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Teaching resources:
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FOUND 52 RESOURCES:
 | Amazon fly This short activity quickly engages the participants in the process of developing testable hypotheses. Students come up with multiple hypotheses to explain a set of observations and figure out how to test these hypotheses.
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 | Amazon fly This short activity quickly engages the participants in the process of developing testable hypotheses. Students come up with multiple hypotheses to explain a set of observations and figure out how to test these hypotheses.
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 | Amazon fly This short activity quickly engages the participants in the process of developing testable hypotheses. Students come up with multiple hypotheses to explain a set of observations and figure out how to test these hypotheses.
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 | Benjamin Franklin: STEM Activity Toolkit Ken Burns’s four-hour documentary, Benjamin Franklin, explores the revolutionary life of one of the 18th century’s most consequential figures. This STEM Activity Toolkit frames the context of the film series, and provides guidance for viewers to engage in discussions and activities around science, technology, engineering, and math.
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 | Benjamin Franklin: STEM Activity Toolkit Ken Burns’s four-hour documentary, Benjamin Franklin, explores the revolutionary life of one of the 18th century’s most consequential figures. This STEM Activity Toolkit frames the context of the film series, and provides guidance for viewers to engage in discussions and activities around science, technology, engineering, and math.
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 | Benjamin Franklin: STEM Activity Toolkit Ken Burns’s four-hour documentary, Benjamin Franklin, explores the revolutionary life of one of the 18th century’s most consequential figures. This STEM Activity Toolkit frames the context of the film series, and provides guidance for viewers to engage in discussions and activities around science, technology, engineering, and math.
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 | Climate Models and Uncertainty Earth's climate system is enormously complex, and scientists develop climate models to understand how climate change will play out in different parts of the world. Students play a climate resilience game, and then explore the Intergovernmental Panel on Climate Change’s 5th Assessment Report to learn more about how climate scientists handle uncertainty in models.
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 | Clipbirds In this activity, students simulate bird feeding with "beaks" that differ in size. The proportion of big-, medium-, and small-beaked birds changes in response to available types of food. This is a lesson on evolution, but suggestions on how to incorporate the nature and process of science are included.
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 | Clipbirds In this activity, students simulate bird feeding with "beaks" that differ in size. The proportion of big-, medium-, and small-beaked birds changes in response to available types of food. This is a lesson on evolution, but suggestions on how to incorporate the nature and process of science are included.
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 | Clouds, Models, and Climate Change How do clouds form? How are clouds affected by (and how do they affect) climate change? Students create a cloud in the classroom, and then investigate climate models and real-time cloud observation data.
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 | Comparing rocks Learners will observe and sort samples of rocks and minerals to compare and contrast their physical properties. They will record their observations in Science Notebooks.
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 | Crime scene: The case of the missing computer chip In this classroom activity, teams of students use clues to adjust working hypotheses about an unsolved crime. The nature and process of science are recognized through discussion of the crime solution metaphor.
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 | Crime scene: The case of the missing computer chip In this classroom activity, teams of students use clues to adjust working hypotheses about an unsolved crime. The nature and process of science are recognized through discussion of the crime solution metaphor.
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 | Dino-Data Students examine data about dinosaurs and hypothesize about what the data can tell them. Students modify their hypotheses as more information is revealed and review what they have learned about how science works.
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 | Dogs and turnips In this lesson students attempt to assemble a meaningful sentence by successively turning over cards with words on them. The point is made that we change our ideas of what a story may be as we gather more information.
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 | Dogs and turnips In this lesson students attempt to assemble a meaningful sentence by successively turning over cards with words on them. The point is made that we change our ideas of what a story may be as we gather more information.
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 | Exploring how liquids behave Learners observe how liquids behave and record their observations. Then they combine two of the liquids and observe and record how the liquids behave.
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 | Exploring liquids Learners will use their senses to investigate and observe three liquids. They will see, hear, touch, smell and taste to collect data and to ask and answer questions.
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 | How scientific is it? Students are given six knowledge statements and asked to rank them according to how scientific they feel the statements are. A group discussion ensues. This activity is adapted from Scharmann et al. 2005. Journal of Science Teacher Education.
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 | Introducing the Understanding Science flowchart Students participate in a quick activity and discuss whether they were doing science. They then read a story about Walter Alvarez, discuss the process of science, and trace his scientific journey using the Science Flowchart.
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 | Introducing the Understanding Science flowchart Students participate in a quick activity and discuss whether they were doing science. They then read a story about Walter Alvarez, discuss the process of science, and trace his scientific journey using the Science Flowchart.
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 | Inventing Tomorrow: Air Module This module uses a film about students José, Jesús, and Fernando, who investigate smog in their town in Mexico, as a jumping off point for students to expand their understanding of air pollution, global warming, and the process of science.
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 | Inventing Tomorrow: Air Module This module uses a film about students José, Jesús, and Fernando, who investigate smog in their town in Mexico, as a jumping off point for students to expand their understanding of air pollution, global warming, and the process of science.
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 | Inventing Tomorrow: Water Module This module uses a film about student Sahithi Pingali, who investigates water quality in her hometown in Bangalore, as a jumping off point for students to expand their understanding of eutrophication and the process of science.
