Biology Lesson Plans

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7th Grade:
The Cells1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
The Cells1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
The Cells - with reading strategies1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
The Cells - with reading strategies1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
The Cells -with reading strategy1) Students will understand that cells are the basic units of life and 2) understand that there are differences between plant and animal cells.(Under 3 ratings)
9th Grade:
"Oh Deer"By the end of this lesson, students will understand what predators are and what prey are, they will also understand how an ecosystem works and how animal populations are sustained(Under 3 ratings)
A Walk in the ParkStudents will apply previous learning about ecosystems to the forest outside of their school. Students will make real life connections, develop understanding of the way of life they pass by everyday on their way to school.(Under 3 ratings)
Animals in the "Wild"Introduction to human portrayal of animals Students will be introduced to the different representations of information available about specific aquatic and terrestrial animals. Students will learn to take educational videos with a grain of salt, to question media representation of wild animals, to not blindly trust all information that is given to them. Students will begin to see how the representation of animals through zoos, media, and "educational" videos can influence human conservation efforts.(Under 3 ratings)
Biology(Under 3 ratings)
Biology(Under 3 ratings)
BIOLOGYB3.1 The student will compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic ecosystems. B3.3 The student will describe the limiting factors of ecosystems and explain how these factors affect the carrying capacity of an ecosystem. B3.5The student will identify various factors related to human activity that have an impact on ecosystems and explain how these factors affect the equilibrium and survival of ecosystems.(Under 3 ratings)
Cell Comic BookStudents will produce a cell comic book that describes - similarities and differences of cell types - Ages of cells - functions of organelles/structures(Under 3 ratings)
Cell Organelle Partner MatchStudents should be able to identify organelles that are common to prokaryote and eukaryote cells. Students will be able to identify differences between cells including: age, size, complexity and basic structure.(Under 3 ratings)
Cells and Their EnvironmentStudents will be able to identify Hypertonic, isotonic and hypotonic environments. Students will understand osmosis and diffusion Students will be able to determine how specific materials move in and out of cells.(Under 3 ratings)
Cellular RespirationStudents will learn the steps of cellular respiration and how the role the mitochondria plays in the process. students will be able to identify how glucose is processed and converted to ATP. Students will be able to model ATP regeneration.(Under 3 ratings)
Diffusion Rate Lab LessonMeasurable Goals: Understand how the process of diffusion occurs in cells. Apply the concept of homeostasis to the process of diffusion. Understand how the surface area-to-volume ratio of a cell affects diffusion of materials into that cell. Conduct an experiment, and gather and analyze data.(Under 3 ratings)
Graphic Organizer - OrganellesStudents will begin to identify the key structures/organelles in the different cell types. Students will create a study guide for pre-quiz on organelles.(Under 3 ratings)
Human activity and the negative impacts on animals and habitatsThe objective of this lesson is to allow students to investigate the negative impacts human activity and society's desire for entertainment and wants (and not needs) has had on animals, their welfare, their habitats and ecosystems themselves, such as the rain forest. The lesson is intended to focus on animals and their habitats, however, this lesson can be complemented with other lessons that speak more specifically to aquatic and terrestrial ecosystems as stated within the specific expectations. This lesson brings forth Desmond's ideas of animal tourism (zoos), animals as trophies (trophy hunting), animals being poached and their bodies or specific parts of their bodies being bought to show human status/wealth in society (animal exploitation). The lesson's main focus highlights "human's relations with and mastery over a natural world" (Desmond, 1999) bringing to light the dark sides of society and the ways in which humans have had destructive impacts on animals and habitats.(Under 3 ratings)
Invasive SpeciesStudents will understand the detriment that invasive species cause to native species in an environment. Students will be able to discuss the various ways that an invasive species can enter a new habitat. Human impact in all these scenarios will be stressed, and students will understand that their knowledge of these issues carries the responsibility to see that is used well in the world (Orr, 2004).(Under 3 ratings)
Lab: Cells and MicroscopeSTudents will be able to focus and object in the microscope Students will be able to prepare a wet mount slide Students will be able to prepare a stained slide using iodine and methylene blue. Students will be able to make observations using images/drawings and text(Under 3 ratings)
Lesson PlanUnderstand how the process of diffusion occurs in cells. Apply the concept of homeostasis to the process of diffusion. Understand how the surface area-to-volume ratio of a cell affects diffusion of materials into that cell. Conduct an experiment, and gather and analyze data.(Under 3 ratings)
Mendelian GeneticsStudents will be able to use Punnett Squares to predict offspring traits.(Under 3 ratings)
MitosisStudents will be able to use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.(Under 3 ratings)
Nature as a resource for human consumptionThe goal of this lesson is to teach grade 9 (applied) students about the devastating effect of human activity on the environment. Through this lesson they will learn the basic knowledge related to sustainable ecosystems and how to identify with nature. By the end of the lesson they should have a strong idea about their ecological identity and they must be able to differentiate between the healthy of nature as a necessity of our existence and the popular (and much more selfish) view that nature is simply a resource for human consumption.(Under 3 ratings)
