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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Programs & methods
Natural Selection & Evolution Activities and Labs Unit
Body Sections:Unit Driving Question — the overarching inquiry that ties all 12 activities together7 NGSS Standards addressed across the unit12 Activity Cards — one for each activity, color-coded, with a type label (lab, webquest, graphic story, etc.) and the key concepts each one introduces2 Additional activitiesReal-World Banner — explains why this unit matters right now (antibiotic resistance deaths, habitat destruction, climate change)8 Learning Targets with checkboxes students can self-asses
7th - 9th
Biology, General Science
NGSS
MS-LS4-3
, MS-LS4-1
, MS-LS4-2
+2
Genetics Activities and Labs Entire Unit
What's Included16 fully developed labs and activities spanning ~30+ days of instruction, covering asexual reproduction, Mendelian genetics, pedigree analysis, DNA extraction, genetic counseling, and Punnett square practiceComplete answer keys for every question across all 8 labs, including model responses for open-ended and critical thinking questions100-point grading rubrics for every lab, broken down by section with grade conversion scalesA suggested day-by-day pacing guide that sequences cont
7th - 9th
Biology, General Science
NGSS
MS-LS3-1
, MS-LS3-2
, MS-LS4-5
+1
Natural Selection and Evolution Unit Test
This unit test includes multiple choice and short response that test students' knowledge on natural selection, fossil record and evolution via reading compreHere's what this assessment provides teachers: Content & StandardsFull alignment to NGSS performance expectations MS-LS4-1, MS-LS4-4, MS-LS4-5, and MS-LS3-2Coverage of all major unit concepts: natural selection mechanisms, adaptation, fossil evidence, artificial selection, Punnett squares, and the genetics-evolution connectionTwo differentia
7th - 9th
Biology
NGSS
MS-LS4-3
, MS-LS4-1
, MS-LS4-2
+3
Also included in: Natural Selection & Evolution Activities and Labs Unit
Flower Dissection Lab -Structure and Reproduction
Student Lab Handout:Engaging introduction with "The Challenge"Detailed background on flower anatomyClear 6-part procedure with explanationsObservation tables and data collection sheets10 analysis questions plus challenge questionsVocabulary, fun facts, and career connectionsReal-world applications (food production, pollination crisis)Comprehensive Teacher Guide:Flower selection guide (Lilies are BEST! ⭐⭐⭐⭐⭐)Detailed shopping list and budget options ($20-60)Step-by-step teaching guide with timing
7th - 9th
Biology
NGSS
MS-LS1-3
, MS-LS1-4
Cell Organelles and Movement Through the Membrane Lab Packet Quantity 4
Your complete lab packet is here! Here's what's inside: Lab 1 — Stained Cell Slides — Students make wet-mount slides of onion and cheek cells, stain them, and compare plant vs. animal cell structures with drawings, a data table, and 5 analysis questions including a Claim-Evidence-Reasoning prompt. Lab 2 — Elodea Osmosis — Students observe live cells in fresh water vs. salt water, watch plasmolysis in real time, and connect observations to osmosis concepts with 5 analysis questions including a re
7th - 9th
Biology, General Science
NGSS
MS-LS1-2
, MS-LS1-1
, MS-PS1-2
+1
Darwin's Finches: Mystery of the Changing Beaks
🐦 Darwin's Finches: Mystery of the Changing Beaks A Real-Data Microevolution Investigation | Grades 7–12What's Included:Student Investigation Packet — guides students through a structured inquiry using real Grant & Grant research data from Daphne Major Island (1976–1979)Four Real Datasets: Population counts of medium ground finches by month (1976–1979)Individual beak measurements for all 751 birds in the 1976 populationSurvivor measurements for the 90 birds that survived to 1978Rainfall data a
7th - 9th
Biology
NGSS
MS-LS4-4
, MS-LS4-6
Also included in: Natural Selection & Evolution Activities and Labs Unit
Mechanisms of Inheritance (Fruit Fly Eye Color) ADI Lab
The Mechanisms of Inheritance lab provides teachers: 7-Stage ADI Framework — Full Argument-Driven Inquiry structure centered on the driving question of which inheritance model — dominant-recessive, incomplete dominance, or codominance — best explains how the sepia eye color trait is passed from parent to offspring in fruit fliesPhenomenon Hook & Notice/Wonder Protocol — Two real-world case options (photos of human siblings with different eye/hair colors from each other and both parents, or photo
