Gender Bender

Posted on November 5, 2015 by dbard

How the Media Influences Our Gender Perceptions

Gender is a relevant and contentious topic that is constantly reinforced through non-verbal queues in the media. LGBTQA (lesbian, gay, bisexual, transgender, queer, and questioning) issues are hotly debated in schools, courts, and public media venues. While most people think of gender as a simple binary (i.e. man or woman), gender is a complex and delicate continuum that includes many aspects that are not often discussed.

In this module, students will gain a better understanding of the complexity of gender and how stereotypes are perpetuated through popular media. By the end of the lesson students will learn: 1) The definitions and nuances of gender, 2) Strategies for analyzing images to uncover stereotypes and 3) How to verbally describe non-verbal queues contained in an image.

Docs: fulltext.docx intro.pdf activity.docx
Keywords: argument, communication, gender, image analysis, LGBTQA, media, patterns, stereotypes

Argument from Evidence

Posted on November 5, 2015 by dbard

Assessing Argumentation Using the Topic of Fracking

by Jeff Jenkins, Chrissy MacLean and Dawn Krenz

Students living in rural communities impacted by ongoing and proposed extractive mineral development (fossil fuels and mining) will gain a greater appreciation and understanding for how different segments of society (government, corporate, and community) produce information to serve their own interests and how ‘factual’ information is often contested between these groups.

Students learn: 1) How to summarize the key points of an argument, 2) How to question the validity and subjectivity of information, and 3) How to summarize and convey a broad set of information in a succinct fashion.

Docs: fulltext.pdf worksheet.docx
Keywords: communication, energy, facts, fossil fuels, fracking, governance, HS-LS2, models, patterns, structure, subjective

Tragedy of the Goldfish

Posted on November 5, 2015 by dbard

Sustainably Managing a Common Pool Resource

by Duran Fiack and Dan Johnston

The tragedy of the commons is a dilemma when multiple individuals, acting independently, deplete a shared, limited resource. Articulating solutions to the tragedy of the commons is one of the main problems of environmental policy and natural resource managers. In the absence of enlightened self-interest, altruistic or cooperative behavior, some form of authority is needed to solve the collective action problem.

In this module, students represent independent actors seeking to catch fish to support their livelihood. Students learn: 1) How human activities can cause resource depletion, 2) How interactions between individual actors are important in natural resource management, and 3) How to use data to make graphs and to discover trends over time.

Docs: fullltext.docx lecture.pptx info.docx handout1.docx
Keywords: cause, common pool resource, environmental policy, graphs, HS-LS3.A, HS-LS3.B, HS-LS4.A, natural resource, patterns

Predict This!

Posted on November 5, 2015 by dbard

Using Models to Observe Correlation and Improve Predictions

by Caleb Bryce, Kim Goetz and Pablo Barrick

In this mini-activity, students measure the masses of specific numbers of beans and graph their data. From their graph they determine a linear model equation. Using their model, they predict the number of beans based on a given mass. The students are asked to create their own model for estimating the number of marbles in a large jar.

Students learn: 1) How to make graphs to depict data and to assess patterns; 2) How correlation can be used to construct a practical model; 3) How to use a model to predict what can not be easily measured; and 4) How to use evidence to support an argument.

Docs: fulltext.pdf
Keywords: argument, evidence, models, patterns, prediction, proportion, scale, systems

Are You My Sister

Posted on November 5, 2015 by dbard

Building Trees to Understand Evolutionary Relationships

by Ben Higgins and Satina Ciandro

How do students begin to make sense of the vast diversity of life? Even when exposed to just a sliver of such diversity, it is commonplace for students to become disengaged. This module is a first step in understanding why and how animals are classified and to become excited about the process.

The purpose of this module is to use the traits that each species possess to develop an understanding of species relatedness. Upon completion of this module, students should have a better understanding of why assemblages of animals are classified together. This module is an opportunity for students to learn: 1) How organisms are grouped together and 2) How to interpret relationships among groups of organisms.

