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Plan better lessons for your students in critical subjects such as algebra, reading comprehension, and the life sciences with free resouces from world-class teachers.

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In order for students to explore and most importantly observe cellular respiration and fermentation (anaerobic respiration) I have students investigate cellular respiration in yeast. Yeast are a great model organism in cellular biology (SP2).

I hand students Investigating Fermentation (courtesy of www.shellyssciencespot.com) and Cellular Respiration in Yeast Demo (courtesy http://science-class.net) during the same class period, which complement each other nicely. (More on that below.)

Investigating Fermentation introduces students to fermentation and its real world applications (alcohol, bread, yogurt, cheese). This lab requires you to have water bottles, sugar cubes, warm water, balloons, and yeast.

The Cellular Respiration in Yeast Demo discusses cellular respiration emphasizing important vocabulary words such as energy, respiration, mitochondrion, and it includes the cellular respiration equation.

In both cases we popcorn read both Investigating Fermentation and Cellular Respiration in Yeast Demo. Students are required to circle essential information such as vocabulary while reading text.

As students work I walk around groups and ask students some probing questions such as:

1. Can you predict the outcome of the water bottle that is not receiving sugar?

2. How is this lab related to cellular respiration?

3. What's so special about yeast? Why are they considered a model organism?

4. What would happen if we didn't use warm water?

I assess student learning by having students complete both handouts.

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Mitochondria "The Powerhouse of the Cell"

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In order for students to explore and most importantly observe cellular respiration and fermentation (anaerobic respiration) I have students investigate cellular respiration in yeast. Yeast are a great model organism in cellular biology (SP2). I hand students Investigating Fermentation (courtesy of www.shellyssciencespot.com) and Cellular Respiration in Yeast Demo (courtesy http://science-class.net) during the same class period, which complement each other nicely.

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I explain to the students that they will be creating a photosynthesis and cell respiration foldable, using their notes from the previous days. The purpose of the foldable is to organize what they learned so that it will be easier to remember and to reinforce the vocabulary.

Creating the foldable is also a mini-engineering design challenge ( SP2: Developing and Using Models ; SP6: Constructing Explanations and Designing Solutions ) with the attached requirements and constraints.

Although this is a very quick activity, I present it as an engineering design challenge to reinforce the idea that every time they are faced with having to create something they are actually solving a problem and applying the engineering practices ( SP2, SP6). I show a couple of examples, and we discuss ideas on how to make a foldable before they begin.

As they are working, I circulate the room offering other ideas and listening in on conversations that help me identify struggling students. I am always surprised at the different foldable configurations the students come up with. ( Sample 1, Sample 2, Sample 3, Sample 4, Sample 5)

Listen in on students discussing the benefits of using foldables.

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Photosynthesis and Cell Respiration Foldable

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I explain to the students that they will be creating a photosynthesis and cell respiration foldable, using their notes from the previous days. The purpose of the foldable is to organize what they learned so that it will be easier to remember and to reinforce the vocabulary.

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Cellular Respiration: Do Plants Breathe?

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In this lesson, students design an experiment to provide evidence that plants go through the process of cellular respiration by measuring the acidity level in a jar of germinating pea plants. Trapped inside a closed jar, as carbon dioxide is produced during cellular respiration, it dissolves in water producing an acidic environment that can be measured using bromthymol blue.

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In this lesson, students practice critical reading strategies. The teacher models how students can use the NGSS Crosscutting Concepts to help guide their thoughts when they read. Students use these reading strategies as they interact with a text about diffusion and cell transport. Then, students use eggs to model diffusion and osmosis in cells.

This lesson is specifically designed to address the following NGSS and Common Core Standards:

MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

CCSS.ELA-LITERACY.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

Scientific and Engineering Practices:

Asking Questions and Defining Problems (SP1): Students at any grade level should be able to ask questions of each other about the texts they read.

Developing and Using Models (SP2): Develop a model to describe unobservable mechanisms.

Crosscutting Concepts:

Systems and System Models: Models can be used to represent systems and their interactions-such as inputs, processes and outputs-and energy, matter, and information flows within systems.

