Michael Riley

This assignment has students color like compounds and symbols and then put them in the correct order to represent the photosynthesis equation. This assignment goes along with one of my other assignments "Respiration Puzzle for Interactive Notebook" to show the two equations are related.

This is a simple assignment where students first color like compounds and symbols. Then they cut out the pieces and glue them on a piece of paper as shown on the key (my students have an interactive notebook). This assignment goes along with one of my other assignments "Photosynthesis Puzzle for Interactive Notebook" since the equations are related.

Students use the "unzipped" DNA strand to match mRNA nitrogen bases. Then students match tRNA nitrogen bases to those. Using codons students use an RNA translation wheel to determine the amino acid coded for and the abbreviation. If done correctly, the amino acid abbreviations should spell out "GENETICS". I have my students color the DNA and RNA nitrogen bases like colors. Please see the key/example. Note: You can find an RNA codon wheel by Googling it. I would include one, but I didn't want to

I use this as a notebook assignment, but it could just as easily be a handout activity. Students use the Spectral Analysis sheet to determine the chemical composition of each star. The easiest way to do it is hold the key behind the worksheet and hold it up to light. Check the key for the answer. The data and spectral lines are completely fictional, and the star names are teachers in my science department. Students can also color the worksheet as shown in the key.

Students first use the data sheet to measure the spectral lines for each galaxy. Once that is done they determine which galaxies are moving toward or away from the laboratory standard spectral lines. They can also determine which ones are moving faster or slower. The data is completely fictional, with the names of the galaxies being teachers in my science department. You can also have students color it as shown in the key.

I created this assignment as a notebook assignment, but it could be done as a worksheet as well. Students color all the dot patterns different colors (i.e. 1 dot gets a color, 2 dot gets another, etc.). Students color in the elements that have that many valence electrons and glue them in the box. By looking at the periodic table they then glue them in the correct order.

This interactive notebook assignment reinforces the concepts of Mendelian traits (dominant / recessive) and codominant traits. The first sheet has students color the pea pods according to the genotype (green = dominant / yellow = recessive). Students then complete the Punnet squares, coloring the possible offspring according to the genotypes. The codominance sheet has students explore how codominance (incomplete dominance) affects the outcomes of genetic crosses. This time students write in the

I use this assignment as something to refer back to when teaching Punnet squares. It starts with Mendel's purebred P generation and traces the traits through to the F2 generation to give a visual representation of what Mendel observed. Then students add the genotypes of the plants under the flaps. The terms "Homozygous", "Purebred", "Hybrid", and "Heterozygous" are also reinforced by having students color the relating boxes.

This assignment is an example of polygenic traits, and is designed to use all the colors of a 12 color pencil box. It is not an accurate depiction, just an example of how having multiple genes greatly affects the number of outcomes. After the introduction of Punnett squares, students should get an introduction to Punnett squares for phenotypes controlled by multiple genes. You can look at the example picture for clarification for how it works. Students color in the eyes according to what it is l

This assignment is designed to go with my interactive notebook, but it could be used as an activity or lab. After students have learned about alleles, chromosomes, and meiosis they receive the information sheet for this activity. On this sheet are the locations of the alleles on the bug's chromosomes and what those alleles code for (i.e. the first allele on the top codes for eye color, where red is dominant and blue recessive). On the same sheet are the phenotypes and genotypes of the parents. T

Students first color the organisms given to them and cut them out. They then make a branching tree where they decide what physical traits to use to classify the living things given to them. Each time they branch off from one trait they have to decide what two groups to put them in. Once the branching tree is done they use it to create a dichotomous key using the names of the organisms given on the second sheet of the Word document. Students check each others work to make sure the key works.

Students learn about the pH scale by discovering common examples of substances with different pH values. Students use the Internet to search substances with specific pH values, then draw and label those substances in the worksheet. Students then color the given pH scale reflected in pH indicator paper.