Well here it is, almost November.  In my ‘neck-of-the-woods’  (by the way, where did that expression come from?)  Fall is waning, the winds are blowing and the snows of Colorado are threatening.  But this year the month of November brings some special meaning to me  (and to most biologists.)  It is the month in which we celebrate the 150th anniversary of the publication of Darwin’s On the Origin Of Species.  So much has been written and broadcast this year about Darwin and On The  Origin Of Species and evolution itself that maybe the topic has saturated our heads and our classrooms, I hope not!   In Northern Ohio we recently had a “birthday party” for the ‘Origin’ publication.  The Cleveland Regional Association of Biologist (CRABs) hosted a birthday party with a great cake and party favors and even a one hour talk about Darwin –the Man and His Science (of course the one hour talk lasted a bit more than 90 minutes, but that is typical of the speaker.)  As a take-home present for all that attended I created an interactive Origin Calendar.  It started on October 24th and had one activity for each day until November 24th (the official day of publication of On the Origin Of Species — November 24, 1859.)  (Actually the book was shown and sold out –1250 copies–on November 22, 1859.)  The Calendar can be used by anyone that travels to the CRABs web site at  http://crabs-biology.wikispaces.com/Origins+Calendar.  The activities come from all over the Web.  ENSI/SENSI, PBS Evolution Site, Evolution.Berkely.Edu, etc……  The calendar on the site is interactive and clicking on a day will take you to a web activity.  You can also download an interactive PDF file of it from this site.

Here it is:

CRABs 'Origin" Calendar

CRABs 'Origin" Calendar

Use it well and use it often.



The Essential Biology Teacher

A week or so ago I started reading the new Dawkins book, The Greatest Show On Earth. Greatest Show It was on the recommendation of my Aussie friend, Stewart Monckton, (see his Amazon review at http://www.amazon.co.uk/review/R1II4L8RD2QWWM/ref=cm_cr_rdp_perm.)  Although there is much to think about and to comment upon in Dawkins’ latest discussion of evolution and evolutionary thought, it is the idea of essentialism or Platonic Philosophy that has stuck in my mind right now.

What is Essential Thinking and how does it relate to evolution and maybe more of why it is floating around my head and just what is an Essential Biology Teacher?

Let me explain in Dawkin’s own words:

Biology,according to (Ernst) Mayer, is plagued by its own version of essentialism.  Biological essentialism treats tapirs and rabbits, pangolins and dromedaries, as though they were triangles, rhombuses, parabolas or dodecahedrons.  The rabbits that we see are wan shadows of the perfect ‘idea’ of rabbit, the ideal, essential, Platonic rabbit, hanging somewhere out in conceptual space along with all the perfect forms of geometry.  Flesh-and-blood rabbits may vary, but their variations are always to be seen as flawed deviations from the ideal essence of rabbit.

How desperately unevolutionary that picture is!  The Platonist regards any change in rabbits as a messy departure from the essential rabbit, and there will always be resistance to change–as if all real rabbits were tethered by an invisible elastic cord to the Essential Rabbit In the Sky.  The evolutionary view of life is radically opposite. Descendants can depart indefinitely from ancestral form, and each departure becomes a potential ancestor to future variants.  Indeed, Alfred Russel Wallace, independent co-discoverer with Darwin of evolution by natural selection, actually called his paper ‘On the tendency of varieties to depart indefinitely from the original type.’

If there is a ‘standard rabbit’, the accolade denotes no more than the center of a bell-shaped distribution of real, scurrying, leaping variable bunnies. And, the distribution shifts with time. As generations go by, there may gradually come a point, not clearly defined, when the norm of what we all rabbits will have departed so far as to deserve a different name. There is no permanent rabbitness, no essence of rabbit hanging in the sky, just populations of furry, long-eared, coprophagous, whisker-twitching individuals, showing a statistical distribution of variation in size, shape, colour and proclivities. What used to be the longer-eared end of the old distribution may find itself the centre of a new distribution later in geologic time.

Dawkins continues with his discussion of rabbitness and essential thinking and paints a picture of how essential thinking can put a stop to our understanding about how organisms are related to each other and how evolution itself occurs.  Great discussion!!   But as I was reading this I started to think about teachers.  Science teachers.  Specifically about biology teachers.  Is there an essence of biology teacher?  The perfect picture of biology teacher?  In fact lets have some fun with this.  I am going to take Dawkin’s words and do a little substitution.  I’ll be right back, I’m headed for my word processing application to play with this idea of word substitution.  Sit tight, I’ll be right back.

Here we are:

Biology,according to (Ernst) Mayer, is plagued by its own version of essentialism.  Biological essentialism treats tapirs and biology teachers, pangolins and dromedaries, as though they were triangles, rhombuses, parabolas or dodecahedrons.  The biology teachers that we see are wan shadows of the perfect ‘idea’ of biology teacher, the ideal, essential, Platonic biology teacher, hanging somewhere out in conceptual space along with all the perfect forms of geometry.  Flesh-and-blood biology teachers may vary, but their variations are always to be seen as flawed deviations from the ideal essence of biology teacher.

How desperately unevolutionary that picture is!  The Platonist regards any change in biology teachers as a messy departure from the essential biology teacher, and there will always be resistance to change–as if all real biology teachers were tethered by an invisible elastic cord to the Essential Biology teacher In the Sky.  The evolutionary view of life is radically opposite. Descendants can depart indefinitely from ancestral form, and each departure becomes a potential ancestor to future variants.  Indeed, Alfred Russel Wallace, independent co-discoverer with Darwin of evolution by natural selection, actually called his paper ‘On the tendency of varieties to depart indefinitely from the original type.’

If there is a ‘standard biology teacher‘, the accolade denotes no more than the center of a bell-shaped distribution of real, scurrying, leaping variable bio teacher. And, the distribution shifts with time. As generations go by, there may gradually come a point, not clearly defined, when the norm of what we call biology teachers will have departed so far as to deserve a different name. There is no permanent biology teacherness, no essence of biology teacher hanging in the sky, just populations of furry, long-eared, coprophagous (this may be going a bit too far, but I continue,) whisker-twitching individuals, showing a statistical distribution of variation in size, shape, colour and proclivities. What used to be the longer-eared end of the old distribution may find itself the centre of a new distribution later in geologic time.

Fun, but lets think about this for a short time.  The Essential Biology Teacher ! Is this what the Standards Movement is trying to create?  The perfect biology teacher!  The biology teacher template!  Even the word standard starts to take on a shaky meaning.  Is there a Standard biology course?  Is there even Standard biology knowledge?  Maybe I push too far?  We certainly want our students to have a basic understanding of the biological world.  Should we keep the bell-shaped curve in mind?  I certainly teach biology in a slightly different manner than Wally Hintz did/does (see an earlier post about my mentor Walter Hintz.)  If it was radically different maybe I could not be called a biology teacher, but slight variations are necessary.  Just as Dawkins says “There is no permanent rabbitness, no essence of rabbit….”  We have to keep an open mind to variants of biology teacher. That is what this blog is all about.  ”Here’s how I do it….”  ”Maybe I need a few new tricks in my classroom….”  ”Did you ever think about trying this web tool?”

Sometimes I get fearful that the “tests” are creating Essential Biology Teachers. What do you think?  I would love to have some of your thoughts about Standards, Testing, and National Curricula.  I dont care what you say, my ears are NOT  longer than Wally Hintz’s!!! AND Becky is NOT growing a beard!!!

Walter Hintz - Wickliffe High Biology Teacher in the 1960's

Walter Hintz - Wickliffe High Biology Teacher in the 1960's

Rich Benz--Wickliffe High Biology Teacher 1973-2006

Rich Benz–Wickliffe High Biology Teacher 1973-2006 (Student of Walter Hintz)

Becky Haller--The "New Biology Teacher at Wickliffe High and former student of Rich BenzBecky Haller–The “New Biology Teacher at Wickliffe High and former student of Rich Benz

