Classroom Management and Content Reinforcement!

Warm ups and bell ringers are definitely a "vintage" idea, but used in the right way they become an excellent classroom management tool!

The bell has just rung for your next class. At your classroom door is a jumbled mass of students, some leaving the room, some entering the room. Some of the ones leaving have stopped at your desk to chat or ask questions. Some of the ones entering want to chat, too. The students who were absent the day before want to know what they missed. One student needs to borrow a calculator. One student wants to go to the bathroom. One student wants to know if you finished grading a test. One student asks, "Are we doing anything today?" (As if there was EVER any possibly that we weren't!) Two students in the back of the room are being clowns. The tardy bell is about to ring, and you are ready to get this class started.

Does this chaos sound familiar?

The above scenario doesn't mean there is anything wrong with your classroom management. All teachers experience this everyday! However, you can make an action plan that decreases the chaos and get your class off to a good start everyday.

I have always considered classroom management to be one of my strengths. I am organized and have every single minute of class time planned before my students arrive at the door. I consider classroom management to be one of the most important aspects of teaching, second only to having a deep and thorough knowledge of the subject area. I teach "bell to bell" and gear the pacing of my class to the learning abilities of my students. Frankly, I am good at it ....... Or so I thought.

One year (after having taught for many years) I had a class that was a bit more challenging than the average high school biology class. The class consisted of 25 freshmen and sophomores, all nice kids, not a bad apple in the bunch. They were rarely disrespectful, but always came into the room overly antsy, rowdy, and excitable. It always took too much time to get them to settle and to get class started. All teachers know that the first few minutes of a class period can be somewhat chaotic. There are always administrative tasks to complete in addition to getting the students focused. I am very good at getting things started promptly in my class, but this one particular class was different. It became a struggle every day to get them settled and start my class. I needed to do something different.

I had not used "bell ringers" for quite some time, but I thought this might be a good tool for getting this class under control. I needed a consistent plan of action that my students followed every day and that established a certain mindset in my students. Further, I wondered if I could get this group of high schoolers to keep and maintain a notebook of these warm ups.  In short, could I reduce the chaos and get on with the business of teaching?


The answer is a resounding...    YES!  IT WORKED!


What is the new routine?

On the first day of school, I do a really fun ice-breaker activity called Biology Chat. Students are so excited to be in the lab, and NOT listening to a long list of class rules. After completing the Biology Chat Lab Station Activity, I start gently introducing my classroom management game plan. I let them know what type of notebook to purchase (see below) and I talk about the procedures I expect as students enter the room. When fully implemented, it goes something like this:

• Students walk into classroom, passing the "warm up" table as they enter.
• Students pick up the daily warm up and proceed to their desks.
• Students have 5-10 minutes to complete the daily bell ringers.
• Students may get up to visit the supply table that contains stapler, tape, colored pencils, markers, and rulers.
• Teacher takes roll, passes out papers, answers questions, and assists students who have been absent.
• Students are orderly and teacher can begin teaching with minimum chaos at the beginning of class.

What will you need?

• Students will need to purchase a notebook. I have them place their daily warm ups in this notebook each day. I love the type of notebook that you see here. The binding is tight and pages "stay put" and rarely fall out. Best of all, I love that these notebooks can be purchased during Back-to-School season for only 50 cents. One of these notebooks contains 100 sheets of paper.  When used front and back, this give you room to place 200 warm ups in the notebook. Students will likely need a couple of these notebooks if, like me, you plan to use the bell ringer pages for homework assignments and daily quizzes.  
• You, the teacher, need to set up a table near the entrance of your classroom. Each day, place the warm up(s) on this table, as well as any supplies needed such as tape, markers, or rulers.

What are the benefits?

You can turn the chaotic beginning of your class into a time of meaningful learning. Using bell ringers establishes a daily routine of having your students complete thought provoking and problem solving tasks during the first few minutes of the class. Once the routine is established, students will enter the room and get right to work on the warm-up or bell-ringer activity. These warm-ups are designed to take 5-10 minutes to complete. It settles the students and provides the instructor a few minutes to carry out the tasks required at the beginning of a class.

