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Biomes
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The representation depicts seven different biomes: Coniferous Forest, Desert, Grassland, Tundra, Temperate ...

The representation depicts seven different biomes: Coniferous Forest, Desert, Grassland, Tundra, Temperate Deciduous Forest, Shrubland, and Rainforest. Information includes pictures of the biomes and descriptions of temperatures, precipitation, vegetation and sample locations.

Subject:
Education
Life Science
Material Type:
Lesson Plan
Provider:
Phenomena and Representations for Instruction of Science in Middle Schools (PRISMS)
Provider Set:
PRISMS: Phenomena and Representations for the Instruction of Science in Middle School
Author:
NASA
Biome in a Baggie
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Developed for the third grade. The purpose of this activity is to ...

Developed for the third grade. The purpose of this activity is to explore different biomes and the water cycle. Students will create both a desert biome and a prairie biome, and see how the plants survive in both. They will also see how the water cycle works because once the plants are shut in the plastic bags, they will not need water again.Biology In Elementary Schools is a Saint Michael's College student project. The teaching ideas on this page have been found, refined, and developed by students in a college-level course on the teaching of biology at the elementary level. Unless otherwise noted, the lesson plans have been tried at least once by students from our partner schools. This wiki has been established to share ideas about teaching biology in elementary schools. The motivation behind the creation of this page is twofold: 1. to provide an outlet for the teaching ideas of a group of college educators participating in a workshop-style course; 2. to provide a space where anyone else interested in this topic can place their ideas.

Subject:
Biology
Material Type:
Activity/Lab
Lesson Plan
Provider:
WikiEducator
Biomes in a Baggie
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The scope if this lesson is to help students understand what a ...

The scope if this lesson is to help students understand what a biome is and how it works, and then synthesize data and information from their observations into media presentations.

Material Type:
Lesson Plan
Provider:
PBS
Provider Set:
EcoInvestigators
Biometry Protocol
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The purpose of this resource is to measure and classify the plant ...

The purpose of this resource is to measure and classify the plant life at a Land Cover Site to help determine the MUC classification.

Subject:
Environmental Science
Ecology
Material Type:
Activity/Lab
Interactive
Provider:
UCAR Staff
Provider Set:
GLOBE Teacher's Guide NGSS Aligned Records
Author:
The GLOBE Program, University Corporation for Atmospheric Research (UCAR)
The Biosphere/Climate Connection
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This article continues an examination of each of the seven essential principles ...

This article continues an examination of each of the seven essential principles of the climate sciences on which the online magazine Beyond Weather and the Water Cycle is structured. Principle 3 states that life on Earth depends on, is shaped by, and affects climate. The climate dictates where and how species can survive. The author discusses the scientific concepts underlying the life forms' dependence on the climate and expands the discussion with diagrams, photos, and online resources.

Subject:
Education
Life Science
Ecology
Forestry and Agriculture
Mathematics
Chemistry
Physics
Material Type:
Diagram/Illustration
Unit of Study
Provider:
Ohio State University College of Education and Human Ecology
Provider Set:
Beyond Weather and the Water Cycle
Author:
Kimberly Lightle
National Science Foundation
Biotechnology
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This course will introduce the student to the major concepts of biotechnology. ...

This course will introduce the student to the major concepts of biotechnology. The student will discuss genetic engineering of plants and animals and the current major medical, environmental, and agricultural applications of each. There are also a variety of topics that this course will cover after ranging from nanobiotechnology to environmental biotechnology. Upon successful completion of this course, the student will be able to: identify and describe the fields of biotechnology; compare and contrast forward and reverse genetics and the way they influence biodiversity; compare and contrast systemic studies of the genome, transcriptome, and proteome; explain how genome projects are performed, and discuss the completion and the information processing in these projects; describe and explain the principles of existing gene therapies; design strategies that support genetic counseling; explain and analyze DNA fingerprints, and compare DNA fingerprints to non-DNA biometrics; describe and compare bioremediation technologies in air, water, and soil; design strategies for generating genetically modified organisms, and discuss ethical concerns; discuss emerging fields in biotechnology. (Biology 403)

Subject:
Engineering
Environmental Science
Biology
Genetics
Material Type:
Full Course
Provider:
The Saylor Foundation
Biotechnology: Can It Help in Making the Desert Green?
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This learning video introduces high school students to a topic they would ...

This learning video introduces high school students to a topic they would not ordinarily study in school, biotechnology, and to different applications of biotechnology that relate to the main theme of the module - making the desert greener. After reviewing traditional methods used for manipulating plants to produce desired traits, students will learn about the methods of making transgenic plants. Dr. Ziad discusses a real world problem that is critical in his country, Jordan, where much of the land is desert. A prerequisite to this video lesson is some background in biology.

