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Physics, Microscopes, Nobel, Prize, Laureate, Educational, flash, tutorial, learning

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with Prezi

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Microscope Timeline Antoine Van Leeuwenhoek 1665- examined a cork slice with a microscope and discovered cells Robert Hooke 1665- looked at a piece of cork and discovered cells Matthias Schleiden 1838- one of the first to develop the cell theory Theodore Schwann 1838- helped Schleiden develop theory that all living

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Introduction to the Cell Microscope - ppt video online download

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Today we will: Define cell Learn what makes a living thing different from a non-living thing Learn how to handle a microscope Learn the parts of the microscope

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Lab Activities

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Notes: Adaptations for the final test: 1) For students with good lab and manual competence additional lab wet mount slides preparation as carrots, banana and potatoes activities should be provided 2) For students ( ex.

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Hystory of  the Microscope

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Components of microscope

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Physics, Microscopes, Nobel, Prize, Laureate, Educational

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The History of Microscope

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Microrganismi

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La membrana avvolge il protoplasto
La membrana: confine primario del citoplasma
La membrana cellulare o citoplasmatica rappresenta il confine primario del citoplasma cellulare, avvolge il protoplasto ed è la principale barriera osmotica cellulare.

Nei procarioti appare come una tipica membrana cellulare ovvero presenta una struttura a sandwich come due linee esterne sottili opache agli elettroni e separate da un'area chiara, trasparente agli elettroni se osservata in sezione ultrasottile al microscopio elettronico (Fig. 1).

Struttura della membrana citoplasmatica

La membrana cellulare si trova tra la parete e il citoplasma, ed è molto simile a quella delle cellule eucariotiche.

È costituita da un doppio strato di molecole lipidiche tra le quali sono inserite delle molecole amfipatiche proteiche, responsabili delle diverse funzioni della membrana. Tale struttura é tipica delle Membrane Unitarie presenti nelle cellule di tutti gli organismi viventi.

Le proteine integrali o intrinseche o interne (70-80%) difficilmente separabili dalla membrana. Le proteine periferiche estrinseche o esterne (20-30 %) poste più esternamente sono moderatamente adese alla membrana e quindi facilmente removibili.

Nei batteri sono presenti gli opanoidi che stabilizzano la struttura della membrana e sono fatti da molecole simili allo sterolo (Fig. 2).

La sua funzione è quella di selezionare la direzione e l'entità degli scambi con l'esterno; è legata anche alla divisione cellulare ed è sede degli enzimi, dei vettori di idrogeno dei processi di fosforilazione ossidativa.

I fosfolipidi
Struttura dei fosfolipidi
La membrana citoplasmatica è costituita da un doppio strato di fosfolipidi amfipatici (Fig. 3) cioè molecole costituite da un'estremità apolare (acidi grassi) e una polare (glicerolo).

In ambiente acquoso le molecole fosfolipidiche formano un doppio strato in cui le code idrofobe si prioettano verso il centro mentre le porzioni idroflile sono rivolte verso l'esterno (Fig. 4).

Nei batteri Gram positivi i lipidi di membrana sono di diversi tipi.

Nei batteri Gram negativi generalmente sono costituiti da fosfatidiletanolammina (Fig. 4).

Negli Eucarioti sono formati da fosfatidilcolina.

Lez. 4, Fig. 3 in Madigan M. T., Martinko J. M., Brock. Biologia dei microrganismi, CEA, Fig. 4-14 Vol. inglese

I fosfolipidi
Struttura dei fosfolipidi
La fosfatidil serina è un fosfolipide complesso costituito da glicerolo legato covalentemente a due acidi grassi mediante legame estere e a livello del terzo carbonio ad una serina (Fig. 5). Ne risulta una molecola bipolare con un terminale idrofobo (le catene di idrocarburi di acidi grassi) ed uno idrofilo (glicerol fosfatidil serina).

Modello a mosaico fluido

A livello molecolare il modello a mosaico fluido è quello che fornisce la maggiore spiegazione di quelle che sono la struttura e la composizione della membrana.

Doppio strato lipidico continuo con proteine disperse nella matrice lipidica.

