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Biology Portfolio Jessica Franklin Walter State Community College Bio 1030-001


Portfolio Table of Contents

Journal entries Opinion of teaching science Natureography Scienceography Animal Adaptation Observations/ Library Research Appreciating Nature (1 sitting in grass at WSCE, 1 at home, 1 at night) Observing Nature (picture/paragraph detailing plant life in summer, fall, winter) Activities/Labs Grab Bag Measurements Microscopes Colors of Nature Sweet Treats (2 Dichotomous Keys) Helping Hands Owl and Mouse Natural Selection Pasta Blubber Bags The Great Bug Race Spider Enzymes Nocturnal Animals/Are You My Pup? Build a Cell Cell Division Flipbook Egg Osmosis Photosynthesis Relay DNA Magnets Protein Toobers Transcription/Translation Practice Science Standards/Activities 1. Tennessee Science Standards K-7 (sample) 2. Summary sheet(s) *If you have a single file with all the summaries, if you have individual summary sheets for each

activity, they should be placed in front of the corresponding activity.* 3. Activities for standards: (In the blanks, include the title and citation for each activity you add. That will be one activity per bolded standard for a total of 12 standards added to the following individual and group projects. Indicate with * the 2 that are technology based and ** for the two that are inquiry based. If you are using an activity that you presented, place the grade sheet in your portfolio as your activity and place a copy of the activity where it is listed below.) Standard 1 - Cells 1.1 - 0307.1.1: Magnify It (Kasey Lee and Jessica Franklin) 0107.1.1: Everything Works Together (Kasey Lee) 0207.1.1: Build a Being (Anna Johnson) 0407.1.1: Jenga Cell (Kaitlyn Harrison) 0507.1.1: Cell Parts and Their Functions (Jessica Evans) 1.2 - Eagle Nest 0107.1.2: World of Parts (Carrie Neal) Standard 2- Interdependence 2.1 - 0007.2.1: Living and Non-Living sort ( Jessica Franklin) 0107.2.1: Candy Separation (Courtney Hess, Lindsey Loy, and Carrie Neal) 0407.2.1: Oil Spill Clean-Up Challenge (Courtney Hess) 2.2 – Magnets and Springs prings.shtml 0007.2.2: Mr. Potato Head (Alexus Shelton) 2.3- _Solids and Liquids 0207.2.3: Little Eats Big (James Bull) 2.4 – Essential Knowledge Notes _ - 2.2 Standard 3 - Flow of Matter and Energy 3.1 – Cell structure and Function d_science.htm#311 _

0007.3.1: Plant Needs Game (Carey Caraway) 0107.3.1: What Makes a Flower Grow? (Shelby Olds) 0207.3.1: Run, Food Chain, Run (Alexis Jurgielewicz) 0307.3.1: Food Chains: Understanding Energy Flow (Brandie White) 0407.3.1: Connect the Food Web (Steil Lovin) 0507.3.1: Photosynthesis to Survive (Daphne Salvador-Reyes) 3.2 – Living VS Non-Living

Standard 4 - Heredity 4.1 – An Inventory of my own traits 2 0507.4.1: Monster Genetics (Carey Caraway and Daphne SalvadorReyes) 4.2 – A Recipe for Traits 8 0207.4.2: Family Matters (Tasha Deese) Standard 5 - Biodiversity and Change 5.1 – Great Diversity of Species 0407.5.1: M&Mimicry (Kristen Wolfenbarger) 5.2 – Living Organisms and Survival Field Trips /Integrated Assignments Nature Walk Notes Zoo Scavenger Hunt Zoo Write-Up ZooMobile Write-Up

Journal Entries

Journal Entry 1: Science Teaching Job Offer If I were ever in this situation I would take it, and make the best out of it. No, that would not be my first choice at all; but it’s a job and a start. Science isn’t my greatest subject, but it is not my worst…. That would be math! Everyone has to start somewhere with any job, and things may not go the way you might want them to. I would be very scared to take this job, but I would take this opportunity and run with it; and try my best. This would be a very good learning experience, but a challenging one for me.

Journal Entry 2: Science Teaching Job Offer Now that I have taken this class, I feel more prepared and okay with the thought that I may have to teach a science course some day. I feel that I know more information about science, and have several activities to do with students now. I would like to teach an elementary level science class someday maybe.

Journal Entry 3: Natureographies Jessica Franklin When I was a little girl my Dad, his friend, and me were walking on this little walking trail in Erwin TN. It was getting dark, and I had just gotten a new bike for my seventh birthday. We all had to stop and use the restroom. About that time my dads friend let out the worlds worst scream, and yelled “snake!” Just to let you know, since the day I was born I have been a Daddies girl, so my response was “I want my daddy, I want my daddy!” After the snake had went away I was terrified to go anywhere else. This was my bad experience with a “flying” snake.

Journal Entry 2: Scienceographies Over this past summer my family and I visited West Tennessee, and we decided we would go to Land Between the Lakes. A storm had recently gone through during this time, and we couldn’t go into most of the parts. We ran across this little nature building that had animals you would find in the woods in Tennessee; Deer, coyotes, Birds, Groundhogs, Fox. This was set up in the woods, but in zoo like manner. This was a really neat experience for me. My favorite part was at the end the rangers were doing a bird show, and telling everyone all about them. This was really cool!

