Learn about becoming a veterinarian. The Wildlife Center of Virginia is a teaching hospital for …
Learn about becoming a veterinarian. The Wildlife Center of Virginia is a teaching hospital for wildlife medicine and conservation. Through intensive, hands-on programs in veterinary medicine, wildlife rehabilitation, and education, the Center staff train dozens of people each year. These professional staff and students may now be found on the cutting-edge of wildlife veterinary medicine around the world.
Learn about the many ways technology has transformed wildlife medicine and education. …
Learn about the many ways technology has transformed wildlife medicine and education. In many cases, technology has allowed us to treat injured wildlife more quickly and more effectively and has shaped the way we form our protocols and procedures. New technologies have also allowed us to expand our educational footprint and reach new people around the world.
Which is better? Let’s track the differences between collecting weather data outside …
Which is better? Let’s track the differences between collecting weather data outside and collecting the weather online? What will we notice? Then you’ll get the chance to play weather reporter and report on all the data you collected.
Using the fractured fairy tale The Three Little Javelinas by Susan Lowell …
Using the fractured fairy tale The Three Little Javelinas by Susan Lowell students will become engineers as they plan, design, and construct new homes for the javelinas. Can their homes withstand the coyote’s huffing and puffing?
Today's science standards encourage inquiry based activities and the best inquiry based …
Today's science standards encourage inquiry based activities and the best inquiry based activities result when an scientist and teacher collaborate. This activity was created by Dr. Alex Hastings, one of the scientists who helped discover Titanoboa, a large snake that existed 60 million years ago in South America. In this activity students will use the measurement of a Titanoboa vertebrae to estimate the size of the snake and the temperature that must have existed back then to allow the snake to get to such a large size.
This project is the culmination of a grant working to share with …
This project is the culmination of a grant working to share with students the VCU/Richmond East Marshall Street Well Project. Over the last year, the following curriculum has been presented to students in Richmond and surrounding counties five times. Dr. Simmons and students in the Department of Forensic Sciences taught the lessons. Victoria Solana, Dr. Edmondson, and Dr. Simmons developed the lessons. They were refined by the Department of Forensic Science students and Ms. Solano after being taught in each of the classrooms. The feedback that we have received from the students has been reflective of the need for lessons that showcase local and historical issues that have arisen in our own backyard.
Lesson Length: 1-2 hoursGrade Level: 6-8Students will explore population interaction and impacts …
Lesson Length: 1-2 hoursGrade Level: 6-8Students will explore population interaction and impacts on an ecosystem through a breakout box activity grounded in engineering design thinking. Students will learn about how bees are interrelated within an ecosystem by solving clues to save a hive from a breakout box and they will engineer a plan to incorporate bees into a community that addresses concerns, benefits and trade offs for the bees and the humans.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson length: 1-2 hoursGrade level: 6-8This is a three part lesson where …
Lesson length: 1-2 hoursGrade level: 6-8This is a three part lesson where students (1) explore elements (and their properties) that are used in materials to build and power a cell phone (any easily accessed, small, electronic machine could stand in for a cell phone), (2) approach activities though an engineering design thinking lens and participate in an active simulation of the movement of electricity (electrons) to power a device, and (3) participate in a Lego build where they experience set constraints to their building project. This can be related to the constraints engineers face as they build cell phones (or anything else).This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson length: 2-4 hoursGrade level: 6-8Students build models of four different biomes: …
Lesson length: 2-4 hoursGrade level: 6-8Students build models of four different biomes: forest, tundra, grasslands, and dessert. Student groups build a biome and then model climate and weather in the biome, as well as the impacts of human development and engineering mitigations in the biome.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson Length: 1-2 hoursGrade Level: 6-8Students build a water filter with a …
Lesson Length: 1-2 hoursGrade Level: 6-8Students build a water filter with a variety of natural and commercially produced materials. First they test the materials and then choose which to layer together themselves based on material performance. Students learn about water resources and engineered supports for the earth’s water systems and the impacts on environmental and human health. Engineering connections are highlighted throughout the lesson. Special thanks to Giles County, VA STEM Coordinator, Christina Martin, whose unit on The Global Water Crisis was the inspiration for this lesson. Also thanks to the NASA Water Filtration Challenge (https://www.jpl.nasa.gov/edu/teach/activity/water-filtration-challenge/) that helped guide Christina in the development of her lesson.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson length: 1-2 hoursGrade level: 6-8Students use a recipe to create bouncy …
Lesson length: 1-2 hoursGrade level: 6-8Students use a recipe to create bouncy balls and then measure the bounce of their ball to test damping qualities of different materials. Students practice using the scientific method and think about how engineers might use it.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson length: 2-4 hoursGrade level: 6-8Students learn about DNA and genetics through …
Lesson length: 2-4 hoursGrade level: 6-8Students learn about DNA and genetics through an exploration of corn genetics and soil types. The activities are grounded in engineering design thinking and relate to nutrient impacts of soil on the productive growing of corn with specific genetic characteristics. Students will consider genetic modification to address deficiencies as well as the consequences of these options.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Teachers and students can learn how to put together a Microcontroller Kit …
Teachers and students can learn how to put together a Microcontroller Kit with an environmental conditions sensor that measures temperature, humidity, pressure and altitude and could be used for multiple experiments and shared collectively amongst departments or schools.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Teachers and students can see an example of how to put together …
Teachers and students can see an example of how to put together a Microcontroller Kit with a Temperature sensor that could be used for multiple experiments and shared collectively amongst departments or schools.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson length: 1-2 hoursGrade level: 6-8Students practice using the scientific method as …
Lesson length: 1-2 hoursGrade level: 6-8Students practice using the scientific method as they engineer methods to fix damaged mountain roads. Using engineering design thinking, students assess the problem(s), develop strategies for addressing them, budget for repairs, and create and test prototype solutions.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson Length: 1-2 hoursGrade Level: 6-8Students learn about potential and kinetic energy …
Lesson Length: 1-2 hoursGrade Level: 6-8Students learn about potential and kinetic energy as it relates to mountain roads. The activities are grounded in engineering design thinking as it relates to engineered roads and road repair. Also included is a challenge activity with renewable energy Snap Circuit simulations.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson Length: 1-2 hoursGrade Level: 6-8Students learn about relationships between earth and …
Lesson Length: 1-2 hoursGrade Level: 6-8Students learn about relationships between earth and space including elements of our solar system, gravity, escape velocity, and space exploration though a breakout box experience. They solve clues about space and conditions needed to support life on a planet and perform tests related to space travel. Clues for opening locks on the breakout box are purposefully challenging to simulate the struggle engineers often grapple with when problem solving.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Lesson Length: 1-2 hoursGrade Level: 6-8Students will explore the carbon emission impacts …
Lesson Length: 1-2 hoursGrade Level: 6-8Students will explore the carbon emission impacts of different lifestyle choices. The activity is grounded in engineering design thinking as it relates to a family's carbon footprint and options to shift that footprint to make change (trade offs). Students will understand carbon impacts, work in teams (families) to negotiate lifestyle adjustments, and brainstorm opportunities for engineered improvements to decrease carbon emissions.This material is based upon work supported by the National Science Foundation under Grant No. 1657263. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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