Lesson Plan and Activity - Use of Books and the Library - Non-fiction Scavenger Hunt - Biology

One of the most useful courses that I took in college was titled The Use of Books and the Library.  I learned a great deal about the resources available in a major research library by preparing an extensive bibliography on a topic of my choice.  This gave me the idea for a lesson plan and activity that would assist high school students in using the library and acquiring reading skills in the use of non-fiction books and internet resources.  The lesson plan and activity worksheets can be found here:

https://drive.google.com/open?id=1kfpFrvt6D9iv08J3v9SANL4Aktx21-lG

There are more versions on the link, I'm posting preview photos here:

Similar activities can be found here on this blog:

https://cavalierscience.blogspot.com/2020/01/earth-science-workout-activity.html

https://cavalierscience.blogspot.com/2020/01/cellular-respiration-activity.html

https://cavalierscience.blogspot.com/2020/03/textbook-scavenger-hunt-electricity.html

https://cavalierscience.blogspot.com/2020/01/evolution-workout-activity-worksheet.html

If you find any links on my blog that do not work, please let me know by leaving a comment.  I would like to keep my blog up-to-date and relevant.

Cellular Respiration Activity - Respiration Workout (with answer key)

The following respiration activity can be used for both introducing and reviewing the main topics of cellular respiration and can be used with the respiration graphic organizers that may be also found in this blog.  https://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html

Other "Workout" activities on different topics and be found in this blog here are the links:

https://cavalierscience.blogspot.com/2020/01/earth-science-workout-activity.html

https://cavalierscience.blogspot.com/2020/01/lesson-plan-and-activity-use-of-books.html

https://cavalierscience.blogspot.com/2020/03/textbook-scavenger-hunt-electricity.html

https://cavalierscience.blogspot.com/2020/01/evolution-workout-activity-worksheet.html

The Respiration Workout Worksheet and directions can be copied from this link: https://drive.google.com/open?id=1lsRFAjwXlQkeV472efBmY0tMmkySv89FnLG2W-euyeQ

or  https://drive.google.com/open?id=1eL7jSB1L52mad3HyVegO6o2HOfb4x1TX

The Respiration Workout Answer Key can be copied from this link:  https://drive.google.com/open?id=13hD5iTfsij07Gd4I9xzeUsOaXnTvAgWZ

I am posting the directions here so that you can read through them and get an idea about how the activity works.  I got some great comments from administrators who observed my classroom because the activity engages every student.  Even the students who didn't want to participate were engaged because classmates were seeking them out to get the answers on the worksheet.

Directions for Respiration Workout Game:

SUGGESTED RULES ~ OR HOW THE GAME WORKS

Explain to students that this is a cooperative learning activity, which requires all to participate.  By participating in this process, students will have some feeling for how a scientific community of experts works together to produce solutions to problems, and a body of scientific knowledge.  Each student will become an expert in an area of biology, and will be given an opportunity to share their knowledge with every other member of the class.  When students participate in this activity at the beginning of a course, the activity also serves as an “ice-breaker” and allows students to get to know each other and learn names.  As a role model, the teacher should also participate in this activity.

Each student needs: Respiration Workout sheet, his or her textbook, classroom references, notebook paper, and pencil.  Instruct students to number their paper 1. through 25., leaving enough room to write the answers to each question.

Behavior Expectations ~ for some groups of students, the teacher should explain that this activity requires some movement around the room and sharing of answers.  That this is an activity for serious learning and cooperation, and that students are to behave as professionals.  Disruptive students should not be allowed to ruin this activity and will be responsible for answering all the questions by themselves, if they choose to be removed from participation because of their disruptive behavior.

1.      The teacher writes a number on each of twenty-five pieces of paper or index cards.  The numbers are mixed up and distributed to the students so that each student gets a number.

2.      The number, that each student receives, tells which question on the Respiration Workout sheet that he/she is responsible for answering.  The answers are expected to be clear and understandable enough to be shared with other students.  Students are to be instructed that they should take care to make sure the answer is correct because their answer is going to be used by every other student in the class.  Check their work.

