Mini-Unit/lesson |
Description
of Mini-Unit/Lesson |
Oh Those Sandy Beaches |
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| On the Microbe Trail: Bacteria and Aseptic
Technique |
Students
practically explore and explain why they need to use aseptic
techniques as they learn those techniques. |
| |
This lesson introduces students to the forces involved with like and unlike electrical charges. |
| Pollutant Posters |
During this lesson students will apply their understanding of weather systems, air currents, and pollution to create an informational poster that will be presented in a mini science forum. |
| Pollution
Over Where? |
In this lesson, students will predict the movement of an air borne pollutant using their understanding of air currents. |
| Power-Who Needs It? |
The reading for the lesson is from July 4, 2004 from the NY Times. The information provided should be appropriate for a very long time. |
| Protecting the Herd |
This
activity introduces students to modeling as a scientific
exercise. Students learn how models based on observations
of disease transmission can be used to predict the likelihood
of epidemics and to help public health officers recommend
policies to protect the public from infectious diseases. |
| Protein Synthesis and Words |
But
what do genes actually do? During this lesson students
learn about the roles of the mRNA, ribosomes, tRNA and
how the cells synthesize proteins. |
| Putting on Mass: Just how do Trees grow? |
Students
discuss van Helmont’s experiment and identify what
they know about plant nutrition. |
| Rain Shadows and Sea Breezes |
Where toxicants of environmental health importance are transported through the air, understanding the natural processes, which contribute to air movement and weather patterns of a region, is important. |
| Reaction |
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| Reading your Water |
Students
return to their water bill and look at the local water
utilities quality report. |
| Renewable vs. Non Renewable Energy |
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| Routes of Entry |
Student
groups are given a set of stories describing different
diseases and they have to classify each disease as pathogenic,
non-pathogenic, beneficial, and put it into its’ proper
place on a chart of the four microorganism types. |
| Skin cancer in trial |
In this engage lesson, students will be introduced to clinical trials via a scenario and will begin to read articles about clinical studies associated with skin cancer. |
|
In this explain/apply lesson, students will be given the opportunity to design an experiment looking at the ability of different substances to interfere with the transmission of UV rays from different sources. |
| Sugar
and carbohydrates, protein, fat and water - that’s
what little plants are made of! |
Students
connect the chemicals that make up cell parts with the
processes that get them there, photosynthesis and respiration. |
| Sugar and Light |
Light
as an essential part of the photosynthesis process is addressed
in this classic lab using geraniums and Lugol’s Iodine. |
| SuperBugs and Antibiotic Resistance |
Through
laboratory experimentation, students test antibiotics and/or
antimicrobials to determine how quickly a given bacterium
develops resistance to antibiotics and/or antimicrobials. |
