Drawings and visualizations are used to help participants conceptualize the location and steps involved in the light reactions of photosynthesis. The drawsing include light reactions of photosynthesis including location and steps for non-cyclic and cyclic photophosphorylation.

Literacy is an important aspect of science. To be literate in science means students are able to understand, read, and write in terms of science. This lesson is designed to get students to think critically about real world application. The lesson incorporates technology and Bloom’s highest level of thinking, creativity. Students will learn about writing scientific names of organisms and classifying organisms, how organisms interact with each other and their environment, and the impact of natural disasters.

Interactive map tool to assess how rising stream temperatures could affect native fish of the Northwest. Lesson concepts include the relationship between water temperatures, dissolved oxygen levels in streams, and the impacts of changing temperatures on native fish. Focused skills include use of an interactive map to assess how stream temperatures are expected to change and the impacts on native fish.

This video highlights specific climate change-related phenomena that are threatening the flora and fauna of Yellowstone National Park.

This activity is a field investigation where students begin to generate ideas about what is living and nonliving by observing and recording what they see in a defined area outdoors and later sharing things that they think are living and why.

In this video Paul Andersen explains how biodiversity measures the variety of genes, species, and ecosystems on the planet. Biodiversity provides resources and ecosystem services for humans on the planet. He also explains how biodiversity is decreasing on the planet due to habitat destruction, invasive species, climate change, over harvesting, and pollution. Relevant treaties and laws designed to preserved biodiversity is also included.

As taught Semesters 1 and 2, 2011

This learning object describes the structure and function of lymph nodes and lymphatic vessels. It is used as part of the level 1 Biological Sciences module delivered by the School of Nursing, Midwifery and Physiotherapy.

Dr Andy Meal, Lecturer in Biological Sciences, School of Nursing, Midwifery and Physiotherapy

Short Description:
Biology textbook based on the OpenStax biology book.

Word Count: 94091

(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:
Biology textbook based on the OpenStax biology book.

Word Count: 93199

ISBN: 978-1-63635-004-2

(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 e-book is one of the results of the international project “The Magic of Sound” coordinated by XV. gimnazija, Zagreb, Croatia, with the partners: Devonport High School for Girls, Plymouth, United Kingdom, Justus-von-Liebig Gymnasium, Neußäs, Germany and Colegiul National Moise Nicoara, Arad, Romania. The project was funded by the European Union through the program Erasmus+.
Based on the existing curricula of all participating schools, we produced the teaching/ learning materials which could make education more interesting. As they are independent from the school system, they can be shared and further developed on a broad base.
The developed teaching/ learning materials and methods integrate the teaching of basic skills, as in science, mathematics, literacy and arts, and present strategies on how to simultaneously give students deeper insights into the global picture. They also provide students with the tools to interconnect their knowledge and apply it in different fields, which still presents one of the biggest challenges in education on the overall.
We chose sound as a topic because we found that it can be perfectly integrated in the subject curricula of Physics, Mathematics, Music, Languages, Biology, History and Psychology in all four countries. The sub-topics are organised in four groups around the main subjects - O1: Magic of Music, O2: Sounds in Nature, O3: Sounds of Europe, O4: Theory of Sound- which allowed us to establish a solid basis for the interdisciplinary teaching. In the final sub-topic, O5: The Magic of Sound, the techniques and examples on how to reorganise the materials in an arbitrary context are presented.
The materials are presented in a variety of forms: worksheets, methodological instructions, presentations, videos, quizzes, etc. There are examples of completely developed interdisciplinary units, but there are also shorter pieces that incorporate elements of general knowledge or other subject- specific links which enrich the teaching of a primary subject without overloading it. Some materials include evidence of students’ work.
Most of the materials are given in four languages of the participating countries, all of them in the English language. Topics to be incorporated in the teaching of languages are structured as follows: French is given separately, because it is not one of the four “official” languages, English given only in the sections in English, and German is given in all sections.
Some materials allow students to see the opportunities for future employment within the EU in the context of what has been taught, and to realize that being a part of Europe does not mean losing their identity, but enhance it in many positive ways. Together we are stronger.

Students will learn that all organisims are composed of cells, the building-blocks of life. Most cells are microscopic and must be magnified to be observed. Students will make slides of cells from an onion skin and Elodea (American or Canadian waterwee) to observe under a microscope.

This is the second in a series of majoręs biology classes covering the principles of biology. The course is an integrated study of basic concepts concerning animal biology emphasizing animal evolution, diversity, phylogeny and a comparative look at general principles of animal form and function. This course is a lab science class and students will be required to participate in weekly lab activities and document their lab work for successful course completion.

Biol & 213 is the third course of a year-long series of biology courses for Biology majors. The first third of the course surveys prokaryotes, protists, fungi, and plants, focusing on diversity, evolution, and life cycles from an evolutionary perspective. We will then describe plant anatomy, physiology, growth, responses to the environment, and reproduction, emphasizing flowering plants. We will finish with ecology, focusing on population, and community ecology and expanding outward to ecosystems and the introduction of biodiversity and conservation.

This course is the first in a three-course sequence that introduces biology in preparation for advanced study in areas of biological science such as medicine, dentistry, cell biology, microbiology, or veterinary medicine. Biol& 211 introduces students to cellular structure and function. Major topics studied include: energy capture and utilization, cellular reproduction, inheritance, genetic mutation, protein synthesis, gene expression, and biotechnology.

Campaign for affordable textbooks. Web site contains a large catalogue of open textbooks.

This activity is designed to help students understand the importance of observations in science. It encourages them to work on the skill of observation and communicating those observations to others in the process of scientific inquiry. Based on an original activity from Schoolyard Ecology Explorations.

In this learning activity, students analyze an actual dataset of the influence of temperature on tree growth. They use mathematical and statistical concepts like slope equations and lines of best fit to determine the relationship. They are then asked to make predictions about future tree growth under different greenhouse gas emissions, interpreting data from climate models to make these predictions.

In this activity students use NASA satellite data to study changes in temperature and snow-ice coverage in the South Beaufort Sea, Alaska. They will then correlate the data with USGS ground tracking of polar bears and relate their findings to global change, sea ice changes, and polar bear migration and survival.