Laboratory+Teaching


 * Laboratory Assignment: Designing and Instructing Laboratory Experiences**

One of the greatest challenges to the secondary science teacher is the creation, implementation, and evaluation of quality laboratory experiences. The purpose of this series of assignments is to get you to begin thinking about the role of laboratory work in the secondary science classroom and how its effectiveness can be optimized.

You will be designing and teaching a 40-45 minute laboratory experience to your BSC 307 peers. Details of the assignment can be found in the assignment description sheet. Please make sure to use the templates provided for your lesson plan and lab considerations document.









Reflection Instructions:
In writing your reflection on this lesson, please address the following items...

1. What challenges did you run into when designing this lesson? 2. What comments did your peers make about your lesson that made you rethink your strategies? What changes might you make and why? 3. What will you keep the same about this lesson after reading your peers' feedback? 4. What comments did your peers make about your presentation? Are there changes you need to make? What and why? 5. After reviewing the video of your teaching, what stood out to you? What strengths did you observe? What were your challenges?

Bring a hard copy of your reflection to class next week to turn in to Mrs. Palmer - do not post it on the WIKI.

Student Work:
Steve White - Mineral Properties Lab



**Jones- Diffusion Lab - "Going the Distance"**

Czapar - Macromolecule Identification Lab - "Digested Dilemma"

Pavesic- DNA extraction Lab- Students will extract DNA from a banana and strawberry and compare them to each other in order to learn that the same DNA is all living things, and the food we eat. Included is a teachers guide, a student worksheet, and a basic lab considerations form.


 * Kira Hedrich- Who Killed Farmer John?**- Animal and Plant Cell Lab

- Who Killed Farmer John Lab Student Worksheet

- Who Killed Farmer John Basic Considerations Form.




 * Laura Sedivy - Oil Spill Cleanup Lab** - During this lab,students are becoming more familiar with oil spills and their cleanup to help the Illinois DNR clean an oil spill in Lake Michigan just outside of Chicago. Students will simulate an oil spill and then clean it up using various materials. The pre-lab discussion mainly covers properties of oil and water and how they react together since it is an underlying basic of the lab. During the post-lab discussion, the teacher and students will discuss the post-lab questions, real-life oil spill cleanup methods, impact oil spills have on ecosystems, and the importance of oil spill cleanup methods. For the extension, students will be researching and evaluating real-life oil spill cleanup methods that could be used to clean the oil spill in Lake Michigan.




 * Laura Zehr - The Chicken and YOU!** - This hands-on dissection gives students the opportunity to compare the anatomy of their arm to a chicken wing. The activity reinforces the content knowledge that students would have learned in a unit on the skeletal, muscular, and integumentary body systems. The dissection will further teach the students to be observant, to search for specific structures, and to think about how the various tissues of the wing or arm are connected and work together to create movement. The activity focuses on comparative anatomy while emphasizing homologous structures, so it fulfills ILS I 12 A 5.

(Extension activity is included in the student guide.)


 * Diane Coughlin- Yummy, Delicious...Lactase?** This lab introduces students to the idea of enzymes in our body and how they are necessary for certain chemical reactions to occur and that each enzyme has a specific molecule which it reacts with. It has the students mixing lactase enzymes with milk, which contains lactose. From this, the students will see that the lactase has digested the lactose to produce glucose.

Connor Downs - Water Properties Lab - This is an introductory lab into some of waters different properties. These different properties of water will be revisited throughout the unit, and this lab will be revered back to in order for students to have a visual on what the property does for water. The post lab are questions that need to be looked at in the book, but help understand what we looked at in the lab, and what we will start getting into with this unit.

Koppers-Macromolecules lab - this laboratory is designed to be used at the beginning of the school year. It allows freshman students to practice using knowledge they have learned in science class and apply it to an experiment. They will practice testing for various macromolecules and then compare solutions to figure out which two test positive for the same contents.




 * Farnetti- Cheeky DNA Lab:** This laboratory is a hands on way to learn about the DNA structure. This will help them by learning the relationships between genes, chromosomes, and DNA. They will be taking a sample of their cheek cells by drinking a sports drink and they will be using the same basic steps that biologists use when they extract DNA (e.g. to clone DNA or to make a DNA fingerprint). They will follow these 3 easy steps to extract the DNA: adding **D**etergent, e**N**zymes, and **A**lcohol to see the DNA structure. Then they will collect their data and analyze. They also will be conducting a hypothesis for this lab.


 * Williams- Organic Compound Mystery:** This laboratory experiment is a hands-on demonstration of how to test for various macromolecules including lipids, carbohydrates, and proteins. This is essential as macromolecules are the building blocks of all living things. They will use four tests to test for these macromolecules. They will use the paper bag test to test for lipids. They will use the glucose and iodine tests to test to carbohydrates (simple and complex respectively). Lastly, they will test for the presence of protein using biuret reagent. They will collect and organize their data and then complete the post-lab questions associated.

This lab is a hands-on look at the different pigments present in leaves that are behind the beautiful colors displayed each autumn. Students will use paper chromatography to separate and investigate the different pigments. They will draw conclusions based on prior knowledge about seasonal change to explain why the pigments are revealed in autumn, as well as apply this knowledge to answer the question of why some parts of the world do not experience autumn colors. This lab will serve as an opening to a unit about photosynthesis. After students learn about the pigments in plants, they will be interested to know the role they play in photosynthesis.
 * Julie Massanisso - Why Does Autumn Arrive? Leaf Pigment Paper Chromatography**



. This activity allows students to see firsthand how the process of diffusion works while being engaged with candy. By comparing the different sizes of the Gummi Bears in respect to the liquid they were emerged in, students can apply how the complete content of a liquid (solutes) impacts the resulting equilibrium.
 * Emily Matko - Active and Passive Bears - Gummi Bear Diffusion Lab**

    


 * Leslie Garcia- Crime Scene Insects:** This lab will teach students how to identify insects using a dichotomous key and learn about the habitats of each identified insect. Along with this, the students will have the oportunity to create and test their own experimental design tests. The extension also has the students stretch their minds in solving one of the many puzzles in crime solving.








 * Jill Wojtanowicz- Does cell size matter?** This lab gives a concrete example of why cells need to be so small. It allows students to do this through understanding the relationships between cell size and diffusion of materials as well as surface area and volume.