This activity is an inquiry-based investigation where students discover the indicators of chemical reactions (endothermic and exothermic) by collecting data and using that data to develop a testable question for further experimentation.

Do you want to think about ways to help solve New Orleans’ problems? CityScope is a project-based introduction to the contemporary city. “Problem solving in complex (urban) environments” is different than “solving complex problems.” As a member of a team, you will learn to assess scenarios for the purpose of formulating social, economic and design strategies to provide humane and sustainable solutions. A visit to New Orleans is planned for spring break 2007.

The City X Project is an international educational workshop for 8-12 year-old students that teaches creative problem solving using 3D printing technologies and the design process. This 6-10 hour workshop is designed for 3rd-6th grade classrooms but can be adapted to fit a variety of environments. Read a full overview of the experience here: http://www.cityxproject.com/workshop/

Class meetings or morning meetings focus on supporting students to reinforce the positive behaviors of their peers, reflect on previous learning, and preview new tasks weekly, daily, or at the beginning or end of class. With established norms for the meeting, this strategy can be used with students in all grades and across content areas. To begin the class meeting, the teacher can ask students to share celebrations or praise for a peer or peers based on the work they most recently completed independently or in groups, and students respond with a celebratory clap. Shout-outs can be followed by updates, a problem or question for whole class discussion, and future plans. The organization of a class meeting can be modified based on the teacher's goals for the meeting.

Students act as engineers contracted by NASA to create water filtration devices that clean visible particulates from teacher-prepared "dirty water." They learn about the worldwide need for potable water and gain appreciation for why water quality is an important issue for people on Earth as well as on the International Space Station. Working in groups, students experience the entire engineering design process, including a read-aloud book about the water cycle; a visiting water engineer presentation; their own online research about filter methods and designs; group brainstorming of designs (using ordinary household materials); filter construction and testing; redesign and retesting; lab book documentation of their notes, research, plans and results; and a summary poster presentation at a mini-engineering fair. Two design planning worksheets, a poster layout suggestion sheet and a grading rubric are provided.

The goal of this unit is that the students will be able to:
1. work in a blended learning environment to understand climate change and its impact on the world.
2. master a basic understanding of climate change
3. work in groups to research focused questions, present their research, and propose a way to combat climate change.
4. present their completed projects to their classmates. This unit is based on a lesson plan from The Learning Network found here: http://learning.blogs.nytimes.com/2015/04/22/guest-post-climate-change-questions-for-citizen-scientists/

In this problem-based learning activity, students develop a case study that "puts a human face" on the effects of global climate change (GCC) on a particular community in the United States. Students work in teams to: discover cultural, economic, and natural features of the community; identify challenges presented by GCC; and identify options for responding to these challenges.

This unit provides Common-Core aligned lessons based for Math 3, English 10, and Biology (NGSS Standards). The subjects are linked by a text on climate change, and they hit the standards of argumentation for English, comparing functions in Math 3, and human effects on environment in Biology.

SYNOPSIS: In this lesson, students explore four major categories of climate change, identify one to further research, and create a fact sheet.

SCIENTIST NOTES: This lesson introduces students to factsheets and infographics and how powerful they can be in providing and relaying information. Students start the lesson by reading through a factsheet/infographic about New Jersey’s changing climate followed by a partner discussion about how the factsheet makes them feel. Students are then able to pick one of four categories, do research about their topic, and create their own factsheet and infographic. Student factsheets/infographics are shared and compared/contrasted with one another. This lesson allows for multiple instances of student autonomy and provides a creative outlet for discussing climate change. It is hereby recommended for teaching.

POSITIVES:
-This lesson can be used in English, social studies, computer science, digital art, or science classes. It can be easily adjusted to be multidisciplinary.
-Students are given voice and choice in this lesson.
-Students become agents of change in their own communities, identifying problems and solutions.

ADDITIONAL PREREQUISITES:
-Students should be familiar with the basics of climate change.
-Students should be familiar with school-appropriate websites from previous school-related research.

DIFFERENTIATION:
-Students’ communication can be as simple or as thorough as you desire. They will need more time to research and craft their communication if you want their writing to be more fact-based and robust.
-Students can work independently or in a group with adjusted requirements.
-Teachers can use subject and grade level vocabulary already being learned in class. Teachers can add more vocabulary words in the glossary slide of the Teacher Slideshow.
-To deepen a social studies or global connection, students can explore the history of their chosen issue, how other countries are addressing the issue, or focus on a global solution strategy.
-To connect to computer science or digital art, students can create their infographic and fact sheet digitally.
-To further develop practical science or engineering skills, students can work together to create and implement a workable solution at the school, home, or community level.
-Some students may wish to communicate their advocacy via social media. Make sure to follow all school rules and monitor students’ progress if you allow this in the classroom.

In this scenario-based, problem-based learning (PBL) activity, students investigate cloud formation, cloud classification, and the role of clouds in heating and cooling the Earth; how to interpret TRMM (Tropical Rainfall Measuring Mission) images and data; and the role clouds play in the Earth’s radiant budget and climate. Students assume the role of weather interns in a state climatology office and assist a frustrated student in a homework assignment. Learning is supported by a cloud in a bottle and an ice-albedo demonstration, a three-day cloud monitoring outdoor activity, and student journal assignments. The hands-on activities require two 2-liter soda bottles, an infrared heat lamp, and two thermometers. The resource includes a teacher's guide, questions and answer key, assessment rubric, glossary, and an appendix with information supporting PBL in the classroom.

