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This lab is a fun activity that illustrates the principle of natural selection and involves the eating of Teddy Grahams. This resource is part of the Developing Biology course which contains units on Microscopes; Biochemistry; Cells; Cellular Transport; DNA; Photosynthesis and Respiration; Mitosis and Meiosis; Genetics; and Evolution.
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This lesson is an introduction to algorithms. It includes a brief history of algorithms and outlines the topics covered throughout the remainder of the unit. The lesson contains examples and a problem set with solutions that can be used by students as an introductory exercise.
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Gravity Basics

by Jackie Waldie

Introduce the students to Einstein and Newton and their research on gravity.
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A presentation on frogs
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BioBusinessCurricula

by Tim Kellers Kellers-NJIT

This is the BioBusinness curricula archive
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Plans for the science portion of our election project. Data collection and graphing will be investigated so students can decide the best way to present their election data.
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Molecular Genetics

by Alliance for Catholic Education (ACE)

A high school biology unit on molecular genetics
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PowerPoint, worksheet, quiz and test for the metric system and conversions. I use the Holt Modern Chemistry textbook and this is created for a high school chemistry class.
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Properties of Matter

by Sarah Lamphier

Physical science unit, 6th grade
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A lesson plan to have your students taking over the chemistry class, doing research, demonstrations and applying scientific concepts. More than a lesson, it is a challenge where students will have to apply science concepts, language skills, technical skills, safety rules and many other interrelated concepts. With a little push you will have your students giving their first steps in scientific video productions (whatever that is), increasing confidence and becoming famous. Do you have ELL students? Let them create a video in their language, using subtitles in English.
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Feature Creature

by Folwell Dunbar

An activity for kids to learn about animals in the classroom.
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Chromatography

by Pash Salehi

This activity separates four main food colors (dyes) using paper chromatography. The retention factor, or Rf, can then be calculated.
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Save lives by putting your students' creativity and talent to use. Have them create videos, ads, comic books, plays, podcasts, music videos or anything they think will inspire others to donate $5 to buy a life-saving bednet. Get engaged now. Details and lesson plans available at http://pc.celtx.com/tag/camstudentschallenge
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8 Exercises on Cells

by Alison Loomis

As the site describes it, this resource is "These are NOT interactive, on-line lessons, but rather may be printed for use with prospective and practicing K - 8 teachers. Each lesson has six parts, including a biology lesson, knowledge mapping exercise, and glossary for students and for teachers, a teachers' guide for both the biology lesson and knowledge mapping exercise, and a table of persistent alternative ideas." EXERCISES 1. What are cells made of? 2. Dynamic Cell Simulation Introduction 3. Simulation Set-UP 4. Harvesting Energy from Glucose in the Mitochondrion 5. Reading the Genetic Code in the Nucleus 6. Preparing tRNAs for Protein Synthesis 7. Protein Synthesis on the Ribosome 8. Connections and Review OBJECTIVES Once you have completed these exercises you should be able to: 1. Explain and apply cell theory. 2. Describe the appearance and function of the major components of a cell, including: cell membrane, cytoplasm, and the following membrane-bound organelles: nucleus, rough and smooth endoplasmic reticulum, mitochondria, chloroplast, and vacuole. 3. Describe the appearance and function of some subcellular structures, including ribosomes. 4. Describe how respiration supports protein synthesis which includes copying of DNA into RNA (transcription) and translation of RNA into protein (see Figure 1). 5. Understand the roles of some important enzymes and macromolecules in protein synthesis, including RNA polymerase, transfer RNA, messenger RNA, and ribosomes. This resource is part of the Biology Links for One Laptop Per Child course which contains units on Exploring Life; The Cell; Genetics; Mechanisms of Evolution; The Evolutionary History of Biological Diversity; Plant Form and Function; Animal Form and Function; Ecology; and Astrobiology.
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Bird Investigations

by Terra Allen

These Outdoor Education activities introduce students to observation skills. The second lesson in this activity draws from the Flying Wild curriculum.
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Space Unit

by Jackie Waldie

In this 6 week unit of study middle school students will explore the dynamic relationship with our Earth and Space. They will explore multiple planets, read thought provoking text, and interact with each other with technology based lesson plans. Using systems thinking the students will investigate the major components of space that affect the earth and understand it’s unified function as a system.
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Ecojeopardy