Animal Adaptation If I could pick a new adaptation that isn’t already used it would be for them to be able to go wherever they could survive when the weather changes instead of hibernating. I think this would benefit them more, and let them have a higher quality of life.

Observations/ Library Research

Observing Nature Summer, fall, and winter SUMMER

This is a picture of a tree that is in my front yard at my house. This tree is a Bradford Pear Tree. This tree is from China. This tree also has white petals on it during certain times of the year. During the summer months the tree has dark green leaves.

This is a picture of a tree that is in my front yard at my house. I took a picture of the same tree back in the summer as you can see above. This leaves on this tree in the fall turns bright red. Now in the end of November the leaves are a dark brown, and are falling off.

5 minute outside observation -Outside of the science building 1.) I can hear a bird 2.) I can hear cars 3.) I can feel wind 4.) I can hear a cricket 5.) I can hear a lawn mower 6.) I can see ants 7.) I can feel the heat from the sun 8.) I can hear a saccade 9.) I can feel the grass and it is dry 10.) I can feel the concrete 11.) I can hear the wind moving the trees 12.) I can hear people talking 13.) I can hear people laughing -Outside at my house at night 1.) I can hear crickets 2.) I can hear tree frogs 3.) I can hear a saccade 4.) I can hear sheep 5.) I can hear some coyotes 6.) I can hear the wind 7.) I can hear a car 8.) I can smell animals 9.) I can see moths 10.) I can hear donkeys 11.) I can see and hear dogs 12.) I can hear cattle -Outside my house day time 1.) I can see and hear sheep 2.) I can see and hear donkeys 3.) I can see and hear dogs 4.) I can hear tractors 5.) I can hear and see birds 6.) I can hear geese 7.) I see a pond 8.) I can hear a truck 9.) I can see cattle 10.) I see fence 11.) I can feel wind 12.) I see trees


Grab Bag Topic: Curiosity 5 senses Materials: Brown paper bag, and miscellaneous items Instructions: put items in bad, seal the bag, and give to kids


Assignment 1 – Dimensional Analysis Convert the following: 0.35 meter = ______ cm = ______ mm = ______ µm = _______ nm 748,000 µL = ______ mL ______ L 350 mg = ______ g = ______ kg 2.5L = ______ mL = _______µL 0.01 kg = ______ g = ______ mg Additional “Practice” can be found in the Metric System on General Biology I Laboratory Study Disc. Excel® is required to utilize this link. Assignment 2 - Measuring Length, Area, and Volume Activities 1. Length Using the meter stick, measure the following items to the nearest unit shown below: Length of your foot = _________ cm = ________ m Your height = _________ cm = ________ m 2. Area Using the meter stick, measure the following items to the nearest unit shown below: Laboratory tabletop Length = ___________ cm Width = ___________ cm Area of the laboratory tabletop = ________ cm X ________ cm = ________ cm2

Floor tile

Length = ___________ cm Width = ___________ cm

Area of the floor tile = _______ cm X ________ cm = __________ cm2 3. Volume Using the mm ruler, record the width, length and height of the block provided. Determine the volume of the block. Block: Width _______ mm = ________ cm Work Length _______ mm = ________ cm Height ________ mm = ________ cm The volume of this block in: _________cm3 (cc) = ________ml (cm x cm x cm = cm3 also called cubic centimeter, cc) Assignment 3 - Measuring Mass Activities 1. Determine the weight of the block provided. Block weight = __________g 2. Determine the density of the block provided. Work Block density = __________g/cm3 3. Would this block float in water? (Water density = .9965g/cm3 at room temperature) Assignment 4 - Measuring Liquid Volume Activities I used a _____________________ 1. Weight of __________________ prior to adding water _______g Work Weight of __________________with 50 ml of water ______g Experimental weight of 50 ml water _______g Actual weight of 50 ml of water _______g

Which instrument was the most accurate? 2. Could you have predicted this reading? Certain units in the metric system are identical with respect to a standard reference such as water. 1ml = 1g = 1cm3 H2O H2O H2O 3. Using this information, how could you determine the volume of a sphere such as a marble or a golf ball? 4. What is the volume of the bolt provided? Assignment 5 - Temperature Conversions °C = °F - 32 x 5/9 °F = °C x 9/5 + 32 Practice conversions: Work 1. 78 °F = _______ °C, 9 °C = ________ °F 2. Use the thermometer to determine the temperature in Celsius of each of the following: Ice bath = ________ °C Room air = ________ °C

Boiling water = ________ °C Note: See “Temperature” slide in The Metric System on the General Biology I Study Disc.


The study of living organisms often involves observing structures too small to be seen with the naked eye. A system of magnification had to be developed if biologist were ever going to learn about these small structures as well as single cell organisms that are also too small to be seen with the naked eye. The Compound Light Microscope is the most common magnification system used in the biology laboratory. Images can be magnified up to approximately 1000xs with the compound light microscope. The compound light microscope utilizes two magnifying lens, the objective lens and the ocular lens. Other systems of magnification such as the transmitting electron microscope and scanning electron microscope are utilized for more detailed study of cellular materials at much greater magnifications than possible with the compound light microscope but these will not be used in your lab. For less detail, depth and low power magnification but with the larger field of view, the dissection microscope may be used in lab.