Subject:
Botany
Genetics
Material Type:
Lecture
Provider:
MIT Learning International Networks Consortium
Provider Set:
M.I.T. Blossoms
Author:
Ziad W. Jaradat, PhD
Biotechnology: Can It Help in Making the Desert Green?
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This learning video introduces high school students to a topic they would ...

This learning video introduces high school students to a topic they would not ordinarily study in school, biotechnology, and to different applications of biotechnology that relate to the main theme of the module - making the desert greener. After reviewing traditional methods used for manipulating plants to produce desired traits, students will learn about the methods of making transgenic plants. Dr. Ziad discusses a real world problem that is critical in his country, Jordan, where much of the land is desert. A prerequisite to this video lesson is some background in biology.

Subject:
Botany
Genetics
Material Type:
Lecture
Provider:
M.I.T.
Provider Set:
M.I.T. Blossoms
Author:
Ziad W. Jaradat, PhD
BITESIZE Biology
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BITESIZE Biology -- õppematerjale bioloogias. Mitmesuguste bioloogiateemade käsitlusi: tekst, skeemid ja animatsioone, ...

BITESIZE Biology -- õppematerjale bioloogias. Mitmesuguste bioloogiateemade käsitlusi: tekst, skeemid ja animatsioone, testid (The Biosphere, The World of Plants, Animal Survival, Investigating Cells, The Body in Action, Inheritance, Biotechnology…).

Material Type:
Assessment
Homework/Assignment
Reading
Provider:
European Schoolnet Learning Resource Exchange (LRE)
Provider Set:
TLU
Bloom Clock Project
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The Bloom Clock Project is an attempt to create a language for ...

The Bloom Clock Project is an attempt to create a language for discussing the bloom times of wildflowers and other plants that is neutral in respect to climate, region, and hemisphere. This language will take a few years to develop as it depends on a large pool of data.

Subject:
Biology
Material Type:
Activity/Lab
Reading
Provider:
Wikiversity
Botany
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In this course, you will learn the basics of plant biology. The ...

In this course, you will learn the basics of plant biology. The student will begin with plant anatomy, learning the names and functions of all of the parts of a plant, then move on to plant physiology, where you will learn about photosynthesis, growth, and reproduction. Next, the student will study plant evolution according to the fossil record and examine the diversity of plant life in existence today and how that diversity impacts global ecology. Upon successful completion of this course, the student will be able to: identify and describe the functions of the different cells, tissues, and organs that make up a plant; describe the major life processes in plants (photosynthesis, respiration, transpiration, growth and development, and reproduction) at the tissue, organ, cellular, and molecular level; explain the history and evolution of plants on earth; discuss plant diversity and identify the major characteristics of plant phylogenetic divisions; explain how plants fit into the global ecological system and why they are essential for life on earth. (Biology 306)

Subject:
Botany
Material Type:
Full Course
Provider:
The Saylor Foundation
Botany and Art: Their Roles in Conservation
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Students are introduced to the work of botanists and botanical illustrators, and ...

Students are introduced to the work of botanists and botanical illustrators, and specifically to their race to make records of endangered plant species around the world. Students examine illustrations, photographs, and dried specimens of endangered plants and consider the conservation value of an illustration over a photographic image. In a second session, students try their own hands at botanical illustration and follow the methods of a Smithsonian staff illustrator. Pencils, markers, tracing paper, and access to a photocopier are required.

Subject:
Arts and Humanities
Botany
Material Type:
Activity/Lab
Lecture
Lesson Plan
Provider:
Smithsonian Institutions
Provider Set:
Smithsonian Center for Education and Museum Studies
Author:
Smithsonian Institutions
Botany & Art and Their Roles in Conservation
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The lessons in this issue of Smithsonian in Your Classroom introduce the ...

The lessons in this issue of Smithsonian in Your Classroom introduce the work of botanists and botanical illustrators, specifically their race to make records of endangered plant species around the world. “Very little of the world’s flora has been fully studied,” says one Smithsonian botanist, “and time is running out.” In the first lesson, students gets to know six endangered plants. They examine illustrations, photographs, and dried specimens of the plants as they consider this question: If a scientist can take a picture of a plant, are there advantages in having an illustration? They go on to consider some of the big questions that botanists themselves must ask: Which of these species are most in need of conservation efforts? Are any of these plants more worth saving than others?In the second lesson, the students try their own hands at botanical illustration, following the methods of a Smithsonian staff illustrator. All that is required for the lesson are pencils, markers, tracing paper, and access to a photocopier.

