TCC Current Activities in Multimedia Presentations in the Science Classroom, Department of biology, EastCarolina Case Study Using Multimedia to teach Chemistry, CTI Conference on http://tcc-pub.com/present.htm
Extractions: Presentations and Workshops 1. Multimedia Instructional Techniques for 1992 Staff Development Day, Pitt Community College. September 1, 1992. 2. A Demonstration of Multimedia Chemistry Materials Developed Using The ToolBook Authoring System. Instructors' Conference, N.C. Department of Community Colleges, Charlotte, N.C. October 20, 1992. 3. Multimedia Development at Pitt Community College. Technology and Teaching Conference, ECU School of Education. April 20, 1993. 4. Multimedia Instructional Materials, IIPS Meeting, Pitt Community College, Greenville, NC. July 20, 1993 5. Introduction to Multimedia in Classroom Instruction, Biology CIP Meeting, Pitt Community College, September 30, 1993 and Davidson County Community College, October 7, 1993. 6. Electronic Communication and the Biology Bulletin Board, Biology CIP Meeting, Pitt Community College, September 30, 1993 and Davidson County Community College, October 7, 1993. 7. ToolBook in the Classroom: A Showcase Presentation by North Carolina Community College Faculty, League for Innovation Conference, Nashville, TN. Nov 14-17, 1993.
Teachers' Resources softback booklets are collections of activities, in worksheet are exceptionally welldesigned to teach and assess supplement or replace an AP biology lecture. http://apps.apcentral.collegeboard.com/ResourceDetail.jsp?ResourceID=2602
Birdscope - Using Birds To Teach Science Using Birds to teach Science by Rick Bonney. through all the curriculum activities—hangingbird classroom windows, learning bird biology and identification http://birds.cornell.edu/publications/birdscope/Summer1997/CFW97113.htm
Extractions: for Classroom FeederWatch Last year, we sent our new Classroom FeederWatch (CFW) curriculum to 60 schoolteachers across the United States to field test in their classrooms. Judging from the responses of participating classrooms, the field test of the new curriculum was a great success. This comment from teacher Susan Botts of the Southwest Middle School in Orlando, Florida, was typical: "I am totally fascinated by the expertise and confidence the children in my class have at bird identification. Classroom FeederWatch has provided them with an interest and enthusiasm in their environment and the local birds and their habitat." Based on Project FeederWatch, CFW is a bird education and research project aimed at elementary and middle school students that was developed by the Cornell Lab of Ornithology and TERC, an educational research and development organization, with funding from the National Science Foundation. Each of the participating classrooms received a curriculum package last fall, and the students have been testing the materials all year. The curriculum, which is keyed to the recently published National Science Standards, includes
Research Activities The activities of the insect physiology and molecular biology The insect physiology,toxicology and molecular biology faculty teach graduate and http://insects.tamu.edu/new/research/physiology/
Extractions: Department Intranet Molecular Biology: C.J. Coates , Assistant Professor, Entomology, Genetics, ). Development and improvement of genetic transformation systems for a number of non-drosophilid insects allowing the genetic manipulation and modification of beneficial, pest and vector species and directed molecular searches for novel, secreted and membrane-bound proteins in insect target organs. Center for Advanced Insect Molecular Sciences: http://insects.tamu.edu/research/caims/index.html Molecular Biology of Insect Viruses: l-guarino@tamu.edu ; see also Center for Advanced Insect Molecular Sciences: http://insects.tamu.edu/research/caims/index.html Vector Virology: (K.F. Harris, Professor, Entomology; Ph.D. Michigan State University, 1971). Characterization of vector-borne plant viruses; virus-vector-plant interactions; vector feeding behavior; virus-transmission mechanisms; virus-vector specificity phenomena;
Department Of Biology Student activities and Clubs. ecology, evolution, genetics, microbiology, molecularbiology, physiology and degree and enter graduate school, teach, attend a http://www.usi.edu/science/biology/areas.asp
Extractions: Pre-Professional Areas Biology Curriculum The biology curriculum is based on the premise that a biologist, regardless of professional goals, must demonstrate a high degree of competence in several areas of biology. These areas include anatomy, developmental biology, ecology, evolution, genetics, microbiology, molecular biology, physiology and taxonomy. In order to achieve maximum benefits from these areas, a thorough knowledge of chemistry, physics, and mathematics is imperative. Whether a student plans to complete a liberal arts degree and enter graduate school, teach, attend a professional school, or otherwise pursue a career in biology, the same basic Biology curriculum is followed. Science teaching majors also may have primary or supporting areas in biology or a minor in biology. Curricula, which have proven to be highly successful, are also offered in Science Teaching, pre-medical technology
Teach Magazines Links life and a leader in teaching biology and science Maps, time lines, activities andphotographs are included with Louis Homes Lifestyles will teach you how to http://hopcott.com/magazines/teach.html
Extractions: Instructor Instructor Magazine is the professional journal that teachers of grade levels K through 8 have relied on for more than a century. Among the magazine's 1.3 million readers, many keep issues dating as far back as a decade to have at their fingertips scores of teaching units/workshops, lessons, standards-based learning activities, reproducibles, and classroom posters. Bottom line on what teacher-readers want from Instructor? Total curriculum support, features on professional development, and think-pieces on critical education issues.
