Life+Science+Activities

Life Science Activities Please share life science activities here.

Milissa Nieman = Science, Standard F: Life and Environmental Science Performance Standards - Grade 8 (Inquiry) = STRUCTURE AND FUNCTION IN LIVING THINGS F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms In this lesson students will build a model of the respiratory system and investigate the inputs, outputs, and interactions of the parts in the system. []

Tony Steinhauer Life Science: Discovering Dinosaurs (Inquiry) Grade 2 State Standard: F.4.4 – Using the science themes, develop explanations for the connections among living and nonliving things in various environments [] This lesson will explain that scientists have theories about what dinosaurs were like but they don’t really know for sure and how to use evidence to determine what a dinosaur looked like. It teaches students to use evidence to create a theory and since we don’t know for sure, both people can be right as long as they have good evidence. During the lesson, you can have them make fossils of their own and can decide what types of materials the would like to use to see what would work the best.

Jennifer Kehl Title of Acivity [|**Animals of the World**] Standards: F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive F.4.4 Using the science themes, develop explanations for the connections among living and non-living things in various environments

In this activity students can test their knowledge of different animals including mammals, reptiles, insects, arachnids, birds and fish. Students are given clues about each animal such as where it lives, what it eats, its size, habitat, etc. After each clue is given, students are also shown a portion of the picture of the animal. Students can type in their answers to see if they are correct.
 * Grade Levels:** Third, Fourth

[] to see if they are correct.

Dana Slotkus Title: Zebrafish Flip Book Grade: 4 State Standard for Science Strand F - Life Science F.4.3 []

Timothy J Mattner Title of Activity: The Model Neuron Standard: Science, Standard F: Life and Environmental Science Performance Standards- Grade 8 F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms Link: []


 * Project WILD:** [|**http://www.projectwild.org/**]

Title of Activity: Fossils & Dinosaurs** Standard: Science, Standard A: Science Connections Performance Standards – Grade 4 A.4.3: When investigating a science-related problem, decide what data can be collected to determine the most useful explanations. Link: []
 * Jodi Schmidt

This activity is titled: Bean Planting Fun This is an INQUIRY BASED life science activity. It is designed for 3rd Grade.**
 * Nancy Schmitt


 * []**

This activity focuses on the characteristics of organisms (plants) and I would begin with a "science log" approach. Each student must keep a "log" of data and observations based on the question set in the attached link. Each student will receive a dry bean, a ziplock baggie and a wet paper towel. The first lesson will involve writing in the "science log" the answer to the first 3 questions (see link) and setting up the experiment. Each bean is placed in the baggie with the wet paper towel and taped to a classroom window that gets sun.
 * F.4.2** Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment).

Jamie Gray Title of Activity: Garden Glove Standard: Science, Standard F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive []

**Life Science Activities** **F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type.

Dana Slotkus This an activity on the life cycle of the butterfly.****__Life Science Activities__**

**A****nna McNair 5-6 grade In this activity children investigate how they are alike and how they are different as they learn about dominant and recessive genes and their inherited traits.** [|**http://www.maisk-6scienceinquiry.org/humantraits.htm**] **F****.8.5 Show how different structures both reproduce and pass on characteristics of their group

Courtney Kazanecki** [|**http://www.sciencenetlinks.com/lessons.cfm?DocID=83**] F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type
 * Grade 3-4. It is important for students to understand the changes an animal goes through during its life span in order to research what may be causing that animal some difficulty to survive and reproduce. One good example is the blue crab in the Chesapeake Bay,which has been showing a steady decline in population due to many reasons and stresses. This lesson goes through the life cycle and then has some cool websites attached to it that would be good on a smart board (there is also a blue crab disection app in the smart board disection program).

Cindy Leary** Scientific Inquiry Grade: **Middle School** Preventing Foods from Discoloring (Life Science) Lemon juice, paper towels, and fresh slices of apple and pears Tell students that they will design an experiment to determine whether lemon juice prevents sliced fruit from discoloring. Help students decide how to set up the experiment. (They might apply lemon juice to some slices of fruit, while leaving others untreated. Factors to be controlled include the number and approximate sizes of fruit slices, the amount of lemon juice applied to the treated fruit, and the amount of time the fruit is allowed to stand.) Help students decide how to set up the experiment. (They might apply lemon juice to some slices of fruit, while leaving others untreated. Factors to be controlled include the number and approximate sizes of fruit slices, the amount of lemon juice applied to the treated fruit, and the amount of time the fruit is allowed to stand.) Ask students to organize research on a poster. Ask students to organize research on a poster. ** Standard: C.8.3 Design and Safely conduct investigations that provide reliable quantitative or qualitative data, as appropriate, to answer their questions. C.8.11 Raise further questions which still need to be answered.
 * Lemon juice, paper towels, and fresh slices of apple and pears
 * C. Science Inquiry

Danielle Forster ** Title: Cell Pizza F.8.1 Understand the structure and function of cells, organs, tissues, organ systems, and whole organisms** To teach cells and cell parts, create a Cell Pizza! All the ingrediants put on the pizza represent a part of the cell. For example, the cell membrane is the pizza crust, the pizza sauce is the cytoplasm.... you can include any topping you may want as long as the kids understand what part of the cell it represents. You can make one large pizza for the class or each student can make their own cell pizza. Yum!!**
 * Standard: Life and Environmental Science - Grades 5-8