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Hands-on Activities for Pedagogy Biology to High School or Middle Schoolhouse Students

by Drs. Ingrid Waldron and Jennifer Doherty, University of Pennsylvania

The expression "hands-on, minds-on" summarizes the philosophy we accept incorporated in these activities - namely, that students will acquire best if they are actively engaged and if their activities are closely linked to understanding important biological concepts.

Most of our activities support the Next Generation Science Standards, equally indicated by (NGSS) in the descriptions beneath and the links to the right. Additional information is provided in Summary Tables and in the Teacher Training Notes for these activities.

To accommodate limited budgets, virtually of our activities can exist carried out with minimum equipment and expense for supplies.

Boosted resource for teaching biology are available at Minds-on Activities for Education Biological science.  These teaching resources include remote ready analysis and discussion activities, games, and overviews of important biological topics, including major concepts, common misconceptions, and suggested learning activities. Nosotros encourage you to subscribe to our listserv to receive notices when wemail new activities or significantly improved versions of current activities.

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Intro and Biological Molecules

Is Yeast Alive?

Students evaluate whether the petty brown grains of yeast obtained from the grocery store are alive by testing for metabolism and growth.

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Enzymes Help United states of america Digest Food(revised, September, 2019)

In this hands-on, minds-on activity, students investigate the biological causes of Maria's symptoms and Jayden's symptoms. To explore the causes of these symptoms, students carry out ii experiments and interpret the results, and they reply boosted analysis and discussion questions. Students larn well-nigh enzyme role and enzyme specificity as they figure out that Maria's symptoms are due to lactase deficiency (resulting in lactose intolerance) and Jayden'south symptoms are due to sucrase deficiency. In the concluding section, students are challenged to generalize their understanding of enzymes to translate a video of an experiment with saliva, starch and iodine. This activity can be used in an introductory unit on biological molecules or later in the course during a discussion of enzymes. (NGSS)

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A Scientific Investigation - What types of nutrient incorporate starch and protein?(revised, November, 2021)

In the kickoff part of this activity, students answer analysis and discussion questions equally they learn near the structure, functions, and synthesis of starch and proteins. They utilise this information to explain why sure parts of plants or animals contain a substantial amount of starch or protein. Then, students carry out key components of a scientific investigation, including generating hypotheses, designing and conveying out experiments to test their hypotheses, and, if needed, using experimental results to revise their hypotheses. (NGSS)

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Who Took Jerell's iPod? - An Organic Compound Mystery(revised, November, 2012)

In this activity, students learn how to exam for triglycerides, glucose, starch, and protein and and so use these tests to solve a mystery. The activity reinforces students understanding of the biological functions and food sources of these different types of organic compounds.

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More Minds-on Activities

More than Minds-on Activities for teaching almost biological molecules are available at Minds-on Biological Molecules. These include an analysis and word activity and a game for learning and review.

Prison cell Structure and Function

Introduction to Osmosis(revised, May, 2020)

In this easily-on, minds-on activeness, students investigate the effects of hypotonic and hypertonic solutions on eggs that have had their shells removed. Every bit students interpret their results, they develop a basic understanding of the process of osmosis. As they respond boosted analysis and discussion questions, students acquire about the furnishings of osmosis on animal and constitute cells and utilize their understanding of osmosis to the interpretation of several "existent-globe" phenomena. (NGSS)

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Cell Membrane Structure and Role(revised, May, 2020)

This action includes two hands-on experiments and numerous assay and give-and-take questions to assistance students understand how the characteristics and system of the molecules in the cell membrane result in the selective permeability of the cell membrane. In the easily-on experiments, students start evaluate the selective permeability of a synthetic membrane and then observe how a layer of oil tin can exist a barrier to diffusion of an aqueous solution. Students answer analysis and discussion questions to learn how the phospholipid bilayer and membrane proteins play cardinal roles in the cell membrane office of regulating what gets into and out of the cell. Topics covered include ions, polar and nonpolar molecules; simple improvidence through the phospholipid bilayer; facilitated improvidence through membrane proteins; and active transport by membrane proteins. An optional boosted folio introduces exocytosis and endocytosis. (NGSS)

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More Minds-on Activities

More than Minds-on Activities for teaching jail cell biology are available at Prison cell Structure and Part. These include an overview, assay and discussion activities, and a game for review.

