Remote Ready Biology Learning Activities

In the shorter version of the Student Handout, students learn how coronaviruses are replicated inside our cells, how white blood cells fight a coronavirus infection, and how a coronavirus infection can cause you to feel sick.

In the longer version of the Student Handout, students also learn how the respiratory and circulatory systems work together to provide oxygen to the body’s cells, and they learn how a coronavirus infection can interfere with oxygen delivery, which can result in severe disease.

This minds-on, analysis and discussion activity introduces students to the process of natural selection, including key concepts and vocabulary.

In addition, students analyze several examples to learn about the conditions that are needed for natural selection to occur.

(This activity is an expanded version of the first section of the hands-on activity Evolution by Natural Selection.)

In this minds-on analysis and discussion activity, students interpret evidence concerning natural selection in the peppered moth.

This evidence includes (1) the results of experiments that evaluated predation by birds on different color forms of the peppered moth in different environments, (2) the genetic basis for the different color forms, and (3) correlated changes in both the environment and the frequency of each color form in industrialized and rural regions in England and the US.

This activity will help students to consolidate a scientifically accurate understanding of the process of natural selection.

(This activity is very similar to the last section of the hands-on activity Evolution by Natural Selection.)

This minds-on analysis and discussion activity begins with an anchor phenomenon – a video of a eukaryotic cell chasing and eating a bacterium. This leads to analyses of how cells carry out the activities of life and the similarities and differences between eukaryotic and prokaryotic cells.

Additional topics include the functions of the organelles in eukaryotic cells and the differences between animal and plant 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 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.

In this analysis and discussion activity, students answer minds-on questions as they learn about the differentiation of specialized cell types, including the role of changes in epigenetic control of gene expression during cell differentiation.

Students also learn about environmental influences on epigenetic control of gene expression and the need for cell division and differentiation even in a fully grown adult.

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.