In Blazing a Genetic Trail, by the Howard Hughes Medical Institute, follow this three-step approach to treating genetic diseases.
Students measure and analyze forces that act on vehicles pulling heavy objects while moving at a constant speed on a frictional surface. They study how the cars interact with their environments through forces, and discover which parameters in the design of the cars and environments could be altered to improve vehicles' pulling power. This LEGO® MINDSTORMS® based activity is geared towards, but not limited to, physics students.
In this lesson, students will learn how great navigators of the past stayed on course that is, the historical methods of navigation. The concepts of dead reckoning and celestial navigation are discussed.
This video segment from NOVA: "Cracking the Code of Life" looks at the meaning and significance of the effort to decode the human genome.
HydroViz is an educational "virtual" hydrologic observatory developed for a "real" watershed and is based on integration of field data, remote sensing observations and computer simulations of hydrologic variables and processes. The main purpose of HydroViz is to support hydrology education in engineering and earth science courses.
This article describes two hands-on lessons to teach elementary and middle school students about ice, glaciers, and climate change in the polar regions.
This nonfiction article, written for students in grades 4-5, explores the ways in which glaciers shape the Earth's land. Modified versions are available for students in younger grades.
This issue of the free online magazine, Beyond Penguins and Polar Bears, contains content knowledge and instructional resources about icebergs and glaciers and the scientific principles of density and buoyancy.
This article assembles free resources from the Icebergs and Glaciers issue of the Beyond Penguins and Polar Bears cyberzine into a unit outline based on the 5E learning cycle framework. Outlines are provided for Grades K-2 and 3-5.
This article features children's literature about icebergs and glaciers.
In this lesson students will learn about a process called “Design Thinking.” First, they will complete a hands-on activity called “Ready, Set, Design!” where they will build rough prototypes out of simple craft supplies. Then, they will take a closer look at the design thinking process by analyzing their experience in an activity worksheet.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
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.
Smithsonian site enlightens users in the field of Industrial Engineering by inviting them to view samples of industrial drawings. Some are working drawings, others are more finished and still, others are printed. They visually document American industrial creativity from inventors' thought to hand to the factory floor.
This is a guided inquiry discussion to introduce machines and to identify types of simple machines
This article discusses how the study of weather can meet the NCTM Data Analysis and Probability standard. Links to lessons for grades K-2 and 3-5 are provided.
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).
In this lesson, students will learn about 360 images and virtual reality. Then students will create their own “VR” show and tell experience using ThingLink and 360 images. Students can capture 360 images on a 360 Camera, smartphone, or use ThingLink’s pre-made media library.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).