Biology and Environmental Stuff! Teacher lesson plans, laboratory Ideas, Innovative materials.

	Lesson Plans
	Home Contact Us
Awesome Guides, Inc. The best products and services since 1988!
Educational Publishing \| Classroom Multimedia Resources \| Guide & Trade Books \| Educational Travel \| Lab Gear

The way classroom teachers educate their students has become progressively more and more complex. Demands on educators are greater now than ever and trying to keep up with new technologies and increased standards is nearly impossible. Awesome Guides, Inc. has eliminated the need for teachers to spend time on preparing for class by creating www.BiologyStuff.com for the environmental and biological disciplines. All of the materials available provide teachers with exciting enhancements for their classrooms through virtual field trips, interactive activities, and updated "way cool" information.
SM #1 Paperclip Lab	Supplies:	150 paperclips per student
		1 dixie cup per student
		water
		1 graduated cylinder or beaker per group
As an introduction to biology most teachers begin the year with the scientific method. A simple and inexpensive way for students to investigate all the steps of the scientific method is the paperclip lab. Students design their lab paper to include space for writing a hypothesis (A prediction of how many paperclips they can get into the dixie cup of water before it overflows), experimental data, results and conclusion. Then using a graduated cylinder or beaker, students add an amount of water designated by you to the paper dixie cup. (This provides good measurement practice with graduated cylinders or beakers.) Next, students add one paperclip at a time to the paper dixie cup until the water overflows. Be sure to warn them to keep accurate count and not to bump the table, as it will skew their results. Students will be amazed at the number of paperclips they actually got into the cup before the water overflowed. The water at the top of the cup will start to rise over the top but the polar attraction of the water molecules will hold the water from going over. This of course can lead into a discussion of elements, molecular forces, and how science is all about investigation.

SM # 2 Smokin' Lab	Supplies:	1 fresh nine volt battery per group
		1 ball of steel wool per group
		1 metal tray per group
		1 beaker of water per group
This lab can be used in conjunction with the study of the scientific method. Students design their lab paper to include space for writing a hypothesis (A prediction of what will happen when the nine volt battery is placed terminal side down into the steel wool), experimental data, results and conclusion. Discuss with students your lab safety rules. Place the ball of steel wool in the middle of a metal tray and do not touch it. Apply a fresh nine volt battery terminal side down into the steel wool. Observe and record what happens. (You should begin to see smoke and red glowing in the area where the steel wool contacted the battery terminals.) Most students would never have guessed these results. Now discuss why it happened, ask if anyone has any ideas. The reason for the combustion is the coating on the steel wool. The manufacturer of the steel wool usually coats it with a type of varnish to keep it from rusting. Discuss how normal everyday items can become fascinating scientific experiments.

SM # 3 Magical Balloon	Supplies:	1 wooden skewer or metal needle
		1 dab of vegetable oil
		1 small balloon
This lab can be used in conjunction with the study of the scientific method or matter density. Students design their lab paper to include space for writing a hypothesis (A prediction of what will happen when the wooden skewer or metal needle is inserted into the balloon), experimental data, results and conclusion. Discuss with students your lab safety rules. Before students arrive, rub the dab of vegetable oil on the skewer or metal needle. While students are present, inflate the balloon. Gently push the skewer or metal needle through the tied end of the balloon and out the exact opposite side. Observe and record what happens. (You should be able to push it all the way through the balloon without it popping.) Most students would never have guessed these results. Now discuss why it happened; ask if anyone has any ideas. The logic is this: the area where the balloon is tied and the exact opposite side maintain a higher density of rubber. The sides around the largest area of the balloon have a layer of rubber stretched very thin. Therefore if you insert the needle or skewer in the areas of thicker rubber (instead of popping the balloon) it makes a seal around the inserted object. Discuss what would happen if you were to insert the metal needle or skewer in a different position on the balloon. The use of common items really brings meaning to classroom experiments and scientific principles.