Subject:
Arts and Humanities
Life Science
Botany
Ecology
Forestry and Agriculture
Material Type:
Activity/Lab
Diagram/Illustration
Lecture
Lesson Plan
Reading
Unit of Study
Provider:
Smithsonian Institutions
Provider Set:
Lila Wallace-Reader's Digest Fund
Author:
Smithsonian Institute
Brain Pop Movies - Food Chains
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This representation depicts a food chain and a food web and illustrates ...

This representation depicts a food chain and a food web and illustrates both with specific examples of organisms in an animated cartoon video. The video illustrates the food chain in a pyramid structure with plants at the bottom and explains the role of each layer in the food chain.

Subject:
Education
Life Science
Material Type:
Lesson Plan
Provider:
Phenomena and Representations for Instruction of Science in Middle Schools (PRISMS)
Provider Set:
PRISMS: Phenomena and Representations for the Instruction of Science in Middle School
Brassica rapa stock description: Anthocyaninless, hairless
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This is a description sheet (with illustration) for the standard rapid cycling ...

This is a description sheet (with illustration) for the standard rapid cycling ideotype (RCI) or ideal form for the anthocyaninless, or non-purple stem phenotype. In the anthocyaninless line, a recessive gene blocks the expression of purple, red, or pink pigment, also selected for few or no hairs.Plants lack any purple anthocyanin pigment, anl, however the genetic background of the stock is for high expression of purple anthocyanin, Pan (7), a quantitative trait. None or very few hairs on any plant part, Hir(1), a quantitative trait. Most plants, >80%, are male fertile, MST2/- . A few are male sterile, mst2.

Subject:
Life Science
Material Type:
Reading
Provider:
Wisconsin Fast Plants Program
Provider Set:
Wisconsin Fast Plants Activity and Resource Library
Author:
Rapid Cycling Brassica Collection
Brassica rapa stock description: Purple anthocyanin, hairy
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This is a description sheet (with illustration) for the standard rapid cycling ...

This is a description sheet (with illustration) for the standard rapid cycling ideotype (RCI) or ideal form for the purple stem phenotype. Traits include high expression of purple anthocyanin, Pan(8), throughout plant; particularly noticeable on the hypocotyl, stem, hydathodes and sepals. Anthocyanin expression is strongly enhanced by environmental factors, e.g. high light and nutrient stress. Intermediate and variable expression of hair on leaves and stems, Hir(3-6). Purple anthocyaninand hairiness exhibit quantitative inheritance.

Subject:
Life Science
Material Type:
Reading
Provider:
Wisconsin Fast Plants Program
Provider Set:
Wisconsin Fast Plants Activity and Resource Library
Author:
Rapid Cycling Brassica Collection
Brassica rapa stock description: Rosette-dwarf
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PDF containing seed stock profile information for and illustration of the Rosette-Dwarf ...

PDF containing seed stock profile information for and illustration of the Rosette-Dwarf variety of Brassica rapa (Fast Plants). This also includes some brief suggestions for their use as a model organism in teaching.

Subject:
Education
Life Science
Material Type:
Lesson Plan
Provider:
Wisconsin Fast Plants Program
Provider Set:
Wisconsin Fast Plants Activity and Resource Library
Author:
Lauffer, Hedi Baxter
The Wisconsin Fast Plants Program
Brassica rapa stock description: Standard (wild type)
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The standard rapid cycling ideotype (RCI) or ideal form for the standard ...

The standard rapid cycling ideotype (RCI) or ideal form for the standard Brassica rapa phenotype. RCI phenotype is selected for uniformity in flowering time and plant form. Traits include: forty days seed to seed, 14 days sowing to flowering. Standard, RCI, is the common genetic background of most Rapid Cycling Brassica mutants.Published info:Williams, P.H. and C. Hill 1986. Rapid-Cycling Populations of Brassicas. Science 232, pp. 1385-89.

Subject:
Life Science
Material Type:
Reading
Provider:
Wisconsin Fast Plants Program
Provider Set:
Wisconsin Fast Plants Activity and Resource Library
Author:
Williams, Paul H.
Brassica rapa stock description: Yellow-green leaf
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This is a description sheet (with illustration) for the standard rapid cycling ...

This is a description sheet (with illustration) for the standard rapid cycling ideotype (RCI) or ideal form for the yellow-green leaf phenotype. RCI phenotype is selected for uniformity in flowering time and plant form. Forty days seed to seed, 14 days sowing to flowering. Standard, RCI, is the common genetic background of most RBR mutants.Published info:Williams, P.H. and C. Hill 1986. Rapid-Cycling Populations of Brassicas. Science 232, pp. 1385-89.

Subject:
Life Science
Material Type:
Reading
Provider:
Wisconsin Fast Plants Program
Provider Set:
Wisconsin Fast Plants Activity and Resource Library
Author:
Williams, Paul H.