Section 7.3 & 7.4Students will know that human genetics follows the same patterns seen in other organisms. Females can carry sex linked genetic disorders. A pedigree chart is used for tracing genes in family. Several methods help map human chromosomes.(Under 3 ratings)
SNC1D: MLP #3The objective of this lesson is to assess the impact; whether positive or negative, of human activities on the sustainability of terrestrial and/or aquatic ecosystems. Students will also be expected to evaluate courses of action intended to remedy any negative impacts. Students will focus on the big idea (stated below) and whether they agree with this statement or not, with a specific focus on whether aquariums, zoos, and other institutions of human creation that are similar are created as a possible remedy or as a way to show that humans are above animals and should be allowed to use them in whatever manner they please. The assessing the impact of human activities will take place in a jigsaw activity (explained below). The focus on aquariums, zoos, etc. will start as a class discussion and be linked back through to the jigsaw puzzles created in the previous days lesson (explained below).(Under 3 ratings)
The impact of consumerismStudents will assess the impact of wastefulness and landfills on the environment. They will relate this to their own consumerism and come up with ideas for alternative lifestyle choices. Through research they will understand the far-reaching and serious impacts that unbridled consumerism has on the environment.(Under 3 ratings)
10th Grade:
3rd Per. Dichotomous KeyThe students will demonstrate their understanding of classifying organisms by completing a Dichotomous Key using several different fictitious organisms. Then working with a partner the students will complete the worksheet on classifying several different types of leaves using a dichotomous key.(Under 3 ratings)
Antibiotic Resistance-Public Service AnnouncementStudents will create a PSA regarding Antibiotic Awareness Month.(Under 3 ratings)
Cellular Energy and ReproductionTeach Students about -Photosynthesis and Respiration - Cell Division and Mitosis -Sexual Reproduction and Meiosis -Asexual and Sexual Reproduction(Under 3 ratings)
Cellular Structure and FunctionTeach ideas on discovering cells, prokaryotic and eukaryotic cells, moving cellular Materials, Cell Differential and specialization, Body Organization(Under 3 ratings)
Chapter 1, Section 2 Nature of ScienceStudents will be able to identify five of the seven reasons why we study science with 70% accuracy.(Under 3 ratings)
Chapter 1, Section 3 The Method of ScienceStudents will be able to identify and complete the steps of the scientific method with 70% accuracy.(Under 3 ratings)
Chapter 2, Section 1: Organisms and Their RelationshipsStudents will be able to explain the difference between abiotic factors and biotic factors with 70% accuracy. SWBAT describe the levels of biological organization with 70% accuracy. SWAT differentiate between an organism's habitat and its niche with 100% accuracy.(Under 3 ratings)
Chapter 2, Section 2: Flow of Energy in EcosystemsStudents will be able to (SWBAT) Describe the flow of energy through an ecosystem with 75% accuracy. SWBAT identify the ultimate energy source for photosynthetic producers with 75% accuracy. SWBAT describe food chains, food webs, and pyramid models with 75% accuracy.(Under 3 ratings)
Chapter 2, Section 3: Cycling of MatterSWABT describe how nutrients move through the biotic and abiotic parts of an ecosystem with 70% accuracy. SWABT explain the importance of nutrients of nutrients to living organisms with 70% accuracy.(Under 3 ratings)
Chapter 5, Section 1 BiodiversityStudent will be able to (SWBAT) describe three types of biodiversity with 80% accuracy. SWBAT explain the importance of biodiversity with 100% accuracy. SWBAT summarize the direct and indirect value of biodiversity with 80% accuracy.(Under 3 ratings)
Chapter 5, Section 2 & 3 Threats to Biodiversity, Conserving BiodiversityStudents will be able to (SWBAT) describe the biodiversity crisis with 80% accuracy. SWBAT explain the factors that threaten biodiversity with 80% accuracy. SWBAT describe how the decline of a single species can affect an entire ecosystem with 80% accuracy. SWBAT describe two classes of natural resources with 80% accuracy. SWBAT identify methods used to conserve biodiversity with 80% accuracy.(Under 3 ratings)
Chapter 6, Chemistry in BiologySWBAT (Student will be able to) identify the particles that make up atoms with 80% accuracy. SWBAT diagram the particles that make up an atom with 80% accuracy. SWBAT compare covalent bonds and ionic bonds with 100% accuracy.(Under 3 ratings)
Classifying OrganismsTeach Students Classifying Organisms Methods of Classification Dichotomous Keys Unit Test(Under 3 ratings)
DNA and Protein SynthesisTeach Genetic Code DNA and RNA Protein Synthesis DNA Mutations(Under 3 ratings)
EcologyStudents will be able to discuss the biogeochemical cycles(Under 3 ratings)
EcosystemStudents will be able to identify major organizational levels of life.(Under 3 ratings)
Ethics and Morality in the Classroom -Is There a "Right" Side?The purpose of this lesson is to answer the fundamental question "How do we teachers teach morality and ethics in our schools?". But more specifically, as science teachers. Students will have the opportunity to examine several ethical case studies in relation to technological developments related to systems biology throughout history through the use of story telling and case files. After each case study, the students will demonstrate their ethical side of the case by engaging in class discussions and a debate.(Under 3 ratings)
Ethics and Morality in the Classroom -Is There a "Right" Side?The purpose of this lesson is to answer the fundamental question "How do we teachers teach morality and ethics in our schools?". But more specifically, as science teachers. Students will have the opportunity to examine several ethical case studies in relation to technological developments related to systems biology throughout history through the use of story telling, acting out scripts, and case files. After each case study, the students will demonstrate their ethical side of the case by engaging in class discussions and a debate.(Under 3 ratings)
