extra credit assignments for high school biology

Secondary Science Extra Credit Opportunities That Are Actually Worthwhile

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Easy Peasy All-in-One High School

An extension of easy peasy all-in-one homeschool, biology with lab, found a problem check  here ..

Prerequisite : Middle school biology and chemistry

Recommended: 9th or 10th

PRINTABLES: We have compiled all of the worksheets used in this course. You can print them yourself or purchase them bound in book form. These are NOT a full offline course, just the worksheets used in  this online course .

buy   –  print

Test Prep: CLEP Biology This course covers the basic material for this exam, but this is considered a very hard test, and I would suspect more will need to be studied to learn everything required for this huge exam. It’s worth the same as two college courses, which is why it covers so much.

Course Description: This course is based on Georgia Virtual Learning’s High School Biology courses , though it pulls in other resources throughout. (You don’t need to visit their course page – it has been retired on their site. Everything you need will be linked in the lessons below.) This curriculum includes topics such as the scientific method, cells, biochemistry, photosynthesis and respiration, mitosis and meiosis, DNA and RNA, genetics, ecology, evolution and creation, taxonomy, viruses and bacteria, protists and fungi, and finally animals. Students will learn through texts, videos, online interactives and through hands-on and virtual lab investigations. (GVL course pages are linked as sources for the pages I copied their information from. They are all edited to some degree. All of the crossword puzzles are made from the GVL material as well as study questions and key term sheets.) And a thank you to Holly Dunn and Liz Mogg for all their help with preparing this course.

Notes: I believe in a literal six-day creation of the world by our holy, loving, almighty, creative God. This will be discussed in the beginning of the course to give the framework for how evolution will be approached. Natural selection is taught as it corresponds with Biblical truth but not beyond that. Students will gain some understanding of secular evolutionary thought and come away strengthened in their faith. Many of the materials mention “millions of years,” and I can’t get away from that, but the students will not be required to take any of that as fact. There is no test on evolution; instead, students finish that chapter by presenting their beliefs about creation and evolution.

Materials needed

Lesson 1*(*)

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

• If you didn’t get here through My EP Assignments , I suggest you go there and create an account.
• (*)Print out your First Quarter Grading sheet or use the Excel version.
• Keep in mind that your success in Biology will be directly proportional to the amount of effort you invest. You should complete every activity assigned to strengthen your understanding of each concept.
• Put forth your best effort. Be responsible for your own learning.
• Read directions carefully.
• Believe in your abilities. Confidence is half the battle.
• Read all text and supplementary materials as assigned.
• Try, and then try again.
• Complete all assignments as assigned.
• Ask Questions!
• Practice. Practice. Practice.
• Safety Laboratory – safety is important! Although many labs are online, students will be conducting some labs at home. All students are encouraged to wear protective equipment at all times while conducting labs.
• Save all your work to your hard drive or disk and also save it in another location (i.e., a disk or flash drive).
• Sometimes things can happen to your computer, and it may be necessary for you to prove that you have completed all assignments.
• Cheating and plagiarism is lying and stealing.

What is Biology?

• *Read over the key terms . You don’t need to learn all of these terms now. Use this to refresh your memory about what you’ve learned previously.
• This is your answer key for the course.
• This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.
• Learn about the terminology of biology . This chart shows how the words used in biology are formed. They have meanings.
• Read about the “ Study of Life .”
• Over the next few days you will look more closely at the characteristics of life. For today, think about what you already know about living and non-living things. Even if you have never taken a biology course before, you know some characteristics/attributes that living things have in common. Make a list of what living things have in common. What makes something alive?
• Characteristic : the need to be able to obtain and use energy
• Description : If something is alive, it needs a source of energy.
• Example : Plants get their energy from the sun. Animals eat plants or other animals. Mushrooms feed on decaying organic material. (source ) NOTE: Do NOT click on “source” links.  Those tell us where we originally got the lesson material from. You do NOT need it for your lesson.
• Here is an example of what you can write for that. Highlight the space between the parentheses. ( What are some things that define living things, that you don’t find in nonliving things. Think about animals versus rocks. Animals eat (consume energy). Animals reproduce. Animals are born. Animals die. Generalize those. Characteristic : Living things consume energy Description : Living things need energy to live. Example : Plants need sun, animals need food Characteristic : Living things reproduce Description : Living things have to be able to create more of themselves since they have a definite life/death cycle. Example : Mammals/babies, Reptiles/eggs, plants/seeds Characteristic : All living things die Description : Living things have an end. They do not live forever Example : Trees loose leaves, roots die, animals die )

Lesson 3 * (Note that an asterisk * indicates that there is a worksheet on this lesson)

• *Print the outline , or just create your own.
• The title is Characteristics of Life.
• Then you will write “I. All living things are made with one or more cells.”
• Then you would indent and write A., B. etc., with some information.
• Watch the short video on how living things are made up of cells.
• Read about examples of single-cell organisms .
• Add 3 subpoints A., B., and C. to your outline with important information about cells.
• Plants use the process of photosynthesis to get energy. Cell organelles called chloroplasts convert the sun’s energy into usable energy for the plant.
• Animals have organelles called mitochondria, which carry out a chemical reaction which turns the food we eat into energy during digestion when the food is broken down. The energy is used by our cells to keep us going.
• Add 3 subpoints to your outline under this point.
• Watch the Seed to Flower video.
• Do you jump when you hear a loud noise?
• Do you squint when a light is bright?
• Do you react to smells?
• Add 3 subpoints
• The most common form of asexual reproduction is when bacteria and other single-cell organisms divide themselves into two identical cells. They reproduce by dividing. It can happen as quickly as every thirty minutes.
• Reproduction sexually is the combining and multiplying of cells, instead of the dividing of them. This most commonly happens when male and female single cells combine and then multiply.
• Some animals can only reproduce every couple of years. Others, like mice, can reproduce every month. Some have one baby at a time, while others, like the toad, can have thousands at once.
• Every organism has a life cycle, a beginning and an end.
• Every organism deteriorates and breaks down eventually.
• Every living thing comes to a point when its cells can no longer do what they must in order to survive.
• Add 3 subpoints.
• Watch this short video for an overview of the role of homeostasis in the body.
• respiration rate
• amount of waste products in the blood
• the amount of water in the body
• Read over this list and descriptions of the characteristics of living things .
• How does this compare to what you’ve learned?
• Pretend you’ve discovered something you think is alive. Present it to the scientific community (your family) and give at least twelve points of evidence that it is biotic, using at least six characteristics of life you’ve just learned about. (Read the grading guide below to make sure you do what you are supposed to do.)
• Score up to 5 points for each of six characteristics. State the characteristic and two ways your specimen exhibits that characteristic.
• Is it biotic or abiotic ? Biotic means living and abiotic means non-living. However, biotic things that are now dead can be considered both biotic and abiotic. It becomes not so straightforward at that point.
• Read about what biology is and answer the four Lesson Review Questions at the end. (You don’t need to use the links in the reading. I will be linking separately to materials that you should use. This site may require you to log in. If you don’t have one, please create an account.)
• Check your answers . All answers can be found on the answer pages linked on Lesson 1.
• Record your score out of 4.
• There are many other problems with evolutionary ideas. One is that species don’t interbreed, so when the first mutated and crossed the reproductive line, it wouldn’t have had a mate and would have just died off.
• A Christian who believes God created man in His image and that man has a spirit can’t believe that man was accidentally created by mutation. At what point did human become human and receive a spirit and become God’s image?
• Read the story of creation . The video won’t play. You have to read the page and click on “Next” until you get to the section on the “Fall.”
• Complete the quiz .
• Check your answers .
• Record your score out of 8.
• If you struggle with the idea of a young earth but believe God as its creator, here’s a movie that looks at another way to consider the time involved. This is on Amazon Prime . I don’t struggle with young earth. There are PhD scientists way smarter than me who have studied it and believe the science agrees with it.
• And remember, if you are relying on science for your “facts,” they are changing all the time. They don’t know. They only guess. However, God’s truth, the Bible, is unchanging. What’s true will always be true. (Here’s a Forbes article about the creation of the world. They thought the universe was expanding. And everyone said that’s how the universe was formed. Then they said that was wrong and they thought it was a Big Bang. And everyone said that’s how the universe was made. They now know both those things aren’t right, and the article says “nobody knows.” At least they are honest about it. That’s why the only one who can tell us what happened is the only one who was there!)

Lesson 9 (Materials Needed)

• Read through the organization of life terms .
• Read over the safety information .
• Complete the lab, “ Do Sugar Crystals Grow .” Read and follow the directions!
• Thinking about biotic and abiotic…Did the sugar grow? How did it grow? Did it reproduce? When it stopped growing, did it die?
• Score 10 points for completing the experiment and 5 points for answering the questions.
• Record your score out of 15.
• Look over your notes from this unit on the characteristics of life.
• Complete the crossword puzzle for review as well.
• *Take this quiz to see what you remember about your introduction to biology. Always hold onto things like this because they make excellent review materials for later tests and exams.
• Check your answers . They just have to be the right idea, not the exact words.
• Record your score out of 7.

Scientific Method

• *Fill in the blanks on the note page . Use this page on experiments and the internet.
• Record 6 points for completing each blank on the page. Take off one point for each incomplete blank.
• Save this sheet for studying!
• Write a brief paragraph on how you have used or could use the scientific method to solve a problem.
• Record 5 points for completing the paragraph.
• You don’t need to use the links on the page, but if the video is working, you can watch it or part of it.
• Record your score out of 4, up to two points for each question.
• The independent variable is the one being tested. It’s the manipulated variable. They are changing it.
• The controlled variables are kept the same each time.
• The dependent variable depends on the independent variable. It’s the outcome; it’s what responds to the change in the independent variable.
• Record your score out of 10.
• Complete this assignment on developing a controlled experiment .
• Record your score out of 20. 1 point for each answer + 4 points for the graph if it is labeled and complete. Take off one point for any missing answer.
• Answer the “ What is the Scientific Method? ” questions using “Test Yourself.” If you don’t get them all right, then use the video lesson.
• Record 5 points for completion, if you completed the assignment.
• Review the metric system . Look it over and try to fill in the blanks.
• Weight vs Mass: What’s the Difference
• Converting Units in the Metric System: Length/Volume
• Measuring Density
• Here’s some practice converting units .
• Record up to 15 points. (There were 16 questions today, 10 in step 1 and 7 in step 3. Don’t record more than 15 points. It gives you wiggle room, not extra credit.)
• Watch the scientific method video .
• Review the chapter on scientific investigation by answering the questions. Just answer in your head, and then click or highlight to see the answers.
• Match the terms and definitions .
• Complete the vocabulary crossword puzzle .
• Read about the “ Organization of Life .”
• Record 5 points for completion.
• There are limits to science .
• It is said that scientists start from two basic assumptions: that the world is explainable and understandable, and that our understanding must be based on what is truthfully perceived and observed. As a Christian I can see how the world having a Creator makes things explainable and understandable. No one except God saw what happened long ago. The Bible is the only record we have of what happened. The Bible is an extremely accurate history book. The scientists who say we must observe in order to know have never, ever observed one species evolving into another, in any way, shape, or form. It’s not “real” science. I wasn’t there to observe the world’s creation, but God was, and we have His record of it.
• Write two questions that can be answered by science and two questions that can’t.
• Remind yourself about the hierarchy of life .
• Check your answer .
• Read the Structure Fits Function assignment. ( source )  (You can complete this on Lesson 20.) Here’s some help in understanding how structure determines the function .
• Complete the Structure Fits Function assignment. You can do additional research to answer the questions.
• Look over the answers on the answer pages.
• Record a score of 20. Take off a point for any incomplete or just plain wrong answers.
• Review all of your notes and quizzes from the course so far.
• Take the scientific method quiz .
• Intro to Cells Read and answer review questions one through three.
• Record your score out of 3.
• *Print out these note pages on cells . Fill in the blanks where info is missing as you read and watch the videos.
• Read about cells and watch the video.
• Watch this guy talk really fast about this stuff.
• Continue filling in your notes from the information on this page on cell organelles .
• Click around and learn about cell structure . You can use this to help you if you are still filling in blanks.
• Take the quiz on Prokaryotic and Eukaryotic cells. (4 questions, 8 points)
• Take the quiz on cell organelles. (10 questions, 20 points)
• If you missed any, you can regain those points by answering any of these cell test questions correctly. (If you missed one above, that ended up being 2 points off your total. Here one correct answer is one point.)

Lesson 25(*) (Materials: vinegar, eggs, corn syrup/salt/other)

• Look at this lab report template .
• (*)Start Osmosis Lab . NOTE: You will be using 4 eggs for this experiment. Read through the whole lab first. All 4 eggs will go through the vinegar step (Step 1) together. And then you will divide those 4 eggs for Step 2. Two of the post-vinegar eggs will go in water, and the other two will go in your solution.
• Write a lab report according to the template. (You can only do the first parts of this today.)
• Continue lab observation.
• Review cells .
• Finish your lab and report.
• Score your lab report according to this rubric .
• Record your score out of 20.
• What happened? Water was traveling through the membrane. Life seeks balance. The process is called homeostasis. The water left the cell, the egg, through the membrane and went into the syrup that didn’t have any water. You can soak an egg in water. What will happen? Why?
• Watch this video on plant cells .
• Review the terms with flashcards, test, or one of the activities.
• If necessary, review cells one more time!
• Take the quiz .
• Record your score out of 10. (There are 11 questions. That means you can miss one and still get 10 points.)
• Complete this cell project . You can use any websites/notes necessary.
• Score your cell project out of 20. Take off a point for any missing pieces or any obviously wrong answers.
• Hold onto your project!
• Do the test .
• Record your total score out of 20.
• Read “ What Are Stem Cells? “
• Read “ The Continuing Controversy Over Stem Cells: A Christian View. “
• Explain to someone why you chose the jobs you did on your cell project. Present your project.
• Score up to 10 points for confident, clear explanations.
• Read about diffusion and answer the first 2 review questions (scroll past the 5 explore more questions to find them).  You can also answer the 3rd question for extra credit.
• Record your score out of 2.  Give yourself 1 extra credit point if you correctly answered the 3rd question.
• Read about diffusion and osmosis with videos from Khan Academy.
• Watch the guy talk fast about cell transport .
• Here is an explanation of how osmosis works.
• Have someone open the vinegar bottle a couple of feet away from you. Count how many breaths you take before you smell it. That’s showing you the time it takes for the vinegar to diffuse through the air.
• Watch this video of an osmosis experiment.
• Note for #6: Starch molecules are too big to cross the dialysis bag membrane.
• Note for #9: the picture of the tube is at the very bottom of the first page.
• Record your score out of 15. There are fifteen questions. Some are combined under one number.
• hyper- and hypo- tonic
• fish in saltwater
• What egg solution was hypertonic and which was hypotonic?
• Use the homeostasis and cell transport flashcards and/or activities.
• Review all of your notes and materials from this chapter on cells. You could also review by exploring inside a cell .
• Take the homeostasis and cell transport test .
• Record your score out of 25.  The matching questions are worth 2 points each. The others are worth 1 point each. Start at 25 and take off for any wrong answer.
• Watch “ The Inner Life of a Cell .” Can you recognize any parts of a cell and their functions?

