2016 Middle School Product Catalog

MIDDLE SCHOOL
CURRICULUM

ISSUES AND EARTH SCIENCE
ISSUES AND LIFE SCIENCE

ISSUES AND PHYSICAL SCIENCE

800.381.8003 | www.lab-aids.com

SEPUP SECOND EDITION
MIDDLE SCHOOL PROGRAMS

REAL, RELEVANT, READY TO GO

A GROUND-BREAKING APPROACH...THEN AND NOW

Are you looking for a science program that allows you to actually teach science and engage
students instead of putting in hours of scouring the internet for ideas and running to the store
at the last minute to pick up supplies for a lab?

Look no further...SEPUP is the program for you!

SEPUP Middle School programs engage students by integrating disciplinary core ideas and
science and engineering practices with relevant issues of today. Teachers are provided with
just about everything needed, so huge out-of-pocket shopping lists will be a thing of the past.

WHAT ARE YOU WAITING FOR?

Your students could be discussing and investigating questions such as...
• “What should the next space mission be?” (from the Earth Science unit, Exploring Space)
• “How can I reduce my risk of heart disease?” (from the Life Science unit, Body Works)
• “How can we reduce the risks of motor vehicle injuries?” (from the Physical Science unit,
Force and Motion)

4

CUSTOM UNIT SEQUENCES TO SUPPORT YOUR STANDARDS

They can be used in an integrated or domain model approach. Many states and districts have
relied on our ability to be flexible and have created custom sequence programs to align to their
standards. Below are a few examples:

NORTH CAROLINA CONNECTICUT CALIFORNIA

GRADE 6 - Studying Soil GRADE 6 - Studying Materials GRADE 6 - Body Works, Cell
Scientifically, Plate Tectonics, Scientifically, The Chemistry Biology and Disease, Genetics,
The Earth in Space, Exploring of Materials, Ecology, Weather Weather and Atmosphere,
Space, Waves, Studying and Atmosphere, Investigating Energy
Materials Scientifically Groundwater: The Fruitvale GRADE 7 – Ecology, Rocks
GRADE 7 - Body Works, Cell Story module* and Minerals, Erosion and
Biology and Disease, Genetics, GRADE 7 - Energy, Body Deposition, Plate Tectonics,
Energy, Force and Motion, Works, Erosion and Deposition, The Chemistry of Materials
Weather and Atmosphere Plate Tectonics, Cell Biology GRADE 8 – Evolution,
GRADE 8 - Water, The and Disease, Food Safety Genetics, The Earth in Space,
Chemistry of Materials, module* Exploring Space, Force and
Energy, Ecology, Evolution, GRADE 8 - Force and Motion, Motion, Energy, Waves
Bioengineering Evolution, Genetics, The Earth
in Space, Exploring the Solar
System

*These modules can be found on the kit side of the catalog and allow for even further customization.

SEPUP PROGRAMS MAKE A DIFFERENCE!

This is an actual email from a SEPUP student to her teacher;
these kinds of letters leave a mark on our hearts.

October 2015

Dear Mrs. N.,

You were my 7th grade science teacher in 2002. Because I was switching schools, I was only in
your class first semester. But what a difference you made in one semester! I loved your cholera
outbreak class activity. It planted the seed, which grew into pursuing a career in public health.
I’m now an epidemiologist in Colorado. Epidemiology is a field few have heard of. Because of you,
I was fortunate enough to have learned about it at a young age. Thank you for being such an
inspiring teacher and helping me find my path in life. I owe you an enormous amount of thanks.

Thank you!
D.

5

Changing the way teachers and students think about science

SEPUP materials are based on solid scientific and educational research and best practice. The
lessons in each unit follow a defined learning cycle, allowing students to collect and analyze
data on a regular basis. Each unit has authentic assessments, intentional and effective
integration of STEM and literacy, embedded strategies for diverse learners, and online access
and resources for the teacher and students through My LAB-AIDS. All the materials are already
there for you, neat and organized.

LEARNING CYCLE

The SEPUP Learning Cycle provides structure and sequence for teachers when teaching a new
concept or building off a previous one. It’s great for students because it allows them to authentically
engage in the practices of real scientists and engineers. It also has them “do” before “reading,”
giving all students a concrete understanding before reading something that may be more
abstract. This allows students to pull from what they’ve done and apply it as they read.

COLLECT SCIENTIFIC EVIDENCE

Gather scientific evidence through
inquiry activities and readings

MOTIVATE CHALLENGE ANALYZE THE EVIDENCE USE EVIDENCE
F Focus on a specific Interpret and / or Apply the evidence to
Create a context with an evaluate the nature of address the original
issue or problem and elicit question. What do scientific evidenc. e issue or problem
students’ prior knowledge we need to know?

BUILD KNOWLEDGE AND
MAKE CONNECTIONS

Build conceptual understanding of
important scientific ideas. Connect
new learning to previous ideas

6

ASSESSMENT SYSTEM

Teachers use the nationally acclaimed SEPUP Assessment System to collect evidence on
what students have learned, improve teacher instruction, and increase student performance.
With formative and summative evaluations integrated into the curriculum, teachers can work
together to develop clear and consistent expectations and promote uniform evaluation within a
science department or district.

The diagram below illustrates the three core components of the assessment system and
additional assistance that support teachers. Student progress is measured through assessment
questions or tasks, which are a part of students’ daily notebooking.

NINE ASSESSMENT VARIABLES ASSESSMENT SCORING GUIDES
TASKS
Designing Investigations (rubrics) describing
Organizing Data for each variable 4 competency levels
Analyzing Data
for each variable
Understanding Concepts
Recognizing Concepts
Evidence and Trade-offs
Communication Skills

Organizing Scientific Ideas
Group Interaction

BLUEPRINTS/OVERVIEWS ASSISTANCE FOR TEACHERS MODERATION
of assessment tasks collaboration with other
throughout EXEMPLARS
course or module for each competency teachers for scoring
level in Scoring Guide

UC Scoring Guide DSin•tE•S•uuSstsudcouuCrecseledsmRosailinnesanInrePstgentgciTlatstenreaoieIcpaggvOcldcnateetoNscinivlhafi.amuatgebcrnrspaaoratcetlnmriieissaetnlphtnywfteeootoaasinorfinycmsLn,cdleeasaycvurcttooieoocifounlyhmon3rcsatpercnAshepli:oeNeestttpnrsDe.optslicynrgfioiosceeveenxciedspto.ielbfinadeccinyeinsopontsdr. Understanding Concepts

