Life Science Lab List - Listed on TpT - Do Not Delete

Lab

NGSS

Objectives

Skills

Reusuable Materials Required

Consumable Materials Required

Distance Learning Ease

Animal Adaptations

External Animal Parts

4-LS1-1

1. Observe and describe external animal structures that support survival, growth and/or behavior.
2. Identify external animal structures important to movement, feeding, sensation and protection.
3. Compare and contrast external structures in different types of animals.
4. Assess problems associated with the loss or dysfunction of external animal structures.

Making observations
Classifying & sorting
Identifying & delimiting problems

Computer
Ziploc bags

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Animal Defense Adaptations

3-LS4-2

1. Explain how camouflage, body coverings and other defense adaptations improve the chance an animal will survive, find a mate and reproduce.
2. Demonstrate how camouflage makes it more difficult for a predator to find and eat prey.
3. Design apparel that would help a person defend him or herself if in the wild.

Conducting an investigation
Graphing
Analyzing & interpreting data
Designing a solution

Computer
Rulers
Colored pencils

Blue, red, white & yellow cardstock
12 x 12 square blue cardstock

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Animal Environmental Adaptations

3-LS4-3

1. Discuss behavioral and physical adaptations that enable animals to survive the cold and barren months of winter.
2. Discuss animal adaptations that survival in extreme environments, such as very cold, very dry and chemically toxic ecosystems.
3. Demonstrate how physical adaptations enable an organism to survive extremely cold environments.
4. Explain how the ability to live in adverse environments impacts the ability of an organism to survive.
5. Engineer a solution inspired by animal adaptations that helps a human survive very cold environments.

Conducting an investigation
Graphing
Analyzing & interpreting data
Designing a solution

Computer
Colored pencils
Thermometer
Stopwatch
Large bowl

Ziploc bags or rubber gloves
Crisco
Wool or stuffing
Ice

🛑

Animal Groups

3-LS2-1

1. Discuss the social interactions between individual animals that form groups.
2. Observe the interaction between animals that live in groups so to understand how group living influences survival rate.
3. Compare and contrast hunting success among animals that hunt alone with animals that hunt in groups.
4. Compare and contrast the ability of an animal to defend itself alone or as part of a group.
5. Construct and use a model to study the roles of individual animals that live in groups.

Graphing
Analyzing & interpreting
Make observations
Develop a model (of social organization in bees)

Computers
Colored pencils

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Life Cycle Adaptations

MS-LS1-4

1. Discuss animal behaviors that increase the probability of reproduction.
2. Argue how parenting improves offspring survival.
3. Reason how mating rituals improve the chance that adults will attract mates for breeding.
4. Design a habitat that would improve the survival of offspring by enhancing parenting abilities.

Analyzing & interpreting (primary research from scientific journal)
Graphing
Developng a scientific argument
Designing a solution

Computers
Colored pencils

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Cell Division

Mitosis

n/a

1. Identify and sequence cells in various stages of mitosis.
2. Compare and contrast mitosis in animal and plant cells.
3. Evaluate the role of proto-oncogenes and tumor suppressor genes in controlling the rate of cell division.
4. Discuss the problems and limitations with curing cancer.

Making observations
Making calculations
Graphing
Analyzing and interpreting
Identifying & delimiting problems

Computers
Whiteboard marker
8/5 x 11 Self-sealing laminating pouch
Microscope (optional)
Onion root top slide (optional)

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Meiosis

n/a

1. Identify and sequence the stages of meiosis.
2. Compare and contrast mitosis and meiosis.
3. Discuss the role of meiosis in sexual reproduction.
4. Explain how nondisjunction during meiosis results in abnormal daughter cells.

Using a model
Making calculations
Analyzing and interpreting

Computers
Colored pencils

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Recombination

n/a

1. Describe the role of crossing over and independent assortment in recombination of genes.
2. Simulate crossing over and independent assortment.
3. Discuss how recombination is important to genetic variation.
4. Evaluate problems caused by crossing over of nonhomologous chromosomes.

Using a model
Making calculations
Analyzing and interpreting

Computers
Colored pencils
Scissors
Tape

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Cells & Cell Membrane

Unicellular vs. Multicellular

M S-LS1-1

1. Observe the cells of a multicellular and unicellular organism.
2. Compare unicellular and multicellular organisms.
3. Distinguish between unicellular organisms, multicellular organisms and nonliving things.

Making observations
Using a microscope
Conduting short research

3 Computers
Light microscope
Glass slides & coverslips

*This lab can be completed without the microscope and specimen

Yeast
Hair
Red onion
Moss
Bread mold

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Prokaryotes vs. Eukaryotes

MS-LS1-1

1. Classify organisms as eukaryotes or prokaryotes.
2. Compare and contrast eukaryotes and prokaryotes.
3. Discuss how eukaryotic organisms evolved from prokaryotic organisms according to the endosymbiotic theory.

Sorting and classifying
Building models

2 Computers
Markers, colored pencils or crayons

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Animal vs Plant Cells

MS-LS1-2

1. Identify and describe organelles in animal and plant cells.
2. Use a light microscope to observe an animal and plant cell.
3. Create a model of the cell organelles in an animal cell.
4. Evaluate how the overall function of a cell depends on the contributions of individual organelles.
5. Compare and contrast the structure and function of an animal and plant cell.

Making observations
Using a microscope
Evaluating diseases (that affect specific organelles)

Computer
Light Microscope
Glass slides & coverslips
Tweezers
Scissors
Markers
*This lab can be completed without the microscope and specimen

Red onion
Cotton swabs or toothpicks
Lugol's solution
Methylene blue
Glue
Arts and crafts materials (various)

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Cell Receptors and Communication

MS-LS1-2

1. Discuss the function of cell membrane receptors in cell communication.
2. Explain the complementary shape of a ligand and receptor.
3. Understand how medical treatments manipulate cell membranes and/or ligands to treat disease.