Sounds Downunder

Around the World in 80 Blogs

We know as biology teachers that the entire world is our classroom –or should be.  The Internet certainly makes that easier then it was when I started to teach.  We have been “talking” about using Internet resources to make our teaching more personal, more interactive, more current.  Here is a way to open up the other side of the world to your students–>  Read a blog that is posted by an Australian biology teacher.  My best friend is a biologist in Melbourne, Australia (or as he says–Oz.)  07 Eastern Grey KangarooOver the past few years as I started to post my observations and exploits on my own Biology Teacher Blog (http://benzbiologyblog.blogspot.com/) my friend Stewart Monckton started to put together some ideas for a blog of his own.  Well, it is live now and I find it fascinating.  I love to see the biology around my own world as I walk, drive, bike or paddle around.  Now I can “see” and “hear” and learn about the biology around the environs of Melbourne, Australia.  I find that writing a blog entry makes me see better, hear better, and learn more about my environment.  When I read Stewart’s blog I find that his entries and my responses are making me see more of the world, hear more of the world and of course, learn more about the biology in other parts of the world.  Last week he described a recent trip to an area called The Grampions west of Melbourne–or as Stewart says–> “The Grampians sit West and North of Melbourne. A four hour journey by car, longer with kids, an eternity if they are bored, restless and fractious. Luckily eternity does not beckon.”  Here is a comment that his recent entry elicited from me–>kookaburra
Benz said…

Another delightful “hike.” We often ignore sounds around us just to keep ‘peace of mind’ I suppose. Where I live I can alternately listen to a pileated woodpecker (had to mention that since you brought up your Crimson Rosella,) a noisy titmouse looking for peanuts in the mix of feeder fodder I put out, a helicopter flying overhead going from highway to hospital, and the background of long distance motor trucks on the highways obscured by the trees and forests. But my ear and mind seem to filter the wanted sounds from the unwanted ones. I can go out on my deck and listen to the rustling of leaves as the small herd of white-tail deer browse my trees and shrubs. I can concentrate on the dropping of acorns and the tapping of the hairy and downy woodpeckers–and ignore the cars and planes and school busses (this is a little easier since I retired from the classroom.) Just last Wednesday I led a night hike at a nearby Environmental Learning Center. The night was pretty overcast, therefore fairly dark. Rain was in the air, but the air was still. As we walked down the starting trail we were forced to ignore the distant highway, and were rewarded for it. A lone Great Horned Owl was making his presence known. Wait, there was an answer. Or maybe just an echo. At any rate, we ignored the highway and enjoyed the owl–our choice, our joy. RB

As you can see, he makes me think.  Stewart has asked if other biologist are interested in learning about his own environment.  I said “You bet they are!”  So here it is–


Check it out.  Learn about the environments on the other side of the world.  Oz is a fascinating place.  When you read about the wildlife, remember, they are on the “other side ” of the Wallace Line (see  http://en.wikipedia.org/wiki/Wallace_Line)

Rich Benz (and friend)

Rich Benz (and friend)


Screenshots: How to Make Them and Use Them

Do you know how to take a picture of whatever is happening on your computer screen (known as a “screenshot”) and then play around with it and fancy it up?  If you do, you can find another post on this bio blog to read.  If you don’t — read on!

A screenshot (of this screen!).

A screenshot (of this screen!).

Taking a screenshot (and then adding to it) can be a very, very useful thing to know how to do. For instance, you might want to highlight a few key elements of the shot, draw an arrow to point out a particular event happening, write an explanatory call-out in your own words, or layer an additional image on top of the screen shot.

I use screen shots primarily to give people directions. For example, I use them to provide step-by-step instructions on how to edit a wiki or how to use an online bookmarking site.  Using screenshots to illustrate directions for students can be very helpful, but it’s even better if you can annotate and draw on them.  You can also use screenshots as a way to determine whether or not a student has completed an online assignment.  For example, if you ask your students to complete an online activity for homework, ask them to email you a screenshot of the finished activity.  There’s only one way they can get that.

So, just to review how to take a screenshot on your computer.  If you’re on a PC, you just press the “Printscreen” (typically labeled “PrtScn”) button. That will save the image on your computer’s clipboard so that you can then paste it into any editing software.  If you’re on a Mac, you have your choice – if you just want a shot of the whole screen, it’s “apple/shift/3″ if you want to decide which segment of the screen to take a picture of, it’s “apple/shift/4″.  That last keyboard combination on a mac turns your cursor into a cross-hair and you can click and drag to the exact dimension of your preferred shot.  In either case, the image gets saved to your desktop. If you add space bar to that last keyboard combo, your mouse becomes a camera and you can move it to whatever application you want to take a picture of.  Add “control” to either of the two keyboard combo and you save the image to your clipboard, instead of saving the image as a file to your desktop. (gotta love it)

Now, here a few free tools to help you with the fancy-ing-it-up part:

1.  Jing. This handy little free app works with both PC and Mac and it can not only snap a picture of your screen but you can record short videos of on-screen action as well.  You just download it and the icon sits on your desktop, to be used whenever.  You can save your images/videos to your computer or you can take advantage of Jing’s ability to host your shots on their server and spawn links to your created items.

