Biology - HOT Science Lab

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Third Nine Weeks 1. Cell Model Project (Topic 19) ................................................................................ 151 2. Diffusion and Osmosis (Topic 19) .......................................................................... 158 3. Investigating Inherited Traits (Topic 22) ................................................................. 165 4. Differences in Similar Phenotypes (Topic 22) ........................................................ 175 5. Making Karyotypes (Topic 23) ............................................................................... 183 Fourth Nine Weeks 1. Building a DNA Model Project (Topic 24) .............................................................. 192 2. DNA Extraction Lab (Topic 24) .............................................................................. 199 3. Candy DNA Replication (Topic 24) ........................................................................ 203 4. Protein Synthesis: Transcription and Translation (Topic 25) ................................. 207 5. Building Macromolecules (Topic 26) ...................................................................... 215 6. Enzyme Catalyst Lab (Topic 26) ............................................................................ 224 7. Properties of Water (Topic 27) ............................................................................... 228 8. Classification – Fishing for Protists (Topic 29) ....................................................... 234 9. Genetic Disorders: Informational Poster and Presentation (Topic 30) ................... 238 Modified Hands-on Activities 1. Marine Food Web Activity (Topic 4) ....................................................................... 244 Additional Hands-on Activities 1. Fun with Bubbles (Topic 1) .................................................................................... 262 2. Stimuli Effects on Heart Rate: Sympathetic Stimuli and Coughing (Topic 16) ....... 269 3. Stimuli Effects on Heart Rate: Exercise and Baroreceptor Stimuli (Topic 16) ........ 278 4. Investigating Bacterial Growth (Topic 17 and 30) .................................................. 287 5. DNA Electrophoresis Simulation (Topic 23) ........................................................... 294 6. Identifying Organic Compounds (Topic 26) ............................................................ 299 Biology HSL Page 4 Curriculum and Instruction
Introduction The purpose of this document is to provide Biology teachers with a list of basic laboratories and hands-on activities that students in a Biology class should experience. Each activity is aligned with the Biology Curriculum Pacing Guide and the Next Generation Sunshine State Standards (NGSSS). All the information within this document provides the teacher an essential method of integrating the Science NGSSS with the instructional requirements delineated by the Course Description published by the Florida Department of Education (FLDOE) and the Biology End of Course Test (EOC). The information is distributed in three parts: (1) A list of the course specific benchmarks as described by the FLDOE and that may be tested in the Biology EOC. The Nature of Science Body of Knowledge and related standards are infused throughout the activities. Specific Nature of Science, Language Arts, and Mathematics benchmarks may have been explicitly cited in each activity; however, it is expected that teachers infuse them frequently in every laboratory activity. (2) Basic resources to assist with laboratory safety, organization of groups during lab activities, and scientific writing of reports. (3) Hands-on activities that include a teacher-friendly introduction and a student handout. The teacher introduction in each activity is designed to provide guidelines to facilitate the overall connection of the activity with course specific benchmarks through the integration of the scientific process and/or inquiry with appropriate questioning strategies addressing Norman Webb‘s Depth of Knowledge Levels in Science. All the hands-on activities included in this packet were designed to address important concepts found in the Biology course that will be assessed in the Biology EOC and to provide the teacher with sufficient resources to help the student develop critical thinking skills in order to reach a comprehensive understanding of the course objectives. In some cases, more than one lab was included for a specific standard, benchmark, or concept. In most cases, the activities were designed to be simple and without the use of advanced technological equipment to make it possible for all teachers to use. However, it is highly recommended that technology, such as Explorelearning Gizmos and hand-held data collection equipment from Vernier, Texas Instruments, and Pasco, is implemented in the science classrooms. This document is intended to bring uniformity among the science teachers that are teaching this course so that all can work together, plan together, and rotate lab materials among classrooms. Through this practice, all students and teachers will have the same opportunities to participate in these experiences and promote discourse among learners, which are the building blocks of authentic learning communities. Acknowledgement M-DCPS Curriculum and Instruction Division of Mathematics, Science, and Advanced Academic Programs would like to acknowledge the efforts of the teachers who worked arduously and diligently on the preparation of this document. Biology HSL Page 5 Curriculum and Instruction
Page 1 and 2: Curriculum and Instruction Division
Page 3: Table of Contents Introduction ....
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
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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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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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