Conducting short research
Analyzing and interpreting

2 Computers

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Cell Transport

MS-LS1-2

1. Compare and contrast passive and active transport.
2. Investigate the selective permeability of cell membranes.
3. Observe the process of osmosis.
4. Discuss specific types of passive transport, including [simple] diffusion, facilitated diffusion and osmosis.
5. Discuss specific types of active transport, including transmembrane pump transport, endocytosis and exocytosis.
6. Discuss the role of ATP in active transport.
7. Develop models so to study passive and active transport.
8. Define and discuss problems caused by diseases that affect the transport of substances into and out of human body cells.

Conducting an investigation
Making measuements
Making observations

Large beakers
Droppers & tweezers
Test tubes & test tube holder
Hot plate
Glass slides and coverslips
Light microscope
Computers
Colored pencils

Cornstarch & dextrose
Benedict's solution
Lugol's solution
Ziploc bags
String or dental floss
Red onion
Saltwater solution
Distilled water

🛑

Classification

Characteristics of Living Things

n/a

1. Identify the characteristics of living things and important life functions.
2. Compare and contrast must-have and might-have characteristics of living things.
3. Apply characteristics of living things so to identify different types of living things.
4. Use evidence to form an argument about the existence of extraterrestrial life.

Sorting and classifying
Conduct short research
Forming arguments

3 Computers

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Dichotomous Keys

n/a

1. Explain the usefulness of a dichotomous key.
2. Use a dichotomous key to identify objects or living things.
3. Create a dichotomous key that can be used to identify objects or living things.

Using models (dichotomous keys)
Making models (dichotomous keys)

2 Computers

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Three Domans

n/a

1. Identify four features scientists consider when classifying organisms.
2. Explain how the current classification system classifies organisms into progressively more exclusive taxons.
3. Discuss common features of organisms belonging to the three domains (bacteria, archaea and eukarya).
4. Create a classification system for automobiles.

Sorting and classifying

1 Computer

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Eukaryotes

n/a

1. Identify the four kingdoms of eukaryotes.
2. Recognize the characteristics of organisms belonging to each eukaryotic kingdom.
3. Classify organisms belonging to kingdom Protista, Fungi, Plantae and Animalia.
4. Compare and contrast the organisms belonging to the four kingdoms of eukaryotes.
5. Discuss differences between organisms classified as eukaryotes and prokaryotes.
6. Evaluate changes to the classification of organisms belonging to domain Eukarya.

Sorting and classifying
Conducting short research
Evaluating (changes to the classification system)
Forming a scientific argument

3 Computers

🟢

Animal Phyla

n/a

1. Identify characteristics shared by all animals.
2. Identify the nine major animal phyla.
3. Recognize identifying features of organisms belonging to each major animal phyla.
4. Classify organisms belonging to each major animal phyla.
5. Compare and contrast vertebrates and invertebrates.
6. Create a dichotomous key to identify representative organisms from the nine major animal phyla.

Sorting and classifying
Conducting short research
Making models (dichotomous keys)

3 Computers

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Ecology

Animal's Food and Energy

5-PS3-1

1. Explain how food is used by an animal.
2. Create a model that describes how energy in food was once energy from the sun.
3. Use a model to explain how the sun’s energy is transformed and transferred through biochemical processes and feeding relationships.
4. Predict how an animal’s need for food changes when the activities of the animal change.

Classifying
Developing & using models

Computer
Scissors
Glue sticks
Colored pencils. crayons, markers

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Food Chains and Webs

5-LS2-1, MS-LS2-3

1. Define roles of producers, different types of consumers and decomposers.
2. Explain how food chains and food webs model the movement of energy and matter among living and nonliving things in an ecosystem.
3. Develop and use a model to describe the movement of matter and energy between living things in an ecosystem.
4. Predict changes in feeding relationships due to disruptions in the populations of organisms in a food web.

Making measurements
Making calculations
Graphing
Creating models

Computer
1000 mL beaker
100 mL graduated cylinder
10 mL graduated cylinder
Beakers (mediium - small sized)

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Energy Pyramids

MS-LS2-3

1. Explain how an energy pyramid models energy transfer between organisms and biomass in trophic levels of a food chain.
2. Determine how energy flow among the living and nonliving things in an ecosystem limits the matter (biomass) in trophic levels of a food chain.
3. Develop and use a model to describe the movement of energy and matter between living and nonliving things in an ecosystem.
4. Apply the Laws of Conservation of Mass and Conservation of Energy to the movement of matter and energy in an ecosystem, respectively.

Graphing
Problem-solving ecological relationship disrputions

Computer
Colored pencils

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Ecological Relationships

MS-LS2-2

1. Discuss different types of ecological relationships, including competition, predation, commensalism, mutualism and parasitism.
2. Explain why competition occurs between organisms that occupy the same or overlapping niches.
3. Analyze and interpret data so to understand the cyclic changes in populations of a predator and its prey.
4. Compare and contrast commensalism, mutualism and parasitism.
5. Evaluate how a symbiotic relationship impacts the survival of the organisms involved in the relationship.
6. Consider the pros and cons of human intervention that aims to correct disrupted ecological relationships.

Interpreting & analyzing illustrations
Developng a model

2 Computers

Mason jars (optional)
Soil (optional)
Water (optional)
Aquarium rocks (optional)
Small rocks/pebbles (optional)

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Nurient Cycling

5-LS2-1

1. Define the role of producers, consumers and decomposers.
2. Describe how living things carry out functions that cycle water, carbon dioxide, oxygen and other nutrients in an ecosystem.
3. Develop and use a model to describe the movement of matter between living and nonliving things in an ecosystem.
4. Predict how changes to living and nonliving components of an ecosystem impact the cycling of nutrients and other substances.

Creating models
Manipulating models to identify problems

Computer

🟢

Carbon Cycle

MS-LS2-3

1. Develop a model that describes the carbon cycle.
2. Identify different forms of carbon in the biosphere.
3. Discuss the processes that move carbon through the carbon cycle.
4. Describe the how living things are important to the carbon cycle.
5. Evaluate activities that trigger imbalances of carbon in different parts of the biosphere and the problems caused by those imbalances.

Analyzing & interpreting data
Defining problems
Developing & evaluating solutions

2 Computers

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Impact of Environmental Change

3-LS4-4

1. Describe how changes in an environment (such as water or food availability, landscape or temperature) affect the organisms living there.
2. Discuss how living things, including humans, change their environments.
3. Use evidence to explain how a change in an environment causes problems that impact living things in the environment.
4. Evaluate solutions to problems that result when an environment changes due to natural or human causes.

