Tuesday, September 02, 2014

Video Clips that I show in Biology 1


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The Secret Lives of Scientists,
Mayim Bialik:
Globally Harmonized System of labeling chemicals in the workplace. The video can be found here:
Scientists in Action. We watched these two video clips:
The Tale of the Peacock
and Ancient Farmers of the Amazon

The Germ Theory. The video clip starts at 11:49 minutes on this YouTube link:
Students wrote down the following questions in the Journal Section of their binders:
1. How does the scientific meaning of a term like theory differ from the way it is used in everyday life?
2. Can the "facts" of science change over time?
3. Who was Charles Darwin?
4. How did public opinion of his day affect Charles Darwin's willingness to publish the Origin of Species?
After watching the video, students answered the questions in their lab notebook.
Students may watch and review the video clips Isn't Evolution Just A Theory? and Who Was Charles Darwin? at this web site:
or on YouTube:

How Wolves Change Rivers as part of the Variation in Wolves activity. The video can be found here:


Students wrote in their Journals the answer to the questions: 1. What is Natural Selection? 2. Why is the relationship between the toxic newts and the garter snakes considered an evolutionary arms race? 3. How does evolution really happen (work)?
They watched a video called Toxic Newts that can be found at this link:
They also watched the video clip titled How Does Evolution Really Work? that can be found at this link:

As part of the Chicken Wings and Batter's Arms activity, students watched the video clip Common Past, Different Paths, which can be found at this link:

To understand the Whale's Tale project, students watched the video clip titled How Does Evolution Really Happen? that can be found at this link:
and part of the video Part 1 of Walking with Prehistoric Beasts to see how the Ambulocetus lived.
To understand the characteristics of a modern whale, students watched 3 video clips: Alaskan Whales (which can be found as a file on bottom of this web page), Whale Song (which can be found at this web site
and Dolphins Blowing Bubble Rings (which can be found on my podcast link).
Students looked at the Evolution of Whales power point presentation, which can be viewed on this web site - scroll down to click on the file.

Students watched three videos about the Tiktaalik, a transitional fossil.

Students watch a video about the evidence for evolution that summarized what we had learned.

Students looked at a variety of videos and web sites about human evolution:
Human Evolution Multimedia
Students watched a video clip: Did Humans Evolve? The video clip can be found at this web page:
Students also watched this video clip: Becoming a Fossil. The video can be found at this web page:
Human evolution was demonstrated by observing this online activity:
This is the phylogenetic tree that I talked about:
This website ( http://www.becominghuman.org/ ) and note taking sheet ( http://www.middletownhs.org/apps/pages/index.jsp?uREC_ID=41979&type=u&rn=4264204 ) are for an extra credit activity.
This online National Geographic article contains a video clip that tells about Ida, the 47-million-year-old fossil
This web site has a video about the oldest fossil skeleton of a human ancestor:

Students watched Debi's Story about antibiotic resistant tuberculosis, as part of a lesson about why understanding evolution is important now. They also watched a video about diseases.

Students watched a video titled: Why Is Evolution Important Now? This video is available to watch online at: http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html

Students learned about karyotypes:
Students watched a video about Huntington's Disease as part of a lesson about pedigrees. Here is the link:

Students watched a video clip about mitosis, cell division of somatic cells (asexual reproduction). The video is copyrighted and cannot be posted. However, the following link has videos that show real cells dividing:

Students watched a video about the history of the discovery and the structure of DNA: