2016 High School Product Catalog

HIGH SCHOOL
CURRICULUM

SCIENCE AND GLOBAL ISSUES: BIOLOGY
SCIENCE AND SUSTAINABILITY
EDC EARTH SCIENCE

A NATURAL APPROACH TO CHEMISTRY

800.381.8003 | www.lab-aids.com

SCIENCE & GLOBAL
ISSUES: BIOLOGY

Teachers tell us it’s the most engaging, thought-provoking
biology program they’ve ever taught.

As biology standards have shifted focus towards more technical cellular and genetics processes,
students have struggled to keep up with these ever more abstract concepts and have made
biology the most often failed science course in most high schools.

Biology teachers using traditional texts have these common complaints:
• I want to do more hands-on that supports more student learning
• I don’t have enough time/too many standards
• I don’t know how to incorporate a science notebook
• My students are unmotivated

Dominick Tapia, Greater Chicago, IL
“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”
Dawn Posekany, Solon, IA
“(It’s) the complete package for me, I’m no longer out there searching for some random activities.
This program brings it all together with issues and does a nice job of incorporating literacy
strategies as well…”

Engage your students in these issues!

39

ECOLOGY: LIVING ON EARTH

Over-arching Issue: How would you design policies to make a fishery
sustainable?

Understanding the complex web of relationships within ecosystems is essential to understanding their
sustainability. In this unit students examine a variety of ecological issues including the impact of human
activities on ecosystems. They see the results of pollution in an area vital to organisms, and learn about
invasive species and their impact on established ecosystems. Students then recommend actions to
sustain a fishery and its ecosystems.

Core Science Content: Flow of energy through ecosystems, global ecosystems, population ecology,
photosynthesis and respiration

Key Assessment Question: “How do you think it would affect the ecosystem if the communities near
Avril Gulf continued fishing spotted flying fish instead of Avril Gulf tuna?”

6-9 WEEK UNIT ITEM NO. PRICE

For custom orders and SGI-BB-1000NC $1,995.00
standards correlations
by state please see SGI-BB-OLSP-7 $32.00
the “Your State” page SGI-BB-1SB $32.00
on lab-aids.com to SGI-B1TETR $175.00
contact your state’s SLN-1 $8.95
Science Curriculum
Sales Consultant.

STEM LITERACY AG
REFILLABLE SPANISH

ECOLOGY: LIVING ON THE EARTH

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and
supplemental resources)
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets,
supplemental resources; 7 years)
STUDENT BOOK (hardcover)
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

40

CELL BIOLOGY: WORLD HEALTH

Over-arching Issue: How should we assist developing countries face public
health challenges from preventable disease? What are the
social, economic, and environmental trade-offs?

Understanding the mechanisms of a disease is essential to our ability to prevent, eradicate, or cure them. In
this unit, students examine several diseases and their social, environmental, and economic consequences. They
learn about the mechanism of these diseases at the cellular level and investigate the structures and functions of
normal cells and the processes that occur inside these cells. At the end of the unit, they make recommendations
for how best to allocate limited funding to address world health problems.
Core Science Content: Structure and function of animal and plant cells, cell specialization, basic biochemistry,
disease-causing microbes
Key Assessment Question: “Describe how you think the limited funds from the foundation should best be
distributed among the proposals. For example, should all of the proposals receive equal funding, should all of
the proposals receive some funding but with some getting more than others, or should one or two receive all of
the funding? Explain the evidence and reasoning for your decision, and discuss the trade-offs of your decision.”

6-8 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

CELL BIOLOGY: WORLD HEALTH ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 SGI-BC-1000NC $2,695.00
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and SGI-BC-OLSP-7 $32.00
supplemental resources)
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets, SGI-BC-1SB $32.00
supplemental resources; 7 years) SGI-B1TETR $175.00
STUDENT BOOK (hardcover)
TEACHER’S EDITION AND RESOURCES (printed copy) SLN-1 $8.95
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

41

GENETICS: FEEDING THE WORLD

Over-arching Issue: What evidence can inform our decisions about producing
and using GMO food crops?

A dynamic, and sometimes controversial, technology that has emerged from genetics is genetic
modification. Scientists place genes from one species into another to give the target species a
specific, desirable trait, such as pest resistance. However, there are concerns that this may lead
to unintended consequences for the environment and/or human health. In this unit, students
investigate how genes and patterns of inheritance function in organisms over generations. They
also learn the procedures and results of genetic modification, and the benefits and trade-offs of
producing genetically modified organisms.
Core Science Content: Phenotype, genotype, traits, DNA replication, mutations, protein synthesis,
gene expression, mitosis, meiosis, genetic engineering
Key Assessment Question: “Describe how your recommendation will affect the social, economic,
and environmental sustainability of your country”

6-9 WEEK UNIT ITEM NO. PRICE

For custom orders and SGI-BD-1000NC $1,895.00
standards correlations
by state please see SGI-BD-OLSP-7 $32.00
the “Your State” page SGI-BD-1SB $32.00
on lab-aids.com to SGI-B1TETR $175.00
contact your state’s SLN-1 $8.95
Science Curriculum
Sales Consultant.

STEM LITERACY
REFILLABLE SPANISH

GENETICS: FEEDING THE WORLD

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and
supplemental resources)
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets,
supplemental resources; 7 years)
STUDENT BOOK (hardcover)
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

42

EVOLUTION: MAINTAINING DIVERSITY

Over-arching Issue: How can we promote evolution by conserving biodiversity?

There is great variety within and between the earth’s ecosystems. All of these levels of variation comprise
the earth’s biodiversity which is the product of billions of years of evolution. In this unit, students
investigate the levels of biodiversity and evolutionary processes that increase, decrease, or maintain
biodiversity. They also examine humans’ social, environmental, and economic influences on biodiversity.
Billions of years of evolution have created great variety within and between the earth’s ecosystems. In the
final task, students make recommendations for which area should be conserved on a fictitious island.

Core Science Content: Levels of biodiversity, introduction to phylogeny, evolutionary processes and
natural selection, speciation, evidence for natural selection

Key Assessment Question: “Describe three indicators you would recommend using to monitor the success
of the conservation over the next 10 years if your recommendation from Question 1 were implemented. These
indicators can be any observations that will help determine if the recommendation is successful.”

4-7 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 NONCONSUMABLE

EVOLUTION: MAINTAINING DIVERSITY ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 SGI-BE-1000NC $1,195.00
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and SGI-BE-OLSP-7 $32.00
supplemental resources)
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets, SGI-BE-1SB $32.00
supplemental resources; 7 years) SGI-B1TETR $175.00
STUDENT BOOK (hardcover)
TEACHER’S EDITION AND RESOURCES (printed copy) SLN-1 $8.95
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

43

STEM LITERACY
REFILLABLE SPANISH

SCIENCE
& GLOBAL
ISSUES: BIOLOGY

SCIENCE AND GLOBAL ISSUES (SGI) makes biology come
to life in your classroom. Students see how their studies
relate t their own lives and how it impacts their environment
and the planet.Field tested in classrooms across the country,
the activities in SGI have a proven track record of engaging
students in scientific inquiry. With built-in literacy support, an embedded formative
assessment system, and a comprehensive and flexible inquiry approach SGI helps
ALL students gain a deeper understanding of biology.

THE FULL COURSE CONTAINS
THE FOLLOWING UNITS

Sustainability

(only available in full course)

Ecology: Living on Earth

(see page 40)

Cell Biology: World Health

(see page 41)

Genetics: Feeding the World

(see page 42)

Evolution: Maintaining
Diversity (see page 43)

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.

SCIENCE & GLOBAL ISSUES: BIOLOGY FULL-YEAR COURSE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, SGI-B-1000 $8,305.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher
for 7 years which includes ExamView, Teacher’s Edition, Student Book, and SGI-B-OLSP-7 $75.00
supplemental resources) SGI-B1SB $75.00
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets, $175.00
supplemental resources; 7 years) SGI-B1TETR $8.95
STUDENT BOOK (hardcover) SLN-1 $4,797.00
TEACHER’S EDITION AND RESOURCES (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off) SGI-BH1000
Small class sizes for 5 sections of 16 students might consider our
COMPLETE MATERIALS PACKAGE FOR 16 STUDENTS PER CLASS

44

SCIENCE AND
SUSTAINABILITY

REVISED EDITION

Engaging environmental science for all students

Want your students to investigate energy use, biotech, and other “hot” topics?

