<p>This station lab is aligned to the Next Generation Science Standards (NGSS). Students examine six lines of evidence for evolution (Fossils, DNA evidence, Embryology, homology, vestigial structures, and Divergent/convergent evolution) at different stations. Students can start at any of the stations, which are designed for students to work through as a group.</p> <p>The entire lab can be done with these basic materials:</p> <p>String and ruler</p> <p>These additional materials are not necessary, but enhance the students’ experience:</p> <p>ancient hominid skulls (human skull, ancient hominid skull(s), human skeleton, animal skeletons).</p> <p>Time Frame: This lab often takes two full classes. It can take longer, depending upon how you approach it.</p> <p>Details Below:</p> <p>A. NEXT GENERATION SCIENCE STANDARDS HEREIN<br /> DCI’s: LS4: Biological Evolution: Unity and Diversity</p> <p>Cross Cutting Concepts: Patterns, Cause and Effect, Scale, Proportion and Quantity, Structure and Function, Stability and Change</p> <p>Scientific and Engineering Practices:<br /> Analyzing and Interpreting data, Constructing Explanations and Designing Solutions, Engaging in Arguments from evidence, Using Mathematical Thinking, Obtaining, Evaluating, and Communicating Information</p> <p>B. SUGGESTED USES</p> <p>Prior Knowledge: This can be used as an introduction to evolution, but more often I use it after I’ve taught how evolution by natural selection works, so that students may use the concepts they learned to write well-developed responses.</p> <p>Materials and Setup: See above for materials, and optional materials. The other materials are included in the bottom of the lab. There is some basic cutting out, and stapling/gluing paper flaps onto paper, which is described simply, and included in the download. The materials are reusable, and after the initial cutting and gluing, the setup takes about 10-15 minutes.</p> <p>Implementing the Lesson:</p> <p>Since this station lab is designed for students to work through as an autonomous group, there isn’t much detail in implementing the lesson. I recommend reading through the answers so that, as you circulate the room while students work, you may guide them in the right direction.</p> <p>I usually supplement this lab with some formal notes/more examples after the lab is done.</p> <p>Terms of Use<br /> • This packet is 1 classroom/teacher use only. Do not make copies or<br /> email it to your colleagues. This was designed by me and is for your<br /> personal (one user)use. You may<br /> not share it or claim it as your own. You may not redistribute it.<br /> • You are not permitted to use any part of this work to<br /> create products for sharing or selling.<br /> • You are permitted to share the cover image of the packet<br /> on your website when referring to it in a post, as long as<br /> you link back to my store.<br /> All rights reserved by author.</p>

<p>SUGGESTED USES</p> <p>Prior Knowledge: DON’T SHOW STUDENTS THE STRUCTURE OF DNA BEFORE THIS ACTIVITY. This activity works very well as an introduction to DNA. Students should have a knowledge of the basic function of DNA.</p> <p>Implementing the Lesson:</p> <p>Materials and Setup: All materials (other than a tape or glue) are included in this packet. There is no setup for the teacher (other than printing).</p> <p>As you know, the story of how DNA’s structure was solved is interesting, and involved many players. This activity gives students the chance to play the role of scientists, like Watson and Crick, in order to solve the structure of DNA. Looking at some images, and interpreting information, students will synthesize the information they have in front of them to solve the structure of DNA, and answer some questions about nucleotides, base-pair rules, and the helix, while learning about the scientists who made it possible. This lab incorporates some misconception alerts as well.</p> <p>Students enjoy this lab because they get to work cooperatively in a fun, lightly competitive environment. Like Watson and Crick, lab groups will compete with one another to be the first to so solve the structure.</p> <ol> <li>In lab groups, students are to work through packet, in order.</li> <li>Equipped with some basic knowledge from the first two pages, students will cut out the nucleotides, and attempt to<br /> arrange them in the space provided. (the sequence of base pairs doesn’t matter; just the overall structure)</li> <li>Once a lab group thinks they have solved it, they should call you over, and can glue it down if they are right.</li> <li>The first team to neatly glue (or tape) the DNA in the space provided wins</li> <li>Watson and Crick got the Nobel Prize, so I suggest awarding candy or extra credit to the first group (or tier it)</li> <li>Finally, students answer the summary questions. From there, teacher can further explore structure (hydrogen bonds, antiparallel, 3’ and 5’ ends, pyrimidine and purine) or discuss women in science, ethics of scientists, etc.</li> </ol> <p>Terms of Use<br /> • This packet is 1 classroom/teacher use only. Do not make copies or<br /> email it to your colleagues. This was designed by me and is for your<br /> personal (one user)use. You may<br /> not share it or claim it as your own. You may not redistribute it.<br /> If colleagues are interested in it, please send them the link to my store:<br /> • You are not permitted to use any part of this work to<br /> create products for sharing or selling.<br /> • You are permitted to share the cover image of the packet<br /> on your website when referring to it in a post, as long as<br /> you link back to my store.<br /> All rights reserved by author.</p>