Biochemistry

• Read about water and pH . You’ll be answering questions about this tomorrow.
• Use these two applets to look at water bonded into a droplet and a piece of ice . Make observations. What’s different about the liquid and ice models?
• If you need help with acids and bases , here’s a link to talk you through it.
• *Answer the questions . Refer to yesterday’s reading assignment to answer these.
• #19 is worth 7 points — one point for each part that is correct. There is a possibility of 28 points for this assignment. Record your score out of 25 (potential for extra credit).
• Explore molecules . You don’t have to understand everything going on in all of these. What can you observe?
• Build two molecules. Use what you can find (things like toothpicks, pretzels, stirrers, straws, marshmallows, soft candies, and cotton balls) to build either a molecule of water or a molecule of salt and either glucose or vitamin C .
• You can use this pH scale picture (or search for your own).
• Read about macromolecules and carbohydrates.
• *Take notes according to this graphic organizer .
• Then go to this link and read more on carbohydrates and look at their structure and makeup. (Here’s an explanation for younger students . Don’t feel bad about looking up things on kid sites to get a general idea before you tackle harder material. It can be a smart practice.)
• Follow the arrows on the chart . ( alternate link ) Where do macromolecules come from?
• Read about lipids . Don’t forget to take notes on your graphic organizer (printed on Lesson 41).
• Now read this page on lipids . (site for younger students )
• Read about proteins and enzymes . Don’t forget to take notes.
• Read about proteins . (site for younger students )
• Then read about enzymes .
• Read about nucleic acids . Don’t forget to take notes on your graphic organizer (printed on Lesson 41).
• Watch the video on the chemical structure of nucleic acids.
• Then read this page on nucleic acids for younger students.
• Answer the questions on macromolecules .
• Check your answers to the questions.
• Score 10 points for correctly answering the questions on macromolecules. Take off one point for any answer you didn’t find.
• Score up to 20 points for completing the graphic organizer (from Lesson 41). There are 5 parts to complete each for carbohydrates, proteins, nucleic acids, and lipids. Take off a point for any block you missed.
• *Print out the lab worksheets .
• Complete the four labs, starting by clicking on carbohydrates . Fill out the worksheets as you go.
• Record the steps AS you go through the labs.
• Score up to 12 points for completing the 12 blank sections. Take off a point for any missing part of your answer.
• Record your score out of 12.

This is the end of the first quarter. If you are using a paper grading sheet, divide your total score by the total possible. It should be less than 1 (unless you have a perfect or better than perfect score). Multiply your result by 100 (just ignore decimals). That’s your grade percentage (e.g., 87%). Your goal is 90% or better. Place your graded work and labs in a safe place to be included in your portfolio.

Grading scale: 90-100 is an A, 80-89 is a B, 70-79 is a C, 60-69 is a D, < 60 is an F

Lesson 46(*)

• (*)Print out your new grading sheet or use the Excel version.
• Review what you’ve learned. Scroll down and read through the topics. Read through cell theory.
• Choose one property of water and describe what would happen if water didn’t have that property. Write a paragraph. (Make sure you know what cohesion is.)
• Record 5 points for a paragraph that completes the assignment.
• Review biochemistry . This is for review. You don’t need to use this page to learn new things, unless you want to!
• Read about bonds .
• Take the quiz at the bottom of the page. Give yourself a bonus point for reading the long page and record your score out of 6.
• Carbon can have how many bonds?
• Define: polarity, cohesion, solvent, organic compounds.
• Score your definitions, up to 2 points for each definition.
• Study your note pages from these three chapters we’ve completed so far. You should also use these vocabulary flashcards to study for a test tomorrow. You can use the flashcards or any of the other activities.
• When you are ready, write the definitions of the terms on this test . You may not use notes when you are taking this test. You do not have to get the exact words that are in the answers, but you need to get the meaning correct.
• Score up to 2 points for each answer. (This leaves room for getting one point for a partially correct answer.)
• Record your score out of 24.

Photosynthesis and Respiration

• *Print out the notes for this chapter. What’s familiar? What’s foreign?
• Quick reminder
• Explanation
• What does this equation say? 6H 2 O + 6CO 2 —-> C 6 H 12 O 6 + 6O 2
• Read it in English. 6H2O would read, “Six water molecules.”
• Complete the photosynthesis interactive.
• Score 5 points for completing each section.
• Go through the cellular respiration and energy page .
• *Take your time. Take notes using this Cell Respiration Notes Guide . You won’t be filling this out all today. Be sure you have it for tomorrow’s lesson, too!
• Here are some videos on ATP: one two three .
• Go through the page on aerobic cellular respiration . Use your Cell Respiration Notes Guide from Lesson 52 to take notes.
• Then do the same with anaerobic cellular respiration .
• Scroll down to the Self Check and answer the question .
• Finish your notes for this section.
• Record up to 35 points for completion. (The numbering repeats at the end of the notes.)
• Go through this lesson on cellular respiration .
• Go through this page on cellular respiration and then answer the questions at the bottom. You won’t just find all the answers directly on the page.
• Record your score out of 8 (one point each).
• *Print out your note-taking guide .
• Read about chloroplasts . Take notes.
• Try the Pearson Pigment Lab I . (This is archived and SLOW to load. Be patient. On the page with the picture of a test tube with a green line at the bottom. Be patient. The colors will start to rise up and separate.)
• The last part of the lab activity is a quiz. Don’t click to check your answers. Check them here. (answers: a, b, c )
• Score up to 10 points for completing each step of the lab. You can add a point for each correct quiz answer.
• Record your score out of 10. (Potential for extra credit)
• Read about photosynthesis and watch the videos.
• Continue to fill out the note pages from Lesson 55.
• Watch the video on the limiting factors of photosynthesis .
• Use the photosynthesis interactive . Read the descriptors next to the pictures. You can click on the images to see them bigger. (This requires Ad Block turned off.)
• When you get to the equation for photosynthesis, write it down. Read it as an English sentence. Explain to someone what it says.
• Then read the puzzlers. What do you think? Scroll down to see varying responses.
• Listen to this guy talk fast about photosynthesis .
• Watch this video on what’s going on inside a cell and how it obtains energy .
• Listen to this guy talk fast about ATP and cellular respiration .
• Draw a diagram of cellular respiration.
• *Cut and paste and complete the worksheets on cellular energy and photosynthesis.
• Act out (somehow) cellular energy and photosynthesis. Use people, props, puppets, whatever.
• Do it for an audience. They should know something by the time you are done!
• Record up to 10 points for completing today’s assignment.
• Review and complete the review questions, Light-Reactions-of-Photosynthesis . You don’t have to do the practice section.
• Review and complete the review questions, Chloroplasts . You don’t have to do the practice section.
• Record your score out of 6.
• Answer the questions as you watch the video, The Powerhouse of the Cell . Read them before you start the video!
• Work through the cellular respiration game . Keep going!
• Record 16 points for completion.
• Crossword Puzzle
• Record up to 8 points for eight correct answers in the crossword puzzle.
• Write a poem or song about photosynthesis or cellular respiration for extra credit. Record 5 points for acceptable completion after your song or poem has been performed before an audience.
• *Complete the study guide . Can you do it without your notes?
• Score up to 28 points for 14 well-answered questions. Score up to 2 points for not using your notes.
• Record your score out of 28. (potential for extra credit)
• Answer the questions . You can use your notes or the links in the course as necessary.
• Score 1 point for each of the 19 questions.
• Record your score out of 19.
• Read the list or use the flashcards.
• Do at least three activities until you know the answers.
• When you are ready, take the test .
• Mitosis and Meiosis
• *Print and read the vocabulary for the chapter. What’s familiar? What’s foreign?
• Read about chromosomes and the organization of DNA . Make sure to watch the videos.
• *Fill out the chart on the cell cycle as you can. ( NOTE : The Khan video about the “events in each stage of the cell cycle” is going to be most helpful with the middle column of your chart.)
• Read about and answer review questions on Asexual and Sexual Reproduction .
• How do these animals reproduce ?

Lesson 68(*)

• Read about mitosis and watch the video.
• I won’t require this, but I want you to do this. Make your own mitosis flip book . I would encourage this. Make the book and give it to someone to flip through. Explain what’s happening to them. Even if you don’t make the book, describe mitosis to someone.
• Read about DNA . ( Alternate link ) Keep clicking on “next.” Don’t worry about the mitosis animation. You’ve seen it before. Answer the problem questions.
• Go through the cell division interactive .
• Here are images of the phases .
• Go through the beginning of this to help you get started .
• Record your score out of 50.
• *Answer the questions . You can use the links in the course and the internet if necessary.
• Record up to 23 points for answering 23 questions correctly. Potential for an extra credit point.
• Read about meiosis . Make sure to use the links on the page.
• *Print the questions and answer them without using your notes.
• Now, you can use your notes for anything you couldn’t answer.
• Score 2 points for every question you got right on your own. Score 1 point for every question you had to use your notes for.
• Record your score out of 24. (potential for extra credit)
• Watch the videos on mitosis and meiosis .
• Write out what happens during mitosis and meiosis.
• Read through the list of characteristics .
• Go through the review with as much detail as you need to. Answer the questions at the end. Keep clicking on “next.”
• There will be quizzes on Lesson 77 on mitosis and meiosis. You can review your notes.
• Do mitosis quiz.
• Do meiosis quiz. Check your own answers with the answers listed on the page. Don’t worry about the score shown.
• Give yourself a point for doing each quiz and one point for each correct answer. Record your score out of 20.
• DNA and RNA
• *Print out your vocabulary notes for the next chapter on DNA and RNA and read them over.
• Go through the DNA notes . You don’t have to take the quiz. Just keep moving through. This is an introduction to what we’ll be covering in this unit.
• *Fill in these notes as you use the video on the DNA/RNA page below.
• Go through the page on DNA and RNA .
• The chemical structure of DNA (launch the resource)
• Chargaff’s ratio (launch the resource)
• How to extract your DNA
• How to extract DNA from anything
• (*) Origami DNA
• Go through the page on DNA replication .
• Watch this video showing DNA replication.
• Watch the video on the history of the double helix discovery .
• Go through the page on protein synthesis .
• Watch the video on replication and translation .
• Go through the page on protein synthesis and mutation .
• Look at some outcomes of mutation .
• *Print the DNA workshop questions.
• Use the video to answer the questions you just printed.
• Record your score out of 17. (half point each, potential for extra credit)
• Snork Synthesis Lab   (That has the Snoopy Snork DNA cut off. This version from Biology Corner shows it all at the bottom.)
• Codon Wheel Codon Table
• Record your score out of 20 for completing the assignment.
• Review and complete review questions about RNA .
• Record your grade out of 3.
• *Print out the templates .
• Complete this RNA activity .
• Check your answers . Record up to 10 points for completion.
• Hold onto your model. (You could take a picture for your portfolio.)
• Look at the chromosomes and scroll down to see what’s found in them.
• Learn about DNA technology .
• Answer the study guide questions. You can use the links in the course to help you find the answers.
• Take the six DNA quizzes . Record your two best scores.
• Record your total for the two quizzes out of 20.

Lesson 89(*)

• (*)Read and answer the questions about molecular biology ( source ) as best as you can. This is review. ( NOTE: Question #7 is missing a word. It should read, “A change in which of the following structural components will consequently change the function of each amino acid?”)
• Check your answers at the end of the packet. ( ANSWER CORRECTION: #4 is D-starch )
• Record your score out of 10. (potential for extra credit)
• Take the tour of basic genetics . Do each one on the list on the right starting with “What Are Traits?” Work your way down.

This is the end of the second quarter. If you are using a paper grading sheet, divide your total score by the total possible. It should be less than 1 (unless you have a perfect or better than perfect score). Multiply your result by 100. (Just ignore decimals.) That’s your grade percentage (e.g., 87%). Your goal is 90% or better. Place your graded work and labs in a safe place to be included in your portfolio.

Grading scale: 90-100 A, 80-89 B, 70-79 C, 60-69 D, < 60 F

Lesson 91(*)*

• (*)Print the grading sheet for this quarter or use the Excel version.
• Watch the presentations in the list under “ Introduction to Molecular Genealogy .” You’ll have to click on the next one in the list after the video finishes playing.
• Take notes.
• *Print out your vocabulary for this chapter and read it over.

Lesson 92(*)

• (*)If you can’t play this on your device (try another browser), you could also try this paper activity. Directions Chromosomes
• Read more about genetics .
• Genetics and Mendel’s experiments
• Here is a flashcard set if that helps you learn the terms you need to grasp to follow the material in this unit.
• Here are several of the terms we’ve been using in plainer language and with examples.
• Learn about Punnett Squares and Di-hybrid crosses .
• If you have trouble with this, try a video .
• Record up to 20 points (1/2 point for each little answer).
• Do the genetics practice problems . ( answers )
• Extra credit: Up to 5 points of extra credit for getting up to five of these genetics problems correct.
• Here’s an alternative activity that should work on any device if you can’t do that.
• Follow the directions and use the tutorial .
• Answer the question at the top of the page.
• Record up to 10 points for figuring it out.
• Read about complete and incomplete dominance .
• Complete the Punnett Square word problems .
• Record your score out of 25. Score a half point for each blank you fill in.
• Watch the video on blood types. What does this have to do with what we’re learning?
• Read the list of dominant and recessive traits . What about the list surprises you?
• Read about other types of inheritance .
• Can you answer this question ? Click on the tutorial button if you need help.

Lesson 99* (Materials: Marshmallows large and mini, toothpicks, candies, OR , create/use your own materials. Add your choices to the decoder page.)