Le interazioni idrofobiche lipidi-proteine svolgono un ruolo chiave nell'assemblaggio di tutta la struttura.

Le proteine integrali grazie alla loro natura amfipatica si espandono lateralmente per tutto lo strato fosfolipidico senza mai roteare o scavalcare posizioni (Fig. 6).

Lez. 4, Fig. 6 in Madigan M. T., Martinko J. M., Brock. Biologia dei microrganismi, CEA, Fig. 4-16 Vol. inglese

Membrana degli Archea

In sezione ultrasottile le membrane citoplasmatiche degli Archea appaiono simili alle membrane batteriche ma invece hanno una diversa struttura chimica.

Esistono 2 tipi di membrana:

Un doppio strato costituito da due foglietti di isoprenoidi uniti al glicerolo con legami etere (dieteri di glicerolo) (Fig. 7a; Fig. 8c).

Un singolo strato che consiste di tetraeteri di glicerolo (Fig. 7b; Fig. 8d)).

Inoltre, non sono presenti esteri legati al glicerolo ma eteri e non sono presenti acidi grassi ma catene laterali di isoprenoidi con unità ripetitive di cinque carboni.

Lez. 4, Fig. 8 in Madigan M. T., Martinko J. M., Brock. Biologia dei microrganismi, CEA, Fig. 4-19 Vol. inglese

Funzioni della membrana citoplasmatica

1. Barriera permeabile in modo selettivo;

2. confine meccanico delle cellula;

3. trasporto di nutrienti e prodotti di rifiuto;

4. sede di molti processi metabolici (respirazione, fotosintesi). Sono presenti enzimi biosintetici che catalizzano le reazioni terminali di biosintesi di lipidi di membrana e di varie classi di macromolecole che compongono la parete cellulare batterica (peptidoglicano, acidi teicoici, lipopolisaccaridi e semplici polisaccaridi);

5. sede di generazione e utilizzo di ATP durante il trasporto di elettroni. I componenti della catena di trasporto degli elettroni, l'ATP fosfotransferasi e i componenti dell'apparato fotosintetico sono localizzati nella membrana;

6. individuazione dei segnali ambientali per la chemiotassi (Fig. 9).

Lez. 4, Fig. 9 in Madigan M. T., Martinko J. M., Brock. Biologia dei microrganismi, CEA, Fig. 4-20 Vol. inglese

Ingresso dei nutrienti nelle cellule
Diffusione passiva o osmosi
Per differenza di concentrazione fra l'ambiente esterno e l'interno della cellula. Passano in tal modo acqua, certi gas (O2 e N2), piccole molecole di soluti ed il glicerolo.
Diffusione facilitata
Passaggio di alcuni composti a cui la membrana é impermeabile anche se potrebbero entrare secondo gradiente. Il trasporto all'interno (ma anche all'esterno) é comunque guidato da un gradiente di concentrazione in modo che il substrato si muove passando dalla concentrazione più alta a quella più bassa. Avviene grazie all'attività di proteine specifiche ed inducibili, dette permeasi o carrier (proteine di trasporto). Tali vettori si legano a molecole affini e grazie ad una modificazione conformazionale, le lasciano passare all'interno (o all'esterno) della cellula (Fig. 10).

Non riveste una grossa importanza fra i procarioti che trasportano in tal modo il glicerolo nelle cellule ( Pseudomonas, Bacillus, E. coli e Salmonella tiphimurium). Tale trasporto è molto più importante negli eucarioti che trasportano zuccheri e aminoacidi.

Lez. 4, Fig. 10 in Madigan M. T., Martinko J. M., Brock. Biologia dei microrganismi, CEA, Fig. 4-26 Vol. inglese

Trasporto attivo

Funziona come un sistema di diffusione facilitata accoppiata ad una fonte energetica metabolica che permette lo svolgimento del lavoro chimico necessario per creare e mantenere un gradiente di concentrazione attraverso la membrana.

Il trasporto attivo si avvale di proteine vettrici (permeasi) ed é sottoposto all' effetto saturazione.