3.      After students are given some time to research their answer, the teacher will instruct the students to move around the room collecting answers from other students.  They are to write the answers on their notebook paper; they may gather the answers in any order (but on the paper they hand in, the answers must be in order!).  After each answer is collected, the student who provided the answer to the question must write his/her name in the question square.  The goal is to have a classmate’s name in every square and the answer to every question.

4.      The time given to complete this activity can be flexible.  This can be completed during one class period or in short segments over several days.  The teacher can determine a due date that corresponds to the time it takes the class produce a completed worksheet.  Answers and worksheets can be turned in for a grade.  A shorter version of this activity is to have each student stand, in order, to share their answer with the class (some of the learning experience will be lost).  This activity can be used as an introduction, or a review of material.

5.      There are some answers that are easier to explain with the use of diagrams and props.  The teacher can assist by supplying pictures, props, or suggesting that students make use of the diagrams in their textbooks to explain their answers. https://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html 

If you find any links on my blog that do not work, please let me know by leaving a comment.  I would like to keep my blog up-to-date and relevant.

Video Clips that I show in Biology 1

My Blog is here:  http://www.cavalierscience.blogspot.com

Need a textbook to help you study?  A free online textbook can be found here:

http://www.ck12.org/biology/ 

CK-12 Biology is a high school FlexBook covering cell biology, genetics, evolution, ecology, microorganisms, fungi, plants, invertebrates, vertebrates, and physiology.

This book is available for download on your iPad with iBooks or on your computer with iTunes - FOR FREE!  I was also able to find the textbooks on my Kindle and download them for free.
There is a student version http://www.ck12.org/student/  and teacher version http://www.ck12.org/teacher/  of the website.  CK-12.org just announced that they have integrated their content with Schoology https://www.ck12info.org/blog/ck-12schoology-easier-lesson-planning-save-time/

If you would like to be a Citizen Scientist and participate in our bird watching project, you can register at http://ebird.org/content/ebird/ and submit your observations.  We have a birding hotspot here at Middletown High and you can watch birds at the pond and submit your observations to the Middletown High School Pond birding hotspot:  http://ebird.org/ebird/hotspot/L2346801   Check it out!

Click on the videos link to watch some of the videos that I show in class.

The Secret Lives of Scientists,

Mayim Bialik:

https://www.youtube.com/watch?v=TZt-JTdfXjw

Globally Harmonized System of labeling chemicals in the workplace.  The video can be found here: 

https://www.youtube.com/watch?v=Hcbl5kSCUIA

Scientists in Action. We watched these two video clips:

The Tale of the Peacock

http://www.pbs.org/wgbh/evolution/library/01/6/l_016_09.html

and Ancient Farmers of the Amazon

http://www.pbs.org/wgbh/evolution/library/01/3/l_013_01.html

The Germ Theory.  The video clip is on this YouTube link:

https://www.youtube.com/watch?v=BxA-a4_SPME

Students wrote down the following questions in the Journal Section of their binders:

1.  How does the scientific meaning of a term like theory differ from the way it is used in everyday life?

2.  Can the "facts" of science change over time?

3.  Who was Charles Darwin?

4.  How did public opinion of his day affect Charles Darwin's willingness to publish the Origin of Species?

After watching the video, students answered the questions in their lab notebook.

Students may watch and review the video clips Isn't Evolution Just A Theory? and Who Was Charles Darwin? at this web site:

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

or on YouTube:

https://www.youtube.com/watch?v=85diEXbJBIk&list=PL5270149AB732F0FB

How Wolves Change Rivers as part of the Variation in Wolves activity.  The video can be found here:

http://www.youtube.com/watch?v=ysa5OBhXz-Q
     Here is a STEM Lesson on Gray Wolves in the Northern Rocky Mountains:

https://beartrust.org/gray-wolves-in-the-northern-rockies

     

Students wrote in their Journals the answer to the questions:  1.  What is Natural Selection?   2. Why is the relationship between the toxic newts and the garter snakes considered an evolutionary arms race?  3.  How does evolution really happen (work)? 

