Marine Science 1 Honors (#2002510)

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Course Number: 2002510

Course Path: Section: Grades PreK to 12 Education

Courses > Grade Group: Grades 9 to 12 and Adult

Education Courses > Subject: Science >

SubSubject: Integrated Sciences >

Course Section: Grades PreK to 12 Education

CoursesAbbreviated Title: MARINE SCI 1 HON

Honors? Yes

Number of Credits: One credit (1) Course Length: Year (Y)

Course Type: Core Course Level: 3

Course Status: Draft - Board Approval Pending

Keywords: PreK to 12 Education, Pre K to 12

Education, Grades 9 to 12 and Adult Education, 9 to

12, 9-12, High School, Science, Integrated Sciences,

Integrated, Marine Science 1 Honors, MARINE SCI 1

HON, Marine, Honors

Grade Level(s): 9, 10, 11, 12

GENERAL NOTES

While the content focus of this course is consistent with the Marine Science I course, students will explore these concepts in greater depth. In general, the academic pace

and rigor will be greatly increased for honors level course work. Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving,

laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA)

recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by

the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural

phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school

classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot

equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National

Research Council, 2006, p.77; NSTA, 2007).

Special Notes:

Instructional Practices: Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

1. Ensuring wide reading from complex text that varies in length.

2. Making close reading and rereading of texts central to lessons.

3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.

4. Emphasizing students supporting answers based upon evidence from the text.

5. Providing extensive research and writing opportunities (claims and evidence).

Related Standards

Integrate Common Core Standards for Mathematical Practice (MP) as applicable.

MACC.K12.MP.1.1 Make sense of problems and persevere in solving them.

MACC.K12.MP.2.1 Reason abstractly and quantitatively.

MACC.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.

MACC.K12.MP.4.1 Model with mathematics.

MACC.K12.MP.5.1 Use appropriate tools strategically.

MACC.K12.MP.6.1 Attend to precision.

MACC.K12.MP.7.1 Look for and make use of structure.

MACC.K12.MP.8.1 Look for and express regularity in repeated reasoning.

Name Description

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).

2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships

between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent

observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).

3. Examine books and other sources of information to see what is already known,

4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of

existing knowledge and models, and if not, modify or develop new models).

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SC.912.N.1.1:

5. Plan investigations, (Design and evaluate a scientific investigation).

6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the

generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an

organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-

up, calibration, technique, maintenance, and storage).

7. Pose answers, explanations, or descriptions of events,

8. Generate explanations that explicate or describe natural phenomena (inferences),

9. Use appropriate evidence and reasoning to justify these explanations to others,

10. Communicate results of scientific investigations, and

11. Evaluate the merits of the explanations produced by others.

SC.912.N.1.2: Describe and explain what characterizes science and its methods.

SC.912.N.1.3:Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical

thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.5: Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods and explanations.

SC.912.N.2.1: Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).

SC.912.N.2.4:

Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and

re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger,

leading to its durability.

SC.912.N.2.5:

Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they

make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as

they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.

SC.912.N.3.1:Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial

range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

SC.912.N.3.5: Describe the function of models in science, and identify the wide range of models used in science.

SC.912.N.4.1: Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.

SC.912.N.4.2:Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human,

economic, and environmental.

SC.912.E.7.6: Relate the formation of severe weather to the various physical factors.

SC.912.E.7.9: Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.

SC.912.P.10.2:Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated

system is a conserved quantity.

SC.912.P.10.20:Describe the measurable properties of waves and explain the relationships among them and how these properties change when the wave moves from

one medium to another.

SC.912.L.14.6:Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public

health.

SC.912.L.17.17: Assess the effectiveness of innovative methods of protecting the environment.

SC.912.L.15.13:Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which

result in differential reproductive success.

SC.912.L.16.10: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

SC.912.L.17.18: Describe how human population size and resource use relate to environmental quality.

SC.912.L.17.1: Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.

SC.912.L.17.2: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.

SC.912.L.17.3: Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.

SC.912.L.17.4: Describe changes in ecosystems resulting from seasonal variations, climate change and succession.

SC.912.L.17.6: Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.

SC.912.L.17.7: Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.

SC.912.L.17.8:Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of

invasive, non-native species.

SC.912.L.17.9:Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and

the reduction of available energy at successive trophic levels.

SC.912.L.17.10: Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.

SC.912.L.17.11: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

SC.912.L.17.16:Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion,

and surface and groundwater pollution.

SC.912.L.18.12:Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate

temperature, expansion upon freezing, and versatility as a solvent.

MACC.912.N-Q.1.1:

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas;

choose and interpret the scale and the origin in graphs and data displays.

MACC.912.N-Q.1.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

MACC.912.F-IF.2.4:

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch

graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing,

decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

MACC.912.F-IF.3.7 (2013-2014): Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using

technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

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MACC.912.F-IF.3.7:

c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and

amplitude.

MAFS.912.F-IF.3.7 (2014-2015): Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using

technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and

amplitude, and using phase shift.

MACC.912.G-MG.1.2: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

MACC.912.S-ID.1.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).

MACC.912.S-ID.1.2:Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation)

of two or more different data sets.

MACC.912.S-ID.1.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

MACC.912.S-ID.1.4:Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are

data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

MACC.912.S-ID.2.5:Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint,

marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

MACC.912.S-ID.2.6:

Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function

suggested by the context. Emphasize linear, and exponential models.

b. Informally assess the fit of a function by plotting and analyzing residuals.

c. Fit a linear function for a scatter plot that suggests a linear association.

MACC.912.S-IC.2.6: Evaluate reports based on data.

LACC.1112.SL.1.1:

Initiate and participate effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from

texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as

needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a

topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions

when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

LACC.1112.SL.1.2:Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed

decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

LACC.1112.SL.1.3:Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, pointsof emphasis, and tone used.

LACC.1112.SL.2.4:

Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,

alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience,

and a range of formal and informal tasks.

LACC.1112.SL.2.5:Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of

findings, reasoning, and evidence and to add interest.

LACC.1112.RST.1.1:Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps

or inconsistencies in the account.

LACC.1112.RST.1.2:Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them

in simpler but still accurate terms.

LACC.1112.RST.1.3:Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the

specific results based on explanations in the text.

LACC.1112.RST.2.4:Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical

context relevant to grades 11–12 texts and topics.

LACC.1112.RST.2.5: Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

LACC.1112.WHST.1.1:

Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths

and limitations of both claim(s) and counterclaims in a discipline­appropriate form that anticipates the audience’s knowledge level, concerns,

values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a

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LACC.1112.WHST.1.2:

unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex

ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic;

convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or

the significance of the topic).

LACC.1112.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LACC.1112.WHST.2.5:Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience.

LACC.1112.WHST.2.6:Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,

including new arguments or information.

LACC.1112.WHST.3.7:Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LACC.1112.WHST.3.8:

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and

limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

LACC.1112.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research.

LACC.1112.WHST.4.10:Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of

discipline-specific tasks, purposes, and audiences.

Related Resources

Lesson Plan

Name Description

Oat Seed Lab - A Model

Experiment:

Seeds are germinated in a particular environment, in the first week of the lesson, during an intensive introduction to the Nature of Science.

Concurrent with that introduction, students record their daily measurements, process those data (graphically and statistically), and prepare a

formal report, using sample reports as a model. The lesson will introduce the use of a simple statistical tool (t-test) to measure significant

differences. Although the activity is simple and straightforward, it is most appropriate for students who are learning the appropriate way to

collect data and conduct a statistical analysis of data.

Defining Problems and Planning

Investigations:

This lesson, if well planned out and conducted properly, addresses every component of the benchmark it is intended to cover. It involves a

whole-group segment, during which the teacher provides a demonstration for students to observe. It also involves a segment that requires

the students consult other sources of information related to what they observed in making their hypothesis and planning their investigation.

It also involves a group-learning segment, that can easily be adjusted to incorporate differentiated instruction to accommodate students with

special needs, during which students conduct the investigation they planned. Finally, it also involves a segment that allows the students the

opportunity to communicate the results of their investigation and to evaluate the results of investigations conducted by others. It may also

involve another segment involving direct instruction of the components of the scientific method and practice opportunities for students to

develop their understanding of these components if this is determined to be necessary based upon the results of the pre-lesson assessment.

Visualization of Social Networks with

Node Graphs:

This lesson introduces the concept of node graphs for the purpose of visualizing social networks.

The lesson is presented with an introductory physical activity where students create a living graph. Students, building on their existing

knowledge regarding common graph types, learn how node graphs can be used to visualize data from social networks.

Students will then participate in a simulated contagious infection event and will accurately record data about the transmission of the disease.

These data will be used to construct a single computer file to be used to create a single node graph for describing the network. Students

will then be responsible for understanding how to interpret the resulting network graph in the context of the activity.

Blood flow: A student-centered

inquiry:

This is set of related lessons including direct instruction, games, readings, small group work and an inquiry activity to model factors affecting

the human circulatory system.

Uncertainty of Measurement:The students will learn the application of scientific notation, significant figures, accuracy and precision as they pertain to the collection of data

(measurement).

Picture This!:This is a short unit plan that covers position/time and velocity/time graphs. Students are provided with new material on both topics, will have

practice worksheets, and group activities to develop an understanding of motion graphs.

Virtually Possible:This is a ray drawing activity to aid students in their understanding of how virtual images are formed by plane mirrors, and how the image size

and distance from the mirror compare to those of the object.

Amusement Park Physics:

Students will research various types of amusement park rides and use their findings to design a feasible ride of their own. They will summarize

their findings and present their ride design to the class. Each student will then write a persuasive letter to a local amusement park describing

the reasons their ride design is the best.

My 2 Cents:

Students predict how the mass of a penny changes over time, devise a method to test their prediction, collect/analyze data and determine

the composition of a penny based on physical properties and calculations. This student-centered activity allows freedom from mistakes as

they explore their learning in a supportive environment.

SMALL: Shape Memory Alloy Lab:

Shape Memory Alloys are metals that can return to or 'remember' their original shape. They are a cutting edge application for Chemistry,

Physics, and Integrated Science. The activities in this lesson work well for the study of forces, Newton's Laws, and electricity in physics. They

also lend themselves well to crystalline structures, heat of reaction, and bonding in chemistry. In addition, students could study applications

for the materials in the medical and space industries.

Behavior of Gases: Disaster at Lake

Nyos:

Students, through discussion and structured inquiry, will learn about the behavior of gases under various conditions. Students will be able to

apply these concepts to everyday objects such as soda bottles, fire extinguishers, hot air balloons, propane tanks, and aerosol products.

In this investigation students will examine the regeneration of a planaria based on their incisions. Students will design their own lab based on

page 4 of 25 

How Effective is Regeneration in a

Planarian? A Comparative Study:

their initial research.

They will note the changes each day of their specimen, collecting qualitative and quantitative data including using digital microscope

software. They will compile data as a team and a class to determine the outcomes. In the final phase of this project students will create a

multimedia presentation to summarize and present their findings.

Corn Conundrum:

The Corn Conundrum MEA provides students with an agricultural problem in which they must work as a team to develop a procedure to

select the best variety of corn to grow under drier conditions predicted by models of global climate change. Students must determine the

most important factors that make planting crops sustainable in restricted climate conditions for the client. The main focus of this MEA is

manipulating factors relating to plant biology, including transpiration and photosynthesis.

Investigating the pH of Soils:

In this activity students will conduct research then test the effects of adding products to soil. Students will learn about soil pH, what factors

affect the pH of soil and how important it is to the growth of plants. Students will learn to use reputable resources to support their findings.

Students will be expected to write a detailed lab report that thoroughly explores the concept while integrating the data from their

investigation.

Conductors vs. Insulators: An

Inquiry Lab:

This is a basic introduction to the difference between conductors and insulators when either is placed into a series circuit with a battery and

a light bulb. This introductory activity is primarily used as a vehicle for students to better understand how to write a lab report with the

appropriate sections and to integrate technology through Google Docs and a virtual lab simulation.

Camouflage in the Ocean:

In this lesson, students will complete two mini-labs to explore how colors change as you descend in an aquatic environment. Based on their

observations they are challenged to design a camouflage pattern which could be used below the upper, sun-lit portions of the ocean, AND

defend their design decisions in written form.

Distance and Displacement.:

In this lesson students, will be able to identify frames of reference and describe how they are used to measure motion.

Identify appropriate SI units for measuring distances.

Distinguish between distance and displacement.

Calculate displacement using vector addition.

Of Sunsets, Souls and Senses :

Explores the realm and limits of science. Engages students to give examples of topics that can be studied by science, and those that cannot.

This also takes a look at descriptive terms that reflect the true nature of modern science, and those that do not, especially those that do

not fit the popular perceptions of science.

Personal DNA Testing:

A lesson with multi-media components from PBS/NOVA that focuses on DNA testing, including techniques, purposes, and considerations for

biotechnology and human decisions regarding health. Students will learn about single nucleotide polymorphisms, how they are used in

science, and how they are being used in the medical field. Students will apply this knowledge by looking at a mock data set and probabilities

to inform medical recommendations.

Can You Read My Mind?:

This engaging activity is a fun game requiring a teacher to team up with a student and provide insider information before the activity begins.

The team will cleverly involve the rest of the class in a guessing game where students must apply logic and their understanding of variables to

devise questions aimed at figuring out the trick, which allows the chosen student and the teacher to always know what the other is

thinking! The concept of changing one variable at a time is critical to making progress in this game of reasoning and observation.

Cleaning Up Your Act:

Cleaning Up Your Act Model Eliciting Activity (MEA) provides students with a real world engineering problem in which they must work as a

team to design a procedure to select the best material for cleaning up an oil spill. The main focus of this MEA is to recognize the

consequences of a catastrophic event, and understand the environmental and economical impact based on data analysis. Students will

conduct individual and team investigations in order to arrive at a scientifically sound solution to the problem.

CrazyConcrete:

In this MEA students work collaboratively to analyze concrete and cement formulas based on research collected. Students are required to

apply knowledge of chemical composition and determine which formula would be best to use in a given situation. In the first letter, students

are asked to rank different concrete mixtures. In the second letter, students are asked to analyze a series of cement mixtures. Then, the

students must determine which cement mixture is the most appropriate for rebuilding a coastal area. Students must also investigate

hurricane building standards to make the most appropriate choices.

Flower Power:In this MEA students compare data from different commercial floral preservatives. Students are asked to choose which is the best

preservative for a certain floral arrangement.

Checks Lab:

Each team has an envelope containing a series of bank checks. A few are removed at a time, and the team attempts to construct a plausible

scenario which involves those checks. With each subsequent removal of checks, appropriate revision of the scenario is done. Final scenarios

are compared by the class. Class discussion is designed to show how human values and biases influence observation and interpretation, even

in science. This is one of the few nature-of-science lessons which have a biological connection.

Natural Records of Climate Change:

Working with Indirect Evidence:

Students play a dice game to explore the differences between direct and indirect evidence. Student pairs roll dice and record the numbers

rolled as a series of colors instead of numbers. Other pairs of students try to crack the color code to figure out the sequence of numbers

rolled. In this way, students gain an understanding of how indirect evidence of climate change can be interpreted. In conclusion, the class

discusses the various records made by humans and indirect evidence found in nature that can be studied to understand how climate has

varied through time.

Key Concepts

Scientists collect data from many sources to identify, understand, and interpret past changes in Earth’s climate.

Natural records of climate change, such as tree rings, ice cores, pollen and ocean sediments offer indirect evidence of climate change.

They require knowledge of how the natural recorder works.

Records made by humans , such as artwork, harvest records, and accounts of changing seasons, are more direct, but can be incomplete.

Current Event Assignment:Science is ever-changing. Students have the opportunity to see how classroom topics relate to current events and research from around the

world. Students will decipher claims and support given by author to evaluate the purpose of the article.

Profile: Judah Folkman Cancer

Research:

This PBS/NOVA lesson combines a discussion of the Nature of Science using a renowned Cancer researcher (and supported by the profiles of

several other renowned scientists in the activities) to study concepts of creativity and tentativeness in the Nature of Science with a study of

the biological characteristics of cells in disease (cancer).

Sunburn Stamp Out:

"Sunburn Stamp Out" MEA gives student an everyday problem they are familiar with in which they must work as a team to develop a

procedure to choose the best sunscreen product for children ages 8 to 10. Students will read an informational text and then create a

ranking system for the sunscreens in order to decide which product meets the client's needs.

HOW'S YOUR HOROSCOPE?:

Is astrology a science, pseudoscience, or a non-science? A major premise of astrology is that one's birth sign correlates with a particular

collection of personality traits and interests. In order to test that premise, students compare their own traits with standard astrological

descriptions, then learn whether their actual birthday matches the corresponding astrological dates. Simple statistical calculations reveal likely

results due to chance. Discussion explores various explanations for results matching expectations for chance alone, and for results which do

not match. The reasons that astrology is a pseudoscience are also examined.

MAP Gas Study:This MEA presents data on modified atmospheric packaging (MAP) gas mixtures. Students are given standard data and asked to apply it to a

new product.

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T Rex Blood?:A PBS Nova Podcast/Video with accompanying activities that introduce and explore paleontology and the geologic timescale through analysis

of fossil bones.