Trasporto attivo antiporto: attraverso un gradiente di ioni Na, la PMF pompa Na all' esterno e H+ all'interno. Tale trasporto é collegato al simporto (Fig. 11).

Trasporto attivo simporto: il sodio all' esterno si lega alla proteina vettrice determinando un cambiamento conformazionale, che permette il legame con la molecola da trasportare. A causa della bassa concentrazione interna di Na, quest'ultimo si dissocia dalla proteina, seguito dall'altra molecola. Il Na attraverso un gradiente protonico, utilizza l'energia per trasportare contro gradiente l'altra molecola. Tale simporto é detto protonico e viene usato per il trasporto di zuccheri, aminoacidi ed acidi organici (Fig. 11).

Lez. 4, Fig. 11 in Madigan M. T., Martinko J. M., Brock. Biologia dei microrganismi, CEA, Fig. 4-23 Vol. inglese

Traslocazione di gruppo

Avviene attraverso l'intervento di proteine leganti e di trasporto. Le proteine leganti aumentano la concentrazione effettiva delle sostanze da trasportare e, interagendo con le permeasi, ne stimolano l'attività di trasporto.

Processo in cui la molecola penetra attraverso la cellula passivamente ma all'interno subisce una mutazione strutturale che le impedisce di fuoriuscire dalla cellula.

Il sistema più studiato é il fosfoenolpiruvato fosfotransferasi (PEP) degli zuccheri. Lo zucchero entra nella membrana attraverso una proteina integrale di membrane (EII) e una proteina sia citoplasmatica che periferica (EIII). Il fosfoenolpiruvato cede il fosforo e si trasforma in piruvato. Il fosforo passa attraverso due trasportatori citoplasmatici EI ed Hpr ed infine raggiunge EIII per legarsi allo zucchero (Fig. 12).

Lez. 4, Fig. 12 in Madigan M. T., Martinko J. M., Brock. Biologia dei microrganismi, CEA, Fig. 4-25 Vol. inglese

I mesosomi
Le invaginazioni della membrana citoplasmatica: i mesosomi
Le cellule procariote contengono delle invaginazioni o sistemi di membrane interne detti mesosomi a forma di vescicole tubuli o lamelle (Fig. 13).

In microrganismi fotosintetici o in quelli fortemente aerobi tali sistemi sono molto sviluppati probabilmente perché la loro funzione é quella di fornire una più ampia superficie alle intense attività metaboliche.

Intervengono in vari processi riproduttivi e metabolici.

Partecipano alla formazione di setti durante il processo di divisione della cellula.

Sono associati al DNA batterico ed alla sua replicazione.

Sono associati a processi enzimatici.

Progetto "Campus Virtuale" dell'Università degli Studi di Napoli Federico II, realizzato con il cofinanziamento dell'Unione europea. Asse V - Società dell'informazione - Obiettivo Operativo 5.1 e-Government ed e-Inclusion

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La membrana citoplasmatica dei procarioti, Olimpia Pepe " Microbiologia Agraria " Agraria " Federica e-Learning

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La membrana: confine primario del citoplasma La membrana cellulare o citoplasmatica rappresenta il confine primario del citoplasma cellulare, avvolge il protoplasto ed è la principale barriera osmotica cellulare. Nei procarioti appare come una tipica membrana cellulare ovvero presenta una struttura a sandwich come due linee esterne sottili opache agli elettroni e separate da un'area chiara, trasparente agli elettroni se osservata in sezione ultrasottile al microscopio elettronico (Fig.

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Microscopes

You've probably used microscopes in science class. But how do they enable us to see things we'd never detect with the naked eye? In this BrainPOP movie, Tim and Moby will teach you how microscopes employ a combination of convex and concave lenses to magnify objects we want to see up-close! You'll find out about the different parts of a simple light microscope and discover just how it is that they make small things look big! Plus, you'll learn about some of the more modern telescope types, including electron microscopes and scanning probe microscopes. Hooray for microscopes!

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Microscopes Lesson Plans and Lesson Ideas | BrainPOP Educators

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You've probably used microscopes in science class. But how do they enable us to see things we'd never detect with the naked eye? In this BrainPOP movie, Tim and Moby will teach you how microscopes employ a combination of convex and concave lenses to magnify objects we want to see up-close!