They watched a video called Toxic Newts that can be found at this link:

http://www.pbs.org/wgbh/evolution/library/01/3/l_013_07.html

They also watched the video clip titled How Does Evolution Really Work? that can be found at this link:

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

As part of the Chicken Wings and Batter's Arms activity, students watched the video clip Common Past, Different Paths, which can be found at these links:

http://www.pbs.org/wgbh/evolution/library/04/2/l_042_02.html

http://www.pbs.org/wgbh/nova/education/evolution/common-past.html

To understand the Whale's Tale project, students watched the video clip titled How Do We Know Evolution Happens? that can be found at this link:

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

and part of the video Part 1 of Walking with Prehistoric Beasts to see how the Ambulocetus lived.

To understand the characteristics of a modern whale, students watched 3 video clips: Alaskan Whales on this web site: www.toandos.com/whales.html, Whale Song (which can be found at this web site:

http://www.youtube.com/watch?v=vPPjS4uMwtw

and Dolphins Blowing Bubble Rings https://www.youtube.com/watch?v=2m6ie3MVIAw.

Students watched three videos about the Tiktaalik, a transitional fossil (see note 1 below for additional information):

https://www.biointeractive.org/classroom-resources/your-inner-fish 

http://www.youtube.com/watch?v=MkOy1XU0cbY

http://www.youtube.com/watch?v=B9h1tR42QYA   

Students watch a video about the evidence for evolution that summarized what we had learned.

http://www.youtube.com/watch?v=lIEoO5KdPvg#t=12

Students looked at a variety of videos and web sites about human evolution:

Human Evolution Multimedia

Students watched a video clip: Did Humans Evolve? The video clip can be found at this web page:

http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

However, the PBS video has become somewhat outdated.  So now, we watch this video about human evolution:

Great Transitions: The Origin of Humans — HHMI BioInteractive Video   https://www.youtube.com/watch?v=Yjr0R0jgct4

Students also watched this video clip: Becoming a Fossil. The video can be found at this web page:

http://www.pbs.org/wgbh/evolution/library/04/3/l_043_01.html

Human evolution was demonstrated by observing this online activity:

http://www.pbs.org/wgbh/aso/tryit/evolution/

This website ( http://www.becominghuman.org/ ) is used for an extra credit activity.  

This online National Geographic article contains a video clip that tells about Ida, the 47-million-year-old fossil

http://news.nationalgeographic.com/news/2009/05/090519-missing-link-found.html

http://www.youtube.com/watch?v=xLilqm6GxrA

This web site has a video about the oldest fossil skeleton of a human ancestor:

http://sciencenow.sciencemag.org/cgi/content/full/2009/1001/1

http://www.youtube.com/watch?v=EC9aIth1ah4

and there is more information on my blog.

Students watched Debi's Story about antibiotic resistant tuberculosis, as part of a lesson about why understanding evolution is important now. They also watched a video about diseases.

http://science.education.nih.gov/supplements/nih1/diseases/activities/activity3_debi-story.htm

http://science.education.nih.gov/supplements/nih1/diseases/activities/activity1.htm

Students watched a video titled: Why Is Evolution Important Now? This video is available to watch online at: http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

Students learned about karyotypes:

http://www.sciencegeek.net/Biology/Presentations/Karyotypes/

Students watched two short video clips about Ryan White, after learning about hemophilia (a genetically inherited blood clotting disorder), which is a sex-linked genetic disease.  Ryan contracted AIDS after a transfusion of blood clotting protein that was a treatment for Ryan's hemophilia:

https://www.youtube.com/watch?v=AzrPREXraR4

https://www.youtube.com/watch?v=W9WEXGS45wA

Students watched a video about Huntington's Disease as part of a lesson about pedigrees.  Here is the link:

http://www.youtube.com/watch?v=65xf1olEpQM

Students watched a video clip about mitosis, cell division of somatic cells (asexual reproduction).  The video is copyrighted and cannot be posted.  However, the following link has videos that show real cells dividing:    
http://iknow.net/cell_div_education.html

Students participated in watching a Comparison of Mitosis and Meiosis annimation:

Comparison of Mitosis and Meiosis animation:
http://www.pbs.org/wgbh/nova/miracle/divi_flash.html