How Do Meteorologists Forecast the

Weather?:

This is a lesson that I developed where students learn how meteorologists predict the weather. Students will use surface weather maps,

radar, satellite, and weather models from the National Weather Service to assess the current state of the weather and make a prediction.

Killer Microbe: A lesson about the important topic of antibiotic-resistant bacteria with student activities and A/V resources.

Plants versus Pollutants Model

Eliciting Activity:

The Plants versus Pollutants MEA provides students with an open-ended problem in which they must work as a team to design a procedure

to select the best plants to clean up certain toxins. This MEA requires students to formulate a phytoremediation-based solution to a problem

involving cleaning of a contaminated land site. Students are provided the context of the problem, a request letter from a client asking them

to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present

to the client.

Technology vs. Ethics Debate:

Students will debate several controversial issues such as human cloning, use of performance enhancing drugs in sports, and space exploration

in order to determine which they deem more important to society: technology or ethics. After brainstorming a list of issues and cutting it

down to 8, students will be given 4 to 5 days to research the issues and prepare for the debate. Students will not know which side they are

debating until the debate begins. The purpose of this exercise is for students to carefully consider both sides of issues, as well as alternatives,

and to understand the importance of maintaining a healthy balance between ethics and technology.

After the debate,students will write about what they have learned in terms of the issues themselves, their team's performance in the

debate, and whether or not their opinion has changed on any issue due to some important point made during the debate.

Preserving Our Marine Ecosystems:

The focus of this MEA is oil spills and their effect on the environment. In this activity, students from a fictitious class are studying about the

effects of an oil spill on marine ecosystems and have performed an experiment in which they were asked to try to rid a teaspoon of corn oil

from a baking pan filled with two liters of water as thoroughly as possible in a limited timeframe and with limited resources. By examining,

analyzing, and evaluating experimental data related to resource usage, disposal, and labor costs, students must face the tradeoffs that are

involved in trying to preserve an ecosystem when time, money, and resources are limited.

Earth Day Every Day:Through this lesson, students examine environmental issues from multiple perspectives, diagram causes and effects of local problems, and

propose solutions.

Alternative Fuel Systems:

The Alternative Fuel Systems MEA provides students with an engineering problem in which they must develop a procedure to decide the

appropriate course for an automobile manufacturer to take given a set of constraints. The main focus of the MEA is to apply the concepts of

work and energy to a business model.

Diabetic Dilemma: Students will evaluate a variety of medications and their potential benefits for a diabetic patient.

Which Brand of Chocolate Chip

Cookie Would You Buy?:

In this activity, students will utilize measurement data provided in a chart to calculate areas, volumes, and densities of cookies. They will then

analyze their data and determine how these values can be used to market a fictitious brand of chocolate chip cookie. Finally, they will

integrate cost and taste into their analyses and generate a marketing campaign for a cookie brand of their choosing based upon a set sample

data which has been provided to them.

Efficient Storage:

The topic of this MEA is work and power. Students will be assigned the task of hiring workers to complete a given task. In order to make a

decision as to which workers to hire, the students initially must calculate the required work. The power each worker can exert, the days

each worker is available to work each week, the number of sick days each worker has taken over the past 12 months, and the salary each

worker commands will then be provided. Full- and/or part-time positions are available. Through data analysis, the students will need to

evaluate which factors are most significant in the hiring process. For instance, some groups may select the most efficient workers; other

groups may select the group of workers that will cost the company the least amount of money; still other groups may choose the workers

that can complete the job in the shortest amount of time. Each group will also be required to provide the rationale that justifies the selection

of which workers to hire.

Lightning: PBS/NOVA presentation on lightning with student activities and related audio/visual resources.

Formation of Hurricanes:This is a picture inquiry based lesson for students to explore the formation of hurricanes. Groups of three students will observe and explain

trends found in a picture and share ideas with their peers.

Global Climate Change and Sea Level

Rise:

In this activity, students will practice the steps involved in a scientific investigation as they learn why ice formations on land (and not those on

water) will cause a rise in sea level upon melting. This is a discovery lesson in ice and water density and displacement of water by ice floating

on the surface as it relates to global climate change.

Riding the Roller Coaster of Success:

Students compete with one another to design and build a roller coaster from insulation tubing and tape that will allow a marble to travel from

start to finish with the lowest average velocity. In so doing, students learn about differences between distance and displacement, speed and

velocity, and potential and kinetic energy. They also examine the Law of Conservation of Energy and concepts related to force and motion.

Ramp It Up:

Using inquiry techniques, students, working in groups, are asked to design and conduct experiments to test the Law of Conservation of

Energy and the Law of Conservation of Momentum. Upon being provided with textbooks, rulers, measuring tapes, stopwatches, mini-storage

containers, golf balls, marbles, rubber balls, steel balls, and pennies, they work cooperatively to implement and revise their hypotheses. With

limited guidance from the teacher, students are able to visualize the relationships between mass, velocity, height, gravitational potential

energy, kinetic energy, and total energy as well as the relationships between mass, velocity, and momentum.

BIOSCOPES SUMMER INSTITUTE

2013 - MECHANICAL ENERGY:

This lesson is designed to be part of a sequence of lessons. It follows resource 52648 "BIOSCOPES SUMMER INSTITUTE 2013 FORCES" and

precedes resource 52957 "BIOSCOPES SUMMER INSTITUTE 2013 THERMAL ENERGY". This lesson uses a predict, observe, and explain

approach along with inquiry based activities to enhance student understanding of the conservation of energy.

Wave Machine:Students will construct their own wave machine similar to the one described in the video from the National Stem Centre:

http://www.nationalstemcentre.org.uk/elibrary/resource/2096/wave-machine.

Rainbow Lab: Investigating the

Visible Spectrum:

This activity will explore the connection between wavelength and frequency of colors in the visible light using web sites, hand-spectroscopes,

spectral tubes and CSI type investigations.

Pandemic Flu:In this lesson, students will model an avian-human flu virus structure, replication, and spread. The accompanying PBS NOVA movie Pandemic

Flu regarding H5N1 Avian and Swine Flu highlights interactions between the virus, humans, and birds.

Clean Park - Environmental MEA:

The environmental conditions in parks can influence the availability of food, light, space, and water and hence affect the growth and

development of animals. It can become worse and lead to endangerment and extinction of various species. The following are areas in nature

that can be affected: lakes, plants, animal life in and outside of water and many more.

Community Energy Wars: Students will discuss the costs and benefits of a variety of energy projects in a local area.

Evolution by Natural Selection:

Principles of natural selection are demonstrated by a simulation involving different color pompoms on different color and texture habitats and

student feeders equipped with different types of feeding implement. Students learn how different adaptations contribute to differences in

survival and reproductive success, which results in changing frequencies of genotypes in the populations.

Introduction to Natural Selection: To develop an understanding of natural selection, specifically, how it unfolds from generation to generation.

Island Biogeography:Students will study the concept of speciation and predict an island habitat's biodiversity based on the island's size and distance from the

mainland.

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Identifying Misconceptions on

Natural Selection:

In this lesson, students will take a short inventory on Natural Selection where they will be asked to read short passages and answer questions

based on the Theory of Natural Selection. By comparing answers the students gave, the teacher will be able to identify common

misconceptions they have on the Theory of Evolution.

Genetically Modified Foods:Using short videos, articles and a scavenger hunt, students will learn the process of genetically modifying crops and understand the benefits

and drawbacks of genetically modified foods.

How to be a Molecular Biologist the

Easy Way:

This lesson plan details the ethical concepts of biotechnology and allows students to explore basic concepts of manipulating and analyzing

DNA in a classroom setting. The lesson takes the students through a discussion of controversial topics related to molecular biology and

biotechnology, DNA isolation, restriction digestion of DNA, gel electrophoresis, and DNA cloning.

The Human Population Growth

Rate:

Just how quickly is the world's human population growing? In the US and other developed countries, the current growth rate is slow

compared to some developing countries where it is speeding up. There are factors that slowed down this growth rate and there are similar

factors that actually speed it up. Discussing and explaining the factors that determine the fluctuation in growth rate.

The US population growth between 1950 - 2000 is 7.5 times slower than that of India. In 1950 the US had a population of 80 million which

increased every ten years with 1 million.

Physics of Water:The purpose of this lesson is for students to conduct mini-experiments, demonstrating the physical properties of water. Students will collect

data, diagram results, and generate a well-developed paragraph describing the various effects of water pressure and temperature.

Ocean Camouflage Colors:

Ocean Camouflage Colors explores the concept of light-wave absorption by ocean water and how it alters color perception and consequently

the appropriate choice for protective coloration in the ocean. After exploring the students' prior knowledge of concepts like color perception,

absorption and reflection, the class watches a video clip of a diver who takes a red apple ( and some colorful plastic) diving in the Caribbean.

After some further discussion and the creation of a set of notes, students are given a more formal reading activity with 5 questions to

complete independently (in most cases). This reading activity can be used in class or possibly as a homework exercise if time is short. Ocean

Camouflage Colors was intended as an extension activity to support the 2 mini-labs in Ocean Camouflage. The reading portion can be used

alone to bring students who were absent the day of the mini-labs "up to speed" OR it can be used as a review exercise prior to a test OR a

homework activity for further practice.

Part 1: Pond Life:

This lesson is designed for students to investigate familiar and unfamiliar ecosystems using Internet resources, to explore how various

organisms satisfy their needs within their environments, and to study the kinds of relationships that exist between organisms within an

environment.

Close Reading Exemplar: Living Like

Weasels:

The goal of this four­day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing on aregular basis to discover the rich language and life lesson embedded in Dillard’s text. By reading and rereading the passage closely andfocusing their reading through a series of questions and discussion about the text, students will be equipped to unpack Dillard’s essay. Whencombined with writing about the passage, students will learn to appreciate how Dillard’s writing contains a deeper message and derivesatisfaction from the struggle to master complex text.

Invasive Species: This resource provides a lesson plan, a student assignment, and a power point presentation on invasive species with examples.

Coral Reefs in Acid - What is Ocean

Acidification?:

The goal of this lesson plan is for students to be able to conduct mini-experiments that demonstrate what ocean acidification is and how it

affects marine organisms. Students will perform mini-experiments and observe diagrams to help generate a definition of what ocean

acidification is, why it is occurring, and how humans can reduce their impact.

Food Web:

Food web

Energy Pyramid

Producers

Consumers

Food Webs and Energy Transfer: Students will learn about trophic levels, energy relationships, and how producers, consumers, and decomposers interact.

Designing an Ecosystem:

In this lesson students will design a completely imaginary ecosystem that is comprised of producers, consumers, secondary consumers, and

decomposers. Students will design the ecosystem by determining the location of the ecosystem and the biotic and abiotic factors in the

ecosystem. The students will also include the number of organisms at each trophic level, and any adaptations the organisms must have to live

in their ecosystem.

Carbon Cycle:This resource includes a 5E lesson plan , a power point presentation on the carbon cycle, student worksheet and links for engaging videos on

the carbon cycle.

Testing water for drinking purposes:

The importance of knowing what drinking water contains. How to know what properties are present in different bottled water. Knowing the

elements present in water that is advantageous to growth and development of many things in the body. To know what to be alert for in

water and to understand the importance of water in general.

Renewable Resources are the

answer!:

This lesson deals with understanding how non renewable resources are being depleted. It emphasizes the urgent need to discuss and

implement the use of renewable resources since its much cheaper. A total appreciation of what the earth supply us with.

SUSHI MANIA: This MEA is designed to educate students about the biomagnification of mercury in aquatic ecosystems.

The Seven Major Properties of

Water:

The goal of this lesson is that students will be able to conduct mini-experiments that demonstrate how water behaves. Students will perform

the experiment, collect the data, diagram results, and generate a definition of the seven properties of water.

Sugar Scrub:In the Sugar Scrub MEA students will analyze 5 sugar scrub formulas. In the first part, students are asked to evaluate each formula based on

color, sent, and exfoliation. In the second part, students apply their methodology to a cost analysis of the scrubs.

The Video Game:This activity can be used with students in statistics, algebra 2, or a precalculus course who have a good understanding of the statistical

methods that are used in describing a given data set.

Motion: Speed and Velocity:

In this lesson students should be able to :

Identify appropriate SI units for measuring speed.

Compare and contrast average speed and instantaneous speed.

Interpret position-time graphs.

Calculate the speed of an object using slopes.

Forced To Learn:

Using inquiry techniques, students, working in groups, are asked to design and conduct an experiment to test Newton's Second Law of

Motion. Upon being provided with textbooks, rulers, measuring tapes, mini-storage containers, golf balls, marbles, rubber balls, steel balls, and

pennies they work cooperatively to implement and revise their hypotheses. With limited guidance from the teacher, students are able to

visualize the direct relationships between force and mass; force and acceleration; and the inverse relationship between mass and acceleration.

How Fast do Objects Fall?: Students will investigate falling objects with very low air friction.

Acceleration:

In this lesson students will learn to:

1. Identify changes in motion that produce acceleration.

2. Describe examples of objects moving with constant acceleration.

3. Calculate the acceleration of an object, analytically, and graphically.

4. Interpret velocity-time graph, and explain the meaning of the slope.

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5. Classify acceleration as positive, negative, and zero.

6. Describe instantaneous acceleration.

BIOSCOPES SUMMER INSTITUTE

2013 - FORCES:

This lesson is designed to be part of a sequence of lessons. It follows resource 52937 "BIOSCOPES SUMMER INSTITUTE 2013 MOTION" and

precedes resource 52910 "BIOSCOPES SUMMER INSTITUTE 2013 MECHANICAL ENERGY". This lesson uses a predict, observe, and explain

approach along with inquiry based activities to enhance student understanding of Newton's three laws of motion.

BIOSCOPES SUMMER INSTITUTE

2013 - STATES OF MATTER:

This lesson is designed to be part of a sequence of lessons. It follows CPALMS Resource #52957 "BIOSCOPES SUMMER INSTITUTE-THERMAL

ENERGY" and precedes CPALMS Resource #52961 "BIOSCOPES SUMMER INSTITUTE-SOLUTIONS." The lesson employs a predict, observe,

explain approach along with inquiry-based activities to enhance student understanding of states of matter and phase changes in terms of the

kinetic molecular theory.

BIOSCOPES SUMMER INSTITUTE

2013 - Thermal Energy:

This lesson is designed to be part of a sequence of lessons. It follows resource 52910 "BIOSCOPES SUMMER INSTITUTE 2013 Mechanical

Energy" and precedes resource 52705"BIOSCOPES SUMMER INSTITUTE 2013 States of Matter". This lesson uses a predict, observe, and

explain approach along with inquiry based activities to enhance student understanding of thermal energy and specific heat.

Making Menus:

Students can organize information about a chemical substance into a menu that will help them establish their thoughts when converting

using the concept of the mole. Ordering off their menu narrows the information to only what is relevant and allows them to easily set up

factor label conversions.

Shopping for a Home Mortgage

Loan:

Students will analyze the data given to decide which type of loan they will buy. After selecting their options, students will estimate the first

loan payment. FHA loans offer a better interest rate than conforming loans, but buying premium insurance is a requirement to qualify for an

FHA loan, increasing the upfront cost of the loan. Fixed interest rate loans seem like the best choice because you have the same mortgage

payment every month; however, adjustable rate loans offer a better interest rate and it has a cap on the interest rate.

How high is that railing, anyway?:This is a short activity where students are able to determine the height of an elevated railing by using the equations associated with freefall.

This lesson may also be appropriate for analyzing graphs related to position/velocity/acceleration versus time.

Exponential Graphing Using

Technology:

This lesson is teacher/student directed for discovering and translating exponential functions using a graphing app. The lesson focuses on the

translations from a parent graph and how changing the coefficient, base and exponent values relate to the transformation.

Cup-Activity: writing equations from

data:

This is a great lab activity that allows students to develop a true understanding of slope as a rate of change. Students are active and involved

and must use higher order thinking skills in order to answer questions. Students work through an activity, measuring heights of cups that are

stacked. Students them determine a "rate of change - slope". Students are then asked to put this into slope-intercept form. The important

part here is in their determining the y-intercept of the equation. Students then take this further and finally attempt to create a linear

inequality to determine how many cups, stacked vertically, will fit under a table.

Parts and more Parts-- Parabola Fun:

This is an entry lesson into quadratic functions and their shapes. Students see many real-life representations of parabolas. This lesson provides

important vocabulary associated with quadratic functions and their graphs in an interactive manner. Students create a foldable and complete

a worksheet using their foldable notes.

Transforming Quadratics - The

basics:

This lesson introduces students to the graph of the quadratic parent function. It provides a note taking sheet for students to organize their

learning of basic transformations to the parent function. There is a "FUN" cut and paste activity for students to match graphs with verbal

descriptions and their equations.

Graphing Quadratic Equations:

This is an introductory lesson to graphing quadratic equations. This lesson uses graphing technology to illustrate the differences between

quadratic equations and linear equations. In addition, it allows students to identify important parts of the quadratic equation and how each

piece changes the look of the graph.