Stability and Change: Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.

While I specifically addressed "Systems and System Models" and "Stability and Change" above, this lesson really connects to every NGSS Crosscutting Concept as students draw connections to each as they read.

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Students model diffusion and osmosis with eggs! It's more than your typical egg experiment - this lesson models for students how to use the NGSS Crosscutting Concepts to think critically whe Plan your 60 minutes lesson in Science or diffusion with helpful tips from Leigh Roehm

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Big Idea: As students describe how the carbon cycle contributes to the condition of our environment, they gain a better understanding of the cause and effect of human activities on the Earth's systems.

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Big Idea: As students describe how the carbon cycle contributes to the condition of our environment, they gain a better understanding of the cause and effect of human activities on the Earth's systems.

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Learning Goal: Apply understanding of photosynthesis to a lab situation.
Opening Question: How will changing the amount of sunlight change the way photosynthesis works?
Students record their opening question on their learning goal sheet and are ready to start class 3 min after the bell has rung. I reward students who get started early with ROCK STAR SCIENTIST tickets.

Follow the links to learn more about the beginning of class strategies and ROCK STAR scientist tickets.

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Learning Goal: Apply understanding of photosynthesis to a lab situation. Opening Question: How will changing the amount of sunlight change the way photosynthesis works? Students record their opening question on their learning goal sheet and are ready to start class 3 min after the bell has rung.

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Cellular Respiration - Direct Instruction

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Reading a chemical formula can seem like a different language. Plan your 60 minutes lesson in Science or cellular respiration with helpful tips from Andrea Pless

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Big Idea: As students describe how the carbon cycle contributes to the condition of our environment, they gain a better understanding of the cause and effect of human activities on the Earth's systems.

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Big Idea: As students describe how the carbon cycle contributes to the condition of our environment, they gain a better understanding of the cause and effect of human activities on the Earth's systems.

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I tell students that as they continue the WISE activity from the day before, I expect them to complete all the steps in Topic 2: "How is energy transformed".

When the students start reaching step 2.9 (Photosynthesis is a chemical reaction), I ask them to put their computers to listening height (lower their screens), and give a brief explanation of chemical reactions with emphasis on how the energy is getting "trapped" by the bonds created when the the big glucose molecule is formed.

As students reach step 2.17 (Experiment 1), I hand them the experimental design sheet, and have them use the simulation to plan and carry out an investigation ( SP3 Planning and Carrying Out Investigations ), and analyze and interpret the data they obtain ( SP4 Analyzing and Interpreting Data ). I use this step to reinforce the idea that even when we are doing something simple, like gathering data from a visualization, it is important to think like scientists and practice scientific thinking skills. This pair of students is working towards formulating testable questions and defining variables ( SP3).

When I gather their sheets ( Sample 1 - Sample 2), I look at question, variables and conclusions since this is what I know the students need the extra practice on.

As students continue to work, I am moving around the classroom checking in on student understanding through the conversations I overhear. Listen to this student conversation on the role of humans in this process.

I am also identifying pairs that may have started to lag behind, and sit with them to solve/explain things that may be causing them to stop learning.

Note: Students unfamiliar with the platform or topic might take more than one class period to complete all the steps in Topic 2. Since "quicker" students can proceed without waiting for the rest of the class, I allow the "slower" students to work at their own pace as long as they continue to be on-task. Careful observation is needed though, to ensure that the pace is not lagging because of a lack of understanding of the material, but rather due to the construction of student understandings, the discussions that are being held and/or the careful crafting of the answers to the questions posed.

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Photosynthesis - A WISE Activity (Day 2)

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I tell students that as they continue the WISE activity from the day before, I expect them to complete all the steps in Topic 2: "How is energy transformed".

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Once we are all thinking about photosynthesis, I present the video, "Where do trees get their mass from?" made by Veritasium, a science video blog featuring experiments, and more.

I pause at several points throughout the video to elicit student's responses:

0:28: I ask the students to chime in with their own response to the initial question (Where do trees get their mass from?).

