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Biology library

Welcome to the biology library, unit 1: intro to biology, unit 2: chemistry of life, unit 3: water, acids, and bases, unit 4: properties of carbon, unit 5: macromolecules, unit 6: elements of life, unit 7: energy and enzymes, unit 8: structure of a cell, unit 9: more about cells, unit 10: membranes and transport, unit 11: more about membranes, unit 12: cellular respiration, unit 13: photosynthesis, unit 14: cell signaling, unit 15: cell division, unit 16: classical and molecular genetics, unit 17: dna as the genetic material, unit 18: central dogma (dna to rna to protein), unit 19: gene regulation, unit 20: biotechnology, unit 21: more molecular biology, unit 22: developmental biology, unit 23: bacteria and archaea, unit 24: viruses, unit 25: evolution and the tree of life, unit 26: more about evolution and natural selection, unit 27: history of life on earth, unit 28: ecology, unit 29: more about ecology, unit 30: biodiversity and conservation, unit 31: behavioral biology, unit 32: principles of physiology, unit 33: human biology, unit 34: plant biology, unit 35: ap free response worked examples, unit 36: crash course: biology and ecology, unit 37: meet the biology professional.

10 Great Biology Activities and Lessons

  • Cell Biology
  • Weather & Climate

K-8 Activities and Lessons

4. owl pellet dissection, 5. photosynthesis, 8-12 activities and lessons, 1. mendelian genetics, 2. extracting dna, 3. the ecology of your skin, 4. the heart, 5. cellular respiration.

  • B.A., Biology, Emory University
  • A.S., Nursing, Chattahoochee Technical College

Biology activities and lessons allow students to investigate and learn about biology through hands-on experience. Below is a list of 10 great biology activities and lessons for K-12 teachers and students.

The Cell as a System : This activity enables students to explore the components of a cell and how they work together as a system.

Objectives: Students will identify major cell components; know structures and functions of components; understand how the parts of a cell interact together.

Resources: Cell Anatomy - Discover the differences between prokaryotic and eukaryotic cells.

Cell Organelles - Learn about the types of organelles and their function within cells.

15 Differences Between Animal and Plant Cells - Identify 15 ways in which animal cells and plant cells differ from one another.

Mitosis and Cell Division : This lesson introduces students to the process of cell mitosis.

Objectives: Students will understand the processes of cell reproduction and chromosome replication.

Resources: Mitosis - This stage-by-stage guide to mitosis describes the major events that occur in each mitotic stage.

Mitosis Glossary - This glossary lists commonly used mitosis terms.

Mitosis Quiz - This quiz is designed to test your knowledge of the mitotic process.

Meiosis and Gamete Production : This activity helps students explore meiosis and sex cell production.

Objectives: Students will describe the steps in meiosis and understand the difference between mitosis and meiosis.

Resources: Stages of Meiosis - This illustrated guide describes each stage of meiosis.

7 Differences Between Mitosis and Meiosis - Discover 7 differences between the division processes of mitosis and meiosis.

Dissecting Owl Pellets: This activity allows students to explore owl eating habits and digestion through dissecting owl pellets.

Objectives: Students learn how to examine, gather, and interpret data through owl pellet dissections.

Resources: Online Dissections - These virtual dissection resources allow you to experience actual dissections without all of the mess.

Photosynthesis and How Plants Make Food : This lesson explores photosynthesis and how plants use light to make food.

Objectives: Students will discover how plants make food, transport water, and the importance of plants to the environment.

Resources: The Magic of Photosynthesis - Discover how plants turn sunlight into energy.

Plant Chloroplasts - Find out how chloroplasts make photosynthesis possible.

Photosynthesis Quiz - Test your knowledge of photosynthesis by taking this quiz.

Using Drosophila to Teach Genetics : This activity is designed to help students apply basic genetics concepts to a living organism.

Objective: Students learn how to use the fruit fly, Drosophila melanogaster , to apply knowledge of heredity and Mendelian genetics.

Resources: Mendelian Genetics - Explore how traits are passed from parents to offspring.

Genetic Dominance Patterns - Examine the differences among complete dominance, incomplete dominance, and co-dominance relationships.

Polygenic Inheritance - Discover the types of traits that are determined by multiple genes.

Extracting DNA : This activity is designed to help students learn about the structure and function of DNA through DNA extraction.

Objectives: Students understand relationships between DNA , chromosomes , and genes . They understand how to extract DNA from living sources.

