Type:

Other

Description:

This lesson provides an opportunity for students to research current developments and trends in individual areas of nanotechnology. Students role play as researchers and are given the opportunity to present their case to the National Nanotechnology Budget Review Committee to defend their current projects and funding. Students investigate how nanotechnology is used throughout society and are provided information on how to present their information. In addition, a rubric is provided to guide their work. A teacher's area is provided that includes learning objectives, correlations to national science standards and Wisconsin science, social studies, environmental education, and technology standards, and class size options. Classes can encouraged to share their results with other classrooms by uploading their budget decisions to the website.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8
  • Grade 9
  • Grade 10
  • Grade 11
  • Grade 12

Keywords:

oai:nsdl.org:2200/20120114184258390T,Grade 6,NSDL,Grade 8,Grade 9,Scientific breakthroughs,Scientific enterprises,Environmental technology,Social Sciences,Grade 7,Technological design,NSDL_SetSpec_1007936,Health technology,Grade 10,Grade 11,Grade 12,History and nature of science,Nanotechnology,Fields of science,Properties of materials,Informal Education,Energy technology,Middle School,Vocational/Professional Development Education,Structure of matter,Life Science,Science and technology,Materials and manufacturing,Biotechnology,History/Policy/Law,Chemistry,Physics,Personal health,Science and technological challenges in society,Ecology, Forestry and Agriculture,Nature of science and technology,Engineering,High School,Personal and social issues,Physical science,Education,Technology,Geoscience

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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