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.

Understanding Genetics - Is Red Hair Going Extinct?

This website has a very good explanation about red hair gene frequencies in populations;

http://genetics.thetech.org/ask-a-geneticist/redheads-not-doomed-extinction

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.

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.

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.
 

Cancer and Henrietta Lacks - Lesson Plan Resources

For about six years, I have been teaching some lessons about cancer that are culminating lessons for a unit of study on genetics. Here are some teaching resources that I use:

I show students videos from an NIH CDROM and use the Understanding Cancer student worksheets from the following resource materials that can be ordered from NIH.
Cell Biology and Cancer
http://science.education.nih.gov/supplements/nih1/cancer/default.htm

Students are assigned nonfiction reading and answer questions that are designed so that students are reading for information. The first article is:
Henrietta's Dance by Rebecca Skloot
http://www.jhu.edu/jhumag/0400web/01.html

Henrietta’s Dance – Reading Questions
A printable copy of the Questions can be found by clicking on this link:
https://drive.google.com/file/d/1xQzdrrrycG6ZQ6aaLlJx-_SaJM6sIcZW/view?usp=sharing

Name __________________________

01. What was the symptom that caused Henrietta to go to the doctor?

02. When the doctors examined Henrietta, what did they find?

03. What disease did Henrietta have?

04. What does the term “malignant” mean?

05. What did the doctors use as an attempt to cure Henrietta’s disease?

06. What were Margaret and George Gey looking for, and what did they do with them?

07. What was remarkable about HeLa cells?

08. What was the mystery about the polio virus that had to be solved, before a vaccine
could be developed?

09. What were at least 3 uses that researchers had for the HeLa cells?

10. How did the doctors talk David Lacks into allowing them to take cell samples from
Henrietta?

11. How did the Lacks family find out about the HeLa cells, 24 years later?

12. What had happened with the HeLa cells that made the Johns Hopkins researchers
want to take blood and tissue samples from the Lacks family?

13. What information did the researchers want to get from the blood and tissue samples?

14. How quickly did the HeLa cells reproduce a generation?

15. What are two of the ethical questions that the Lacks case brings up?

16. What are some of the changes in scientific research that have been made, since the
doctors took the cells from Henrietta?

17. What was one of the main reasons that this article was written?

18. How does the Lacks family feel about what happened with Henrietta’s cells?

Reading Questions were written by teacher, LaRaine Beckhorn
If you would like to print out a copy of the reading questions, you can use this link:
https://drive.google.com/file/d/1xQzdrrrycG6ZQ6aaLlJx-_SaJM6sIcZW/view?usp=sharing

If time is short, here is a shorter version of the questions:
https://drive.google.com/file/d/1RPQDHkSnTbQI6c8JJu6Y8JNrrLaFVTDK/view?usp=sharing

After students read about the history of Henrietta Lacks and HeLa cells, they read a second article, which is informative about cervical cancer, the human papilloma virus, and the use of vaccines to cure cancer.

Sticking It to Cancer - Nonfiction Reading
The Sticking It to Cancer article, as a PDF, can be found
here:  https://drive.google.com/drive/folders/0BzkmlZHn4HtJNnBNUkhVZVg2WHc   The reference for the article is:  Fischman, Josh. April 2006. U.S. News & World Report, 04/03/2006, Vol. 140, Issue 12, p. 56

Sticking It to Cancer
Non-Fiction Reading for Information—Questions
A printable copy of the questions can be found by clicking this link:
https://drive.google.com/file/d/1hsq2qLG4wJ31aUk2TPzsaQ7MtTrUmO69/view?usp=sharing

1. Do not write on this question sheet.
2. Answer the questions on loose leaf paper.
3. For each question, write down the first four letters of the paragraph(s) where you
found the answer(s).
4. Write in complete sentences and hand in.

Introductory Information:
At the top of your paper write your name, the date, and the period.
Find and write down the name of the magazine, where the article was published.
Find and write down the date that the article was published.

Questions
1. A new vaccine has been developed to prevent infection of what kind of virus (write
down the complete name)?