Students watched a video about the history of the discovery and the structure of DNA:

http://www.hhmi.org/biointeractive/double-helix

After studying protein synthesis, students watched video clips and animation:

https://www.youtube.com/watch?v=bee6PWUgPo8   Replication

https://www.youtube.com/watch?v=5MfSYnItYvg      Transcription

https://www.youtube.com/watch?v=aVgwr0QpYNE   RNA Splicing

https://www.youtube.com/watch?v=8dsTvBaUMvw   Translation

http://sepuplhs.org/high/sgi/teachers/genetics_act16_sim.html     Protein Synthesis Animation

https://www.youtube.com/watch?v=d1UPf7lXeO8  BioRap - DNA and Protein Synthesis

The Learn Genetics - University of Utah - Lick Your Rats Activity (epigenetics) can be found here:

http://learn.genetics.utah.edu/content/epigenetics/rats/

From the Idea Bank, October 2015, Tips and Techniques for Creative Teaching by Ashley Campbell in the Science Teacher published by the National Science Teachers Association.
Science Videos on the Web:
Academy of Achievement:  www.achievement.org
Blick on Flicks:  www.nsta.org/publications/blickonflicks.aspx
Makers:  www.makers.com
"The Price of Progress":  http://cbsn.ws/1gd6RlM
The Secret Life of Scientists and Engineers:  http://to.pbs.org/laDSp2v

Note 1
For those who are interested in the Tiktaalik, there is an activity in this textbook:  SEPUP. (2011). Science and Global Issues: Biology. Lawrence Hall of Science, University of California at Berkeley.  Published by Lab-Aids, Inc., Ronkonkoma NY.  The activity is Evidence from the Fossil Record - Activity 6 pp. 446-453.  Students explore transitional fossils in an portion of the activity titled Studying Fossils to Determine the Origin of Tetrapods.  The Tiklaalik is one of the transitional fossils presented in the activity.  The videos listed above enhance interest in this activity.
There is also a 2011 episode of Mysteries at the Museum travel channel show where near the end of the episode, information is presented about the importance of the Tiktaalik fossil and it is explained that the fossil is housed at the Academy of Natural Sciences in Philadelphia, PA. http://www.travelchannel.com/shows/mysteries-at-the-museum/travel-guides/outlaw-shoes-and-astrochimp-travel-guide   It looks like the video would be on Disc 2 of Season 2 of the show that can be purchased from Amazon.com.  The episode is titled Outlaw Shoes, Astrochimp, and Message in a Bottle.  I have not purchased the video and am not 100% certain that it is on the CD.  If anyone reading this blog knows how to obtain the Mysteries at the Museum, Tiktaalik video or a video clip, please leave a comment.

Paper Model DNA 2012-2013

If you are looking for the patterns and some pictures for the paper DNA model, please look at my April 8, 2007 posts! Starting with:
http://cavalierscience.blogspot.com/2007/04/how-to-make-paper-model-of-dna.html

http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model_08.html

http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model.html

They include the directions and templates for making the model.

Professional Ethics and Values in Biology and Ecology

A Question of Values

Here is a review that I have written:

_________________________________________________________________________________

Errington, Paul L.  1987.  A Question of Values.  Iowa State University Press, Ames.  ix + 196 p.  $18.95.  Edited by Carolyn Errington.

_________________________________________________________________________________ 

     This book is a selection of 15 essays written by Dr. Paul L. Errington, renowned for his influential views in the field of wildlife management and conservation.  The first three essays discuss predation and factors determining population levels of prey species.  Next, four essays describe the cyclic nature of the "terms in a biotic equation" of marsh habitats and the populations supported by these habitats.  Five essays tell of the author's experiences in the wilderness of northern Minnesota and Canada with special reference to wolves.  These give the reader insight into the personal life of the author and a feel for the outdoor work environment.  The next two essays discuss conservation.  This is where the central underlying theme of a "question of values" is raised.  The last essay is a discourse on what an enlightened civilization might be able to learn from studies of animal populations.  Taken all together, the essays revolve around a challenging speculation.  If the environment has qualities of value recognized by diverse interests, which values are to be included in decisions about management?  In addition, the maturity of the reasoning used to make decisions must be examined.  Included at the end of the book is "In Appreciation of Aldo Leopold," as well as, "An Iowa Boyhood," and a dedication to Dr. Arthur Karr Gilkey.  The bibliography contains a complete listing of Dr. Errington's publications:  214 books, journal articles, and reviews.  There is also a list of 10 biographical citations.

