Teacher Guide: Features and Benefi Ts

Teacher Guide
Features and Benefits

■ On-grade level content supported
by individual modification and
alternative assessment
■ Activities at 3 levels to meet the
individual needs of on- and
below-grade level students
● Basic knowledge and comprehension
● Application and analysis
● Evaluation and prediction
■ Hands-on manipulatives encourage

active learning
AFTG-Life Sci_874110-6.indd i 2/8/06 1:27:39 PM

Nancy Nippert Sharece Prince
Nancy Nippert graduated from Sharece Prince graduated from

West Texas A&M University in Midwestern State University in
Canyon, Texas. She holds certifi- Witchita Falls, Texas. She has
cates in Science, Math, Reading, been teaching for 22 years as
and Early Childhood Education. an inclusion teacher, resource
teacher, and mainstream
classroom teacher.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is

granted to reproduce the material contained herein on the condition that such materials
be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with the Glencoe Science
program. Any other reproduction, for sale or other use, is expressly prohibited.
Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN 0-07-874108-4
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 080 09 08 07 06 05
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Table of Contents
Active Folders for Differentiated Instruction
Overview of ActiveFolders for Differentiated Instruction . . . . . . . . . iv
Using ActiveFolders in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . vi
ActiveFolders Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Advantages of ActiveFolders in the Differentiated Classroom . . . . . ix
The Need for Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Helpful Hints for Your Differentiated Classroom . . . . . . . . . . . . . . . . xi
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Teacher Pages for Individual ActiveFolders . . . . . . . . . . . . . . . . . . . . . 1
• Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
• Cell Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
• Cell Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
• Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
• Ecology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
• Food Chains/Food Webs/Energy Pyramid . . . . . . . . . . . . . . . . . 7
• Heredity and Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
• Human Body Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
• Mitosis and Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
ActiveFolders Teacher Guide iii
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Overview of Active Folders for
Differentiated Instruction
Hands-on activities that reinforce essential science concepts
Engaging cover diagram offers

opportunity for pre-assessment and
student discussions.
Colorful, durable, laminated folders Detailed teacher guide contains

and manipulatives encourage objectives correlated to relevant
kinesthetic learning. science content.
Additional differentiated
instruction suggestions are
identified for basic and
challenge activities.
iv ActiveFolders Teacher Guide
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Multilevel directions reach diverse
student population.
Hands-on activities
offer a variety of
stimulating tasks to meet
individual student needs.
Journal responses can be used

for verbal or written assessments,
review, or higher-level thinking skills.
Envelope space provides handy

manipulative storage.
Interactive manipulatives
motivate students to model,
classify, identify, sequence, organize,
compare, and contrast as they review
essential science concepts.
Wrap-up activities and graphic

organizers provide student-friendly
visual representation of content
knowledge.
ActiveFolders Teacher Guide v
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Using Active Folders in Your
Classroom
Meeting Objectives National and state science standards provide the focus for each folder.
Specific objectives for each folder are listed on the teacher page.
Teaching Vocabulary Key terms and their definitions for each ActiveFolder are listed for easy
reference. Using the vocabulary terms provided, the teacher or students can copy the
definitions to make a set of vocabulary review cards for each folder. Individual students can
create their own set of vocabulary terms and definitions for home study, matching memory
games, or small group-review games.
Discussing Journal Entries Topics provide opportunities for higher-level thinking, problem
solving, and application skills. They can be used either as journal-writing prompts or to
encourage group discussion. Students should support their reasoning and opinions on
relevant concepts and current scientific issues.
Using Active Folders Each folder is designed to meet the needs of individual students
in the least restrictive environment. ActiveFolders can be used to pre-assess a student
and to uncover student misconceptions. ActiveFolders also can be used for small groups,
discussion-starters, guided practice, review, reinforcement, and alternative assessment.
Specific suggestions for use of ActiveFolders in the classroom are listed below.
Student/Teacher
Pairs or Small Groups Independent Student
Work Together
Guided practice • Student and teacher • Pairs or groups take • Student works indepen-
and work as a team. turns completing a dently to explore each
reinforcement • Student can respond folder while others concept, formulate his or
verbally to better review vocabulary her response, and adjust
explain his or her re- terms. the manipulatives as he
sponse, ask questions, • Pairs or groups take or she works through
and clarify his or her turns completing an the folder.
knowledge. activity and checking
• Teacher works closely to each other for accuracy
interpret the student's and understanding.
reasoning and any • If multiple copies of
misconceptions. a folder are available,
several groups can work
through the activities,
creating comprehension
questions for the other
groups.
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Student/Teacher
Pairs or Small Groups Independent Student
Work Together
Review • Student works through • Students can take turns • Students work
the folder, responding working through activi- independently at
in writing or verbally ties on the folder, chal- their own pace.
explaining his or her lenging each other for
answer choices to the understanding and clear
teacher. explanations of concepts
• Teacher can do the presented.
activity and ask the • Folder activities can
student to explain the be used in a game
approach used to situation. Teacher can
complete the task. provide a spinner or
die to allow students to
take turns with creative
directions, such as
double play, skip turns,
or double points.
• Students can design their
own review questions to
ask fellow classmates.
Assessment • Student talks with • As one student com- • Independent students