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Science Education Partnership Award (SEPA) from the National Center for Research Resources, National Institutes of Health, and the David and Lucile Packard Foundation. About the Microscope Imaging Station | MIS images and media use policy | Credits| Contact |Having trouble?

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After learning about the basic parts of a microscope and an overview of the proper procedures for using them, my students visit 5 lab stations to learn more about the world of microscopes. I allow at least 15-20 minutes per station and provide all the materials needed to complete the activities. Download the Teacher Notes below for a description of the station activities as well as a list of materials students need. Unit objectives and extension ideas are also provided.

NOTE: I developed this lab to deal with increasing class sizes and a limited amount of microscopes. Each year I found it challenging to teach microscope topics to 25+ students at a time with only 10 microscopes. With the stations, I am able to set up groups of 5-6 students and the students enjoy not having to share microscopes. I tend to focus my efforts on the groups at stations 3 & 4 as the others can be completed with little assistance from the teacher with the exception of a few visits to keep everyone on task.

Need more ideas for your microscope unit or want ideas for additional stations? Try these sites...
Molecular Expressions - Science, Optics, & You

(T. Tomm, Havana Junior High, Havana, IL)
Concepts: Living things, classification, scientific investigations, microscopes, process skills (observation, data collection, analysis, etc.), food webs (if additional lesson is included)

An easy way to fascinate your students is to allow them to investigate samples of pond water (whether a large farm pond or small backyard pond.) They are sure to find little critters zooming around the slide. You will need to gather several samples (or have the students bring in their own), microscopes, and identification guides. Golden Guide publishes an inexpensive Pond Water booklet that contains lots of pictures and information. Follow-up discussions of finds will provide students with the chance to use biological terms to compare and contrast different forms of life. The updated version listed below includes additional lesson activities challenging students to create food chains using plants and animals found in or near a pond. It also includes templates for aquatic invertebrate trading cards.

A great resource for teachers with little biology background is to check with your local Department of Conservation or Natural History Survey. I was able to recruit a couple biologists along with their cool equipment and samples to work along with my students during class. My students were able to see organisms from the Illinois River and I loved having help in an area that I have little training.

A few years ago my district purchased a video flex microscope camera. Using this technology, my students are able to create a video documentary of our pond organisms. Each spring and fall we document our research and compare the changes that occur throughout the year.
Lesson Resources:

- Contains teacher notes, discussion questions, and student worksheets.

- Investigate food chains and webs that exists in a pond habitat. Download includes teacher notes, student worksheet, answer key, and

Need identification guides? Visit the Pond Water Links page of the Kid Zone.

T. Tomm, Havana Junior High, Havana, IL) Lessons from the Lorax (
Targeted Concepts: Environmental concerns, human impacts on the ecosystem, conservation, natural resources

At the end of our environmental science unit, my student explore the messages in the Lorax book and movie to identify environmental concerns and find ways to live a lifestyle with the smallest "footprint". It also provides a great connection to the many topics we discuss related to deforestation, habitat loss, pollution, and human impacts on the Earth.

Students complete Part A of the the student worksheet while watching The Lorax Movie (1972 version) . We discuss the answers to Part B in class, and then we watch the newest version to respond to the question prompts in the Lessons from the Lorax PowerPoint. The PPT includes an answer key and the discussion questions along with a follow-up activity.

Using my general EcoFootprint calculator, students complete the " footprint" with the different categories (page 2 of the download). They use the results to determine how many planets we would need if everyone lived like they do. It is always an eye opening experience, which leads into the final lessons where they decorate the blank footprint with strateges they and their families will use to reduce their footprints.

Lorax Lessons on FlipGrid - Students explain why the "Unless" quote is still important today and share two things they are doing to make the planet better. This lesson is incorporated into the challenge below.

Earth Day Challenge - I created this choice board assignment based on pasts Earth Day activities. It has both Internet and non-Internet activities. The FlipGrid lesson above is incorporated into the assignment as one of the choices. Click HERE for a link to the Google Slides template you can copy to use with your students.