• NOTE: When you answer #6, consider that it is just asking why more males are born blind than females (based on genetics). There isn’t any reason GENETICALLY why a female would be born blind. It’s not asking about that. The female could have been born blind for other reasons than genetics (i.e. underdeveloped optic nerve, injury in-utero, etc.). That’s not important. It’s a red-herring. Don’t let yourself get distracted by that. What is important is to understand why in general more males will be born blind than females based on the genetics you see in your Punnett Square.
• Check the answers for the discussion questions . Score up to 1 point for each block filled in and 2 points for each of the six questions answered. Record up to 24 points.
• Read about pedigrees .
• You can read more about genetic family trees here. (Don’t click on anything.)
• Read about genetic disorders .
• Read about genetic engineering .
• Should scientists be allowed to continue with genetic engineering? Answer with a paragraph or have a discussion with your parents. Make sure you explain the “why” of it. Can you argue both sides of the debate?
• Do the crossword puzzle .
• Genetics ethics : what do you think? Answer the questions. You could do these as a discussion with parents instead of writing out answers if you all so choose.
• Complete the Cats Genetics Lab .
• Record your score up to 24 points.
• There are two quizzes on Lesson 104. Now would be a good time to read over the vocabulary notes from this chapter.
• Use your notes or anything from this chapter to review. Make sure you know your Punnett squares.
• Genetics quiz
• Punnett squares quiz (You only get 1 point per question.)
• Record your score out of 15. (potential for one extra credit point)

Lesson 105*

• *Print out and read over the ecology key terms for this chapter on ecology.
• Here are some online project maker ideas, but you don’t have to do it online, and you don’t have to use one of these.
• Thinglink , Prezi , Emaze , Piktochart , Animoto
• This project is due on Lesson 120.
• Here is a list of endangered animals . You don’t have to pick one from this list.
• Here’s a link to help you write your bibliography .

Lesson 106*

• *Print the biosphere study guide . Complete it as you read. ( Answer key – student answers may vary slightly)
• Read about ecology and the biosphere.
• Review biotic and abiotic factors .
• Read “ What’s in a name? “

Lesson 107*

• *Print out this chart to take notes on the world’s major biomes.
• Fill in the chart about terrestial biomes which mainly mark different areas of climate. Here is information on the fauna . ( Answer key )
• Record up to 28 points. Take off a point for any empty box.
• Take a look at the locations for the major terrestrial biomes . Which biome do you live in?

Lesson 108*

• Go through the page on energy flow .
• There is a video on the page about wolves. I remember having heard complaints from locals about the wolves, so searched and found this article . Wolves were eating their calves in their herds of cattle. Remember, there are always two sides to a story, and often, unexpected consequences.
• *See if you can fill in the blank .
• Record up to 10 points for correctly filling in the blanks.
• Have you chosen your animal? You should be learning about it. Make sure to keep track of your sources. (Your directions on Lesson 105.)
• Read about symbiosis . There are a bunch of videos at the bottom of the page. Make sure to watch them.
• Tell someone an example of each time of symbiotic relationship.
• camouflage and mimicry
• ravens intelligence, ability to learn
• Learn about your endangered animal. Take organized notes! How are you going to present your information? Be thinking.
• Do you know the terms ? Try a game or use the flashcards.
• Explain to someone how deep sea plants can get energy without sunlight.
• You can work on your project any day without me telling you. It’s due on Lesson 120.
• Try making food chains . Choose Free Play and make two working food chains.
• Record up to 10 points for completion.
• Can you make a food web that survives ? Click on “Open Simulator.”
• Record up to 12 points for succeeding in keeping all the animals alive. (If you really can’t get them all to live, take off 2 points for each animal you can’t keep alive.)
• Work on your project. (Directions are on Lesson 105.)

Lesson 112*

• Learn about food webs in the ocean .
• Here’s a video on how warmer water affects food chains .
• *Complete the chart . ( Answers )
• Create a food chain. (See pages 1-2 of this packet. You can print and use the pictures if you like, or just write or draw them.) Then write answers for the scenarios on page 3. What do you think would be affected?
• Record up to 12 points. Score up to 6 points for completing the chart and 6 points for answering the three scenarios.
• Read about intertidal communities . Or watch a video .
• Watch the video on food webs in the coral reef .
• Read about Antarctic ecosystems .
• Record out of 6 points, up to 2 points for each complete, informative sentence.
• You can see some of the same animals used in different chains. That’s how these chains become webs. There’s not just one predator/prey match for each animal.
• See the world . Can you identify the biomes?
• Learn about the recycling of matter . Use the links on the page and answer the two questions at the bottom of the page in writing.
• Write/draw a description of each cycle or describe them to someone: hydrologic, carbon, nitrogen.
• How does the flow of matter differ from the flow of energy through an ecosystem?
• Watch the videos on community ecology .
• Read about community ecology .
• What’s happening each year to the moose and wolf population ? Why? Write a sentence or tell someone about each year.
• Watch the video on ecological succession .
• Read about succession .
• How does destruction lead to diversity ? Here’s a similar presentation of succession after a fire as a video of where this is taking place if you want to see the real thing instead of a cartoon.
• Watch the first minute of this video to see it in action.
• What’s the problem with invasive species? How does that relate to community ecology and succession?
• Read about the impact of humans .
• Write a paragraph (or discuss with a parent) the conclusions of the articles. What do you think of overpopulation? Do you think anything should be done? (You can read my opinion below.)
• Personally, I have a problem with the word, “overpopulation.” It means there are too many people. Who decides what number is too many? God gave humans dominion over the Earth. We were in charge and we’ve messed up. We haven’t been good stewards with what God gave us. Christians should be environmentalists. This is God’s creation and we should be taking care of it. HOWEVER, many who call themselves environmentalists put the Earth and animals before humans. They think it’s okay to kill babies through abortion because it will help the Earth! Christians always value human life above any other thing . I don’t think the problem is too many people. It’s selfishness and greed, basically sin, that is destroying the Earth. The good news is that God is going to create a new Earth for us one day.
• Record 5 points for your paragraph/discussion.
• Project…
• Complete the crossword puzzle . You can research if you need help.
• Today would be a good day to finish your project! (Lesson 105, directions)
• Watch the video on population ecology .
• Read about population .
• Finish your project. Make sure you are complete and ready to be graded using the criteria given.
• Present your project to an audience, or at least to someone.
• Score your project. Where it says 10%, that’s 10 points. 5% is 5 points, etc.
• Divide your score in half.
• Review your notes/study guide.
• Take the population quiz .
• Record your score out of 8. (potential for extra credit)
• If it doesn’t work on your device for some reason, you can watch the lab and pause it to record the data.
• Score your assignment based on the rubric in the lab.
• Record your score out of 38.
• The game mentions the Earth getting warmer because of an increase in carbon emissions. This is referred to as climate change . Read this page and use the links to learn more. No matter what you believe about it, you should know about it.
• You can read about climate change impact here. (Lesson in propaganda: pay attention to “if,” “could,” “possibly” and such words and phrases pointing to the fact that these aren’t facts, but speculations.)
• I put this video in Oceanography as well, but if you haven’t seen it, I suggest you watch it, or at least part of it. The main point to get from it is that there is no scientific consensus. It’s almost never true when someone says, “All scientists…” This is a video of scientists saying that global warming caused by carbon dioxide emissions is not a reality; it is just a political tool.
• Always be prepared to think for yourself. The book, More than a Carpenter , was written by a skeptic. He thought he would prove Christianity false but wound up proving it true and becoming a Christian himself. “McDowell always believed that Christians were ‘out of their minds’ but now insists that ‘never has an individual been called upon to commit intellectual suicide in trusting Christ as Savior and Lord.'” (from amazon.com) Being a Christian doesn’t mean denying science or history; it means understanding history and science in a way that unbelievers never can.
• Read about human impact .
• Read about human impact on wildlife .
• Watch the video on human impact .
• Start your Human Impact and Animal Resiliency Assignment .
• Finish it on Lesson 125. You can write about this (include pictures), or create an online presentation. Record your sources. Create a bibliography.
• Finish your presentation/report on human impact.
• Present it. If you wrote something, read it out loud to others.
• Record up to 30 points for completing the assignment.
• Explain how acid rain can change an ecosystem.
• Check out these interesting facts on natural gas .
• Look at the use of wind and solar energy around the world . Where is hydro and geothermal energy used?
• Learn about a North American biome, the prairie. Start with the shortgrass prairie .
• Read about it, learn how to play, and then play the game. Use the links to complete the activity.
• Write a paragraph telling about the biome.
• Then complete the tallgrass prairie in the same way.
• Score up to 5 points for a complete paragraph: intro, 3 reasons, conclusion.
• Take the Global Trends Quiz . Check your answers .
• There are three sections. The first two focus on population, which I have discussed with you before. They focus on the demand many people put on the planet, but then take note at the correct answer to the first question on the last section, the environmental challenge section. It reminds us that it’s really not a problem of numbers of people.
• Solve the world’s problems. You can write this or just tell someone. What would you do to help solve one of the world’s problems, such as declining resources and increased pollution?
• Record 5 points for a thoughtful solution.
• Complete the study guide .
• Use the links on the page to help you.
• Record your score out of 15 (1 point each except for the graph).
• Review your ecology vocabulary and notes from the chapter.
• Take the test . You can use your notes.
• There are 37 blanks. Record your score out of 35. (potential for extra credit)
• Take the ecology quiz .
• You need to understand the evolutionary hypothesis of how people believe all of the organisms on earth came to be. We will also be reading and looking at some contrary information. If you ever want to explain your position and defend your beliefs, it would be helpful to be able to speak intelligently about evolution.
• Read about natural selection and survival of the fittest .
• There is such a thing as natural selection and survival of the fittest. The weakest get killed the easiest, the fastest, and so don’t breed as much, if at all, and so there aren’t more like them. Those who are best fit to live in a particular environment survive to have babies who are like them, just as God designed genetics to work. We can see it as the hand of God changing a population to help it survive.
• Read this article about “ Darwin’s Finches .” This is calling God’s design of genetics “evolution.” God’s design is magnificent, but it has nothing to do with the rest of what’s called evolution, where they say a bird could become a whole other animal over time. God created living things to produce their own kind .
• Explain to someone about what you read today.
• Read this article touting evolution creating a new species . You’ll read that a finch learned a new song. Is a finch still a finch? Yes. Can you ever see these little changes in population turning that finch into a fish? a monkey? a truly different species?
• Read about natural selection .
• Read about genetics and evolution .
• Talk with someone about what you have read.
• Read about the history of life according to evolution scientists.
• Here’s an article on carbon dating from a creationist scientist .
• If you are interested in all this, here are some videos you might like to watch.
• What can you explain from what you read today?
• I’m going to go ahead and let you take this tour . Pay attention to the number of the different types of animals. You don’t have to click on the “millions of years ago” circles if you don’t want to. That page is the end of the tour.
• Which type of animal is the most abundant today? Which is the least? (If you don’t know the answer, go back to the tour!)
• Creationists believe that dinosaurs and humans did live at the same time. Leviathan , a creature mentioned in the book of Job in the Bible, seems to be an example of a dinosaur. (I personally also think those stories of knights slaying fire-breathing dragons are examples. I know they are just stories and were exaggerated as they got repeated and passed on, but they did come from somewhere.)
• Check out a few adaptations . Remember, these animals and plants didn’t will some sort of change. They just went about their lives as they were created to. God took care of the rest through the way he made genetics to work.
• Read about your appendix .
• What did you learn today?
• Read these pages about bacteria resistance , and this one (don’t worry about the video.)
• What do you think can and should be done about bacteria resistance? Write your answers/position.
• Record up to 5 points for a well-thought-out answer.

This is the end of the third quarter. If you are using a paper grading sheet, divide your total score by the total possible. It should be less than 1 (unless you have a perfect or better than perfect score). Multiply your result by 100. (Just ignore decimals.) That’s your grade percentage (e.g., 87%). Your goal is 90% or better. Place your graded work and labs in a safe place to be included in your portfolio.

Lesson 136(*)

• (*)Print out your next grading sheet or use the Excel version.
• DNA Was Created   (alternate video link)
• Proteins Were Created  (no video)
• Cells Protect  (no video)
• Engineering Wonder  (alternate video link)
• Only God  (alternate video link)
• Watch the video: Life Was Created Fully Functional  ( video )
• Natural Selection
• The Natural Direction ( video )
• Living Creatures ( video )
• Equipped to Adapt ( video )
• Watch the video: Man Was Created by God ( video )
• Image of God ( video )
• People Descended ( video )
• Purpose and Accountability
• Distinct from Apes ( video )
• Living Populations Are Young
• Living Fossils
• Fresh Fossils ( video )
• Write out and present to an audience a well-thought-out explanation of your beliefs about creation and evolution. Try to be persuasive.
• Go over your vocabulary from each unit.
• What is biology?
• Photosynthesis
• Read about taxonomy . Do the review activity linked at the bottom of the page.
• Read about domains .
• Read about kingdoms .
• Read about the kingdoms here as well through the first two kingdom sections (through eubacteria).
• Use the various activities along the side to learn and practice the 3 domains and 6 kingdoms . You can use the flashcards, the games, etc. If you are feeling smart, try the spelling activity!
• Take the test . (Each is worth half a point. Divide your total in half.)
• Read the introduction and launch the activity. How close did you come to correctly classifying the organisms ?
• Choose your best organism and remember your score for it, up to 7 points.
• Build a fish . Retry until you survive.
• Score 5 points for successful completion.
• What factors were important in your survival?
• Build a bird . Successfully complete at least one bird (meaning your bird survives).
• Score 5 points for succession completion.
• What factors were important for your survival?
• Record today’s combined score out of 17.

Lesson 145*

• *Print out this dichotomous key worksheet .
• lifesavers   (Hint: This is flat in your key.)
• Tootsie Roll
• Hershey’s Kiss
• Jolly Rancher
• Complete the worksheet.
• Score up to 10 points for correctly naming 7 candies and a half a point for each correct answer for the 6 questions on the second page.

Lesson 146(*)

• Use this dichotomous key to identify a tree in your yard or neighborhood (or just use this tree .) You can go back during the quiz and change an answer if you don’t think you answered something correctly.
• (*)Use this dichotomous key to salamanders . ( source )
• Record 11 points for correctly completing the lab.

Lesson 147(*)

• (*)Create a dichotomous key for these creatures .
• Name or number the creatures.
• Create a couple of descriptions that people can use to identify their creature.
• Have someone check several when you are done.
• Answering the questions for your creature should lead you to the correct, unique name/number for each creature.
• Record your score out of 20 if you were successful.
• Complete the crossword puzzle .
• Record 12 points for completion if you knew/found all of the answers. Take off a point for any missing answer.
• Read this article about discovering new species .
• Research some newly discovered species. Look for one in the past year. Write a paragraph about it or tell someone about it. Where was it found? How? What is it? What is it related to?
• Record up to 10 points for completing today’s assignment (5 for the crossword and 5 for the new species).
• Review with this organization of life chart .
• Review the vocabulary with flashcards or with games.
• Record your score out of 10 (deduct a point for each question missed).

