We hear the word ecosystems in the news and at school but just what are ecosystems? It turns out there are lots of ecosystems. You might even learn you have some inside you! Also in: French | Spanish

This activity is designed for students to discover how making observations of the environment is the key to making sound predictions. Students will also learn how both positive and negative outcomes of these predictions can affect and shape future decisions.

This course explores how identities, whether of individuals or groups, are produced, maintained, and transformed. Students will be introduced to various theoretical perspectives that deal with identity formation, including constructions of “the normal.” We will explore the utility of these perspectives for understanding identity components such as gender, sexual orientation, race, ethnicity, religion, language, social class, and bodily difference. By semester’s end students will understand better how an individual can be at once cause and consequence of society, a unique agent of social action as well as a social product.

This is a five-activity module that explores the evidence for and impacts of melting glacial ice, with resources from major institutions and scientists who study glaciers -- primarily in Arctic areas. The suite of activities includes both glaciers and melting ice, as well as the impact of melt water downstream. Each activity follows the 5E model of Engagement, Exploration, Explanation, Elaboration, and Evaluation.

With Applications to Biology and Environmental Science

Short Description:
This book is an approachable introduction to calculus with applications to biology and environmental science. For example, one application in the book is determining the volume of earth moved in the 1959 earthquake that created Quake Lake. Another application uses differential equations to model various biological examples, including moose and wolf populations at Isle Royale National Park, ranavirus in amphibians, and competing species of protozoa. The text focuses on intuitive understanding of concepts, but still covers most of the algebra and calculations common in a survey of calculus course.

Word Count: 37976

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This video segment adapted from NOVA illustrates why carbon is at the center of life on Earth. It also asks whether carbon-based life might exist on other planets.

While the ionic composition of surface seawater is basically the same anywhere in the world's oceans, the chemistry of inland waters can vary by orders of magnitude over short distances. In this activity we explore a data set on surface water chemistry in almost 5000 lakes across the Nordic countries (Norway, Sweden, Finland). Water chemistry of lakes in this mostly sparsely populated region does not carry a strong signal from local human activity. This allows us to explore large-scale gradients related to distance to the ocean, soil and landscape characteristics, post-glacial history, and effects of long-distance pollutant transport processes.

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What is 'innate behaviour'? Where does it feature in the environment? And how does it compare to 'learned behaviour? Learn about it in this video by The Virtual School.

What is 'innate behaviour'? Where does it feature in the environment? And how does it compare to 'learned behaviour? In this Ecology GCSE / K12 video learn all of the answers to these questions.Are you a passionate teacher who would like to reach tens of thousands of learners? Get in touch: vsteam@fusion-universal.comFind out more: http://www.thevirtualschool.comThis video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND

Students will create and investigate testable questions about how basil changes based on growing conditions.

During this activity, students will investigate leech behavior. Students will learn to ask a question about leech behavior that can be investigated.

This activity is a field investigation or bio-blitz where students are collecting as many different types of insects as they can. Back in the lab, they will record their findings, sort and classify the insects found. This will lead into a class discussion on biodiversity and the importance of insects and their benefits all living things.

Students will use the Internet and other resources to find insect common names that begin with each letter of the alphabet.

This Instructor’s Guide contains the brief outlines of Chapters 12-21 as found in Concepts of Biology, though some underwent revision. Also, instructors will find detailed outlines of the text for use in lecturing, as well as structured outlines that may be used by students to take notes while reading the chapter or during lecture. All outlines are derived from the OpenStax text. Additionally, study guides that contain a variety of questions are provided for students.

Short Description:
This "textbook" is interactive, meaning that although each chapter has text, they also have interactive HTML5 content, such as quizzes, simulations, interactive videos, and images with clickable hotspots. Students receive instant feedback when they complete the interactive content, and therefore, can learn and check their understanding all in one place. The first unit introduces students to the nature of science, including scientific controversies, and information literacy, including how to analyze literature and identify stakeholders. Unit 2 is organismal biology, including carbon cycling and population growth, and unit 3 is molecular biology with a focus on gene expression.

Long Description:
This “textbook” is interactive, meaning that although each chapter has text, they also have interactive HTML5 content, such as quizzes, simulations, interactive videos, and images with clickable hotspots. Students receive instant feedback when they complete the interactive content, and therefore, can learn and check their understanding all in one place. I still consider this textbook to be fairly text-heavy and will continue to make it even more interactive content!

The image on the cover represents the creation of this book. I pulled most of the content from open resources, modified them, added questions, and now offer them for you to use!

I chose the content to align with two courses that I teach: environmental and organismal applications and biomedical applications. Unit 1 introduces students to science, which both courses use. Unit 2 covers content necessary for understanding conservation implications (the underlying theme of the course is de-extinction), and Unit 3 focuses on proteins so that students can understand the implications of modifying DNA (the underlying theme is CRISPR).

Please use this book as you see fit for your classes. I look forward to hearing how to make this book even more useful in the future!

Word Count: 27692

ISBN: 978-1-62610-106-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This "textbook" is interactive, meaning that although each chapter has text, they also have interactive HTML5 content, such as quizzes, simulations, interactive videos, and images with clickable hotspots. Students receive instant feedback when they complete the interactive content, and therefore, can learn and check their understanding all in one place. The first unit introduces students to the nature of science, including scientific controversies, and information literacy, including how to analyze literature and identify stakeholders. Unit 2 is organismal biology, including carbon cycling and population growth, and unit 3 is molecular biology with a focus on gene expression.

Long Description:
This “textbook” is interactive, meaning that although each chapter has text, they also have interactive HTML5 content, such as quizzes, simulations, interactive videos, and images with clickable hotspots. Students receive instant feedback when they complete the interactive content, and therefore, can learn and check their understanding all in one place. I still consider this textbook to be fairly text-heavy and will continue to make it even more interactive content!

The image on the cover represents the creation of this book. I pulled most of the content from open resources, modified them, added questions, and now offer them for you to use!

I chose the content to align with two courses that I teach: environmental and organismal applications and biomedical applications. Unit 1 introduces students to science, which both courses use. Unit 2 covers content necessary for understanding conservation implications (the underlying theme of the course is de-extinction), and Unit 3 focuses on proteins so that students can understand the implications of modifying DNA (the underlying theme is CRISPR).

Please use this book as you see fit for your classes. I look forward to hearing how to make this book even more useful in the future!

Word Count: 34749

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Series of interactive learning activities for Anatomy and Physiology for most body systems. Page is updated regularly with new activities. Activities include short learning scenarios, virtual labs, drag and drop, and games.

This field activity asks students to examine and interpret a given environmental site where a disturbance (fallen tree, beaver dam etc.) has taken place.

Part of an interdisciplinary week-long unit on DNA and genetics with activities in science, math, and language arts. This lesson is Part A: Science. Students complete a teacher-made scavenger hunt as an introduction to DNA and genetics, then watch a short video and use their science books to learn more about the topic. Students work in pairs to investigate DNA, genetics, and cloning through internet research and compile their information in the form of their own internet scavenger hunt.

This course package is designed as an introduction to General and Applied Science. It satisfies the learning outcomes for British Columbia ABE Intermediate General and Applied Science, which is considered an equivalent to BC Science 10. This resource includes powerpoints, class notes, and laboratory manuals for each of three three modules: Chemistry, Biology, and Physics. Throughout these modules, students explore the scientific method, take part in peer discussions, try out their problem solving skills in classroom and laboratory settings, and learn required skills and knowledge to prepare them for the Grade 11 level of science. Quizzes and mini-finals are also available to instructors upon request.