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This 5 lesson unit, which was designed by teachers in conjunction with scientists, ethicists, and curriculum developers, explores the scientific and ethical issues involved in stem cell research. The unit begins with an exploration of planaria as a model organism for stem cell research. Next, students identify stages in the development of human embryos and compare the types and potency of stem cells. Students learn about a variety of techniques used for obtaining stem cells and the scientific and ethical implications of those techniques. While exploring the ethics of stem cell research, students will develop an awareness of the many shades of gray that exist among positions of stakeholders in the debate. Students will be provided an opportunity to become familiar with policies and regulations for stem cell research that are currently in place in the United States, the issues regarding private and public funding, and the implications for treatment of disease and advancement of scientific knowledge. The unit culminates with students developing a position on embryonic stem cell research through the use of a Decision-Making Framework. Two culminating assessments are offered: In the individual assessment, students write a letter to the President or the President's Bioethics Committee describing their position and recommendations; In the group assessment, students develop a proposal for NIH funding to research treatment for a chosen disease using either embryonic or 'adult' stem cells.

This case study is used to teach undergraduate students about hydraulic fracturing (hydrofracking), a controversial method for extracting methane from shale. The controversy arises from claims that chemicals used in the fracking process and the methane itself find their way into drinking water and are also sometimes found at dangerous levels in the air. The case study begins in a college chemistry class where a student inquires about a news item he saw about residents setting their tap water on fire. The instructor uses this as an opportunity for the students to research hydrofracking and natural gas, and she then integrate these topics into their present study of isotopes. The class first examines what isotopes are by using a guided inquiry based activity. The students then learn how mass spectrometry, which uses the principles just learned about isotopes, is employed to determine the source of methane in contaminated wells. This case study is designed for freshman chemistry students and students in environmental studies.

In this case study, students will have the opportunity to model the spread of tuberculosis and development of antibiotic resistance in a hypothetical prison environment. After reading a brief handout and viewing a short video, students play a simulation game by first identifying a group of prison inmates represented by index cards. The placement of the cards will influence how drug resistance spreads from one inmate to another. Using a dice roll to mimic random probability of infection and antibiotic misuse, students then track the development of resistance to four specific antibiotics, determined by selection of playing card suit. Opportunity for release or transfer on inmates from one facility to another introduces a further level of complexity, allowing students to study resistance spread. This activity was originally designed for a section of an upper-division biology course about antibiotic resistance, but it would also be appropriate for lower-division undergraduate and high school biology courses discussing antibiotic use.

This interrupted case study, designed for an introductory biology or environmental science course, introduces students to the complexity of ecosystems by examining changes in trophic interactions and abiotic factors in a freshwater ecosystem as a result of human actions. The case narrative describes the recent and undesirable appearance of decomposing algae (Cladophora glomerata) on a public beach in the Laurentian Great Lakes. Students are asked to use the scientific method by creating hypotheses and examining observational data to describe biotic and abiotic components of the Great Lakes ecosystem. The case requires students to differentiate between benthic and pelagic environments (e.g., the influence of depth and phytoplankton density on light availability, and the availability of phosphorus) and the interactions between organisms in both environments. Students also examine shifts in these interactions as a result of the newly introduced zebra and quagga mussels, which have ultimately resulted in the algae's presence on the beach. There are also opportunities to discuss the impact of these ecosystem changes on people who own property and/or visit the beach.

This directed case study examines differences between the exponential and logistic growth models in biology and how they are applied to solve real life problems. The narrative follows a student returning to the United States as he tries to assess his possible exposure to Middle East Respiratory Syndrome (MERS). To better understand his risk, James needs to get up to speed on a variety of topics including the difference between infection, transmission, virulence, etc., and how these topics can be mathematically modeled not only in relation to MERS, but also with respect to Ebola and influenza. This case was designed for use in the second semester of a biocalculus course or a course involving ordinary differential equations, which are appropriate for second year undergraduate students majoring in biology, pre-med, and bio-mathematics. These students typically have completed a semester of calculus and one year of general biology. The case provides an opportunity for students to develop their understanding of differential equations and increase their appreciation of mathematics as it applies to solving a problem of biology.

