Student teams learn about engineering design of green fluorescent proteins (GFPs) and their use in medical research, including stem cell research. They simulate the use of GFPs by adding fluorescent dye to water and letting a flower or plant to transport the dye throughout its structure. Students apply their knowledge of GFPs to engineering applications in the medical, environmental and space exploration fields. Due to the fluorescing nature of the dye, plant life of any color, light or dark, can be used unlike dyes that can only be seen in visible light.

In this activity, students use the virtual lab to create a 0.025M glucose solution from a standard 1M glucose solution. First, they calculate the correct volumes of 1M glucose solution and water to mix together to create the final 0.025M solution. Next, they prepare the solution using the appropriate glassware. Students can check to see if their procedure was correct using the concentration viewer in the solution info panel.

With this submission, students would use the underwater/waterproof capabilities of the camera to conduct studies and observations of the scientific properties and reactions of water.

Using a GoPro camera to observe the effects of water resistance on falling objects coins

This exercise takes advantage of student's interest in Google Earth to teach some basic concepts about meandering rivers. Students prepare for class by reading about lowland rivers and/or hearing a lecture on them. They bring their own laptops to class or share with a partner or I take the entire class to the computer lab next door. In class they work through the worksheet and use Google Earth to take quantitative measurements of the rivers. They look at historic migration of meander bends and quantify river sinuousity, wavelength, amplitude, and radius of curvature of meander bends. They explore meandering bedrock rivers in Taiwan as a cool thought exercise in how that can happen. They end with looking at images from an area that they will have a field trip to during their next lab period. To keep people from flying through the exercise and getting bored, we do the whole activity in think-pair-share style. Students work on a location, answer the questions, and then we discuss it as a class.

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A sheet music cover illustrated with an allegorical vignette incorporating the arms of the state of South Carolina. The quickstep was composed by Geo. F. Cole for the Washington Light Infantry and dedicated by the troop to the Savannah Republican Blues, Chatham Artillery, Georgia Hussars, and Volunteer Guards and to the Columbia Richland Rifle Corps and Governors Guards. According to the text it was "played on the Occasion of the reception of the above Companies in Charleston Feb 22nd 1850." The vignette features an arch, "Constitution," resting on three columns labeled "Wisdom," "Justice," and "Moderation." The arch stands in the shadow of a palmetto, South Carolina being known as the Palmetto State. In the left background is a mountainous landscape with a viaduct crossed by a locomotive. On the right, a farmer ploughs his field and ships sail on the water.|Entered . . . 1850 by Wm. Hall & Son. |Lith. of Wm. Endicott & Co. N.Y.|Music composed by Geo. F. Cole for the Washington Light Infantry; published by George F. Cole, Charleston, S.C.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1850-1.

Students learn about energy and nutrient flow in various biosphere climates and environments. They learn about herbivores, carnivores, omnivores, food chains and food webs, seeing the interdependence between producers, consumers and decomposers. Students are introduced to the roles of the hydrologic (water), carbon, and nitrogen cycles in sustaining the worlds' ecosystems so living organisms survive. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.

Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

In this unit, students observe glass objects, identify properties of glass and other materials, and investigate changes of materials when they are heated or cooled. They test materials to choose one to best solve an engineering problem with water bottles.

Additional Language and Literacy (ALL) Block component of Grade 3: Module 4: Unit 1 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 3 module Water Around the World. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 3: Module 4: Unit 2 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 3 module Water Around the World. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Additional Language and Literacy (ALL) Block component of Grade 3: Module 4: Unit 3 of the EL Education K-8 Language Arts Curriculum. The ALL Block is one hour of differentiated small group instruction aligned to the module content, giving students further practice with key literacy skills. This unit's ALL Block curriculum complements the Grade 3 module Water Around the World. For more information on the ALL Block, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Grade 3: Module 4 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of access to clean water around the world. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

In this unit, students observe a video of the Scablands. Students test the effects of different rates of water flows in stream tables and use it as evidence to argue that the Scablands were formed by flooding. They then engineer and test flood mitigation in stream tables and also build a model of rock layers. Lastly, students observe maps of Oregon and argue where one could avoid earthquakes, tsunamis and volcanoes.