2.  Evernote.  This one is really a powerful tool and can be used for much more than just screen shots.  It’s really an uber note-taking device – a way to clip, store and organize all your various notes, lists, and ideas in one, handy online place.  So you can type yourself text notes, clip a web page, snap a photo, or grab a screenshot. Definitely worth checking out.

3.  Irfanview.  This is a PC-only, free tool that’s quite powerful.  You can certainly do screenshots with it but it also has an image editor so you can resize, add call-outs, arrows, whatever.

4.  ScreenDash.  With this one you can capture images from your screen, a webcam or an iphone.  You can draw on the captured images, enhance them, add clip-art, change sizes.  LIke Jing, ScreenDash will save your images on their server and spawn a link for you as well.  Free and very easy to use.

5. FireShot.  This is an add-on for use with the Firefox browser so youll only be interested in this one if you regularly use Firefox AND if you have a PC (since this little baby is not available for MacOSX).  This little plugin provides a sert of editing and annotations tools that can be saved to your hard drive or uploaded to a public server.

6.  Grab.  If you’re on a Mac, you already have this one (in the Utilities folder).  Very spiffy.  You just tell it what kind of a capture you want to do (selection, window, screen, timed screen).  With this one you can include a cursor or a pull-down menu in your shot.

So, now that you know how to take and augment screenshots – what are some of your ideas for using them?


Congrats Kim….

From the AP Biology Listserv:

Kim Foglia awarded the “Advanced Placement Biology Service Award”

On behalf of the National Association of Biology Teachers (NABT) and the AP Biology Section, I am pleased and honored to announce that Kim Foglia was chosen as the recipient of the “Advanced Placement Biology Service Award” generously sponsored and supported by Pearson.

Kim’s willingness to share her materials, knowledge and insight with teachers everywhere makes her a most worthy recipient of this award. Mention Kim Foglia’s name and biology teachers from all around the United States as well around the world can tell you how they and their students have benefited by Kim’s experience, wise advice and her overwhelming generosity in sharing her curriculum, labs, Power Points, lessons and just about anything else needed to help them to become better teachers.

Many first year teachers of both AP biology and biology feel a sense of relief once they discover Kim’s Website ExploreBiology.com and its accompanying teacher vault. So often the AP teacher stands alone being the only AP biology teacher in the district. By having access to Kim’s resources, teachers feel like they have a coach, a mentor and huge resource of information to help them plan their course and lessons.

As teachers, we are not always aware of the impact we have on our students. I’m sure Kim has no idea of the multitude of students she has positively influenced through her mentoring of teachers on the list serve and her biology blog for NABT.

Kim you are truly an inspiration to all teachers. Your dedication, enthusiasm, knowledge and unconditional willingness to share your expertise are an example to all teachers. You seem to have written the book on mentoring and on helping others. Hopefully others will follow your example. Congratulations and thank you!

Patti Nolan Bertino


Teaching Hardy-Weinberg and Population Genetics using Spreadsheet Models–Part 1

(modified from a post that originally appeared at http://www.KABT.org)

Step 11

On numerous occasions I have argued that trying to model H-W equilibrium in classroom with activities such as the AP Biology H-W lab, the M & M’s labs (http://www.accessexcellence.org/AE/AEPC/WWC/1994/mmlab.php) or with beans suffer from too small of sample size (population) or the models are simply too tedious for the students to explore.  Computer spreadsheets provide a unique environment that allow students to build and test their own models on how a population’s gene pool can change.  The testing, in particular, provides for a powerful learning experience for teacher and student.

