The goal of this module is to explore basic differences in partisanship by demographic characteristics, including age, race, income, and gender. Crosstabulation and graphs will be used.
Students will learn the basic parts of a desktop computer through the hands on building of an air dry clay model. Students will have to label the parts of the computer by placing toothpicks with small labels on them into the model at the appropriate place.
Living things must move materials into, out of, and within the cell. Substances can move across the cell membrane passively (i.e., osmosis and diffusion) or actively (i.e., active transport). This module focuses on the two types of cellular transport and assumes knowledge of cell membrane (components and functions, ie. Fluid Mosaic Model) has already been addressed. This module was developed by Teresa Ballou as part of a Virginia Commonwealth University STEM initiative sponsored by the Virginia Department of Education.
Patrick Hausammann of Clarke County provides this slide deck to be used in introducing the various features and capabilities of Google Classroom.
Patrick Hausammann of Clarke supplies this set of recorded tutorials on specific tasks in Google Classroom.
Students will be able to find patterns in nature using different sounds and also have the opportunity to observe and find their own patterns in nature.
Explore the factors that affect a pendulum's motion. A pendulum is a weight hung from a fixed point. Pendulums swing back and forth in a regular motion known as a period. The length of the period is affected by the pendulum itself. Experiment by changing the length of the string/rod, the mass of the weight, the angle at which the pendulum is released and the friction (or damping force) exerted on the pendulum. Which of these factors affect the period of the pendulum?
Play with one or two pendulums and discover how the period of a simple pendulum depends on the length of the string, the mass of the pendulum bob, and the amplitude of the swing. It's easy to measure the period using the photogate timer. You can vary friction and the strength of gravity. Use the pendulum to find the value of g on planet X. Notice the anharmonic behavior at large amplitude.
Explore the motion of a pendulum suspended by a spring. A pendulum is a weight hung from a fixed point. Pendulums swing back and forth in a regular motion known as a period. The period of a pendulum is affected by the length of the string/rod. A spring is a resilient device that can be pressed or pulled but return to its original shape when released. Springs are commonly helical coiled metal devices. When a spring is compressed or stretched and then released, it will vibrate at a particular frequency. This frequency is called the period of the spring. The period of a spring is affected by the spring constant (a measure of the elasticity of the coils). How does a pendulum behave when the length of the spring that suspends the mass is constantly changing?
Sample performance assessment aligned to the Science Standards of Learning.
Sample performance assessment aligned to the Science Standards of Learning and supports the implementation of Meaningful Watershed Education Experiences.
Sample performance assessment aligned to the Science Standards of Learning.
Sample performance assessment aligned to the Science Standards of Learning.
Students will use the periodic table to solve a riddle. Afterwards, students will choose two of the elements used in the riddle to compare their atomic structure.
Students will use the periodic table to solve a riddle. Afterwards, students will choose two of the elements used in the riddle to compare their atomic structure.
This is a great activity for students to learn about elements atomic numbers. I would like to add a modification to this activity. I like to use the game, "What Am I?" In this game the students write the chemical symbol for an element on a post it note and choose another student and place it on their forehead, without them knowing what it is. When every student has a post it note on their forehead, they will walk around the class and take turns with other students giving clues to the student wearing the post it about their element. They could give clues like: number of protons, Family, period, etc.... When the student guesses his/her element, then they have 1 point. The students can collect as many points within the time frame the teacher allows.
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.
PhD Science Grade Levels K-2 is available as downloadable PDFs. The OER consists of Teacher Editions and student Science Logbooks for every module.
With PhD Science¨, students explore science concepts through authentic phenomena and events-not fabricated versions-so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they've acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they've learned to build a deep understanding of science and set a firm foundation they'll build on for years to come.
Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.
Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.
PhD Science Grade Levels K-2 is available as downloadable PDFs. The OER consists of the Teacher Edition and student Science Logbook.
Throughout the module, students study the anchor phenomenon, life at a pond, and build an answer to the Essential Question: How do pond plants and pond animals survive in their environment? As students learn about each new concept, they revisit and refine a model that represents how plants and animals survive in a pond environment. At the end of the module, students use their knowledge of the ways plants and animals survive to explain the anchor phenomenon, and they apply these concepts to a new context in an End-of-Module Assessment. Through these experiences, students develop an enduring understanding that plants and animals have body parts that function in ways that help the plants and animals survive in their environment. Students also develop the understanding that plants and animals of the same kind are recognizable as similar but can vary in many ways and that many animal parents engage in behaviors that help young offspring survive.
With PhD Science¨, students explore science concepts through authentic phenomena and events-not fabricated versions-so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they've acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they've learned to build a deep understanding of science and set a firm foundation they'll build on for years to come.
Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.
Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.
PhD Science Grade Levels K-2 is available as downloadable PDFs. The OER consists of the Teacher Edition and student Science Logbook.
Throughout this module, students study the anchor phenomenon, wayang shadow puppetry, and build an answer to the Essential Question: How do puppeteers use light to tell stories during wayang shows? As students learn about each new concept, they revisit and refine a model that shows how light interacts with the parts of a wayang show. At the end of the module, students use their knowledge of light interactions to explain the anchor phenomenon, and they apply these concepts to a new context in an End-of-Module Assessment. Through these experiences, students develop an enduring understanding that the way light interacts with objects affects what people see.
With PhD Science¨, students explore science concepts through authentic phenomena and events-not fabricated versions-so students build concrete knowledge and solve real-world problems. Students drive the learning by asking questions, gathering evidence, developing models, and constructing explanations to demonstrate the new knowledge they've acquired. The coherent design of the curriculum across lessons, modules, and grade levels helps students use the concepts they've learned to build a deep understanding of science and set a firm foundation they'll build on for years to come.
Cross-curricular connections are a core component within PhD Science. As an example, every module incorporates authentic texts and fine art to build knowledge and create additional accessible entry points to the topic of study.
Three-dimensional teaching and learning are at the heart of the curriculum. As students uncover Disciplinary Core Ideas by engaging in Science and Engineering Practices and applying the lens of Cross-Cutting Concepts, they move from reading about science to doing science.