Resources: DNA From a Banana - Try this simple experiment that demonstrates how to extract DNA from a banana.

Make a DNA Model Using Candy - Discover a sweet and fun way to make a DNA model using candy.

Bacteria That Live on the Skin : In this activity, students discover the diverse organisms that live on the human body.

Objectives: Students examine the relationship between humans and skin bacteria.

Resources: Bacteria That Live on Your Skin - Discover 5 types of bacteria that live on your skin.

Microbe Ecosystems of the Body - The human microbiome includes bacteria, viruses, fungi, and even mites.

A Guide to Different Types of Pathogens - Learn about six types of pathogens that can make you sick.

Top 5 Reasons to Wash Your Hands - Washing and drying your hands properly is a simple and effective way to prevent the spread of disease.

Heart to Heart : This lesson helps students explore heart function, structure, and blood pumping activity.

Objectives: Students explore the anatomy of the heart and blood circulation .

Resources: Heart Anatomy - This guide provides and overview of the function and anatomy of the heart.

Circulatory System - Learn about the pulmonary and systemic paths of blood circulation.

ATP Please! : This lesson helps students explore the role of mitochondria in ATP production during aerobic cellular respiration.

Objectives: Students will be able to identify the steps of ATP production and the function of cell mitochondria.

Cellular Respiration - Discover how cells harvest the energy from the foods we eat.

Glycolysis - This is the first step of cellular respiration where glucose is split into two molecules for the production of ATP.

Citric Acid Cycle - Also known as the Krebs Cycle, this is the second step of cellular respiration.

Electron Transport Chain - The majority of ATP production occurs in this final stage of cellular respiration.

Mitochondria - These cell organelles are the sites of aerobic cellular respiration.

Biology Experiments

For information on science experiments and lab resources, see:

  • Biology Science Project Ideas - Discover great ideas for biology related science projects.
  • Biology Lab Safety Rules - Follow these tips to learn how to stay safe in biology lab.
  • Biology Homework Help
  • Frequently Asked Biology Questions and Answers
  • How To Make a DNA Model Using Candy
  • 7 Differences Between Mitosis and Meiosis
  • Mitochondria: Power Producers
  • Genetics Basics
  • Cell Theory: A Core Principle of Biology
  • Cytoskeleton Anatomy
  • Science Class Question-and-Answer Topics
  • The Role of Cytoplasm in a Cell
  • How To Extract DNA From a Banana
  • Modeling Meiosis Lab Lesson Plan
  • Learn About Plant Cell Types and Organelles
  • Cell Biology Glossary
  • All About Cellular Respiration
  • An Introduction to Types of Respiration

biology homework assignments

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  Unit 1: The Chemistry of Life

1.1 Properties of Water

1.2 The Elements of Life

1.3 Introduction to Biological Macromolecules

1.4 Properties of Biological Molecules

1.5 Structure and Function of Biological Molecules

1.6 Nucleic Acids

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Unit 2: Cell Structure and Function

2.1 Cell Structure and Subcellular Components

2.2 Cell Structure and Function

2.3 Cell Size

2.4 Cell Membrane

2.5 Membrane Permeability

2.6 Membrane Transport

2.7 Facilitated Diffusion

2.8 Tonicity

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2.10 Compartmentalization

2.11 Origins of Compartmentalization

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Unit 3: Cellular Energetics

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3.3 Environmental Factors and Effects on Enzymes

3.4 Cellular Energy

3.5 Photosynthesis

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Unit 4: Cell Communication and Cell Cycle

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Unit 5: Heredity

5.1 Meiosis

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5.3 Mendelian Genetics

5.4 Non-Mendelian Genetics

5.5 Environmental Effects of Phenotype

5.6 Chromosomal Inheritance

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7.4 Population Genetics

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7.6 Evidence for Evolution

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Guided Homework Assignments Prepare Students for Flipped Introductory Biology Classroom †

Associated data, introduction.