<p>Brief: In this Next Generation Science Standards Aligned activity, students review the steps of protein synthesis, and are introduced to the mechanics of epigenetic changes. Students predict how methylation affects gene expression, and model gene expression in six different scenarios in mice, using manipulatives that are included in the download. Finally, students contrast traditional gene expression from epigenetic expression, by answering conclusion questions.</p> <p>A. NEXT GENERATION SCIENCE STANDARDS HEREIN<br /> DCI’s: LS1.A Structure and Function<br /> LS1.B Growth and Development<br /> LS1.D Information Processing<br /> LS3: Inheritance and Variation of Traits</p> <p>Cross Cutting Concepts: Patterns, Cause and Effect, Systems and System Models, Structure and Function, Stability and Change</p> <p>Scientific and Engineering Practices:<br /> Analyzing and Interpreting Data, Developing and Using Models, Obtaining, Evaluating, and Communicating Information</p>

This activity proceeds as follows:<br /> 1. First, students complete a matching task using ecology vocabulary<br /> 2. Then students explore ecological levels of organization (using the crackers)<br /> 3. Then students create a food web/food chain using the crackers<br /> 4. Finally, students learn about the energy pyramid using their crackers (and calculate the amount of energy available at each trophic level)

This ecology project is packed full of NGSS standards, and engages students in STEM activities. It can be used for grades 6-12. It proceeds as follows:<br /> 1. First, students consider the hurdles involved in a manned-trip to Mars<br /> 2. Then, students use concepts in ecology to design and create a self-sustaining food room for astronauts<br /> 3. Finally, students evaluate the strengths and weaknesses of their mini-