by Dianne Miller

Using Microsoft Powerpoint and the game style of Jeopardy, students answer ecosystem questions.
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An open source collection of self-education biology links (consisting of lessons, tutorials, experiments, labs, activities, and other resources) for OLPC children across the globe. The biology topics covered include life, the cell, genetics, evolution, biological diversity, plants, animals, ecology, and astrobiology.
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This resource is a lab in which students test various foods for starch, sugar and protein. This is a handout on which students record their observations, with the procedures also listed. This resource is part of the Biochemistry unit.
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5 DNA

by Robert Lucas

This unit includes resources, such as slideshows, worksheets, activities, and labs, on DNA for high school biology students. This unit is part of the Developing Biology course.
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This resource is a set of practice problems on reaction energy and kinetics. This resource is part of the Chemistry course which contains units on Lab Setup and Safety; Nomenclature; Chemical Reactions and Balancing; Metric Systems & Conversions; Periodic Table and Trends; Atomic Structure; Nuclear Chemistry; Acids, Bases, & Salts; Bonding; Percent Composition; Solutions, Molarity, and Concentrations; Stoichiometry; Energy; Gas Laws; Reaction Rates and Equilibrium; Electron Configuration; and Redox Reactions.
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This folder contains resources for a project in which students make a 3-D chart of a periodic property across the periodic table. Properties may include melting point, boiling point, density, atomic radius, etc. This resource is part of the Chemistry course which contains units on Lab Setup and Safety; Nomenclature; Chemical Reactions and Balancing; Metric Systems & Conversions; Periodic Table and Trends; Atomic Structure; Nuclear Chemistry; Acids, Bases, & Salts; Bonding; Percent Composition; Solutions, Molarity, and Concentrations; Stoichiometry; Energy; Gas Laws; Reaction Rates and Equilibrium; Electron Configuration; and Redox Reactions.
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8 page (two printed 8.5X11 sheets) accurately illustrated guide to North American crawly creatures, using similarities between types of crawlies to highlight how taxonomy works. Excellent for creating awareness of local biodiversity if you send the wee ones out in the school yard with the guide, as crawly creatures can be found in all ecosystems, even those heavily modified by humans. WASL friendly if you're in Washington State.
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Spaghetti lab

by Jamie Lovitt

This is a great lab that helps students understand independent and dependent variables, constants, and the scientific method.
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4 Cellular Transport

by Robert Lucas

This unit includes resources, such as labs and PowerPoint presentations, on cellular transport for high school biology students. The PowerPoint covers the movement of materials across a membrane, the osmosis lab is an exercise using eggs, and there is an answer sheet for an Elodea plasmolysis lab. This unit is part of the Developing Biology course.
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3 Cells

by Robert Lucas

This unit contains resources, such as slide shows, worksheets, and projects, on cells for high school biology students. Some resources could be used with younger students as well. This unit is part of the Developing Biology course.
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Lab Setup and Safety

by Robert Lucas

These resources should be used early in a high school chemistry class to teach about lab setup and safety. The first activity is a matching activity, matching names and definitions with pictures of chemistry lab equipment. The next activity is a role-playing / movie project. Also included, is a number of stations for hands-on practice and is a lab safety True and False quiz. This unit is part of the Chemistry course.
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This is a lesson plan to introduce students to the body.
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Build a Covered Bridge Simulation

by Emiliano De Laurentiis

A covered bridge builder simulation where you can test different covered bridge designs and even build your own! This simulation is accurate and illustrates with different bridge designs and different vehicles the effect of stress on a bridge. You can invent your own truss design, build your own bridge, then test it.
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A Survey About Science

by Alison Loomis

Find out what your friends and family members think about science. You will share information with your classmates to create a picture of your community's knowledge about and comfort level with science. By the end of this lesson, you will have a better understanding of what science is and isn't. This will form a strong basis for your study of evolution. This resource is part of the Biology Links for One Laptop Per Child course which contains units on Exploring Life; The Cell; Genetics; Mechanisms of Evolution; The Evolutionary History of Biological Diversity; Plant Form and Function; Animal Form and Function; Ecology; and Astrobiology.
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Apple Mummy procedure

by Christine Mytko

For those students who do not wish to mummify the fish, here is an alternate plan based on an activity by Newton's Apple. Or, maybe you would like your entire class to mummify apples....
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21st Century Skills

by Paula White

This powerpoint highlights the skills students need to develop and how to design lessons that lead to 21st Century Skill proficiency. And, what about the assessment of those skills, how should we assess students?
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1 Microscopes