LEVEL (From the Physical Science unit, Energy)

Level 4 and beyond “Your friend says that when he measured how
Above much electricity was provided by a battery,
it was less than the potential energy in the
Level 3 and battery. He concluded that the transformation
Complete violated the Law of Conservation of Energy.
Do you agree? Explain, using the ideas of the
t“(EoatecidwhcEFLAonnLpvOoLeXeeleervrmxnsmevoiriveeoendnoeywplcrltols2t1tpmgoite0urloeitaraflhrynwenreyidatnrcmety.bwheeteTwaeho-ihtoaarerhhLeennfaeftinsdqsfSsBrptScStwieUSatrohutuructaiouTTneduddedeecleaoSdheerefenecahvnerrpnantcnasnt,tyteneet-ss’idtsyinstox.fihoos.eriacpmaeoietolrddsufanelraopisut-frnnoeorectsohostfcmniotrewosdyvlifseroyespsfuapeieteiovsuofsssoxaelmncpriunlsneystldtiuaissosleaisicsonvnrdeiitiniesticeiudg,ynonoydr,trktrrroiBieoonlcfieeulr.ecssrsdei.gu.enecScoissboeprooclsnu(teeoccche,Hmnifoepeondpinarp.tsitptagmnsihtfiiinoocitnesne:drniueontTi.sp)ioednyds”pr.ouewyionuenPorrrgtruitaito)frenyCyvdooaidunerservaLOLeALetcnCvLelvoimeEevoeyAoLrlLevTlomoreb0Eele1usvnVolp2cSter3vEltletcweLh4tooaeeaynrrfaedinndEbgenyGoenudSritSipdthanStdgAuArcoaSutgeeedcNut•Nts•d•ilyciS•uuiDendesaetDDitcirdnspviere.Eneinuassoliein”atenarnSvsoottvtctdno’nctsnureaitCcsalnmedtuiouptuktdllfrsRad.anuuededyemouebeicknIitedansesispvPsjoehnsdptepdccianiiTpansiinmigdcleuogncstreIoiggatpec.nensgOnapotdirsonorlivrpesatefitrcedeNeeceemsehorvlcssloihleiea,eadeetcasiaperoisssgivivnrnnotsblrspaniraomitai.btoasnyonineacpdhmeewuitrntcststeeovstrhusauieeciBasooritoydpevrnxesrUn,rLamfeipa.pg,edstesoTndeqoeeuovevutcveurr,ciprenhdietsie-oahmdrlceieoe,olnr3eoeidraafnetvgunfpsnayvcntibs:ndc,anhtdietsyiooecsesda,ouctcrftsBtoianaigusheqhUwrklrsoreemnieuaaTarsueatisetae/sdisssiersnsfivhaioensnbetticaeiandooiagne.ntrssetrygyodcno.hnocn-.fed
7

STEM

We all want to inspire our students. Mrs N’s student, who later studied epidemiology (see
page 5), first learned about epidemiology in school during an application of STEM in the
Physical Science Water unit (also studied in the Life Science Unit Cell Biology and Disease).
Students need STEM integration because it engages them in problem solving strategies,
collaborative work, and practice with rethinking/redesign, all of which are vital to success in
many aspects of life and in the workplace.

Over 20 SEPUP activities engage students in engineering design. Students have opportunities
to extend and apply core content by engineering a solution to a real-world problem. These
opportunities are distributed among Earth, Life, and Physical science as shown in the table below.

Engineering and Design Practices in SEPUP

Course Activity #: Description of task Students Students engage in the engineering process
Issues and Earth Science (IAES) suggest or
Issues and Life Science (IALS) evaluate a Design Test Re-design

Issues and Physical Science (IAPS) solution XXX
IAES 11: Recommend a soil improvement plan X X
IAES 32: Design a coastal breakwater
IAES 35: Recommend a site plan for housing X XXX
X
development XXX
IAES 49: Evaluate sites for nuclear waste disposal X
IAES 67: Design / build wind vane / anemometer X
IAES 98: Recommend a space mission X XXX
IALS 48: Design an improved hand-washing X XXX
X XXX
procedure
IALS 88: Suggest a plan for preventing zebra X XXX
XX
mussel spread
IALS 104: Design an artificial heart valve XXX
IALS 105: Design an artificial bone X
IALS 107: Design an energy bar
IALS 108: Design a prosthetic limb XXX
IAPS 12: Recommend material for a drink
X
container X
IAPS 13: Construct a product life cycle for a

drink container
IAPS 29: Evaluate options to recommend a

“green” computer
IAPS 60: Design an ice preservation chamber
IAPS 63: Improve a calorimeter design
IAPS 69: Design a better solar collector
IAPS 70: Design a warm and cool home
IAPS 72: Recommend an energy-improvement

plan for a home
IAPS 73: Evaluate vehicle safety features
IAPS 85: Design a crash test dummy

8

LITERACY

Teachers rave about the array of SEPUP’s strategically integrated literacy strategies. These
strategies help students develop skills necessary not only for science and engineering success
but in other content areas as well. They help students improve their abilities to read, write,
talk and think about science. When students discuss their ideas and engage in argumentation
with their peers they better comprehend the concepts and their ability to write increases
significantly.

Literacy Strategies Embedded in SEPUP Core Curriculum

Literacy Category Literacy Strategy
Supporting reading comprehension Anticipation Guide • Directed Activities Related to Text (DART) • Listen,
Stop, Write • Reading Scientific Procedures • Three-Level Reading Guide
Enhancing student writing Keeping a Science Notebook • Writing a Formal Investigation Report
• Writing Frame • Writing Review • Research Project • Assessment:
Facilitating group discussion Communicating Scientific Information
Synthesizing concepts and Discussion Web • Intra-Act • Oral Presentation • Walking Debate
vocabulary • Assessment: Group Interaction
Categorization Activity • Concept Map • KWL • Talking Drawing
• Venn Diagrams

The Science Lab Notebook —
your lab partner for making meaning!
144 pages, with LAB-LOG,
and GraphAnywhere

SLN-1 $8.95
(bulk pricing up to 55% off)

9

DIVERSE LEARNERS

Teachers don’t teach to a “one size fits all” classroom and SEPUP doesn’t expect that either.
With an entire Teacher Resource section devoted to diverse learners, you will have dozens of
strategies at your fingertips. Those strategies are also strategically built into various activities
throughout the Teacher and Student Editions. Differentiating instruction and assessment is not
only beneficial to the target student group, but for the entire class as it provides multiple ways
for students to access and process new material. The table below summarizes the types of
differentiated learning strategies embedded in the SEPUP curricula.

