K-12 HHMI/NWU Science Teaching Institute K12 Science Teaching Institute 2003 Objectives biology. Overview ofbiology activities. The biological and life science sessions immerses teachers http://biology.nebrwesleyan.edu/HHMI/hhmi03/objectives.html
Biology (Teaching Endorsement) At WSU Campus Organizations and activities. Related Fields of Study That May To teachbiology in middle school or high school, students must complete a http://academics.wsu.edu/fields/study.asp?id=BIOLT
Biology Resources For Secondary Students General (various topics; teaching resources; experiments and activities) WhoZoo Welcome Page biology students at Texas Wesleyan University have put http://www.irysec.vic.edu.au/sci/ed_sci/biology.html
Extractions: Animal Classification Insects Invertebrates Mammals ... Evolution Access Excellence - A national educational program sponsored by the biotechnology industry pioneer, Genentech, Inc., that puts high school biology teachers in touch with their colleagues, scientists and critical sources of new scientific information through an online network. See the Resource centre for more information. Biology Legacy Site o' Sites - Links grouped into different categories: People of Biology, Animals, Botany, Genetics, Taxonomy, Cell Biology, Life Processes and Biological Centres. Fun With Fluids The Biology Project About com. Biology Homepage Biology Clip Art Links by About.com ... The Biology Page , created by DeLoy Roberts, a biology teacher at Skyline High School in Idaho Falls, Idaho. Harcourt: Academic Press Dictionary of Science and Technology - Life Science section. - excellent dictionary with pronounication. Picture It - Graphics for Bio Teachers - differernt categories: Biochemistry, Cells, Human Anatomy, Genetics, Life Forms, and Ecology.
Lesson Reflections: The Anacostia River & You - Biology Teaching Thesis Studentled discoveries; Backward design; Handson activities but not teachto, content standards; Ideas of Consequence; Relation of biology to daily http://lumen.georgetown.edu/projects/postertool/index.cfm?fuseaction=poster.disp
IUS Biology Faculty Baker Teaching Activities Extracurricular Teaching activities In addition to serving as a fulltimeProfessor of biology at Indiana University Southeast, I also have held these http://homepages.ius.edu/CDBAKER/teaching.htm
Extractions: Home Biology Department Home Page IUS Home Page IUS Admissions Extracurricular Teaching Activities Positions Workshops Continuing Studies Editorial ... Hobbies Professional Positions Back to Index My career has led me all over the world, in efforts to promote education about the environment and further my own knowledge about the natural world. In addition to serving as a full-time Professor of Biology at Indiana University Southeast, I also have held these positions: Professor for Extended Studies Program in Saudi Arabia. Biology, Allegheny Community College; Pittsburgh, PA. Taught in maximum security prison. Instructed in federally-funded manpower program for training poverty level students to be medical transcriptionists. Environmental Biologist, DAppolonia Engineers; Pittsburgh, PA. Extensive experience with grant applications, project management and final reports. Environmental considerations for proposed tourist complex in Venezuela. Environmental considerations chapter for engineering and design manual for coal refuse facilities. Water quality and fishery programs for recreational lakes.
BIOLOGY - Five Year Plan Teaching The Department of biology is committed to providing and maintaining a Involve graduate students in teaching and other department activities. http://www.vsu.edu/pages/427.asp
Extractions: Five-Year Plan for the Department of Biology In order to meet the needs of students, faculty, administration, and communities served by the Department of Biology, the faculty has developed the following list of goals, objectives, and strategies. Introduction The past two decades have witnessed the biotechnological revolution that is dawning into a new age of bioinformatics and proteomics: a science that will critically impact virtually every aspect of human lives. At the same time, we and others around the world have become more aware of the critical importance of biodiversity and of other natural resources. Given these realities, there is no department more critical to the fulfillment of the major goals of a University than its Department of Biology. The Department of Biology plays a central role in the University by providing fundamental lecture and laboratory courses introducing biological principles to students majoring in biology and all students at the University. The Department is the largest in the School of Engineering, Science, and Technology with over 300 biology majors and is the second largest major on campus.
