Biology - HOT Science Lab

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Tertiary consumer Secondary Consumer Primary Consumer Producer Teacher Trophic Level Organism Consumes Consumed By Turtle grass Autotroph Manatees Eel grass Autotroph Not eaten Shoal grass Autotroph Manatees Manatee grass Autotroph Manatees Wigeon grass Autotroph Manatees Diatoms Autotroph Scallops, crabs, shrimp Dinoflagellates Autotroph Zooplankton Green algae Autotroph Fish, crabs, zooplankton, sea urchins Brown algae Autotroph Sea stars, crabs, sea urchins Sargassum Autotroph Sea turtles Sea lettuce Autotroph Conch, fish larvae Scallops Plankton Starfish Zooplankton Algal cells (phytoplankton) Oyster, scallops, sea stars Conch Seagrasses Lemon sharks, sea turtles, octopi, crabs Krill Algal cells (phytoplankton) Lanternfish Oysters Plankton Starfish Oithona Algal cells (phytoplankton) Fish larvae, squids Fish larvae Seagrasses, algae Crabs. Lanternfish, sea stars Crab Seagrasses, algae, sea stars Octopi, squids, emperor angelfish, lemon sharks Shrimp Seagrasses, algal cells Lanternfish Manatee Seagrasses None Emperor Worms, sponges, coral animals, Jellyfish, squids, octopi angelfish shrimp Squid Fish, copepods, krill Dolphins Octopus Fish, copepods, krill Moray eels, dolphin Jellyfish Small fish Crabs, sea turtle Moray eel Fish, squid, octopus Tiger sharks, lemon sharks Lanternfish Shrimp, krill, copepods Killer whales, dolphin, tiger sharks Dolphin Squid, fish Killer whales Tuna Fish Killer whales, dolphin, tiger sharks Sea star Scallops, oysters, coral, fish Fish, crabs Sea anemone Small fish, zooplankton Sea stars Tiger shark Invertebrates, fish, marine mammals Killer whales, tiger sharks Lemon shark Fish, invertebrates, fish, marine mammals Killer whales, tiger sharks Sea turtle Fish, invertebrates Lemon sharks, tiger sharks Killer whale Fish, invertebrates, marine mammals Top of food chain Sea urchins Decaying plant and animal matter Fish Scavenger Sea cucumbers Decaying plant and animal matter Sea star, fish Marine fungi Decaying plant and animal matter Oysters Decomposer Marine Bacteria Decaying plant and animal matter Oysters <strong>Biology</strong> HSL Page 246 Curriculum and Instruction
Teacher TURTLE GRASS TURTLE GRASS TROPHIC LEVEL: producer FEEDING TYPE: autotrophic PREFERRED FOODS: make their own food PREDATORS: manatees EEL GRASS EEL GRASS TROPHIC LEVEL: producer FEEDING TYPE: autotrophic PREFERRED FOODS: make their own food PREDATORS: not eaten SHOAL GRASS SHOAL GRASS TROPHIC LEVEL: producer FEEDING TYPE: autotrophic PREFERRED FOODS: make their own food PREDATORS: manatees <strong>Biology</strong> HSL Page 247 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
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Teacher The De-riving Force of Clad
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Student 7. Select the next most sim
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Teacher Plant Structure and Functio
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Student Plant Structure and Functio
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Student Answer the following questi
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Student Part B: Roots Materials: Pl
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Student Root Systems Using Figure 5
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Student Tilia Stem (Woody growth):
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Teacher Exploring Flower Structure
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Student Exploring Flower Structure
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Student 10. On which part of the fl
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Teacher Investigating the Effect of
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Student Investigating the Effect of
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Student 6. Put the beaker in a plac
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Student During activity: After acti
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Student Procedures: 1. Write a hypo
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Teacher Animal-Vertebrate Fish "Per
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Student 10. To expose the internal
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Teacher Circulation Lab (Adapted fr
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Student Circulation Lab (Adapted fr
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Teacher Take a Heart Hike (Adapted
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Teacher Cardiovascular Model Biolog
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Student Results and Conclusions: 1.
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Teacher b. An asterisk (*) is place
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Student Procedures: Before testing
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Teacher Cell Model Project NGSSS: S
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Teacher Extension: Gizmo: Cell Stru
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Student You must be able to locate
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Student Name: _____________________
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Teacher After activity: 3. Fill a t
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Student Diffusion and Osmosis NGSSS
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Student Table 2 - Physical Changes
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Teacher Investigating Inherited Tra
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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
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
Page 203 and 204: Teacher Candy DNA Replication (Adap
Page 205 and 206: Student Candy DNA Replication (Adap
Page 207 and 208: Teacher Protein Synthesis: Transcri
Page 209 and 210: Teacher Extension: Gizmo: RNA and P
Page 211 and 212: Student Protein Synthesis: Transcri
Page 213 and 214: Student Protein Synthesis: Transcri
Page 215 and 216: Teacher Building Macromolecules NGS
Page 217 and 218: Student Building Macromolecules NGS
Page 219 and 220: Student Construct Glycine A. Draw a
Page 221 and 222: Student Construct Cytosine A. Cytos
Page 223 and 224: Student Try to determine some ways
Page 225 and 226: Teacher During activity: After acti
Page 227 and 228: Student 3. Using the forceps, dip a
Page 231 and 232: Student Properties of Water NGSSS:
Page 233 and 234: Student Results: 1. From the data c
Page 235 and 236: Teacher differences 2. Did the data
Page 237 and 238: Student Observations/Data: Surface
Page 241 and 242: Student Genetic Disorder: _________
Page 243 and 244: Modified Hands-on Activities
Page 245: Teacher 11. Have different students
Page 249 and 250: Teacher DINOFLAGELLATES DINOFLAGELL
Page 251 and 252: Teacher SCALLOP SCALLOP TROPHIC LEV
Page 253 and 254: Teacher FISH LARVA FISH LARVA TROPH
Page 255 and 256: Teacher OCTOPUS OCTOPUS TROPHIC LEV
Page 257 and 258: Teacher SEA STAR SEA STAR TROPHIC L
Page 259 and 260: Teacher SEA URCHINS SEA URCHINS TRO
Page 261 and 262: Additional Hands-on Activities
Page 265 and 266: Student Fun with Bubbles NGSSS: SC.
Page 267 and 268: Student Observations/Data: Diameter
Page 269 and 270: Teacher Stimuli Effects on Heart Ra
Page 271 and 272: Student Stimuli Effects on Heart Ra
Page 273 and 274: Student Procedures: 1. Select a sta
Page 275 and 276: Student Figure 4 Figure 5 Coughing:
Page 277 and 278: Student 4. The parasympathetic and
Page 281 and 282: Student Stimuli Effects on Heart Ra
Page 283 and 284: Student a. Depending upon your size
Page 285 and 286: Student a. Tap the data point that
Page 287 and 288: Teacher Investigating Bacterial Gro
Page 289 and 290: Student Investigating Bacterial Gro
Page 291 and 292: Student 3. To inoculate your agar p
Page 293 and 294: Student Data Analysis/Results: Answ
Page 295 and 296: 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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