Graphing
Problem-solving overppoluation and underpopulation

Computer
Colored pencils

🟢

Carrying Capacity

MS-LS2-1

1. Analyze and interpret data so to determine the relationship between resource availability and carrying capacity for a population.
2. Identify limiting factors that determine carrying capacity.
3. Predict how carrying capacity changes when abiotic or biotic factors, such as space, food, water and predation, change in the environment.
4. Problem-solve and develop solutions that manipulate the carrying capacity of organisms on Earth.

Sequencing events
Creating a model

Computer
Colored pencils

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Ecological Succession

MS-LS2-4

1. Describe the process of ecological succession.
2. Compare and contrast primary and secondary succession.
3. Interpret and analyze data so to describe how ecological succession impacts the complexity and diversity of living things over time.
4. Evaluate how the progressive habitation of more complex population affects the population of existing populations in an ecosystem.
5. Develop a model of ecological succession using quantitative data about the complexity and diversity of organisms in an ecosystem.

Conducting an investigation
Conducting short research
Evaluating solutions to deforestation
Forming arguments

2 Computers

2 Brown paper bags
Jellybeans

🛑

Biodiversity

MS-LS2-5

1. Discuss the features of biodiversity: ecosystem diversity, species diversity and genetic diversity.
2. Evaluate the value of biodiversity to ecosystem stability.
3. Explain how the loss of biodiversity impacts ecosystems.
4. Identify human activities that lead to loss of biodiversity.
5. Evaluate solutions that counter destruction of diverse ecosystems and maintain or restore biodiversity.

Conducting an investigation
Conducting short research
Evaluating solutions to deforestation
Forming arguments

2 Computers

2 Brown paper bags
Jellybeans

🛑

Evolution

The Fossil Record

MS-LS4-1

1. Discuss how the fossil record provides evidence for evolution and evolutionary relationships.
2. Evaluate the limitations of the fossil record.
3. Interpret and analyze data so to explain the existence, diversity, extinction and changes of organisms over time.
4. Observe changes and patterns in the anatomical structure of organisms so to model evolutionary relationships.

Interpreting & analyzing
Developing models

Computer
Colored pencils
Glue sticks
Scissors

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Comparative Anatomy

MS-LS4-2

1. Compare and contrast homologous, analogous and vestigial structures.
2. Evaluate the use of homologous, analogous and vestigial structures in determining evolutionary relationships between organisms.
3. Form arguments as to how comparative anatomy provides evidence that supports or refutes evolutionary relationships between species.
4. Use anatomical structures to infer evolutionary relationships between modern and extinct species.

Interpreting & analyzing
Constructing arguments

Computer
Colored pencils

🟢

Comparative Embryology

MS-LS4-3

1. Compare and contrast gross embryological structures and patterns in embryological development of diverse animal groups.
2. Compare and contrast the structures present in an embryo and the fully formed organism.
3. Make predictions about the evolutionary relationship between different species based on their embryological development.
4. Evaluate comparative embryology as evidence that supports evolutionary relationships between diverse species.

Interpreting & analyzing
Constructing arguments

Computer
Colored pencils

🟢

Variation and Genetic Diversity

MS-LS4-4

1. Identify sources of genetic variation.
2. Discuss the importance of genetic diversity in a species.
3. Conduct an investigation to study how genetic variation of traits in a population increases some individuals’ probability of surviving and reproducinginaspecificenvironment.
4. Predict how changes in an environment can alter the probability that individuals of a population will survive and reproduce.
5. Use a computer model to explain the peppered moth phenomenon during the Industrial Revolution.

Conducting an investigation
Graphing
Analyzing & interpreting
Using a (computer) model

2 Computers
Colored pencils

🛑

Extinction and Endangerment

MS-LS2-4

1. Analyze and interpret data so to describe the change in population size of an endangered or extinct species.
2. Discuss the significance of changes to biological or physical components of an ecosystem and the impact of those changes on populations that live there.
3. Discuss reasons why species become endangered or extinct.
4. Develop solutions that protect and restore endangered species populations.
5. Evaluate the negative and positive impact humans have on the endangerment and extinction of animals.

Graphing
Interpreting & analyzing
Conducting short research

3 Computers
Colored pencils

🟢

Artificial Selection

MS-LS4-5

1. Interpret and analyze data so to understand how selective breeding influences the inheritance of desired traits in organisms.
2. Discuss how selective breeding changes the frequency of traits in a population.
3. Discuss the benefits and drawbacks of selective breeding.
4. Compare and contrast artificial and natural selection.
5. Simulate selective breeding so to manipulate the characteristics of offspring.

Graphing
Interpreting & analyzing
Conducting short research

2 Computers
Colored pencils
Calculators

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Natural Selection

MS-LS4-6

1. Discuss the theory of evolution by natural selection.
2. Describe how the frequency of traits in a population changes due to natural selection.
3. Conduct an investigation to simulate competition for resources and the process of natural selection.
4. Analyze and interpret data in tables or graphs to support explanations of natural selection and changes of traits in a population over time.
5. Apply concepts relating to adaptations and natural selection so to design, build and test a tool that allowsforsurvival and reproduction.

Conducting an investigation
Graphing
Analyzing & interpreting
Making statistical calculations
Developing & optimizing a solution

Computer
Lima beans & rice
Spoon, tweezers, tongs
Large aluminum tins
Small containers
Stopwatches
Tape
Scissors

Gummy worms
Tin foil, cardboard, cardstock
Rubber bands
Straws, pipe cleaners, craft sticks

🛑

Evidnece of Life in the Past (Fossils)

3-LS4-1

1. Discuss the role of fossils in understanding Earth’s history.
2. Explain how fossils provide evidence of organisms that once lived long ago.
3. Analyze and interpret fossils so to make predictions about the environments in which organisms lived long ago.
4. Identify the limitations in using fossils to understand Earth’s history.
5. Model the process of fossilization so to better understand why some organisms are easily fossilized whereas others are not.