Docs: sequences.docx cards.pdf
Keywords: argument, cause, data, evolutionary trees, explanations, HS-LS3.B, HS-LS3.A, HS-LS3.B, HS-LS4.A, investigations, models, MS-LS4.A, patterns, phylogenetics, traits

Solving Crimes with Chemistry

Posted on November 5, 2015 by dbard

The Case of the Missing Balance

by Chandra Goetsch, Rachel Zuercher, Ruth Herradora, and Burnne Yew

Many specialty fields use a variety of scientific techniques to answer questions and/or solve problems. For example, forensic scientists collect different pieces of evidence from a crime scene. This module encourages students to choose which methods are appropriate to test the evidence. After conducting the appropriate chemical tests, the students conclude which suspect committed the crime.

Students learn: 1) How chemical testing is used to identify unknown substances, 2) How to collect data from a series of experiments, and 3) How to record and interpret data and make conclusions based on gathered evidence.

Docs: fulltext.docx presentation.pptx teacherguide.docx studentguide.docx worksheet.docx chemref.docx bios.docx report.docx
Keywords: argument, cause, chemical tests, communication, crime, data, evidence, explanations, forensic science, investigations, patterns, HS-PS1.A

Colors in Chemistry

Posted on November 5, 2015 by dbard

Using Paper Chromatography to Understand Polarity

by Chandra Goetsch, Rachel Zuercher, Ruth Herradora, and Burnne Yew

It’s difficult for students to understand some chemistry concepts, such as polarity, without being able to see a molecule. This module visually shows students the difference between polar and nonpolar substances. It helps students understand separation chemistry and gives them a background to understanding other chromatography techniques.

Students learn: 1) How chromatography helps scientists test the components of different mixtures, 2) How solubility of polar and nonpolar substances differ depending on the solvent, and 3) How to collect data during an experiment.

Docs: fulltext.docx presentation.pptx worksheet.docx
Keywords: chromatography, data, explanations, investigations, patterns, polarity, HS-PS1.A

Round & Round It Goes

Posted on November 5, 2015 by dbard

Getting Dizzy in Geosynchronous Orbit

by Caleb Bryce and Stephen Buchter

Some satellites “hover” over one place on the earth’s surface – a geosynchronous orbit. This module introduces students to the physics behind geosynchronous orbits. Students work together to find the relationship between the radius and the velocity of an object in circular motion. They graph their data and calculate the gravitational force needed to keep a satellite in geosynchronous orbit.

Students learn: 1) How circular motion is critical for satellites to stay in orbit, 2) How velocity and mass of an object in circular motion are related, and 4) How to use a graphical hypothesis to make predictions, interpret data, and create an argument from evidence.

Docs: fulltext.docx lecture.pptx prequiz.pptx quiz.pptx quizkey.pptx vandrlect.pptx
Keywords: argument, cause, data, geosynchronous, investigations, math, models, patterns, HS-PS2.A, HS-PS2.B, radius, systems, velocity

Spinning Tops

Posted on November 5, 2015 by dbard

Experiencing the Scientific Process

by Kristin deNesnera and Max Tarjan

Independently planning and conducting investigations can be a daunting process for students. This module prepares students to carry out a study from beginning to end and to experience the feeling of ownership that makse the process more exciting. For students who are considering doing a science fair project, this mini-module will give them a better sense of their responsibilities as a science fair participant.

Students learn: 1) How to carry out an investigative study from start to finish, 2) How to perform skills needed for the scientific process and 3) What skills are needed to perform an independent science project (like a school science fair project).

