This video segment adapted from the Space Telescope Science Institute shows what the Hubble telescope found when it stared at a single, nearly empty spot in the sky for 10 days in 1995. The unexpected result was a picture of a multitude of galaxies stretching into the distance.

This video segment from NOVA: "Cracking the Code of Life" looks at the meaning and significance of the effort to decode the human genome.

For many Google is their preferred search engine and Google Apps for Education is taking education by storm. However, Google has even more to offer! Join us as we explore some of Google’s lesser known tools and tricks from the fun and useful to the completely obscure.

Cars come in many shapes and sizes. Book includes audio narration in seven additional languages with text in English.

A book about work trucks. The book includes audio narration in 17 additional languages with text in English.

HyperDocs are digital lessons created with Google Apps for Education that engage and challenge learners to explore, analyze, and synthesize information. INFOhio has teamed up with inquiry to create two content-specific HyperDocs using INFOhio digital content. Participants will advance down the court by learning how to use all-star content, and proven powerhouse practices for a common goal. Discover how to use the inquiry process and the HyperDoc template to create your own lessons using quality INFOhio content and strategies that will connect students with critical thinking and collaboration for a winning outcome!

An I Spy game played while driving somewhere. The book includes audio narration in 17 additional languages with text in English.

Students learn about identity theft. The resource consists of consumer and victim support, prevention information, and public education about identity theft. Topics examined are scams, consumer alerts, and victim solutions, and prevention tips.

This video segment adapted from A Science Odyssey looks at the invention of the automobile and the development of mass production.

This video segment adapted from A Science Odyssey looks at the invention of nylon.

This video segment adapted from A Science Odyssey considers modern technology's impact on society.

This video segment adapted from A Science Odyssey considers modern technology's impact on society. [2:39]

This activity allows students to deduce part of Newton's Law of Inertia that states an object in motion will stay in a straight line motion unless an outside force acts on it.

View countries of the world. Maps are quick and easy to read. Some are designed to be printed out for coloring and/or labeling.

In this video segment adapted from NASA, astronomer Michelle Thaller introduces the world of infrared light and demonstrates how infrared cameras allow us to see more than what the naked eye can perceive.

This article provides an overview of interactive whiteboard technology and ideas for incorporating one into the classroom.

This is an applied project where your students will choose from three different project options, then use the design thinking process to create a ThingLink project that solves their user’s problem. In Lesson 1, each student will read all three project overviews. Then, they will choose the project they want to work on for the remaining lessons in the project! Note: this project requires your class to have access to a paid “ThingLink” education count. Your students can create free personal ThingLink accounts, but it is recommended to use the paid education version for privacy reasons.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will learn more about their user and complete the first two steps in the Design Thinking process: Empathize and Define. They will watch pre-recorded video interviews to learn about the wants and needs of their user! Students should only work on the materiel that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will ideate (brainstorm) ideas for their ThingLink projects and visuals/posters. Then, students will create a prototype of their poster using paper, pencil, and coloring implements. Finally, students will create their ThingLink prototypes. Students should only work on the materiel that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.

Estimated time required: 2-3 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

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. Note 1: the lessons for 1A, 1B, and 1C are almost identical in this section. This is a great chance for students to teach each other about their specific project choice and user!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).