SM # 4 Magical Baggie	Supplies:	1 small ziplock baggie full of water
		1 piece of chalk per group
		1 large styrofoam cup per group
		1 full size pencil, sharpened to a point
This lab can be used in conjunction with the study of the scientific method or water pressure. Students design their lab paper to include space for writing a hypothesis (A prediction of what will happen when the pencil is inserted into the baggie full of water), experimental data, results and conclusion. Discuss with students your lab safety rules. While students are present, fill up the ziplock baggie with water (so they can see that there is actually a liquid inside). Gently push the pencil through the middle of the ziplock baggie and out the exact opposite side. Observe and record what happens. (You should be able to push it all the way through the baggie without it popping, or without any or very little water escaping.) Most students would never have guessed these results. Now discuss why it happened; ask if anyone has any ideas. The logic is this: the area on the ziplock bag and the exact opposite side maintain a higher water pressure. Therefore the baggie makes a seal around the pencil. Discuss what would happen if you were to insert the pencil in a different position on the baggie. This experiment can also be carried to the next level by using large styrofoam cups. Have the students measure and mark 1 cm increments on their cups all the way up to 20 cm. Then have the students measure and mark on the sidewalk 5 cm increments all the way down the sidewalk to at least a meter. Then have all the students place the same amount of water in their cups. Using the sharpened pencil, ask students to make a hole at a top measurement on the cup and be sure to have them observe where the water first touches the sidewalk (How far did it shoot out?) The students should then record the cup measurement and the sidewalk distance for their first trial data. Have them repeat the experiment making a lower hole in the cup to see the difference in water pressure. Students can then graph their data to share their results with the class. Have each group do a different height on the cup so that the results will vary.

CH # 1 Ooze Lab	Supplies:	1 dixie cup per group of 5 mL of talcum (baby) powder
		1 dixie cup per group of 10mL oil-free moisturizing lotion
		1 dixie cup per group of 10 mL Elmer's glue
		1 graduated cylinder to measure water
		10 mL water
		food coloring if desired
		5 mL borax laundry booster solution (1 tablespoon borax to 1 cup water)
		stirrer (wooden tongue depressor, etc.)
This lab can be used in conjunction with the study of the scientific method or with a study of suspensions. Students design their lab paper to include space for writing a hypothesis (A prediction of what will happen when the ingredients are combined), experimental data, results and conclusion. Discuss with students your lab safety rules. All materials can be pre-measured into dixie cups before the students gather their supplies. Measure 1 level teaspoon (approximately 5 mL) of talcum powder into a dixie cup. Again pre-measure about 10mL (2 teaspoons) of oil-free moisturizing lotion into a dixie cup. Measure 10 mL of Elmer's glue into a dixie cup and stir well with 10 mL of water. Stir well all ingredients (You should begin to notice that as you are stirring the mixture is very runny.) Very carefully, add food coloring if desired and 5 mL of borax solution. Observe and record what happens. (You should now notice that addition of the borax solution has caused the mixture to become sticky.) Have the students pull it off the stick and hold it in their hands. It will become less sticky after handling. Most students would never have guessed that by combining normal everyday items new and interesting materials can be made. Have students answer these five questions about their new material: 1. Does it bounce? 2. Does it stick 2 papers together? 3. Does it stretch? 4. Can it pick up newsprint like silly putty? 5. Does it pour?

CH # 2 Gak Lab	Supplies:	1 dixie cup per group of 5 mL of talcum (baby) powder
		1 dixie cup per group of 25 mL Elmer's glue
		1 graduated cylinder to measure water
		20 mL water
		food coloring if desired
		5 mL borax laundry booster solution (1 tablespoon borax to 1 cup water)
		stirrer (wooden tongue depressor, etc.)
This lab can be used in conjunction with the study of the scientific method or with a study of solids vs. fluids. Students design their lab paper to include space for writing a hypothesis (A prediction of what will happen when the ingredients are combined), experimental data, results and conclusion. Discuss with students your lab safety rules. All materials can be pre-measured into dixie cups before the students gather their supplies. Measure 1 level teaspoon (approximately 5 mL) of talcum powder into a dixie cup. Again, measure 25 mL of Elmer's glue into a dixie cup and stir well with 20 mL of water. Stir all ingredients well. (You should begin to notice that as you are stirring the mixture is very runny.) Very carefully, add food coloring if desired and 5 mL of borax solution. Observe and record what happens. (You should now notice that addition of the borax solution has caused the mixture to become a clump around the stirrer.) Have the students pull it off the stick and hold it in their hands. It will become less sticky after handling. If students have made both substances, GAK and OOZE, have them compare the answers these five questions about both materials: 1. Does it bounce? 2. Does it stick 2 papers together? 3. Does it stretch? 4. Can it pick up newsprint like silly putty? 5. Does it pour?

