This lesson integrates science, math, communication skills, arts, and social studies through hands-on activities. Students are directly involved in hatching baby chicks.
Working in groups, students learn to navigate a virtual globe, read geophysical data, and assess plate tectonic models. They prepare by studying about plate tectonics from their notes or from the text, and then apply that knowledge to real tectonic settings on the virtual globe. Students drag 3D models out of the subsurface and compare real data to model interpretations. They can also substitute their own sketches for our images.
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Geoscientists (as do all scientists) have a duty to present facts to their audience, whether that audience is composed of other scientists or of the general public. Many scientific issues find their way into the popular press limelight and become blown out of proportion or are even presented in such a way that the articles are factually inaccurate. This activity involves critical reading of popular press articles and a little research to focus on the facts of the straight-up science. A few articles and research prompts of choice have been selected as examples.
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Students research and create a brochure project on an endangered species of their choice integrating aspects of math, science, social studies, art, reading and writing. This project allows the students to make connections across the curriculum. Students present their ideas to a group of peers persuading the group to help save or become interested in helping the endangered species. Students are also encouraged to make connections between the activities of the human population and their effect on the natural world. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
In this activity, students are divided into a group of hormones and a group of receptors. The hormones have to find their matching receptors, and the pair, once matched, perform a given action. This activity helps students learn about the specificity of hormone-receptor interactions within the endocrine system.
There are various hormones that influence the structure of the skin. These influences may be made apparent by the repeated long-term administration of various glucocorticoids or their analogues. Endogenous imbalances are generally seen in adult mature animals although congenital forms have been seen, especially with hypothyroidism. The hormones implicated as important for maintaining skin structure are thyroxine, cortisol and estradiol. Deficiencies or excessive production may result from abberations in the function of the hypothalamic-adrenal axis, the adrenal gland, thyroid gland or the gonads.
Video 3 in the endocrine system. We lists the glands of the endocrine system. We explain the functions of the glans in the endocrine system, including: Pituitary Gland, Thyroid Gland, Parathyroid Gland, Adrenal Gland, Sex (gonad) Gland, Pancreas, Pineal Gland and Hypothalamus.
Lesson 3 in our Endocrine System series. This is part of our Anatomy and Physiology lecture series.
If this video helps you please be sure to LST -like subscribe and tell your friends. Your support help us make more videos. For the complete series please visit http://mrfordsclass.net/
Videos in the skeletal system series:
-Introduction to the Endocrine System (12:01): http://youtu.be/2QIR7bCYqXQ
-Hormonal Action (12:02): http://youtu.be/FLsCXNPE2cg
-Glands of the Endocrine System (12:03): http://youtu.be/4aLoLVbtMkU
-Pituitary Hormones (12:04): http://youtu.be/AF1zVoDAHac
Video 2 in the Endocrine System. This video looks at how hormones work, their hormonal action.
Lesson 2 in our Endocrine System series. This is part of our Anatomy and Physiology lecture series.
If this video helps you please be sure to LST -like subscribe and tell your friends. Your support help us make more videos. For the complete series please visit http://mrfordsclass.net/
Videos in the skeletal system series:
-Introduction to the Endocrine System (12:01): http://youtu.be/2QIR7bCYqXQ
-Hormonal Action (12:02): http://youtu.be/FLsCXNPE2cg
-Glands of the Endocrine System (12:03): http://youtu.be/4aLoLVbtMkU
-Pituitary Hormones (12:04): http://youtu.be/AF1zVoDAHac
The first video in our endocrine system lesson focuses on the components of the endocrine system. We also define what a hormone is and go over the types of hormones: steroid, non-steroid, proteins and peptides and amines.
Lesson 1 in our Endocrine System series. This is part of our Anatomy and Physiology lecture series.
If this video helps you please be sure to LST -like subscribe and tell your friends. Your support help us make more videos. For the complete series please visit http://mrfordsclass.net/
Videos in the skeletal system series:
-Introduction to the Endocrine System (12:01): http://youtu.be/2QIR7bCYqXQ
-Hormonal Action (12:02): http://youtu.be/FLsCXNPE2cg
-Glands of the Endocrine System (12:03): http://youtu.be/4aLoLVbtMkU
-Pituitary Hormones (12:04): http://youtu.be/AF1zVoDAHac
In the previous video we showed the glands that make up the endocrine system. This video starts our study of the hormones produced by each gland. We kick off by looking at the hormones produced by the pituitary gland.
Lesson 4 in our Endocrine System series. This is part of our Anatomy and Physiology lecture series.
If this video helps you please be sure to LST -like subscribe and tell your friends. Your support help us make more videos. For the complete series please visit http://mrfordsclass.net/
Videos in the skeletal system series:
-Introduction to the Endocrine System (12:01): http://youtu.be/2QIR7bCYqXQ
-Hormonal Action (12:02): http://youtu.be/FLsCXNPE2cg
-Glands of the Endocrine System (12:03): http://youtu.be/4aLoLVbtMkU
-Pituitary Hormones (12:04): http://youtu.be/AF1zVoDAHac
Students explore a Global Energy Balance Climate Model Using Stella II. Response of surface temperature to variations in solar input, atmospheric and surface albedo, atmospheric water vapor and carbon dioxide, volcanic eruptions, and mixed layer ocean depth. Climate feedbacks such as water vapor or ice-albedo can be turned on or off.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Much of the general population believes that the energy sources we depend on are perpetual. While people believe that energy use is the culprit for environmental damage, they are not aware of the methods and principles by which energy conversion devices operate. This course will provide you with knowledge and information on the main operating principles of devices/appliances in common use and will help you in making energy efficient and economical choices. The objective of the course is to expose you to energy efficiency in day to day life in order to save money and energy and thereby protect the environment. I hope the information in this course will help you become an environmentally-responsible individual of this Global Village.
