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For about six years, I have been teaching some lessons about cancer that are culminating lessons for a unit of study on genetics.

This case study focuses on the intersection of defining a scientific species and defining a legal species. The compelling story of Lolita, an orca whale in captivity, is used to highlight the legal significance of species declaration. Students will work through scientific species definitions and data on Orca whales before deciding if Orca whales should be considered as one or several species. After an introduction to Lolita and a mock town hall meeting, students are thrown into the real life situation of contemplating the fate of an Orca in captivity that suddenly has protected legal status. This case was developed for use in a first-year biology course focusing on ecology, genetics, and evolution. It also could be used in upper or lower division courses on ecology, evolution, or conservation.

This case study centers on symbiotic relationships between insects and bacteria using Drosophila melanogaster, the common fruit fly, and the recently discovered bacterial species Sodalis praecaptivus. Until recently, the only known Sodalis species of bacteria were symbiotically associated with several different species of insects. However, free-living non-symbiont Sodalis species are being tested in several different insect species to determine if they can transition into symbiotic relationships. A pre-class assignment (see Supplemental Materials) directs students to read an open access research journal article providing a comprehensive review of S. praecaptivus and describing an experimental weevil model that parallels that of the fruit fly. A PowerPoint presentation shown in class (see Supplemental Materials) provides further background before students work in small groups to complete the case study focusing on results from D. melanogaster and S. praecaptivus model experiments.  Although developed for a genetics course, this interrupted case is appropriate for an upper-level biology course. It can be completed within a 75-minute class meeting, or adapted for shorter time periods.

This directed case study examines the molecular basis of cystic fibrosis to emphasize the relationship between the genetic code stored in a DNA sequence and the encoded protein's structure and function. Cystic fibrosis is caused by mutations in the cystic fibrosis transmembrane conductance regulator (CFTR) protein that functions to help maintain salt and water balance along the surface of the lung and gastrointestinal tract. This case introduces students to "Maggie," who has just been diagnosed with cystic fibrosis. The students must identify the mutation causing Maggie's disease by transcribing and translating a portion of the wildtype and mutated CFTR gene. Students then compare the three-dimensional structures of the resulting proteins to better understand the effect a single amino acid mutation can have on the overall shape of a protein. Students also review the concepts of tonicity and osmosis to examine how the defective CFTR protein leads to an increase in the viscosity of mucus in cystic fibrosis patients. This case was developed for use in an introductory college-level biology course but could also be adapted for use in an upper-level cell or molecular biology course.

TinkerPlots is a data visualization and modeling tool developed for use by middle school through university students. TinkerPlots can be used to teach grades 4 and up in subjects including math, statistics, social science, or physical or biological science

TinkerPlots is a data visualization and modeling tool developed for use by middle school through university students. TinkerPlots can be used to teach grades 4 and up in subjects including math, statistics, social science, or physical or biological science

This site has you covered, no matter what you teach. Each science subject is divided into major topics and resources are neatly categorized and numerous.

With that in mind, we formed the first storylining working group, which is open to anyone to join at any time. The group is led by Dr. Jason Crean and Mrs. Kristin Rademaker and meets once a month to maintain that open collaboration.  We are able to offer Professional Development Credits to participants with an open-door policy.    We began this project with 3 goals in mind: Train educators in three-dimensional learning, teaching, and coherent curricular design through sustained collaborative work and by both experiencing and doing it themselves;  Create coherent storylines, including embedded three-dimensional assessment pieces that will evolve over time through continuous feedback from pilot teachers; and most of all Share our work- for teachers, by teachers, for free-  with any stakeholders interested in making the fundamental shift towards a three-dimensional classroom. 

Hands on lab activities

Series of review handouts from Living Systems Regents course