What will your students learn in this virtual microscope lab?
In this virtual microscope lab, your students will learn about different types of microscopes.
Students will explore the light microscope and the electron microscopes.
Students will learn about the scanning electron microscope (SEM) and the transmission electron microscope (TEM).
Students will also “Evaluate the frontier of molecular and cellular research before and after the invention of microscopes” while completing this virtual microscope lab.
Teaching students who are remote learners while you have students in the classroom
Due to COVID-19 many teachers are expected to teach in creative and challenging ways. Some students may not feel comfortable or safe enough to be in the classroom so teachers have to teach students who are in their class and at home at the same time. This situation offers many challenges for teachers like classroom management concerns, posting assignments online and making copies for in-person students and technology issues just to name a few. Read below to learn how I setup my classroom to teach students who are in class and remote at the same time.
Tools To Use for Teaching Students Remotely
To have a setup that allows you to easily manage your class and your remote learner you will need a few key tools that many teachers already have access to.
-SMART Board (Though is is optional, it is extremely useful to write on the board while screen sharing and your students at home can see you write)
-Wireless earbuds
-Computer and projector
-Ipad, tablet or phone as a secondary device with a stand to hold it up near you.
Wireless Earbuds
This Setup Puts Remote Students In Your Class
Now that you have the necessary items I will describe how this works and why it is so beneficial.
How does it work?
Using the smart board connected to the computer I can annotate from the board and it shows up on the screen. Having the annotations show up on screen is great for your remote learners who will be able to see everything you write via zoom screen share.
How will they see your annotation?
Using zoom you will simply be able to share the screen and students will be able to see everything you write. When doing this, use the computer to host the zoom session.
Next, you want to log into your zoom session using another device like an iPad , phone or another computer but you want this one to be close to the board so student can also see you when the zoom video is enabled.
Dealing with Audio Feedback for Remote Teaching
With two devices in the same room on zoom audio issues arise and feedback becomes a problem. To solve this you will connect wireless earbuds to the device at the board (Ipad, phone, tablet or another computer). When you do this the audio output is not picked up by your other device so feedback is eliminated.
When presenting with the main computer that is running the zoom session and screen sharing you will want the zoom mic muted as well as your speaker output.
With the device at the board you will be able to hear your students using your wireless earbud and they will be able to hear you where ever you are located in the room because the wireless earbuds are also equippred with a mic.
Caution! Do not forget you have a mic on when walking are the room conversing with the students.
One way to be deal with this is to leave the mic on the “chalk tray” and tell your remote learning to use the raise hand function if they need you. When they raise their hand you will see a notification pop up on the screen.
I often use this strategy even if I am at the board because teaching with an earbud in your ear can make it difficult to hear the students in your class talk and you can’t read lips with their masks on!
Showing a Video Clip During a Presentation
It seems like an easy task but if you want to play a video clip from your computer it does require some quick adjustments. If you try to play the video from your computer that is running the zoom session you will get some feedback. To prevent this, you will need to mute your zoom mic with your device that is at the board and then allow speaker output from your computer and turn on the zoom mic so your at home learners can listen in. Undo the previous steps to go back to teaching mode.
Collaboration and Remote Learning
With tons of plexi glass, sanitizer and social distancing some schools allows us to still do collaborative activities and labs. Including remote learners is pretty easy. Simply, group your remote learners with an in class group and ask at least on of the group members in class to join the zoom session. Once they are in add you remote learner to and their lab partner to the breakout room.
When students sign into the zoom tell them to have their volume down because if they do not they will generate feedback. The feedback problem goes away when they are in a breakout room. I have my students use headphones if they have them.
Summary
Teaching remote students and an in-person class at the same time can be taxing on the brain. Even after doing this for almost an entire school year I rarely get through the week without messing up audio and getting feedback. It comes with the territory I suppose. To set this up, download the checklist . If you have any issues drop me an email (brad@usbiologyteaching.com) or leave a comment below and I will help you out.
How to Teach Biology Remotely Using Our Curriculum
Understanding What We Offer
Here at USBIOLOGYTEACHING.COM we have a Full Biology Curriculum. This curriculum offers teachers detailed biology lesson plans about what to teach and how to teach it along with all of the resources all in one place. Throughout the lesson plans, classroom management tips, alternative approaches and how to address misconceptions is laid out for you so you can give your students the best opportunity for success right out of the gate.
