This activity provides students with a first look at water tension and its role in the life of a water strider.
This activity provides students with a first look at water tension and its role in the life of a water strider.
Water clarity monitoring is a process in which the volunteer lowers an 8” diameter, black & white disc (“Secchi disc”) into the deepest part of the lake to determine how far down they can see the disc as it is lowered. Water clarity monitoring is done every 10-14 days throughout the open-water season. Water clarity is a quick way to estimate lake health, and it plays an important role in determining the types of plants and animals that a water body can support.
Can also add in collected data for Water Chemistry analysis along with Secchi disc collected data.
This site includes data collection forms for individuals or groups to add their data from their own lake to this dataset.
In this lesson, students will learn about the water cycle and how energy from the sun and the force of gravity drive this cycle. This lesson plan is intended for teachers to use with their middle school students to learn about the water cycle and the forces that drive it. The emphasis in this lesson will be on having students understand the processes that take place in moving water through Earth’s system.Â
In this lesson, students will learn about the water cycle and how energy from the sun and the force of gravity drive this cycle. This lesson plan is intended for teachers to use with their middle school students to learn about the water cycle and the forces that drive it. The emphasis in this lesson will be on having students understand the processes that take place in moving water through Earth's system.
The water cycle game helps you learn how water molecules move through various places including rivers, the ocean, the earth’s surface, the atmosphere and clouds. Actions such as evaporation, runoff, condensation, precipitation, soil absorption and ground water expansion move water from one zone to another.
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This lesson helps grade 3 students understand the difference between Vertebrates and Invertebrates.
Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the engineering design process and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and "sell" the ideas to their "client." Through this activity, students complete the legacy cycle by "going public" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in "client" presentations.
Students are presented with information that will allow them to recognize that yeasts are unicellular organisms that are useful to humans. In fact, their usefulness is derived from the contrast between the way yeast cells and human cells respire. Specifically, while animal cells derive energy from the combination of oxygen and glucose and produce water and carbon dioxide as by-products, yeasts respire without oxygen. Instead, yeasts break glucose down and produce alcohol and carbon dioxide as their by-products. The lesson is also intended to provoke questions from students about the effects of alcohol on the human body, to which the teacher can provide objective answers.
a. This activity is designed for students to work on their observational skills, and the communications of their observations. They will also learn to pose researchable or testable questions, to give critique (and to receive) critique on their comments and research.
This activity is an internet exploration of West Nile Virus and the effects this virus has directly on bird populations. Students will also see the secondary effects on human populations and the interrelationships of the three populations.
Students will listen to the book, Under One Rock Bugs, Slugs, and Other Ughs, written by Anthony D. Frederick and illustrated by Jennifer DiRubbio and then make a mini-book observation journal, Under One Rock to record what they see when they go outdoors to investigate what lives under a rock.
This activity is a field/classroom activity where students collect soil samples, form inquiry questions, devise a sorting method, make observations of the contents, record information, share information, and draw conclusions about their findings. Students will generate other inquiry questions related to soil for future learning opportunities.
NUTSHELL: In the optional Field Enhancement portion of the lesson, the class explores the living and nonliving parts of a forest while on a hike. Students spend individual quiet time observing and drawing parts of a forest. In main portion of the lesson, students match plant species with forest ecosystems and learn that living things are influenced by the nonliving things around them. They create a song or skit to show what they have learned about living and nonliving connections. The students conclude the lesson by creating a mural of different types of Wisconsin forests.
BIG IDEAS
Forests are ecosystems characterized by a dominance of tree cover and they contain a variety of other organisms (e.g., other plants, animals).Forests differ in composition (species within a forest) and structure (layers in a forest). These are both affected by biotic (e.g., animals, plants, humans) and abiotic (e.g., soil moisture, sunlight, climate) factors.Â
OBJECTIVES Upon completion of this lesson, students will be able to:
Explain how living things in a forest depend on nonliving things.Recognize that all forests do not contain the same plants and animals.
SUBJECT AREAS: Arts, Language Arts, Science
LESSON/ACTIVITY TIME
Total Lesson Time: 190 minutes (including optional Field Enhancement)Time Breakdown: Field Enhancement (optional)--50 minutes; Introduction--15 minutes; Activity 1--35 minutes; Activity 2--45 minutes; Conclusion--45 minutes
TEACHING SITE Classroom; well-forested site for optional Field Enhancement
Students will learn about the habitats that many animals call home through videos and activities. They will also make connections to a possible career having to do with animal habitats.
In the Hall of Ornithischian Dinosaurs at the American Museum of Natural History, robotic dinosaur skulls demonstrate how the dental adaptations of plant-eating dinosaurs worked. They show that as teeth wore down, new teeth grew to replace them. Paleontologists can tell a lot from the size of a dinosaur’s skull and from the teeth in it. If the skull has powerful jaws and long, sharp teeth, then the dinosaur was most probably a meat-eater, a carnivore. The teeth were used to rip apart meat. Wide, flat teeth with ridges indicate that the dinosaur was a plant-eater, a herbivore. The teeth were used to mash and grind tough vegetation. This activity will introduce students to teeth and help them differentiate between the teeth of meat-eaters and plant-eaters.
Spreadsheets Across the Curriculum module. Simulating a forensic calculation, students build spreadsheets and create graphs to find the time of death of a potato victim from temperature vs. time data.
In this activity, students will investigate tree rings and attempt to figure out what environmental conditions cause differences in the width of rings in a given tree. They will use data to build an argument to support their hypotheses.
This activity presses students to identify information that is relevant
to a research question. Students identify five things they believe
plants need to survive (soil, light, nutrients, water, air) and propose
ways to test the hypothesis that each factor is actually necessary for
plant development. Students seek conclusions through prior
knowledge, research, and experiment.
This activity is an inquiry based lesson focused on students making observations of birds in order to problem solve how to attract more birds to a schoolyard.