Best for Biology and Environmental Science and classes focused on evolution

Appropriate for AVID Activities

As animals change over time, they acquire traits in response to their environment. Often a shared trait between two species indicates relatedness and a shared common ancestor. Phylogenetic trees, sometimes called cladograms, are visual representations of this relatedness. Utilizing real specimens of reptiles and sea shells, students will have the hands on and up-close opportunity to hypothesize relatedness and construct their own phylogenetic trees. 

• Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
  • Probability as it relates to genetic and environmental factors in the expression of traits.

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Best for Biology and Environmental Science and classes focused on evolution.

Appropriate for AVID Activities

In 1835 a young Charles Darwin, watching finches in the Galapagos islands, discovered the notion that animals with traits which aid in survival have a competitive edge over their neighbors. We call this the survival of the fittest. Utilizing amusing props such as tweezers and salad tongs, students will play the part of a finch searching for food. Which type of beak is best for string, or a ping pong ball will determine the chances of survival. Students will learn how to mathematically graph survival over time to illustrate how survival of the fittest works over generations. 

• Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
  • Probability as it relates to genetic and environmental factors in the expression of traits.

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

• Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.

Great for Biology and Environmental Science

Appropriate for AVID Activities

The Amazon rainforest, Serengeti plains, and Great Barrier Reef are ecosystems which team with life. The concrete jungle of the Inland Empire doesn’t seem like a rich environment but one has on to look closely to find the dramas of nature unfolding. Utilizing high powered video microscopes students will have the opportunity to observe a microcosmos of tiny creatures that are often out of view. 

• Cycling of matter and flow of energy among organisms in an ecosystem.
  • Transfer of energy from one trophic level to another, emphasis on C, O, H, N conservation (local ecosystem).

Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

• Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
  • Probability as it relates to genetic and environmental factors in the expression of traits

Best as a long-term project for Biology or Environmental Science

Great opportunities for experiment creation.

Ecosystems in nature are finely balanced with producers and consumers creating an intricate nutrient cycle but by using aquatic cultures students can replicate these concepts in miniature. Students in La Sierra University’s general biology lab set up micro ecosystems in gallon pickle jars using soil starters, aquatic plants, and many organisms commonly found in ponds. Now we can bring that experience to your students. Students will be taught the basics of project design and given the materials to set up an experiment and gather data. This exercise requires time, usually a semester, but at the end students will learn project design, data collection, and analysis. Multiple visits can be arranged for set up and updates. 

• Structures and Processes: Plan and investigate to provide evidence that feedback mechanisms maintain homeostasis.
  • Plant feedback to high/low water, high/low sun, predators, etc.

• Cycling of matter and flow of energy among organisms in an ecosystem.
  • Transfer of energy from one trophic level to another, emphasis on C, O, H, N conservation (local ecosystem)

• Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
  • Comparison of relationships among interdependent factors like boundaries, resources, climate, competition (population changes gathered from simulations or historical data sets)

• Mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems at different scales.
  • Averages, trends, graphical comparisons of multiple data sets

Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Great for Earth Sciences

Appropriate for AVID Activities

We live an area where we all have an opportunity to feel them, EARTHQUAKES! But what exactly makes the ground shake and how do scientists study events that take place miles underground. A seismograph is an instrument that records the movement of the earth around it and by using seismographs of different sensitivity levels students can get a feel for how scientists gather data. 

Analyze and interpret data from maps to describe patterns of Earth’s features. 

[Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.

Great for Biology, Environmental, and Earth Sciences

Requires space and an area with access to water and water disposal

We might not think about it but groundwater is a vital part of our everyday life. However, in today’s age over exploitation, erosion and pollution are taking a toll on this most valuable of resources. Utilizing a large column to simulate the earth’s soil layers, students can observe first-hand how water from the surface makes its way into the earth and how it is filtered.

• Design, evaluate and refine a solution for reducing impacts of human activities on the environment and biodiversity.
  • Permaculture

• Feedback mechanisms to maintain homeostasis.
  • Plant feedback to high/low water, high/low sun, predators, etc.

Properties of water and its effects on Earth materials and surface processes.

Great for Physical Science 

Archaeologists study the ancient past, but they often don’t know the exact age of the artefacts they are excavating. Fortunately, they have figured out how to utilize the radioactive decay of Carbon 14 to deduce how old organic material is. In this exercise students will act as a deep time detective and can examine real ancient artefacts dug up by real archaeologists. By calculating the amount of decay in a mock ancient sample students will employ the half life of C14 to see how much radioactive decay has taken place and therefor how old an artefact is.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.]

Great for Life Science and Earth Science 

Paleontologists, archaeologists, and forensic investigators all utilize a knowledge of the human body to discern information from ancient or recent human remains. This exercise merges physical anthropology (osteology & skeletal interpretation) and archaeology for a captivating interdisciplinary approach to exploring forensic anthropology. Utilizing a broad array of replica human remains and measuring devices, students can see how math, measurement, and statistics can shed light on an individual’s stature, geographic ancestry, biological sex and even species in the case of our close relatives. This scenario-based learning lab lends awareness to a multitude of anthropology-related sciences, not typically recognized by students.

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population probability as it relates to genetic and environmental factors in the expression of traits

Construct an explanation based on evidence that the process of evolution primarily results from four factors:  potential for species to increase in number, heritable genetic variation of individuals due to mutation and sexual reproduction, competition for limited resources, proliferation of those organisms better able to survive and reproduce

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

• Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.

Great for AVID and Life Science 

Herpetology is the study of amphibians and reptiles. While many people might be afraid of these animals at first, they are actually among the most beautiful and important organisms found in nature. In this lesson students will have the hands on opportunity to investigate real scientific specimens of amphibians and reptiles and draw hypotheses as to their ecological niche and natural history. When available live outreach snakes can also be brought to show students how these animals move and interact with their surroundings in a safe and fun way!

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

• Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.

 Construct an explanation based on evidence that the process of evolution primarily results from four factors:  potential for species to increase in number, heritable genetic variation of individuals due to mutation and sexual reproduction, competition for limited resources, proliferation of those organisms better able to survive and reproduce

We don't have to travel to a tropical rainforest to study a biologically diverse hotspot. More than half of the world's species live in the soil! This workshop will cover basic principles for doing field research while collecting and studying soil samples from your campus. Students will identify species under a microscope, and then create a soil foodweb. Basic concepts related to population ecology and maintaining ecological balance will be covered.

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.]  
 

Great for Life Science and AVID classes of lower ages

We all know the threat that deforestation and extinction face our beautiful ecosystems but it is often difficult to conceptualize how ecosystems interact. In this exercise students will play explorer and create an imaginary ecosystem. Using different types of beans and noodles students will roll dice to find out how deforestation can disrupt the distribution of species. In a discussion based on real life conservation efforts students will think about the best strategies to protect ecosystems and implement protections against systems collapse. 

Feedback mechanisms to maintain homeostasis plant feedback to high/low water, high/low sun, predators, etc.

Mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems at different scales, averages, trends, graphical comparisons of multiple data sets

Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem

Design, evaluate and refine a solution for reducing impacts of human activities on the environment and biodiversity

Let us bring a hands-on station to lunchtime! Interested students will be invited to engage in a tactile learning experience that's come-and-go.