Viruses and Bacteria

Lesson 150*

• *Print out your key terms for this chapter.
• Read about bacteria .
• Do you remember the parts of a bacteria cell? Take the quiz  for review.
• Watch the video on the varying structures of bacteria .
• Read about bacteria growth .
• Read about bacteria control and benefits .
• Complete the Blackout Syndrome (warning: this is gross). Solve the mysteries. Don’t just click on random answers. Your grade is based on how well you can solve the mysteries.
• Score 5 points for each solved mystery. Take off a point for each time you guessed incorrectly (potential for 15 points).
• Good bacteria vs. bad bacteria
• Antibiotic resistance
• Start your lab . Download the student worksheet (on the right). Here’s an alternate link for the worksheet if the one on the website doesn’t work. You can print or type the answers right onto the page. You will finish on Lesson 154.
• Complete the lab .
• Record up to 50 points for completing the packet.
• Read about Typhoid Mary.
• Identify the source of the disease . Play as much as you like. Can you complete at least one?
• After you have played some, write a paragraph about how diseases spread and what should be done to prevent the spread of disease.
• Record up to 10 points for a clear introduction and conclusion and details that support your ideas. Make sure both topics are covered.
• Read about viruses .
• Find two viruses on the scale.
• Cell vs. Virus
• Catching a cold
• Viral life cycle
• Draw a diagram or write the steps of what a virus does and how your body responds.
• Read vaccine basics .
• Read about how to make a vaccine . Click on the different examples.
• Record your score out of 10 for completion.
• A through D
• E through L
• M through S
• T through V
• These are the words you need to know (and others from the lesson).
• Complete this crossword puzzle .
• Score 1 point for each correct answer. (Do the words all fit together and in the amount of spaces provided?) Take off 1 point for any incorrect or incomplete answer. There should not be incomplete answers.
• Review the words you need to know . You can click on any of the activities to practice the words.
• In this quiz you will be given the definitions and you will need to fill in the word.
• Take off 1 point for any wrong answer.
• Prepare for your yeast experiment .
• Protists and Fungi

Lesson 161 (Materials needed: listed in lab)

• Begin your yeast experiment .
• You will be writing up a formal lab. Write up everything except observations/data and conclusion. Create a chart to record your data in.
• Here is the lab report template .
• Later in the day you will collect data.

Lesson 162*

• Collect data for your experiment .
• *Print out your key terms for this chapter. Read through them!
• Read about protists .
• Watch Protist-The Movie . (It’s going to reference evolution, but there is other information.)
• Check out the protist image gallery .
• Finish your experiment.
• Complete your lab .
• Score your lab report according to this rubric . ( source – cc by-nc )
• Go through the page on protists and answer the questions.
• Check your answers . Record your score out of 27

Lesson 165*

• Go to the Virtual Pond Dip website.
• *Fill out this chart for 10 organisms.
• Score 20 points for completion.
• If you like, you can look at real pond organisms .

Lesson 166*

• *Take notes as you learn about fungi .
• Watch Crash Course – Fungi .
• Complete the survey lab on fungus .
• Record up to 24 points for finding all 23 answers.
• Use your notes and complete the crossword puzzle .
• Record your score out of 25. Take a 1/2 point off for any missing or incorrect answer.
• Watch the videos on plant structure and function (nutrition and transport).
• What do you know about plant structure ?
• Read (and watch videos) on plant adaptations .
• Learn about angiosperms .
• Design a lab to test the factors that affect germination. Write up a lab report as you go.
• Answer the questions about flower structure and reproduction .
• Record up to 14 points.
• I won’t bring it up again. You’ll be completing your lab with the data you have obtained so far on Lesson 179. You’ll be scored according to this rubric . ( source – cc by-nc ) Make sure you know what you need to be doing.

Lesson 173*

• *As you study invertebrates, fill in the graphic organizer .
• Learn about some phyla of invertebrates .
• Learn about worms . Continue filling out your graphic organizer .
• Learn about more invertebrates . Continue filling out your graphic organizer .
• Learn about one more group of invertebrates and about vertebrates . Continue filling out your graphic organizer .
• Complete the lab and journal questions.
• Record up to 25 points for completion.
• Read “Instructions: Internal anatomy” Then click the little black circle with a white X inside. Depending on whether you have your browser window full screen or not, this may be at the top or bottom of the Instructions segment. Begin with fat bodies. Click on it, click on a tool, click on remove or lift. Again, when you are done with each organ, DO NOT click on the “Next” button!!!!! This would make you start all over again. Click on the black circle with a white X inside and then you can select which organ to remove next.
• If you are interested in this, click on the video and you can watch a real frog dissection or skip through to see different parts of it.
• Review your study guides and notes from all of your chapters.
• Finish your lab report with the information you have so far.
• Score your lab report . ( source – cc by-nc )
• Take your final exam .
• If you skipped a question, go back and try it. You should always at least try.
• Score your exam. There should be 97 total points. Add 3 points to your total if you answered every question.
• Record your score out of 100.
• Congratulations on finishing biology!
• Record your final score. Add biology to your transcript. Create a course record for this course. Save your final, labs, other written work and even some screen shots for your portfolio and records.
• If you are planning on taking a biology test for college credit, please see the notes below.
• Take the polls .

Donate/Say Thanks

Notes for those wanting to take an exam for college credit :

• Here is one study guide .
• You will probably need to learn some more about evolution than I covered in this course.
• Here is a study guide if you are going for 6 CLEP credits. That is the same as two college courses, so it does cover more than was in this course. We covered a lot of it though, so you are on your way.

https://contrib.pbslearningmedia.org/WGBH/conv19/ess05-int-biomemap/index.html

Williamsburg High School for Architecture and Design

Redefining Career & Technical Education in New York City

Biology EXTRA CREDIT Assignments

March 10, 2014 By Ms. Bruno

Attached are the 3 extra credit assignments that have been available since last week. Each extra credit assignment can replace a quiz, homework, or classwork grade. Extra credit assignments are to be turned into the basket when they are completed. Answers must be well thought and supported with the information we have learned in class. If you do not understand, simply come see me. Refer to the notes below for support. Last day to turn in extra credit assignments is THIS Friday (3/14)

• DNA is a double-stranded molecule.
• DNA strands are connected by complementary base pairs.
• In DNA, the base A always pairs with T. The base G always pairs with C.
• Each strand serves as a template for the other.
• Following the rules of base-pairing, we can easily create a new strand of DNA by separating the strands, and using each as a template to synthesize the complementary strand.
• DNA is a universal code for life. DNA is found in all living things.
• The sequence, or order of the genetic code is what gives diversity to life.
• RNA is a single stranded molecule that can be synthesize from DNA.
• In RNA the bases are G C A and U
• There is no T in a strand of RNA, instead there is U.
• RNA G will attach to DNA C. RNA C will attach to DNA G. RNA A will attach to DNA T. RNA U will attach to DNA A. 
• Mitosis is cell division that creates identical cells with identical DNA
• Mitosis is involved with growth, repair, and asexual reproduction.
• Meiosis is cell division that creates gametes (sex cells) with a unique half of genetic material.
• Meiosis is involved with the production of sperm and egg ONLY.
• Genetic recombination occurs during meiosis and makes each sex cell unique.

[gview file=”https://www.whsad.org/wp-content/uploads/2014/03/Assignment-2-Stop-copying-me.docx”] [gview file=”https://www.whsad.org/wp-content/uploads/2014/03/Assignment-1-meowsis.docx”] [gview file=”https://www.whsad.org/wp-content/uploads/2014/03/Assignment-1-A-with-U.docx”]

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About Ms. Bruno

Ms. Bruno has been an Assistant Principal at Williamsburg High School for Architecture and Design since 2009. She oversees the departments of Science, Mathematics, Architecture and Design (Career and Technical Education (CTE)), Physical Education and Health. She can be reached at 718-388-1260 ext. 2080, or [email protected] .

5 Ways to Earn High School Lab Credit

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I base my high schoolers’ course list on our state public college entrance requirements. In NC, state colleges expect applicants to have at least 1 high school science lab listed on their high school transcript. Of course, this is just the minimum. I have set my own homeschool high school graduation requirements higher.

What is a high school lab science course?

At its core, a science lab class is hands-on work related to the science subject.

Typical high school science subject areas with labs include biology, chemistry, physics, and anatomy.

The actual lab portion will vary for every subject. Biology labs might involve dissections while chemistry labs will work with more chemicals.

There doesn’t seem to be any set requirements in terms of the number of lab experiments performed. Personally, I want to include as many experiments as possible.

The science labs are taught alongside the curriculum and together they equal 1 high school credit.

Many parents stress about how to plan high school science labs. Afterall, we don’t have well-stocked science labs. We are usually doing science lessons at the kitchen table.

Here are 5 ways to earn high school lab credit.

Kristin Moon Science Lab Video Courses

Last year my daughter used the Kristin Moon Science Chemistry Lab Video Course . I was so impressed and it is now my favorite way to earn a high school lab credit!

This option requires minimal parental involvement.

There are currently two high school courses available – chemistry and biology .

Kristin Moon Science Lab Video Courses are my favorite way to earn high school lab credit because:

• Dr. Moon has a bachelor’s degree in Microbiology and a Ph.D. in Molecular Genetics. She knows her stuff!
• The labs are more than just kitchen science
• The course is well organized
• There are 30+ lab experiments and activities
• It works with any science curriculum or textbook
• The experiments actually work
• The supply lists make it easy to order all of the materials at the beginning of the year
• Dr. Moon always reminds the students to clean up their work space at the end of each lesson

Parents can be as involved or as hands-off as they would like. I like to watch the videos with my teens, but that is because I enjoy science. I could easily let my students watch the video and do the lab without participating.

Students work through the labs while watching an online video of Dr. Moon performing the lab. She demonstrates everything while also explaining why an experiment works.

Related: Fantastic High School Biology Labs for High Schoolers

The explanation part of labs is something that is often missing from other lab options. Students fill out lab reports based on their experiments.

One of my goals in homeschooling high school is to give my kids a better education than they would get if they were public high school students and this course helps me do that. My kids get to do more than 30 experiments a year in these lab courses!

Related: Online Homeschool Chemistry Lab Videos to Make Teaching Easy

Homeschool Co-op

Homeschool co-ops are all different so the amount of parental involvement will vary. Some co-ops plan for parents to drop off their high schoolers so that a paid teacher can lead lab classes. Other co-ops require a parent to volunteer within the co-op. There are even co-ops where parents take turns teaching or assisting in a class.

It can be tricky to find a homeschool co-op that is a good fit for your family. Be sure to ask questions before signing up. Some questions include:

• Is the class religious or secular?
• What curriculum/textbook is used? Is it supplied or an additional purchase?
• What are parental expectations?
• What are the teacher’s qualifications?
• What is the course description?
• How much work is expected outside of the class?
• What is the price?
• What are the dates and times?

There are no right or wrong answers for everyone, but the responses will help you determine if it is an option for your family.

Related: How to Start a Homeschool Co-op

This option is going to require a lot of parent involvement and flexibility. Parents will need to do all of the research, planning, and teaching.

When my daughter took biology in 9th grade I attempted to use the lab book that went along with her science textbook. I had chosen a traditional science textbook and happily added the study guide and the lab workbook to my shopping cart.

I thought that the lab book would make it easy to do experiments at home.

I was wrong.

The labs were designed to be completed in a classroom science lab and required materials that I could not get my hand on. Some of the labs required supplies such as dialysis tubing, planarians, magnetic centromeres, electrophoresis chamber, antibiotics, and cross sections of assorted bones.

Needless to say, I ended up doing a lot of research and substituting quite a few lab exercises. My daughter did earn a high school lab credit, but I chose not to use this lab book when my son took high school biology.

Combine Lab Resources

This option requires the most parental involvement. Parents need to determine the goals, research different lab resources, organize them in a way that makes sense, and do all of the teaching. It can be a lot of work.

Despite what I just said, I am going this route with my daughter’s anatomy course . She has already taken 2 science lab classes (biology and chemistry) but when she decided to take anatomy I couldn’t resist adding in a lab component.

I spent quite a few hours this summer finding hands-on activities and labs to complement each unit within the curriculum.

Dual Enrollment Courses

This option is the most rigorous. It is an entire year’s worth of college science labs in one semester. Utilizing a dual enrollment is pretty hands-off for the parent because the college instructor is doing all of the planning, teaching, and grading.

Dual enrollment can be a way to earn high school lab credit and college credit all at once. Depending on your state, it might even be free.

Related: 5 Things to Know About Dual Enrollment

However, I want to remind you that dual enrollment classes are college-level courses with college-level expectations. Community college, where most dual enrollment students attend, can contain adult course content.

This can be a good option for highly motivated advanced high school students, but students will probably do best if they have some lab experience before signing up. The final grade is awarded by the course teacher and stays on the official college transcript forever.

Frequently Asked Questions about High School Lab Credit

Is lab credit just for science?

Science is typically the only course with a lab component that is listed on the transcript. Things like physical education, social studies, and fine arts can certainly have a hands-on component to the lessons, but that is just expected.

Does Earth science have a lab?

Usually Earth science, physical science, and general science courses do not have an accompanying lab. However, if you find or create a lab option you can certainly make these lab courses.

Can homeschool students take science Advanced Placement classes for credit?

Yes, homeschoolers can take AP courses. It is important to note that Advanced Placement is a term regulated by the College Board. A class can only be called ‘AP’ or ‘Advanced Placement’ on a transcript if the course curriculum has been approved by the College Board .

The AP exam is separate from the actual course. A homeschooler can take the exam as long as they can find a school willing to give them a seat for the test. Start looking early if this is the route you want to go!

Some colleges will award college credit if a student obtains a certain score on the AP exam.

If the AP course does not have a lab component, you can add one of the options mentioned above.

Can a science with lab ever be an elective course?

Sure, electives can be found in any subject area. I would recommend having a plan to meet the college entrance requirements before branching out to science electives.

A few science electives include:

• Oceanography
• Forensic science

Related: Simple Guide to High School Electives

I hope these descriptions help you determine the best way for your student to earn high school lab credit.

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Keep reading . . .

Welcome! My name is Jennifer. I am a teacher at heart. Before my children were born I was a public school teacher. Now, I am a homeschooling mom of two.

This is great! As a homeschooler with two teens in high school, this is so helpful!

Great ideas. For my daughter’s Chemistry this year, we are making it a lab by adding experiments from Creation Crate. They send you anything you need for the experiments. My daughter is also taking Astronomy, I didn’t know you could make that a lab.

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Life happens. I understand that there are many demands placed on students these days - family expectations, academic responsibilities, work schedules, extracurricular commitments - that might make getting every homework assignment turned in on time tough. I do not accept late work for a number of reasons, including providing feedback to students in a timely manner and reducing student stress. Therefore I provide extra credit opportunities each semester that enables students to recover points for missing a few assignments.