Ethics and Morality in the Classroom -Is There a "Right" Side?The purpose of this lesson is to answer the fundamental question "How do we teachers teach morality and ethics in our schools?". But more specifically, as science teachers. Students will have the opportunity to examine several ethical case studies in relation to technological developments related to systems biology throughout history through the use of story telling and case files. After each case study, the students will demonstrate their ethical side of the case by engaging in class discussions and a debate.(Under 3 ratings)
Genetics and HeredityTeach Students Genetics Probability of Inheritance Genetics Sense Mendel Other Personal Influences Unit Test(Under 3 ratings)
Genetics Video LessonStudents will be able to explain who Mendel was and the significance of his work. Students will be able to explain discribe Mendels experiments. Students will be able to effectively use many genetics vocabulary terms after viewing the video lesson.(Under 3 ratings)
Human Impact on EcosystemsTeach Students Resources Pollution Environmental Solutions Unit Test(Under 3 ratings)
KWLStudents will be able to identify major organizational levels of life.(Under 3 ratings)
Lesson PlanAt the completion of these activities, students should be able to: • Identify significant events in microbial evolution • Understand the perennial dominance of microbes, past and present • Understand the order of key events in evolution relating to microbes • Gain an appreciation about the place of microbes in earth's history(Under 3 ratings)
Lesson Plan"Students will discover the environmental and social impacts of things we buy and use" (Green Teacher, 2013). Students will critically think about solutions we could implement in our communities. Students will then take action and implement a plan to better the environment in their community. A healthy environment is a human right, students will discover that they have a big impact on the environment.(Under 3 ratings)
Lesson PlanHow do the openness to change and argumentation lead to the durability and robustness of science? 1. Know that the most durable explanations become theories, but are continually subjected to change in the face of new evidence. 2. Be open to argumentation from multiple perspectives, in order to continually challenge our understandings.(Under 3 ratings)
Matter and Energy in EcosystemsStudents will learn The Cycles of Matter Interactions Among Living Things Relationships Among Organisms Energy Flow in Ecosystems(Under 3 ratings)
MnemonicsStudents will be able to create mnemonic devices as a helpful tool to retain and recall the three domains of life.(Under 3 ratings)
Natural SelectionTeach Students Darwin's Theory Lab: Natural Selection Evidence of Evolution Biological Evidence and the Fossil Record Evolutionary Relationships Unit Test(Under 3 ratings)
Organisms and the EnvironmentTeach student: Living Things and the Environment Studying Populations Changes in Communities Unit Test(Under 3 ratings)
Photosynthesis + Cellular RespirationThis lesson will address the processes of photosynthesis and cellular respiration. Biology I : Standard 3 – Flow of Matter and Energy Conceptual Strand 3 Matter cycles and energy flows through the biosphere. Guiding Question 3 What are the scientific explanations for how matter cycles and energy flows through the biosphere? CLE 3210.3.3 Investigate the relationship between the processes of photosynthesis and cellular respiration. Checks for understanding 93210.3.3 Conduct experiments to investigate photosynthesis and cellular respiration. SPI 3210.3.3 Compare and contrast photosynthesis and cellular respiration in terms of energy transformation.(Under 3 ratings)
The Biology of GriefThis lesson would be ideal to use after a national disaster, such as the attack on the World Trade Centre or the recent Las Vegas shooting incident. However, it could also be used as a 'regular' lesson in this unit, with a less somber tone. Ideally, the students would have some background knowledge of how body systems interact (i.e. oxygen from the respiratory system and nutrients from digestive system are transported by the circulatory system to other areas of the body; waste is transported via circulatory system to the digestive system and out of the body, etc.). This lesson will introduce the impact on the body when it experiences immense stress or grief. Students will investigate how emotions can by translated into physical responses due to the interactions of body systems. If not previously covered, students will also be introduced to the nervous system and how it can impact other body systems.(Under 3 ratings)
The Case of the Missing Bees: High Fructose Corn Syrup and Colony Collapse1. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). 2. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.(Under 3 ratings)
The Study of LifeStudents will be able to list the characteristics of life with 70% accuracy. Students will be able to pose testable questions for scientific inquiry with 70% accuracy. Students will be able to identify the methods of science with 70% accuracy.(Under 3 ratings)
TV Broadcast AssessmentStudents will create their own science centered broadcast according to rubric guidelines.(Under 3 ratings)
Understanding the KingdomsTeach Students The Kingdoms What Is an Animal? Animal Behavior Overview of Plants Protists and Fungi Bacteria Unit Test(Under 3 ratings)
Unit 2 - EcologyStudents will master the concepts listed in the curriculum maps (Polk County, FL)(Under 3 ratings)
Unit 3 - Cells and the Cell CycleStudents will master the concepts listed in the Polk County Curriculum Maps.(Under 3 ratings)
Unit 4 - Cellular EnergyTo master the concepts and standards on the Polk County Curriculum Maps.(Under 3 ratings)
Unit 6 - Nucleic AcidsTo master the concepts and standards on the Polk County Curriculum Maps.(Under 3 ratings)
Unit 7 - Origin and Evolution of Living ThingsTo master the concepts and standards on the Polk County Curriculum Maps.(Under 3 ratings)
Using DNA TechnologyTeach Students Advances in Genetics Consequences of DNA Technology Unit Test(Under 3 ratings)
