Students will discuss the definition and importance of scientific questions, explore questions that scientists were able to investigate because of the coronavirus pandemic and brainstorm their own scientific questions.
Students will discuss the purpose, benefits and challenges of using computer simulations in scientific research. Then, students will brainstorm a real-world issue that could be investigated with a computer simulation and think about how the simulation would work.
Students will answer basic questions about cell structure and energy production, draw diagrams to visualize how mitochondria in sea otters may function differently than in other marine mammals and brainstorm a research question for further investigation.
Students will compare and contrast rain on Earth with rain on other planets and practice drawing molecular structures of various rain substances to examine the substances' physical and chemical properties. Students will use that information, along with the planetary conditions needed to form rain, to create a short weather forecast for one planet.
Students will investigate animals that regenerate, discuss how energy plays a role in the process and think about why scientists might be interested in studying animal regeneration. Students will use what they’ve learned to write a script and narrate a Science News video of regenerating sea slugs.
Students will think about how communities connect on local and global scales through the lens of COVID-19 vaccine distribution and consider why global collaboration in STEM is crucial for solving some large-scale issues.
Students will explore advances in neurotechnology by making connections between examples they’ve seen in popular culture and what is currently possible. Students will then think critically about positive and negative effects of advancements in this area of science.
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.