<p>Giant Genetics Packet: 27 Practice problems and Other Questions<br /> This packet covers lots of topics in genetics, including following concepts:</p> <ol> <li>First, students look at a pair of homologous chromosomes, and answer questions about the parents and offspring</li> <li>Then students make predictions about genetic crosses in dominant/recessive, codominant, Blood typing, incomplete dominant, sex-linked traits, and dihybrid crosses using Punnett Squares</li> <li>Finally, students can work through extra problems and scenarios using the “Going Further” section.</li> </ol> <p>Time Frame: Assuming that the teacher is giving instruction on genetics in between working on this, this activity, this packet can take 3- 5 days to complete.</p> <p>Details Below:</p> <p>I’m new to TES, and would love feedback if you have a minute. I’m adding new content on a weekly basis, so click follow me under my store name to be the first to know.</p> <p>A. NEXT GENERATION SCIENCE STANDARDS HEREIN<br /> DCI’s: LS3.A: Inheritance</p> <p>Cross Cutting Concepts: Patterns, Scale, Proportion, and Quantity,</p> <p>Scientific and Engineering Practices:<br /> Analyzing and Interpreting Data<br /> Developing and Using Models<br /> Using Mathematical and Computational Thinking</p> <p>B. SUGGESTED USES</p> <p>Prior Knowledge: Students should have a basic understanding of the process of fertilization. The concepts of independent assortment, and the law of segregation is helpful. Students should know (or be taught during) genetics vocabulary: homozygous, heterozygous, allele, gamete, etc.</p> <p>Materials and Setup: All students will need is this packet, and no preparation is required. The answers are included.</p> <p>This packet gives you a lot of options. If you don’t cover sex-linked traits in your class, Skip them! If you don’t want you students to do the Going Further part; just don’t print it. (Sometime I use the Going Further part to differentiate instruction. Those who finish the other parts sooner can work on that section).</p> <p>Implementing the Lesson:</p> <p>Unlike my other products, this isn’t really a step-by step lesson. This packet helps to supplement your notes and discussion of genetics, by providing practice problems.</p> <p>Terms of Use<br /> • This packet is 1 classroom/teacher use only. Do not make copies or<br /> email it to your colleagues. This was designed by me and is for your<br /> personal (one user)use. You may<br /> not share it or claim it as your own. You may not redistribute it.<br /> If colleagues are interested in it, please send them the link to my store:<br /> • You are not permitted to use any part of this work to<br /> create products for sharing or selling.<br /> • You are permitted to share the cover image of the packet<br /> on your website when referring to it in a post, as long as<br /> you link back to my store.<br /> All rights reserved by author.</p>

<p>A. NEXT GENERATION SCIENCE STANDARDS HEREIN<br /> DCI’s: PS1: Matter and it’s Interactions<br /> Cross Cutting Concepts: Systems and System Models, Stability and Change</p> <p>B. SUGGESTED USES</p> <p>Prior Knowledge: Students should know the anatomy of an atom, and how to draw it. They should understand the difference between ionic and covalent bonding, and how to determine if atoms will bond to form an ionic or covalent bond. This is covered in an assignment I created called MAKING SENSE OF THE PERIODIC TABLE).<br /> They should be able to draw ionic and covalent bonds, and understand the octet rule.</p> <p>The name tags for students can be found on the later pages of the packet. They can be printed on sticker/label paper and cut out for students. To save time, they can be prepared for many years of usage by printing in color, laminated, and simply taped on to student’s shirts, and then reused. Most simply, they could be printed out on paper, taped to the students’ shirts’, and discarded at the end.</p> <p>The name tags have been organized in sets of 24 into more advanced, and less advances chemical reactions. In reality, you may cut out a combination of any atoms/elements that you’d like.</p> <p>Note: Students may need some assistance finding the right combination of atoms to make a stable compound.</p> <p>Terms of Use<br /> • All pages are copyrighted.<br /> • This packet is 1 classroom/teacher use only. Do not make copies or<br /> email it to your colleagues. This was designed by me and is for your<br /> personal (one user)use. You may<br /> not share it or claim it as your own. You may not redistribute it.<br /> If colleagues are interested in it, please send them the link to my store<br /> • You are not permitted to use any part of this work to<br /> create products for sharing or selling.<br /> • You are permitted to share the cover image of the packet<br /> on your website when referring to it in a post, as long as<br /> you link back to my store.<br /> Copyright © 2017 Michael Kelly<br /> All rights reserved by author.</p>

