Mini-Unit/lesson |
Description
of Mini-Unit/Lesson |
| Electrical Engineers
for a Day |
There are a few options for this lesson, depending on the resources available. There are two projects provided that would require purchases. |
| Energy and Environmental Trade-offs |
During this lesson students will brainstorm ideas about how they consume energy, and what sources of energy are available to them. |
| |
Students will observe the “drinking bird” perpetual motion machine when coming into class. |
| Environmentally Friendly Home |
During this lesson, students will brainstorm some ideas for how to design a house that takes into account individual impact on environmental factors as a way to consider environmental health issues. |
| Exploring Vaccines |
Students
review the historical background and focus on one vaccine
to explore how vaccines work, then share their findings
with the class. |
| |
In this lesson, students will plot the locations of fallout from two disasters that polluted much of the world’s air. |
| |
Students
are prompted to ask why some minerals are found in great
concentrations than others. |
| Finding the Mother Lode |
Students
explore how panning for gold might have led prospectors
to lode deposits of gold. Map simulation. |
| Flowers: Form and Function |
Students
connect form and function as they identify parts of the
flower. |
| Food Forensics: A Case of Mistaken Identity |
Students
are introduced to the immune system via a mystery that
involves the overreaction of the immune system. Engaged
by this laboratory experience, students begin to ask questions
about what is it that defends self against non-self |
Global warming Or
Mining? |
-- |
| GMFs : Golden Rice or Frankenfood? |
Students
draw upon the classes collective background to make decisions
about the role of GMF’s in their future. |
| Harmonics |
-- |
| Health & Pesticides |
-- |
| Here, There, Who Cares? |
In this lesson students will analyze the data they collected and the maps they have made to find “the missing pieces of the puzzle”, mantle convection. |
| Home-made Generator |
This experiment is a great chance for students to design their own experiments. |
| How much is enough |
-- |
| How much more is there? |
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| How Things Go Wrong |
During
this lesson students will be able to identify where mutation
might occur though discussion of DNA replication and cell
division. |
| How’d
That Pollution Get There? |
During this lesson, students are introduced to the issue of air and water pollution by sharing prior knowledge and reading an overview of the global pollution problems. |
| Hydroelectric Power |
-- |
| Hypothesis – test |
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| I am a Pathogen (Adaptive Immunity) |
Students
analyze the results of a hands-on activity to explain one
method of defense. Then in kinesthetic activities, explore
and explain how the components of the immune system interact
and function. |
| If the facts don't fit the theory, change
the facts |
In this activity students explore the
historical background of principles that underlie some
of the imaging techniques that will be explored. |
| In Search of Evidence |
This lesson will allow students to build upon the assumptions from the previous lesson and explore a variety of data and look for evidence supporting Alfred Wegener’s Continental Drift Theory. |
| Interference |
-- |
| Introduction to Antibiotics |
In
this exercise students are briefly introduced to the idea
of antibiotic resistance as a way to focus on antibiotics
and the mechanisms by which they work. |
| Introduction to Aseptic Techniques |
Students
begin to explore the need for aseptic techniques in the
biology classroom. |
| Its not Just Gold |
Students
apply their understanding of hydrothermal systems that
lead to lodes of gold to explain the location of arsenic. |
| Just
Spray ‘Em!? |
Students
review what they are actually doing as they reach for the
spray bottle to commit insecticide. |
| Just What are you Eating |
An introductory
piece on genetically modified organisms. Students review
just what is on their dinner plate. |
| Karyotype Puzzle |
During
this lesson students are introduced human karyotyping. |
| Killer Coal |
-- |
| Laboratory Procedures: Poster and Rubric |
Students
produce a poster that explains some aspect of aseptic techniques
and develop a rubric that the teacher uses to assess their
techniques. |
| Launching a Defense; Understanding the Human Immune System |
Students
explore set websites to answer and develop questions about
the immune system and finally jigsaw the materials together. |
| Location, Location, Location |
In
this series of experiments and simulations, students will
observe how the different rock types are formed. |
| Major Project: Public Health Visitor |
Using
their background from the previous week’s lessons,
students develop questions to ask a local public health
or medical professional about local public health issues. |
| Medic!!! |
Student
groups are presented with a variety of case studies, each
describing the symptoms of a disease. The students must
figure out, through questioning, the root cause of the
disease. As students develop their questioning skills,
they develop an understanding of disease transmission and
origin. |
| Message in a Bottle |
Students will investigate the motion of water currents by mapping the possible movement of messages cast into the ocean in bottles. |
| Microwaves |
-- |
| Mystery Spot |
Access Excellence has a series of mysteries that students can engage in. This exercise is an opportunity for them to use their understanding of diseases to solve the mystery. |
