Mini-Unit/lesson |
Description
of Mini-Unit/Lesson |
| Taking it to the Community |
Once
given the go ahead by local community partners, students
share the message with a target audience. |
Tanker Spill |
-- |
Test Your Idea |
-- |
| Testing Your Water |
Starting
with a simulated water pollution case, students explore
a number of water quality tests |
| |
Students
examine the roles in which animals play in the pollination
plants. This exercise actively involves students in narrating
a video. |
| |
-- |
| The photoelectric effect |
-- |
| |
-- |
Thinking inside the box |
-- |
| Uranium On a Diet |
-- |
| Water, Air, Everywhere? |
-- |
| Waterborne Diseases |
Students
apply their knowledge of the immune system to explain
the immune response in a variety of cases. Students present
their explanation to the rest of the class. The more
creative the method of explanation the better. |
| Wave Basics |
-- |
| Wavelength Spectrum |
-- |
| Waves and Structure |
-- |
| Waves, Waves, and More Waves |
-- |
| We just don’t
have the power! |
-- |
| Wegener’s
dilemma |
-- |
| What happens to Create the Lode? |
Students
use a laboratory exercise, precipitation rates and other
possible solutions to explain how hydrothermal systems
result in the concentration of some minerals. |
| What is DNA? DNA Extraction from Kiwifruit |
DNA,
Genes, Chromosomes.
Students spool DNA! |
| What is Organic? |
-- |
| What makes the Air Brown? |
-- |
| What’s
in your food? |
-- |
| What’s
in your Water? |
Introduction
to the Major Project and to the issue of Arsenic Contamination. |
| What’s
living in My Mouth? |
Student
groups are presented with an opportunity to see bacteria
alive and feeding inside the human mouth. This lesson serves
as the engagement piece in a larger learning cycle about
human immunity. |
| What’s
that Brown Fuzzy Stuff on My Plum? (Diseases are the Pits) |
Laboratory
exercise using Koch’s Postulates to explore Germ
Theory. |
| What’s
the Connection Between Convection and Inversion? |
-- |
| When Is a Pest an Insect? |
Students
define pests and start the questioning of the use of pesticides. |
| Why here? |
Students
examine the basis of hydrothermal systems using a Flash
animation. |
| Wind Power |
-- |
| Winds Go Spinning Around |
-- |
| Without Pigments we're Nothing! |
Students
have already identified light as necessary for photosynthesis. |
| World Wide Winds |
-- |
