Next Gen Sci Guy

This activity proceeds as follows: 1. First, students complete a matching task using ecology vocabulary 2. Then students explore ecological levels of organization (using the crackers) 3. Then students create a food web/food chain using the crackers 4. Finally, students learn about the energy pyramid using their crackers (and calculate the amount of energy available at each trophic level) I'm new to TPT, and would love feedback if you have a minute. I'm adding new content on a weekly basis, so

In brief, students begin by generating questions based upon experimental results (Powerpoint Slide included). Then, they read about several types of speciation. Then, students simulate speciation within a hypothetical population of frogs, using manipulatives to create a model. Finally, students answer post-activity questions. A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s: LS3.B: Variation of traits LS4: Biological Evolution: Unity and Diversity Cross Cutting Concepts: Pa

This is unlike anything you’ve ever done with students. When students come back to visit (even years later), this is the project they remember. All materials and resources are editable. In this project, each student will find an egg in the classroom. The egg will contain a unique genome, which encodes 10 or 11 traits. Students will learn to identify and decode the genes (protein synthesis), produce a dragon with unique traits (paper planes – wing size, body length, color, weight, behaviors,

This station lab is aligned to the Next Generation Science Standards (NGSS). Students examine six lines of evidence for evolution (Fossils, DNA evidence, Embryology, homology, vestigial structures, and Divergent/convergent evolution) at different stations. Students can start at any of the stations, which are designed for students to work through as a group. I made the download a .zip file, which contains an editable word doc, and answer key word doc file. "Evolution Unit Bundle" includes every

In brief, students begin by answering an intriguing “bell ringer” (Powerpoint Slide included). Then, they simulate the use of an antibiotic on bacteria. The bacteria then mutates, requiring them to try an different antibiotic the following round. Finally, the two strains perform conjugations, and students try both antibiotics on the new strain, to no avail. They discover that a superbug has evolved. Students take data, graph the data, and analyze the data by answering post-lab questions. A.

In brief: I use this activity very early in the unit on evolution. The goal is to introduce the work of Charles Darwin, and to get students to frame their thinking around the similarities, differences, and relationships between organisms, and their environments. The activity is not designed to get students to learn the detailed mechanisms of evolution by natural selection, but rather to have them draw some of the same conclusions and generalizations that informed Darwin on his voyage. 1. Stud

NGSS STANDARDS WITHIN THIS UNIT: A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s: LS4, LS3.B Cross Cutting Concepts: Patterns, Cause and Effect, Scale, Proportion, and Quantity, Systems and System Models, Structure and Function, Stability and Change Scientific and Engineering Practices: Engaging in Arguments from Evidence, Analyzing and Interpreting Data, Developing and Using Models, Using Mathematical and Computational Thinking "Evidence for Evolution: Stations Lab" explores six lines of evi

In Brief: In this activity NGSS (Next Generation Science Standards) aligned activity, students 1) use a website to design and simulate the performance of three different wind turbines, 2) use the data to design their own turbines (using simple materials), 3) construct a wind turbine, 4) test the ability of the wind turbine to lift a small object 5) use simple formulas to calculate the power of their turbine, 6) evaluate their design Time Frame: This lab usually takes two classes or so (obvio

In this activity NGSS (Next Generation Science Standards) aligned activity, students create a Recovery Plan for an endangered species of their choice. The plant requires students to 1) understand the natural history and geographical range of the organism 2) design a plan that accounts for the timeline, resources needed, and plan of action 3) come up with a way to measure if the plan is succeeding 4) discuss the importance of the species to its ecosystem A. NEXT GENERATION SCIENCE STANDARDS HER

In this NGSS (Next Generation Science Standards) aligned activity, students (Part 1:) Read about family trees, and relate family trees to cladograms (Part 2:) Learn to interpret cladograms, walking through examples, and then (Part 3:) create their own cladogram using structural data from six hypothetical creatures. The activity is designed so that students can autonomously work through it with facilitation by the teacher. Time Frame: Depending on the length of your classes, this activity can r