Energy Everywhere. This is the Lesson 3 Digging Deeper activity, from Unit 3 Natural Resources, from the DIGS (Developing Individuals, Growing Stewards) AmeriCorps Curriculum from CSU. The curriculum focuses on introducing students in grades 3-5 to Colorado agriculture, industry and environmental issues. The curriculum upon request. Visit: https://engagement.colostate.edu/programs-old/developing-individuals-growing-stewards/
This classroom activity introduces students to energy flow through organisms, producers & photosynthesis, and consumers & respiration.
Each student has been given a packet of information on an energy topic. There are two articles that all the students will receive, on energy conservation and addiction to oil, and then several others on their specific topic. Each student will be instructed to become the classroom expert on their specific topic by reading the articles and being invited to look up more information.
These steps are modified from Step by Step Instructions for Gallery Walk
I learned this technique at a Cutting Edge workshop put on by the National Association of Geoscience Teachers called Designing Innovative and Effective Geoscience Courses in the summer of 2008.
The steps to this lesson are:
I have generated a list of questions around energy.
The questions will be written on poster-sized paper, one question to each sheet.
The questions will be posted in a foyer area.
The students have been given general directions in the previous class, and more specific directions will be given the day of the event.
The students have been prepared by reading packets of energy information, as described above in this document. They have also been advised on how the grading rubric and feedback will be used.
The students will be put into groups of two, because the class is so small. Each group will have a different colored marker. If the groups were larger, roles would be assigned, like recorder, speaker, emissary, etc... That won't work with this small class.
We will begin the gallery walk. Each team will start at a different chart, read the question, talk to each other, then document their response in their colored ink. They will be encouraged to write in a pithy bulleted format closest to the top of the chart.
The teams will rotate to a new station after a period of time (to be determined!) They will rotate clockwise. Arriving at a new station, the students will read the question, the responses of the other groups who posted before them, and add their comments, sort of like a BLOG. The groups can switch recorders at each station to keep all members involved.
I will monitor the students' progress. I may have to intervene to clarify a point or direct the students to think of something they may have overlooked. I will wander between groups, listening in, and asking "Socratic" guiding questions if needed.
Once all groups have responded to all the posters, they can return to posters to read the other postings, and even add to their own comments.
After the rotations and comment period, students will "report out", which each group synthesizes the comments for each question into a summary. The groups will then take turns making oral reports on the questions at hand. I may decide to have them do a written report instead, so that they create a document to refer to later in the course.
I will be gauging student understanding throughout the report stage, to reinforce correctly expressed concepts and correct for errors or misconceptions.
The questions my students had to answer were:
What sources of energy (conventional and alternative-yet-to-be-brought-to-market) are appropriate powering motor vehicles? In detail, what are the advantages and disadvantages of each?
What sources of energy (conventional and alternative) are appropriate for powering homes? (Heat, hot water, cooking, cooling, light, etc) In detail, what are the advantages and disadvantages?
What are the most polluting energy sources, and what type of pollution do they produce? What are the least polluting energy sources, and why aren't we using them more?
What are fifteen ways the average person can conserve energy?
Do we need to conserve energy? Do developing nations need to? Why or why not?
Should energy conservation be a legal mandate from the U.S. government for our citizens? Should the U.N. require international consensus on energy conservation? Would that be fair to developing nations?
What are the reasons we can no longer depend on fossil fuels (both domestic and imported) to power the United States of America? What are the great issues at stake?
Who will pay the price for energy decisions made (or not made) in the next few years? What do you anticipate that price might be?
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Students are asked to design a poster as an alternative to the Energy Hog ad campaign released by the DOE in 2004. Students are asked to address where our energy comes from how it is used and what might be involved in moving towards non-petroleum resources. They are directed to begin at the DOE and EIA Energy Information Agency websites but may pursue any other resources they deem necessary. This activity provides a real-world context for thermodynamic and electrochemical concepts presented in the second semester of general chemistry.
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In this lesson, students identify the sun as the source of energy and understand how energy flows through an ecosystem.
This activity involves student research on the Internet to create a PowerPoint presentation showing the various parts that make up a biome (abiotic & biotic factors).
Campus Climate Conversations are designed to be both educational and "deliberative," meaning students, staff, and faculty interact with one another in small groups to share views and ideas about climate action strategies. This activity is structured to enhance education and engagement, and to generate collaborative climate action strategies.
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Faculty and students of politics inevitably engage with contentious debates about global inequality and development, conflict, and environmental sustainability. Teaching and learning outcomes in politics tend to emphasize critical and analytical thinking, but have paid less attention to emotion and feeling in considering how to navigate current issues. How can contemplative practices help instructors and students not only intellectually consider, but also emotionally hold difficult and often divisive and unsettling issues? In what ways can such practices both create space for honest, compassionate discussion and encourage engaged citizenship? By using a guided exercise of self-reflection and dialogue, students will develop self-awareness of their emotional responses and of their peers to contentious political issues, and recognize the importance of open listening and dialogue for gaining a deeper appreciation of contrasting views.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)