Teachers will utilize this document by having students to complete the form when they do not follow classroom guidelines.
This module is designed to guide students in better understanding light. The students will also understand how light travels and interacts with other materials. The teacher will facilitate students' explorations as they generate a summary of their experiences. Throughout this unit, students will be guided in using practical materials such everyday items found in their classroom and light energy produced by flashlightThe goal of this module is for students to explore light and to better understand how it behaves. This module has been designed for 5th grade students or students who are developmentally ready to explore light. This module could also be used as a review for students in upper grades who need to build their fundamental understanding.
Students set up an apparatus as shown in the companion document. Using geometry coupled with Snell's Law, students are able to determine the index of refraction of multiple liquids. .
Watch beta decay occur for a collection of nuclei or for an individual nucleus.
The student will be able to list the steps in the water cycle as well as the main energy source that drives the water cycle: the sun. Students will also be able to understand that the water cycle is similar to an algorithm in computer science because it lists the steps needed in order for the water cycle to work. The students will be able to identify the sun as the event that causes the water cycle to work.
This science instruction plan (SIP) supports the Science of Learning.
This is a Biochemistry Pre-test or Review, matching exercise. In the form of a one page Word document. It is the first unit in AP Biology with these terms being used throughout the rest of the year, so it is essential learning for that course.
Our goal is to present the key observations and unifying concepts upon which modern biology is based; it is not a survey of all biology! Once understood, these foundational observations and concepts should enable you to approach any biological process, from disease to kindness, from a scientific perspective. To understand biological systems we need to consider them from two complementary perspectives; how they came to be (the historic, that is, evolutionary) and how their structures, traits, and behaviors are produced (the mechanistic, that is, the physicochemical)
Students will use key features (such as cell type, DNA, and structural similarities) to classify organisms into modern domains . They will also create and read model representations of classification to organize and demonstrate their understanding of evolutionary history. This module was developed by Liz Ashby as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.
In a 15 minute video, Paul Andersen describes the four major biological molecules found in living things. There are links to two worksheets and a transcript of the videoso you can create your own guided notes for students to complete while watching the video.
VDOE resource to assist in the tracking of content in biology. This is a resource that divisions or schools may use as needed.
Students first collect information about the different biomes before working in small groups (2-3 students) to discuss the pros and cons for each category (climate, location, flora, and fauna). This guides them in choosing a biome to recommend to a travel agency for promotion. They present and defend their choices during a board session.
This lesson will be used to help students explore the bioethics of biotechnology. With a team, students choose a renewable alternative energy source such as cloning, stem cell research, DNA fingerprinting, or others and research the pros and cons of that biotechnology.
The team then splits into debate teams and draws straws to determine whether they are on the "pro" or "con" side. They will debate in front of the class allowing others in the class to learn about both sides.
Jennifer Daniel of Washington County has created a Wakelet to show how to create a Bitmoji Classroom if you'd like to create one of this graphic-based virtual classroom interfaces.
The goal of this exercise is to explore the ways in which adolescents' body image is related to attitudes and experiences in school. Particular attention will be paid to similarities and differences between boys and girls.
This model allows you to explore why polar and non-polar substances have very different boiling points. While all molecules are attracted to each other, some attractions are stronger than others. Non-polar molecules are attracted through a London dispersion attraction; polar molecules are attracted through both the London dispersion force and the stronger dipole-dipole attraction. The force of attractions between molecules has consequences for their interactions in physical, chemical and biological applications.
Explore the relationships between properties of molecules, temperature, and movement of particles.
A digital checklist board that you can use in any content area! This is a project management resource. The directions are geared towards a book report, however, you could adjust them for any project where the students need to stay organized
Students determine if a design solution works as intended to change the speed or direction of an object with a push or pull by designing and creating a ramp. They test their design, make improvements and redesign their ramp before retesting. They graph their data to determine which ramp makes their ball hit their intended target.
The foamy fun of "Elephant's Toothpaste," also known as the catalytic decomposition of hydrogen peroxide, helped Camille Schrier win her job as Miss America 2020! In this episode, Camille re-creates this winning chemical reaction and teaches us all about the science of catalysts and decomposition. Explore questions such as: What is a catalyst? What does a catalyst do? Why do we need a catalyst to make "Elephant's Toothpaste"? It’s a HUGE, wonderful, foamy mess that's all powered by science! Developed for students in grades 6 - 10.