This lesson introduces students to scientific models. The students will learn how models of the atom have changed as new evidence is gathered. The students will also learn about the current model of the atom. Each student will make a model of an atom of a different element.
Students will physically experience the molecular proximity of solids, liquids and gases. This activity addresses several misconceptions including that temperature determines states of matter and that gases contain fewer molecules than do liquids or solids.
This app for iPad devices is a fully interactive atomistic simulation that shows the motions of atoms as they attract, repel, and collide with one another. With the tap or swipe of a finger, students can add, delete, or highlight molecules, as well as increase/decrease temperature, pressure, or volume and explore the states of matter. An associated simulation, Salts, allows students to manipulate atoms and ions to join to form crystals.
In this lab activity, students will measure the energy of a bowling ball with Vernier motion detectors. The students will calculate the energy of the ball at the beginning, mid point, and end of a bowling alley. Students will inquire about the relationships of speed, mass, and energy, acceleration, and transfer of energy. To close out the activity students will create a lab conclusion using the data collected from observations and information collected from the motion detectors.
This is an activity about auroras and the scientific terminology used to describe them. Learners will read an article that provides an introduction to specific terms and concepts related to auroras and auroral substorms and examine photographs of a 2003 aurora and descriptions of an 1859 aurora to identify the various phases of auroral substorms. This is activity 11 from Exploring Magnetism: Magnetic Mysteries of the Aurora.
This is a lesson which gives students the opportunity to imagine they are scientists, provides them with a basic understanding of aurora and helps them to use creative methods in their observations. First, students will study the scientific aspect of the aurora. They will also look at images of the aurora (both pictures and illustrations) and describe what they think of when they see them. These descriptions can be stored in the student portfolios as they will be useful in future lessons. Includes teacher notes and instructions, student workshops and an online, animated story, and related teacher resources on aurora. This is lesson three of a collection of five activities that can be used individually or as a sequence; concludes with a KWL (Know/Want-to-know/Learned) assessment activity.
This article includes links to expository text for students in grades K-1, 2-3, and 4-5 about the aurora.
This informational text explains the colorful phenomenon known as the northern lights (aurora borealis) and the southern lights (aurora australis). Students explore the cause of the aurora. The text is written at a grade four through five reading level. This is a PDF containing the informational text and a glossary.
This article lists seven art techniques and four poetry types that can be used to depict and describe the aurora.
In this lesson, students will demonstrate their understanding of the aurora by writing their own poems. Teachers can decide which form(s) of poetry to use from their worksheets or allow students to create their own. Examples of styles include: Acrostic, List, Haiku, Like and As, and May and Could. To help students get inspired, the class will read a poem on the aurora, and they can also look through their portfolios to help form ideas. Includes teacher notes and instructions, student workshops and an online, animated story, and related teacher resources on aurora. This is lesson five of a collection of five activities that can be used individually or as a sequence; concludes with a KWL (Know/Want-to-know/Learned) assessment activity.
This resource is an article explaining the fall equinox. This resource allows you to enter any city into the article for a precise date and time of the upcoming equinox.
This interactive resource is a compilation of text and other elements that serves as a multimedia learning experience for students. The resource defines average speed and demonstrates how to calculate it. Practice problems are provided.
Part of NCSSM CORE collection: This animation shows how the volume of a gas changes with the number of moles of gas at constant temperature and pressure.
In this session, we will highlight common pitfalls to avoid in the virtual classroom. I will introduce to attendees a variety of digital tools that can make virtual learning a bit easier for everyone involved.
Links to session resources:
https://docs.google.com/presentation/d/1XT6zoEB3_y3Q_YomfHoH_SC-fFv2fx0zS9EvIRORblE/edit
https://docs.google.com/document/d/18Cv_kTYgJjjaz7cKWqwF3GJC0o7evbl9ZB3xKFJFtd0/edit
https://docs.google.com/presentation/d/e/2PACX-1vS9fEPZDOYS2nZxJfIrbovlVQgtYBH9KOronb7pUk9IDRbDVyq2Qa-DbaPAaC-2lyEMzRtG5t7zxbBh/pub?start=false&loop=false&delayms=3000&slide=id.p
https://docs.google.com/presentation/d/1tZqTz6mqrWPb2Vk7r2DdF5CxCCuhFDzcR3Suhp-MHXM/edit#slide=id.p
This site is a lecture about crystal structure from Dr. Stephen Nelson at Tulane University. Topics include axial ratios, intercepts of crystal faces (Weiss Parameters), determination of the Miller Index of a crystal, the modified notation of hexagonal systems, which is referred to as Miller-Bravais Indices, and using the Miller Index notation to designate crystal forms. Tables and illustrations accompany the text.
In this interactive lesson, students look at the differences between unicellular and mutlicellular organisms, and then examine specific adaptations that increase survival in unicellular organisms.
5th grade students work together in teams to create an ecosystem to support Pacific Northwest pollinators.
Learners will become paleontologists for a day/week. They will discover this career and undertake the challenge of designing a fossil excavator structure to remove newly discovered fossils stuck in a cave crevice. As a class, graph the results on the amount of weight each structure could lift without breaking
This resource goes with the lesson plan "Alien Encounters -- Transcription and Translation" . Students can use this resource to look up the DNA sequence for a specific disease of their choice, then enter the DNA sequence and find the amino acid sequence for the disease. Students can prepare a poster of a disease which would include information about the disease, the DNA sequence, RNA strand and amino acid chain.
Students practice the technique of drawing isobars, first by completing a sample and then by analyzing a full map.