1:17: How did Von Helmont eliminate soil as a source of nourishment for plants?

3:37: What does the narrator mean when he states that "trees are mostly made out of air"?

End: What were the ingredients mentioned throughout the video as necessary for plants to grow (increase in mass)?

Stopping the video several times to allow for class discussion is a key strategy that allows students to stop and think about the information. I have found that if you run a video without pausing, students tend to enter a "passive watch" mode, and don't think they are accountable for any of the information being presented.

Once we conclude, I tell the students that we will continue our study of this process through a series of interactives and visualizations on a site called WISE.

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Photosynthesis - A WISE Activity (Day 1)

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Once we are all thinking about photosynthesis, I present the video, "Where do trees get their mass from?" made by Veritasium, a science video blog featuring experiments, and more. I pause at several points throughout the video to elicit student's responses: 0:28: I ask the students to chime in with their own response to the initial question (Where do trees get their mass from?).

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I ask the students to take out their copies of the Body Systems worksheet and give them a couple of minutes to review the information they have written, as a way to help them become more comfortable with participating in the discussion. I then lead a review of the information that the students have written on the document. We begin by reviewing the endocrine system and its purpose within the body. Then I have the students focus in on the specific glands within the endocrine system and ask the students to describe the function of each gland. As we discuss, I lead the students to begin making connections between the various body systems. For instance, I ask the students to explain how hormones travel through the body and if they can make a connection to another body system. This provides them with information to refer back to later in the lesson.

I continue this pattern of discussion to review the nervous system, circulatory system, muscular system, and respiratory system. During the discussion, I emphasize the what as well as the how. For instance, I ask the students to explain the functions of each system, but also to explain how the system operates. When students respond by stating that the circulatory system pumps blood throughout the body, I prompt them to explain how this happens. I also ask the students to explain why each body system is important. In terms of the circulatory system, I expect my students to be able to describe what is being carried through the bloodstream, and how each of those chemicals (oxygen, carbon dioxide, hormones, nutrients, drugs, etc.) impacts the body.

During our discussion, I also ask students to describe information that is not included on the Body Systems worksheet, such as describing the specialized cells of each of the body systems. Specifically we discuss the structures and functions of neurons, myocytes, red blood cells, white blood cells, platelets.

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I ask the students to take out their copies of the Body Systems worksheet and give them a couple of minutes to review the information they have written, as a way to help them become more comfortable with participating in the discussion. I then lead a review of the information that the students have written on the document.

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Students are then asked to find their partner and log on to the WISE platform to continue the work. Students should be starting at step 2.7 " When did it happen".

As you can see in the video, in step 2.9 "R evisit your Observations" students will be engaged in analyzing and interpreting data (NGSS Practice 4) as they revise their labels now that they have "proper" names for each of the stages in cell division. While the students are analyzing the images, they are gaining practice in recognizing patterns and classifying data (XC-P-UE-2). They will then be able to observe that same pattern happening at an accelerated rate in the cancer cells and use that knowledge to attempt to control cell division when they try to "find a cure for cancer".

As students move on to step 4, WISE enages students in several of the NGSS Science and Engineering Practices. In steps 4.1, 4.2 and 4.3 " How does Plant ___ affect mitosis?" students continue to analyze and interpret data (NGSS Practice 4). Step 4.4 " Your Recommendation" asks students to weigh the evidence they collected in order to make a recommendation (NGSS Practice 6 and 7). Steps 4.5 " Share your Ideas" and 4.6 " What do your peers think?" invites students to practice obtaining, evaluating, and communicating information (NGSS Practice 8). Before they embark on these steps, there are some points to be aware of to ensure student success:

During these steps, I am keeping close track of student work, ensuring that the exchange of ideas includes scientific vocabulary, and that students are providing evidence for every decision they are making. Because of this, I tell students that they should stop once they reach step 4.8, and to make sure their answers up to this point have been well ACE'd.

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Students are then asked to find their partner and log on to the WISE platform to continue the work. Students should be starting at step 2.7 " When did it happen".