Assignment 1 - Getting to Know the Compound Light Microscope Become familiar with the following parts and their function by examining your microscope and see photo on Biology Lab Study Disc. 1. Ocular lens top-most lens that your eye looks through. Magnifies 10xs. 2. Body tube narrow tube that supports the ocular lens 3. Nosepiece revolving part to which objective lens are attached 4. Objective lens typically 4x, 10x, 40x magnifying lens in the general biology lab 4x scanning power 10x low power 40x high power 5. Mechanical stage support slide while viewing and allowing easy slide movement 6. Iris diaphragm lever located underneath stage regulating light intensity to slide 7. Condenser located above diaphragm to concentrate light to slide 8. Arm supports body tube, used to carry microscope 9. Base support, always place hand under when carrying microscope 10. Coarse adjustment larger knob that raises or lowers the stage or body tube depending on brand of microscope, use with 4x or 10x objectives 11. Fine adjustment smaller knob that provides final, optimum positioning of specimen for viewing. 12. Light source lamp located in base What is the total magnification? Total magnification is the magnification of the ocular lens times the magnification of the objective lens being used (4x, 10x or 40x). If the 10x ocular lens is used with the 4x objective lens, then the object being viewed

will be magnified or enlarged 40 times 10 x 4 = 40). Fill in the blanks in Table 2.1 using the ocular and objective lens on the microscope you are using. Table 2.1 Ocular Lens Objective Lens 10x 4x 10x 10x 10x 40x

Total Magnification _________x _________x _________x

Assignment 2 - Viewing a Prepared "e" Slide 1. Obtain a microscope slide labeled "letter e." 2. Plug your microscope in and switch on. 3. Rotate the 4x objective into the viewing position, feel the objective click into place. 4. With maximum distance between the 4x objective and the stage, place "letter e" slide, with the tail of the "e" pointing toward you, between the mechanical stage clips. 5. Move the slide to center the "e" over the light source while looking from the side. 6. Open the iris diaphragm, if necessary, for additional light. 7. While looking through the ocular lens, turn the coarse adjustment knob so that the slide is brought closer to the objective lens. Continue until the "e" or part of the "e" becomes visible. The slide may need centering again before continuing. 8. Turn the fine adjustment knob to bring the "e" into sharper focus. 9. How has the orientation of the letter "e" changed when viewed through the ocular lens compared to the orientation of the "e" on the slide? 10. Move the slide to the right while viewing the "e". Which way did the "e" move? 11. Move the slide away from you while viewing the "e." Which way did the "e" move? This is called INVERSION, referring to how objects appear upside down and backwards when viewed through the microscope. 1. Center the "e" in your field of view. 2. Rotate the 10x objective into place. 3. View the "e" now. 4. How has the field of view changed? 5. Rotate the 40x objective into place. 6. View the "e" now, you may need to slowly move the stage to see any part of the "e." 7. How has the field of view changed now?

As the magnification increases, the diameter of the field of view decreases. For this reason, as you change objective lens to increase magnification, the object you wish to view must be centered in the field of view. Assignment 3 - Depth of Focus - Which thread is on top? A change in magnification not only affects the diameter of the field of view but also affects the depth of focus. Depth of focus decreases as magnification increases. 1. Obtain a slide labeled "colored threads" which will have 3 different colored threads. 2. Center the threads over the light. 3. With maximum distance between the nosepiece and stage, click the 4x objective into place. 4. Using the coarse and fine adjustments focus on the filaments of the threads. 5. Move the slide to where two threads intersect. 6. Turn the fine adjustment so that the thread moves away from the objective lens. 7. Stop when the thread is just out of focus. 8. Now slowly bring the threads back into focus. Which colored thread came into focus first? This is the one on top at this intersection. Thread on top at this intersection _______________ 9. Move to another intersection and repeat steps 6-8 above. Which colored thread came into focus first? This is the one on top at this intersection. Thread on top at this intersection ________________ Now you should be able to tell which colored thread is on top, in the middle and on the bottom. Top ________ Middle ________ Bottom ________ Assignment 4 - Preparing a Wet Mount 1. Obtain a clean glass microscope slide and coverslip. 2. Place a drop of water and proceed to step 3 or a drop of the sample on your slide and proceed to step 4. 3. Add your specimen to the water drop. 4. Hold one edge of the coverslip to one side of the drop and lower the coverslip to cover the material. 5. If done carefully very few air bubbles will appear. 6. Beginning with the scanning objective, locate the specimen and bring into as sharp of focus as possible. Center the specimen in the field of view and move to


the 10x objective. Slowly rotate the 40x objective into place. Be sure the 40x objective does not touch to slide! After the 40x objective is in place observe the image remains somewhat in focus. This microscope is parfocal, meaning that the image remains nearly in focus as you move from one objective to another. Draw your specimen in the space provided below.

