This activity first asks the students to study the patterns of bird flight and understand that four main forces affect the flight abilities of a bird. They will study the shape, feather structure, and resulting differences in the pattern of flight. They will then look at several articles that feature newly designed planes and the birds that they are modeled after. The final component of this activity is to watch the Nature documentary, "Raptor Force" which chronicles the flight patterns of birds, how researchers study these animals, and what interests our military and aeronautical engineers about these natural adaptations. This activity serves as an extension to the biomimetics lesson. Although students will not be using this information in the design process for their desert resort, it provides interesting information pertaining to the current use of biomimetics in the field of aviation. Students may extend their design process by using this information to create a means of transportation to and from the resort if they chose to.

Students are introduced to the concept of engineering biological organisms and studying their growth to be able to identify periods of fast and slow growth. They learn that bacteria are found everywhere, including on the surfaces of our hands. Student groups study three different conditions under which bacteria are found and compare the growth of the individual bacteria from each source. In addition to monitoring the quantity of bacteria from differ conditions, they record the growth of bacteria over time, which is an excellent tool to study binary fission and the reproduction of unicellular organisms.

This activity is designed to help students understand the structures and functions of the cell by building a model.

Students explore the biosphere's environments and ecosystems, learning along the way about the plants, animals, resources and natural cycles of our planet. Over the course of lessons 2-6, students use their growing understanding of various environments and the engineering design process to design and create their own model biodome ecosystems - exploring energy and nutrient flows, basic needs of plants and animals, and decomposers. Students learn about food chains and food webs. They are introduced to the roles of the water, carbon and nitrogen cycles. They test the effects of photosynthesis and transpiration. Students are introduced to animal classifications and interactions, including carnivore, herbivore, omnivore, predator and prey. They learn about biomimicry and how engineers often imitate nature in the design of new products. As everyday applications are interwoven into the lessons, students consider why a solid understanding of one's environment and the interdependence within ecosystems can inform the choices we make and the way we engineer our communities.

This classroom lab is a guided practice for inquiry using brine shrimp as the subject to be investigated.

“Bug Hunt” uses NetLogo software and simulates an insect population that is preyed on by birds. There are six speeds of bugs from slow to fast and the bird tries to catch as many insects as possible in a certain amount of time. Students are able to see the results graphed as the average insect speed over time, the current bug population and the number of insects caught. There are two variations to try for the predator, one where the predator pursues the prey and one where the predator stays still and captures insects that pass nearby. In the first case the “bird” catches the slow insects and the faster ones survive, reproduce and pass genes on. The average speed of bug should increase over time. In the second case the faster bugs come near to the bird more often than the slow ones. The slow ones survive more, reproduce and pass their genes on.

In this lesson, the students look at the components of cells and their functions. The lesson focuses on the difference between prokaryotic and eukaryotic cells. Each part of the cell performs a specific function that is vital for the cell's survival. Bacteria are single-celled organisms that are very important to engineers. Engineers can use bacteria to break down toxic materials in a process called bioremediation, and they can also kill or disable harmful bacteria through disinfection.

Students color-code a schematic of a cell and its cell membrane structures. Then they complete the "Build-a-Membrane" activity found at http://learn.genetics.utah.edu. This reinforces their understanding of the structure and function of animal cells, and shows them the importance of being able to construct a tangible model of something that is otherwise difficult to see.

Students learn about the different structures that comprise cell membranes, fulfilling part of the Research and Revise stages of the legacy cycle. They view online animations of cell membrane dynamics (links provided). Then they observe three teacher demonstrations that illustrate diffusion and osmosis concepts, as well as the effect of movement through a semi-permeable membrane using Lugol's solution.

In this unit, students look at the components of cells and their functions and discover the controversy behind stem cell research. The first lesson focuses on the difference between prokaryotic and eukaryotic cells. In the second lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. The third lesson continues students' education on cells in the human body and how (and why) engineers are involved in the research of stem cell behavior.

In this lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. And, students are introduced to the process of bioremediation and several examples of how bioremediation is used during the cleanup of environmental contaminants.