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We're learning a lot of new words, and attaching those to images, so I use a quick class discussion about what they learned from watching the Khan Academy video to help aid in transfer. I particularly emphasize the location and function of dendrites, cell body (soma), axon, myelin sheath, and synaptic terminal.

In addition I clear up some confusion that might arise by pointing out that the both the soma/cell body and axon/synaptic terminal are analogous to one another.

I then transition discussion to the relationship between structure and function of a neuron.

(CCC - Structure and Function - Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.)

I ask students:

"How does that long, thin shape help it do its job quickly?" An analogy that has worked well with my students is to make a comparison with telephone wires."

"What do we use in everyday life to communicate with people across town or across the country?" (Telephone) People (and, increasingly, computers) are able to communicate rapidly and clearly through the use of telephones.

"How is the signal sent?" Over a long, thin wire. This is a very efficient shape for message transmission - in the outside world and in our bodies.

In the last part of this section of lesson, students read and complete the questions from the article Hard Hit (type in search box) from ReadWorks*. This article deals with the harmful effects of concussions, in this case football players, on neurons.

The objective of this reading is to bring a real life application to todays lesson. In addition students are given practice in answering text-dependent questions.

*You need to set up an account to use this great free resource.

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We're learning a lot of new words, and attaching those to images, so I use a quick class discussion about what they learned from watching the Khan Academy video to help aid in transfer. I particularly emphasize the location and function of dendrites, cell body (soma), axon, myelin sheath, and synaptic terminal.

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In this section of the lesson I visit an interactive website about the digestive system (created by John Kitses). Students choose from a variety of foods and observe (in animation) how the body digests different foods.

In particular I want students to observe that digestion begins at the mouth through both mechanical and chemical digestion. In addition, the simulation shows examples of enzymes both in the mouth and stomach during digestion process.

The objective of this activity is to get students thinking about the what, where and how of the digestion process.

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In this section of the lesson I visit an interactive website about the digestive system (created by John Kitses). Students choose from a variety of foods and observe (in animation) how the body digests different foods. In particular I want students to observe that digestion begins at the mouth through both mechanical and chemical digestion.

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In this section of lesson students begin to explore the structure and function of the circulatory system by developing a model.
Introduction
In this activity you will learn about all the parts of your circulatory system and what they do. Let's start by building a model that can serve as your guide to the parts of the circulatory system and how they fit together. (SP2 Developing and Using Models - Develop a model to describe unobservable mechanisms.)
Materials

Paper cups (4)

Straw

Glue

Paper towels

Colored pencils, pens, or paint (blue and red)

Tape

Balloon (white)

Colored thread (blue and red)

Colored yarn (blue and red, 2 pieces 20cm each)

Lima beans (3 or 4)

Scissors

Ruler

Procedure First, you are going to build a model heart. The heart is two pumps side by side. Each pump has two chambers. In both pumps, blood enters the upper chamber and leaves the lower chamber. So you will have four blood vessels attached to your heart model. Now follow Steps 1 through 6 as you build your model heart.
Use a pencil to carefully make a hole in each cup. You will place straws in the holes in the heart model. The straws will represent blood vessels.

Step 1 Place the open ends of two paper cups together. Secure the cups together with tape. Do the same thing with the other two cups.

Step 2 Stand the two sets of cups side by side. Each cup represents a heart chamber.

Carefully poke a hole in the side of each cup as shown in Figure 1.2 above.

Step 4 Cut a straw into four equal pieces. Color or paint two of the pieces blue and the other two pieces red, (You'll find out what the colors mean later.)

Step 5 Insert and glue one of the blue straws into opening B. Insert and glue a red straw into opening C.

