Biology - HOT Science Lab

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Teacher 6. Which organelle is like a road system endoplasmic reticulum After activity: What the teacher will do: a. Have the student groups present their cell models and explain how they created their model. Randomly ask individual students to identify 5 parts and explain their function. b. Answer Key for Results/Conclusion: 1. Complete the following chart: ORGANELLE LOCATION DESCRIPTION FUNCTION cell wall plant, not animal *outer layer *rigid, strong, stiff *made of cellulose *support (grow tall) *protection *allows H2O, O2, CO2 to pass into and out of cell cell membrane both plant/animal *plant - inside cell wall *support *animal - outer layer; *protection cholesterol *controls movement of *selectively permeable materials in/out of cell *barrier between cell and its environment *maintains homeostasis nucleus both plant/animal *large, oval *controls cell activities nuclear both plant/animal *surrounds nucleus *Controls movement of membrane *selectively permeable materials in/out of nucleus cytoplasm both plant/animal *clear, thick, jellylike *supports /protects cell material and organelles organelles found inside cell membrane endoplasmic both plant/animal *network of tubes or *carries materials through reticulum (E.R.) membranes cell ribosome both plant/animal *small bodies free or *produces proteins attached to E.R. mitochondrion both plant/animal *bean-shaped with inner *breaks down sugar membranes molecules into energy vacuole plant - few/large *fluid-filled sacs *store food, water, waste animal - small (plants need to store large amounts of food) lysosome plant – uncommon *small, round, with a *breaks down larger food animal - common membrane molecules into smaller molecules *digests old cell parts chloroplast plant, not animal *green, oval usually *uses energy from sun to containing chlorophyll make food for the plant (green pigment) (photosynthesis) 2. Complete a Venn Diagram to compare plant and animal cells. Use table above to check student‘s diagram. 3. Identify two similarities and two differences between plant and animal cells. Similar: nucleus, plasma membrane, mitochondria Different: plant cells have cell walls and chloroplasts; animal cells have neither Biology HSL Page 152 Curriculum and Instruction
Teacher Extension: Gizmo: Cell Structure The Biology Place Lab Bench: Cell Structure and Function Cells Alive! Website: http://www.cellsalive.com/cells/3dcell.htm Biology HSL Page 153 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
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Teacher d. Student misconceptions s
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Student Examining the Fossil Record
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Student period should be place towa
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Teacher Natural Selection (Adapted
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Teacher Additional instructions/Han
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Student Natural Selection (Adapted
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Student Data Table 2 Beak Variation
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Teacher After activity: What the te
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Student Materials (per group): Inve
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Student Taxonomic Key to the Major
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Teacher 3. Is there more than one w
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Teacher Strawberry Cucumber Banana
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Teacher Strawberry Cucumber Banana
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Student Classification of Fruits NG
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Student Classifications of Fruit Gr
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Teacher ii. What does it mean when
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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 and 118: Teacher Exploring Flower Structure
Page 119 and 120: Student 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: Teacher Cell Model Project NGSSS: S
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
Page 169 and 170: Student Investigating Inherited Tra
Page 171 and 172: Student Observations/Data: Biology
Page 173 and 174: Student Data Analysis: Sex of offsp
Page 175 and 176: Teacher Differences in Similar Phen
Page 177 and 178: Student Differences in Similar Phen
Page 179 and 180: Student Measurement of Hand Length
Page 181 and 182: Student Graph Title: ______________
Page 183 and 184: Teacher Making Karyotypes (Adapted
Page 185 and 186: Teacher Extension: Gizmo: Human Kar
Page 187 and 188: Student 3. Identify the centromere
Page 189 and 190: Student 4. Use scissors to cut out
Page 191 and 192: Student 2. Comparing and Contrastin
Page 193 and 194: Teacher During activity: deoxyribos
Page 195 and 196: Student Building a DNA Model Projec
Page 197 and 198: Student Observations/Data: Construc
Page 199 and 200: Teacher DNA Extraction Lab NGSSS: S
Page 201 and 202: 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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