EE Link: EE Activities - Correlated To National Learning Standards and frog ecology. Interactive activities help bring biology and ecology for use byteachers and water quality professionals, the activities teach youth through http://eelink.net/eeactivities-correlatedtonationallearningstandards2.html
Extractions: EE Activities - Correlated to National Learning Standards Links on this page are for activities and materials that have been correlated to National, and sometimes State, Learning Standards. These sites are also crosslisted by topic area. You will also find topic-specific information on EE-Link in two other areas: Sort by: Choose a method: Alphabetical: A to Z Alphabetical: Z to A Rating: Total Rating: Month Visits: Total Visits: Month Addition Date: Oldest to Newest Addition Date: Newest to Oldest Digital Frog International Rate Error Cached Educational, multimedia CD-ROMs with an ecological focus, covering wetlands, rainforests and frog ecology."Interactive activities help bring biology and ecology to life, while customizable workbooks give a structured way to explore and learn." Correlations to Learning Standards are available for some regions (U.S. and Canada).
Course Design & Activities Concept activities aim to teach students the key concepts of biology, through discoveryand hypothesistesting exercises, which are often designed to confront http://yucca.uoregon.edu/wb/Activities/format.html
Extractions: Concept Activities: Confronting Misconceptions Investigative Activities: Scientific Reasoning and Inquiry ... Current Workshop Biology Courses On-Line In order to help our students achieve the course's goals, we felt that our course had to: address students' misconceptions that could hinder further learning; allow students to experience scientific inquiry firsthand; and ask students to use what they learned to effectively make decisions that they may actually face now or in the future. Each of the three primary elements of a workshop course, concept activities investigative activities , and issue activities , is designed to achieve one of these objectives. Assemblies replace lectures and help students tie together the ideas they have encountered in the workshops and construct an integrated overview of biology. Concept activities aim to teach students the key concepts of biology, through discovery and hypothesis-testing exercises, which are often designed to confront fundamental misconceptions. Investigative activities emphasize the skills and attitudes necessary for scientific inquiry and an understanding of current scientific controversies, and require students to evaluate, design, and conduct scientific studies and present their findings in writing. Issues activities require students to use conceptual knowledge and scientific reasoning skills, and their own values, in addressing important personal and social issues. Through library research, group discussion, writing, and class presentations, students spend much of the term exploring a current social issue that relates to the term's theme, such as pesticide regulation, forest management, or genetic engineering.
Issue Activities to consider changing the way they teach and evaluate A suggested schedule for fittingdifferent activities into a framework of the Workshop biology course and http://yucca.uoregon.edu/wb/Activities/Issues/Issues.html
Extractions: "This class has helped me in writing argumentative papers and in thinking for myself - interpreting things in my own way." "I have learned the most from our issue groups. Reading about one issue from so many standpoints has given me a greater understanding of it. It has taught me to regard science with a critical eye." -workshop students Improving Nonmajors' Views of Science and Critical Thinking Skills In our new introductory non-majors biology course known as "Workshop Biology," we have established decision-making as the central goal of the course. We want students to see that biological concepts can, and must, be applied to decisions in their everyday lives, as they make lifestyle choices, consume goods and natural resources, vote, and raise the next generation. However, this goes beyond introducing every lecture with a newspaper article showing the topic's current relevance, beyond even taking time out from regular class activities to discuss current issues. We have found that most students simply cannot use information to make effective decisions without good models, practice, feedback, and explicit instruction in critical thinking. A major portion of our course, the Issues Project, is devoted to giving students the skills and confidence they need to effectively deal with important issues on their own. The Issues Project requires groups of students to research a particular area in depth, with the aim of making a personal decision about a socially important scientific issue. In biology, many issues of social importance (e.g. whether to ban smoking in public, or how to deal with conflicts between economic development and the protection of biodiversity) rest on issues currently being debated by research scientists (whether second-hand smoke causes cancer, or whether a certain species should be classified endangered). Students dealing with the social aspect of such issues must also be able to deal with the scientific aspect. Some issues contain less scientific controversy, such as problems prompted by new developments in medicine and biotechnology (labeling of genetically engineered vegetables, for example), but these still require a thorough understanding of the biology involved.
