CashOnHand - Transportation - Brandon - Spanish
There are two types of catalysis reactions: homogeneous and heterogeneous. In a homogeneous reaction, the catalyst is in the same phase as the reactants. In a heterogeneous reaction, the catalyst is in a different phase from the reactants. This activity addresses homogeneous catalysis.
Students learn the importance of the Pythagorean theorem as applied in radar imaging. They use a sensor unit with IRED (infrared emitting diode) to measure triangle distances and the theorem to calculate and verify distances. Student groups calibrate the sensor units to ensure accurate distance measurements. A "pretend" outdoor radar imaging model is provided to groups for sensor unit testing.
The final activity of this unit, which integrates the Keepers of the Gate unit through the Go Public challenge, involves students taking part in experimental design. They design a lab that answers the challenge question: "You are spending the night with your grandmother when your throat starts to feel sore. Your grandma tells you to gargle with salt water and it will feel much better. Thinking this is an old wive's tale, you scoff, but when you try it later that night it works! Why?" Students must have their plan approved by the instructor before they begin. A formal lab write-up is due as part of the laboratory investigation.
Students teams use a laparoscopic surgical trainer to perform simple laparoscopic surgery tasks (dissections, sutures) using laparoscopic tools. Just like in the operating room, where the purpose is to perform surgery carefully and quickly to minimize patient trauma, students' surgery time and mistakes are observed and recorded to quantify their performances. They learn about the engineering component of surgery.
Students carry into class pre-conceptions based on stories they've heard, articles they've read and experiences they've had. One of the best opportunities to teach metacognition is at a 'gotcha' moment when they come to realize their pre-conception is amiss.
GIS techniques, data sources, and other resources are so numerous and varied that, even if someone is doing GIS work regularly, it's common to say, "Now how did I do that last time?" or "Where did I get that data?". One of the main goals of my GIS course is to have students create a personal GIS portfolio that will be useful to them in the future, either for projects at Hamilton or in a job after graduation.
Portfolios must include, at a minimum, a spreadsheet of data sources and information about downloading and prepping data from each site; an annotated Word doc of useful web sites; a DVD collection of projects and data from the course; and an organized notebook that contains the items listed above plus all class handouts, exercises, and printouts of products.
What I stress in this assignment is that portfolios need to be more than collections of GIS stuff ��� they must be useful for the future. To make portfolios useful for the future, students have to give significant thought not only to organization but how they will be able to find information in their portfolios in the future and how they can build indexes, annotations, flow charts, etc. to make their portfolios more than a collection of pieces of paper in a binder.
Students use chromatography to separate the components of ink.
Students often need space to discuss the issues that face them on their developmental journey as they grapple with a range of emotions, navigate peer challenges, and consider their place in the world. No matter the content area, teachers can support productive whole-class discussions by establishing a practice of Class Circles or Class Council. In Class Council or Class Circle, students sit in a circle, pass around a talking piece, and respond to questions posed by the teacher. This community-building practice can help students address hypothetical conflicts in a safe space, explore encounters and moments that stem from class conflict, and reflect on shared and personal experiences.
Teachers can also use circles for academic content by eliciting prior knowledge when launching a unit or reflecting on a new class practice. As students become comfortable with Class Council or Class Circle, teachers can gradually release control of the circle to students, identifying peer leaders who eventually facilitate the circle and contribute topics and questions.
The COR curriculum provides free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.
The COR curriculum provides free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.
The COR curriculum provides free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.
Class meetings or morning meetings focus on supporting students to reinforce the positive behaviors of their peers, reflect on previous learning, and preview new tasks weekly, daily, or at the beginning or end of class. With established norms for the meeting, this strategy can be used with students in all grades and across content areas. To begin the class meeting, the teacher can ask students to share celebrations or praise for a peer or peers based on the work they most recently completed independently or in groups, and students respond with a celebratory clap. Shout-outs can be followed by updates, a problem or question for whole class discussion, and future plans. The organization of a class meeting can be modified based on the teacher's goals for the meeting.
Students use bearing measurements to triangulate and determine objects' locations. Working in teams of two or three, they must put on their investigative hats as they take bearing measurements to specified landmarks in their classroom (or other rooms in the school) from a "mystery location." With the extension activity, students are challenged with creating their own maps of the classroom or other school location and comparing them with their classmates' efforts.
Students design, build and test model clay boats that can hold weight.
In this career-oriented interview, readers are introduced to the manager of several farmer's markets in Portland, Oregon. Following a brief description of his job and the general operations of a farmer’s market, he explains why these venues are beneficial to the vendors, the customers and the environment. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.
An interview conducted with a building contractor provides insights into what it means to build an environmentally "green" house. This lesson is part of the Climate Kids website, a NASA education resource featuring articles, videos, images and games focused on the science of climate change.
This career-oriented interview features a home energy auditor. He describes his job responsibilities and offers tips for improving home energy efficiency. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.
Using her countywide program as an example, a recycling educator offers incentives for recycling by providing data on energy savings and explaining how her county in Michigan supports the program. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.
In this career-oriented interview, readers are introduced to a scientist who works primarily on wind energy. He explains the importance of wind farm placement planning. Images of architectural wind and a wind farm are included, along with a link to the Power Up game. The Climate Kids website is a NASA education resource featuring articles, videos, images and games focused on the science of climate change.