This article provides links to web sites about geologic time, fossils, and the archaeology and culture of the Arctic for elementary teachers.

Georgetown University site with a lengthy article on many aspects of gene therapy. Includes background and historical information and numerous resources on the topic. Focus here is on the ethics of these types of therapies.

Kibera, a poor community, in Nairobi, was a blank spot on the map until recently. This video from Penn State Public Broadcasting’s Geospatial Revolution shows how geospatial technology enabled residents to map resources to help their community.

Learn how scientists regulate a nuclear reactor in this animation-enhanced essay from the FRONTLINE Web site.

This article describes how to help students engage with nonfiction text by asking questions, identifying facts, making connections, and reflecting on the text. A template for use with students is included.

In this lesson, students will investigate error. As shown in earlier activities from navigation lessons 1 through 3, without an understanding of how errors can affect your position, you cannot navigate well. Introducing accuracy and precision will develop these concepts further. Also, students will learn how computers can help in navigation. Often, the calculations needed to navigate accurately are time consuming and complex. By using the power of computers to do calculations and repetitive tasks, one can quickly see how changing parameters likes angles and distances and introducing errors will affect their overall result.

In this lesson, students learn how to determine location by triangulation. We describe the process of triangulation and practice finding your location on a worksheet, in the classroom, and outdoors.

BuildIT capitalizes on girls' inherent interest in design and communication technologies, engaging girls in hands-on, collaborative, real-world experiences as they progress through 3 stages - Apprentice, Journeygirl, and Specialist. Here we see girls at the Specialist stage tackling game design challenges, their level of engagement invigorated by accountability to a "client". [6:53]

This video segment adapted from NOVA/FRONTLINE looks at the future of global warming as developing nations, including India and China, increase their need for energy.

Is the hydrogen car the answer to global warming? This video segment adapted from NOVA/FRONTLINE looks at the pros and cons of this developing technology.

Students use hot glue gun sticks to learn about the forces of tension, compression and torsion.

Students will answer the Challenge Question and use the acquired learning from Lesson 1, "Fix the Hip Challenge" and Lesson 2, "Skeletal System Overview"to construct an informative brochure addressing osteoporosis and the role biomedical engineering plays in diagnosing and preventing this disease.

Students explore the effects of regional geology on bridge foundation, including the variety of soil conditions found beneath foundations. They learn about shallow and deep foundations, as well as the concepts of bearing pressure and settlement.

This lesson introduces the MRI Safety Grand Challenge question. Students are asked to write journal responses to the question and brainstorm what information they will need to answer the question. The ideas are shared with the class and recorded. Students then watch a video interview with a real life researcher to gain a professional perspective on MRI safety and brainstorm any additional ideas. The associated activity provides students the opportunity to visualize magnetic fields.

Students are introduced to the Robotics Peripheral Vision Grand Challenge question. They are asked to write journal responses to the question and brainstorm what information they require to answer the question. Their ideas are shared with the class and recorded. Then, students share their ideas with each other and brainstorm any additional ideas. Next, students draw a basis for the average peripheral vision of humans and then compare that range to the range of two different focal lengths in a camera. Through the associated activity provides, students see the differences between human and computer vision.

Students use graph theory to create social graphs for their own social networks and apply what learn to create a graph representing the social dynamics found in a dramatic text. Students then derive meaning based on what they know about the text from the graphs they created. Students learn graph theory vocabulary, as well as engineering applications of graph theory.

In this lesson, students will learn more about their user and complete the first two steps in the Design Thinking process: Empathize and Define. Students will watch a video in which their user describes their wants and needs, then students will complete an interactive worksheet to identify project requirements and craft a problem statement.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.

In this lesson, students will ideate and sketch designs for their project, then create prototypes of their designs in Gravit. By the end of this lesson, students will have completed three graphic designs in Gravit for their user.

Estimated time required: 3-4 class periods.

Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.

In this lesson, students will share their projects with their peers, give/receive feedback on each other’s projects, export and submit their designs, and answer a series of reflection questions.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.

Students learn about an important characteristic of lines: their slopes. Slope can be determined either in graphical or algebraic form. Slope can also be described as positive, negative, zero or undefined. Students get an explanation of when and how these different types of slope occur. Finally, they learn how slope relates to parallel and perpendicular lines. When two lines are parallel, they have the same slope and when they are perpendicular their slopes are negative reciprocals of one another.