the teacher about each pletes the folder, other can work through the
activity, demonstrating students in the group folder as an assessment.
his or her knowledge can match key terms • Student can match
through the manipula- and definitions, play vocabulary words to the
tion of the activity. a vocabulary game, or correct definitions
complete a vocabulary using the teacher-made
quiz. vocabulary cards in a
• Student pairs can con- one-to-one
struct sentences with correspondence.
the key terms from the
folder activities, using
the terms in the correct
scientific context.
ActiveFolders Teacher Guide vii
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Active Folders Purpose
Purpose: ActiveFolders differentiate science instruction to meet the individual needs of
struggling learners and reinforce, reteach, and assess at-risk students using a variety
of techniques.
ActiveFolders provide science content that sparks the interest of struggling learners,
English-language learners, highly visual students, attention deficient students, tactile kinesthetic
learners, and students with learning disabilities to process the pertinent science content using
a variety of motivating manipulatives. Using tactile kinesthetic models, these at-risk students
build self confidence and, therefore, are better prepared to share their acquired knowledge,
analyze new information, and participate in class discussions, lab settings, and group activities.
Research identifying the most difficult and commonly misunderstood concepts suggests that
the use of supplemental materials that support the text will best aid the classroom teacher and
the students. Forty ActiveFolders have been developed to address critical chemistry, Earth sci-
ence, life science, and physics topics. Using manipulatives, students move objects and models,
use vocabulary cards, draw examples, identify concepts, and write personal interpretations in
their journals. Higher-level thinking skills are applied using motivational layouts and instruc-
tions given in three ability levels. The teacher guide provides clear objectives correlated to
Glencoe Science topics, specific content, vocabulary terms and definitions, and a guide to stu-
dent responses. Suggestions for further student study, consisting of basic and challenge exten-
sion activities, also are provided. Graphic organizers provide a visual representation of a
student’s knowledge, as well as an opportunity for the student’s verbal explanation of his or
her scientific understanding.
ActiveFolders review and reteach science content through multisensory activities, peer
tutoring, reinforcement of content, and differentiated-assessment tools. Students meet success
as they manipulate vocabulary terms, model concepts, and verbalize their understanding and
critical-thinking skills. By addressing the needs of all students, from struggling learners, gifted
and talented students, and English-language learners to students with extended absences,
ActiveFolders challenge individuals through meaningful work to practice and master
state-mandated objectives while increasing self-confidence and participation.
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Advantages of Active Folders in the
Differentiated Classroom
ActiveFolders offer a high-interest, hands-on approach to science that provides an
opportunity to motivate and challenge struggling students as they practice concepts
and state-mandated standards.
Advantages of Active Folders for Students

● Meaningful work covers content topics.
● Three ability levels challenge individual students.
● Positive participation increases self-confidence.
● Practice offers mastery of state-mandated objectives.
● Interactive approach provides opportunities for regular education students to
collaborate with special-needs students.
● Students gain academic and social skills through peer interactions.
ActiveFolders provide differentiated instruction for all students through easy-to-assemble

folders on specific science topics in support of classroom teaching with 40 of the most difficult
science concepts.
Advantages of Active Folders for Teachers
● Relevant modifications of curriculum offer review for special populations.
● More variety of content presents assessment options.
● Hands-on manipulatives increase student involvement.
● Textbook/state-mandated objectives are addressed with relevant reinforcement activities.
● Special-needs students explore critical-thinking opportunities without watering down the
curriculum.
● Minimal-assembly kits allow more teacher-student interaction time.
ActiveFolders Teacher Guide ix
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The Need for Change
In every group of individuals, learning styles vary. It can be difficult to address many
different learning styles in one classroom. If teaching involves lecturing as a primary means
to deliver information, students who are not auditory learners likely will struggle. We must
serve students who are attention deficient, learning disabled, other health impaired, English-
language learners, and gifted/talented, in addition to students who exhibit behavioral
problems, experience difficult home situations, and struggle with drugs/alcohol . As student
populations become more diverse, the need for differentiated instruction increases.
With new laws, accountability is increasing as well. What follows are a few of the many laws
dictating changes in education today.
IDEA—Individuals with Disabilities Education Act (Public Law 94-142)

● General-education classroom must be the first placement considered.
● A strong preference for educating students with disabilities in regular classes with appropriate
modifications, aids, and services
● Educators must consider how supplementary aids, services, and other supports can be used to
ensure that the student can be educated in the general-education classroom.
● Emphasizes student involvement in the general curriculum
NCLB—No Child Left Behind

