Remote Ready Biology Learning Activities

In this analysis and discussion activity, students learn about basic coral biology.

Then, they find answers to their questions about coral bleaching.

This activity concludes with questions about how we can reduce coral bleaching and why we need to check sources for potential bias.

In this analysis and discussion activity, students investigate several examples of plants that have grown in odd shapes.

As students analyze these anchoring phenomena, they learn (1) how the zones of cell division and elongation contribute to the growth of stems and roots; (2) how the effects of a plant hormone on cell elongation contribute to plant responses to light and gravity; and (3) how differentiated cells (xylem cells, phloem cells and photosynthetic cells) cooperate to supply all parts of the plant with needed molecules and ions.

In this activity, students interpret data from scientific studies, develop and refine scientific models, and answer additional analysis and discussion questions.

This activity can be used in a unit on cells or as an activity on development after students learn about cell division.

This minds-on, analysis and discussion activity introduces students to basic cancer biology, somatic mutations, and regulation of the cell cycle.

Students view an introductory video about a teen with melanoma and then complete six sections: “What is melanoma?”, “How does a melanoma develop?”, “Why do melanoma cells divide too much?”, “Environment and inherited genes influence your risk of melanoma.”, “Different Types of Cancer”, and “Research Challenge”.

Concepts covered include cell cycle checkpoints, somatic mutations, and DNA repair enzymes

Students begin by comparing the characteristics of whales, mammals and fish to decide whether whales should be classified as mammals or fish. To support their conclusion, students make a scientific argument (claim, evidence, reasoning).

Students learn about the evolution of whales and other cetaceans by analyzing evidence from comparative anatomy, embryology, fossils, and DNA and proteins. Finally, students make a scientific argument for the claim that whales and other cetaceans evolved from land mammals.

To begin this minds-on analysis and discussion activity, students learn about the correlated increases in global temperatures and CO₂ concentrations in the atmosphere.

Next, students evaluate an example that illustrates that correlation does not necessarily imply causation. Then, they analyze several types of evidence to test the hypothesis that increased CO₂ in the atmosphere has been a major cause of the increase in global temperatures.

This activity concludes with a very brief discussion of how global warming has contributed to harmful effects (e.g., increased flooding) and possible actions to reduce these harmful effects.

This analysis and discussion activity introduces Victoria Gray whose severe sickle cell anemia was effectively treated by gene editing with CRISPR-Cas.

To begin, students review the molecular biology of sickle cell anemia, transcription and translation.

Next, they learn how bacteria use CRISPR-Cas to defend against viral infections. Then, students examine some of the research findings that scientists used to identify the target for gene editing.

Finally, students analyze the CRISPR-Cas gene editing treatment for sickle cell anemia.

The Teacher Notes present an optional additional video and question to stimulate students to consider the ethical controversies related to potential uses of CRISPR-Cas.

Students learn that vaccination or a previous coronavirus infection reduces the risk of severe Covid-19.

They learn how the immune system responds to a coronavirus infection and analyze how this response differs after a first vs. second exposure to the coronavirus.

Then, students analyze the biological effects of an mRNA vaccine and develop an evidence-based explanation of how vaccination protects against severe Covid-19.

In this activity, students analyze information about the molecular and cellular basis for sickle cell anemia and sickle cell trait. This provides the basis for understanding how a single gene can affect multiple phenotypic characteristics.

Students also create a Punnett square, analyze a pedigree, and evaluate the relative advantages of Punnett squares and pedigrees as models of inheritance.

The Teacher Notes include several optional questions which apply student understanding of the biology of sickle cell trait to practical and policy issues.

In this minds-on analysis and discussion activity, students analyze the inheritance of sex chromosomes. Students use a Punnett square to predict the sex ratio of births and compare their prediction to data for individual families and for the entire US.

As students analyze the reasons why many real families deviate from Punnett square predictions, they learn about the probabilistic nature of inheritance and the limitations of Punnett square predictions.