Conducting short research
Analyzing and interpreting
Creating a model

3 Computers
Small toy animals (dinosaurs) or shells

Air dry clay or modeling clay
Plaster of Paris
Plastic cups, spoons and knives
16 oz paper ice cream cups
Small plants, flowers or leaves

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Five Senses

Five Senses and Information Processing

4-LS1-2

1. Describe the kind of sensory information received by different sensory organs.
2. Discuss how the brain processes and integrates information from different senses understand what is going on in the environment.
3. Discuss how storing sensory information as memories helps coordinate a future response to environmental stimuli.
4. Use a (diagrammatic) model to explain how sensory information is received by sensory organs, processed by the brain and used to coordinate a response.

Making observations
Modeling a concept
Defining problems

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Vision

4-PS4-2

1. Explain how structures in the eye allow objects to be seen.
2. Use a model to demonstrate how the reflection and refraction of light allows objects to be seen.
3. Consider factors that would impact our ability to visualize the natural world.
4. Evaluate the use of glasses, contact lenses and surgery in improving a person’s ability to visualize the natural world.

Modeling a concept
Conducting short research
Defining problems

Computers
Flashlight
Small/handheld mirror
Blindfold
Apple (or similar object)

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Responding to Sensory Information

MS-LS1-8

1. Investigate how sensory organs gather information from a stimulus and the brain coordinates a response to the stimulus.
2. Discuss how sensory organs, the brain and the nervous system gather and process sensory information to produce an immediate response.
3. Discuss how sensory information can be processed and remembered as part of learning.
4. Explain how learning alters future behavior and impacts an animal’s survival.

Conducting an investigation
Making measurements
Graphing
Analyzing & interpreting
Solving puzzles

Computer
Ruler
Stopwatch
Ziploc bags

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Genetics

Inherited vs. Learned Traits

3-LS3-1

1. Compare and contrast inherited and learned traits.
2. Give examples of inherited and learned traits.
3. Determine if a trait is learned or inherited when provided information about the frequency of the trait.
4. Observe and model variation in inherited traits among organisms.

Graphing
Analyzing & interpreting
Modeling scientific ideas

Dice
Markers, crayons or colored pencils

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Environmental Influence on Traits

3-LS3-2, MS-LS1-5

1. Observe and discuss how environmental factors and/or individual choices influence the expression of traits in a living thing.
2. Compare and contrast traits that can and cannot be impacted by environmental factors.

Graphing
Analyzing & interpreting
Modeling scientific ideas

Computer
Garden Soil Acidifier
Garden Lime
Scissors
Glue or tape
Markers, crayons, colored pencils

Construction paper (optional)

🟨

Punnett Squares

MS-LS3-2

1. Compare and contrast dominant and recessive traits.
2. Define homozygous dominant, homozygous recessive and heterozygous genotypes.
3. Describe the genotype and phenotype of an individual.
4. Use Punnett squares to determine the probable genotype and phenotype of offspring.
5. Conduct an investigation to evaluate the use of Punnett squares in predicting the genotype and phenotype of offspring.
6. Use Punnett squares to model and predict the inheritance of traits in an offspring of two fictional organisms.

Conducting an investigation
Making calculations (probability)
Punnett squares
Using models

Computer
Dice
Calculator
Colored pencils

🟢

Pedigrees

MS-LS3-2

1. Interpret and analyze pedigrees so to describe the phenotype and predict the genotype of individuals in a family.
2. Interpret and analyze pedigrees so to describe the inheritance pattern of a trait.
3. Draw a pedigree to model the inheritance of a trait.
4. Compare and contrast the inheritance pattern of an autosomal dominant, autosomal recessive and X-linked recessive disease.
5. Predict mode of inheritance for a disease using a pedigree.
6. Utilize pedigrees and Punnett squares together to study the inheritance of traits in future generations of a family.

Interpreting & analyzing pedigrees
Punnett squares
Making predictions
Using models

Computer
Calculators (optional)

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Mutations

MS-LS3-1

1. Investigate and compare the effects of mutations on protein structure using a model of protein synthesis.
2. Explain how mutations can be beneficial, harmful or neutral.
3. Identify agents that cause genetic mutations.
4. Discuss repair mechanisms that fix mutations.
5. Use a model to demonstrate and evaluate how carcinogens cause problems (mutations) in genes.

Transcription & Translation
Using models
Interpreting & analyzing
Making predictions

Computer
Scissors
Tape

Construction paper

🟢

Genetic Engineering

MS-LS4-5

1. Discuss the use of genetic engineering and gene therapy in controlling and manipulating an organism’s DNA.
2. Model the process of genetic engineering.
3. Explain how genetic engineering can solve problems.
4. Evaluate the benefits and risks of genetic technologies like genetic engineering and gene therapy.

Modeling (genetic engineering)
Communicating informatiion
Evaluating solutions (technologies)

Computer
Scissors
Tape

🟨

Karyotyping

n/a

1. Define the normal genotype of a biological human male and female.
2. Analyze and interpret a karyotype so to identify the gender of an individual.
3. Identify missing, extra or irregular chromosomes in a karyotype.
4. Discuss diseases caused by numerical and structural chromosome abnormalities.
5. Discuss the limitations of using a karyotype to identify genetic diseases.

Modeling (karyotyping)
Analyzing & interpreting
Identifying problems
Conducting short research

Computers
Scissors
Glue

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Transcription and Translation

n/a

1. Understand the relationship between DNA, RNA and protein.
2. Compare and contrast the process of transcription and translation.
3. Discuss how transcription and translation play a role in protein synthesis.
4. Identify enzymes and organelles important to protein synthesis.
5. Use the base-pair rule and codon chart to transcribe and translate a DNA sequence.
6. Demonstrate how changes to the DNA sequence can alter a protein.

Modeling (transcription and translation with a codon chart)
Conducting short research

Computers

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DNA Replication

n/a

1. Describe the structure of DNA.
2. Use Chargaff’s Rules (Base Pair Rule) so to build a complementary strand of DNA along a template strand of DNA.
3. Discuss and simulate the semi-conservative model of DNA replication.
4. Identify enzymes important to DNA replication and repair.
5. Identify problems (diseases) that result when DNA replication and repair enzymes do not properly work.

