MamaBerry
24 Followers
Endicott, New York, United States
About the store
I have taught high school biology/ science for 20+ years, but I don't feel that old!!!
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Life Science: Biology Cluster-Mitosis, Differentiation, Cancer, Cell Structures
This cluster is aligned and keyed to the NGSS (NYSSLS). It is 14 questions written in the NYSSLS cluster-style including text, tables, charts, images, and models to complete, analyze and use. The content covered includes Causes of cancer/ uncontrolled mitotic growth and development of cancerous cells, Genetic outcomes of mitosis, Using models to explain the effects of mitosis and differentiation of growth and development, Embryonic stem cells vs. adult stem cells, Structure/ Function/ Specificit
9th - 11th
Biology, Close Reading
Life Science: Biology Cluster (Feedback, Endocrine, Nervous, Immune)
This cluster is aligned and keyed to the NGSS (NYSSLS). It is 9 questions written in the NYSSLS cluster-style including text, tables, charts, images, and models to complete, analyze and use. The content covered includes basic human body systems interactions (using text, graphs and models), immune system function/destabilization, regulation/ feedback and response to changing conditions (using graphs, data tables, models), completing a model of hierarchical organization of interacting systems, neg
9th - 11th
Biology, Close Reading
Life Science Biology Cluster 1
This cluster is aligned and keyed to the NGSS (NYSSLS). It is 10 questions written in the NYSSLS cluster-style including data tables, images, graphs and models to complete, analyze and use. The content covered includes: Basic life processes, basic human body systems interactions, basic immune system (all components defined in the reading), basic regulation/ feedback and response to changing conditions, hierarchical organization of interacting systems and basic macromolecules performing differe
9th - 11th
Biology, Close Reading
Life Science Biology: Photosynthesis Cluster
This cluster is aligned and keyed to the NGSS (NYSSLS). It is 10 questions written in the NYSSLS cluster-style including tables, chart, images, graphs and models to complete, analyze and use. The content covered includes Photosynthesis – origins/ effect on ancient Earth, Photosynthesis - matter transformation and conservation, Photosynthesis – energy transformation and conservation, Photosynthesis – inputs and outputs/ structures involved, Photosynthesis – oxygen release effects on biodiversity
9th - 11th
Biology, Close Reading
Vision Quest-Evolution, Genetics, Ecology, Human Impacts, Systems Interactions
This lesson is aligned to NGSS (NYSSLS) with standards listed on the first two pages. This activity is based on a Reader's Digest article which is great for the context/ human emotional experience, but can be completed without the article. The article talks about a family where both parents were unknown carriers of a mutation that leads to blindness by adulthood. 3/4 of the kids inherited the genes to have the disease and their parents decided to take them on a trip around the world for a yea
9th - 11th
Biology, Close Reading
Life Science Biology: Cellular Respiration Cluster
This cluster is aligned and keyed to the NGSS (NYSSLS). It is 9 questions written in the NYSSLS cluster-style including tables, chart, images, graphs and models to complete, analyze and use. The content covered includes Cellular Respiration – origins/ effect on ancient Earth’s biodiversity (anaerobic/ aerobic), Cellular Respiration - matter transformation and conservation, Cellular Respiration – energy transformation and conservation, Cellular Respiration – inputs and outputs/ structures involve
9th - 11th
Biology, Close Reading
The Great Salt Lake/ Brine Shrimp - Human-caused climate change and its effects
This activity is aligned to NYSSLS (NGSS) and includes an answer key. Students will complete a Brine Shrimp Experimental Design warm-up. Then, in this activity, students will learn about The Great Salt Lake ecosystem. They will explore the human-caused changing conditions of the lake ecosystem - salinity, water level, temperature - and the effects on populations, biodiversity and the economy. They will analyze data and develop claims, explanations and propose solutions (trade-offs). They wi
9th - 11th
Biology, Close Reading
Life Science Biology Cluster 2
This cluster is aligned and keyed to the NGSS (NYSSLS). It is 9 questions written in the NYSSLS cluster-style including data tables, images, graphs and models to complete, analyze and use. The content covered includes: enzymes and body systems interactions, basic energy transfers (human impacts, trade-off), basic enzyme specificity, effects of temperature and pH on enzyme function, basics interactions of cell structures to produce enzymes, and chemical indicator testing as evidence of enzyme a
9th - 11th
Biology, Close Reading
Meet the Plastics! Effects of plastic pollution: climate change and more!