Biology Professor Uses Evolving Technology To Teach Evolution biology professor uses evolving technology to teach evolution. in the research helpsteach these students are not mutually exclusive activities, but mutually http://www.loyno.edu/newsandcalendars/loyolatoday/1998/12/biology.html
Extractions: @import "/css/nonfriendly.css"; December 8, 1998 In July, Craig Hood, Ph.D., associate professor of biological sciences, attended an international symposium at the Euro-American Mammal Congress in Santiago de Compostela, Spain. Hood was one of eight presenters to discuss geometric morphometric approaches to the study of size and sexual dimorphism in mammals. He was the only one to present a paper on this subject from an undergraduate university. The support of the administration and the faculty also flows to the students. For example, Hood works closely with his students who assist in his research and conduct statistical analysis. He says he believes that research is an integral part of learning. Hood encourages his students to think scientifically and challenges them to ask questions about scientific issues. His dedication to teaching and research, fueled by his desire to understand things, has motivated his students to become involved and work collaboratively. His current projects include studying the geographic variation and the impact of environmental stress in Louisiana muskrats and evaluating the evolution of life history traits in Gulf Coast populations of the black-tailed shiner. In his research on muskrats and minnows, Hood investigates how the populations have responded to various environmental and biological factors.
Projects Proposed By UA Outreach Programs participants develop instruction strategies and materials to teach relevant science theeffects of the inquirybased, open-ended biology activities in their http://www.geo.arizona.edu/catts/projects/uaproj.html
Extractions: Many departments at the UA have ongoing outreach activities designed to improve classroom instruction of science and mathematics that can be coordinated, focused and strengthened with the assistance of a CATTS fellow. Below are examples of such activities. Insect Studies These outreach programs have been highly successful and more than 25,000 students in Southern Arizona have participated during the last five years. Dissemination of these programs has been primarily through teacher workshops followed by occasional support of participating schools by graduate students from the various science departments and the College of Education, however, demand for assistance exceeds our ability to respond. A fellow would be invaluable to these programs by providing science expertise and follow-ups on the use of live insects as teaching tools. The University of Arizona has a large number of scientists who work with insects and thus has a wealth of resources and knowledge about insects that a fellow could draw upon for his/her outreach efforts. Fellows would have the opportunity to use any of the existing programs in ways that are most appropriate for the grade level and the interests of the teacher and the fellow. Marine Discovery Desert Discovery is a new offshoot of Marine Discovery in which students learn about desert critters and plants (snakes, tortoises, spiders, skulls, and spiny plants). This program in desert ecology offers a 2-hour on-campus workshops for students and teachers in grades 4-8. All workshop activities were created by undergraduates, and are aligned with the National Science Education Standards. Students learn to interpret mammal skulls to determine the feeding habits of an animal, to develop an understanding of the role of venomous and toxic animals in the ecosystem, and learn about plant adaptations to the desert heat and drought. In the end, students are challenged to use their knowledge to develop a plan of survival, if stranded, in the desert.
Teach Online: Course Requests By Date introduction to biology 1086. I would go month by month with activities . 1107. Toteach the basics of rubberstamping to create cards, gifts, ect . http://boards.universalclass.com/requests/view/28.htm
Extractions: The following is a list of course requests posted by potential students ordered by Date . If you are looking for a class to take and have not been able to find a suitable match in our course catalog , then try posting a request for the course. Page 28 of 44 Subject Department Request Date Fee ... free GED courses (8 replies) Education FREE Online Class high school equivelency test... ... Dream interpretation (5 replies) Alternative Medicine Online Class I would like to learn the art of interpreting dreams and thier meanings. Also would be interested in learning about lucid and psychic dreams.... how to write case studies in step-by-step method ... Secretarialship/ computing, shorthand, English,Business Management. (4 replies) Administrative and Secretarial Services FREE Opinion Am a new commer and am now getting into it so l need ur help.Please....