An added benefit is reinforcement of the current content I am teaching. My warm ups are not of the "write a paragraph about your favorite food" variety. Each and every warm up reinforces the subject matter content that I am currently teaching. Students will be labeling, diagramming, calculating, estimating, problem-solving, analyzing, and predicting on each page. This quick review of previously taught content is the perfect way to launch into the new lesson of the day.

The warm ups in my TpT store are all one-half page in size.  They can be collected and quickly graded, but they are always placed in the student notebook when I return them. In addition to using these pages as bell ringers, I also use them for homework assignments and for short daily quizzes.

After many months of writing and developing, I now have a warm up set for every chapter found in a typical high school biology textbook. And, best of all, I have accomplished what I set out to do:  

• I established a classroom management plan that works for me.
• Students are engaged and working at the beginning of class.
• The daily reinforcement of concepts and subject matter content have led to higher test scores.
• It's a WIN-WIN!

If you are interested, you can Click here to download a FREE sample of my warm ups and bell ringers, or you can   Click here to see all of the bell ringer resources in my TpT store.

Combining Classroom Management With Content Reinforcement in the Science Classroom

Warm ups and bell ringers are definitely a "vintage" idea, but this tried and true classroom management tool is still effective for most classes.

The bell has just rung.  At your classroom door is a jumble of students, some leaving the room, some entering the room.  Some of the ones leaving have stopped at your desk to chat or ask questions.  Some of the ones entering are doing the same.  The students who were absent yesterday want to know what they missed.  A student needs to borrow a pencil.  A student wants to go to the bathroom.  A student wants to know if you finished grading a test.  A student asks, "Are we doing anything today?" (As if there was EVER any possibly that we weren't!)  Two students in the back of the room are being clowns.  The tardy bell is about to ring, and you are ready to get this class started.

Does this chaos sound familiar?

If this is your classroom every day, then you need a plan of action.

Classroom management is one of my strengths.  I am organized and have every single minute of class time planned before my students arrive at the door.  I consider classroom management to be one of the most important aspects of teaching, second only to having a deep knowledge of the subject area being taught.  I teach "bell to bell" and gear the pacing of my class to the learning abilities of my students.  Frankly, I am good at it ....... Or so I thought.

One year (after having taught for many years) I had a class that was a bit more challenging than the average high school biology class.  The class consisted of 25 freshmen and sophomores, all nice kids, not a bad apple in the bunch.  They were rarely disrespectful, but always came into the room overly antsy, rowdy, and excitable.  It took longer than normal to get them settled so class could begin.  All teachers know that the first few minutes of a class period can be somewhat chaotic.  Students are socializing with one another, students who have been absent are asking for missed assignments, attendance must be taken, graded papers must be returned, homework assignments must be collected.  The list goes on and on.  I was very good at getting things started promptly in my class, but this one particular class was different.  It became a struggle every day to get them settled and start my class.  I needed to do something different.

I had not used "bell ringers" for quite some time, but I thought this might be a good tool for getting this class under control.  I needed a consistent plan of action that my students followed every day that established a certain mindset in my students. Further, I wondered if I could get this group of high schoolers to keep and maintain a notebook of these warm ups.  In short, I wanted to reduce the chaos and get on with the business of teaching.


The answer is a resounding...    YES!  IT WORKED!

What is the new routine?

On the first day of school, I do a really fun ice-breaker activity called Science Chat.  Students are so excited to be in the lab, and NOT listening to a long list of class rules.  On about day 3, I start gently introducing my classroom management game plan.  I let them know what type of notebook to purchase (see below) and I talk about the "table" they will pass as they enter my room.  When fully implemented, it goes something like this:
•  Students walk into classroom, passing the "warm up" table as they enter.
•  Students pick up the daily warm up and proceed to their desks.
•  Students have 5-10 minutes to complete the daily bell ringers.
•  Students may get up to visit the supply table that contains stapler, tape, colored pencils, markers, and rulers.
•  Teacher takes roll, passes out papers, answers questions, and assists students who have been absent.
•  Students are orderly and teacher can begin teaching with minimum chaos at the beginning of class.