NOTE: I have also prepared apaper packet version for my kiddos who do not have Internet. I will print copies to send home for those students. It includes "proof" pages similar to the Google Slides along with flash card templates, graph paper for a crossword puzzle, and other information they may need. I have a few copies of an old "Earth Day" booklet I plan to send home as I only have 10 students who need paper verions.

Also available ... My version of the Earth Day Challenge (Electronic option only)

I modified the basic one above to to create a new choice board (with hyperlinks built in) to include many of the online activities we have used in class - Quizlet, GimKit, Legends, and online tools (Poster My Wall, FlipGrid, video creators, etc.). Clink THIS LINK to view it on Google Drive.

I also created an introduction video using a Google Slides presentation and Screencastify to review what we have learned and what I expect them to do for the project.

Students will still use the Google Slides template to turn in proof for all completed tasks. It will be shared with the students on Google Classroom by choosing "create a new copy" for each student.

During this lab activity, students observe the characteristics of life as they complete the lab worksheet. I adapted the basic lab found in a previously used textbook to include an information section. Students will need to use various reference sources and deductive skills to fill in the blanks.

For this activity (which takes one class period) you will need microscopes, depression slides, toothpicks, fish food, vinegar, and a supply of hydra (available through science supply companies for a small amount of $$). I use a small eyedropper to get the hydra from the vial to the slide - one slide for 2 to 3 students.

Worksheet Answers:
Part A: 1. jellyfish, 2. Cnidaria,3. cells, 4. tentacles, 5. ponds, 6. streams, 7. ingest, 8. excrete, 9. stinging, 10. paralyze, 11. creeping, 12. looping, 13. regenerate, 14. tissue, 15. organism, 16. multicellular, 17. hermaphroditic, 18. sex cells, 19. budding, 20. separate

Part B: Step 1: Check diagrams and labels; Step 2: Hydra will "draw" in its tentacles or possibly attach to toothpick, Step 3: Hydra will move towards the food and "nibble" on it.

Part C: Various answers might include movement, metabolism (ingestion, excretion), reproduction (if buds are present), and responds to environment.

(T.Tomm, Havana Junior High, Havana, IL) Classification Challenges
Concepts: Living things, classification, binomial nomenclature, invertebrates, vertebrates

I designed this activity to allow students to practice invertebrate and vertebrate classification using the organisms discussed in our Animal Classification unit. Teacher notes, student worksheets, and organism cards are included in the downloades listed below. You will also need the classification mats, which needs to be printed regular-sized paper and taped together to form one mat.

The "edible" version of this project was an annual favorite was adapted from the old Jello cells! The project is a great addition to any cell unit and provides a tasty treat for your students. Refer to the Student Worksheet below for details and instructions. The download also includes a student worksheet for a nonedible cell project. If I have any students with food allergies, I require everyone to do the nonedible version.

- Aprons, Shirts, or Lab Coats decorated with cells as well as options for astronomy, chemistry, and more! Thanks to Jody Hodges for developing this great project! Students use permanent markers or fabric paint to create their own attire by coloring the lettering and adding diagrams of cells. Visit her webpage on for more details and pictures of completed projects!

This project was created for 5th grade students at my school to give them an "inside" view of a cell. Students work as construction teams to build a 3-D model of a cell. They are required to label the organelles with names and functions. Students have used PVC pipe for frames or obtained large boxes from our local appliance store. Students also use the sites on the Biology page of the Kid Zone and their textbooks to research the organelles.

Classroom Cell (T. Tomm & C. McDaniel, Havana Junior High, Havana, IL)
Concepts: Living things, cells (plant and animal), organelles and their functions

Print out the Classroom Cell necklaces and assign "jobs" to the students that mimic the organelles' jobs in the cell. For example, the teacher would be the nucleus who directs that activities of the cell, while a student that is a lysosome would help "clean up" the classroom each day. Our 6th grade teacher uses this activity and I refer back to it while discussing cells and organelles in our 7th & 8th grade lessons. It is one of the lessons they remember!