by Robert Lucas

This unit includes resources, such as worksheets, on Microscopes for high school biology students. This unit is part of the Developing Biology course.
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2 Biochemistry

by Robert Lucas

This unit includes resources, such as slide shows, worksheets, and labs on biochemistry for high school biology students. This unit is part of the Developing Biology course.
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This lesson explains the different types of sorting algorithms and how to differentiate them on the basis of time complexity, running time, space consumption, etc. Students can easily remember and memorize these things using the notes file attached inside this lesson.
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This is a Teacher/Student Manual for the Algorithm unit. Students and teachers both will get basic guidelines for using this unit in the most efficient way.
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The origin of the lesson came from Dr. Bolton's Introduction to Educational Technology Class on Mondays, Wednesdays, and Fridays from 9:00-9:50. The task was to create an original webquest following guidelines and rules that should engage the students in using the Internet and higher-level thinking skills. This lesson I had designed for the students was teaching them about preserving beaches, why they needed preserving, and how they can play an active role in not only doing so, but also promoting awareness. the students were to use the websites provided to find information and then transform it in their own ways. The two tasks that needed to be completed at the end were creating a poster as well as a proposal in a letter format to a town. The optimal poster would include what beach needs help and why, at least two things someone can personally do to help, an image of the beach, and at least two different fonts, colors, and sizes. All of the words should be spelled correctly and the font should be at least size 18. The group will also need to write up a proposal to the town that has the beach. The optimal proposal would include why the beach needs help, the estimated amount of money they will need to fund the activities, how many people will need to help to make it successful and at least three different ideas/events of what they would do to try and help it. The proposal must be written in a letter format with correct grammar usage and signed by the group at the end. The project includes different levels of both multiple intelligences and bloom's taxonomy. The different levels of multiple intelligences used would be linguistic, logical-mathematical, and interpersonal. For linguistics to be used, the students will first need to read the websites and figure out what information is useful and will help them along the way. Then, they use words on both their poster and in their proposal- they need to use their words wisely in order to try and persuade a whole town. For logical-mathematical, the students need to think about the whole situation logically and figure out facts that would really help, not just anything. They will also need to use math skills in estimating how much funding they will need in their proposal. Finally, the students will be working in groups, which is interpersonal, meaning they need to be able to make compromises and work as a team, not an individual. For bloom's taxonomy, knowledge, comprehension, application, synthesis, and evaluation will all be used to stimulate higher-order thinking skills. For knowledge, in both the poster and the proposal the group will need to identify what beach they felt needed help. For comprehension, the group will need to explain why the beach needs help in both the poster and proposal as well. For application, the students will need to calculate an estimated total for how much funding they think they might need in order to conduct the events. Moving up to the higher order thinking, in synthesis the groups will need to design a poster, write a proposal to the town, and also plan three activities within the proposal. Finally, the group will need also need to use a little bit of evaluation within their decisions of why the beaches need help, for they are going to need to justify it and be able to defend it for a solid persuasion to have the town help them out.
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Forces and Motion

by Michelle Greenberg

Physics Unit (Forces and Motion) for 4th grade at ECO Charter School.
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There are a lot of sites on the internet that claim the truth about everything from UFO's to the cure for cancer. The theory posed in this example is about the Earth. An instructor can use this lesson to challenge students on how they go about proving or disproving scientific claims made on the internet.
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The Danger of Being Endangered!

by Stephanie Desiderio

This assignment will allow students to research endangered speices and learn valuble information about them. They will each write a short paper on an animal, and then work together in groups to make a visual aid to present to the class.
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Egypt - Fish Mummy