Building Connections:

This learning activity guides students to make connections between linear and polynomial functions through exploring their graphs. This

lesson plan is outlined with step-by-step directions for teachers to follow as well as guiding questions and assessment options to ensure ample

feedback on students' progress and mastery levels.

Predicting Your Financial Future:The purpose of this lesson is to engage and excite students about financial investments, and to educate them about credit card and other

debt.

Forming Quadratics:

This lesson unit is intended to help you assess how well students are able to understand what the different algebraic forms of a quadratic

function reveal about the properties of its graphical representation. In particular, the lesson will help you identify and help students who have

the following difficulties in understanding how the factored form of the function can identify a graph's roots, how the completed square form

of the function can identify a graph's maximum or minimum point, and how the standard form of the function can identify a graph's

intercept.

Leap Frog Review Game:

In this lesson students will demonstrate their knowledge of limits, graphing, and exact trig limits evaluated using substitution. The students

will play a game in which they evaluate their own knowledge of problems in the unit, as well as the teacher evaluation the mastery of the

problems in the unit. The students receive immediate feedback on their own work and review while the teacher works the problems

correcting any errors or misconceptions that the student had while working the problem. This lesson gives the student a power review of

the concepts in the unit because the timing is determined by the teacher. All students are engaged and focused while playing this game.

Giving students access to the PowerPoint of the game after the lesson provides a good study tool for the students.

Graphing Quadratics Made Easy:

Vertex Form of the Equation:

This lesson covers quadratic translations as they relate to vertex form of a quadratic equation. Students will predict what will happen to the

graph of a quadratic function when more than one constant is in a quadratic equation. Then, the students will graph quadratic equations in

vertex form using their knowledge of the translations of a quadratic function, as well as describe the translations that occur. Students will

also identify the parent function of any quadratic function as .

Taming the Behavior of Polynomials: This lesson will cover sketching the graphs of polynomials while in factored form without the use of a calculator.

Dancing Polynomials/Graph Me Baby:

Dancing Polynomials is designed to lead students from the understanding that the equation of a line produces a linear pattern to the

realization that using an exponent greater than one will produce curvature in a graph and that further patterns emerge allowing students to

predict what happens at the end of the graph. Using graphing calculators, students will examine the patterns that emerge to predict the

end behavior of polynomial functions. They will experiment by manipulating equations superimposed onto landmarks in the shape of parabolas

and polynomial functions. An end behavior song and dance, called "Graph Me Baby" will allow students to become graphs in order to physically

understand the end behavior of the graph.

Modeling: Rolling Cups:

This lesson is from the Mathematics Assessment Resource Service (MARS) collection of the Mathematics Assessment Project's (MAP)

Classroom Challenges and is intended to help you assess how well students are able to complete the following: choose appropriate

mathematics to solve a non-routine problem, generate useful data by systematically controlling variables, and develop experimental and

analytical models of a physical situation. Before the lesson, students watch a video of Rolling Cups. They then work on the Rolling Cups

scenario in a task designed to assess their current approaches to modeling.

Representing Data 2: Using Box

Plots:

This lesson unit is intended to help you assess how well students are able to interpret data using frequency graphs and box plots. In

particular, this unit aims to identify and help students who have difficulty figuring out the data points and spread of data from frequency

graphs and box plots. It is advisable to use the first lesson in the unit, Representing Data 1: Frequency Graphs (32498), before this one.

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Representing Data 1: Using

Frequency Graphs:

This lesson unit is intended to help you assess how well students are able to use frequency graphs to identify a range of measures, make

sense of this data in a real-world context, and understand that a large number of data points allow a frequency graph to be approximated by

a continuous distribution.

CollegeReview.com:This is a model-eliciting activity where students have been asked by a new website, CollegeReview.com, to come up with a system to rank

various colleges based on five categories; tuition cost, social life, athletics, education, city population and starting salary upon graduation.

A MEANingful Discussion about

Central Tendency:

This is a discovery lesson to deepen the understanding of central tendency (mean, median) by posing relevant scenarios that students must

examine and explore. It is the exploration of the salary negotiations for the Los Angeles Lakers and the use of a see-saw to physically model

what the algorithm for an average truly finds. This will lead students to understand the pairing of the measures of central tendency and

spread dictated by the shape of the distribution. A detailed explanation of the answers is provided with the guided discovery questions so

that the teacher will be able to deepen student knowledge by eliciting the nuances of the information presented.

The Music Is On and Popping! Two-

way Tables:

This MEA is designed to have teams of 4 students look at data in a two-way table. Teams must discuss which categorical or quantitative

factors might be the driving force of a song's popularity. Hopefully, popular songs have some common thread running through them.

Each team must write down their thought process on how they will create the most popular playlist of songs for a local radio station. A major

constraint for each team is to thoroughly explain how they will maximize the 11 minutes available with the most popular songs.

Students will be provided with letters from a local radio station, WMMM - where you can receive your "Daily Mix of Music and Math." WMMM

has 10 songs and the researchers have collected data on each. Student teams: it is your responsibility to pick the playlist and write a letter to

the station supporting why you made your particular selection. The winning team gets an opportunity to record a sound bite which

introduces their playlist on the radio.

Now, just when the teams believe they have addressed WMMM's request, a twist is thrown in the midst, and the student teams must return

to the drawing board and write a second letter to the station which may or may not affect the team's original playlist.

Do you have the musical swag to connect the associations?

Barbie Bungee (linear functions):

In this lesson students collect data using a rubber band bungee cord and a Barbie doll, construct a scatter plot, generate a line of best fit,

and consequently examine linear functions.

(from NCTM Illuminations)

Shake it up:Students will model molecular motion with everyday materials (shaker bottles) then associate their model/actions to the phase transitions of

water while graphing its heat curve from data collected during a structured inquiry lab.

The Election Resource:

This lesson is designed for students who enrolled in an elementary statistics or math for college readiness class who are at the stage of

collecting and analyzing data. In their algebra 1 class, they were introduced to statistical topics such as line of best-fit and equation of a line

as they relate to real-world meaning.

Got You Covered!:

Students will develop a procedure for selecting car covers to protect the fleet of vehicles used by the Everywhere Sales Corporation. They

will use a given data table to consider the attributes of several different brands of car covers, analyze their strengths and weaknesses, and

then rank and weight the attributes according to their level of importance. The procedure will be written out in detail and a rationale

provided to advise the company which car cover(s) should be used.

Lesson IV: The Trials of Phillis

Wheatley-- A Debate:

This is the fourth and final lesson in a small unit on the life and works of Phillis Wheatley. This is a Sample Lesson Plan provided directly by the

Common Core, Inc. Although details are given only for this final lesson, some information is given on the preceding three lessons.

Analyzing and Responding to

Gwendolyn Brooks' "We Real Cool" :

In this lesson sequence, students will read and analyze the poem "We Real Cool" by Gwendolyn Brooks. For the summative assessment,

students will compose a fictional narrative from the perspective of a chosen character from the poem. The character will reveal how his/her

days spent at the pool hall influenced who he/she is today.

User Beware: Exploring the Impacts

of Technology through Science

Fiction and Dystopian Texts:

In this lesson, students first complete a survey to establish their beliefs about technology before using a literary elements map to explore the

role of fictional technology in a novel such as 1984, Brave New World, Fahrenheit 451, REM World, or Feed (additional titles that could be

used, including short stories, are included within the lesson plan). Next, using evidence from the text, students discuss and debate what

they believe the story's author is saying about technology. As an assessment, students will utilize one of the items from the survey that

caused the most disagreement in group discussions to form an argument as to why they think the author would agree or disagree with that

particular statement on the survey. Students will write a letter to persuade another student in the class who disagrees with their viewpoint.

Another group discussion can follow the exchange of these letters.

Propoganda Techniques in

Literature and Online Political Ads:

After reading or viewing a text, students are introduced to propaganda techniques and then identify examples in the text. Students

discuss these examples, and then explore the use of propaganda in popular culture by looking at examples in the media. Students identify

examples of propaganda techniques used in clips of online political advertisements and explain how the techniques are used to persuade

voters. Next, students explore the similarities of the propaganda techniques used in the literary text and in the online political ads to explain

the commentary the text is making about contemporary society. Finally, students write a persuasive essay in support of a given statement.

In this lesson, some specific references are made to Brave New World as examples. A text list suggests additional novels, short stories,

plays, and movies that will also work for this activity.

Playlist for Holden: Character

Analysis With Music and Lyrics:

This mini-lesson invites students to think of a literary character as a peer, creating an authentic connection between literature and life. While

the lesson uses The Catcher in the Rye as an example, the activities could be centered on the primary character of any novel. Students

choose a perspective on the character (from options suggested by the teacher) and work in small groups to identify scenes in the novel that

reflect their view. They then select songs appropriate for the character and write a rationale for each song chosen, including supporting

evidence from the text. When students present their completed playlists in class, their classmates inevitably make observations that increase

everyone's insights into the character and the novel.

Analyzing and Comparing Medieval

and Modern Ballads:

Students read, analyze, and discuss medieval English ballads and then list characteristics of the genre. They then emphasize the narrative

characteristics of ballads by choosing a ballad to act out. Using the Venn diagram tool, students next compare medieval ballads with modern

ones. After familiarizing themselves with ballad themes and forms, students write their own original ballads, which they perform in small

groups. Finally, students engage in self-reflection on their group performances and on the literary characteristics of their ballads.

An Exploration of The Crucible

through Seventeenth-Century

Portraits:

After reading Act 1 of The Crucible in which 13 of the 21 characters are introduced, students create Trading Cards to describe and analyze

an assigned character. Then they explore portraits of Puritans online to assist them in creating a portrait of the character and present a

rationale to explain their work of art. A "Portrait Gallery" is set up around the classroom, so the students are able to refer to portraits during

later acts and better understand the characters' motives and relationships.

Comparing Portrayals of Slavery in

Nineteenth-Century Photography

and Literature:

Huck Finn's moral journey parallels Mark Twain's own questions about slavery. Like the photographers of the nineteenth-century, Twain, a

Realist, struggled with how best to portray fictionalized characters, while still expressing truth and creating social commentary. In this lesson,

students use a Venn Diagram to compare and contrast Mark Twain's novel and/or excerpts from Frederick Doulgass' narrative to original

photographs of slaves from the late-nineteenth century. Then they write an essay to compare the different portrayals, arguing to what

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extent art can reliably reflect truth. In addition, they will discuss art as social commentary.

Show Me a Hero, and I Will Write

You a Tragedy – F. Scott Fitzgerald- Part 1:

The goal of Part 1 of this three-part exemplar lesson is to give secondary students an opportunity to explore targeted passages of complex

text by F. Scott Fitzgerald. Through repeated readings of a targeted section from The Great Gatsby, the effective use of collaborative

discussions (one-on-one, in groups, and teacher-led), students recognize common themes that emerge during an era of irresponsibility and

self-absorption. The lesson culminates with a one-page objective summation of the emerging theme and motivations of residents of East Egg

and West Egg.

Show Me a Hero, and I Will Write

You a Tragedy – F. Scott Fitzgerald- Part 2:

Part 2 of this three-part exemplar lesson gives secondary students an opportunity to explore targeted passages of complex text by F. Scott

Fitzgerald. The goal of Part 2 is to analyze an excerpt from F. Scott Fitzgerald's short story, "The Offshore Pirate" (1920) in Flappers and

Philosophers. This targeted excerpt requires students to closely examine both the material success and eventual disillusionment that marked

the Jazz Age in literature. Text-dependent questions guides students to deeper analysis as they craft their own questions, actively participate

in student-directed discussions, develop theme statements, and use sound reasoning and textual evidence to support their literary analysis.

The lesson culminates with a one-page comparison of Ardita and Carlyle.

Tribal Tributes: Getting to Know

Our Native American Ancestors Part

1 of 3:

The goal of Part 1 of this three-lesson mini-unit is to provide secondary students the opportunity to practice and apply research skills through

a short research project on Native Americans. Students will work in collaborative groups to gather information on Native Americans from

specific regions and develop and present a PowerPoint based on the research.

Narrative of the Captivity Close

Reading:

Students will read and interpret the "Narrative of the Captivity", identify and analyze how Rowlandson's use of allusion contributes to the

meaning of her account, identify the main idea and supporting details, express understanding through writing and speaking, and understand

and use new words. In this in-depth analysis lesson, students will experience a variety of compact and engaging instructional structures,

including a Logic Lineup, Jot Thoughts, and Philosophical Chairs. Supporting materials for the activities are included, and all structures

contribute to the culminating activity of composing a high-quality literary analysis essay.

And Justice for All: The Trail of

Tears, Mexican Deportation, and

Japanese Internment:

Many textbooks mention the Trail of Tears, but fail to mention that this early displacement of an ethnic minority is only one of many legally-

sanctioned forced relocations. This lesson will address the displacement of American Indians through the Trail of Tears, the forced

deportation of Mexican Americans during the Great Depression, and the internment of Japanese American citizens during WWII.

Searching for Evidence of Dark

Energy:

This lesson is a differentiated approach to the concept of Dark Energy and the distribution of matter in our Universe. Students begin by

simulating the expansion of the Universe by creating balloon Universes which can be inflated. Students are then assigned one of four articles

according to reading ability. They read their articles and then form Jigsaw groups to share the information gleaned from the articles. Students

are assessed through a writing assignment.

Newton's Three Laws of Motion: A

Student-Centered Approach:

This is an extended lesson that will take approximately two to three weeks to complete. Students begin by completing an inertial balance

lab, which includes a graphing and data analysis component, in order to introduce them to Newton's First Law of Motion. Students then go

on to complete a Webquest to reinforce Newton's First Law and to learn about Newton's Second Law and Free-body Diagrams. The class

then participates in a demonstration to learn Newton's Third Law of Motion. Students then either complete a worksheet to practice

calculations involving Newton's Second Law or an inquiry lab to understand how Newton's Laws can be used to build Balloon Rocket Cars (or

both!). Finally, students complete an original project by writing a letter, recording a song, or creating a poster to demonstrate their mastery

of Newton's Three Laws of Motion.

Momentum and the Law of

Conservation of Momentum: A

Student-Centered Lesson:

This is a largely self-paced unit for students to learn the basics of Momentum as well as the Law of Conservation of Momentum. Students

complete two investigative exercises (one hands-on, the other virtual). They then are directed to read a website (or a textbook could be

substituted) and take notes with the teacher's support as needed. After taking their own notes, students complete a worksheet to practice

calculations involving the Law of Conservation of Momentum. At the end of the unit, students take a traditional summative assessment with

True/False, multiple-choice, and fill-in-the-blank questions along with a calculations section. Note that this lesson only covers the basics of

linear momentum and does not include impulse or angular momentum.

Calculating the Earth-Sun distance

using Satellite Observations of a

Venus Transit:

Every school child learns that the earth-sun distance is 93 million miles. Yet, determining this distance was a formidable challenge to the best

scientists and mathematicians of the 18th and 19th centuries. The purpose of this lesson is to use the 2012 Transit of Venus as an

opportunity to work through the mathematics to calculate the earth-sun distance. The only tools needed are basic knowledge of geometry,

algebra, and trigonometry. The lesson is self-contained in that it includes all the data needed to work through the exercise.

Off on a Tangent:Students learn and apply vocabulary, notation, concepts, and geometric construction techniques associated with circles and their tangents to

a historical real-world scenario, the Mason-Dixon Line, and a hypothetical real-world scenario, the North-South Florida Line.

Linear Motion:The lesson explores ways for students to describe linear motion and investigate relationships between the velocity, acceleration, and the

concepts of vector/scalar quantities.

The Most Beneficial Bank: In this MEA, students will work in cooperative groups to discuss and come up with a procedure to rank the banks from best to worst.

Formation of Oceanic Features:This is a picture inquiry based lesson for students to explore four specific oceanic features (mid-ocean ridge, trench, seamount, and

continental shelf). Groups of three students will observe and explain features found in pictures and share ideas with their peers.

Reading Like a Historian: Snapshot

Autobiography :

In this unique 2-day lesson, students reflect on events from their own lives to understand how learning history depends on different

perspectives and the reliability of source information. On Day 1, students write their version of their birth and discuss the limitation of their

own perspective with a classmate. For homework, they then create an autobiographical “pamphlet” of key events and must interviewanother person to get their perspective on the event, corroborating the 2 versions and taking notes on the interview. On Day 2, students

share their events and what they have learned, and the teacher explains how studying history depends on a similar corroboration—cross­checking—of evidence.

Don't have Issues, Learn the

Tissues!:

This project lesson is designed to allow students to make personal connections between abstract art, photography, and histology of human

tissues. As a brief introduction, students explore current topics in regenerative medicine and cutting-edge technology in medical sciences

associated with disease treatment and amputee treatment. Students will get the opportunity to survey Impressionist area art and histology

slides of tissues. Student presentations will be comprehensive and involve multiple levels of cognitive abilities. This lesson provides a unique

way for cross-curricular and interdisciplinary teaching and learning opportunities.

Reading Like a Historian:

Pocahontas:

This lesson focuses around two different versions of John Smith's "rescue" by Pocahontas. Students compare and contrast the two versions

and encounter the idea of subjectivity versus objectivity in primary source historical documents. Finally, they read the brief opinions of two

historians who provide their perspectives on the incident.