This is a course of big questions. Science and Sustainability uses themes and activities related
to sustainability to engage key concepts from life, earth, and physical sciences.

Material World, a companion student resource book, is a magnificent portrait of families and
their material possessions from 30 different countries across the world. The pictures will
challenge your perceptions of how people live in developed and developing nations. It’s an
excellent resource for taking your students on a “field trip” to investigate global issues.

If you find yourself thinking:

• How can I prepare adequately for this new course I’ve been given?
• It’s hard to keep everyone’s opinions informed by primary evidence.
• I want my kids to do more themselves yet I still find myself on the lecture a lot.

It’s time for Science and Sustainability!

Motivate your students to care about more than just paper vs. plastic. Get your students
collecting data, analyzing risks, assessing trade-offs, supporting decisions with data, and
applying scientific concepts to an array of current real-world situations.

45

LIVING ON EARTH

Over-arching Issue: Sustainable practices can reduce impact on ecosystems.

11 WEEK UNIT What are the personal, community, and global perspectives
that best inform our actions?

Introduces the concept of sustainability by examining survival needs of living organisms and
concepts related to these needs. Environmental impacts of human activities - past, present, and
future are investigated, as well as the role of science and technology.
Core Science Content: Homeostasis & survival needs, population dynamics, heat & energy transfer,
food webs & energy flow, energy use
Key Assessment Question: “What additional information would you like to have before you would
ibnecrceoansfieddesnutrfinacseayteinmgptehraattuinrcerse?aEsexpdlaleinvewlshoyftChOis2ininfotrhmeaattiomnoisspihmepreordteafinnt.i”tely do or do not lead to

FEEDING THE WORLD

Over-arching Issue: What are the trade-offs between society’s need to provide

people with adequate nutrients and the ecological impacts

8 WEEK UNIT of modern methods of food production?

In this unit, students investigate the chemical nature of food, chemical and biological processes
involved in food production, and techniques for increasing availability of food.
Core Science Content: Cell structure & function, elements, photosynthesis, plant genetics, genetic
engineering
Key Assessment Question: “The current debate over genetic engineering involves healthcare
professionals, ecologists, ethicists, social and political thinkers, agricultural experts, officials in
government agencies, and political leaders. What can you do in your lifetime to affect the debate on
genetic engineering? Use at least one specific example from each side of the debate.”

46

USING EARTH’S RESOURCES

Over-arching Issue: How can we reduce our impact on the environment as

9 WEEK UNIT we explore and use Earth’s resources to produce material
goods?

In addition to food production, humans use Earth’s natural resources for many other purposes.
This unit examines how material use affects the standard of living and quality of life.
Core Science Content: Hydrocarbon & polymer chemistry, metal extraction & refining, catalysts
& enzymes, degradability, food preservation, gas laws
Key Assessment Question: “If you were responsible for deciding how the World Bank should
spend its $100 million among these proposals, how would you spend it? Explain your reasoning,
using evidence.”

MOVING THE WORLD

Over-arching Issue: What is the critical interplay between energy production,

7 WEEK UNIT energy use, and sustainable development?

Energy drives most aspects of society. This unit investigates energy production and use.

Core Science Content: Energy use & biofuels, exothermic & endothermic reactions, nuclear
reactions, electromagnetic waves

Key Assessment Questions: “Do you think that global societies could be sustained at current and
future population levels if everyone in the world used energy at the same rate as an average U.S.
resident? Explain.”
“How do you propose—on an individual level, a national level, and a global level— that humans
prepare to meet future energy demands? What trade-offs are involved in your proposals?”

47

STEM LITERACY
REFILLABLE

SCIENCE AND
SUSTAINABILITY

REVISED EDITION

Help your students understand that science is not only a
part of their everyday lives, but that the decisions they make
play a role in their local communities. The SCIENCE AND
SUSTAINABILITY (S&S) course uses themes and activities
related to local and global sustainability to present key concepts from the life, earth, chemical,
and physical sciences. Sustainability refers to the ability of populations of living organisms to
continue, or sustain, a healthy existence in a healthy environment “forever”. The scientific topics
included in this course were chosen because they relate to sustainable development that is,
the use of environmental resources in a responsible way to ensure that they will continue to be
available for use by future generations.