Introducing your students to Scratch will provide your students with hands-on opportunities to think creatively, solve problems and work collaboratively.  Scratch is a visual programming platform created at the Massachusetts Institute of Technology (MIT) by the Lifelong Kindergarten Group at the MIT Media Lab and is available to all users free of charge. This web-based tool is designed for students ages 8 to 16 but used by people of all ages.  With Scratch, you can program your own interactive stories, games, and animations - and share your creations with others in the online community.

Sheep ranching has destroyed habitat and decimated species in many areas of the world, but in Patagonia declining wool prices provide an opportunity to turn the tide. This case study places students in the role of advisor to an international NGO that has funds to advance conservation goals. A PowerPoint slideshow is used to present the Patagonian landscape, species, and variables that should be considered in conservation decisions.  After the presentation, students are given two maps: the first shows park boundaries, topography, roads, and major land forms; the second includes land prices overlaid on the first. Student groups are assigned a budget, and with the help of a set of guiding questions, students identify and defend a potential land purchase to develop as a protected area. The case is intended for use in an undergraduate class in conservation biology, environmental science or ecology, and presupposes another case in our collection, "The Great Patagonia Land Grab" by C.E. Quinn and J.E. Quinn

This "clicker case" gives students an opportunity to apply their understanding of three different types of selection (directional, stabilizing, and disruptive) to a variety of model systems. The case describes each type of selection in detail, presents a paradigm case of each, and then uses clicker questions to test whether students can identify the mode of selection in other systems (answers included in the teaching notes).  Nine different studies are presented so that students gain a broad understanding of selection and how environmental factors can impact species differently. The case concludes with an optional discussion activity (also discussed in the teaching notes) to deepen understanding. Although designed for a high school classroom, it could easily be used in a lower-level college course as an engaging introduction or review of concepts. The case could be used at the beginning of an evolution unit, but it would be helpful if the students were familiar with natural selection before completing the activity.

Our students will face decisions about health, science, and medicine that we can hardly imagine.   How can we keep student needs and science first, yet still create a safe and affirming space for intellectual curiosity? Teaching biology creates many opportunities to authentically incorporate student curiosity. The Next-Generation Science Standards (NGSS) expect students to ask questions about natural phenomena and then explain their answers using models. This website offers examples of adapting curriculum to NGSS and gender-inclusive standards, as well as resources for advocating to administration and others.

With increasing U.S. government support for biofuel production in the late 2000s came increased pressure to convert more land to cornfields for ethanol. To make way for more corn, millions of acres of prairie grassland were plowed under, destroying an extremely diverse wildlife habitat that also served as a large carbon reservoir. This case study focuses on the reasons for and consequences of large carbon losses when prairie grasslands are converted to agricultural lands. Many students are challenged when faced with linking together energy flows, decomposition, and nutrient cycles.  This case gives students the opportunity to consider different pools in the carbon cycle and the fluxes between them in order to model (on paper) an integrated picture of why carbon is lost when prairie grasslands are plowed and planted to cornfields.  Students also consider ways that carbon loss from land conversion due to ethanol production might be avoided via government incentive programs or mitigated via changes to farming practices. This case study was developed for an introductory ecology, environmental science, soil science, or agriculture course.

In most animals, the drive to breed and produce offspring is strong. However, most males live their whole lives without having the chance to breed. The events leading up to mating can be very dangerous and also very costly to an individual. Some males have evolved elaborate structures, or weapons, as a result. The structures do help males in both combative situations and with attracting females, but ironically, the structures themselves come with certain costs. This flipped case study provides students with the opportunity to not only see how animal structures and functions are linked, but also to see how certain animal structures are needed and costly. There are videos that students are expected to view before the case. The case was initially designed for a second semester college general biology class for majors. However, it can also be used in non-major biology classes. Students should have some background knowledge of natural selection, specifically sexual selection as well as energetic demands of certain structures.

Although rabies still causes thousands of deaths globally every year, it has essentially been eradicated from most industrialized countries. Part of the success story is due to an unusual project undertaken by the Swiss prompted by a series of large outbreaks in the 1970s: the large-scale vaccination of wild foxes to stop the epidemic. In this directed case study, students use an easily accessible MS Excel-based model to understand key epidemiological parameters of rabies outbreaks in wild foxes. The simple model allows students also to predict what proportion of foxes needs to be vaccinated to eradicate the virus from the population. The case fits into both ecological and microbiological (epidemiological) courses and offers opportunities to explore zoonotic diseases and "One Health" questions. The mathematical basis of the differential equations in the models is explained, although prior knowledge of calculus is not essential. A key learning outcome is the critical understanding of both the power and limitations of simple epidemiological models. This case was written for an online course but could also be used as a face-to-face activity if students have access to computers in class.

