activities for teaching biology

In this activity, students learn about stem cells, cell differentiation, and how transcription factors contribute to cell differentiation. These concepts are introduced as students learn how the body makes red blood cells and answer multiple minds-on questions.

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. (For additional instructions, see https://serendipstudio.org/exchange/bioactivities/Googledocs, especially item 7.) 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.

Students learn about the effects of UV light, mutations and DNA repair on the survival of prokaryotes and the risk of skin cancer. In the first experiment, students evaluate the effects of different durations of UV exposure on survival and population growth of Haloferax volcanii. This experiment also tests for photorepair of DNA damage. Students design the second experiment, which evaluates the effectiveness of sunscreen. In addition, students answer analysis and discussion questions that promote their understanding of molecular biology, cancer, and the interpretation of experimental results. 

In the first section of this analysis and discussion activity, students learn that different versions of a gene give the instructions for making different versions of a clotting protein, which result in normal blood clotting or hemophilia.

Next, students learn how genes provide the instructions for making a protein via the processes of transcription and translation. They develop an understanding of the roles of RNA polymerase, the base-pairing rules, mRNA, tRNA and ribosomes.

Finally, students use their learning about transcription and translation to understand how a change in a single nucleotide in the hemoglobin gene can result in sickle cell anemia.

Throughout this activity, students use the information in brief explanations, figures and videos to answer analysis and discussion questions.

This activity can be used to introduce students to transcription and translation or to reinforce and enhance student understanding. 

If you prefer a hands-on activity that uses simple paper models to simulate the molecular processes of transcription and translation, see “How Genes Can Cause Disease – Introduction to Transcription and Translation” (http://serendipstudio.org/sci_edu/waldron/#trans).

To begin this hands-on, minds-on activity, students view a video about ecosystem changes that resulted when wolves were eliminated from Yellowstone National Park and later returned to Yellowstone. Then, students learn about food chains and food webs, and they construct and analyze a food web for Yellowstone. Students use what they have learned to understand a trophic cascade caused by the elimination of wolves from Yellowstone.

Next, students learn that the biosphere requires a continuous inflow of energy, but does not need an inflow of carbon atoms. To understand why, students apply fundamental principles of physics to photosynthesis, biosynthesis, and cellular respiration, the processes which result in carbon cycles and energy flow through ecosystems.  

In the final section, students use the concepts they have learned to understand trophic pyramids and phenomena such as the relative population sizes for wolves vs. elk in Yellowstone. Thus, students learn how ecological phenomena result from processes at the molecular, cellular, and organismal levels.

In this analysis and discussion activity, students figure out how mutations and natural selection have resulted in matches between the fur colors of populations of rock pocket mice and their environments.

Next, students view a video that presents relevant research findings, and students answer the embedded multiple-choice questions.

Then, students answer multiple questions and analyze several scenarios to enhance their understanding of mutations and natural selection.

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.

This analysis and discussion activity engages students in understanding how biological communities remain stable and how they change during ecological succession.

Students analyze several types of research evidence, including (1) repeated observations of a biological community to assess stability or change over time, (2) analyses of dated fossils in a peat bog, and (3) analyses of how mutualism, competition and trophic relationships contribute to stability or change in biological communities.

Students use this evidence to understand the causes of stability and succession in a variety of habitats, including a tropical forest, a new volcanic island, abandoned farm fields, and ponds. Students also analyze the effects of climate and non-native invasive plants.

The Student Handout is available in the first two attached files and as a Google doc designed for use in online instruction. The Teacher Notes, available in the third and fourth attached files, provide background information and instructional suggestion and explain how this activity is aligned with the Next Generation Science Standards. A PowerPoint with illustrations of each habitat is available in the last attachment.

This analysis and discussion activity engages students in understanding the lifecycle and adaptations of black-legged ticks and the relationships between these ticks, their vertebrate hosts, and the bacteria that cause Lyme disease.

Students use this background to analyze when and where human risk of Lyme disease is greatest, why rates of Lyme disease have increased in recent decades in the US, and ecological approaches to preventing Lyme disease.

In this hands-on, minds-on activity, students use model chromosomes and answer analysis and discussion questions to learn about the processes of meiosis and fertilization.

Students first analyze how the processes of meiosis and fertilization result in the alternation between diploid and haploid cells in the human lifecycle. To learn how meiosis produces genetically diverse gametes, students analyze the results of crossing over and independent assortment.

As they model meiosis and fertilization, students follow the alleles of a human gene from the parents' body cells through gametes to zygotes.They learn how the outcomes of meiosis and fertilization can be represented in a Punnett square.

A final brief section contrasts sexual reproduction with asexual reproduction.

This activity can be used to introduce meiosis and fertilization or to review these processes. 
(NGSS)

Download Student Handout: PDF format or Word format

Download Teacher Preparation Notes: PDF format or Word format

In this hands-on, minds-on activity, students use model chromosomes and answer analysis and discussion questions to learn how the cell cycle produces genetically identical daughter cells.

Students learn how DNA replication and mitosis ensure that each new cell gets a complete set of chromosomes with a complete set of genes.Students learn why each cell needs a complete set of genes and how genes influence phenotypic characteristics.

To understand how a single cell (the fertilized egg) develops into the trillions of cells in a human body, students analyze an exponential growth model of increase in number of cells. The final section provides a very brief introduction to cellular differentiation. 

This activity can be used as an introduction to mitosis or to reinforce understanding of mitosis. 

In our follow-up meiosis and fertilization activity (/sci_edu/waldron/#meiosis) students learn how the movement of gene-carrying chromosomes during meiosis and fertilization results in the inheritance of genes.

In the first part of this activity, students learn how to use the floating leaf disk method to measure the rate of net photosynthesis (i.e. the rate of photosynthesis minus the rate of cellular respiration). They use this method to show that net photosynthesis occurs in leaf disks in a solution of sodium bicarbonate, but not in water. Questions guide students in reviewing the relevant biology and analyzing and interpreting their results. In the second part of this activity, student groups develop hypotheses about factors that influence the rate of net photosynthesis, and then each student group designs and carries out an investigation to test the effects of one of these factors. (NGSS)