The National Science Foundation publication of Vision and Change and studies promoting increased learning for STEM students have led to changes and innovations in curricula across STEM disciplines ( 1 , 2 ). One example of that innovation includes the introductory biology textbook, Integrating Concepts in Biology by Campbell, Heyer, and Paradise, which uses the novel approach of presenting original research through figures and data to teach biological concepts rather than through memorizing facts ( 3 ). This textbook has already been shown to increase students’ understanding of biological concepts and ability to organize biological ideas at a deeper level compared with a traditional textbook ( 4 ). It also lends itself well to a flipped classroom model to help improve learning and remove barriers among students ( 5 ). However, for many students, critically analyzing figures and data is a drastic change from anything they have done before, and the process can lead to frustration if they are not guided through the material. This frustration can be amplified by the expectation that students make the first attempt at understanding the material independently before coming to class, which is imperative for a flipped classroom to succeed. To alleviate those issues and allow students to engage in critical discussions of ground-breaking experiments and scientific data in class, we developed a novel homework assignment. This assignment guides students to a better understanding of the figures and data prior to class and can be utilized across STEM disciplines.

Our first-year biology majors’ course has multiple sections (three to four per semester), each with approximately 24 students, and is taught by five different teaching faculty. Based on prior research, we originally used pre-class online reading quizzes to test student knowledge and ensure that students were prepared for a flipped classroom model ( 6 ). The reading quizzes could be taken multiple times and were meant to incentivize reading before class. Unfortunately, the faculty quickly realized that many students were taking the quizzes multiple times to get a perfect score, without doing the expected reading. A student might have 20 or more attempts at a single quiz within a matter of minutes, thus negating any actual learning and preparation that the faculty members were hoping to achieve. The professors teaching the class observed no correlation between reading quiz scores, preparation for class discussions, and in-class quiz/exam grades.

During the following academic year, the faculty discontinued the use of the reading quizzes and instead instituted written homework due before each class period. The written homework asked students to explain the learning objectives provided in each section of the text. While the students were instructed to use the data and figures throughout each section of the text to explain each of the learning objectives, only a select few were able to achieve this goal. Most students focused on the summary of learning objectives provided in a final paragraph of each section of the book without truly understanding the figures and data presented in that unit. Implementing a flipped classroom pedagogy was difficult in this situation because the students were not prepared to discuss the figures and relate the original experiments to the learning objectives, which is the primary focus of class time. As a result, the course defaulted into a more lecture-based format, which deviated from the original goal of incorporating Vision and Change and frustrated faculty and students alike.

To ensure that students gained an understanding of the figures/data prior to class, the homework assignment was modified again the following academic year to a new template format. This general homework template (provided in Appendix 1 ) can be utilized in any course that incorporates data analysis. In this format, the focus for students’ pre-class work is an analysis of each figure, in which they describe the hypothesis, methods, results, and conclusions for each experiment that produced a graph or table. On the first day of the semester, faculty provide a sample figure and ask students to work in groups during class time to determine the hypothesis, methods, results, and conclusions. This gives the students a chance to practice developing their analytical skills with faculty and peer help before doing it on their own. We also provide students with a sample of completed homework so that they can better understand our expectations for the assignment. The number of figures students analyze for their homework will vary from section to section. In some cases, the faculty members believe it is important for students to be prepared to discuss all figures in a section. In other situations, there may be one or two key figures that illustrate the major concepts and students will only be required to analyze those figures. The homework template is highly modifiable to allow for any number of figures to be analyzed prior to a particular class. The new homework format also requires students to relate examples to the learning objectives and to identify the “big ideas” of biology that are illustrated by the experiments, with the hope that students will ultimately remember that the figures and details are not discrete, but rather relate back to a major biological concept. Two specific examples of completed homework assignments are provided in Appendix 2 for faculty utilizing Integrating Concepts in Biology ( 7 ).

Because the goal is for students to come to class prepared, these assignments are graded primarily on completion and effort rather than accuracy. Full credit is given if faculty members see an assignment submitted on time with a hypothesis, method, result, and conclusion for each figure, as well as a comprehensive summary of how each figure illustrates the learning objectives of that section, regardless of incorrect answers. The faculty members acknowledge that the students may not fully understand every experiment and figure before they come to class, but they should have a foundation of knowledge that allows them to participate in a flipped classroom discussion. Students submit their homework online via the classroom management system prior to each class (either two or three days a week, depending on the course schedule) and faculty randomly select approximately one assignment per week to provide comments and a grade, with more assignments collected at the beginning of the semester to provide feedback in the learning process. In a 14- or 15-week semester, faculty only count the top 10 scores in the final course grade to allow for student mistakes or missing homework. Together, these assignments allow for student learning in a low-stakes environment without punishing the overall course grade during the learning process. Furthermore, because of the ability to select a certain type/number of figures to analyze, as well as only grading a portion of the total assignments, it allows the homework to be scaled to large and small classrooms alike. Students are encouraged to use the homework as their notes for class, adding to them during the discussion, reviewing them after each class, and using them as study guides for exams.