8. 4X View 10X 40X Assignment 5 - Finishing up and Storing the Microscope 1. Rotate the 4x objective into place. 2. Clean all lenses with lens paper only. 3. Put cover, if available, over microscope. 4. Pick microscope up with one hand on arm and one hand under base. 5. Return to the storage cabinet. 6. Return all materials to the designated location in the lab. 7. Clean your work area for the next lab students.

Colors of Nature Materials: paint, half of an egg carton. Instructions: Paint the inside of the egg carton different colors, find and object from outside that matches the different colors in the egg carton and place each item inside of the egg holder. When finished make a key that you will put on top of the carton that tells what the items are.

Helping Hands Topic: Mutualism Materials: blind fold, stuff animals, 3-leg man and something to represent a house. Instructions: 1 person has to be blind folded, and the older person has to put their hands behind their head as if they are going to do a sit up.

Owl and Mouse Topic: Energy in an ecosystem Material: blind fold, foam pool balls and paper wads Instructions: make a circle in the flow and have one person stand in the middle. The person in the middle is going to be the owl and all of the people sitting in the circle will be the mice. Have the person standing in the middle put the blind fold on and hold both of the pool balls. Place all of the paper wads around the owl in the floor. Then pick different mice to put up one of the paper wads without the owl knowing they are doing it so they need to be quite. If the mouse hears you it will try to hit you with the pool balls, and eat you. Do this until all of the paper wads are gone or someone is hit and then repeat.

Natural Selection Pasta Topic: visibility

Material: different colored pasta, 25 of each color mixed all together, and something to put them in.

Instructions: go outside with your class and throw the 100 noodles on the grass. Then have the class wait, count to 3 and have them run and find 1 noodle in 30 seconds, and then come back. Then after that count to 3 again and have them run and find as many as they can in 30 seconds.

Comments: Cross Curriculum math

Blubber Bag Topic: Insulation/ fat Materials: zip lock bags- 2 per blubber bag, and lard Instructions: Put 1 bag inside out and 1 outside out then put your lard in the right side out bag. Then put that bag in the outside out bag, and zip them together. Then put it on your hand and place in ice, and then put the bag with the lard in ice. See what the difference is between the two, and see how the lard acts as insulation.

The Great Bug Race Topic: Millipedes/ Centipedes

Materials: all you need is the students. ½ of the classroom for each team (1side cent 1side milli) Instructions: Millipedes stand back to back and lock arms, and hand on to each other. Centipedes hold each other’s shoulders. Then count to 3 and have the 2 teams race each other and see who wins.

If done correctly the centipedes will always when.

Spider Enzyme Topic: Spiders Materials: Gatorade mix, Dixie cup, straw, sugar cube, water, and measuring cup Instructions: take a container and mixed up powered Gatorade (green) and water. Give each student 1 straw, 1 sugar cube, and 1 Dixie cup. Tell the students you have been up all night milking spiders. Pour a little Gatorade in the kids Dixie cup, and then add a sugar cube, and let it dissolve. Comments: This is to show how spider’s food dissolves and they do not poke at their food. Part 2 (will we wait for sugar cube to dissolve) Making a spider Topic: spiders Materials: 6 volunteers, funny hair Velcro on the hand and eyes for the hat, Dixie cup, and yarn. Instructions: have 4 kids stand back to back with arms locked, and then have the other 2 kids be the head and the bottom of the spider. Put the hat on the head of the spider, and add eyes. Then give the tail end of the spider the Dixie up with the string in it, and act like he is spinning his web.

QUICK VERSION Nocturnal Animal Topic: Nocturnal animals/ animals senses Material: old M&M Containers, or some type of container you cannot see through. Random items must be a pair. Instructions: Find the person in the classroom that has the same sound/item as you without looking in it, just listening to the sound. LONG VERSION Are you my pup? Topic: Nocturnal/ animal senses Material: different types of noise makers, but must have 2 of each. Some kind of scents to change your smell, and blindfolds for the class. Instructions: go outside, and have the kids put on their blindfolds and try to find the person that has the same scent, and noise maker. Make sure the kids do not run.

Build a Cell Topic: Parts of the Cell Materials: Military badges, “of some sort” Cell wall-the water molecules, Random things that pertains to both cells Candy Hammer (Fake or Rubber) Boarder patrol to represent cell membrane Tubes- smooth endoplasmic reticulum (Rough) Fish net- chloroplast Hatchet Little train track, ladder-cytoskeleton Death and water USPO Badge-goldy body Batteries/Light bulb- mitochondria Pictures of DNA –nucleus Jelly/Gelatin- Cytoplasm Instructions- Build your own cell with the class, Line them up and use them to make the cell. Assign each student 1 part of the cell.

Title: Translation/Transcription Practic


Photosynthesis Relay:

DNA Magnets Topic: DNA Materials: Set of DNA magnets Instructions: Have your students figure out what they have, and then have them find their partner and then all together the DNA magnets will make a strand of DNA.

Title: Translation/Transcription Practice

Topic: Translation

Instructions: green=writing codon, red writing DNA- 1 balloon per child- take index card give to each child with DNA written on it, and then have them to find the other index card that has the RNA then have them look at the genetic code chart. Find their genetic expression, which is written on the balloon paper, and have them write it on the board.