Most spreadsheets have a “Random” function that can generate random numbers to model stochastic events.  Like flipping a coin or drawing a card at random in the AP Biology Lab 8 H-W lab the “Random” function serves as the basis for our spreadsheet model. Unlike our physical models/simulations (like the M and M’s lab) the computer can generate thousands of samples in a very short time.  The benefits to learning are worth the challenge of trying to learn how to build the spreadsheet.

In this post, I’ll present the essential parts of an EXCEL spreadsheet (other spreadsheets will work as well) that can be used to explore some of the first principles of the effects of population size on genetic drift.  In addition, this post is long-winded because I’m attempting to provide the strategies and questions I would use to encourage my students to develop their own computer-based models.  This is not presented as the definitive spreadsheet model or approach but rather a rather simplistic model to be constructed and modified by your students.  The idea is that if the students can find their way through building this model it can serve as a foundation as they extend the model to explore more of the parameters that affect H-W.

I’ve tried to break down the more complex model into a series of manageable steps.  I’ll cover the extensions to this model and others in future posts.  BTW, it takes longer to read this post than it takes to make this relatively simple spreadsheet. I suggest that you bring up EXCEL or some other spreadsheet in a different window and try to create this worksheet as you follow follow along.  Be thinking what questions you will ask your students so they can develop their own version of this spreadsheet.  Once you’ve mastered this and can create or modify it at will, then try it out with your students–they can handle this level of difficulty. They just don’t know it, yet–that’s your challenge as their instructor. And when they do succeed, with your guidance, they will have an effective tool to explore the basic principles of H-W equilibrium–one they have created themselves.

Step by step instructions follow, below the fold:



What’s Happening in Second Life?

Virtual worlds – what a concept, eh?  If you haven’t yet visited a virtual world to have a look around, I urge you to give it a try. What’s more, I strongly encourage you to go in with someone knowledgeable. The first time I went into Second Life, I went in alone, and have to admit that I wasn’t impressed.  The technical requirements were steep, the avatars all had a flat, paperdoll quality, and the interface was far from intuitve.  But worst of all, I just wasn’t sure I understood what the point was.  Why was this worth it?

A year later, I gave it another try.  But this time, with a knowledgeable friend. It only took about an hour, following her around from place to place, talking with other avatars she knew, and getting a short tutorial on how to build, that I started to grasp the possibilities. It wasn’t just all the things you could do there (build, shop, listen to music, learn, attend plays, look at art, dance) but it was the people you could meet. For me, it was other educators – from all over the world – whom I would never meet in other way. Creative, resourceful, and inspiring teachers who were keenly interested in figuring out how the unique affordances of SL could be applied to the challenges of teaching and learning.


My avatar in SL

I still feel a bit disoriented when I’m there, I will confess.  For example, time just flies by.  I go “in-world” and, before I know it, an hour has passed.  It’s a combination of each new place you visit leading you to something else you want to see, or someone else you want to talk with but there’s also the complete immersion of it all. It feels as if you’re diving into a deep pool.  In fact, it does remind me a bit of exploring the underwater world as a SCUBA diver.  There’s a funny feeling that you don’t really belong – that you’re a visitor in a strange and exotic land.

So, what’s going on in there?  New information was recently released on the economy of SL.  In total, since it began in 2002, Second Life residents have transacted over $1 billion dollars worth of virtual goods and virtual services over the span of a billion hours in a world that boasts two billion square meters of virtual land.  In 2008, $100 million US dollars worth of Lindens (273 Linden Dollars $ = $1 US dollar) were bought and sold on the Lindex. The in-world economy grew 94% year-over-year from the second quarter of 2008 to the second quarter of 2009. That’s pretty impressive, but even more impressive to me is that the transactions that make up this economy are mostly micro-transactions, averaging in the $1 – $5 range.

Here’s more…approximately 1,250 text-based messages are sent every second in SL. 195 different countries are represented and the SL viewer is available in 10 languages. More than 18 billion minutes of voice chat have been used in SL, since voice was introduced in 2007. And users create more than 250,000 new virtual items every day.  There are now more than 270 terabytes of content in SL.


The Sistine Chapel

And what does all of that content look like?  Buildings, art work, clothes, animals, simulations, rockets, boats, and castles.  An accurate replica of the Sistine Chapel (pictured here), a recreation of  Shakespeare’s Globe Theater, a fly-through tour of the male testes, the Great Wall of China, a real-time weather simluator, a ride-able Newton’s cannoball, a virtual Africa, a replica of the HMS Beagle, an underwater park…just to name a few.