RESULTS AND CONCLUSIONS

Achieving the desired high level of critical analysis in this introductory course has been challenging. Fortunately, because less class time is now needed to discuss the details of the experiments—information already known from the homework—faculty have been able to focus on synthesizing experiments and learning objectives. More interesting and robust conversations in class have resulted from better student preparation prior to class. While students initially complained about the amount of time spent on homework for the course (averaging at least three hours per assignment), the students acknowledged to faculty that more time spent preparing for each class meant less “cramming” at exam time. This process ensures students engage with the material at least three times: with the homework, in class, and during post-class review. By the end of the semester, personal student feedback indicated that most students became far more efficient with their time and were not only able to complete the assignments quickly and accurately but also increase their participation in class discussions and on written assessments.

At the start of this course, students are typically uncomfortable with data analysis and comprehension because they have never been asked to do this in a science class before. Therefore, it is extremely important for faculty to provide the necessary guidance to help students become active rather than passive learners. Indeed, the ability to synthesize and evaluate the data presented in tables and figures, the highest level of Bloom’s taxonomy, is not something that the typical undergraduate student enters college being able to do. By having the students focus on lower-level Bloom’s taxonomy in their homework (knowledge and comprehension of an experiment), the faculty can spend time on application, analysis, synthesis, and evaluation in the flipped classroom, a far better use of faculty time and expertise. This approach also encourages students to frame their study efforts around the section’s learning objectives. This unique homework assignment template guides introductory students to successfully engage with difficult material in a new learning environment and promotes robust in-class discussions in a flipped classroom environment. Furthermore, this assignment can be modified to work in a flipped classroom environment for any course, whether in-person or online and, therefore, can be a useful tool to faculty across STEM disciplines.

SUPPLEMENTARY MATERIALS

Appendix 1: sample general homework assignment, appendix 2: sample completed homework assignments, acknowledgments.

The authors wish to thank the authors of Integrating Concepts in Biology , A. Malcolm Campbell, Laurie J. Heyer, and Christopher J. Paradise, for permission to use the textbook samples provided in Appendix 2 that were presented at the American Society of Cell Biology Annual Meeting. The authors have no conflicts of interest to declare.

† Supplemental materials available at http://asmscience.org/jmbe

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How to Tackle Biology Homework Assignments

While biology is a discipline that details the constituents of living things, this doesn’t mean it’s an easy subject to master. The concepts might be straightforward, but the fact that this branch of science is so detailed, makes it challenging for many students. Biology has so many definitions and terminologies to master that it can be easy to mix up information.

So, when your teachers leave a biology assignment behind and you have a hard time getting it done, don’t beat yourself up. It’s okay to struggle with biology homework even if you’re an attentive student who never misses a class. What you need is a biology guide to help you tackle complex biology homework assignments. Also consider looking through biology tutorials that comprehensively explain the right approach you should adopt when tackling a challenging assignment.

Every biology student needs a biology study guide even if this is one of their favorite subjects. Preparing for your biology assignments by exploring different ways on how to learn biology easily ensures your overall performance isn’t compromised because of one assignment. And if many students in your class don’t know how to study biology, consider starting a study group where you can learn new studying techniques from each other. Remember that tackling your assignments is not all about getting the right biology answers. You need to figure out a sustainable study plan that enables you to excel even in your sit-in examinations.

Continue reading to learn suitable ways to tackle biology homework assignments regardless of how easy or hard it is.

  • Learn the Root Word of Complex Words

One of the reasons why so many students struggle with biology homework assignments is they can’t seem to master the meanings of different biological terminologies. As a result, they end up losing points because of using biological terms in the wrong contexts. An excellent way of ensuring complex biological terms don’t challenge you is learning the root of these words.

If there is a term that’s always challenging you, take your time to learn a simpler time you can use in its place. This way, every time you see the complex word, your brain can replace it with its simpler version, allowing you to navigate the requirements of assignment questions with the right definition in mind.

  • Master the Right Spellings of terminologies

While you’re at it, be sure to master the right spelling for every biological terminology you’ve ever interacted with. Remember that you lose marks when you spell a biological word wrong, even if you use it in the right context. Consider breaking down long terminologies so that you don’t miss or mix up the position of different letters when you’re writing it down.

