L&B Learning
Canton, Georgia, United States
About the store
Hi! I'm a Middle School Life Science teacher with over a decade of classroom experience — and I've taught just about every kind of learner there is.
Over my career, I've worked with on-level classes, gifted and advanced biology students earning high school credit in middle school, special education push-in settings, and classes supported by paraprofessionals. That range of experience means every resource I create is designed to be genuinely flexible — rigorous enough for your high achievers, accessible enough for your students who need extra support, and engaging enough that every kid in the room stays curious.
Beyond my own classroom, I've served as a mentor teacher to new educators, a host teacher to student teachers, and a member of the New York State Science Learning Standards (NYSSLS) team — where I helped plan and write science curricula for city-wide use in preparation for the Next Generation Science Standards (NGSS).
Every activity I share here has been tested with real students, refined through real feedback, and built with the full range of your classroom in mind. I hope my resources save you time and make your students love science as much as I do.
— A fellow science teacher who gets it 🔬
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Cell Processes Scenario Modeling
Students are given a scenario that involves one of the following; photosynthesis, cellular respiration, mitosis and the removal of cellular waste. Students create a model that explains how the process happens by drawing a cell and the organelles involved. They also include an explanation of their model. There are 5 scenarios.
6th - 10th
Biology, Science
NGSS
MS-LS1-7
, MS-LS1-2
Human Body System Digital Sort
Students will drag and drop information pertaining to 7 body systems. This activity is meant for middle school students. Students will be able to identify the function and structure of the body system. Students will also be able to identify how body systems work together to accomplish life functions.
6th - 8th
Biology, General Science, Science
NGSS
MS-LS1-3
Investigation on Living or Nonliving Things
Students will create argumentative statements using evidence in order to argue if something is biotic or abiotic. Students will use the Claim-Evidence-Reasoning format to determine if "Snotties" are living or nonliving.
7th - 9th
Biology, Science
NGSS
MS-LS1-1
Modeling The Roles of Chromosomes and Genes
Students will understand the structure and role that genes and chromosomes play in the inheritance of genes by creating a model.
6th - 8th
Biology, General Science, Science
NGSS
MS-LS3-1
Also included in: Genetics Activities and Labs Entire Unit
Adaptations of Living Things Research
Students will research ways that different living species are adapted to the biomes that they live in.
7th - 8th
Biology, Science
NGSS
MS-LS4-4
Also included in: Natural Selection & Evolution Activities and Labs Unit
Kingdoms Characteristics: Card Sort
Students will use text based evidence to determine which kingdom each organism belongs to by reading characteristics. Characteristics include unicellular, multicellular, prokaryotic, eukaryotic, producer, and/or consumer.
7th - 9th
Biology, Science
NGSS
MS-LS1-1
Dichotomous Keys Unusual Suspects
Students will use the dichotomous key to determine which kingdom each suspect organism belongs to. Then students will determine which crime was committed by which organism by using distinct characteristics of each kingdom of life.
7th
Biology, Science
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About the store
Experience
Hi! I'm a Middle School Life Science teacher with over a decade of classroom experience — and I've taught just about every kind of learner there is.
Over my career, I've worked with on-level classes, gifted and advanced biology students earning high school credit in middle school, special education push-in settings, and classes supported by paraprofessionals. That range of experience means every resource I create is designed to be genuinely flexible — rigorous enough for your high achievers, accessible enough for your students who need extra support, and engaging enough that every kid in the room stays curious.
Beyond my own classroom, I've served as a mentor teacher to new educators, a host teacher to student teachers, and a member of the New York State Science Learning Standards (NYSSLS) team — where I helped plan and write science curricula for city-wide use in preparation for the Next Generation Science Standards (NGSS).
Every activity I share here has been tested with real students, refined through real feedback, and built with the full range of your classroom in mind. I hope my resources save you time and make your students love science as much as I do.
— A fellow science teacher who gets it 🔬
Teaching style
If you peeked through the window of my classroom, you might think it looks a little... chaotic. Students spread across tables in groups of 4–6, rotating from station to station, some drawing, some building, some debating, some bent over a petri dish watching termites follow an ink trail. Papers everywhere. Energy everywhere.
But look closer, and you'll see the structure underneath. Every center is intentional. Every rotation is timed. Every activity is designed to reach a different type of learner — because in a decade of teaching, I've learned that the student who struggles to write a paragraph will often blow you away when you hand them a pair of scissors and a fossil cut-out. And the quiet kid in the back? Give them a data table and a graph, and watch what happens.
I teach in centers because I refuse to design lessons for only one type of learner. My classroom rotates daily — sometimes multiple times per period — and every resource I create is built to thrive in that environment: self-directed enough to run at a station, rigorous enough to push every student, and flexible enough to work for the full range of learners in your room.
I call it controlled chaos. My students just call it science class.
My own education history
I have my Professional Certification in Biology and my Masters in Education.
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