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Healthy plants reflect more near-infrared light than stressed plants, so bright red indicates dense, growing foliage. For this reason, biologists and ecologists occasionally use infrared cameras to photograph forests. 

Metacognition refers to awareness of one's own knowledge-what one does and doesn't know-and one's ability to understand, control, and manipulate one's cognitive processes (Meichenbaum, 1985). It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies. Metacognition is the ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one's approach as needed.

Ability to read and comprehend complex text, while taking concise notes that reflect this comprehension

Microbes 2,500 meters below the seafloor in Japan are most closely related to bacterial groups that thrive in forest soils on land, suggesting that they might be descendants of ones that survived when their terrestrial habitat was flooded 20 million years ago

You can promote discourse and stimulate student thinking through effective questioning. This, in turn, develops the habits of mind suggested by the Standards for Mathematical Practice. Here is a list of questions from the Professional Standards in Teaching Mathematics, grouped into categories that reflect the mathematical practices.

 Collection of phenomena for lessons. Because the NGSS reflect how TJ thinks about science, he hopes that through curating a cache of phenomena this will open conversations and  with educators across the nation who are hoping to create the next generation of student engagement in science.  

This directed case study was developed in order to present genomic data to students, allow them to interpret the impact of genetic variations on phenotype, and to explore precision medicine. Students are introduced to "Josie," a college sophomore who decides to have her genome sequenced after learning about genome-wide association studies (GWAS) in class. As students work  through the case, they learn about the different technologies that can be used in GWAS studies and interpret Josie's results for a subset of genetic markers that affect a range of traits from pharmacogenetics to disease risk alleles and non-pathogenic traits. Students are confronted with ethical issues such as duty to inform, actionable results, and variants of unknown significance (VUS). Students are also asked to reflect on their feelings about getting genomic testing for themselves. An optional activity for advanced students (included in the teaching notes) involves using the Gene database at NCBI to explore variants of the CYP2C9 gene. The case study is appropriate for use in undergraduate genetics or molecular biology classrooms.