Science Standards/ Activities Standard 1- Cells

Group: Jessica Franklin & Kasey Lee Topic: Plants and Animals GLE: 0307.1.1 Materials: You will need Magnifiers and anytime of leaf or bean (you will need to let your beans soak over night in a up of water so they will not be to hard) Instructions: After you have leaves or beans you will need to let the kids break them apart, or if you have leaves just look at them with their magnifiers, and find the different parts of it and learn their functions.

Kas ey Lee Ti t l e: Pi ece by Pi ece Mat er i al s : Foam mons t er s / ani mal s t hat ar e decons t r uct ed. Get t he ones t hat ar e al r eady s t i cky on t he back f or a qui ck and eas y pr oces s . I ns t r uct i ons : Gi ve each s t udent or each gr oup of s t udent s a mons t er body, a s et of eyes and s ome acces s or i es but no mout h. As k how i t woul d eat and dr i nk t hen gi ve t hem t he mout h and t al k about how al l l i vi ng t hi ngs ar e made up of obj ect s and wi t hout one of t hem, t hi ngs woul d not wor k. GLE: 0107. 1. 1 Li vi ng t hi ngs ar e made up of cel l s t hat per f or m f unct i ons t hat ar e neces s ar y f or l i f e Not es : I f you have mor e t i me you coul d j us t go pi ece by pi ece wi t h t he mons t er and gi ve t hem one t hi ng at a t i me s o t hey know how i t al l adds up and wor ks t oget her .

Anna Johnson Standard Three Presentation GLE 0207.1.1 Recognize that plants and animals are made up of smaller parts and use food, water and air to survive. Check for understanding: Design a new living thing and explain how it would acquire food, water and air. Title: Build-a-Being Materials: a set of lego blocks for each group Instructions: separate students into 4 groups and give each group a set of legos. Each group must build/design a new living thing with their logos, then explain how it would breathe, eat, and drink. Would it have lungs? What would it eat, and how would it get it's food? Would it drink water or get it's water from sources other than rivers/ponds? Have the students select one spokesperson for each group to answer the questions and explain their creation.

Title: Jenga Cell! Topic: Cells/ Building blocks of life Materials: Several Jenga games Instructions: In groups of 4, students will play the Jenga game. As they pull out the blocks, just like with cells, a few can go away without any structural damage, but at a certain point, the structure of Jenga will fall; similarly to how life would not function without cells. Standard: GLE 0407.1.1 Recognize that cells are the building blocks of all living things. Sources: Kaitlyn Harrison and Marsha Harrison By: Kaitlyn Harrison

Name: Jessica Evans Title: “Cells Up” GLE: 0507.1.1 GLE description: Distinguish between the basic structures and functions of plant and animal cells. Materials: Index cards and students Instructions: Write the part of the cell on the index card. Split the class into two groups. Make one group animal cells and the other plant cells. Each student will come draw a card and hold it up to their head like they are playing “Heads up” on their phone. Then their team will describe the part of the cell to the player and they have to guess what the part of the cell is.

GLE 1.2Eagle Nest Ages: Pre K- 1st Title: Overview of lesson Students will learn about eagle nests and build an animal home themselves. Materials: A book about animal homes, art supplies, paper bags

Carrie Neal Title: World of Parts Grade Level: 1st Grade GLE: 0107.1.2 GLE Description: Use tools to examine major body parts and plant structures. Materials: • Felt Pieces • Scissors • Sharpie or washable marker • Clear plastic bottle • Bottle of water • Tape Instructions: Plant Parts- Give each child or groups of children pieces of felt in the shape of flower parts (petals, stem, leaf, etc.). Give them a full sheet of felt to put the parts together to make a flower correctly. Magnifying Glass- Put children into groups and give each group a clear plastic bottle, scissors, and marker. Have them draw a circle at the top of the bottle, and then cut the circle out. Then go around and give them a little bit of water in their plastic circle. Give each child a piece of tap, and tell them to put their thumb on the tap to get a finger print. Have them pass around their homemade magnifying glass and look at their finger print. Comments: When making the magnifying glasses you can also have them look at their hair or yarn to show the difference between the naked eye and when it is magnified. You can also have them use their magnifying glass to read a story to make the words bigger.

Standard 2Interdependence

Jessica Franklin

Title: Living and Non-Living Sort

Materials: Laminator/ laminating paper (optional), 4 manila folders (depending on how many students you have, black marker, scissors, sticky Velcro dots.

Instructions: Print off pictures of random items that are living and non-living from website. Then laminate each piece of paper, and then cut out the pictures. Then write on the front of the manila folder living and non-living sort. Then on the inside of the folder write living on one side, and non-living on the other. Then apply your sticky glue dots to the pictures, and the manila folder, how many pictures you can use may vary depending on how you place them on both sides of the folder. (nine is what normally fits on both sides) Then for a kindergarten class set a 5 to 10 minute timer and have them place each card on the side it belongs as fast as they can.

GLE/description: 0007.2.1. All life is interdependent and interacts with the environment. Recognize that some things are living and some are not.

Warner, Kathryn. “A Science Mini-Unit: Living and Non-Living.� Kindergarten Kindergarten’ N.p., 25 Mar. 2012. Web. 22 Sept. 2016.

