Students will explore and analyze various approaches some universities have taken to manage the COVID-19 pandemic on their campuses before comparing the strategies to those used at their own school.
Students will discuss how graphs and quantitative analogies are useful for interpreting and understanding data. Then, students will analyze and compare how effective each strategy is at communicating a scientific claim. As an extension, students may propose an alternative method of displaying or explaining given data.
Students will discuss the classical definitions of chemical bonds and determine how to adjust those definitions based on new research. Then, students will talk about the best strategies for assessing general chemistry concepts and exceptions to those generalizations.
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.
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.
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.
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.
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.
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.
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.