Middle and high school students need an opportunity to construct evidence-based explanations for how variation and natural selection can lead to adaptation of populations over time (NGSS MS-LS4-4 and HS-LS4-4). However, managing a population of classroom-friendly living organisms that consistently grow, develop, and thrive while students observe variation among individuals can be a real challenge.

This case study follows two beginning undergraduate researchers on a quest for a summer research project related to food web ecology. While writing their research proposal, the students receive feedback indicating that they have neglected an entire group of organisms from their food web-parasites, which leads them to a scientific research paper discussing how these organisms have been overlooked by scientists studying food webs, the challenges involved with including parasites in food webs, and the contributions parasites ultimately make to food webs. An integrated activity in which students visualize the food web using images of organisms and answer questions about species interactions provides opportunities to examine key concepts such as omnivory, ontogenetic diet changes, trophic levels, complex life cycles, and taxonomic aggregation. This case study was originally written for an undergraduate general ecology course, but could easily be adapted to undergraduate general biology courses covering community ecology or specific courses in invertebrate zoology, parasitology, or disease ecology. The teaching notes also discuss how the included code for R statistical computing software can be used to extend the case study in a more quantitative direction if desired.

This clicker case addresses several concepts related to the evolutionary ecology of herbivore defenses. A survey of several different studies that investigated chemical defenses in Thymus vulgaris (thyme) gives students the opportunity to develop hypotheses, pose potential experiments, and interpret data to develop a better understanding of not only herbivore deterrence, but also how natural selection can involve different pressures selecting for different phenotypes. The case study incorporates group discussion, analysis of experimental design, and data evaluation as central activities. It can be taught in a single 50-minute class session, an economy that is achieved in part by using a "flipped" approach. Students prepare outside of class by watching several short videos (one of which was made by the author) that teach the basics of herbivore deterrence and abiotic and biotic forces in the environment that can influence plant adaptations. The case study was designed for use in a large introductory-level class, but would also be appropriate for smaller classes or upper-level evolution courses.

inquiryHub high school and middle school curricula are aligned to the Framework and guided by the Next Generation Science Standards (NGSS). Using research-based approaches to teaching science in a deeply digital environment, students contribute resources, observations, data, and analyses to solve larger scientific problems.  inquiryHub curricula are designed to go beyond traditional science content. By focusing on phenomena relevant to students' lives and communities, the coursesprovides opportunities to authentically engage with science and engineering practices.

At Fred Hutch, we support engaging, challenging and relevant classroom learning experiences for all students by providing access to high-quality instructional materials developed by teachers and scientists. Our free, open-source lessons and units are geared towards high school biotech and biology teachers and focus on giving students opportunities to explore biotechnology and the social dimensions of research science.

To promote understanding and awareness of the importance of agriculture. Our educational programs provide a wealth of opportunities for embedding agriculture, food and natural resources education into the K-12 classroom. MAITC seeks to improve student achievement by applying authentic agricultural examples to teach core curriculum concepts in science, social studies, language arts, math and nutrition. These programs cultivate an understanding and appreciation of the food and fiber system that we all rely on every day.

This case study presents the fictional tale of two neighboring towns that have recently experienced a growth boom and are now suffering the environmental consequences. The case provides an opportunity to explore a wide variety of anthropogenic causes of natural capital degradation. Students are assigned the role of scientists working for the regional Department of Environmental Resources Management, and it is their job to discover the underlying causes for a wide variety of citizen complaints and to suggest reasonable and cost effective solutions. The case may be assigned as a recap activity after teaching a unit on natural capital degradation. The case includes a PowerPoint presentation as well as three lab activities that are included in the teaching notes. The case would be appropriate for high school or lower level undergraduate ecology or environmental science courses.

In order to develop complex scientific explanations, students need to have many opportunities to grapple with a concept, look at it from various points of view, and analyze data representing different relationships. I plan the sequence and flow of my AP Environmental Science course strategically to ensure I am making these connections using a concept called "curriculum spiraling."