This activity includes two simple hands-on experiments and numerous analysis and discussion questions which will help students understand how the molecular composition and organization of a cell membrane result in its selective permeability. Specific topics covered include ions, polar molecules and nonpolar molecules; simple diffusion through the phospholipid bilayer; facilitated diffusion through ion channels or carrier proteins; active transport; exocytosis and endocytosis. This activity helps students meet the Next Generation Science Standards.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Students will create a presentation in Google Slides or Microsoft Powerpoint detailing and illustrating the structure and function of a particular cell organelle. By the end of the first day, students will use a template to create a timeline for completing the presentation. The timeline must include a decomposition of the assignment into discrete steps, self-imposed deadlines for completing said steps, and division and delegation of responsibilities. Students should, by this point, be able to decompose the large objective into discrete, small steps. They will then use The remaining days will be spent implementing and, if needed, modifying the plan.

Students break apart cell phones to determine what elements are located in cell phones.  They then use the elements to determine how the flow of electrons works in the cell phone.  Lastly, create designs using legos to practice engineering practices that would be common in engineering.

The cell phone task is open-ended in that it allows students to use multiple solution strategies. Students can create an algebraic inequality or reason through the problem differently. Students can also get different answers (decimal or whole number) as along as they are able to provide reasoning towards their solution.

The cell phone task is open-ended in that it allows students to use multiple solution strategies. Students can create an algebraic inequality or reason through the problem differently. Students can also get different answers (decimal or whole number) as along as they are able to provide reasoning towards their solution.

This overview presents key concepts that students often do not learn from standard textbook presentations and suggests a sequence of learning activities to help students understand how the parts of a cell work together to accomplish the multiple functions of a dynamic living cell. Suggested activities also reinforce student understanding of the relationships between molecules, organelles and cells, the diversity of cell structure and function, and the importance and limitations of diffusion. This overview provides links to Web resources, hands-on activities and discussion activities.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom. This lesson includes the WIDA English Language Development Standards for ELs and differentiation through additional supports for both ELs and other students. 

This game helps students to enjoy reviewing vocabulary related to cells, organelles, and the plasma membrane. Each card in the deck has a target vocabulary word and two related taboo words that the student may not use when giving clues so the other students in his or her small group can guess the target word. Many students have trouble learning the substantial new vocabulary required for biology, and this game lets students have fun while reinforcing their understanding of key terms.

In this unit, students will be given a chance to study and view different types of cells, compare and contrast the features of the major cell types, learn about the function of specialization and differentiation in multicellular organisms, and review/learn the major organelles that will become the foundation of later units.This module was developed by Liz Ashby as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.

Cellular respiration is the process by which our bodies convert glucose from food into energy in the form of ATP (adenosine triphosphate). Start by exploring the ATP molecule in 3D, then use molecular models to take a step-by-step tour of the chemical reactants and products in the complex biological processes of glycolysis, the Krebs cycle, the Electron Transport Chain, and ATP synthesis. Follow atoms as they rearrange and become parts of other molecules and witness the production of high-energy ATP molecules.

This overview of energy, cellular respiration and photosynthesis summarizes important concepts and common misconceptions. It also suggests a sequence of learning activities to overcome misconceptions, develop student understanding of important concepts, and relate these concepts to familiar topics such as breathing, food, body weight, and plant growth.

This resource provides statistical data pertaining to state and local law enforcement, including: personnel, operating expenditures, 9-1-1 participation, computers and information systems, video cameras, police-public contact, and law enforcement training academies.

Students will participate in a 5E lesson. To ENGAGE, students will connect their understanding of similarities between parent and offspring to the fundamental molecule of life: DNA. To EXPLORE, students will participate in interactives to observe, analyze and summarize how genes are used to create proteins and traits. In the EXPLAIN section, students will take notes on DNA replication and the Central Dogma. To ELABORATE on their understanding of DNA, students will participate in a protein synthesis race (game) to practice transcription and translation. Formative evaluations of students's ability to explain the process of protein synthesis include (1) a protein synthesis and codon practice sheet, (2) a labeling activity, and (3) making a recording that models and explain the process. As an extension, students can apply their understanding of mRNA to explain how the Pfizer and Moderna COVID-19 vaccines work. Finally, int summative EVALUATE, students model replication, transcription, and translation as they build an organism!

explores Central Vermont's history using 43 historic places that recall past eras when numerous small villages grew slowly until the coming of the railroad, which resulted in a period of rapid growth for Vermont in the last half of the 19th century.

Explore what happens when a force is exerted on a ceramic material. There are many different types of materials. Each material has a particular molecular structure, which is responsible for the material's mechanical properties. The molecular structure of each material affects how it responds to an applied force at the macroscopic level.

This is the first lesson in a sequential unit. Students view ceramic vessels from different time periods and cultures and discuss their meanings, functions, and original contexts. They develop criteria for value and meaning of these objects, and create a timeline to situate the objects in history.

This lesson is part of a sequential unit. Students are tested on what they learned about the history of ceramic forms in "Ceramics: A Vessel into History -- Lesson 1." They start work on a personal clay vessel that has a specific use or meaning in their contemporary culture, which could be discerned through study by future archeologists and art historians.