Water Quality InquiryTo be able to successfully use microscopic organisms to identify the quality of water To compare water quality of three different local sources. To assess the quality of water from Lake CNE and invesitgate other methods of testing(Under 3 ratings)
11th Grade:
Blood Typing and Story-TellingThe objective of this activity is how to use genetics to better understand our-selves and our personal histories and backgrounds. The best way to do this is through story-telling from a social and cultural perspective and combining it with curriculum expectations and the genetic processes stand of grade 11 biology.(Under 3 ratings)
Blood vessels and Blood PressureUsing a case study- Aneurysm, to look at some of the factors that could affect blood pressure and how blood pressure affects blood vessels.(Under 3 ratings)
Blood vessels and blood pressure cont.Factors that affects blood pressure and how blood pressure affect blood vessels- A case study of Aneurysm(Under 3 ratings)
Blood- Its components and fucntionsTo enable students understand the components of the blood, structures and functions of these components(Under 3 ratings)
Blood- Its components and functionsTo enable students understand the components of the blood, structures and functions of these components(Under 3 ratings)
Breathing 101To understand how the lung works when we breath.(Under 3 ratings)
Case Studies as a form of StorytellingThe objective of this lesson is for students to explore MSUD (Maple Syrup Urine Disease) which is a result of a recessive gene. Further, students will re-examine some genetic terminology such as: hereditary and autosomal recessive inheritance. Moreover, students will label their own pedigree chart based on their genetic understandings from their previous lesson on genetics where they learned about Mendelian law of inheritance, recessive genes, dominant genes, carriers, genotype, phenotype, heterozygous, homozygous and punnett squares. Students will have a period 75 minutes for this lesson.(Under 3 ratings)
Chapter 10 Sexual Reproduction and GeneticsSWBATexplain how gene linkage can be used to create chromosome maps with 80% accuracy. SWBAT recognize and summarize the stages of meiosis with 80% accuracy. SWBAT summarize the law of segregation and law of independent assortment with 80% accuracy. SWBAT predict the possible offspring from a cross using a Punnet square with 80% accuracy.(Under 3 ratings)
Chapter 11 and 12 Human Heredity and GeneticsSWBAT analyze gentic patterns to determine dominant or recessive inheritance patterns with 80% accuracy. SWBAT distinguish between various complex inheritance patterns with 80% accuracy. SWBAT summarize the role of the enzymes involved in the replication of DNA with 80% accuracy. SWBAT describe how Eukaryotes regulate transcription of genes 80% accuracy.(Under 3 ratings)
Chapter 6 & 7 Assessment BIOThe student will be able to (SWBAT) describe the factors that determine where an organism lives in an aquatic ecosystem with 80% accuracy. The SWBAT explain how temperature and precipitation determine which plants grow in an area with 80% accuracy.(Under 3 ratings)
Chapter 7 Cellular Structure and FunctionSWBAT compare and contrast structures of plant and animal cells with 80% accuracy. SWBAT identify the structure and function of the parts of a typical eukaryotic cell with 80% accuracy. SWBAT describe how a cell's plasma membrane functions with 80% accuracy. SWBAT differentiate between a prokaryotic cell and a eukaryotic cell with 100% accuracy. SWBAT summarize the principles of the cell theory with 80% accuracy. SWBAT compare compound light microscopes with electron microscopes with 80% accuracy.(Under 3 ratings)
Chapter 7 Cellular Structure and FunctionSWBAT compare and contrast structures of plant and animal cells with 80% accuracy. SWBAT identify the structure and function of the parts of a typical eukaryotic cell with 80% accuracy. SWBAT describe how a cell's plasma membrane functions with 80% accuracy. SWBAT differentiate between a prokaryotic cell and a eukaryotic cell with 100% accuracy. SWBAT summarize the principles of the cell theory with 80% accuracy. SWBAT compare compound light microscopes with electron microscopes with 80% accuracy.(Under 3 ratings)
Chapters 8 and 9 Cellular Energy and ReproductionSWBAT describe how ATP works in a cell with 80% accuracy. SWBAT explain the function of a chloroplast during the light reactions with 80% accuracy. SWBAT summarize the stages of cellular respiration with 80% accuracy. SWBAT describe the events of each stage of mitosis and explain the process of cytokinesis with 80% accuracy. SWBAT explain how cancer relates to the cell cycle with 80% accuracy.(Under 3 ratings)
Chemistry of LifeHelps students to navigate through Endgenuity Classroom setting. Teach Students Unit on Chemistry of Life(Under 3 ratings)
Chemistry of LifeHelps students to navigate through Endgenuity Classroom setting. Teach Students Unit on Chemistry of Life(Under 3 ratings)
Circulatory System IntroThis class is aimed at helping students understand how the heart works. It focuses on the basic structure and function of the heart.(Under 3 ratings)
Class PresentationThis is an activity that is aimed at building the understanding of students on some diseases of the digestive system.(Under 3 ratings)
Digestive SystemsThis class we aim to look at how various organs of the digestive system works- breaking down and assimilation of food.(Under 3 ratings)
Environmental Issues through StorytellingThe objective of this lesson is to have students analyze the influence of human activities on environmental issues in our society today (i.e climate change) through the use of storytelling.(Under 3 ratings)
Environmental PressureStudents will explore the factors that affect a populations likelihood of survival and reproduction. (C3.2) Students will then assess how humans may be affect the environments of other populations, and discuss possible remedies and solutions. (C1.2)(Under 3 ratings)
Evolution and Extinction. Lesson 4Investigation/inquiring activity to build understanding on the process of evolution or extinction(Under 3 ratings)
Evolution Unit. Lesson 6In this class we progress from our understanding on mutation and how it causes variation, here we investigate some real life examples of variation.(Under 3 ratings)
