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APS has developed a number of learning cycle units for use in both classrooms and professional development workshops. These units are designed for middle and/or high school students. They include a full learning cycle with engage, explore, explain, elaborate, and evaluate activity sections.  Each has been field-tested extensively. Because each unit has many resources attached to it, they are catalogued in the LifeSciTRC as Collections.

Resources

Neural Networks Learning Cycle Unit

This unit for middle and high school use includes both guided and open inquiry activities that explore the relationship between reflexes and reactions, and the physiology and anatomy that supports our nervous system and its functions. The unit uses only common household or classroom equipment. It includes a video engage activity as well as a web quest/email development assessment that incorporates student exploration of validated drug information sites.

Physiology of Exercise: Inquiry-based Learning Cycle Unit for High School Students

This cardiovascular/respiratory unit provides high school students with a scientific basis for understanding “fitness” — especially why it varies between individuals, and how one can improve his/her fitness.

Physiology of Exercise: Inquiry-based Learning Cycle Unit for Middle School Students

This cardiovascular/respiratory unit provides middle school students with a basic understanding of how the heart and the lungs work together when someone exercises.

Animal Observation

Betta Splendens Behavior Learning Cycle Unit: This unit for middle and high school students includes both guided an open inquiry on the behaviors of a Betta Splendens (Siamese Fighting Fish). Activities include observation of fish behavior in normal settings, when viewing their reflection, and when viewing another fish (through tank walls). Students design and carry out an observational experiment to determine whether shape, color, size triggers the territorial response. Note: The experiment does not harm the fish; no fish-to-fish or human-to-fish contact is allowed. Students also use Internet resources to learn more about the fish history, behavior, and reproduction (and judge the quality of the web resources), and present their findings on behavior in a poster session.

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