Electron Transport Chain activity in SL

For my part, I’ve been concentrating on my building skills (learning how to build out of prims – the legos of SL and script them with behaviors and responses), meeting avatars from all over the world, and coming up with ideas for biology learning activties. In June, I helped to organize a continuing medical education event – using the virtual world as a forum for practicing physicians to meet and extend their knowledge. I built a mid-air activity where students can get a feeling for the electron transport chain by “reducing” as they “fall” from plaform to platform (pictured here). I’ve just completed a cell structure activity where students can move giant cell organelles into even more giant plant and animal cell frames and, in the process, learn about the relationships between the organelles and how cells are put together.  I’ve got so much more to learn but I’m coming along.

The thing I keep thinking, as I roam the Second Life grid, is that, regardless of whether or not Second Life survives into the future, I have no doubt that virtual worlds will.  It seems inevitable to me that worlds like these will be the way we plot our course through the internet and its vast resources.  That avatars, representing us, will be our agents, our representatives, as we navigate the electronic world and reach out to each other.

And if you’d like to come see for yourself, send me a note and I’ll give you a tour.

Written by rheyden in: Biology Teaching |

How do we teach Sustainability in a Politically unengaged community

Excerpts from my letter in ABT:

Informing Their Discretion

In September I wrote a letter for NABT’s journal that asked us to focus on Biodiversity and Conservation, as a means of teaching sustainability.  I began by saying how important it was for teachers to take what they teach seriously because to the impact they have on students.  Let me highlight some of those ideas:

I have been richly blessed the past four years with the opportunity to direct the development of an academic centre in Cuenca, Ecuador. Cuenca I have met and worked with the director of El Cajas, the national park in Azuay Provence and have heard him describe the diversity of Ecuador’s wildlife.  Ecuador has four main regions.  Most people are aware of the Galapagos Islands and the rich, wonderful life that inhabits these islands.  Many do not know of the other three regions and the wealth of diversity in those areas: the western coastal lowlands (Costa), the central spine of the Andes mountains (Sierra), and the east side of Ecuador including the western edge of the Amazon Jungle (Oriente).  There are cloud forests, inter-Andean valleys, deserts, tundra, and, yes, even snow.  The elevation changes from sea level to over 20,000 ft.  It is an area of active volcanoes, mountain streams, and so many features that something different appears around every corner.


Galapagos Islands

Cajas National Park

Cajas National Park, Cuenca Ecuador

There are estimates of more than 25,000 species of plants, 1600 species of birds, 400 species of mammals, 350 species of reptiles (200 species of snakes alone and I love snakes), 400 species of amphibians, and 800 species of fish. The number of invertebrates (especially insects) is too numerous to describe.  I won’t even tell you how many spiders there are in Ecuador (as an arachnophobic, having tarantulas in my home makes me quiver), but I think we can all agree that Ecuador is a marvelous place for biodiversity. I am reminded by the words of President John Adams from a recent HBO documentary: “I have seen a queen of France with 18 million livres of diamonds on her person, but I declare that all the charms of her face and figure added to all the glitter of her jewels did not impress me as much as that little shrub right there. Now your mother always said that I never delighted enough in the mundane, but now I find that if I look at even the smallest thing my imagination begins to roam the Milky Way!” (John Adams, 2008).  Wow, Ecuador is a country of so many wonders that our imaginations roam.  Yet, Ecuador is a country that struggles to keep its biodiversity in the face of progress and modernization.  This is a struggle well worth fighting.

The biodiversity of our planet is extremely important.   The struggle to understand that importance and to defend that diversity cannot be understated.  Clean water and air, soil to grow our crops, pollination of our food sources, medicines that are essential to our health are just a miniscule number of examples and not the purpose of this letter. The purpose of this letter is to remind us of how important it is for us as teachers to help make our students aware of how important should our efforts be on conservation and Biodiversity.  How can we inform our students?  There are many experts in biodiversity who are also excellent teachers who can help. Mark Plotkin and his rain forest biodiversity programs and provides excellent assistance on global diversity and conservation issues.  NABT’s own Dr. Jacqueline S. McLaughlin teaches programs in Costa Rica that emphasize Biodiversity and help both student and faculty truly appreciate the importance of insuring diversity for future generations.  Check out the museums, zoos and botanical gardens in your state and area.  Many will have programs that support and educate and may provide valuable resources.  I know that the Indianapolis Zoo provides lots of educational support.