Reading Like a Historian: Puritans :

This lesson utilizes 2 primary sources—John Winthrop’s “City on a Hill” speech and John Cotton's "The Divine Right to Occupy the Land"speech—to challenge students with the fundamental question: Were the Puritans selfish or selfless? Students respond by answering

questions, writing an informal extended response utilizing textual evidence from both speeches, and discussing the issue in class.

Comparing and Contrasting Robber

Barons with Modern Entrepreneurs:

This lesson will compare robber barons from the Gilded Age/Industrialization Period with prominent business people of the last few decades.

Students will identify characteristics of robber barons and determine if current business people would be considered robber barons. The

students will complete this by organizing information into the Robber Baron t-chart and responding to guiding questions.

Teaching About Slavery Through

Newspaper Advertisements:

In this lesson, students will analyze primary source documents. To enhance their understanding of the history of American slavery, students

will analyze newspaper advertisements related to slavery from a North Carolina newspaper in 1837. Students will develop their own

thoughtful analyses and express their ideas in writing; several writing assessment options are provided.

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Deadly Decomposition-Fungi:In this lesson student will keep a scientific notebook to relate the major structure of fungi to their functions. Students will review several

resources on fungi as well as conduct an investigation using yeast to compare its decomposition properties.

Unit / Lesson Sequence

Name Description

Modeling for Understanding Natural

Selection:

This series of lessons introduces students to evolutionary reasoning and to the explanatory power of the Darwinian model of natural

selection. Students read three evolutionary scientists' (Paley, Lamarck and Darwin) original work and compare their thinking, proposed

mechanism of evolution, use of evidence, and explanatory power of their theory. They apply the three scientists thinking to another scenario

to refine their understanding of the explanations.

The Ag Pond: Dead or Alive?: A week-long School Yard Investigation Plan designed by Sam Long for Earth and Space Science students.

Biogeochemical cycles:This unit/ lesson sequence describes the biogeochemical cycles of carbon and nitrogen. It includes descriptions of class room inquiry-based

activities including worksheets and assessment items.

Quadratic Functions: Workshop 4:

Lesson 1 of two lessons requires students to explore quadratic functions by examining the family of functions described by y = a (x -

h)squared+ k. In Lesson 2 students explore quadratic functions by using a motion detector known as a Calculator Based Ranger (CBR) to

examine the heights of the different bounces of a ball. Students will represent each bounce with a quadratic function of the form y = a (x -

h)squared + k. Background information, resources, references and videos of the lessons are included. Students work in teams of four.

Dealing With Data In the

Elementary School:

This project-based unit on statistics furnishes a vehicle for problem solving through real-world data collection and analysis. Students use the

mean, mode and median to analyze their data and use graphs to represent their findings.

Movement with Functions:

"These three investigations use movement to reinforce the concepts of linear functions and systems of equations. Multiple representations

are used throughout, along with tools such as motion detectors and remote-controlled cars. Students explore how position, speed, and

varying motion are reflected in graphs, tables, and algebraic equations." from NCTM Illuminations.

Analyzing Famous Speeches as

Arguments:

After gaining skills through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled

from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while

crafting the text to make an effective argument. Their analysis will consider questions such as: "What makes the speech an argument?",

"How did the author's rhetoric evoke a response from the audience?", and "Why are the words still venerated today?".

Analyzing a Famous Speech:

After gaining skill through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled

from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while

crafting the text to make an effective argument. Their analysis will consider questions such as: What makes the speech an argument?, How

did the author's rhetoric evoke a response from the audience?, and Why are the words still venerated today?

Seeking Social Justice through

Satire: Jonathan Swift's "A Modest

Proposal":

Jonathan Swift’s 1729 pamphlet “A Modest Proposal” is a model for satirizing social problems. In this 2 week unit, students complete multiplereadings of Swift’s essay: a guided reading with the teacher, a collaborative reading with a peer, and an independent reading. Throughguided reading questions, students will examine satiric devices used by Swift, in addition to analyzing tone and how the various sections of

the piece work togeher. Then, pairs of students will develop a mock television newscast or editorial script, like those found on Saturday Night

Live’s “Weekend Update,” The Daily Show with Jon Stewart, or The Colbert Report, including appropriate visual images in PowerPoint. In

their script, students will collaboratively identify a contemporary social problem, analyze it, and develop an outrageous satiric solution to

resolve it.

Worksheet

Name Description

The Biology Corner:This resource for biology teachers includes a lesson plan section which contains classroom activities, labs and worksheets. The activity sheets

are categorized by Science and Literacy, Anatomy, Scientific Method, Cells, Phyla, Evolution and Taxonomy, Genetics, Ecology, and Plants.

Practice with Dimensional Analysis:This is a worksheet that can be used for students individually or as a cooperative learning resource for practice with dimensional analysis.

Answers are in red as a separate copy of the worksheet.

Quadratic Functions:This worksheet gives students one place to show all transformations (reflections, vertical stretches/compressions, and translations) for the

quadratic function. The worksheet also has a place for domain and range for each transformation.

Virtual Manipulative

Name Description

Mesquite - Phylogenetic Trees:

Students use software to create evolutionary trees by comparing and contrasting physical traits.

This activity demonstrates the complexity of creating evolutionary trees when multiple traits are being analyzed. The use of the software

simplifies the analysis without compromising the learning objectives.

Vitamin B1 - Chicken Farm Game:This game is based on the 1929 Nobel Prize in Physiology or Medicine, awarded for pointing out a substance in rice skin, which was later

discovered to be vitamin B1, is missing from the diet of patients with the disease beriberi.

The Tuberculosis Experiments and

Discoveries Game:

This game explores the 1905 Novel prize in Physiology or Medicine, which was awarded for investigations and discoveries concerning the

disease tuberculosis or "TB." The game is a sort of old fashioned laboratory simulation and allows students to discover and experience some of

the classic methods used to detect whether a specific bacterium causes a disease.

Pavlov's Dog Game:

In this game, you will find out if you can train a dog to drool on command - an example of a conditioned reflex. Ivan Pavlov's description of

how animals (and humans) can be trained to respond in a certain way to a particular stimulus, paved the way for a new and objective

method of studying animal and human behavior.

Integrated Circuit:This interactive game will help you learn about integrated circuits, which can be found in almost every modern electrical device such as

computers, cars, television sets, CD players, cell phones, etc... The challenge in this game is to make it to the end.

The Climate Challenge: Our Choices:

Understand the effect that changing the amount of carbon dioxide in the atmosphere has on the climate

Learn multiple methods of reducing the amount of carbon dioxide in the atmosphere

Understand the effect off a balance between emission and removal

PhysClips: Vast collection of multimedia resources in mechanics, waves and relativity.

Ripple Tank Applet: Demonstrate two or three dimensional wave patterns. Great for showing interference, diffraction and refraction.

Speed of Light in Transparent

Materials:

Study the relation between the speed of light and the refractive index of the medium it passes through

Choose from a collection of materials with known refractive indices and obtain the speed of light as it passes through

Learn why light-years are used as an astronomical measurement of distance.

Observe the refraction of light as it passes from one medium to another

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Refraction of Light:Study the relation between refraction of light and the refractive index of the medium

Select from a list of materials with different refractive indices

Change the light beam from white to monochromatic and observe the difference

Normal Modes:Play with a 1D or 2D system of coupled mass-spring oscillators. Vary the number of masses, set the initial conditions, and watch the system

evolve. See the spectrum of normal modes for arbitrary motion. Compare longitudinal and transverse modes.

Basic Electromagnetic Wave

Properties:

Explore the relationship between wavelength, frequency, amplitude and energy of an electromagnetic wave

Compare the characteristics of waves of different wavelengths

Observing Objects in Water:

Explore how objects in water seem to be closer to the surface of a water body than they really are, when viewed from land

Visually differentiate between the image seen by the eye and the actual position of the object

Adjust the water depth to demonstrate the changes in the position of the virtual image

Explain that refraction takes place when light rays pass from one medium to another

Natural Selection:Students will explore natural selection by controlling the environment and causing mutations in bunnies. This will demonstrate how natural

selection works in nature. They will have the opportunity to throw in different variables to see what will make their species of rabbit survive.

Peppered Moths: Natural Selection

in Black and White:

This is an interactive resource that illustrates the classic peppered moth natural selection model. It includes interactive lesson, activity, and

history.

Winn Bee Foraging Activity:In this software simulation, students take on the role of bees and experiment with different foraging patterns in a field of flowers to maximize

net energy input. Students generate quantitative data that can be analyzed and graphed.

Malaria- The Parasite Game:This interesting game will help the students learn about the malarial parasite. Students will learn, how is the parasite transmitted to humans,

how does the parasite act inside the human body, where in the body does the parasite multiply and what can kill the parasites in the blood.

Students will be able to take control of the parasite, try to find its way inside a human being, and multiply as fast as possible!!

Silent Invaders:

This website includes background text information and an interactive activity where students attempt to eradicate the extremely destructive

musk thistle in the most ecologically but practical way. Ten plant and ten animal species are featured. The 20 species presented are

responsible for about 95% of the damage by invasive species in North America.

Function Flyer:

In this online tool, students input a function where the constants, coefficients, and exponents can be adjusted by slider bars. This tool allows

students to explore graphs of functions and how adjusting the numbers in the function affect the graph. Using tabs at the top of the page

you can also access supplemental materials, including background information about the topics covered, a description of how to use the

application, and exploration questions for use with the java applet.

Data Flyer:

In this activity, students input a function where the constants, coefficients, and exponents can be adjusted by slider bars. Students can also

input data points to be graphed in the same window. This activity allows students to explore graphs of functions and how adjusting the

numbers in the function affect the graph. Students can also practice adjusting the parameters of an equation in order to find a function

representation of their data. This activity includes supplemental materials, including background information about the topics covered, a

description of how to use the application, and exploration questions for use with the java applet.

Slope Slider:

In this activity, students adjust slider bars, which adjust the coefficients and constants of a linear function, and examine how their changes

affect the graph. The equation of the line can be in slope-intercept form or standard form. This activity allows students to explore linear

equations, slopes, and y-intercepts and their visual representation on a graph. This activity includes supplemental materials, including

background information about the topics covered, a description of how to use the application, and exploration questions for use with the

java applet.

Graphing Lines:Allows students access to a Cartesian Coordinate System where linear equations can be graphed and details of the line and the slope can be

observed.

Tool to Exploring Exponential

Functions:

An interactive applet in which students or teachers can visualize how changes in the parameters of the exponential function, y = a(b) x + c,

affect the shape of the graph.

Curve Fitting: The students will plot points on a graph and watch as a polynomial is made.

Equation Grapher:This interactive simulation investigates graphing linear and quadratic equations. Users are given the ability to define and change the

coefficients and constants in order to observe resulting changes in the graph(s).

Graphing Equations:

This resource repeatedly provides a sample linear function in standard form and asks the user to graph it on an interactive graph below the

problem. The interactive graphing tool provides immediate feedback on the solution to the problem whether the user graphs it correctly or

not.

Histogram Tool:"This tool can be used to create a histogram for analyzing the distribution of a data set using data that you enter or using pre-loaded data

that you select." (from NCTM's Illuminations)

Mean and Median:"This applet allows the user to investigate the mean, median, and box-and-whisker plot for a set of data that they create. The data set may

contain up to 15 integers, each with a value from 0 to 100." from NCTM Illuminations.

Univariate and Bivariate Data:

This lesson is designed to introduce students to the difference between univariate and bivariate data, and how the two can be represented

graphically. This lesson provides links to model discussions and online graphing applets, as well as suggested ways to integrate them into the

lesson. Finally, the lesson provides links to follow-up lessons designed for use in succession with the current one.

Advanced Data Grapher:This is an online graphing utility that is a great supplement to any lesson on graphing box plots, bubble graphs, scatterplots, histograms, and

stem-and-leaf plots.

Normal Distribution Interactive

Activity:

With this online tool, students adjust the standard deviation and sample size of a normal distribution to see how it will affect a histogram of

that distribution. This activity allows students to explore the effect of changing the sample size in an experiment and the effect of changing

the standard deviation of a normal distribution. Tabs at the top of the page provide access to supplemental materials, including background

information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Reflection of Light:

Use Snell's Law (also called the Law of Refraction) to show why the angle of reflection is equal to the angle of incidence for a plane

mirror

Compare incident angles to reflected angles

Observe the reflection process for light beams of different wavelengths hitting a flat surface at different incident angles

Human Eye Accommodation:

Observe how the eye's muscles change the shape of the lens in accordance with the distance to the object being viewed

Indicate the parts of the eye that are responsible for vision

View how images are formed in the eye

Concave Spherical Mirrors:

Learn how a concave spherical mirror generates an image

Observe how the size and position of the image changes with the object distance from the mirror

Learn the difference between a real image and a virtual image

Learn some applications of concave mirrors

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Convex Spherical Mirrors:

Learn how a convex mirror forms the image of an object

Understand why convex mirrors form small virtual images

Observe the change in size and position of the image with the change in object's distance from the mirror

Learn some practical applications of convex mirrors

Color Temperature in a Virtual

Radiator:

Observe the change of color of a black body radiator upon changes in temperature

Understand that at 0 Kelvin or Absolute Zero there is no molecular motion

Solar Cell Operation:

Observe how a solar cell converts light energy into electrical energy

Learn about the different components of the solar cell

Observe the relationship between photon intensity and amount of electrical energy produced

Understand the development of solar cell technology over the past half century

Geometrical Construction of Ray

Diagrams:

Learn to trace the path of propagating light waves using geometrical optics

Observe the effect of changing parameters such as focal length, object dimensions and position on image properties

Learn the equations used in determining the size and locations of images formed by thin lenses

Electromagnetic Wave Propagation:

Observe that light is composed of oscillating electric and magnetic waves

Explore the propagation of an electromagnetic wave through its electric and magnetic field vectors

Observe the difference in propagation of light of different wavelengths

WebQuest

Name Description

Histogram:

In this activity, students input data to be represented in a histogram. Students can adjust the interval size using a slider bar and they can also

adjust the other scales on the graph. This activity allows students to explore histograms as a way to represent data as well as the concepts

of mean, standard deviation, and scale. This activity includes supplemental materials, including background information about the topics

covered, a description of how to use the application, and exploration questions for use with the java applet.

Problem-Solving Task

Name Description

Introduction to the Microscope: Students will learn about the proper use and handling of the compound microscope.

Anolis Lizards of the Greater Antilles:

Using phylogeny to test hypotheses

:

Students "take a trip" to the Greater Antilles to figure out how the Anolis lizards on the islands might have evolved. They begin by observing

the body structures and habitat of different species, then plot this data on a map of the islands to look for patterns in their distribution. From

the patterns they observe, students develop alternative hypotheses about how these lizards colonized the islands and evolved. To test their

hypotheses, they are given a phylogeny which they color code according to their previous data. By combining both types of data, students

make a final hypothesis about how they think the lizards colonized the islands.

Traffic Jam:

This resource poses the question, "how many vehicles might be involved in a traffic jam 12 miles long?"

This task, while involving relatively simple arithmetic, promps students to practice modeling (MP4), work with units and conversion (N-Q.1),

and develop a new unit (N-Q.2). Students will also consider the appropriate level of accuracy to use in their conclusions (N-Q.3).

Felicia's Drive:

This task provides students the opportunity to make use of units to find the gas need (N-Q.1). It also requires them to make some sensible

approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various

answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at

the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MP2, Reason

abstractly and quantitatively, and MP3, Construct viable arguments and critique the reasoning of others.

Harvesting the Fields:

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit

MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both

simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1,

depending on the approach.

How Much is a Penny Worth?:This task asks students to calculate the cost of materials to make a penny, utilizing rates of grams of copper.

Ice Cream Van:The purpose of this task is to engage students, probably working in groups, in a substantial and open-ended modeling problem. Students will

have to brainstorm or research several relevant quantities, and incorporate these values into their solutions.

Runners' World:

This task provides students with an opportunity to engage in Standard for Mathematical Practice 6, attending to precision. It intentionally

omits some relevant information -- namely, that a typical soda can holds 12 oz of fluid, that a pound is equivalent to 16 dry ounces, and that

an ounce of water weighs approximately 1.04 dry ounces (at the temperature of the human body) -- in the interest of having students

discover that these are relevant quantities. The incompleteness of the problem statement makes the task more amenable to having students

do work in groups.

Selling Fuel Oil at a Loss:The task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining

inventory and raising short-term capital for investment or re-investment in developing the business.

Weed killer:

The principal purpose of the task is to explore a real-world application problem with algebra, working with units and maintaining reasonable

levels of accuracy throughout. Of particular interest is that the optimal solution for long-term purchasing of the active ingredient is achieved

by purchasing bottle C, whereas minimizing total cost for a particular application comes from purchasing bottle B. Students might need the

instructor's aid to see that this is just the observation that buying in bulk may not be a better deal if the extra bulk will go unused.

Fuel Efficiency:The problem requires students to not only convert miles to kilometers and gallons to liters but they also have to deal with the added

complication of finding the reciprocal at some point.