Stick a piece of blue yarn into the open end of the blue straw attached to the cups. Stick a piece of red yarn into the open end of the red straw attached to the cups. The straws and yarn represent blood vessels corning to and leaving the heart

Now you have two halves of what will be your model of the heart. The straws and yarn represent the system of blood vessels through which the heart pumps blood. Remember that this model resembles a figure eight rather than a simple circle. Half of the figure eight is the lung circuit where blood picks up oxygen. The other half of the figure eight is the body circuit where blood gives oxygen to all the cells of the body. Now you know the significance of the blue and red colors. Blue represents vessels carrying blood after it gives oxygen to cells. Red represents vessels carrying blood with a full load of oxygen. You can use this information in completing the following steps to finish your model.

Inflate a white balloon to about 10cm (4 inches) in diameter and tie it off. The balloon represents the lungs.

Glue blue and red threads on the surface of the inflated balloon, or use pens to draw blue and red lines. The threads (or colored lines) represent the tiniest blood vessels where the blood picks up oxygen from the air in the lungs.

Glue the free ends of the blue yarn to the surface of the balloon that has the tiny blue vessels. Glue the free ends of the red yarn to the surface of the balloon that has the tiny red vessels. You have completed the part of the model that represents the pump that moves blood to your lungs and back to the heart. This part of your completed model should look like the one in Figure 1.3.

Now finish your two-pump model of the heart by making a model of the pump that moves the blood to your body cells. Insert and glue the other red straw into opening D. Insert and glue the other blue straw into opening A.

Step 11 Stick a piece of red yarn into the open end of the second red straw. Stick a piece of blue yarn into the open end of the second blue straw.

Figure 1.3 This is how the two halves of your model heart should look.

Obtain three or four lima beans to represent body cell s. Cut about 10 to 12 pieces of thread, each about 3 centimeters long. Half of the pieces should be red. The other half should be blue. Glue one end of several red and blue threads on the surface of each bean.

Attach the free end of the red threads to the red yarn. Attach the free ends of the blue threads to the blue yarn. Your completed model should look like the one in Figure 1.4.

Be sure you can explain to someone the path that a drop o f blood would take in flowing through your model. Then write an explanation of how the blood would flow through your model.

Step 15 Write your name and the date on your completed model.

Step 16 Check with your teacher for cleanup instructions and to find out where to store your model.

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In this section of lesson students begin to explore the structure and function of the circulatory system by developing a model. Introduction In this activity you will learn about all the parts of your circulatory system and what they do.

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In this section of lesson, students delve deeper into content by visiting Human Skeletal System on cK-12 and the Human Skeleton / Human Skeletal System on Get Body Smart.

1) In using the cK-12 resource, students are required to read text (RST7-1) about the human skeletal system, and in particular, bone structure and function. This reinforces what they learned during the explore stage of lesson.

After completing the reading activity students are assigned to answer the following questions:

1. Are bones a living organ?

2. What are the three components of the skeletal system?

3. List four functions of the skeletal system.

4. Name and describe the two types of tissue that make up a bone.

2) In Get Body Smart students are introduced to both the axial and appendicular skeleton. In addition, students are able to take a quiz at the end of activity.

After completing the activity, students answer the following questions:

1. What makes up the axial skeleton? What makes up the appendicular skeleton?

2. What is the scapula commonly known as? What other bone helps the scapula function? What do these two bones do?

3. How many thoracic vertebrae do humans have? Where are they located in the spinal column?

4. To which type of vertebrae do ribs attach?

5. What is the atlas bone? What is the role of this bone?

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Skeletal System - Structure and Function

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In this section of lesson, students delve deeper into content by visiting Human Skeletal System on cK-12 and the Human Skeleton / Human Skeletal System on Get Body Smart. 1) In using the cK-12 resource, students are required to read text (RST7-1) about the human skeletal system, and in particular, bone structure and function.

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After that dramatic introduction, students participate in a muscular system tour.

The procedure for the tour is as follows (procedure is for a class of 30 students):

1. Divide class into 5 groups of 6.

2. Students rotate to a total of five stations during tour. (Groups are given 5 minutes per station).

Station 1: Muscular System, Skeletal Muscle, 3 Types of Muscle, Cardiac Muscle, Smooth Muscle

Station 2: Anatomy of Muscle, How a Muscle Works, Muscle to Tendon to Bone, Opposite Contract

Station 3: The Muscles .. a front view, The Muscles ..a back view, The Muscles ..a side view

Station 4: Ligaments hold bones together

Station 5: Muscle Stimulation (You may need to substitute this station if you don't have access to a muscle stimulator. Chiropractors and physical therapists may have this equipment.)

