This is a remix of the Exploratorium Teacher Institute's Agar Cell Diffusion resource. It offers an alternate recipe for the cell blocks using plain gelatin instead of agarose gel.
Link to original resource: https://goopenva.org/courses/agar-cell-diffusion
This resource provides a 5E style lesson (Engage, Explore, Explain, Elaborate, Evaluate) over the rock cycle, including a single-period lab using crayons to model the cycle. It’s often a difficult concept for students to imagine that over millions of years, one kind of rock will change into another kind of rock. This lab allows students to see the changes taking place, and learn important qualities of each type of rock and how they are formed.Photo: Rainbow of Crayon Shavings by Richie Girardin via Flickr
This activity would be a great start to a unit on weather. Ideally, students should create their weather instruments and use them to gather data over a period of at least several days, looking for trends in the weather such as temperature and cloud cover. Show the weather PowerPoint to introduce weather tools and terms. Divide students into teams of 3 or 4 to create one of the tools. The following day, students should use the weather tool they create to take and record measurements using the “Weather Data Sheet." Repeat this process several times over several days (or even weeks).
Students use a block of clay, a spring scale, and a glass of liquid of unknown volume to determine the density of the liquid in the cup.
This activity can be used as an introduction to using the scientific method. It is relevant at all intermediate and high school levels( 6-12). Paper towels are used to introduce the basic steps of the scientific method and how it can be used to determine which type of paper towel is the most absorbent. Students will then use the scientific method to evaluate another property of the paper towel (e.g., strength, softness, etc).
This activity can be used as an introduction to using the scientific method. It is relevant at all intermediate and high school levels( 6-12). Paper towels are used to introduce the basic steps of the scientific method and how it can be used to determine which type of paper towel is the most absorbent. Students will then use the scientific method to evaluate another property of the paper towel (e.g., strength, softness, etc).
This activity can be used as an introduction to using the scientific method. It is relevant at all intermediate and high school levels( 6-12). Paper towels are used to introduce the basic steps of the scientific method and how it can be used to determine which type of paper towel is the most absorbent. Students will then use the scientific method to evaluate another property of the paper towel (e.g., strength, softness, etc).
This activity can be used as an introduction to using the scientific method. It is relevant at all intermediate and high school levels( 6-12). Paper towels are used to introduce the basic steps of the scientific method and how it can be used to determine which type of paper towel is the most absorbent. Students will then use the scientific method to evaluate another property of the paper towel (e.g., strength, softness, etc).
Here is a simple lab report that can be used in any science class (6-12). The report is designed to help students identify hypotheses, independent and dependent variables, controls, constants, and to analyze experiments. I have also included tips on a simple way to teach your students to identify the IV and DV through a "cave man hypothesis" and how to teach controls with less confusion.
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.