Name: Courtney Hess, Lindsey Loy, and Carrie Neal Title: Candy Separation GLE: 0107 .2.1 GLE Description: Distinguish between living and non-living things in an environment. Materials: A living/non-living chart and different types of candy in the shapes of animals, plants, rocks, toys, cars, etc. Instructions: This can be made an individual or group project. Separate the class into groups of 2-5. Give them a handful of each candy. It doesn’t have to be a specific number of each. Have the groups separate the candy into living and non-living. Comments: This activity can be used as a cross curriculum math activity by having the children graph the candy by plants, animals for living things and natural, and man made for non-living things.

BIOL1030 Concepts of Biology Individual Project Name: Courtney Hess Title: Oil Spill Clean Up Challenge Topic: Interdependence Standard: 0407.2.1 Analyze the effects of changes in the environment on the stability of an ecosystem. Materials: Feathers, oil, cups/bowls, napkins, Oil Spill Clean Up Worksheet, and misc. cleanup supplies (Ex: toothbrush, cotton balls, paper towels, etc.) Activity Description: Kids are given a sheet that has their total amount of money they have to spend on supplies to clean up the animals in the oil spill. Also, on the sheet, is a list of items they can buy and the cost of each item. The goal of the project is to teach kids what happens when an animals habitat is ruined and how that in return affects a population/species. They have to figure out how to clean every feather for the animal and not go over their given budget. Comments: This activity can be a cross curriculum activity in Math by them graphing the amount of money they spent in their budget on a bar graph.

GLE: 2.2- Magnets and springs Move the magnet with the spring to pick up items

Title: Mr. Potato Head Topic: 5 Senses GLE: 0007.2.2 GLE Description: Know that people interact with their environment through their senses. Materials: You will one 2 Mr. Potato Head with the accessories that come with it, 2 of the 5 senses face spinners, 2 metal paper fastener, and 2 arrows (for the spinner). Description: 1) First you will need to make your spinner. 2) Cut out the face of the spinner and place your arrow on the face of the spinner. 3)Next, put the metal paper fastener in the two to hold them together. Your spinner is now ready! 4) Next, you will want to separate your students into groups of two. 5) Distribute a Mr. Potato Head and spinner to each group. 6) When the student spinners the spinner it will land on a sense. When the spinner lands on a sense the student will then find the piece that goes on the potato and stick it on the potato head. Comments: The face for the 5 senses spinner is attached.

James Bull

GLE 2.3 Solids and Liquids Description: Heat and cool substances to see what happens.

Title: Little Eats Big GLE 0207.2.3 Identify basic ways that plants and animals depend on each other. Materials: Monopoly houses and hotels (little green houses, and big red houses) Instructions: Divide the class into groups of four Desert, Tundra, Rainforest, Grassland. Each group is given Monopoly houses based on the amount of vegetation in each system. For example the desert and tundra would not get as many as the grassland and the rainforest would get the most. Tell the students it takes four houses to get one hotel, the hotels represent small animals. The students must have hotels to support themselves (no hotel then that student cannot survive).

GLE 2.4 -Essential Knowledge Notes Description- Interactive notes for vocabulary and content

Standard 3- Flow of Matter and Energy

GLE- 3.1 Cell structure and Functions 1.) Meet the plant parts, Parts is parts, Identify flower parts, what are the parts of a plan. _science.htm#311

Carey Caraway Title: Plant needs game Materials: Computer with PowerPoint access, game file Instructions: Have students gather in the middle of the classroom. Explain that you are going to show them various images and that they have to decide if it is something that a plant needs to survive. If they think yes, the students move to the left side of the room. If no, the students move to the right side of the room. As you flip through the pictures, tell the students which side of the room made the right decision. You can explain why or why not the pictures are of things plants need to survive.

GLE/description: Grade Level Expectation =K

GLE 0007.3.1 Recognize that living things require water, food, and air.

BIOL1030 Concepts of Biology Individual Project

Name: Shelby Olds Topic: Flow of Matter and Energy Standard: 0107.3.1 Recognize that plants and animals are living things that grow and change over time Grade level: 1st Date presented: October 14 Activity Title: What Makes a Flower Grow Materials: black marker, zip bags, paper plates, cut outs of a flower seed, a could blowing wind, dirt/soil, water drop, sun, and the flower (laminated), Velcro stick on back of each cut out and one in each section of the paper plate (plate will be divided in six parts) Activity Description: Break the students up into three to four groups depending on how big your class is. Give each group a paper plate that is divided and labeled from one to six and give each group a zip bag with one of each cut outs in it. Have the students to place the thing that make a flower grow in the order they think it takes for a flower to grow. After they get done check each group to see if they are correct. You can have candy for the group that gets done first and has them all in the correct order. Reference: Pinterest

Title: Run Food Chain Run * GLE #: 207.3.1 * GLE Descriptions: Recognize that animals eat plants and other animals. * Materials: Large Space for running * Instructions: Choose one student to be the runner. Separate the runner from the other students on opposite sides of the area, and on “GO!� the runner needs to try to tag as many students as possible before they reach the other side of the area. If tagged by the runner, those students will form a chain with the runner that must be unbroken throughout the game. The game will continue until each student has been tagged. * Citation: Alexis Jurgielewicz

