Prior to running the Odd-One-Out activity, you'll need to prepare a number of groups of organisms. Each group of 4 or 5 should have one organism that is different from the others in some way. You can use live, pickled, or photographed organisms. See teacher notes for Odd-One-Out for examples and ideas.

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Be certain that you have assembled the Moose Simulation Games needed in Learning Segment #8, this might take quite a bit of time. 

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MATERIALS (other than basic lab supplies) needed for this model include:
For the Variation lab:

• Variation in English peas:  approximately 1# per class. These are easiest to find in July and early August - best source, farmers markets. Sugar snap peas can be substituted but are smaller and harder to work with. They are cheapest at COSTCO.
• Variation in femur length in grasshoppers: Preserved grasshoppers can be ordered from Carolina Biological. Pull off the legs and allow them to dry out before students measure them. They can be reused each year. Alternatively, students can measure their own eye widths.

For Worm-eaters:

• Dixie cups, masking tape, rubber bands,

Plastic forks, spoons and sporks. Modify them as described in the teacher notes. You can start "collecting" sporks at fast-food restaurants or purchase them at a place like Cash and Carry. We have only been able to find them in boxes of 1000 however.

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MATERIALS NEEDED (besides basic lab equipment and supplies):

For Burning Ethanol Version

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You should plan to have all these resources on hand, but may not use them all.
Most are likely already in your possession or in the possession of teachers at your school. Others are cheap and easy to purchase.

• Marshmallows and skewers
• Ignition sources (matches might be ok, but better to have lighters with long handles)
• Glass petri dishes (enough for however many groups you plan to have work semi-independently (under your supervision)
• 95% or 100% ethanol (95% is cheaper and your chemistry teacher next door likely has some)
• Bromothymol blue (from above CO2 experiment)
• Plastic containers with enough overhead to suffocate/extinguish the reaction without being exposed to the two-inch flames
• Micro-balance (a cheap food scale is sensitive enough for these experiments)
• A watchglass or extra glass petri dish (chilled on day of use)

For Electrolysis Version

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• A Hoffman apparatus, tubing, a clamp, solution, a DC power supply etc. See Teacher Notes for the lab for details. Many Chemistry departments have this equipment on hand. If you have never done this before you will want to PRACTICE quite a few times before doing it in front of the class. The extensive teacher notes will support you in doing this!
• Wooden splints, matches, and bubble solution.

MATERIALS NEEDED (besides basic lab equipment and supplies):

For the CO₂ Lab
(see CR 02 CO₂ Lab Teacher Guide for quantities and details)

• phenol red
• club soda
• small test tubes and racks that will hold them
• corks or lids for the tubes
• screws
• forceps
• petri dish
• dropper bottles
• drinking straws
• radish seeds
  • prep instructions: Soak 1/2 of them overnight before students set them up to sprout. Students put the soaked seeds in petri dishes to sprout [per directions in lab] the night before you do the procedure.
• yeast
  • prep instructions: Mix with water and boil 1/2 of it for 10 minutes the night before the lab.
• medium crickets (one per group) - or you can have students bring their own

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Prepare sets of manipulatives for each group for the Heart Rate activity.
See Optional Topics for materials and preparation required for each.

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Materials (other than basic lab equipment) needed for Photosynthesis lab (see lab teacher notes for quantities and details):

• Bromthymol blue
• Test tubes with screw tops or corks
• Elodea (aka Anacharis): get at pet stores, or Carolina
• Straws

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For the "Baby Making" activity prepare two sets of pipe cleaner chromosomes per group. Each set includes a pair of large, medium and small chromosomes (six chromosomes in total). Don' t label the chromosomes beforehand, students will get to it. You can see a picture of the chromosomes kit on the model page. 

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Prepare DNA manipulatives. Make sets for each student and have them cut out their own (this should be homework –give them at least a week, it takes time!), or laminate and cut out one set per group –or both.

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Planaria Lab (see Teacher Notes for amounts and details):

• Order planaria from Niles or Carolina
• Full regeneration takes 10-14 days from when they are cut so plan accordingly. Students need to see this phenomenon before they can develop the model.

 
Medaka or other vertebrate development lab

• Order zebra fish, Medaka, or frog eggs from Carolina to arrive the day before you plan to have students begin their observations. Fish eggs take about two weeks to hatch, so start about two weeks prior to having students develop the model. 
• If you are more adventurous, order Medaka or zebra fish, mate them in your classroom aquarium and collect your own eggs!

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Read through the Sickle Cell Simulation materials. You will need dried red beans, white beans, and a number of labeled containers for this hands-on activity. Another consideration for this triangle is planning for the time you may have left. If you are rushed in implementing this model and your district allows you to assign homework, consider planning ahead to have students complete readings with comprehension questions outside of class time.

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