Out of the Box Models
The weirder, the better and more memorable. Students remember the information when the experience is unusual. A "sticky" experience means it will stick with them longer.Giving students the chance to figure the information out first is the best.
The Heart
After dissections, students draw and discuss the parts of the heart with sidewalk chalk. They walk through it and evaluate each others. Students then sum up the parts of the heart and explain the cardiac cycle.
Starting with Plants
Actually I like to start with evolution, the main answer to every question in biology. I begin with the production of oxygen by early bacteria and later connect back to the evolution of the various groups of plants. This is also how I begin cladistics and taxonomy later in the unit.
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Students are each given an object that represents a characteristic of a plant group (ie. root beer can for true roots, wax paper for waxy cuticle) or a plant that represents one of the main groups (moss, a fern, a baby pine tree, or a cactus). In two groups the students discuss what their object represents and then what order they think they developed. From there, we build a cladogram on the floor with tape or chalk.
Cellular Energenics
Students find metabolic processes like Photosynthesis and Cellular Respiration very challenging. I use these models to teach the Electron Transport Chain and then Calvin. Once we've gone through each cycle, students discuss and quiz each other.Cookie electron transport chains is a highlight of the course. Students pre-read and watch several short video clips leading up to the day. They then work together to decorate the cookies they've been given and to explain the process to me.