Rules for Extra Credit

• Students may complete any combination of the following options to earn up to 15 points in the homework category and 30 points in the lab category in a single semester. For example, a student may watch one movie and listen to one podcast and take pictures of five scavenger hunt items and earn up to 45 points for a semester.
• A student may NOT complete the same extra credit option both semesters. For example, he/she may not submit the book, My Sister's Keeper for extra credit in both the fall and spring semesters or listen to the same podcast both semesters.
• Students are to work on projects individually. If they want to travel together for the scavenger hunt or watch movies together, that's fine but each student must turn in his/her own scrapbook with pictures of himself/herself and answer the movie questions individually.
• Extra credit points will be awarded in either the homework or lab categories. The only way to earn extra points in the test category is by completing the progress checks on AP Classroom or retaking the multiple choice tests.
• Projects are due by 11:59pm on Tuesday the week before finals. There is NO GRACE day for 10% off with extra credit.
• If you have any questions, come talk to me or email me prior to the night before it is due. I will not help you if you have waited until the last minute to throw together a haphazard project.

Extra Credit Projects

• Please be careful to NOT DESTROY any habitats as you visit and collect your pictures.
• Plants that have red spots or red areas on the stem or leaf may be poisonous...DO NOT TOUCH!
• A photograph of you with an item can only count for one point once. For example, if you take a picture with a mushroom, that can be used to earn a point for EITHER mushroom OR fungus, not both.
• Do your research beforehand to determine what a specimen should look like and where to find it.
• Oregon Museum of Science and Industry
• Portland Rose Test Gardens
• Japanese Garden
• Hoyt Arboretum
• Clark County Parks and Recreation
• Powell's Books
• Portland Art Museum
• Oregon Coast Aquarium
• Bonneville Dam and Columbia Gorge Interpretive Center
• Medicine Man
• Lorenzo's Oil
• Stress, Season 1 : Stanford University neurologist (and part-time "baboonologist") Dr. Robert Sapolsky takes us through what happens on our insides when we stand in the wrong line at the supermarket, and offers a few coping strategies: gnawing on wood, beating the crap out of somebody, and having friends. Plus: the story of a singer who lost her voice, and an author stuck in a body that never grew up.
• Sleep, Season 3 : Every creature on the planet sleeps--from giant humpback whales to teeny fruit flies. What does it do for us, and what happens when we go without? We take a peek at iguanas sleeping with one eye open, get in bed with a pair of sleep-deprived new parents, and eavesdrop on the uneasy dreams of rats.
• Memory and Forgetting, Season 3 : Remembering is an unstable and profoundly unreliable process--it’s easy come, easy go as we learn how true memories can be obliterated, and false ones added. And Oliver Sacks joins us to tell the story of an amnesiac whose love for his wife and music transcend his 7-second memory.
• Laughter, Season 4 : If you look closely, you'll find that humor has very little to do with it. We ask what makes us laugh, and how it affects us. Along the way, we tickle some rats, listen in on a baby's first laugh, talk to a group of professional laughers, and travel to Tanzania to investigate an outbreak of contagious laughter.
• Race, Season 5 : When the human genome was first fully mapped in 2000, Bill Clinton, Craig Venter, and Francis Collins took the stage and pronounced that "The concept of race has no genetic or scientific basis." Great words spoken with great intentions. But what do they really mean, and where do they leave us? Our genes are nearly all the same, but that hasn't made race meaningless or wiped out our evolving conversation about it.
• Inheritance, Season 11 : Once a kid is born, their genetic fate is pretty much sealed. Or is it? This hour, we put nature and nurture on a collision course and discover how outside forces can find a way inside us, shaping not just our hearts and minds, but the basic biological blueprint that we pass on to future generations.
• Bigger than Bacon : This story starts with a sound around a dock in South Carolina, and then goes from submarines to superheroes, from the surface of the sun to the middle of the brain. It is a mystery, shockingly hot, and vanishingly tiny. I couldn't find it in the archive, so here is the link to it.
• Dinopocalypse : This is actually a YouTube video of the live show with some pretty cool videos and demonstrations.
• Intelligent Plant, PRI interview : Michael Pollan wrote an article in The New Yorker with this title. This interview by Ira Flatow for PRI Science Friday discusses the new research into plant intelligence. Use this link to access this interview, as you won't find it on RadioLab.
• Read the book.
• Answer the questions on the worksheet linked to the title of the book ( MUST be handwritten ).
• Complete the supplemental reading verification form and have your parents sign it.
• Turn in completed papers by 11:59pm Tuesday before finals. I will NOT accept it on the last day of the semester.

• Houston Community College
• Eagle Online

• Terronica Blackmon
• General Biology II for Science Majors (BIOL 1407)

Extra Credit Assignments

Models are excellent tools for demo and study.  In general, you can design a model of virtually anything related to biology.   Models are worth a maximum of 25 points .  For a model to be accepted for extra credit it must meet the following criteria:  all models must

• begin with a written proposal (to be presented to me) which includes a sketch of your idea, the materials to be used, and details about scale (size)
• be unique, three-dimensional, and structurally correct
• be durable, show careful planning and meticulous construction
• have all parts clearly labeled

Some models accepted in the past include: atoms, simple molecules, organic compounds, specialized cells (plant or animal), fluid mosaic, exo- and endocytosis, lock and key (enzymes), mitosis, meiosis, nondisjunction, DNA, RNA, DNA replication, protein synthesis, viruses, skeletal system components…

LITERATURE REVIEWS

At any time throughout the semester you may submit a review of written literature.  In general, the longer the article the longer the review, but the review must be a minimum of 2 pages.  Reviews are worth a maximum of 25 points .  The review must be typed, double-spaced and include the following:

• a succinct summary of the entire article
• a discussion of how it relates to your biology studies
• an explanation of your interest in the topic of the article
• a copy of the article

 You can review books, periodicals, newspaper articles or any other printed material pertaining to biology.  Keep in mind that the quality of your chosen article will affect the quality of your review.  These assignments are first come, first served, so you may not review literature that has already been reviewed and submitted by any other student. 

ORAL REPORTS

Oral reports can be done on a variety of subjects.  In general, they should cover topics relevant to what is currently being studied but should focus on more detail than expected in the class objectives.  Oral reports must demonstrate that you have done research, using sources other than your textbook.  They are worth a maximum of 25 points. Oral reports can accompany any of the other types of extra credit.  Oral reports must:

• be at least three minutes but not more than seven minutes in length
• include a typed transcript of the report
• include photocopies of your sources      

EDUCATIONAL TOOL

Everyone can teach! Actually teaching someone else is one of the best ways to learn a subject matter. Create an educational tool (web, print, movie, etc.) designed to teach a middle school science student a biological concept. They are worth a maximum of 25 points.

• limit the main points in a lecture to five or fewer
• create effective visuals, analogies, demonstrations, and examples to reinforce the main points
• share your outline with students
• emphasize your objectives and key points in the beginning, as you get to them, and as a summary at the end

Interview someone who uses concepts from biology as an important part of their work (an important person in biology studying DNA, biotechnology, evolution, ecology, or genetics.) They are worth a maximum of 25 points.

• write a summary of your conversation or interview
• be sure to include education and experience needed, a description of the type of work that they do, approximate salary, job satisfaction and opportunities, how you know this person and how much time you spent with them.
• it is a good idea to write down some questions before you actually meet with the person.

CURRENT EVENT REPORT

Find an article in a recent, serious magazine (2015 to now), a recent newspaper or an Internet site (but not an encyclopedia or Wiki); on any topic in biology i.e. DNA, RNA, genetics, genetic engineering, evolution, ecology, and similar topics.  Better quality earns more points. They are worth a maximum of 25 points.

• summarize the article in your own words (at least 2/3 page)
• give your reaction or opinion

For more points, read your report to the class. Schedule this with me before hand

Go to a public meeting or field trip having to do with biological, health, science, or natural resource concerns. They are worth a maximum of 25 points.

• turn in your notes.
• a signature from the presenter, and
• some handouts

If you are interested in a career that involves science, learn more!  Find out what type of coursework you need to prepare for it, check out schools you might like attend, find out about salaries, outlook for work, the type of duties you might have. Worth a maximum of 25 points.

• Make copies of information that you find, let me know what you have learned.

There are great web sites for this.

OTHER IDEAS

Do you have other ideas, experiments, posters, projects, interests, or want to learn something new!!?? See me first with your idea, so you will be sure to get credit.

- create or significantly edit a page in Wikipedia on a biological topic, - write a letter to your congressperson discussing a biology-related issue, - write a letter to the editor of a news media source about one of their articles on a biology-related topic

Gaining admission to top colleges is becoming increasingly competitive, especially for students interested in pursuing highly-selective programs such as pre-med . This is why biology students should engage in plenty of biology activities and extracurriculars to help bolster their college applications.

Participating in STEM-related extracurriculars helps demonstrate a student’s passion and commitment to the intended major. Furthermore, suppose a student has plans to become a doctor or a veterinarian. In that case, they will need to have lots of volunteer hours and practical experience to be on track for their intended course of study. In other words, not only will participating in STEM activities and extracurricular activities help students gain admission into their top-choice schools, but it will also help ease the transition between their high school and college studies.

In this article, we will review which extracurricular activities look best for biology applicants and provide several lists of biology extracurriculars for you to explore.

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List of biology extracurricular activities

Joining biology clubs can be a great way to challenge yourself and find ways to demonstrate leadership skills in high school . Consider the list of extracurricular activities for students interested in biology below:

• Anatomy Club
• Biology Club
• Environmental Club
• Future Vets Club
• Neuroscience Club
• Pre-Med Club
• Red Cross Club
• Science National Honor Society
• Sports Medicine Club
• Genetics Club

How many extracurricular activities should you join?

While you may feel motivated to join several STEM extracurriculars, do your best to contribute meaningfully to each extracurricular activity you are involved in.

College admissions officers are not impressed by applicants with a long list of extracurriculars if they are only peripherally involved in each activity. Rather, college admissions officers are looking for students pursuing leadership roles who are active in their communities. In other words, rather than focus on quantity, focus on quality instead.

Academic competitions

In addition to STEM extracurricular activities and biology club activities, students should participate in academic competitions and regional science fairs.

For example, the Biology Olympiad is a prestigious opportunity for high school biology students. According to its 2023 brochure: “The USA Biolympiad (USABO) stimulates young scholars’ intellectual curiosity and develops their critical thinking in laboratory skills and biological reasoning to propel them to excellence and leadership in science and technology. Nearly 11,000 students register annually to participate in this prestigious opportunity.”

The Regeneron Science Talent Search is another prestigious competition to consider participating in. In fact, it is the nation’s oldest and most prestigious science and mathematics competition. According to its website: “Each year, nearly 1,900 students enter the Regeneron STS, submitting original research in critically important scientific fields of study. Unique among high school competitions, the Regeneron STS focuses on identifying, inspiring, and engaging the most promising scientists among the nation’s high school seniors.”

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Volunteering, job shadowing, and completing internships.

One of the reasons why extracurricular activities are important is that they expose students to potential career paths. By gaining real-life biology experience through high school internships , volunteering, and job shadow opportunities, students are able to have a better understanding of their academic and career goals. Not only is this a great experience, but it will probably save them a lot of time in the long run!

Having plenty of volunteer hours is especially important for students interested in studying veterinary science or pre-med . You may want to consider reaching out to some of the following places and organizations for volunteer opportunities:

• Nursing Homes
• EMT volunteer programs
• American Red Cross
• Alzheimer’s Association​
• American Cancer Society​
• American Heart Association​
• Doctors Without Borders
• HOSA-Future Health Professionals

Pre-college summer programs for biology students

High school can be overwhelming at times, especially if you are actively preparing for college. Between AP classes and standardized tests, sometimes the best time to focus on your extracurriculars is during the summer . Many high-achieving students choose to attend pre-college summer programs . Take a look at some of the biology and STEM-focused pre-college summer programs below!

• Bethel College Summer Science Institute
• Carnegie-Mellon University’s Summer Academy for Math and Science
• The Garcia Program
• Jackson Laboratory Summer Student Program
• MDI Biological Laboratory High School Summer Research Fellowship
• Princeton Laboratory Learning Program
• Research Science Institute (RSI)
• Simons Summer Research Program
• Socorro Summer Science Program
• Summer Science Program (SSP)
• UPenn Biomedical Research Program

If you are interested in learning about more pre-college summer programs that may be available to you, check out our list of pre-college summer programs .

Key takeaways and moving forward

In addition to pursuing volunteer opportunities and science extracurriculars, motivated students may choose to pursue a high school passion project . Passion projects are a great way to learn new skills, gain confidence, and delve more fully into your academic and extracurricular interests. They are also a great way to showcase your strengths and extracurricular interests during the college admissions process.

Regardless of which science extracurricular activities you decide to pursue, make sure you commit to them fully and do your best to contribute meaningfully to each organization. After all, college admissions officers are looking for passionate and committed students intent on investing themselves in their various communities.

• May 9, 2023
• 10th Grade , 11th Grade , 12th Grade , 9th Grade , Extracurricular Involvement , Misc

Best Extracurricular STEM Activities for the Biology Applicant

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Extra Credit Assignment Ideas that Support Student Learning

Classroom Management , Project-Based Learning , Writing

Close to the end of the semester, you likely get requests from students to complete extra credit assignments. You might be looking for extra credit assignment ideas , or maybe you’re wondering if extra credit should be allowed in the first place. Maybe you find last-minute requests annoying – grading extra credit projects can be frustrating and confusing! In this blog post, I’ll share some reasons to consider extra credit in your classroom. It can be an enriching learning opportunity for your students. You’ll also receive some examples of extra credit assignments , along with some strategies to stay organized with extra credit assignments.

Is Extra Credit a Good Thing?

Not everyone agrees that students deserve extra credit. Many teachers believe in only assigning “regular” credit. Sometimes the top performers in our class request the opportunity to boost their grades. Oftentimes, students who have unfinished assignments or lower grades request extra credit too. Teachers who do not assign extra credit often decline these requests to emphasize the importance of turning in regular assignments on time .

Meanwhile, some teachers do not assign extra credit because their schools do not allow it. School-wide policies may not permit extra credit in order to promote equitable grading practices. Before you decide whether or not you will offer extra credit, be sure to check your school’s policy.

Equitable Extra Credit Policies

Another place to consult before assigning extra credit is with any staff that teaches the same course as you. If either one of you approaches extra credit differently, your students may interpret this as inequitable . One of the main reasons that teachers believe students do not deserve extra credit is that it is unethical. There are ways to ensure that extra credit is equitable, but you will need to ensure that your colleagues are in agreement .