Accuracy of Carbon 14 Dating II:This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the

ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Accuracy of Carbon 14 Dating I:This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the

ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Bus and Car:

This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires

understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the

average of the speeds for the two segments of the trip.

At a higher level, the task addresses N-Q.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from

beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant.

Thus students must make judgements about the level of accuracy with which to report the result.

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Calories in a Sports Drink:

This problem involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based

on how the information is reported. An unexpected surprise awaits in this case, however, as no reasonable interpretation of the level of

accuracy makes sense of the information reported on the bottles in parts (b) and (c). Either a miscalculation has been made or the numbers

have been rounded in a very odd way.

Dinosaur Bones:The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of

accuracy, and it does not make sense to treat them as having greater accuracy.

The Canoe Trip, Variation 1:The purpose of this task is to give students practice constructing functions that represent a quantity of interest in a context, and then

interpreting features of the function in the light of the context. It can be used as either an assessment or a teaching task.

The Canoe Trip, Variation 2:The primary purpose of this task is to lead students to a numerical and graphical understanding of the behavior of a rational function near a

vertical asymptote, in terms of the expression defining the function.

Average Cost: This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

How is the Weather?:

This task can be used as a quick assessment to see if students can make sense of a graph in the context of a real world situation. Students

also have to pay attention to the scale on the vertical axis to find the correct match. The first and third graphs look very similar at first

glance, but the function values are very different since the scales on the vertical axis are very different. The task could also be used to

generate a group discussion on interpreting functions given by graphs.

Logistic Growth Model, Abstract

Version:

This task is for instructional purposes only and students should already be familiar with some specific examples of logistic growth functions.

The goal of this task is to have students appreciate how different constants influence the shape of a graph.

Logistic Growth Model, Explicit

Version:

This problem introduces a logistic growth model in the concrete settings of estimating the population of the U.S. The model gives a

surprisingly accurate estimate and this should be contrasted with linear and exponential models.

Telling a Story with Graphs:

In this task students are given graphs of quantities related to weather. The purpose of the task is to show that graphs are more than a

collection of coordinate points, that they can tell a story about the variables that are involved and together they can paint a very complete

picture of a situation, in this case the weather. Features in one graph, like maximum and minimum points correspond to features in another

graph, for example on a rainy day the solar radiation is very low and the cumulative rainfall graph is increasing with a large slope.

Throwing Baseballs:

This task could be used for assessment or for practice. It allows the students to compare characteristics of two quadratic functions that are

each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, we are asking the

students to determine which function has the greatest maximum and the greatest non-negative root.

Warming and Cooling:

This task is meant to be a straight-forward assessment task of graph reading and interpreting skills. This task helps reinforce the idea that

when a variable represents time, t = 0 is chosen as an arbitrary point in time and positive times are interpreted as times that happen after

that.

As the Wheel Turns:In this task, students use trigonometric functions to model the movement of a point around a wheel and, through space. Students also

interpret features of graphs in terms of the given real-world context.

Graphs of Quadratic Functions:

Students compare graphs of different quadratic functions, then produce equations of their own to satisfy given conditions.

This exploration can be done in class near the beginning of a unit on graphing parabolas. Students need to be familiar with intercepts, and

need to know what the vertex is. It is effective after students have graphed parabolas in vertex form (y=a(x–h) +k), but have not yet

explored graphing other forms.

Graphs of Power Functions: This task requires students to recognize the graphs of different (positive) powers of x.

Archimedes and the King's Crown: This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.

Eratosthenes and the circumference

of the earth:This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.

How many cells are in the human

body?:

This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many

cells are in the human body.

How many leaves on a tree?:This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number

of leaves on a tree.

How many leaves on a tree?

(Version 2):

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number

of leaves on a tree.

How thick is a soda can? I:This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it

contains, and estimate how thick it is.

How thick is a soda can? II: This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can.

Random Walk III: The task provides a context to calculate discrete probabilities and represent them on a bar graph.

Speed Trap:The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing

distributions.

Haircut Costs:This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find

amusing and interesting.

Do You Fit In This Car?:This task requires students to use the normal distribution as a model for a data distribution. Students must use given means and standard

deviations to approximate population percentages.

Should We Send Out a Certificate?:The purpose of this task is to have students complete normal distribution calculations and to use properties of normal distributions to draw

conclusions.

SAT Scores:This problem solving task challenges students to answer probability questions about SAT scores, using distribution and mean to solve the

problem.

Musical Preferences: This problem solving task asks students to make deductions about what kind of music students like by examining a table with data.

Coffee and Crime: This problem solving task asks students to examine the relationship between shops and crimes by using a correlation coefficient.

Assessment

Name Description

Water Science for Schools:This interactive site allows you to learn all about the water cycle. The site provides hydrology data, examples, pictures, definitions, and more

in multiple languages.

Project

Name Description

Pyramid Building:

This lesson provides students with the background to understand the importance of age structure on population growth. They do this by

creating a population pyramid. This process will also help them understand the meaning of different shaped "pyramids" and the impacts of

2

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these different growth patterns.

Project Based Learning Assignment:

Human Impact on the

Environment.:

This resource is a student-led project surrounding human impact on the environment in the context of the nature of science (problem

solving).

Educational Game

Name Description

Stop Disasters Before They Happen:

Students attempt to save towns from damage prior to the arrival of several different natural disasters. Students will learn the importance of

early prevention and actions to protect others, themselves and their property when faced with a natural disaster. Certain disasters are more

appropriate for particular grade levels. Each scenario takes between 20 and 45 minutes to play, depending on the disaster for which your

students are trying to prepare. There are five scenarios available, hurricane, tsunami, flood, earthquake, and wildfire. Each scenario can be

played on easy, medium or hard difficulty levels. As with life, there are no "perfect solutions" to each scenario and no "perfect score", so

students can play multiple times and the scenarios will still be slightly different.These simulation are part of a larger website that provides

multiple links for natural disasters.

Some Similarities between the

Spread of Infections and Growth

Population:

This is a hands on experiment where simulates the way that an infection disease spread in a population and the similarities with growth

population.

EvoDots - Software for Evolutionary

Analysis:

The software application, which allows the students to simulate natural selection in a population of dots, goes along with a tutorial which is

also at this site.

Presentation /Slideshow

Name Description

What Killed the Dinosaurs?:

Definitive answers to some of life's most enduring questions are often difficult or impossible to come by. However, scientific processes piece

together the information that is available as a way of providing alternative explanations for a wide variety of phenomena. This interactive

activity from the Evolution Web site outlines the evidence gathered to explain what caused the extinction of the dinosaurs 65 million years

ago. It proposes four possible hypotheses and invites you to consider the evidence and come to your own conclusion.

Introduction to Infectious Diseases: A PowerPoint with speaker notes covering infectious diseases, causes, transmission, and control.

Video / Audio / Animation

Name Description

Citizen Science:In this National Science Foundation video and reading selection lab ecologist Janis Dickinson explains how she depends on citizen scientists to

help her track the effects of disease, land-use change and environmental contaminants on the nesting success of birds.

Evolution's Continuing Creativity:In this National Science Foundation video and reading selection, researchers describe the relationship between diverging color patterns in

Heliconius butterflies and the long-term divergence of populations into new and distinct species.

Evolving Ideas: Isn't evolution just a

theory?:

This video examines the vocabulary essential for understanding the nature of science and evolution and illustrates how evolution is a

powerful, well-supported scientific explanation for the relatedness of all life. A clear definition and description of scientific theory is given.

Tropical Twisters - Hurricanes: How

they work and what they do.:

This NASA site for learners provides information about how hurricanes form, including reading, computer-based models, and satellite images.

The dangers of hurricanes are also discussed.

How do Hurricanes Form - NASA

Spaceplace:This site describes how hurricanes (tropical cyclones) form. The site includes text, diagrams, and satellite images in a movie.

Ocean Circulation:This video discusses ocean circulation. First it explains what ocean currents are and what causes them. Then it explains other aspects of the

global conveyor belt such as gyres and ocean-atmosphere interactions.

How to make a simple wave

machine:

This is a link to the National STEM Centre (UK) that shows a short video describing how to make a simple wave machine for your class with

kebab sticks, duct tape, and jelly babies! Students love it and it can be made as qualitative or quantitative as you like.

Variation in a Species: The video describes how variation can be introduced into a species.

Pocket Mouse Evolution:This simulation shows the spread of a favorable mutation through a population of pocket mice. Even a small selective advantage can lead to a

rapid evolution of the population.

Beneath the Waters of Cocos

Island:

Cocos Island, a remote volcanic summit in the middle of the Pacific Ocean, serves as a beacon for hungry predators, including thousands of

hammerhead sharks that travel here each year in search of prey. This video segment from NOVA: "Island of Sharks" depicts some of the

common predator-prey interactions that take place in the nutrient-rich waters surrounding the island.

Floral Arrangements:It's a problem faced by all seed-producing plants: how to get their pollen into the flower of another plant of the same species. This video

segment from Sexual Encounters of a Floral Kind explores some of the strategies plants have evolved to solve the problem.

Mount St. Helens: Rising From the

Ashes :

In this NSF video and reading selection evolutionary biologist and ecologist John Bishop documents the return of living things to Mount St.

Helens after the largest landslide in recorded history. This is a rare opportunity for scientists to get to study a devastated area and how it

comes back from scratch in such detail.

Energy Video - National Academy of

Science:This video, produced by the National Academy of Science, highlights America's role in energy sources and consumption.

Water and Life:Paul Anderson begins with a brief description of NASA discoveries related to Mars, Mercury and water. He then explains why water is required

for life. He finally uses a simulation to show you why water acts as a wonderful solvent and provides a medium for metabolism.

Water: A Polar Molecule:Mr. Andersen explains why water is a polar molecule. He also explains why this gives water properties like cohesion, high specific heat, less

dense ice, and the ability to act as a solvent. All of these properties are due to hydrogen bonding.

MIT BLOSSOMS - Is Bigger Better?

A Look at a Selection Bias that Is All

Around Us:

This learning video addresses a particular problem of selection bias, a statistical bias in which there is an error in choosing the individuals or

groups to make broader inferences. Rather than delve into this broad topic via formal statistics, we investigate how it may appear in our

everyday lives, sometimes distorting our perceptions of people, places and events, unless we are careful. When people are picked at random

from two groups of different sizes, most of those selected usually come from the bigger group. That means we will hear more about the

experience of the bigger group than that of the smaller one. This isn't always a bad thing, but it isn't always a good thing either. Because big

groups "speak louder," we have to be careful when we write mathematical formulas about what happened in the two groups. We think

about this issue in this video, with examples that involve theaters, buses, and lemons. The prerequisite for this video lesson is a familiarity with

algebra. It will take about one hour to complete, and the only materials needed are a blackboard and chalk. The downloadable Teacher's

Guide found on the same page as the video, provides suggestions for classroom activities during each of the breaks between video

segments.

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Image / Photograph

Name Description

Severe Weather Primer:

The severe weather primer from the National Severe Storms Laboratory of the NOAA provides text and graphic explanations of how severe

weather phenomena form. Basics on thunderstorms, tornadoes, floods, hail, lightning, winter weather, and winds are provided in a question-

oriented format including answers to frequently asked questions.

Oil Slick Satellite Image:NASA Aqua Satellite image, captured on April 25, 2010, of an oil slick caused by the April 20, 2010 explosion and sinking of the Deepwater

Horizon oil platform in the Gulf of Mexico off the coasts of Louisiana, Alabama, and Florida.

Text Resource

Name Description

Metastasis Stem Cells in Blood of

Breast Cancer Patients Discovered:

This informational text resource is intended to support reading in the content area.

Summary of research study, originally published in Germany and posted on the Science Daily website, telling how metastasis stem cells were

found in the blood of breast cancer patients.

"Top Ten Things to Know About

Stem Cell Treatments":

This informational text resource is intended to support reading in the content area.

A Top Ten list by the International Society for Stem Cell Research intended to educate the general public about the myths and realities of

stem cell treatments.

Illuminating the Perils of Pollution,

Nature's Way:

This informational text resource is intended to support reading in the content area. This article explores the work of Dr. Edith Widder in

researching animals that make light. Specifically, she has has found a way use bioluminescence to fight pollution in the Indian River Lagoon.

The Story of Serendipity:The article explains how some famous scientific discoveries that happened “by accident” more accurately resulted from scientific habits ofmind, which allowed researchers to take full advantage of these serendipitous moments.

"The Riddle of the Human Species",

a New York Times Opinionator blog

by biologist E. O. Wilson :

This informational text resource is intended to support reading in the content area. This New York Times Opinionator blog by one of the

world's leading biologists is an explanation of the important role that "eusociality" has played in human evolution.

"Forget the Placebo Effect: It's the

'Care Effect' that Matters":

This informational text resource is intended to support reading in the content area. This article published in Wired magazine explains how

caring is an important variable when measuring the effects of different medical treatments on patients' well-being.

"What Do Scientific Studies Show?"

an Opinionator Blog from The New

York Times:

This informational text resource is intended to support reading in the content area.

An explanation from a philosophy professor of what is wrong when the media reports on scientific results that are later called into question.

Faster than the Speed of Light:

This informational text resource is intended to support reading in the content area. The article discusses how neutrinos seem to be arriving

at their destination slightly faster than mathematically calculated and describes how the discovery of new scientific evidence must undergo

scrutiny from many angles before being accepted.

The Structure of DNA: Cooperation

and Competition:

The insight, innovation, and persistence of James Watson, Rosalind Franklin, Francis Crick, and Maurice Wilkins led to a detailed understanding

of the structure of DNA, the stuff that genes are made of. This discovery brought together information from many disciplines and many

researchers to answer one of the most fundamental questions in life science: How do living things pass on traits to their offspring?

New Problem Linked to 'Jet Lag':This resource is intended to support reading in the content area. Scientists have discovered that when they disrupt waking and sleeping

times in mice, their immune systems responded in a harmful way causing disease, asthma, allergies and maybe even immune disorders.

Threatened Coral Get Fishy Rescue:This informational text resource is intended to support reading in the content area. This article describes an experiment that was done by

scientists to show how corals are being destroyed by a certain type of seaweed and how gobie fish rescue the coral.

F-16 Accident Investigation

Complete:

This informational text resource is intended to support reading in the content area. Investigators give their final conclusion of what caused an

F-16 crash after making scientific observations.

Fancy a Balloon Ride to the

Stratosphere?:

This informational text is intended to support reading in the content area. The article describes a new mini spacecraft that allows individuals

to rise peacefully by balloon into the stratosphere.

In a Grain Of Golden Rice, A World

of Controversy Over GMO Foods:

This informational text resource is intended to support reading in the content area. This text discusses the origins of, and controversy

surrounding, Golden Rice, a genetically modified food that could potentially provide beta-carotene to millions in Africa and Asia.

How Phase Change Materials Can

Keep Your Coffee Hot:

This informational text resource is intended to support reading in the content area. The article discusses the concept of phase change

materials (PCM) and how they can be used to maintain constant temperatures through application of the Law of Conservation of Energy and

energy transfer.

The Surprisingly Scientific Flash

Behind the Fireworks:

This resource is intended to support reading in the content area. Chemists create pyrotechnics to give viewers the most spectacular

fireworks show that they can by using basic chemistry concepts and physics. Readers of this article might be surprised to learn that

conserving energy, preventing explosions, and cooling-down reactions are part of this process.

IVF Pioneer Wins Medicine Nobel

Prize:This article covers the topics of In Vitro Fertilization (IVF), bioengineering, the scientific pioneers, and the ethical debate surrounding it.

Discovery of New Enzyme Could

Yield Better Plants for Biofuel:

This informational text resource is intended to support reading in the content area. The text describes the discovery of a new gene that

produces an enzyme that controls lignin production in plants. Withholding the gene results in less lignin in plants and makes it easier to

extract sugars used in the production of biofuels.

Blood Made Suitable For All:

This informational text resource is intended to support reading in the content area. The text explains how blood is classified into types based

on the presence of antigens. It describes a process whereby antigens can be removed by an enzyme to make all blood types the same as

the universal donor.

Slug-Inspired Glue Can Heal a

Broken Heart:

This informational text is intended to support reading in the content area. The article describes a new glue, mimicking the sea slug, that can

be used to mend heart defects.

Incredible Technology: How to

Bring Extinct Animals Back to Life:

This informational text resource is intended to support reading in the content area. The article discusses possible ways in which an extinct

animal might be revived, as well as the potential consequences of de-extinction.

Plant vs. Predator:Ecologist Daniel Janzen of the University of Pennsylvania describes how this plant's strategy came about and what's in it—both good and bad—for the bamboo, the rats and other predators, and anyone living nearby.

What is the Great Pacific Ocean

Garbage Patch?:

The article explains the ocean garbage patches: what causes them, what consequences to marine life result from their presence, and what

we can do about them. This informational text resource is intended to support reading in the content area.

Dutch Share Climate Change

Expertise with South Florida:

This informational text is intended to support reading in the content area. This article compares the future issues that South Florida faces

with sea levels rising with potential solutions as used in the Netherlands.

Plankton: Doing More than just

Drifting Through:

This informational text resource is intended to support reading in the content area. The article describes how "climate change around the

world is having numerous impacts on the oceans, and a major concern is how plankton is being affected."