Docs: fulltext.docx StudentWorksheet.docx TeacherTips.docx Worksheet_Espanol.docx
Keywords: argument, cause, data, explanations, investigations, models, patterns, HS-PS2.A, questions, science fair, scientific process, structure

Native Plant Garden

Posted on November 5, 2015 by dbard

Assessing Biodiversity Using a School Garden

by Jenn Yost, Carla Fresquez and Bill Callahan

One way that we can protect biodiversity is by restoring degraded habitats to more natural conditions. This process can be simulated at a school through the restoration of a degraded plot of land into local native plant communities. Planting a native garden is a way to expose students to local biodiversity, teach them the importance of biodiversity, and mimic what can be done on a large scale to restore ecosystems once they are degraded.

Students 1) develop their own methods to quantify biodiversity, 2) measure biodiversity in a native garden, and 3) gain first hand experience in native plant gardens, restoration, and human impacts on environments.

Docs: fulltext.docx lecture1.pdf lecture2.pptx handout.docx datasetExs.xlsx graphs.docx
Keywords: argument, biodiversity, cause, data, HS-ESS3.A, HS-ESS3.C, explanations, garden, investigations, HS-LS1.A, HS-LS2.A, HS-LS2.C, HS-LS4.A, HS-LS4.D, models, native plants, patterns, questions, restoration, systems

A Fact of Matter

Posted on November 5, 2015 by dbard

Exploring Trends Across the Periodic Table

by Vikram Baliga, Burnne Yew, Ruth Herradora and Bill Callahan

The periodic table is designed to reflect the key properties of all of the elements. This module gives an overview of the trends we see within each group of the periodic table. This module addresses NGSS Performance Expectation HS-PS1-1 by having students analyze trends in the periodic table in relation to atomic radius and first ionization energy.

Students learn: The relative sizes of elements in the periodic table; The definitions of atomic radius and first ionization energy; and How trends in atomic structure relate to trends in first ionization energy and atomic radius.

Docs: fulltext.pdf lecture.pdf handout.pdf
Keywords: atomic radius, atomic stucture, math, models, patterns, periodic table, HS-PS1.A, questions, scale, systems

Land to Sea

Posted on November 5, 2015 by dbard

Searching for the Source of Pollutants

by Max Tarjan and Will Federman

In this module students work in small groups with map-based data to learn about watersheds and to find a likely source of pollutants. After a short introduction, students work together to intrepret ther maps provided and to support an argument, stating where the pollutant is coming from, using the map data as evidence. The module provides all the supporting materials needed to run a 90 minute activity.

In this module, students learn: 1) How substances and organisms on land can affect ocean life, 2) How human activities may disrupt ecosystem integrity, to identify the watershed that supplies a river, 3) How to interpret maps of watersheds and land use, and 4) How to combine information from different maps using map scales, and 5) How to make estimates based on map data, and engage in argument from evidence.

Docs: fulltext.pdf introlect.pdf summarylect.pdf handout.pdf watersheds.pdf landuse.pdf seaotters.pdf sealions.pdf
Keywords: argument, cause, communication, data, HS-ESS2.C, evidence, explanations, HS-LS2.A, HS-LS2.C, mapping, marine mammals, models, patterns, pollution, scale, systems, watersheds

A Matter of Human Proportions

Posted on November 5, 2015 by dbard

Are You Vitruvian?

by Vikram Baliga and Sarah Baumgart

This module is an opportunity for students to learn: 1) How to use the metric system to measure linear distances; 2) Whether proportions that exist between parts of the human body are consistent across individuals; and 3) How to form a hypothesis, analyze data, and argue whether evidence supports the hypothesis.
Docs: fulltext.docx metric.pdf worksheet.docx instructions.docx handout.pdf stats.pdf
Keywords: argument, communication, data, evidence, explanations, human anatomy, hypothesis, investigations, HS-LS1.A, HS-LS1.B, HS-LS3.B, math, models, patterns, proportions, questions, structure, systems, vitruvian man

Contour What?

Posted on November 5, 2015 by dbard

by Timothy Norris and Will Federman

This modules is designed as an introduction to understanding topographic maps and GIS using Google Earth. Students perform a computer lab activity to learn how to read topographic maps, measure geographical features, and use geographic information systems (GIS).

