Discover the latest news and insights in biology and STEM education for middle school students. The blog focuses on providing sophisticated education for 21st-century skills.
On August 1st, middle school students participated in a structured inquiry lab that investigated fermentation in yeast under varying environmental conditions. Through this lab, students developed a foundational understanding of chemical reactions in living organisms and how matter is transformed—not created or destroyed.
In my 7th grade life science classroom, one concept resurfaces: the cycling of matter. Whether we are exploring photosynthesis, cellular respiration, the phosphorus or nitrogen cycles, or the role of decomposers, my students are constantly encountering examples of how matter moves through ecosystems. Even the simple fact that all living organisms exchange gases with their environment reinforces the law of conservation of matter. This principle—deeply rooted in physics—is foundational to truly understanding biology.
Experiment: Guided Scientific Inquiry
As it is summer break, I will be converting my kitchen to a science lab and conducting a confirmation inquiry experiment on melting icebergs. It is essential to discuss what happens when polar glaciers and sea ice melt when preparing for the scientific investigation. The melting of glaciers and icebergs is causing sea levels to rise and altering ocean currents. Multiple effects of melting ice have been hypothesized, including the rise of ocean levels, changes in ocean currents, increased ocean and air temperatures, altered weather patterns, increased storms along coasts (including hurricanes), land erosion, and a decline in fisheries. The melting of glaciers (on land) raises sea levels; the rising ocean levels melt icebergs and alter the pattern of the jet streams (World Wildlife Fund, n.d.). The continuation of global warming and melting ice will result in flooding, regions becoming uninhabitable, and adverse effects on drinking water for millions who rely on meltwater rivers (Royal Geographical Society with IBG, n.d.).
Understanding how scientists live and work connects students to science. Students can envision themselves as scientists when they relate to similar aspects they share with a scientist. Personal stories of scientists, including where they are from and the possible struggles they faced, humanizes them and allows students to see themselves in their role.
An engaging, student-guided scientific experiment with minimal materials and space is with marbles, a timer, and a ruler. Students test how different surfaces affect the momentum of a marble. Students roll a marble across three surfaces, such as concrete, carpet, wood, and school floors, and time how fast it moves across a four-foot distance. To draw accurate conclusions, students should repeat the experiment for each surface three times as well as complete trials with a large marble in order to discover trends. A phone video may get more accurate timing and be worth comparing the time to a person physically pushing a timer twice for each trial (at the start and end); the marbles complete the paths in under two seconds.
Problem-based learning is sophisticated because it offers students the opportunities to learn by playing the role of working professionals in a simulated organization. Also, sophistication is achieved by integrating modern technology such as digital engineering, 3D printing, graphic design, and website creating. In the Biodiversity PBL, students play the role of engineers in an engineering firm by offering digitally engineered proposals (one proposal per engineer) for an educational oasis off of a nature trail in a local park, for the purpose of promoting environmental advocacy. The problem was presented to students that without forming environmental advocates in the community, then biodiversity will drastically decrease. Environmental advocates can do things like asking city council representatives, and other elected officials, to vote for conservation of habitats.
On a middle-school STEM team, problem-based learning should occur in social studies, language arts, math, and science. Problem-based learning can be a part of your pedagogy for individual lessons. Also, some teachers incorporate mini-PBL units. For example, the language arts teacher on my team had student groups make a podcast; it went so well that our team did another podcast in May, bringing excitement at the end of the school year. Students loved that creative outlet! It is ideal to incorporate science, technology, engineering, or math in any problem-based learning lesson or unit. Technology has been easier and easier to implement as my district as Adobe Express for students. Any lesson with creativity or art can be morphed into a graphic-design technology product.
On August 1st, middle school students participated in a structured inquiry lab that investigated fermentation in yeast under varying environmental conditions. Through this lab, students developed a foundational understanding of chemical reactions in living organisms and how matter is transformed—not created or destroyed.
In my 7th grade life science classroom, one concept resurfaces: the cycling of matter. Whether we are exploring photosynthesis, cellular respiration, the phosphorus or nitrogen cycles, or the role of decomposers, my students are constantly encountering examples of how matter moves through ecosystems. Even the simple fact that all living organisms exchange gases with their environment reinforces the law of conservation of matter. This principle—deeply rooted in physics—is foundational to truly understanding biology.
