This article and included graphs,from the web site accompanying the FRONTLINE NOVA special What's Up with the Weather?, reveals how atmospheric carbon dioxide, methane, and nitrous oxides from coal- and oil-burning power plants, cars, and other fossil-fuel-burning sources have climbed along with the world population, with as yet unknown effects on the climate system.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials - 2 clear plastic cups for each pair of students - 4 bean seeds for each pair - soil - unifix cubes - a plant or math journal to record data ...
The authors of the research presented in this special collection used the first description of the B73 maize genome to probe some of the most intriguing questions in genetics and plant biology. Read about maize centromeres, new insights into transposon types and distribution, the abundance of very short FLcDNAs encoding predicted peptides, and many other "genetic jewels" contained herein.
3-D Mapping | Topography
By Dana Hoppe, Copyright 2018 by Dana Hoppe 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.
Topography - Design Challenge
Introduction - Expanded learning opportunities (ELOs) have the potential to be the great equalizer in American education. Regular participation in high quality before and afterschool learning, and enriching summer school programs have been shown to help low-income students succeed academically on par with their more affluent peers. These programs, characterized by strong school-community partnerships, can also help high-performing students stay engaged and achieve even greater levels of understanding. In short, high-quality ELOs are for everyone - and the benefits they create are critical to Nebraska's future economy. - Beyond School Bells I would like to thank Beyond School Bells as well as Nebraska Innovation Studio for providing me with the opportunity, resources, and encouragement to develop this program as an Innovation Fellow. Their willingness to give the intellectual and creative freedom to build upon my ideas and inspirations is what enabled this program to exist. I strongly believe that opportunities such as the Innovation Fellowship are planting the seeds for Nebraska's future. -Dana Hoppe, Program Creator
Concept and Purpose - Interdisciplinary Learning: This program is focused on developing fundamental STEM skills through interdisciplinary learning. The truth is that all areas of study overlap significantly in one way or another, and the cognitive skills that lead to success in one area surely extend to other areas. A recurring theme I have noticed through my personal experience of being and artist as well as a scientist is that I have heavily utilized my creative thinking abilities to solve challenging problems. Imagination and creativity, when combined with background knowledge and understanding, allow us to find solutions that often lie beyond the rigid structure often associated with mathematics and the sciences. Once we begin to see the overlap between these areas, we begin building bridges between them and new ideas and applications emerge from a formerly empty space. The concept of topography was always interesting to me. The strangeness of being able to discern the shape of the land simply from the distance between a hypnotizing assortment of lines on a flat piece of paper was immediately intriguing. How does this flat sheet of abstract shapes translate to the three-dimensional complexity of a mountain, a valley, or a bluff? Topography is the platform of this program because it is a very versatile concept and can be used to create art and models representing a diverse range of fields. The activities in this program focus on having the students follow processes often found in Computer Science. Every process they complete can be thought of as an algorithm, and when they repeat steps, it can be thought of as a loop. They are also recursively calling the same function on each resulting piece they create, mimicking the concept of dynamic programing. The permutation matrix activities will familiarize students with moving through the data in a matrix and adding data to stacks. While they are doing all of these activities, however, there will be no jargon they have to learn, and they will probably not even realize until they take their first Computer Science course that it is even related. To the students, they will simply be creating art in a new and interesting way.
Students figure out that they can trace all food back to plants, including processed and synthetic food. They obtain and communicate information to explain how matter gets from living things that have died back into the system through processes done by decomposers. Students finally explain that the pieces of their food are constantly recycled between living and nonliving parts of a system.
This unit on matter cycling and photosynthesis begins with students reflecting on what they ate for breakfast. Students are prompted to consider where their food comes from and consider which breakfast items might be from plants. Then students taste a common breakfast food, maple syrup, and see that according to the label, it is 100% from a tree.
Based on the preceding unit, students argue that they know what happens to the sugar in syrup when they consume it. It is absorbed into the circulatory system and transported to cells in their body to be used for fuel. Students explore what else is in food and discover that food from plants, like bananas, peanut butter, beans, avocado, and almonds, not only have sugars but proteins and fats as well. This discovery leads them to wonder how plants are getting these food molecules and where a plant’s food comes from.
This page provides an overview and details about the Wisconsin Fast Plants ProgramĺŐs Digital Library, a portal for browsing, searching, and cataloging resources.
- Material Type:
- Wisconsin Fast Plants Program
- Provider Set:
- Wisconsin Fast Plants Activity and Resource Library
- The Wisconsin Fast Plants Program
- Date Added:
It's no secret that greenhouse gases warm the planet and that this has dire consequences for the environment whole islands swallowed up by rising seas, animal and plant species stressed by higher temperatures, and upsets in ecological interactions as populations move to cooler areas. However, carbon dioxide has another, less familiar environmental repercussion: making the Earth's oceans more acidic. Higher levels of carbon dioxide in the atmosphere mean that more carbon dioxide dissolves in the ocean. This dissolved carbon dioxide forms carbonic acid the same substance that helps give carbonated beverages their acidic kick. While this process isn't going to make the ocean fizzy anytime soon, it is introducing its own set of challenges for marine organisms like plankton and coral.
For the Principles of Accounting: Volume 2 Managerial Accounting, this video focuses on Chapter 6 (Activity Based Costing) using the Musicality, Inc. problem, exploring the calculations differences between Single Plantwide Overhead rate vs. Activity Based Costing. Covering the cost per unit / gross profit per unit only.
After learning about and exploring plant and animal adaptations, students research local organisms with interesting adaptations and share findings with their classmates. Students identify adaptations globally by analyzing a documentary.
Educators Guide for this unit:
Lessons in this unit:
Adaptations Activity 1: Adapting to the Environment
Adaptations Activity 2: Physical Adaptations
Adaptations Activity 3: Behavioral Adaptations
Adaptations Activity 4: Go Adapt!
Adaptations Activity 5: Create a Creature
This lesson will tie into the Nebraska science standards below. Students will learn how to search Worldbook KIDS online to study different animals and plants, as a class and independently. With a teacher’s help, students will then learn about animal and plant adaptations that help them survive in their habitats in order to come up with a solution to a human problem. The standards in bold print are the ones that will be the classroom teacher’s focus, but the librarian’s goal will be to introduce students to Worldbook KIDS as a reference source.It can easily be adapted to be a whole unit. Please let me know if you would like to help/edit this lesson to enhance it!
Students will plan and design an imaginary organism that lives in the Temperate Deciduous Forest, Tropical Rainforest, or Desert. Students will then identify three adaptations of this animal, and determine how the adaptations of that animal may respond to a change in the ecosystem.
The Agriscience/Intro to Agriculture course helps students acquire a broad understanding of a variety of agricultural areas, develop an awareness of the many career opportunities in agriculture, participate in occupationally relevant experiences, and work cooperatively with a group to develop and expand leadership abilities. Students study California agriculture, agricultural business, agricultural technologies, natural resources, and animal, plant, and soil sciences.
Alcoholic Fermentation in Yeast – A Bioengineering Design Challenge Grade Level: 10thSubject: ALSAnimalsDuration: 90 minutesDOK Level: 3SAMR Level: Substitution Indiana Standard: ALSA-2.17 Describe cellular respiration. Recognize that animals perform only respiration, while plants perform both photosynthesis and respiration. Also, describe the transformation of energy during respiration, and the role of ATP produced in respiration for other metabolic processesObjective: Students will be able to explain the process of cellular respiration and design an experiment .Essential Question: What is the optimum sucrose concentration and temperature to maximize rapid CO2 production?Procedure: Handout the student lab sheet.Have the students answer the questions in part 1Have them draw the steps in part to in their research notebookHave the students complete the lab part 2Have the students record the results in their research notebookHave the students design and complete lab part 3Product or Assessment: Students will be assessed on their results in their research notebook. Credit: Cellular Respiration lab http://serendip.brynmawr.edu/sci_edu/waldron/Teacher Preparation Notes
In Florida's humid climate, strawberry growers are in a constant battle with two kinds of fruit rot. Using a decision support system, they can save money by spraying fields only when the plant diseases are a threat.
Students are introduced to biofuels, biological engineers, algae and how they grow (photosynthesis), and what parts of algae can be used for biofuel (biomass from oils, starches, cell wall sugars). Through this lesson, plants—and specifically algae—are presented as an energy solution. Students learn that breaking apart algal cell walls enables access to oil, starch, and cell wall sugars for biofuel production. Students compare/contrast biofuels and fossil fuels. They learn about the field of biological engineering, including what biological engineers do. A 20-slide PowerPoint® presentation is provided that supports students taking notes in the Cornell format. Short pre- and post-quizzes are provided. This lesson prepares students to conduct the associated activity in which they make and then eat edible algal cell models.