This lesson was created by Rebecca Harris after being a part of the Arctic Glacial Lakes PolarTREC Expedition. She was inspired by how important suspended sediment, something so often overlooked by non scientists, was for developing paleoclimate models as well as ecosystems. Students will observe a watershed or a model of a watershed to make predictions about what might
This lesson plan was created by after being a part of the Arctic Glacial Lakes PolarTREC Expedition. I was inspired by the massive amount of data collected over the course of the research project and the complexity of hydrology in glaciated and non-glaciated basins in the Brooks Range of Alaska. Students will work together to make hypotheses about patterns
Attached is a resource for lessons and simulations that involve studying the Greenhouse Effect and how it affects temperature readings on our planet. The simulations created by PHET are incredible. https://phet.colorado.edu/ Aside from the Greenhouse Effect simulation in this lesson, this site has a large variety of resources for any grade levels to be used as lessons, labs
This lesson is a modification of what Dave Hess and I, Stan Skotnicki, use in our Earth Science classes at Cheektowaga Central High School. It is an extension of our lesson on Celestial Motions as we track the apparent path of the sun across the sky at different latitudes. Prior to this Lab activity they would have already
In this lesson students research scientific field expeditions and learn what it is like working in the field. Students are able to ask questions of the research team as part of their project. Students then share what they have learned with their classmates.
Objective
1. Students understand what really goes on in the field during a scientific study.
2
An important science skill that needs to be developed is asking significant questions that advance knowledge. This activity helps students to understand the difference between significant and trivial questions.
Objective
Students should be able to distinguish between significant questions that advance knowledge and trivial questions.
Procedure
1. Have the students define significant question and trivial questions in a