Building a 3D model
Modeling (DNA replication)
Conducting short research

Computers

Twizzlers
Full-size marshmallows (4 colors)*
Toothpicks

*You can subsiitute marshmallows for other candies like gummy bears or gum drops. You need 4 colors.

🟨

Gel Electrophoresis

n/a

1. Explain the laboratory procedure of gel electrophoresis.
2. Discuss the use of restriction enzymes in preparing DNA for gel electrophoresis.
3. Compare the movement of small and large DNA fragments in gel electrophoresis.
4. Analyze the banding pattern in gel electrophoresis so to determine relationships between DNA samples.
5. Discuss scientific and forensic uses of gel electrophoresis.
6. Simulate gel electrophoresis so to compare DNA samples like a forensic scientist.

Using a computer simulation
Modeling gel electrophoresis
Interpreting & analyzing

Computers
Scissors
Glue
Colored pencils

Easel paper

🟨

Homeostasis

Regulating Blood Sugar

n/a

1. Graph data so to study blood sugar levels in a normal and diabetic individual.
2. Explain how negative feedback is responsible for regulating blood sugar levels.
3. Compare and contrast the action of insulin and glucagon.
4. Conduct short research to understand the cause, symptoms and treatment for diabetes type 1 and diabetes type 2.
5. Use a computer model to study the development of synthetic human insulin.

Using a computer simulation
Developing models (illustrations)
Graphing
Interpreting & analyzing data
Conducting short research

Computers

🟢

Infectious Disease

n/a

1. Identify the five main types of pathogens.
2. Give examples of the pathogens and the diseases they cause.
3. Discuss the modes of transmission by which a pathogen can be passed to a human.
4. Compare the treatment(s) for infectious diseases caused by different pathogens.
5. Summarize and evaluate the evidence important to the development of the Germ Theory of Disease.
6. Identify limitations to Koch’s Postulate and explain why those limitations exist.

Interpreting & analyzing data
Conducting short research

Computers

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Antibiotic Resistance

n/a

1. Discuss the use of antibiotics and how bacteria can become resistant to antibiotics.
2. Conduct an investigation that simulates the creation of antibiotic resistant bacteria.
3. Identify factors and actions that increase the risk of antimicrobial resistance.
4. Interpret and analyze data so to better understand the emergence and threat of antibiotic resistant bacteria (and other antimicrobial resistant infections).
5. Evaluate the solutions that help manage antimicrobial resistance.

Conducting an investigation
Graphing
Interpreting & analyzing data
USing a computer simulation
Conducting short research

Computers
Stopwatch
Dice
Colored pencils

25 Red jellybeans
25 Orange jellybeans
25 Green jellybeans

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Diseases Around the World

n/a

1. Interpret and analyze data describing statistics important to studying global health.
2. Compare and contrast the incidence and death rates of communicable and noncommunicable diseases in high and low-income countries.
3. Discuss progress made and challenges still faced in improving global health.
4. Compare and contrast pandemic, epidemic and endemic diseases.
5. Identify and describe some of the most significant pandemics in human history.
6. Use a computer model to study how an infectious disease spreads in a population.
7. Act as a disease detective in computer-simulated disease outbreak games.

Interpreting & analyzing data
Conducting short research
Use computer simulations
Solve problems (solve outbreak cases)

Computers

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Anatomy and Physiology

Integumentary System

n/a

1. Discuss the structures and functions of the integumentary system.
2. Compare and contrast the structure and function of the epidermis and dermis.
3. Analyze and interpret data so to understand the impact of skin cancer in the US.
4. Diagnose diseases affecting the integumentary system and determine treatment and outcomes for those diseases based on current medical practices.

Sorting & classifying
Analyzing and interpreting data
Solving problems (diagnosing diseases)

Computers

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The Nervous System

n/a

1. Discuss the structure and function of the nervous system.
2. Identify the major regions of and structures in the brain and functions they control.
3. Identify the divisions of the peripheral nervous system and compare their functions.
4. Describe the structure of a neuron and how it conducts a signal.
5. Perform investigations and exercises to study how the nervous system provides autonomic and conscious control over body functions.
6. Diagnose diseases affecting the nervous system and determine treatment and outcomes for those diseases based on current medical practices.

Developing & using a model
Conducting investigations
Making measurements
Making calculations
Solving problems (diagnosing diseases)

Computers
Calculator
Meter stick
Compass (with mm measurement)
Pen light or small light

🟢

The Circulatory System and Circulation

n/a

1. Discuss the function of the circulatory system and the function of its organs.
2. Study the structure of the heart and how those structures work together to pump blood throughout the body.
3. Compare and contrast systemic and pulmonary circulation.
4. Compare and contrast the structure and function of arteries, veins and capillaries.
5. Identify and describe the components of blood.
6. Diagnose diseases affecting the circulatory system and determine treatment and outcomes for those diseases based on current medical practices.

Developing & using a model
Making measurements
Making calculations
Solving problems (diagnosing diseases)

Computers
Calculator
Stopwatch
Stethoscope (optional)
Drill with 16/64 drill bit (for lab preparation)

Water botles, flexible straws
Modeling clay
Water, red food coloring
Funnel, foam ear buds, balloons
Electrical tape

🟨

The Respiratory System and Gas Exchange

n/a

1. Discuss the function of the respiratory system and the function of its organs.
2. Make measurements so to understand normal ventilation and lung capacity.
3. Explain the movement of the diaphragm and how its contraction and relaxation controls breathing.
4. Describe the process of gas exchange that occurs in the alveoli.
5. Diagnose diseases affecting the respiratory system and determine treatment and outcomes for those diseases based on current medical practices.

Developing & using a model
Making measurements
Making calculations
Solving problems (diagnosing diseases)

Computers
Calculator
Rulers or tape measurers
Scissors
X-Acto Knife (optional)
Drill with 16/64 drill bit
Hot glue gun

Balloons
Straws
1 L plastic bottles
Hot glue sticks
Tape

🟨

The Digestive System and Digestion

n/a

1. Identify important structures of the digestive system.
2. Discuss the function of digestive system and the function of digestive system organs.
3. Compare and contrast mechanical and chemical digestion.
4. Explain the process of digestion and how organs of the digestive system work together to break food down into simple nutrients that can be used by the body.
5. Diagnose diseases affecting the digestive system and determine treatment and outcomes for those diseases based on current medical practices.

