Rupicolous and epiphytic plants have evolved in search of environmental light conditions, throughout their evolution, the former thriving among rocks, and the latter growing non-parasitically on other plants (trees). However, while their habitats have provided sufficient light, they are also characterized by xeric conditions. This work compares leaf morphoanatomy between the rupicolous Sinningia bullata Chautems & M. Peixoto and the epiphytic Codonanthe gracilis (Mart.) Hanst in order to find insightful correlations in their adaptations to water stress. It also presents the first description of the anatomy of the leaf of S. bullata. In vivo leaf samples were cut and fixed for analysis under both optical and the scanning electronic microscopy. Both plants were observed to have dorsiventral and hypostomatic leaf. Anatomically, the plants share the same type of stomata complex, i.e., amphianisocytic, with collateral vascular bundles in between the spongy and palisade parenchymas. The presence of water storage tissue and conspicuous epicuticular wax and cuticle are evidence of some of the adaptations that these plants have made against water stress. Thus, while both plants show similarities of morphoanatomical adaptations that enhance their ability to thrive in spite of water stress, S. bullata has evolved additional adaptive strategies, such as convexities of the epidermis and the presence of long trichomes.

Neste trabalho, descreve-se uma experiência educacional no ensino médio envolvendo o ensino de Bioquímica durante a Pandemia da COVID-19. Ao longo da prática pedagógica online, variadas ferramentas foram exploradas, como: criação de site, mídia, blog, vídeo, games e software. Utilizou-se o modelo de sala de aula invertida; nela se conectaram os conceitos de Ensino de Bioquímica com o cotidiano do aluno através do debate sobre Alimentação e Saúde. O feedback dos estudantes foi obtido por meio de um questionário livre, não avaliativo e anônimo. De modo global, os estudantes relatam satisfação quanto à metodologia e ferramentas desempenhadas. Entendemos que as práticas pedagógicas aqui descritas podem contribuir efetivamente para o Ensino de Bioquímica, seja online ou híbrido, em futuras experiências pedagógicas.