Next Gen Sci Guy

Aligned with the Next Generation Science Standards, this lab requires students to discover the antidote to a venomous hornet sting. Students must work cooperatively under a time constraint in order to discover which of two liquids are the antidote. They design, and carry out, four mini-experiments using household materials, and their knowledge of the properties of water, in order to ascertain the antidote. They must justify their claim for which liquid is the antidote using evidence from thei

In Brief: The lab proceeds as follows 1. Students complete a short matching section using important genetics terms 2. Students read about five different human traits (Interlacing of fingers, PTC tasting, Presence of Palmaris Longus Muscle, Hair Texture, and Color Vision) 3. Students attempt to determine their genotpyes, based upon their phenotypes, and the information in the lab. 4. Students perform Punnett Squares using their genotypes, in order to make predictions about future generations A.

A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s: LS1.A Structure and Function Cross Cutting Concepts: Cause and Effect, Systems and System Models, Stability and Change Scientific and Engineering Practices: Asking Questions and Defining Problems Analyzing and Interpreting Data Developing and Using Models Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information B. SUGGESTED USES Prior Knowledge: Stud

This activity proceeds as follows: 1. Students are given a hypothetical scenario in which they are offered two different payment options for house-sitting a wealthy neighbor's house, and have to fill in a data table by calculating the earnings for each option 2. Students then evaluate five different graphs, each of which incorrectly represents the data in some way. They must find the mistakes. 3. Students then generate a list of rules for proper graphing 4. Students use their rules, and data o

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

Brief: In this activity, students practice writing step-wise instructions for constructing a small object (legos, K’nex, household materials…it doesn’t matter). Then, students switch with one another, and try to construct the intended object using their classmates’ instructions. Finally, they self-assess their success. It is a fun and creative way to teach following directions, descriptive writing, and procedure writing for science experiments. A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s

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

Aligned with the Next Generation Science Standards (NGSS), this activity provides a hands on approach to organic chemistry for advanced high school students (honors biology, chemistry, biochemistry, AP biology). The packet could be used without atomic modeling kits, and still be very valuable. However, I use the kits to helps students see 3-D, kinesthetic models of the macro-nutrients. So it is best to have access to a class set of atomic modeling kits for this lab. The packet included a full

Brief: This activity is designed to help students write a high quality formal lab report. In this activity, students will compare two versions of the same written lab report, and identify insufficiencies in the one version. Students will also list all the ways that the lab could be improved. Answers are included. A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s: ETS1: Engineering Design Cross Cutting Concepts: Scale, Proportion, and Quantity, Systems and Models, Patterns Scientific and

This is a 26-Question Jeopardy-Style Powerpoint that can be used as a review game to help students check their understanding of the following terms and concepts: 1) Biological Membranes - location in cell, structure (phospholipid bilayer, fluid mosiac model, proteins) and function (homeostasis and selective permeability) 2) Diffusion - physical process of, examples 3) Transport - passive, active, facilitated, concentration gradients, sodium potassium pump 4) Transport (con't) - osmosis, hyperto

Brief: In this lab, students will test the question, "Do Altoids (mints) lower the temperature of my mouth?" by designing a simple experiment, collecting data, and analyzing the results. Details can be found below. The results should show that, although mints (menthol) make our mouths feel colder, they do not actually lower the temperature of our mouths (temperature nerves are stimulated by menthol). The lab can take anywhere from 50 minutes to two days, depending on how it is used. A. NEXT

In this fun project, students learn about the unique mating rituals of a chosen organism, and make a clever Valentine's Day Card using what they have learned. They watch a short video on sexual selection, and answer some questions. This project is fun, creative, and combines Valentine's Day with Darwin Day, in order to celebrate the accomplishments of Charles Darwin. I've uploaded it as a word doc, so that you may edit it to your liking. I've included a grading checklist, that you may change

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

A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s: LS1.A Structure and Function Cross Cutting Concepts: Cause and Effect, Systems and System Models, Stability and Change Scientific and Engineering Practices: Asking Questions and Defining Problems Analyzing and Interpreting Data Developing and Using Models Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information B. SUGGESTED USES Prior Knowledge: Students shou

This product is a 30-slide PowerPoint that aligns with the NGSS. It contains bell ringers (Do Now Questions), a mini lab activity, exit tickets, discussion questions, and video links to show important processes. This game is part of a Unit Bundle on Cell Membranes and Transport. The unit is NGSS aligned. If you are interested, you can find it here: Get it here: NGSS Aligned: Membranes and Transport Unit BundleTopics in the presentation include: 1) Biological Membranes - location in cell, st

This product comes with a 24 slide PowerPoint that covers the “who, what, where, and how” of photosynthesis. It comes with a guided note sheet that simplifies the notes for students in an interactive and engaging manner. It also comes with a YouTube video link that shows students an animation of the steps using the same images from the PowerPoint. It covers pigments, absorption spectra, chloroplasts, thylakoids, ATP synthase, electron transport chain, light/dark reactions, chemiosmosis, ATP, NAD

In this activity NGSS (Next Generation Science Standards) aligned activity, students (Part 1:) use a website to learn about the three types of adaptations, and fill out a chart. In Part 2, Students select a species (from a list of 30) and create a short presentation on the organism’s unique adaptations. Then they present to their classmates. They use a graphic organizer to take notes on their peer’s presentations, and wrap-up part 2 by relating adaptations to an organism’s survival. Fourth, stud

In this activity simple activity, students (Part 1:) Teachers briefly lectures on atoms, chemical reactions, and bonding. (Part 2:) Students practice drawing 9 examples of compounds. (Part 3:) Student answer an exit ticket to reinforce their conceptual understanding of why atoms bond. A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s: PS1.A Structure and Properties of Matter PS1.B Chemical Reactions PS3.B Conservation of Energy and Energy Transfer Cross Cutting Concepts: Cause and Effec

Prior Knowledge: A basic knowledge of the structure of DNA is helpful when using this activity. I use this as a formative assessment; to help students learn the process, and to informally assess their understanding. In this fun, kinesthetic activity, the classroom transforms into the nucleus of a cell. The classroom is a stage, and students play the roles of nucleotides, enzymes and other proteins in order to simulate the process of DNA Replication. This is a great way to get learners out of

This is a 26-Question Jeopardy-Style Powerpoint that can be used as a review game to help students check their understanding of Evolution and Natural Selection. 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 answer