Daily Activities 100 teach biology class. a week so that everyone is kept upto-date on lab activities.1200 Attend biology department seminar - held every Thursday at noon. http://www.womenoceanographers.org/doc/LaurenM/Calendar/DailyActivities.htm
Extractions: 7:30 Prepare class lecture. Lauren teaches a class in the Biology department. 10:30 Meet with students and research assistants to discuss scientific results and directions for future investigations. Lauren has lab meetings twice a week so that everyone is kept up-to-date on lab activities. 2:30 Meet with Postdoctoral Investigator. The postdoc is collaborating with Lauren on a scientific project. They will discuss the implications of the results that they have found so far. 4:00 Graph the results of recent experiments. Lauren is giving an upcoming seminar and will present her current work during the talk. 11:00 Test equipment that will be used during an upcoming cruise to sample larvae from the East Pacific Rise. The equipment must work before the ship sails. 1:00 Teach Biology class. The class lasts for one and a half hours.
The Biology Program Assistant Professor of Chemistry, will teach this course. Anatomy and Physiology andHuman biology courses and cosponsor a variety of activities this academic http://www.earlham.edu/~biol/amy/hhmi/home.html
Extractions: Academic Year Programs: Course Revisions Tutoring in the Sciences Faculty Development On-campus Activities Academy Reunion for class of 2001 In 2001, Earlham was notified that it would receive a total of 1.1 million dollars over the next four years from the Howard Hughes Medical Institute (HHMI). This award was the third made to Earlham by HHMI. The new award has allowed us to continue several programs that were developed under the previous HHMI grants. We will continue to offer a Summer Academy for high school students. This program is for rising high school juniors. In the summer of 2003, Dr. Michael Deibel , Assistant Professor of Chemistry, will teach this course. We will also continue our Bridge Program which includes a Summer Bridge course followed by a fall course that involves an internship for the students. In the summer of 2002, we had two sophomore students and seven first year students. The course was taught by Dr. Amy Mulnix and Dr. John Howell and once again focused on the physics and biology of light. Our outstanding TAs included three students from previous Bridge programs: Hannah Chick, Justin Fuller and Seth Hopper. The students continued their work with Dr. Amy Mulnix in chemistry this fall. We are currently preparing for the Bridge Program in the late summer of 2003. If you would like information about this program, email Dr. Amy Mulnix (
High School Biology Curriculum Links Other biology links are available at the home on a single environmental issue andsuggests activities. developed site about ways to teach evolution presents http://www.rusd.k12.ca.us/4teachers/science/biology.html
Extractions: Science Science 4 Science 5 Science 6 Science 7 Science 8 Earth Science Biology Chemistry Physics History Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 World History 10 US History 11 Government 12 Economics 12 Language Arts Language Arts 3 Language Arts 4 Language Arts 5 Language Arts 6 Language Arts 7 Core Novels 7 Language Arts 8 Core Novels 8 Language Arts 9 Language Arts 10 Language Arts 11 Language Arts 12 Mathematics Not available yet Other Links Reference Links Virtual Field Trips Lang. Arts Standards Math Standards
Teach US - Asia ChinaUS Primate biology Lab, Conservation biology Center, field ATO Hong Kong, Schoolvisit, sight seeing, cultural activities, etc Back to teach US home page. http://www.fas.usda.gov/icd/rsed/teach-us/tu-asia.html
Extractions: July 1, 2001 thru July 15, 2001 The Chinese Civilization has been a world leader in agriculture for thousands of years. Currently, China is among the world's largest producers of grain, rice, potatoes, sorghum, peanuts, tea, millet, barley, and pork. China is also the country of origin of many important U.S. commercial crops and is a very important source of germplasm (plant and animal) and biological control agents, which are of great benefit to U.S. agriculture. China is endowed with an incredibly diverse range of natural animal life and vegetation. There are approximately 30,000 species of seed plants and 2,500 species of forest trees. The diversity of ecosystems found in China support a correspondingly diverse range of flora and fauna. Yet unprotected forest areas in China are diminishing due to intensive farmland cultivation, the reclamation of wetlands, damming of rivers, industrial and rural waste, and desertification. Other tensions exist between rural ethnic minorities and urban industry representatives on topics ranging from water access to land use. At the center of these discussions is the role of agriculture. This expedition will give participants ample opportunity to gain a historical perspective of agriculture in China, and also provide a context within which to contemplate current challenges faced by the Chinese, challenges with global implications. A sample itinerary follows: July 2