Developing & using a model
Solving problems (diagnosing diseases)

Bowl, plastic bin (shoebox size)
Scissors, funnel, large spoon & fork
1000 mL beaker or similar container
Measuring cup device
Computers

8oz water bottles, gallon water jugs
Bread, bananas
Ziploc bags, pantyhose, string
White vinegar, green dish soap
Red and yellow food coloring
Digestive enzyme/digestive aid (Lactiad supplement as alternative)
Rubber/latex gloves

🟨

The Endocrine System and Hormones

n/a

1. Discuss the function of the endocrine system and the function of endocrine organs.
2. Identify endocrine glands, hormones they produce and the function of hormones.
3. Understand the difference between endocrine and exocrine glands.
4. Discuss the role of hormones in maintaining homeostasis, regulating growth and development and communication in the body.
5. Explain hormone regulation by negative and positive feedback mechanisms.
6. Diagnose diseases affecting the endocrine system and determine treatment and outcomes for those diseases based on current medical practices.

Sorting & classifying
Conducting short research
Drawing diagrams
Solving problems (diagnosing diseases)

Computers

🟢

The Urinary System

n/a

1. Discuss the function of the organs and structures belonging to the urinary system, a subsystem of the excretory system.
2. Conduct an investigation to simulate the diffusion of waste products in the kidney.
3. Recognize the substances that can be detected during urinalysis and understand urinalysis results (presence, absence or abnormal levels of substances).
4. Explain the role the kidney plays in maintaining water balance in the body.
5. Diagnose diseases affecting the urinary system and determine treatment and outcomes for those diseases based on current medical practices.

Conducting an investigation
Making observation
Interpreting & analyzing
Conducting short research
Solving problems (diagnosing diseases)

Computers
Large glass beakers or jars
Droppers
Small beakers
Graduated cylinder
1/2 Teaspoon measuring device
Funnel

Sandwich bags, string
Distilled water
Clear ammonia
Table salt (sodium chloride)
Lugol's solution
Litmus paper, silver nitrate
Corn starch
Latex or rubber gloves

🛑

Organ System Interactions

MS-LS1-3

1. Discuss how specialized organs and structures interact to make up organ systems that perform specific, complex life functions.
2. Discuss how organ systems (subsystems) work together to carry out necessary functions for survival and growth.
3. Identify problems caused by organ failure and how those problems impact the functioning and interaction of organ systems.

Sorting & classifying
Conductiing short research
Identifying problems (disease)

Computers

🟢

The Musculoskeletal System and Locomotion

MS-LS1-3

1. Discuss the functions and major components of the skeletal and muscular systems.
2. Compare and contrast smooth muscle, cardiac muscle and skeletal muscle.
3. Compare and contrast the axial and appendicular skeleton.
4. Study the relationship between bones and muscles using a model so to understand how the organ systems work together so to provide locomotion.
5. Conduct an investigation so to evaluate muscle fatigue.
6. Diagnose diseases affecting the skeletal and muscular system and determine treatment and outcomes for those diseases based on current medical practices.

Conducting an investigation
Graphing
Analyzing & interpreting
Developing & using a model
Solving problems (diagnosing diseases)

Computers
Stopwatch
Clothespin
1/8th inch hole puncher
Ruler
Long balloon pump

Cardstock
1/8th wooden dowels
Rubber bands, clear tape
Orange tape, yellow tape
Long balloons (pink or red)
Latex gloves (optional)

🟨

Cellular Respiration

MS-LS1-7

1. Identify the reactants and products of cellular respiration.
2. Discuss how energy released through the process of cellular respiration is converted into a useable form, ATP.
3. Investigate how exercise impacts the demand for oxygen and glucose and thus, the rate of cellular respiration.
4. Identify organ systems important to cellular respiration.
5. Compare and contrast aerobic and anaerobic respiration.
6. Use a model to describe how food is converted into simple nutrients and how the atoms in simple nutrients are rearranged in the process of cellular respiration to release energy that supports growth and survival.

Conducting an investigation
Graphing
Analyzing & interpreting
Using a model

Computers
Stopwatch
Clothespins or large binder clips
Scissors

Tape

🟨

Human Body Overview

Levels of Organization

MS-LS1-3

1. Discuss the levels of organization in the human body from cell to organism.
2. Observe pieces of evidence that explains how the body (organism) is a system of interacting subsystems (organ systems) composed of organs, tissues and cells.
3. Construct a model that represents the levels of organization in the human body.

Sorting & classifying
Developing a model

Computer
Colored pencils, markers, crayons
Scissors

Construction paper
Clay, playdoh or similar (optional)

🟢

Human Body Systems

4-LS1-1

1. Describe the function of organ systems in the human body.
2. Identify organs of different organ systems in the body.
3. Explain how organ systems support survival, growth, behavior and reproduction.
4. Construct and use a model to explain how structures in the human body work together to keep a human alive.

Sorting & classifying
Developing a model

Computer
Colored pencils
Scissors

Glue sticks
11 x 17 paper or 8.5 x 11 paper
Post its
Playdoh, clay or like material (optional)
Toothpicks (optional)

🟨

Immunity

Immune and Lymphatic System

n/a

1. Identify and describe barriers to infection and lymphoid organs of the immune system.
2. Use a diagram to describe the structures of the lymphatic system.
3. Discuss the functions of the immune and lymphatic systems.
4. Categorize white blood cells as phagocytes or lymphocytes.
5. Compare and contrast the function of different types of white blood cells.
6. Explain the role immune and lymphatic organs and white blood cells play in protecting the body from disease and maintaining homeostasis.
7. Diagnose diseases affecting the immune and lymphatic system and determine treatment and outcomes for those diseases based on current medical practices.

Conducting short research
Using computer modules
Solving problems (diagnosing diseases)

Computers
Colored pencils

🟢

Immune System Response

n/a

1. Compare and contrast passive and active immunity.
2. Identify the three lines of defense that protect the body from disease-causing agents.
3. Compare and contrast nonspecific (innate) and specific (adaptive) immunity.
4. Identify nonspecific barriers that keep pathogens out of the body.
5. Explain what occurs during the inflammatory response.
6. Compare and contrast humoral and cell-mediated immunity.
7. Use computer simulations to study and model immune system responses.
8. Evaluate the impact of vaccines in manipulating adaptive immunity against pathogens.

