Remote Ready Biology Learning Activities

In this analysis and discussion activity, students learn that the biosphere requires a continuous inflow of energy, but does not need an inflow of carbon atoms.

To understand why, students apply fundamental principles of physics to photosynthesis, biosynthesis, and cellular respiration, the processes which are responsible for carbon cycles and energy flow through ecosystems.

Thus, students learn how ecological phenomena result from processes at the molecular, cellular and organismal levels.

In this analysis and discussion activity, students discover the reasons why (in many ecosystems) plants are more common than primary consumers, which in turn are more common than secondary consumers.

To begin, they learn about the factors that influence the net rate of biomass production. They figure out why the net rate of biomass production is lower for each higher trophic level in an ecosystem.

Then, students construct and analyze trophic pyramids. Finally, they apply what they have learned to understanding why more resources are needed to produce meat than to produce an equivalent amount of plant food.

In this analysis and discussion activity, students learn that the coronavirus responsible for the current pandemic very probably originated in bats. Students analyze how mutations and natural selection can produce a spillover infection.

Next, students learn how natural selection increased the frequency of a mutation that made the coronavirus more contagious.

Finally, students analyze how mutations contributed to the spread of the Omicron variant and its subvariants.

In the shorter version of the Student Handout, students learn how coronaviruses are replicated inside our cells, how white blood cells fight a coronavirus infection, and how a coronavirus infection can cause you to feel sick.

In the longer version of the Student Handout, students also learn how the respiratory and circulatory systems work together to provide oxygen to the body’s cells, and they learn how a coronavirus infection can interfere with oxygen delivery, which can result in severe disease.

This minds-on, analysis and discussion activity introduces students to the process of natural selection, including key concepts and vocabulary.

In addition, students analyze several examples to learn about the conditions that are needed for natural selection to occur.

(This activity is an expanded version of the first section of the hands-on activity Evolution by Natural Selection.)

In this minds-on analysis and discussion activity, students interpret evidence concerning natural selection in the peppered moth. The evidence includes (1) the genetic basis for the different color forms of peppered moths, (2) mortality differences between the color forms in different environments, and (3) a history of correlated changes in the environment and the proportion of moths with each color form.

This activity will help students to consolidate a scientifically accurate understanding of the process of natural selection. 

(This activity is very similar to the last section of the hands-on activity Evolution by Natural Selection.)

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). 

Biology is the scientific study of living things.

The Student Handout, together with two videos, help students to understand the characteristics of living things and the challenges of distinguishing between living and non-living things.

This analysis and discussion activity also introduces several themes that will be revisited in a general biology course.

This activity uses the example of a flock of pelicans in flight to illustrate how analysis at multiple levels of organization enhances our understanding of a biological phenomenon.

Through an interactive whole-class discussion of PowerPoint slides, students learn about the multiple levels of organization in biology, as well as reductionism and emergent properties.

To reinforce these concepts, students answer the questions in a Student Handout and discuss their answers in additional whole class discussions.

In both versions of the Student Handout, students analyze two models of cellular respiration. The first model shows chemical equations that summarize the inputs and outputs of cellular respiration. The second model is a figure that shows the three major stages of cellular respiration and the role of mitochondria.

After students analyze these models, they use what they have learned to develop their own more complete model of cellular respiration.

Then, in the advanced version of the Student Handout, students analyze how the extensive, folded inner membrane of a mitochondrion contributes to ATP production. This analysis illustrates the general principle that structure is related to function.

The simpler version of the Student Handout is available in the first two attached files and in a Google Doc. The advanced version of the Student Handout is available in the third and fourth attached files and in a Google Doc. The Teacher Notes, available in the last two attached files, provide background information and instructional suggestions and explain how this activity is aligned with the Next Generation Science Standards.