What will you need?

•  Students will need to purchase a notebook.  They will place their daily warm ups in this notebook each day.  I love the type of notebook that you see here. The binding is tight and pages "stay put" and rarely fall out.  Best of all, I love that these notebooks can be purchased during Back-to-School season for only 50 cents.  One of these notebooks contains 100 sheets of paper.  When used front and back, this give you room to place 200 warm ups in the notebook.  Students will likely need a couple of these notebooks if, like me, you plan to use the bell ringer pages for homework assignments and daily quizzes.  

•  You, the teacher, need to set up a table near the entrance of your classroom.  Each day, place the warm up(s) on this table,  as well as any supplies needed, such as tape, markers, or rulers.

What are the benefits?

You can turn the chaotic beginning of your class into a time of meaningful learning.  It establishes a daily routine of having your students complete thought provoking and problem solving tasks during the first 5 minutes of the class.  Once the routine is established, students will enter the room and get right to work on the warm-up or bell-ringer activity.  These warm-ups are designed to take 5-10 minutes to complete.   It settles the students and provides the instructor a few minutes to carry out the tasks required at the beginning of a class.

An added benefit is reinforcement of the current content I am teaching.  My warm ups are not of the "write a paragraph about what you did this weekend" variety. Each and every warm up reinforces the subject matter content that I am currently teaching.  Students will be labeling, diagramming, calculating, estimating, problem-solving, analyzing, and predicting on each page.  This quick review of yesterday's content is the perfect way to launch into the new lesson of the day.

How can these pages be used?
•  Warm ups and bell ringers
•  Exit slips
•  Additions to your interactive notebooks
•  Homework assignments
•  The completed notebook is the perfect review for your unit tests or end of course exam.

The warm ups in my TpT store are all one-half page in size.   They can be collected and quickly graded, but they are always placed in the student notebook when I return them.  In addition to using these pages as bell ringers, I also use them for homework assignments and for short daily quizzes.



After many months of writing and developing, I now have a warm up set for every chapter found in a typical high school biology textbook. And, best of all, I have accomplished what I set out to do:  
•  I established a classroom management plan that works for me.
•  Students are engaged and working at the beginning of class.
•  The daily reinforcement of concepts and subject matter content have led to higher test scores.
•  It's a WIN-WIN!


If you are interested, you can Click here to download a FREE sample of my warm ups and bell ringers, or you can   Click here to see all of the bell ringer resources in my TpT store.

Second Semester for Secondary Science: Tips and Strategies for Completing the School Year!

LET'S FINISH THIS!  As a high school biology and chemistry teacher, I always find this to be a very interesting point in the school year.   After spending time with family and friends during the holidays, and feeling very rested and relaxed, it's time to start thinking about returning to school for the second semester of the school year.  New Year's resolutions are running high, and the realization that the school year is half over brings both excitement and anxiety to teachers as they prepare to return to the classroom after the holiday break.  The "excitement" comes in being able to see summer break on the horizon.  The "anxiety" comes in the form of "Oh my gosh, I have so much to do before the end of the school year!"

We have to make a complete and total mind shift from first semester to second semester.  The dynamics of the classroom, the way we carry out planning, and our classroom management strategies need to undergo a complete and thorough transition.  First semester was spent getting to know our students.  We learned their personalities, their strengths, their weaknesses, and all of their idiosyncrasies.  We learned what worked and what didn't work as far as teaching strategies, and now it is time to take our "first semester game" to a new level for second semester.  In short, we have to make a change from "getting started" to "getting finished."