Cellular Respiration and Photosynthesis

Alcoholic Fermentation in Yeast - A Bioengineering Pattern Challenge(revised, November, 2018)

This multi-role minds-on, hands-on activity helps students to empathise both alcoholic fermentation and the engineering science design procedure. Students begin by learning about yeast and alcoholic fermentation. To test whether grains of yeast can carry out alcoholic fermentation, students compare CO2 product by grains of yeast in sugar water vs. two controls. The last part of this activity presents the bioengineering design challenge where students work to detect the optimum sucrose concentration and temperature to maximize rapid CO2 production. Structured questions guide the students through the basic engineering steps of specifying the blueprint criteria, applying the relevant scientific background to the design problem, so developing and systematically testing proposed design solutions. (NGSS)

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Photosynthesis, Cellular Respiration and Plant Growth(revised, January, 2020)

This minds-on, hands-on action begins with the question of how a tiny seed grows into a behemothic Sequoia tree. To address this question, students clarify data from research on changes in plant biomass and relevant processes in establish cells. Then, students conduct an experiment to evaluate changes in CO2 concentration in the air around plants in the calorie-free vs. dark. Students translate the data to understand how photosynthesis makes an essential contribution to increases in plant biomass, and cellular respiration can result in decreases in plant biomass. This activity counteracts several common misconceptions about plant growth, photosynthesis, and cellular respiration. (NGSS)

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Photosynthesis Investigation(revised, September, 2017)

In the kickoff part of this activeness, students acquire how to use the floating leaf deejay method to measure the rate of net photosynthesis (i.e. the rate of photosynthesis minus the rate of cellular respiration). They employ this method to show that net photosynthesis occurs in leafage disks in a solution of sodium bicarbonate, but non in water. Questions guide students in reviewing the relevant biology and analyzing and interpreting their results. In the 2d part of this activeness, student groups develop hypotheses almost factors that influence the rate of net photosynthesis, then each student group designs and carries out an investigation to test the effects of ane of these factors. (NGSS)

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More Minds-on Activities

More Minds-on Activities for instruction near cellular respiration, anaerobic fermentation and photosynthesis are available at Cellular Respiration and Photosynthesis. These include an overview and analysis and discussion activities.

Jail cell Division and Genetics

Mitosis and the Cell Cycle - How a Single Cell Develops into the Trillions of Cells in a Homo Trunk(revised, September, 2021)

In this hands-on, minds-on action, students employ model chromosomes and answer analysis and discussion questions to learn how the prison cell cycle produces genetically identical daughter cells. Students learn how DNA replication and mitosis ensure that each new prison cell gets a consummate set of chromosomes with a complete prepare of genes. The model chromosomes are labeled with the alleles of several human genes, and students learn how the alleles influence phenotypic characteristics. To understand how a single cell (the fertilized egg) can develop into the trillions of cells in a homo body, students analyze an exponential growth model for the increase in number of cells. The final section provides a cursory introduction to cellular differentiation. This action tin can exist used equally an introduction to the cell wheel and mitosis or to reinforce understanding of these topics. (NGSS)

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Meiosis and Fertilization - Understanding How Genes Are Inherited (revised, September, 2021)

In this easily-on, minds-on activity, students use model chromosomes and answer analysis and discussion questions to larn how a kid inherits one re-create of each gene from each parent via the processes of meiosis and fertilization. Students first analyze how the processes of meiosis and fertilization upshot in the alternation between diploid and haploid cells in the human being lifecycle. To learn how meiosis produces genetically diverse gametes, students clarify the results of crossing over and contained assortment. As they model meiosis and fertilization, students follow the alleles of a human gene from the parents' trunk cells through gametes to zygotes. Thus, students larn how a person inherits i copy of each gene from each of his/her parents. A final brief department contrasts sexual reproduction with asexual reproduction. This activity can be used to introduce meiosis and fertilization or to review these processes. (NGSS)

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Genetics (revised, December, 2020)

This easily-on, minds-on activity helps students to sympathise basic principles of genetics, including (i) how genotype influences phenotype via the effects of genes on poly peptide construction and function and (2) how genes are transmitted from parents to offspring through the processes of meiosis and fertilization. Students use model chromosomes to demonstrate how meiosis and fertilization are summarized in Punnett squares. In the coin flip activity, students larn about the probabilistic nature of inheritance and Punnett foursquare predictions. (NGSS)

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Were the babies switched? – The Genetics of Blood Types(revised, Feb, 2018)

In this minds-on, hands-on action, students learn the genetics of the ABO blood type system. Students employ unproblematic chemicals to simulate claret blazon tests and so carry out genetic analyses to make up one's mind whether hospital staff accidentally switched 2 babies built-in on the same 24-hour interval. This activeness reinforces pupil agreement of the key concepts that genes code for proteins which influence an organism'due south characteristics and Punnett squares summarize how meiosis and fertilization result in inheritance. Students also learn about codominance and multiple alleles of a single gene. The get-go version of the Pupil Handout includes an introduction to the immunobiology of the ABO blood blazon system. The second version includes an analysis of the genetics of skin color in which students learn how congenial twins could have very different skin colors, the concept of incomplete dominance, and how a single phenotypic characteristic tin be influenced by multiple genes and the environment. (NGSS)

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Dragon Genetics - Independent Assortment and Gene Linkage (revised, January, 2010)

Students learn the principles of contained assortment and factor linkage in activities which analyze inheritance of multiple genes on the aforementioned or different chromosomes in hypothetical dragons. Students learn how these principles derive from the beliefs of chromosomes during meiosis and fertilization.

