In this Wonder of the DayR, we learn about why flamingos are pink. Students have the opportunity to explore the Wonder either as a class or individually. With suggestions for different age groups, Wonder #1 has an activity to engage students with drawing, writing description, or both. 

In this Wonder of the DayR, we learn about why flamingos are pink. Students have the opportunity to explore the Wonder either as a class or individually. With suggestions for different age groups, Wonder #1 has an activity to engage students with drawing, writing description, or both. 

These resources are driven by the Next Generation Science Standards. In particular these activities allow students to practice various Science & Engineering Practices, such as “Constructing explanations (for science) and designing solutions (for engineering).” Considering these resources are available for a K-5 audience, we’ve only included the standards for grades 3-5. These activities are great for at-home learning and engaging students with their surroundings. 

Learn about bees, their habitat and how to interact with a swarm in this Wild TV video segment.

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 construct bird nests and birdhouses. They research birds of their choosing and then design houses that meet the birds' specific needs. It works well to conduct this activity in conjunction with a grades 9-12 woodshop class by partnering the older students with the younger students (but it is not required to do this in order to conduct the activity).

In this lesson, students will learn about bees and their connection to agriculture. Includes activity instructions, variations, and exentsion activities.

NGSS: 2-LS2-2

Common Core: RL.1.1, RI.7, SL2.5

Social Sciences: K.11

Time: 45 minutes

In this stills collage produced for Teachers' Domain, see several examples of everyday inventions that were either inspired by nature or are similar in form and function to plants or animals.

Engineering is about extending the horizons of society by solving technical problems, ranging from the meeting of basic human needs for food and shelter to the generation of wealth by trade. Engineers see the problems more as challenges and opportunities than as difficulties. What they appear to be doing is solving problems, but in fact they are busy creating solutions, an altogether more imaginative activity.

Students begin by reading Dr. Seuss' "The Lorax" as an example of how overdevelopment can cause long-lasting environmental destruction. Students discuss how to balance the needs of the environment with the needs of human industry. Student teams are asked to serve as natural resource engineers, city planning engineers and civil engineers with the task to replant the nearly destroyed forest and develop a sustainable community design that can co-exist with the re-established natural area.

Children like bugs, and teachers or naturalists can take advantage of this natural curiosity
to sustain students’ interest in science and provide them with an avenue through which
they can explore their world. In this session we will look at how teachers can set up
learning stations to supplement PLT (Project Learning Tree) activities with entomological activities or extensions
and we will work through several key activities that will provide the essential foundation
for a sustained entomological experience. This manual contains entomological activities
and/or extensions for each activity in the PLT pre K–8 activity guide. Each extension is
indexed to the corresponding PLT activity number and name.

In this activity students will practice discussing environmental issues and their own ecological footprint. They will also practice sharing ways in which they can reduce their environmental impact.

In this activity students will practice proposing new laws to protect wildlife and defending these laws by explaining its pros and cons. They will also practice asking elaborating questions.

In this activity students will practice presenting a French national park of their choice. They will also practice sharing their personal experiences and opinions with national parks.

These introductory plans will springboard students into the fictional text, Night of the Twister.  This modified text, and informational PowerPoint featuring four natural disasters, was inspired by a real event that happened in Nebraska in 1980.  The modified text was created using more simplistic language while keeping the main idea intact.  Students will recount events and analyze characteristics that define natural disasters, while answering the overarching unit question: How do natural disasters impact us? This set of lessons is intended to span between 5-10 instructional periods and will also set the stage for specific learning structures and routines.  Students will use response strategies to identify how nature can impact us.  Through reading and discussion, students will cite key details and make inferences based evidence that support the main idea of portions of the text read.  Included are examples of text dependent questions and sample questions to guide instruction.  Contained in this plan are day-by-day lessons.

Many field instructors cite this Exploration Routine as their most effective teaching tool. It helps students develop a mindset of curiosity, and provides language tools to actively and directly engage with the natural world. These are important skills students can carry away and apply in any natural setting. Using this routine makes any field experience more student- and nature-centered. After introducing it, instructors can ask students to apply the routine to deepen their understanding of the natural world during any part of a field experience.

During the activity, students pick up a natural object, such as a leaf, and make “I notice…” statements out loud with a partner, then share some of their observations with the group. They do the same with “I wonder…” questions, and with “It reminds me of…” connections. Then, students practice using these tools while exploring whatever they find interesting. This simple routine can help students get beyond seeing nature as a “green blur,” and lead them to never be bored in nature again.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Understand the importance of socialization both for individuals and societyExplain the nature versus nurture debate

In this lesson, students will extend their knowledge of matter and energy cycles in an organism to engineering life cycle assessment of a product. Students will learn about product life cycle assessment and the flow of energy through the cycle, comparing it to the flow of nutrients and energy in the life cycle of an organism.