     This book will provide excellent supplemental reading for students of wildlife management, ecology, mammalogy, conservation, and those interested in the philosophy of values.  Researchers engaged in current ecological research will not find any new ideas, or explanations proposed, however, the narrative is descriptive and complete enough to point out areas where fundamental questions have not yet been answered.

     By using examples of his own experiences, Dr. Errington elucidates differences in reasoning between the public attitude concerning outdoor values and the studies of ecologists.  Predator-prey patterns in relationship to environmental quality, habitat availability, and behavior are discussed.  He points out that the studies of ecologists have led to standards of conduct, judgement, and philosophy.  He boldly states that:

"Recognizing that there have to be compromises, I should say that a civilized attitude would be to try to preserve a good deal of Nature in as natural condition as we can, if only for the sake of our own mental health.  From our own selfish standpoints, the good life needs more than man and the man-made.  To at least some civilized people, opportunities to enjoy and to reflect in the natural out-of-doors are as important as material comforts."

     Dr. Errington also asks that professionals, as well as the public, examine the maturity of their thinking and decisions.  "Reputable bird students have been among those who have outdone themselves in applying epithets to the horned owl, and we read of voraciousness, bloodthirstiness, blazing eyes, untamable savagery, and other attributes that are considered unattractive in wild animals.  These words may be applied to man, who coins such terms, but not to wild animals, acting under the compulsions of their natural way of life."  He also points out mistakes in management practices, such as cleaning up areas that should have been left alone, advocating control of native vertebrates, and campaigning against predatory species.  He attributes these mistakes to decisions based on faulty ideas, even when there has been adequate study.

     Iowa State University Press and Mrs. Errington are to be commended on the quality of the printing and editing.  Not only is the book thought provoking, it is also pleasing to the senses and an inspiration to those working in the field.

 Here is a STEM Lesson on Gray Wolves in the Northern Rocky Mountains:

https://beartrust.org/gray-wolves-in-the-northern-rockies

      

DNA Paper Model 2010- 2011

 
DNA_3_2010_11
Originally uploaded by sneakerdoggy
If you are looking for the patterns and some pictures for the paper DNA model, please look at my April 8, 2007 posts! Starting with:
http://cavalierscience.blogspot.com/2007/04/how-to-make-paper-model-of-dna.html
http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model_08.html
http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model.html
They include the directions and templates for making the model.

Why Is Evolution Important Now? Understanding Predation

Why Is Evolution Important Now?  Understanding why some chili peppers are hot and some are not
http://www.sciencedaily.com/releases/2008/08/080811195315.htm

WHY IS EVOLUTION IMPORTANT NOW? Understanding Predator-Prey Relationships – An Evolutionary Arms Race

Read the following article:

University of Washington (2008, August 12). Bugs Put The Heat In Chili Peppers. ScienceDaily. Retrieved July 2, 2010, from http://www.sciencedaily.com/releases/2008/08/080811195315.htm

Name _______________________________ Period _______________
Note-taking Worksheet

Chili peppers have these predators:

__________________

__________________

__________________

__________________

Predators are attracted to and eat peppers because of these biochemicals:

__________________

__________________

This is the predator that helps disperse the pepper seeds:

__________________

This is the predator that kills the pepper seeds:

__________________

Chili peppers produce this biochemical as a defense against attack of a microbe predator:

__________________

This predator does not sense and is not harmed by eating capsaicin:

__________________

This predator is inhibited by capsaicin:

__________________

These predators can sense “heat” of the capsaicin, but still eat the peppers without being harmed:

__________________

Hot peppers are most often found growing in areas with larger populations of:

__________________

When you have filled in all the blanks in the note-taking worksheet, you can design a concept map, or chart that contains the important facts about the peppers and bugs being part of an evolutionary arms race within a food web.