Landmark College - Biology Success! biology Success! Teaching Diverse Learners Table of Contents. Introduction Section 9 Cell biology activities. Introduction; Cell Cycle Role Play http://www.landmark.edu/institute/grants_research/biology_success/book.html
Extractions: Research Project DOE Strengthening Institutions (Title III) Grant Project ... THE BOOK We have included a sampling of documents from the Biology Success! book here for you to download. Most of the documents are in Adobe PDF format (Adobe PDF reader is a free download from the Adobe Read what biology instructors say about Biology Success! Table of Contents Introduction Section 1: Six Guiding Educational Principles (pdf) Section 2: Widely Beneficial Practices (pdf) Widely Beneficial Lesson Plan Template (pdf) Section 3: General Teaching Methods Section 4: Using the Internet and CD-ROMs in the Biology Curriculum Section 5: Introduction to Activities (pdf) Section 6: Scientific Inquiry Activities Introduction Developing Hypotheses Instructor (pdf) Developing Hypotheses Student (pdf) Designing Controlled Experiments Graphing Data
Aquatic Biology Teacher Resources - NBII A range of activities and classroom resources for the study of aquatic biology, of classroomready teaching aids and through the establishment of state- http://www.nbii.gov/education/aquatic.html
Extractions: K-3 Grades K-3 Brine Shrimp Raising brine shrimp in the classroom has long been known as a fun, easy, and popular science activity. From Teachers.net, this lesson provides tips on rearing brine shrimp, and using a microscope to learn more about their anatomy and physiology. The Brine Shrimp Project From NC State's Science Junction, this site instructs students in the design of a laboratory investigation on the affects of different factors on the hatching and development of brine shrimp eggs. Lessons can be scaled for grades K-12. Environment Canada's Water Teachers' Corner Environment Canada has produced many useful brochures and activity publications designed for the classroom. Materials can be ordered free of charge via the Web. Several publications also are available in PDF format. Project WET: Water Education for Teachers The goal of Project WET is to facilitate and promote awareness, appreciation, knowledge, and stewardship of water resources through the development and dissemination of classroom-ready teaching aids and through the establishment of state- and internationally- sponsored Project WET programs. Educator pages provide activities shared by participating teachers. The Project WET Calendar posts workshop opportunities for teachers around the country. "The Incredible Journey" activity follows the "life cycle" of a water molecule. SeaWorld/Busch Gardens Animal Information Database At this site you'll find reference guides to dozens of species and ecosystems, plus virtual field trips with wildlife researcher, geographic information, "Ask Shamu," and more.
BaMBI - ANU Research interestsMolecular biology of bacteria and bacterial viruses. Teaching Teaching activities Medical School, First Year Coordinator. http://www.anu.edu.au/bambi/people/academics.html
Extractions: II. Objectives The project aimed at reinforcing national capacities to define and implement teacher-training strategies in order to improve the teaching/learning process, in particular focusing on the teaching of science and mathematics. Its main immediate objectives included: the training of trainers and teachers; the design and implementation of applied research; the production of training materials and teaching aids; and the equipment of classrooms. III. Outputs Concerning the training of trainers and the in-service training of teachers, until September 2000 the project supported more than 110 training activities (workshops, training sessions and seminars) for a total of approximately 2,700 participants. In particular, the project supported the following activities: (a) three seminars and twenty-four district-based workshops for science and mathematics teachers (grades 9 and 10);
Bio Prof. Societies Undergrad Education Links Annotation describes activities of life sciences professional societies The Center for biology Education was the home for CELS from 19941998 and http://www.wisc.edu/cbe/cels/edulinks.html