This variation on the classic bird beak activity demonstrates variation of beak size within a population and shows how the proportion of big-, medium-, and small-beaked birds changes in response to the available types of food. The “birds” with binder clip “beaks” live in Clipland where the large population becomes divided into two smaller populations by a mountain range. Popcorn, lima beans and marbles are the three types of food available in the two areas. Food is spread out for the birds to eat and then after 15 seconds it is counted to see whether birds have gathered enough food to survive. The big billed birds need to eat more than the medium and small billed birds to survive and each bird needs to eat more than the minimum amount of food for survival to be able to reproduce. Four years pass during the simulation and students are asked to describe what happened to the Clipbird populations and what they think caused the changes. A link to Rosemary and Peter Grant’s research on finch populations in the Galapagos is identified for those teachers who want to connect the simulation to a real life example.

In this activity, students examine how to grow plants the most efficiently. They imagine that they are designing a biofuels production facility and need to know how to efficiently grow plants to use in this facility. As a means of solving this design problem, they plan a scientific experiment in which they investigate how a given variable (of their choice) affects plant growth. They then make predictions about the outcomes and record their observations after two weeks regarding the condition of the plants' stem, leaves and roots. They use these observations to guide their solution to the engineering design problem. The biological processes of photosynthesis and transpiration are briefly explained to help students make informed decisions about planning and interpreting their investigation and its results.

This activity is a field investigation of the biodiversity in a given area. The exercise will give students experience making scientific observations and creating a dichotomous key.

This activity is a field investigation where student gather data on organisms they find in or around a pond.

This three-act film tells the story of the detective work that solved the mystery of what caused the disappearance of the dinosaurs at the end of the Cretaceous period. Shot on location in Italy, Spain, Texas, Colorado, and North Dakota, the film traces the uncovering of key clues that led to the discovery that an asteroid struck the Earth 66 million years ago, triggering a mass extinction of animals, plants, and microorganisms. Science practices in geology, physics, biology, chemistry and paleontology all contributed to the solution to this compelling mystery. Lesson plans are included that have students identify evidence and construct an explanation to tie it together. Summary questions are included at the end and a class discussion is recommended. (This activity will be the only one evaluated in this review.) Another resource is “Finding the Crater” where students “visit” different K-T boundary sites. There are also lessons where students analyze various characteristics of the asteroid such as its size and energy, chemical data about the asteroid, and the iridium fallout from an asteroid impact. A hands-on activity where students study the differences in foraminifera fossils below and above the K-T boundary is also included as well as an article that outlines more details about each of the discoveries covered in the film. You can view the film on the website or HHMI will send you a free DVD. Lesson plans including teacher notes and a student handout can be found at http://www.hhmi.org/biointeractive/following-trail-evidence.

This activity combines field exercise soil collection with lab analysis of soil bulk density. Students develop a lab procedure to measure density and analyze data using Microsoft Excel computer software.

In this interactive demonstration students will make observations of diffusion of a semi permeable membrane and be able to compare these observations to the functions of a cell membrane.

In a multi-week experiment, student teams gather biogas data from the mini-anaerobic digesters that they build to break down different types of food waste with microbes. Using plastic soda bottles for the mini-anaerobic digesters and gas measurement devices, they compare methane gas production from decomposing hot dogs, diced vs. whole. They monitor and measure the gas production, then graph and analyze the collected data. Students learn how anaerobic digestion can be used to biorecycle waste (food, poop or yard waste) into valuable resources (nutrients, biogas, energy).

This is a field investigation on diversity of life where students count the number of kinds organisms in two locations. Students report their results on posters and propose reasons why there might be difference in diversity between the locations.

This activity is an in class lab where students will compare different acid solutions on seed germination and growth.

This activity demonstrates the effect of changes in the environment on the growth of plants. The plants are placed in environments such as high salinity, cold, heat, or drought and observe the different reactions (growth) of the plants to these conditions. Students discuss the desirability of breeding new types of plants that are better able to withstand these changes if they occur in the general environment. The objectives of this activity is to: 1. Plant, grow and maintain plants under different environmental treatment conditions. 2. Observe differences in plant growth between these treatments. 3. Compare the growth of treated plants with the growth of control plants

Students test the question, "Do eggs balance on the equinox?" Students develop their own procedure, analyze their data and come up with their own conclusions.

This classroom activity introduces students to energy flow through organisms, producers & photosynthesis, and consumers & respiration.

In this life science field investigation students will study golden rod gall populations within a patch of goldenrods.

