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Simpler Student Handouts Available

For the activities listed below, the simpler Student Handouts will be suitable for most middle school students, for many English language learners, and for some high school students who may not be reading at grade level. For most of these activities, more complete Student Handouts are also available, and these will be suitable for most high school or college students.

Ecosystem Services – How Some Wild Animals Protect Human Health

In this minds-on activity, students are introduced to the concept of ecosystem services. Then, students analyze two examples that illustrate how some wild animals protect human health.

First, students learn how the widespread use of a veterinary drug poisoned vultures in India. This increased the populations of rats and feral dogs, which caused an increase in human mortality due to rabies and other infections.

Second, students analyze how a human-spread fungal infection killed millions of North American hibernating bats. The loss of insect-eating bats caused farmers to increase their use of insecticides, which led to increased infant mortality.

I have prepared two versions of the Student Handout. The more complete version will be suitable for most high school students, and the simpler version will be suitable for most middle school students and English language learners in high school.

Population Growth – Effects of the Environment

In this analysis and discussion activity, students develop their understanding of the effects of environmental factors on population growth by analyzing the recovery of endangered species and how growth of bacterial populations can cause food poisoning.

Students learn about the processes that result in exponential or logistic population growth, interpret data from several investigations, and apply their understanding to policy questions.

Cells – How do they carry out the activities of life?

This minds-on activity begins with an analysis of the parts found in every cell and how these parts contribute to the activities of life.

Then, students answer analysis and discussion questions as they learn about different types of cells. Students learn about (1) the differences between eukaryotic and prokaryotic cells, (2) the functions of membrane-bound organelles in eukaryotic cells, (3) the relationship between structure and function for different types of animal cells, and (4) differences between plant and animal cells.

Two versions of the Student Handout are available – a more complete version (suitable for most high school students) and a simpler version (suitable for most middle school students).

How do food molecules reach our muscles? – Structure and Function of Organ Systems, Organs and Cells

In this activity, students learn (1) how food is digested into smaller molecules and (2) how the digestive and circulatory systems cooperate to bring digested food molecules to muscles all over the body.

Students analyze several examples of the relationship between structure and function in these organ systems.

Finally, students use a claim, evidence, reasoning framework to evaluate the claim that structure is related to function in cells, organs and organ systems.

Two versions of the Student Handout are available – a more complete version (suitable for most high school students) and a simpler version (suitable for most middle school students).

How do we sense the flavors of food?

In this minds-on, hands-on activity, students learn how flavor perception depends on sensory input from taste and smell receptors.

Students develop their science practice skills by planning and carrying out an investigation and interpreting the results.

Students also learn that sensory input is processed by the brain to stimulate perception and behavior.

Download Student Handout: PDF format or Word format

Download Teacher Preparation Notes: PDF format or Word format

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

We invite your comments and questions. If you would prefer to send your comments or questions in a private message, please write Ingrid Waldron at iwaldron@upenn.edu.