2. Infection of HPV can lead to what kind of diseases?

3. The U.S. Food and Drug Administration will play what crucial role in the prevention
and possible extinction of cervical cancer?

4. What are the names of the drug companies involved in the effort to prevent cervical
cancer and what roles are the drug companies playing in cancer prevention?

5. Name two cancers, in addition to cervical cancer, that might be prevented by
vaccination.

6. What has DNA analysis revealed about the link between HPV and cervical cancer?

7. How do young men and women get infected with HPV?

8. After the initial infection, how long does it take for cancer to develop?

9. Describe another technique that also involves the immune system in fighting cancer?

10. How does the Merck Guardasil vaccine trigger the immune system to make
antibodies against HPV?

11. How does the Provenge vaccine work against prostate cancer?

12. Why is it recommended that kids, ages 10 to 14 be vaccinated against HPV?

13. What is controversial about vaccinating girls who are ages 11 or 12?

14. Why is it going to be important for women to continue to have regular Pap smears?
(Pap is an abbreviation for Papanicolaou, and is an invention of Dr. Georgios
Papanikolaou (1883-1962), a Greek who later immigrated to the United States; the
father of cytopathology. Cells are scraped from the cervix and examined for
abnormal cell division.)

15. How does the Panvac VF vaccine work to destroy Pancreatic cancer cells?

16. Describe the experimental treatment for melanoma and how it works.

Reading Questions written by teacher, Christine M. Anderson, 3/31/2006, for Middletown High School.

I also came up with a shortened version of these reading questions that match up to some news articles because there were times I needed to be flexible with the time that I was spending on the lessons and also some students needed some shorter articles that were easier to read.
https://drive.google.com/open?id=1Q32JLQXxW9cyLtNon1IqbbYawC6a4NX-

Also, I just finished reading a book, The Immortal Life of Henrietta Lacks, by Rebecca Skloot, which would be of interest to students and teachers. Her web site also has links to some videos, including a video of dividing HeLa cells. http://rebeccaskloot.com/
Update: Here is a link to an interview with Rebecca Skloot about her book that was aired on Book TV on 3/19/2010: http://www.c-spanvideo.org/program/292685-7
Random House has also made available discussion, reading, and study guides to go with the book, which are available for download at the bottom half of this link:
https://penguinrandomhousesecondaryeducation.com/book/?isbn=9781400052189

Update 08/31/2018.  The September 18 issue of The Science Teacher, NSTA magazine, Volume 86, Number 2, p. 15 has a description of Teaching Resources on Henrietta Lacks that are based on the book written by Rebecca Skloot,  They were compiled by Ohio biologist/educator Christopher Monsour.  Here is a link to the resources: http://goo.gl/xd3Rg9      or
https://drive.google.com/drive/folders/0ByYJKAo4du5LNWMtUGdxN1dCWVk

Update:  Oprah Winfrey has announced that she is making a film about Henrietta Lacks!
http://www.huffingtonpost.com/entry/hbos-the-immortal-life-of-henrietta-lacks-gets-release-date_us_58a35e8be4b0ab2d2b19b5b2
The HBO presentation of “The Immortal Life of Henrietta Lacks,” based on the book by Rebecca Skloot, is slated to debut Saturday, April 22, at 8 p.m. EST.
     I have just watched the HBO presentation "The Immortal Life of Henrietta Lacks," starring Oprah Winfrey.  The video may be interesting to those who wish to view a drama about Henrietta Lacks, but the film is not a suitable one for use in the classroom.  This is rather disappointing because I was hoping to be able to have an up-to-date, documentary film that could supplement lessons on cancer.  The film focuses on the Lacks family and has some mature themes dealing with mental illness, inappropriate language for middle and high school, child abuse and a rape scene. African American studies courses in college could use this video as a supplement.  The film is also lengthy and for students, the dialogue might not hold their interest.  There is a family featurette at the end of the video.  It has some information, but I cannot recommend it as a classroom resource.  Mrs. A. 01/13/2018.