Detailed Lesson Plans with NGSS Alignment
Daily Agendas
Bell Ringers
Presentations with Guided Notes (Go along with video presentations as well)
VIDEO PRESENTATIONS ( Great for if your Online for COVID-19, Flipped Classroom, Absent Student, Sick Day) We Have You Covered!
Labs
Worksheets
Assessments Including Modified Versions
Bell-to-bell activities
Video Connections
Technology Integration and Alignment with Other Online Resources (Quizlets, Quizziz, Edpuzzles, Socratives and Kahoots-DONE)
“You are the BEST place for resources I have ever found -thank you,thank you!!! ❤ -Therese
Units Covered
Experimental Design (Scientific Method)
Lab Equipment
Characteristics of Life
Macromolecules
Enzymes
Cell Structure and Function
Cell Transport
Photosynthesis
Cellular Respiration
Cell Reproduction
DNA Replication and Protein Synthesis
Genetics
Mutations and Biotechnology
Ecology
Evolution
Classification
Population Ecology
Properties of Water
Human Body Systems
How to teach remotely using our curriculum.
As a classroom teacher (yes…I AM still a teacher and on the front-lines of this with you!) my students have been 1:1 with iPad’s for a while now so I have already been using the USBT curriculum to teach “online”.
Online Platform
Many schools have recently purchased an online platform that is going to host their courses, we use Moodle but anything will work as long as your students have to login to access the files you upload you are allow to host our curriculum there as long as you are up -to-date on your membership license.
How long does it take to plan using an online platform if you have access to the USBT curriculum?
The answer to this question will vary depending on the system. All you need to do is download the documents from USBT and upload them as assignments to your platform and set a due date . In 30 minutes I am able to have a plan for the entire week scheduled and ready for students.
How is it possible to do it that quickly?
Everything is done for you already. The worksheets are all there and laid out in order. You also have a variety of online resources that are already aligned as optional assignments….oh….and Quizziz, Edpuzzle and Socrative grade everything automatically for you.
Even the lectures are pre-recorded and ready to use with the guided notes that students can watch as many times as they need to get a concept they are struggling with. Just the pre-recorded presentations will save you at least 3 hours a week!
What about labs?
Biology Lab
Obviously, we cannot expect students to purchase their own lab supplies. There are several ways to deal with this but none of them are as ideal as the experience of doing the lab in person.
Do Live Demos or Record Demos of the Labs
One way I have been combating the lab experience is to do live zoom labs with my students. Some labs are over multiple days so I will set it up live on zoom, ask questions and then follow up with either another live video or a recording of the data collection. If you make it back into your classroom, I do recommend getting some standard lab equipment and keeping it at home just in-case the schools get shut down again. Get permission prior to doing this! You will then be prepared to run labs and demo the use of equipment.
Online Simulations
There are few resources that are my go-to for online simulations but none have been able to accommodate all of the labs that we do in-person. The links to virtual versions of some of our labs are being added but some experiences do not have suitable substitutes so …we move on. and do an alternative assignment.
Data
If all else fails and you cannot run a lab you can provide students with data from previously run labs or you can provide them with hypothetical data that can be used to analyze results, draw conclusions and create reports.
Assessments
When COVID-19 hit my school put a moratorium on traditional summative assessments (high point value, culminating exams) and I agree with their perspective. Although it is possible to use them to get a feel for how students understand content, it is not possible to ensure the assessments are completely valid. I am sure my students are celebrated the moratorium. The assessments in the USBT curriculum are rigorous. To assess students, I am grading more small items for accuracy after ensuring I have provided them with the necessary guidance. I am using several online platforms to help me do this in a way that minimizes the time that I have to physically grade digital files (it is a pain!).
Socrative.com– Socrative allows users to create quizzes, play a space race game or do quick exit quizzes/polls. You can create a free account and copy quizzes that have already been made by other teacher you may know. I have made mini quizzes available to our members so all they need to do is login in and create a copy.