<p>In this activity NGSS (Next Generation Science Standards) aligned activity, students (Part 1:) design and carry out a study to calculate how much water will be saved if they turn the water off while brushing their teeth, and (Part 2:) design a and carry out a loner-term study at home to calculate how much water can be conserved. The lesson proceeds as follows:<br /> 1. First, students watch a short video on water conservation, and the growing water shortage crisis worldwide. They answer a few questions based upon the video.<br /> 2. Then, students design a simple study to calculate the amount of water that could be saved if they turn the water off while brushing their teeth. They carry out the procedure, and answer<br /> conclusion questions.<br /> 3. Finally, there is option for students design a larger, more long term water conservation study<br /> to be carried out at home, perform some calculations, and answer some conclusion<br /> questions.</p> <p>Time Frame: Part 1 should only take one class period. The optional second part is mostly done at home, and can be run over a weekend, or as long as a full week.</p> <p>Details Below:</p> <p>A. NEXT GENERATION SCIENCE STANDARDS HEREIN<br /> DCI’s: ESS3: Earth and Human Activity, ETS1: Engineering Design</p> <p>Cross Cutting Concepts: Cause and Effect, Scale Proportion and Quantity</p> <p>Scientific and Engineering Practices:<br /> Asking Questions and Defining Problems, Planning and Carrying Out Investigations, Designing solutions, Using Mathematical and Computational Thinking</p> <p>B. SUGGESTED USES</p> <p>Prior Knowledge: Students do not need to have any specific prior knowledge to complete this activity. However, they will be performing some simple math calculations.</p> <p>Materials and Setup: For part 1, students will need access to a sink/faucet. They will need a bucket/container, a beaker, a stopwatch (phone or clock will work will work).</p> <p>A couple of benefits of this activity are: (1) It can be used for most grades and (2) the teacher can just do part 1, or go further by having students do part 2 as well.</p> <p>Terms of Use<br /> • This packet is 1 classroom/teacher use only. Do not make copies or<br /> email it to your colleagues. This was designed by me and is for your<br /> personal (one user)use. You may<br /> not share it or claim it as your own. You may not redistribute it.<br /> If colleagues are interested in it, please send them the link to my store:<br /> • You are not permitted to use any part of this work to<br /> create products for sharing or selling.<br /> • You are permitted to share the cover image of the packet<br /> on your website when referring to it in a post, as long as<br /> you link back to my store.<br /> All rights reserved by author. ©Michael Kelly</p>

<p>B. SUGGESTED USES</p> <p>Prior Knowledge: Students do not necessarily require much prior knowledge. However, for students to understand, and communicate, some of the important ecological, conservationist arguments, they benefit from a conceptual understanding of food webs, ecological interactions, and natural selection.</p> <p>They should be able differentiate between credible and non-credible sources, and will benefit from information about effective communication/persuasion skills. Students adept in PowerPoint or Google Slides may benefit as well.</p> <p>Implementing the Lesson: In a class of 24 or so, I usually make 5 or 7 students judges (an odd number ensures one side wins), and the remaining students are divided up (somewhat) evenly into the pro and against positions. If there are more students than positions, I allow some positions (economist, ecologist, conservationist, and land owner) to be represented by more than one student.</p> <p>Because the project incorporates so many of the concepts within ecology, I spend a significant amount of time on it. I usually give students two or three classes to do research and work on their presentation (judges are working on their tasks as well). I encourage students to be pithy with their presenetion to avoid having the process last too many classes.<br /> Then, depending on the length of the presentations, and the number of questions that the judges ask during each presentation, the UN simulation can take a full class or two.<br /> I allow the presenters to begin their reflection paper in class, while the judges deliberate. Finally, the judges announce their decision, with an explanation. I allow the judges to make any decision, with any stipulations, that they deem fitting. In my experience, the students really enjoy this activity, and learn a lot about an important issue.</p> <p>Terms of Use<br /> • All pages are copyrighted.<br /> • This packet is 1 classroom/teacher use only. Do not make copies or<br /> email it to your colleagues. This was designed by me and is for your<br /> personal (one user)use. You may<br /> not share it or claim it as your own. You may not redistribute it.<br /> If colleagues are interested in it, please send them the link to my store:<br /> • You are not permitted to use any part of this work to<br /> create products for sharing or selling.<br /> • You are permitted to share the cover image of the packet<br /> on your website when referring to it in a post, as long as<br /> you link back to my store.<br /> Copyright © 2017 Michael Kelly<br /> All rights reserved by author.</p>