Usable Tomorrow

In case you haven't seen it: Students make 2 parallel lines, a few yards apart. They turn back to back, and choose what resource they will be looking for when they turn back (deer line), or what resource they will provide (habitat line). They make the symbol, and THEN turn around (no changing!). Deer who grab the resource they need get to reproduce and the resource becomes their offspring (move to deer line). Deer who do not get their resource die and become part of the habitat. Limiting factor

This worksheet describes the difference between correlation and causation and demonstrates that difference using line graphs. The content covered is MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

Use these slides to guide your students through the photosynthesis reaction with fruit cereal to demonstrate the rearrangement of atoms, law of conservation of matter, and storage of energy in chemical bonds Materials needed: 3 colors fruit cereal colored pencils paper towel on each desk blank paper for students to draw/answer questions on and turn in

Students investigate the signs of a chemical reaction by designing their own experiments, using a step by step process that includes identifying variables and graphing. Can be done at home or in the classroom. Extends to predictions about future results based on evidence from this investigation.

NGSS standard In this project, you will act as a paleontologist and a geologist. Your goal is to design an experiment that simulates how sedimentary layers (strata) form over time and how the "fossils" trapped within them provide a chronological map of Earth’s history. The ChallengeUsing materials from your kitchen or yard, you will create a "simulated dig site." You will then analyze how the depth of a fossil relates to its relative age and use your findings to predict where future fossils m

NGSS standard HS-ESS3-4 asks for modeling, and higher level modeling includes "systems thinking!" Includes step by step guide and rubric for: Project Goal Design, model, and propose an innovative solution that reduces human impact on the environment. Include a model that explains how your solution works and why it is effective.

The 8th grade NGSS standard on Forces and Motion calls for modeling! NGSS MS-PS2-2 | DOK Level 3 | Gifted Icon: Multiple Perspectives Project Goal Design and create a model that shows how forces affect the motion of an object. Your model should help others understand how mass and force work together to change motion. What Is a Scientific Model? A model is a representation that helps explain how something works. It may be a diagram, physical demonstration, or digital simulation.

NGSS MS-LS2-3 (Middle School Life Science) Project Goal Design, build, and explain a model that shows how energy moves and matter cycles in an ecosystem. Your model should help others understand how living and nonliving parts work together.

This worksheet shows students how graphs can be interpreted differently according to scale and skew. The standard content used for these examples are MS-LS4-1 and MS-LS4-2

Watch The Lorax with your class, and have them make a copy of the Google Slide deck provided here. Then, they use the slides to show what they learned about the complicated web of relationships between the ecosystem and the society in the movie. Once they determine the cause and effect of these relationships, they use this to create claims based on evidence about what destroyed the Truffula Trees AND how they might be restored.

My adaptation of using popcorn kernels to demonstrate and calculate the 10% rule of energy flow in ecosystems Set up: "Producer Station" sign with giant buckets of kernels 1 balance for each lab group 3 empty containers for each lab group labeled "primary consumers," "secondary consumers," and "tertiary consumers" (size will determine how much "energy" they can get for their first trophic level, I use disposable tupperware containers) 1 worksheet for each student calculators

Just need two dice for each pair of students! They play this game (all instructions and worksheets included) that simulates changes in an ecosystem (both abiotic and biotic) that affect a quail population, and then they analyze the limiting factors and graph the population change.

I use this to introduce chemical energy in bonds of primary molecules used in our bodies. This is a segue between my chemistry unit where we have studied molecules, and my energy in ecosystems unit where we use photosynthesis and cellular respiration as the basis for the energy pyramid.

Simple! There are 16 claims and 16 pieces of evidence to cut apart and handout randomly. Have students find their "partner" matching claim to evidence. Then, go around the room and have students explain why they matched (reasoning!)

Photosynthesis and cellular respiration as the basis of ecosystem energy, energy conversions from solar energy to chemical energy to biomass energy and heat lost as part of the 10% rule; trophic levels in energy pyramid derived from food change where model of food chain demonstrates direction of energy flow; chemical reactions of carbon cycle on molecular scale in diagram and carbon cycle on macro scale diagram ALL IN ONE REVIEW PACKET!

Students use the 4 page packet to apply genetics, punnett squares, as they predict the likelihood that their bioengineered organism will eradicate a bacteria bloom in the deep ocean. Can be done in groups or individually- 4 pages will take two class periods

marine science adaptation of the Association of Fish and Wildlife Agencies game: Students make 2 parallel lines, a few yards apart. They turn back to back, and choose what resource they will be looking for when they turn back (manta ray line), or what resource they will provide (habitat line). They make the symbol, and THEN turn around (no changing!). Rays who grab the resource they need get to reproduce and the resource becomes their offspring (move to Manta Ray line). Rays who do not get their

Students make their own slides to use with microscopes, so they need slides, cover slips, toothpicks, water, droppers, red onion skin, tweezers, and slide stain (full prep notes on page 3). They draw and then compare in a chart, then put comparison in a paragraph starting with a claim and using evidence to support their claim "Are plant and animal cells more similar or more different?"

In groups or individually, students use animal traits and habitat characteristics to match animals with the enclosure best suited for them. They analyze the survival needs and comfort of each animal within their enclosure based on traits.

Students use step by step instructions to create a model/diagram that shows the carbon cycle as well as photosynthesis, chloroplast, cellular respiration, mitchondria, reactants carbon dioxide and water going into producers, sunlight energy, oxygen and glucose produced, and the opposite for living things doing cellular respiration. This activity combines the molecular scale processes with the macro scale cycle of carbon. REQUIRED: computers to search for carbon cycle image to start with....