Students with • Hands-on activities provide concrete experiences
Learning Disabilities • Optional student sheets provide step-by-step procedures for open inquiry labs
English Language • Literacy strategies support improvement of reading comprehension and writing skills
Learners • Discussion strategies facilitate communication
Academically Gifted • Scoring guides state clear assessment goals
Students • Vocabulary is introduced with operational definitions that connect concepts to

learning experiences
• 4-2-1 cooperative groupings encourage student interactions in a non-threatening

environment
• Discussion strategies enhance speaking and listening skills
• Literacy strategies strengthen reading and writing skills
• Analyze and revise procedures or activities to address limitations in models and labs
• Extend explorations that could answer new questions
• Increase depth of background information presented
• Present more than one viewpoint and find evidence to support other points of view
• Students set their own goals for a “Level-4” response on the assessment scoring

guides and demonstrate those goals

10

MY LAB-AIDS BOOKSHELF

Everything you need to plan ahead is found online in your Teacher’s Portal, My LAB-AIDS
bookshelf. Students log in to access their text at home or on electronic devices in the classroom.
This is great for 1:1 classrooms, completing an extension, finishing up an analysis question for
homework, or accessing LABsent if they missed the lab (our solution to the question, “What do
my students do if they miss a lab?”).

Where applicable, the Teacher’s Portal will give teachers access to:
• Teacher’s Edition
• Teacher Resources
• ExamView® Test Generating Software
• Student Edition (English and Spanish)*
• Student Sheets (English and Spanish)*
• Visual Aids (English and Spanish)
• Resource Supplements
• Literacy Resources
• Slide presentations
• LABsent (video of lab and student
sheet for when students miss a lab)*
• Additional Resources*

*What students have access to on their Portal.

MATERIALS

Not knowing what materials you’ll
need or making sure you have
enough is a thing of the past with
LAB-AIDS®. Teachers feel at ease
knowing just about all the materials
needed come with each unit in well-
laid-out, organized drawers. Students
learn how to handle themselves and
use science equipment in a safe and
cooperative manner. With the 4-2-1
model approach, there are always
enough materials to keep all hands
busy. Every unit comes with enough
materials to support at least 5 classes
of 32 students before consumables
need replenishing.

11

STUDYING SOIL SCIENTIFICALLY

Over-arching Issue: “Why don’t plants grow in the school garden?”

Beginning with a study of the properties of different types of soils in the context of preparing a
school garden, students investigate soil profiles, organic and inorganic components, the use of
fertilizers, and soil mapping.
Core Science Content: Observation, measurement, soil composition, soil fertility
Key Assessment Question: “Write a letter to the school principal that states your
recommendation for the school garden. Convince the principal with evidence you gathered in
this unit. Be sure to present the trade-offs of your recommendation.”

4 WEEK UNIT

For custom orders and
standards correlations
by state please see
the “Your State” page
on lab-aids.com to
contact your state’s
Science Curriculum
Sales Consultant.
STEM LITERACY AG

REFILLABLE SPANISH

STUDYING SOILS SCIENTIFICALLY ITEM NO. PRICE
COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students,
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher IAES-UA-2O00 $1,400.00
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints,
Teacher’s Edition, Student Book, and supplemental resources) IAES-UA-2OLSP-7 $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, IAES-UA-2SB $29.95
LABsent, student sheets, resource supplements; 7 years) $100.00
STUDENT BOOK (softcover) IAES-UA-2TETR $8.95
TEACHER’S EDITION AND RESOURCES (printed copy) SLN-1
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $56.00 after use by at least 160 students

12

ROCKS AND MINERALS

Over-arching Issue: “How do diamonds made in a lab compare to diamonds
mined from the earth?”

As they consider questions related to use of our natural resources, students investigate
properties of rocks and minerals. The physical properties of individual specimens, such as
luster, hardness, and color are investigated, as are main rock types - sedimentary, igneous, and
metamorphic, as well as, how rocks change from one form to another in the rock cycle.
Core Science Content: Rock cycle, rock formation, minerals, observation, data collection
Key Assessment Question: “You’ve decided to buy a large one-carat yellow diamond.
A) Which type of diamond – manufactured or mined – would you buy? B) Support your
answer with evidence from the activity. C) Identify the trade-offs of your decision.”

5 WEEK UNIT

For custom orders and
standards correlations

by state please see
the “Your State” page

on lab-aids.com to
contact your state’s
Science Curriculum

Sales Consultant.

LITERACY STEM
SPANISH REFILLABLE

ROCKS AND MINERALS ITEM NO. PRICE
COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students,
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher IAES-UB-2O00 $1,800.00
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints,
Teacher’s Edition, Student Book, and supplemental resources) IAES-UB-2OLSP-7 $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, IAES-UB-2SB $29.95
LABsent, student sheets, resource supplements; 7 years) $100.00
STUDENT BOOK (softcover) IAES-UB-2TETR $8.95
TEACHER’S EDITION AND RESOURCES (printed copy) SLN-1
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off) 13
REFILLS Average cost of refills is $15.00 after use by at least 160 students

EROSION AND DEPOSITION

Over-arching Issue: “Where should Boomtown construct the new buildings?”

The destructive and constructive forces of wind, wave, and water on landforms are investigated as
students decide where to build a new housing development. Stream tables and topographic maps
are used to study river action, deposition of sediments, and landform contours. Students then
recommend the building site for the housing development and identify trade-offs of their decision.
Core Science Content: Topography, erosion, deposition, landforms
Key Assessment Question: “Where do you think Boomtown should build new housing – on Green
Hill, the Delta Wetlands, or Seaside Cliff? Describe the evidence that you used to make your
decision and how you weighed the advantages and disadvantages of each location.”

5 WEEK UNIT

For custom orders and
standards correlations
by state please see
the “Your State” page
on lab-aids.com to
contact your state’s
Science Curriculum
Sales Consultant.