Experiment: Guided Scientific Inquiry
As it is summer break, I will be converting my kitchen to a science lab and conducting a confirmation inquiry experiment on melting icebergs. It is essential to discuss what happens when polar glaciers and sea ice melt when preparing for the scientific investigation. The melting of glaciers and icebergs is causing sea levels to rise and altering ocean currents. Multiple effects of melting ice have been hypothesized, including the rise of ocean levels, changes in ocean currents, increased ocean and air temperatures, altered weather patterns, increased storms along coasts (including hurricanes), land erosion, and a decline in fisheries. The melting of glaciers (on land) raises sea levels; the rising ocean levels melt icebergs and alter the pattern of the jet streams (World Wildlife Fund, n.d.). The continuation of global warming and melting ice will result in flooding, regions becoming uninhabitable, and adverse effects on drinking water for millions who rely on meltwater rivers (Royal Geographical Society with IBG, n.d.).
Understanding how scientists live and work connects students to science. Students can envision themselves as scientists when they relate to similar aspects they share with a scientist. Personal stories of scientists, including where they are from and the possible struggles they faced, humanizes them and allows students to see themselves in their role.
An engaging, student-guided scientific experiment with minimal materials and space is with marbles, a timer, and a ruler. Students test how different surfaces affect the momentum of a marble. Students roll a marble across three surfaces, such as concrete, carpet, wood, and school floors, and time how fast it moves across a four-foot distance. To draw accurate conclusions, students should repeat the experiment for each surface three times as well as complete trials with a large marble in order to discover trends. A phone video may get more accurate timing and be worth comparing the time to a person physically pushing a timer twice for each trial (at the start and end); the marbles complete the paths in under two seconds.
Problem-based learning is sophisticated because it offers students the opportunities to learn by playing the role of working professionals in a simulated organization. Also, sophistication is achieved by integrating modern technology such as digital engineering, 3D printing, graphic design, and website creating. In the Biodiversity PBL, students play the role of engineers in an engineering firm by offering digitally engineered proposals (one proposal per engineer) for an educational oasis off of a nature trail in a local park, for the purpose of promoting environmental advocacy. The problem was presented to students that without forming environmental advocates in the community, then biodiversity will drastically decrease. Environmental advocates can do things like asking city council representatives, and other elected officials, to vote for conservation of habitats.
On a middle-school STEM team, problem-based learning should occur in social studies, language arts, math, and science. Problem-based learning can be a part of your pedagogy for individual lessons. Also, some teachers incorporate mini-PBL units. For example, the language arts teacher on my team had student groups make a podcast; it went so well that our team did another podcast in May, bringing excitement at the end of the school year. Students loved that creative outlet! It is ideal to incorporate science, technology, engineering, or math in any problem-based learning lesson or unit. Technology has been easier and easier to implement as my district as Adobe Express for students. Any lesson with creativity or art can be morphed into a graphic-design technology product.
On August 1st, middle school students participated in a structured inquiry lab that investigated fermentation in yeast under varying environmental conditions. Through this lab, students developed a foundational understanding of chemical reactions in living organisms and how matter is transformed—not created or destroyed.
In my 7th grade life science classroom, one concept resurfaces: the cycling of matter. Whether we are exploring photosynthesis, cellular respiration, the phosphorus or nitrogen cycles, or the role of decomposers, my students are constantly encountering examples of how matter moves through ecosystems. Even the simple fact that all living organisms exchange gases with their environment reinforces the law of conservation of matter. This principle—deeply rooted in physics—is foundational to truly understanding biology.
Experiment: Guided Scientific Inquiry
As it is summer break, I will be converting my kitchen to a science lab and conducting a confirmation inquiry experiment on melting icebergs. It is essential to discuss what happens when polar glaciers and sea ice melt when preparing for the scientific investigation. The melting of glaciers and icebergs is causing sea levels to rise and altering ocean currents. Multiple effects of melting ice have been hypothesized, including the rise of ocean levels, changes in ocean currents, increased ocean and air temperatures, altered weather patterns, increased storms along coasts (including hurricanes), land erosion, and a decline in fisheries. The melting of glaciers (on land) raises sea levels; the rising ocean levels melt icebergs and alter the pattern of the jet streams (World Wildlife Fund, n.d.). The continuation of global warming and melting ice will result in flooding, regions becoming uninhabitable, and adverse effects on drinking water for millions who rely on meltwater rivers (Royal Geographical Society with IBG, n.d.).
Understanding how scientists live and work connects students to science. Students can envision themselves as scientists when they relate to similar aspects they share with a scientist. Personal stories of scientists, including where they are from and the possible struggles they faced, humanizes them and allows students to see themselves in their role.
