activities for teaching biology

This game reviews introductory chemistry, including organic compounds and chemical reactions. To access the game, open the PowerPoint attachment below; in full screen display, click on the slideshow icon on the right in the bottom bar. Clicking on a number in the gameboard will bring you to a question. When that question has been answered click on the yellow box in the lower right corner and you'll be brought back to the gameboard screen.  Spaces for questions that have already been answered will now appear blank, just like on the TV show. 

 Two ways of organizing the Jeopardy game are recommended in the Teacher Notes available in the second attachment below.

In this hands-on, minds-on activity, students investigate the effects of hypotonic and hypertonic solutions on eggs that have had their shells removed. As students interpret their results, they develop a basic understanding of the process of osmosis. As they answer additional analysis and discussion questions, students learn about the effects of osmosis on animal and plant cells and apply their understanding of osmosis to the interpretation of several “real-world” phenomena.   

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The Teacher Preparation Notes provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.

In the lab, Who Took Jerell’s iPod? -- An Organic Compound Mystery, students learn how to test for triglycerides, glucose, starch, and protein and then use these tests to solve a mystery. The activity reinforces students understanding of the biological functions and food sources of these different types of organic compounds.

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In the lab, What Parts of a Plant Do We Eat?, Students review the structure of angiosperm plants and learn about the diversity of plant form by using evidence from examination of fruits and vegetables to identify which part of the plant each fruit or vegetable is.

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Download Teacher Preparation Notes: PDF format or Word format

This multi-part minds-on, hands-on activity helps students to understand both alcoholic fermentation and the engineering design process. Students begin by learning about yeast and alcoholic fermentation. To test whether grains of yeast can carry out alcoholic fermentation, students compare CO2 production by grains of yeast in sugar water vs. two controls.

The last part of this activity presents the bioengineering design challenge where students work to find the optimum sucrose concentration and temperature to maximize rapid CO2 production. Structured questions guide the students through the basic engineering steps of specifying the design criteria, applying the relevant scientific background to the design problem, and then developing and systematically testing proposed design solutions.

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Download Teacher Preparation Notes: PDF format or Word format

In this minds-on, hands-on activity, students develop science practice skills by developing plans for a hands-on investigation, carrying out the investigation, analyzing the data, and interpreting the results.

Then, students answer analysis and discussion questions as they develop a basic understanding of how taste and olfactory receptor cells function and how sensory messages to the brain contribute to flavor perception and flavor-related behavior.

This minds-on, hands-on activity begins with an anchoring phenomenon, how a person’s breathing changes when he/she is re-breathing the air in a plastic bag. Students develop a negative feedback model of how the changes in breathing stabilize blood levels of O2 and CO2.

Then, students use a negative feedback model to understand temperature regulation, homeostasis, and how a change in setpoint can result in a fever.

Next, students analyze how failures of negative feedback regulation of blood glucose levels can result in diabetes.

Finally, students compare and contrast positive and negative feedback. Throughout this activity, students learn relevant human physiology.

An Appendix for the Teacher Preparation Notes suggests an optional activity in which each student group investigates a question or hypothesis concerning negative feedback, homeostasis and changes in breathing. 

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In the lab, Regulation of Human Heart Rate, students learn how to measure heart rate accurately. Then students design and carry out an experiment to test the effects of an activity or stimulus on heart rate, analyze and interpret the data, and present their experiments in a poster session. In this activity students learn about both cardiac physiology and scientific method.

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In the lab, Invertebrate Diversity, students compare the external anatomy and locomotion of earthworms, mealworms, crickets and crayfish, all of which can be purchased at low cost from local pet stores.  Discussion questions help students understand the evolutionary basis of observed similarities and differences. This activity can be used as an introduction to the Annelid and Arthropod phyla and the principle that form matches function.

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First, students analyze a hypothetical example of exponential growth in the number of infected individuals.

Then, a class simulation of the spread of an infectious disease shows a trend that approximates logistic growth.

Next, students analyze examples of exponential and logistic population growth and learn about the biological processes that result in exponential or logistic population growth.

Finally, students analyze how changes in the biotic or abiotic environment can affect population size; these examples illustrate the limitations of the exponential and logistic population growth models.