Another way of mastering the right spellings of terminologies is making flash cards and asking a friend to assess your spelling of different words during your free time. Investing time in getting the terms ensures that with time, you can spell them like they’re the simplest words you’ve ever interacted with.

  • Plan for Biology Study Sessions

At the root of it, you’ve got to study for a subject if you’re going to have an easy time doing the assignments. You need to plan for biology sessions that allow you to go through your notes and master the information you were taught. Going to class alone is not enough because if you don’t revise your notes, you can very easily forget everything the teacher emphasized on.

If you struggle to concentrate during study sessions if you’re in your room, consider going to the library to take advantage of the tranquil environment to get the work done. You could also explore studying with soothing music to activate the neural paths in your brain that are responsible for information retention.

  • Start Early

As soon as your professor gives an assignment, be sure to start looking into it so you have enough time to conduct the necessary research for the paper. This also gives you a chance to ask for clarifications from the teacher in case you don’t understand the assignment requirements. You can also discuss the assignment questions with your classmates so you can discover new ways to answer the questions.

Wrapping Up

Now that you understand what it takes to get your biology assignments right, you can tackle future assignments with confidence.

biology homework assignments

Learn Bright

Heredity introduces students to the process through which people inherit characteristics from their parents. Students will discover how their genetics can influence future generations. They will also learn how to use a Punnett square to determine the probability of exhibiting a particular trait.

The “Options for Lesson” section lists several suggestions that you could incorporate into the lesson plan if you want to extend it or have extra time. One idea is to invite one of each student’s parents to the class to compare their traits with those of their children.

Description

Additional information, what our heredity lesson plan includes.

Lesson Objectives and Overview: Heredity teaches students about the concept of passing traits from one generation to the next. Students will learn how to use Punnett squares to predict the likelihood of inheriting certain traits from their parents. They will also discover how the same concept applies to other animals and plants. This lesson is for students in 5th grade and 6th grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the yellow box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand.

Options for Lesson

In the “Options for Lesson” section of the classroom procedure page, you will find several suggestions for additional ideas or activities to add to the lesson. For the activity, students could work in pairs, and you could add additional scenarios for them to complete. Another option is to invite a parent of each student to come in one day to identify traits that they passed on to their child. You could also ask students to complete a list of traits they received from their parents to help create Punnett squares for their parents. If you have any twins/triplets/etc. in the class, you could have the students compare and contrast their characteristics. For older students, one more idea is to discuss the concept of nature versus nurture, whether people can inherit emotions, and so on.

Teacher Notes

The teacher notes page provides an extra paragraph of information to help guide the lesson and remind you what to focus on. It suggests using additional resources to complement the lesson, such as a video about heredity. For more advanced students, you may also benefit from a further discussion about nature versus nurture. The blank lines on this page are available for you to write out thoughts and ideas you have as you prepare the lesson.

HEREDITY LESSON PLAN CONTENT PAGES

Genes and dna.

The Heredity lesson plan contains three pages of content. The lesson first explains the concept of heredity as the process of passing on specific traits from one generation to the next, from parent to offspring. Students can consider whether their eyes are the same color as one of their parents if their parents have different colored eyes. Every living thing gets certain traits and characteristics from their parents.

Students will learn that the study of heredity is called genetics. The genes we have determine the traits or characteristics we exhibit, such as hair color, eye color, artistic or athletic ability, height, and more. Every living organism receives its characteristics from its parents. In plants, these traits can include seed color, flower position, length of stem, and much more.

The first person to discover the concept of heredity was Gregor Mendel. He is considered the father of the science of genetics. He studied pea plants and discovered that certain traits passed on from the parent to the offspring. In other words, the offspring inherited those traits from either the female or male plant.

Our traits pass on by genes in our DNA. A gene gives instructions about how to make a certain protein to determine a trait. These genes are located inside a DNA molecule, which is a material in chromosomes. Chromosomes exist in the nucleus of every cell of the body of every living organism. DNA is essentially the recipe for who we are, and the genes are the ingredients. However, we don’t always use all the “ingredients” in the recipe. A person can have brown hair but have a gene for blond hair.

Dominant and Recessive

The concept can be confusing, but students should remember that they have two parents. Humans have 23 pairs of chromosomes in each cell for a total of 46. Each child or offspring receives half of their chromosomes from the mother and half from their father. Therefore, every child inherits half their DNA from each parent. As a result, they can have a different hair color gene from their mother than they do from their father.