An engaging, student-guided scientific experiment with minimal materials and space is with marbles, a timer, and a ruler. Students test how different surfaces affect the momentum of a marble. Students roll a marble across three surfaces, such as concrete, carpet, wood, and school floors, and time how fast it moves across a four-foot distance. To draw accurate conclusions, students should repeat the experiment for each surface three times as well as complete trials with a large marble in order to discover trends. A phone video may get more accurate timing and be worth comparing the time to a person physically pushing a timer twice for each trial (at the start and end); the marbles complete the paths in under two seconds.
Problem-based learning is sophisticated because it offers students the opportunities to learn by playing the role of working professionals in a simulated organization. Also, sophistication is achieved by integrating modern technology such as digital engineering, 3D printing, graphic design, and website creating. In the Biodiversity PBL, students play the role of engineers in an engineering firm by offering digitally engineered proposals (one proposal per engineer) for an educational oasis off of a nature trail in a local park, for the purpose of promoting environmental advocacy. The problem was presented to students that without forming environmental advocates in the community, then biodiversity will drastically decrease. Environmental advocates can do things like asking city council representatives, and other elected officials, to vote for conservation of habitats.
On a middle-school STEM team, problem-based learning should occur in social studies, language arts, math, and science. Problem-based learning can be a part of your pedagogy for individual lessons. Also, some teachers incorporate mini-PBL units. For example, the language arts teacher on my team had student groups make a podcast; it went so well that our team did another podcast in May, bringing excitement at the end of the school year. Students loved that creative outlet! It is ideal to incorporate science, technology, engineering, or math in any problem-based learning lesson or unit. Technology has been easier and easier to implement as my district as Adobe Express for students. Any lesson with creativity or art can be morphed into a graphic-design technology product.
On August 1st, middle school students participated in a structured inquiry lab that investigated fermentation in yeast under varying environmental conditions. Through this lab, students developed a foundational understanding of chemical reactions in living organisms and how matter is transformed—not created or destroyed.
In my 7th grade life science classroom, one concept resurfaces: the cycling of matter. Whether we are exploring photosynthesis, cellular respiration, the phosphorus or nitrogen cycles, or the role of decomposers, my students are constantly encountering examples of how matter moves through ecosystems. Even the simple fact that all living organisms exchange gases with their environment reinforces the law of conservation of matter. This principle—deeply rooted in physics—is foundational to truly understanding biology.
Experiment: Guided Scientific Inquiry
As it is summer break, I will be converting my kitchen to a science lab and conducting a confirmation inquiry experiment on melting icebergs. It is essential to discuss what happens when polar glaciers and sea ice melt when preparing for the scientific investigation. The melting of glaciers and icebergs is causing sea levels to rise and altering ocean currents. Multiple effects of melting ice have been hypothesized, including the rise of ocean levels, changes in ocean currents, increased ocean and air temperatures, altered weather patterns, increased storms along coasts (including hurricanes), land erosion, and a decline in fisheries. The melting of glaciers (on land) raises sea levels; the rising ocean levels melt icebergs and alter the pattern of the jet streams (World Wildlife Fund, n.d.). The continuation of global warming and melting ice will result in flooding, regions becoming uninhabitable, and adverse effects on drinking water for millions who rely on meltwater rivers (Royal Geographical Society with IBG, n.d.).
Understanding how scientists live and work connects students to science. Students can envision themselves as scientists when they relate to similar aspects they share with a scientist. Personal stories of scientists, including where they are from and the possible struggles they faced, humanizes them and allows students to see themselves in their role.
An engaging, student-guided scientific experiment with minimal materials and space is with marbles, a timer, and a ruler. Students test how different surfaces affect the momentum of a marble. Students roll a marble across three surfaces, such as concrete, carpet, wood, and school floors, and time how fast it moves across a four-foot distance. To draw accurate conclusions, students should repeat the experiment for each surface three times as well as complete trials with a large marble in order to discover trends. A phone video may get more accurate timing and be worth comparing the time to a person physically pushing a timer twice for each trial (at the start and end); the marbles complete the paths in under two seconds.
Problem-based learning is sophisticated because it offers students the opportunities to learn by playing the role of working professionals in a simulated organization. Also, sophistication is achieved by integrating modern technology such as digital engineering, 3D printing, graphic design, and website creating. In the Biodiversity PBL, students play the role of engineers in an engineering firm by offering digitally engineered proposals (one proposal per engineer) for an educational oasis off of a nature trail in a local park, for the purpose of promoting environmental advocacy. The problem was presented to students that without forming environmental advocates in the community, then biodiversity will drastically decrease. Environmental advocates can do things like asking city council representatives, and other elected officials, to vote for conservation of habitats.