This activity is aligned to NYSSLS (NGSS) and includes an answer key. Students will begin by reading about the history of plastic including using ivory, tortoise shells and horns to the first synthetics like Bakelite to the ‘accidental’ production of polyethylene using wastes from crude oil/gas processing. They will discuss the trade-offs of using synthetic plastics. Students will learn about the pollution released at the various stages in the life cycle of plastics and use diagrams and data
9th - 11th
Biology, Close Reading, Environment
We are never, ever, ever getting back together! Cell Division Lab
This Lab is aligned and keyed to NGSS (NYSSLYS) with standards on the first page. In this Lab, students will review the concepts associated with cell division (mitosis) including the role of the protein synthesis in creating the proteins that control and regulate the cell cycle, the basic parts of interphase (focusing on DNA replication, regulation of the cell cycle (p53, DNA repair enzymes) and implications when mutations change the regulator proteins (cancer), purpose for cell division (growt
9th - 11th
Biology, Close Reading
Investigating Cladistic Analysis Lab
This lab is aligned to NGSS (NYSSLS) with standards listed on the first page. Students are given a set of pictures with present-day species and with that limited information and their prior knowledge, they construct a claim as to their placement in a cladogram. From there, students will place the given common ancestors using the evidence (pictures) and prior knowledge. Because students will not 'know' the answers, conversations where students engage in productive 'argument' will ensue natural
9th - 11th
Biology
The Salt Babies
These lessons are aligned and keyed to NGSS (NYSSLS). In this package, students are presented with a recent newspaper article discussing the mysterious deaths of 7 babies in a span of 3 days in March 1962 at a hospital in Binghamton, NY. Students will propose questions and then sift through evidence from primary source documents (newspaper articles from the 1960s) to generate a valid claim as to why they think the babies tragically died in those 3 days (I omitted the 'answer' from the excerpts
9th - 11th
Biology, Close Reading
Mitosis and Cell Differentiation Model (Growth and Development Model)
This activity is aligned to NYSSLS (NGSS) and includes an answer key. Students will read about growth and development and complete two basic questions as a foundation before developing their model. Then, students will be given a variety of illustrations showing various stages of embryonic growth and development concluding with birth to the small child age. They will create a model by constructing a claim for a logical sequence depicting embryonic growth and development. Then, students will u
9th - 11th
Biology, Close Reading
Gene Expression Worksheets
These worksheets are aligned to NGSS (NYSSLS) with standards listed on the first page. There are 2 different gene expression packets that each go with a different video clip. One clip uses a short section of fruit flies with gene expression from NOVA's "What Darwin Never Knew". The second uses a general clip concerning humans and gene expression. Students are asked to propose questions, construct explanations and delve into non-coding DNA and look at DNA methylation. Students will also be a
9th - 11th
Biology
Scaffolded Claim, Evidence, Reasoning Practice
In this lesson, students will practice with claim, evidence and reasoning (explanation). Oftentimes, students may be able to provide a claim/ explanation, but fail to provide the evidence to support the claim/ explanation. With NYSSLS, providing the evidence is critical and it must be extracted from charts, diagrams, graphs and readings. This lesson is scaffolded with a simple diagram and cluster first and sample answers provided. The students choose the option that they believe best answers
9th - 11th
Biology, Close Reading
Dopamine Made Me Do It! Lab
This simulation lab is aligned to NGSS (NYSSLS) with standards listed on the first page. In this simulation lab, students will belong to one of four groups. Each group will perform a different type of task such as phone use, candy eating, problem solving or creativity. When a stimuli is presented, one person in each group will have to follow a different pathway through the classroom (representing a neuronal pathway). They will eventually land at a specific table where they will perform a cert
9th - 11th
Biology, Health
SQUIGZ Genetics Lab (Central Dogma, Gene Expression-Development/ Environment)
This lab is aligned to NGSS (NYSSLYS) with standards listed of first page. Each lab group will represent a different part on one human. Students will use mini SQUIGZ (Fat Brain Toys) and a master DNA instruction manual to figure out what gene(s) they must express to carry out their specialized jobs. In Part 2, something in their environment changes and this will modify their use of genes. Students will transcribe and translate only the genes necessary for their proper functioning. They must
9th - 11th
Biology
Deer Tick Activity - factors that influence carrying capacity
This activity is aligned to NYSSLS (NGSS) and includes an answer key. In this activity, students will read a background about the increase in deer ticks in Albany, NY. They will use actual deer tick population densities to construct a graph. They are given data on winter temperatures and above average “warm” winter days from 1970 to 2023. They will use their graph and the weather graphs provided to construct claims and explanations using quantitative and qualitative evidence for the increase
9th - 11th
Biology, Close Reading
Experimental Design Peer Review - 6 Stations Analysis
This lesson is aligned to NGSS (NYSSLS) with standards listed on the first page. In this lesson, students will analyze 6 different experiments and conduct a peer-review process communicating positive aspects and areas in need of improvement. The essential question is, "What makes a good experiment?" As students work through the peer-review process, they will naturally have group discussions, and questions will arise which they will record. These questions will allow for a whole class convers
9th - 11th
Biology, General Science
Investigating Guard Cells and Leaf Stomata Lab
These labs are aligned to NGSS (NYSSLS) with standards listed on the first page(s). In the first lab, students will read about guard cells, locate and draw guard cells using the microscope and answer some analysis questions (basic lab). In the second activity, students will design an experiment to test the effects of either moisture level or air temperature on the activity of guard cells. They will use science and engineering practices to make a claim, identify variables, constants, generate
9th - 11th
Biology
Showing 1-20 of 44 results
About the store
Experience
I have taught high school biology/ science for 20+ years, but I don't feel that old!!!
Teaching style
I like to present students with opportunities to engage, think, analyze, make connections and propose questions. I like to create activities where students have to construct a model or use a model and not only construct explanations to explain the analogies, but also to recognize the limitations of such models. I try to bring in current, relevant content and find ways to incorporate everyday articles or items into a lesson. I do whole group instruction, but I really enjoy circulating and doing small group instruction where I can engage and connect with the students individually. ALL of the lessons I post here will be aligned to NGSS (NYSSLS in NYS)!
Awards & shining teacher moments
New York State Master Teacher Emeritus (one of the early birds!)
Recipient of the Conrad and Virginia Klee Fellowship (Graduate School)
Empire 8 Softball All-star collegiate level
My own education history
Bachelor's Degree Biology - Hartwick College
Master's Degree - Binghamton University
Additional biographical information
I'm a busy mom of young kids, but I really have always enjoyed creating my own original lessons, activities and labs. I enjoy the process of having a topic I want to address, thinking of ideas and then putting those ideas into action on paper. I have always liked writing and creating my own introductions, questions and simulations/ labs. Now, I just have to do this stuff after 8pm!
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