Nature of
Science
Process of Science:
Spontaneously
generating life in your classroom? Pasteur, Spallanzani, and
Science
Process. The American Biology
Teacher,
67, 2005, p. 340.
This activity allows students to
recreate past
scientific
work involving spontaneous generation.
After preparing nutrient broth flasks and nutrient agar plates
in
multiple environments, the students examine if “life” exists on the
plates. The students then test their
conjecture with outlined questions and debate whether spontaneous
generation
has occurred.
Modeling the
classic
Meselson and Stahl experiment.
D’Agostino,
J. The American Biology
Teacher, 67,
2005, p.
358.
This activity can be used with the
book The Double
Helix
(Watson, 1969) and The Structure of DNA (Crick, 1957).
Meselson and Stahl developed the experiment
that proved the double helix structure of DNA.
The experiment with students uses yarn and a simulated CsCl
gradient to
display the varying densities of DNA.
Genetics/Inheritance
Human Genome Project:
Meio-Socks
and other genetic yarns".
Anthea M. Stavroulakis. The
American Biology
Teacher,
67, April 2005, p.
233.
A simple, inexpensive exercise
demonstrating meiosis and
related genetic phenomena. Topics introduced: telomeres,
inversions, chromosome
replication, centromere positions, karyotypes, etc.using
socks and yarn.
"Relating
enzyme
function
to
concepts
of dominance and recessiveness". Lanza, J. and Cress,
C. The
American Biology Teacher, 67,
2005, p. 432.
This lesson helps students connect
DNA molecules
to
phenotypes. Students imitate functional
and nonfunctional enzymes. It looks at
the difficulty related to some phenotypes in completing a task for
which other
phenotypes are better adapted.
Human
Genome Landmarks Poster
showing genes, traits, and disorders on chromosomes. A free copy
of the poster can be mailed to you at this site.
The
Gene Gateway Workbook - This workbook coincides with the Human
Genome Landmarks Poster featured
above. The workbook
uses the internet to teach about genetic disorders and
associated genes, mutations, gene loci, and structures of genes.
Also, protein structure and sequencing are discussed.
Genetic
Testing and DNA Profiling:
"A
DNA
fingerprint simulation: Different,
simple, effective." Reed, E. The
American Biology
Teacher,
67, 2005, p. 437.
A DNA profiling situation is
described. The
activity introduces gel
electrophoresis. A crime-like
investigation ensues. The “mystery” is
solved as the students analyze the banding patterns that they have
created. This is one way to remember
electrophoresis in a technologically-advanced world.
"Negotiating gene
therapy
controversies: An activity to help
students explicitly consider the ethics of genetic engineering".
Sadler, T. D., and Zeidler, D. L The
American Biology Teacher, 66, 2004,
p.
428.
Educators
must help to increase student
ability to
handle
ethical uncertainties in modern society.
This jigsaw technique introduces students to the ethical
arguments that
support gene therapy. Students work in
groups
of 4. First they read a narrative about
the NIH. Then, the students are assigned
positions along the spectrum of complete agreement with gene therapy to
wanting
to stop all gene therapy. The views are
shared. The group then creates a
statement of opinion that introduces their own beliefs about gene
therapy.
"Genetic
screening: A unique game of survival". Kurvink, K. and Bowser,
J. The American Biology Teacher,
66, 2004, p.
435.
The student is introduced
to information
about genetic screening. Each student is
assigned a role, either the genetically screened population or
non-genetically-screened population.
Pre-made sample cards are included.
The screened population reveals the disorder they have. The non-screened population reveals their
information at their discretion. Then,
everyone votes one person out. The game
reveals the interaction between genetic screening and social dynamics.
"Negotiating gene
therapy
controversies: An activity to help
students explicitly consider the ethics of genetic engineering".
Sadler, T. D., and Zeidler, D. L. The American Biology
Teacher, 66, 2004, p.
428.
Educators must help to increase student ability to
handle
ethical uncertainties in modern society.
This jigsaw technique introduces students to the ethical
arguments that
support gene therapy. Students work in
groups of 4. First they read a narrative
about the NIH. Then, the students are
assigned positions along the spectrum of complete agreement with gene
therapy
to wanting to stop all gene therapy. The
views are shared. The group then creates
a statement of opinion that introduces their own beliefs about gene
therapy.
Biochemistry
Organic Molecules:
Condensation
Rummy - a card game which engages students in learning
organic
monomers and polymers.
Molecular
Biology
Enzymes:
"Making
the rate:
Enzyme dynamics using pop-it beads." Ragsdale, F. R., and
Pedretti, K.
M.
The American Biology Teacher, 66, 2004, p.
621.
This activity helps students see
chemical reactions at the
molecular level. The class works in
groups. One person is the designated
enzyme. Using pop-it beads, the students
will see how changes in substrate concentration will influence enzyme
reaction rates. The activity is timed. Different
manipulations of the beads address
enzyme structure and function.
Cellular
Respiration
Cellular
Respiration Powerpoint Tutorial - tired of lecturing about
that which students can read on their own? Have students view
this
interactive tutorial as they read the text. Tutorial comes with
thought
questions,
and other activities which will help students to organize and elaborate
on knowledge from the reading. This frees up class time to allow
for activities which ask students to elaborate on, and apply knowledge
to the problem or case!