On a middle-school STEM team, problem-based learning should occur in social studies, language arts, math, and science. Problem-based learning can be a part of your pedagogy for individual lessons. Also, some teachers incorporate mini-PBL units. For example, the language arts teacher on my team had student groups make a podcast; it went so well that our team did another podcast in May, bringing excitement at the end of the school year. Students loved that creative outlet! It is ideal to incorporate science, technology, engineering, or math in any problem-based learning lesson or unit. Technology has been easier and easier to implement as my district as Adobe Express for students. Any lesson with creativity or art can be morphed into a graphic-design technology product.
On August 1st, middle school students participated in a structured inquiry lab that investigated fermentation in yeast under varying environmental conditions. Through this lab, students developed a foundational understanding of chemical reactions in living organisms and how matter is transformed—not created or destroyed.
In my 7th grade life science classroom, one concept resurfaces: the cycling of matter. Whether we are exploring photosynthesis, cellular respiration, the phosphorus or nitrogen cycles, or the role of decomposers, my students are constantly encountering examples of how matter moves through ecosystems. Even the simple fact that all living organisms exchange gases with their environment reinforces the law of conservation of matter. This principle—deeply rooted in physics—is foundational to truly understanding biology.
Experiment: Guided Scientific Inquiry
As it is summer break, I will be converting my kitchen to a science lab and conducting a confirmation inquiry experiment on melting icebergs. It is essential to discuss what happens when polar glaciers and sea ice melt when preparing for the scientific investigation. The melting of glaciers and icebergs is causing sea levels to rise and altering ocean currents. Multiple effects of melting ice have been hypothesized, including the rise of ocean levels, changes in ocean currents, increased ocean and air temperatures, altered weather patterns, increased storms along coasts (including hurricanes), land erosion, and a decline in fisheries. The melting of glaciers (on land) raises sea levels; the rising ocean levels melt icebergs and alter the pattern of the jet streams (World Wildlife Fund, n.d.). The continuation of global warming and melting ice will result in flooding, regions becoming uninhabitable, and adverse effects on drinking water for millions who rely on meltwater rivers (Royal Geographical Society with IBG, n.d.).
Understanding how scientists live and work connects students to science. Students can envision themselves as scientists when they relate to similar aspects they share with a scientist. Personal stories of scientists, including where they are from and the possible struggles they faced, humanizes them and allows students to see themselves in their role.
An engaging, student-guided scientific experiment with minimal materials and space is with marbles, a timer, and a ruler. Students test how different surfaces affect the momentum of a marble. Students roll a marble across three surfaces, such as concrete, carpet, wood, and school floors, and time how fast it moves across a four-foot distance. To draw accurate conclusions, students should repeat the experiment for each surface three times as well as complete trials with a large marble in order to discover trends. A phone video may get more accurate timing and be worth comparing the time to a person physically pushing a timer twice for each trial (at the start and end); the marbles complete the paths in under two seconds.
Problem-based learning is sophisticated because it offers students the opportunities to learn by playing the role of working professionals in a simulated organization. Also, sophistication is achieved by integrating modern technology such as digital engineering, 3D printing, graphic design, and website creating. In the Biodiversity PBL, students play the role of engineers in an engineering firm by offering digitally engineered proposals (one proposal per engineer) for an educational oasis off of a nature trail in a local park, for the purpose of promoting environmental advocacy. The problem was presented to students that without forming environmental advocates in the community, then biodiversity will drastically decrease. Environmental advocates can do things like asking city council representatives, and other elected officials, to vote for conservation of habitats.
On a middle-school STEM team, problem-based learning should occur in social studies, language arts, math, and science. Problem-based learning can be a part of your pedagogy for individual lessons. Also, some teachers incorporate mini-PBL units. For example, the language arts teacher on my team had student groups make a podcast; it went so well that our team did another podcast in May, bringing excitement at the end of the school year. Students loved that creative outlet! It is ideal to incorporate science, technology, engineering, or math in any problem-based learning lesson or unit. Technology has been easier and easier to implement as my district as Adobe Express for students. Any lesson with creativity or art can be morphed into a graphic-design technology product.
STEM Biology Teacher for Middle School is dedicated to delivering high-quality biology education resources for middle school teachers and students. My mission is to prepare students for their future careers with innovative teaching methods and engaging content.