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Cannibalistic Mantis Invades New

Zealand, Eats Natives:

This informational text is intended to support reading in the content area. The article describes a species of invasive South African Mantis.

These insects have invaded New Zealand and the female of the species makes a habit of eating males that try to mate with them. Scientist

are trying to uncover the reason for this attraction to the invasive species.

Cuddly Squirrel or Gray Menace?:

When Invasive Species Pose an

Environmental Threat:

This informational text resource is intended to support reading in the content area. This article describes the widespread problem of invasive

alien species across the globe and the corresponding impacts on native plants and animals. The article also discusses ideas scientists have to

deal with, or even prevent, the problems of invasive species, and the challenges they face in doing so.

A Century of Melaleuca Invasion in

South Florida:

This article deals with the invasive exotic species of tree known as melaleuca, which is mainly an issue in Southern Florida and Everglades

National Park.

Reconsidering the Value of Non-

Native Species:

This informational text resource is intended to support reading in the content area. The article describes the role (negative and positive)

non-native species play in ecosystems.

Stronger Storms are Bad News for

Coastal Ecosystems:

This informational text resource is intended to support reading in the content area. The article explains the effect that strong storms have

on coastal ecosystems.

Oceans May Absorb More Carbon

Dioxide:

This informational text resource is intended to support reading in the content area. This article is about plankton and how they use nutrients

like carbon dioxide based on where the plankton are living.

The Cells that Rule the Seas:This informational text resource is intended to support reading in the content area. This article is about the diverse phytoplankton species

that inhabit the ocean's surface and the role they play in removing carbon from the atmosphere through photosynthesis.

What you Need to Know about

Energy:This site from the National Academy of Sciences presents uses, sources, costs, and efficiency of energy.

"Water is Life", article by award-

winning author Barbara Kingsolver

published in National Geographic:

This informational text resource is intended to support reading in the content area. An essay published in a National Geographic special issue

on water in which the author explains the link between climate change and diminishing freshwater resources on our planet.

Tiles May Help Shrink Carbon

Footprint by Harnessing Pedestrian

Power:

This informational text resource is intended to support reading in the content area. The text describes the development of floor tiles that

provide a green, alternative energy source. These tiles work on the principle that pressure (footsteps) generates an electric current from

certain crystals in an application of the piezoelectric effect.

Volcano Power Plan Gets US Go-

Ahead:

This informational text resource is intended to support reading in the content area. The text describes a group of researchers/investors who

are attempting to convert the energy in volcanically heated water to electricity using a new method of forming more fissures to hold the

heated water.

Open-Cycle:This informational text resource is intended to support reading in the content area. This text describes the open cycle method of converting

the energy of warmed, surface seawater into electricity and the benefits of using this method.

Bactreia and Fungi Together: A

Biofuel Dream Team?:

This informational text resource is intended to support reading in the content area. The text describes use of bacteria and fungi to share the

process of changing cellulose in corn husks to isobutanol. In contrast to current methods of producing biofuels, this process requires a simple,

one bioreactor process.

A Hotter World is Also Hungrier,

Report Warns:

This informational text resource is intended to support reading in the content area. The article explores the large-scale effect of hunger as a

result of climate change fueled by man-made greenhouse gases.

How Sinkholes Form: This is an informational text that discusses how sinkholes form, ways to recognize impending sinkholes, and ways to prevent them.

Oil Found in Gulf Beach Sand, Even

after Cleanups:

This informational text is intended to support reading in the content area. This article discusses the unseen effects from the Gulf oil spill

which lie beneath the surface of the "clean" sand along the Gulf Coast of the United States.

The New Alchemy:This article, from the American Chemical Society, reviews the basics of radioactivity and transmutation as well as the history of discovering

elements.

Scientists Discover Important

Mechanism in Plant Cells Which

Regulates Direction Plant Cells Grow:

This informational text is intended to support reading in the content area. The text describes a discovery scientists have made regarding a

mechanism that regulates the direction in which plants grow.

What is Cancer? What Causes

Cancer?:This article both identifies cancer and some of its causes; specifically, the fact that uncontrolled cell growth may result in a cancerous tumor.

Remote Sheep Population Resists

Genetic Drift:

This informational text resource is intended to support reading in the content area. This article describes a mouflon population located on a

remote island in the Indian Ocean. This population of sheep was transplanted to Haute Island over 50 years ago. Recent studies show that

the population has maintained its genetic diversity. This finding challenges scientists' beliefs about the theories of genetic drift and shows the

power of natural selection.

Human DNA Is Not A Document,

It's An App:

This informational text resource is intended to support reading in the content area. This article discusses the relevance of the new findings

regarding DNA coding and uses seven technological metaphors (i.e. Apps and Zappos) to compare DNA coding to contemporary physics.

Salty Surprise: Ordinary Table Salt

Turns into 'Forbidden' Forms:

This informational text is intended to support reading in the content area. Scientists use normal table salt and expose it to extreme

conditions to create new compounds that defy the classical rules of chemistry. These new compounds may help to produce better products

with new applications and understand planetary cores.

Snapshots Differentiate Molecules

From Their Mirror Image:

This informational text is intended to support reading in the content area. This article describes how scientists were able to reveal the spatial

structure of left-handed and right-handed chiral molecules in gaseous solutions by using a combination of mass spectrometry and the Coulomb

explosion.

Berkeley Scientists Discover

Inexpensive Metal Catalyst for

Generating Hydrogen from Water:

This informational text resource is intended to support reading in the content area. The article demonstrates the importance of hydrogen as

an alternative to fossil fuels and announces the discovery of a new catalyst useful in splitting water molecules to obtain hydrogen gas. Current

methods of obtaining hydrogen from natural gas, for example, release carbon and consume large amounts of energy. This new catalyst opens

the possibility of making hydrogen production much less expensive and carbon neutral as compared to current technologies.

Sustainable Farming:

This informational text resource is intended to support reading in the content area. By compiling information from the U.S. Department of

Agriculture, this text briefly discusses the history of sustainable land use before moving into an in-depth discussion of the consequences of

conventional farming and the ways sustainable farming might improve these conditions.

Stars:This informational text resource is intended to support reading in the content area. This article traces the evolution of the star by mass. It

discusses white dwarfs, novas, supernovas, neutron stars, and black holes.

Oslo-Experiment May Explain Massive

Star Explosions:

This informational text resource is intended to support reading in the content area. Some new findings about atomic nuclei may help

astrophysicists create more realistic simulations of supernovae thus allowing us to see how heavier elements are formed in stars.

Scientific Laws and Theories: This article discusses the differences between a scientific law and theory.

Tutorial

Name Description

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Scientific Method Tutorial and

Virtual Experiment:

Site takes the student through a tutorial, then a virtual experiment designed to test the affect of various environmental variables on the rate

of chirping in crickets. The steps in the tutorial and the experiment are - Define the Problem, Collect Information, Formulate a Hypothesis,

Test the Hypothesis, and Draw a Conclusion.

Waves:This resource discusses the types of waves, wave measurement, wave energy transfer through different mediums, wave collision, and wave

reflection and refraction.

Population Ecology:In this interactive, explore one of the most well­understood mass seedings—that of oak­tree acorn crops—and its widespread effects onvarious animals in the ecosystem as well as on nearby human populations.

Carbon Cycle: This is a great tutorial on carbon cycle which gives data from NOAA's ESRL project.

Linear Functions:

In this tutorial, "Linear functions of the form f(x) = ax + b and the properties of their graphs are explored interactively using an applet." The

applet allows students to manipulate variables to discover the changes in intercepts and slope of the graphed line. There are six questions for

students to answer, exploring the applet and observing changes. The questions' answers are included on this site. Additionally, a tutorial for

graphing linear functions by hand is included.

Fitting A Line to Data:Khan Academy tutorial video that uses Excel spreadsheet and actual income data to predict annual income and expresses

why lines and models are useful and interesting.

Using Literature Circles :This web resource is a step-by-step guide to using Literature Circles in the classroom. While a specific lesson plan is not included, it is a clear

guide for anyone wishing to incorporate this discussion strategy in the classroom.

Educational Software / Tool

Name Description

Density: Sea Water Mixing &

Sinking:

This is an excellent resource for teachers and students that provides student sheets, data graphs, vocabulary, and teacher notes as well as

Big Ideas, Essential Questions, Data Tables, Formative Assessment questions - extremely teacher friendly who need assistance on this Big

Idea and Concept. (The Preconceptions were helpful to my students.)

What Is It Like Where You Live?:

This site offers an abundance of information on Earth's biomes (rainforest, tundra, taiga, desert, temperate, and grasslands), as well as marine

and freshwater ecosystems. The site features relevant facts, pictures, maps, indigenous plants and animals, additional links, and much more.

This resource is a wonderful reference, not a lesson plan. Teachers will need to provide an objective and structure for student interaction

with the website.

Free Graph Paper:A variety of graph paper types for printing, including Cartesian, polar, engineering, isometric, logarithmic, hexagonal, probability, and Smith

chart.

Resource Collection

Name Description

Conceptual Physics Conservation of

Energy Units:

This topic is broken into units to help in formulating cohesive, effective lessons. Clicking on each unit title will display appropriate activities,

lesson plans, or labs. Units are intended to help students understand the interconnectedness of the concepts of conservation of energy,

momentum and angular momentum underpinning the basis for much of physics. Units are not listed in a prescribed order.

South Florida Aquatic Environments:

This website's interactive content highlights three imperiled south Florida ecosystems: the Everglades, Florida Bay, and Florida Keys. Provides

introduction, definition, and image of each habitat type within the ecosystems; outlines threats to ecosystems and conservation issues. Other

features include: introduced species and their impacts; biological profiles for marine and freshwater fishes from the Florida Museum's

ichthyology collection; and Florida-related word search and crossword puzzles.

Teaching Idea

Name Description

Showdown at Crayfish Corral-

SeaWorld Classroom Activity:

Students will be able to describe the concept of dominance and hierarchy displayed by other animals after observing dominance behavior

displayed by crayfish.

Island of Stability:A video and supporting activities about the Periodic Table. The context is man's quest to create elements. The focus is atomic structure and

atomic theory.

Zip-lock Bag Reactions:Students conduct and observe a chemical reaction in a sealable plastic bag. Students then devise and conduct their own experiments to

determine the identity of two unknown substances used in the reaction.

CONPTT - SCIENCE vs NON-

SCIENCE:

Explores six criteria of science (CONPTT), with definitions and self-check questions. Compares "Emerging Science", "Non-Science", and

"Pseudoscience", with definitions and examples. Activity engages students in analyzing a collection of paragraphs to decide which category

each fits into.

CERN:This PBS/NOVA presentation tells the story of the CERN and the Large Hadron Collider project - an amazing ongoing investigation in search of

an answer to the mysteries that still exist in particle physics. Recommended discussions and activities before and after the video are provided.

27 Storms: Arlene to Zeta:This video from NASA presents the 2005 hurricane season with actual data that NASA and NOAA satellites measured. Sea surface

temperatures, clouds, storm tracks, and hurricane category labels are shown as the hurricane season progresses.

Towers in the Tempest:

'Towers in the Tempest' is a 4.5 minute narrated animation that explains recent scientific insights into how hurricanes intensify. This

intensification can be caused by a phenomenon called a 'hot tower'. For the first time, research meteorologists have run complex simulations

using a very fine temporal resolution of 3 minutes. Combining this simulation data with satellite observations enables detailed study of 'hot

towers'. The science of 'hot towers' is described using: observed hurricane data from a satellite, descriptive illustrations, and volumetric

visualizations of simulation data.

Line Up for Recycling-SeaWorld

Classroom Activity:

Students will be able to describe the sources of discarded monofilament fishing line and its hazard to wildlife. Students will plan a clean-up

campaign in their area. As an option, students can carry out the campaign. During the campaign, students will document the procedure,

record the amount of line collected and write a "planning book" to become a resource for others to use.

Genetic Science Learning Center -

University of Utah:

A variety of resources, useful in teaching genetics and cell science are available at this site. For example: Genetic Technology Interactive

Explorations and Resources; Virtual Labs on the topics of DNA Extraction, PCR, Gel electrophoresis, and DNA Microarrays; The Basics -

Overview; Online Tutorials Focusing on Health; Genetic Disorders Library; and Molecular Genealogy.

Lagoon Debate-SeaWorld Classroom

Activity:

Given a common environmental situation, students will research available literature or other resources for more information, and logically argue

a viewpoint. They will be able to demonstrate a real-life decision-making process and evaluate its outcome.

Raptor Population Ecology-SeaWorld

Classroom Activity:

Students will calculate population size, carrying capacity, annual change in population size, and maximum rate of population increase of

different raptor species.

Design an Ecosystem-SeaWorld

Classroom Activity:The student will describe various adaptations and how they enable the organism to survive in its habitat.

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Endangered Species Worldwide:Students will be able to use a world map or globe to locate the distribution of at least 10 endangered species and describe the current

threats and conservation efforts concerning one endangered species of animal or plant.

Fur Seal Survey-SeaWorld Classroom

Activity:

Given a current environmental situation, the student will be able to gather information, organize, analyze, and present data. They will

participate in a decision-making process.

Manatees on the 'Net-SeaWorld

Classroom Activity:

Students will use the Internet to determine the population status of the Florida manatee and will use the information to debate the

extinction or recovery of the manatee.

Polar Opposites-SeaWorld Classroom

Activity:Students will be able to understand the effects of introducing geographically non-native species to a new environment.

Write Proposed Legislation-

SeaWorld Classroom Activity:

Students will identify the steps of how a bill becomes a law. Students will demonstrate presentation and debating skills during a mock session

of congress. Students will identify causes as to why animals become threatened or endangered.

Echolocation and Density-SeaWorld

Classroom Activity:Students will solve density problems.

Box Plot:

In this activity, students use preset data or enter in their own data to be represented in a box and whisker plot. This activity allows students

to explore single as well as side-by-side box and whisker plots of different data. This activity includes supplemental materials, including

background information about the topics covered, a description of how to use the application, and exploration questions for use with the

Java applet.

Stem-and-Leaf Plots:

This lesson is designed to introduce students to stem-and-leaf plots as a graphical way to represent a data set. The lesson also reviews

measures of central tendency with directions for finding mean, median, and mode are given. This lesson provides links to discussions and

activities related to stem-and-leaf plots as well as suggested ways to integrate them into the lesson. Finally, the lesson provides links to

follow-up lessons designed for use in succession with the current one.

Decoding the Matrix: Exploring

Dystopian Characteristics through

Film:

In this lesson, students are introduced to the definition and characteristics of a dystopian work by watching video clips from The Matrix and

other dystopian films. They first explore the definition and characteristics of utopian and dystopian societies, and then compare and contrast

the two using a Venn diagram online tool. Next, they identify the protagonist in clips from The Matrix and then discuss how the clips extend

and confirm their understanding of a dystopia. Students then view additional film clips and identify which characteristics of a dystopian society

the clip is intended to portray. Finally, they explore how they can apply their knowledge about dystopias to future readings.

Researching the Argument:

In this teaching idea from Where the Classroom Ends, students research a Supreme Court case and present their arguments. A class is

divided into two teams, petitioner and respondent. In order to provide each team with research focus and purpose, both teams are assigned

specific roles to guide their research. These roles can include researching the oral arguments presented to the Supreme Court, similar cases,

the path the case took to the Supreme Court, and the language of the amendments. Dependent upon the level of students, teachers can

provide students with sources such as news articles, op-eds, and letters to the editor. Students should infer as many details about the topic

as possible from the sources provided. Additionally, consider asking students about what argument about the topic emerges from all of the

sources. This causes them to think about the relationship between the sources and develop a cohesive and well-supported argument. As a

culminating activity, have both sides debate the case as if they are presenting to the Supreme Court.

Reading Strategy: Reciprocal

Teaching Using a News Article on

Citizenship:

This USA Today activity is perfect for combining Language Arts and Civics' lessons for close-reading of higher levels of text complexity

appropriate to grade­bands. The activity uses cross curricular skill areas—reading/writing, speaking/listening—as students engage in close­reading activities, analysis of test questions, and formation of new test questions.

Plagiarism: A Student's Guide to

Recognizing It and Avoiding It:

This is a guide to help students understand different kinds of plagiarism so that they can avoid plagiarism in their own writing. Sample texts

which illustrate each of the primary plagiarism categories that persistently challenge many students are provided.

Interracial "Harmony" and the Great

Awakening:

The students will be introduced to two episodes in 19th century American history, around the time of the Great Awakening, that show

glimpses of some positive and negative consequences of interracial interaction in a religious context. The students will examine primary

sources from the Documenting the American South collection to then be able to write a "sermon" from the perspective of a southern

itinerant preacher during the Great Awakening arguing for or against religion as a cure for the social ill of racism and slavery.

Professional Development

Name Description

The Nature of Science: Presenting

Lessons for Maximum Effect &

Dispelling Popular Myths :

The webmaster for the ENSI web site (http://www.indiana.edu/~ensiweb), a popular repository for Nature of Science Lessons, describes

some educational philosophy about teaching the Nature of Science, including dispelling some teacher-held misconceptions.

