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Teacher
Guide
About
The Biology of Aging Module:
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An overview of each activity in The Biology of Aging
is provided below. Activities are designed to take approximately
one class period each, although they can be extended or shortened
as needs vary. Lessons are appropriate for grades 9 - 12 in
Biology, Life Science, and Anatomy & Physiology classes.
By clicking the links that follow, teachers are provided with
information about each activity, objectives, materials, background,
and lesson plans. |
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Each
team of four students will be given a role card. Role cards
identify the age, health, and activities of a particular individual.
Students work in their teams to answer a set of questions which
will lead them to discuss the issues of age and life expectancy.
Students should discover that age may or may not determine life
expectancy. |
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Students
will investigate what it means to age. They will work in teams
to discuss their findings from The Biology of Aging Survey.
They will also compare two terms: life span and life expectancy. |
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Students
will investigate the biology behind the aging process. They
will examine the importance of genetic variation to human inheritance.
They will also compare the genetic aspects of traits with environmental
influence and discuss how genetics and environment combine to
determine life expectancy. |
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Students
will distinguish between growth and differentiation. They will
compare the terms evidence and inference. They will analyze
the theories about why we age and make inferences based on the
scientific evidence about the aging process. |
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Students
will extend what they have learned in The Biology of Aging module
into a community action project or research paper. |
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