Quizizz.Com-Teachers can access pre-made quizzes or make their own using the question banks and their own questions. I have one for each unit in the USBT curriculum and the last few are being added within the next few days. Our members can access them from the Member’s Area and simply assign them to their students. Teachers can customize how many times students can take the quiz, how long it lasts and what types of feedback they get. We have linked quizzes that align with each unit. It has been very helpful!
Large Assessments
Need to give a make up test or are required to do an assessment? When COVID-19 hit, I had a few students that needed to make up a test and I just couldn’t excuse them in fairness to the other students. Here is how I did it. I created an answer sheet for the students to fill in as I show the test using screen share via zoom. I slowly scrolled through the test and moved through it at their pace. It went pretty well. It still allowed me the best opportunity to get the test to the students and maintain a fair and consistent grade book. If you have a better way (without recreating an entire assessment to a digital version in google forms) let me know so I can share it.
Office Hours- I made myself available to all of my students every Tuesday and Thursday via zoom for at least 30 minutes so they could come to the meeting and ask any questions they may have had. I also allow students to make appointments if necessary.
Deadlines: Many of you are probably struggling with this adjustment (I know I am) and so are your students. I am making sure that my students have an opportunity to work ahead so they can plan for anything they may have going on. Many of your students have likely taken on new roles within the household. With that consideration, I have also reduced the work load for my students. This is a unique time and it requires compassion and understanding.
My Favorite Video Editing Instructional Resource
Edpuzzle.com-This website allows teachers to use videos and integrates questions within the videos that students must answer to move on. It keep students accountable and grades it automatically. In the USBT curriculum there are already video presentations for each unit. Members can simply link the presentations to Edpuzzle and add notes, questions or even voice overs to our presentations.
Save Time, Engage Students, Love Teaching
Although the USBT curriculum was designed before COVID-19 hit, our online tie-ins and having everything you need to teach Biology is a huge time saver. You will be able to help your students better because you will have more free time (time that would have been spent searching for resources) to help your students when they need it most. If you have any questions email: Brad@usbiologyteaching.com.
Many teachers are now engaging in online instruction, below are some strategies and resources that will help you cope.
Tips for Transitioning to Online Teaching
First and foremost, you need to keep perspective. This is a unique time that has in many ways changed the way we are living. You need to keep the health (physical and mental) of you and your student the top priority.
Next, you need to understand that many of your students have taken on new roles in their household. The availability of resources and time ot do school work vary greatly between families.
Be sure you take these things into consideration prior to establishing your online learning expectations and determining what the workload will be. You know your students.
My thoughts on online assessments. Right now my school has put a moratorium on summative assessments. Although, it is possible to use them to get a feel for how students understand content it is not possible to ensure the assessments are completely valid.
How you treat assessments that are traditionally used in the classroom will definitely vary from teacher to teacher. It is important to keep in mind that they should no longer represent a large portion of their grade. Again, this will depend on your school’s newly adapted policies for assessment.
I am sure my students are celebrating this moratorium.
To assess students, I am grading more small items for accuracy after ensuring I have provided them with the necessary guidance. I am also relying heavily on the resources listed below to grade everything automatically! I have three kids too!
Need to give a make up test or are required to do an assessment? I have had a few students that needed to make up a test and I just couldn’t excuse them from it in fairness to the other students. Here is how I did it.
I am created an answer sheet for the students to fill in as I show the test using screen share via zoom. I slowly scrolled through the test and moved through it at their pace.
Is it perfect? No. But it still allows me the best opportunity to get the test to the students, maintain a fair and consistent grade book and protect my assessment. If you have a better way (without recreating an entire assessment to a digital version) let me know so I can share it.
Office Hours- I am making myself available to all of my students every Tuesday and Thursday via zoom for at least 30 minutes so they can come to the meeting and ask any questions they may have.
Many of you are probably struggling with this adjustment (I know I am) and so are your students. I am making sure that my students have an opportunity to work ahead so they can plan for anything they may have going on.
Considerations
As mentioned, many of your students have likely taken on new roles within the household. With that consideration, I have also reduced the work load for my students. This is a unique time and it requires compassion and understanding. When I polled my audience the weekly workload varied greatly by school. You will have to figure out what works best for you and your students.