STEM LITERACY
REFILLABLE SPANISH

EROSION AND DEPOSITION ITEM NO. PRICE
COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students,
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher IAES-UC-2O00 $1,572.00
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints,
Teacher’s Edition, Student Book, and supplemental resources) IAES-UC-2OLSP-7 $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, IAES-UC-2SB $29.95
LABsent, student sheets, resource supplements; 7 years) $100.00
STUDENT BOOK (softcover) IAES-UC-2TETR $8.95
TEACHER’S EDITION AND RESOURCES (printed copy) SLN-1
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $115.00 after use by at least 160 students

14

PLATE TECTONICS

Over-arching Issue: “Which site would you recommend for storing
nuclear waste?”

Students explore the structure of the earth and learn how the slow movements of the earth plates
help shape its features, continents and oceans. They investigate the types of plate boundary
movements that result in and create earthquakes and volcanoes. Students examine plans and
recommend a site to deposit radioactive waste.
Core Science Content: Earth’s history, earthquakes, volcanoes, plate tectonics, mountain building,
continental drift
Key Assessment Question: “Would you select one of the eight suggested sites, or would you suggest
a different site [for storing nuclear waste]? A) State the site you would choose. B) Support your
decision with as many pieces of evidence as you can. C) Discuss the trade-offs of your decision.”

5 WEEK UNIT

For custom orders and
standards correlations

by state please see
the “Your State” page

on lab-aids.com to
contact your state’s
Science Curriculum

Sales Consultant.

LITERACY STEM
SPANISH REFILLABLE

PLATE TECTONICS ITEM NO. PRICE
COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students,
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher IAES-UD-2O00 $1,305.00
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints,
Teacher’s Edition, Student Book, and supplemental resources) IAES-UD-2OLSP-7 $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, IAES-UD-2SB $29.95
LABsent, student sheets, resource supplements; 7 years) $100.00
STUDENT BOOK (softcover) IAES-UD-2TETR $8.95
TEACHER’S EDITION AND RESOURCES (printed copy) SLN-1
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off) 15
REFILLS Average cost of refills is $53.00 after use by at least 160 students

WEATHER AND ATMOSPHERE

Over-arching Issue: “Is the growth of Sunbeam City affecting its weather, atmo-
sphere, and water availability?”

Relationships between weather and climate are explored as students take on the STEM roles of the
climatologist, hydrologist, meteorologist, or atmospheric scientist. The factors that cause weather and
climate, including energy from the sun, the water cycle, and global ocean currents are experienced.
Students consider the present composition of the earth’s atmosphere and how it has changed over
time. They also explore a possible connection between changing weather patterns in an urban area with
increasing population growth.
Core Science Content: Water cycle, clouds, sun as a source of energy, oceans affect climate, atmosphere
(structure and properties), global patterns
Key Assessment Question: “Based on the evidence in the scientists’ reports, is there any possible
relationship between population growth and the weather, atmosphere, or water availability of Sunbeam
City? Support your answer with evidence from this unit.”

6 WEEK UNIT

For custom orders and
standards correlations
by state please see
the “Your State” page
on lab-aids.com to
contact your state’s
Science Curriculum
Sales Consultant.

STEM LITERACY
REFILLABLE SPANISH

WEATHER AND ATMOSPHERE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAES-UE-2O00 $1,502.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IAES-UE-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IAES-UE-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAES-UE-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $47.00 after use by at least 160 students

16

THE EARTH IN SPACE

Over-arching Issue: “Would a different type of calendar be better? If so, why?

Students explore the day-night cycle and Earth’s rotation around its axis. They analyze data,
use models and a computer simulation to explore Earth’s axis tilt and revolution around the Sun,
and explain Earth’s year and seasonal changes in day length and average temperature. Students
investigate the reason for the phases of the moon, the relationship of the solar and lunar cycles to
different calendars, and finally recommend a calendar with the fewest trade-offs.
Core Science Content: Earth, moon, day and year length, moon phases, seasons, axis tilt
Key Assessment Question: “Based on your discussion, would you recommend that the world switch
to a proposed international calendar or continue with the calendars already in use? Write a letter to
a government official, such as one of your United States senators to express your recommendation.
Discuss your reasons for and the trade-offs of your recommendation.”

5 WEEK UNIT

For custom orders and
standards correlations

by state please see
the “Your State” page

on lab-aids.com to
contact your state’s
Science Curriculum

Sales Consultant.

SPANISH LITERACY
STEM NONCONSUMABLE

THE EARTH IN SPACE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAES-UF-2O00NC $700.00
TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years which
includes ExamView, Spanish versions, LABsent, PowerPoints, Teacher’s Edition, IAES-UF-2OLSP-7 $29.95
Student Book, and supplemental resources) IAES-UF-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAES-UF-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) 17
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS No refills needed in the use of this unit

EXPLORING SPACE

Over-arching Issue: “What kinds of future space missions should we conduct?”

In the context of issues related to space exploration, students investigate the objects that make
up the Solar System. Space objects are classified based on their characteristics. Various models of
the solar system are critiqued for accuracy. Technological advances, such as the development of
telescope technology, remote sensing, and their role in discoveries about space are explored. Other
activities of the Sun, gravity, and the space program then conclude by considering the benefits and
trade-offs of piloted and unpiloted space exploration.
Core Science Content: Solar system, planetary motion, gravity
Key Assessment Question: “Write a letter to the National Government Council stating your
recommendation for which of the four missions to fund [Kuiper Belt, Mars, Titan, or our Moon].
Convince the council with evidence you gathered in this activity and unit. Be sure to present the
trade-offs of your recommendation.”

5 WEEK UNIT

For custom orders and
standards correlations
by state please see
the “Your State” page
on lab-aids.com to
contact your state’s
Science Curriculum
Sales Consultant.

LITERACY SPANISH
NONCONSUMABLE STEM

EXPLORING SPACE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAES-UG-2O00NC $953.00
TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years which
includes ExamView, Spanish versions, LABsent, PowerPoints, Teacher’s Edition, IAES-UG-2OLSP-7 $29.95
Student Book, and supplemental resources) IAES-UG-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAES-UG-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS No refills needed in the use of this unit

18

STEM LITERACY For custom orders and
standards correlations
REFILLABLE SPANISH
by state please see
ISSUES AND the “Your State” page
EARTH SCIENCE
on lab-aids.com to
How do earth features influence where people live? What contact your state’s
policies should guide our use of earth’s resources? How Science Curriculum
should we dispose of nuclear wastes? What kind of space
exploration should we undertake in the future? Students Sales Consultant.
explore evidence, make recommendations, and identify
the trade-offs of their decisions behind these and related
issues in ISSUES AND EARTH SCIENCE.