In Brief: Part 1: Students read some background on biological magnification, and answer pre-reading questions. Part 2: Students create a visual/mathematical model of biological magnification for a marine food chain. Part 3: Students create a graph of to represent the data. Part 4: Students answer conclusion questions based upon their model. A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s: LS1.C Organization for Matter and Energy Flow in Organisms LS2.A: Interdependent Relationships in Ecos

A. SUGGESTED USES Prior Knowledge: No particular Prior knowledge in required; the bundle covers most of the major topics in Ecology. The materials are editable, allowing you to change/differentiate as necessary http://www.teacherspayteachers.com/Store/Next-Gen-Sci-Guy By purchasing this bundle, you are saving more than 30%, compared to purchasing each resource separately. You will receive 13 products: This "Ecology Unit Bundle" is aligned with the Next Generation Science Standards (NGSS). Every

In this activity NGSS (Next Generation Science Standards) aligned activity, students (Part 1:) watch a short video that defines invasive species, and enumerates on the harm that invasive species cause.  Students use an outline provided to take notes. In Part 2, Students select a specific invasive species (from a list of 30) and create a short presentation on the organism. Then they present to their classmates.  In Part 3, students evaluate the statement, “Humans are one of the most invasive spec

This ecology project is packed full of NGSS standards, and engages students in STEM activities. It proceeds as follows: 1. First, students consider the hurdles involved in a manned-trip to Mars 2. Then, students use concepts in ecology to design and create a self-sustaining food room for astronauts 3. Finally, students evaluate the strengths and weaknesses of their mini-ecosystem Time Frame: The initial set up of the project requires one or two classes. Students can then make observations for

This activity proceeds as follows: 1. Students brainstorm about why it is important to estimate the population of organisms 2. Students learn how to estimate population using the “sampling” technique 3. Students learn how to estimate population using the “mark and recapture” technique 4. Students design a study to estimate a real population, and carry out their study. 5. Extension Activity: Students read an article about the overfishing of Bluefin tuna, which is down to 4% of the population that

This product contains the following: 1. A 126 self-grading assessment (that is self-grading using Google Forms) 2. An Answer Key (you will not likely have to input the answers, as it should already be programmed when you download it.) 3. Detailed Instructions on how to use the product (edit, delete, grade, etc) 4. A variety of biology and life science topics Click the preview to see some sample questions on the test. Note: The visual appearance of online test is much nicer; the preview is a wor

This project is packed with NGSS Aligned skills and standards. I have used it for my biology classes during the Ecology unit, and my Environmental Science classes as well. Students gather data and research, model a U.N. Panel, make arguments from evidence and evaluate claims. Many students will role-play a specific person, or represent a specific position on trophy hunting, while others will be judges, using the Environmental Decision Making Model to inform their decision on "Should Trophy Hu

In this activity NGSS (Next Generation Science Standards) aligned activity, students (Part 1:) design and carry out a study to calculate how much water will be saved if they turn the water off while brushing their teeth, and (Part 2:) design and carry out a loner-term study at home to calculate how much water can be conserved. The lesson proceeds as follows: 1. First, students watch a short video on water conservation, and the growing water shortage crisis worldwide. They answer a few questi

This is a 26-Question Jeopardy-Style Powerpoint that can be used as a review game to help students check their understanding of Ecology. A final Jeopardy Question is included. Click the preview to see every question. The product is in PowerPoint format, and allows you to click to the home screen, and click clues of different amounts. It is easy to use. Simply click the money amount for any question and it will bring you to that question. After the question is answered, you can click the Home

In Brief: Part 1: Students watch a short video on the greenhouse effect, and answer some questions. Part 2: Students design a small model to demonstrate the greenhouse effect. Lab groups vary the gases that they test. Part 3: Students setup and take data on the greenhouse models; comparing the different groups’ setups. Part 4: Students alter their setup in attempt to reduce the greenhouse effect. Part 5: Students analyze the data, and answer conclusion questions. A. NEXT GENERATION SCIENC