Students deserve extra credit when it is an opportunity offered to everyone . To ensure that your policies are ethical and equitable, do not assign extra credit on a case-by-case basis. This does not mean that everyone needs to complete an extra credit assignment. This also does not mean that every extra credit assignment needs to be the same. Equity is about access . Case-by-case simply implies that you should not approve extra credit for one student and deny it for another – unless there is a valid reason to do so.

Whether you believe students deserve extra credit or not, be sure to include your policy in your syllabus . If you allow extra credit, you may also wish to note your requirements. These can include when and how to request extra credit opportunities. Mondays Made Easy includes an Extra Credit Application with our Editable Full Course Syllabus Template .

Why Should Teachers Give Extra Credit?

Teachers should give extra credit if they support differentiation for students. When implemented properly, extra credit assignments can be a fantastic way to differentiate for different learner profiles. Many teachers hold the belief that a student’s grade in a course should reflect their understanding of the curriculum. In an equitable setting, there should be several opportunities to demonstrate that understanding.

There are multiple reasons why a student may perform poorly on an assessment. There are also multiple factors that may prevent students from being present in class or turning in work on time. Extra credit assignments, when assigned to correlate with your curriculum requirements and course expectations, provide students with another opportunity to meet course standards .

This is especially true if the extra credit is able to assess learning goals while catering to different learning styles . I saw a great example the other day of a student who baked a literal cake of symbolic elements from The Great Gatsby. Their write-up described the literary elements in the novel in relation to the cake: from rum-flavored icing to pearl necklace piping, this culinary creation fused course requirements with the student’s passion!

Tips for Assigning Extra Credit

One reason why teachers hate extra credit is that it can be a real headache! Keeping track of extra credit assignments and due dates requires additional effort on our part. On top of that, grading additional assignments around report card time is stressful. Thankfully, these hardships are minimized with a simple system in place.

Mondays Made Easy’s FREE Extra Credit Application is a great tool to help you keep track of extra credit assignments and requests. Students typically ask for extra credit in person; an application provides a paper trail for these conversations. Additionally, an application provides space to note assignment instructions and due dates – if your students are anything like mine, they might need a reminder about these details.

Extra credit applications can also double as a metacognitive reflection tool . I often have students explain why they need the extra credit in the first place. This provides them the opportunity to reflect on their performance and participation in the course. If the same student repeatedly asks for extra credit in your class, it can also be useful to have a record of each request . This can provide you both with documentation to discuss the student’s habits and performance.

A final reason why I love using extra credit applications is that they encourage students to be proactive . I introduce my extra credit application with my syllabus at the start of the course. I notify students that I require extra credit applications to be submitted three weeks before report cards. This sets the expectation that extra credit requests should not be made last minute. I also schedule assignments to be turned in before grades are finalized. This eliminates any last-minute grading .

Extra Credit Assignment Ideas for English Class

To simplify extra credit assignment ideas, you can adopt the popular approach of offering an assignment re-do to students. This is the easiest way to avoid additional grading while accommodating extra credit requests.

Another approach to extra credit that requires very little assessment is to implement a pass system . At the start of the semester, you can provide each student with a number of passes. For example, each student might receive three hallway passes and one late pass. In order to receive extra credit, students must have all of their passes remaining at the end of the semester. If your school policy allows, you can give students bonus points for simply showing up to class on time and avoiding hallway distractions.

For novel studies , you can offer students the opportunity to create a movie trailer. This example for an extra credit assignment idea requires a bit of effort, but it is a great alternative assessment for older students . A movie trailer will prompt students to avoid simple plot summaries and establish characterization and theme. To facilitate this assignment, Mondays Made Easy offers a Movie Trailer Project Outline and Rubric .

If your students have written research essays , you can offer them the opportunity to turn their work into a “ real-world resource .” A “real-world resource” is any type of media or document that delivers students’ research to the general public. This example of an extra credit assignment is a great opportunity for differentiation because it allows students to be creative and select any medium they like. Mondays Made Easy also offers a Real-World Resource Assignment Outline and Rubric .

Aligning Extra Credit Assignment Ideas with Your Curriculum

When it comes to selecting an extra credit assignment idea, the most important consideration should be how the assignment aligns with your curriculum. If you’re not sure what to assign for extra credit, one option could be to review the student’s performance . If they scored low on a particular assessment, it would make sense to opt for an assignment that covers similar curriculum strands .

For example, the Common Core State Standards require students to “write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence” ( English Language Arts Standards – Writing – Grade 9-10 ). If your student requesting extra credit scored lowest on an assessment for this strand, it would not be best practice to assess an argumentative writing assignment.

Mondays Made Easy’s Extra Credit Application prompts students to reflect on their performance in your course. It also offers them the opportunity to suggest extra credit assignment ideas . Oftentimes, students are able to recommend an assignment idea that evaluates similar skills to those that were evaluated poorly on a previous assessment. If their recommendation doesn’t align, you can facilitate a conversation to guide them in the right direction. This is a great way to implement differentiation and student choice . It also enables you to incorporate your students’ examples of extra credit assignments into your curriculum. Students have great ideas, and I’ve benefitted from reusing their suggestions with future classes!

Extra Credit Assignment Ideas: Important Takeaways

Assigning extra credit remains a matter of personal preference. You know what works best for your students, and your professional discretion will best determine whether or not extra credit is an opportunity that they need. As mentioned, it is best to check if your approach aligns with your school policy and your colleagues’ practices. If you do decide to offer your students extra credit assignments , I hope that the suggestions and ideas in this blog post support you in your efforts!

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Complete List of Extracurricular Activities: 100s of Examples

Other High School , College Admissions , Extracurriculars

How do you like to spend your time after school? Did you know that how you choose to spend this time could be one of the most important ways you shape your future?

Extracurricular activities are a critical component of your college application, and you need to impress colleges with your interests. But you might not know what good extracurricular activities look like or what you should be spending your time on.

We've got you covered here in our guide of hundreds of examples of extracurricular activities. Read on to get some inspiration for how to spend your valuable free time during high school!

What Is An Extracurricular Activity?

An extracurricular activity can be almost anything that isn't required for high school credit or paid employment that you do while you're in high school. These activities will become very important later, such as when you are applying to colleges, because they help you develop your talents, interests, and passions. They can also teach you practical skills like time management.

With so many options out there, all students should be able to find an extracurricular that they are interested in and can develop a passion for!

Remember that extracurricular activities do not have to be sponsored by your school, so you should also consider things that you do with your family or within your community as viable options.

Below I've listed many popular activities that you may not have thought of as extracurricular activities. Take a look at the list and see if your activities are already on the list, or if anything you hadn't considered before catches your eye.

Of course, this list isn't complete, because you can turn almost any interest into an extracurricular. If you are actively involved in something that you don't see here—meaning you spend a significant amount of time doing an activity that is allowing you to develop a talent or interest, be a leader, or help out your community—then you should definitely consider that an extracurricular activity, as well!

What doesn't necessarily count as an extracurricular? Any interest of yours that's very self-centered is probably not going to make the cut.

An extracurricular should be an activity that demonstrates a talent or primarily contributes value to other people. If you have to really contort to find justification for something being an extracurricular (my taking drivers ed will make the roads safer for everyone! Keeping my vaccinations up to date helps immunocompromised people!), then chances are, it won't count as an extracurricular .

There's a spectrum here, though—for example, improving your hair quality or braiding hair for fun isn't really an extracurricular. But starting a YouTube channel around beauty tips or creating a club for teen health enthusiasts definitely does.

But if you're still unsure if something counts as an extracurricular, or you need some inspiration, then read on for our complete list of extracurricular activities.

How Should You Use This Extracurricular Activities List?

Not sure how you should use this list of extracurriculars? Just follow the six steps outlined in this section, and you'll be on your way to choosing the best extracurricular for you!

Step 1: Brainstorm Extracurricular Ideas

What are your interests? Have you always wanted to try out something related to art, but weren't sure if it would be worth your time, or if it would be viewed favorably by a college admissions team? Keep in mind that colleges don't really care about what kind of activity you are doing—instead, they want to see that you are doing something that you are passionate about. So make a list of all of your interests—both things that you are already interested in and other areas that intrigue you and you'd like to learn more about.

Step 2: See Which Extracurriculars Fit Your Interests

Look through the list below and see if any of the activities match your interests. You may see some ways that you hadn't thought of before to pursue an interest! Keep in mind that there can be a lot of different outlets for each interest you have. For example, if you want to play an instrument, you can take private classes, play in your school's marching band, play in a community concert band, or work as part of the orchestra for your school's next musical.

Step 3: Research Different Extracurricular Options

Research to see if these activities are available at your high school or in your community. If there is something you are very passionate about that's not already offered, consider starting up a group of your own. But if you aren't sure that the interest will stick and you only want to try it out, it's probably best to find a different outlet for your curiosity.

Extracurriculars List by Category

This list is organized into categories to make finding an activity that matches your interests easier. However, we recommend at least skimming all the extracurricular options below, even if you think they're categories you're not interested in. You never know what might catch your eye!

Note: not all schools will offer formal clubs in all these categories. If you see something you're interested in that your school doesn't offer, try joining a community group or even a national or online group to explore the interest further! Many of these topics are available as summer camp activities, as well.

You can also consider starting a club at your school if you are looking for a way to get involved in something you are interested in while also showing leadership and initiative.

These activities are based on a certain academic subject, and include both clubs (groups to discuss and practice certain subjects) and competitive teams. Academic teams have competitions that take place at all levels, from local to national.

• Adopt-A-Physicist
• Architecture Club
• Astronomy Club
• Biology Club
• Chemistry Club
• Economics Club
• Electronics Club
• Engineering Club
• English Club
• Distributive Education Clubs of America
• History Club
• Life Sciences Club
• Literature Club
• Literary Magazine Club
• Mu Alpha Theta: Math Honor Society
• National Honor Society
• Peer Tutoring
• Poetry Club
• Physics Club
• Psychology Club
• Quill and Scroll
• Robotics Club
• Science National Honors Society
• Trivia and Quiz Clubs
• Web design/coding club
• Writing Club

Academic Competitive Teams

• Academic Decathlon
• Academic Triathlon
• American Mathematics Competitions
• American Regions Math League
• Caribou Mathematics Competition
• Chemistry Olympiad
• Clean Tech Competition
• Creative Communication Poetry Contest
• EconChallenge
• Educators Rising
• FIRST Robotics Competition
• High School Innovation Challenge
• Intel International Science and Engineering Fair
• Kids Philosophy Slam
• Math League
• National Academic Quiz Tournament
• National French Contest
• National History Bee
• National Spelling Bee
• Odyssey of the Mind
• Poetry Out Loud
• Questions Unlimited
• Science Bowl
• Science Olympiad
• Other Trivia and Quiz Competition Teams

These activities will allow you to express yourself artistically—on paper, through a lens, on stage, and through several other media. Unleash your creativity!

• Anime/Manga Club
• Art: drawing, painting
• Blacksmithing
• Fashion design
• Graphic Design
• Jewelry Making
• Photography
• High School Theater Program
• Community Theater Program
• Video Game Development Club
• Woodworking

Cultural and Language

These activities may help you reconnect with your roots, or allow you to get a taste of the world's diversity without ever leaving home. There are many other cultural and language-related activities that you can participate in. Some of the most common ones are listed below.

• African American Student Alliances/Clubs
• American Sign Language Club
• Chinese Club
• French Club
• German Club
• International Food Club
• Pacific Islanders Club
• Russian Club
• South Asian Student Society
• Spanish Club

These activities will allow you to get involved in your community.

• Community Festivals
• Do Something
• Habitat for Humanity
• Kids Helping Kids
• Mountaineers Club
• Sisters on the Runway

Interested in making a difference in your school, community, or on a larger scale, through policy? Try a government-related activity to see if this could be a career interest for you!

• Community Youth Board
• Student Council
• Student Government
• Community Government

These activities could be a fit if you're a natural leader, skilled at motivating, directing, and inspiring others.

• National Beta Club
• Peer Leadership Group

If you love writing and communicating, consider getting involved in a media activity to help bring news and information to your school or community.

• School or local magazine/journal
• School or local newspaper
• School or local radio station
• School or local television channel
• School or local web site
• Work on a movie
• Yearbook Committee

If you are interested in learning about discipline, teamwork, and leadership, then you may be interested in a military-based extracurricular activity.

• Civil Air Patrol
• Junior ROTC

If you want to try playing an instrument or singing, there are many opportunities to try music-related activities. These are usually available both in your school community and in your wider community.

• Any musical interest club
• School Chorus/Choir
• Community Chorus/Choir
• Church Chorus/Choir
• Chamber Music Group
• Concert Band
• Singing Lessons
• Marching Band
• Your own band
• Tri-M Music Honor Society

Performance Art

Love to ham it up? You'll find there are many outlets both in your school and in your community to get on a stage and make an audience laugh and cry.

• Comedy Club
• Choreography
• Classic Film Club
• Film Production Club
• International Thespian Society
• Slam Poetry Club
• High School Theater Group
• Community Theater Group

You can usually find these groups in your community.

• Church groups
• Fellowship of Christian Athletes
• Jewish Student Union
• Missionary work
• Youth Groups

Roleplaying/Fantasy

Did you know your love of fantasy can also be an extracurricular activity? Participating in one of these groups can show a dedication to many different creative skills.

• The Civil War Reenactors
• Dungeons and Dragons Club
• Gamers Club
• LARPing (Live Action Role Playing)
• Renaissance Faires

Social Activism

These groups may have chapters in your school or in your community. If there's a cause you're passionate about, seek out the local group that supports it.

• Amnesty International
• Animal Rights Club
• Breast Cancer Awareness
• Cancer Foundation
• Environmental Club
• Fair Trade Club
• Gay-Straight Alliance
• Girls Lean International
• NOW —National Organization for Women
• SADD —Students Against Destructive Decisions

Special Interest

You will often find these groups in your school or supported by the community. If you have a special interest in something that you can't find a local group for, consider creating one or join a national group. You can communicate with other people who have the same interest online, and attend meet-ups throughout the year.

• Equestrian Club
• Entrepreneurship Club
• Future Business Leaders of America (FBLA)
• Girl Scouts
• Horticulture Club
• Model Railroads
• Quilt Making

Sports and Recreation

You probably already know about the sports teams at your schools, but there are also many opportunities to participate outside of those. Try doing extramural sports, join a club league in your community, or consider coaching a youth team.