In this 8 eight-week module, students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. In Unit 1, students begin the novel A Long Walk to Water (720L) by Linda Sue Park. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to analyze and contrast the points of view of the two central characters, Salva and Nya. They also will read informational text to gather evidence on the perspectives of the Dinka and Nuer tribes of Southern Sudan. In Unit 2, students will read the remainder of the novel, focusing on the commonalities between Salva and Nya in relation to the novel’s theme: how individuals survive in challenging environments. (The main characters’ journeys are fraught with challenges imposed by the environment, including the lack of safe drinking water, threats posed by animals, and the constant scarcity of food. They are also challenged by political and social environments.). As in Unit 1, students will read this literature closely alongside complex informational texts (focusing on background on Sudan and factual accounts of the experiences of refugees from the Second Sudanese Civil War). Unit 2 culminates with a literary analysis essay about the theme of survival. Unit 3 brings students back to a deep exploration of character and point of view: students will combine their research about Sudan with specific quotes from A Long Walk to Water as they craft a two-voice poem, comparing and contrasting the points of view of the two main characters, Salva and Nya,. The two-voice poem gives students an opportunity to use both their analysis of the characters and theme in the novel and their research about the experiences of the people of Southern Sudan during the Second Sudanese Civil War.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This eight-week module focuses on a “science and society” topic, engaging students in reading compelling informational text about water sustainability, fresh water management, and how to make evidence-based decisions. In Unit 1, students read the article “Water Is Life” by Barbara Kingsolver as well as excerpts from The Big Thirst by Charles Fishman to build background knowledge about water sustainability and water management. Students determine main ideas and evidence in diverse media and clarify the issue of why humans need to manage water better. They also trace arguments and evaluate the soundness of reasoning and the sufficiency and relevancy of evidence in the texts and media that they engage with in this unit. In Unit 2, students participate in a robust research project in which they investigate the strategies of better agricultural and industrial water management. This research begins with students reading more excerpts from The Big Thirst to scaffold their research skills. Then students conduct internet-based research. To organize their research sources and information, students use a researcher’s notebook. Once they have finished gathering information, students analyze the impact of water management strategies.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This video segment adapted from NOVA explores the effects of the Glen Canyon Dam on the beaches, wildlife, and vegetation of the Colorado River.

This video segment adapted from NOVA features the youngest rock formations in the Grand Canyon, lava dams, and how they are subject to the eroding power of water.

In this activity, students learn about sea ice extent in both polar regions (Arctic and Antarctic). They start out by forming a hypothesis on the variability of sea ice, testing the hypothesis by graphing real data from a recent 3-year period to learn about seasonal variations and over a 25-year period to learn about longer-term trends, and finish with a discussion of their results and predictions.

Students learn about water poverty and how water engineers can develop appropriate solutions to a problem that is plaguing nearly a sixth of the world's population. Students follow the engineering design process to design a gravity-fed water system. They choose between different system parameters such as pipe sizes, elevation differentials between entry and exit pipes, pipe lengths and tube locations to find a design that provides the maximum flow and minimum water turbidity (cloudiness) at the point of use. In this activity, students play the role of water engineers by designing and building model gravity-fed water systems, learning the key elements necessary for viable projects that help improve the lives people in developing communities.

In a multi-week experiment, student groups gather data from the photobioreactors that they build to investigate growth conditions that make algae thrive best. Using plastic soda bottles, pond water and fish tank aerators, they vary the amount of carbon dioxide (or nutrients or sunlight, as an extension) available to the microalgae. They compare growth in aerated vs. non-aerated conditions. They measure growth by comparing the color of their algae cultures in the bottles to a color indicator scale. Then they graph and analyze the collected data to see which had the fastest growth. Students learn how plants biorecycle carbon dioxide into organic carbon (part of the carbon cycle) and how engineers apply their understanding of this process to maximize biofuel production.