I have found some video resources that may be useful. The first four are about the immortal cells of Henrietta Lacks:

Award-winning Documentary. A Way of All Flesh, about Henrietta Lacks, by Adam Curtis:
http://www.youtube.com/watch?v=C0lMrp_ySg8

The Lacks Family
Part 1
http://www.youtube.com/watch?v=Hnx_D6jHVuk&feature=PlayList&p=0209400EBDACDA1D&index=16
Part 2
http://www.youtube.com/watch?v=VX-JspPN7QI&feature=PlayList&p=0209400EBDACDA1D&index=15
Part 3
http://www.youtube.com/watch?v=mwkcbDjkQwo&feature=PlayList&p=0209400EBDACDA1D&index=17
Part 4
http://www.youtube.com/watch?v=KwMJGRBIFiU&feature=PlayList&p=0209400EBDACDA1D&index=18

This video has a history of the use of stem cells. It was suggested by teacher, Sandra Porto, that this might be a good video for students to use to create a timeline, or as part of a web quest.
A Century of Medicine – Stem Cells – Johns Hopkins Medicine
http://www.youtube.com/watch?v=0r26_S9ykQ4&feature=PlayList&p=0209400EBDACDA1D&index=14
Here is another useful and interesting web site:
http://abcnews.go.com/WN/henrietta-lacks-woman-cells-polio-cancer-flu-research-medicine/story?id=9712579
March 2013 -  Henrietta Lacks' genome has been sequenced:
http://www.nytimes.com/2013/03/24/opinion/sunday/the-immortal-life-of-henrietta-lacks-the-sequel.html?pagewanted=all&_r=1&

The following lesson was used as an assessment/summarizing activity for students, so that they could demonstrate what they had learned about cancer.

Use of Graphic Organizer Introduces Students to New Information in the Subject Area

Purpose Students will practice self-regulated learning by producing a tri-fold brochure that assists them in organizing new information that has been presented. This brochure will be a brochure that can inform and teach others about cancer.

Goals 1. By the end of the lesson, students will be able to find facts and organize reading material.
2. Students will demonstrate the skill of “reading for understanding and organizing information.”

Activity Pass out a sheet of plain, unlined paper (to be used for the brochure) to each student. Instruct and demonstrate to students how to fold the paper into three sections. Indicate where to put the information in the brochure: Front cover to be labeled Understanding Cancer. Inside front cover to be labeled What is Cancer?, in the middle section label should read, Causes of Cancer, inside right, Types of Cancer, and the remaining section, Treatments for Cancer. The back can be used for additional notes. Students can use the information in their binders, as well as the two reading packets: Henrietta’s Dance, and Sticking It to Cancer. Written information, such as facts and vocabulary should be written under each label in the brochure. There should be at least 10 facts for each section. Have the students write down the facts first and then, they may illustrate their brochure with available materials.

Materials Plain unlined paper
Colored pencils, pens.

Grouping Assignment choice: Assigned by teacher – groups of four
Brochure: individual
Discussion: whole class guided by instructor as coach; students may talk quietly while working, but must stick to the topic of their work and not distract others. Monitor their progress.
Reflection: individual

Learning Dependent: structure assignment
Styles Collaborative: students may talk quietly to each other
Independent: activity can be completed on own
Concrete Experience: activity is hands-on and real-life
Reflective Observation: completing tasks give sense of accomplishment
Abstract Conceptualization: activity demonstrates many new possibilities for learning
Active Experimentation: student explore how to efficiently accomplish tasks

Steps Pre-teach activity
Follow-up so that students complete activity

Follow-up Activity prepares students for organizing and learning new information

Evaluation Brochure will be used for study.