THE FULL COURSE CONTAINS For custom orders and standards correlations
THE FOLLOWING UNITS by state please see the “Your State” page on
lab-aids.com to contact your state’s Science
Unit 1 - Living on Earth Curriculum Sales Consultant.

(see page 46)

Unit 2 - Feeding the World

(see page 46)

Unit 3 - Using Earth’s Resources

(see page 47)

Unit 4 - Moving the World

(see page 47)

SCIENCE AND SUSTAINABILITY FULL-YEAR COURSE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, SS-R1000 $6,995.00
mobile storage cart, TE DVD, My LAB-AIDS bookshelf access for one teacher for 7
years which includes e-book versions of the Teacher’s Edition, and Student Book) SS-ROLSP-7 $79.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, 7 years) SS-R1SB $79.95
STUDENT BOOK (hardcover) SS-1MWB $39.95
MATERIAL WORLD BOOK (hardcover; not included in Complete Materials Package) SS-R1TE $125.00
TEACHER’S EDITION AND RESOURCES (printed copy) SLN-1 $8.95
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off) $3,670.00
Small class sizes for 5 sections of 16 students might consider our SS-1H-1000
COMPLETE MATERIALS PACKAGE FOR 16 STUDENTS PER CLASS

48

Experience BIG DATA with

EDC EARTH SCIENCE

As an educator, you know how much big data is changing the study of the Earth
sciences. Inspire and prepare your students with this new program.

Earth scientists get excited about making the unknown, known. Big data and technology have
increased our ability to discover, model, and predict. Excite your students the same way as they
predict locations of resources, model how earth systems react to changing conditions, and
extrapolate past patterns to predict future ones.

ACTIVITY-DRIVEN. MULTI-DIMENSIONAL. CAREER INSPIRING.

EDC Earth Science epitomizes our belief that students are capable of rigorous and in-depth
explorations in science when given support, structure, and motivation for learning.

• 57 Earth Science labs that are relevant and motivating to students
• Students tackle real world problems using Earth systems data
• First Earth science program guided by the Next Generation Framework and Career and

College Readiness Standards
• Uses a Consider-Investigate-Process learning cycle, adapted from the 5E model.

This course motivates students by challenging them with provocative investigations and questions
that they hear about in the news or at their family dining table.

49

HYDROSPHERE: WATER
IN EARTH’S SYSTEMS

Essential Question: Water is critical for all life on Earth. How does its
movement and distribution affect our society and
global economy?

Students consider how access to clean water is critical to human survival. They build their knowledge
about how water is obtained, and learning the science behind surface and ground water supplies. They
then learn about the voyage of Kon-Tiki and investigate the science of ocean currents, major circulation
patterns, and determine the chance of a successful voyage.
Practices and Cross-cutting Concepts: Analyzing and interpreting data, constructing explanations,
patterns, cause and effect, energy and matter
Key Assessment Question: “Describe how an ENSO event might have affected Thor Heyerdahl’s journey.”

3-4 WEEK UNIT ITEM NO. PRICE

For custom orders and EDCE-1-1000NC $1,190.00
standards correlations
by state please see EDCE-1-OLSP-7 $32.00
the “Your State” page EDCE-1-1SB $32.00
on lab-aids.com to EDCE-1TE $125.00
contact your state’s SLN-1 $8.95
Science Curriculum
Sales Consultant.

STEM LITERACY
REFILLABLE

HYDROSPHERE: WATER IN EARTH’S SYSTEMS

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and
supplemental resources)
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets,
resource supplements; 7 years)
STUDENT BOOK (softcover)
TEACHER’S EDITION (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

50

ATMOSPHERE AND CLIMATE

Essential Questions: What is the science behind global climate change, and what
possible actions can we take to minimize its impact?

Students start their exploration of climate close to home, learning about the climate in their local area land
comparing to a chosen travel destination. Students learn how climate is measured and how it affects the flora
and fauna of a landscape. Later, students research the factors that influence global climates a they read about a
community in Alaska that is threatened by global warming, noting that local inhabitants have filed a lawsuit that
says energy companies should pay to relocate the town. Finally, students explore two time periods in Earth’s past
when climate was very different from today - the warm Cretaceous and glacial interval of the Pleistocene. Students
study evidence - recorded in rock and ice - and explore the factors that have contributed to these changes.