● Designed to improve student achievement and change the culture of America’s schools
● Four main common sense pillars: accountability, flexibility, research-based reforms, and parental
involvement
LRE—Least Restrictive Environment

● Public Law 94–142 mandates the concept of least restrictive environment.
● Students with disabilities must be educated in the least restrictive environment in which they can
succeed with support.
● For most students, this environment is the general-education classroom.
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Helpful Hints for Your
Differentiated Classroom
• Read the lesson aloud to target all learners. Students with low reading levels, physical handicaps, and
ADHD, as well as ESL, kinesthetic, and auditory learners will not benefit from silent reading.
• Encourage students to remain actively engaged. Point out headings, sub-headings, objectives, vocabu-
lary, pictures, charts, and graphs. Compare the objectives to the end-of-section questions, pointing out
what is most essential. With practice, students will begin predicting, analyzing, and questioning.
• Guide student practice through a variety of assignments. Whether administering a written assignment,
modifying a written assignment to meet individual needs, assigning a folder activity, or implement-
ing whole class usage of folder activities for practice and review, flexibility and adaptation are key to
individual success.
• Offer alternate assessments. Most students will be able to complete a written test successfully. Others
will require a modified version of the test, and a handful will require alternative assessments that are
unique to their individual needs, such as oral assessment, folder activity, or other skills assessment
related to their IEP.
• An oral assessment paired with a folder activity allows a more accurate interpretation of student
understanding. The teacher should assess the student. The classroom teacher is knowledgeable of the
subject and can assess the student’s grasp of the subject content. Oral assessments paired with folder
activities can be a unique tool to offer insight into student misconceptions and acquired knowledge.
• Grading should be versatile. Teachers are the best judges of what each student needs to learn, whether or
not he or she has learned it, and how he or she is able to recall information. Therefore, grading should
be based on individual student goals rather than comparing the student to the rest of the class.
ActiveFolders Teacher Guide xi
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Bibliography
Fisher, Doug and Nancy Frey. Responsive Curriculum Design in Secondary Schools, Meeting the
Diverse Needs of Students. Lanham, Maryland and London: The Scarecrow Press, 2001.
Friend, Marilyn and William Bursuck. Including With Special Needs:

A Practical Guide for Classroom Teachers. Needham Heights: Allyn &
Bacon, 1996.
Stetson and Associates, Inc. Differentiated Instruction: A Practical and

Powerful Way to Enhance Student Achievement. Houston: Stetson and
Associates, Inc., 2001.
Tilton, Linda. Inclusion: A Fresh Look. Shorewood: Covington Cove

Publications, Revision 2001.
Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA:

Association for Supervision and Curriculum Development, 1999.
Tomlinson, Carol Ann. Differentiation in Practice. Alexandria, VA:

Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA:
Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
U.S. Department of Education. “No Child Left Behind,” [online],

