Activities for High School Biology

Activities for High School Biology

Developed through the High School POGIL Initiative Laura Trout, Editor-in-Chief

Published by

978-1-933709-35-2

Copyright ? 2012 Flinn Scientific, Inc.

? 2012 HSPI--The POGIL Project

Limited Use by Permission Only--Not for Distribution

1098765432

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including but not limited to photocopy, recording, or any

information storage and retrieval system, without permission in writing from Flinn Scientific, Inc.

No part of this book or CD may be included on any website.

Reproduction permission for the student pages on the enclosed CD is granted only to the science teacher who has purchased POGIL Activities for High School Biology, Catalog No. AP7553,

from Flinn Scientific, Inc. and is limited to making copies for use only by that teacher's students.

Printed in the United States of America.

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POGILTM Activities for High School Biology

Table of Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi High School POGIL Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . vii?viii Nature of Science

Safety First . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Scientific Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Experimental Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Analyzing and Interpreting Scientific Data . . . . . . . . . . . . . . . . . . 23 Biochemistry Properties of Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Biological Molecules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Cells and Cellular Processes Prokaryotic and Eukaryotic Cells . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Organelles in Eukaryotic Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Cell Size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Membrane Structure and Function . . . . . . . . . . . . . . . . . . . . . . . . 71 Transport in Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Photosynthesis: What's in a Leaf? . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Cellular Respiration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Photosynthesis and Respiration . . . . . . . . . . . . . . . . . . . . . . . . . . 105 The Cell Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Mitosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Genetics Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 DNA Structure and Replication . . . . . . . . . . . . . . . . . . . . . . . . . 139

*Page numbers correspond to the Teacher's Edition.

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Evolution Evidence for Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Biological Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Evolution and Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Ecology Nutrient Cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Ecological Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Biomes of North America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Energy Transfer in Living Organisms . . . . . . . . . . . . . . . . . . . . . . 197 Ecological Pyramids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Succession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Population Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Population Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227

Body Systems The Spread of Pathogens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 Human Blood Cell Typing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 The Circulatory System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249

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POGILTM Activities for High School Biology

Preface

This activity collection is the product of a three-year effort (2008?2011) to bring student-centered, guided-inquiry instruction to secondary level classrooms, based on the principles of Process Oriented Guided-Inquiry Learning (POGIL), a group-learning, research-based instructional strategy.

In a POGIL classroom, students work cooperatively in self-managed teams, using carefully designed materials, such as the activities included in this collection, that guide them to construct new understandings while they simultaneously develop key process skills, including critical thinking, problem solving, and collaboration.

The POGIL Project () is an independent not-for-profit organization, housed at Franklin & Marshall College, whose mission is to connect and support educators from all disciplines interested in implementing, improving, and studying student-centered pedagogies and learning environments. The POGIL Project has received more than $6 million in National Science Foundation (NSF) funding, $600,000 from the U.S. Department of Education, and $564,000 from private foundations.

Since its inception in 2003, The POGIL Project has grown beyond its initial target audience of science faculty at higher education institutions to include more than 1,500 practitioners in its network of implementers at colleges, universities, and high schools in every state in the country. The POGIL Project has presented more than 250 workshops and events, which have been attended by more than 6,500 people.

These HSPI activities contain several features which make them easy to use. Each activity has a "Teacher Resources" section, where you will find clear learning objectives, prerequisites, assessment questions, and teacher tips about facilitating the lesson. Within the activity, you will find stop signs at strategic points. These indicate good places for reporting out as a whole class or using other methods to check for understanding before moving on. Key icons mark questions containing important content which directly relate to the learning objectives. Each of these HSPI activities also includes optional extension questions. These questions go beyond the learning objectives stated in the teacher resources, and therefore truly are optional. They help to differentiate the learning experience in your classroom, and keep faster moving groups occupied while others finish the required questions.

Understanding effective classroom implementation is essential for a successful experience when using POGIL materials with students. We encourage everyone who plans to incorporate these activities into their classes to learn more about effective classroom strategies for student-centered work. The POGIL Project offers a wide array of training opportunities, including: webinars, presentations at regional and national conferences (ACS, NABT, BCCE, ChemEd, NSTA), introductory workshops, multiday regional workshops each summer, and custom workshops as requested.

Also available through The POGIL Project Web site is our interactive Implementation Guide. This webbased guide includes resources and materials to help you and your students get the maximum instructional benefits from incorporating these activities into your classroom.

Visit for more information about The POGIL Project, to access the Implementation Guide, to see our events schedule and registration information or to request a workshop to be held at your institution.

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