To that end, I have a list of 11 tips and strategies for the successful completion of second semester in secondary science classrooms.

Tip #1:  Organization and Planning is Essential.  
Yes, I realize this tip is predictable and mundane, and not really a concrete strategy.  Please stop your eye-rolling and consider this.  Do not return to school after the holidays until you have thought through the entire semester and you have a plan of action.  The first couple of weeks after the holidays are chaotic and can turn into a blur of indecision and wasted time if you are not careful.  Know what you need to accomplish during the semester, and start your students down that path on the very first day they return to your classroom.  Grab your student's attention, and don't give them time to settle into old routines.  Start the first day with fresh ideas, fresh classroom management strategies, and a fresh look in your classroom.  Having a clear vision and an action plan, and the implementation of it on the first day of the semester will send a definite message to your students:  "We have a lot to do and we are not going to waste any time getting started on it."

Tip #2:  Assess where you are in your curriculum.
Students in my state must take an end-of-course exam in biology and chemistry.  I would assume that every state has a state mandated curriculum or framework of standards that must be covered in any given course.  Where do you stand on covering all of the content that you are required to teach? Before you start second semester it is essential that you make a list of units and topics that you need to cover.  Once you have a list of topics, determine how many days you can spend on each topic and still get them all covered before the end of the school year.  Obtain a calendar grid for the months January through June and fill out the days and weeks with the topics you must cover.  Keep this on your desk or wall, and stick to it!

Tip #3:  Make changes to your Classroom Management Plan.
Now that you have spent an entire semester with your students, you have a pretty good idea of what works and what doesn't work in terms of managing your classroom and the behavior of your students.  This is the perfect time to tweak your management system and make changes to ensure your daily routine is a well-oiled machine.  I use a system of daily warm ups and bell ringers to get my students on task and ready to learn at the very beginning of each class.

Tip #4:  Organize and clean your classroom before students return to class.
Early in my teaching career I had a wonderful mentor who told me that the condition of the classroom was one of the most important factors in determining the effectiveness of my class.  As a young and new teacher, I had my doubts about this.  What possible difference could it make if the desks were arranged in an orderly fashion, and that my desk appeared to be in order?  As it turned out, this was one of the best pieces of advice I ever received about teaching.  Student performance and classroom behavior IS determined (at least in part) by the climate of your classroom.  If the classroom is disorganized, the students will be disorganized and student behavior will suffer.  If students walk into a classroom that is clean and highly organized they enter a mindset that improves their performance while in your class.

Tip #5:  Put something new on the wall or bulletin board!
You do not want your students walking back into your classroom without making some changes.  Shake things up a bit!  Put up some new wall displays and bulletin boards.  They don't have to be too fancy or time consuming to make.  You just need to send the message that this is a new semester and you are ready to go with all new materials and resources.  Here are some ideas of things you can display that will take only a few minutes to print, laminate and get displayed on the wall:

•  Biology and Life Science Careers Mini Posters

•  Character Building Quotes from Famous Scientists

•  Important Dates in Science History Monthly Calendars

Tip #6:  It's time for a new seating chart.
While you are shaking things up by reorganizing your classroom and getting new wall displays posted, go ahead and make out a new seating chart for your students.  When students return from the holidays, every aspect of your classroom needs to be new, fresh, and different.

Tip #7: Start planning now for end of course testing.
I am not a fan of the maze of standardized testing that we put our students through each year.  However, that is a topic for another day.  If your students will be required to take an end of course exam for your class, it is imperative that you begin planning for that now.  Take the semester calendar that you made in Tip #2 and see where you might insert a few days for test prep and review. I look for days when the school is planning an assembly or pep rally, or a day when some students will miss for a field trip.  It is hard to teach new material when students are missing from class, but it makes for a great time to get in some test prep review time.  Be prepared to review.  You never know when an opportunity for reinforcement will arise, so keep task cards, review games, or worksheets at the ready.  Every minute counts in the second semester rush to the end of the year.