THE FULL COURSE CONTAINS THE FOLLOWING UNITS

Unit A - Studying Soil Scientifically (see page 12)
Unit B - Rocks and Minerals (see page 13)
Unit C - Erosion and Deposition (see page 14)
Unit D - Plate Tectonics (see page 15)
Unit E - Weather and Atmosphere (see page 16)
Unit F - The Earth in Space (see page 17)
Unit G - Exploring Space (see page 18)

ISSUES AND EARTH SCIENCE FULL-YEAR COURSE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAES-2O00 $5,945.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IAES-2OLSP-7 $79.95
Teacher’s Edition, Student Book, and supplemental resources) IAES-2SB
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $79.95
LABsent, student sheets, resource supplements; 7 years) IAES-2TETR $175.00
STUDENT BOOK (hardcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) $8.95
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off) IAES-2H-2000
Small class sizes for 5 sections of 16 students might consider our $3,645.00
COMPLETE MATERIALS PACKAGE FOR 16 STUDENTS PER CLASS

19

STUDYING PEOPLE SCIENTIFICALLY

Over-arching Issue: “Which proposals have an experimental design
worth funding?”

Student investigations address important ideas about the nature of science, the traditional scientific
method, and experimental design. At the end of the unit, they evaluate several proposed studies for the
quality of their scientific design.
Core Science Content: Observations, hypothesis, data collection, evidence, experimental design, variable,
range, recording procedures, placebo, and nervous system
Key Assessment Question: “You find out that the NIH has only enough money to fund one [clinical trial]
study and plans to fund the best proposal. Explain which study you would fund. Support your answer
with evidence and identify the trade-offs of your decision. (Hint: To write a complete answer, first state
your opinion. Provide two or more pieces of evidence that support your opinion. Then consider all sides
of the issue and identify the trade-offs of your decision.)”

4 WEEK UNIT

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STEM LITERACY
REFILLABLE SPANISH

STUDYING PEOPLE SCIENTIFICALLY ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IALS-UA-2O00 $495.00
TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years which
includes ExamView, Spanish versions, LABsent, PowerPoints, Teacher’s Edition, IALS-UA-2OLSP-7 $29.95
Student Book, and supplemental resources) IALS-UA-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IALS-UA-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $17.00 after use by at least 160 students

20

BODY WORKS

Over-arching Issue: “How can you convince people to make choices that reduce
their level of risk from heart disease?”

Students explore the role of organ systems in providing nutrients and oxygen to the body and transporting
and eliminating wastes. There is an in-depth focus on the cardiopulmonary system as students investigate
heart disease, nutrition, and exercise.
Core Science Content: Body systems structure and function: skeletal, circulatory, respiratory, excretory,
reproductive, cardiovascular, disease, modeling
Key Assessment Question: “Imagine you are a doctor and Ms. McDonald visits you to discuss her health.
She says, ‘I just took a look at risk factors for heart disease. I fall into a lot of high-risk categories. I work
long hours and don’t have much spare time. I eat a lot of fast food hamburgers and fries, and I exercise
only on Saturdays. Does this mean that I will definitely have heart disease?’ What would you tell Ms.
McDonald about her risk for heart disease? Support your answer with evidence and discuss any trade-
offs involved in your recommendation.”

6-7 WEEK UNIT

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LITERACY STEM
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BODY WORKS ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IALS-UB-2O00 $1,849.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IALS-UB-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IALS-UB-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IALS-UB-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) 21
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $210.00 after use by at least 160 students

CELL BIOLOGY AND DISEASE

Over-arching Issue: “How do new diseases evolve and spread? What can you
do to stop it?”

Microbiology, specifically cell size, structure, function, and permeability; and systems of classification are
explored. Students investigate the function of the immune system and the growth
of antibiotic-resistant organisms. A project on disease develops research skills.
Core Science Content: Microscopy, cell structure and function, microbes, disease, antibiotic resistance,
emerging diseases, epidemiologist
Key Assessment Question: “Now that your CDC team has discovered how this disease [Maracondo
Fever] spreads, you must recommend ways to reduce the spread of the disease, both within and outside
of Maracondo. Recall what you know about viruses, as well as the information provided in this activity.
Provide at least two recommendations to stop the spread of Maracondo Fever. Support them with
evidence and identify the trade-offs involved in your recommendations.”

8-10 WEEK UNIT

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STEM LITERACY
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CELL BIOLOGY AND DISEASE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IALS-UC-2O00 $2,733.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IALS-UC-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IALS-UC-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IALS-UC-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $183.00 after use by at least 160 students

22

GENETICS

Over-arching Issue: “What are the ethical issues involved in using
genetic information?”

The fundamental principles of Mendelian genetics in pea plants and humans is explored. Students
study asexual and sexual reproduction, the process of cell division, and the role of nature and nurture in
determining traits. They model the use of DNA technologies to solve real problems.
Core Science Content: Asexual and sexual reproduction, heredity, probability, nature and nurture,
DNA fingerprinting
Key Assessment Question: “Imagine you are a judge trying to make a fair and final decision
about whether to reunite the children from Samarra with their biological families from Namelia.
Write your ruling and your explanation. Be sure to discuss any difficult ethical trade-offs you
have had to make.”

5-7 WEEK UNIT

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by state please see
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on lab-aids.com to
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LITERACY STEM
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GENETICS ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IALS-UD-2O00 $784.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IALS-UD-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IALS-UD-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IALS-UD-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) 23
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $56.00 after use by at least 160 students

ECOLOGY

Over-arching Issue: “What are the trade-offs of introducing a species
into a new environment?”

Students consider what happens when a new species is introduced into an ecosystem. They model
ecological relationships within an ecosystem; simulate the effect of competition, predation, and
other factors on population size; and investigate local ecosystems.
Core Science Content: Introduced species, classification, energy flow in food webs, populations,
habitats, producers, consumers, predator, prey, carrying capacity
Key Assessment Question: “Write a letter to the editor of a local newspaper describing the situation
of an introduced species. Explain what, if anything, you think should be done about the species.
Support your answer with evidence and discuss the trade-offs of your decision.”