CH # 3 Lab activity: Make Your Own Snowflake Special Thanks to Carolina Tips http://tips.carolina.com If there are no snowflakes on the ground, cook one up in the lab! Here's a fun, inexpensive, and easy lab activity. Use it to introduce your students to crystal formation and structure, precipitation, solutions, and safe lab practices. It works equally well as a demonstration for elementary students or as a hands-on activity for middle and high school students.	Materials * A 500 mL glass beaker
	* A pipe cleaner (white)	* Thread
	* A Bunsen burner or hotplate	* A tablespoon
	* Water	* Alum (about 4 grams)
	* Rubber gloves	* Safety goggles
	* Scissors	* Apron
	* A ring stand (if using a Bunsen burner)
	* A wooden pencil or dowel about 8 inches long
Instructions Caution: Alum is harmful if swallowed or inhaled. Do not sniff it, eat it, or put the snowflake in your mouth. Review lab safety with your students before they begin work or before you demonstrate the activity. Use caution around Bunsen burners, hotplates, and boiling water. When demonstrating this activity for young children, ensure they maintain a safe distance from the work area to avoid injury from splashes or spills.

Figure 1

1. Put on the safety goggles, rubber gloves, and apron. 2. Use the scissors to cut the pipe cleaner into 3 pieces of equal length. 3. Create a 6-spoked figure by twisting the pieces together (see figure 1). 4. Attach a piece of thread around the outer edges of the figure to form a snowflake pattern (see figure 1). 5. Tie one end of a piece of thread to the center of the snowflake pattern and the other end to the center of a wooden pencil or dowel. Adjust the length of the thread so that the pattern is suspended about 1 inch above the bottom of the beaker when the pencil or dowel is placed across the beaker's mouth (see figure 2). 6. Remove the pattern from the beaker. 7. Place the beaker on the ring stand or hotplate.

8. Add 350 mL water to the beaker and bring it to a boil. Turn off the Bunsen burner or hotplate. 9. Add alum to the beaker, one tablespoon at a time, and stir until the solution becomes saturated. It should take about 2-3 grams of alum to do this. (You'll know the solution is saturated when some of the alum does not dissolve and settles at the bottom of the beaker.) 10. Place the pattern in the beaker and leave it undisturbed overnight. 11. Pull the pattern out of the solution the following morning and admire your beautiful crystal snowflake!
Discuss Heating the water to a boil allows it to hold much more alum in solution than it could at room temperature. As the water cools its ability to hold the alum in solution diminishes. This causes the excess alum in the solution to precipitate (form a solid) on the walls of the beaker and the snowflake pattern.

Figure 2

Clean up
Flush the solution down the drain of your lab sink and discard the snowflake in the trash when you are through with it.

CH # 4 Bubbles	Supplies:	10% dish washing liquid
		1 graduated cylinder to measure
		1 bubble wand
		1 petri dish
		84% water (distilled or deionized)
		6% glycerin (available at drug store)
		stirrer (wooden tongue depressor, etc.)
		optional: 2 sheets of glass 1 inch a part
This lab can be used in conjunction with the study of the scientific method or with a study hydrogen bonding, or surface areas vs. shapes. Students design their lab paper to include space for writing a hypothesis (A prediction of what will happen when the ingredients are combined), experimental data, results and conclusion. Discuss with students your lab safety rules. All materials can be pre-measured into dixie cups before the students gather their supplies. Determine the total amount of solution to be made (ex. 100 ML) and have the students calculate the exact quantities of each ingredient. Be sure to stir the solution and not shake as this will cause excessive suds. Have students blow their bubbles and observe 1. Does it float? 2. Does it stick to another bubble? 3. What is the mathematical measurement of the common wall formed by two bubbles (angle)? 4. If two bubbles of different size meet which one will win? 5. If you make many bubbles between two pieces of glass, what will all the angles of the common walls measure? 6. What does the shape of all these bubbles remind you of that occurs in nature?