Evolution- Mutation. Lesson 1This class helps students connects mutation in genes with respect to evolution. Mutation which have occurred either by addition of gene, deleted genes or gene modification in relation to Evolution.(Under 3 ratings)
Evolutionary Adaptations. Lesson 3Understanding adaptation and how it helps animals/plants (organisms) survive/thrive(Under 3 ratings)
Factors that affect plant growthTo observe a variety of plants in a local forest/patch of vegetation and determine how surrounding factors cause differences in plant structure and function. Example: Sunlight, soil nutrients. Most importantly, transferring the lesson into the local environment creates a new learning opportunity, and immerses students in nature! Overall Expectation F2: investigate the structures and functions of plant tissues, and factors affecting plant growth(Under 3 ratings)
Fetal Pig DissectionE2. investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems(Under 3 ratings)
Food-borne Microorganisms and IllnessIn this lesson, students will watch the documentary "Food Inc" which explores how mass food product leads to unsanitary conditional, optimal for the growth of microorganism. Building of the documentary, students are asked to research microorganisms that are commonly found in food product and cause food poisoning. SBI3C - Microbiology Specific Expectations: C1.1 Assess some of the effects, both beneficial and harmful, of microorganisms in the environment. C2.1 Use appropriate terminology related to microbiology, including, but not limited to: fission, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid.(Under 3 ratings)
Genetic ManipulationOverall Expectations: C1 & C3 Specific Expectations: C1.1 & C3.4 Reis and Harrison (2011), discuss how stories can be used in the classroom to enhance the students learning experience. This lesson plan uses a case study of AquAdvantage Salmon (https://www.nature.com/scitable/forums/genetics-generation/case-study-in-gm-food-animals-104582001) to engage students in exploring artificial selection technology and using their knowledge of evolutionary mechanisms, from the unit (C3.4), to analyze it's effectiveness (C1.1).(Under 3 ratings)
Grade 11 Biology University (SBI3U) - EvolutionTo teach concepts of evolution by discussing the genetic diversity and the resulting environment adaptability brought by sex. Overall expectation: C2. investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution; C3. demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.(Under 3 ratings)
Human Impact on the EcosystemIn this lesson, students will use the OIE World Animal Health Information database to observer a selected species population over the last 20 years in the local Ottawa region. Using the population increase of human over the duration of times, including other factors, students will then hypothesis on human related factors that are affecting to population dynamics of species in the local habitat. http://www.oie.int/wahis_2/public/wahid.php/Countryinformation/Animalpopulation The goal is for the class to create a list of possible factors. Moving forward, the class will explore a variety of different human related factors that affect ecosystems and conclude which or all are affecting the local ecosystems surround Ottawa. Overall Expectations: B2. Investigate some factors related to human activity that affect terrestrial or aquatic ecosystems, and describe the consequences that these factors have for the sustainability of these ecosystems. Specific expectations: B2.5 analyse the effect of factors related to human activity on terrestrial or aquatic ecosystems by interpreting data and generating graphs (e.g., data on the concentration in water of chemicals from fertilizer run-off and their effect on the growth of algae).(Under 3 ratings)
Internal systems Unit- ReviewTo review all that the students have studied so far about the internal systems. This class is aimed to help students think about facts from previous classes(Under 3 ratings)
Lesson 10. Review- Evolution UnitConsolidation of facts we have looked at so far on this unit, to reinforce understanding on the topic of Evolution.(Under 3 ratings)
Lesson 5. Investigating the effects of natural selection on a populationHands-on activity that helps students understand the effects of natural selection on a population.(Under 3 ratings)
Lesson 6 Natural selectionThis lesson is aimed at helping students understand the concept of natural selection (and its types).(Under 3 ratings)
Lesson 7 Sexual selection and Artificial selectionThis lesson is focused on helping students understand the the concept of Sexual Selection and Artificial Selection(Under 3 ratings)
Lesson 8 Genetic driftThis class builds on the knowledge of evolution so far to expand on other concept that could bring about evolutionary change (aside: Natural selection and Artificial selection).(Under 3 ratings)
Lesson 9. SpeciationIn this lesson we look at Speciation and its types; Sympatric, Allopatric Speciation and Adaptive Radiation. We try to identify similarities and differences between Evolution, Adaptation and Natural Selection.(Under 3 ratings)
Lesson PlanThe goal of this lesson and ongoing assessment is to have students be engaging with nature as a means of getting kids excited about biodiversity. This is an STSE lesson as it builds interest in the environment by having youth engage with it.(Under 3 ratings)
Lesson PlanStudents will learn about how different cultures or societies support environmental sustainability, and how this sustainability in turn supports the society or culture. Students must dig deeper - discuss WHY this society or culture chooses to be environmentally sustainable, from their own perspective. Students will suggest ways they can change their current way of living in order to become more environmentally sustainable, as well as why or why not they would want to do so.(Under 3 ratings)
Lesson PlanThe objective o this class is to introduce the new unit to the students, taxonomy and the diversity of life, for this class we will be engaging in a sharing circle where we each share a brief story about a different animal and then we will watch planet earth.(Under 3 ratings)
Lesson Plan-Describe the structure of the reproductive organ in plants -Describe structural difference in flowers and different methods of pollination -Describe how hormones and tropisms effect plant growth(Under 3 ratings)