• Baseball and softball
• Bodybuilding
• Cheerleading
• Climbing Club
• Hiking Club
• Intramural Sports
• Martial Arts
• Ping Pong Club
• Quidditch Clubs
• Skate Board Club
• Track & Field
• Ultimate Frisbee Club

There are a lot of ways to make a difference in your local community. Look for volunteer groups in your school, your church, or elsewhere in your neighborhood. There are many websites, such as Volunteer Match , that can help you find a local community service project that is of interest to you.

• Adopt-a-Highway
• Animal rescue
• Best Buddies International
• Church outreach
• Hospital volunteer
• International volunteer program
• Red Cross Club
• UNICEF High School Clubs
• Volunteer Fire Department
• Work with a local charity
• Work with a local soup kitchen

If none of the above activities are for you, you're still in luck. Why? You can always create your own extracurricular activity!

Did you know that almost any hobby can be turned into an extracurricular activity?

Starting a business or a website, volunteering, or any unusual hobby can be turned into something that you can write about for college. And if it's unique enough to not be on this list, you can be sure that it will be something new for the college admissions committee, as well!

What matters most is that it's an outlet for your passion, creativity, and leadership.

So instead of thinking you don't do anything interesting, take the opportunity to find a new passion, or to turn something you already love into an activity you can share with the world.

If you think there's something we left off that you want to see something added to this list, leave a comment below.

What's Next?

Now that you know what extracurriculars look like, read about how to write about extracurriculars on your college application.

Did you know that you can use community service work to help pay for college? Check out our step-by-step guide on how to win community service scholarships.

Want your extracurriculars to really stand out? Check out our guide of three amazing extracurricular examples that are sure to impress colleges.

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Extra credit ideas?

Any good extra credit ideas? Possibly something along the lines of reading an article or watching a video/ movie and writing something about it. Other ideas are welcome too!

I think I've gotten a bit bogged down in formulas and problem-solving this year, and we haven't had quite as much time to explore the real-life side of physics as I would like, so I'd like it not to be something directly related to classwork (ie. just extra problems).

*I know some people are against extra credit on principle, but I already told my students I'd offer something.

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The Big List of Funny Extra Credit Questions

When you want to make your students smile.

Looking for a few of the best extra credit questions ever? Want to make your students laugh—and love you? Our list of printable extra credit questions to the rescue!

You may or may not decide to give students points on assignments for clever answers to these questions; that’s up to you. All we know is that you’re building up some serious street cred by including a silly extra credit question on your next assessment.

Promise. Bookmark this post, and you’ll thank us for it. 

Of course, use your discretion and adapt these ideas to best fit your students’ level and ability. 

Get the printable big list of extra credit questions here.

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Use these extra credit questions and get a serious laugh from your students.

• What do people learn at school?
• Why was six afraid of seven? [Because seven eight nine = seven ‘ate’ nine]
• Explain the relationship between Mario and Luigi. [They are brothers.]
• Can you tell me how to get to Sesame Street?
• What does the fox say?
• How many colors are there in a rainbow? Name the colors. [There are seven colors: red, orange, yellow, green blue, indigo, violet.]
• Name two songs that have the same tune as the “Alphabet Song”. [“Twinkle, Twinkle, Little Star” and “Baa Baa Black Sheep”]
• What’s black and white and red all over? [A newspaper, an embarrassed zebra, a penguin with a rash, a chocolate sundae with ketchup on top. . . ]
• How do you “floss”? [Either a description of the dance or what you do with your teeth!]
• What is the official motto of the United States of America? [E Pluribus Unum]
• Why is the sky blue? [Blue light is scattered in all directions by the tiny molecules of air in Earth’s atmosphere. Blue is scattered more than other colors because it travels as shorter, smaller waves. This is why we see a blue sky most of the time.
• What is the silliest question you’ve ever asked?
• Draw a picture of your teacher on vacation. 
• Would you rather have a pet dinosaur or a pet dragon? Explain.
• How do you make a hot dog?
• What is the first product to ever have a barcode? [A pack of Rigley gum]
• Finish this sentence: Here’s the story, of a lovely lady who was bringing up three very lovely girls. . . [. . . all of them had hair of gold, like their mother. The youngest one in curls.]
• Name 5 of the greatest all-boy bands. [The Backstreet Boys, Jackson 5, Beatles, One Direction, NSYNC, New Edition, The Monkees, New Kids on the Block]
• What was the first video ever uploaded to YouTube? [Me at the Zoo, by Jawed Karem]
• When was the first video uploaded to YouTube? [April 23, 2005]
• Who is the highest-paid NFL quarterback of all time? [Peyton Manning, $248 million]
• Write the first stanza of the song sung in the 7th inning at baseball games. [Take Take me out to the ball game, Take me out with the crowd; Buy me some peanuts and Cracker Jack, I don’t care if I never get back. Let me root, root, root for the home team, If they don’t win, it’s a shame. For it’s one, two, three strikes, you’re out, At the old ball game.]
• What do we wear on Wednesdays? [pink]
• What is the full name of Mike Wazowski’s best friend in Monsters, Inc.”? [James P. Sullivan]
• In Star Wars, where does Luke find Yoda? [Degobah]
• How many stitches does a Major League baseball have? [108]
• Name the movie this line is from: “I’m king of the world!!” [ Titanic ]
• Who’s never gonna give you up, never gonna let you down, never gonna run around and desert you? [Rick Astley]
• Name all of Snow White’s 7 dwarfs. [Sleepy, Dopey, Grumpy, Sneezy, Doc, Happy, and Bashful]
• What are the four types of human blood? [A, B, AB, & O]
• Name the type of footwear invented in 1815 that allowed people to move quickly over hard, smooth ground. [Roller skates]
• Which former president had a toy named after him? What was the toy? [Theodore Roosevelt, teddy bear]
• How many sides does a dodecagon have? [12]
• What was Mozart’s full baptismal name? [Johannes Chrysostomus Wolfgangus Theophilus Mozart]
• What are three things you know about the Dewey Decimal System? [It’s a system for categorizing books. It was created by Melville Dewey in 1876. It has a number for all subjects, and each number has two parts: a class number (from the Dewey system) and a book number.]

What extra credit questions do you use? We’d love to hear! Come and share in our WeAreTeachers HELPLINE group on Facebook.  

Plus, sample report card comments. 

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Research and Teaching: Who Does Extra-Credit Work in Introductory Science Courses?

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Extracurriculars.

Extracurriculars for High Schoolers Interested in Studying Medicine

If you have your sights set on a career in medicine, you probably already know that the field is selective and fast-paced. Spots in the top BS/MD programs in the country are among the most competitive to land, and even top pre-med programs often have acceptance rates in the single digits. 

For students aiming for a medical career, top grades and test scores aren’t enough to get into the best programs in the country. Grades and test scores might be great examples of your scholastic aptitude, but they don’t reveal much about your personal characteristics. Do you help your community and those around you? Do you commit fully to tasks? Do you solve problems in innovative, insightful ways? 

Qualities like dedication, empathy, and leadership are critical to success in medical school and in a medical career, so admissions committees look for these traits in applicants. You’ll need to use your extracurricular involvement to let these qualities shine through if you want to set yourself apart in the admissions process. This post will help you think creatively about how to select a range of clubs, activities, and competitions to demonstrate your interest in medicine. Read on to learn more. 

The Four Tiers of Extracurricular Activities

Before diving into specific extracurricular options for students interested in medicine, let’s talk about how admissions committees typically view different extracurriculars. 

You probably already know that some extracurriculars are more impressive than others. Factors like the duration of your participation and your level of involvement influence how the admissions committee will view each item on your activities list. When weighing the importance and value of an extracurricular on a college application, we at CollegeVine like to divide activities into four tiers . These tiers can help you understand how your extracurricular profile will stack up against that of other applicants. 

Tier one activities are the most impactful—and the most rare. They demonstrate exceptional achievements and high-level leadership. Examples include winning the Google Science Fair, attending a prestigious top summer program like the PROMYS program at Brown University , or ranking nationally as an athletic recruit. More unconventional activities that show extraordinary initiative—like starting a highly successful service organization or business—can also reach tier one status. Few students have tier one level accomplishments, so those who do automatically stand out. 

Tier two activities are slightly less extraordinary than tier one activities, but they are still impressive. These activities typically show a high level of achievement or leadership. Tier two activities might include serving as the president of your school’s Model UN chapter, winning a regional debate competition, or earning a place in the all-state orchestra. Tier two activities are still a powerful addition to your college application, though they won’t be as instantly eye-catching for admissions officers as tier one activities. 

Tier three activities are fairly common, though they still show specific commitment and accomplishment. This category of activities include being recognized as player of the week on your soccer team, serving as secretary of your school’s french club, or winning your school’s science fair. 

Finally, tier four activities are those activities that are very common and so will likely not make your college application stand out. Tier four activities are typically activities that you participate in without achieving a leadership role or particular distinction. While these activities aren’t especially impressive, they can still demonstrate your interests and experience. 

This tier system can be applied to all extracurricular activities; the appropriate mix of tiers will vary depending on your college goals. If you’re applying to highly competitive programs, like BS/MD or pre-med programs, you’ll need the strongest extracurricular profile possible; this means that you should aim to move your extracurriculars “up” to higher tiers throughout high school. Below, we’ll cover which specific extracurriculars you might want to consider if your goal is to go into medicine.

If you want to learn more about our tier breakdown system, check out this post.

Extracurriculars to Consider if You Intend to Study Medicine 

Though your level of involvement in an activity plays significantly influences its impact on your application, the kinds of activities you choose are also very important. As we mentioned above, if you’re interested in medicine, you should choose extracurriculars that showcase your skills in the sciences and your commitment to pursuing medicine. Below, we provide a list of clubs and activities to get you started as you consider how to achieve this goal.

Interest-based clubs. This classic extracurricular option allows students to learn and collaborate with peers who share their interests. Here are some interest-based clubs that could be a good fit if you’re interested in studying medicine:

• Anatomy Club
• Biology Club
• Medical Explorers
• Neuroscience Club
• Pre-Med Club
• Sports Medicine Club
• This international organization provides medical professionals with the opportunity to volunteer in high-need communities around the world. High school Doctors Without Borders clubs typically raise awareness and funds to support Doctors Without Borders’ mission. By getting involved with this organization and taking on a leadership role, you can show your empathy and dedication to helping others. 
• This national organization provides pre-professional guidance to high schoolers who are interested in becoming doctors, nurses, or pursuing other healthcare-related careers. HOSA organizations offer students an unusual opportunity to simultaneously learn about medical careers and show off their knowledge in HOSA’s competitions. 

This list shows the variety of interest-based, medicine-relevant extracurriculars that might be available to you. As you consider your options, think creatively and choose a menu of activities that both appeal to you and give you an opportunity for leadership and achievement. And keep our tier system in mind: If you commit to your extracurriculars and take on leadership roles,  you’ll gain valuable experience and boost your extracurricular profile. 

Competitions. Beyond interest-based extracurriculars, academic competitions can show off your preparation for pre-med (and eventually medical!) studies. The HOSA – Future Health Professionals competitions offer one opportunity to display your medicine-specific knowledge. 

More generally, you might consider participating in the Biology Olympiad , the premier national biology competition for high schoolers, sponsored by the Center for Excellence in Education. 20 finalists, selected through two rounds of written exams, attend a residential training program; from those 20, four finalists are selected to represent the United States at the International Biology Olympiad. 

Remember: In academic competitions, the path to impress admissions committees is relatively narrow. Merely participating in a competition like the Biology Olympiad could show your enthusiasm for biology, but, within the framework of our tier system, would only register as a tier four achievement. Higher levels of success would bring more strength to your application: A top placement could really catch admissions committees’ attention, and would be a tier one achievement; doing significantly better than the average participant could be a tier two or three achievement. 

Internship, shadowing, and research. Medicine differs from many other science-based disciplines because of its applied dimensions. From conducting research to interacting with patients, students in medical school and doctors have to apply their knowledge in unique ways. 

High school students can gain exposure this sort of hands-on experience by shadowing a local doctor, interning at a hospital or doctor’s office, or conducting relevant research. These activities, though not traditional extracurriculars, can show that you understand the day-to-day realities of a medical career–and that you’re eager to take on its challenges. Showing that you understand the challenges of medical school (and medicine!) is important for pre-med applicants, and especially important for BS/MD applicants. In fact, many BS/MD programs require or strongly encourage applicants to have research, internship, or shadowing experience! 

For more ideas, check out these awesome CollegeVine posts:

• 15 STEM Internships for High Schoolers
• How To Become President of Your High School Club
• Your Ultimate Guide to Summer Programs for High Schoolers
• 15 Medical Internships for High School Students

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Extra, Extra, Read All About It

By  Deborah J. Cohan

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Years ago, if colleagues asked if I offered extra credit, my responses were some version of “Absolutely not, never, and anyway it’s fake; it’s like grading on a curve; this is college, not high school; let the students do the real work; and furthermore, why do we need to create extra work for ourselves?”

Fast-forward, and I have changed my mind. I regularly offer opportunities for extra credit. On the surface, it almost feels embarrassing to admit.

In fact, when former students who have stayed in touch with me all these years have gotten wind of this, they are in disbelief. They also can’t believe that I give review sheets for exams complete with sample questions that I copy and paste into the actual exam. They are amazed, because they were able to work hard and succeed even without what appears to be handouts and freebies. And perhaps they have rightfully come to believe that others should be able to do so, as well.

In some ways, I feel like a sellout -- as if I have caved to some of the nonsense and charade that is so embedded in higher education that we can barely recognize it as such anymore. Yet I find consolation in the fact that, over 21 years of teaching, students have routinely told me that my classes are some of the most intellectually rigorous and emotionally demanding courses offered at any of the universities where I’ve taught.

Understandably, professors are all over the map on the issue of extra credit. A seemingly small matter like extra credit is likely to remain a big controversy among educators, so the more ideas and approaches for handling it, the better. Here, I address the reasons to support the offering of extra credit as well as some ways that we can create parameters for extra credit that enable us to continue to uphold high standards.

Showing Up Is Not Enough

A friend refers to extra credit opportunities as extra enrichment, and I concur with this. I see it as a way to contribute to expanding students’ curiosity and cultural capital while exposing them to the joys and rewards of lifelong learning. For example, I periodically encourage students to attend and write about special events happening on the campus -- such as activities sponsored by the Sociology Club, which I advise, or a Gender Bender Series that I coordinate with a colleague in anthropology. During such events, we showcase speakers, poetry readings, films and panels that focus attention on an interesting topic related to sociology and gender studies. In other words, these events are relevant to what students are learning in my course and expand upon classroom discussions.