However, their hair can only be one color. The hair color the child manifests is determined by the alleles. An allele is the specific pattern inside a gene that determines which trait someone will have. Because we receive two genes for each trait, some of them are more dominant that others. Dominant genes win out over the other. The gene that “loses” is called a recessive gene.

In the case of eye color, for instance, a brown-eye gene is dominant over all other colors, such as blue. This means that if a person inherits genes for brown and blue eyes, they will manifest brown eyes. If, however, they inherit two blue-eye genes, only then will they have blue eyes. The same concept applies to hair color and all other traits. Occasionally, genes can have co-dominance, meaning that neither gene is dominant over the other. An example of this is blood type. If one parent has type A and the other has type B, the child will have a type AB blood.

Even if a trait doesn’t show up in an individual, it can still pass to the next generation. A person might have brown eyes but carries a recessive gene for blue eyes. That person could marry someone with the same gene combination. They could have a child with blue eyes if the genes the child receives from their parents are both for blue eyes.

Heredity and Punnett Squares

In order to figure out the possibility of a child having blue eyes despite having parents with brown eyes, we use Punnett squares. Punnett squares predict the possible combinations and probability of genes passing from parents to offspring. The lesson provides a diagram that details another example with eye color..

The gene for brown eyes is dominant (B) and is recessive for blue eyes (b). One parent has blue eyes and thus has a bb combination. The other has brown eyes but a gene for blue eyes, so their combination is Bb. The square highlights the combinations that would yield brown eyes and those that would yield blue. In this case, an offspring has a 50-50 chance of brown or blue eyes.

On the next page, the lesson provides another example using the plant model that Mendel used. The two flowers he used both had a dominant purple gene (P) and recessive white gene (w). Even though both parents had purple flowers, there was still a 25% chance an offspring would have white flowers instead.

Students will learn that sometimes mutations can occur in a DNA sequence in a chromosome. Such mutations can occur due to the effects of smoking, drug or alcohol abuse, or the environment. The cell itself might also have problems. The results of these factors can cause damage to the body and later pass on to a child. Some mutations can cause diseases to become predominant in families.

HEREDITY LESSON PLAN WORKSHEETS

The Heredity lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. Each one will help students solidify their grasp of the material they learned throughout the lesson. You can refer to the classroom procedure guidelines to know when to hand out each worksheet.

PUNNETT SQUARES ACTIVITY WORKSHEET

Students will complete Punnett squares for a series of scenarios. The worksheet provides a chart that students can use if they need help. Students should use capital letters for dominant traits and lowercase letters for recessive traits. For each scenario, students must write an explanation about the offspring of the parents.

HEREDITY PRACTICE WORKSHEET

The practice worksheet requires students to match definitions with the correct terms. There are 20 total definitions, and students will use the terms in the word bank on the right of the worksheet. You can decide whether or not you allow students to use the content pages for help to complete the assignment.

PUNNETT SQUARES HOMEWORK WORKSHEET

For the homework assignment, students will demonstrate their understanding of Punnett squares. First, they will complete Punnett squares for six traits. Then they must answer nine questions that relate to the completed squares. The last prompt asks them to list which traits are recessive and which are dominant.

Worksheet Answer Keys

The final pages of the lesson plan document are answer keys for the three worksheets. All the answers are in red to make it easy to compare students’ responses to the correct answers. Students responses will vary on the activity worksheet. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.

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Our name 24HourAnswers means you can submit work 24 hours a day - it doesn't mean we can help you master what you need to know in 24 hours. If you make arrangements in advance, and if you are a very fast learner, then yes, we may be able to help you achieve your goals in 24 hours. Remember, high quality, customized help that's tailored around the needs of each individual student takes time to achieve. You deserve nothing less than the best, so give us the time we need to give you the best.

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Biology serves as a foundation for a wide variety of fields, including physics , forensics, pharmaceuticals , science education and more . If you're using your education to pursue a career in one of these related fields, you'll need to fully dedicate yourself to your biology coursework to succeed. 

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To fulfill our tutoring mission of online education, our biology college homework help and online tutoring centers are standing by 24/7, ready to assist college students who need homework help with all aspects of biology. Our online biology tutors can help with all your projects, large or small, and we challenge you to find better biology tutoring anywhere.

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  21. Heredity, Free PDF Download

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