CH # 5 Disappearing Ink	Supplies:	0.10 gram thymolphthalein (blue)
		10 mL ethyl alcohol or 14 mL ethyl rubbing alcohol
		90 mL water
		20 drops of 3M sodium hydroxide (lye) or 10 drops of 6M sodium hydroxide (lye)
		adequate ventilation
		stirrer (wooden tongue depressor, etc.)
		150 mL beaker (5 oz cup)
This lab can be used in conjunction with the study of the scientific method or with a study indicators, or acids and bases. Students design their lab paper to include space for writing a hypothesis (A prediction of what will happen when the ingredients are combined), experimental data, results and conclusion. Discuss with students your lab safety rules. All materials can be pre-measured into dixie cups before the students gather their supplies. Measure the thymolphthalein into a 150 mL beaker. Add the ethyl alcohol or ethyl rubbing alcohol and stir to dissolve the solid. Add the water and the solution should be milky white. Next, add the sodium hydroxide solution and the solution should turn blue. NOTE: This is now a caustic solution! Place a few drops of the solution onto a piece of cloth and observe. 1. What color is the solution when it is made? 2. What color is the solution when it is applied to the cloth? 3. What caused the change in the color?

Students are to draw a rectangle that is 8 cm wide by 4 cm tall in the center of their paper. On the top right side of the rectangle they are to measure in 4 cm and draw a 4 cm box on top of the rectangle. They are to measure in 4 cm from the bottom right side of the rectangle and draw another 4 cm box on the bottom of the rectangle. Students are to then cut out their cube and draw an organelle on each side of the cube. Use 6 organelles, one for each side. Make sure they mark their initials on their cube and store them in a box or drawer so they won't get crushed. Then have the students create 12 questions on index cards cut in half, two for each organelle. They can be multiple choice, true or false or fill in the blank. Be sure that they write the answers on the back. As they finish have them bring their cards to you to check. Mark each one with a checkmark so they know which ones you've checked. These two activities may take 2 periods so plan accordingly. As the final activity, have the students get into groups of four and play the game. Each student rolls the cube and selects a question from that organelle pile.
		The student who rolled the cube gets to select which other student can answer the question. Continue rolling the cube and asking questions until they've gone through all of the questions at least three times and have the students keep score. This is a great, hands-on activity for review of cell organelles and their function.

EV # 1 Evolution Lab	Supplies:	1 bag of popcorn (unpopped)
		different utensils for scooping, picking up, etc. (fork, spoon, tongs, etc.)
		timing mechanism (watch, clock, etc)
Students design their lab paper to include space for writing a hypothesis (A prediction of what will happen when they pick up the kernels using each utensil), experimental data, results and conclusion. Discuss with students your lab safety rules. Students are to work in groups of two and measure out by weight a specified quantity of popcorn kernels. Evenly distribute the popcorn on the table and tell the students to use the given utensil to try to pick up as many popcorn kernels as they can in the time allowed. Have the students record their data and switch utensils so that each student has a try with each utensil. This lab shows that certain evolutionary differences are more adapted to specific tasks and therefore more likely to succeed. You can always change the environment of the kernels such as putting them in a cup to show which utensils work best in which environment.

	Cells (CE)	Evolution (EV)
	Chemistry (CH)	Scientific Method (SM)

CE # 1 Cell Cube Lab	Supplies:	1 half sheet of 8 1/2 x 11 size paper
		colored pencils
		tape
		scissors
		index cards cut in half
		biology textbook - animal & plant cell diagrams