3. On the sound of a bell students rotate clockwise to next station.

4. Each student is responsible for completing a muscular system tour.

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Muscular System - Structure and Function

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Students develop an argument on how the body, including muscular system, is a system composed of a specialized group of cells and tissues. (MS-LS1-3) (Crosscutting Concepts: Systems and Syst Plan your 60 minutes lesson in Science or body system with helpful tips from John Cerezo

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I explain to students they will be creating a macromolecule foldable, using their notes from the day before. The purpose of the foldable is to organize what they learned so that it will be easier to remember and to reinforce the vocabulary. Creating the foldable is also a mini-engineering design challenge ( MS-ETS1-1 - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. )

Requirements and Constraints for their work:

Folded paper. (4 points)

Four panels: You may cut the paper to create the different panels. (4 points)

Each front panel should be labeled with one of the four organic groups. (carbohydrates, lipids, proteins, nucleic acids). (4 points)

The front panels must be decorated with at least 1 hand-drawn color picture that represents each organic group. (2 point each)

Include the following information inside each panel. (5 points each panel - total 20 points)

1. List the elements in each group: C, H, O, N, P

2. Identify the monomer

3. List the functions of each group.

4. List at least 4 examples of other foods (not drawn on the front) or body structures belonging to each group.

Constraints:

No more than one piece of paper may be used.

It has to be finished by the end of class today.

Legibility, creativity and neatness count!

Although this is a very quick activity, I present it as an engineering design challenge to reinforce the idea that every time they are faced with having to create something they are actually solving a problem and applying the engineering practices. I do show a couple of examples, and we discuss ideas on how to make a foldable before they begin.

As they are working, I circulate the room offering other ideas and listening in on conversations that help me identify struggling students.

This is how the students responded to the challenge (MS-ETS1-1), and a sample of 4 different configurations of student work:

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I explain to students they will be creating a macromolecule foldable, using their notes from the day before. The purpose of the foldable is to organize what they learned so that it will be easier to remember and to reinforce the vocabulary.

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In this section of the lesson students visit cK12. In this website students are required to read a text dealing with the following learning objectives.

Learning Objectives

Identify the functions of the excretory system.

List the organs of the excretory system.

Describe the parts of urinary system.

Outline how the kidneys filter blood.

Identify three disorders of the urinary system.

Students use Stop and Jot as a reading strategy.

Strengthen ability to analyze word meaning from context and introduce students to unfamiliar vocabulary. Further solidify understanding by defining new vocabulary words as well as generating personal examples of words and concepts.

Instruction of Strategy

Students will read through a concept listing words they don't understand and write down the sentence they are used in; then they will define the word; lastly, they will give an example of the word or concept from the text or their own experience.

At end of lesson students answer the following questions:

1. What are the functions of the excretory system?

2. List the organs that make up the excretory system.

3. What is the difference between the urinary system and the excretory system?

4. What is urine made up of?

5. Outline how the kidneys filter blood.

6. What is the purpose of the urinary bladder?

7. The walls of the urinary bladder are stretchy, what do you think is the advantage to having these stretchy walls?

8. What connects the kidneys to the urinary bladder?

9. What does antidiuretic hormone do?

10. What is a urinary tract infection?

11. Why is kidney failure such a serious health problem?

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Excretory System - Removal of Waste to Live

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In this section of the lesson students visit cK12. In this website students are required to read a text dealing with the following learning objectives. Identify the functions of the excretory system. List the organs of the excretory system. Describe the parts of urinary system. Outline how the kidneys filter blood.

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In this lesson, I describe how to manage this project based multi-day learning experience. The development of the products for the Human Body 2.0 project usually takes my students around 10 days, and assumes that the students have comprehensive knowledge on each of 8 body systems and have suggested an area of redesign for each, and participated in the Brainstorm lesson.