Docs: fulltext.docx lab.pdf lecture.pdf
Keywords: argument, communication, contour, data, HS-ESS3.A, HS-ESS3.C, HS-ETS1.B, HS-ETS1.C, explanations, GIS, Google Earth, investigations, mapping, patterns, scale, systems

Otters and Urchins

Posted on November 5, 2015 by dbard

Ecology of The Kelp Forest

by Kristin McCully and Jack Horner

This multi-week modules is designed as a general introduction to ecology as a science, while exploring the excitement of the charismatic kelp forest ecosystem. It introduces the fields of population, community, ecosystem, and conservation ecology, and helps build skills in using equations, creating graphs, interpreting maps, and modeling ecological systems.

Docs: poplecture.pdf ecolecture.pdf commlecture.pdf introlecture.pdf conslecture.pdf worksheets.doc worksheetskey.pdf studyguide.pdf studyguidekey.pdf
Keywords: communication, data, ecosystem, explanations, graphs, kelp forest, HS-LS1.C, HS-LS2.A, HS-LS2.B, HS-LS2.C, marine food web, marine science, math, otters, patterns, scale, stability, systems, urchins

What’s Your Walk Score

Posted on November 5, 2015 by dbard

Walkable Neighborhoods as Healthy, Social and Safe Communities

by Jeff Jenkins and Sarah Baumgart

Students in low income communities are increasingly faced with poor nutrition and limited exercise options. One way to combat this is to teach about walkable communities. Teaching about walkable communities will also get students to think about land use in their own neighborhood, will make them more aware of their surroundings, and will provide direction for improving their communities.

Students learn: 1) Why safe and healthy communities are related to walkability, 2) How walkability of neighborhoods/schools can be assessed through a walk score, 3) How to think about, interpret, and communicate spatial information, and 4) What factors in their community can be improved to increase walkability.

Docs: fulltext.docx worksheet.docx
Keywords: communication, community, health, HS-LS2.A, HS-LS2.D, models, patterns, structure, sustainability, urban design, walk score, walkability

Ecosystem in a Jar

Posted on November 5, 2015 by dbard

Experimenting With Plant Growth

by Kristin McCully and Jack Horner

Students, as a class, develop, conduct, and analyze an experiment to determine what affects the growth of an “ecosystem in a jar.” “Ecosystems” include soil, water, plant seeds, and other items decided by the class in glass jars. Discussion should focus on experimental design and analysis, but instructor can incorporate ecosystem ecology, biodiversity, food chains and webs, photosynthesis and respiration, and other concepts of ecology and biology.

Docs: fulltext.pdf
Keywords: cause, communication, data, ecosystem, experimental design, investigations, jar, HS-LS2.A, HS-LS2.D, math, models, patterns, photosynthesis, plants, questions, respiration, stability, structure, systems

Observing Animals

Posted on November 5, 2015 by dbard

Organizing and Recording Observations on the Animals All Around Us

by Joe Sapp and Don Brown

This project encourages students to think about how they recognize and classify things they observe in nature, using local insects as a model. Students are asked to identify insects from their area and to think about how exactly they are able to tell them apart. They draw the insects, list any names they might know for them, and learn what defines them as insects. In the process, they learn the basics of insect biology and how to make meaningful scientific observations about the natural world.

Docs: fulltext.pdf insect.pdf glossary.pdf labels.pdf worksheet.pdf
Keywords: animals, classification, communication, eta, explanations, insects, HS-LS1.B, HS-LS4.A, observation, patterns

Learn From Seabird Barf

Posted on November 5, 2015 by dbard

Seabirds and Marine Debris

by Kristin McCully and Jack Horner

Albatross boluses provide a record of what the seabirds fed on, which often includes plastic marine debris. In this project, each class builds a research question, hypothesis, procedures, and datasheet before dissecting albatross boluses from the Northwestern Hawaiian Islands and analyzing their results statistically and graphically. This project is framed by discussion of how marine debris impacts marine organisms and how humans can reduce their use and waste of plastics.