Textbook

Internet Site




____________________________________________________________________________________________
Lesson plan prepared by Christine M. Anderson for Business Ed., Stanton Middle School 11/14/99 and revised for Coordinated Science II, Middletown High School, 11/13/05 and 12/14/09.  To print out the original lesson plan, you can click on this link:
https://drive.google.com/file/d/1A_zXGrTWh0TlF3CFxtsP1RWM_vh3vzWi/view?usp=sharing

Update May 8, 2018:

National Portrait Gallery Presents a Portrait of Henrietta Lacks, a Co-Acquisition with the National Museum of African American History and Culture

https://nmaahc.si.edu/about/news/national-portrait-gallery-presents-portrait-henrietta-lacks-co-acquisition-national

Here is a very interesting article about a transmissible cancer in Tasmanian devils:
Nervous culprit found. ScienceDaily. Retrieved July 5, 2010, from
http://www.sciencedaily.com/releases/2009/12/091231164736.htm
and here is a video clip:
http://www.youtube.com/watch?v=j3jy3mzrEe4&ytsession=ZrZfx597QcNM1SxEkTfjnjeTTTHrxZz4OphEnXrod7macd0qjm05Xib4jl7b_lbf2GD2PKuTaRfrEwSpqaxJJcPfvx_BCZKv_F9BERRVRxo2gURT9pdHCaG0K1k9REg46ZZnsPe0TE0n3Gb2WqTIejW0j6YbYn2j7j6mmPR4Oo_eBDRyBt_SWJi6Cz-sC1Vz_sQL65libG713JTsnwoTXWBVJ5unWPvAuWyuV97J7-34ZTyjk2GAim2PozIkBoVl_JOyjIBvquK9Ie54uVPONnJCwZG139yxRKkstOnxXPu_-5NlwSfvLKQvi9SvmyPK

If you are teaching about cancer and would like to use a case study about Cancer and Tasmanian Devils, there is a case study at this link:
http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=588&id=588

If you find a link on my blog that is not working, please let me know by leaving a comment.  I would like to keep the resources on my blog up-to-date, correct, and relevant.  

Dog Evolution - Case Study

Dear Case Study Teachers:

Our latest case study is “Not Necessarily on Purpose: Domestication and Speciation in the Canidae Family” by Thomas Horvath, Department of Biology, SUNY College at Oneonta.

In this clicker case, students learn about natural selection concepts and interpret phylogenies as they apply to the Canidae family. The case is based on the idea that the domestication of the dog was not likely an intentional event in human history. Rather, the dog as we know it was likely a result of natural selection events. Then, later intentional selective breeding events formed the many different breeds of dog. Most students are familiar with dogs and may be more open to the ideas of evolution and speciation when applied to this animal rather than to humans.

Case: http://www.sciencecases.org/dog_evolution/prelude.asp
Teaching Notes: http://www.sciencecases.org/dog_evolution/notes.asp
Case Collection: http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm

Dogs: Their Fossil Relatives and Evolutionary History

http://news.yahoo.com/video/us-15749625/in-the-doghouse-guilty-dog-on-gma-24642455

More interesting information about wolves, dogs, and evolution:
http://www.latimes.com/news/science/la-sci-how-dogs-evolved-20130124,0,1620029.story

http://news.sciencemag.org/brain-behavior/2013/12/scienceshot-wolfs-sharp-eye-may-have-aided-dog-domestication

New information about wolf packs reveals a misconception about the pack hierarchy.  There are no alpha male and female positions in a pack.

https://phys.org/news/2021-04-wolf-dont-alpha-males-females.html

Genetics Project - Three Selected Case Studies in Genetics

The first case study is modified from the case study, The Death of Baby Pierre. I changed the name of the child to make it less likely for my students to search and copy the answers to the questions, from the answers online. So, if my students have decided to look at my blog, they have found the source of Case Study #1, and they can check their answers. For the Hardy-Weinberg equation, I re-wrote that section of the case study, as a guided approach to the answers, because my students have had minimal exposure to the application of quadratic equations. Some of my students still find the equation difficult to understand, but having a question that guides them through the equation, as least makes them somewhat aware that there is a way to apply genetic principles to populations, as well as individuals.
Herreid, Clyde Freeman, "The Death of Baby Pierre," National Center for Case Study Teaching in Science, 18 June 2008. University at Buffalo. <http://ublib.buffalo.edu/libraries/projects/cases/pierre.htm>.
Case Study #1 is about the genetic inheritance of tyrosinemia. Here is a video about a victim of this disorder. The first 5 minutes is informative and I can show that part to my students. The ending includes the family drama of the disorder.
<http://www.youtube.com/watch?v=sT2erjfwE0s>