Practices and Cross-cutting Concepts: Analyzing and interpreting data, using mathematics, using models,
engaging in argument from evidence, patterns, cause and effect, systems and system models, energy and
matter, stability and change

Key Assessment Question: “Describe two methods scientists use to reconstruct Earth’s climate history and the
type of information each of these methods provides. Also, describe how far back in time climate data can be
obtained using each of these methods.”

5-8 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
REFILLABLE

ATMOSPHERE AND CLIMATE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 EDCE-2-1000NC $1,520.00
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and EDCE-2-OLSP-7 $32.00
supplemental resources) EDCE-2-1SB
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets, EDCE-1TE $32.00
resource supplements; 7 years) SLN-1 $125.00
STUDENT BOOK (softcover)
TEACHER’S EDITION (printed copy) $8.95
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

51

EARTH’S PLACE IN
THE UNIVERSE

Essential Questions: How did the Earth and planets form? How do we know what
we know about the structure and composition of the Earth?

Students learn methods for dating the age of earth and other objects in the universe, then compare different
models that account for the birth of the solar system and the life and death of stars. They conduct a mock trial
to examine evidence for the solar nebular condensation theory, and examine line spectra use by astronomers to
investigate the composition of deep space objects. By creating a journey into the earth, students also explore
Earth’s internal structure, communication scientific information about what they would encounter along the way.

Practices and Cross-cutting Concepts: Developing and using models, planning and carrying out investigations,
constructing explanations, obtaining, evaluating, and communicating information, energy and matter, systems
and system models

Key Assessment Question: “Describe where the energy comes from that drives movements and changes
within Earth, based on what you’ve learned about the conditions in Earth’s interior, explain why people haven’t
yet penetrated through Earth to the core.”

3-4 WEEK UNIT ITEM NO. PRICE

For custom orders and EDCE-3-1000NC $1,315.00
standards correlations
by state please see EDCE-3-OLSP-7 $32.00
the “Your State” page EDCE-3-1SB $32.00
on lab-aids.com to EDCE-1TE $125.00
contact your state’s SLN-1 $8.95
Science Curriculum
Sales Consultant.

LITERACY STEM
NONCONSUMABLE

EARTH’S PLACE IN THE UNIVERSE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and
supplemental resources)
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets,
resource supplements; 7 years)
STUDENT BOOK (softcover)
TEACHER’S EDITION (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

52

PLATE TECTONICS

Essential Questions: How have plate tectonics shaped the current surface of the
Earth? What hazards result from plate movement and why
is it important to understand the potential dangers?

The 1906 San Francisco earthquake sets the context for studying the transform – fault boundary along the coast of
California. Students develop a physical model of the San Andreas fault zone and explore computer models used by
scientists to forecast when and where earthquakes will occur. They examine the relationship of the Cascade volcanoes
in Washington, Oregon, and California to the subduction zone along the Northwest coast. Students explore the
process of seafloor spreading occurring along the Mid – Atlantic Ridge, looking for patterns in maps of earthquake
distribution, seafloor topography, ocean crust age, and paleomagnetic data.

Practices and Cross-cutting Concepts: Developing and using models, Analyzing and interpreting data, Using
mathematics and computational thinking, Constructing explanations, Obtaining, evaluating, and communicating
information, Energy and matter, Scale, proportion, and quantity, Structure and function, Stability and change, Cause
and effect, Systems and system models

Key Assessment Question: “Choose two from the four following types of maps: volcano map, earth- quake locations
map, ocean crust age map, and seafloor bathymetry map, describe exactly what kind of information each provides
regarding the seafloor.”

5-7 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
REFILLABLE

PLATE TECTONICS ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 EDCE-4-1000NC $630.00
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and EDCE-4-OLSP-7 $32.00
supplemental resources) EDCE-4-1SB
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets, EDCE-1TE $32.00
resource supplements; 7 years) SLN-1 $125.00
STUDENT BOOK (softcover)
TEACHER’S EDITION (printed copy) $8.95
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

53

THE ROCK CYCLE

Essential Questions: How and where are different types of rock formed?
How do the forces of erosion and deposition affect
human activities?

