Write down two places in the school where you think there might be a lot of bacteria, and write down two places in the school where you think there will be very little bacteria. Explain why you chose these places.
Students learn the skill of lateral reading to help identify potential bias in online resources. Students focus their investigation on famous cases involving counterfeiting and fraud - a forensics tie in.
Using actual wildlife injury data from a local wildlife rescue center, students learn what animal species have been injured and the causes of injury. Students use spreadsheet software to sort, organize, and evaluate their findings for recommendations to reduce human-caused injury to wildlife. Students prepare and present a summary of their findings and recommendations to the local Audubon Society, The Humane Society, neighborhood associations, and other interested groups. At the end of each public presentation, students gather public reaction to the data and collect ideas on how to reduce injury to wildlife. These recommendations are compiled into a newsletter and wiki for dissemination to a wider audience.
This unit plan was originally developed by the Intel® Teach program as an exemplary unit plan demonstrating some of the best attributes of teaching with technology.
This professional development course consists of a series of workshops focused on NGSS-aligned & local phenomenon-centered curriculum, developed by IslandWood with funding from the OSPI ClimeTime Grant. It is currently structured to be delivered online and for Upper Elementary (3-5) educators. A slide deck and accompanying handouts are available to complement the course outline.
Mike Leinbach will share his first-hand account of how agencies worked together to bring Columbia home and search for answers.