activities for teaching biology

1. Log in to your Google account.
   
   
2. On the Serendip page for the activity you want to use, click on the link for the Student Handout Google Doc.
   
   
3. Click on the Make a Copy button to make a copy in your Google drive where you can edit the Student Handout.
   
   
4. If you want to rename the file or move your copy of the Student Handout to a folder of Serendip biology activities, click on the File tab and then click on Rename or Move.
   
   
5. You can instruct each student to make a copy of the Student Handout; they just need to click on the File tab and then click on Make a Copy. Then, each student can answer the questions in his/her individual copy.
   
   
6. To encourage discussion, you can have pairs of students collaborate electronically to answer the questions.
   

This minds-on analysis and discussion activity begins with a video of an animal cell chasing and eating a bacterium. This introduces analyses of how different types of cells carry out the activities of life.

As part of these analyses, students learn about (1) the similarities and differences between eukaryotic and prokaryotic cells, (2) the functions of membrane-bound organelles in eukaryotic cells, (3) the relationship between structure and function for different types of animal cells, and (4) differences between plant and animal cells.

Biology is the scientific study of living things.

The Student Handout, together with two videos, help students to understand the characteristics of living things and the challenges of distinguishing between living and non-living things.

This analysis and discussion activity also introduces several themes that will be revisited in a general biology course.

This overview summarizes major ecological concepts and recommends learning activities on topics such as food webs, energy flow through ecosystems, the carbon cycle, trophic pyramids, exponential and logistic population growth, species interactions in biological communities, succession, and effects of human activities on ecosystems. This overview also recommends introductory ecology readings. 

In the proposed sequence of topics and learning activities, the major biological concepts build in a logical progression that uses earlier concepts to help students understand subsequent concepts and reinforces student understanding of earlier concepts as they are used in subsequent sections of the course. For example, students are introduced to DNA structure and function early in the course and then use their understanding of DNA structure and function to enhance their understanding of subsequent topics, such as genetics and cell structure and function.

The attached documents present the proposed sequence of topics and learning activities. The learning activities will help students meet the Next Generation Science Standards (NGSS) (http://serendipstudio.org/exchange/bioactivities/NGSS/listing).

This minds-on, hands-on activity begins with the driving question of how a tiny seed grows into a giant sequoia tree.

To address this question, students first consider what types of molecules and atoms are in plants. Next, they analyze data from an experiment on changes in plant biomass in the light vs. dark. Then, they conduct an experiment to evaluate changes in CO₂ concentration in the air around plants in the light vs. dark.

Students interpret these data to develop an increasingly accurate and evidence-based model of the contributions of photosynthesis and cellular respiration to changes in plant biomass.

This activity counteracts several common misconceptions about plant growth, photosynthesis, and cellular respiration. (NGSS)

This activity uses the example of a flock of pelicans in flight to illustrate how analysis at multiple levels of organization enhances our understanding of a biological phenomenon.

Through an interactive whole-class discussion of PowerPoint slides, students learn about the multiple levels of organization in biology, as well as reductionism and emergent properties.

To reinforce these concepts, students answer the questions in a Student Handout and discuss their answers in additional whole class discussions.

In both versions of the Student Handout, students analyze two models of cellular respiration. The first model shows chemical equations that summarize the inputs and outputs of cellular respiration. The second model is a figure that shows the three major stages of cellular respiration and the role of mitochondria.

After students analyze these models, they use what they have learned to develop their own more complete model of cellular respiration.

Then, in the advanced version of the Student Handout, students analyze how the extensive, folded inner membrane of a mitochondrion contributes to ATP production. This analysis illustrates the general principle that structure is related to function.

The simpler version of the Student Handout is available in the first two attached files and in a Google Doc. The advanced version of the Student Handout is available in the third and fourth attached files and in a Google Doc. The Teacher Notes, available in the last two attached files, provide background information and instructional suggestions and explain how this activity is aligned with the Next Generation Science Standards.

Analysis and discussion questions develop student understanding of negative and positive feedback and homeostasis.

For example, students develop a model of negative feedback regulation of body temperature; this model includes a temperature control center in the brain that uses information about differences between a setpoint and actual body temperature to regulate sweating, shivering, and changes in blood flow to the skin.

The setpoint for negative feedback can be changed; for example, in response to an infection the temperature setpoint can be increased, resulting in a fever.

Negative feedback contributes to homeostasis.

Sometimes negative feedback does not function properly; for example, diabetes results from abnormalities in negative feedback regulation of blood glucose levels.

Finally, students analyze how positive feedback contributes to rapid change (e.g., rapid formation of a platelet plug).

In this analysis and discussion activity, students learn how food production results in the release of three greenhouse gases – carbon dioxide (CO2), nitrous oxide (N2O), and methane (CH4). Students analyze carbon and nitrogen cycles to understand how agriculture results in increased CO2 and N2O in the atmosphere.

Students interpret data concerning the very different amounts of greenhouse gases released during the production of various types of food; they apply concepts related to trophic pyramids and learn about CH4 release by ruminants.

Finally, students propose, research, and evaluate strategies to reduce the amount of greenhouse gases that will be released during future production of food for the world’s growing population.

The Student Handout is available in the first two attached files and as a Google doc designed for use in online instruction and distance learning. The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.