Lessons Learned III - University Of Oregon Concept activities, which teach the key concepts of biology through discovery andhypothesistesting exercises (ie, the heart dissection described above). http://www.ed.gov/offices/OPE/FIPSE/LessonsIII/oreg1.html
Extractions: Lessons Learned from FIPSE Projects III - June 1996 It s winter term at the University of Oregon, and the students in introductory biology are about to learn the anatomy of the heart. In one laboratory, the instructor draws diagrams of the heart on the board, labels each part with its anatomical name, and explains exactly how the dissection should proceed. Students copy the drawings and learn the terms and then begin the actual dissection. In the Workshop Biology laboratory across the hall, students are handed sheep hearts and dissection tools. Guided only by a handout that asks a series of leading questions, students attempt to figure out the function of the different areas of the heart and the path of blood flow from what they see on their dissection trays. They make their own diagrams and record their observations. As the students discuss their findings, the instructor introduces key terms but only where necessary to facilitate understanding. By the end of the session the class has inferred the double-loop blood flowa concept new to most studentsand has grasped the basic form and function of the heart. In addition, despite their initial fears about going into the laboratory cold, students have learned an important lesson in making observations and inferences , and gained insight into the workings of the scientific method.
Activities For Teachers upon natural history and wildlife biology in his work. Contact, Carl Sagan Fiction Space Exploration Could be used with the movie version to teach about the http://wildlink.wilderness.net/activityzonedirectory/readinglist.html
Extractions: At the WildLink Teacher Expedition in June 2002, Beth Pratt, Vice President of the Yosemite Association and a published author gave a talk about writing across the curriculum. Many of the teachers requested her reading list and a synopsis about her take on creative science writing. Here it is! For more information on Beth's latest works, visit her website at www.bethpratt.com Creative Science Writing Once upon a time Beth Pratt Suggested Reading for Students: Angle of Repose, Wallace Stegner
Biology Under the Sea Everything needed to teach a unit on Marine biology to elementarystudents, including classroom activities, online games and puzzles, and links http://www.teaching-resource.co.uk/resources/biology.htm
Extractions: Welcome To TeachingResource Biology Resources If you would like to add your site please email us today For Teachers Access Excellence - A great place for biology science teachers, contains current science news items, teachers' exchange, science labs, and more. Biology Education Resources - Curriculum materials and background information for teaching biology to K-12, as well as adult education - from the Univ. of Washington. Biology Projects/Exercises - Biology projects and student exercises with the emphasis on different forms of microscopy and the interpretation of images. Light microscopy and SEM images available for download. BioMedia's educational multimedia biology site - Microscopy, closeups, dissections, and animations: Revealing images, videos and multimedia of the living world. Materials are for classroom use by students and teachers. Some products are advertised. Bizarre Stuff You Can Make in Your Kitchen - Classic home science experiments. Chemistry, physics and biology are represented. California State University Biological Sciences Web Server - A searchable directory of teaching materials for the biological sciences. Visitors can also submit new sites to the directory.
Learn And Teach - Secondary Online Developed specifically for post16 General Studies, biology, SPU, Psychology andKey Action Guides are a series of classroom-based activities for teachers to http://www.sciencemuseum.org.uk/education/teachers/secondaryonline.asp
Extractions: search visiting exhibitions online let's talk ... printed publications The Museum is a tremendous resource for post-16 students, offering excellent opportunities for structured and self-directed learning. Some of the activities listed here can be used by students independent of a visit. If you are planning to bring a group to the Science Museum, please ensure you book your visit in advance. For information about booking click here . Or go straight to our online booking form Try to organise your day at the Museum to include a range of different activities, and allow some free time for students to enjoy areas relevant to their own interest. The Museum's galleries can be used to support the following subject areas (* denotes that downloadable activity sheets/teachers' notes and/or printed publications are available see section below) Biology and biological sciences courses*