This activity is a mock investigation into different macroinvertebrates found in the streams in your local city. Students will record and analyze data that will lead them to learn if the water quality is good or bad in their backyard.

Students set up and run the experiments they designed in the Population Growth in Yeasts associated lesson, using simple yeast-molasses cultures in test tubes. Population growth is indicated by the amount of respiration occurring in the cultures, which in turn is indicated by the growth of carbon dioxide bubbles trapped within the culture tubes. Using this method, students test for a variety of environmental influences, such as temperature, food supply and pH.

This activity is a field investigation or bio-blitz where students are collecting as many different types of insects as they can. Back in the lab, they will record their findings, sort and classify the insects found. This will lead into a class discussion on biodiversity and the importance of insects and their benefits all living things.

This activity is a lab where students learn to classify objects that are similar into groups and technically describe their classifications. Introduction to dichotomous keys.

This activity is a project in which students research keystone species and report on specific species to the class.

This field and classroom activity involves identification of similarities, differences, advantages, and disadvantages in survival, method of locomotion, food acquisition, and reproduction in three fresh-water microbes.

This activity is a classroom lab where the students gather data on the affect water has on gummy bear candies and develops an experiment based on a new question regarding a not plain water solution. Students will perform calculations and graph their results.

Students design and conduct simple experiments using elodea (aquatic plant sold in pet stores) and Bromthymol blue to determine whether plants consume or release carbon dioxide in the process of photosynthesis. Students will record their data which will be used to conclude whether carbon dioxide was consumed or released by the elodea. Through class discussion of student data, students will learn that carbon dioxide was consumed during photosynthesis.

Students work in pairs to compare five aspects of an organism that reproduces sexually, asexually, or both sexually and asexually. The activity comes with a chart for the students to fill out and with information sheets on twelve organisms. As a class, students share their comparisons and generate a list of general characteristics for each mode of reproduction and then discuss the advantages and disadvantages of both. Included in the discussion are reproductive mechanisms and genetic variation.

This guided inquiry is a laboratory investigation on soil textures where students gather and analyze data, compare findings and develop new experimental questions.

In activity is a Biology field lab where students will investigate the relative health of an aquatic system based on bioindicators. Students will then summarize and reflect upon their findings.

This activity is based on observations of mealworms form a question and make decisions as to the design of an investagation. Students use data collected to make a conclusion to their questions.

This activity is a combination of a field investigation and direct instruction at Minnehaha Falls. We are investigating Twin Cities rock types and weathering from the flowing water.

Through two lessons and five activities, students explore the structure and function of cell membranes. Specific transport functions, including active and passive transport, are presented. In the legacy cycle tradition, students are motivated with a Grand Challenge question. As they study the ingress and egress of particles through membranes, students learn about quantum dots and biotechnology through the concept of intracellular engineering.

In this lesson, students will extend their knowledge of matter and energy cycles in an organism to engineering life cycle assessment of a product. Students will learn about product life cycle assessment and the flow of energy through the cycle, comparing it to the flow of nutrients and energy in the life cycle of an organism.

In this biology field experience, students will explore trees of Minnesota. Working in cooperative groups, students will discover biodiversity of trees and determine populations of tree species through observation and use of dichotomous keys.

This activity is a longer project that involves using inquiry to find out what kinds of aquatic animals live in our school pond. Students use direct observation, journaling, outdoor classroom techniques, research skills, collaboration, and service learning to learn about their question.

This activity is an investigation where students observe cells from various organisms and then compare and contrast the cells they observe.

This is a classroom activity in which students observe and describe cells in stages of division. They share observations about what they see in the cells, then formulate questions and do research concerning the changes that take place in cells during the process.

This lesson covers the process of photosynthesis and the related plant cell functions of transpiration and cellular respiration. Students will learn how engineers can use the natural process of photosynthesis as an exemplary model of a complex yet efficient process for converting solar energy to chemical energy or distributing water throughout a system.

This learning experience introduces participants to scientific inquiry, hypothesis formation, experimental design, data analysis, and interpretation.

