An alternative introduction to the chapter "Adapting and Living Together" - explained with Vamipres! It sits within the Ecology and Environment topic of the virtual school GCSE Biology. Teachers can choose which engagement video is better for their own uses and students.
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Learn about how organisms adapt to their habitats. This video is part of The Virtual School's "Adapting and Living Together" chapter within our Ecology and Environment topic.
An introduction to the chapter "Adapting and Living Together" within the Ecology and Environment topic of the virtual school GCSE Biology.
This collection focuses on a rapidly evolving field in which the study of both species-specific and ubiquitous aging mechanisms informs the biological process of aging. Yet the field is not without substantial controversy, differing views arise as we come to understand aging across model systems - from bacteria to humans.
Biology of cells of higher organisms: structure, function, and biosynthesis of cellular membranes and organelles; cell growth and oncogenic transformation; transport, receptors and cell signaling; the cytoskeleton, the extracellular matrix, and cell movements; chromatin structure and RNA synthesis.
This Science NetLinks lesson, first of a two-part series will show students that many kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group and that classification schemes will vary with purpose.ContextThis lesson is the first of a two-part series on classification. This lesson is intended to supplement students' direct investigations by using the Internet to expose students to a variety of living organisms, as well as encourage them to start developing classification schemes of their own.
This Science NetLinks lesson is the second of a two-part series on classification. This lesson extends the investigation of living organisms carried out in the first lesson by exposure to the idea that a variety of plants and animals can be classified into one or more groups based on the various characteristics of a specific group.
In this unit of study students learn about diversity of life by focusing on bats. They will learn about their habitat, structures and functions, and behaviors. This unit integrates nine STEM attributes and was developed as part of the South Metro-Salem STEM Partnership's Teacher Leadership Team. Any instructional materials are included within this unit of study.
In this module you will learn how organisms interact with one another and how they interact with the environment. Key ecological concepts in the organisation of organisms, population growth and community dynamics which are important components of pre-university ecology curriculum will be also covered. The module is tailored for delivery using ICT and on completion you will be ready to design relevant courses in ecology and to undertake further studies in environmental sciences.
Students will construct a model of a cell in order to identify organelles and their function as they build an understanding of the increasing complexity of tissues, organs, organ systems, and organisms.
This Science NetLinks lesson explores germs, where they exist, and how they can affect the body. It also addresses a common misconception that students of all ages may have - that factors important to health are beyond their personal control. In studying bacteria, students will also learn preventative measures they can take to stay healthy.
This lesson is an introduction to natural selection and is suited to any student who is just beginning his or her discovery of evolution. The motivation introduces a species of bird that became (over millions of years) numerous species, through adaptation. The development is a hands-on activity that demonstrates how populations change little by little, generation by generation, due to survival of species that have traits that are beneficial in an environment.
This 4th grade unit is designed to address the concept that organisms sense the environment in order to live. It is a far-ranging and comprehensive unit that is designed to address multiple NGSS performance expectations (4-LS1-2, 4LS1-2, 4-PS3-2, 4-PS4-2) in seven explorative sections, with an additional summative assessment step. STEP 1 - the structure of the unit is introduced and students complete a KWL-type activity. STEP 2 - students make observations outdoors and explore the meaning of alive, eventually developing a model of an environment for seeds, creating it and monitoring the growth of plants over the course of the unit. STEP 3 - students learn about the types of energy organisms perceive through a Reader's Theater activity with material at three differentiated reading levels. STEP 4 - students read about and construct 3-D models of how humans perceive sense information from the environment and convert that energy into a different form that the brain can process to make sense of and respond to stimuli. STEP 5 - students use text and math skills to develop an understanding of the brain's structure and function. STEP 6 - students explore environmental change and the interactions between those changes and the organisms within the environment, and then investigate the effects of varying the environment of the seeds they've been monitoring since being planted in Step 2. STEP 7 - students synthesize their understandings of the unit. They create a model of an imagined environment in small groups, and then construct and write a viable argument as to how their senses could help them survive within this imagined environment. STEP 8 (summative assessment) - students synthesize many of the ideas and practices they have explored during the unit. It is estimated to take at least 11 hours of instruction, although individual steps could be adapted, extended, or done separately to address specific standards.
Literacy is an important aspect of science. To be literate in science means students are able to understand, read, and write in terms of science. This lesson is designed to get students to think critically about real world application. The lesson incorporates technology and Blooms highest level of thinking, creativity. Students will learn about writing scientific names of organisms and classifying organisms, how organisms interact with each other and their environment, and the impact of natural disasters.
- Material Type:
- Lesson Plan
- North Carolina State University
- Provider Set:
- Kenan Fellows Program for Curriculum and Leadership Development
- Sheena Hamilton
- Date Added:
In this video Paul Andersen explains how biodiversity measures the variety of genes, species, and ecosystems on the planet. Biodiversity provides resources and ecosystem services for humans on the planet. He also explains how biodiversity is decreasing on the planet due to habitat destruction, invasive species, climate change, over harvesting, and pollution. Relevant treaties and laws designed to preserved biodiversity is also included.
The purpose of this Science NetLinks lesson is to explore the Everglades ecosystem using the Internet; to develop an understanding about conservation of resources in the context of the Everglades; explore relationships between species and habitats; and develop an understanding of how human beings have altered the equilibrium in the Everglades. This lesson uses the Internet to explore the Everglades ecosystem using the resources on the Everglades National Park website. It uses the Internet to provide students with experiences that they may not be able to acquire firsthand. The activities are based on the website of the Everglades National Park. This investigation is most appropriate for a 9th or 10th grade biology class.
The following open course for Organismal Biology was created under an Affordable Learning Georgia Textbook Transformation Grant:
Included are four units containing a comprehensive set of learning modules with outcomes listed:
Growth and Reproduction
Chemical and Electrical Signals
Nutrition, Transport, and Homeostasis
The purpose of this lesson, from Science NetLinks, is to investigate familiar and unfamiliar ecosystems using Internet resources; to explore how various organisms satisfy their needs within their environments; to study the kinds of relationships that exist between organisms within an environment. In order to learn about the living environment, students should begin by engaging in direct observation of local ecosystems. This investigation is designed to build on the knowledge that students are acquiring as they observe and record their findings. In this investigation, Internet resources allow students to investigate the diverse organisms and environments that can be found in other parts of the world.