# data[].attributes.body
This activity allows students to see two sides of a controversial issue. In biology this could be something like bio technology. And could be a great activity for them to explore more about the subject.
https://owlcation.com/academia/80-Science-Debate-Topics-for-Students
http://grade11universitybiology.weebly.com/lesson-2.html

# data[].attributes.attachment_link.readable_text
For decades evolution has been a contentious topic in American schools. Something seems to be changing.

As a woman destined for medical school before life interceded, my mother always took great comfort in what science revealed about the world around us. Were she alive today, she'd be heartened to hear that some more recalcitrant souls are now finding that comfort as well.

The good news comes courtesy of Penn State University and the National Center for Science Education (NCSE), which reported over the summer that public high school students in roughly two-thirds of the country's biology classes appear to be learning the scientific truth about how we got here, and how the world's diverse living organisms developed and diversified over the great arc of time.

Those in the know have always called this instruction evolution, and treated it as, well, an incontrovertible scientific fact. But surprisingly, for decades evolution has been a contentious lesson in American schools. And it has remained so, despite evolutionary theory sitting as the bedrock underlying pretty much all we comprehend about the living world.

Scientists like to point out that understanding evolution is key to not only making sense of our past but also helping us prepare for the uncertainties that will surely populate our future. From combatting climate change to Covid-19, a knowledge of evolution is central to scientific progress.

Imparting that preparatory knowledge has always been tricky in certain parts of the country though, because of the view that these scientific facts are oppositional to religious beliefs - beliefs that often center on giving mankind top billing as a distinctly divine creation.

This longstanding friction in certain religious circles is particularly perplexing because evolution is accepted as fact not only by research scientists and scientific organizations but also a wide variety of denominations, including the United Methodist Church, the Presbyterian Church and the Episcopal Church. But in East Texas, where my mother taught biology, chemistry and geology for about five decades, not a year passed without a hand being raised by a flabbergasted young student questioning the validity of evolution (sometimes with scriptural support), or a call from a parent questioning her bonafides and railing against her failure to give weight to Christian-based parables of origin.

Few said she should "teach the controversy," although it was certainly implied that many of these folks believed one existed. Since one does not, she always politely declined. And, as a well-worn and well-versed teacher of the craft, she had the clout to just raise a silencing eyebrow, take a deep breath and hold her line. But that sort of pressure from parents, preachers and even school boards can have a powerful and deleterious effect on teachers just starting out, or waiting for contract renewal and hoping to keep their jobs.

A similar 2007 survey of how evolution was being taught by biology teachers in the public high schools found that the evolutionary truth was being denied or severely watered down in just under half of the high school classrooms surveyed. Instead of giving students clear and accurate guidance about this fundamental organizing principle of biology, these teachers instructed students that evolution remained unsettled science, or misrepresented creationism as a scientifically credible alternative to evolution. (Some teachers did both.)

Compared to 2007, many more science teachers are now presenting evolution as settled science. Source: Teaching evolution in U.S. public schools: a continuing challenge.

While the NCSE says these disheartening statistics have improved as more states have adopted stronger state-wide science standards, there remain powerful forces intent upon chipping away at evolution's much-deserved preeminence.

As Retro Report explained in our 2017 documentary, Raising Doubts about Evolution (above), this is only one of the well-established scientific theories that science skeptics are intent upon toppling. While it's "gratifying to see that American schools have made progress in their teaching of evolution... roughly a fifth of teachers entirely avoid the question of human origins, and nearly an equal number do not see evolution as a unifying theme for their biology classes," notes Kenneth R. Miller, a biology professor at Brown University.

" This means there is still work to be done to assure that every student receives a full, accurate, and complete science education to prepare them for life in the 21st century."

Are you a teacher? The documentary mentioned in this piece is part of the lesson plan "Influencing Policy: Evolution and the First Amendment," available for free at Retro Report in the Classroom. Our lesson plans are based on our archive of 200+ short documentaries that show how history shapes our present. Subscribe.