The problem is that it seems too many professors stop there and award points for attendance or even transfer the burden to other faculty and staff members involved in hosting such events by asking them to circulate and collect attendance sheets. In my mind, just showing up is not enough. Extra credit should be about more than sitting in the back of the room and scrolling on a cellphone. In my syllabus, I explain that to earn extra credit, students must not only attend the event but they must also write a two-page analytical reflection paper connecting what they learned at the event to their class materials. And I have strict rules for both how they must complete these assignments and the deadlines they must adhere to.

Some professors argue that offering extra credit is likely to reinforce students’ laziness and belief that whatever they miss they can make up. Those who do not endorse extra credit also tend to assume that the students most likely to ask for it tend to be those who aren’t working very hard in the first place. I used to believe all that, too.

But, since deciding to offer extra credit opportunities, I have encountered the opposite. Often the very best students, who do not really need the additional points, are the ones most likely to attend extra credit events. The other group of students most likely to complete extra credit assignments is already doing above average but not superior work in my class; they’re the ones who show at every turn the willingness and earnestness to improve. Other students -- usually the more mediocre to poor ones -- attend events and simply neglect to follow the instructions of submitting the follow-up paper. That is the other reason I do not think simple attendance is enough to warrant additional points.

In reality, I find that very few people actually do the work for the extra credit that I offer. In any given semester, with about 110 to 120 students taking my courses, only 15 to 20 people may attend an event for the purpose of extra credit, and as few as five of them go on to write the paper.

To earn extra credit in my classes, students must formulate a thesis statement about what they want to focus on. They must also present a brief summary of the central points from the event. Then they need to think of specific and vivid stories and perspectives that emerged in the session that were meaningful. They must identify connections that they were able to make between the event and aspects of our class, such as lecture material, discussions, readings and classroom guest speakers and films. I also ask that they address the relevance that the event had for them personally and to demonstrate what was the most powerful and memorable aspect of it that they experienced. And I ask them what discussion, if any, they initiated with others after the event and how that impacted them. Lastly, I ask that they reflect on any ways in which the event could have been improved.

A Gesture of Good Faith

Each extra credit assignment gives students the opportunity to earn five points, but if they do not write a strong enough paper, they cannot earn all five points. And yes, at times, I have even assigned no points. I also take the liberty to assign points beyond five if the paper is exceptional.

By handling extra credit this way, I see it as a gesture of good faith. It’s a way of communicating to students that I want them to do well and have cultivated various conditions to make that possible beyond the regular assignments -- and, simultaneously, that I am holding them accountable. Students who take advantage of these opportunities tend to see both the value and meaning of the event they attended and the value added to their final grade. At a campus with fewer regular evening activities that are intellectually stimulating, and at one that is more remote and rural, students who attend these say it helps them to feel more a part of the campus community and connects them in important ways to their peers, professors and other resources for their professional and personal growth.

An interesting issue about extra credit is that some people attend an event and consciously decide not to write about it. After listening to speakers on domestic violence and rape, several students have told me that they feel uncomfortable earning any points for writing about those experiences based on someone else’s pain. Recently, I invited students to accompany me to a film on meditation that was part of a special screening off campus. My best-performing student in that class attended, loved it and chose not to do the paper. She was there for her own curiosity and the enrichment it provided.

As a scholar of gender, I see extra credit as interestingly gendered. Again and again, it is by and large women students who take the most advantage of any extra credit opportunities I offer. That is not simply because more college students are female than male. Even in my classes with the greatest gender balance, this is the case. Perhaps it is because male students might feel more confident, or even entitled, about their grades over all, particularly with female professors. Some are also less apt to keep planners and log events on their calendars. I find that when they do attend, they are less likely to submit the required accompanying paper that would earn the extra credit.

Inevitably, certain students will still complain about how I’ve structured extra credit. At the end of every term, a few will email me or come to my office begging and pleading for any last-minute attempts to salvage their grades. That is a good time to ask them why they chose to skip the extra credit opportunities that had already been offered during the semester. It’s also a chance to demonstrate to students that I have done my part to meet them halfway and that the rest is their responsibility.

That said, I have often been perplexed by students who are very attentive to extra credit pursuits yet do not come for help for papers and tests that they have bombed, or focus more energy on five points of extra credit than a much larger project. I use this as a time to remind them about priorities and energy. And the thing is this: extra credit is not necessary. It is simply an extra gift, a token, a gesture, a possibility.

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Projects selected for dB-SERC Course Transformation Awards

The Discipline-Based Science Education Research Center (dB-SERC) has awarded 12 Course Transformation Awards to faculty in natural sciences.

Since 2014, dB-SERC has supported natural sciences faculty members in developing projects to transform the way classes are taught by adopting evidence-based teaching practice to improve student learning outcomes.

Award recipients receive funds for equipment, student support or summer salary for faculty. Two mentor-mentee awards also were given out to support classroom innovation projects conducted by students and faculty working together.

Course Transformation Awards

Young Ahn, Department of Biological Sciences: Designing a high-structure course combining frequent low-stakes assessments with inclusive teaching for a large-enrollment introductory biology class

This proposal aims to test the “heads and hearts” hypothesis which suggests that both students’ cognitive (heads) and affective (hearts) learning experiences must be purposefully constructed in classroom environments. This project will investigate whether a course structure that combines frequent low-stakes assessments (heads) and inclusive teaching (hearts) can improve student performance and reduce achievement gaps in a large-enrollment introductory biology course thereby promoting retention in STEM.

Anusha Balangoda, Department of Geology and Environmental Science : Use of a Collaborative Online Reading Platform for Pre-class Reading Assignments in a Large Enrollment First-Year Undergraduate Class

The proposed work seeks funding to implement pre-class reading assignments through a social annotation platform allowing active reading on assigned course materials outside the class. A free social platform, Perusall, provides an interactive experience for students to engage with peers asynchronously and facilitates a space to teach and learn from peers. This collaborative social platform allows students to work on assignments outside the classroom to promote productive discussions and produce high-quality peer interactions.

Seth Childers, Department of Chemistry: Development of Interdisciplinary Courses for a New Chemical Biology Major

In the Department of Chemistry, the PI is proposing a chemical biology major, including two new lecture courses and one laboratory course, proposed to launch in Fall 2025 or 2026. This timeline allows them to craft a curriculum while deploying evidence-based learning practices to enhance job readiness. Based on student surveys, the program aims to accommodate approximately 48 majors annually and engage non-majors as a desirable scientific elective campus wide.

Russell Clark and Aidan Payton, Department of Physics & Astronomy: Gender Equity in Introductory Physics Lab Group Roles

This is a continuation of a dB-SERC award from 2020 (Development of Teacher Guides and Rubrics for Introductory Physics Labs). The original plan for that award was to develop better rubrics and other materials to help the TA graders provide more valuable feedback to the students. However, the University was forced into quarantine midway through the first semester of the project, and so the character of it changed.  They know from a previous study that student groups tend to have gender bias in which men tend to work with the experimental apparatus and women are relegated to secretarial roles (recording data, writing the report, etc.). They attempted to mitigate this by asking the students to cycle through the roles week to week so that each student would get to participate in each role multiple times.

Erika Fanselow, Department of Neuroscience: Incorporating digital and physical 3D brain models into interactive online and in-class activities to enhance student engagement and mastery in neuroanatomy courses

The goal of this course transformation is to develop interactive, online and in-class exercises that incorporate digital and printed 3D models of nervous system structures. These 3D model-based exercises and in-class activities are intended to enhance students’ visualization and conceptualization of neuroanatomical structures. The rationale for this course transformation proposal is based on the fact that neuroanatomy students are commonly overwhelmed by the complexity of the nervous system, resulting in a condition Jozefowicz (1994) referred to as “neurophobia,” which he concluded actually keeps students from choosing fields such as neurology.

Sean Garrett-Roe, Department of Chemistry: Activity redesign and mindset intervention based on growth-oriented testing in Chem-0110 General Chemistry I

“Grading for Growth” is a movement to encourage students to embrace deeper intellectual engagement with their studies by revolutionizing the way that their learning is assessed. Student-focused active learning pedagogies, such as Process Oriented Guided Inquiry Learning (POGIL), are well-established; student-focused assessments, on the other hand, are a new frontier. The PIs have formulated, implemented and assessed a student-focused assessment system that they call “Growth-Oriented Testing.” As successful as the system has been, the assessment results have illuminated ways in which their in-class materials have not optimally supported students, and the student opinion surveys suggest ways in which they have not optimally framed the learning process. As a result, students may not get the full benefits of the learning environment. A long-range goal of their teaching is to help students embrace a life of growth and learning; they want the students to learn both Chemistry and the metacognitive and metaemotional skills they need to succeed beyond the Chemistry classroom.

Sean Gess, Department of Biological Sciences: Supporting richer class-wide discussion and promoting the use of scientific argumentation in Foundations of Biology laboratory courses

This project focuses on class-wide discussion in a guided, authentic research lab. In this course students engage in science education by performing authentic research science to address active research questions being investigated within the department. The course is designed to mimic the research process, including discussions of data to try and understand it better. These discussion-based activities often struggle to support the learning objectives due to low participation from students or students not really listening and engaging with others during the discussions. To improve these discussions, they have previously introduced an explicit framing to attempt to help students understand the norms around this activity, normalize it as a professional practice, and encourage engagement and participation. This approach to science learning has shown gains in critical thinking skills and supports epistemic learning of STEM content.

Burhan Gharaibeh, Natasha Baker and Bridget Deasy, Department of Biological Sciences: Enhancing student engagement in anatomy and physiology courses through regenerative medicine primary science literature

Students of anatomy and physiology in different majors often report difficulty in these courses due to the need for memorizing lists of structures and comprehending complex physiological processes. They have preliminary data demonstrating that adding discussions of current, clinically relevant therapies and biotechnology articles related to regenerative medicine studies were effective in enhancing the biology student’s engagement during anatomy lectures. More importantly, the addition of these discussions to the curriculum appeared to improve exam grades.

Melanie Good and Eric Swanson, Department of Physics & Astronomy: The Use of Comprehensive PACE (Pseudoscience and Conspiracy-theory Education) in Physics and Society

Phys0087: Physics and Society was a course developed by Eric Swanson to help students examine the conceptual foundations of modern science with the goal of understanding how science affects our daily lives and our impact on the environment. At the intersection of science and society lies the issue of popular belief in the claims of pseudoscience and conspiracy theories. These beliefs are fairly common and often can be difficult to dislodge with education in science alone. However, past work has shown that explicit instruction on topics related to pseudoscience and conspiracy theory beliefs may be effective in reducing endorsement of these beliefs. The PIs have seen this among their own students, based on pilot data and data from a previous dB-SERC Course Transformation Award. The success of their earlier work has captured the attention not only of our university media, but also the Lilienfeld Alliance, a group of higher education professionals across the nation that is committed to promoting critical thinking skills in the face of the claims of pseudoscience, who invited them to join their cause. With the momentum they have built, they are inspired to more comprehensively overhaul Phys0087: Physics and Society to expand upon their original transformation. Their new proposed course transformation would extend the pseudoscience module into a comprehensive PACE (Pseudoscience and Conspiracy-theory Education) curriculum in Phys0087–Physics and Society during the 2024-2025 school year.

Edison Hauptman and Jeffrey Wheeler, Department of Mathematics: Contract Grading in Calculus 2

In summer 2024, Edison Hauptman’s section of Analytic Geometry & Calculus 2 (Math 0230) was taught with a different set of assignments and grading structure. The grading structure for the class resembled a contract between the instructor and their students: the instructor provided many different assignments, and for a student to earn a desired grade, they had to score enough points on various assignments of their choice to reach that grade’s point threshold. This course structure can have many variations and is called a “grading contract.” Compared to the current (default) course structure for Calculus courses at the University of Pittsburgh, a grading contract is a more equitable way to evaluate a diverse set of students, allows the instructor to be more accommodating to students without sacrificing the course’s rigor, and encourages more student buy-in. This project develops and evaluates a set of assignments offered to students in  Hauptman’s Summer 2024 12-week section of Math 0230 and focuses on mathematical skills emphasized in each assignment.

Zuzana Swigonova, Department of Biological Sciences: Combining computer visualizations with 3D printed models to engage students in active study of molecular structure and function

All biological processes in a living system depend on proper functioning of molecules. Understanding the principles of molecular structure, the three-dimensional spatial arrangements of atoms and functional groups that allow for intra- and intermolecular interactions, is crucial for grasping the fundamentals of structure-function relationships. Despite the many benefits of physical 3D models, printing intricate biological molecules has several limitations, such as low level of atomic detail in complex structures, depiction of a single static molecular representation, and labor-intensive post-printing processing. Computer visualization allows for the development of abundant resources that complement physical models with no added material cost. They propose to develop teaching resources using computer visualization to supplement the physical 3D models.

Margaret Vines, Department of Chemistry: Learning to learn chemistry

The purpose of this project is to help students learn. Most students come to college with the desire to learn. They want to be successful and learn the material presented to them in their classes. Unfortunately, many of them engage in activities that do not help with their learning. The PI’s goal is to help students begin to learn how to learn. They will do this as part of their regular lecture and recitation in general Chemistry. They will educate them about learning techniques and explain why they will aid in their learning. They will then demonstrate these techniques in class, and the students will be given opportunities to use these techniques inside and outside the lecture and recitation. Finally, they will encourage their students to develop those techniques for use in their other classes.

Mentor/Mentee Award

Mentor: Anusha Balangoda / Mentee: Beth Ann Eberle. Department of Geology and Environmental Science: Use of Cooperative Learning Approach in Recitations to Untangle Pressing Environmental Issues in Introductory Environmental Science Class

Cooperative learning is a student-centered active learning strategy in which a small group of students is responsible for their own success and that of their team by holding themselves accountable for the process and outcomes of the activities. In this project, they propose to use a cooperative learning strategy in the GEOL 0840 Introductory Environmental Science course, which is a large enrollment three-credit class, and both lectures and recitations are required.

Mentor: Ben Rottman / Mentee: Rebecca McGregor. Department of Psychology; Learning Research and Development Center: Using a Consulting Model and Project-Based Learning to Teach Psychology Research Methods

In the field of psychology, research methods form the foundation of students’ knowledge during the remainder of their undergraduate degree and beyond. Students in PSY 0036: Research Methods Lecture at the University of Pittsburgh have three course objectives: learn how to read, interpret and discuss research design and conclusions, learn how to critique research, and learn how to design valid research. There are currently few opportunities for students to apply this knowledge to real-world experiences, as this is an introductory course in which students have not yet developed the skills to analyze and interpret their own data. Thus, this course design through the dB-SERC would provide a semester-long collaborative assignment in which students would develop a project proposal to investigate a real-world research problem for a fictional client.