High School 1.

Students must be able to research scientific studies to receive background information on their own experiments and gain insight into the scientific process

Relative Advantage Websites like Google Scholar and other online databases (EBSCO, etc) allow students to search for relevant information easily. EReaders allow students and schools to get to books for research that may be difficult to obtain because of money, time or space 2. Students need Online databases of research Performing first-hand studies access to data sets data, including (but not limited of ecological phenomena is for evaluation of to) A Day In the Life of the time-consuming and their own Hudson River expensive. Students may hypotheses. (http://www.dec.ny.gov/lands/47 study the relationship 285.html), HRECOS between multiple variables (www.hrecos.org/ ), Global by utilizing large volumes of Invasive Species Database data collected during studies (http://www.issg.org/database/ already completed by welcome/) and the Cary scientists in the field. Institute of Ecosystem Studies (http://www.caryinstitute.org/)

Technologies Google Scholar (scholar.google.com), online journal databases, e-readers, Zotero and Diigo for organizing resources

Expected Students will have an easier time performing research and will be able to utilize upto-date resources.

Students will be able to test hypotheses about complex interactions without the need for expensive and difficult field studies.

3. Studying the internal anatomy of other organisms gives important insights into unique adaptations as well as showing how structure and function coincide (with similarities also shown within humans)

Online dissection simulations (a large list can be found at http://www.animalearn.org/links .php#.Ui6ekj-2bbg, virtual fetal pig dissection: http://www.whitman.edu/content /virtualpig), Mobile dissection simulation apps (Froguts mobile (http://www.froguts.com/product s/mobile.html), Anatomy & Physiology Revealed apps (http://www.mhhe.com/sem/apr/ ))

While there is certainly a place for dissections in studying anatomy (especially when studying 3-dimensional relationships), they pose ethical questions and consumibles are expensive to regularly replenish. Use of online or app-based simulations allows students to see layers of anatomy in the same was as physical dissections without the mess, objections on ethical grounds and without the expense.

Students will more easily learn the anatomy of a number of organisms that would have been cost-prohibitive without simulations.

4. Students must understand the passage of genetic materials from one generation to the next and predict the outcome of genetic crosses

Meiosis animations (http://www.sumanasinc.com/w ebcontent/animations/content/ meiosis.html), Punnett Squares instruction (http://www.mhhe.com/biosci/g enbio/virtual_labs/BL_05/BL_05 .html) and Mendellian genetics virtual labs(http://www.cgslab.com/dro sophila/)

Fruit flies are the classic organism used to study the passage of genes from generation to generation. They are easy enough to care for, but use of any live animal can open up ethical issues. Money is also an issue as organisms and food are required to be purchased at least annually. Thought fruit flies are chosen because they mate quickly, students still must wait for offspring to be born before tediously sorting them out to observe traits. Online virtual labs and statistical analyzers allow students to quickly see and hypothesize about the passage of traits without the extra hassle.

Students will gain a better understanding of simple genetics and the role that meiosis plays in passing genes from parent to offspring.

5. Students must understand the process of evolution, both in the short-term and long-term

Online simulations of microevolution (http://www.techapps.net/intera ctives/pepperMoths.swf, www.biologylabsonline.com), Spore computer game

Evolution does not happen overnight. It is an incredibly long process to change what a population of a species looks like and longer still for new species to arrise. Simulations and games allow students to view these changes quickly to understand the driving forces behind the change.

Students will better understand the forces behind both micro- and macroevolution.

6.Students must understand methods that reduce risk of life from natural events (hurricanes, tsunami, earthquakes, tornadoes)

Natural disaster readiness sites(http://www.fema.gov/planprepare-mitigate, http://72hours.org/, http://emergency.cdc.gov/disast ers/, http://www.ready.gov/naturaldisasters), online simulators and preparedness games (http://www.stopdisastersgame. org/en/playgame.html)

By utilizing government websites, students are able to learn about local and federal programs for mitigating loss from natural disasters. They will learn best practices for preparation for these disasters. Simulations show the cause and effect of natural disasters and preparedness games will allow them to change variables in an area to view what combinations of building design and civil engineering provide the best protection Dynamic Earth processes are difficult to visualize because they take place under ground. Using videos, simulations and images, students can better understand these moving processes than they would if they were to simply see pictures in a book

Students will gain an understanding of measures of preparing for natural disasters and learn about the effectiveness of such measures.

7. Students must understand the mechanisms of Earth's crustal movement as well as the effect of this movement on volcanism and earthquakes

Videos on earthquake formation (http://video.nationalgeographic .com/video/environment/environ ment-naturaldisasters/earthquakes/earthqua ke-101/), USGS page on volcanoes (http://volcanoes.usgs.gov/abou t/index.php), simulations of volcano types (http://www.alaskamuseum.org/ features/volcano/), simulations of tectonic movement (http://phet.colorado.edu/en/sim ulation/plate-tectonics)

Students will better understand the crustal movements that lead to earthquakes and volcanoes as well as the cause and other effects of such movement.

8. Students must understand the mechanisms of viral infections

Online games that replicate viral competition and infection (http://www.freewebarcade.com /game/phage-wars-2/), epidemiology mobile app (http://www.cdc.gov/mobile/appl ications/sto/index.html), background research on viruses and viral diseases (cdc.gov, http://biology.clc.uc.edu/course s/bio106/viruses.htm)

Students will be able to access a wide amount of information by utilizing resources provided by the CDC and other government and academic agencies. Using games and simulations, students can study the effects and activity of viruses much faster than in real life. These activities also reduce the risk of infection from real viruses and makes viruses visible, something impossible without the aid of an electron microscope Again, the study of many biological functions is difficult in a classroom because it happens at a level that is too small to be seen even under a light microscope. Simulations and articles help learners understand the biochemical mechanisms that are at work in turn the language of DNA into a final protien product.

Student learning about viruses will increase as will their analytical skills after solving the ground zero of infections using the app.

9. Students must understand the biochemical mechanisms involved in turning DNA into a functional protein

Online games and simulations on gene expression (dnai.org, http://phet.colorado.edu/en/sim ulation/gene-expressionbasics), online articles about gene expression (http://phet.colorado.edu/en/sim ulation/gene-expressionbasics, http://www.genome.gov/275526 03)

Students will be able to deduce that amino acid sequence of a protein coded by a strand of DNA by following the steps of transcription and translation.

10. Students must be able to use scientific research to support claims, including ones about climate change.

NOAA climate change data (http://www.noaa.gov/climate.ht ml), Skype for calling climatologists or to facilitate debates between members of opposing sides on an issues, EPA climate change data (http://www.epa.gov/climatecha nge/)

It is important for students to be able to utilize up-to-themoment data to provide reasoning to scientific claims. By utilizing NOAA and the EPA, students get the most current data available to back up claims. By utilizing Skype, they can talk to climatologists or participate in debates made difficult by time and monetary constraints.

Students will be able to support claims about climate change using current, scientifically obtained data.