It takes a thick skin to withstand the hardships that life has to offer. This collection of images shows a variety of animals, each with a slightly different type of protective covering. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.
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In this activity, students learn how an animal's sense of hearing is adapted to -- as well as affected by -- its environment. They begin by exploring how a shark's senses enable it to be an efficient predator. Students then compare a shark's senses to those of a land animal of their choice, and discover how each animal's senses are adapted to its particular environment. Next, they focus on the sense of hearing, and a common cause of hearing loss: continual exposure to loud noises. Students learn how a change in the way that an Arctic community hunts -- using rifles instead of harpoons -- has caused widespread hearing loss. Finally, students research noise levels in their environment and conduct a public awareness campaign about noise pollution and the associated hearing loss.
In this unit of study students learn how an animal's body structure and behavior help it survive in its habitat. This unit integrates nine STEM attributes and was developed as part of the South Metro-Salem STEM Partnership's Teacher Leadership Team. Any instructional materials are included within this unit of study.
Students are introduced to the classification of animals and animal interactions. Students also learn why engineers need to know about animals and how they use that knowledge to design technologies that help other animals and/or humans. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.
Students learn about biomimicry and how engineers often imitate nature in the design of innovative new products. They demonstrate their knowledge of biomimicry by practicing brainstorming and designing a new product based on what they know about animals and nature.
Students investigate decomposers and the role of decomposers in maintaining the flow of nutrients in an environment. Students also learn how engineers use decomposers to help clean up wastes in a process known as bioremediation. This lesson concludes a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.
Almost everyone has wished at one time or another to be able to fly like a bird. Just the thought of soaring above your city or town without any mechanical device gives us a reason to envy these feathered animals. Also in: French | Spanish
Date of this Version
Kenworthy, Celeste and Aurora Kenworthy. "Living World Club." After school club lesson plans. University of Nebraska-Lincoln, 2019.
Copyright 2019 by Celeste Kenworthy under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.
An afterschool club that focuses on building understanding and enjoyment of nature and the environment through interactive and collaborative activities.
Students are introduced to the concept of tracking and spatial movements of animals in relation to the environments in which they live. Students improve their understanding of animal tracking and how technology is used in this process.
Every German consumes an average of nearly 90 kg of meat every year. This is way too much and problematic in many ways. Industrialized production of meat is unsustainable in many ways, it affects: Land consumption, food security, climate change, animal rights, pollution and health.
But what exactly are the problems of industrial meat production? What are the global implications? And what can be done about?
Realization: edeos- digital education
To provide instruction and dialog on practical ethical issues relating to the responsible conduct of human and animal research in the brain and cognitive sciences. Specific emphasis will be placed on topics relevant to young researchers including data handling, animal and human subjects, misconduct, mentoring, intellectual property, and publication.
The teacher leads a discussion in which students identify the physical needs of animals, and then speculate on the needs of plants. With guidance from the teacher, the students then help design an experiment that can take place in the classroom to test whether or not plants need light and water in order to grow. Sunflower seeds are planted in plastic cups, and once germinated, are exposed to different conditions. In particular, within the classroom setting it is easy to test for the effects of light versus darkness, and watered versus non-watered conditions. During exposure of the plants to these different conditions, students measure growth of the seedlings every few days using non-standard measurement. After a few weeks, they compare the growth of plants exposed to the different conditions, and make pictorial bar graphs that demonstrate these comparisons.
Students experience civil and environmental engineering by planning a housing development in an existing biome, while also protecting the native species that live there. They conduct research, draw plans, make brochures and give presentations, with each team having a member serving as a project manager, civil engineer, environmental engineer and graphic designer. The best designs creatively balance the needs and resources necessary to support both the native species and human infrastructure.