What factors are used to judge water quality? What human activities might lead to cultural eutrophication and harmful algal blooms? Students will learn about the process and effects of cultural eutrophication and describe ways to reduce risk. Learning objectives: Describe factors used to judge water quality, Identify activities that might lead to cultural eutrophication or harmful algal blooms (HABs), Explain the process and effects of cultural eutrophication, Describe three methods farmers can use to reduce risk of cultural eutrophication

Access to clean water is a critical issue in many countries. In the United States there are few places where we cannot find clean water to drink or swim in. This unit explores some of the potential problems involved in maintaining good water quality. This unit features 3 lessons and 6 files. Lessons are aligned to NGSS.

The US EPA has set water quality standards in accordance with the Clean Water Act: Water quality standards are important because they help to protect and restore the quality of the Nation’s surface waters, consistent with the requirements of the Clean Water Act. Standards help to identify water quality problems caused by, for example, improperly treated wastewater discharges, runoff or discharges from active or abandoned mining sites, sediment, fertilizers, and chemicals from agricultural areas, and erosion of stream banks caused by improper grazing practices.* The impacts of nitrates and phosphates on water have been gaining increased press. But, from the list above, one can see that these are not the only impacts that need attention.

* water.epa.gov This unit features 3 lessons and 9 files. Lessons are aligned to NGSS.

This unit will discuss the importance of water quality, describe several impacts to water quality, and include a data analysis activity that students complete to determine how wetlands play a role in water quality. This unit features 4 lessons and 7 files. Lessons are aligned to NGSS.

What do you know about GMOs? This course describes the role of genetically modified organisms in modern agriculture. Did you know that by the year 2050 we are expecting a world population of nearly 10 billion people?  This unit will help you understand some of the ways the agriculture industry is working to meet this growing demand for safe, affordable, healthy food. Learning objectives: Discuss the history of genetically modified crops, Differentiate between the terms genetically modified and genetic engineering, Assemble a genetically engineered organism, Outline the safety regulations for genetically engineered organisms, Explain the contributions of GMOs to global sustainability, Explain how soybeans have been improved as a result of genetic modification

Have you ever done a DNA extraction? Most DNA extractions are done with a known source and students can visualize DNA. The favorite items are strawberries or students’ own cheek cells. This unit shows what biotech scientists do next. This unit features 2 lessons and 3 files. Lessons are aligned to NGSS.

Understand and appreciate food producers through this case study and determine what decisions must be made on a yearly, monthly, or daily basis to maintain an environmental system that will continue to produce food and products to meet consumer demands while maintaining soil and water quality. This unit features 3 lessons and 7 files. Lessons are aligned to NGSS.

Students explore international organizations working to address hunger challenges and the growing demand for protein in these three lessons. This unit features 3 lessons and 6 files. Lessons are aligned to NGSS.

Soil tests show the pH and nutrient amounts in a field. Soil chemistry determines the amount of root growth, the amount of nutrients that can be held in the soil, and the ability of plants to take in and use those nutrients. But why is pH important and what are the consequences of different levels of pH? This unit features 3 lessons and 5 files. Lessons are aligned to NGSS.

This activity is an indoor lab investigation where students compare and contrast different growing environments for a lima bean seed and discover the optimal conditions needed for growth.

This scrollable introduces the sequence of the human chemokine co-receptor 5
gene. Three DNA regions are chosen as the most promising guide RNA targets
for CRISPR-Cas9 editing.

This activity is a teacher-directed investigation where students observe leeches, create questions and determine which ones are investigable. Together, teacher and students design and carry out a test for their question and record the information in a science notebook.

This video introduces how HIV enters the host cell, how it co-opts the cellular machinery to reproduce, and how to fight HIV infection.

This video explains how HIV enters the host cell, how it co-opts the cellular machinery to reproduce, and how to fight HIV infection.

This lesson is an introduction to a unit on habitat. It is designed to combine literature and science.

This activity is an investigation to determine the effect of soil type on plant growth. The students will develop an understanding of the plant as producer.

This is a lesson dealing with a new subdivision of bioethics called neuroethics. As our knowledge of the brain and nervous system expands, so do the ethical issues that result from this knowledge. This new area of study results from our increasing research in the field of neurobiology. In the first part of this activity, students will discuss the stigma associated with psychological illness. They will then be introduced to Dr. Kay Jamison who discusses some of the ethical implications of bipolar disorder. The class will take part in an activity called a Topical Barometer where they will have to choose a position regarding an ethical decision. In Part 2 of the activity, they will write a position paper after exploring the topic of drug enhancement, another controversial issue in the world of neuroscience. From the original handout text by Caren Gough

Spreadsheets Across the Curriculum module. Students calculate the number of days it takes for participants in a hypothetical weight-reduction program to reach a target weight. QL: rates of change.

This activity is a mock investigation into different macroinvertebrates found in the streams in your local city. Students will record and analyze data that will lead them to learn if the water quality is good or bad in their backyard.

Students operate mock 3D bioprinters in order to print tissue constructs of bone, muscle and skin for a fictitious trauma patient, Bill. The model bioprinters are made from ordinary materials— cardboard, dowels, wood, spools, duct tape, zip ties and glue (constructed by the teacher or the students)—and use squeeze bags of icing to lay down tissue layers. Student groups apply what they learned about biological tissue composition and tissue engineering in the associated lesson to design and fabricate model replacement tissues. They tangibly learn about the technical aspects and challenges of 3D bioprinting technology, as well as great detail about the complex cellular composition of tissues. At activity end, teams present their prototype designs to the class.