Lesson Study

Name Description

Exploring Diversity and Evolution: A

Lesson Study Resource Kit for

grades 9-12:

This lesson study resource kit is designed to support lesson study teams in developing a unit of instruction for students in grades 9-12 on the

topic of diversity and evolution.

Student Resources

Title Description

Introduction to the Microscope: Students will learn about the proper use and handling of the compound microscope.

Scientific Method Tutorial and

Virtual Experiment:

Site takes the student through a tutorial, then a virtual experiment designed to test the affect of various environmental variables on the rate

of chirping in crickets. The steps in the tutorial and the experiment are - Define the Problem, Collect Information, Formulate a Hypothesis,

Test the Hypothesis, and Draw a Conclusion.

Anolis Lizards of the Greater Antilles:

Using phylogeny to test hypotheses

:

Students "take a trip" to the Greater Antilles to figure out how the Anolis lizards on the islands might have evolved. They begin by observing

the body structures and habitat of different species, then plot this data on a map of the islands to look for patterns in their distribution. From

the patterns they observe, students develop alternative hypotheses about how these lizards colonized the islands and evolved. To test their

hypotheses, they are given a phylogeny which they color code according to their previous data. By combining both types of data, students

make a final hypothesis about how they think the lizards colonized the islands.

Vitamin B1 - Chicken Farm Game:This game is based on the 1929 Nobel Prize in Physiology or Medicine, awarded for pointing out a substance in rice skin, which was later

discovered to be vitamin B1, is missing from the diet of patients with the disease beriberi.

What Killed the Dinosaurs?:

Definitive answers to some of life's most enduring questions are often difficult or impossible to come by. However, scientific processes piece

together the information that is available as a way of providing alternative explanations for a wide variety of phenomena. This interactive

activity from the Evolution Web site outlines the evidence gathered to explain what caused the extinction of the dinosaurs 65 million years

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ago. It proposes four possible hypotheses and invites you to consider the evidence and come to your own conclusion.

Citizen Science:In this National Science Foundation video and reading selection lab ecologist Janis Dickinson explains how she depends on citizen scientists to

help her track the effects of disease, land-use change and environmental contaminants on the nesting success of birds.

Island of Stability:A video and supporting activities about the Periodic Table. The context is man's quest to create elements. The focus is atomic structure and

atomic theory.

Evolution's Continuing Creativity:In this National Science Foundation video and reading selection, researchers describe the relationship between diverging color patterns in

Heliconius butterflies and the long-term divergence of populations into new and distinct species.

The Tuberculosis Experiments and

Discoveries Game:

This game explores the 1905 Novel prize in Physiology or Medicine, which was awarded for investigations and discoveries concerning the

disease tuberculosis or "TB." The game is a sort of old fashioned laboratory simulation and allows students to discover and experience some of

the classic methods used to detect whether a specific bacterium causes a disease.

Zip-lock Bag Reactions:Students conduct and observe a chemical reaction in a sealable plastic bag. Students then devise and conduct their own experiments to

determine the identity of two unknown substances used in the reaction.

Pavlov's Dog Game:

In this game, you will find out if you can train a dog to drool on command - an example of a conditioned reflex. Ivan Pavlov's description of

how animals (and humans) can be trained to respond in a certain way to a particular stimulus, paved the way for a new and objective

method of studying animal and human behavior.

Integrated Circuit:This interactive game will help you learn about integrated circuits, which can be found in almost every modern electrical device such as

computers, cars, television sets, CD players, cell phones, etc... The challenge in this game is to make it to the end.

Evolving Ideas: Isn't evolution just a

theory?:

This video examines the vocabulary essential for understanding the nature of science and evolution and illustrates how evolution is a

powerful, well-supported scientific explanation for the relatedness of all life. A clear definition and description of scientific theory is given.

Stop Disasters Before They Happen:

Students attempt to save towns from damage prior to the arrival of several different natural disasters. Students will learn the importance of

early prevention and actions to protect others, themselves and their property when faced with a natural disaster. Certain disasters are more

appropriate for particular grade levels. Each scenario takes between 20 and 45 minutes to play, depending on the disaster for which your

students are trying to prepare. There are five scenarios available, hurricane, tsunami, flood, earthquake, and wildfire. Each scenario can be

played on easy, medium or hard difficulty levels. As with life, there are no "perfect solutions" to each scenario and no "perfect score", so

students can play multiple times and the scenarios will still be slightly different.These simulation are part of a larger website that provides

multiple links for natural disasters.

The Climate Challenge: Our Choices:

Understand the effect that changing the amount of carbon dioxide in the atmosphere has on the climate

Learn multiple methods of reducing the amount of carbon dioxide in the atmosphere

Understand the effect off a balance between emission and removal

Tropical Twisters - Hurricanes: How

they work and what they do.:

This NASA site for learners provides information about how hurricanes form, including reading, computer-based models, and satellite images.

The dangers of hurricanes are also discussed.

27 Storms: Arlene to Zeta:This video from NASA presents the 2005 hurricane season with actual data that NASA and NOAA satellites measured. Sea surface

temperatures, clouds, storm tracks, and hurricane category labels are shown as the hurricane season progresses.

Towers in the Tempest:

'Towers in the Tempest' is a 4.5 minute narrated animation that explains recent scientific insights into how hurricanes intensify. This

intensification can be caused by a phenomenon called a 'hot tower'. For the first time, research meteorologists have run complex simulations

using a very fine temporal resolution of 3 minutes. Combining this simulation data with satellite observations enables detailed study of 'hot

towers'. The science of 'hot towers' is described using: observed hurricane data from a satellite, descriptive illustrations, and volumetric

visualizations of simulation data.

How do Hurricanes Form - NASA

Spaceplace:This site describes how hurricanes (tropical cyclones) form. The site includes text, diagrams, and satellite images in a movie.

Severe Weather Primer:

The severe weather primer from the National Severe Storms Laboratory of the NOAA provides text and graphic explanations of how severe

weather phenomena form. Basics on thunderstorms, tornadoes, floods, hail, lightning, winter weather, and winds are provided in a question-

oriented format including answers to frequently asked questions.

Ocean Circulation:This video discusses ocean circulation. First it explains what ocean currents are and what causes them. Then it explains other aspects of the

global conveyor belt such as gyres and ocean-atmosphere interactions.

PhysClips: Vast collection of multimedia resources in mechanics, waves and relativity.

Ripple Tank Applet: Demonstrate two or three dimensional wave patterns. Great for showing interference, diffraction and refraction.

Waves:This resource discusses the types of waves, wave measurement, wave energy transfer through different mediums, wave collision, and wave

reflection and refraction.

Speed of Light in Transparent

Materials:

Study the relation between the speed of light and the refractive index of the medium it passes through

Choose from a collection of materials with known refractive indices and obtain the speed of light as it passes through

Learn why light-years are used as an astronomical measurement of distance.

Refraction of Light:

Observe the refraction of light as it passes from one medium to another

Study the relation between refraction of light and the refractive index of the medium

Select from a list of materials with different refractive indices

Change the light beam from white to monochromatic and observe the difference

Normal Modes:Play with a 1D or 2D system of coupled mass-spring oscillators. Vary the number of masses, set the initial conditions, and watch the system

evolve. See the spectrum of normal modes for arbitrary motion. Compare longitudinal and transverse modes.

Basic Electromagnetic Wave

Properties:

Explore the relationship between wavelength, frequency, amplitude and energy of an electromagnetic wave

Compare the characteristics of waves of different wavelengths

Observing Objects in Water:

Explore how objects in water seem to be closer to the surface of a water body than they really are, when viewed from land

Visually differentiate between the image seen by the eye and the actual position of the object

Adjust the water depth to demonstrate the changes in the position of the virtual image

Explain that refraction takes place when light rays pass from one medium to another

Introduction to Infectious Diseases: A PowerPoint with speaker notes covering infectious diseases, causes, transmission, and control.

Natural Selection:Students will explore natural selection by controlling the environment and causing mutations in bunnies. This will demonstrate how natural

selection works in nature. They will have the opportunity to throw in different variables to see what will make their species of rabbit survive.

Variation in a Species: The video describes how variation can be introduced into a species.

Peppered Moths: Natural Selection

in Black and White:

This is an interactive resource that illustrates the classic peppered moth natural selection model. It includes interactive lesson, activity, and

history.

EvoDots - Software for Evolutionary

Analysis:

The software application, which allows the students to simulate natural selection in a population of dots, goes along with a tutorial which is

also at this site.

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Pocket Mouse Evolution:This simulation shows the spread of a favorable mutation through a population of pocket mice. Even a small selective advantage can lead to a

rapid evolution of the population.

Genetic Science Learning Center -

University of Utah:

A variety of resources, useful in teaching genetics and cell science are available at this site. For example: Genetic Technology Interactive

Explorations and Resources; Virtual Labs on the topics of DNA Extraction, PCR, Gel electrophoresis, and DNA Microarrays; The Basics -

Overview; Online Tutorials Focusing on Health; Genetic Disorders Library; and Molecular Genealogy.

Population Ecology:In this interactive, explore one of the most well­understood mass seedings—that of oak­tree acorn crops—and its widespread effects onvarious animals in the ecosystem as well as on nearby human populations.

Plant vs. Predator:Ecologist Daniel Janzen of the University of Pennsylvania describes how this plant's strategy came about and what's in it—both good and bad—for the bamboo, the rats and other predators, and anyone living nearby.

Beneath the Waters of Cocos

Island:

Cocos Island, a remote volcanic summit in the middle of the Pacific Ocean, serves as a beacon for hungry predators, including thousands of

hammerhead sharks that travel here each year in search of prey. This video segment from NOVA: "Island of Sharks" depicts some of the

common predator-prey interactions that take place in the nutrient-rich waters surrounding the island.

Floral Arrangements:It's a problem faced by all seed-producing plants: how to get their pollen into the flower of another plant of the same species. This video

segment from Sexual Encounters of a Floral Kind explores some of the strategies plants have evolved to solve the problem.

Malaria- The Parasite Game:This interesting game will help the students learn about the malarial parasite. Students will learn, how is the parasite transmitted to humans,

how does the parasite act inside the human body, where in the body does the parasite multiply and what can kill the parasites in the blood.

Students will be able to take control of the parasite, try to find its way inside a human being, and multiply as fast as possible!!

Silent Invaders:

This website includes background text information and an interactive activity where students attempt to eradicate the extremely destructive

musk thistle in the most ecologically but practical way. Ten plant and ten animal species are featured. The 20 species presented are

responsible for about 95% of the damage by invasive species in North America.

Mount St. Helens: Rising From the

Ashes :

In this NSF video and reading selection evolutionary biologist and ecologist John Bishop documents the return of living things to Mount St.

Helens after the largest landslide in recorded history. This is a rare opportunity for scientists to get to study a devastated area and how it

comes back from scratch in such detail.

South Florida Aquatic Environments:

This website's interactive content highlights three imperiled south Florida ecosystems: the Everglades, Florida Bay, and Florida Keys. Provides

introduction, definition, and image of each habitat type within the ecosystems; outlines threats to ecosystems and conservation issues. Other

features include: introduced species and their impacts; biological profiles for marine and freshwater fishes from the Florida Museum's

ichthyology collection; and Florida-related word search and crossword puzzles.

Carbon Cycle: This is a great tutorial on carbon cycle which gives data from NOAA's ESRL project.

What you Need to Know about

Energy:This site from the National Academy of Sciences presents uses, sources, costs, and efficiency of energy.

Energy Video - National Academy of

Science:This video, produced by the National Academy of Science, highlights America's role in energy sources and consumption.

Water Science for Schools:This interactive site allows you to learn all about the water cycle. The site provides hydrology data, examples, pictures, definitions, and more

in multiple languages.

Oil Slick Satellite Image:NASA Aqua Satellite image, captured on April 25, 2010, of an oil slick caused by the April 20, 2010 explosion and sinking of the Deepwater

Horizon oil platform in the Gulf of Mexico off the coasts of Louisiana, Alabama, and Florida.

Traffic Jam:

This resource poses the question, "how many vehicles might be involved in a traffic jam 12 miles long?"

This task, while involving relatively simple arithmetic, promps students to practice modeling (MP4), work with units and conversion (N-Q.1),

and develop a new unit (N-Q.2). Students will also consider the appropriate level of accuracy to use in their conclusions (N-Q.3).

Felicia's Drive:

This task provides students the opportunity to make use of units to find the gas need (N-Q.1). It also requires them to make some sensible

approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various

answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at

the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MP2, Reason

abstractly and quantitatively, and MP3, Construct viable arguments and critique the reasoning of others.

Harvesting the Fields:

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit

MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both

simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1,

depending on the approach.

How Much is a Penny Worth?:This task asks students to calculate the cost of materials to make a penny, utilizing rates of grams of copper.

Runners' World:

This task provides students with an opportunity to engage in Standard for Mathematical Practice 6, attending to precision. It intentionally

omits some relevant information -- namely, that a typical soda can holds 12 oz of fluid, that a pound is equivalent to 16 dry ounces, and that

an ounce of water weighs approximately 1.04 dry ounces (at the temperature of the human body) -- in the interest of having students

discover that these are relevant quantities. The incompleteness of the problem statement makes the task more amenable to having students

do work in groups.

Selling Fuel Oil at a Loss:The task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining

inventory and raising short-term capital for investment or re-investment in developing the business.

Weed killer:

The principal purpose of the task is to explore a real-world application problem with algebra, working with units and maintaining reasonable

levels of accuracy throughout. Of particular interest is that the optimal solution for long-term purchasing of the active ingredient is achieved

by purchasing bottle C, whereas minimizing total cost for a particular application comes from purchasing bottle B. Students might need the

instructor's aid to see that this is just the observation that buying in bulk may not be a better deal if the extra bulk will go unused.

Fuel Efficiency:The problem requires students to not only convert miles to kilometers and gallons to liters but they also have to deal with the added

complication of finding the reciprocal at some point.

Accuracy of Carbon 14 Dating II:This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the

ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Accuracy of Carbon 14 Dating I:This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the

ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Bus and Car:

This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires

understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the

average of the speeds for the two segments of the trip.

At a higher level, the task addresses N-Q.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from

beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant.

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Thus students must make judgements about the level of accuracy with which to report the result.

Calories in a Sports Drink:

This problem involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based

on how the information is reported. An unexpected surprise awaits in this case, however, as no reasonable interpretation of the level of

accuracy makes sense of the information reported on the bottles in parts (b) and (c). Either a miscalculation has been made or the numbers

have been rounded in a very odd way.

Dinosaur Bones:The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of

accuracy, and it does not make sense to treat them as having greater accuracy.

Function Flyer:

In this online tool, students input a function where the constants, coefficients, and exponents can be adjusted by slider bars. This tool allows

students to explore graphs of functions and how adjusting the numbers in the function affect the graph. Using tabs at the top of the page

you can also access supplemental materials, including background information about the topics covered, a description of how to use the

application, and exploration questions for use with the java applet.

Data Flyer:

In this activity, students input a function where the constants, coefficients, and exponents can be adjusted by slider bars. Students can also

input data points to be graphed in the same window. This activity allows students to explore graphs of functions and how adjusting the

numbers in the function affect the graph. Students can also practice adjusting the parameters of an equation in order to find a function

representation of their data. This activity includes supplemental materials, including background information about the topics covered, a

description of how to use the application, and exploration questions for use with the java applet.

Slope Slider:

In this activity, students adjust slider bars, which adjust the coefficients and constants of a linear function, and examine how their changes

affect the graph. The equation of the line can be in slope-intercept form or standard form. This activity allows students to explore linear

equations, slopes, and y-intercepts and their visual representation on a graph. This activity includes supplemental materials, including

background information about the topics covered, a description of how to use the application, and exploration questions for use with the

java applet.

Linear Functions:

In this tutorial, "Linear functions of the form f(x) = ax + b and the properties of their graphs are explored interactively using an applet." The

applet allows students to manipulate variables to discover the changes in intercepts and slope of the graphed line. There are six questions for

students to answer, exploring the applet and observing changes. The questions' answers are included on this site. Additionally, a tutorial for

graphing linear functions by hand is included.

The Canoe Trip, Variation 1:The purpose of this task is to give students practice constructing functions that represent a quantity of interest in a context, and then

interpreting features of the function in the light of the context. It can be used as either an assessment or a teaching task.

The Canoe Trip, Variation 2:The primary purpose of this task is to lead students to a numerical and graphical understanding of the behavior of a rational function near a

vertical asymptote, in terms of the expression defining the function.

Average Cost: This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

How is the Weather?:

This task can be used as a quick assessment to see if students can make sense of a graph in the context of a real world situation. Students

also have to pay attention to the scale on the vertical axis to find the correct match. The first and third graphs look very similar at first

glance, but the function values are very different since the scales on the vertical axis are very different. The task could also be used to

generate a group discussion on interpreting functions given by graphs.

Logistic Growth Model, Abstract

Version:

This task is for instructional purposes only and students should already be familiar with some specific examples of logistic growth functions.

The goal of this task is to have students appreciate how different constants influence the shape of a graph.

Logistic Growth Model, Explicit

Version:

This problem introduces a logistic growth model in the concrete settings of estimating the population of the U.S. The model gives a

surprisingly accurate estimate and this should be contrasted with linear and exponential models.

