Biology - HOT Science Lab

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Teacher Example Cladograms: <strong>Biology</strong> HSL Page 98 Curriculum and Instruction
Teacher Organism Cards Name: Date Palm Phoenix dactylifera Energy Source: Autotroph Vertebrae (backbones): n/a Body Temperature: n/a Limbs: n/a Eyes: n/a Retractable Claws: n/a Other: Does not move. Name: Honey Bee Apis mellifera Energy Source: Heterotroph Vertebrae (backbones): no Body Temperature: varies with environment Limbs: 6 legs Eyes: on side of head Retractable Claws: n/a Other: Compound eyes. Name: Sea Lion Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: constantly warm Limbs: 4 flippers with claws Teeth: Pointed teeth Eyes: eyeballs on side of head: Retractable Claws: no Name: House Cat Felis silvestris Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: constantly warm Limbs: 4 legs with clawed feet Teeth: Pointed teeth Eyes: front of head Retractable Claws: yes Other: Purrs,but cannot roar. Name: Leopard Frog Rana pipiens Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: varies with environment Limbs: 4 legs Eyes: eyeballs on top/side of head Retractable Claws: n/a Other: Tongue attached to front of jaw. Name: Bactrian Camel Camelus bactrianus Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: constantly warm Limbs: 4 legs with hooves Teeth: Square, flat teeth Eyes: eyeballs on side of head Retractable Claws: n/a Name: African Lion Panthera leo Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: constantly warm Limbs: 4 legs with clawed feet Teeth: Pointed teeth Eyes: front of head Retractable Claws: no Other: Roars, social animal, males have manes. Name: Siberian Tiger Panthera tigris Energy Source: Heterotroph Vertebrae (backbones): yes Body Temperature: constantly warm Limbs: 4 legs with clawed feet Teeth: Pointed teeth Eyes: front of head Retractable Claws: no Other: Roars, stripes, solitary animal. <strong>Biology</strong> HSL Page 99 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
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
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: Teacher ii. What does it mean when
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
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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
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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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