Using Avida-ED freeware, students control a few factors in an environment populated with digital organisms, and then compare how changing these factors affects population growth. They experiment by altering the environment size (similar to what is called carrying capacity, the maximum population size that an environment can normally sustain), the initial organism gestation rate, and the availability of resources. How systems function often depends on many different factors. By altering these factors one at a time, and observing the results, students are able to clearly see the effect of each one.

This lesson is the second of two that explore cellular respiration and population growth in yeasts. In the first lesson, students set up a simple way to indirectly observe and quantify the amount of respiration occurring in yeast-molasses cultures. Based on questions that arose during the first lesson and its associated activity, in this lesson students work in small groups to design experiments that will determine how environmental factors affect yeast population growth.

Students create and decode DNA for man’s best friend to observe how variations in DNA lead to the inheritance of different traits. Strips of paper that represent DNA are randomly selected and used to assemble the dog's DNA. Students read the DNA and create a drawing of their pet, and compare it with others in the class to check for similarities and differences.

In this activity, the learner explores various ways in which organisms reproduce. The learner discusses the role that reproduction plays in the cycle of life. By watching short videos and participating in follow-up discussion: 1. They observe that no individual organism lives forever and in order to continue species, organisms must pass their genetic instructions on to the next generation. 2. They learn that organisms reproduce asexually, by dividing and producing two identical copies of themselves. 3. They learn that many plants reproduce sexually, often using complex strategies that have evolved over millions of years. 4. They explore the pros and cons of asexual and sexual reproduction and the reasons both strategies persist.

Spreadsheets Across the Curriculum module/Geology of National Parks course. Students work with salmon-trace streambed data to study whether removal of a spawning run barrier was effective

In this field lab students will go outside and observe a particular area of the schoolyard. Students will design investigations to complete outside and will use outdoor observations to provide evidence for our indoor activities.

This activity is a classroom and field activity where students learn about and practice scientific observations in the classroom and then complete a field activity by making and recording scientific observations on school grounds.

In this field investigation, students will identify and determine the population size of snails in an aquatic environment.

Echolocation is the ability to orient by transmitting sound and receiving echoes from objects in the environment. As a result of a Marco-Polo type activity and subsequent lesson, students learn basic concepts of echolocation. They use these concepts to understand how dolphins use echolocation to locate prey, escape predators, navigate their environment, such as avoiding gillnets set by commercial fishing vessels. Students will also learn that dolphin sounds are vibrations created by vocal organs, and that sound is a type of wave or signal that carries energy and information especially in the dolphin's case. Students will learn that a dolphin's sense of hearing is highly enhanced and better than that of human hearing. Students will also be introduced to the concept of by-catch Students will learn what happens to animals caught through by-catch and why.

Many people do not like spiders and consider them pests. However, spiders provide a service to humans. They eat many of the insects that bother people. In this 7th grade life science activity, students will study 4-6 spider webs and discover what and how much spiders eat. They will identify the spiders building the webs, collect data and make observations related to the webs and what the spiders eat. They will use the information to develop a conclusion.

Students experience the engineering design process as they design, fabricate, test and redesign their own methods for encapsulation of a (hypothetical) new miracle drug. As if they are engineers, teams make large-size prototypes to test proof of concept. They use household materials (tape, paper towels, plastic wrap, weed-barrier fabric, glues, etc.) to attach a coating to a porous "shell" (a perforated plastic Wiffle® ball) containing the medicine (colored drink mix powder). The objective is to delay the drug release by a certain time and have a long release duration—patterned after the timed release requirements of many real-world pharmaceuticals that are released from a polymer shell via diffusion in the body. Guided by a worksheet, teams go through at least three design/test iterations, aiming to achieve a solution close to the target time release constraints.

Students are introduced to an engineering challenge in which they are given a job assignment to separate three types of apples. However, they are unable to see the color differences between the apples, and as a result, they must think as engineers to design devices that can be used to help them distinguish the apples from one another. Solving the challenge depends on an understanding of wave properties and the biology of sight. After being introduced to the challenge, students form ideas and brainstorm about what background knowledge is required to solve the challenge. A class discussion produces student ideas that can be grouped into broad subject categories: waves and wave properties, light and the electromagnetic spectrum, and the structure of the eye.

In this ecology investigation, students will build and place rock baskets to collect benthic macroinvertebrates in a local waterway. They will observe and identify their macroinvertebrates and use the data to determine the pollution tolerance index for various areas of a river.