BioInteractive is best for high school biology, AP biology, and IB biology classes. Teachers can use it to develop three-dimensional units centered on authentic scientific phenomena as required by the Next Generation of Science Standards. BioInteractive does some of the work for you by pulling together legitimate scientific data to help with creating assessments and units. Select Data Points under Resource Type to find figures such as the actual graph scientists used to study the effects of introducing a lizard predator in the Bahamas.
Need help figuring out all the statistics? Check out the teacher's guide to math and statistics in biology for clear directions based on specific life science examples. Need a great sub plan? BioInteractive has interactive videos with embedded quiz modules that require students to pause and reflect on what they're watching.Continue reading Show less
BioInteractive brings biological research to life through award-winning videos, simulations, data points, virtual labs, classroom activities, and more. The Howard Hughes Medical Institute has paired high-quality multimedia resources with comprehensive teacher guides written by actual classroom teachers. Through these rich resources, kids can learn about topics such as evolution, ecology, genetics, biodiversity, and human health. Activities are based on actual research, such as using data from the trail cameras in Gorongosa National Park to build biomass pyramids.
Teachers can search through the materials by topic or resource type, with some items assembled into what are called Collections or Short Courses. Film guides, posters, and downloadable apps can also be found on the site to help teachers integrate the content into their classrooms.
BioInteractive is incredibly well thought-out and well resourced. Teachers are provided with free tools as well as the supports to help best use them. Though at first glance the handouts may seem like traditional worksheets, the questions posed offer opportunities for kids to think deeply about the nature of science. While many of the lessons center on quality short films, there are plenty of places for teachers to extend learning. The activity, Human Feet Are Strange, builds on the film Great Transitions: The Origin of Humans, which introduces the Laetoli trackway, a fossilized set of hominid footprints. Students make a trackway by painting their feet and walking on large paper. Then they compare measurements of their own footprints with actual data from the Laetoli Trail.
One of the biggest strengths of BioInteractive is its focus on actual scientific research in a way that's relatable to kids. CSI Wildlife, based on recent elephant research, has students using genetic fingerprinting to solve cases of poaching. While looking at the link between sickle-cell disease and anemia, students also learn about how Dr. Tony Allison made this connection by building on the work of others, highlighting the social nature of science.
Key Standards Supported
Biological Evolution: Unity and Diversity
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
Ecosystems: Interactions, Energy, and Dynamics
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
From Molecules to Organisms: Structures and Processes
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Heredity: Inheritance and Variation of Traits
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
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