Students watch video clips of animals and plants in their natural environments to determine what living things need to survive. They will then complete an illustration of their own real or imagined plant or animal fulfilling one or more of their needs for survival, within their natural environment. While this lesson does a good job explaining how animals meet their needs through their environments, additional lessons and experiences with plants would need to be provided in order to meet the full standard.
In this physics lab, students investigate the motion of different skateboarders pulled with various values of constant force. Using skateboarders of different masses and a variety of constant force values, students produce distance vs. time motion graphs for a number of skateboarding trials. Students may develop their own methods for setting up the lab and recording the necessary data. Following data collection, students analyze the data using Newton's second law and discuss differences between trials, the effects of friction, and possible sources of error in the experiment.
This interactive tool allows students to gather data using My NASA Data microsets to investigate how differential heating of Earth results in circulation patterns in the oceans and the atmosphere that globally distribute the heat. They examine the relationship between the rotation of Earth and the circular motions of ocean currents and air. Students also make predictions based on the data to concerns about global climate change. They begin by examining the temperature of oceans surface currents and ocean surface winds. These currents, driven by the wind, mark the movement of surface heating as monitored by satellites. Students explore the link between 1) ocean temperatures and currents, 2) uneven heating and rotation of Earth, 3) resulting climate and weather patterns, and 4) projected impacts of climate change (global warming). Using the Live Access Server, students can select data sets for various elements for different regions of the globe, at different times of the year, and for multiple years. The information is provided in maps or graphs which can be saved for future reference. Some of the data sets accessed for this lesson include Sea Surface Temperature, Cloud Coverage, and Sea Level Height for this lesson. The lesson provides directions for accessing the data as well as questions to guide discussion and learning. The estimated time for completing the activity is 50 minutes. Inclusion of the Extension activities could broaden the scope of the lesson to several days in length. Links to informative maps and text such as the deep ocean conveyor belt, upwelling, and coastal fog as needed to answer questions in the extension activities are included.
In this activity students analyze a familys pedigrees to make a claim based on evidence about mode of inheritance of a lactose intolerance trait, determine the most likely inheritance pattern of a trait, and analyze variations in DNA to make a claim about which variants are associated with specific traits. This activity serves as a supplement to the film Got Lactose? The Co-evolution of Genes and Culture (http://www.hhmi.org/biointeractive/making-fittest-got-lactase-co-evolution-genes-and-culture). The film shows a scientist as he tracks down the genetic changes associated with the ability to digest lactose as adults. A detailed teachers guide that includes curriculum connections, teaching tips, time requirements, answer key and a student guide can be downloaded at http://www.hhmi.org/biointeractive/pedigrees-and-inheritance-lactose-intolerance. Six supporting resource and two click and learn activities are also found on the link.
This is a lab activity involving transformations between the gravitational potential energy, elastic potential energy, and kinetic energy of a system. An air track with a glider and a photo gate timer are needed to perform the lab. The lab is divided into three separate but related parts. The first part involves using a spring to launch the glider horizontally, measuring the velocity of the glider, and then relating elastic potential energy to kinetic energy. The second activity involves adjusting the air track so that when the glider is launched, it goes up an incline. This set up allows students to relate elastic potential energy to gravitational potential energy. The third and final activity ties elastic potential, gravitational, and kinetic energy together. Using the knowledge they acquired from the first two activities, the students need to use Conservation of Energy to predict the velocity of the glider as it is launched up the incline and then compare their prediction to the experimental value.
Population Explosion is a computer simulation which allows students to manipulate factors to see what happens over time to a population of sheep within an enclosed field. As the simulation runs, a graph shows the dynamic relationship between the sheep population size and their primary food resource, grass. Students can control factors such as initial number of sheep, grass regrowth rate, gain from food, and birthrate. Predation is represented by a reaper button which may also be controlled. The speed of the simulation can be set so that students can see more clearly what happens over time, or collect data more quickly, depending on how fast the simulation runs. Directions and a suggested simulation sequence are provided along with prompts so that students can pause and consider their results. A space within the simulation is provided for students to record observations and answers to the prompts. For each step in this suggested sequence, students take a snapshot of graphs they have created and store them in an album. At the end of the activity analysis questions help students connect the activity to wild populations. An optional extension exercise is also suggested.
Students will investigate the interactions between colliding objects using pushes and pulls. After listening to the book, Push and Pull by Charlotte Guillian, students will play a game of kickball and observe how the ball is pushed, pulled, started, stopped, collided with other objects and how it changed position and speed. As a group, students will then brainstorm about other objects being pushed, pulled or colliding and choose one of those objects to investigate. This lesson is part of a bigger unit based on this Performance Expectation and items not addressed in this lesson are addressed in other lessons.
Students create and decode DNA for mans best friend to observe how variations in DNA lead to the inheritance of different traits. Strips of paper that represent DNA are randomly selected and used to assemble the dog's DNA. Students read the DNA and create a drawing of their pet, and compare it with others in the class to check for similarities and differences.
There are several tutorials on the page for this link. This review is under the subheading "Momentum and Energy." It is a small group tutorial that leads students through the construction of an understanding of the concept of momentum and its conservation.
In this activity, the learner explores various ways in which organisms reproduce. The learner discusses the role that reproduction plays in the cycle of life. By watching short videos and participating in follow-up discussion: 1. They observe that no individual organism lives forever and in order to continue species, organisms must pass their genetic instructions on to the next generation. 2. They learn that organisms reproduce asexually, by dividing and producing two identical copies of themselves. 3. They learn that many plants reproduce sexually, often using complex strategies that have evolved over millions of years. 4. They explore the pros and cons of asexual and sexual reproduction and the reasons both strategies persist.
This review is on the first segment of the Grade 5 curriculum of "The Inquiry Project: Seeing the World Through the Scientists' Eyes." Water, A Liquid is a series of 5 investigations about water. Students use readily available materials such as water, sand and gravel to deepen their understanding of weight. Having a conceptual understanding of weight is important because students will use it when they begin exploring matter that is too small to be seen. The students are introduced to the study of matter by looking at images of ships sitting in a dry seabed in the Aral Sea. This introductory investigation will hook students because it is posed as a mystery and has a real life connection. Within this series of 5 investigations students will: -practice measurement using standard units -collect and record data -read a letter from an engineer -compare the weight of sand and water -use a digital scale -learn vocabulary -review volume, estimation -engage in discourse -reflect on the weight of small bits of matter -summarize evidence -collaborate -develop strategies -observe -transform (by crushing). The Inquiry Project is a quality curriculum developed pre-NGSS but closely aligned with The Framework of K-12 Science Education. This curriculum "links the three dimensions together" through the qualitative and quantitative measurement of water and sand using standard units and student observations. Each lesson is "designed to link with the previous lesson" as students build toward the capacity to be able to "make observations and measurements to identify materials based on their properties" in the context of the dry sea phenomena.
This computer-based learning module engages students in questions that scientists around the world are exploring about Earths climate. They gain an appreciation for how much is not known about the Earth and climate change. The module contains 5 activities; 1) Earths Changing Climates, 2) Interactions Within the Atmosphere, 3) Sources, Sinks, and Feedbacks, 4) Feedbacks of Ice and Clouds, and 5) Using Models to Make Predictions. Each activity provides information in simulations, text, video, or graphic format and the students enter answers to both open-ended and closed questions within the program. Once the students have completed an activity, they can print a report showing all the questions and their answers. The authors estimate the entire module should take 225 minutes.