by Libby Hancock

Mummifying fish lab. The students will be mummifying fish, just like the Egyptians mummified their dead. There are simple step by step instructions included as how to cut, remove the intestines and put in canopic jars, salt, and preserve the fish. This can be messy and great classroom management is needed to make this a fantastic hands-on learning opportunity.
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This lesson idea came from the two of us thinking about what we could do a lesson plan on. We sat and thought about it and we came up with the idea of weather since it affects us every day. We thought this would be an interesting topic to do a lesson on because children really aren't aware of how much weather really effects them and how different the weather is around the country. The lesson is about the weather around the country. The children will be researching what the weather is like in the country that they live in. They will be in a group of four and they will each research the weather in a different city around the country. They will each come up with a weather report and then they will come together as a group and make a poster that reports on the weather around the country. Then will then report their findings to the rest of the class. The intelligences that will be addressed during this project are linguistic, spatial, interpersonal, intrapersonal, and naturalist intelligences. Linguistic intelligence is used during the research part of this project. The students will be looking at different websites to understand their location's climate and weather. Spatial intelligence is used when the students are looking at the map of the United States and deciphering between the east coast, west coast, mid-east, and mid-west regions. Interpersonal intelligence will be used when the groups pull together to form their weather cast. They will need to work together to collaborate and create their weather casts that represent the four regions of the United States. Intrapersonal intelligence is used after they present their weather cast to the class. They can reflect on their performance of their weather cast presentation and self critque. Lastly, naturalist intelligence is used as the students learn about their environment and the surrounding areas. The cognitive analysis levels that will be addressed during this project are analyze, explain, focus, prioritize, and select. These levels will be addressed while finding the most useful information during research. The cognitive synthesis levels that will be addressed during this project are generalize, plan, collaborate, compile, design, and structure. These levels will be used while the students are working in their groups to compose their weather casts.
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Ecosystem Expedition

by katie kmiecinski

This lesson was developed as part of an environmental unit for a 3-6 grade science class. Throughout this webquest, the students will be learning about each ecosystem and habitat by researching the animal and plant life. Students will gain a basic knowledge of their assigned ecosystem and will present their findings to the class in an oral presentation. For the duration of the project the students will use multiple intelligences such as reading, writing, and artistic abilities. Learner This lesson would fit a 4th grade science class, which includes elements of art and language arts. This can be extended to different grade levels including 3-6. The students should have a brief background lesson about each habitat before beginning this project. Standards PA 4.6.4 Ecosystems and their Interactions Understand that living things are dependent on nonliving things in the environment for survival. Identify and categorize living and nonliving things. Describe the basic needs of an organism. Identify basic needs of a plant and an animal and explain how their needs are met. Identify plants and animals with their habitat and food sources. Identify environmental variables that affect plant growth. Describe how animals interact with plants to meet their needs for shelter. Understand the components of a food chain. Identify a ecosystem and its living and nonliving components. Reflection on Standards The students will be able to identify plants and animals to their specific habitat. They will do this by researching the animal and coming up with answers related to their habitat. Students will be able to understand and place animals with their food chain by researching the animal, their habitat, and the plants that surround them. Resources The Students will need Access to a computer which includes: smart board, power point program, and Internet o Internet: the students will be provided the Internet resources, to save time, and for credibility. If they so choose to make a diorama they will need: a box, art materials such as construction paper, markers, crayons, etc. The students may also provide material from home to make their ecosystem come to life. If they choose to make a Mobile the students will need to provide a hanger, and be able to print out photos and any other word processed material. Evaluation In grading this webquest, students are to have a mobile, a diorama, smartboard, or powerpoint presentation to give to the class. They are to have fully and successfully completed the webquest with the knowledge of their assigned ecosystem, including habitat, food chain, animals, and plants. Since they are working in a group, each student has been assigned one specific job to fullfill, so they each should have completed their assigned job (individualized). The overall presentation should be divided up evenly among all group members and each subject should be addressed.
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The Rainforest

by Julia, Jessica,Tiffany Eble, Rogowski, Sharpe

This lesson was developed by the Rainforets Allience Site and lists National Standards for Fourth Grade Lessons of every subject. This lesson is about exploring the wonders of rainforests around the world. The students get to imagine that they are advanced researchers while they work in their cooperative groups on their assigned topic. The students are to investigate real life issues presented in rainforests around the world. After the groups collect their information they are to give an oral presenation to the class with a creative visual aide. This lesson is based in fourth grade environmental science and involves both social studies and language arts to a lesser extent. The rainforest lesson is appropriate for a fourth grade level and can be covered in every subject. A social studies lesson could cover the geographic locations of the rainforsts, a lauguage arts lesson could be writing a paper on the rainforest, and a math lesson could be on calculating all the different species and predicting when they will become extinct. The students are evaluated on their oral presentation of their assigned topic. The rubric breaks down content of which will be evaluated during their oral presentation. Before the rainforest lesson is introduced and taught students will need to know how to find additional information about their topic on the internet as well as to transfer the information they found into their own words.
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This unit includes resources, such as slideshows, and practice problems, on Photosynthesis and Respiration for high school biology students. This unit is part of the Developing Biology course.
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