http://www.ed.gov/nclb/landing.html (accessed January 2003).
xii ActiveFolders Teacher Guide
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Materials List
Materials needed to complete Active Folders
Brad fasteners
Transparencies
Scissors/paper cutter
Hobby knife
Hook-and-loop tape (optional)
Heavy plastic envelopes with wrap string closure
Dry-erase markers
Miscellaneous objects as listed for each kit
General Active Folder Information
● Each discipline is color-coded for easy reference.
● Each folder is labeled according to the topic and activity.
● Each folder includes three levels of directions—purple, green, and orange.
● Students can be assigned any/all levels according to their abilities.
● Extension activities can be found in the teacher guide information for each folder.
● Wrap-up activities and graphic organizers are provided on the back of each folder
for assessment.
● Hook-and-loop tape for manipulative attachment is optional.
● A space for storage envelopes is provided on the back of each folder.
● Dry-erase markers will be needed for student responses on some
ActiveFolders.
● Answer keys are provided for quick reference.
ActiveFolders Teacher Guide xiii
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AFTG-Life Sci_874110-6.indd xiv 2/8/06 1:27:50 PM
Teacher Pages
for Individual
Active Folders
These pages contain the following for each ActiveFolder:
• Objectives
• Vocabulary
• Construction Information
• Answer Key
• Graphic Organizer/Wrap-Up Key
• Additional Activities
ActiveFolders Teacher Guide 1
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Adaptations
Objectives
• Determine why variation in organisms is important.
• Identify adaptations among animals and plants.
Vocabulary
adaptation—any variation that makes an organism more suited for its environment
camouflage—colors or patterns used to disguise or hide an organism
mimicry—imitating another organism or natural object for protection
mutation—any permanent change in a gene or chromosome of a cell; can be beneficial, harmful, or
have little effect on an organism
species—a group of organisms that share similar characteristics and can reproduce among themselves
to produce fertile offspring
variation—an inherited trait that makes an individual different from other members of its species
Construction
1. Cut manipulatives from the activity card page.
2. Copy the Plant adaptation advantage pockets onto an acetate transparency.
3. Cut out the transparent pockets and attach to pocket placement on folder.
4. Provide a dry-erase marker for student responses.
5. Attach a 5" ✕ 7" storage envelope to the back of the folder for all activity cards and marker.
Answer Key
Variation and Adaptations—inherited, different, variations, reproduce, survive, color, chemical
makeup, behavior, shape
Plant Adaptations—Protection–Plant produces chemical…, Thorns on stems help…; Reproduction–
Seeds covered with hooks…, Structures on seeds…; Prevents–Trees lose leaves…, Waxy cuticle…
Journal—Accept all reasonable responses.
Animal Adaptations—Pelican–large bill; Lizard–prevents loss of body moisture; Polar bear–small ears;
Salmon–migrating, to find food and reproduce; Moth–spots that resemble eyes; Frog–camouflage;
King snake–discourages predators
Human Physical Adaptations—Physical Adaptation–melanin of skin, natural hair and eye color, change
in teeth over many generations, inherited body and muscle structure for work and protection; Not a
Physical Adaptation–increased muscles from biking, balding, orthodontic braces, ability to kick a ball
Graphic Organizer Assessment
Animals—small sharp beak, mimicry, nocturnal, camouflage, thick fur; Plants—thorns, waxy coat,
seed structure, chloroplasts, drops leaves
Additional Activities
Activity Basic Challenge
Gather pictures of plant and animal adaptations. Students identify the plants or animals, their habitat, and X
the adaptation the organism displays. For instance, a snowy owl found in the tundra uses camouflage.
Students use the plant and animal adaptation cards. In contrast, ask students to explain how this same X X
adaptation could be a negative or harmful trait in a different environment.
Ask students to brainstorm ways that humans have adapted to their environment. Remind students that X
adaptations can be behavioral as well as physiological.
2 ActiveFolders Teacher Guide

Cell Processes
Objectives
• Discover that different cells have different jobs.
• Demonstrate how the processes of diffusion and osmosis move molecules in living cells.
• Understand how passive transport and active transport differ.
Vocabulary
active transport—diffusion which requires energy to move molecules across the cell membrane
cell—smallest unit of an organism that can carry on life functions
diffusion—movement of molecules from an area of high concentration to an area of lower concentration
osmosis—diffusion of water through a cell membrane
passive transport—diffusion which does not require energy to move molecules across the cell membrane
Construction
2. Copy the four cell process wheels onto an acetate transparency.
3. Cut out the transparency wheels and carefully attach with brads to designated locations on folder.
Answer Key
Cell Processes Key terms

Diffusion and osmosis Water can move into and out of the cell through osmosis, a special type of diffusion.
Facilitated diffusion With the help of transport proteins, glucose and other larger molecules can diffuse through the cell membrane.
Active transport Using cellular energy, proteins help move large molecules into and out of the cell through protein passageways.
Endocytosis and exocytosis Large particles encased in vesicles are absorbed into and released out of the cell through the cell membrane.
Chloroplasts and Mitochondrion—Check student work for accuracy in labeling and matching colorful
cell processes.
Passive and active transport—passive transport, active transport, cellular energy, osmosis,
endocytosis, exocytosis; Photosynthesis and respiration—chloroplast, photosynthesis, mitochondria,
cellular respiration
Students design a simple model or poster for one or more of the cellular processes. Displays or presentations X
with verbal explanations might be helpful to students.
Students prepare response cards for the cellular processes of diffusion, osmosis, facilitated diffusion, active X
transport, endocytosis, exocytosis, respiration, and photosynthesis. Teacher calls out examples and key
words relating to these processes. Scan class looking for misunderstandings.
Review concepts using Numbered Heads Together or other review game. Encourage students to work X
collaboratively when answering questions.