The students follow the engineering design process as they attempt to answer the question, "How would scientists go about redesigning the human creature in order to get the most efficiency out of him?" Throughout this process, they are acquiring practice in the following science and engineering practices:

SP1: Define a problem - as they identify and suggest an body system that "requires a redesign"

SP2: Develop and use models - as they develop their redesign idea and predict the behaviors of the new system. These predicted behaviors will encourage students to determine cause and effect relationships (i.e. When I change ___, I can expect ___). ( CCC Cause and Effect)

SP6: Design solutions - as they work on their redesign idea, revisiting several possible solutions. The redesign illustrates to students how function depends on shape and the relationship between a system's parts. ( CCC Structure and Function)

SP7: Engage in argument from evidence - as they formulate evidence based on data and collaborate with each other in searching for the best explanation. They will collaboratively write an argument essay defending their redesign ( CCSS.ELA-Literacy.WHST.6-8.1)

SP8: Obtain, evaluate and communicate information - as they present their work communicating their redesign clearly and engage in discussions with peers during each workday. Their final product will be formally presented ( CCSS.ELA-Literacy.SL.6.4), and is expected to include multimedia ( CCSS.ELA-Literacy.SL.6.5).

The goal is for all students to be able to participate in the Human Body 2.0 project. However, as previously explained this is not always possible. Students that did not complete their posts and suggestions will continue to work on their blog posts until completion. Once they are done, they are asked to visit the "ABC" project, and follow the directions and requirements to design a board game. Students who create the board game will gain practice in the following science and engineering practices:

SP6: Design solutions - as they develop the game. Specific requirements of the board game will encourage students to determine how function depends on shape and the relationship between a system's parts. ( CCC Structure and Function)

SP7: Engage in argument from evidence - as they formulate their questions and answers and test them with each other.

SP8: Obtain, evaluate and communicate information - as they develop the information they obtain into an engaging playable game. Their final product will also be formally presented ( CCSS.ELA-Literacy.SL.7.4), and include multimedia components (e.g., graphics, images, music, sound) and to clarify information ( CCSS.ELA-Literacy.SL.7.5).

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human anatomy / physiology and body systems

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In this lesson, I describe how to manage this project based multi-day learning experience. The development of the products for the Human Body 2.0 project usually takes my students around 10 days, and assumes that the students have comprehensive knowledge on each of 8 body systems and have suggested an area of redesign for each, and participated in the Brainstorm lesson.

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Plan better lessons for your students in critical subjects such as algebra, reading comprehension, and the life sciences with free resouces from world-class teachers.

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Now students explore how the different components of the nervous system collaborate with one another to make a voluntary movement. (MS-LS1-3. The body is a system of interacting subsystems composed of groups of cells/CCC - Systems and System Models -Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.)

In this Nervous System Lab, students are specifically comparing reaction times, with inputs from varying stimuli (visual, auditory,tactile).
Background: Problem: Is there a measurable difference between the rate at which one can process sensory information obtained visually, orally, and tactually? Hypothesis: Procedure: Part I: Visual (SP7 - Planning and Carrying out Investigations - Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation.) Part II: Auditory Predict which stimulus you can process faster: sight, sound, or touch. Part III: Tactile The brain processes stimuli from the environment through its five senses: sight, taste, touch, sound, and smell. Think of an example of how your brain processed each of these types of stimuli as you got ready for school this morning.
Materials: ruler or meter stick

1. Obtain a meter stick.

2. Hold a meter stick vertically with the "0 cm" end down and approximately at waist height.(The 100 cm end would be high in the air)

3. Have your partner hold her writing hand with her thumb and forefinger held even with the bottom (0 cm end) of the meter stick with one digit on each side of it as if they were going to squeeze it.

4. Prepare to drop the meter stick.

5. Drop the meter stick and have your partner try to catch it as quickly as she can. Don't give any verbal warnings of when you will drop it.