Seven Online Teaching Resources You Must See
There are countless resources out there. If you are looking for something specific join our facebook group Biology Teachers and request a resource and our community will help you find what you need.
The list I am providing is intended to be more general website resources that provide more than just one activity. Feel free to add comments about your favorites.
1. USBiologyTeaching.Com -A Full Biology Curriculum with the following resources integrated and aligned!
Of course I have to start with the site that I think will save you the most time! Right here we offer a ton of free resources by search our blog or
HHMI offers some really amazing resources for teaching Biology and includes supporting resources like videos and worksheets. Some people do complain that the answer keys are readily available but I am not worried about it. I can assess their understanding in a variety of ways.
This website allows teachers to use videos and integrate questions within the videos that students must answer to move on. The best part is that there are already tons of video done by other teachers with the question check points already integrated.
Teachers can access pre-made quizzes or make their own using the question banks and their own questions. You can customize how many times students can take the quiz, how long it lasts and what types of feedback they get. We have linked quizzes that align with each unit.
Socrative allow users to create quizzes, play a space race game or do quick exit quizzes/polls. You can create a free account and copy the quizzes that have already been made. In our Full Biology Curriculum you will have access to five to ten questions mini quizzes (checks for understanding) for each unit.
Quizlet is one of my all time favorites. I like Quizlet because it offers flexibility with a variety of options for students to learn. Students can do flashcards, learn, write out answers, spell, test and play games like Gravity, Matching and one of my favorites, Quizlet Live. Though this platform is designed as a learning tool and not an assessment tool you can print quizzes and tests that use the content from the flash cards. Check out my post and video on how to do this: "Why I Love Quizlet"
7. GoFormative-Easily Convert Your Current Paper Tests to Digital Test with Retyping!
I was turned onto this website when I received email from one of my followers. I am so grateful. I heard of it before but did not explore it until now. I am so grateful. GoFormative can help you convert your .doc or .pdf file into an online test that automatically grades your student's responses. I am still learning this one but I am happy with it so far. The best part is not having to retype everything into yet another platform. Simply upload your documents and start clicking and checking off the correct answers.
Do you have one you love that isn't lsited? Drop it in the Comments!
In this coronavirus activity, students will simulate an outbreak much like the we are currently experiencing with COVID-19. In this class activity students receive a test tube with some “bodily fluids.”
Students will receive a test tube or cup with simulated bodily fluids in it. One or more people (you choose, see teacher notes) in the room have bodily fluids that are infected.
To simulate how some viruses like SARS-CoV-2 (the virus that causes COVID-19) spread, students will use a pipette to exchange droplets from their test tube to another person’s test tube.
Determining how a virus is spread is crucial in preventing the spread of a virus. Finding patient zero, the first person known to become infected, is a critical part of this process. After scientists determine patient zero it can help them determine the origin of a virus and allow them to inform the public to prevent future infection.
Directions for students:
Obtain a test tube or cup and a pipette from your teacher.
When directed by your teacher, you will move around the room and when told you will exchange 4 drops of simulated bodily fluids from your test tube to the other persons test tube.
-This simulates the exchanging of
bodily fluids from a simple handshake, sneeze or cough.
Repeat until you have exchanged “bodily fluid” with 5 people.
When everyone is done you will take you test tube to your teacher to test whether you have become infected using a chemical indicator. If your sample turns pink, you are infected.
Teacher Tips:
Recommended Materials:
If you do not have the materials listed below you can creatively substitute materials. See the teachers notes attached to the download.
Phenolphthalein indicator solution (see notes for making the solution)
.1M NaOH (Sodium Hydroxide) or other base that will result in a positive test for phenolphthalein indicator solution. This works well because it appears the same as water.
Distilled water
Test tube (recommend plastic) for each student
Pipette for each student
Increase the challenge:
Start with two infected people from the start. This will only work with larger class sizes. Five exchanges with one patient has worked fine for classes as low as 18 and high a 30. For two infected patients I stick with my higher level (honors classes) and larger classes.
Do not give students the handout until they are done. Then ask them to record the names of the people they interacted with. Many students will find it to be a challenging task to list the names even though it happened only minutes earlier. This helps students understand some of the challenges that come with remembering people they encountered.
