Biology - HOT Science Lab

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Teacher f. Make sure students complete their index cards with the required flower parts and their labels. After activity: What the teacher will do: c. Assess student understanding of flower functions by reviewing its different parts. d. Engage students into a discussion on the importance of pollination and its relation to flower structure and function. Example topics: 1. Evolution of plant adaptations to attract pollinators. 2. How is our food supply impacted by pollination 3. How do structures of flowers help with pollination and the spreading of seeds Extension: Activities and flower images at www.fastplants.org Gizmo: Flower Pollination, Pollination: Flower to Fruit <strong>Biology</strong> HSL Page 118 Curriculum and Instruction
Student Exploring Flower Structure (Adapted from Flower Dissection – http://www.swiftoptical.com/EducationalResources.aspx) NGSSS: SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes. (AA) Background: Although the basic principles of sexual reproduction are the same in a plant, an insect, an animal, and a human; observing the structure of flowers is necessary to create a full picture and completely understand the reproductive process of pollination for a flower. Dissecting a variety of flowers and identifying their parts will help visualize and relate the structure of flowers to their function. Major parts of a flower can be identified in the diagram below: Figure 1 - Drawing by Mariana Ruiz Purpose or Problem Statement: To list the parts of a flower To relate the structure of the flower parts to their function To identify the macro and microscopic structures of a flower using both a dissecting and compound microscope Safety: Students should take extreme care when handling dissecting equipment such as scissors and forceps Vocabulary: petals, stamen, pistil, pollen grains, stereo microscope, compound microscope, sepal, nectarines, anther, filament, seed pod, nectar, ovary, ovules, pedicel <strong>Biology</strong> HSL Page 119 Curriculum and Instruction
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Curriculum and Instruction Division
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Table of Contents Introduction ....
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Introduction The purpose of this do
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7. SC.912.L.15.1: Explain how the s
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16. SC.912.L.17.5: Analyze how popu
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to the norms and conventions of the
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Materials Hands-on Activities 1. Pe
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15. Cellular Respiration Distilled
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30. Enzyme Catalyst Lab Yeast solut
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Laboratory Safety Rules: Know the p
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Writing in Science A report is a re
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Hands-on Activities
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Teacher During activity: After acti
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Student Materials: Procedures: Usin
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Student Data: Name Actual Height Fe
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Teacher them also describe importan
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Student Materials (per group): 4 st
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Student Data Analysis: Create a ske
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Teacher After activity: d. Remind s
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Student Limiting Factors (Adapted f
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Student Data Analysis: Graph the re
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Teacher After activity: b. Assist g
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Student Designing Food Chains and F
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Student Shoreline Organisms Plants
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Student Human Impact - Effects of A
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Student Effects of pH on the Germin
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Teacher During activity: from the f
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Student Evidence for the Theory of
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Student Deinonychus Fossil Evidence
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Student Figure 1 Table 1 Characteri
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Student Animal Table 2 Function of
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Student Conclusions: Explain in par
Page 67 and 68: Teacher d. Student misconceptions s
Page 69 and 70: Student Examining the Fossil Record
Page 71 and 72: Student period should be place towa
Page 73 and 74: Teacher Natural Selection (Adapted
Page 75 and 76: Teacher Additional instructions/Han
Page 77 and 78: Student Natural Selection (Adapted
Page 79 and 80: Student Data Table 2 Beak Variation
Page 81 and 82: Teacher After activity: What the te
Page 83 and 84: Student Materials (per group): Inve
Page 85 and 86: Student Taxonomic Key to the Major
Page 87 and 88: Teacher 3. Is there more than one w
Page 89 and 90: Teacher Strawberry Cucumber Banana
Page 91 and 92: Teacher Strawberry Cucumber Banana
Page 93 and 94: Student Classification of Fruits NG
Page 95 and 96: Student Classifications of Fruit Gr
Page 97 and 98: Teacher ii. What does it mean when
Page 99 and 100: Teacher Organism Cards Name: Date P
Page 101 and 102: Teacher The De-riving Force of Clad
Page 103 and 104: Student 7. Select the next most sim
Page 105 and 106: Teacher Plant Structure and Functio
Page 107 and 108: Student Plant Structure and Functio
Page 109 and 110: Student Answer the following questi
Page 111 and 112: Student Part B: Roots Materials: Pl
Page 113 and 114: Student Root Systems Using Figure 5
Page 115 and 116: Student Tilia Stem (Woody growth):
Page 117: Teacher Exploring Flower Structure
Page 121 and 122: Student 10. On which part of the fl
Page 123 and 124: Teacher Investigating the Effect of
Page 125 and 126: Student Investigating the Effect of
Page 127 and 128: Student 6. Put the beaker in a plac
Page 129 and 130: Student During activity: After acti
Page 131 and 132: Student Procedures: 1. Write a hypo
Page 133 and 134: Teacher Animal-Vertebrate Fish "Per
Page 135 and 136: Student 10. To expose the internal
Page 137 and 138: Teacher Circulation Lab (Adapted fr
Page 139 and 140: Student Circulation Lab (Adapted fr
Page 141 and 142: Teacher Take a Heart Hike (Adapted
Page 143 and 144: Teacher Cardiovascular Model Biolog
Page 145 and 146: Student Results and Conclusions: 1.
Page 147 and 148: Teacher b. An asterisk (*) is place
Page 149 and 150: Student Procedures: Before testing
Page 151 and 152: Teacher Cell Model Project NGSSS: S
Page 153 and 154: Teacher Extension: Gizmo: Cell Stru
Page 155 and 156: Student You must be able to locate
Page 157 and 158: Student Name: _____________________
Page 159 and 160: Teacher After activity: 3. Fill a t
Page 161 and 162: Student Diffusion and Osmosis NGSSS
Page 163 and 164: Student Table 2 - Physical Changes
Page 165 and 166: Teacher Investigating Inherited Tra
Page 167 and 168: Teacher During activity: After acti
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Student Investigating Inherited Tra
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Student Observations/Data: Biology
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Student Data Analysis: Sex of offsp
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Teacher Differences in Similar Phen
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Student Differences in Similar Phen
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Student Measurement of Hand Length
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Student Graph Title: ______________
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Teacher Making Karyotypes (Adapted
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Teacher Extension: Gizmo: Human Kar
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Student 3. Identify the centromere
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Student 4. Use scissors to cut out
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Student 2. Comparing and Contrastin
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Teacher During activity: deoxyribos
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Student Building a DNA Model Projec
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Student Observations/Data: Construc
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Teacher DNA Extraction Lab NGSSS: S
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Student DNA Extraction Lab NGSSS: S
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Teacher Candy DNA Replication (Adap
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Student Candy DNA Replication (Adap
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Teacher Protein Synthesis: Transcri
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Teacher Extension: Gizmo: RNA and P
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Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
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Teacher Building Macromolecules NGS
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Student Properties of Water NGSSS:
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Student Results: 1. From the data c
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Teacher differences 2. Did the data
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Student Observations/Data: Surface
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Student Genetic Disorder: _________
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Modified Hands-on Activities
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Teacher 11. Have different students
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Teacher TURTLE GRASS TURTLE GRASS T
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Teacher DINOFLAGELLATES DINOFLAGELL
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Teacher SCALLOP SCALLOP TROPHIC LEV
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Teacher FISH LARVA FISH LARVA TROPH
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Teacher OCTOPUS OCTOPUS TROPHIC LEV
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Teacher SEA STAR SEA STAR TROPHIC L
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Teacher SEA URCHINS SEA URCHINS TRO
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Additional Hands-on Activities
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Student Fun with Bubbles NGSSS: SC.
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Student Observations/Data: Diameter
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Teacher Stimuli Effects on Heart Ra
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Student Stimuli Effects on Heart Ra
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Student Procedures: 1. Select a sta
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Student Figure 4 Figure 5 Coughing:
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Student 4. The parasympathetic and
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Student Stimuli Effects on Heart Ra
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Student a. Depending upon your size
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Student a. Tap the data point that
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Teacher Investigating Bacterial Gro
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Student Investigating Bacterial Gro
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Student 3. To inoculate your agar p
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Student Data Analysis/Results: Answ
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Teacher After activity: 2. Why do y
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Student Procedures: 1. The class is
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Teacher Identifying Organic Compoun
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Student Identifying Organic Compoun
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Student 7. In each section, place a
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Student a microscope, patches of re
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Biology - HOT Science Lab

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