Biology - HOT Science Lab

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Student 1. Explain why eyesight is not an important adaptation to life in a cave. 2. What do you think has become the most important adaptation of the cave fish (think about senses) (Explain your answer) 3. What about the internal structure of the cavefish and minnow suggest common ancestry Part F: Human Vestigial Structures Table 3 Structure Possible Function Why vestigial appendix (digests leaves in koala bears) coccyx (tail bones) muscles that move ears muscles that make hair stand up Part G: Comparative Embryology Figure 5 Species Table 4 List similarities of each embryo to others Fish Turtle Salamander Human <strong>Biology</strong> HSL Page 64 Curriculum and Instruction
Student Conclusions: Explain in paragraph form, how each of the following provides evidence for evolution: fossil evidence, comparative anatomy (homologous structures, analogous structures, and vestigial structures), comparative embryology. <strong>Biology</strong> HSL Page 65 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
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: Student Animal Table 2 Function of
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
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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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