Case Study #1

CASE STUDIES IN GENETICS
A DEMONSTRATION OF ACQUIRED KNOWLEDGE
Project Description
INTRODUCTORY ACTIVITY
CASE 1 – Recessive Inheritance

Student Name ________________________ Period _____
Due Date:

The genetics project consists of three directed case studies. For these case studies, you will complete an introductory activity, which is included with this packet. You will receive a “mark of completion” in the teacher’s grade book for having completed the introductory activity, and then you will receive the information that is required for analyzing the cases: The Death of Baby Jeanette, Huntington’s Disease – A Family History, and Hemophilia: The Royal Disease. For these cases, you will be drawing, organizing, and analyzing pedigrees, demonstrating your knowledge of Mendelian genetics, and answering structured questions that are designed to show, in your answers, your understanding of basic genetic principles. This also includes your knowledge of the DNA molecule and its role in inheritance. You will also be playing the role of decision maker as you analyze and state your findings about the cases. So, here we begin:

Case Study #2

This case study was adapted from the case study on this web site:

Martin, Carolyn N, "Its Those Annoying CAG Repeats, A Huntington's Disease Pedigree Using Direct Genetic Testing," Access Excellence at the National Health Museum - Activities Exchange. <http://www.accessexcellence.org/AE/AEC/AEF/1995/martin_testing.php>

A short documentary video about Huntington's Disease can be found here:

http://www.youtube.com/watch?v=65xf1olEpQM
NBC News video (May 10, 2010): Hacking the Gene Code of Huntington's Disease
http://www.msnbc.msn.com/id/3032619/#37073339

CASE STUDIES IN GENETICS
A DEMONSTRATION OF ACQUIRED KNOWLEDGE
Project Description
INTRODUCTORY ACTIVITY
Case Study #2 – Inheritance of Dominant Alleles

Student Name ________________________ Period _____
Due Date:

The genetics project consists of three directed case studies. For these case studies, you will complete an introductory activity, which is included with this packet. You will receive a “mark of completion” in the teacher’s grade book for having completed the introductory activities, and then you will receive the information that is required for analyzing the cases: The Death of Baby Jeanette, Huntington’s Disease – A Family History, and Hemophilia: The Royal Disease. For these cases, you will be drawing, organizing, and analyzing pedigrees, demonstrating your knowledge of Mendelian genetics, and answering structured questions that are designed to show, in your answers, your understanding of basic genetic principles. This also includes your knowledge of the DNA molecule and its role in inheritance. You will also be playing the role of decision maker as you analyze and state your findings about the cases. You have completed Case #1, which was an exploration of the inheritance of recessive alleles. So, here we are ready to tackle Case #2:

The case study, which is about the inheritance of dominant alleles, can be found on this web site: http://www.accessexcellence.org/AE/AEC/AEF/1995/martin_testing.php

Here is another case study activity that is on the same topic, Huntington's Disease:

http://www.usoe.k12.ut.us/CURR/science/core/bio/genetics/huntington.htm

Case Study #3

Case study #3 demonstrates the pattern of sex-linked inheritance. The case study can be found at this web site:
Aronova-Tiuntseva, Yelena and Clyde Freeman Herreid, "Hemophilia: The Royal Disease,"
National Center for Case Study Teaching in Science, 18 June 2008. University at Buffalo.
<http://www.sciencecases.org/hemo/hemo.asp>

CASE STUDIES IN GENETICS
A DEMONSTRATION OF ACQUIRED KNOWLEDGE
Project Description
INTRODUCTORY ACTIVITY
Case Study #3 – Sex-Linked Inheritance

Student Name ________________________ Period _____
Due Date:

The genetics project consists of three directed case studies. For these case studies, you will complete an introductory activity, which is included with this packet. You will receive a “mark of completion” in the teacher’s grade book for having completed the introductory activities, and then you will receive the information that is required for analyzing the cases: The Death of Baby Jeanette, Huntington’s Disease – A Family History, and Hemophilia: The Royal Disease. For these cases, you will be drawing, organizing, and analyzing pedigrees, demonstrating your knowledge of Mendelian genetics, and answering structured questions that are designed to show, in your answers, your understanding of basic genetic principles. This also includes your knowledge of the DNA molecule and its role in inheritance. You will also be playing the role of decision maker as you analyze and state your findings about the cases. You have completed Case #1, which was an exploration of the inheritance of recessive alleles. You tackled Case #2, which was an exploration of the inheritance of dominant alleles. Now, for the challenge of Case #3:

From an episode of Mysteries at the Museum, on the Travel Channel, here is a video clip about Anastasia, one of the royal descendants, and how DNA analysis was used for identification:
http://www.travelchannel.com/video/the-real-anastasia

GATTACA Movie and Designer Babies

Reading Questions – GATTACA and Designer Babies
Goldberg, Allen. “Parental vanity corrupts a lifesaving technology.” The News Journal,
[Wilmington, Delaware] 28 Feb. 2009: A11.

http://henrystrongingoldberg.blogspot.com/2009/02/httpwww.html

http://www.latimes.com/news/opinion/commentary/la-oe-mgoldberg17-2009feb17,0,4288749.story

1. The movie, GATTACA, is copyrighted 1997. What services are the Fertility Institutes (Los Angeles) offering to patients that are similar to a scene in the movie?

2. From information that is written the news article, answer these questions:
a. What is “in vitro” fertilization?”
b. What is “preimplantation genetic diagnosis?”

3. What is Fanconi anemia?

4. In the author’s opinion, why would creating “designer babies” cause problems for families who are trying to have a baby free of fatal genetic deseases?

5. Most cases of Fanconi anemia are inherited as autosomal recessive traits (scientists are still researching the genetic inheritance of the disease – it’s more complicated than presented in this question). If “A” represents a normal gene and “a” represents a defective gene, show, in the Punnett Square below, how a child can inherit Fanconi anemia.

6. How can Fanconi anemia be treated?

http://henrystrongingoldberg.blogspot.com/ Update: March 5, 2009. The Fertility Institutes have backed away, for now, from offering designer baby services.
http://henrystrongingoldberg.blogspot.com/2009_03_01_DearHenryArchive.html

Wickelgren, Ingrid. “Designer Genes, Will DNA Technology Let Parents Design Their Kids?” Current Science, Weekly Reader Corporation [Riverside, New Jersey] 3 Dec. 2004: pp. 10-11.
ABC News. "Boy or Girl?" Couples Choose Unborn Children's Sex." 25 March 2006. http://abcnews.go.com/GMA/Health/Story?id=1767206&page=1

Here is a link to my posting with the reading questions that go with the movie GATTACA:
http://cavalierscience.blogspot.com/2009/03/gattaca-movie-and-designer-babies.html

Teach With the Movies Lessons (free)
https://www.facebook.com/teachwithmovies

Another post of interest:
http://cavalierscience.blogspot.com/2010/07/longevity-genes-found-predict-chances.html

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

Watching the Movie - GATTACA - Resources, Questions and Answer Key

Students watched the movie GATTACA (can be rented at a video store) and answered questions on a viewing guide.  There is a similar guide with questions at this web site:
http://mshartatgreenhope.googlepages.com/Week16.doc
This is part of our study of genetics.
The answer key for the viewing guide questions can be found here:

Here is another website that has questions about the movie GATTACA, and lessons about genetic engineering humans:
http://science.uniserve.edu.au/school/movies/gattaca.html

This is another website that has questions about GATTACA:
http://www.teachwithmovies.org/
https://www.facebook.com/teachwithmovies

My students also read an article about designer babies, and I designed a question sheet that goes with the reading: http://cavalierscience.blogspot.com/2009/03/gattaca-movie-and-designer-babies.html

Another post of interest: http://cavalierscience.blogspot.com/2010/07/longevity-genes-found-predict-chances.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.

