This activity is designed to help students take the research they have complete on an animal and apply what they have learned to power the Ozobot through the animal habitat.
Students will construct an animal catching machine using found materials. You may want to reread the book in order to help students get ideas!
Renowned virologist and member of the prestigious National Academy of Science, Peter Duesberg has argued that AIDS is not caused by HIV, but is the result of recreational and anti-HIV drugs. In this PBL case, students read Duesberg's 1999 article in Science magazine titled "HIV is Not the Cause of AIDS" as well as a response to it titled "HIV Causes AIDS" by medical researchers Dr. William A. Blattner and colleagues. Students work in groups to identify the issues as well as any terms or concepts they don't understand, then research these out of class to pool their information as they learn about AIDS and HIV.
- Life Science
- Material Type:
- Case Study
- National Center for Case Study Teaching in Science
- Provider Set:
- Case Study Collection
- Clyde Freeman Herreid
- Date Added:
ACE Education is the Agapé Center for Environmental Education, a carefully developed and integrated program designed to meet the goals set forth by the NC Department of Public Instruction. ACE Education is a creative way to meet NC Essential Standards for Science and Social Studies. ACE Education experiences make use of experiential learning – proven to be the most effective method of education.
In this unit, students will learn about plants/trees and will inquire about the ways all living things need plants. Students speak from the point of view of animal and will persuade someone not to cut down their tree.
This Animal Needs research project helps early elementary students explore animal needs around a specific animal. The project provides students with an opportunity to demonstrate speaking/listening skills, organize and present information, and write informative texts at a developmentally appropriate level. It can be completed in a variety of ways with multiple final products: posters, sculptures (playdoh/air-dry clay), oral presentations (in class or on video), and/or research papers. Students can ask and answer questions following presentations. Students may work independently or in pairs/small groups at school or complete the project at home using books, magazines, and internet resources. Focus on local animals, native species, invasive species, or leave the choice completely open to students' interests.
Students analyze a map of the North Polar region, test their knowledge of the Arctic, and brainstorm examples of the interconnectedness of life in this region with life around the world.
In this problem-based learning module, students will 'dig' for fossils in a digital environment, using the advanced graphing techniques of line-of-best-fit and piecewise functions to look for different kinds of trends in the health of the history of the earth. They will apply this information to their knowledge of the laws of superposition and index fossils to form a complete analysis in the historical health as well as to predict where we are going in the future.
5th grade students work together in teams to create an ecosystem to support Pacific Northwest pollinators.
Third Grade science unit about inherited traits with a focus on birds.
In this 1-2 week engineering design lesson, students will design and build water filters out of natural materials to simulate a filter system (bioswales) that cleans storm-water runoff before it soaks into the ground or enters a city’s storm-drain system. Their ultimate goal is to determine the combination and sequence of materials that best clean polluted water. Using materials easily found in pet stores and garden centers, students use the scientific method, students design to test and retest their designs and record, display and analyze their results.
Watch this online video modeling an outdoor activity for your students. Building an elf or fairy house is becoming a popularly recommended “nature play” activity, especially for young children. Research shows unstructured time in nature increases cognitive, creative, psychical, and emotional development in children. It also increases children’s connection to nature and their likelihood of holding conservation values as an adult.
This lesson is a pre-lesson to 'Human Skeleton'. The lesson is interactive and uses PowerPoint and other embedded links to evoke students' (Teacher-Education) prior- knowledge. It uses Problem-Based Learning (PBL) as a methodology.
This lesson is expected to bring out the tenets of Constructivism, such as students working: collaboratively; as active agents; owning the learning; being interactive; exploiting their prior knowledge and their lecturer functioning as a facilitator (teacher autonomy).
This is expected to be an approach that the teachers to be may try with their pupils.
This problem-based learning module is designed to master the Ohio Learning standard of Science in Earth and Space Science number 2, Cycles and Patterns of Earth and the Moon. Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. Students will be exploring the various factors affecting the climate patterns we experience due to thermal energy. Students will work independently as well as with a partner. The final product is expected to be presented to their peers and teachers. This blended module includes teacher-led instruction, student-led stations, real world data analysis and technology integrated investigations.
Students will work in small groups to plan and create a Makey Makey project showing the life cycle of a butterfly. Students will ask and answer questions about key details of the butterfly life cycle. Students will use verbs when giving information about key details.
In celebration of Earth Day, students research famous environmentalists and write letters to them asking for their opinions on current issues and turn their letters into a poem.