This project (passed down to me from a fellow teacher) is based on the old cartoon flip book idea. Students use template cards (printed on cover stock or glued to index cards) to create a booklet that illustrates the steps involved in cell division. After reviewing the stages in cell division (see the Mitosis Note page below), I provide a set of templates (see Mitosis Book below) for them to use to make a flip book. From phase to phase, they must draw diagrams to show the changes that occur throughout the process. I encourage "color coding" to make the end effect easy to follow. Once all the Pages are completed and in the correct order, students use a heavy duty stapler to bind them together. They can flip through the pages and "see" mitosis in action.

During this activity students use pennies to determine the traits for a smiley face, then use Microsoft Word to create the smiley face. After students have completed the faces, I display them in the classroom and have students use their knowledge of genetics to answer questions about smiley faces, traits, and probability.

A few of the smiley faces created by my students!

Other ideas to try... * Connect with another classroom and share your results with them! Challenge students to summarize the similarities and differences between the smileys created in your school and those at your partner school.
* Challenge your students to pair up two smileys as "new" parents and then flip a penny to determine the traits for a new baby. The students can then draw the baby smiley and compare the results to the parent smileys. (Thanks to Nancy Nega for this great idea!)
* Another twist for the new baby idea - instead of making just one baby, have the students create a display that shows the possible outcomes if two smileys had a baby. Students can provide expected rates of occurrence for each trait based on the parent's traits and compare those to the results of their classmates.

Other goodies for genetics...

What happens when SpongeBob SquarePants marries SpongeSusie RoundPants? Explore the genetics of Sponge Bob and his pals with this fun worksheet! An answer key is provided! Click Genetics with Sponge Bob (pdf)
HERE to access the online tutorial for students.

A second helping of Bikini Bottom fun exploring the genetics of SpongeBob and his pals! An answer key is provided. Click Genetics with SpongeBob 2 (pdf)
HERE to access the online tutorial for students.

This worksheet provides several practice problems related to incomplete dominance with Poofkins (a special kind of flower) and Goobers (a special breed of jellyfish!) An answer key is provided. Genetics with SpongeBob - Incomplete Dominance (pdf)

Also available Codomiance vs. Incomplete Dominance (pdf) - A version of the worksheet above that includes co-dominance for the Poofkins (flowers) and incomplete dominance for the Goobers (jellyfish). An answer key is provided.Click HERE to access the online tutorial for students.

This worksheet was contributed by Andrea Stonebraker and challenges students to complete dihybird crosses.Genetics with SpongeBob - Dihybrid (pdf)

Use this worksheet to review Punnett Squares. An answer key is provided.Genetics with SpongeBob Review (pdf)

SpongeBob Genetics Quiz (pdf)NOTE: SpongeBob SquarePants and all related characters are trademarks of Viacom International Inc.

Challenge your students to use their knowledge of genetics with this SpongeBob quiz.

- I use this worksheet to review key terms from our unit on genetics. Genetics Challenge puzzle (pdf)

- A word search with terms from genetics as well as an added challenge related to scientists who have made contributions to the field of genetics! Challenge Answers: Chargaff, Crick, Watson, Franklin, Mendel, and Wilkins Genetics Word Search (pdf)

Genetics Ethics This powerpoint provides links to three online videos along with related discussion questions to explore the ethical issues surrounding genetics and genetic engineering.

- How many words can you make from the letters in deoxyribonucleic acid? The record in my classroom is 763! Way to go, Alicia J.! DNA Challenge (pdf)

Want more ideas for genetics? Visit the Genetics Lesson Plan Links page!

My students make DNA key chains (original idea from DNA Jewelry that was part of the Access Excellence Collection ) from beads and wire and then use them for a lesson about DNA replication.

DNA Keychain Guide (pdf) - Provides an overview of the activity as well as list of materials, tips, and a student guide.

- A Power Point presentation to use as students make the keychains and includes an answer key for the DNA Replication activity listed below.

- Explore the replication process using the student-made keychains. The worksheet also introduces the process of protein synthesis.

I developed this game to help my students understand the process of protein synthesis and reinforce the functions of various cell organelles. It was a big hit with the kids and we referred back to it many times throughout the unit. Although it may be challenging at first, the students quickly catch on to the "jobs" and compete to see which class could get the fastest time!
Game Files:
Also available ...

