the new vocabulary,
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2 ratings
4.0
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While some students are inherently interested in rocks and minerals (I always get a rock hound or two) most middle schoolers find the topic boring. To start the unit on rocks and minerals, I've designed a whole lesson on mineral relevance so
$3.00
1 rating
3.6
Digital Download NOTEBOOK (7.76 MB)
Before teaching plate tectonics, volcanoes, or earthquakes, I helped my students identify with convergent, divergent and lateral plate movement by turning it into a love song/poem. Before reading and performing, students did a word study, created
$2.00
2 ratings
4.0
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Even though plants are part of our daily lives, often when studying them, we forget to include relevance. In order to connect to plant life, this lesson revolves around the idea of food. During the hook, we start a multi-day observation of the
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3 ratings
4.0
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This lesson will take at least two 90-minute class periods to execute! In this lesson, students do everything from building their own marshmallow (and block) models of minerals, to making crystals using Epsom salts or borax and handling geodes.
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1 rating
4.0
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Aliens have landed in your home town! Students noticed right away that said aliens reproduced by clapping hands, and teams of two wrote down observations about the next generations in their science journals. Objective: Your challenge is to read the
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3 ratings
4.0
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This is the presentation I created to help my students through each major step of a mink dissection. While the presentation came in handy, I also modeled each step for them, but tried not to show them TOO much as I went-- there's something great in
$6.00
2 ratings
4.0
Digital Download NOTEBOOK (15.66 MB)
In this introductory lesson, students acquaint themselves with plants by researching (in pairs) online, then checking their knowledge and note-taking by completing crossword puzzles and playing online games for repetition. Also included in the
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1 rating
4.0
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TEACHING EXPERIENCE

I taught 6th and 8th grades in a Title 1 school in Glendale, Arizona from 2006-2011. While I started off teaching self-contained, I moved up to loop with some of my kids and focus more on my favorite subjects-- biology, chemistry, and earth/environmental science! During the 2011-12 year, I relocated to Denver and taught integrated science. During '12-13 I created curriculum with Denver’s Museum of Nature and Science and taught for them during the summer and weekend camps for 2nd to 6th graders. I also tutored high school students for a college access program called College Track. This year, I am teaching high school earth/environmental science/astronomy at an inner city expeditionary school. For the first time, I have begun to dig into the Next Gen science standards...and have planned trips for my kids!

MY TEACHING STYLE

I believe that variation is the key to success-- as is including brain research and as much hands on learning as possible. Through my research with USC, I also found that analogy-like stories for scientific processes are a great way to get kids reading about science without boring them to tears. Thus: There is a rock cycle song and a chromosome dance. We dissect and categorize, identify parts of plants and parts of speech. We read, we write, we debate, we play online. My kids know that I have incredibly high expectations... but that learning should be fun as often as possible.

HONORS/AWARDS/SHINING TEACHER MOMENT

Runner up: New Teacher of the Year Award. Compassion Award. PRAXIS Top 15% in Science Excellence Award.

MY OWN EDUCATIONAL HISTORY

BS in Elementary Education/General Science, Bradley University MAT from USC, May, 2011

ADDITIONAL BIOGRAPHICAL INFORMATION

If you've used one of my lessons, and thirst for something I don't have up yet, please e-mail me and let me know! I will try to upload what you need (if I have it) quickly. b.e.jerlinga@gmail.com

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