This presentation is a supplemental resource to be used in conjunction with the lesson "Cytogenetics." In this lesson, students learn how to make a karyotype, learn how to read a karyotype, and be able to identify conditions and syndromes exhibited by a karyotype. In addition, students will be able to describe symptoms that might be exhibited by these conditions or syndromes.

This presentation is a supplemental resource to be used in conjunction with the lesson "Cytogenetics." In this lesson, students learn how to make a karyotype, learn how to read a karyotype, and be able to identify conditions and syndromes exhibited by a karyotype. In addition, students will be able to describe symptoms that might be exhibited by these conditions or syndromes.

Students learn about the collection and processing of DNA evidence and use DNA profiling to solve a crime. The activity is designed for use on an interactive whiteboard with the whole class, and it can also be used individually or in small groups at a computer or with a data projector and laptop.

Students will complete a virtual lab on DNA mutations. Mutations involve a physical change to genetic material that results in the abnormal encoding of protein sequences. The students will complete mRNA and protein sequences based on the information provided. The students will identify the number of amino acids changed and how they think this mutation will impact the organism.

This multi-part lesson is designed to give students a firm understanding of genetic profiling using short tandem repeats (STRs), which is a process used by forensics labs around the world. In Part 1 of this lesson, students learn the basics of DNA profiling, including the structure and inheritance of STRs. In Part 2, students learn how DNA profiles are compiled with STRs that are typically used in forensic investigations. In Part 3, they work through a case study involving a robbery and build a DNA profile that can be compared to one constructed from a DNA sample left by a suspect at the scene of the crime. Throughout, analysis questions walk students through calculations on allele frequency and probability (using real data from national databases), providing opportunities for formative assessments on students’ understanding of DNA fingerprinting applications.

Before this lesson, students should have an understanding of how DNA fingerprinting is completed.  During this lesson, students will use scaffolded questions to analyze text (2 weblinks) about DNA evidence exonerating wrongfully convicted people and the injustices involved in the original convictions.  The text analysis and questions provide a basis for the seminar that follows.

In this activity, students explore a map of the global "human footprint," created when researchers overlaid the locations of more than 400 hypoxic systems linked to eutrophication. Students will analyze the map and then answer a series of questions to better understand the connection between dead zones and areas that are heavily impacted by humans.

In this video, John Fitzpatrick, Director of the Cornell Lab of Ornithology, gives his perspective on the BP Deepwater Horizon Oil Spill one year later.

In this lesson, students will estimate the deer population in a given area over a 5-year period. The students will be able to suggest possible management tools to prevent overpopulation.

Students work in small groups and come up with their own classification system for a number of marine organisms.

In this lesson, students collect and analyze evidence for each of the major conditions for evolution by natural selection to develop an explanation for how populations change over time. This activity is based on the classic study of the evolution of fur color in rock pocket mouse populations. It supports the short film, “The Making of the Fittest: Natural Selection and Adaptation.” Students summarize the evidence for evolution by natural selection presented in the film and in figures from a scientific paper. They should then be able to apply the same concepts to any trait that changes in response to natural selection in any species. The activity helps students develop useful skills aligned with the science practices of constructing explanations and engaging in argument from evidence.

This resource is a compilation of text, videos, and other elements to create a scaffolded 5E learning experience for students. The lesson reviews how dichotomous keys are used to classify and identify organisms.

In this lesson, students will infer how human activities may impact the environment and consider an example of human impact by studying a research project where drones are used to make observations about the ocean and life forms living in the ocean.

In this lesson, students explore some of the issues affecting Yellowstone National Park. They will work in small groups to consider management issues that meet both of the conflicting mandates that the National Park Service must follow. After the investigation, students will be able to answer the question: How does the National Park Service attempt to balance the dueling mandates of preservation and use in complex dilemmas?

This lesson is about the flow of energy in ecosystems. The setting is Plimoth Plantation, a living history museum in Plymouth, Massachusetts, USA, where students will learn about the first Thanksgiving meal in America, celebrated in 1621 by early American settlers and Wampanoag Indians. By examining this meal and comparing it to a modern day Thanksgiving celebration, students will be able to explore the way in which food energy moves and is transformed in an ecosystem.

In this lesson, students will be able to explain the relationship between the Pyramid of Numbers and the Pyramid of Biomass. Students will have the opportunity to examine and be able to calculate the area of a topographic map, then apply their knowledge to understand how much land area is need to support life at each level of the food chain.

In this activity, students evaluate data from a study conducted on the island of Daphne Major in the Galapagos Islands investigating the change in beak depths of finches after a drought. Students will analyze a graph and then answer discussion questions based on the graph characteristics and what the data shows.

In this activity, students review the research data of a team of scientists who studied the effects of introducing a lizard predator on the food webs of a group of small islands in the Bahamas. After analyzing graphs, students will answer a series of questions based on the data.