Cell Organelle Chart (pdf)complete the chart that outlines the functions of each organelle as well as memory clues that can be used to help them remember the functions. I allow my students to use their own memory clues if they want to create their own. - Students cut apart small cards to use to

Cell Diagram Coloring Page (pdf) - This worksheet contains two diagrams (animal cell and plant cell) along with a color key they can use to customize their worksheet.

(Submitted by Protein Synthesis Drama Steve Tester, Alexandria City Public Schools, VA)
For this activity exploring protein synthesis, students are assigned roles and and play different parts of the protein synthesis process. Download the files below for complete details. Project Worksheets Protein Synthesis Activity Codes (pdf )

(Submitted by Sue Remshak, Lake Bluff Middle School, Lake Bluff, IL) Egg-cellent Ideas for Osmosis and Diffusion
Concepts: Cell processes, osmosis, diffustion, science process skills (observations, hypothesis, data collection, analysis)

Student Worksheet: Osmosis & Diffusion (html)

I have listed below several activities and worksheets related to the body systems that I used during my Health unit for 7th & 8th graders. I no longer teach Health, but thought that the lessons would be useful to those of you who do.

Human Body System Review (pdf) - This worksheet was used as a review page after completing a chapter on the body systems.

Human Body System Challenge (pdf) - A challenging word search puzzle - the students must find 31 terms and then classify them into the various body systems.

- Challenge your students to create a "Wanted" poster about an organ. This download provides project guidelines, student information, and project worksheets. Links for students can be found on the Health & Human Body links page of the Kid Zone.

Human Body Quest (pdf) - This project challenges students to work in teams to create a PowerPoint presentation related to one of the human body systems. The download provides student instructions, A+ grade checklist, presentation planner (draft), and checklist pages for each body system assigned for this project. This project was developed by Lauren Range, Robyn Smith, and Tracy (Trimpe) Tomm. for sharing the worksheets and rubrics she uses for her version of the Human Body Quest project - main project description, power point rubric, and the presentation rubric. The power point rubric includes a category for the use of technology. One of the goals of this project was to introduce students to collaborative work via Google apps for education. She also used a peer evaluation rubric to allow students to grade each other and averaged the scores for their collaboration grade.

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After learning about the basic parts of a microscope and an overview of the proper procedures for using them, my students visit 5 lab stations to learn more about the world of microscopes. I allow at least 15-20 minutes per station and provide all the materials needed to complete the activities.

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Parts of the microscope, comparison with electron microscope, finding total magnification and orientation

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Students' lesson

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This video goes along with your microscope parts and function worksheet (Microscope Lab)

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Virtual Lab. Tthe microscope

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Virtual Electron Microscope | Free Lesson Plans | Teachers

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The Lesson Plan Library offers high school lesson plans covering all major school subjects and special interests.

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A lab activity

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video lesson

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BIOLOGY 10 - Basic Microscope Setup and Use

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Video on Khan Academy

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beautiful Video

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English Lesson

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Protein Synthesis - Biology Video by Brightstorm

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Time-saving video on protein synthesis. Protein synthesis begins with a process called translation which occurs in the ribosomes. Protein synthesis is an important part of Biology.

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3D animation

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Translation: RNA to protein, 3D animation with basic narration :: DNA Learning Center

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The yellow molecule is messanger RNA (mRNA); it leaves the nucleus; at the ribosome, ribosomal RNA (rRNA) binds to mRNA; transfer RNa or tRNA (in green) can read the three letter code on mRNA or codon; each codon codes for one animo acid (red molecule attached to tRNA); the sequence of codons on the mRNA determines the sequence of amino acids in the protein, which in turn determines the structure and function of the protein.

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video

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video

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video

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e-learning

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Piattaforma di e-learning dell'IIS Mattei Recanati

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Tecnica ed analisi

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Nobelprize.org, The Official Web Site of the Nobel Prize

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Chemistry

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Nobelprize.org, The Official Web Site of the Nobel Prize

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Video

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cos'è il DNA e quali sono le cause delle mutazioni che portano all'evoluzione

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video