Tip #8:  Make a plan for struggling students.
The sad reality is that some students are always in danger of failing our class, or in danger of not being able to pass the end of course exam.  It is extremely important to identify the struggling students and put an intervention plan in place before it is too late.  With enough help, guidance, compassion, and will power, we can ensure that most of our students will earn credit in our classes. Students try harder when they know we care about them and that we are trying to give them the help they need.  Have individual meetings with your struggling students and develop a plan with each student to ensure their success at the end of the school year.  Many of my "A students" belong to organizations that require them to get service hours.  I always set up peer tutoring opportunities to help my struggling students get the reinforcement they need, while allowing other students to get the service hours they need.

Tip #9:  Start working on your lab inventory.
My school district requires that we do a complete inventory of our classrooms and lab areas, and we must turn it in before the last day of school.  Are you required to complete a lab inventory?  If so, do yourself a favor and start working on it now.  The end of the year is CRAZY, and you will be greatly relieved if you already have this cumbersome chore accomplished.  If you need an inventory form, check out my free Lab Inventory Form in my TpT Store.

Tip #10:  Make out your lab order for the upcoming school year.
This makes perfect sense if you also have to complete a lab inventory.  As you complete your inventory, make a list of the items that you are running low on. As the semester progresses, locate your new catalogs and start looking up the purchasing information for the items you will need for the next year.

Tip #11:  Watch our for Spring Break/Spring Fever!
This is also known as "Teach as much as you can as soon as you can!"  Once spring arrives, even the best laid plans can fly out the window.  And students are not the only ones to get spring fever, right?  January, February and March are easy!  But after that, even the absolute best teachers amongst us will struggle to keep the kids focused and learning.

Hopefully, if you have made it to the end of this article, you have found a few tidbits that will help you get off to a great start for second semester.  I hope you had a wonderful holiday break, and that you have a happy, healthy, and organized new year!

Motivating Science Students

Consider these points when developing a plan to motivate your students.

As we begin this new semester, I have been giving some thought to the concept of “motivation in the classroom.”   We teachers hold widely varying opinions on this subject.  Some teachers believe whole-heartedly that it is their job to do whatever it takes to gets the students excited and motivated about the learning process.  Other teachers feel that motivation comes from within, and that the student should be held responsible for their own motivation.  I think most teachers, including myself, fall somewhere in the middle of this spectrum.

How hard we must work to motivate our students is directly proportional to the classes we teach.  Every student in our school must take a Biology 1 class, and many of them have no interest in doing so.   But the students in my AP Biology course enroll by choice, and the difference is huge!   My Biology 1 students are often less enthusiastic on the front end of the experience.  I may never convince some of my students to love biology and chemistry as I do, but it is my job as a classroom teacher to instill in my students the desire to succeed.  To that end, I have identified four factors intrinsic to the healthy motivation of students in the science classroom.

We cannot expect students to be willing to learn unless we as teachers are energetic in our approach to instruction.  Students will be more engaged if they see us up, moving about the classroom and burning calories.  Science teachers in a laboratory setting have an advantage.  Demonstrating lively behavior in a lab is built in to the demands of helping and watching students.  We must be careful that lecture opportunities do not turn into a chance to rest.  Don’t be the teacher that sits behind the desk the entire class period.  Your desk is a barrier between you and your students.  Moving amongst your students while you teach will draw them in.  It will encourage them to be engaged and participate more fully in the lesson.

It is essential that some element of fun be attached to instruction.  This does not have to be joke telling or game playing.  A bit of eye candy in the form of colorful and engaging photos or interesting video, or the occasional social opportunity (grouping) will go a long way toward helping a student look forward to returning to your class.  Occasionally the material we must teach doesn't rise to the level of thrilling and exhilarating, but since it must be taught, we should try to find a way to make it more interesting to our students.  A competitive game format, a lab station activity, or a lively class discussion can go a long way to eliminating the boredom factor.  It is imperative that we change our approach from time to time to avoid monotony and stagnation.

