Scent of the seaside: more resources

3
February
2007

Scent of the seaside: more resources0

It occurs to me that links to additional online resources are not particularly useful inside a Word document – which is where I’ve been putting them.

So from today I’m going to take this section out of the Word document and place it here, where you’re just a click away from taking a look for yourself.

Links to free activities, lesson plans and background information

http://www.actionbioscience.org/education/guilfoile.html

“The purpose of this article is to help teachers integrate biotechnology into their classroom, by providing resources along with background information and a guide to appropriate topics and exercises.”

http://www.norfolkcoast.co.uk/location_norfolk/vp_stiffkey.htm

http://www.northnorfolkimages.co.uk/location/stiffkey.html

All about Stiffkey – which is pronounced ‘Stewkey’. “Contrast the purple carpet of Sea Lavender (Limonium vulgare) and the aromatic, grey-green Sea Wormwood (Artemesia maritima). …While all around is the perpetual sound of its birdlife.” And watch out for the ghosts….

http://learn.genetics.utah.edu/units/activities/print-and-go/dnaextract.cfm

Students extract DNA from the pea (Mendel’s organism of choice) using common household chemicals. This basic protocol can be used to extract DNA from other sources too, demonstrating that the DNA molecule is present in all living things.

http://www.soc.soton.ac.uk/gg/classroom@sea/general_science/food_webs.html

Plankton and marine food webs: “All organisms in an ecosystem are linked together by their feeding relationship. The sequence of steps that represent the feeding relationships are the food chains.” http://www.ifgene.org/glossary.htm Glossary of genetics and genetic engineering with key to abbreviations

http://library.thinkquest.org/C003763/index.php?page=planet06

Background on Gaia hypothesis of James Lovelock and Lynn Margulis. This states that the interactions of all the organisms and all the environments of Earth make it a single organism. There is a link to an animation of Daisyworld, which illustrates the idea in an appealing way.

http://school.discovery.com/schooladventures/planetocean/tips.html

Planet ocean project from Discovery School: “While not as endless as the universe, the ocean is huge. As a teacher you can approach studying the ocean in different ways: Explore the geological processes at play. Discuss the different environments within the ocean. Go back in geological time and talk about how life evolved in the ocean.

http://www.education-world.com/a_lesson/lesson060.shtml

Eighteen activities for students to practice their math, geography, science, and language skills while learning about the world’s oceans.

http://www.teachersdomain.org/resources/tdc02/sci/life/gen/moleclevgen/index.html

Think all DNA resides in the nucleus? Want to know how to decipher a DNA code into protein? This article, filled with colourful visuals, goes down to the microscopic level as it explains the workings of DNA, RNA and proteins inside living cells.

http://en.wikipedia.org/wiki/Dimethyl_sulfide

Brief background on dimethyl sulphide and its importance.

http://saga.pmel.noaa.gov/review/dms_climate.html

Teacher background on dimethyl sulphide.