In this Wonder of the DayR, we learn about why flamingos are pink. Students have the opportunity to explore the Wonder either as a class or individually. With suggestions for different age groups, Wonder #1 has an activity to engage students with drawing, writing description, or both. 

, We will learn about why flamingos are pink. Students have the opportunity to explore as a class or individually. With suggestions for different age groups. This resource has some activities to engage students with drawing, writing descriptions, or both. 

In this Wonder of the DayR, we learn about why flamingos are pink. Students have the opportunity to explore the Wonder either as a class or individually. With suggestions for different age groups, Wonder #1 has an activity to engage students with drawing, writing description, or both. 

This activity is a brief introduction to adaptations as the group observes a live organism together. Adaptations are inheritable structures and behaviors that help a group of organisms survive in their habitat. Students start out observing an organisms’ structures, trying to figure which might help it survive in its habitat and which are inheritable. Then, they do the same with behaviors: attempting to figure out which ones are behavioral adaptations. To build understanding of a complex concept like adaptations, students need multiple exposures to it, which is why this activity should be followed by other adaptations-focused activities.

This site is a searchable encyclopedia of thousands of photos, descriptions, sound recordings, and other information about individual animal species. Find out about amphibians, arthropods, birds, fishes, insects, mammals, mollusks, reptiles, and sharks. Explore special features on mammals, skulls, and frog calls. Students are invited to contribute.

Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

By the end of this section, you will be able to:Identify and describe the properties of lifeDescribe the levels of organization among living thingsRecognize and interpret a phylogenetic treeList examples of different sub disciplines in biology

By the end of this section, you will be able to:Identify and describe the properties of lifeDescribe the levels of organization among living thingsRecognize and interpret a phylogenetic treeList examples of different sub disciplines in biology

In small groups, students experiment and observe the similarities and differences between human-made objects and objects from nature. They compare the function and structure of hollow bones with drinking straws, bird beaks, tool pliers, bat wings and airplane wings. Observations are recorded in a compare & contrast chart, and then shared in a classroom discussion, along with follow up assessment activities such as journal writing and Venn diagrams.

Interview an Organism gives students the opportunity to enter the world of an organism. Students slow down and have a “conversation” with an organism of their choosing, asking questions that can be answered through more observation while paying attention to its surroundings and the scale of its world. It helps take students to a “next level” of observing and questioning as they learn to ask themselves questions that lead them to make deeper observations. In the process, they get to know their chosen organism.

In this Exploration Routine, students search for interesting organisms and observe them. Each pair of students chooses an organism to study, comes up with questions about the organism’s appearance and structures, while attempting to answer each one through observations. Then they move on to more probing questions about the organism’s behavior, ecosystem, and relationships to other organisms. Afterwards, students share with other pairs and then with the whole group.

We will learn about why flamingos are pink. Students have the opportunity to explore as a class or individually. With suggestions for different age groups. This resource has some activities to engage students with drawing, writing descriptions, or both. 

Students perform an activity similar to the childhood “telephone” game in which each communication step represents a biological process related to the passage of DNA from one cell to another. This game tangibly illustrates how DNA mutations can happen over several cell generations and the effects the mutations can have on the proteins that cells need to produce. Next, students use the results from the “telephone” game (normal, substitution, deletion or insertion) to test how the mutation affects the survivability of an organism in the wild. Through simple enactments, students act as “predators” and “eat” (remove) the organism from the environment, demonstrating natural selection based on mutation.

In the late 1970s, scientists conducting a geologic investigation of the ocean floor in the Pacific made a startling discovery - deep ocean hot springs populated by a host of organisms never before seen. Join Dr. Horst Felbeck as he describes his fascinating research into what makes life possible in this seemingly inhospitable environment. (43 minutes)