7th - 9th
Biology, General Science
NGSS
MS-LS3-1
, MS-LS3-2
Mutations In Genes Argument-Driven Inquiry Lab
The Mutations in Genes lab provides teachers: 7-Stage ADI Framework — Full Argument-Driven Inquiry structure centered on the driving question of how different types of mutations affect the resulting protein and what that means for organism functionPhenomenon Hook & Notice/Wonder Protocol — Three real-world case options (sickle cell disease from a single base substitution, cystic fibrosis from a 3-base deletion, or a word-change analogy activity) with structured observation prompts and three disc
7th - 9th
Biology, General Science
NGSS
MS-LS3-1
Variation In Traits Argument-Driven Inquiry Lab
The Variation in Traits lab provides teachers: 7-Stage ADI Framework — Full Argument-Driven Inquiry structure centered on the driving question of how beetle traits vary within and across species, and what those patterns reveal about classification, adaptation, and heredityPhenomenon Hook & Notice/Wonder Protocol — Two sets of images (within-species variation among individuals of the same beetle species, and three different beetle species side by side) with structured observation prompts and thr
7th - 9th
Biology, General Science
NGSS
MS-LS4-1
, MS-LS3-1
, MS-LS4-4
Food Webs and Ecosystems Arugment-Driven Inquiry Lab
The Food Webs & Ecosystems Lab provides teachers: 7-Stage ADI Framework — Full Argument-Driven Inquiry structure from phenomenon hook through investigation report, centered on the driving question of which marsh organism would most disrupt the food web if removedPhenomenon Hook & Notice/Wonder Protocol — Two real-world case options (Atlantic cod collapse from 1990s overfishing or Robert Paine's classic 1966 sea star keystone species experiment) with structured observation prompts and three discu
7th - 9th
Biology, General Science
NGSS
MS-LS2-3
, MS-LS2-4
Predator Prey Relationship Web Simulation
The Predator-Prey Relationships Lab provides teachers: 7-Stage ADI Framework — Full Argument-Driven Inquiry structure from phenomenon hook through investigation report, built around the NetLogo Wolf-Sheep Predation simulationPhenomenon Hook & Notice/Wonder Protocol — Two real-world case options (Yellowstone wolf reintroduction or Pacific Coast sea otter/sea urchin decline) with structured observation prompts and three discussion questions including a trophic cascade cause-and-effect chain activi
7th - 9th
Biology, General Science
NGSS
MS-LS2-2
, MS-LS2-1
Population Growth: What Factors Limit the Size of a Yeast Population? Lab
The Population Growth Lab provides teachers: 7-Stage ADI Framework — Full Argument-Driven Inquiry structure from phenomenon hook through investigation report, mirroring how scientists actually workPhenomenon Hook & Notice/Wonder Protocol — Real-world population explosion examples (human population since 1800, locust swarms, algal blooms) with structured observation and discussion questions including a yeast doubling calculation activityBackground Reading — Student-facing text covering population
7th - 9th
Biology, General Science
NGSS
MS-LS2-4
, MS-LS2-1
Body System Interactions Stations
The Body System Interactions Stations Lab provides teachers: Driving Question & Lab Framework — A central guiding question framing all four stations around how body systems interact and what happens when those interactions changeLab Expectations Protocol — Student-facing behavioral and academic expectations (real-time data recording, citing evidence, vocabulary use, materials care) printed directly on the student sheetStation 1: Pulse & Breathing Rate Lab — Full hands-on investigation measuring
7th - 9th
Anatomy, Biology, General Science
NGSS
MS-LS1-2
, MS-LS1-3
, MS-LS1-1
Body System Amusement Park Project
The Body System Amusement Park project provides teachers: Full Project Packet — Complete student-facing materials for a collaborative 3-component project: Presentation (slides or display), Park Model, and Individual ReflectionNGSS Alignment — Standards MS-LS1-2 and MS-LS1-3 with Science Practices (Developing Models, Argument from Evidence, Communicating Information) and Crosscutting Concepts (Systems & System Models, Structure & Function, Cause & Effect)Scenario & Guiding Question — A $150 milli