Students investigate how river deltas build new land, specifically New Orleans in the aftermath of
Hurricane Katrina. They explore the role the river played in forming the land in Louisiana and why the
land beneath New Orleans is sinking now. Students examine samples of the rocks and minerals that make
up the crust and learn how to recognize clues that tell them other stories in Earth’s history.
Practices and Cross-cutting Concepts: Analyzing and interpreting data, developing and using models,
constructing explanations, engaging in argument from evidence, patterns, cause and effect, systems and
system models, stability and change, energy and cycles
Key Assessment Question: “The continents have been constantly shifting position since tectonic plate
movements began early in Earth’s history. Scientists have found evidence in rocks of Earth’s crust that
supercontinents existed several times in Earth’s history. How do you think a change in position of the
continents might affect ocean currents and conditions in Earth’s atmosphere? How do you think the
movement of continents might affect the evolution of life? Explain your thinking about these relationships.”

3-6 WEEK UNIT ITEM NO. PRICE

For custom orders and EDCE-5-1000NC $1,525.00
standards correlations
by state please see EDCE-5-OLSP-7 $32.00
the “Your State” page EDCE-5-1SB $32.00
on lab-aids.com to EDCE-1TE $125.00
contact your state’s SLN-1 $8.95
Science Curriculum
Sales Consultant.

LITERACY STEM
REFILLABLE

THE ROCK CYCLE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and
supplemental resources)
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets,
resource supplements; 7 years)
STUDENT BOOK (softcover)
TEACHER’S EDITION (printed copy)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

54

EARTH RESOURCES

Essential Questions: How and where are fossil fuels and other valuable earth
minerals formed? How has the location and use of these
resources affected society and the environment?

Students explore the surprising extent to which they rely on Earth’s crust for the materials in their
possessions. Putting themselves in the shoes of mineral prospectors, they gain expertise in the way
mineral ores concentrate within Earth’s crust and contemplate how they would find them. The Rub al
kahli in Saudi Arabia provides the context to investigate how oil reservoirs form naturally in the Earth’s
crust and how geologist find and extract this precious resource.
Practices and Cross-cutting Concepts: Developing and using models, planning and carrying out
investigations, constructing explanations, obtaining, evaluating, and communicating information, energy
and matter, systems and system models
Key Assessment Question: “Imagine that a businessperson is trying to convince you to invest in an oil
exploration prospect. The person is seeking money to drill in a brand-new location where oil has never
been found before. What questions would you ask before giving the businessperson your money? List at
least three.”

3-6 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.

LITERACY STEM
REFILLABLE

EARTH RESOURCES ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 EDCE-6-1000NC $815.00
students, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for 7 years
which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, and EDCE-6-OLSP-7 $32.00
supplemental resources)
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets, EDCE-6-1SB $32.00
resource supplements; 7 years) EDCE-1TE $125.00
STUDENT BOOK (softcover) SLN-1
TEACHER’S EDITION (printed copy) $8.95
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

55

LITERACY STEM
REFILLABLE

EDC EARTH
SCIENCE

This course involves students by challenging them with
provocative investigations and questions that they hear
about in the news or at their family dining table. Students
are introduced to this course with an exciting excerpt from
the novel Red Mars. Their performance assessment in The
Mid-Year Challenge—where students prepare a news story
(live, video, blog, written) and make predictions about what
Earth will be like in the year 2100. In the End-of-Year Challenge students apply the
knowledge they have gained during this course to prepare an essay or presentation
predicting what Earth will be like when its interior cools completely.

THE FULL COURSE CONTAINS For custom orders and standards correlations
THE FOLLOWING UNITS by state please see the “Your State” page on
lab-aids.com to contact your state’s Science
Unit 1 - Hydrosphere: Water in Curriculum Sales Consultant.
Earth’s Systems (see page 50)

Unit 2 - Atmosphere and Climate

(see page 51)

Unit 3 - Earth’s Place in the Universe

(see page 52)

Unit 4 - Plate Tectonics

(see page 53)

Unit 5 - The Rock Cycle

(see page 54)

Unit 6 - Earth Resources

(see page 55)