Extractions: Links to Professional Societies in the Biological Sciences Educational Activities Annotation describes activities of life sciences professional societies towards improving undergraduate education. Because of the changing nature of websites, click on the name of the professional society to link to the homepage of the society and browse yourself. If you use or manage a web site with activities that should be listed in the annotation, please let us know by contacting: tong@wisc.edu This page was originally developed by the Coalition for Education in the Life Sciences (CELS). CELS was a national coalition of professional societies in the biological sciences that have joined together in an effort to improve undergraduate education in the life sciences (1991-1998). See the CELS Monograph (1998) for more information. The Center for Biology Education was the home for CELS from 1994-1998 and maintains this page of links to professional societies. Index to sections of this web page: American Association for the Advancement of Science (AAAS) American Association of Anatomists (AAA) American Association of Immunologists (AAI) American Association of Physical Anthropologists (AAPA) ... American Association for the Advancement of Science (AAAS) Though not specific to the life sciences, the American Association for the Advancement of Science web site has a large quantity of general science education material that is useful, along with some information directly regarding biology. This site links to an on-line version of
David Faure: ICT Use In Biology And Science Teaching Drawing on the experience of teaching biology and Science in a laptop school thisshort Eg. Look for extension activities in my teaching website. http://eschoolnet.eun.org/ww/en/pub/eschoolnet/teachlearn/teachersfavourites/fau
Extractions: EN DE FR NL How do websites help students to learn and the teacher to teach? Drawing on the experience of teaching Biology and Science in a laptop school this short account will outline ways of successfully incorporating websites into lessons. There are five methods that I continually use and they are integrated into lessons via our department website. These are little flash animations or animated gifs, which help to illustrate a principal. They offer a change of activity in the middle of a theory lesson like a demonstration, but the students can watch the animation as often as they need to and when they are ready to. Sometimes the results are more visible than an experiment would be and the graphics far better than OHP overlays!
Extractions: Nature of the Work About this section Back to Top Teachers act as facilitators or coaches, using interactive discussions and hands-on approaches to help students learn and apply concepts in subjects such as science, mathematics, or English. They utilize props or manipulatives to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, they teach the concepts of numbers or of addition and subtraction by playing board games. As the children get older, the teachers use more sophisticated materials, such as science apparatus, cameras, or computers. To encourage collaboration in solving problems, students are increasingly working in groups to discuss and solve problems together. Preparing students for the future workforce is the major stimulus generating the changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and think through problems logically. Teachers provide the tools and the environment for their students to develop these skills.
Disclaimer - Electronic Collection great biology activities for Grades 912; Includes brand new activities and freshnew approaches to familiar Teaching Ideas for High School biology http://collection.nlc-bnc.ca/100/201/300/cm/html/1995-2000/cm.b09/vol3/no3/portf
Extractions: You are viewing a document archived by Library and Archives Canada. Please note, information may be out of date and some functionality lost. You will be redirected in 15 seconds or follow this link to continue to the document For more information see the Electronic Collection's Web site. Vous visualisez un document archivé par Bibliothèque et Archives Canada. Veuillez noter que linformation peut être périmée et que certaines fonctions peuvent être inactives. Vous serez redirigé dans 15 secondes ou suivez ce lien pour voir le document Pour plus de renseignements veuillez consulter le site Web de la Collection électronique Last Updated: 2005-04-12 Important Notices Avis importants
Extractions: Skip Navigation You Are Here ENC Home Curriculum Resources Search the Site More Options Don't lose access to ENC's web site! Beginning in August, goENC.com will showcase the best of ENC Online combined with useful new tools to save you time. Take action todaypurchase a school subscription through goENC.com Classroom Calendar Digital Dozen ENC Focus ... Ask ENC Explore online lesson plans, student activities, and teacher learning tools. Search Browse Resource of the Day About Curriculum Resources Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. Series: Teachers helping teachers series.