Cell Structure
Objectives
• Identify names and functions of each organelle of a cell.
• Determine the importance of a nucleus in a cell.
• Compare and contrast parts of an animal cell with a plant cell.
Vocabulary
cell—smallest unit of an organism that can carry on life functions
cell membrane—outer covering of all cells that regulates interactions between the cell and the environment
cell wall—tough, rigid covering that supports and protects the cells of plants and some other organisms
chloroplast—organelle in plant cells that uses light energy to produce food for the cell
endoplasmic reticulum—organelle that moves materials around in a cell; made of folded membranes
Golgi body—organelle that packages cellular materials and transports them within the cell or out of the cell
mitochondrion—organelle that breaks down food and releases energy
nucleus—organelle that controls all the activities of a cell and contains hereditary materials
organelle—structure in the cytoplasm of a cell
ribosome—small cytoplasmic structure on which cells make their own proteins
Construction
Answer Key
Factory Process/Cell Function—factory–cell; wall–cell wall; solar panels–chloroplast; doors–cell
membrane; main office–nucleus; energy source–mitochondria; machines–ribosomes; assembly
lines–endoplasmic reticulum; parking lot–central vacuole; shipping department–Golgi bodies
Animal cell—(clockwise from top right) endoplasmic reticulum, nucleus, mitochondria, Golgi bodies,
cell membrane, ribosomes
Plant cell—(clockwise from top right) central vacuole, nucleus, ribosome, endoplasmic reticulum,
Golgi bodies, cell membrane, cell wall, mitochondria, chloroplast
Both Animal and Plant Cells—Golgi bodies, nucleus, endoplasmic reticulum, mitochondria,
cell membrane, ribosomes; Only Plant Cells—cell wall, chloroplasts
Students model or draw and label plant and animal cells and their organelles. X
Students make comparisons between cellular organelles and their own school system. Guide students in
considering many aspects of their school. Brainstorming a list of services and their descriptions might be helpful. X X
Encourage students to conduct an open-ended discussion of cells by providing a list of questions: Where do X
cells originate? What is cellular reproduction, and what is it called? Of what are cells made? Does all
matter consist of cells? Are cells visible to the naked eye? With a microscope? Do all cells look alike?

Classification
Objectives
• Distinguish between living and nonliving things.
• Determine how similarities are used to classify organisms.
• Order the levels of binomial nomenclature.
• Demonstrate how to use a dichotomous key.
Vocabulary
binomial nomenclature—two-word naming system that gives all organisms their scientific names
classification—grouping of ideas, information, or objects based on their similar characteristics
dichotomous key—detailed list identifying characteristics that includes scientific names
kingdom—first and largest category used to classify organisms
organism—any living thing
phylogeny—evolutionary history of an organism; used to group organisms into six kingdoms
spontaneous generation—idea that living things come from nonliving things
Construction
Answer Key
Living Things—algae, bacteria, mushroom, plant, spider, sponges; Nonliving Things—candles,
computer, lightning, satellite dish, shoes, water
Taxonomic Classification—Kingdom, Phylum, Class, Order, Family, Genus, Species
Memory Device—Accept all reasonable responses.
Alien Identification Dichotomous Key—Alien photos should match their scientific names.
Scientific names—binomial nomenclature, genus, species, first, capitalized, italicized, lowercase
Classification—living, similar, dichotomous key, identify, name; Categories—kingdom, class, family,
species; Naming species—binomial nomenclature
Provide magazines and catalogs to students to search for pictures of living and nonliving things. Students X
might then organize them into different categories.
Pre-sort a variety of objects or photos for students to evaluate. Students deduce how objects are sorted, X X
design their own classification system, and present their organizational system to classmates.
Students classify 10-20 related objects or pictures of related objects. Students design a dichotomous X X
key with scientific names for each of their items.

Ecology
Objectives
• Determine how the environment influences life.
• Conclude how competition limits population growth.
• Identify factors that influence changes in population growth.
Vocabulary
biosphere— part of Earth that supports life
community—all the populations of different species that live in an ecosystem
competition—occurs when two or more organisms seek the same resource at the same time
ecology—study of interactions that take place among organisms and their environment
ecosystem—all the living organisms and the nonliving features of their environment
habitat—place where an organism lives
limiting factor—anything that can restrict the size of a population
population—all the organisms that belong to the same species living in a community
Construction
2. Use a hobby knife to cut out the two small circles on the Population factor wheel.
3. Cut slit marks on the Population factor wheel and the folder placement for the Population factor wheel.
4. Insert a brad fastener through both wheels and attach firmly.
Answer Key
Ecology statement—One, many populations, competition
Environment sequence—Environment and animals—cooler temperatures, slower moving animals
become easy prey, carnivores benefit; Plants and herbivores—increased plant growth, herbivores
benefit, competition for food, water, and shelter increase
Negative and Positive Effects—All factors have both negative and positive effects.
Ecology statements—one, same, competition, strongest, healthy, survival; birthrates, natural disasters,
uncontrolled hunting, populations
Students name populations of plants and animals native to their area. Students hypothesize what would X
happen if these organisms were moved to a different climate or geography. Lead students to understand
how one change in an environment leads to a chain reaction in a system.
Students work in teams to create a travel brochure including modes of travel, clothing, nature and wildlife, X X
sports opportunities, and average climate conditions.
Students prepare a debate on controlled hunting or fishing. Students might make an oral presentation, X
record their debate position in their journal, or create a graphic novel or cartoon.

