This activity is a guided exploration of how static electricity works and how it relates to lightning.

This activity is a classroom investigation where student observe several properties of water; adhesion and cohesion. They will transfer this knowledge to predicting other materials that will have adhesion with water molecules.

Are all atoms of an element the same? How can you tell one isotope from another? Use the sim to learn about isotopes and how abundance relates to the average atomic mass of an element.

Are all atoms of an element the same? How can you tell one isotope from another? Use the sim to learn about isotopes and how abundance relates to the average atomic mass of an element.

This activity allows students to act as historians. The student will analyze various primary documents to determine the cause of "The Starving Time" in Jamestown, Virginia. Once the students have analyzed the sources, they will be asked to write a paragraph to explain their conclusion.

Make sparks fly with John Travoltage. Wiggle Johnnie's foot and he picks up charges from the carpet. Bring his hand close to the door knob and get rid of the excess charge.

Learn about position, velocity and acceleration vectors. Move the ladybug by setting the position, velocity or acceleration, and see how the vectors change. Choose linear, circular or elliptical motion, and record and playback the motion to analyze the behavior.

Join the ladybug in an exploration of rotational motion. Rotate the merry-go-round to change its angle, or choose a constant angular velocity or angular acceleration. Explore how circular motion relates to the bug's x,y position, velocity, and acceleration using vectors or graphs.

In the strategic building game Lakeland, you’ve decided to build a new town called Lakeland. In order to grow your town and keep your people alive, you need food and resources.

Luckily, you’ve got some friendly advisors to help you get started. Your Farm Advisor shows you how to grow corn. Now your people have food! Then you start a dairy farm. People love dairy. Milk, cheese, ice cream… what could go wrong?

As it turns out, a lot. Cows don’t just produce milk. They also produce lots and lots of poop, which means the lakes your people love are about to turn into a toxic cesspool of blue-green algae. Your mission: grow your town without destroying their lakes.

This game puts kids in charge of building their own town. Players add houses and farms, export produce, and manage resources like food, money, and manure. Students will get an introduction to the complex relationship between farming, soil nutrition, and lake pollution.

Der Landesbildungsserver Baden-Württemberg ist die Standard-Plattform Baden-Württembergs für alles im Umfeld Schule.
The german "Educations-Server" of Baden-Württemberg provides a great variety of educational stuff. Well tested and approved for the teachers every-day-life.
All free.

Create a laser by pumping the chamber with a photon beam. Manage the energy states of the laser's atoms to control its output.

Create a laser by pumping the chamber with a photon beam. Manage the energy states of the laser's atoms to control its output.

This activity is a guided inquiry or demonstration where students investigate elastic potential energy and gravitational potential energy and interpret their findings as related to Newton's Laws of motion.

An ILD to help demonstrate the Law of Diminishing Marginal Returns using an experiment.

This is a 3 act lesson by Dan Meyer.  In this lesson students ask and answer, "How long does it take the sink to fill up?", after viewing a video of a leaky fauct.

Students will explore estimation of length.
K student will use the non standard unit (ladybugs) to measure the length of something longer than the given unit (e.g., their workspace).
There are suggestions to vary the lesson for each grade level (K-2).
There are other related resources linked within this lesson.

Here's a quick run-down of how we teach coding here:

We explain new concepts using a talk-through, which is like a video but more interactive.Then you'll do a step-by-step challenge to practice that concept.Finally, you'll work on a project, where you can get more practice and be more creative with the skills you've learned.

The presidential election of 1824 represents a watershed in American politics. The collapse of the Federalist Party and the illness of the "official candidate" of the Democratic-Republicans led to a slate of candidates who were all Democratic-Republicans. This led to the end of the Congressional Caucus system for nominating candidates, and eventually, the development of a new two-party system in the United States. In the election, Andrew Jackson won a plurality of both the popular and electoral vote. But John Quincy Adams became president. Four crucial elements of our election system were highlighted in the election of 1824: the nomination of candidates, the popular election of electors, the Electoral College, and the election of the president in the House when no candidate receives a majority in the Electoral College.
Why was the election of 1824 thrown to the House of Representatives?
What constitutional provisions applied?
What was the result?
Explain why the election of 1824 was decided in the House of Representatives.
Summarize relevant portions of the Constitution on presidential election procedures.

When the delegates to the Philadelphia Convention convened in May of 1787 to recommend amendments to the Articles of Confederation, one of the first issues they addressed was the plan for representation in Congress. This question was especially contentious, and kept the delegates embroiled in debate and disagreement for over six weeks. One group of delegates believed that they were not authorized to change the "federal" representational scheme under the Articles of Confederation, according to which the states were equally represented in a unicameral Congress by delegates appointed by the state legislatures. Another group of delegates believed that the current scheme of representation under the Articles of Confederation was flawed and had to be replaced with a better one—a "national" one. The question was finally resolved by the Connecticut Compromise, which resulted in a system of representation that would be "partly national, partly federal," involving a combination of the two kinds of representation.
This lesson will focus on the various plans for representation debated during the Constitutional Convention of 1787. By examining the views of delegates as recorded in James Madison's Notes of Debates in the Federal Convention of 1787, students will understand the arguments of those who supported either the Virginia Plan or New Jersey Plan. Students will also see why the Connecticut Compromise was crucial for the Convention to fulfill its task of remedying the political flaws of the Articles of Confederation.
Why was the question of representation such an important issue to the delegates at the Constitutional Convention of 1787?
In whose interest were the compromises made?
To what extent are the decisions made in 1787 still relevant today?
Identify key delegates to the Constitutional Convention of 1787 and analyze their views concerning representation.
Evaluate the schemes of representation in the Virginia Plan, the New Jersey Plan, and the Hamilton Plan.
Assess how the question of representation affected whether the changes proposed by the Convention would lead to a "national" or a "federal" system.
Evaluate the results of the Connecticut Compromise with regard to representation.
Examine contemporary issues regarding state and federal representation to determine the degree of change that has occurred over time.