This is a short video outlining the causes and effects of a magnitude 9.2 earthquake in Alaska in 1964. Additional resources include a background essay and discussion questions.
This animation illustrates how seismic waves travel through the earth to a single seismic station. Scale and movement of the seismic station are greatly exaggerated to depict the relative motion recorded by the seismogram as P, S, and surface waves arrive.
This animation illustrates the movement of the three basic waves associated with an earthquake and the effects of these waves on various locations. By measuring the travel time of the P and S waves, distances from the epicenter can be calculated.
This learning plan gives students choice in selecting activitites to learn, practice, and show evidence of learning about the water cycle based upon NC 5th Grade Science Standards. This resource was developed as part of a professional learning opportunity funded by the NCDPI Digital Learning Initiative Planning Grant.
Students will use a model of the solar system to demonstrate rotation, revolution, kepler’s laws, Newton's laws, precession, nutation, seasons or tides.
In August 2008, the "Mountain Weather Workshop: Bridging the Gap Between Research and Forecasting" was held in Whistler, BC, Canada. It was sponsored by the American Meteorological Society, UCAR/COMET, and the Meteorological Service of Canada. The workshop brought together researchers, faculty, students, and operational forecasters. Its primary goals were to help provide a better understanding of the state of the science of mountain meteorology from both a research and an operational perspective, and to discuss ways of improving interaction between the research and forecasting communities. The workshop consisted of lectures by distinguished speakers covering numerous topics related to weather in complex terrain. This webcast collection contains recordings of the presentations from the workshop.
This AP Environmental Science class is intended to meet the same objectives as a first-year college-based course.
However, the method of instruction for this course is unique compared to similar courses because we have adopted
a project-based learning (PBL) approach. Although PBL may take many forms, our approach involves student
investigations and simulations that require students to think like scientists, policymakers, farmers, and other adults
in real-world settings. Teachers engage students in collaborative problem solving, argumentation, and deep
exploration of the concepts and principles of the discipline. The goal for student learning is understanding rather
than relying on rote memory to create meaningful learning and knowledge that is actionable, adaptive, and
In this activity, students play a game that simulates the carbon cycle. During the activity students will compare the carbon cycle before and after the industrial revolution.
In this activity, students will work in collaborative groups to develop an advertisement for a political candidate in support of one side of an issue - should we build low-cost housing on part of the land presently occupied by an estuary? Each group will decide which side they want to support - either for or against building the housing - and write an ad that will be run in a local paper, or that will be viewed on local TV, to support their argument.
Students will examine geologic maps in order to assess the likelihood and location of earthquakes in California.
Students will examine geologic maps in order to understand how water shapes the land and is stored within the land - in part of the Grand Canyon.
In this simulation activity, students play the roles of community members wrestling with the problem of cleaning up a polluted pond on their common property. They quickly discover that because of their different values and interests, the important question is not whether to clean up the pond, but how much clean-up they are willing to pay for.