Food Chains, Food Webs, and
Energy Pyramids
Objectives
• Distinguish between a food chain and a food web.
• Discover how energy flows through ecosystems.
• Recognize that every organism occupies a niche.
Vocabulary
carnivore—animal that eats only other animals or the remains of other animals
consumer—organism that cannot make its own food and obtains its food by eating other organisms
energy pyramid—model that shows the amount of energy available at each feeding level in an ecosystem
food chain—model that shows how matter and energy pass from one organism to another
food web—model that shows possible feeding relationships among organisms in a community
herbivore—animal that eats only plants or parts of plants
niche—refers to the unique ways an organism survives, obtains food and shelter, and avoids danger
omnivore—animal that eats plants and animals or animal flesh
producer—organisms that use an outside energy source to make energy-rich molecules
Construction
Answer Key
Food Chain—energy, matter, energy, heat, soil
Energy Pyramid Puzzle—(bottom to top) grass, mice, snake, hawk
Energy Pyramid Statement—decreases
Forest Food Chain—Accept all reasonable responses.
Chains and Food Webs—one path, the Sun, producers, consumers, food chains; connect, food web,
food chains
Collect pictures of plants, animals, and decomposers. Students can sort the organisms into categories of X X
producers or consumers. They can sort the consumers further into carnivores, herbivores, and omnivores.
Use the cards made in the above activity. Students choose cards to form a food chain. For an extra X
challenge, students place several food chains together to form a food web.
Students choose a biome to study and create a unique and creative food web of species native to their X X
chosen biome. Students should provide photos or draw pictures with explanations of each energy transfer.

Heredity and Genetics
Objectives
• Discover how traits are inherited.
• Predict the results of a hereditary cross using a Punnett square.
• Compare and contrast genotype and phenotype.
Vocabulary
allele—form of a trait that a gene might express
dominant—describes a trait that covers over another form of that trait
genetics—study of how traits are inherited through the actions of alleles
genotype—genetic makeup of an organism
heredity—passing of traits from parents to children
heterozygous—describes an organism with two different alleles for a trait
homozygous—describes an organism with two alleles that are the same for a trait
phenotype—outward physical appearance and behavior of an organism as a result of its genotype
recessive—describes a trait that is covered over, or dominated, by another form of that trait
Construction
Answer Key
Mom’s Phenotype—Freckles, No dimples, Thick lips, Red hair, Brown eyes, Curly hair; Dad’s Phenotype—
Freckles, Dimples, Thin lips, Blond hair, Brown eyes, Straight hair
Punnett Squares—(reading across) Dimples–Dd, Dd, Dd, Dd 100% No dimples; Lips–Ll, Ll, ll, ll
50% Thick lips; Hair color–Rr, rr, Rr, rr 50% Blond hair; Eye color–BB, Bb, Bb, bb 75% Brown eyes;
Hair texture–Hh, Hh, Hh, Hh 100% Curly hair
Journal—Students should conclude that it is not possible to predict the baby’s gender.
Definitions—Phenotype–physical appearance; Genotype–genetic makeup; Hetero/Homozygous–alter-
nate form a gene can express; Dominant/Recessive–covers over or might be hidden by another trait
Baby Zygus—Freckles–Homozygous, dominant; No dimples–Dd, Dominant; Thin lips–ll, homozygous;
Blue eyes–bb, homozygous, recessive; Blond hair–Rr, dominant; Curly hair–Hh, heterozygous, dominant
Journal—Students should infer that three out E e
of four offspring would have attached earlobes. E EE Ee
e Ee ee
Graphic Assessment
Heredity and Genetics—phenotype, genotype, recessive, recessive, expressed, the same, BB, bb, different,
dominant, Bb
Students brainstorm a list of inherited traits. Traits not listed might include height, tendency toward weight gain, X
behaviors, or diseases. Use this opportunity to discuss how genes determine all aspects of an organism’s makeup.
Play Numbered Heads Together to review Punnett squares, dominant/recessive gene characteristics, X X
the difference between phenotype and genotype, or how traits are inherited.
Students choose an inherited trait through several generations in their own families. Students might design X X
a family tree to display their findings and predict the genotypes.

