Search Results

How a scientific theory is born

Students will discuss the development of the theory of plate tectonics to determine how scientific theories are created.

Pandemic reflection

Students will review a timeline of major events related to the COVID-19 pandemic and discuss lingering questions about the pandemic. With a partner, students will reflect on how the pandemic has affected their life and what changes the near future may bring.

Arguing from evidence

Students will discuss how a scientific argument uses evidence and reasoning to support a claim. Then, students will compare that process with their own experience of constructing a personal argument.

A bridge to conservation

Students will learn about the effects of habitat fragmentation on a critically endangered species, explore scientists’ process for designing and engineering a solution to the problem, and discuss the importance of conservation.

Zone in on the ocean

Students will explore how the ocean environment changes with depth and how various organisms’ physical traits allow the organisms to thrive at different depths. Students then will discuss the benefits and limitations of the ocean zone model.

Forging paths to STEM success

Students will explore careers in STEM by analyzing and comparing a profile of an SN 10 scientist with that of a scientist highlighted in the Science News for Students “Cool Jobs” collection. Students will think about how the profiles cover the scientists’ personal histories, research and other factors that led the scientists to successful careers in STEM. Then students will reflect on their own STEM goals and possible journey.

Space for research

Students will learn about the International Space Station and research done by astronauts aboard the space station, and come up with their own research question that could be explored in space.

Chemicals cue behavior

Students will explore the chemical makeup of pheromones, how the chemicals may cue species behavior and why it’s important for scientists to study such information. Students will answer questions related to the pheromone discussed in the Science News article before applying the same questions to a pheromone of their choice.

Why use units

To determine the purpose of units in science, students will identify and compare the units used for common outer space measurements with units typically used for Earth measurements. Then, students will think about the importance of using standard units versus relative values when describing data before creating a scaled drawing of exoplanet distances.

Mathematical models of a dog’s age

Students will define, apply and analyze a new mathematical model for determining dog age in human years before comparing it to an old version of the model. Then, students will give examples of mathematical models in other fields and think about models’ benefits and limitations.

Colorful chemistry

Students will review concepts of light and chemical structures to explore color. Then, students will partner up to research a pigment of their choice and present their findings to the class.

Ecological relationship status

Students will use their knowledge of interspecific interactions to explore bacterial communities on human tongue cells. Then, students will apply those concepts to create metaphors for relationships in their own community.