Praising students will go a long way towards motivating them.  It is, however, important to note the methodology used when praising them.  Elementary students find more incentive in public praise than do high school students.  It is often necessary to praise high school students individually and not in front of the class.  To older kids, the “cool factor” is sometimes affected by how they are praised.  Know your kids.

The final step in motivating students is to show them the relevance in what they are being asked to do.  Sometimes that relevance is personal (college admission, testing for scholarships, simple work ethic) and sometimes it is professional (job centric subject matter).  Occasional reminders as to the importance of these issues will help, especially considering how many important issues are vying for control of the teenage mind.  Students love to ask, “When will I ever need to know this?”  Making clear to students why they need to master a particular concept or skill is highly motivating to them.  Make this information part of the lesson, rather than waiting for the question to be asked.

In the ideal world, all motivation for students would be “self motivation.” Anything we as teachers can do to help students maintain focus will surely pay dividends in their future.

Teaching About the Immune System

Tough Topic!

(Made Easier with these warm ups and interactive notebook pages.)

I have a love/hate relationship with the immune system.  I love teaching it.  It is interesting, confusing, amazing, and mind-boggling.  Students are interested in this topic, they are more alert on these days, and they ask great questions.  This is where the "hate" part comes in.  I am just a science teacher, with multiple college degrees, but I have NOT been to medical school.  When teaching about the immune system, students LOVE to ask you all sorts of medical questions.  Some I can answer, but many I cannot ... and should not ... even attempt!

So what's a science teacher to do?  Even though I don't know about every medical condition known to man, I still enjoy teaching about the immune system.  I love the lines of body defense, infectious diseases, the Germ Theory, and Koch's Postulates.  Lymphocytes and antibodies are the best!  I can get really excited and animated when talking to students about the specificity of antibodies, how they are made in the body, and why we get sick, but later have immunity.

Keep your students focused on the important information.  Avoid medical issues, and refer the students to their physicians when those sorts of questions arise.  My newest set of warm ups and interactive notebook pages on the immune system is a perfect way to keep the students directed, focused, and on task.

Click image to
view product.

My "modified" version of interactive notebook pages are not "foldables" and they do not require any elaborate cutting, pasting or folding.  They are truly "NO PREP" and perfect for a high school classroom where every valuable minute of our class time must be utilized as efficiently as possible.

The student pages are half-page in size and easily inserted into their student notes.  I like to have my students keep a warm up notebook.  These pages are perfect for the first few minutes of class.  Students begin to work on them immediately as they enter the classroom.  The review and reinforcement nature of the pages provides ample opportunities for students to master the information.  I use these pages as warm ups, homework assignments, and even as short daily quizzes.

The warm up notebook is the best method of test prep I have found, both for the unit tests as well as for the semester exams and end of course exams.

Here is a preview to what is offered in my Immune System Warm Ups.

Best of luck in your teaching!

Interactive Notebooks Make Teaching Viruses and Bacteria a Snap

Do you need a new/better routine for your classroom?

Are you looking for a way to review and reinforce the volume of biology information you must cover?

Looking for quality warm up activities or homework assignments?

I use warm ups or bell ringers every single day as a method of getting my students settled, on task, and ready to learn.  These activities are short, and take only a few minutes to complete.  Once students are used to the routine, they will enter the classroom and get right to work.  I like that the first few minutes of class are spent "getting down to business."

There is such great versatility in how you can use these interactive notebook pages.  As already stated, they are perfect for turning the first chaotic minutes of class into a time of meaningful learning and reinforcement.  I also use them for homework assignments, and they are perfect to leave in my sub folder in case I am absent.

If students are required to keep them in a notebook, they have a perfect study guide for the unit test and semester exams.

This is the 7th set of warm up activities posted to my TpT store.  (Check out the blog archive in the right side bar to see previous articles.)  This set covers "Viruses and Bacteria."  The set of 23 student pages covers all the topics found in a typical first year biology textbook.

