This brief video lesson discusses chemical reactions in the body and how enzymes assist in the process. Discussion/assessment questions and suggested supplemental resources are also included.

With this interactive tutorial, students explore the evolutionary adaptation of feathers in birds.

After completing this lesson, students will have a better grasp of genetic terminology such as genotype, phenotype, carrier, homozygous, heterozygous, autosomal, dominant, and recessive. Students will also become more competent in using Punnett squares to predict traits in offspring (cystic fibrosis (CF) status in this case). Finally, after experiencing the difficulty of making a genetic decision, students will become more aware of the complexity of such bioethical decision making.

This fact sheet is a supplemental resource to be used in conjunction with the lesson "Am I a Carrier for Cystic Fibrosis?" After completing this lesson, students will have a better grasp of genetic terminology such as genotype, phenotype, carrier, homozygous, heterozygous, autosomal, dominant, and recessive. Students will also become more competent in using Punnett squares to predict traits in offspring (cystic fibrosis (CF) status in this case). Finally, after experiencing the difficulty of making a genetic decision, students will become more aware of the complexity of such bioethical decision making.

This brief video lesson discusses internal and external plant defenses. Discussion/assessment questions and suggested supplemental resources are also included.

In this activity, students review data from a study where scientists investigated whether there is a correlation between the number of AMY1 gene copies and the type of diet of a population. Students will analyze a graph and then answer a series of questions.

Students are introduced to the classification of animals and animal interactions. Students also learn why engineers need to know about animals and how they use that knowledge to design technologies that help other animals and/or humans. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

In this lesson, students learn about the newest class of antibiotics as well as the current classes of antibiotics and the biological processes behind antibiotic resistance. In a culminating activity, students will model how resistant pathogens alter population dynamics using M&Ms and marshmallows.

In this lesson, students review past mass extinctions. They will also examine current human impacts on global biodiversity and consider whether there might be another extinction event soon. A set of discussion questions is provided. In an associated activity, students will discuss whether to support or oppose proposed rules to restrict the use of street vehicles, OHVs, and bicycles on public land.

Much of the more than 30 million tons of asbestos used in the United States since 1900 is still present as insulation in offices and schools, as vinyl-asbestos flooring in homes, and in other common products. This book presents a comprehensive evaluation of the relation of these fibers to specific diseases and the extent of non-occupational risks associated with them. It covers sources of asbestiform fibers, properties of the fibers, and carcinogenic and fibrogenic risks they pose. The book may be read online, printed, or purchased from the site.

In this interactive lesson, students look at the differences between unicellular and mutlicellular organisms, and then examine specific adaptations that increase survival in unicellular organisms.

Learn the names of the organelles. Students must correctly label all the organelles.

In this activity, students review a study where researchers tested whether bats change their behavior while hunting based on feedback from echolocation. Students will analyze spectograms and corresponding video snapshots which show the physical and acoustic behaviors of bats as they attempt to capture prey and then answer a series of questions based on the data.

Love is deeply biological. It pervades every aspect of our lives and has inspired countless works of art. Love also has a profound effect on our mental and physical state. A “broken heart” or a failed relationship can have disastrous effects; bereavement disrupts human physiology and may even precipitate death. Without loving relationships, humans fail to flourish, even if all of their other basic needs are met. As such, love is clearly not “just” an emotion; it is a biological process that is both dynamic and bidirectional in several dimensions. Social interactions between individuals, for example, trigger cognitive and physiological processes that influence emotional and mental states. In turn, these changes influence future social interactions. Similarly, the maintenance of loving relationships requires constant feedback through sensory and cognitive systems; the body seeks love and responds constantly to interactions with loved ones or to the absence of such interactions. The evolutionary principles and ancient hormonal and neural systems that support the beneficial and healing effects of loving relationships are described here.

Students will work in groups and research their designated terrestrial biome. Students will research abiotic and biotic factors about their biome. Students will create a digital presentation of their biome using Haiku Deck. The presentation will summarize how the abiotic and biotic factors interact in their biome. Students will then use the collected data from the presentations to create food chains and food webs for their designated biomes.

The purpose of this resource is to quantitatively evaluate the accuracy of a classification system. Students sort birds into three possible classes based on each bird's beak: carnivores, herbivores, and omnivores. Students compare their answers with a given set of validation data.

This lesson plan demonstrates how microorganisms normally found in environments, such as the bottom of warm freshwater ponds and lakes can cause illness when they enter the human body. Students engaged in this lesson plan will learn about N. fowleri (the scientific name of the brain-eating ameba), where it lives, how it can cause infection, and how persons can protect themselves from this infection.Students will also have the opportunity to identify other organisms living in local freshwater reservoirs, such as ponds and lakes. At the end of the lesson, students should have an enhanced understanding of the environment's role in disease transmission and ways to reduce the risk for contracting waterborne infections.