This video clip shows another predator-prey evolutionary arms race that is demonstrated by the relationships between garter snakes and toxic newts:
http://www.pbs.org/wgbh/evolution/library/01/3/l_013_07.html

Here is a STEM Lesson on Gray Wolves in the Northern Rocky Mountains:
https://beartrust.org/gray-wolves-in-the-northern-rockies


The following posts also address the question: Why is Evolution Important Now?

Why Is Evolution Important Now? Understanding Extinction and Our Environment
http://cavalierscience.blogspot.com/2009/03/why-is-evolution-important-now.html

Why Is Evolution Important Now? Disease Prevention
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now-disease.html

Why Is Evolution Important Now? Antibiotic Resistance
http://cavalierscience.blogspot.com/2009/02/why-is-evolutions-important-now.html

Why Is Evolution Important Now? Understanding Diseases and Food Production
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now.html

The Human Environment (McGraw-Hill series in population biology)

Why Is Evolution Important Now?  Battling the Bedbug Epidemic and Cockroach avoidance of bait - Pesticide Resistance
http://cavalierscience.blogspot.com/2011/03/why-is-evolution-important-now-battling.html 

Longevity Genes Found; Predict Chances of Reaching 100

http://news.nationalgeographic.com/news/2010/07/100701-boston-university-health-genes-live-100-longevity-genetic-science and
http://www.sciencedaily.com/releases/2010/07/100701145521.htm


Here are two other posts, which might be of interest:
http://cavalierscience.blogspot.com/2009/03/gattaca-movie-and-designer-babies.html

http://cavalierscience.blogspot.com/2009/03/watching-movie-gattaca.html

Paper Model of DNA - 2009-2010

If you are looking for the patterns and some pictures for the paper DNA model, please look at my April 8, 2007 posts! Starting with:

http://cavalierscience.blogspot.com/2007/04/how-to-make-paper-model-of-dna.html


http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model_08.html


http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model.html
They include the directions and templates for making the model.
 
Here are the pictures of the DNA model that was made by my students for the school year 2009-2010.  The sections of blue and gold DNA were the result of instruction by my student teachers from the University of Delaware and are the school's colors.
 

How Long Will It Take To Clean Up the Oil Spill in the Gulf of Mexico? - An Engineering Calculation

Click on each page to view the calculations.  Here is the summary, or conclusion that can be inferred from the calculations:

If the oil reservoir contains 2 billion gallons and the well leaks at a rate of 1 million gallons/day, it will take 2000 days (5.47 years) to empty the reservoir. If the rate of shoreline fouling is 100 cubic inches of tar and oil per square yard of beach per every 10 days, then it will take 26,260 days to clean the Gulf (71.9 years) if the only method of tar and oil removal is to clean the beach.  Read the details below:

Protein Synthesis - Graphic Organizer - Storyboarding

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these two web sites:

http://www.youtube.com/watch?v=pWPjjoOFIu8
or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
However, the above links have now become unavailable.  I'm leaving them in there for reference.  But I found another website that has the video!!!  https://app.schooltube.com/video/d2525f42fd3809f3dabd/Storyboarding%20(AFI's%20Lights,%20Camera,%20Education!)
I did find a website with a video about storyboarding on this website, even though it is not nearly as good as the original, I does give students ideas about drawing out stories as pictures or cartoons.
http://uwsslec.libguides.com/c.php?g=187016&p=1236350




I introduce this lesson by telling students that the class will be playing the roles of the molecules involved in the process of protein synthesis.  Before we can play the roles, we need to familiarize ourselves with the story and the characters of the story.
Here we talk about the characters by using this handout (example key follows):

THE STORY OF PROTEIN SYNTHESIS

THE CHARACTERS

Next, we begin to visualize the characters in the story of protein synthesis by drawing cartoon pictures of them on a storyboard hand-out that can be obtained from this web site:

https://myhero.com/hosted/teachersroomresources/AFI_BasicsHandbook.pdf

Here is another web site: http://pizzabytheslice.com/downloads/blank_storyboards.pdf

Here is an example:

Here are some examples of storyboards for the process of protein synthesis:

After composing the storyboards for the process of protein synthesis, students "act" out the process by participating in the Protein Synthesis and Words Activity, which was designed by Lynn Marie Wartski, that is on the Access for Excellence Web Site:  http://www.accessexcellence.org/AE/ATG/data/released/0247-LynnWartski/index.php    I created a playbill and I display it in the classroom, during the activity.  It illustrates the characters and describes the activity.