Brandie White

Food Chains: Understanding Energy Flow

GLE: 0307.3.1 Describe how animals use food to obtain energy and materials for growth and repair. Materials: • Pictures of plants and animals corresponding with a food chain group • Ball of yarn • Laminator for pictures Activity Procedure: Tell students they will be creating their own food web. Have them stand in groups of six. Have your students pick a picture and put themselves in order from the sun to the decomposer. The students should look around and ask themselves: Who in this circle could I give my energy to? Explain to the students that the ball of yarn represents the energy in the environment. Ask the student who represents the sun to hold the end of the yarn tightly and toss the ball to someone who can use that energy. When that student catches the yarn, they should pass the yarn to someone else who could use the energy. (Example: Sun->grass->grasshopper->mouse->hawk>mushroom) The ball of yarn should then be returned to the sun and repeated until every student is part of the food web. Ask certain students to gently tug on the string they are holding. Then ask any students who feel the tug to begin tugging on their string. All of the students begin feeling their string being pulled. Lastly, discuss the effects of even one small organism dying out in an ecosystem. Citation:

BIOL1030 Concepts of Biology Individual Project

Name: Stiel Lovin Section: Concepts of Biology

Topic: Create a food web that illustrates the energy relationships between plants and animals and the key issues or assumptions found in the model Standard: 0407.3.1 Grade level: 4th Date presented: 10/17/2016 Activity Title: Connect the Food Web Activity Description: The students are given the folder and the baggies. They then place the animals where they fit into the food web. You use Velcro so that they can do them over and over again. How activity meets science standard: It meets the standard because it shows the flow of the energy from the sun all the way to the owl. This demonstrates to the students the whole chain and shows them which organisms consume the others.

Daphane Salvador Reyes Photosynthesis to Survive GLE 0507.3.1: Demonstrate how all living things rely on the process of photosynthesis to obtain energy. Materials: different color candy, zip lock bags

Instructions: Make the class get into 3 separate groups. They will have a sheet of paper and will separate the colored candy. Once the 3 groups are done they will compare to see what they all have in common.

GLE: 3.2 Living vs. Non Living Living and non-living quiz, activates for living and non-living, Find the living things, worksheets.

Standard 4- Heredity

GLE 4.1- An inventory of My Traits- Students take an inventory of their own easily observable genetic traits and compare those inventories with other students in groups. 2

GLE 4.2- A Recipe for Traits Students will learn that differences in DNA lead to different traits. 8

Carey Caraway & Daphne Salvador-Reyes Group Presentation Write up Title: Monster Genetics Materials: monster genetics trait chart, triangle body shape and oval body shape Instructions: Have the students play rock paper scissors to fill out the trait chart. Explain to them that if there is a dominant trait, it will always show up on the monster. If there are two recessive traits, then that trait will show up on the monster. After the chart is completed, have them design their monster based on what their chart says.

GLE/description: Grade Level Expectation =5 GLE 0507.4.1 Describe how genetic information is passed from parents to offspring during reproduction.

Family Matters

Title: Family Matters GLE #: 0207.4.2 GLE description: Realize that parents pass along physical characteristics to their offspring. Materials: Construction paper, glue, paper doll (boy and girl), hair, colored pencils/crayons Instructions: Give each student three dolls, desired hair, colored pencils, and clothes. Ask students to make one of the dolls look like their mother, and another to look like their father. Explain that the hair color, eye color, and skin need to be as accurate as possible. Have the students glue their parents side by side at the top of their paper. Then, have the students make themselves as accurate as possible. Again, have the student glue themselves down below their parents on the piece of paper. Have the students observe the similar hair, eye, and skin color that their parents and they share. Have the students write three sentences about what their parents and they have in common or what they don’t have in common.

Standard 5Biodiversity and Change

GLE: 5.1 Explain how variation within a species increases the chance of survival of the species under changing environmental conditions,

GLE 5.2- Explain how the great diversity of species increases the chance that at least some living organisms will survive in the event of major global changes.

BIOL1030 Concepts of Biology Individual Project Name: Kristen Wolfenbarger Title: M&Mimicry GLE: 0407.5.1 GLE Description: Analyze physical and behavioral adaptations that enable organisms to survive in their environment. Materials Needed: Ziploc bags, M&Ms, Skittles, paper plates Activity Description: Your students are “M&M birds” searching for M&M “bugs” in an environment shared with poisonous Skittles “bugs”. Citation: inspired by Science Buddies Staff. "M&M Survival Challenge" Science Buddies. Science Buddies, 20 June 2014. Web. 18 Sep. 2016

Field Trips/ Integrated Assignments

Jessica Franklin NATURE WALK The nature walk was very interesting. I had never learned anything about different types of tress and leaves before this. I really enjoyed learning about what tree did what, and when they are expecting to lose there leave, or gain them back. I am looking forward to making a leaf collection. This is a really neat thing to learn to do with your future classroom, and is also a lot of fun!

Jessica Franklin Zoo Scavenger Hunt

Jessica Franklin What are the zoo hours? Open every day except Christmas Eve and Christmas Day. Last admissions one hour before the zoo closes each day. 9:30 a.m. – 4:30 p.m. Monday through Friday 9:30 a.m.- 6:00 p.m. Saturday and Sunday SPECIAL HOURS SATURDAY, AUGUST 13: The zoo will be closing at 4:00 p.m. to prepare for Feast with the Beasts that evening.

