This Science Update looks at the lifespan of cold and flu viruses. Supplemental resources, including a background essay and discussion questions, are also provided.
With this resource, students learn how to calculate the probabilities of passing on certain genetic disorders and then evaluate case studies involving genetic testing.
This set of graphs from the Web site for the NOVA/FRONTLINE Special Report: "What's Up with the Weather?" reveals how atmospheric carbon dioxide, methane, and nitrous oxides from the burning of fossil fuels have climbed over time. The graphs show data collected during the study of ice core samples and are featured in the article "Stories in the Ice." Supplemental resources, including a background essay and discussion questions, are also provided.
This news brief from April 2007 describes the genetics of lactose intolerance and how the trait is expressed in various human populations. This article includes a set of discussion and extension questions for use in class. It also includes hints about related lessons that might be used in conjunction with this one.
In this lesson, students understand the fundamental methods of plant classification and become familiar with their applications in science. Students will explore how plant structures can be used to build phylogenetic trees.
This lesson provides students with an opportunity to explore the climate change concept in greater depth. The focus is on plant competition, reproductive output, and how these concepts may vary based on climate change predictions. The emphasis in this lesson is the effect of increasing amounts of water, predicted by global climate change models for some parts of the United States, on the production of fruits and seeds (measures of reproductive output).
This multimedia resource, part of the NC Science Now series, describes researchers at Duke are using an innovative method to track Gray Seals and determine where and how often seals eat. The study will also provide information about how humans interact with these animals and how that affects their sustainability over the long term. Components of this resource include a video, a related blog article, and an interview with a marine conservation biologist. Links to these components are provided on the page under the heading "UNC-TV Media."
This content resource builds students' knowledge and conceptual understanding about plants through interactive activities, printable worksheets, and hands-on explorations. There are six investigation cases for students to complete; each case examines a different aspect of plant life, including plant structures, life cycles and reproduction, proper environmental conditions for growth, and ecological importance. Supplemental background information and a teacher's guide with suggestions for using the materials in the classroom are also provided. A Spanish version of the web site is available.
Students explore transitional forms with features of both fish and tetrapods, and see the progression of anatomical changes from reconstructed fossil skeletons in this interactive.
In the second film of the Great Transitions trilogy, paleontologist Julia Clarke takes us on a journey to uncover the evidence that birds descended from dinosaurs. The film illustrates many of the practices of science, including asking important questions, formulating and testing hypotheses, analyzing and interpreting evidence, and revising explanations as new evidence becomes available.
In this film, part of the Great Transitions trilogy, Sean Carroll and Tim White discuss the most important human fossils and how they illuminate key phases of human evolution, focusing in particular on three traits: larger brains, tool use, and bipedality.
In this exercise, students will use the StarBiochem and StarORF software tools to explore the sequence of the GFP gene and the structure of its protein and the fluorophore that accounts for GFP's fluorescence.
This lesson plan supplements the multimedia resource, part of the NC Science Now series, which describes the restoration of historic Pinehurst #2 golf course, site of the 2014 U.S. Open. In this lesson, students will identify grasses and other plants that are native to North Carolina, and compare them to popular non-native plants. They will also identify and explain the advantages of using native plants for a golf course.
In this case study, students will be introduced to active conservation work going on in Africa. Set against the restoration of war-torn Gorongosa National Park in Mozambique, The Guide tells the story of a young man from the local community who discovers a passion for science after meeting world-renowned biologist E.O. Wilson. Produced by Academy Award winning filmmaker Jessica Yu, the film weaves themes in conservation biology and environmental science, the value of scientific mentorship, and the social and economic realities of wilderness restoration. The film and accompanying resources serve as a case study in ecology and conservation biology.
Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of monitoring.
In this exercise, students will use StarGenetics to determine the inheritance of traits by performing and analyzing the results of crosses between garden pea plants.
Cell organelles are an important part of our high school cell unit. This assignment allows students the opportunity to learn more details about a specific cell organelle or structure, create a 3D model and commercial to share with the class as a means to teach the class about their structure.
In this short video, join Brandon and Emily on a nature hike with Falyn from the NC Wildlife Resources Commission as they discover all kinds of plants and animals and learn a thing or two about the amazing nature of North Carolina!
In this role-playing activity, students take on the roles of members of a forest ecosystem to illustrate the challenges facing endangered species, environmental stewards and economic interests.
With this interactive resource, students read arguments for and against growing GM crops. Each time they are asked the question, "Based on what you now know, do you think we should grow GM crops?". The next argument students read is chosen for them based on their answer.