EDC EARTH SCIENCE FULL-YEAR COURSE ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (all materials for up to 5 classes of 32 students, EDCE-1000 $6,995.00
mobile storage cart, TE/TR DVD, My LAB-AIDS bookshelf access for one teacher for
7 years which includes ExamView, PowerPoints, Teacher’s Edition, Student Book, EDCE-1OLSP-7 $79.95
and supplemental resources) EDCE-1SB $79.95
MY LAB-AIDS BOOKSHELF FOR STUDENTS (access to e-book, student sheets, EDCE-1TE $125.00
resource supplements; 7 years) SLN-1 $8.95
STUDENT BOOK (hardcover) $3,670.00
TEACHER’S EDITION (printed copy) EDCE-1H-1000
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)
Small class sizes for 5 sections of 16 students might consider our
COMPLETE MATERIALS PACKAGE FOR 16 STUDENTS PER CLASS

56

A NATURAL APPROACH
TO CHEMISTRY

SECOND EDITION

The safest, most active chemistry program available

When the typical chemistry student performs only 4 labs per year—mostly due to safety
concerns—how are students going to be inspired like we were? It just takes some re-thinking
about the type of experimentation to do.

Chemistry teachers using other programs have these common complaints:

• I don’t have enough time/too many standards to cover
• My students are unmotivated/different than they used to be
• I want to do more hands-on but there are safety concerns
• Don’t know how to incorporate science notebook
• Need a new kind of chemistry course

Engage your students with 58 investigations that are safe, quantitative, and effectively give you
more time to focus on teaching and assessing student understanding.

• 5E Learning Cycle approach: ENGAGE • EXPLORE • EXPLAIN • ELABORATE • EVALUATE
• LAB-MASTER® with Spectrophotometer and control point heater
• Probes for quantitative measurement of temperature and voltage
• GREEN! Only small quantities of easily disposable chemicals used
• No vent hoods or gas needed!
• Safe and durable with easy organization!
• MY LAB-AIDS bookshelf and Teacher Portal resources include Examview, PowerPoints,

Podcasts, Instructional Videos, and differentiated skill sheets

57

SCOPE AND SEQUENCE

PART 1
CHAPTERS 1-4: FUNDAMENTALS

4-5 WEEK UNIT

The introductory chapters present a comprehensive overview of the main ideas in chemistry
such as the atomic nature of matter, systems, temperature and energy. The design of Part 1 is to
see the “big picture” before digging down to understand the details.

Chapter 1: The Science of Chemistry Chapter 3: Temperature, Energy and Heat
*3A Heat and Temperature
Chapter 2: Matter and Atoms *3B Specific Heat
*2B The Chemical Formula
*2C One in a Million Chapter 4: Physical and Chemical Change

58

PART 2
CHAPTERS 5-14: CORE CONCEPTS

20-24 WEEK UNIT

These chapters present in-depth coverage of all major topic
areas. They develop a usable understanding of the big ideas
laid out in the first four chapters. The treatment includes
strong conceptual development as well as algebra-based
quantitative problem solving.

Chapter 5: The Structure of the Atom Chapter 9: Water and Solutions
*5C Spectroscopy
Chapter 10: Chemical Reactions
Chapter 6: Elements and The Periodic Table
*6C Valence - Using the atom Chapter 11: Stoichiometry
model board
Chapter 12: Reaction Rates and
Chapter 7: Bonding Equilibrium
*7B The Geometry of Molecules
Using Lab-Aids Molecular Chapter 13: Acids and Bases
Model *13A pH - Using the Lab-
Master spectrophotometer
Chapter 8: Compounds and Molecules
*8A Formula of a hydrated salt Chapter 14: Gases
using the Lab-Master heater

PART 3
CHAPTERS 15-21: APPLICATIONS

4-8 WEEK UNIT
The final seven chapters provide extension and deeper exploration of significant areas of
interest in chemistry.

