As students interpret their results, they develop a basic understanding of the process of osmosis. To understand why, students analyze how the carbon cycle and energy flow through ecosystems result from photosynthesis, biosynthesis, cellular respiration and the trophic relationships in food webs. Here are a few ways I like to help my students learn in these two units: A. This activity reinforces student understanding of the fundamental concepts that genes code for proteins which influence an organism's characteristics and Punnett squares summarize how meiosis and fertilization result in inheritance. Download Student Handout: or Download Teacher Preparation Notes: or Enzymes Help Us Digest Food revised, February, 2017 Students learn about enzyme function, enzyme specificity and the molecular basis of lactose intolerance through experiments with the enzyme lactase and analysis and discussion questions. The tubes are left on the window sill for 24 hours. These include overviews, analysis and discussion activities, and games for learning and review.
This is another opportunity for students to get their families involved with what they are doing in Biology! Students learn why each cell needs a complete set of genes and how genes influence phenotypic characteristics. This activity also includes multiple figures, brief explanations and questions, together with four recommended videos. To set-up the demo, the teacher will call up four student volunteers to assist in preparing the class demonstration to help students illustrate the cycling of carbon through the processes of photosynthesis and cellular respiration. In this lesson, students design an experiment to provide evidence that plants go through the process of cellular respiration by measuring the acidity level in a jar of germinating pea plants. Download Student Handout: or Download Teacher Preparation Notes: or More Minds-on Activities More Minds-on Activities for teaching about cell division and genetics are available at.
Additional resources for teaching biology are available at. After about 30 seconds even the toughest of students is wincing in pain in their forearm muscles. These two units really can be daunting. Offer a textbook to these struggling students to help them understand the figures better. As a final demonstration of cellular respiration, students will have to work their hardest to out perform the teacher. Leave this graphic organizer on the board or chart paper for the remainder of the lesson.
Students will also need to develop an original narration that describes what is occurring during glycolysis and cellular respiration. If there are any important criteria that the students forget, be sure to add it to the graphic organizer on the board. After determining your general plan, complete the information on the front of the lab page. Could we survive with a defective mitochondria? These words really mean less than nothing to the average 14-18 year old. This activity can be completed as a student-led lab or a class demonstration depending on the amount of available time in the teacher's lesson plans and the available laboratory resources for the students to use.
One student per group will be chosen as the presenter and will explain their case scenario and conclusion to the classroom. This will provide context for the lesson content. Download Student Handout: or Download Teacher Preparation Notes: or How do we Sense the Flavors of Food? At this point, I encourage the students to really look at the brainstormed list of factors that allow for a valid experiment completed in the mini lesson. The more acidic a substance is, the more yellow bromthymol blue will turn! Evolution, Ecology and Diversity Evolution by Natural Selection revised, February, 2018 In this minds-on, hands-on activity, students develop their understanding of natural selection by analyzing specific examples and carrying out a simulation. These students have not yet mastered the idea of controlling variables. With the latest developments in learning science and technology, we identify and address your needs with resources you can trust. Students will complete their illustrated flow charts and narrations for homework.
This activity can be used to introduce meiosis and fertilization or to review these processes. In order to make sure that there is only one variable being tested, it is key that the students control all other variables. Then, they still could complete the next step of the closure. The second section includes a simulation activity, data analysis, and questions to deepen students' understanding of natural selection, including the conditions that are required for natural selection to occur. In these activities, students create their own diagram for each process: Glycolysis, Citric Acid Cycle, Oxidative Phosphorylation, Light Reactions, and Light Independent Reactions Calvin Cycle.
The second version includes an analysis of the genetics of skin color in which students learn how fraternal twins could have very different skin colors, the concept of incomplete dominance, and how a single phenotypic characteristic can be influenced by multiple genes and the environment. Student volunteers are asked to provide their best guess. In addition, students answer analysis and discussion questions that promote their understanding of molecular biology, cancer, and the interpretation of experimental results. These molecules supply the energy for the future steps of cellular respiration. To close the lesson, I ask students to complete the following with their table group: 1. An optional final page introduces exocytosis and endocytosis.
In the second part of this activity, student groups develop hypotheses about factors that influence the rate of net photosynthesis, and then each student group designs and carries out an investigation to test the effects of one of these factors. In this activity students learn about both cardiac physiology and scientific method. This way, you can decide how complicated you want their diagrams to look, depending on the class you are teaching. They can continue to use their reference sources as they complete this task. First, they can contain the information students need to know. After 10 minutes bring the students attention back to the class and using an overhead or computer, project the questions and figures.
The students will use a guided inquiry process to understand events in cell respiration and complete a worksheet with relevant questions. Students will describe the supporting details for each of thethree steps in bullet format. This lab exercise will exemplify the inter-relationship between plants and animals using water snails and water plants elodea or anacharis. The equation below will serve as a cornerstone for this lesson: Helpful Hint: Students are encouraged to take their hands and place up to their mouth and forcefully exhale. The students' work with photosynthesis helps to build their conceptual foundation and confidence to begin their study of cellular respiration since the chemical formula for cellular respiration is the reversal of the chemical formula for photosynthesis. Students are then asked what they have captured in their hands.
They use this method to show that net photosynthesis occurs in leaf disks in a solution of sodium bicarbonate, but not in water. In the final section, students use the concepts they have learned to understand trophic pyramids and phenomena such as the relative population sizes for wolves vs. Next, students analyze examples of exponential and logistic population growth and learn about the biological processes that result in exponential or logistic population growth. The remaining students in the class will be working on their activity while the four volunteers set up the lab demonstration. Download Student Handout: or Download Teacher Preparation Notes: or More Minds-on Activities More Minds-on Activities for teaching about biological molecules are available at.