Conducting short research
Interpreting & analyzing
Drawing diagrams
Using computer simulations

Computers
Colored pencils

🟢

HIV

n/a

1. Identify the methods by which HIV can be transmitted.
2. Describe the stages of the HIV reproductive (life) cycle.
3. Describe the three stages of HIV infection: acute infection, clinical latency and AIDS.
4. Conduct short research to understand the history of HIV and AIDS research.
5. Analyze data on the global HIV prevalence and distribution of deaths from HIV/AIDS.
6. Evaluate the treatment for HIV and AIDS.

Conducting short research
Interpreting & analyzing
Sequencing (creating a timeline)
Using computer simulations

Computers
Scissors

Glue or tape

🟢

Life Cycles

Animal Life Cycle

3-LS1-1

1. Discuss stages important to the animal life cycle, including birth, growth and development, reproduction and death.
2. Compare and contrast the life cycles of different animals.
3. Identify common life cycle stages in different animals.
4. Discuss a causal direction of life cycle states in animals.
5. Develop a model that describes the life cycle of an animal.

Making observation
Sequencing
Developing a model

Computers
Colored pencils, markers
Sandwich-sized Ziploc bags

Air dry modeling clay (Model Magic)
Styrofoam block or poster board

🟨

Plant Life Cycle

3-LS1-1

1. Discuss stages important to the plant life cycle, including germination, growth, reproduction and death.
2. Compare and contrast the life cycles of different plants.
3. Identify common life cycle stages in different plants.
4. Discuss a causal direction of life cycle states in plants.
5. Develop a model that describes the life cycle of a flowering plant.

Making observation
Sequencing
Developing a model

Computers
Colored pencils, markers
Sandwich-sized Ziploc bags
Scissors

Tissue paper (various colors)
Pipe cleaners
Sunflower seeds (optional)
Glue and/or tape

🟨

Parent vs. Offspring

3-LS3-1

1. Describe the relationship between parent and offspring.
2. Identify similarities and differences in traits between parents and offspring.
3. Explain why variation exists between parents and offspring.

Making observation
Classifying
Simulating (modeling) reproduction

Colored pencils, markers, crayons

🟢

Metabolism

Malnutrition

n/a

1. Define calorie and describe a healthy caloric intake.
2. Discuss the features (macronutrients and micronutrients) of a healthy diet.
3. Develop a meal plan that promotes a healthy diet and protects against malnutrition.
4. Define malnutrition and identify causes of malnutrition.
5. Compare undernourishment, overnourishment and micronutrient deficiency.
6. Discuss diseases associated with malnutrition and describe their detrimental effects.
7. Interpret and analyze statistical data important to obesity and overnourishment, hunger and undernourishment and micronutrient deficiencies.

Interpreting & analyzing data
Conducting short research
Develop meal plans

Computers

🟢

Microscopes

n/a

1. Compare and contrast the function and use of a light microscope, dissecting microscope and electron microscope.
2. Identify and describe the parts of a light microscope.
3. Explain how to carefully and safely use a light microscope.

Using a microscope
Making observations

Light microscope
Prepared slide

🛑

Using a Light Microscope

n/a

1. Prepare a specimen to view with a light microscope.
2. Center, magnify and focus a specimen.
3. Calculate total magnification.
4. Manipulate the parts of a light microscope so to optimize the view of a specimen.
5. Identify and solve problems that may arise when using a light microscope.

Using a microscope
Preparing a specimen (on a slide)
Making observations

Computer
Light microscope
Glass slides
Coverslips
Dropper

Water
Newsprint of the letter "e" (lowercase)

🛑

Microscopic Measurement

n/a

1. Compare the size of a light microscope’s field of view for the scanning, low power and high power objective.
2. Make microscopic measurements with a light microscope.
3. Evaluate the accuracy of microscopic measurements made at different magnifications of a light microscope.

Using a microscope
Preparing a specimen (on a slide)
Making observations
Making measurements

Computer
Light microscope
Glass slides
Coverslips
Tweezers

Red onion
Iodine or Lugol's soluton

🛑

Plants

Plant Needs

5-LS1-1

1. Identify the materials necessary for plant growth.
2. Explain the importance of air and water in plant growth.
3. Discuss how plant structures enable a plant to obtain the substances it needs to grow and survive.
4. Debate the significance of soil in proper plant growth.
5. Evaluate the use of hydroponics in the growth of plants for human consumption.

Graphing
Analyzing & interpreting
Design an experiment
Evaluating technology
Developing & testing a solution (directed synthesis project)

Computers
Colored pencils
Scissors*

Empty plastic bottles (any size)*
Paper or plastic cups*
Filter paper*
Felt, cotton balls*
Small rocks (aquarium rocks)*
Duct tape*
Seedlings (young plants)*
*Directed Synthesis Project

🟨

Plant Structures

4-LS1-1

1. Observe and identify macroscopic plant structures.
2. Explain the function of plant structures.
3. Discuss how plant structures are important to survival, growth and reproduction.
4. Discuss how modifications to a plant’s stems, leaves or roots provide a survival advantage over other plants in the same environment.

Making observations
Making measurements
Identifying problems

Magnifying glass
Ruler
Pan

Flowering plant (with roots, leaves and stem)

🛑

Flower Anatomy

n/a

1. Complete a dissection so to identify the anatomical structures within a flower.
2. Compare and contrast the flower structure of different angiosperms.
3. Compare and contrast the male and female structures of a flower.
4. Discuss the reproductive role of flowers in the angiosperm life cycle.
5. Define problems that would result from the damage or loss of specific flower structures.

Making observations
Complete a dissection
Building models
Defining problems

Dissection scissors, scapel and paring knife
Magnifying glass
Dissection trays or cutting boards

Lily plants, dafodils & tulips
dd flowers (roses, calla lilies, daisies) not for disection
Tissue and construction paper
Q-tips & pipe cleaners
Fuse or hama beads
Tape and glue

🛑

Flowering Plant Life Cycle

MS-LS1-4

1. Sequence the stages of a flowering plant’s life cycle.
2. Discuss the advantage of flowers in plant reproduction.
3. Discuss the advantage of fruit in the dispersal of seeds.
4. Explain how animals, such as insects and birds, impact the ability of a flowering plant to reproduce successfully.