Human Body Systems
Objectives
• Determine the functions of different body systems.
• Identify organs found in different body systems.
Vocabulary
circulatory system—delivers food and oxygen to cells and removes waste from cells
digestive system—breaks down food into smaller particles to be used by the body
excretory system—gathers waste to be disposed of by the body
muscular system—connects bones and tendons and makes all body movements possible
nervous system—responds to stimuli and maintains a healthy balance for body functions
respiratory system—brings air into the lungs and removes waste gas
skeletal system—provides protection and support for the body
Construction
1. Cut manipulative cards from the activity card page.
2. Copy the muscular and circulatory systems onto an acetate transparency for overlays.
3. Cut the muscular and circulatory systems out of the transparency.
4. Carefully align the registration marks for the muscular system overlay, and tape the left side only
to allow the overlay to “open and close.”
5. Carefully align the registration marks for the circulatory system overlay, and tape the right side
only to allow the overlay to “open and close.”
Answer Key
Digestive System Function—receives and breaks down food; Excretory system—eliminates food
materials; Skeletal system—calcium and phosphorus storage, shape and support, muscles attached,
blood cells formed, protects internal organs; Muscular system—organs that relax, contract, move body
parts, smooth muscle, skeletal muscle, cardiac muscle; Circulatory system—carries oxygen and
nutrients, carries carbon dioxide, delivers waste to excretory system
Body System Facts—Skeletal system; makes all body movement possible, same number of muscle
fibers as when you were born; Digestive system; carries food and oxygen to the cells and picks up
cellular waste; child has over 96,561 km; adult has over 160,934 km of blood vessels; Respiratory
system; takes waste out of the body; kidneys filter about 180 L of blood per day; Nervous system
Human Body Systems—(clockwise from upper right) Excretory system, Muscular system, Circulatory
system, Nervous system, Digestive system, Skeletal system, Respiratory system
Students make picture cards to match to vocabulary flash cards. Students might also make picture cards to sequence X
the organs associated with the various body systems. Play Numbered Head Together to review how traits are inherited,
Punnett squares, dominant/recessive gene characteristics, or the difference between phenotype and genotype.
Students design a body system picture book or ABC book to present. Books should include vocabulary and illustrations. X X
Students research body systems of other animals, then design an informative brochure to inform other students of X
the body system functions and diseases.

Mitosis and Meiosis
Objectives
• Recognize why mitosis and meiosis are important.
• Label the stages of mitosis and meiosis and how cells are produced.
• Sequence the steps of mitosis.
Vocabulary
chromosome—structure in a cell’s nucleus that contains hereditary material
diploid—cell whose similar chromosomes occur in pairs
DNA—deoxyribonucleic acid; the genetic material of all organisms
haploid—cell that has half the number of chromosomes as body cells
meiosis—reproductive process that produces four haploid sex cells from one diploid cell
mitosis—process in which the nucleus divides to form two nuclei identical to each other
nucleus—organelle that contains hereditary material and instructions for all cellular activities
sexual reproduction—reproduction in which two sex cells join to form a zygote, which will develop
into a new organism with a unique identity
Construction
Assessment
Silverware and Cell Division—interphase (mitosis begins), prophase, metaphase, anaphase, telophase
Meiosis—pairs of duplicated chromosomes; pairs of duplicated chromosomes line up in center of cell;
two pairs of chromatids of each similar pair move to opposite end of cell; cytoplasm divides, and two
new cells form; duplicated chromosomes and spindle fibers reappear in each new cell; duplicated
chromosomes move to center of cell, and each attaches to two spindle fibers; centromere divides, and
chromosomes separate and move to opposite ends of cell; spindle fibers disappear, nucleus mem-
brane forms around the chromosomes, and cytoplasm divides
Mitosis—body cells, same number of chromosomes as original, two cells produced, end product diploid
Meiosis—sex cells, half the number of chromosomes as original, four cells produced, end product haploid
Journal—Accept all reasonable responses. Students might predict there would be too many chromo-
somes in the new organism, and genetic problems would exist.
Use phase flash cards for sequencing or memory-type game. X
Students participate in pair–share review. X X
Students make a floor puzzle of all phases of cell division. Labels can be written on the back of each puzzle piece to X X
group pieces to the correct phase.

Plants
Objectives
• Analyze five main plant parts and their functions.
• Compare and contrast monocots and dicots.
• Summarize parts of a flower and their functions.
Vocabulary
angiosperm—flowering vascular plant that produces fruits containing one or more seeds
dicot—angiosperm with two cotyledons inside its seed, flower parts in multiples of four or five, and
vascular bundles in rings
gymnosperm—vascular plant that does not flower; produces seeds that are not protected by fruit
monocot—angiosperm with one cotyledon inside its seed, flower parts in multiples of three, and
vascular tissue in bundles scattered throughout the stem
nonvascular—plant that absorbs water and other substances directly through its cell walls
vascular—plant with tube-like structures that move water and nutrients throughout the plant
Construction
Answer Key
Function Semicircles—Flowers–fruits and seeds; sepals, petals, stamens, and pistils; Stems–support
leaves, branches, and reproductive structures; contain vascular tissue and produce leaves;
Roots–vascular tissue absorbs water, nutrients, and oxygen from soil; anchor and support plant;
Seeds–contain cotyledon: food storage; contain embryo of new plant; Leaves–photosynthesis in
palisade cells; carbon dioxide, water, and oxygen enter and exit through stomata
Journal—Accept all reasonable responses. Students might infer roots above water take in needed oxygen.
Journal—Accept all reasonable responses. Students might discuss deep roots would be an advantage to
find water below ground, or more shallow root systems might more readily absorb what little rain falls.
Flowering Plants—Monocots–multiples of three, usually parallel, scattered, one cotyledon, corn seed;
Dicots–multiples of four and five, usually netlike, arranged in a ring, two cotyledon, oak tree seed
Flower Part Labels—(clockwise from top right) Pistil, Stigma, Style, Ovary, Ovules, Sepal, Filament,
Anther, Pollen grains, Stamen, Petals
Basic Structures of Plants—Leaves, Stems, Roots, Seeds, Flower; Male organs–stamen, anther; Female
organs–pistil, style, ovary
Students identify and sort monocot and dicot seed packets with flowers pictured on the front. Students X
observe flower petals and leaf structure.
Students tour local landscapes with a camera to locate, identify, and photograph angiosperms, gymnosperms, X X
monocots, dicots, leaves, seeds, flowers, stems, and roots. Students display their findings creatively. If camera is not
available, students can draw colorful, accurate illustrations.
Students draw a landscaping plan designating some areas as shade, part shade, and full sun. Provide students with X
gardening books. “Hire” students to fill in the landscape with a variety of angiosperms and gymnosperms, paying
special attention to designated areas.

