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Remote Ready Biology Learning Activities

Minds-On Biology

These minds-on activities, initially designed for use in the classroom, have been adapted for use in online teaching or distance learning. Advice for Using Google Docs is available at https://serendipstudio.org/exchange/bioactivities/Googledocs.

Introductory Activities Energy – Cellular Respiration and Photosynthesis Cell Division Genetics and Molecular Biology Evolution Ecology Human Physiology and Health

Evolution and Adaptations

Sketch of ocean ecosystemIn common experience, the term "adapting" usually refers to changes during an organism's lifetime.

In contrast, evolutionary biologists use the term "adaptation" to refer to a heritable trait that increases fitness.

To help students reconcile these different concepts, this activity introduces the concept of phenotypic plasticity (the ability of an organism to adapt to different environments within its lifetime).

Questions guide students in analyzing how the balance between the advantages and disadvantages of a characteristic (e.g. an animal’s color) can vary in different circumstances, how phenotypic plasticity can be a heritable trait that can optimize fitness in a variable environment, and how natural selection can influence the amount of phenotypic plasticity in a population.

Understanding and Predicting Changes in Population Size – Exponential and Logistic Population Growth Models vs. Complex Reality

Whooping crane

In this analysis and discussion activity, students develop their understanding of the exponential and logistic population growth models by analyzing the recovery of endangered species and growth of bacterial populations. Students learn about the processes that cause exponential or logistic population growth, interpret data from several investigations, and apply their understanding to policy questions.

Next, students analyze examples where the trends in population size do not match the predictions of the exponential or logistic population growth models. They learn that models are based on simplifying assumptions and a model’s predictions are only accurate when the simplifying assumptions are true for the population studied.
In the last section, students analyze trends in human population size and some of the factors that affect the earth’s carrying capacity for humans. 

One version of the Student Handout also includes mathematical equations for exponential and logistic population growth. Appendices to these Teacher Notes offer optional questions on food poisoning, exponential growth of a rabbit population, additional examples of exceptions to the logistic population growth model, and a research challenge (to develop proposals for sustainable use of two resources that may limit the earth’s carrying capacity for humans).

How Mistakes in Meiosis Can Result in Down Syndrome or Death of an Embryo

In this minds-on analysis and discussion activity, students learn how a mistake in meiosis can result in Down syndrome. Students also analyze karyotypes to learn how other mistakes in meiosis can result in the death of an embryo. Finally, students consider how a health problem can be genetic, but not inherited.

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 supports the Next Generation Science Standards (NGSS).

What types of mutations cause more vs. less severe muscular dystrophy?

This analysis and discussion activity begins with a brief video presenting the anchoring phenomenon – a teenager who has Duchenne muscular dystrophy.

Then, students investigate the types of deletion mutation that cause the more severe Duchenne muscular dystrophy vs. the milder Becker muscular dystrophy. During this analysis, students review transcription and translation, learn how to use a codon wheel, and analyze the molecular effects of different types of deletion and point mutations.

Finally, students investigate X-linked recessive mutations to understand why almost all Duchenne muscular dystrophy patients are male.

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 (NGSS).

DNA Function, Structure and Replication

DNA structure

In this analysis and discussion activity, students learn the basics of DNA function, structure, and replication.

The sequence of nucleotides in a gene determines the sequence of amino acids in a protein, which determines the structure and function of the protein. Different versions of a gene give the instructions to make different versions of a protein, which can result in different characteristics.

Since many different proteins are needed for a cell to be alive, each cell needs a complete copy of the DNA with all of the genes. Therefore, before a cell divides, it needs to make a copy of all its DNA. Students analyze DNA replication to understand how the double helix structure of DNA, the base-pairing rules, and DNA polymerase work together to produce two identical copies of the original DNA molecule.

This activity can be used to introduce your students to key concepts about DNA or to review these concepts.

How do organisms use energy?

Enzymes convert substrates to product

This analysis and discussion activity introduces students to the basic principles of how organisms use energy.

Students learn that, in cellular respiration, glucose is one input for reactions that provide the energy to make ATP. The hydrolysis of ATP provides the energy for many cellular processes.

Students apply the principles of conservation of energy and conservation of matter to avoid common errors and correct common misconceptions.

The Student Handout is available in the first two attached files and as a Google doc designed for use in distance learning and online instruction. 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.

Learning about Genetic Disorders

This activity provides brief instructions and recommended reliable sources for students to investigate and report on a genetic disorder of their choice. 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.

Soap Opera Genetics – Genetics to Resolve Real-Life Dilemmas

Family tree by blood type

This analysis and discussion activity contains three "soap opera" episodes that help students to understand the principles of inheritance and the relevance of genetics to everyday life. In the first episode, students answer the probing questions of a skeptical father who wants to know how his baby could have albinism when neither he nor his wife have albinism.

The second episode, "Were the babies switched?", covers the concepts of codominance, incomplete dominance, and polygenic inheritance, and reinforces student understanding that the alleles of a gene give the instructions for making different versions of a protein.

In the third episode, students analyze sex-linked inheritance. Each episode can be used separately or with other episodes, depending on your teaching goals.

Where does a tree's mass come from?

4 hypotheses where plant's mass comes from

Students analyze evidence to evaluate four hypotheses about where a tree’s mass comes from. For example, students analyze Helmont’s classic experiment and evaluate whether his interpretation was supported by his evidence.

Thus, students engage in scientific practices as they learn that trees consist mainly of water and organic molecules and most of the mass of the organic molecules consists of carbon and oxygen atoms that came from carbon dioxide molecules in the air. (NGSS)

The Student Handout is available in the first two attached files and as a Google doc designed for use in distance learning and online instruction. (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.

Photosynthesis & Cellular Respiration – Understanding the Basics of Bioenergetics and Biosynthesis

Photosynthesis and cellular respiration cycle with the hydrolysis of ATP

In this minds-on activity, students analyze how photosynthesis, cellular respiration, and the hydrolysis of ATP provide energy for biological processes in plant cells.

Students learn that the glucose produced by photosynthesis are used for cellular respiration and for the synthesis of other organic molecules.

The final section challenges students to use their understanding of photosynthesis and cellular respiration to explain observed changes in biomass for plants growing in the light vs. dark.

The Teacher Notes suggest three possible additions to this learning activity. (NGSS)

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