# data[].attributes.attachment_link.title
More US Teens Are Getting a Lesson in Evolution | Retro Report

# data[].attributes.attachment_link.description
For decades evolution has been a contentious topic in American schools. Something seems to be changing. As a woman destined for medical school before life interceded, my mother always took great comfort in what science revealed about the world around us.

# data[].attributes.body
Service learning to be a great opportunity to teach students about their local ecology. This is a great way to get students involved in service projects in their community. This is also a great way to get Students involved in local efforts for climate change. This could be a big motivation project teaching students how they can make a difference in their local community.
https://stephintonature.com/blog/volunteer-for-wildlife-online
https://www.nps.gov/subjects/youthprograms/jobs-and-internships.htm

# data[].attributes.attachment_link.readable_text
As leaders in our field, GoEco provides expert volunteer and internship opportunities for students of Biology. These projects provide students with real-world experience in a hands-on, interactive learning environment. Participants can also strengthen their resume, gain new perspectives in the field, and build their professional network with other passionate young people. Students and faculty have the option to join these projects individually, or arrange custom group expeditions with the help of our placement specialists. read more close

# data[].attributes.attachment_link.title
GoEco - Volunteering for Students of Biology

# data[].attributes.attachment_link.description
As leaders in our field, GoEco provides expert volunteer and internship opportunities for students of Biology. These projects provide students with real-world experience in a hands-on, interactive learning environment. Participants can also strengthen their resume, gain new perspectives in the field, and build their professional network with other passionate young people.

# data[].attributes.body
Jigsaw is a great way for students to choir a lot of information in a short amount of time, while also being a fun group activity. Students start by researching a topic with their first group and becoming an expert on the subject. Then we switch the groups around and they teach a new group the information they learned from the research. That way all students get the information they needed from the research.
https://www.jigsaw.org/
https://watermark.silverchair.com/48-2-118.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAAsswggLHBgkqhkiG9w0BBwagggK4MIICtAIBADCCAq0GCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQM1JtVHCsMQRNT4S6rAgEQgIICfqhKIGufj5fdrruRfkBwWOv8ideYQRGvfydBk_aCFfaSaiCa2rRrZSLT0NJ-U8owHTHEazXdf720ZTLjSx9qRoUpgY8JGiUQmORv6gBHG19itzhd50b74zN8GnXJ050IoiUUsYxhN8KMe0YyNT8n6iC9VEoOdyfcMFBJmuwfZeBQd1mpamAM91WhSf3YTWSMo4Lx1uNTYML-IAWG8LQEfiCliai2KcFIF7Sz-MHOLL5shM4Ha8jRWeBkveEsjrn3yB4wk1U-j4t_0yj8fmSuekIbc-0TydC4LZe4XJFn313FqMHf21xemNoR6XwRnBO2FlJesCBAcLzDmfYoTnFs1lwjwEiCzdBDwnbMLJMgyviuFnC3ZvA28-Hzyqsph5S4aJ9yLLcePKDIpecdVXz2hrE89ZvU4vafJpsXQAStywoanPyjMg2mwcUX2WjXHQWz7Y_YTUaeewgvUEl-ck2WXDVnduoON34VSnYNQFG46XLctn6g-TrlNdtQhnQA6861TM0GGAXr5AK_F3NPBylt824ZKZe_xM3u9F7_RIalFw-VDCh79TZI-9qsdK0XWEJI4B1rykpS-CNOLLbq0k3piMwea2mKCawafigHzyCxYb74F1xGjl2UvTqE6VFmmb67U_--TRZSqmVj3TH9k7u-LRWyiBhSg7ALnLai6_LWPANhfdhLpJyz-xsVduX3UhyXnDpUIcQikxOI0ITQSx2kDb-3fFpjGljQ01vPAvewoU0SvTnp2vI7aq8RzZABIRqDix34s-cJ1SbJde-_bU4svx89oNwMWvYDc6leK3FFxE9OVSEPmZYLl8ZDa7ZXQ-ovAwRHSSktKpWkSAiwQmr3