for Differentiated Instruction
Chemistry 0-07-874106-8
Acids and Bases
Chemical and Physical Changes Advantages for Students
Chemical Bonds
● Assign meaningful work aimed at science content topics
Chemical Reactions
Elements, Compounds, and Mixtures ● Challenge students at individual ability levels
Matter
Measurement ● Increase self-confidence through participation
Periodic Table of Elements
● Facilitate practice and mastery of state-mandated objectives
Principles of Gases and Liquids
States of Matter ● Provide opportunities for regular education students to work
Earth Science 0-07-874107-6 with students with special needs
Earthquakes
Erosion ● Intiate academic and social gains for students with
Lunar and Solar Eclipses special needs
Our Solar System
Phases of the Moon and Seasons
Plate Tectonics Advantages for Teachers
Rock Cycle
Volcanoes ● Vary content presentation and assessment
Weather
● Modify curriculum for special populations
Weathering
Life Science 0-07-874108-4 ● Increase student involvement
Adaptations
Cell Processes
● Address textbook/state-mandated objectives
Cell Structure ● Directly correlate objectives with relevant reinforcement
Classification
activities
Ecology
Food Chains, Food Webs, and Energy Pyramids ● Provide critical-thinking opportunities for special-needs
Heredity and Genetics students through on-grade level curriculum
Human Body Systems
Mitosis and Meiosis
Plants
Physics 0-07-874109-2
Electricity
Energy
Law of Conservation of Energy
Magnetism
Newton’s 1st Law of Motion and Forces
Newton’s 2nd Law of Motion
Newton’s 3rd Law of Motion
Temperature and Thermal Energy
Waves
Work and Simple Machines

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Teacher Guide

Features and Beneﬁts

■ Hands-on manipulatives encourage

AFTG-Life Sci_874110-6.indd i 2/8/06 1:27:39 PM

Nancy Nippert graduated from Sharece Prince graduated from

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is

Send all inquiries to:

Printed in the United States of America.

AFTG-Life Sci_874110-6.indd ii 2/8/06 1:27:42 PM

Overview of ActiveFolders for Differentiated Instruction . . . . . . . . . iv

Using ActiveFolders in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . vi

ActiveFolders Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Advantages of ActiveFolders in the Differentiated Classroom . . . . . ix

The Need for Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

Helpful Hints for Your Differentiated Classroom . . . . . . . . . . . . . . . . xi

Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

ActiveFolders Teacher Guide iii

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Engaging cover diagram offers

Colorful, durable, laminated folders Detailed teacher guide contains

iv ActiveFolders Teacher Guide

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Journal responses can be used

Envelope space provides handy

Wrap-up activities and graphic

ActiveFolders Teacher Guide v

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vi ActiveFolders Teacher Guide

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Assessment • Student talks with • As one student com- • Independent students

ActiveFolders Teacher Guide vii

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viii ActiveFolders Teacher Guide

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Advantages of Active Folders for Students

ActiveFolders provide differentiated instruction for all students through easy-to-assemble

ActiveFolders Teacher Guide ix

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IDEA—Individuals with Disabilities Education Act (Public Law 94-142)

NCLB—No Child Left Behind

LRE—Least Restrictive Environment

x ActiveFolders Teacher Guide

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ActiveFolders Teacher Guide xi

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Friend, Marilyn and William Bursuck. Including With Special Needs:

Stetson and Associates, Inc. Differentiated Instruction: A Practical and

Tilton, Linda. Inclusion: A Fresh Look. Shorewood: Covington Cove

Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA:

Tomlinson, Carol Ann. Differentiation in Practice. Alexandria, VA:

Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms.

U.S. Department of Education. “No Child Left Behind,” [online],

xii ActiveFolders Teacher Guide

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ActiveFolders Teacher Guide xiii

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ActiveFolders Teacher Guide 1

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