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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Mitochondrial Disease Case Study and Simulation Lesson
Here's everything that's in the combined packet: Part 1 — KWL Chart (Know / Wonder / Learned) A three-column graphic organizer that students fill before and after the reading. Part 2 — Jilly's Story (Reading) with an added "What Is Mitochondrial Disease?" explanation box embedded in the article itself — so students have the science background right alongside the human story. Part 3 — Reading Questions (10 questions, 4 tiers) Section A: Recall/comprehension. Section B: Structure-function connect
7th - 9th
Biology, General Science
NGSS
MS-LS1-7
, MS-LS1-2
, MS-LS1-1
A Journey In and Out of the Cell -A Science Narrative Writing Task
What's Included:Science Reference Pages — Three reference tables students study before writing: a molecule selection guide showing all 6 molecule choices with their transport method, direction, life process, and exact role; a membrane structure explainer breaking down the phospholipid bilayer, protein channels, concentration gradients, and active transport from the molecule's perspective; and a transport process quick-reference table with analogies for each process. Pre-Writing Planner — Four st
7th - 9th
Biology, General Science
NGSS
MS-LS1-2
, MS-LS1-3
, MS-LS1-6
The Baby Lab
Students will model the random inheritance of genes by flipping a coin which will determine the combination of genes.
6th - 8th
Biology, General Science, Science
NGSS
MS-LS3-2
Also included in: Genetics Activities and Labs Entire Unit
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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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