Chapter 15: Electrochemistry Chapter 18: The Chemistry of Living
*15B Voltage and the Systems
Electrochemical Cell
Chapter 19: The Chemistry of Earth
Chapter 16: Solids and Liquids
Chapter 20: Nuclear Chemistry and
Chapter 17: Organic Chemistry Radioactivity
*17B Distilling Aromatic
Hydrocarbons using the Chapter 21: The Chemistry of the
world’s safest heater and Solar System
condenser

* Selected Labs - these are uniquely more engaging and promote better learning
59

A NATURAL
APPROACH
TO CHEMISTRY

SECOND EDITION

LITERACY STEM
REFILLABLE

A NATURAL APPROACH TO CHEMISTRY, SECOND EDITION ITEM NO. PRICE

COMPLETE MATERIALS PACKAGE (includes: LAB-MASTER System, atomic NAC-M01 $895.00
structure model, molecular modeling kit, condensation apparatus, spectroscopy
cards, dimensional analysis cards, laboratory hardware and glassware) NAC-2OLSP-7 $105.00
A NATURAL APPROACH TO CHEMISTRY, SECOND EDITION MY LAB-AIDS
BOOKSHELF FOR STUDENTS (includes: Student Book, Lab Investigations Manual, NAC-2OLTP-7 $225.00
Lab Investigation videos and podcasts; 7 years)
A NATURAL APPROACH TO CHEMISTRY, SECOND EDITION MY LAB-AIDS NAC-2SBLM $105.00
BOOKSHELF FOR TEACHERS (includes: Teacher’s Edition, Student Book, Lab NAC-2TE $195.00
Investigations Manual, Teacher’s Edition/Teacher Resources DVD, PowerPoint slides, $695.00
ExamView 8.1, Differentiated Skill Sheets, lab investigation videos and podcasts; 7 years) NAC-LM-TS $299.00
STUDENT BOOK BUNDLE (Student Book in hardcover and Laboratory NAC-CS1 $1,085.00
Investigations Manual in softcover) NAC-CB1
TEACHER’S EDITION (printed copy) SLN-1 $8.95
LAB-MASTER SYSTEM (includes: spectrophotometer, heater, temperature probe,
and voltage probe)
CORE CHEMICALS MATERIALS PACKAGE FOR ONE GROUP OF 4 STUDENTS
BULK CHEMICALS MATERIALS PACKAGE FOR 6 GROUPS OF 4 STUDENTS
(lasts 6 class periods)
SCIENCE LAB NOTEBOOK (bulk pricing up to 55% off)

60

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

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 IMPACT

The SEPUP Assessment System uses a research-based, rubric-driven approach to
find out what students know and are able to do. There is more to it than we can
represent here (for more visit sepuplhs.org/assessment). That said, full use of the
approach prepares students to do well on larger scale assessments, as seen below
in these case studies.

Linda Smith, Yorktown (IN) Middle School Heather Gerber, Native
American Magnet School,
Students arrive in our middle school with little to no science Buffalo (NY)
experience. It is our goal to prepare students for high school Public Schools
science by focusing on scientific content while teaching
students to understand the importance of science process Heather has used the SGI Biology
skills. In order to measure student growth we use post test program for the past eight years,
data in science from the previous school year and compare beginning with her participation
it to the post test data after completing a year of instruction in the national field test of the
using the SEPUP Curriculum. The data has continued to program in 2007. In 2008, 84%
support that student growth is occurring each year. My of her students passed the New
2014-2015 school year data indicated my 7th and 8th grade York State High School Regents
students beginning the school year as follows: Living Environment Exam (a
comprehensive, end-of-course
High 31% test). Data of passing rates:
Medium 31% 2009—94%
Low (Not Passing) 38% 2010—100%
2011—100%
By the end of the school year the post test data was as follows: 2012—87%
High 48% 2013—100%
Medium 33% 2014—93%
Low (Not Passing) 19% 2015—87%

These results continue to be a strong indication that our For comparison purposes, the
curriculum is meeting the goal of introducing standards average district pass rates vary
based content while improving our student’s science between 55-60%.
process skills. I really can’t imagine teaching without this
curriculum.

John Settlage, University of Connecticut
Professor John Settlage and colleagues at the University of Connecticut have been studying science
achievement via funding from the National Science Foundation (grant #1119349). He uses achievement
data from annual statewide science test results combined with student demographics. In effect, this allows
comparisons across schools by accounting for enrollments by students typically underrepresented in
STEM fields (i.e., students of color, English as a second language, low income). In 2008, Stamford 8th
graders were performing slightly about the state average. Since then, performance has increased such that
Stamford school are now performing above the 70th percentile ... relative to ALL Connecticut schools
that enroll eighth graders. Stamford uses the full SEPUP program in grades 6-8.

2

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