Making observations
Analyzing & interpreting
Identifying problems

Apples
Blueberries
Shelled walnuts
Small trays

🟢

Plant Adaptations

MS-LS1-4

1. Interpret and analyze data so to understand how specialized plant structures affect the likelihood of successful reproduction.
2. Interpret and analyze data so to understand how specialized plant structures affect plant survival.
3. Describe specialized leaf and stem structures that help plants defend themselves or reproduce, which increase the probability of survival and reproduction respectively.
4. Design a plant with specialized structures that increase its likelihood to reproduce and survive.

Graphing
Analyzing & interpreting
Building a model

Computer
Colored pencils
Scissors
Stapler and staples

Tissue paper
Construction paper
Pipe cleaners
Toothpicks
Tape

🟨

Environmental Influence on Plant Growth

MS-LS1-5

1. Analyze and interpret data that suggests environmental and genetic factors impact 2. Identify environmental factors that impact plant growth.
3. Compare and contrast the influence of environmental and genetic factors on plant growth.
4. Discuss how plants respond to changes in light availability, water availability and temperature.
5. Manipulate genetic and environmental factors so to optimize the growth of an herb.

Graphing
Analyzing & interpreting
Developing & testing a solution
Conducting an investigtion

Colored pencils
Ruler
Scale
Graduated cylinder
Small (hand) shovel

Variety of herb seeds
Plastic, styrofoam & paper cups
Topsoil
All purpose plant food
Small & large containers (for herbs)
Plastic spoons

🛑

Plant Symbiosis

MS-LS2-2

1. Describe important symbiotic relationships between plants, algae and other organisms.
2. Discuss how a symbiotic relationship impacts the survival of the organisms involved in the relationship.
3. Evaluate the importance of symbiotic relationships involving plants or algae.
4. Consider the role humans play in disrupting symbiotic relationships between plants and other organisms.

Graphing
Analyzing & interpreting
Identify problems
Developing solutions

Computers
Colored pencils

🟢

Photosynthesis

MS-LS1-6

1. Identify the reactants and products of photosynthesis.
2. Explain the importance of sunlight in photosynthesis.
3. Describe how photosynthesis plays a role in the flow of matter and energy between living things on Earth.
4. Model the process of photosynthesis so to demonstrate the breakdown and rebuilding of water and carbon dioxide into sugar and oxygen.
5. Predict how life on Earth would change without plants, algae and other photosynthetic organisms.

Graphing
Analyzing & interpreting
Building a model

Scissors
Colored pencils

Glue sticks or tape

🟢

Reproduction

Asexual vs. Sexual Reproduction

MS-LS3-2

1. Compare and contrast asexual and sexual reproduction.
2. Discuss the advantages and disadvantages of sexual and asexual reproduction.
3. Use a model to compare the genetic variation of offspring of asexually reproducing organisms and sexually reproducing organisms.
4. Use a model to study how mutations affect the offspring of asexually reproducing organisms and sexually reproducing organisms.

Conducting an investigation
Analyzing & interpretting
Using models

Computer
Unifix math cubes (multiple colors)
Brown paper bagd
Colored pencils

🟢

Male and Female Reproductive System

n/a

1. Identify and compare the structures of the male and female reproductive systems.
2. Compare and contrast the function of the male and female reproductive systems.
3. Compare and contrast the male and female gametes: sperm and eggs.
4. Compare and contrast spermatogenesis and oogenesis (gamete formation) in the male and female reproductive glands, respectively.
5. Diagnose diseases affecting the male and female reproductive system and determine treatment and outcomes for those diseases based on current medical practices.

Sorting & classifying
Drawing diagrams
Solving problems (diagnosing diseases)

Computers
Colored pencils

🟢

Menstrual Cycle

n/a

1. Identify the hormones important to controlling the human menstrual cycle.
2. Graph, analyze and interpret hormone levels during the menstrual cycle stages.
3. Describe changes to the uterine lining during the four stages of the menstrual cycle.
4. Describe changes to the ovary during the four stages of the menstrual cycle.
5. Explain how positive and negative feedback help control hormones important to regulating the menstrual cycle.
6. Define normal and abnormal disruptions (“problems”) to the menstrual cycle.
7. Develop a model that explains how pregnancy interrupt the menstrual cycle.

Graphing
Analyzing & interpreting
Drawing a model (diagrams)
Conducting short research

Computers
Colored pencils

🟢

Human Development

n/a

1. Discuss the stages of human development.
2. Identify developmental milestones that occur during the trimesters of pregnancy.
3. Explain the importance of the developmental changes that occur during puberty.
4. Graph fetal mass and height during the 40 weeks of pregnancy so to understand fetal growth patterns.
5. Compare human growth and development during pregnancy and puberty.
6. Identify substances that can harm a fetus and disrupt normal human development.

Graphing
Analyzing & interpreting
Conducting short research

Computers
Colored pencils
Calculator
Measuring tape or ruler

🟢

Reproductive Technologies

n/a

1. Define artificial insemination, in vitro fertilization and cloning.
2. Explain in vitro fertilization (IVF) and how it is used in human reproduction.
3. Compare in vitro fertilization (IVF) to in vivo fertilization.
4. Discuss the use of artificial insemination and selective breeding in animals.
5. Utilize a computer simulation to study the process of cloning.
6. Consider the benefits, costs and ethical concerns of reproductive technologies.

Making observations
Analyzing & interpreting
Conducting short research
Using a computer model

Computers

🟢

Code

Distance Learning Ease Chart

🟢

The lab requires no modification to the required materials for distance – independent learning. All materials important to the lab are included in the digital lab. A calculator, colored pencils or a ruler may be needed.

🟨

The lab requires some modification to the required materials for distance – independent learning. Students can use household items, if needed, to complete hands-on activities.

🛑

The lab requires significant modification. Teacher should demonstrate or perform activities in a live session or prerecorded video and/or provide materials needed for the science skills or problem-solving station.

100