ResouRce Card Brittany Garvey

Building with Biology Title: Building with Biology Topics: DNA structure and function Description: Students will extract DNA from wheat germ and put it into a necklace. This would lead to a further discussion of differences between human DNA vs. wheat germ DNA. Students will be able to physically see what DNA would like to the naked eye compared to models. Science and Engineering Practices: Developing and Using Models Disciplinary Core Ideas: LS1.A Structure and Function Crosscutting Concepts: Cause and Effect, Systems and System Models Modifications: In order for students to demonstrate their own understanding of the DNA extraction process, I would have the students use their own DNA. This would create excitement and a personal connection with the content of DNA structure and function. Copyright/Credits: DiscoverE.org This activity was developed by the Sciencenter, Ithaca, NY. This material is based upon work supported by the National Science Foundation under Grant Number DRL 1421179. URL: http://www.discovere.org/our-activities/single-activity-detail/Building%20with%20Biology

Eau That Smell Title: Eau That Smell Topics: DNA, Gene Expression, Recombinant DNA Description: Students will follow through the electronic directions as they complete the experiment in the lab. Their goal is to quantify the banana smell of the bacteria. This activity is best for helping students use microbiology techniques in the classroom while still focusing on DNA content. Science and Engineering Practices: Asking Questions and Defining Problems, Analyzing and Interpreting Data Disciplinary Core Ideas: LS1.A Structure and Function, LS3.B Variation of Traits Crosscutting Concepts: Cause and Effect, Scale Proportion and Quantity, Systems and Systems Models Modifications: I would alter the activity by finding a way to utilize less class periods by decreasing the number of days for the activity. Copyright/Credits:  this work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International Unported License.  © 2017 BioBuilder® Educational Foundation. All Rights Reserved. Newton, MA URL: http://biobuilder.org/eau-that-smell/

Soil Title: Soil Topics: Garden ecosystem, soil, water, habitat, Description: Students will be examining soil outside. Their end goal is to understand the necessary components of soil and the minerals that are included. Students must then investigate a new location and pose a question and solution to improve the soil in the area by first investigating the soil in this new location. Science and Engineering Practices: Developing and Using Models, Constructing Explanations and Designing Solutions Disciplinary Core Ideas: LS1.B Growth and Development of Organisms, LS2.A Interdependent Relationships in Ecosystems, LS2.B Cycle of Matter and Energy Transfer in Ecosystems Crosscutting Concepts: Cause and Effect, Patterns, Energy and Matter, Stability and Change Modifications: I would create a component at the end in which students must pick an area at the school that has a problem with the soil. Students must then mark off their territory and design a way to protect and improve the soil at this location. Copyright/Credits: © 2017 The Nature Conservancy URL: https://www.natureworkseverywhere.org/asset/resources/Soil_GardenActivityGuide_v3_2_26_2016.pdf

Stickleback Evolution Title: Stickleback Evolution Topics: Natural Selection, Evolution, Adaptations Description: Students will collect data by completing an online virtual lab about sticklebacks. The goal is to have students practice analyzing data using many interactive tools in order to incorporate engineering practice into the content of evolution. Science and Engineering Practices: Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Obtaining Evaluating and Communicating Information Disciplinary Core Ideas: LS4.B Natural Selection, LS4.C: Adaptation Crosscutting Concepts: Patterns Modifications: Students will complete an extension by completing the part of the lab that has students score their samples. This scoring process will allow them to compare their own results to the results of other lab professionals. It will also be a requirement that students create their own graph rather than having the software create one for them. Copyright/Credits: AUTHOR Ann Brokaw Rocky River High School in Ohio, © 2017 Howard Hughes Medical Institute URL: http://www.hhmi.org/biointeractive/stickleback-evolution-virtual-lab

Plant Growth and Gas Exchange Title: Plant Growth and Gas Exchange Topics: Cells, Plants, Interdependence of Organisms, Matter and Energy Description: The students will be tasked with first learning background knowledge about gas exchange between plants and the surrounding environment. Students will also learn about the connection between gas exchange and plant growth. The focus will be upon students making predictions and designing solutions based on what they already know. Science and Engineering Practices: Constructing Explanations and Designing Solutions Disciplinary Core Ideas: LS1.C Organization for Matter and Energy Flow in Organisms, Crosscutting Concepts: Systems and Systems Models, Energy and Matter Modifications: If possible, I would certainly decrease the number of activities to allow for a greater focus on students designing and implementing their own investigations. Copyright/Credits: Jonathon SchrammA , Eric KeelingB , Dijanna FigueroaC, Lindsay MohanA , Michele JohnsonC, and Charles W. AndersonA With help from Cheryl HachG, Becky DraytonH, Dante CisternaA , Lisa PitotD, Mike SwitzerE , Nissa YestnessF November, 2010 Revised, May 2012 A Michigan State University, B Cary Institute of Ecosystem Studies, CUniversity of California, Santa Barbara, DPoudre School District (CO), E Poudre Learning Center, F Colorado State University, GKalamazoo Area Math & Science Center (MI), HGobles Public Schools (MI) Development of these materials is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173), with additional support from Developing a Research-based Learning Progression for the Role of Carbon in Environmental Systems (REC 0529636), Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems (NSF 0815993), and the Great Lakes Bioenergy Research Center. URL: http://www.pathwaysproject.kbs.msu.edu/?page_id=51