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Dragon Genetics -- Understanding Inheritance(revised, August, 2012)

In this simulation activity students mimic the processes of meiosis and fertilization to investigate the inheritance of multiple genes so apply their understanding of concepts such as dominant/recessive alleles, incomplete dominance, sex-linked inheritance, and epistasis to interpret the results of the simulation. This activity tin be used as a culminating activity later on you lot have introduced classical genetics, and it can serve as formative assessment to identify whatsoever areas of confusion that require boosted description.

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More than Minds-on Activities

More Minds-on Activities for teaching about cell sectionalisation and genetics are available at Prison cell Division and Genetics. These include overviews, analysis and discussion activities, and games for learning and review.

Molecular Biology

DNA(revised, July, 2020)

In this hands-on, minds-on action, students extract DNA from Archaea or from their cheek cells. In add-on, students acquire or review key concepts about the structure, function, and replication of DNA. Students learn how the genes in Deoxyribonucleic acid give the instructions to make proteins, which influence our characteristics. They also learn how the double helix structure of DNA and the base-pairing rules provide the basis for DNA replication. This activeness includes multiple analysis and discussion questions and hands-on modeling of Deoxyribonucleic acid replication. (NGSS)

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How Genes Can Cause Disease - Introduction to Transcription and Translation (revised, July, 2020)

To brainstorm this hands-on, minds-on action, students learn almost hemophilia. They learn that dissimilar versions of a cistron give the instructions for making different versions of a protein, which result in hemophilia or normal health. Then, students acquire how genes provide the instructions for making a poly peptide via the processes of transcription and translation. They develop an understanding of the roles of RNA polymerase, the base-pairing rules, mRNA, tRNA and ribosomes. Then, students use their understanding of transcription and translation to explain how a change in a single nucleotide in the hemoglobin gene tin event in sickle cell anemia. Finally, students use their agreement of translation to develop a partial caption of how the coronavirus replicates within our cells. Throughout, students employ the information in brief explanations, videos and figures to reply analysis and word questions. In add-on, students utilise unproblematic newspaper models to simulate the processes of transcription and translation. An alternative version omits the paper models (How Genes Can Crusade Disease - Understanding Transcription and Translation). (NGSS)

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UV, Mutations, and DNA Repair(revised, July, 2020)

Students larn most the effects of UV light, mutations and Deoxyribonucleic acid repair on the survival of prokaryotes and the risk of skin cancer. In the kickoff experiment, students evaluate the furnishings of different durations of UV exposure on survival and population growth of Haloferax volcanii. This experiment also tests for photorepair of DNA harm. Students design the 2d experiment, which evaluates the effectiveness of sunscreen. In addition, students respond analysis and word questions that promote their agreement of molecular biology, cancer, and the interpretation of experimental results. (NGSS)

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More Minds-on Activities

More than Minds-on Activities for teaching molecular biology are available at Molecular Biology.These include an overview and analysis and give-and-take activities.

Evolution, Ecology and Variety

Evolution by Natural Selection (revised, March, 2022)

In this minds-on, hands-on activity, students develop their understanding of natural selection by analyzing specific examples and carrying out a simulation. The questions in the first department introduce students to the bones process of natural selection, including key concepts and vocabulary. The second section includes a simulation activity, information assay, and questions to deepen students' understanding of natural selection, including the conditions that are required for natural selection to occur. In the third section, students interpret evidence concerning natural selection in the peppered moth and answer questions to consolidate a scientifically authentic understanding of the process of natural selection, including the role of changes in allele frequency. (Assay and discussion versions of the first and third sections are available at https://serendipstudio.org/substitution/bioactivities/NaturalSelectionIntro and https://serendipstudio.org/commutation/bioactivities/NaturalSelectionMoth.) (NGSS)

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How does development issue in similarities and differences? (new, July, 2021)

In this hands-on, minds-on action, students learn almost the 2 means that evolution produces similarities: (i) inheritance from a shared evolutionary ancestor (homologous characteristics) and (two) contained evolution of similar characteristics to attain the aforementioned part (coordinating characteristics). Students utilise these concepts to clarify the similarities and differences between bat and squirrel skeletons and betwixt bat and insect wings. In the laboratory investigation, students find the external beefcake and locomotion of earthworms, mealworms, and crickets. Students use these observations and the concepts they have learned to figure out which two of these animals are more closely related evolutionarily. (NGSS)