# data[].attributes.attachment_link.readable_text
Jessie Bahe, Delano High School, Delano, MN, based on an original activity titled "Bald Eagle Population Graphing" from The Raptor Center, University of Minnesota http://www.cvm.umn.edu/raptor/prod/groups/cvm/@pub/@cvm/documents/asset/cvm_66866.pdf

Summary

In this structured jigsaw, students investigate the role Bald Eagles play in the ecosystem, why they were listed as endangered, the affects of DDT on eagles, and the affects of lead on eagles. Furthermore, students will then graph eagle population data over time, in various states, and in various regions of Minnesota.

Used this activity? Share your experiences and modifications
Learning Goals

The purpose of this jigsaw is for students to read about and report to others in their group the affect humans have had on Bald Eagle populations. Additionally, the students will practice graphing and data analysis skills with the eagle graph component of this activity. A key concept is that a man-made chemical, which was successfully used to kill insects, was having unanticipated and devastating affects on other animal species. Furthermore, another key concept is that sportsmen are endangering the population of many avian species through the use of lead ammunition and sinkers even though ecologically safe alternatives are available. Vocabulary words that will be reviewed or introduced are habitat and biomagnification.

Context for Use

This activity is appropriate for high school biology (9-12), but can be easily modified for middle school life science. It is a classroom jigsaw activity that would work with any class size. It will take approximately 60 minutes. The necessary materials include the jigsaw worksheet, readings, graph data, and graph question worksheet. This activity should be incorporated into the ecology unit, after food chains have been introduced.

Subject: Environmental Science:Ecosystems, Waste:Toxic and Hazardous Wastes, Biology:Ecology
Resource Type: Activities:Classroom Activity
Grade Level: High School (9-12)
Theme: Teach the Earth:Course Topics:Environmental Science

Description and Teaching Materials

Introduced: use Bald Eagle questionnaires provided by the National Eagle Center as an anticipatory set

Materials: these following readings could be provided in class; otherwise the students could research their jigsaw section online:

Eagles in the Ecosystem reading:
http://en.wikipedia.org/wiki/Bald_Eagle, Section titled "population decline and recovery is good"

Graphing activity, "Bald Eagle Population Graphing" from The Raptor Center, University of Minnesota http://www.cvm.umn.edu/raptor/prod/groups/cvm/@pub/@cvm/documents/asset/cvm_66866.pdf

Procedure:
1. Explain the premise to this activity (see goal section).
2. Hand out attached Eagle Jigsaw worksheet and assign students a number 1, 2, or 3.
3. Read steps 1-4 so students know what is expected.
4. Hand out readings according to which number the students received. For example, students assigned #3, lead's affect on eagles, will receive the raptor, lead poisoning article.
5. Give students time to read and answer questions. As students finish they can collect the "Don't Count Your Eagles Before They Hatch" worksheet (page 5 and 6 from "Bald Eagle Population Graphing" activity) and begin to make their assigned graph. For example, students assigned #3 will make graph 3, the pictograph.
6. Once all the students are finished with the reading and questions, have all the number 1, all the number 2, and all the number 3 students form groups. Then, you can touch base with each section and help answer any questions.
7. Once the graphs are complete, form new groups of three so that every group has at least one member from each section.
8. Students are to share answers and complete their jigsaw worksheet. This will be turned in.
9. Hand out the graphing "Conclusion Question" worksheet (page 7 and 8 from "Bald Eagle Population Graphing" activity), one per group. This will be turned in before the completion of class.

