Students explore a variety of sources for information about voting. They evaluate the information to determine if it is fact or opinion, and then create a graffiti wall about voting.
Vuelve Viral Equipo STEM. El Centro de Extensión y Educación en Ciencias Naturales colabora con la facultad de CSU, los Parques Nacionales y los programas de ciencia ciudadana para traducir su investigación científica actual en experiencias STEM únicas para los estudiantes en forma de kits educativos que se pueden prestar. Cada kit contiene casi todos los materiales necesarios (menos cosas comunes como agua y toallas de papel) para explorar algunos temas de investigación científica realmente interesantes. enviando un formulario de recogida local o un formulario de entrega disponible en el sitio web vinculado. Utilice la información de contacto en la página de descripción general del kit STEM para obtener más información. https://www.cns-eoc.colostate.edu/stem-kits/ Este kit se proporciona de forma gratuita para uso educativo.
The benefits of physical activity and exercise are universally recognized—and have been for far longer than one might think. Our Paleolithic ancestors regularly engaged in physical activity to survive. However, rather than chasing after a soccer ball to win a game or taking a leisurely stroll down a tree-lined path, they “worked out” by chasing after their next meal. For them, no exercise meant no food. How’s that for a health benefit?
Prepared with pre-algebra or algebra 1 classes in mind, this module leads students through the process of graphing data and finding a line of best fit while exploring the characteristics of linear equations in algebraic and graphic formats. Then, these topics are connected to real-world experiences in which people use linear functions. During the module, students use these scientific concepts to solve the following hypothetical challenge: You are a new researcher in a lab, and your boss has just given you your first task to analyze a set of data. It being your first assignment, you ask an undergraduate student working in your lab to help you figure it out. She responds that you must determine what the data represents and then find an equation that models the data. You believe that you will be able to determine what the data represents on your own, but you ask for further help modeling the data. In response, she says she is not completely sure how to do it, but gives a list of equations that may fit the data. This module is built around the legacy cycle, a format that incorporates educational research feindings on how people best learn.
This is a unit over the War of 1812 complete with Pre/Post Assessments, notes, resources and activities. It is an online unit designed for students to work independently at their own pace, but with modifications, teachers can adjust it to meet their needs. It is also designed to allow students choice in how they will take their notes, and how they will study.
Teachers will need to “Make a Copy” of various materials within the unit. Particularly the quizzes so they can have access to student results. They will also need to link those quizzes within the Student Outline so students will have access to them. Teachers are also encouraged to adapt the materials as needed to fit their classrooms and students as long as they follow the copyright guidelines.
Students are presented with a challenge question concerning color blindness and asked to use engineering principles to design devices to help people who are color blind. Using the legacy cycle as a model, this unit is comprised of five lessons designed to teach wave properties, the electromagnetic spectrum, and the anatomy of the human eye in an interactive format that introduces engineering applications and real-world references. It culminates with an activity in which student teams apply what they have learned to design devices that can aid people with colorblindness in distinguishing colors— as evidenced by their creation of brainstorming posters, descriptive brochures and short team presentations, as if they were engineers reporting to clients. Through this unit, students become more aware of the connections between the biology of the eye and the physical science concept of light, and gain an understanding of how those scientific concepts relate to the field of engineering.
The main content covered in this unit includes the Structure and Function of the biological molecules, the energy flow and the nutrients, Nutritional Facts Labels, and the My Plate concept. Proteins, nucleic acids, polysaccharides in carbohydrates are considered macromolecules, and the lipid molecules are considered as biomolecules. For clarity purposes, proteins, nucleic acids, carbohydrates, and fats will be referred to as “biological molecules” throughout the unit. The history of studying these biological molecules dates back to the early 19th century. British physician-chemist, William Prout (1785-1850) was the first to classify “foodstuffs or ingredients of life into saccharinous (carbohydrates), oleaginous (fats), and albuminous (proteins)” and urged that “a satisfactory diet should include carbohydrates, fats, protein, and water”3. Carl Schmidt coined the term “carbohydrates” in 1844.
Questions about weather clear up when students use what they learned from their books to create a presentation to share with the rest of the class.
Students analyze the elements of a novel in many different genres and then hyperlink these pieces together on student-constructed Websites.
Through a series of three lessons and one activity, students are introduced to inertia, forces and Newton's three laws of motion. For each lesson, a combination of class demonstrations and PowerPoint® presentations are used to explain, show and relate the concepts to engineering. Lesson 1 starts with inertia, forces and Newton's first law of motion. Lesson 2 builds on lesson 1 with s review and then introduces Newton's second law of motion. Lesson 3 builds on the previous two lessons with a review and then introduces Newton's third law of motion. In a culminating activity, students apply their knowledge of forces, friction, acceleration and gravity in an experiment to measure the average acceleration of a textbook pulled along a table by varying weights, and then test the effects of friction on different surfaces.
Biodiversity is the spectacular variety of life on Earth and the essential interdependence among all living things. Students begin to learn about the term biodiversity at its most basic level. On their first field trip, students observe a natural space and report on what they see. They also begin to see the need for keeping written records and how to make scientific observations of their site. A series of optional mapping activities are presented that develop the skills required to create detailed and representational maps derived from observations and data.
Through four lesson and four activities, students are introduced to the logic behind programming. Starting with very basic commands, they develop programming skills while they create and test programs using LEGO MINDSTORMS(TM) NXT robots. Students apply new programming tools move blocks, wait blocks, loops and switches in order to better navigate robots through mazes. Through programming challenges, they become familiar with the steps of the engineering design process. The unit is designed to be motivational for student learning, so they view programming as a fun activity. This unit is the third in a series. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.
Past meets present in this lesson in which students practice verb tense when they write personal short stories that they then publish in a flip book.
In this week-long unit, students examine weather reports from all over the world in order to understand global temperature patterns. Throughout the unit, students collect their findings in a portfolio. The comprehensive curriculum materials contain teacher tools, a Web activity in which students examine 12 months of weather data for several U.S. cities, comparing their findings with the same 12 months at Antarctica weather stations, two hands-on experiments, two Q&A interviews and a student handout with guidance for putting together their portfolios and examples of creative final projects.
Mr. Andersen defines the terms energy, work and power. He also uses a simple example to calculate both work and power.
This project will raise student awareness of the problem of waste and waste management in our community. As we progress through the unit the goal is to reduce the amount of waste that our school produces. There are many ways to do this but the most unique aspect is to reduce biodegradable waste from our cafeteria through the process of vermicomposting. Students will design and create worm bins to reduce our cafeteria waste. The project will take a couple of weeks for the content and the construction of worm bins and then we will monitor our worm bins throughout the school year.
Students use the faces and places they learn about in their research to write a biography about a contemporary or historical figure.
This lesson encourages young students to see themselves as writers with a message to convey. Three types of reports are provided to show what kindergartners and emergent writers can do.
Students build upon their knowledge of biographies to write their own autobiographical incident. After going through a process of revision, they use a rubric to assess their work.
Special edition! Students use ReadWriteThink tools to create magazines about prominent figures using a variety of writing genres and styles.