Lesson Plan-Understand how Primary and Secondary Succession Occurs (Factors & Process) -Understand if Human activity can lead to succession through pollution (Air/Water/Landfills) -Allow to student become more aware of the impact that we are having on the plant...Practical way to minimize our negative impacts.(Under 3 ratings)
Lesson PlanOVERALL EXPECTATION: F2. investigate some of the factors that affect plant growth SPECIFIC EXPECTATION: F2.3 investigate how chemical compounds (e.g., fertilizers, herbicides, pesticides) and physical factors (e.g., amount of sun and water, quality of soil, pH of soil) affect plant growth [PR, AI](Under 3 ratings)
Lesson PlanStudents will understand terms associated with foods and will be able to argue their opinions of an ethical debate.(Under 3 ratings)
Lesson PlanDescribe how water and nutrients are transported in plants(Under 3 ratings)
MLP 2The main objective for this lesson is to analyze the effects of various human activities, such as mining, deforestation, farming and development, on the diversity of living things, both plants, animals and humans included.(Under 3 ratings)
Nonhuman EmotionsThe issue of nonhuman animal and plant awareness raises many questions for people. What moral or legal standing these organisms should have, and how we might redefine the concept of "humane." In this lesson, students will read an article written by a farmer with a nontraditional point of view and discuss their own relationships with animals and plants.(Under 3 ratings)
PhotosynthesisStudents will understand the steps of photosynthesis Students will be able to identify similarities and differences between C3, C4 and CAM photosynthesis.(Under 3 ratings)
Photosynthesis Research PresentationsStudents will be exposed to recent research on photosynthesis. Students will have the opportunity to teach peers about photosynthesis. Students will have the opportunity to practice public speaking skills.(Under 3 ratings)
Plants in SocietyThe objective of this lesson is to have students connect the issues of human rights to environmental issues such as plant growth and access to resources.(Under 3 ratings)
SBI3C- Conserving Plants in the Natural EnvironmentTo have the students gain an understanding of how different environmental conditions can affect growth of plants and living organisms in the natural environment. In addition, relate the changing of conditions of the environment has an affect on humans living in a healthy environment and that having the capability to live in a healthy environment is a human right.(Under 3 ratings)
SBI3C- Conserving Plants in the Natural EnvironmentTo have the students gain an understanding of how different environmental conditions can affect growth of plants and living organisms in the natural environment. In addition, relate the changing of conditions of the environment has an affect on humans living in a healthy environment and that having the capability to live in a healthy environment is a human right.(Under 3 ratings)
SBI3U - Lesson PLanTo provide the students with a perspective in how plants grow from seedlings to a full adult plant, the anatomy of a plant, and gain understanding in how to grow a plant.(Under 3 ratings)
Science Storytelling - EvolutionStudents should be able to: (C2) investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution. (C3) demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs. (C3.4) describe some evolutionary mechanisms and explain how they affect the evolutionary development and extinction of various species. *also has potential to touch on nearly all other specific expectations in this strand in one way or another(Under 3 ratings)
Social and Ethical Implications of Genetic and Genomic ResearchOverall Expectation D3. Evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research. Using an Science, Technology, Society, and the Environment (STSE) approach, the lesson will start with a brief overview of recent genetic and genomic research. Moving forward the class will watch the motion picture, GATTACA (1997) and conclude with a classroom debate.(Under 3 ratings)
Story: Modern Day EvolutionThe objective of this lesson is to allow students to expand their knowledge on evolution by creating a story that highlights today's subtle signs of modern evolution. The rational behind this lesson is bringing back the simplest forms of learning, which is done through storytelling. After reading "Making the Environment Personal: Storytelling as a Tool for Environmental Education" by G. Reis and M. Harrison, I really appreciated the use of a comforting and familiar method to explain scientific concepts. Therefore, this lesson is to introduce to students biology can be passed on through creative methods, such as storytelling.(Under 3 ratings)
The Digestive JourneyIn this lesson, students should be able to create a story relating to the path of food as it travels through the digestive system.(Under 3 ratings)
The Interconnectivity of Mammalian SystemsThe objective of this lesson is to get students in an SBI3C course to understand the structure and function of the respiratory system, by getting them to engage in a story telling activity that allows them to think of themselves as a molecule of oxygen travelling throughout the body and then a molecule of carbon dioxide as it is exiting the body. This lesson also introduces the concepts of interconnectedness between all of the systems throughout a mammalian body. Students will be introduced to the circulatory system and how the respiratory and circulatory systems work together in transporting oxygen and carbon dioxide.(Under 3 ratings)
This is an interventionTo inform students about various ways that humans can try to reduce negative impacts on the environment. Get students to critically evaluate how effective/beneficial these interventions really are.(Under 3 ratings)
Tracking Field TripTo teach students that tracking animals, a practical skill that humans have practiced for thousands of years, requires a deep understanding the animals' habitats and behaviors.(Under 3 ratings)
Understanding Sustainable HarvestThe objective of this lesson is to reintroduce students to the term and practice of "Sustainability". Students will have the opportunity to learn, through a hands on activity, the concept of the tragedy of the commons. The lesson will serve to demonstrate the impact of human activity, specifically over agricultural practices, and how it affects the sustainability of environmental ecosystems for our future generations. Our guiding question will be: Does our society look to short-term benefits without a view of the long-term consequences?(Under 3 ratings)