5-7 WEEK UNIT

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standards correlations
by state please see
the “Your State” page
on lab-aids.com to
contact your state’s
Science Curriculum
Sales Consultant.

STEM LITERACY
REFILLABLE SPANISH

ECOLOGY ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IALS-UE-2O00 $1,445.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IALS-UE-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IALS-UE-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IALS-UE-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $232.00 after use by at least 160 students

24

EVOLUTION

Over-arching Issue: “What are the trade-offs in deciding whether to save an
endangered species or to re-create an extinct one?”

Should an extinct species be brought back to life? Students examine fossils, consider the lines of
evidence for evolution, natural selection, and the role of genetic mutations. They then evaluate the
impact of humans on the extinction and evolution of species.
Core Science Content: Adaption, competition, endangered species, extinction, fossil record,
geological time, law of superposition, mutation, variation, natural selection
Key Assessment Question: “Imagine that advances in science and technology allow genetic
engineers to re-create living dodo birds. Should dodos be re-created and released into the
ecosystem of modern Mauritius? Support your answer with evidence and identify the trade-offs of
your decision.”

3-5 WEEK UNIT

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LITERACY STEM
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EVOLUTION ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IALS-UF-2O00 $1,145.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IALS-UF-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IALS-UF-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IALS-UF-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) 25
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $21.00 after use by at least 160 students

BIOENGINEERING

Over-arching Issue: “How are new solutions to problems in life
science developed?”

Students construct, evaluate, and revise their prototypes of tools and products as they explore the design process.
The contributions of various individuals to the fields of science and biotechnology are presented and discussed.
Core Science Content: Design constraints, bioengineering, invention, prosthesis, prototype, technology
Key Assessment Question: “Imagine that you could decide how much money a university will provide for
scientific research and how much it will provide for development of technology. The university is considering
two proposals. One proposal would provide 80% of the funds to scientific research and 20% to technology
development. The other proposal would split the funding so that 20% goes to scientific research and 80%
goes to technology development. Explain whether you would fund one of these two proposals, or whether you
would make another proposal. If you would make another proposal, be sure to describe it. Then explain what
factors influenced your decision and identify the trade-offs of your choice.”

4-5 WEEK UNIT

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by state please see
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STEM LITERACY
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BIOENGINEERING ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IALS-UG-2O00 $751.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IALS-UG-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IALS-UG-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IALS-UG-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $78.00 after use by at least 160 students

26

STEM LITERACY
REFILLABLE SPANISH

ISSUES AND
LIFE SCIENCE

Students will find that many of the issues they will study For custom orders and
in ISSUES AND LIFE SCIENCE (IALS) appear frequently standards correlations
in the media. IALS allows students to explore and develop
knowledge, skills, and understanding that will help them to by state please see
make their own informed decisions on these issues. These the “Your State” page
relevant issues provide a framework for student work and
reflection and a context in which to understand concepts. on lab-aids.com to
contact your state’s
THE FULL COURSE CONTAINS THE FOLLOWING UNITS Science Curriculum

Unit A - Experimental Design: Studying People Scientifically (see page 20) Sales Consultant.

Unit B - Body Works (see page 21)

Unit C - Cell Biology and Disease (see page 22)

Unit D - Genetics (see page 23)

Unit E - Ecology (see page 24)

Unit F - Evolution (see page 25)

Unit G - Bioengineering (see page 26)

ISSUES AND LIFE SCIENCE FULL-YEAR COURSE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IALS-2O00 $6,730.00
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for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IALS-2OLSP-7 $79.95
Teacher’s Edition, Student Book, and supplemental resources) IALS-2SB
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $79.95
LABsent, student sheets, resource supplements; 7 years) IALS-2TETR $175.00
STUDENT BOOK (hardcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) $8.95
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off) IALS-2H-2000
Small class sizes for 5 sections of 16 students might consider our $4,430.00
COMPLETE MATERIALS PACKAGE FOR 16 STUDENTS PER CLASS

27

STUDYING MATERIALS SCIENTIFICALLY

Over-arching Issue: “How should hazardous materials be handled?”

Students investigate the properties of different materials. They identify unknown substances, and
separate mixtures using a variety of chemical and physical properties, including density. As they learn
about hazardous materials and the safety procedures used in handling them, students apply their
understanding to evaluate the safety, effectiveness, storage, and handling of cleaning products used
in a hospital.

Core Science Content: Laboratory safety, handling hazardous materials, physical and chemical
properties, density, identifying unknown substances

Key Assessment Question: “Which glass cleaner have you selected [for the hospital]? A) State your
decision. B) Support your decision with as many pieces of evidence from this activity as you can.
C) Discuss the trade-offs of your decision.”

3 WEEK UNIT

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STEM LITERACY
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STUDYING MATERIALS SCIENTIFICALLY ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAPS-UA-2000 $1,578.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IAPS-UA-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IAPS-UA-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAPS-UA-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $69.00 after use by at least 160 students

28

THE CHEMISTRY OF MATERIALS

Over-arching Issue: “When you buy a new product, do you think about what
materials it is made of? What will happen to it when you
no longer have a need for it?”

Students construct product life cycles of drink containers: from raw materials through the end of its
useful life. Moving from the atomic level to the material level, students investigate what conservation of
matter means in light of the product life cycle and how this can affect manufacturing decisions. They then
determine ways to reduce the environmental impacts of a computer circuit boards life cycle.
Core Science Content: Physical and chemical properties of substances, elements and compounds, The
Periodic Table, chemical reactions, chemistry of materials, conservation of mass
Key Assessment Question: “Which proposal would you recommend the district choose for its Green
Computer Giant? State your opinion, citing evidence from Student Sheet 29.3, ‘Comparing Computer Proposals,’
and previous activities. Include a discussion of the trade-offs involved in your decision.”

8 WEEK UNIT

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THE CHEMISTRY OF MATERIALS ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAPS-UB-2000 $2,319.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IAPS-UB-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IAPS-UB-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAPS-UB-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) 29
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $164.00 after use by at least 160 students

WATER

Over-arching Issue: “What does your community do to make its water
safe to drink? Whose responsibility is it?”

