Students are able to recite the circulation of blood through the heart's various cavities and valves. They are able to appreciate what the actual valves and chambers of the heart look like. Students also have a clear vision of why the...

Students describe the relationship between exercise and health. They name ways to monitor their health and the equipment used to do so. Students name solutions to common health issues and explain why good nutrition and exercise are...

Learners are able to discuss and prepare a written summary of a scientific article about AIDS. They propose solutions to the opening activity of which drug is more effective in the fight against AIDS.

Students played a game of Jeopardy where there was five categories with five questions each in order to assess the retention of concepts taught over the semester. The categories included: Graphing/Summarizing/ Scientific Method, Gravity,...

Students define the term solution. They explain conservation of energy and energy transfer as it relate to how the milk solution became ice cream. Students are able to explain freezing point depression.

Students are able to describe the principles of gravity. They name other places in the real world where we compensate for gravity. Students design a shock absorber with limited materials and explain how it works to protect an egg. They...

Students describe the cell cycle. They make a connection between DNA replication and cell division. Students describe the parts of the cell that participate in cell division and the steps of cell division.

Students are introduced to bacteria and their role in biology and finishes with a lab experiment that focuses on antibiotics. They are given an overview of the important concepts involving bacteria and their potential resistance to...

Students are able to distinguish between transcription and replication. They are able to distinguish between DNA and RNA. Students name some of the proteins and enzymes used in replication and transcription. They are able comprehend the...

High schoolers describe the structure of DNA and its components and can comprehend that real DNA and its cartoon representation are very different. They are able to link DNA to genetic make-up.

Students follow the steps of translation and identify the reactants and products of translation. They able to explain that proteins are made of amino acids which are coded for by RNA. Students are able to give examples of proteins--...

Students analyze experimental data and draw conclusions. They are able to comprehend that not all microbes are harmful--they can be helpful to humans. Students are able to comprehend specific examples of cases in which microbes are...

Students are able to list at 3 rules for operating in a laboratory and to explain why each is important. They are able to identify problems with laboratory scenarios presented by the teachers. Students execute a lab protocol using...

Students are able to define microbes and identify the five main groups of microbes. They are able to give examples of ways in which microbes have impacted or currently impact human life. Students are able to explain that not all microbes...

Identify the different stages of mitosis and what occurs in each stage with a straightforward biology lesson plan. Young scientists identify the importance of the cell cycle control in maintaining homeostasis, and then match the...

Students are introduced to 6 different lesson that deal with biology they include: The Good and Bad of Bacteria, An Introduction to Microbes, Microbes That Are Your Buddies, Bacteria and Water Purification, Microbes are Everywhere, and...

Learners are able to discuss the difference between a proton, a neutron and an electron. They also can explain the difference between an ionic and a covalent bond. Students know the main structure of atoms and molecules. Student are able...

Seventh graders are introduced to Earth day--- what is it and why do we care, ease into topic of pollution, where have they seen pollution in their community, steer conversation in the direction of the Anacostia. They are reintroduced...

Students Explain how an increased level of activity translates to cells needing more oxygen and how the lungs supply this oxygen by entering the blood stream. They also can explain that the heart is responsible for moving both oxygenated...

Students are able to draw a diagram of the light reactions and briefly describe what is occurring throughout the process. They are able to explain where each reactant/product in the photosynthesis equation comes from/goes during the...

Students are given some components of an experiment, where they are able to identify and fill in missing parts, such as hypothesis, conclusion, results, etc. They form a hypothesis given general scientific facts. Students apply the...

Seventh graders give examples of local sources of pollution and postulate reasons as to why local sources of pollution can harm the ecosystem. They address the following question in short answer form: "Why is litter/chemical pollution...

Students explain the following processes: bacteria transformation, genetic recombination, and antibacterial breakdown of bacteria. They follow lab protocol and use the scientific method: to make predications, and to explain an unexpected...

Sixth graders are able to explain that there are pollutants in the Anacostia River, what these pollutants can cause, and how to prevent further pollution. They examine the impacts that the pollutants of the Anacostia River could have on...