This activity allows students to investigate classification and create their own dichotomous key. Discussion will include classification of items in everyday life.

Students will utilize factually observed or researched information in a creative high interest-writing project.

This web page is an interactive physics problem on vector addition. The page explains the concept of breaking a vector into components and adding them together, and works through an example problem. The attached Java applet visualizes the problem. This is part of a collection of similar simulation-based student activities.

Students work in groups to find a "treasure" using a treasure map with directions written in vector format.

The Web-based Inquiry Science Environment (WISE) is a free on-line science learning environment for students in grades 4-12. In WISE, students work on exciting inquiry projects on topics such as genetically modified foods, earthquake prediction, and the deformed frogs mystery. Students learn about and respond to contemporary scientific controversies through designing, debating, and critiquing solutions, all via the internet. Curriculum projects are complete and ready to use in the classroom. The projects are designed to meet standards and complement existing science curricula. The Teacher Area lets instructors explore new projects and grade students' work on the web, as well as to collaborate with other teachers and researchers.

The growing number of electronics that are becoming obsolete is staggering. The responsible disposal of these materials remains to be a highly debated topic and is one that does not have an easy answer. In this problem-based learning module, students will research this growing issue and provide them opportunities to determine what actions to take. Students will then take their findings and use their research data as evidence to support their position. Groups will create a finished product in the form of a speech, radio broadcast, presentation or persuasive essay to help solve this problem.

Students are prompted with the answer to a word problem. They should be asked to construct a problem resulting in the provided answer using either addition, subtraction, multiplication, or division.

This problem-based learning module is designed to bring “Awareness” to students about being judgemental and pre-judging people.  Students will become aware of their own judgmental issues and develop a presentation that will bring awareness to their audience on the topic.    This module is developed with instruction based on whole group discussions, station rotations, partner research as well as final presentation. This module is created with the ELA standards of W.7.6, W.7.2 , SL.7.1 and the history standard of 7.16 as the focus.

In this problem-based learning module, students will investigate the following question: Does the state of Ohio suffer from “Brain Drain?”If so why is this, where are people going, & what can be done to stop it?If not, what is keeping/bringing people here?After researching and learning about some of the push-pull factors that drove 19th century European immigration to the United States, student groups will be formed in order research, create, and share their findings to determine whether or not Ohio is a “push” or “pull” state.After the launch activity, students will spend the first two days gaining background knowledge on the historical components and content related to the topic.  Beginning on Day 4, students will be grouped into teams to begin research and development of the “BIG IDEA” question of: Does the state of Ohio suffer from “Brain Drain?”If so why is this, where are people going, & what can be done to stop it?If not, what is keeping/bringing people here?Once the groups have determined their position on the problem, they will begin researching information to be able to share out their findings.The final products will be presented to an authentic audience consisting of District Administration (i.e., media relations), Local Administration (elected officials), and possibly, local Chamber of Commerce members

This activity is a lab investigation/teacher directed inquiry, in which a student discovers the pathway of an electric current from a battery source, through a light bulb's inner structure, and then back to the battery source to complete a simple circuit.

In this lesson students are introduced to Architect, Jeremy Peang-Meth. Mr. Peang-Meth was asked to design a local, renewable energy source for building located in the heart of New York City. While the tall buildings surrounding the site caused some obvious problems, there were also some benefits to the site. Students are asked to consider the constraints posed by the location of the building and then, based on their analysis of those constraints, to find a roof location that will provide good energy capture from the wind. After they have made that choice, students are invited to view Mr. Peang-Meth’s solution as he presents it in the provided video.

This resource contains an overview of the resource, printable forms, and student samples.

Students learn about trigonometry, geometry and measurements while participating in a hands-on interaction with LEGO® MINDSTORMS® NXT technology. First they review fundamental geometrical and trigonometric concepts. Then, they estimate the height of various objects by using simple trigonometry. Students measure the height of the objects using the LEGO robot kit, giving them an opportunity to see how sensors and technology can be used to measure things on a larger scale. Students discover that they can use this method to estimate the height of buildings, trees or other tall objects. Finally, students synthesize their knowledge by applying it to solve similar problems. By activity end, students have a better grasp of trigonometry and its everyday applications.