John Moore in Cuenca

John and Student in Cuenca Ecuador

The imperative to teach for understanding about that importance of biodiversity and the necessity to conserve it cannot be understated.  E. O. Wilson, one of our country’s great scientists, educators, and writers, describes the importance of teachers (education) in this effort.   The E.O. Wilson Biodiversity Foundation illustrates this role of education in the struggle for biodiversity when it states, “Education is crucial. Only an informed electorate can appreciate the value of biodiversity and the magnitude of the perils facing it. Only people who know and care about these issues can bring needed changes in public policy.” It adds:  “A well informed, educated electorate is necessary to make the right choices for a sustainable world.” (The E.O. Wilson Biodiversity Foundation, 2009; http://www.eowilson.org/).  It is our privilege; no, it is our responsibility to educate our next generation on biodiversity and conservation.  Thomas Jefferson may have expressed it best when he said, “I know of no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them but to inform their discretion.”  Let’s remember then as we begin the year that part of our purpose as educators is to inform our students’ discretion and insure the future of our planet.

So how do we inform their discretion without pushing our own bias?  By teaching the science of biodiversity.  By teaching the science of conservation. By teaching the science of sustainability.  We must teach our students to discern on their own in the future and to be able to discern the “truth” of what they hear.


Written by John Moore in: Biology Teaching |

Nano Technology in Education

Opportunity for teachers to participate in a project and get summer pay!  Whoo hoo!

Read the following post:

Dear Teacher:

Please join us in supporting the National Science Foundation in facilitating the integration of nanoscience and technology into education!

NanoTeach is a National Science Foundation (NSF) funded professional development project that utilizes the Designing Effective Science Instruction (DESI) framework to integrate nanoscience and technology content into existing science curricula. It is a collaboration between Mid-continent Research for Education and Learning (McREL), the Stanford Nanofabrication Facility (SNF), the Georgia Institute of Technology, the National Nanotechnology Infrastructure Network (NNIN), and ASPEN Associates.

We are seeking 30 public high school science teachers to participate in our year-long, nationwide pilot test of NanoTeach beginning summer 2010. Teachers who complete all requirements will receive a stipend of $3,000 (15 days at $200/day) for the out-of-classroom time required for participation.

The application deadline is January 8, 2010. A special NanoTeach Question-and-Answer webinar is scheduled for November 17 at 5 p.m. EST. For more information, go to:  http://www.mcrel.org/NanoTeach/Recruiting <http://www.mcrel.org/NanoTeach/Recruiting>


Elisabeth Palmer, Ph.D.

Director of Research

ASPEN Associates, Inc.

John Ristvey

Principal Investigator

NanoTeach Project

Mid-continent Research for Education and Learning (McREL)


Survey on Stem-cell Education

Are you a 7th though H.S. Science teacher? Do you know any 7th though H.S Science teachers?  We are getting a request from the Director of Life  Science Outreach and Project BioEYES, the Institute for Regenerative Medicine  & The Netter Center for Community Partnerships to participate in a survey.  Please help this organization gather data.  After taking the survey, please reply to this post?  Was this beneficial?  Did it help me to participate and make me more aware?  Don’t forget that at NABT conference next month there will be a summit on stem-cell education.  Come and have your questions asked, understood and answered.


Together with the Genetics Policy Institute, the University of Pennsylvania is seeking funding to develop a new and innovative Stem Cell education website and live classroom demonstration that will expand on Project BioEYES. For those teachers who are not yet involved with BioEYES, it is a live classroom experiment that uses zebrafish to teach students about cell biology, development, and genetics. It has reached over 18,000 students since 2002 and we hope to continue to offer new and exciting classroom opportunities.

This survey will help us gain insight into your interest and knowledge about how
to best develop online and classroom-based stem cells resources for teachers.

Please complete this survey so that you can have a voice in the project’s
development. We truly appreciate you taking the time to complete this! It will
only take a few minutes.


The Project BioEYES team