Understanding Sustainable HarvestThe objective of this lesson is to reintroduce students to the term and practice of "Sustainability". Students will have the opportunity to learn, through a hands on activity, the concept of the tragedy of the commons. The lesson will serve to demonstrate the impact of human activity, specifically over agricultural practices, and how it affects the sustainability of environmental ecosystems for our future generations. Our guiding question will be: Does our society look to short-term benefits without a view of the long-term consequences?(Under 3 ratings)
Urban Agriculture (Field Trip)- Students will investigate the physical conditions and practice techniques that help sustain agriculture in an urban environment - Students will discuss and understand the importance of plants in the urban ecosystem and social landscape - Students will reflect and extend the implication of urban agriculture on food accessibility, nutrition, health and sustainability (both economic and environmental).(Under 3 ratings)
Water and Cellular HealthStudents should understand health affects of contaminated water and their own water consumption.(Under 3 ratings)
Why Learn Science?Students will be able to identify and analyse the risks and benefits of human intervention in both aquatic and terrestrial ecosystems.(Under 3 ratings)
12th Grade:
Biological Molecules and Food LabelsBy the end of the lesson, students will be able to: - able to perform simple experiments/tests on biomolecules (proteins, carbohydrates, lipids) found in food samples - able to interpret signs and indications (change in color) for the presence of certain molecules - become informed consumers who are aware of the difference between food advertisement (eg., low fat, leaner than 50% ) and actual nutritional content, and its implications on food accessibility, food choice and public health(Under 3 ratings)
Biological Molecules and Food LabelsBy the end of the lesson, students will be able to: - able to perform simple experiments/tests on biomolecules (proteins, carbohydrates, lipids) found in food samples - able to interpret signs and indications (change in color) for the presence of certain molecules - become informed consumers who are aware of the difference between food advertisement (eg., low fat, leaner than 50% ) and actual nutritional content, and its implications on food accessibility, food choice and public health(Under 3 ratings)
Discovering HomeostasisTo discover how environmental factors affect homeostasis, as well as the difference between the mechanisms that adults have to maintain homeostasis versus those that children have developed.(Under 3 ratings)
DNA Replication - StorytellingStudents should be able to: - Use appropriate terminology to describe DNA replication - Identify individual roles of enzymes involved in DNA replication - Explain the need for DNA replication in a real-life scenario(Under 3 ratings)
Homeostasis - Environmental EducationSuccess Criteria: - I can identify a human environmental issue that affects a First Nations community - I can explain the ways in which the environmental impact affects the human body/homeostasis - I can conduct research through the use of reliable sources and evaluate their credibility and accuracy(Under 3 ratings)
Human Body Regulation -Thermal ControlThe objective of this lesson is to demonstrate how the human body is capable of self regulating and maintaining a stable internal environment regardless of the changes in the immediate external environment. Students will be introduced to the concept of homeostasis, specifically thermal control, through the use of story telling, an interactive web activity, and by watching a video on "Fevers". The main idea is to relate thermal control to something all the students could relate to, having a fever. Students will have the opportunity to look how the human body regulates temperature when fighting infections or viruses in the body.(Under 3 ratings)
Human Body Regulation -Thermal ControlThe objective of this lesson is to demonstrate how the human body is capable of self regulating and maintaining a stable internal environment regardless of the changes in the immediate external environment. Students will be introduced to the concept of homeostasis, specifically thermal control, through the use of story telling, an interactive web activity, and by watching a video on "Fevers". The main idea is to relate thermal control to something all the students could relate to, having a fever. Students will have the opportunity to look how the human body regulates temperature when fighting infections or viruses in the body. By the end of the lesson, students will be able to: understand the premise as to how the body regulates temperature and how a fever fights infections, explore ways as to how the body regulates homeostasis through different processes like thermal, water, ionic, and acid-base equilibrium, and explore how the environment can affect the body's ability to maintain homeostasis.(Under 3 ratings)
Invasive Species ResearchBy the end of this lesson, students should be able to describe the effects of the introduction of non-native plant species to the incumbent population.(Under 3 ratings)
Lesson PlanThis Lesson is designed to incorporate story telling into the science classroom. Not only does this develop cross-curricular skills between science and english, but with this specific lesson it can also can include geographic expectations as well. The objective behind this lesson will be to have students develop a deeper understanding of the impact humans have on the environment around them. They will do this through two options: choosing a news story, assessing the geological, economical, and ecological impacts of the story. Additionally, students will need to apply the lessons from the story they have researched to their own lives. This can be done by implementing new strategies into their own life or community. This will relate real world problems to students personal lives creating a connection to their learning. Option two is two develop their own creative story about their own lives or community. This is a unique opportunity to develop critical and creative skills in the science classroom.(Under 3 ratings)
