This activity begins with sections that help students to understand basic principles of genetics, including (1) how genotype influences phenotype via the effects of genes on protein structure and function and (2) how genes are transmitted from parents to offspring through the processes of meiosis and fertilization. Then, a coin flip activity models the probabilistic nature of inheritance and Punnett square predictions; this helps students understand why the characteristics of children in many real families deviate from Punnett square predictions. Additional concepts covered include polygenic inheritance, incomplete dominance, and how a new mutation can result in a genetic condition that was not inherited. This activity helps students meet the Next Generation Science Standards.

This activity allows students to work through a series of games to learn about DNA, protein bases, and how they combine, dominant and recessive genes, Punnett Squares and genotypes, and phenotypes. 

These lessons demonstrate how a good understanding of mitosis, meiosis and fertilization and a basic understanding of the roles of DNA and proteins can provide the basis for understanding genetics. Important genetics concepts for students to learn are summarized and multiple learning activities are suggested to help students understand Punnett squares, pedigrees, dominant/recessive alleles, X-linked recessive alleles, incomplete dominance, co-dominance, test crosses, independent assortment, genetic linkage, polygenic inheritance, etc. This overview provides links to suggested activities which include hands-on simulation and laboratory activities, analysis of class data, review games and discussion activities and questions.

This Jeopardy game reviews genetics, with 25 questions of varying levels of difficulty.

This game helps students to enjoy reviewing genetics vocabulary. Each card in the deck has a target vocabulary word and two related taboo words that the student may not use when giving clues so the other students in his or her small group can guess the target word. Many students have trouble learning the substantial new vocabulary required for biology, and this game lets students have fun while reinforcing their understanding of key terms.

This board game reinforces learning about the sources and biological hazards of lead exposure. The first file has the game and the second file has teacher notes, including background information on lead.

This activity engages students in evaluating the evidence and arguments related to Golden Rice and other possible strategies for preventing vitamin A deficiency. Students use this information to develop evidence-based conclusions about Golden Rice and the prevention of vitamin A deficiency. Students also develop questions that could provide important additional information for evaluating the arguments in favor of and opposed to Golden Rice and related policy proposals. In addition, students analyze how two reasonably accurate articles can present totally opposing points of view on this complex policy issue.

Great activity on what makes a swamp a swamp. This activity will also allow students to learn about the swamp that is located in Virginia and North Carolina. This activity is designed to have students use technology, conduct research, and create a Google Slides presentation.

 Learn about the greater impact of wildlife patients at the Wildlife Center of Virginia. Every patient is offered state-of-the-art veterinary medical care; some are treated and released, while others may be too seriously injured to recover. Every single animal has a story to share, a story that illustrates the wider problems wildlife face—litter, pesticides, free-roaming domestic animals, habitat loss, and diseases. Even patients that don’t make it live on by helping us shape our conservation education and research as we challenge people of all ages to take action to protect wildlife. More About This Resource  For more information and classroom activities, please visit The Wildlife Center of Virginia and VPM UNTAMED  websites.

This analysis and discussion activity introduces students to the biology of HIV infection and treatment, including the molecular biology of the HIV virus life cycle and the importance of understanding molecular biology and natural selection for developing effective treatments. The questions in this activity challenge students to apply their understanding of basic molecular and cellular biology and natural selection and interpret the information presented in prose and diagrams in order to understand multiple aspects of the biology of HIV/AIDS and treatment.

Learn about habitat islands and wildlife corridors. Habitat islands are areas of various sizes that should contain all the necessities for a certain species or multiple species of wildlife to survive and thrive. But, too often these islands are not large enough to provide long-term support for the animals who live within. Surrounding these islands exist areas not hospitable to wildlife, and wildlife that naturally ventures beyond the confines of their habitats are often at risk of conflict with humans and/or human development. The concept of wildlife corridors has become a way to direct animal movement away from, or safely through, dangers caused by humans. As human beings continue to dominate the landscape, habitat islands and wildlife corridors will become increasingly necessary for the survival of our many wild species.

These hands-on, minds-on activities engage students in experiments or simulation activities and incorporate multiple questions designed to foster student understanding of important concepts in the life sciences. Topics covered include biological molecules, diffusion, metabolism, cell division, genetics, molecular biology, evolution, diversity, human physiology and design and interpretation of experiments. These activities were designed for teaching high school or middle school students, but many of these activities can also be used in non-major introductory college biology classes. To accommodate limited budgets, most of these activities can be carried out with minimum equipment and expense for supplies. Additional minds-on activities for teaching biology, including discussion activities, are available at http://serendip.brynmawr.edu/exchange/bioactivities. Most of the activities are described in student handouts and teacher notes; the student handouts are available as Word files for teachers to customize for their students.

Learn about diurnal birds of prey -- a diverse group of birds across the globe which includes hawks, falcons, osprey, eagles, and kites. While these different families of birds have a variety of physical and behavioral traits, they are all specially adapted for daytime hunting. Today, most of these birds of prey are widely appreciated by the public, but they still face many dangers. Learn more about these amazing raptors and how to help.UNTAMED looks at the wild and often perilous world of wildlife, as seen through the eyes of the patients of the Wildlife Center of Virginia, a non-profit teaching and research hospital for native wildlife.

The student will be able to plan, conduct and analyze an investigation of thermal energy transfer.The student will be able to explain the three processes of heat transfer.The student will use science and engineering practices to investigate and clarify concepts of heat and thermal energy.This module was developed by Patricia Kramolisch as part of a Virginia Commonwealth Univeristy STEM initiative sponsored by the Virginia Department of Education.

To fulfill the requirements for local alternative assesments, students will create a performance-based assesment that shows their understanding of physical adaptations.  VESOL Standard 3S-LPS 5b

A simple assessment or question bank focused on helping students differentiate between the subtleties and functions of various cell types. These questions can be used in a variety of ways for a life science or biology classroom, e.g. as an assessment, a pre-test, or incorporated into a group activity or game.

This minds-on, hands-on activity begins with analysis and discussion questions that develop student understanding of homeostasis and negative feedback and the differences between negative and positive feedback. Next, students develop a model of negative feedback regulation of blood levels of CO2 and O2 as they learn or review basic information about cellular respiration and basic physiology of the respiratory and circulatory systems. Then, students carry out an experiment to test their negative feedback model and analyze the data. In a final optional section, students develop and carry out an independent investigation. This activity helps students meet the Next Generation Science Standards.

This analysis and discussion activity introduces students to the basic principles of how biological organisms use energy. The focus is on understanding the roles of ATP and cellular respiration. In addition, students apply the principles of conservation of energy and conservation of matter to avoid common errors and correct common misconceptions. This activity helps students meet the Next Generation Science Standards.

This analysis and discussion activity reinforces student understanding of the process of meiosis and the importance of having exactly the right number of copies of each chromosome in our body's cells. This activity also helps students to understand that miscarriages are often the result of genetic abnormalities and that genetic conditions sometimes are not inherited (e.g. Down syndrome due to meiotic nondisjunction). Optional additional questions can be used to promote student understanding of sex chromosome abnormalities and X chromosome inactivation.

Objectives:
- To teach students how different conditions can change seed and sprout growth.
- To introduce photosynthesis.
- To investigate the growing stages of a seed to a plant.
- To introduce the concept of a hypothesis.