2. Directions to the zoo. 3500 Knoxville Zoo Drive, Knoxville, TN 37914 3. How much is parking? $5.00 4. What is the general admission for an adult. $19.95 5. Will we be able to see the birdshow in the Forest Ampitheater when we go to the zoo on September 16th? If so, what times are the shows? If not, when could we see it? Yes, the show is Tuesday through Sunday 11:00 a.m and 2:00 p.m weather permitting 6. What is the zoo phone number? 865.637.5332 7. Print a School Group Field Trip Registration form. 8. How far in advance would you need to schedule a zoo field trip for your 2nd grade class? 3 weeks in advance 9. How much would it cost your 2nd graders if they go with the school? How much for the teachers? $6.00 for students, and $15.00 for teachers 10. What are two of the animals at the Knoxville Zoo? describe their habitats.

11. What is “Bedtime with the Beasts�? An overnight stay at the zoo for ages 6 and up that teaches kids about different animals and their habitats. 12. What are Night Safaris? Learn about residents nocturnal activates after the sun goes down. 7:00 pm to 9:00om $10 per person offered by reservation. 13. What is the Williams Family Giraffe Encounter? When is it offered? How much does it cost? Its where you feed a giraffe at eye level and are able to get on their level the cost is 5 dollars and it begins at 10:30 am and continues until the days food is gone. 14. What are 2 Zoomobile Outreach topics available for your 2nd grade class? Habitat and adaptations 15. What is the SSP program? Species survival plan

Field Trip Reservation Form Z K Guest Services Dept 3500 Knoxville Zoo Dr, Knoxville TN 37914

PH: 865.637.5331 x 1440 FX: 865. 5.85 Zoo Staff Use Only

Send this form to at least 3 weeks prior to your zoo visit. Institutions qualifying for field trip rates are accredited schools, preschools, year-round licensed daycares, head starts, and organized homeschool co-ops.

Order No. ____________ Notes:

Today’s Date _____________________________ Name of School __________________________________________________ Address _____________________________________________________________ County _____________________________ City __________________________________________ State _______________ Zip __________________________________ Primary Contact Name ______________________________________ Contact Phone Number ___________________________ Principal/Director Name _____________________________________ School Fax Number _______________________________ Your Email Address _________________________________________ Requested Date _________________________________ Arrival Time _________ Grades(s) _____________________________ ____________________________________________________________________________________________________ . se se e ate o ms o se e ate dates o m lti le isits yo an el o an e yo isit details o any eason in l din in lement eat e lease all o email s to es ed le T an yo . Students PreK – 8th Grade Students 9th Grade and up

Please ay all admissions ees at t e Ti et oot in one lump sum on the day of your visit oo no ille does not ill o a e t

All Additional Ad lts Total Admission Payment = ______ o an e ie in o de

ase o de s

Ad lts not in l ded in yo o o de an ase ti ets o on t e day o yo t i i t ey tell t e Ti et oot sta t at t ey a e it yo s ool

eo de yo ti ets to ass t em o t in ad an e and ente t e oo mo e on i mation to ma e ayment and a e ti ets deli e ed

i ly

s i

in a

lies Please all a te

___________________________________________________________________________________________________ PLEASE READ AND SIGN: As a group leader, I accept responsibility for the behavior and actions of the members of my group during their Zoo visit. I realize this is important in order to assure the well being of both the animals and visitors of Z K . I understand that one chaperone or teacher must remain with each group of 10 students, regardless of their age level. Signature ___________________________________________________

What's Next?

Cell or Evening Phone _____________________

we have rece ved your reservation via email at fieldtrips@ .org, we will email you a along with useful information for your trip. If you have any questions or need to adjust any part of your reservation, email us or call at 865-637-5331 ext. 1440 Check out the next t pages to order Zooper Lunches Zoovenir Packs!!

Jessica Franklin Zoo Write up The zoo is like a 52-acre classroom. When going to the zoo as a teacher you need to plan early. You need to bring 1 person per 10 students. Teachers are free in the State of Tennessee, and there is a lower rate for schools. You can not take a field trip unless you are able to work it in with your standards. To prepare for the zoo trip already have your students broken into groups before you arrive at the zoo. Also, be prepared with everything you want to do at the school. This will make your visit at the Knoxville zoo a lot better. If you plan in advance you will be able to attend the programs the zoo has to offer, and if the zoo doesn’t offer what you need they will be happy to come up with a new program if they know in advance. The price to use the programs at the zoo is about $1.50 per student. They also have something called the zoo mobile, and this can come to your school.

Zoo-Mobile Write-up Jessica Franklin

The Zoo Mobile from the Knoxville Zoo was a lot of fun. I loved how it was

inside, and the kids seemed to enjoy it a lot. I think I it was really neat that the kids could see right up close the difference between the animals. I think it’s a good idea that just one person from the zoo comes and talks to the kids instead of several different people. This seemed to help them stay focus for the most part.

Biology portfolio 2016  
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