This introductory, algebra-based, two-semester college physics book is grounded with real-world examples, illustrations, and explanations to help students grasp key, fundamental physics concepts. This online, fully editable and customizable title includes learning objectives, concept questions, links to labs and simulations, and ample practice opportunities to solve traditional physics application problems.

his book is an introduction to combinatorial mathematics, also known as combinatorics. The book focuses especially but not exclusively on the part of combinatorics that mathematicians refer to as “counting.” The book consists almost entirely of problems. Some of the problems are designed to lead you to think about a concept, others are designed to help you figure out a concept and state a theorem about it, while still others ask you to prove the theorem. Other problems give you a chance to use a theorem you have proved. From time to time there is a discussion that pulls together some of the things you have learned or introduces a new idea for you to work with. Many of the problems are designed to build up your intuition for how combinatorial mathematics works. There are problems that some people will solve quickly, and there are problems that will take days of thought for everyone. Probably the best way to use this book is to work on a problem until you feel you are not making progress and then go on to the next one. Think about the problem you couldn’t get as you do other things. The next chance you get, discuss the problem you are stymied on with other members of the class. Often you will all feel you’ve hit dead ends, but when you begin comparing notes and listening carefully to each other, you will see more than one approach to the problem and be able to make some progress. In fact, after comparing notes you may realize that there is more than one way to interpret the problem. In this case your first step should be to think together about what the problem is actually asking you to do. You may have learned in school that for every problem you are given, there is a method that has already been taught to you, and you are supposed to figure out which method applies and apply it. That is not the case here. Based on some simplified examples, you will discover the method for yourself. Later on, you may recognize a pattern that suggests you should try to use this method again.

The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced math educator practice by posting their materials online.

Students continue an examination of logarithms in the Research and Revise stage by studying two types of logarithms—common logarithms and natural logarithm. In this study, they take notes about the two special types of logarithms, why they are useful, and how to convert to these forms by using the change of base formula. Then students see how these types of logarithms can be applied to solve exponential equations. They compute a set of practice problems and apply the skills learned in class.

This Professional Development course sets up teachers and students to use the perimeter of their school to inquire about and monitor air quality as well as learn about emissions and activism in their community.Did you know idling cars during school pickup impacts air quality and the environment? Learn how to use an easy-to-implement action project to motivate and empower your students. Your students will build an understanding of how air pollution impacts their community and the climate and learn what community members are doing about it. They will then work together to map their findings, develop an action plan and share what they have learned.Learn how the Next Generation Science Standards Engineering Design Process and Social Studies standards can be an integral part of students working on real-world problems.Explore the social-emotional side of climate change and how direct action can foster resilience and environmental justice.Collaborate with teachers from across the region to have a collective impact on air quality and the environment.#climate science #islandwood (already searchable on text)

This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

Elementary grade students investigate heat transfer in this activity to design and build a solar oven, then test its effectiveness using a temperature sensor. It blends the hands-on activity with digital graphing tools that allow kids to easily plot and share their data. Included in the package are illustrated procedures and extension activities. Note Requirements: This lesson requires a "VernierGo" temperature sensing device, available for ~ $40. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The Consortium develops digital learning innovations for science, mathematics, and engineering.

How can we conduct scientific research so that we have evidence to support a claim?Students in this problem-based learning module are invited to design a testable question to guide Scientific Research, Evaluate the pH of various solutions, Identify Variables, Conduct a Scientific Investigation, and Analyze/Communicate results.    How can we conduct scientific research so that we have evidence to support a claim? Antacid tablets are a multi-billion dollar industry.  Claims are made regularly by certain brands that their extra strength tablets contain “DOUBLE the acid neutralizing power per tablet of regular strength antacids.”  How effective are antacids?  Are double-strength antacids twice as effective as regular strength antacids?  Have you ever noticed a parent/guardian/family member take an antacid tablet? Stomach chemistry is about acids and bases.  When the pH of a stomach is too acidic then it might make the person have a stomach ache.  In some cases “heartburn” or “acid reflux” are used as terms to describe the problems some people face.  Antacids are usually basic which, when taken, might help raise the pH level in a stomach thus making a person feel better.You are invited to design an investigation with a partner, or a team of 4 students, to test your own idea about the effectiveness of antacids.  The challenge?  Have a driving question, clear variable identification, and an analysis of your results.  Materials for your test will be provided to you by your teacher.  At the culmination of your investigation your design team will make a 30-second pitch on your phone to show at your family Thanksgiving meal to explain the benefits (or negatives) of using antacids, and how antacids work.

Students make a simple conductivity tester using a battery and light bulb. They learn the difference between conductors and insulators of electrical energy as they test a variety of materials for their ability to conduct electricity.

Students are introduced to the idea of improving efficiency by examining a setting that is familiar to many teenagers fast food restaurants. More specifically, they learn about the concepts of trade-offs, constraints, increasing efficiency and systems thinking. They consider how to improve efficiency in a struggling restaurant through delegating tasks, restructuring employee responsibilities and revising a floor plan, all while working within limitations and requirements. Finally, students summarize and defend their suggested changes in argumentative essays.