Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

This is a remix of the Exploratorium Teacher Institute's Agar Cell Diffusion resource. It offers an alternate recipe for the cell blocks using plain gelatin instead of agarose gel.

Link to original resource: https://goopenva.org/courses/agar-cell-diffusion

Students will explore different components of the cell membrane using the online Genetic Science Learning Center. Students will view pictures, read passages, and watch videos to complete a worksheet.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom. This lesson includes the WIDA English Language Development Standards for ELs and differentiation through additional supports for both ELs and other students. 

In this unit, students will be given a chance to study and view different types of cells, compare and contrast the features of the major cell types, learn about the function of specialization and differentiation in multicellular organisms, and review/learn the major organelles that will become the foundation of later units.This module was developed by Liz Ashby as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

Students will participate in a 5E lesson on classification. To ENGAGE, students will think about common vs scientific names and interpret relatedness between four species. To EXPLORE, students will watch a clip of their choice from Our Planet and document organisms' defining characteristics. Students create a hierarchy to predict the relatedness of the species. To then learn about classification systems, students will participate in the EXPLAIN activities. Three videos and guided notes are available for students to document their learning. An EVALUATIVE formative assignment Candy Cladogram Drag and Drop is available for students to practice their understanding of phylogenetics. Then, students will ELABORATE on their knowledge by researching the scientific names of the organisms they observed in the Our Planet clip (explore section). Students will evaluate the accuracy of their orginial hierarchy and explain how scientific developments have impacted classification. Additional cladograms are included for students to interpret.

Learn about DNA. Deoxyribonucleic acid is the blueprint for all living things, but it is so small we can’t usually see it. The role of DNA is to provide our cells information on building proteins; these proteins lead to our individual traits such as eye color, height, dimples, and so much more. The structure of DNA is a double helix and we can model this structure at home. This model is based on the work of Rosalind Franklin, a British Chemist who created an X-ray photograph that provided evidence of the double-helix structure of DNA molecules. We can also extract DNA from a living thing, such as a strawberry, at home. The components of this DNA are so small that it does not look like our model; however, with technology scientists can both see the structure and manipulate the structure to change proteins in organisms. The key concepts and terms explored in this episode include DNA, nucleotides, genes, and genetically modified organisms (GMO's).

Design Your Own Experiment : a Health & Biology Interdisciplinary Learning Experience The Heart of Scientific Literacy: understanding scientific investigation & experimental design Purpose:The purpose of this activity is for you to explore the process of scientific investigation through a health lens.  You will consider ways in which data is collected to inform your health and well being.  You will create and carry out a valid experimental design in the fitness room or small gym.  Your experimental design must yield reliable data.  You will analyze the  data to make a claim and support it with evidence. In short, you will carry out a scientific investigation from start to finish to grow in scientific literacy and make informed decisions about your health. 

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

These are simple ways to demonstrate water chemistry concepts such as adhesion, cohesion, and polarity to students in a hands on way using easy to find and inexpensive lab materials. The lesson was originally designed to align with a biology course to teach the impact of water on life, but it could also be modified to fit a chemistry or physical science curriculum.

Learn about where diseases come from. How are they spread? This episode examines a variety of emerging wildlife diseases, with an emphasis on the One Health concept. While some disease outbreaks may be “natural”, human behaviors and influences are adding additional pressure on wildlife and the landscape, and in the end, all of us – humans, wildlife, and the environment – are affected. Learn more about the field of emerging wildlife diseases and the continually evolving research on what those diseases tell us.  

In the included11.5 minute video, Paul Andersen explains how enzymes are used to break down substrates. There are also links to two guided notes worksheets and a full transcript.

Transcript added from YouTube subtitles. You can use this to write your own worksheet or quiz.

The structure of enzymes moderates their function in chemical reactions in living things. Enzymes are a group of proteins that function to moderate the rate of metabolic reaction by acting as catalysts (Enduring Understandings of BIO.2c).This module was developed by Kristin Scheible as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

In this unit, students will study the evolution of whales from four-limbed, land dwelling, mammalian ancestors to modern, two-finned, aquatic mammals through a virtual or in-class simulation lab. This activity will teach them more about how fossils, homologous structures, and DNA analysis provide evidence for macroevolution, evolutionary theory, and modern classification. This module was developed by Liz Ashby as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom. This lesson includes the WIDA English Language Development Standards for ELs and differentiation through additional supports for both ELs and other students. 

In the engage section of the 5Elesson, students are introduced to the role of fossils as evidence of evolution and evolutionary relationships by watching a videos about the discovery of Lucy and Ardi and consider what type of information that they can gain from skull fossils. Students will then explore features of skulls from human ancestors and the modern day Homo sapien. After measuring skull to cheekbone ratios, students will create a graph to compare various species. Several interactives are provided to explain fossils, skeletal evidence for human evolution, and phylogenetic trees. Then, students will apply their skills of analyzing data about anatomical similarities and genetic information to depict evolutionary relationships between organisms using cladograms. To evaluate student understanding, students will complete an evolutionary relationships CER.