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/ ) and note taking sheets are for an extra credit activity.

There is a list on hominin species and information about them on this web site:
http://www.talkorigins.org/faqs/homs/species.html

Here is an interesting article, Neanderthals Conquered Humans, Why Not Us?
http://dsc.discovery.com/news/2008/09/09/neanderthal-mammoth.html

Another interesting article 05/19/09, 47-million-year-old human link revealed
http://news.yahoo.com/s/afp/20090519/sc_afp/usgermanynorwayarcheologysciencelead
Here is the original article that appeared in the Public Library of Science:
Complete Primate Skeleton from the Middle Eocene of Messel in Germany: Morphology and Paleobiology
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0005723

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
The video clip is also available at: http://www.youtube.com/watch?v=xLilqm6GxrA

This online article describes the genetics/evolution involved with lactose intolerance and adult milk drinkers: Sixty percent of adults can't digest milk
http://www.usatoday.com/tech/science/2009-08-30-lactose-intolerance_N.htm?imw=Y
The original article about adult milk drinkers can be found online:
http://www.ploscompbiol.org/article/info%3Adoi%2F10.1371%2Fjournal.pcbi.1000491

Here is the National Geographic online article about the oldest fossil skeleton of a human ancestor (as of October 1, 2009):
http://news.nationalgeographic.com/news/2009/10/091001-oldest-human-skeleton-ardi-missing-link-chimps-ardipithecus-ramidus.html
This is the link for the AAAS video about the analysis of the Ardipithecus ramidus skeleton:
http://www.youtube.com/watch?v=EC9aIth1ah4&feature=related
This web site has a video about the oldest fossil skeleton of a human ancestor:
http://www.youtube.com/watch?v=vyx-ryWHB2s
Here is a song about Ardipithecus ramidus:
http://www.youtube.com/watch?v=S-DCcrLIcL4

DNA suggests Siberian find could be humans' long-lost relative (March 24, 2010)
http://www.nature.com/news/2010/100324/full/464472a.html

Australopithecus sediba: A New Species of Homo-Like Australopith from South Africa (April 9, 2010)
http://www.sciencemag.org/extra/sediba/

9-Year-Old Kid Literally Stumbled on Stunning Fossils of a New Hominid
http://blogs.discovermagazine.com/80beats/2010/04/08/9-year-old-kid-literally-stumbled-on-stunning-fossils-of-a-new-hominid/

Updated information on how Australopithecus sediba walked, moved around, and ate:
http://www.sciencedaily.com/releases/2013/04/130411142719.htm

Sequencing The Neanderthal Genome
http://www.sciencemag.org/cgi/content/full/328/5979/710
Research raises doubts about whether modern humans and Neanderthals interbred
http://discovermagazine.com/2013/march/14-interbreeding-neanderthals

First Direct Evidence of Chalcolithic Footwear from the Near Eastern Highlands
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0010984

The Evolution of Blue Eyes - Article - Darwin's theory of natural selection evolves

http://articles.latimes.com/2009/feb/08/science/sci-evolution8

Blue-eyed humans have a single common ancestor
https://www.sciencedaily.com/releases/2008/01/080130170343.htm

All Non-Africans are Part Neanderthal - Article - Genetic confirmation that our ancestors interbred

http://news.discovery.com/human/genetics-neanderthal-110718.html

Smithsonian Magazine's article on Evo-tourism
http://www.smithsonianmag.com/travel/evotourism/Evotourism.html

A phylogenetic tree of human evolution
http://www.nabt.org/blog/2010/02/18/digging-up-our-family-tree/

The Human Journey: Migration Routes
https://genographic.nationalgeographic.com/human-journey/?fb_action_ids=401681596643087&fb_action_types=og.likes&fb_source=other_multiline&action_object_map=%5B446108608764426%5D&action_type_map=%5B%22og.likes%22%5D&action_ref_map=%5B%5D

