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Biology for Life is designed for students enrolled in IB Biology at in the Skyline High School Issaquah School District, located in the beautiful state of Washington, USA. However, teachers and students from around the world use the site as a reference and I am happy to share resources and materials. If you've found the materials helpful, please consider making a contribution of any amount to this Earthwatch Expedition Fund .

As a teacher, my priorities will always be:

1. Meeting the needs, challenges and learning interests of the students in my class.

2. Teaching an interesting and engaging biology class.

3. ​The requirements and demands of the IB organization. ​

​

​Feel free to IG:
​With these priorities in mind, our class becomes a vibrant community of learners, all helping each other towards greater understanding of the interconnectedness, complexity and processes of living things. Our class will provide you with the knowledge and skills necessary to understand scientific issues, and be able to make educated decisions about society's policies towards science. You will be challenged to appreciate the "Nature of Science" which recognizes that science is a process by which we develop a better understanding of our world. In the IB biology course, you will:

develop conceptual understanding of the major themes of biology

acquire and apply knowledge of the methods, tools and techniques used in the study of biology

develop the ability to analyze and evaluate data

appreciate the possibilities and limitations of science

use technology skills in a scientific context

communicate and collaborate effectively

become aware of the ethical, environmental, economic, cultural and social impact of science.

Did I forget something? Know of a mistake? Have a suggestion? Broken link? contact me with any questions, comments, concerns or nice things to say!
​
I look forward to getting to know all of you! Cheers!
@ibbioteacher

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Here's a visual organizer for building quick context in orientation in time and space in a case study or unit of inquiry. It is not only for sciences - it could easily be applied to other subjects with the intention of contributing to a sense of international mindedness and global engagement (IMaGE). The simple goal is for triplets of students to complete collaborative rapid research around the case: Why Them, Why There, Why Then? Click for pdf. This has been tested in rough drafts, and I'd love for some others to try it out and give feedback.
Some examples:

Recent (or significant) discoveries or events (in the news, science, etc)

The Human Genome Project: Who was involved and why them? Where did it happen and why there? Why then and not before?

Antoni van Leeuwenhoek discovering animalcules. Why him? Where there? Why then? Why not other people, places or times

LangLit: Explore the author, location and time
I used it for a cover lesson on Dr. King's "I Have A Dream" speech, with a group of students who had almost no prior knowledge.

I&S: Considering a significant development, event or innovation

Service Learning Cycle: An entry point into the "Research" phase of the cycle and determining reasons, needs and causes (thanks @AlisonKIS).

This is not a tool for in-depth research (though it could be expanded outwards). It is intended to get a quick, reliable orientation in time and space around a case study and the people or organisations involved.

Some great tools for this include Google Maps, Google Cultural Institute, Google Images, Wikipedia, Biography.com, On This Day (History.com), Charity Navigator and many more.

Also Wolfram|Alpha : People & History, Places & Geography, Socioeconomics, compare countries, compare companies and much more. See Stephen's page on databases & Wolfram|Alpha here.

The results can be synthesised into further lines of inquiry (to use more rigorous research), but this should give students a vision of the case. What cultural or contextual cues can they recognise? How might this activate further connection and questioning?

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Here's a visual organizer for building quick context in orientation in time and space in a case study or unit of inquiry. It is not only for sciences - it could easily be applied to other subjects with the intention of contributing to a sense of international mindedness and global engagement (IMaGE).

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See related links to what you are looking for.

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I'm not owning up to this!

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Revision for mostof Topic 6 Human health

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Revision for mostof Topic 6 Human health

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Digestion, Transport System  and Gas Exchange

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IB Biology SL Syllabus 6.1, 6.2, and 6.4.

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The Digestive System: CrashCourse Biology #28

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Basics

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Saint George Catholic College Science Department

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GCSE Biology module (sample): Drugs By the end of this topic you will have covered: - Developing new drugs - Alcohol, cigarettes and health - Drugs and their misuse Get the grades you need in GCSE Biology - access HD-quality GCSE revision videos and apps from LearnersCloud: http://www.learnerscloud.com/student/products/gcse-revision-videos-apps/gcse-biology To find out more and to start a free trial visit: http://www.learnerscloud.com/student/home/gcse/gcse-revision

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Beware...upsetting

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So sad how can people do this to themselves

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Overview

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http://www.interactive-biology.com - In this episode, I talk about the general mechanism of addiction. How do people get addicted to drugs? Well, watch this video to find out. I also look at specific drugs like caffeine, cocaine, nicotine and LSD. Enjoy :)

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Next part

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http://www.interactive-biology.com - When the action potential reaches the axon terminal, this triggers a series of events that result in the release of neurotransmitter to the synaptic cleft. Neurotransmitters bind to the receptors on the postsynaptic membrane causing a signal in the receiving cell. This video explains that process

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For practical

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Nuffield Foundation Practical Work for Learning Woodlice

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Overview

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Richard Dawkins Foundation for Reason & Science

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Learned Behaviour | Ecology and Environment | The Fuse School

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What is 'learned behaviour'? Where does it feature in the environment? And how does it compare to 'innate behaviour? In this Ecology GCSE / K12 video learn all of the answers to these questions. At Fuse School, teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT.

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Overview

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Paul Andersen steps you through eight types of animal behavior. He starts by defining ethology and explaining that behavior varies from innate to learned. He discusses each of the following with examples; instinct, fixed action pattern, imprinting, associative learning, trial and error learning, habituation, observational learning and insight.

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Overview

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Saint George Catholic College Science Department

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Richard Dawkins Foundation for Reason & Science

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Innate Behaviour | Biology for All | FuseSchool

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What is 'innate behaviour'? Where does it feature in the environment? And how does it compare to 'learned behaviour? Innate behaviour is instinctive; it is determined by our nervous system and does not involve conscious decision. It is often inflexible, such as a reflex response to a stimulus.

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Basics

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Revision

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IB Biology Guide By Biotechnology Channel

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Contralateral processing

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IB Biology E.2.5 Visual Contalateral Processing

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Another one

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IB Biology E.2.5 Processing of Visual Stimuli

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One

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IB Biology E. 2.5 Processing of Visual Stimuli

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Drum..baby...