Resource type | Assessment |
Recommended age | 13 - 18 years |
File information | docx, 3 pages, 496 KB |
Resource type | Activity |
Recommended age | 14 - 18 years |
File information | pdf, 1 pages, 322 KB |
Los biólogos estudian la vida, intentan comprender los procesos que ocurren en entorno de vida. Aplican su investigación y crean nuevos biotecnología, también intentan responder preguntas de cosas que observan en ella, medio ambiente, por ejemplo: ¿por qué no mueren las células cancerosas ?, ¿cómo las luciérnagas crean luz? ¿Y qué genes controlan la sordera ?.
Los científicos son particularmente botánico, zoólogo y fisiólogo, hacen investigaciones en laboratorios con plantas, animales y otros materiales, también pueden trabajar fuera del laboratorio, por ejemplo, tropical selva tropical (botánico), área forestal recuperada después de un incendio (ecologista) y buques de investigación (biólogos marinos).
La naturaleza del trabajo de un biólogo es el trabajo en laboratorios, universidad e industria privada. Pueden especializarse en un área, por ejemplo, zoología y microbiología. Al mismo tiempo desarrollar soluciones tales como problemas de salud humana y mejorar el entorno natural.
Las habilidades que debe tener un biólogo son curiosas, inquisitivas y paciente, también en el momento del trabajo puede estar de forma independiente y en equipos.
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Downloads count | 35 |
Resource type | Activity |
Recommended age | 4 - 12 years |
File information | pdf, 1 pages, 799 KB |
Comments count | 3 |
Archivo listo para imprimir en tamaño carta.
Resource type | Assessment |
Recommended age | 14 - 18 years |
File information | docx, 2 pages, 512 KB |
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Resource type | Activity |
Recommended age | 9 - 12 years |
File information | pdf, 6 pages, 963 KB |
- Introduction: using an adaptation of the visible thinking routine "I used to think... Now I think..." students will complete an interactive notebook. 1 hour.
- Exploration of the topic: research and construction of a model of animal and plant cells through project-based learning. 3 hours.
- Practice of acquired concepts: practice of acquired concepts through game-based learning. 1 to 2 hours.
- Assessment: assessment of concepts, evaluating both memorization and understanding and application of them.
- Extra or in-depth activity
- Time
- Methodology used
- Objectives
- Competences
- Materials
- Description of the activity with corresponding time
- Activation of prior knowledge
- Considerations for evaluation
- Modifications for students with educational needs and for high-achieving students
- Teacher's presentation
- Interactive notebook with instructions and answer guide
- Digital study guide
- Text "The Cell"
- Text "The Cell" (in-depth)
- YouTube video with a read-aloud of the text "The Cell"
- Quizlet game for activation of prior knowledge
- Steps, evaluation rubric, and checklist for the project
- Letter to parents - materials for the model
- Snowman game for activation of prior knowledge
- Vocabulary cards
- Game instructions. Includes instructions for the Memory and I Have... Who Has games, which are used in this lesson, as well as instructions for other games in case the teacher wants to explore other options.
- Memory game cards
- I Have... Who Has game cards
- Maze
- Crossword puzzle
- Evaluation cards
- Answers to evaluation cards
- Multiple-choice questions in Google Form format
- Extra or in-depth activity for students who finish early
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Resource type | Assessment |
Recommended age | 13 - 18 years |
File information | docx, 9 pages, 1.79 MB |
- Community diversity and abundance: Questions 1 and 2 assess students' understanding of these concepts.
- Population growth and density: Questions 3 and 5 assess students' understanding of these concepts.
- Population dispersion: Questions 6 and 7 assess students' understanding of this concept.
- K-strategist vs. r-strategist species: Questions 8 and 9 assess students' understanding of these concepts.
- Age distribution of populations: Question 10 assesses students' understanding of this concept.
- Interspecific interactions: Questions 11, 12, 13, 14, 15, 16, 17, 18, and 19 assess students' understanding of these concepts.
The second part is also found in my published materials.
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Resource type | Lesson |
Recommended age | 13 - 18 years |
File information | pptx, 25 pages, 9.53 MB |
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Resource type | Lesson |
Recommended age | 13 - 18 years |
File information | pptx, 43 pages, 17.4 MB |
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Resource type | Lesson |
Recommended age | 13 - 18 years |
File information | pptx, 26 pages, 7.25 MB |
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Resource type | Lesson |
Recommended age | 13 - 18 years |
File information | pptx, 24 pages, 5.46 MB |
This lesson contains one activity in the beginning to rise previous knowledge about how organisms are classified. Afterwards, concepts like Taxonomy, Biodiversity and Classification are defined in order to understand how they are classified and the objective if this. The structure of Scientific Names is presented with some examples. Then, the classification is explained (Domain, Kingdom, Phylum, etc.) with the human example. Finally, a closure activity is presented in order to evaluate which taxonomies are more related in order to compare the criteria.
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