Male common ancestry and the Y chromosome
http://www.newscientist.com/article/dn23240-the-father-of-all-men-is-340000-years-old.html

Mutation rates help estimate the age of our common ancestry
First migration from Africa less than 95,000 years ago: Ancient hunter-gatherer DNA challenges theory of early out-of-Africa migrations

Khoe-San peoples diverged before 'out-of-Africa' migration of modern humans

"The largest genomic study ever conducted among Khoe and San groups reveals that these groups from southern Africa are descendants of the earliest diversification event in the history of all humans -- some 100,000 years ago, well before the 'out-of-Africa' migration of modern humans."

Neanderthal fossils found in Greek cave suggest ancient humans and Neanderthals shared a common region with each other
http://www.huffingtonpost.com/2013/04/02/neanderthal-fossils-greek-cave-ancient-humans_n_2992294.html?utm_hp_ref=science#slide=581869
More on Neanderthals and Homo species interbreeding with each other
http://evoanth.wordpress.com/2014/10/23/ancient-dna-reveals-how-often-and-when-humans-neanderthals-interbred/

Great ape genetic diversity and population history
http://www.nature.com/nature/journal/vaop/ncurrent/full/nature12228.html

Neanderthals may have taught modern humans to use tools
http://www.pnas.org/content/early/2013/08/08/1302730110.full.pdf+html

A new fossil skull find has the discovers suggesting that perhaps Homo species are variants of one species, Homo erectus
http://www.cnn.com/2013/10/17/world/europe/ancient-skull-human-evolution/index.html
http://johnhawks.net/weblog/fossils/lower/dmanisi/d4500-lordkipanidze-2013.html
http://www.youtube.com/watch?v=560hiKxz-eg

Human migration routes
https://genographic.nationalgeographic.com/human-journey/

What did Neanderthals eat?
http://evoanth.wordpress.com/2013/10/22/neanderthals-ate-haggis/

Hominin footprints from early Pleistocene deposits at Happisburgh, UK - The oldest known footprints outside of Africa
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0088329

The Oldest Neanderthal DNA Found
http://www.livescience.com/50458-oldest-neanderthal-dna-found.html

Fossil trove adds a new limb to the family tree - Homo naledi
http://www.sciencedaily.com/releases/2015/09/150910131807.htm

The Google Doodle and Lucy  11/24/2015
http://www.telegraph.co.uk/technology/google/google-doodle/12013826/Who-is-Lucy-the-Australopithecus.html

Why Aren't Apes evolving into Humans - A Science Explanation
https://www.washingtonpost.com/news/speaking-of-science/wp/2016/06/27/dear-science-why-arent-apes-evolving-into-humans/?ref=

University of Texas at Austin. "Cracking the coldest case: How Lucy, the most famous human ancestor, died." ScienceDaily. ScienceDaily, 29 August 2016.
https://www.sciencedaily.com/releases/2016/08/160829140417.htm

The earliest know human ancestor lived 450 million years ago
https://www.sciencedaily.com/releases/2017/01/170130111008.htm

An African American Paternal Lineage
Adds an Extremely Ancient Root to the
Human Y Chromosome Phylogenetic Tree  https://www.sciencedaily.com/releases/2013/03/130305145821.htm

September 4, 2019. Hanegraef, Hester.  How the skull of humanity's oldest ancestor is changing our understanding of human evolution.
https://theconversation.com/how-the-skull-of-humanitys-oldest-known-ancestor-is-changing-our-understanding-of-evolution-122926

Bag-like sea creature was humans' oldest known ancestor: A tiny sea creature identified from fossils found in China may be the earliest known step on an evolutionary path that eventually led to the emergence of humans: Researchers have identified traces of what they believe is the earliest known prehistoric ancestor of humans -- a microscopic, bag-like sea creature, which lived about 540 million years ago.

Neanderthals had the capacity to perceive and produce human speech

https://www.sciencedaily.com/releases/2021/03/210301112358.htm

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.