In this segment from Curious, learn about creating energy from solar rays to meet the growing energy needs of the world.

This is a free textbook which covers material for an introductory course on differential equations with some partial differential equations material, though it assumes knowledge of matrix theory. It includes a section on computing Fourier series of polynomials. It also includes a link to the freely available student solutions manual.

This article provides an overview of differentiated instruction and resources for teachers looking to differentiate science and literacy content in the elementary classroom.

After visiting the school garden to identify and pick vegetables ready for harvest, students create a poster model to show the journey food takes through their digestive system. Students then compare and contrast the digestive process of a plant (garden vegetable) with that of an animal (human). Students will further identify and compare nutritious and innutritious (junk) foods for both humans and plants.

This lesson introduces the idea of soil as an ecosystem and as a carbon sink.

Step 1 - Inquire: Students view a timelapse video that demonstrates the difference between soils with and without invertebrate decomposers.

Step 2 - Investigate: Students learn about the concept of soil as a carbon sink and examine soil samples to learn how to define soil.

Step 3 - Inspire: Students draw and record their findings demonstrating understanding of soil as an ecosystem and create a model of their soil artistically using found materials in the classroom.

This resource was created by Tessa Janssen in collaboration with Crystal Hurt as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for 4th Grade Science. Students will demonstrate their learning of the functions of external plant parts. 

This online, shared Diigo group is an example of one strategy for collaboratively archiving, aggregating, aligning and curating open and free resources. This group was actively used from 2014-2017 to supplement another team project to curate custom CK-12 Flexbooks for all Middle School Science modules. Items were archived and shared here to be vetted for inclusion by other faculty as well as district level Science Coordinators.Some of the advantages to using Diigo in this way are as follows:

Diigo allows an extension to be easily placed directly into the Chrome or Safari browser, thereby making it handy at the very point of discovery of the resource. There is no need to copy a URL and then go elsewhere to open another tool or service for entry. In working with faculty on such projects, we have found that limiting the number of steps between discovery of a resource and its ultimate inclusion in student-facing products is valuable.
This approach also allows a very transparent running archive for the entire team, allowing your content experts to do their thing in an effective manner.
Some of the details that make this effective are the ability to comment on submitted resources, thus generating a running conversation, direct editing of submissions for accuracy and alignment, etc.
We also utilized the ability to employ a common group dictionary of tags. This is important so that tags are useful and not splintered into many such as: “7thGrade,” “7th Grade,” “Seventh Grade,” and so on.
Annotation and markup is also available right at the point of discovery, and this markup also shows clearly in the running archive of the shared group.
The service is free to use, and even the group function is free as long as the group is public-facing. In the spirit of #GoOpen, this more than fits.
All of the work can also be exported for long-term archiving if this is a need.

One key thing to note, is that we actually used state standards as tags as well. At the time, this led to the potential for a very laser-focused conversation regarding whether or not resources truly facilitated work directly on the standard, or just “in the area of the standard,” which can be a concern at times. However, these were not NGSS standards at the time, and I want that to be clear. These are all solid resources for the application, but the alignment would certainly shift when cross-walking to NGSS.
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This article describes how to use art projects to help students learn science concepts and how this integration helps students with language-based learning disabilities.

Students will design an experiment to relate the voltage difference and current in a circuit. They will collect data, then create and analyze a graph in order to arrive at Ohm's Law. They will create circuits and determine the voltage difference, current, and resistance in the circuit using Ohm's Law. This lesson results from the ALEX Resource Gap Project.

The purpose of this resource is to use a land cover type map to make environmentally sound decisions.

This video segment adapted from A Science Odyssey tells the story of researcher Sir Alexander Fleming, whose luck and scientific reasoning led to the groundbreaking discovery of penicillin.

This is a Project Based Learning activity of the Integumentary System where students will investigate different diseases that can affect the skin, hair, or nails. Students will write a paper and create a visual presentation to share the disease or disorder with the class. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

This course examines the growing importance of medicine in culture, economics and politics. It uses an historical approach to examine the changing patterns of disease, the causes of morbidity and mortality, the evolution of medical theory and practice, the development of hospitals and the medical profession, the rise of the biomedical research industry, and the ethics of health care in America.

Students will begin this lesson by accessing their prior knowledge on Earth's natural resources through a brainstorming activity. The teacher will introduce the topic of fossil fuels, which are non-renewable resources such as coal, oil, and natural gas. The teacher will lead students in utilizing the jigsaw literacy strategy, in which students will become members of a home group and an expert group as they research and discuss their assigned topic. This lesson will culminate with students creating a presentation in the form of a research paper, poster, or slideshow to demonstrate their knowledge of the distribution and creation of fossil fuels. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

In this video segment from NatureScene, observe some methods of plant identification with regards to the diversity of hardwoods at the Congaree Swamp.

Students will use a Venn diagram to compare lightning and static electricity. Then, students will experiment with static electricity and read nonfiction passages about lightning and lightning rods. Finally, they will apply their learning to construct a model of a lightning rod system that protects a house from a lightning-induced fire. This lesson results from the ALEX Resource Gap Project.

This inquiry-based lesson provides an introduction to density allowing students to explore density and its relation to objects floating and sinking. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Ever wondered how long a hyena can run? How much they can eat? Whether they're smart or even whether they actually DO laugh? Check out this video where I share some facts about hyenas and their habits! Expect some adorable hyena footage too!

Students explore outdoors to search for plant body parts (roots, stems, leaves, and flowers) and explain the function of each part of the plant as it relates to the plant’s survival. Students then research a vegetable from a list of vegetables commonly grown in a school garden in order to sketch that vegetable with body parts, describe the function of each part, and discuss which body parts are typically eaten. As a mathematics connection, students use triangles and quadrilaterals to create a model of a plant with all four main body parts.

This project for students helps them learn about how plants grow and the different things that are factors of the process.

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