Telling a Story with Graphs:

In this task students are given graphs of quantities related to weather. The purpose of the task is to show that graphs are more than a

collection of coordinate points, that they can tell a story about the variables that are involved and together they can paint a very complete

picture of a situation, in this case the weather. Features in one graph, like maximum and minimum points correspond to features in another

graph, for example on a rainy day the solar radiation is very low and the cumulative rainfall graph is increasing with a large slope.

Throwing Baseballs:

This task could be used for assessment or for practice. It allows the students to compare characteristics of two quadratic functions that are

each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, we are asking the

students to determine which function has the greatest maximum and the greatest non-negative root.

Warming and Cooling:

This task is meant to be a straight-forward assessment task of graph reading and interpreting skills. This task helps reinforce the idea that

when a variable represents time, t = 0 is chosen as an arbitrary point in time and positive times are interpreted as times that happen after

that.

As the Wheel Turns:In this task, students use trigonometric functions to model the movement of a point around a wheel and, through space. Students also

interpret features of graphs in terms of the given real-world context.

Graphing Lines:Allows students access to a Cartesian Coordinate System where linear equations can be graphed and details of the line and the slope can be

observed.

Tool to Exploring Exponential

Functions:

An interactive applet in which students or teachers can visualize how changes in the parameters of the exponential function, y = a(b) x + c,

affect the shape of the graph.

Curve Fitting: The students will plot points on a graph and watch as a polynomial is made.

Equation Grapher:This interactive simulation investigates graphing linear and quadratic equations. Users are given the ability to define and change the

coefficients and constants in order to observe resulting changes in the graph(s).

Graphing Equations:

This resource repeatedly provides a sample linear function in standard form and asks the user to graph it on an interactive graph below the

problem. The interactive graphing tool provides immediate feedback on the solution to the problem whether the user graphs it correctly or

not.

Quadratic Functions:This worksheet gives students one place to show all transformations (reflections, vertical stretches/compressions, and translations) for the

quadratic function. The worksheet also has a place for domain and range for each transformation.

Graphs of Quadratic Functions:

Students compare graphs of different quadratic functions, then produce equations of their own to satisfy given conditions.

This exploration can be done in class near the beginning of a unit on graphing parabolas. Students need to be familiar with intercepts, and

need to know what the vertex is. It is effective after students have graphed parabolas in vertex form (y=a(x–h) +k), but have not yet

explored graphing other forms.

Graphs of Power Functions: This task requires students to recognize the graphs of different (positive) powers of x.

Archimedes and the King's Crown: This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.

Eratosthenes and the circumference

of the earth:This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.

How many cells are in the human

body?:

This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many

cells are in the human body.

2

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How many leaves on a tree?:This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number

of leaves on a tree.

How many leaves on a tree?

(Version 2):

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number

of leaves on a tree.

How thick is a soda can? I:This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it

contains, and estimate how thick it is.

How thick is a soda can? II: This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can.

Histogram Tool:"This tool can be used to create a histogram for analyzing the distribution of a data set using data that you enter or using pre-loaded data

that you select." (from NCTM's Illuminations)

Mean and Median:"This applet allows the user to investigate the mean, median, and box-and-whisker plot for a set of data that they create. The data set may

contain up to 15 integers, each with a value from 0 to 100." from NCTM Illuminations.

Box Plot:

In this activity, students use preset data or enter in their own data to be represented in a box and whisker plot. This activity allows students

to explore single as well as side-by-side box and whisker plots of different data. This activity includes supplemental materials, including

background information about the topics covered, a description of how to use the application, and exploration questions for use with the

Java applet.

Histogram:

In this activity, students input data to be represented in a histogram. Students can adjust the interval size using a slider bar and they can also

adjust the other scales on the graph. This activity allows students to explore histograms as a way to represent data as well as the concepts

of mean, standard deviation, and scale. This activity includes supplemental materials, including background information about the topics

covered, a description of how to use the application, and exploration questions for use with the java applet.

Advanced Data Grapher:This is an online graphing utility that is a great supplement to any lesson on graphing box plots, bubble graphs, scatterplots, histograms, and

stem-and-leaf plots.

Random Walk III: The task provides a context to calculate discrete probabilities and represent them on a bar graph.

Speed Trap:The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing

distributions.

Haircut Costs:This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find

amusing and interesting.

Normal Distribution Interactive

Activity:

With this online tool, students adjust the standard deviation and sample size of a normal distribution to see how it will affect a histogram of

that distribution. This activity allows students to explore the effect of changing the sample size in an experiment and the effect of changing

the standard deviation of a normal distribution. Tabs at the top of the page provide access to supplemental materials, including background

information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Do You Fit In This Car?:This task requires students to use the normal distribution as a model for a data distribution. Students must use given means and standard

deviations to approximate population percentages.

Should We Send Out a Certificate?:The purpose of this task is to have students complete normal distribution calculations and to use properties of normal distributions to draw

conclusions.

SAT Scores:This problem solving task challenges students to answer probability questions about SAT scores, using distribution and mean to solve the

problem.

Musical Preferences: This problem solving task asks students to make deductions about what kind of music students like by examining a table with data.

Fitting A Line to Data:Khan Academy tutorial video that uses Excel spreadsheet and actual income data to predict annual income and expresses

why lines and models are useful and interesting.

Coffee and Crime: This problem solving task asks students to examine the relationship between shops and crimes by using a correlation coefficient.

Reflection of Light:

Use Snell's Law (also called the Law of Refraction) to show why the angle of reflection is equal to the angle of incidence for a plane

mirror

Compare incident angles to reflected angles

Observe the reflection process for light beams of different wavelengths hitting a flat surface at different incident angles

Human Eye Accommodation:

Observe how the eye's muscles change the shape of the lens in accordance with the distance to the object being viewed

Indicate the parts of the eye that are responsible for vision

View how images are formed in the eye

Concave Spherical Mirrors:

Learn how a concave spherical mirror generates an image

Observe how the size and position of the image changes with the object distance from the mirror

Learn the difference between a real image and a virtual image

Learn some applications of concave mirrors

Convex Spherical Mirrors:

Learn how a convex mirror forms the image of an object

Understand why convex mirrors form small virtual images

Observe the change in size and position of the image with the change in object's distance from the mirror

Learn some practical applications of convex mirrors

Color Temperature in a Virtual

Radiator:

Observe the change of color of a black body radiator upon changes in temperature

Understand that at 0 Kelvin or Absolute Zero there is no molecular motion

Solar Cell Operation:

Observe how a solar cell converts light energy into electrical energy

Learn about the different components of the solar cell

Observe the relationship between photon intensity and amount of electrical energy produced

Understand the development of solar cell technology over the past half century

Geometrical Construction of Ray

Diagrams:

Learn to trace the path of propagating light waves using geometrical optics

Observe the effect of changing parameters such as focal length, object dimensions and position on image properties

Learn the equations used in determining the size and locations of images formed by thin lenses

Electromagnetic Wave Propagation:

Observe that light is composed of oscillating electric and magnetic waves

Explore the propagation of an electromagnetic wave through its electric and magnetic field vectors

Observe the difference in propagation of light of different wavelengths

Parent Resources

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Title Description

Scientific Method Tutorial and

Virtual Experiment:

Site takes the student through a tutorial, then a virtual experiment designed to test the affect of various environmental variables on the rate

of chirping in crickets. The steps in the tutorial and the experiment are - Define the Problem, Collect Information, Formulate a Hypothesis,

Test the Hypothesis, and Draw a Conclusion.

Vitamin B1 - Chicken Farm Game:This game is based on the 1929 Nobel Prize in Physiology or Medicine, awarded for pointing out a substance in rice skin, which was later

discovered to be vitamin B1, is missing from the diet of patients with the disease beriberi.

The Tuberculosis Experiments and

Discoveries Game:

This game explores the 1905 Novel prize in Physiology or Medicine, which was awarded for investigations and discoveries concerning the

disease tuberculosis or "TB." The game is a sort of old fashioned laboratory simulation and allows students to discover and experience some of

the classic methods used to detect whether a specific bacterium causes a disease.

Pavlov's Dog Game:

In this game, you will find out if you can train a dog to drool on command - an example of a conditioned reflex. Ivan Pavlov's description of

how animals (and humans) can be trained to respond in a certain way to a particular stimulus, paved the way for a new and objective

method of studying animal and human behavior.

Integrated Circuit:This interactive game will help you learn about integrated circuits, which can be found in almost every modern electrical device such as

Integrated Circuit:computers, cars, television sets, CD players, cell phones, etc... The challenge in this game is to make it to the end.

Normal Modes:Play with a 1D or 2D system of coupled mass-spring oscillators. Vary the number of masses, set the initial conditions, and watch the system

evolve. See the spectrum of normal modes for arbitrary motion. Compare longitudinal and transverse modes.

Part 1: Pond Life:

This lesson is designed for students to investigate familiar and unfamiliar ecosystems using Internet resources, to explore how various

organisms satisfy their needs within their environments, and to study the kinds of relationships that exist between organisms within an

environment.

Malaria- The Parasite Game:This interesting game will help the students learn about the malarial parasite. Students will learn, how is the parasite transmitted to humans,

how does the parasite act inside the human body, where in the body does the parasite multiply and what can kill the parasites in the blood.

Students will be able to take control of the parasite, try to find its way inside a human being, and multiply as fast as possible!!

What you Need to Know about

Energy:This site from the National Academy of Sciences presents uses, sources, costs, and efficiency of energy.

Energy Video - National Academy of

Science:This video, produced by the National Academy of Science, highlights America's role in energy sources and consumption.

Water Science for Schools:This interactive site allows you to learn all about the water cycle. The site provides hydrology data, examples, pictures, definitions, and more

in multiple languages.

Traffic Jam:

This resource poses the question, "how many vehicles might be involved in a traffic jam 12 miles long?"

This task, while involving relatively simple arithmetic, promps students to practice modeling (MP4), work with units and conversion (N-Q.1),

and develop a new unit (N-Q.2). Students will also consider the appropriate level of accuracy to use in their conclusions (N-Q.3).

Felicia's Drive:

This task provides students the opportunity to make use of units to find the gas need (N-Q.1). It also requires them to make some sensible

approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various

answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at

the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MP2, Reason

abstractly and quantitatively, and MP3, Construct viable arguments and critique the reasoning of others.

Harvesting the Fields:

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. The task requires students to exhibit

MP1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both

simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either A-CED.1 or N-Q.1,

depending on the approach.

How Much is a Penny Worth?:This task asks students to calculate the cost of materials to make a penny, utilizing rates of grams of copper.

Runners' World:

This task provides students with an opportunity to engage in Standard for Mathematical Practice 6, attending to precision. It intentionally

omits some relevant information -- namely, that a typical soda can holds 12 oz of fluid, that a pound is equivalent to 16 dry ounces, and that

an ounce of water weighs approximately 1.04 dry ounces (at the temperature of the human body) -- in the interest of having students

discover that these are relevant quantities. The incompleteness of the problem statement makes the task more amenable to having students

do work in groups.

Selling Fuel Oil at a Loss:The task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining

inventory and raising short-term capital for investment or re-investment in developing the business.

Weed killer:

The principal purpose of the task is to explore a real-world application problem with algebra, working with units and maintaining reasonable

levels of accuracy throughout. Of particular interest is that the optimal solution for long-term purchasing of the active ingredient is achieved

by purchasing bottle C, whereas minimizing total cost for a particular application comes from purchasing bottle B. Students might need the

instructor's aid to see that this is just the observation that buying in bulk may not be a better deal if the extra bulk will go unused.

Fuel Efficiency:The problem requires students to not only convert miles to kilometers and gallons to liters but they also have to deal with the added

complication of finding the reciprocal at some point.

Accuracy of Carbon 14 Dating II:This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the

ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Accuracy of Carbon 14 Dating I:This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the

ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Bus and Car:

This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires

understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the

average of the speeds for the two segments of the trip.

At a higher level, the task addresses N-Q.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from

beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant.

Thus students must make judgements about the level of accuracy with which to report the result.

Calories in a Sports Drink:

This problem involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based

on how the information is reported. An unexpected surprise awaits in this case, however, as no reasonable interpretation of the level of

accuracy makes sense of the information reported on the bottles in parts (b) and (c). Either a miscalculation has been made or the numbers

have been rounded in a very odd way.

Dinosaur Bones:The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of

accuracy, and it does not make sense to treat them as having greater accuracy.

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The Canoe Trip, Variation 1:The purpose of this task is to give students practice constructing functions that represent a quantity of interest in a context, and then

interpreting features of the function in the light of the context. It can be used as either an assessment or a teaching task.

The Canoe Trip, Variation 2:The primary purpose of this task is to lead students to a numerical and graphical understanding of the behavior of a rational function near a

vertical asymptote, in terms of the expression defining the function.

Average Cost: This task asks students to find the average, write an equation, find the domain, and create a graph of the cost of producing DVDs.

How is the Weather?:

This task can be used as a quick assessment to see if students can make sense of a graph in the context of a real world situation. Students

also have to pay attention to the scale on the vertical axis to find the correct match. The first and third graphs look very similar at first

glance, but the function values are very different since the scales on the vertical axis are very different. The task could also be used to

generate a group discussion on interpreting functions given by graphs.

Logistic Growth Model, Abstract

Version:

This task is for instructional purposes only and students should already be familiar with some specific examples of logistic growth functions.

The goal of this task is to have students appreciate how different constants influence the shape of a graph.

Logistic Growth Model, Explicit

Version:

This problem introduces a logistic growth model in the concrete settings of estimating the population of the U.S. The model gives a

surprisingly accurate estimate and this should be contrasted with linear and exponential models.

Telling a Story with Graphs:

In this task students are given graphs of quantities related to weather. The purpose of the task is to show that graphs are more than a

collection of coordinate points, that they can tell a story about the variables that are involved and together they can paint a very complete

picture of a situation, in this case the weather. Features in one graph, like maximum and minimum points correspond to features in another

graph, for example on a rainy day the solar radiation is very low and the cumulative rainfall graph is increasing with a large slope.

Throwing Baseballs:

This task could be used for assessment or for practice. It allows the students to compare characteristics of two quadratic functions that are

each represented differently, one as the graph of a quadratic function and one written out algebraically. Specifically, we are asking the

students to determine which function has the greatest maximum and the greatest non-negative root.

Warming and Cooling:

This task is meant to be a straight-forward assessment task of graph reading and interpreting skills. This task helps reinforce the idea that

when a variable represents time, t = 0 is chosen as an arbitrary point in time and positive times are interpreted as times that happen after

that.

As the Wheel Turns:In this task, students use trigonometric functions to model the movement of a point around a wheel and, through space. Students also

interpret features of graphs in terms of the given real-world context.

Graphing Lines:Allows students access to a Cartesian Coordinate System where linear equations can be graphed and details of the line and the slope can be

observed.

Graphs of Quadratic Functions:

Students compare graphs of different quadratic functions, then produce equations of their own to satisfy given conditions.

This exploration can be done in class near the beginning of a unit on graphing parabolas. Students need to be familiar with intercepts, and

need to know what the vertex is. It is effective after students have graphed parabolas in vertex form (y=a(x–h) +k), but have not yet

explored graphing other forms.

Graphs of Power Functions: This task requires students to recognize the graphs of different (positive) powers of x.

Archimedes and the King's Crown: This problem solving task uses the tale of Archimedes and the King of Syracuse's crown to determine the volume and mass of gold and silver.

Eratosthenes and the circumference

of the earth:This problem solving task gives an interesting context for implementing ideas from geometry and trigonometry.

How many cells are in the human

body?:

This problem solving task challenges students to apply the concepts of mass, volume, and density in the real-world context to find how many

cells are in the human body.

How many leaves on a tree?:This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number

of leaves on a tree.

How many leaves on a tree?

(Version 2):

This is a mathematical modeling task aimed at making a reasonable estimate for something which is too large to count accurately, the number

of leaves on a tree.

How thick is a soda can? I:This problem solving task challenges students to find the surface area of a soda can, calculate how many cubic centimeters of aluminum it

contains, and estimate how thick it is.

How thick is a soda can? II: This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can.

Random Walk III: The task provides a context to calculate discrete probabilities and represent them on a bar graph.

Speed Trap:The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing

distributions.

Haircut Costs:This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find

amusing and interesting.

Do You Fit In This Car?:This task requires students to use the normal distribution as a model for a data distribution. Students must use given means and standard

deviations to approximate population percentages.

Should We Send Out a Certificate?:The purpose of this task is to have students complete normal distribution calculations and to use properties of normal distributions to draw

conclusions.

SAT Scores:This problem solving task challenges students to answer probability questions about SAT scores, using distribution and mean to solve the

problem.

Musical Preferences: This problem solving task asks students to make deductions about what kind of music students like by examining a table with data.

Fitting A Line to Data:Khan Academy tutorial video that uses Excel spreadsheet and actual income data to predict annual income and expresses

why lines and models are useful and interesting.

Coffee and Crime: This problem solving task asks students to examine the relationship between shops and crimes by using a correlation coefficient.

2

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