Students investigate water quality issues in the fictional community of Willow Grove, the biological and chemical
risks in drinking water, and then explore chemical pollution. Through their investigations, students learn about
water’s properties as a solvent, the properties of acids and bases, and the movement of contaminants through the
water cycle. They interpret water quality reports, perform water quality tests, conduct the steps in municipal water
treatment, and apply that learning to treat a contaminated water sample. Students make recommendations about
Willow Grove’s water treatment and sources in the culminating activity.
Core Science Content: Water quality, elements and compounds, atoms and molecules, mixtures and solutions,
solubility, particle theory of matter, acids and bases
Key Assessment Question: “If you were Carla, would you: A) want to join the Willow Grove Water District or continue
to use well water? Be sure to explain the trade-offs involved and the advantages and disadvantages of each water
source based on information you gathered over the course of the unit. B) drink water from the tap or buy bottled
water for drinking?”

9 WEEK UNIT

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WATER ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAPS-UC-2000 $2,686.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IAPS-UC-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IAPS-UC-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAPS-UC-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $221.00 after use by at least 160 students

30

ENERGY

Over-arching Issue: “Can you help a family decide what energy improvements
they should invest in?”

In the context of household energy usage, students explore energy transfer and conservation. The
activities explore key energy concepts, including the variety of types of energy, energy transfers within
and between systems, the energy chains involved when energy is transformed from one type to a more
desired type, and the methods used to quantify energy and determine the efficiency of energy transfers.

Core Science Content: Energy transfer and transformations, types of energy (kinetic, potential, heat,
solar, chemical, electrical), electrical currents, measuring energy, energy efficiency

Key Assessment Question: “Write a report that gives your energy-improvement recommendation for
your family within the budget given. In the report, explain why you recommend the improvement(s).
Include a discussion of the trade-offs involved in the choices you made.”

8 WEEK UNIT

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LITERACY STEM
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ENERGY ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAPS-UD-2000 $2,240.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IAPS-UD-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IAPS-UD-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAPS-UD-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) 31
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $47.00 after use by at least 160 students

FORCE AND MOTION

Over-arching Issue: “How can we reduce the risks of motor vehicle accidents?”

Students investigate concepts related to force and motion in the context of vehicle safety issues. The
unit begins with investigations of speed, motion graphs, and the impact of mass and speed on vehicle
accidents. Students investigate force, acceleration, mass and friction and are introduced to Newton’s
Laws of Motion. Students recommend ways to reduce the risk of vehicle collisions.
Core Science Content: Newton’s Laws, inertia, force, mass, acceleration, speed, friction, experimental
design, automobile safety
Key Assessment Question: “Write a letter to the head of the U.S. Senate Committee for Highway Safety,
explaining your position on whether cars should be required by law to be alike. Use evidence to support
your position and describe at least one trade-off of your decision.”

7 WEEK UNIT

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LITERACY SPANISH
NONCONSUMABLE STEM

FORCE AND MOTION ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAPS-UE-2000 $1,160.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for
7 years which includes ExamView, Spanish access, LABsent, PowerPoints, Teacher’s IAPS-UE-2OLSP-7 $29.95
Edition, Student Book, and supplemental versions) IAPS-UE-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAPS-UE-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS No refills needed in the use of this unit

32

WAVES

Over-arching Issue: “How can waves be hazardous to your health?”

By exploring the decibel scale, students come to recognize range of human hearing. The concepts of
frequency, wavelength, wave types, and transmission through different media are applied to sound waves.
Understanding the various nature of waves students then transition to exploring electromagnetic waves.
In doing so, they consider the increased health risks of cataracts and skin cancers due to ultraviolet wave
exposure for individuals with different exposure and risk factor profiles. They investigate the varying energy
levels of electromagnetic waves and explore selective transmission, reflection, and absorption. They design
and conduct an experiment to compare the ability of sunscreen to absorb or reflect ultraviolet waves.
Core Science Content: Longitudinal waves, transverse waves, mechanical waves, electromagnetic waves,
wave properties, sound, light, reflection, transmission, absorption, sound intensity, risks of UV radiation
Key Assessment Question: “Prepare a personal ultraviolet protection plan by making a list of all of the
things you can do to reduce your ultraviolet exposure while still participating in the outdoor activities
that you enjoy the most. Then identify any trade-offs that are part of your new strategy.”

3 WEEK UNIT

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LITERACY STEM
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WAVES ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAPS-UF-2000 $1,567.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IAPS-UF-2OLSP-7 $29.95
Teacher’s Edition, Student Book, and supplemental resources) IAPS-UF-2SB $29.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $100.00
LABsent, student sheets, resource supplements; 7 years) IAPS-UF-2TETR $8.95
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION AND RESOURCES (printed copy) 33
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
REFILLS Average cost of refills is $24.00 after use by at least 160 students

STEM LITERACY
REFILLABLE SPANISH

ISSUES AND
PHYSICAL
SCIENCE

All students need to develop an understanding of science

and technology to make informed personal and community

decisions. Using ISSUES AND PHYSICAL SCIENCE,
students learn how to gather and interpret scientific

evidence about issues of interest to them and their

community. As a result, they begin to appreciate the power and also some of the limitations of

science. They also begin to recognize that science is much more than a set of answers to be

learned, but rather, a way of asking questions. For custom orders and
standards correlations by
THE FULL COURSE CONTAINS THE FOLLOWING UNITS state please see the “Your
State” page on lab-aids.com
Unit A - Studying Materials Scientifically (see page 28) to contact your state’s Science
Unit B - The Chemistry of Materials (see page 29) Curriculum Sales Consultant.