My previous posts have the storyboards for respiration, the Calvin cycle, and the light reactions of photosynthesis.

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

For the storyboarding graphic organizers you may visit my other posts:
http://cavalierscience.blogspot.com/2010/06/protein-synthesis-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Cellular Respiration - Graphic Organizer - Storyboarding

Biology Inclusion Class Set Includes 3 Student Texts, 1 Student Workbook, Teachers Edition, and Teachers Resource Library (Ags Biology)
I use storyboarding to teach the processes of protein synthesis, photosynthesis, and cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these two web sites:
http://www.youtube.com/watch?v=pWPjjoOFIu8
 or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
However, the above links have now become unavailable.  I'm leaving them in there for reference.  But I found another website that has the video!!!  https://app.schooltube.com/video/d2525f42fd3809f3dabd/Storyboarding%20(AFI's%20Lights,%20Camera,%20Education!)
I did find a website with a video about storyboarding on this website, even though it is not nearly as good as the original, I does give students ideas about drawing out stories as pictures or cartoons.
http://uwsslec.libguides.com/c.php?g=187016&p=1236350

Here is the hand out for Cellular Respiration (see example key at the bottom of this post):
or you can print the handouts from these links:
Storyboard - Cellular Respiration
https://drive.google.com/file/d/10U7eUy4mG0lks8xLSMJXtyVnXqDJ4Nx5/view?usp=sharing
Storyboard - Cellular Respiration Directions
https://drive.google.com/file/d/1-0MZSiWWuaVwTZOn9CgJGdcx3Kz9rgsH/view?usp=sharing
Storyboard - Cellular Respiration Example/Answer Key
https://drive.google.com/file/d/1KTSJEs8xVPzZDIx-t-p6pQlMV4NB1dAc/view?usp=sharing
A cellular respiration workout activity can be found on this blog and may be used for both introducing and reviewing the main topics of cellular respiration. https://cavalierscience.blogspot.com/2020/01/cellular-respiration-activity.html

Storyboard - Cellular Respiration

Name _____________________________________________

INSTRUCTIONS FOR STORYBOARDING ACTIVITY – CELLULAR RESPIRATION

1. YOU MUST PUT AT LEAST EIGHT FACTS ONTO YOUR STORYBOARD THAT HELP

EXPLAIN CELLULAR RESPIRATION.

1 PT. EACH

2. YOU MUST USE THE FOLLOWING VOCABULARY WORDS AND MAKE THEM

BOLD:

PHOTOSYNTHESIS

CELLULAR RESPIRATION

ATP

GLUCOSE

MITOCHONDRION

CITRIC ACID CYCLE (KREBS CYCLE)

ELECTRON TRANSPORT CHAIN

½ PT. EACH WORD

3. DEFINE EACH OF THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR

STORYBOARD.

½ PT. EACH WORD

4. YOU MUST DRAW IN THE THREE END PRODUCT MOLECULES.

1 PT. EACH

5. YOU MUST USE THE SUMMARY BIOCHEMICAL EQUATION FOR RESPIRATION.

1 PT. EACH

6. YOU MUST NUMBER THE SIX STORYBOARD SQUARES SO THAT THE READER

WILL BE ABLE TO FOLLOW THEM IN THE CORRECT SEQUENCE.

1 PT. EACH

TOTAL 20 PTS.

Here is the example key for the respiration storyboard:

My previous two posts are the Storyboards for Photosynthesis:  The Light Reactions and the Calvin Cycle.  

My next post will be the storyboards for Protein Synthesis.