Photosynthesis
Photosynthesis
Powerpoint Tutorial - tired of lecturing about that which
students
can read on their own? Have students view this interactive
tutorial as they
read the text. Tutorial comes with thought questions, and other
activities which will help students to organize and elaborate on
knowledge from the reading. This frees up class time to
allow for activities which ask students to elaborate on, and apply
knowledge to the problem or case!
Evolutionary
Biology
Genetic Drift of M&Minamals
- an interactive activity that demonstrates genetic drift in mini-bags
of M&Ms. Students count the number of colors of M&Ms in
their own small bags of M&Ms which came from the "parent
population" (at the Mars Company). They then enter the number of
each color in the spreadsheet, which then graphs the differences among
bags. Students are then asked to speculate on why there is so
much variation between bags. Usually one or more bags is missing
a color, which models the chance loss of alleles when populations go
through an evolutionary bottleneck. A fun and interactive way to
teach students about drift!
The Role of Chance and Natural Selection in
Evolution - A class simulation of natural selection where
students simulate reproduction and genetic variation in offspring by
working with a "mate" to draw a lizard-like critter. Students
then convene in small groups to decide which offspring are best suited
to the environment. This offspring is the next generation the
students attempt to reproduce by drawing. Allopatric speciation
is modeled by having some lizards migrate to a new environment,
reproducing them, and having students decide which offspring are best
suited to the new environment. Follow-up questions ask students
to compare the simulation to what they learn about natural selection
from their textbook reading.
Ecology
Calculating
GPP and NPP - An interactive
PowerPoint tutorial which teaches students how to calculate NPP and GPP
using the CO2 uptake method.
Animal
Issues/Biodiversity:
"Meeting the Standards with vanishing
frogs: Read a book and play a game that addresses the National
Science Education Standards by studying the issue of declining
amphibians". Davidson, C. B., Matthews, C. E., and Patrick,
P. The American Biology Teacher, 67, 2005, p. 352. This activity uses the book Tracking the
Vanishing Frogs: An
Ecological Mystery (Phillips, 1994). The book can be jig-sawed so
each group of students is responsible for one of the nine
chapters. The Frogs’ Futures Game is played using dice to
represent frogs. The data from the game is graphed to show the
effects of humans on frog populations.
Using
artificial nests to study nest
predation in birds. Belthoff, J. R. The American Biology Teacher, 67, 2005, p.
105.
Coevolution between predators and
prey is studied in this inquiry-based
experiment using student experimental design. The students create
nests that are similar to native birds of the area. The students
collect data about the nests that caused it to be intact after leaving
it in the field or being attacked by a predator. This allows
students to classify what makes the nest more likely to be exploited by
predators.
"Teaching
community ecology as a
jigsaw: A collaborative learning activity fostering library
research skills". Smith, J.L, and Chang, L. The American
Biology Teacher, 67, 2005, p. 31. In this activity, the students learn by
teaching others. Before
the activity, students are to read The Work of Nature (Baskin,
1997). At the library, each student investigates one organism
that is part of a specific biological community. Each of the 4
areas of the library are utilized: online periodicals, print
periodicals, general reference, and subject specific reference.
The students are regrouped as a biological community.
"Would
you trust a bryophyte for
direction? A field exercise for determining the distribution of
moss on trees". Leege, L. M.The American Biology Teacher,
63, 2001, p. 337. This
activity tests the legend that “moss only grow on the north side
of trees”. It develops scientific process and moss ecology.
The activity guides students in a systematic way of collecting data and
mathematically analyzing the average percent of moss covering the north
side of the tree. The Wilcoxon Signed Rank Test is employed.
Overpopulation:
Teaching about behavior with the
Tobacco Hornworm: Insects provide a two-minute lesson in the
problems of overcrowding. Goodman, W. G., Jeanne, R., and
Sutherland, P. The American Biology Teacher, 63, 2001, p. 258. The
demonstration shows the effects of intermediate and long-term
overcrowding resulting in increased mobility and aggressiveness,
causing a delay in development and reduced fecundity. The
behavior change can be readily seen as the resources are limited.
Students may test hypotheses and collect data as an extension of the
classroom activity.
Bioethics
and Biotechnology
Bio-Tech
Developments:
"Biotechnology
for Non-Biology
majors: An activity using a commercial
biotechnology laboratory". Wray, F. P., Fox, M. C., Huether, C. A., and
Schurdak, E.
R. The American
Biology Teacher, 67, 2005, p. 363.
This inquiry lesson uses the question
of paternity to engage
students in an investigative adventure through biotechnology.
This activity uses a field trip to a local
biotechnology lab to gain greater understanding of how paternity
analyses are
performed. Students also perform
calculations to assess probability of paternity.
"A
DNA
fingerprint simulation: Different,
simple, effective." Reed, E.
The American Biology
Teacher, 67, 2005, p. 437.
A DNA profiling situation is
described. The
activity introduces gel
electrophoresis. A crime-like
investigation ensues. The “mystery” is
solved as the students analyze the banding patterns that they have
created. This is one way to remember
electrophoresis in a technologically-advanced world.