7th - 9th
Anatomy, Biology, General Science
NGSS
MS-LS1-2
, MS-LS1-3
Microscopy & Pond Water ADI Lab
Student Lab Includes: Stage 1 — Phenomenon: Notice/Wonder table + 3 discussion questions (no outside source references — teacher shows the image/video)Stage 2 — Background Reading: Microscope parts table, magnification equation, organism field guide for all 5 pond organisms + the water bear, Reading CheckStage 3 — Investigation Design: 5 planning questions, safety rules, step-by-step microscope and wet mount procedures, teacher sign-off boxStage 4 — Data Collection & Initial Argument: 8-row obse
7th - 9th
Biology, General Science
NGSS
MS-LS1-2
, MS-LS1-3
, MS-LS1-1
Respiratory and Cardiovascular Systems ADI Lab
This Lab Contains: Phenomenon prompt (Stage 1) with three observation/wonder questions to spark curiosityBackground reading on body organization, the respiratory system, the cardiovascular system, and cellular respirationEmbedded Reading Check question within the background readingStandardized cardiovascular fitness protocol with step-by-step instructionsThree subject data collection tables plus a class summary tableGraphing space and graph interpretation questionsStructured argument-building te
7th - 9th
Biology, General Science
NGSS
MS-LS1-7
, MS-LS1-3
Color & Survival. A Natural Selection M&M Simulation Lab
This Lab Includes Real-World Narrative:The lab is framed around Trinidadian cloud forest tree frogs — a real ecological scenario where logging destroys green moss habitat and exposes orange-red clay, flipping which frog colorations are camouflaged. Students are now "predatory birds," not anonymous pickers.Each M&M color maps to a real coloration type (brown = bark, green = moss, orange = clay, etc.) with a biological explanationStructural Improvements:Vocabulary bookend — students define terms b
7th - 9th
Biology, General Science
NGSS
MS-LS4-2
, MS-ETS1-1
, MS-LS4-4
+1
Also included in: Natural Selection & Evolution Activities and Labs Unit
The Plant Game - Simulation of Photosynthesis
What's Included:The Photosynthesis Equation (Page 1) — A side-by-side panel that places the equation 6CO₂ + 6H₂O + Light → C₆H₁₂O₆ + 6O₂ right on the cover and explicitly maps every game piece to a term in the equation. Students see from minute one that this isn't just a game — it's a model. Setup Guide (Page 2) — A full materials table (what each item represents and how many per group), a 3-step seedling setup guide with starting stats clearly stated, and a plant part costs menu with a strategi
7th - 9th
Biology, General Science
NGSS
MS-LS2-3
, MS-LS1-6
Fortune Teller Fish Investigation
🐟 Fortune Teller Fish Investigation Middle School Science | Mixed Grades 6–8 | ~60–75 min7-part inquiry cycle following the Science & Engineering Practices (Phenomenon → Ideas → Plan → Do → Share → Reflect → Report)Vocabulary glossary with 6 key terms (observation, hypothesis, evidence, variable, phenomenon, conclusion)Hands-on investigation where student groups test hypotheses about why a novelty fish moves on their palmGroup collaboration built into hypothesis ranking, test design, and conse
6th - 8th
Biology, General Science
NGSS
MS-ETS1-3
Dr. Fossil's Field Journal -Whale Evolution & Pangea Activity
Here's your complete Dr. Maya Fossil's Field Journal package! The Field Journal Format:A richly styled journal aesthetic with an illustrated cover, aged-paper background, handwritten-style entry boxes, and chapter headers — giving students the feeling of reading a real scientist's field notesDr. Maya Fossil serves as the narrator throughout, providing context, wonder, and scientific grounding for both activitiesChapter 1 — Whale Evolution:A full narrative field entry explaining the "walking wh
7th - 9th
Biology, General Science
NGSS
MS-ESS2-3
, MS-ESS2-2
, MS-LS4-1
+1
Also included in: Natural Selection & Evolution Activities and Labs Unit
Showing 1-20 of 48 results
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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