Docs: Fulltext.pdf Worksheet.pdf Presentation.pdf
Keywords: albatross, data, HS-ESS3.C, explanations, investigations, HS-LS1.B, marine, marine debris, math, models, patterns, plastic, pollution, questions, seabirds, systems

Rocks Rock!

Posted on November 5, 2015 by dbard

Rock cycle and igneous rock formation

by Tara Cornelisse

In this 1-day module, students use Houghton-Mifflin’s interactive online textbook, Exploring Earth, to learn about the rock cycle, the different types of rocks and how rocks are formed. They then look specifically at igneous rocks and learn how crystals develop and vary with temperature of cooling. Based on observations of cooling crystals, students develop a hypothesis, in groups, and carry out experiments to test their hypotheses. Students then compare real samples of different igneous rocks, using their results to interpret how the rock samples were cooled, answering questions about intrusive and extrusive rock formation processes.

Docs: Fulltext.pdf RockLab.pdf IgneousLab.pdf IgneousKey.pdf
Keywords: data, HS-ESS3.A, explanations, geology, igneous, investigations, patterns, HS-PS1.A, questions, rock cycle, rock formation, rocks, structure

Roadkill Reduction with GIS

Posted on November 5, 2015 by dbard

Learning to Use Layers

by Beth Bastiaans and Dan Johnston

What factors influence roadkill densities on our streets and highways? What steps can we take to protect wildlife? In this 2-hour module, students use Google Earth to learn how Geographical Information Systems (GIS) technology can help solve environmental problems. They also develop and test their own original hypotheses about roadkill, a familiar, local environmental issue. By combining multiple GIS layers in Google Earth, students develop and test hypotheses about which other landscape features may be correlated with roadkill frequency. Finally, the students discuss the difference between correlation and causation and what factors might bias their analyses.

Docs: Fulltext.pdf
Keywords: argument, causation, cause, communication, correlation, data, HS-ESS3.C, HS-ETS2.A, HS-ETS2.B, explanations, GIS, investigations, layers, math, patterns, questions, roadkill, systems

The Road to Sustainability

Posted on November 5, 2015 by dbard

Closing the Loop by Achieving Zero Waste

by Tara Cornelisse

Students learn that the products they own go through a materials economy that includes natural resource extraction, production, distribution and themselves as consumers and disposers. Learning that this is unsustainable, students do a waste characterization of school trash and calculate the percent of trash that can be diverted from landfills with the goal of zero waste.

Docs: Full text.pdf
Keywords: data, HS-ESS3.A, HS-ESS3.C, explanations, investigations, life cycle analysis, math, patterns, questions, sustainability, systems, zero waste

It Runs in the Family

Posted on October 19, 2015 by dbard

Building Trees to Understand Evolutionary Relationships

by Ben Higgins and Satina Ciandro

Docs: fulltext.docx handout.docx handoutkey.docx
Keywords: cause, evolution, Inheritance, HS-LS3.A, HS-LS3.B, HS-LS4.A, morphology, MS-LS4.A, patterns, traits

SCWIBLES

An NSF-funded GK-12 program (Santa Cruz-Watsonville Inquiry-Based Learning in Environmental Science)

Tag Archives: patterns

Are You My Sister

Building Trees to Understand Evolutionary Relationships

Solving Crimes with Chemistry

Colors in Chemistry

Round & Round It Goes

Spinning Tops

Native Plant Garden

A Fact of Matter

Land to Sea

Contour What?

Otters and Urchins

Ecosystem in a Jar

Observing Animals

Learn From Seabird Barf

Rocks Rock!

Roadkill Reduction with GIS

It Runs in the Family

Building Trees to Understand Evolutionary Relationships