Next Gen Sci Guy

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

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

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

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 worksheet provides students with interesting examples of questions involving diffusion and osmosis. I use it as a reinforcement activity during the unit of membranes and cell transport. The worksheet is NGSS (Next Generation Science Standards) aligned, requiring students to apply their knowledge of diffusion, osmosis, and transport in order to explain the phenomenon in each question. It comes with answers. This worksheet is part of a Unit Bundle on Cell Membranes and Transport. The uni

This product contains the following: 1. A 55-question test (that is self-grading using Google Forms) 2. An Answer Key 3. Detailed Instructions on how to use the product (edit, delete, grade, etc) Click here to see a sample of the test: Sample Questions for Self-Grading Genetics and Meiosis TestTopics/vocabulary used on the test: Genes, chromosomes, homologous chromosomes, law of independent assortment, law of segregation, crossing over, meiosis, gamete formation, homozygous, heterozygous, genoty

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