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Remote Ready Biology Learning Activities
Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.
Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)
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I very much appreciate your positive comments and your initiative to spread the word about our resources.
Ingrid
Dear Ingrid,
I am a NYS teacher. I have used your material for years. Thank you so much. I have been working on an Endeavor STEM Teacher Leadership program through Regeneron. I have submitted your website as a resource that I love, which has NGSS-supported lessons/ activities.
Sincerely,
Jean-Marie
Some of the questions and diagrams have been clarified.
Ingrid
Some of the questions and diagrams have been clarified.
Ingrid
Some of the questions and diagrams have been clarified.
Ingrid
Some of the questions and diagrams have been clarified.
Ingrid
** "Have you ever considered the philosophical implications of Serendip Studio's name, and how it might influence the creative process within its walls? Does the studio's name, which suggests unexpected discoveries, place an unconscious pressure on artists to continually seek the extraordinary, or does it simply encourage a more open-minded approach to art?
The Student Handout has been reorganized and revised for greater clarity.
Ingrid
The Student Handout has been reorganized and expanded to help students understand the molecular processes that make red blood cells. The Teacher Notes have been reorganized and revised to correspond to the revised Student Handout.
Ingrid
In the Student Handout, questions and explanations have been clarified. The Teacher Notes have been reorganized and revised for greater clarity.
Ingrid
Michael, I am very grateful for your appreciations. It is very good to know that I have made a positive contribution.
I have not adapted these materials for adults who want information at a 6-8 grade reading level. I would be interested in finding out which materials you think might be most important to adapt and any suggestions you may have about how to adapt them. To contact me directly, please write to iwaldron@upenn.edu.
Thank you,
Ingrid
On this Thanksgiving weekend, I feel so grateful to you, Dr. Waldron, for your critical contributions to my own personal development as a student at Penn, and also for the decades long work you have done to support secondary school teachers’ efforts to teach biology.
In this age of misinformation and disinformation, it is critically important to support teachers who strive to enhance students’ understanding of the basics of biology, medicine, evolution, ecology and environmental change.
As you are aware, despite excellent courses and educational materials for high school students, too many adults are not aware of the basics facts of science, particularly biology and medicine.
As a physician who is dedicated to advancing patient engagement in health, health care, self-care, and self-management of chronic health conditions, educational content that is health literate and promotes both understanding and an ability to act on information to manage one;s health these resources can be very useful, not only for secondary schools students, but for all those who strive to learn more about how their bodies work, and what steps they can take to stay well, as well as manage their health conditions.
Have any of these materials been adapted for adults who may need materials that are written at a 6- 8 grade reading level?
Thanks, again for all you do!
Best,
Michael
I have revised the Teacher Preparation Notes to clarify that page 12 of the Teacher Preparation Notes should be added as page 10 of the Student Handout in order to include exocytosis and endocytosis in this activity.
Ingrid
Where is the updated version with endocytosis and exocytosis?
I see the teacher prep version, but not the student version.
I believe the problem has been fixed. If you are encountering any difficulty please contact me at iwaldron@upenn.edu.
Ingrid
Hello Ingrid,
I am not able to access the Google Doc that is linked at the top of this webpage. It is prompting me to ask you for access. Is that how you would like me to proceed? Thank you!
Gina Marando
I have totally revised this activity to focus on the phenomenon of changes in biomass for seeds sprouting in the light and in the dark. Students interpret the data, based on their understanding of the effects of photosynthesis, biosynthesis and cellular respiration on changes in biomass.
Ingrid
The Student Handout has been reorganized for better logical flow, and some of the questions have been revised for clarity. The Teacher Notes have been reorganized and supplemented with improved figures.
Ingrid
The questions and explanations in the Student Handout have been clarified. The Teacher Preparation Notes have also been clarified.
Ingrid
The Student Handout and Teacher Notes have been revised to take account of recent research findings. In addition, several questions and explanations have been clarified in the Student Handout.
Ingrid
I have streamlined and focused the Student Handout to complement, rather than duplicate, the new activity “How do food molecules reach our muscles? – Structure and Function of Organ Systems, Organs and Cells”. I have also clarified several questions in the Student Handout. The Teacher Notes have been revised for clarity and to accommodate the changes in the Student Handout.
Ingrid
Some of the figures in the Student Handout have been improved, and some of the questions have been clarified. The Teacher Notes have been reorganized and clarified. Also, I have improved the sophistication of the discussion of whether viruses are living things.
Ingrid
The Student Handout and Teacher Notes have been revised to take account of recent research findings. In addition, several questions and explanations have been clarified in the Student Handout. For example, the Student Handout now includes an introduction to trophic pyramids that clarifies the difference between gross and net rates of biomass production and motivates the use of net rates of biomass production for constructing trophic pyramids.
The Student Handout now includes an introduction that clarifies the difference between gross and net rates of biomass production and motivates the use of net rates of biomass production in the construction of trophic pyramids.
Ingrid
The Student Handout has been improved, with a greater focus on the main points for students to understand.
Ingrid
In the Student Handout, I have clarified several questions and explanations. I have also updated the sources for the optional research project. In the Teacher Notes, I have updated the discussion of physical activity and obesity and provided new instructions for the optional research project.
Ingrid
Comment to Dalton: Hume only attended lectures at the end of 12 (not 10!) at university; he began to study law with 15.
Please click on the above file labeled "SHO Simpler".
Ingrid
Can i have access to this version
I have updated the Student Handout and Teacher Notes with recent research and the recent FDA approval of the gene-editing treatment for sickle cell anemia. For the Student Handout, I have revised several questions to focus on the most important points and added a page of questions to review transcription and translation, which will help students understand how the gene-editing treatment works. I have also clarified and updated the Teacher Notes, and I have suggested a video that could be used to increase student interest and motivation.
Ingrid