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Some Similarities between the Spread of Communicable diseases and Population Growth (revised, June, 2018)

First, students clarify a hypothetical example of exponential growth in the number of infected individuals. Then, a form simulation of the spread of an infectious illness shows a tendency that approximates logistic growth. Next, students analyze examples of exponential and logistic population growth and learn about the biological processes that issue in exponential or logistic population growth. Finally, students clarify how changes in the biotic or abiotic environment can affect population size; these examples illustrate the limitations of the exponential and logistic population growth models. (NGSS)

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Food Webs, Energy Menses, Carbon Cycle and Trophic Pyramids(revised, March, 2021)

To begin this easily-on, minds-on activity, students view a video well-nigh ecosystem changes that resulted when wolves were reintroduced to Yellowstone. Side by side, students learn nearly food chains and food webs, and they construct and clarify a food spider web for Yellowstone National Park. And so, students use what they have learned to understand trophic cascades caused by the return of wolves to Yellowstone. Adjacent, students acquire that the biosphere requires a continuous arrival of energy, only does not need an inflow of carbon atoms. To understand why, students analyze how the carbon cycle and energy flow through ecosystems event from photosynthesis, biosynthesis, cellular respiration, and the trophic relationships in food webs. In the final department, students use the concepts they have learned to understand trophic pyramids and phenomena such as the relative population sizes for wolves vs. elk in Yellowstone. Thus, students learn how important ecological phenomena upshot from processes at the molecular, cellular, and organismal levels. For virtual didactics, you tin can use Food Webs - Understanding What Happened When Wolves Returned to Yellowstone, Carbon Cycles and Energy Flow through Ecosystems and the Biosphere, and Trophic Pyramids. (NGSS)

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Food Webs - Understanding What Happened When Wolves Returned to Yellowstone(revised, March, 2021)

To begin, students view a video about ecosystem changes that resulted when wolves were reintroduced to Yellowstone. Next, students acquire virtually food bondage and food webs. They construct and clarify a food web for Yellowstone National Park. Finally, students use what they have learned to understand a trophic cascade caused by the return of wolves to Yellowstone. (NGSS)

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What Parts of a Establish Exercise We Eat?

Students review the structure of angiosperm plants and learn nigh the diversity of institute form past using prove from test of fruits and vegetables to identify which part of the found each fruit or vegetable is.

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More than Minds-on Activities

More than minds-on analysis and discussion activities for instruction evolution and ecology are available at Environmental and Development.

Human Physiology

Homeostasis and Negative Feedback - Concepts and Breathing Experiments(revised, September, 2021)

This minds-on, hands-on activity begins with assay and discussion questions that develop student understanding of homeostasis, negative feedback, and positive feedback. Then, students comport out a breathing experiment and develop a negative feedback interpretation of observed changes in animate; questions about cellular respiration and the circulatory and respiratory systems help the students to develop their negative feedback model. In an optional final section, each student grouping formulates a question or hypothesis concerning homeostasis and changes in breathing; they design a relevant experimental investigation, carry it out, and interpret the results. Information provided in the Teacher Preparation Notes can exist used to facilitate student investigations of do, breath-holding, changes in rate vs. depth of animate, or the furnishings of CO2 vs. O2 levels. (NGSS)

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Regulation of Man Center Rate(revised, July, 2013)

Students learn how to measure heart rate accurately. Then students blueprint and bear out an experiment to test the effects of an activity or stimulus on heart rate, analyze and interpret the data, and present their experiments in a affiche session. In this activity students acquire about both cardiac physiology and scientific method.

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How practise we Sense the Flavors of Food? (new, July, 2017)

In this minds-on action, students develop scientific discipline practice skills by developing plans for a hands-on investigation, carrying out the investigation, analyzing the information, and interpreting the results. Then, students answer analysis and word questions as they develop a basic understanding of how taste and olfactory receptor cells function and how sensory messages to the brain contribute to flavor perception and flavor-related beliefs. (NGSS)

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More Minds-on Activities

More minds-on analysis and discussion activities for didactics physiology and health are available at Man Physiology and Health.

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If you lot prefer, you lot can send a individual message with comments or requests for additional information to Ingrid Waldron at iwaldron@sas.upenn.edu.

© 2003- by Drs. Ingrid Waldron, Jennifer Doherty, Scott Poethig, and Lori Spindler, University of Pennsylvania Biology Department, and Bob Farber, retired from Fundamental High School, Philadelphia

Teachers are encouraged to re-create and change these labs for use in their teaching.

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