Biology - HOT Science Lab

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THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice Chair Dr. Dorothy Bendross-Mindingall Carlos L. Curbelo Renier Diaz de la Portilla Dr. Wilbert “Tee” Holloway Dr. Martin Karp Dr. Marta Pérez Raquel A. Regalado Hope Wilcox Student Advisor Mr. Alberto M. Carvalho Superintendent of Schools Ms. Milagros R. Fornell Associate Superintendent Curriculum and Instruction Dr. Maria P. de Armas Assistant Superintendent Curriculum and Instruction, K-12 Core Ms. Beatriz Zarraluqui Administrative Director Division of Mathematics, Science, and Advanced Academic Program
Table of Contents Introduction ...............................................................................................................................5 Next Generation Sunshine State Standards ..................................................................6 Resources Materials ...................................................................................................................... 13 Laboratory Safety and Contract................................................................................... 19 Lab Roles and Descriptions ........................................................................................ 20 Writing in Science ........................................................................................................ 21 Hands-on Activities First Nine Weeks 1. Perfect People (Topic 1) .......................................................................................... 24 2. Study of Abiotic and Biotic Factors (Topic 2) ........................................................... 30 3. Limiting Factors (Topic 3) ........................................................................................ 36 4. Designing Food Chains and Food Webs (Topic 4) .................................................. 42 5. Human Impact – Effects of Acid Rain (Topic 5) ....................................................... 48 6. Evidence for the Theory of Evolution (Topic 7) ........................................................ 54 7. Examining the Fossil Record (Topic 7) .................................................................... 66 8. Natural Selection (Topic 8) ...................................................................................... 73 Second Nine Weeks 1. Using a Dichotomous Key for Invertebrate Phyla (Topic 10) ................................... 80 2. Classification of Fruits (Topic 10) ............................................................................ 86 3. Cladistics (Topic 10) ................................................................................................. 96 4. Plant Structure and Function (Topic 12) ................................................................. 105 5. Exploring Flower Structure (Topic 12) ................................................................... 117 6. Investigating the Effect of Light Intensity on Photosynthesis (Topic 12) ................ 123 7. Cellular Respiration (Topic 13) .............................................................................. 128 8. Animal-Vertebrate Fish "Perch" Dissection (Topic 14) ........................................... 133 9. Circulation Lab (Topic 16) ...................................................................................... 137 10. Take a Heart Hike (Topic 16) .................................................................................. 141 11. The Deadly Fuchsia Disease (Topic 17) ................................................................ 146 Biology HSL Page 3 Curriculum and Instruction
Page 1: Curriculum and Instruction Division
Page 5 and 6: Introduction The purpose of this do
Page 7 and 8: 7. SC.912.L.15.1: Explain how the s
Page 9 and 10: 16. SC.912.L.17.5: Analyze how popu
Page 11 and 12: to the norms and conventions of the
Page 13 and 14: Materials Hands-on Activities 1. Pe
Page 15 and 16: 15. Cellular Respiration Distilled
Page 17 and 18: 30. Enzyme Catalyst Lab Yeast solut
Page 19 and 20: Laboratory Safety Rules: Know the p
Page 21 and 22: Writing in Science A report is a re
Page 23 and 24: Hands-on Activities
Page 25 and 26: Teacher During activity: After acti
Page 27 and 28: Student Materials: Procedures: Usin
Page 29 and 30: Student Data: Name Actual Height Fe
Page 31 and 32: Teacher them also describe importan
Page 33 and 34: Student Materials (per group): 4 st
Page 35 and 36: Student Data Analysis: Create a ske
Page 37 and 38: Teacher After activity: d. Remind s
Page 39 and 40: Student Limiting Factors (Adapted f
Page 41 and 42: Student Data Analysis: Graph the re
Page 43 and 44: Teacher After activity: b. Assist g
Page 45 and 46: Student Designing Food Chains and F
Page 47 and 48: Student Shoreline Organisms Plants
Page 49 and 50: Teacher During activity: After acti
Page 51 and 52: Student Human Impact - Effects of A
Page 53 and 54:
Student Effects of pH on the Germin
Page 55 and 56:
Teacher During activity: from the f
Page 57 and 58:
Student Evidence for the Theory of
Page 59 and 60:
Student Deinonychus Fossil Evidence
Page 61 and 62:
Student Figure 1 Table 1 Characteri
Page 63 and 64:
Student Animal Table 2 Function of
Page 65 and 66:
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
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Student Natural Selection (Adapted
Page 79 and 80:
Student Data Table 2 Beak Variation
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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
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Teacher 3. Is there more than one w
Page 89 and 90:
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
Page 99 and 100:
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
Page 105 and 106:
Teacher Plant Structure and Functio
Page 107 and 108:
Student Plant Structure and Functio
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Student Answer the following questi
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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
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Student 10. On which part of the fl
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Teacher Investigating the Effect of
Page 125 and 126:
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
Page 139 and 140:
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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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
Page 195 and 196:
Student Building a DNA Model Projec
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Student Observations/Data: Construc
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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
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Teacher Extension: Gizmo: RNA and P
Page 211 and 212:
Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
Page 215 and 216:
Teacher Building Macromolecules NGS
Page 217 and 218:
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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Page 231 and 232:
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
Page 239 and 240:
Page 241 and 242:
Student Genetic Disorder: _________
Page 243 and 244:
Modified Hands-on Activities
Page 245 and 246:
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
Page 289 and 290:
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
Page 305 and 306:
Student 7. In each section, place a
Page 307 and 308:
Student a microscope, patches of re
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Biology - HOT Science Lab

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