Subject
Food Chemistry: The chemistry of sweeteners
Student will run a variety of test to different sweeteners to understand their unique properties and what they share in common. Single substances have unique properties that gives tem their identity.
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Antigen switching in malaria
In this activity, students will model how the parasitic malaria protist Plasmodium falciparum evades the host immune response through a phenomenon called antigen switching. Specifically, slips of paper representing malaria-infected red blood cells will be used to demonstrate how random changes in the expression of Plasmodium proteins that display on the surface of human red blood cells helps the parasite avoid destruction by the host immune system. Students start with a single infected red blood cell with a specific surface marker protein, and from there will simulate the spread of infection through multiple generations of infection (each generation consisting of a parasite infecting a red blood cell, dividing and multiplying inside the red blood cell, then bursting to release new parasites that go on to infect new red blood cells). Student will find that the parasite occasionally changes the type of surface marker protein expressed over several generations. When the immune system begins destroying infected cells displaying the original surface protein, cells that have switched to expressing a different protein survive and continue to divide.
View this entire lesson planIntroducing Models to Elementary School Students
Students learn what a model is by comparing a model of the tongue to their own tongue. They practice asking themselves, "How is this model like the thing it represents, and how is it different?" This format of questioning can be used when using any model in science and can be used to check students' understanding and misconceptions.
View this entire lesson planCleaning Water: A 5th Grade Standards-Based Science Unit
Many children around the world die due to drinking contaminated water. This engaging science lesson will allow students learn how to build and use a simple homemade filter system to clean contaminated water. This 5th grade, standards-based lesson is great for California Science Content Standards Earth Sciences. Students make observations, collect data and form hypothesis. The end result is a gratifying surprise that they will enjoy while learning basic investigation and experimentation concepts.
View this entire lesson planSheep Heart Dissection
Students observe and dissect a sheep heart. In doing so, they learn about how the heart works and what it really looks like.
While this lesson is adaptable for many grade levels, it is a great fit with California's FOSS 5th grade Living Systems kit and that kit's goal of learning the structures and functions of the circulatory system.
View this entire lesson planDo You Know Bamboo?
Meet a Land Snail
In this lesson students will play a guessing game, observe land snails, and create a realistic drawing of a land snail. At the end of the lesson they will brainstorm things they wonder about Land Snails.
This lesson is alternate or introductory lesson to the FOSS lesson on observing land snails. Students begin and end the lesson as a whole group and observe either independently or in pairs.
View this entire lesson planPerception and the Brain
In this lesson, students are introduced to how the brain interprets and uses sensory information from the visual system to guide how the body moves and performs various tasks. This lesson makes use of a specialized set of goggles with prism lenses that shift what the wearer sees. Using these prism goggles, students will see first hand how the brain adapts over time to changes in what we perceive. The lesson also makes a connection to the brain and brain function by giving students a chance to see and touch a preserved brain specimen.
View this entire lesson planWhat factors affect the oxidation of apples?
Students observe the browning of apples after cut and being exposed to air and brainstorm ideas about why this might be happening.
Students think about ways to slow down or prevent the browning effect and in teams create and conduct a simple experiment to test their ideas.
Meet an Aquatic Snail
In this lesson students will observe aquatic snails, create a realistic drawing of an aquatic snail, and create a class list of questions about aquatic snails. This lesson is alternate or introductory lesson to the FOSS lesson on observing water snails. Students begin and end the lesson as a whole group and observe either independently or in pairs.
View this entire lesson planMini Mystery Boxes
This lesson is designed to help students better understand the nature of science. It uses simple, readily available mini-mystery boxes to model how scientists study things they cannot see (see http://www.lab-aids.com/catalog.php?item=100). Scientists often study things that cannot be seen - either because they are incredibly small (inside of cells/atoms) or too far away (other galaxies). In such work, scientists must rely on indirect information. Mystery boxes – each with a small steel ball and a raised terrain inside – demonstrate this aspect of science to participants. The students will draw a model and discuss in groups what they think the box looks like inside.
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Introducing the Process of Investigative Science Using Worms
Students are introduced to the process of investigative science through a guided inquiry activity. Given a testable question and materials, students as a class make predictions, and design an investigation with guidance from the teacher. Then in pairs, students do the investigation, collect data, draw conclusions, and discuss ways to improve on the investigative design. After this activity, students will be able to develop independent investigations in this and other subject areas.
Students learn that a living thing can sense and respond to its environment.
View this entire lesson planDraw an Alien in its Natural Habitat
This is an extension and assessment activity for the Unit, "What is a Living Thing, and How Does a Living Thing Respond to Changes in its Environment?"
View this entire lesson planStudent Designed Investigations Part 4 - Poster Presentations/Science Fair
This lesson is from the unit, "What is a Living Thing, and How Does a Living Thing Respond to Its Environment?" The unit is designed to be taught prior to teaching the adopted FOSS curriculum on life sciences. In this unit students are given time to think about and discuss the fundamental question, "What is a Living Thing?" They are also introduced to a process for planning science investigations on the topic of how different living things interact with their environment. The unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation for a grade level science fair.
In this particular lesson, students create Poster presentations explaining their investigations. They use the posters to help them present their investigations to an audience of adults and children at a science fair.
View this entire lesson planStudent Designed Investigations Part 3 – Collecting Data and Drawing Conclusions
This lesson is from the unit, "What is a Living Thing, and How Does a Living Thing Respond to Its Environment?" The unit is designed to be taught prior to teaching the adopted FOSS curriculum on life sciences. In this unit students are given time to think about and discuss the fundamental question, "What is a Living Thing?" They are also introduced to a process for planning science investigations on the topic of how different living things interact with their environment. The unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation for a grade level science fair.