Closure: I will close this jigsaw activity by leading a class discussion on how the eagles were affected by DDT and lead. I will show some additional graphs and X-ray images from http://www.soarraptors.org/leadresearch.html. Then, I plan on using this jigsaw to discuss lead poisoning, particularly how it affect the nervous system.

Modifications/ Extensions:
- As previously mentioned, this can easily be modified into a computer lab research assignment and, therefore, no reading materials would need to be provided.
- To improve graphing skills and data interpretation, all the graphs and the question worksheet could be completed individually.
- This could lead into a discussion on the affect of lead poisoning in humans, specifically how it affects the nervous system. I plan on using this jigsaw to spearhead an activity on the nervous system, how it normally works and how it is affected by lead. Here is some interesting information: https://serendipstudio.org/bb/neuro/neuro00/web2/Patel.html
- Additionally, this jigsaw could foster a discussion on the controversy surrounding DDT: saved 25 million human lives, was it solely responsible for the decline in eagle population numbers? Eagles in the Ecosystem Jigsaw (Microsoft Word 102kB Aug25 09)

Teaching Notes and Tips

Tips:
1. Have them immediately circle which number they were assigned on their worksheet. This number corresponds with the reading and graph. Therefore, each student only has to complete one section of questions and one graph.
2. For the line graph, point out to the group 1 students that they need to pay special attention when labeling the years on their graph! It needs to be plotted in consistent intervals.
3. For the pictograph, I will cut and paste an image of a pictograph next to their data so the students know what one looks like.

I have not done this activity in the past. Typically, I gloss over DDT's affect on eagles and the definition of biomagnifications during my food chain notes. However, I feel that an in-depth investigation into a specific species and how they have been impacted by human actions is necessary.

Assessment

Throughout this activity I will oversee reading comprehension, graph skills, and data interpretation. Each group will staple and turn in their jigsaw worksheet, one from each student, and their graph conclusion worksheet, one per group. I will then grade graphs and select questions.

Standards

Minnesota Science Standards, approved 05/19/03
8.4.C.4- Interdependence of Life
The student will describe how the environment and interactions between organisms can affect the number of species and the diversity of species in an ecosystem.

# data[].attributes.attachment_link.keywords[]
environmental science:resource use & consequences:waste & recycling

# data[].attributes.attachment_link.keywords[]
on the cutting edge:cutting edge activity review:will not review

# data[].attributes.attachment_link.title
Eagles in the Ecosystem Classroom Jigsaw Activity

# data[].attributes.attachment_link.description
In this jigsaw, students will graph various Bald Eagle population numbers and determine the impact humans have had on the eagle. Specifically, they will investigate why the Bald Eagle was listed as endangered, the affects of DDT on eagles, and the affects of lead.

# data[].attributes.body
Inquiry-based learning can be a great opportunity to have effective lab work done in a biology class. It’s a great way for students to discover the world around them at their own pace. It’s important that students come up with their own questions to answer.
http://csip.cornell.edu/Curriculum_Resources/CEIRP/Plant_Responses.pdf
http://csip.cornell.edu/Curriculum_Resources/CSIP/Murphy/Golfish.html

# data[].attributes.attachment_link.readable_text
Traditionally, the context for introductory biology labs is the exploration of a biological concept (metabolism, cell division, etc.), which from the student's perspective can be quite abstract. In inquiry-based labs, it is instead observations and questions, which are sometimes centered on issues that are relevant to students' personal or civic lives, that initiate and set the context for lab exploration. This is because research in science education has revealed that students are more engaged in their own learning when there is an initial context centered on student interests and experiences. In inquiry-based labs, students also practice making critical decisions about hypotheses, predictions, and the design and execution of the experiment. This "student-centered" focusrather than solely a "concept-centered" focus - fosters deeper student interest and investment in the outcomes, and helps students to more fully appreciate the creative aspects of science and understand how design decisions can influence the validity of their findings.