Unit C - Water (see page 30)

Unit D - Energy (see page 31)

Unit E - Force and Motion (see page 32)

Unit F - Waves (see page 33)

ISSUES AND PHYSICAL SCIENCE FULL-YEAR COURSE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, IAPS-2O00 $9,145.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Spanish versions, LABsent, PowerPoints, IAPS-2OLSP-7 $79.95
Teacher’s Edition, Student Book, and supplemental resources) IAPS-2SB $79.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, Spanish versions, $175.00
LABsent, student sheets, resource supplements; 7 years) IAPS-2TETR $8.95
STUDENT BOOK (hardcover) SLN-1 $5,545.00
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off) IAPS-2H-2000
Small class sizes for 5 sections of 16 students might consider our
COMPLETE MATERIALS PACKAGE FOR 16 STUDENTS PER CLASS

34

THE NEXT LEVEL OF SOCIAL INTERACTION

DIVERSE LEARNERS REQUIRE DIVERSE STRATEGIES
EXPAND YOUR REPERTOIRE AND EXPAND MORE MINDS

CLASSROOM DISCUSSIONS AND INTERACTIONS

Essential for learning to confirm, explore, and extend understanding
• teacher–class, teacher-student, student-student interactions are facilitated
with specific group collaboration strategies such as SEPUP’s 4-2-1 group
collaboration model
• explain, hypothesize, summarize, debate, review
• information, analysis, conclusions, opinions
• facts, classroom evidence/connections, outside evidence/connections

LAB-AIDS provides guidance and tools for truly Experiencing Science
• Issues and activities that encourage all students to feel empowered to
participate and to want to find additional relevant information
• Group interaction rubrics and discussion guides for students
• Questioning strategies, background information, and many other teaching tips
and aids

Science teachers are uniquely suited to help students hone their literacy techniques
because hands-on, common experiences provide many opportunities for observing,
consistent practice in the use of claims, evidence, and reasoning to support scientific
explanations and arguments.

“It is inquiry-based science and kids are super engaged because they can
make personal connections (with the content).”

— Jennifer Hitchens, Shelbyville, DE

“… like the science inquiry-based methods. I know that SEPUP uses the best,
most effective programs and it takes all the guesswork out of teaching so that I can focus

on my kids and be the best science teacher I can be.”

— Judy Stier, West Bend, WI

“it’s the best way to prepare my teachers to go out into the classroom, and TEACH.”

— Kathy Burke, Buffalo, NY

35

THE NEXT LEVEL OF MOTIVATION

DO YOU FEEL LIKE YOUR STUDENTS COULD BE
MORE MOTIVATED ABOUT SCIENCE?

We get these kinds of updates from teachers all the time, here is one.
I teach a program that uses real-life issues to learn science content. We normally do
2-3 hands-on labs a week that build on a conceptual framework. The students work in
groups of 4 or 2 to gather and synthesize data, today we tested the efficiency of three
different metals in double replacement reactions in order for students to be able to
make a wastewater treatment recommendation to the Acme Metal Corporation (the
unit’s issue). The students notice things that happen on the news and want to share new
evidence to their classmates. They write more in their science notebook and discuss
science more than before we started teaching this way. Parents tell me that their kids
love science this year.

“I really enjoy the real-world examples and the inquiry-based design of the curriculum,
I think the students respond much better to this than the traditional science curriculum.

They’ve come to me years afterwards and told me that they really enjoyed it
or they’re excited to see the things that we talked about in the news”

— Dominick Tapia, Greater Chicago, IL

“I teach with LAB-AIDS because it’s engaging for students, they love it. It provides
real world experiences with good science wrapped around those experiences…”

— Donna Markey, Oceanside, CA

“… because it’s issues-based, meaning every unit starts with a real-life focus that shows
students why science is important…they learn the science while keeping that real life issue

in mind. Then at the end of the unit they revisit the issue and are able to answer it
by using the science that they’ve learned throughout the unit…”

— Katrina Arras, Portland, OR

36

THE NEXT LEVEL OF LITERACY

When we were in school the only one with responsibility for grammar and reading
was the language arts teacher, but in order for our students to hone their literacy
skills, all teachers should incorporate it into their subjects. For many years the
term literacy had a very narrow definition, but recently, literacy has broadened to
encompass all subjects out of necessity. Students need to be literate in all areas to be
career and college ready.

The support for literacy in our programs is embedded — that is, written in to every
program. We don’t just provide blank templates for teachers to fill in, we customize
them for every use. That is support you can count on!

Literacy is not just reading! Enduring
It is... Understanding

• Observing of Science

• Listening Explicit Teaching Strategies Student Parent Involvement
Metacognition
• Speech
Strategies
• Grammar
Performance Expectations
• Writing
Science Literacy
• Comprehension Processing Processing

• Operational Vocabulary Skills Skills

• Reading Table from The New Science Literacy, Thier and Davis,
p. viii. (c) 2002, Heinemann: Portsmouth, NH
Science teachers are uniquely suited
to help students hone their literacy
techniques because hands-on, common
experiences provide many opportunities
for observing, consistent practice in the
use of claims, evidence, and reasoning
to support scientific explanations and
arguments.

“First- it makes me a better teacher, second- it’s able to reach a diverse group of students
and address all of my (students’) learning needs.”

— Cindy Lilly, Horry County, South Carolina

“the complete package for me, I’m no longer out there searching for these random activities.
This program brings it all together with issues and does a nice job of incorporating
literacy strategies as well…”

— Dawn Posekany, Solon, IA

“…the power of engagement with students and the opportunities (they get) to relate science
in the real world to the science content in the classroom.”

— Linda Culpepper, Myrtle Beach, SC

37

THE NEXT LEVEL OF HANDS-ON

IS HANDS-ON LEARNING LEAVING YOU ENOUGH TIME
TO ACTUALLY FOCUS ON STUDENTS?

Hands-on learning is learning by doing. Would you teach someone to swim inside
a traditional classroom? Of course not. No matter how many books you read
about swimming, you are still sure to struggle the first time you try. We need
students to become critical thinkers by involving them in hands-on experiences
over 60% of the time.

HERE’S WHAT SOME MASTER TEACHERS SAY
ABOUT HANDS-ON LEARNING...

“I’ve seen the difference it makes with my kids…using inquiry based science
(I’ve always been a believer), LAB-AIDS allowed me to do things better than I
could ever do by myself…the organization system is great, it takes the burden off
me to set up labs so I can put my focus on my kids, which is what I want to do…”

— Bill Gipperich, Edmond, OK

“Inquiry science-based approach…students are actively engaged in their activities
and it’s a very hands-on approach to teaching science.”

— Anne Prochnow, West Bend, Wisconsin

“A lot of lessons are hands-on and … engaging to my students.”

— Caroline Franek, Greater Chicago, IL

“My students are engaged all-day, every day with a lot of lab activities,
which they love…and I love too”

— Deb Lasala, Ridgefield, CT

“I like that it gives students an opportunity to actually experience science and
then to build the understanding from there. I also love that all the equipment…

is together—it’s very easy to use when you’re ready to use it.”

— Jenny Boldt, Tipton, IA

“…hands-on, engaging, and it helps our students to see
some good modeling of NGSS practices”

— Lisa Martin-Hansen, Long Beach, CA

61