Google Spreadsheets: Characteristics of Life Virtual Lab

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4.6 (5 ratings)

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Simons Says Science

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Grade Levels

7th - 10th, Higher Education, Adult Education, Homeschool

Subjects

Science, Life Skills, General Science

Resource Type

Activities, Laboratory

Standards

NGSSMS-LS1-5

NGSSMS-LS1-2

NGSSMS-LS1-3

NGSSMS-LS1-1

NGSSMS-LS1-4

Formats Included

Google Sheets™

Pages

4 pages

$3.00

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Description

The "Making Babies Lab: Baby Yoda" had such great feedback from other educators I thought I would go ahead and make a similar one with one of my favorite introductory experiments: the Characteristics of Life Virtual Lab!

Guiding Question: How do we characterize "life"?

Supplementary Resources: Instructional Video (coming soon)

Teacher Tips:

1. Make sure to go over the students how to use the Google spreadsheet first.

2. Instructional Video: Make an instructional video available for them under the same assignment on Google Classroom so that students can refer back to it. You are more than welcome to use mine, but I would recommend creating your own if you have the time.

3. Teacher Scale: To make this more interesting to the students virtually, I would recommend having videos of some of the objects in movement. Especially when considering "bacteria, viruses, blood cells. etc." GIFS cannot be embedded on a Google Spreadsheet.

4. Small experiment bags for the next 2 units for students and parents available at our school office (which I made.) I informed parents that (1) it's optional (2) I would still be thankful if they would consider donating $5.00 which would go forward to the next experiment materials.

Total Pages

4 pages

Answer Key

Does not apply

Teaching Duration

90 minutes

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Standards

to see state-specific standards (only available in the US).

NGSSMS-LS1-5

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.

NGSSMS-LS1-2

Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.

NGSSMS-LS1-3

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.

NGSSMS-LS1-1

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.

NGSSMS-LS1-4

Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.

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