|
Student
Worksheets
|
| The
Biology of Aging Survey |
1 - 2 weeks
prior to beginning The Biology of Aging module,
students will conduct three interviews with individuals
over the age of 60. |
| Role
Play Cards |
Engage activity:
Teams assume roles to introduce the topics of age and
life expectancy. |
| Role
Playing Student Activity Sheet |
Engage activity:
Questions that accompany Role Play Cards |
| Aging
Theory Cards |
Elaborate
Activity: Student teams investigate the various scientific
theories on aging. |
| Enrichment
Credit Optional Project |
Enrichment
credit is the original model for The Biology of Aging
project. Students receive quarterly credit for outside
Biology activities, which include volunteer activities.
|
|
Transparencies
|
| Why
We Age |
Explore Activity:
Quotation to engage students in a discussion of why we
age |
| Grandmother
Singletree quotation |
Explore Activity:
Quotation to engage students in a discussion of perceptions
of aging |
| Class
Height, Hair Color, and Sex Chromosome Graphs |
Explain Activity:
Students graph each students height and hair color to
show continuous traits. They graph each student's sex
to show a discreet trait. |
| Maximum
Animal Life Span Chart |
Explain Activity:
Students look at animal life spans to investigate whether
there is a genetic component to aging. |
| Aging
Population Graph |
Explore Activity:
Students look at the projected increase in population
size of the 65+ age group. |
|
Teacher
Materials
|
| Life
Span vs. Life Expectancy |
Explore Activity:
Teacher background on the difference between the terms
life span and life expectancy |
| Genetic
Variation Activity |
Explain Activity:
Introduces students to discreet vs. continuous traits |
| Cell
Growth and Differentiation |
Elaborate
Activity: Teacher background on cell growth and differentiation. |
| Aging
Theories |
Elaborate
Activity: Teacher background on the various theories of
aging that will be presented to student teams. |
