In this video segment from Nature, learn about six different breeds of cattle.

In this interactive demonstration students will make observations of diffusion of a semi permeable membrane and be able to compare these observations to the functions of a cell membrane.

The disappearance of bees will have tremendous impact upon the way we live according to scientists in this segment from Nature.

Students learn about memory by doing a memory-writing exercise, studying the brain to understand how it affects memory, reading Li-Young Lee's poem ńMnemonic,î and creating projects to demonstrate their understanding.

This is a field investigation on diversity of life where students count the number of kinds organisms in two locations. Students report their results on posters and propose reasons why there might be difference in diversity between the locations.

Following the steps of the iterative engineering design process, student teams use what they learned in the previous lessons and activity in this unit to research and choose materials for their model heart valves and test those materials to compare their properties to known properties of real heart valve tissues. Once testing is complete, they choose final materials and design and construct prototype valve models, then test them and evaluate their data. Based on their evaluations, students consider how they might redesign their models for improvement and then change some aspect of their models and retest aiming to design optimal heart valve models as solutions to the unit's overarching design challenge. They conclude by presenting for client review, in both verbal and written portfolio/report formats, summaries and descriptions of their final products with supporting data.

This activity begins as a classroom investigation, but may extend to a field investigation where students will determine the effects of air temperature on seed germination. This is accomplished by developing investigative questions, recording, and analyzing data.

As part of the engineering design process to create testable model heart valves, students learn about the forces at play in the human body to open and close aortic valves. They learn about blood flow forces, elasticity, stress, strain, valve structure and tissue properties, and Young's modulus, including laminar and oscillatory flow, stress vs. strain relationship and how to calculate Young's modulus. They complete some practice problems that use the equations learned in the lesson mathematical functions that relate to the functioning of the human heart. With this understanding, students are ready for the associated activity, during which they research and test materials and incorporate the most suitable to design, build and test their own prototype model heart valves.

How does the elephant data collected at African Elephant Crossing show the successes of certain exhibit elements? Could you redesign the space so that the elephants would use all exhibit elements? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group rather than using individual Research Plan sheets. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

How can observed elephant behavior inspire new building designs? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students’ work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

How can an elephant’s trunk inspire a new berry-picker design that will make it better at picking up small objects? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach concepts through discovery and to encourage using scientific thought processes. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students’ work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

Observe the elephants at Cleveland Metroparks Zoo. Watch how they move. How do elephants move in ways that are similar to the way humans move? This activity is designed to start your students in recognizing themselves as scientists and thinking critically about problem-solving. The goal is to teach scientific concepts through arts integration and to encourage creativity. As with all lessons provided, please feel free to adapt them according to your students’ abilities. You may find it more successful to lead activities and discussions as a whole group as opposed to having your students work in small groups. Certain scientific vocabulary may or may not be appropriate for your students’ level of understanding. Take these ideas, make them your own and your students will have a greater chance at success.

Spreadsheets across the Curriculum module. Students build spreadsheets that allow them to calculate the different values needed to examine energy flow through agroecosystems.

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).

In this adapted video segment, ZOOM guest Tommy takes us on a tour of the Florida Everglades. He describes what makes a wetland biome unique, including the soil, precipitation, and biodiversity.

This lesson will focus on bony fish form and adaptations. Students will begin by looking at different types of marine life, particularly fish, in the Aurelia application. After discussing the 3 different classes of fish and basic fish anatomy, students will take a deeper dive into the bony fish class and learn about the adaptations that they have to survive in different ecosystems. At the end of the lesson, students will be able to identify the external anatomy of a bony fish and be able to tell the difference between a bony, cartilaginous or jawless fish.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

This lesson will focus on cartilaginous fish form and adaptations. Students will begin by looking at different types of marine life, particularly fish, in the Aurelia application. After discussing the biological classification system and the 3 classes of fish, students will learn the external anatomy of the main groups of cartilaginous fish. Students will then take a deeper dive into the adaptations of cartilaginous fish that make them different from bony fish. We will finish up by covering modern issues that are facing cartilaginous fish and how we can help their populations.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

This activity is a field investigation where students gather information before and after learning about plants, which will allow you to compare the knowledge the previously know and have acquired through your teaching.

In this activity, participants imagine and draw an extreme environment beyond Earth, then invent a living thing that could thrive in it. They learn that NASA scientists study extremophiles on Earth to imagine the variety of life that might exist elsewhere, and make predictions about where to look for it. Both English and Spanish activity resources are included. Educators should begin with the file named: Imagining Life - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

This lesson is a presentation of famous scientist throughout history where the students will learn and take notes about the contributions and discoveries made in science.