Lesson PlanHave students learn about the structural composition of lipids (unsaturated, saturated, and trans) and their applications/implications in health in an inquiry-based, hands-on/minds-on way.(Under 3 ratings)
Lesson PlanTo have the students investigate through research why we are deforesting in this day and age and what are somethings that can be done to help the situation(Under 3 ratings)
Lesson PlanOverall Expectations: F1: analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assess the effectiveness of some Canadian initiatives intended to assist expanding populations F3: demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species. Specific Expectations: F1.1: analyse the effects of human population growth, personal consumption, and techno- logical development on our ecological footprint F3.3: explain factors such as carrying capacity, fecundity, density, and predation that cause fluctuation in populations(Under 3 ratings)
Life cyclesThe objective of this lesson is for students to realize the impact our actions and consumables have on society and the environment. I came across a really concerning issue that I never even knew was possible. This article discusses how the contraceptive chemical EE2 is an extremely concerning chemical leaked into the environment as it has the ability to "feminize male fishes." Further, the water in which fishes swim eventually becomes our drinking water therefore this cycle is quite converting to humans as well. Further students will brainstorm how this could be a social/ethical issue especially for practicing individuals that don't believe in using contraceptives. A debate will be held in class, where half the class will research and formulate points to go against the leakage of these contraceptive chemicals and seek for immediate action (opposing group), while the other half of the class will research and formulate points to defend that this doesn't impact the environment to an extent where we don't need to take action (affirmative group). Students will have a total of 70 minutes for this lesson.(Under 3 ratings)
Mini Lesson plan #3: BiochemistryThis lesson is focused on helping students grasp the process rather than an end result. It helps students come closer to various metabolic processes by examining some factors (change in temperature; pH; enzymes, buffers, etc) could have on biochemical processes.(Under 3 ratings)
MLP #2 - The Ripple Effect - How do my wants impact others?Students will reflect on everyday items which they deem important to them. They will share these items as a class. They will then take part in an activity which builds their understanding on how human wants/desires can have an effect on other humans, animals or the environment; similar to what a ripple effect is (an effect from an initial state can be followed outwards incrementally). This will promote student thought and reflection on how our desire for materialistic items does impact other people, whether it be their human rights, their health, or the environment in which they reside. A poster project with gallery walk will encourage student reflection on items they deem important to their daily lives and the ways in which these items have a negative or positive impact on people, animals and the environment.(Under 3 ratings)
MLP 1This lesson is one of the last lessons in the Unit of homeostasis. This lesson is a creative way for students to show their understanding of homeostasis in the human body after a "storm" and relate a disturbance or change in an internal or external environment to homeostasis and finding balance after a disturbance.(Under 3 ratings)
Population dynamicsThis lesson is considered the last class for the unit, in this class we combine all major facts that we have discussed on this topic and we try to make a concept map to see where and how we can contribute to make a positive change in the chain of events as it concerns us.(Under 3 ratings)
Population dynamicsThis lesson is considered the last class for the unit, in this class we combine all major facts that we have discussed on this topic and we try to make a concept map to see where and how we can contribute to make a positive change in the chain of events as it concerns us.(Under 3 ratings)
Restoration EcologyStudents will learn about human impacts on environmental stability, and understand how technological developments and population increases relate to our ecological footprint. This lesson is relevant to students because global warming and population increases are an ever-growing concern on Earth, where resources are finite. Learning how to reduce their ecological footprint is imperative if they are to make changes to create a healthy environment for future generations.(Under 3 ratings)
SBI4U- MLP #2Students should be able to verbally communicate human health issues based on the impact of human activities on the environment. Students should also be able to connect to how overall this is an increasing issue based on a society of people trying to become more sustainable, regardless of the costs.(Under 3 ratings)
Talkin' 'bout a (r)evolutionTo introduce how climate change may influence natural selection and what measures can be taken to slow these changes. In addition, warn the students of misguided information on the internet, and allow them to generate their own examples for article/story titles.(Under 3 ratings)
The Land Game : Population Dynamics and Resource ManagementOverall: F1. analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint Specific: F1.1 and 3.2: describe the characteristics of a given population such as its growth, density, distribution, and minimum viable size.(Under 3 ratings)
Watch where you step: how our ecological footprint is draining natural resources and what we can do to tread a little lighterStudents will calculate their ecological footprint and understand its implications for planet Earth's longevity. Students will connect this to their understanding of population growth & carrying capacity, and come up realistic changes that they and their peers can make in their daily lives to reduce their footprint.(Under 3 ratings)

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