The Discovering Biological Science labs, developed by Dr. John Peters and Dr. Brian Scholtens, weave together a series of labs that explore important introductory biology concepts while providing students with experiences that lead them to understand and appreciate the collaborative, creative, and dynamic nature of science. There are two different introductory biology lab manuals that can be adopted as is, or instructors can select individual labs for building a customized lab solution. The series of inquiry-based biology labs are suitable for both major and non-major courses and are available for preview and adoption through Hayden-McNeil of Macmillan Learning.

Here are the two manuals including the list of specific inquiry-based lab experiments available:

Discovering Biological Science 1 Lab Manual Experiments

1. Exploring Osmosis and Diffusion-This case-based lab begins by exposing students to people who died from hyponatremia (excessive water consumption) and has students testing hypotheses about water and solute movement across simulated cell membranes (dialysis tubing) to understand and devise proper treatments for a person experiencing hyponatremia.

2. Exploring Plant Metabolism-Students going outside to explore the interrelations between photosynthesis and cellular respiration in the leaves of plants by exploring the uptake/release of CO₂.

3. Exploring the Genetics of Eye Color in Fruit Flies (Drosophila melanogaster)-This multi-week guided-inquiry has students establish fly cultures, conduct crosses and extract eye pigments to test hypotheses about the genetics and molecular biology of how eye color determined in fruit flies.

4. Discovering the Genetics and Molecular Biology of Sickle Cell Anemia-In this case study-based lab, students explore the genetics/molecular biology of sickle cell anemia and its relationship to the evolution of resistance to malaria. Students use two kinds of simulated protein electrophoresis (Native PAGE & SDS PAGE) to test hypotheses about the nature of the mutation inherited by individuals in the case. The final assignment for this lab has students writing a stakeholder letter that requires them to apply molecular, genetic and evolutionary knowledge to educate, and provide assistance in helping an African couple (known to be a carrier for sickle cell anemia) decide on whether or not to have a child.

Discovering Biological Science 2 Lab Manual Experiments

Exploring Keystone Species- Adapted from the SimBio® Keystone Predator simulation, the lab begins with a case study exploring the environmental effects of 70 years of efforts to eradicate Grey wolves from North America. Although the lab explores ecological drivers of community structure in a simulated rocky intertidal community, students use the findings from the lab to understand how and why wolf reintroduction impacted the Yellowstone ecosystem.

About the Authors:

John Peters (MS - College of Charleston - Marine Biology; Ph.D. - University of Northern Colorado - Biological Education) and Brian Scholtens (MS/Ph.D. - University of Michigan - Entomology) currently teach in the Department of Biology at the College of Charleston. There they coordinate the introductory biology labs and teach undergraduate and graduate courses in biology. The implementation of the Discovering Biological Science curriculum at the College of Charleston was supported by grants from the National Science Foundation (NSF) and the Howard Hughes Medical Institutes (HHMI).

To learn more about these inquiry-based biology labs, please click on the "contact us" link and complete the form. A Hayden-McNeil representative will be in touch to discuss your unique program needs.

# data[].attributes.attachment_link.title
Inquiry-Based Biology Labs | Hayden-McNeil Macmillan Learning

# data[].attributes.attachment_link.description
Traditionally, the context for introductory biology labs is the exploration of a biological concept (metabolism, cell division, etc.), which from the student's perspective can be quite abstract. In inquiry-based labs, it is instead observations and questions, which are sometimes centered on issues that are relevant to students' personal or civic lives, that initiate and set the context for lab exploration.

# data[].attributes.body
Project-based learning can be really useful in biology. It gives the students real world connection, structured collaboration, and multifaceted assessment options. These projects are student driven, getting the students more involved in their learning.
https://www.biologycorner.com/projects/trees/
https://youtu.be/LMCZvGesRz8

# data[].attributes.attachment_link.description
This project is for advanced biology students studying pathology. Students research a disease or epidemic and publish a powerpoint, prezi or website. Instructions and grading rubric are included.