The student pages are printed landscape style.  The pages look best if printed in color, but also look great if printed in black/white.  Each activity is one-half page in size.  Two identical warm-ups are printed per page in order to conserve paper.  Simply print the pages and cut them in half.

All teacher pages are set up in this style.  The student activity is on the left, and the answers are on the right side of the page.  Print these pages for your teacher notebook.

Click here to view in my TpT store.

You can download a FREE sampler pack from my store.  The pack includes 1-2 warm ups from each of my warm up sets..

Previous sets include:

Introduction to Science

Cell Structure and Function

Ecology

Genetics

DNA, RNA and Protein Synthesis

Evolution and Classification

Biology Interactive Notebooks

Interactive Notebooks?

Warm-Ups?

Bell Ringers?

Exit Slips?

Whatever you want to call them, they are a great classroom management tool and a wonderful way to teach, review, and reinforce vital concepts in biology.

A few days ago I wrote a lengthy blog post about my success in using "warm-ups" for my biology classes last year.  Click this link to see that blog post.   In this post I described the materials I used in my first unit of the school year.

This blog post is about my second set of interactive notebook inserts or warm -ups.  This set covers a unit on cell structure and physiology.  This ended up being a set of 59 warm ups or pages that cover cell structure and function, photosynthesis, respiration, and mitosis and meiosis.

As discussed in my previous blog post, these activities turned the first few chaotic minutes of my class into a time of meaningful learning.  But the absolute best thing to come out of this was that it created a fabulous study guide for my semester exam.

The content that is covered is evident from the titles:

Cell Structure and Function Titles (16 pages):

·    The History of Cell Studies

·    Cell Structure 101

·    The Animal Cell

·    The Plant Cell

·    The Size of Cells

·    Surface Area to Volume Ratio in Cells

·    Internal Organization of the Cell

·    The Cell Membrane

·    Ribosomes and the Endoplasmic Reticulum

·    Mitochondria and Chloroplasts

·    The “Other” Organelles

·    Plant versus Animal

·    Cellular Organization

·    Transport Across the Membrane 1

·    Transport Across the Membrane 2

·    Thinking Critically About Cells

Photosynthesis Titles (11 pages):

·    Energy Flow

·    Chemical Energy and ATP

·    Introduction to Photosynthesis

·    Light! Pigments! Action!

·    The Chloroplast

·    Electron Carriers

·    Overview to the Stages of Photosynthesis

·    Light Dependent Reaction

·    The Calvin Cycle

·    Alternatives to the 3-Carbon Pathway

·    Thinking Critically About Photosynthesis

Cellular Respiration Titles (14 pages):

·    Chemical Energy and ATP

·    The Relationship Between Photosynthesis and Respiration

·    Overview of Respiration

·    Glycolysis

·    The Fate of Pyruvic Acid

·    The Mitochondria

·    Overview of Aerobic Respiration

·    Krebs Cycle

·    Electron Transport Chain

·    ATP Accounting

·    Respiration Recap and Review

·    Fermentation

·    Comparison of Photosynthesis and Respiration

·    Thinking Critically About Cellular Respiration

Cell Division (Mitosis and Meiosis) Titles (18 pages):

·    Introduction to Cell Division

·    Chromosomes

·    The Cell Cycle

·    Let’s Draw the Stages

·    Name That Stage!

·    Interphase

·    Prophase

·    Metaphase

·    Anaphase

·    Telophase / Cytokinesis

·    The Mitotic Spindle

·    Differences in Animal and Plant Cell Mitosis

·    Results / Importance of Mitosis

·    Asexual versus Sexual Reproduction

·    Cell Division and Chromosome Number

·    Meiosis

·    Comparing Mitosis to Meiosis

·    Thinking Critically About Cell Division

The above pictures show the student pages.  Each is also accompanied by a teacher answer key.

Click above picture to see my product listing on TeachersPayTeachers.com