Students will work collaboratively through a fictitious, real-world scenario to determine the probability of each breeding pair of dogs producing offspring with the desired trait for a fictitious client.

Students engage in viewing day three of ecosystem changes in lab groups to determine if the ecosystem is healthy or unhealthy based on scientific data and factors.

The students will review related vocabulary, watch the teacher model a dihybrid cross, and then perform a dihybrid cross and answer questions about the outcomes with a partner.

In collaborative groups, the students investigate the transport of water within potato cells placed in various tonicity solutions.

All matter contains energy. Energy can be transferred from one object to another. Energy transformation can occur through the conversion of energy from one form to another. Energy is never created nor destroyed; it is always transferred and/or transformed. Students will demonstrate how energy is transformed and transferred in an ecosystem. To do this, students will create energy pyramids by stacking cups that represent organisms and available amounts of energy. Students will graph and analyze the data.

Students use prior knowledge of body systems as they make connections to systems in plants. Students learn that some plant systems have similar functions as the respective animal systems. The lesson highlights the following systems in plants: root system, shoot system, vascular system, and reproductive system.

Students will investigate the possible effects of herbicide drift on grape production by making inferences from an article about a local vineyard and using various experimental materials.