Instructional Model

Teacher Guide

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Teacher Guide

About The Biology of Aging Module:

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.

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.

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.

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.

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.

Students will extend what they have learned in The Biology of Aging module into a community action project or research paper.