6. Record the distance the meter stick fell before your partner grabbed it by looking at the number of the meter stick their fingers grabbed. Enter your data on to the data table.

7. Repeat this procedure until you have recorded five data points with your right hand and five data points with your left hand.

8. Repeat for all the members in your lab group.

1. Repeat the procedure above, but this time have the "catcher" close his or her eyes. The dropper indicates when the meter stick is dropped by saying "Now". It is very important that the dropper says, "Now" exactly when the meter stick is dropped.

2. Record the distance the meter stick fell.

3. Repeat the exercise for the other partners.

1. This time, the catcher closes his or her eyes again, and the dropper indicates the meter stick is being dropped by tapping the catcher on the shoulder.

2. Record the distance the meter stick fell.

3. Repeat the exercise for the other partners.

At the end of the lab, students analyze data to determine if their hypothesis were correct.

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You Have Alot of Nerves - An Introduction to the Nervous System

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Now students explore how the different components of the nervous system collaborate with one another to make a voluntary movement. (MS-LS1-3. The body is a system of interacting subsystems composed of groups of cells/CCC - Systems and System Models -Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.) In this Nervous System Lab, students are specifically comparing reaction times, with inputs from varying stimuli (visual, auditory,tactile).

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In this lesson students research to identify the structure/function relationships that occur in cells, tissues, and organs. Students learn about how cells are grouped in living organisms and are introduced to how to determine if a website is a credible resource.

This lesson is specifically designed to address the following NGSS and Common Core Standards:

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

CCSS.ELA-LITERACY.WHST.6-8.1.B Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

CCSS.ELA-LITERACY.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Science and Engineering Practices:
The NGSS asks that students develop their ability gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

In this lesson, students use online research to determine the structure/function relationships in living organisms. During the lesson, they learn some strategies to help them determine if the research they find is credible.
Crosscutting Concepts:
Throughout science concepts, including the study of living organisms, it is important that students recognize that the way an object is shaped or structured determines many of its properties and functions. In this lesson, students investigate this relationship in cells, tissues, organs, and organ systems.

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The Organization of Living Things: Structure/Function Relationships

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In this lesson students research to identify the structure/function relationships that occur in cells, tissues, and organs. Students learn about how cells are grouped in living organisms and are introduced to how to determine if a website is a credible resource.

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Once the students have written their names under a body system, I ask students with same interests to move seats so they are seated with students that share their area of interest. I then provide students with the respective suggested areas of redesign sheets and tell them to go over each one, sorting them according to "areas of improvement" (Efficiency, Communication, Location, Performance, Other).

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BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources

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Plan better lessons for your students in critical subjects such as algebra, reading comprehension, and the life sciences with free resouces from world-class teachers.

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I begin this lesson by displaying the first slide of the presentation, and ask the students to Think-Pair-Share, "What do all of these have in common?":

We agree that they are all alive and made of cells. I then state, "Would it surprise you to know that they are also all made of four basic molecules and just a handful of elements?", and ask, "What do you think those could be?". Students are given another couple of minutes for a think-pair-share.

To add even more of a bang to what was just discussed, I tell the students that four basic molecules are responsible for everything they are about to see, and present the Inner Life of the Cell, a BioVisions video from Harvard (embedded in the second slide of the presentation). If you are not familiar with this famous video, I'd suggest you watch it first. There are several versions, some of them annotated. This one is meant to be beautiful and inspiring. I chose it not for its instructional value, but to encourage a sense of wonder in the students. Very few people would find studying macromolecules particularly exciting, but when you can actually "see" them in action, you can't help but want to know more. While watching the video, you will hear the students begin to ask questions like "What is that? Is this actually real? You mean that that happens inside our cells?" Without prompting, you set the stage for deep interaction with the material.

There is also a TEDTalk by the animator (XVIVO Scientific Animation).

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I begin this lesson by displaying the first slide of the presentation, and ask the students to Think-Pair-Share, "What do all of these have in common?": We agree that they are all alive and made of cells.

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BetterLesson: Share What Works | Free K-12 Lesson Plans, materials and resources