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 | Inventing Tomorrow: Water Module This module uses a film about student Sahithi Pingali, who investigates water quality in her hometown in Bangalore, as a jumping off point for students to expand their understanding of eutrophication and the process of science.
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 | Mystery boxes for grades 3-5 Working in groups, students pose explanations (hypotheses) for what they are observing and are asked to test their hypotheses. These procedures have been modified from Mystery Boxes: Uncertainty and Collaboration by Jean Beard.
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 | Mystery boxes: Uncertainty and collaboration Students manipulate sealed "mystery" boxes to determine the inner structure of the boxes. The nature and sources of uncertainty inherent in the process of problem-solving are experienced, but reduced by collaboration.
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 | Mystery boxes: Uncertainty and collaboration Students manipulate sealed "mystery" boxes to determine the inner structure of the boxes. The nature and sources of uncertainty inherent in the process of problem-solving are experienced, but reduced by collaboration.
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 | Mystery tubes Students are asked to determine what the interior construction of the mystery tube looks like. Working in groups, students pose explanations for what they are observing and test their ideas.
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 | Mystery tubes Students are asked to determine what the interior construction of the mystery tube looks like. Working in groups, students pose explanations for what they are observing and test their ideas.
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 | Mystery tubes Students are asked to determine what the interior construction of the mystery tube looks like. Working in groups, students pose explanations for what they are observing and test their ideas.
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 | Number patterns Students try to discover the relationship among six numbers. The objective of this activity is to engage students in a problem-solving situation in which they practice aspects of the process of science.
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 | Number patterns Students try to discover the relationship among six numbers. The objective of this activity is to engage students in a problem-solving situation in which they practice aspects of the process of science.
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 | Number patterns Students try to discover the relationship among six numbers. The objective of this activity is to engage students in a problem-solving situation in which they practice aspects of the process of science.
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 | Poking around Students are introduced to the process of scientific inquiry as they develop an approach to determine the shape and size of an unseen object.
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 | Sensing Energy Students perform simple experiments using UV detection beads to explore unseen energy produced by the sun.
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 | Tennis shoe detectives Students make observations, examine data, and form hypotheses about a set of footprints and what they can tell us.
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 | The checks lab Students construct plausible scenarios to explain a series of canceled bank checks. They revise their original hypotheses with new evidence and learn how human values and biases influence observation and interpretation.
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 | The great fossil find Students are taken on an imaginary fossil hunt and form hypotheses about the identity of the creature they discover. Students revise their hypotheses as new evidence is found.
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 | The great fossil find Students are taken on an imaginary fossil hunt and form hypotheses about the identity of the creature they discover. Students revise their hypotheses as new evidence is found.
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 | The great fossil find Students are taken on an imaginary fossil hunt and form hypotheses about the identity of the creature they discover. Students revise their hypotheses as new evidence is found.
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 | The Hobbit: When scientists disagree about the evidence This classroom activity, adapted from an exercise on PBS's NOVA website, provides an excellent example of an active debate within the scientific community regarding a relatively recent human fossil find, Homo floresiensis.
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 | The Hobbit: When scientists disagree about the evidence This classroom activity, adapted from an exercise on PBS's NOVA website, provides an excellent example of an active debate within the scientific community regarding a relatively recent human fossil find, Homo floresiensis.
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 | Traveling through different liquids Learners will observe and record what happens when they manipulate bottles containing one liquid and an object. They will compare bottles that have an object and different liquids. They will observe and record what happens when they manipulate bottles containing one liquid and more than one object.
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 | Umbrellaology Based on a classic philosophical exercise (Somerville, 1941), students are asked to read a letter that describes detailed data collected on umbrellas. Their task is to determine whether or not umbrellaology represents science.
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 | Watching animals move Learners will identify the way animals move and the body parts used to move by observing animals, their body parts and their movements.
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 | What do you think it means to be human? This first lesson of the "What does it mean to be human?" sequence sets a scientific frame of mind for students as they begin to explore the question, “What do you think it means to be human?” This lesson sets an important tone by highlighting that other lines of human inquiry outside of science are important for answering this question on a personal level, but the class will focus on a scientific definition of “humanity.” Students learn to distinguish questions that could be addressed by the methods of science and those that could not, and they practice applying these criteria.
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 | What do you think it means to be human? This first lesson of the "What does it mean to be human?" sequence sets a scientific frame of mind for students as they begin to explore the question, “What do you think it means to be human?” This lesson sets an important tone by highlighting that other lines of human inquiry outside of science are important for answering this question on a personal level, but the class will focus on a scientific definition of “humanity.” Students learn to distinguish questions that could be addressed by the methods of science and those that could not, and they practice applying these criteria.
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 | Xenosmilus In this lesson, students play the roles of paleontologists on a dig. They "unearth" a few fossils at a time and attempt to reconstruct the animal the fossils represent.
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 | Xenosmilus In this lesson, students play the roles of paleontologists on a dig. They "unearth" a few fossils at a time and attempt to reconstruct the animal the fossils represent.
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 | Xenosmilus In this lesson, students play the roles of paleontologists on a dig. They "unearth" a few fossils at a time and attempt to reconstruct the animal the fossils represent.
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