Update and enrichment:  Nanomachines in the powerhouse of the cell: architecture of the largest protein complex of cellular respiration elucidated

http://www.sciencedaily.com/releases/2010/07/100702100414.htm

For some explanatory notes and videos about respiration, visit this web site:

http://www.goldiesroom.org/Note%20Packets/07%20Respiration/00%20Respiration--WHOLE.htm

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick
Comics help teach science:
http://www.boon-dah.com/2017/04/27/engine-stem-gains-steam/

For the storyboarding graphic organizers you may visit my other posts:
http://cavalierscience.blogspot.com/2010/06/protein-synthesis-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html

A cellular respiration workout activity can be found on this blog and may be used for both introducing and reviewing the main topics of cellular respiration. https://cavalierscience.blogspot.com/2020/01/cellular-respiration-activity.html

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Photosynthesis - The Calvin Cycle - Graphic Organizer - Storyboarding

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these two web sites: http://www.youtube.com/watch?v=pWPjjoOFIu8
 or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
However, the above links have now become unavailable.  I'm leaving them in there for reference.
But I found another website that has the video!!!  https://app.schooltube.com/video/d2525f42fd3809f3dabd/Storyboarding%20(AFI's%20Lights,%20Camera,%20Education!)
I did find a website with a video about storyboarding on this website, even though it is not nearly as good as the original, I does give students ideas about drawing out stories as pictures or cartoons.
http://uwsslec.libguides.com/c.php?g=187016&p=1236350

Here are the hand outs for Act II of Photosynthesis - The Calvin Cycle (see example key at the bottom of this post):

Storyboard - Act II - The Calvin Cycle of Photosynthesis

NAME__________________________________________________________________


DIRECTIONS FOR STORYBOARD ACTIVITY—PHOTOSYNTHESIS—THE CALVIN-BENSON CYCLE

1. DRAW A RECTANGLE AROUND EACH OF THE FOUR STEPS IN THE
    PROPER SEQUENCE SO THAT THE READER CAN FOLLOW THE STORY.
    1 PT.

2. PUT IN AT LEAST FOUR FACTS THAT HELP EXPLAIN PHOTOSYNTHESIS.
    1 PT. EACH

3. ON YOUR STORYBOARD, USE THESE VOCABULARY WORDS AT LEAST
    ONCE. MAKE THEM BOLD.
    STROMA
    CARBON FIXATION
    ATP
    NADPH
    GLUCOSE
    1 PT. EACH

4. DEFINE THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR STORYBOARD.
    1 PT.EACH

5. IN THE CENTER OF THE STORYBOARD WRITE DOWN THE TOTAL
    NUMBER OF OUTPUT CARBONS AT EACH STEP OF THE CYCLE.
    1 PT.

6. COLOR THE CARBON “ATOMS” BLACK.
    1 PT.

7. COLOR THE ARROW YELLOW, WHERE THE CHEMICAL ENERGY MOLECULES OF ATP
    ARE USED IN THE CYCLE. ALSO, COLOR THE OTHER ARROW YELLOW, WHERE THE
    MOLECULES OF ATP AND NADPH ARE USED.
    1 PT.

8. COLOR ALL OTHER ARROWS BLACK, TO SHOW THE CYCLING OF THE
    ORGANIC CARBON MOLECULES.
    1 PT.

9. SHOW, ON THE STORYBOARD, AT LEAST TWO POLYMERS THAT ARE
    MADE, IN THE PLANT, FROM THE GLUCOSE MOLECULES.
    1 PT.

10. DRAW OR PASTE A PICURE OF THE STRUCTURE OF A GLUCOSE

      MOLECULE ON YOUR STORYBOARD.

Here is an example of a completed storyboard:

The storyboard for the light reactions of photosynthesis is in the previous post of this blog.  When you are through with your storyboards, then you should listen to and sing the Photosynthesis Song; there is a link to it on the right column of the Science Tutor blog in the "links" section.  In my next post,  I will include the storyboard for cellular respiration, and then I will post the storyboards for protein synthesis.
Here is a link for some lecture notes on the topic: http://chemistry.about.com/od/lecturenotesl3/a/photosynthesis_4.htm
Another great teaching link:
http://ed.ted.com/lessons/nature-s-smallest-factory-the-calvin-cycle-cathy-Symington

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

For the storyboarding graphic organizers you may visit my other posts:
http://cavalierscience.blogspot.com/2010/06/protein-synthesis-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.