In this particular lesson, students work in pairs to carry out their investgations, collect data, and make inferences based on their data.
View this entire lesson planStudent Designed Investigations Part 2 – Testable Questions, Predictions, Materials and Procedures
This lesson is from the unit, "What is a Living Thing, and How Does a Living Thing Respond to Its Environment?" The unit is designed to be taught prior to teaching the adopted FOSS curriculum on life sciences. In this unit students are given time to think about and discuss the fundamental question, "What is a Living Thing?" They are also introduced to a process for planning science investigations on the topic of how different living things interact with their environment. The unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation for a grade level science fair.
In this particular lesson, students work in pairs to decide on a testable question, make predictions, choose materials, and plan a procedure.
View this entire lesson planStudent Designed Investigations Part 1 – Observations
This lesson is from the unit, "What is a Living Thing and How Does a Living Thing Respond to Its Environment?", that is designed to be taught prior to teaching the adopted FOSS curriculum on life sciences. In this unit students are given time to think about and discuss the fundamental question, "What is a Living Thing?" They are also introduced to a method for doing their own science investigations on the topic of how different living things interact with their environment. The unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation and findings for a grade level science fair.
In Part 1 of this particular lesson, students work in pairs to observe a living organism and to brainstorm changes in the living thing's environment that would be important for the living organism to sense. They think about what structures their organism can use to sense and respond to its environment.
View this entire lesson planIntroducing the Process of Investigative Science Using Crayfish
Students will be introduced to the process of doing investigative science and will become familiar with vocabulary used in the process of doing science. Given a testable question and a set of materials, students will make predictions, and then design procedures to create a "fair test "with teacher guidance. The class will investigate where a crayfish will go when put in a basin of water with a small shelter inside the basin.
View this entire lesson planIntroducing Cells
Students learn that all living things are made of cells. They use a microscope to look for evidence of plant cells(from onion) and animal cells(from human cheek).
This lesson is from the unit, "What is a Living Thing, and How Does a Living Thing Respond to Its Environment?" The unit is designed to supplement the adopted FOSS curriculum on life sciences. In this unit students are given time to think about and discuss the fundamental question, "What is a Living Thing?" They are also introduced to a process for planning science investigations on the topic of how different living things interact with their environment. The unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation for a grade level science fair.
View this entire lesson planLiving or Non-living?
Students will investigate different objects and discuss whether they are alive or not alive. Students are challenged to provide evidence for their decision and defend their opinion.
This is the second lesson of a unit (What are Living Things and How does a Living thing Respond to Its Environment?) that was designed to precedes teaching the adopted FOSS unit on life sciences. In this unit students are given time to think about and discuss the fundamental question, "What is a Living Thing?" They are also introduced to a method for doing their own science investigations on the topic of how different living things interact with their environment. The unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation and findings for a grade level science fair.
View this entire lesson planWhat Do Living Things Have In Common?
Students work in teams to discuss the question "What do all living things have in common?" They record their ideas and share their background knowledge. Then the groups come together and try to reach consensus about the characteristics that all living things share by asking each other questions and defending their ideas.
This is the first lesson from the unit, "What is a Living Thing, and How Does a Living Thing Respond to Its Environment?" The unit is designed to supplement the adopted FOSS curriculum on life sciences. In this unit students are given time to think about and discuss the fundamental question, "What is a Living Thing?" They are also introduced to a process for planning science investigations on the topic of how different living things interact with their environment. The unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation for a grade level science fair.
View this entire lesson planWhat is a Living Thing, and How Does a Living Thing Respond to Its Environment? - Unit Overview
"What is a Living Thing and How Does a Living Thing Respond to Its Environment?" is a unit designed to be taught prior to teaching the adopted FOSS curriculum on life sciences. In this unit students are given time to think about and discuss the fundamental question, "What is a Living Thing?" They are also introduced to a process for planning science investigations on the topic of how different living things interact with their environment. The unit ends with students deciding on a testable question, designing an investigation, doing the investigation, collecting data and drawing conclusions. Students then create poster presentations of their investigation for a grade level science fair.
UNIT: What is a Living Thing, and How Does a Living Thing Respond to Its Environment?
Lessons:
1) What Do Living Things Have in Common?
2) Living or Non-living?
3) Introducing Cells
4) Introducing the Process of Investigative Science
5) Student Designed Investigations Part 1, Part 2, Part 3, Part 4- A Living Thing Responds to Its Environment
Part 1 - Observation
Part 2 - Testable Questions, Predictions, Materials, and Procedures
Part 3 - Collection Data and Drawing Conclusions
Part 4 - Poster Presentations/Science Fair
6) Extension Activity - Draw an Alien in Its Natural Habitat
View this entire lesson planLove in the Time of Cholera - Osmosis in action
Students will first learn about the cause of cholera, and propose treatment options to save a hypothetical patient. They will then learn about the osmotic basis of the disease by using a simple dialysis tube/sucrose model for cholera diarrhea. Finally, they will discuss how osmosis can be harnessed to effectively treat the disease and how this treatment has saved millions of lives.
View this entire lesson planMystery Box
This lesson is designed to help students better understand the nature of science. It uses a Mystery Box (see attached photos) which has a funnel at the top and a beaker underneath. When water is poured into the top funnel, colored water flows out the bottom. A turn of the funnel and then pouring in more water results in either a different colored water or no water at all. The teacher demonstrates this Mystery Box to students and challenges them to propose models of the inside of the box. The students draw models of what they think the inside of the box looks like and share and discuss these models. Students can also construct their own mystery box using cardboard boxes and other common materials. For this option, you will need an additional class period.
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