Students will create a route for their ozobot to travel using parallel, perpendicular and intersecting lines. They will also create a "trap" to catch a turkey, or other animal, on the route.
We have always studied the different forms of energy and all its effect to the environment. We focus on the production and then the consumption and its environmental effects but not much emphasis is given on the distribution parts. In this project I would like the students to understand how energy is transformed and delivered to the ultimate users to make them more appreciative of energy and hopefully in the process make them a good and conscientious citizen in using energy.
http://www.artandlinearequations.weebly.com
This Project-Based Learning experience blends art and linear equations to help students make connections and extend their knowledge from a very basic understanding of y = mx + b to a true understanding of how slope and y intercept look differently in both equation form and graphed. Students get to use their creativity while at the same time make some major connections:
1) How do equations that have opposite slopes look on a graph?
2) What happens when two equations have the same slope but opposite y intercepts?
3) How does scale factor affect the appearance of the art?
I used this with my 6th grade honors class (preparing for Algebra I in 7th grade) but it would be appropriate for any middle school grade level and I even had a 5th grade teacher state that she would modify this lesson to teach graphing lines which I may also do with my standard 6th grade students!
Using Simpson's Diversity Index is an interactive tutorial that walks learners through a method of calculating biodiversity. This tutorial is designed to give learners an adequete background on the Simpson's Diversity Index equation, the meaning behind the index value, and the factors that affect it!
Students will gather information and data about vaccine information. They will use this information to argue whether or not vaccinations should be mandatory, culminating in a summative assessment in the form of a debate and a reflection on the information gathered.
Students will gather information and data about vaccine information. They will use this information to argue whether or not vaccinations should be mandatory, culminating in a summative assessment in the form of a debate and a reflection on the information gathered.
Students will gather information and data about vaccine information. They will use this information to argue whether or not vaccinations should be mandatory, culminating in a summative assessment in the form of a debate and a reflection on the information gathered.
This course is an introduction to principles and techniques of visual communication, and provides opportunities for science and engineering majors to acquire practical skills in the visual computer arts, in a studio environment. Students will learn how to create graphics for print and web, animations, and interactive media, and how to use these techniques to effectively communicate scientific and engineering concepts for learning and teaching. This class involves three hands-on creative projects, which will be presented in class.
The basis for this project draws from Dr. DuCostes experiences with water treatment and Dr. Powells experiences in pesticide monitoring of ground and surface water and pesticide regulation. The intent is to provide an avenue for students to experience how scientists study and develop solutions to environmental problems.
In this 2nd Grade Integrated Unit focused around Social Emotional Learning, STEM, Art, and Language Arts, we present students with the driving question: How can we use art to celebrate each and every one of us? Students read a variety of literature that provides them with the opportunity to talk about and think about how each and every student’s uniqueness is beautiful and valued in the classroom community. Students explore a variety of art forms which are introduced by numerous artists from a variety of BIPOC communities. Through various embedded STEM activities (some FOSS), students explore the ways in which STEM ideas help us better understand and create art. The unit culminates with an art showcase where we invite families and community members to visit an art show where the classroom community is celebrated through art. This unit is intended to help us reimagine the ways in which we teach STEM and to highlight the importance of positive identity development in creating equitable opportunities for all our students.
Developed in partnership with the Jamerson Center for Engineering and Mathematics and ESD112 STEM Initiatives, this unit explores NGSS Performance Expectations for Kindergarten Weather and Climate, including an engineering design performance task.
Aquatic Ecology Studies: Exercises in Scientific Literacy is a collection of lessons designed primarily for earth science and biology classrooms. The lessons may be taught in a cluster as part of a water resources unit or they may be used individually to enrich any preparation with special focus on NCSCOS secondary science goal 1.05: analyze reports of investigations from an informed scientifically literate viewpoint. The aquatic ecology theme pays particular attention to aquatic environmental issues of eastern North Carolina and connects learners to authentic data and technology resources from the Center for Applied Aquatic Ecology at North Carolina State University. The lessons are created for collaborative group classrooms, promote technology integration and are formatted to enhance the development of project based learning frameworks. Diverse learning outcomes and contexts for skill development are addressed in each lesson and the overview document in depth.
In this lesson students will learn how dependent orchards are on pollinators and discuss the implications of bees dying. Includes discussion questions, activity instructions, and rules for the Beebuzz game.
Time: 45-50 minutes
Materials: "What if There Were No Bees" or other book about bees and our dependence on them, beehive photos, 15 dice, brown paper, scraps of green paper, pink tissue paper, scissors, glue, white paper
Commercial trawling has a devastating effect on biodiversity in areas where it has been used. Large commercial trawlers have been historically decimating both marine environments and significantly decreasing stock levels to a level at which they are unable to recuperate. The impact on communities sitting on the seafloor, known as benthic communities is devastating, the primary culprit being drag trawlers with beams of up to 12 meters, and several beams often deployed at the same time. This lesson looks at the effect of commercial trawling on both fish stocks and benthic community biodiversity. Students will understand relative sizes and impacts of large-scale fishing operations, and devise a plan to reduce the impacts of trawling. Students perform percentage calculations and analyze graphs.
Why does chemistry matter in my life? These lessons address this question and are designed to be used throughout the high school course and support the North Carolina standard course of study objectives in chemistry. Each lesson presents a problem to the student that they will endeavor to answer using a variety of activities. These activities may be modified to suit the needs of your students. The problems are intended to generate student interest so they will be more likely to engage in the lesson.
we made the buoyancy of the water a plan by making it a scenario.