What Resources Do You Have For Teaching High School Biology? In response to your request for information on teaching biology, I conducted asample search of DE *biology; *Freehand-Drawing; *Science-activities http://www.eduref.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Sc
Extractions: Printer friendly text What resources do you have for teaching high school biology? Hello, In response to your request for information on teaching biology, I conducted a sample search of the ERIC database. Below I have appended my search strategy, 12 citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for information on your topic. If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.eduref.org/Eric/adv_search.shtml to search. I have also attached some related resources that may be helpful. Thank you for using AskERIC! If you have any questions or would like further assistance, please do not hesitate to send another message. AskERIC Staff Internet Sites: * Biology in Motion. Produced by Dr. Leif Saul, a biology teacher and Web site/ game developer, Biology in Motion has two interactive education activities. Organize-It introduces an alternative way to test biological understanding by organizing concepts hierarchically. Evolution Lab allows users to investigate how natural selection works by watching an animated simulation.
Project-Team-HELIX Dissemination Teaching activities. educational activity of the projectconcerns the tying together of biology and mathematics teaching to biologists. http://www.inria.fr/rapportsactivite/RA2004/helix/uid83.html
Extractions: INDEX Using JavaScript allows access to folder Seven members of the HELIX project, four in Lyon and three in Grenoble, are professors or assistant professors at, respectively, the Université Claude Bernard in Lyon (UCBL) and the Université Joseph Fourier and the Université Pierre Mendès-France in Grenoble. They therefore have a full teaching load of at least 192 hours. Over the years various members of the project have developed courses in biometry, bioinformatics and evolutionary biology at all levels at universities as well as at the ``École Normale Supérieure'' (ENS) of Lyon and the ``Institut National de Sciences Appliquées'' (INSA) in Lyon. One strong motivation of these teaching activities is the need to provide training to biologists having a good background in mathematics and computer science. The group has thus participated in the creation (in 2000) at the INSA of a new module at the Department of Biochemistry called `Bioinformatics and Modelling'. This module is open for students entering the third year of the INSA, and covers 1700 hours of courses over 5 semesters. The project also contributes bioinformatics courses at the level of a ``Magistère'' at the ENS. As part of the LMD system that is currently being set up at all universities in France, members of the project have created a complete interdisciplinary module in Lyon offering training in biology, mathematics and computer science. The module is called ``Approches Mathématique et Informatique du Vivant'' (AMIV), and leads to Master degrees in the scientific and medical fields.
Extractions: Martin K. Nickels Craig E. Nelson Jean Beard This article presents the philosophy and general content of the authors' ENSI program. It makes the case for the importance and potential effectiveness of presenting, in any proper biology course, first the elements of the nature of science (what it is and is not, its uncertainty, yet its usefulness), followed by an introduction to evolution, preferably using the study of human evolution as the most powerful vehicle for teaching both the nature of science and the nature of evolution. All of this is best done with a series of open-ended, hands-on critical-thinking lessons. The article is about 6 pages long. Better Biology Teaching by Emphasizing Martin K. Nickels Craig E. Nelson Jean Beard The American Biology Teacher , 59(6), September 1996, pp.332-336 We introduced this model in 1989 through the first of a series of "Evolution and the Nature of Science Institutes (ENSIs)" for high school biology teachers. These institutes were funded through 1995 by a series of three grants from the National Science Foundation. Much of the ENSI program anticipated and subsequently paralleled national and state efforts to improve the teaching of science. An integration of evolution with an emphasis on the nature of science has since been supported repeatedly in various reports from the American Association for the Advancement of Science (e.g. Project 2061). Most recently the National Research Council has issued its
Teaching Developmental Biology The cover represents three developmental biology teaching activities (use of 3Dmodels, presentation of theory and practical laboratory work) on a http://www.ijdb.ehu.es/03023contents.htm
Extractions: Purchase this issue Other Special Issues Suscribe Home VOLUME 47, NUMBERS 2/3, Special Issue 2003 The cover represents three developmental biology teaching activities (use of 3D models, presentation of theory and practical laboratory work) on a background of denim jeans (genes!), an almost universal symbol of the student. Introductory Papers Towards enriching the classroom experience
Extractions: Members of the Department of Medical Molecular Biology are involved in a variety of teaching activities for students of the study courses "Molecular Biotechnology" and "Medicine". The courses are in Cell Biology, Biochemistry, Biophysics, Molecular Biology, and Tissue Engineering. Please use the search function below for further details:
