The high school earth and physical science unit moves through an exploration of tectonic plates, why and how they move, and the earthquakes that they cause. As the final project, teams learn about Early Warning Systems for earthquakes and how they have saved millions of lives in other countries. Teams take on a population in Oregon and design a ShakeAlert system to give them the seconds required to prepare for a mega earthquake.

Students will learn how to distinguish different video shots, angles, and movements by watching a professionally created movie trailer. Locate a movie trailer of your choice and convert it into a movie file that can be uploaded into a video editing software, such as iMovie. Students will then detach the audio so it is not a distraction while working during class. The next step will be to locate the different camera uses, angles, and movements as listed in the PowerPoint. Once the shots are located, students will split the video and use a freeze frame with on-screen text to key the name of the shot. An example would be "long shot with bird's eye view." Students should locate at least three examples for each of the camera uses, angles, and movements. Once done, the students will export their movie and submit for grading.

Why do the lights turn on in a room as soon as you flip a switch? Flip the switch and electrons slowly creep along a wire. The light turns on when the signal reaches it.

Students learn how engineering design is applied to solve healthcare problems by using an engineering tool called simulation. While engineering design is commonly used to study and design everything from bridges, factories, airports to space shuttles, the use of engineering design to study healthcare administration and delivery is a relatively new concept.

This unit uses the slinky seismometer as a means of studying physics concepts such as waves, sound and the speed of sound vs speed of light, resonance, electricity and magnetism, Lenz Law and magnetic dampening (backwards engineering). Students experiment with the basic parts of the seismometer and either build or connect the seismometer to the internet to take and upload data.

This is a technique to work on students questioning capabilities. We have used this in the past to introduce our Terrorism unit. The point of this is for students to build their questioning to new levels while working together. **This is an inquiry activity**Standard: SS.9-12.1. Create compelling questions representing key ideas within the disciplines.

This is an introductory lesson that is a game for students to learn the basic vocabulary for sociology. The students can get into groups (no more than three people) and using the book, read the text surrounding the vocabulary words in order to use context clues to put them together. The teams have to get their words approved by the teacher before they can write it on their paper to insure that it is correct. I pit the teams against each other to foster a game like amostophere for extra credit. Everyway walks away with extra credit but obviously those that finish first get more than others. The definitions are my personal defintions rather than the ones in the book as that would be too easy. Standard: SS-Soc.9-12.14. Identify characteristics of groups, and the influences that groups and individuals have on each other.

This SoftChalk was created to show and give an example of all the activities and how they work.

In this lesson, students will be practicing the visible thinking strategy I used to think... Now I think... as well as practicing their HTS. This lesson includes a reflective writing assignment at the end to assess thinking.

Student have learned about the Sun from the Sun, Earth, and Moon science unit. During the process of learning about the sun students research solar energy. It is hard to do hands on learning when talking about the Sun, however concepts learned can be applied to build a successful solar oven. When the solar over has been constructed, have the student test it out!

This lesson unit is intended to help teachers assess how well students are able to: interpret a situation and represent the variables mathematically; select appropriate mathematical methods to use; explore the effects of systematically varying the constraints; interpret and evaluate the data generated and identify the break-even point, checking it for confirmation; and communicate their reasoning clearly.

Students are given 2 different types of candy in a mystery bag and they will have to write their own system of equations. Then they will analyze the equations to determine how many of each type are in the bags.

In this activity students become familiar with the math vocabulary more/less/same and most/least as they count and compare small groups.

This simulation lets you see sound waves. Adjust the frequency or volume and you can see and hear how the wave changes. Move the listener around and hear what she hears.

This collection of activities is based on a weekly series of space science mathematics problems distributed during the 2012-2013 school year. They were intended for students looking for additional challenges in the math and physical science curriculum in grades 5 through 12. The problems were created to be authentic glimpses of modern science and engineering issues, often involving actual research data. The problems were designed to be one-pagers with a Teacher’s Guide and Answer Key as a second page.

Watch the video clips, waiting for a bus in Spain, and answer the questions using complete Spanish sentences.Photo: CC-BY-NC-ND deming131

This is a lesson for students to discuss the different stereotypes they have or see in our world. 

Telling time in Spanish. (Students may need to review number 1-59 before starting this unit)

This a quick review of the verb tener and expressions that use the verb. 

This video segment adapted from Shedding Light on Science uses historical illustrations and everyday examples to show that light has a speed and does not travel instantaneously.